5 Year Report by Peggy Allen

5th Year Maintenence Report

Contents Executive Summary ........................................................................................................................1 Fifth Year Maintenance Report ......................................................................................................11 Section 1 – Situational Analysis ....................................................................................................13 Section 2 – Mission Statement ......................................................................................................19 Section 3 – Strategic Management Planning Process ....................................................................21 Section 4 – Assessment Tools and Procedures ..............................................................................23 Section 5 – Financial Strategies ....................................................................................................43 Section 6 – New Degree Programs ................................................................................................61 Section 7 – Tables ..........................................................................................................................67 Appendix 1 - Saint Joseph’ University Fact Sheet ......................................................................115 Appendix 2 - Saint Joseph’s University Mission Statement ........................................................117 Appendix 3 - AOL Newsletter......................................................................................................119 Appendix 4 - HSB Advisory Board Lists ....................................................................................121 Appendix 5 - AQ/PQ ..................................................................................................................139 Appendix 6 - Faculty Sufficiency ................................................................................................145 Appendix 7 - Annual Reports ......................................................................................................255

Executive Summary AACSB Maintenance of Accreditation Report

Prepared by: Joseph A. DiAngelo, Ed.D., Dean Stephen J. Porth, Ph.D., Associate Dean

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Executive Summary • •

Background Information Effective practices that demonstrate leadership and high quality continuous improvement in management education

Introduction The Erivan K. Haub School of Business achieved the highest possible international endorsement in 2000 when it was accredited by the Association to Advance Collegiate Schools of Business (AACSB). AACSB accreditation has provided strong differentiation for Saint Joseph’s University, offering prospective students and faculty special insight into the strength of the Erivan K. Haub School. This maintenance review is our first since initial accreditation. Since initial accreditation, the Haub School of Business has flourished, growing in enrollments, program offerings, faculty, research productivity, prestige and national reputation. During the 2008-09 academic year alone, the Haub School was recognized by US News & World Report for our Professional MBA program, ranked in the top 25 in the country, by Princeton Review which identified the Haub School as one of the nation’s top graduate business programs, and by Business Week, ranking Haub as one of the top undergraduate business programs in the country. For the fifth consecutive year, Beta Gamma Sigma recognized the Haub School as an award winning chapter and, for the first time ever, chose two candidates from the same institution for their prestigious international awards - Mary Lou Quinlan, Class of 1975, received the Medallion for Entrepreneurship, and Brian Duperreault, Class of 1973, selected for the Business Achievement Award. The Haub School has been an innovator in business education by targeting specific industry niches and responding to the educational needs of those niches. This innovative approach is enshrined in our mission statement and reflected in the specialized programs we offer that cater to the specific needs of our students in such areas as food marketing, pharmaceutical marketing, accounting and financial services, insurance and risk management, and business intelligence, to name a few. We are pleased to present our fifth year report and accompanying documentation in support of our application for maintenance of accreditation by AACSB. Background Located in Philadelphia, PA, Saint Joseph’s University (SJU) is a Catholic and Jesuit institution founded in 1851. Since its first days, the University has distinguished itself with a strong liberal arts core curriculum, fostering rigorous and open-minded inquiry, maintaining high academic standards, and attending to the development of the whole person. Saint Joseph’s offers 40 undergraduate majors, 10 additional special-study options, 29 study abroad programs, 47 graduate degrees, and an Ed.D. in Educational Leadership. Total enrollment in 2008-09 was 7802 in all programs, including 4528 traditional full time undergraduates, 705 University College and Bridge Program students, and 2569 in graduate 2 E r i vA n K. H AU B S c H o o l o f B U S i nES S

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programs. Enrollment in the Erivan K. Haub School of Business includes 2310 full time undergraduates and 936 students in graduate business programs. 97% of first-year students and 62% of all full-time undergraduates live on campus. Women comprise 52% of the total student body. Racial and ethnic minorities represent 15% of full and part-time enrollments. The average SAT score of the 2008 incoming class was 1114; 48% ranked in the top quarter of their high school class and 19% in the top tenth. One of just 129 schools nationwide with a Phi Beta Kappa chapter and AACSB accreditation, Saint Joseph's challenges its students to exceed their highest ambitions, fosters the mature development of values and deepens a desire to help shape the world. The Jesuit tradition of cura personalis -- care for the entire person -- is reflected in the university's rigorous academic experience; energetic, compassionate and spiritual campus; and focus on the common good. Education in business and commerce has been a part of the Saint Joseph’s University enterprise since its founding in 1851. The College of Business and Administration at Saint Joseph’s University was founded in 1979. Its early years were marked by steady enrollment growth and faculty development, with limited academic offerings and regional recognition. Primary points of distinction included a pair of undergraduate majors — Accounting and Food Marketing — which would become pillars of the curriculum, along with a blossoming MBA program that served as a precursor for a wide range of nationally and internationally known graduate and executive offerings. A milestone in the life of business education at Saint Joseph’s came in 1988 when Erivan Karl Haub, CEO of the Tengelmann Group, a German-based family enterprise of retail food and textile stores, funded the Executive Conference Center in McShain Hall. This center provided Saint Joseph’s with facilities needed to provide executive education and, hence, greatly strengthened the graduate business program at the University. In 1997, the College of Business and Administration was again the recipient of a gift from Erivan Karl Haub, this time to name the school. Almost immediately, the new Erivan K. Haub School of Business was able to leverage the academic reputation of Saint Joseph’s University with the international industry credentials of its namesake. The impact of the Haub Executive Conference Center and the Erivan K. Haub School of Business would be dramatic and far-reaching for Saint Joseph’s University. Just before initial AACSB accreditation, the Haub School of Business (HSB) moved into Mandeville Hall, its new state-of-the art home. Mandeville Hall would quickly transform both the Erivan K. Haub School and Saint Joseph’s University. This facility has been used as a model by other universities as for its combination of architectural magnificence and hi-tech capability. Distance learning and networking technologies far ahead of their time brought considerable attention to the school. In particular, the trademarked Wolfington Teletorium and Brennan and Warren Moot Board Rooms were spectacular enhancements to the undergraduate, graduate, and executive curricula. The most recent addition to Mandeville Hall is the Wall Street Trading Room, providing students the opportunity to experience a real-time, live trading room environment. This capability has contributed to the Erivan K. Haub School being labeled as “the most technologically advanced business school” by The Chronicle of Higher Education in March 2002. The mission statement of the Haub School of Business emphasizes three key words – breadth, depth and wholeness. We seek excellence in business education that offers breadth in terms of broad-based coverage of business concepts and skills, depth through focus on specific 3 E r i vA n K. H AU B S c H o o l o f B U S i nES S

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industries and professions such as food marketing, pharmaceutical marketing, accounting, financial services, and our newest niche in insurance and risk management, and wholeness via education of men and women grounded in a strong sense of ethics and committed to service with and for others in accordance with the Ignatian tradition. Some milestones of the Haub School of Business are listed below. • • • • • • • • • • •

1851 – SJU founded and established with a degree in business and commerce 1976 – MBA Program launched 1979 – College of Business established 1997 – College of Business named Erivan K. Haub School of Business 1998 – Business school moves into new home, Mandeville Hall 2000 – HSB awarded initial AACSB accreditation 2001 – Beta Gamma Sigma Chapter established 2004 – Arrupe Center for Business Ethics founded 2005 – HSB selected by Beta Gamma Sigma for the Bronze Chapter Award 2006, 2007 and 2008 – HSB recognized as the Silver Chapter by Beta Gamma Sigma for three consecutive years 2009 – HSB recognized as a top school of business by Business Week, US News and World Report, Princeton Review, Beta Gamma Sigma

At the undergraduate level, the Haub School of Business offers a Bachelor of Science in Business Administration. Undergraduate business majors available to students have grown from three in 1979 (Accounting, Food Marketing and Management/Marketing) to eight in the current academic year (Accounting, Decision System Sciences, Finance, Food Marketing, International Business, Management, Marketing, and Pharmaceutical Marketing). This growth has allowed the HSB to provide more complete educational offerings to its students and has coincided with a period of rapid enrollment growth at SJU, fueled predominantly by growth in the business school. As shown in the graph below, from 2000 to 2008, total enrollment of full time undergraduates at SJU is up 27% (from 3560 to 4528). Most of this growth has been driven by a 52% increase in the Haub School of Business. Full Time Undergraduate Enrollments at SJU, Fall 2000 to Fall 2008 4528 4111 3560

4138

3756

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At the graduate level, the HSB offers a part-time Masters in Business Administration (i.e., Professional MBA), Executive MBA, Executive MBA in Pharmaceutical Marketing, Executive MBA in Food Marketing, and specialized Masters degree programs in Business Intelligence, Financial Services, Food Marketing, Human Resources Management, and International Marketing. The HSB has followed an industry-focused niche strategy to create unique graduate programs that appeal to the needs of the market and leverage the strengths of the faculty. For example, graduate education in Pharmaceutical Marketing was created to take advantage of the growing pharmaceutical industry in the region, and the Online MBA in Pharmaceutical Marketing, the only one of its kind, allows the HSB to go beyond regional markets to attract pharmaceutical executives from across the country. The Executive MBA caters to executives from Philadelphia’s extensive corporate marketplace. HSB has offered a Masters degree in Food Marketing for 20 years and recently relaunched its Executive MBA in Food Marketing, designed to meet the needs of working professionals in the food and allied industries. The Haub School of Business is one of the largest overall providers of graduate business education in the area, second only to the Wharton School at the University of Pennsylvania, with 936 students currently enrolled. This is a significant achievement considering the degree of competition in the local market from formidable competitors such as Villanova, Drexel, LaSalle, Penn State and Temple, and the 88 colleges and universities within a 25 mile radius of Philadelphia. As shown in the table below, graduate business enrollments (measured by unduplicated headcount) have grown by 3.5% during the five year period of Fall 2004 to Fall 2008, from a total of 904 to 936 students. This growth was achieved despite intense and increasing competition for graduate business education in the regional market and ongoing cutbacks in tuition benefits provided by companies in our market. Our largest program, the Professional MBA, has experienced a decline of 4.3% which was moderated by growth in our corporate program, the Vanguard cohort. This program is a total of eight MBA courses delivered on-site to Vanguard employees at their headquarters in Malvern, PA. After completing these courses, Vanguard employees are issued a certificate and typically go on to complete their MBA degrees on our campus. Our Executive MBA Program has grown by 82% over the five years, from 38 to 69 students. Similarly, enrollments in the Masters in International Marketing grew by 58% from 24 to 38 students. The Masters in Financial Services also achieved strong growth of 54%, from 37 to 57 students. The Masters in Human Resources program maintained relatively stable enrollment for the period. A new Masters program in Business Intelligence, introduced in 2005, added 35 new students by Fall of 2008. This program is offered in both a traditional on campus format and as an online program. Together these programs more than compensated for declining enrollments in our Executive Food and Pharmaceutical Masters programs over the five year period. These declines coincided with cutbacks in tuition benefits in both the food and pharmaceutical industries and the loss of the Wawa cohort in the food program. Wawa is a chain of convenience stores that in the fall of 2002 enrolled a one-time cohort of 23 managers in our masters program in food marketing. Despite these challenges, enrollment in the food programs increased during the past year and both the food and pharmaceutical programs remain vibrant. Overall, the HSB Graduate Programs are healthy and continue to grow in a challenging environment.

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Graduate Business Enrollments, Fall 2004 to Fall 2008

HSB GRADUATE PROGRAMS Professional MBA Vanguard TOTAL MBA Pharm Marketing MBA Pharm Marketing On‐Line TOTAL Executive MBA Food Marketing Executive MS Food Marketing TOTAL Executive MBA

MS Financial Services MS Business Intelligence MS Human Resource Management MS International Marketing Total HSB Degree‐Seeking

Fall 2004 540 39 579 96 34 130

Fall 2005 491 62 553 97 47 144

N/A

70 70 38

60 60 56

26 24 904

% change 2004‐08

% change 2007‐08

-13.1% 117.9% -4.3%

-8.9% 25.0% -5.0%

-36.5% 5.9% -25.4%

-22.8% -16.3% -20.5%

N/A -60.0% -10.0% 81.6%

29.6% -9.7% 8.6% 7.8%

Fall 2006 493 67 560 81 45 126 15 41 56 71

Fall 2007 515 68 583 79 43 122 27 31 58 64

Fall 2008 469 85 554 61 36 97 35 28 63 69

23 23

52 12 27 33

62 24 29 30

57 35 23 38

54.1% N/A -11.5% 58.3%

-8.1% 45.8% -20.7% 26.7%

904

937

972

936

3.5%

-3.7%

To support its growing enrollments and innovative new programs, the HSB continues to add new faculty lines and to recruit to fill those lines with talented new faculty. The number of fulltime faculty has grown from 47 (45 tenure-track and 2 visiting) in 1997 to 76 (66 tenure-track and 10 visiting) in Fall 2009, with additional searches expected in the upcoming academic year. The university benchmarks faculty salaries against a peer group of 14 institutions and is committed to paying at the 75th percentile of this peer group for each faculty rank. As the market for new business faculty pushes starting salaries higher, the dean has used structural adjustments and merit pay to keep salaries competitive within our peer group. For the Fall 2008 semester, approximately 98% of the participating and supporting faculty are Academically Qualified or Professionally Qualified (see Section 7 of the Fifth Year Report). Among full-time tenure track faculty, 67% have published three or more peer reviewed articles, book chapters or books in the past five years. In addition, 12 other full-time faculty are new PhDs and, therefore, are Academically Qualified. Accomplishments and Recognition Since Initial Accreditation Since initial accreditation, the Haub Scholl of Business continues to grow and pursue excellence. A sample of HSB highlights and accomplishments since 2000 include: •

Increased undergraduate enrollment by 52%. 6

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• • • • • • • • •

Increased the number of full-time tenure track faculty from 51 to 72. Developed and implemented new graduate programs in Pharmaceutical Marketing (Online MBA), Executive MBA, Food Marketing (MBA), Business Intelligence, Financial Services, Food Marketing, and Human Resources Management. Developed and implemented new tracks in undergraduate majors, including International Business, Investments, Personal Financial Planning, Sports and Entertainment Marketing, Marketing Communications, and Accounting Information Systems. Established the Cooperative Education Program with more than 100 students currently enrolled. Launched the Pedro Arrupe Center for Business Ethics to support faculty research and student learning of business ethics. Established the HSB Advising Center staffed by full time professionals to support the advising needs of HSB students. Founded the Brian Duperreault Chair for Risk Management and Insurance in the Department of Finance. Created the Academy of Risk Management and Insurance with an endowment of $1,000,000 for scholarships for Finance students and provided financial support for a newly created full-time position of director. Opened the Wall Street Trading Room to support research and teaching in financial planning and investments.

The Erivan K. Haub School of Business has received significant external endorsements as a result of its remarkable growth and development. This national recognition will continue to enhance the reputation of both the HSB and the University overall. The most noteworthy acknowledgements include: • • • • • •

Part-time MBA programs at the Erivan K. Haub School of Business have again been ranked among the Top 25 in the nation and No. 1 in Pennsylvania by U.S News & World Report (2004, 2005, 2008, 2009). The Erivan K. Haub School of Business was listed as one of the nations “Best 143 Business Schools” by The Princeton Review (2005 and 2008). The MBA Security Analysis and Investment class achieved top honors in the Collegiate Investment Challenge in the fall of 2003. The overall ranking for Saint Joseph’s University in U.S. News & World Report is No. 8 (Master’s Universities/North), highest in the history of the institution. SJU has been ranked in the top 10 for each on the past five years. HSB has been recognized as a Premier Chapter by Beta Gamma Sigma in 2006 (Bronze Chapter), 2007 and 2008 (Silver Chapter). Beta Gamma Sigma selected HSB chapter nominees for Medallion of Entrepreneurship Award (2009) and Business Achievement Award (2008 and 2009).

Effective Practices The Haub School of Business is proud of the many effective practices that have been developed and implemented over the years, particularly since our initial AACSB accreditation. Some of these “best practices” are identified and briefly described above. Others, such as our strategic management systems and Assurance of Learning program, are described in the accompanying documents. In addition, as specified by AACSB guidelines, we select and highlight two practices of note below. 7 E r i vA n K. H AU B S c H o o l o f B U S i nES S

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Pedro Arrupe Center for Business Ethics – The HSB is a business school within a Jesuit university that seeks to promote ethics education and a commitment to social justice. To leverage our Jesuit mission and with the generous financial support of an alumnus, the HSB established the Arrupe Center for Business Ethics in 2004-05 and hired a director and assistant director from among the HSB faculty. The directors established an advisory board and developed the mission, goals and infrastructure of the center. The Arrupe Center supports faculty research and curricular development in order to integrate ethics into the student learning experience. The center funds faculty research grants, and teaching and professional development, including participation in the Ethics Across the Curriculum program. The center sponsors public lectures, classroom speakers, and faculty participation in academic conferences. The Arrupe Center also provides opportunities for student development and recognizes student achievement in business ethics. Examples include sponsored scholarships such as the Lockheed Martin Business Ethics Scholarship, Student Ethics Paper Contests, student organizations such as Net Impact, and the annual Arrupe Center Achievement Reception. Business Policy Course and Competition – Business Policy is the capstone course in the undergraduate curriculum of the Haub School of Business. This four credit course focuses on strategic management and is team-taught by faculty from the Management, Accounting, Finance and Food Marketing Departments. Students form teams and select a company for which they develop a strategic plan after extensive research and analysis. Student teams compete with each other and a panel of faculty members selects the top team from within each section of the course. These seven teams, each representing a section of the course, advance to the Business Policy Competition at which they receive cash prizes and award certificates. The Business Policy Competition is a showcase event held on campus in the Wolfington Teletorium twice a year, at the conclusion of the fall and spring semesters. A panel of senior executives is recruited to judge the team presentations in the showcase. The teams present their strategic plans to the panel of executives and respond to their questions and challenges. The judges assess the overall quality of the team presentations and select the top two teams. HSB faculty, students and their families attend the event which attracts a standing room only crowd of over 300. Each year the Business Policy faculty raise money from corporate sponsors to support the Competition. The sponsoring companies underwrite the prize money awarded to the students as well as the reception held during the event for all students, faculty and family members in attendance. The sponsoring company receives significant publicity on campus, with parents and family members of Business Policy students, and in SJU publications. Sponsors also have access to potential future employees. An executive from each sponsoring company is invited to judge the event. This course and competition have proven to be a highlight of our students’ business education at SJU and a powerful learning experience. The course encourages our students to strive for excellence and showcases our students to potential employers and the business community. Some students competing in the event have received on-the-spot job offers from judges who are impressed by their poise, knowledge and skill.

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Fifth Year Maintenance Report AACSB Maintenance of Accreditation Report

Prepared by: Joseph A. DiAngelo, Ed.D., Dean Stephen J. Porth, Ph.D., Associate Dean

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Fifth Year Maintenance Report

Section 1 - Situational Analysis: A brief analysis that enables the Peer Review Team to understand the context within which the applicant operates.

The Executive Summary provides an overview of Saint Joseph’s University and the Haub School of Business, highlighting the growth of the university and the development and path of continuous improvement followed by the business school. This section of the report describes the context within which the university and the business school operate. Saint Joseph’s University and the Haub School of Business are in the midst of an unprecedented period of growth and expansion. Enrollments, campus size and infrastructure, faculty size and resource requirements are all increasing. In the summer of 2008 the university acquired an additional 37 acres of land, the former Episcopal Academy property, which is located contiguous to our existing campus. According to the Philadelphia Inquirer (August 19, 2005), this was “a momentous transaction for Saint Joseph’s. The deal expands the University’s footprint by 58% and gives it a much more impressive physical presence as it seeks to continue recent gains in enrollment and academic quality.” The new campus will be named the Maguire Campus to recognize a major gift from James J. Maguire, Class of 1958 and CEO of Philadelphia Insurance Companies, Inc. See Appendix 1 for the University Fact Sheet. Historical Context Saint Joseph’s University has two colleges for full-time undergraduate students – the Haub School of Business and the College of Arts and Sciences. The College of Professional and Liberal Studies, formerly known as the University College, is the evening division of the university which caters to part-time undergraduates and does not have its own faculty. Business programs in the College of Professional and Liberal Studies are overseen by the Haub School. In its initial AACSB review, full-time undergraduate enrollment in the Haub School was 1354, which was 39% of the total student body. Since then business school enrollment has jumped by over 70%. Today the business school has over 2300 full-time undergraduates and about half of the full-time undergraduate enrollment. During that same period, the number of full-time faculty has grown from 55 to 76 - with additional faculty searches currently underway. The HSB has been particularly dedicated to the hiring of high quality Academically Qualified and Professionally Qualified faculty that meet or exceed AACSB expectations. For more than 40 years, business education at Saint Joseph’s University has been industryfocused. In 1962 the Academy of Food Marketing was established to support the university’s Department of Food Marketing, offering students a placement program, summer work, internships, a 5-year co-operative education program and scholarships. Faculty and students rely on the school’s Campbell Library, one of the largest food industry information resource centers in the East. Thirty-two students were in the first Food Marketing class in 1962; now, over 300 full-time undergraduates major in Food Marketing and over 60 graduate students are pursuing a masters degree in the field. Since its inception more than 2100 students have graduated and hold key positions in the food industry.

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This industry-focus continues to be an important element of the mission of the business school. The Haub School has developed a national reputation for undergraduate and executive programs in pharmaceutical marketing. The newly created Academy of Risk Management and Insurance and new graduate programs in Financial Services, Business Intelligence, and Human Resource Management complement our continuing strength in undergraduate Accounting education. Jesuit Identity As a college within a Catholic, Jesuit university, the Haub School of Business is committed to the ideals of ethics, justice, and social responsibility. All undergraduate students complete 20 courses in a liberal arts core curriculum, including several courses in Theology and Philosophy. A new General Education Program (GEP) was recently approved by the faculty and will be implemented beginning in 2009-2010. The new GEP emphasizes the Jesuit identity of the university through common courses such as Faith, Justice and the Catholic Tradition and Moral Philosophy. At the graduate level, students in the business school are required to take courses that focus on ethical reasoning and analysis, such as Stakeholder Theory and Social Responsibility (Professional MBA Program) and Business Ethics (Executive MBA Program). In addition, an emphasis on ethics is infused throughout the curricula in various courses at both the graduate and undergraduate levels. The Arrupe Center for Business Ethics, established in 2004-2005, furthers SJUâ&#x20AC;&#x2122;s Jesuit mission by supporting faculty research and curricular development in order to integrate ethics into the student learning experience. The Arrupe Center Fellows Program has engaged over half of the HSB tenure-track faculty in current research for conferences, journals, and other publications. Approximately one-third of all Arrupe fellows have been approved for multiple fellowships. Topics include the subprime mortgage crisis, triple-bottom-line accounting, virtual retail environments, shareholder theory, organic food and advertising, and ethical issues in pharmaceutical marketing. Each year the Arrupe Center funds approximately five business faculty for the six-week summer Ethics Across the Curriculum seminar. After completing the seminar, participants modify their courses to incorporate a substantive focus on business ethics. Competitive Environment Saint Josephâ&#x20AC;&#x2122;s University is situated in one of the most competitive markets for higher education in the country. No fewer than 88 institutions within a 25 mile radius of SJU vie for students, including some of the top universities in the country. According to a recent study conducted for the HSB by Tandem Associates, our regional competitors spend much heavier on advertising and media buys (Source: TNS Media Intelligence). Table 1 below shows media spending from July 2006 through June 2007 and the percentage change from the previous year. Despite lagging behind most of our direct competitors, the Haub School maintains strong and growing enrollments. In fact, in terms of graduate business enrollment, the Haub School of Business is one of the largest providers in the area, second only to the Wharton School at the University of Pennsylvania. Similarly, the HSB ranks among the top for undergraduate business enrollment.

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Table 1 – Media Spending by Institution (in Thousands of Dollars) Total Dollars % Change 7/06-6/07 vs. YAG University of Pennsylvania 1952.2 129% Drexel University 1631.3 140% LaSalle University 917.2 122% Widener University 889.3 229% Penn State University 839.3 152% Villanova University 654.5 107% Temple University 636.2 72% Rutgers University 248.6 211% Saint Joseph's University 129.6 89% West Chester University 92.7 126% Source: Tandem Associates Report based on TNS Media Intelligence, October 2, 2007. University

SWOT Analysis The HSB, like all institutions, is faced with its own unique set of strengths, areas for improvement, opportunities, and threats. A SWOT analysis of the HSB, as developed by the HSB Strategic Planning Committee in consultation with key stakeholders, is identified in Table 2. Table 2 - SWOT Analysis of HSB Strengths SJU is a distinguished Jesuit, Catholic university with a strong liberal arts foundation SJU is one of just 129 universities nationwide with a Phi Beta Kappa chapter and AACSB accreditation Of the 26 undergraduate Jesuit business schools in the country, the HSB is the largest The HSB has dedicated faculty who are excellent teachers and accomplished scholars with publications in leading journals Quality of University and HSB leadership; AACSB experience of Dean Joseph DiAngelo Mandeville Hall, home of the HSB, is an outstanding learning environment

Weaknesses The cost of attending private colleges is accelerating; tuition dependency of SJU Faculty resource constraints - faculty are stretched to keep pace with growing enrollments and to cover all programs Resources to support faculty research Resource constraints to support innovative curricular initiatives Resource constraints to support corporate interaction and partnerships Need for more consistent rigor and engagement across the curriculum No required business ethics course in the undergraduate program Criteria for tenure and promotion, especially to professor, not uniformly understood

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Stren gths , continued

Differentiated, industry-focused niche programs in graduate & undergraduate (e.g., Food and Pharmaceutical Marketing, Academy of Risk Management & Insurance) Undergraduate Accounting Major programs, alumni support, AACSB accreditation Innovative and rigorous undergraduate capstone course, Business Policy Innovative part-time graduate programs that are ranked in the top 25 in the country by U.S. News & World Report Focus on Business Ethics supported by the Arrupe Center Flexible and entrepreneurial approach to planning and decision-making HSB Advising Center established in 2005 Growing Co-op and internship programs Newly approved General Education Program that will provide greater flexibility and choice for business majors Opportunities Partnerships (with industry, with other associations, and with other universities, especially Jesuit and international universities) Growth of online education Expansion of global/international focus Expanded support of business community and alumni for programs and for research New space and facilities on the Maguire campus International teaching and research New technology for non-traditional marketing approaches

Weaknesses , continued

University governance system based on divisions rather than colleges institutionalizes an imbalance in power and underrepresentation of the HSB Space limitations in Mandeville Hall – classrooms and office space cannot accommodate more growth Lack of coordination between university budget process and resource requirements of the HSB strategic plan Programmatic resources have not kept pace with enrollment growth.

Threats Rising cost of private higher education Continuing competition from traditional competitors Competition from new and non-traditional competitors (e.g., University of Phoenix) Pressure on tuition; tuition dependence Demographic changes in core undergraduate markets Impact of current economy on enrollments and endowments

Based on this SWOT analysis, the following strategic issues and questions will need to be addressed by the HSB to position itself for continued growth and quality in the future: x x

Resources – How can the HSB obtain a significant infusion of incremental resources that will be necessary to move the school to the next level of quality? Research Productivity - How can we strengthen the research culture of the HSB?

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• • • • • •

•

Faculty Sufficiency - How can we attract and retain additional AQ/PQ faculty committed to contributing to the mission of the HSB in the face of strong demand for and short supply of business faculty? Facilities – As business enrollments grow and the number of faculty members increases to keep pace, we are stretching the capacity of Mandeville Hall. Jesuit Mission and Identity – How can we ensure that all HSB students are challenged to engage in rigorous analyses and discussions of ethical issues? Quality - How can we continue to strengthen our curricula and academic programs in light of increasing competition and decreasing resources? Undergraduate Enrollments - How can we maintain enrollment in the undergraduate program as the number of traditional college-aged students in our core geographic markets begins to dip? Graduate Enrollments - How can we maintain overall enrollments in graduate business programs as key competitors, including Drexel, Penn State, and Villanova, outspend us in both marketing and scholarships, and companies continue to cut back on employee tuition assistance programs? Assurance of Learning – How can we build upon the success of the assessment program at the undergraduate and graduate levels and create a culture of continuous improvement across all programs?

Degree Programs The following degree programs are included in the business accreditation review.

Haub School of Business Undergraduate Graduate

Fall 2008 Enrollment

Program Bachelor of Science (Full Time Day Division)

2310

Bachelor of Science (University College)

182

Professional MBA

554

MS Financial Services

MS Business Intelligence

MS Human Resource Management

Executive MBA

Executive MBA Pharm Marketing

Executive MBA Pharm Marketing, Online

Executive MBA Food Marketing

Executive MS Food Marketing

MS International Marketing

Total HSB Degree-Seeking

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3428

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Section 2 - Mission Statement: A statement that includes all degree programs defined in the scope of accreditation. The Haub School of Business mission statement was first developed in 1998 and is reviewed each year by the HSB Strategic Planning Committee and the HSB faculty. Adjustments and revisions are made to the mission periodically, including most recently in 2006. The mission of the HSB is stated as follows: We seek excellence in business education that offers breadth in terms of broad-based coverage of business concepts and skills, depth through focus on specific industries and professions, and wholeness via education of men and women in service with and for others in accordance with the Ignatian tradition. To achieve this mission, the Haub School of Business is committed to the following five core values: 1. Academic excellence – The HSB is committed to the Jesuit ideal of the magis or the more, always striving to become better. Academic integrity is the cornerstone of our approach to teaching, an approach that emphasizes excellence in teaching and seeks rigor and student engagement. 2. Jesuit identity – As a college within a Jesuit university, the HSB is committed to the Jesuit ideals of ethics, justice, and social responsibility. 3. Scholarly contributions – The HSB encourages scholarly research that is essential to the professional development of our faculty, contributes to the practice of management, and informs and enlivens our teaching. 4. Innovative niche programs – From its inception, the HSB has been entrepreneurial in its approach to targeting and serving the needs of key industries and strategic niches. We seek to continue our creative focus on industry segments such as food, pharmaceuticals, financial services and public accounting. 5. Student welfare – Cura personalis, that is, care and respect for the whole person, is a hallmark of Jesuit education. We will continue to support and encourage our students as they identify and pursue their personal and professional aspirations. This mission and set of values supports and affirms the mission and core values of the university and the vision of the President of the university: “Saint Joseph's University will be recognized as the preeminent Catholic comprehensive university in the Northeast.” (See Appendix 2 for the mission statement of Saint Joseph’s University). Saint Joseph’s University values a balance of excellence in both teaching and scholarly contributions from faculty. As stated in the Saint Joseph’s University Faculty Handbook, “Faculty members must be committed to excellence in teaching. Since this end requires constant learning in the disciplinary field, they are expected, through study, research, and active membership in professional organizations, to keep close association with the community of scholars. They should attend scholarly meetings, present papers, effect mutually beneficial relations between the university and the larger academic community, and periodically publish the results of research.” (page 56). The Handbook also emphasizes the importance of faculty scholarship. “Saint Joseph’s University values scholarly research and the professional development of its faculty as essential to its educational function. In order to communicate to the student a sense of knowledge as a

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living and growing stream, the faculty member must be a learner and in some measure an active participant and contributor to this stream. The university aims to create an inquisitive, independent mind and an incipient spirit of research in the undergraduate student. For this purpose, no other influence is as powerful as faculty example.â&#x20AC;? (page 64) Faculty scholarship is one important aspect of the mission of the business school. Consistent with our focus on undergraduate, graduate and executive education, applied research is the primary focus in the HSB supplemented by some basic and pedagogical scholarship. Faculty scholarship should contribute to the practice of management and enliven the classroom experience of our students. Academically qualified faculty are expected to possess a doctoral degree in (or related to) the field in which s/he is teaching; and complete at least three quality publications over the most recent five-year period, or two quality publications and at least one validating academic experience. A quality publication is typically a journal article that was subjected to a documented formal review process (peer or editorial review), and is readily available for public scrutiny in a library or through an on-line retrieval service.

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Section 3 - Strategic Management Planning Process: A description of the strategic management planning process of the applicant. One of the standing committees of the HSB is the Strategic Planning Committee. It is constituted each year by the dean and charged with specific goals depending on the current status of the strategic plan and the planning process. The committee has been chaired for several years by the Associate Dean, Dr. Stephen Porth, and is comprised of faculty representatives from each of the departments, student representatives from the undergraduate, graduate and executive programs, and two members of the business school’s Board of Visitors. In addition to the Strategic Planning Committee, the dean meets regularly with the department chairs (at least once per month) during which various aspects of plan and the planning process are discussed and reviewed. The current version of the strategic plan was approved in June 2006 after a final faculty review in April of that year and a review and discussion with chairs and program administrators during the annual HSB planning retreat (held in June 2006). The approval of the plan in 2006 came after a process of research, analysis, discussion, development and review that started in November of 2003. In developing the plan the committee sought input from the faculty, administrators, the HSB Board of Visitors, students, alumni and other key stakeholders. Committee members are reminded that they serve as representatives of their respective stakeholder groups and need to keep those groups apprised of the process, the plan and its implementation. The plan was professionally printed and disseminated to various internal and external stakeholders during the fall of 2006. The chairs, program directors and other stakeholders have also received electronic versions of the plan. The focus of strategic planning during the 2007-2008 academic year was to review, monitor, and update the HSB strategic plan, originally approved by the faculty in April 2006, in light of changes in the planning context of the HSB. The Strategic Planning Committee reviewed progress toward each goal set in 2006. Several of the goals had already been achieved while progress toward other goals was noted. In light of progress made and goals accomplished, the committee formed sub-committees with each sub-committee focusing on one of the strategic initiatives in the plan. The sub-committees proposed new and revised goals and tasks which were discussed and eventually endorsed by the full committee. In addition, the committee added a new strategic initiative and corresponding goals focusing on technology to insure effective pedagogy, research, and program support. The updated version of the plan was presented to the faculty, the Board of Visitors and students during the 2008-2009 academic year. The plan was developed in light of the university’s mission and vision and after a situation analysis of the HSB performed by the planning committee (presented above). Through the process the committee identified seven broadly stated initiatives on which to focus. These strategic initiatives, listed below, reflect and support the vision, mission and core values of the HSB and the university. The committee organized into sub-committees focusing on each of the initiatives and developed specific objectives, related tasks, and action plans for each initiative. A copy of the HSB strategic plan can be found in the Financial Strategies section of this report. 1. Continuously strive for academic excellence in all HSB programs. 2. Advance the Jesuit mission and identity of the HSB, including the themes of ethics, diversity and internationalization.

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3. Increase resources and opportunities to support faculty scholarship and achieve commensurate increases in research productivity. 4. Continue to build and strengthen industry-focused programs. 5. Build external recognition and relationships. 6. Strengthen systems and processes for student advising. 7. Provide, support and update the technology needed to insure effective pedagogy, research, and program support.

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Section 4 - Assessment Tools and Procedures: A brief statement of learning goals for each degree program, along with a list of the assessment tools, procedures, and results used to demonstrate progress toward an achievement of the mission. What are the most recent outcomes from the assessments, and what is the impact on the program offerings relative to Assurance of Learning? The Haub School of Business has established a rigorous and comprehensive assessment program for all of its degree programs. This system of assessment and continuous improvement has taken root among the faculty and become a part of the culture of the business school in accordance with the AACSB standards as well as the standards of the Middle States Commission on Higher Education. The purpose of this section of the Fifth Year Report is to describe the Assurance of Learning (AOL) tools, process and results of the HSB. In addition to the information provided below in this section, under separate copy as an appendix, we include an “Assurance of Learning (AOL) Report” which provides further documentation of our AOL process. For each of our degree programs, the AOL Appendix covers (1) a brief program overview, (2) the program’s learning objectives, (3) a description of the program’s AOL process, and (4) a summary of results and AOL continuous improvements for the program. We have also created an AOL web site (see www.sju.edu/academics/hsb/resources/aol/) to store and disseminate assessment information, reports, and results. Assessment data and summary reports are further disseminated through an AOL newsletter. An example of the newsletter can be found in Appendix 3 of this report. Finally, an “AOL binder” of materials is available for the AACSB review team during its visit. The AOL binder provides over 300 summarized reports by program from the AOL database. Hard-copy summary reports are also kept within the departments in departmental AOL binders. The AOL Process The Assurance of Learning (AOL) Committee serves as the central organizational component that directs and oversees the business school’s AOL processes. The AOL Committee was established in 2003 and has developed over time to become the driving force for assessment in the HSB, fostering a culture of assessment and continuous improvement. Overall, 71 objectives across 11 HSB programs have been established. Since the start of the AOL direct measurement process in the fall of 2005, each objective in each program has been measured at least once with the exception of four objectives in the Master’s in Business Intelligence Program that are part of courses that have not yet been offered. A few examples of continuous improvement in the HSB are provided below: •

Business Policy (BUS 2901/2905) is the capstone course in the undergraduate business curriculum. The Business Policy Competition, held at the conclusion of each semester, has become a standing-room only showcase event for the HSB. In reviewing AOL results for the course, Business Policy faculty found that students generally scored lower on the finance and accounting sections of the exams. To address this finding, the faculty added homework assignments and provided additional feedback to reinforce the quantitative aspects of the course. The professors also adjusted their goals and content to add more weight to marketing metrics, including an emphasis on developing detailed

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•

sales forecasts for strategies. In addition, case studies that help studies hone their strategic thinking skills have been added and have bolstered student outcomes for this leaning goal. An EMBA task force was formed in response to feedback from students, alumni and faculty that identified a need to improve the sequencing of courses and for increased coordination and integration in our EMBA program. Over a two-year period, the task force developed a new curriculum that was approved by the HSB faculty in May 2007. The graduation rates of our Executive Pharmaceutical Marketing MBA Program at the ACE Center from 2001-2006 showed evidence of non-completion of the program. Students near graduation status were interviewed over several years to determine the cause. As a result, a new, revamped program was developed by a faculty committee and approved the Haub School of Business Council in May 2007. Feedback regarding retention issues and student misunderstandings of the MSBI on-line program led to significant changes in the course content of the first course, improved communication between the faculty and the program director, and the development of improved program materials. Retention rates in the program have since improved from 50% to 86%.

The AOL committee is composed of at least one faculty member from each department, and it is chaired by Dr. Ron Klimberg, Professor of Decision and System Sciences. In September of 2006, Dr. Klimberg assumed the newly created position of Director of AOL for the Haub School of Business. The committee is responsible for (1) monitoring and facilitating the development of program objectives, rubrics, metrics and methods for assessing student achievement for each learning goal, and (2) disseminating direct and indirect assessment results to all stakeholders and ensuring that these results are utilized for continuous improvement. A timeline of the activities and milestones of the AOL process in the HSB is shown in Table 3. Table 3 – Assurance of Learning Timeline Academic AOL Activities and Timeline Year • • Before 2003 • •

2003-2004

• • • • • • •

2004-2005 2005-2006

•

Alumni surveys conducted and evaluated (indirect assessment) Shared survey results during dinner meetings with stakeholders (students, alumni, employees, faculty, Department Chairs, staff and the Dean, resulted in identifying the need to increase use of IT Fall 2001 – The Career Development Center took over the administration and evaluation of the alumni surveys, resulting in significantly higher response rate Spring 2002 – Undergraduates participated in the Educational Benchmark Inc. (EBI) exit survey Participated in EMBA exit survey AOL committee established Five HSB faculty members attended AACSB Assessment Seminar in June 2004 Developed an overall plan to create learning goals for all degree programs Developed an initial AOL process flow Developed learning goals for undergraduate and Professional MBA programs First HSB AOL planning retreat – all-day faculty meeting to identify the learning goals covered in each undergraduate business core course and developed rubrics and student benchmarks to measure them. Started to execute, evaluate, and report results on AOL undergraduate student outcomes for most core courses

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2006-2007

• • • •

2007-2008

2008-2009

• • • • • • • • • • • •

The position of Director of AOL in the HSB was created and filled Learning goals developed for eight specialized graduate programs Continued to execute, evaluate, and report results on AOL undergraduate student outcomes for most core courses Two AOL retreats took place - (February) departments presented past results; (May) the UG committee presented their assessments and findings from the AOL results Accounting and DSS Departments participated in departmental reviews All AOL matrices (learning objectives by course) completed for all programs Undergraduate leadership learning goal revised Three AOL committee members attended AACSB Applied Assessment Seminar Understanding that each objective may be measured in only one course was reached Spring 2008 - development of an AOL database to store and produce reports New SJU Undergraduate Core Curriculum (General Education Program) approved. Fall 2008 - initial version of AOL database working Fourth AOL retreat held - all-day meeting focusing on closing the loop AOL newsletter created and distributed - plans made for bi-annual issues AOL web site under development Management, Finance, and Food Marketing Departments, Co-op program and Dean’s office participated in departmental program reviews

In order to ensure that assessment results are disseminated to all appropriate stakeholders and that the continuous improvement loop is closed, the AOL Committee developed and implemented a model for the AOL process. Figure 1 illustrates the flow of the assessment process in the Haub School, starting with the development of the learning objectives and culminating with continuous improvements. The faculty within the departments, the department chairs, the AOL committee, the Undergraduate and Graduate Programs Committees, and the Dean all play key roles in ensuring the success of the process.

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Figure 1 - Assurance of Learning Process Model Each core course has a designated Course Coordinator. The Course Coordinator is a faculty member who is designated by the department to be responsible for organizing faculty members to plan and coordinate the delivery of a common core course across all sections. Course Coordinators are responsible for overseeing the following functions, with the participation of the instructional faculty: • • • • • • •

Convene meetings of faculty who are teaching the course to achieve mandated consistency among various sections Establish course objectives and course content consistent with course descriptions Discuss course expectations and establish standards of rigor Design and review syllabi Develop and implement a course assessment process, receive assessment data from faculty, and analyze and report the data for assessment purposes Oversee efforts based on assessment data to improve effectiveness of the course Provide guidance to faculty who are teaching the course for the first time

The AOL committee also serves as the central repository of all assessment results. A database was developed to store all AOL results, to summarize the results, and to produce essential reports. Hard-copy summary reports are provided to each department and are kept in departmental AOL binders. The assessment data and summary reports are further disseminated by the AOL web site (www.sju.edu/academics/hsb/resources/aol/).

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Figure 2 shows a screen shot of the AOL website and Figure 3 shows the database. An AOL newsletter, published twice per year, has also been used to disseminate information and to promote awareness about assessment in the HSB. An example of the newsletter can be found in the Appendix 3. Figure 2 - Screen shot of the AOL website

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Figure 3 - Screen shot of AOL database

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The Haub School of Business is a complex organization delivering 11 programs, including undergraduate, graduate, executive and specialized Masters Programs. Table 4 identifies the departments that teach one or more core courses in a particular program and consequently complete AOL assessments for that program. The yellow cells in the table indicate, in the case of the specialized Masters programs, the department that created and/or coordinates the program. Table 4 â&#x20AC;&#x201C; HSB Programs and Departments

Department

Program

Food Marketing

Pharmaceutical Marketing

DSS

Accounting

Finance

Management

Marketing

Undergraduate

Professional MBA

EMBA

Pharm MBA

Pharm/Online MBA

Food MBA

Food MS

MS International Marketing MSBI MSFS MSHRM

x x x x

The learning goals for each program listed in Table 4 are provided in the following pages.

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Undergraduate Learning Goals and Objectives Seeking excellence in business education that offers breath, depth, and wholeness for undergraduate students by developing: Knowledge of functional business: Students will know core concepts within each business discipline of accounting, finance, management, marketing, and information technology. Leadership: Students will gain an understanding of concepts, theories, and practices of effective leadership. Comprehension of global, multicultural environments: Students will understand the challenges businesses face in a global economy, and the cultural issues firms must address to succeed in this environment. Critical thinking and problem-solving skills: Students will be able to analyze business scenarios in an integrative way and make constructive and actionable recommendations for problem-solving. Interpersonal and communication skills both verbal and written: Students will demonstrate competency in written and verbal communication aimed at facilitating and reporting the results of collaborative problem-solving and decision-making processes. Knowledge of the Jesuit tradition of social justice and lifelong learning: Students will be able to generate scholarship that embodies free, open inquiry, and provokes imaginative thinking and reflection on values.

Professional MBA Learning Goals and Objectives Leadership: Students will demonstrate a capacity to lead in organizational situations, apply knowledge in new circumstances, and be innovative in solving problems. Stakeholder Value/Functional: Students will demonstrate understanding of the concept of value and the role of the different business functional areas as they apply to company stakeholders including owners, employees, customers, local communities, interest groups and society as a whole; students will exhibit an understanding of the concepts of value creation and measurement for different stakeholders. Problem Solving/Critical Thinking: Students will develop critical thinking skills, that is, the process of conceptualizing, applying, analyzing, synthesizing, and/or evaluating information as the basis for solving problems and making decisions. Interpersonal/Communication skills: Students will enhance the interpersonal skills needed for success within organizations, including an understanding of self and others, and to build productive teams. Students will demonstrate the ability to correspond effectively and persuasively in a business format, communicate effectively with individuals and within teams, and present to both individuals and groups clearly and persuasively.

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Ignatian Values: Students will gain an appreciation for and an ability to apply the Ignatian values of: a commitment to rigorous education and lifelong learning; an insistence upon ethical decision making; a desire for social justice; and a care and concern for others. Global/Diversity: Students will have a basic knowledge of world geography and understand major economic, political and cultural differences and influences in different regions of the world: U.S./North America, Central and South America, Africa, Western Europe, Eastern Europe and Russia, and the regions of Asia and the Pacific Rim. A fuller understanding of and respect for diversity in the population and in organizations related to differences across cultures, ethnic groups, socio-economic groups, gender and sexual orientation, will also be acquired. Executive MBA Learning Goals and Objectives Leadership: Students will demonstrate a capacity to lead in organizational situations, apply knowledge in new circumstances, and be innovative in solving problems. Stakeholder Value/Functional: Students will demonstrate both breadth and depth of knowledge in the major functional areas of the organization; students will develop an understanding of the concept of value, the role of the different business functional areas in value creation, and how the activities of the organization impact company stakeholders including owners, employees, customers, local communities, interest groups and society as a whole. Problem Solving/Critical Thinking: Students will develop critical thinking skills, that is, the process of conceptualizing, applying, analyzing, synthesizing, and/or evaluating information as the basis for solving problems and making decisions. Interpersonal/Communication skills: Students will enhance the interpersonal skills needed for success within organizations, including an understanding of self and others, and to build productive teams. Students will demonstrate the ability to correspond effectively and persuasively in a business format, communicate effectively with individuals and within teams, and present to both individuals and groups clearly and persuasively. Ignatian Values: Students will develop an appreciation for and an ability to apply Ignatian values -a commitment to rigorous education and lifelong learning; an insistence upon ethical decision making; a desire for social justice; and a care and concern for others â&#x20AC;&#x201C; to business decisions. Global/Diversity: Students will have a basic knowledge of world geography; will understand major economic, political and cultural differences and influences in different regions of the world (U.S./North America, Central and South America, Africa, Western Europe, Eastern Europe and Russia, and the regions of Asia and the Pacific Rim); and will develop an understanding of and respect for diversity in the population and in organizations related to differences across cultures, ethnic groups, socio-economic groups, gender and sexual orientation. Program Specific Objective: Students will be able to integrate knowledge across functions to guide decision-making.

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Executive Pharmaceutical Marketing MBA Learning Goals and Objectives Leadership: Students will demonstrate a capacity to lead in organizational situations, apply knowledge in new circumstances, and be innovative in solving problems.Â Knowledge of functional area: Students will know core concepts within each business discipline of accounting, finance, management, marketing, and information technology. Critical thinking and problem solving: Students will be able to analyze business scenarios in an integrative way and make constructive and actionable recommendations for problem solving. Interpersonal/communication skills: Students will demonstrate competency in written and verbal communication aimed at facilitating, and reporting the results of, collaborative problem solving and decision-making processes. Ignatian Values: Students will be able to generate scholarship that embodies free, open inquiry, and provokes imaginative thinking and reflection on values. They will gain an appreciation for and ability to apply the Ignatian values of: a commitment to rigorous education and lifelong learning; an insistence upon ethical decision making; a desire for social justice; and a care and concern for others. Global/Diversity: Students will understand the challenges that businesses face in a global economy, and the cultural issues firms must address to succeed in this environment. A fuller understanding of and respect for diversity in the population and in organizations related to differences across cultures, ethnic groups, socio-economic groups, gender and sexual orientation will also be acquired. Strategic Thinking: Students will exhibit strategic approaches to the complex business related problems in the pharmaceutical industry and provide alternative strategies evaluating the pros and cons of those approaches. Executive Food Marketing MBA Learning Goals and Objectives Leadership: Students will demonstrate a capacity to lead in organizational situations, apply knowledge in new circumstances, and be innovative in solving problems. Stakeholder Value/Functional: Students will demonstrate understanding of the concept of value and the role of the different business functional areas as they apply to company stakeholders including owners, employees, customers, local communities, interest groups and society as a whole; students will exhibit an understanding of the concepts of value creation and measurement for different stakeholders. Problem Solving/Critical Thinking: Students will develop critical thinking skills, that is, the process of conceptualizing, applying, analyzing, synthesizing, and/or evaluating information as the basis for solving problems and making decisions. Interpersonal/Communication skills: Students will enhance the interpersonal skills needed for success within organizations, including an understanding of self and others, and to build productive teams. Students will demonstrate the ability to correspond effectively and

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persuasively in a business format, communicate effectively with individuals and within teams, and present to both individuals and groups clearly and persuasively. Ignatian Values: Students will acquire an appreciation for and an ability to apply the Ignatian values of: a commitment to rigorous education and lifelong learning; an insistence upon ethical decision making; a desire for social justice; and a care and concern for others. Global/Diversity: Students will have a basic knowledge of world geography and understand major economic, political and cultural differences and influences in different regions of the world: U.S./North America, Central and South America, Africa, Western Europe, Eastern Europe and Russia, and the regions of Asia and the Pacific Rim. A fuller understanding of and respect for diversity in the population and in organizations related to differences across cultures, ethnic groups, socio-economic groups, gender and sexual orientation will also be acquired. Program Specific Objective: Students will strengthen their managerial effectiveness and leadership potential in the food industry; to understand core concepts of accounting, decision sciences, finance, management and marketing and to be able to apply them to the strategic and tactical marketing decisions made by food companies. Executive Food Marketing MS Program Learning Goals and Objectives Leadership: Executive students will manifest their leadership abilities via their documented career path. In addition, the extensive use of group discussions, throughout the program, will allow students to demonstrate their abilities to lead in team situations, that is, to motivate, inspire and direct a team to achieving its goals. Stakeholder Value/Functional: Students will demonstrate understanding of the concept of value and the role of the different business functional areas as they apply to company stakeholders including owners, employees, customers, local communities, interest groups and society as a whole; students will exhibit an understanding of the concepts of value creation and measurement for different stakeholders. Problem Solving/Critical Thinking: Students will develop critical thinking skills, that is, the process of conceptualizing, applying, analyzing, synthesizing, and/or evaluating information as the basis for solving problems and making decisions. Interpersonal/Communication skills: Students will enhance the interpersonal skills needed for success within organizations, including an understanding of self and others, and to build productive teams. Students will demonstrate the ability to correspond effectively and persuasively in a business format, communicate effectively with individuals and within teams, and present to both individuals and groups clearly and persuasively. Ignatian Values: Students will gain an appreciation for and an ability to apply the Ignatian values of: a commitment to rigorous education and lifelong learning; an insistence upon ethical decision making; a desire for social justice; and a care and concern for others. Global/Diversity: Students will have a basic knowledge of world geography and understand major economic, political and cultural differences and influences in different regions of the world: U.S./North America, Central and South America, Africa, Western Europe, Eastern Europe and Russia, and the regions of Asia and the Pacific Rim. A fuller understanding of and respect for

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diversity in the population and in organizations related to differences across cultures, ethnic groups, socio-economic groups, gender and sexual orientation will also be acquired. Program Specific Objective 1: Students will acquire knowledge of the food industry: the macro environment in which the industry operates; industry structure; industry functions; and operations. Students will acquire knowledge of the supply chain for both retail as well as the foodservice sectors of the food industry. Program Specific Objective 2: Students will acquire knowledge of food marketing strategy including: developing strategic and tactical plans; marketing research and data analysis; segmentation and positioning; and the marketing mix: product decisions, pricing decisions, distribution decisions, and communications decisions MS International Marketing Learning Goals and Objectives Knowledge of functional area: Students will know core concepts within the global environment, including international trade, economic, cultural, regulatory and logistical factors, that influence an organization’s success. Critical thinking and problem solving: Students will be able to analyze a variety of global marketing scenarios in an integrative way and make constructive and actionable recommendations for problem solving. Interpersonal/communication skills: Students will demonstrate competency in written and verbal communication aimed at facilitating, and reporting the results of, collaborative problem solving and decision-making processes. Ignatian Values: Students will be able to generate scholarship that embodies free, open inquiry, and provokes imaginative thinking and reflection on values. An appreciation for and ability to apply the Ignatian values of: a commitment to rigorous education and lifelong learning; an insistence upon ethical decision making; a desire for social justice; and a care and concern for others will also be acquired. Global/Diversity: Students will understand the challenges businesses face in a global economy, and the cultural issues firms must address to succeed in this environment to include: a fuller understanding of and respect for diversity in the population and in organizations related to differences across cultures, ethnic groups, socio-economic groups, gender and sexual orientation. Program Specific Objective: Strategic Thinking: Students will exhibit strategic approaches to the complex global marketing related problems and provide alternative strategies evaluating the pros and cons of those approaches.

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MS Business Intelligence Learning Goals and Objectives Stakeholder Value/Functional: Students will demonstrate understanding of the concept of the value of decision and systems technologies. It is critical for the competent professional to apply competencies within a focused environment. Problem Solving/Critical Thinking: Students will develop critical thinking skills, that is, the process of conceptualizing, applying, analyzing, synthesizing, and/or evaluating information as the basis for solving problems and making decisions. Interpersonal/Communication skills: Students will enhance the interpersonal skills needed for success within organizations, including an understanding of self and others, and to build productive teams. Students will demonstrate the ability to correspond effectively and persuasively in a business format, communicate effectively with individuals and within teams, and present to both individuals and groups clearly and persuasively. Ignatian Values: Students will gain an appreciation for and an ability to apply the Ignatian values of: a commitment to rigorous education and lifelong learning; an insistence upon ethical decision making; a desire for social justice; and a care and concern for others. Operations Analysis: Students will acquire the ability to develop business models for forecasting and business analysis. This requires the understanding of organizational flows of information and control and the impacts that these flows have on operations. Technical skills: Students will gain technical competence in decision and system technologies. As technologies develop, the successful user and manager of these technologies must be constantly aware of developments in these areas. Enterprise Thinking: Students will appreciate integrated viewpoints of the enterprise and gain the understanding of how the pieces fit together for a complete organization as well as the alternative views necessary to maximize overall organizational goals as well as functional area needs. MS Financial Services Learning Goals and Objectives Stakeholder Value/Functional: Students will demonstrate understanding of financial tenets: the risk-return trade-off; the time value of money; cash flow vs. profits; efficient capital markets; taxes bias business decisions; risk and diversification. Problem Solving/Critical Thinking: Students will develop critical thinking skills, that is, the process of conceptualizing, applying, analyzing, synthesizing, and/or evaluating information as the basis for solving problems and making decisions. Interpersonal/Communication skills: Students will enhance the interpersonal skills needed for success within organizations, including an understanding of self and others, and the ability to build productive teams. Students will demonstrate the ability to correspond effectively and persuasively in a business format, communicate effectively with individuals and within teams, and present to both individuals and groups clearly and persuasively.

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Ignatian Values: Students will gain an appreciation for and ability to apply the Ignatian values of: a commitment to rigorous education and lifelong learning; an insistence upon ethical decision making; a desire for social justice; and a care and concern for others. Practical Financial Knowledge: Students will gain exposure to independent problem solving and financial analysis in a real world context. Students will gain proficiency with the concepts and application of financial statement analysis and forecasting, capital budgeting, interest rates determination, bond/stock/derivatives investment strategies, optimization and portfolio performance measurement, portfolio rebalancing issues, and risk management techniques. Students will be able to synthesize the basic elements of comprehensive financial management. Knowledge of Financial Tools: Students will understand time value concepts and be able to apply appropriate concepts to given circumstances. Students will have operational knowledge of financial calculators. Students will have a proficiency in the use of spreadsheets. MS in Human Resources Learning Goals and Objectives Strategic Integration of Human Resources: Students will understand and apply knowledge of Human Resources’ integrative, strategic business partner function to all levels and operations of the organization. Leading Change in Human Resources: Students will acquire and apply leadership and change agent skills necessary to increase an organization’s capacity for change. Functional Human Resources Skills: Students will learn skills germane to the success of a Human Resources professional including: survey administration, program evaluation, and human resource information systems. Employee Advocacy in the Ignatian Tradition: Students will learn and demonstrate knowledge regarding the central role of employees in Human Resources. Moreover, in line with Ignatian values underpinning the program, students will learn to balance “compassion” and “justice” in dealings with employees of the organization.

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With this rich array of programs, the HSB was faced with the challenge of conducting and completing assessments of 71 objectives in 11 programs, as shown below in Table 5.

Table 5 â&#x20AC;&#x201C; Assessments by Program # of objectives

# measured

Undergraduate

100%

Professional MBA

100%

Executive MBA

100%

Pharm Marketing MBA

100%

Pharm MBA/Online

100%

Food Marketing MBA

100%

MS Food Marketing

100%

MS International Marketing

100%

MS Business Intelligence

100%

MS Financial Services

100%

MS Human Resources

100%

Total

100%

Program

*MSBI is a new program; only courses covering 3 of the 7 objectives to be measured have been offered thus far Table 5 lists the number of objectives developed and measured by program - 71 objectives in 11 programs. Since the AOL direct measurement process began in fall 2005, each objective has been measured in each program at least once (with exception to the noted courses in the MSBI program which have not yet been offered). Table 6 lists the number of direct measurements performed by year. At this time, over 300 measurements have been recorded. Over 300 summaries of direct measurement reports by program are presented in the second AOL binder. Table 6 - AOL Direct Measurements by Academic Year Fall '05 - Fall '06 Fall '07 Spring '06 Spring '07 Spring '08 Number of Measurements

105

Fall '08 Spring '09

Total

152

313

During academic year 2008-2009, an AOL direct assessment project focusing on ethics at the undergraduate level was conducted. A summary of this project is presented in Appendix C of the AOL report. Two student outcomes were assessed: (1) the ability of students to clearly

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identify an ethical issue, and (2) the ability of students to apply either a common good or a human rights framework in addressing the ethical issue identified. Students from all classes were generally able to identify the core ethical issues in a case. That outcome was expected given the attention to ethics in these classes. Students, by a very large majority, were deemed proficient in this task; only one student was judged inadequate. But students were less able to apply the more theoretical common good or human rights concepts in order to evaluate the ethical issues they had identified. Since this is a higher order skill, it is not surprising that fewer were judged proficient or adequate. Nonetheless, this is an area where more attention is needed. The Haub School does not regard a superficial ability to recognize ethical issues without the ability to engage in rigorous evaluation using the theoretical tools most central to the university’s tradition as an adequate outcome. Closing the Loop Below are some examples of AOL related programmatic changes: •

A deficiency in course coordination and functional integration in the EMBA Program was identified. This led to the establishment of the EMBA Task Force to review the entire EMBA curriculum and to propose revisions to enhance the curriculum. The EMBA Task Force deliberated for two years before the new EMBA curriculum was approved by HSB Council in spring 2007. The EMBA Task Force was comprised of faculty representing each of the departments that teach in the program, the Associate Dean, and the Director of the EMBA Program. The task force divided its work into two phases. During the first phase, the focus was on reviewing the sequencing of courses and evaluating opportunities for increased coordination and integration. This review did not entail recommendations for any new courses. As a result of this assessment, changes were made in course sequencing and some course coordination was achieved (e.g., the Financial Statements Analysis and Strategic Management & Marketing courses were coupled using a common learning experience, the strategic plan team project). During the second phase, the task force proposed a new curriculum including recommendations for new courses, enhanced coordination and integration across courses, and new approaches to course delivery. The new curriculum was approved by the HSB faculty in May 2007. The implementation of the new curriculum started in the summer semester of 2008.

•

Since its establishment in the fall of 2001, the MSHRM had not received a substantive review of its curriculum or programmatic functioning until the spring of 2007, when the Management Department convened a task force to identify strategic and tactical problems and opportunities for continuous improvement. Guided by the principles and ideals of the AOL process, the Management Department faculty revised the learning goals of the program, identified ways to “close the loop,” and redesigned the MSHRM program which was eventually implemented beginning in the fall of 2008.

Below are some examples of “closing the loop” from our direct measurement activities. •

In February 2007, during a college-wide AOL meeting, each department presented their AOL results for the preceding three semesters - fall 2005, spring 2006 and fall 2006. These findings were discussed and then provided to the HSB Undergraduate Committee for analysis. At the May 2007 meeting, the HSB Undergraduate Committee presented its findings. The committee noted that the undergraduate AOL efforts until that time had

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focused only on the level of discipline-specific concepts being mastered and results indicated that, in general, most of the students had achieved more than acceptable levels of mastery. The committee posed the following two questions to the faculty: o What is the “unified set” of basic business knowledge we want every student to know when s/he leaves the Haub School of Business? o Does our current curriculum teach students this unified set of knowledge? The meeting stimulated discussion and as a result, the Undergraduate Program Committee is examining ways to improve the core undergraduate curriculum. •

In response to the desire to have students develop and improve their skills in using Microsoft Office, a significant course modification was made. As part of its AOL assessment, the Decision and System Sciences (DSS) department implemented preand post-tests for Microsoft Excel and Access software competency. At a December 2008 AOL meeting, many faculty members expressed a preference to have Microsoft Office skills taught as an independent self-paced online tutorial rather than as part of a business foundation course. The DSS department submitted a proposal to the Undergraduate Program Committee and subsequently to the HSB Council for a revised Microsoft Office skills course to be taught as an independent self-paced online tutorial. The proposal was approved and the course has been redesigned to focus more on understanding the role that information systems play in modern organizations.

•

To improve consistency across sections, the Finance Department established that course syllabi for all sections of Introduction to Finance are approved by the course coordinator. Classroom visits by the course coordinator were also added.

•

A common textbook and common final examination was adopted by Marketing Department faculty for the core course in the MBA Program. The adoption of a marketing management computer simulation was initiated. Recognizing that students express their mastery of the subject matter in different ways, the department implemented required student presentations. More emphasis was given to marketing applications using a variety of vehicles and techniques, e.g. business case studies, books such as The World is Flat, and analysis of readings from current business periodicals.

•

The AOL results from the MBA capstone course triggered a revamping of the management entry course to improve oral communications skills. Several changes were made in the entry course to improve writing as well. An in-class exercise was developed to help students focus on the importance of determining a message for their writing and to organize their thoughts to support it.

•

The EMBA written communications rubric separated those students with a command of their group’s project from those who were peripherally involved. On one level, the measure is a possible proxy for team functioning and task interdependence; at another level, the measure captures how students are able to articulate their experiences in writing. Students with low scores on this measure displayed a lack of familiarity with the details of their team’s consulting project. This was found to be a very important indicator of student engagement and contribution to the team.

•

Although a relatively small number, the learning outcomes for both the Team Consulting Project and Global Business showed evidence of problems when students working together in a team environment. This conclusion is also supported by anecdotal

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evidence associated with grade disputes provided by the EMBA coordinator. Given the prevalence of team projects across EMBA courses, the faculty agreed to make the following changes for the new EMBA cohort starting in summer 2009: o Adding a paragraph to the syllabus for all courses using team projects. The paragraph includes the following statement under the title "Team Process": In order to ensure effective team functioning and an equitable process of team assessment, all teams and team members must honor the team operating agreement effected at the beginning of the semester and follow the approved process for conflict management. Failure to do so will invalidate the end-of-semester team assessment. o o

o o

Requiring that each team completes a “Team Operating Agreement” at the beginning of each semester. Creating a Blackboard website administered by the EMBA office for delivering and processing mid-term and final peer evaluations for courses with team projects. Using the mid-term peer evaluation to identify teams that may be having conflicts earlier in the semester and preventatively using the resources of a team coach. Encouraging teams to proactively engage in conflict management and modifying the Team Operating Agreement after the mid-term evaluation. Using the final peer evaluation form after submitting the final team project report. The EMBA office administers the form using Blackboard and provides hardcopies of each evaluation to the respective faculty member. This information would be used for adjusting individual grades, if necessary.

•

The Executive Pharmaceutical Marketing MBA at the ACE Center model was revamped in 2007. The graduation rates of the ACE program analyzed from 2001-2006 showed evidence of non-completion of the program. From 2004-2006 specifically, it was identified that nearly 50% of admitted and initially enrolled students never graduated. In third-party administered studies in 2004, 2005 and 2006, students nearly at graduation status were surveyed about their experiences in the program, its duration, the challenges of the program, and the often-stated course content overlap in the program. With this data in hand, the program director and the chair of the Pharmaceutical Marketing Department developed a plan to convert the curriculum from 36 courses at 1.3 credits to 24 courses at 2.0 credits, the same format used for the online version of the program. The goal was to make the program offered at the ACE Center consistent with the online program, providing flexibility for the students to complete the program using either model. With the approval of the Graduate Programs Committee and the Haub School of Business Council in May 2007, the 2.0 credit program was implemented.

•

In several of the Pharmaceutical Marketing MBA courses, critical thinking was measured. For example, in the ethics course, students’ ability to think critically was measured based on case analyses involving ethic issues in the pharmaceutical industry. The students were evaluated on three levels: (1) their ability to describe ethical issues, (2) their ability to identify alternative potential decisions/courses of action and (3) their ability to apply ethical theories as part of determining alternative courses of action. To enhance student performance on item 2 above, the faculty have decided to dedicate

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more in-class time and discussion of readings and films about alternative courses of action and the basis of decision–making (e.g., utilitarian vs. rights-based decisions). •

To improve interpersonal communication skills in the Ethics and Capstone courses of the Food Marketing MBA program, a written peer critique of individual communication skills was added.

•

The Marketing Department has been making several changes to the MIM program. One such change is a new comprehensive final examination which was administered at the conclusion of Seminar in International Marketing (MIM 5335) during the spring 2009 semester. The exam incorporated questions reflecting content from each course in the MIM program. One reason for the change was to create a better balance within the program by requiring more individual work as opposed to team assignments.

•

While the overall student performance for the learning objective of critical thinking in the MS Financial Services program was found to be satisfactory, the Finance Department decided to encourage students to take the accounting and mathematics courses before taking MBA 4315 to improve their performance.

Some examples demonstrating the continuous improvement process from our indirect measurement activities are listed below. •

•

In the fall of 1996, a questionnaire was developed and administered by mail to the total population of graduating bachelor students and to the five-year alumni classes of 1991 through 1996. In addition to collecting demographic information (personal and career), the alumni were asked to assess their educational experience at Saint Joseph's University. This included their perceptions regarding the teaching methods used, their satisfaction with skill development, as well as narrative comments regarding their overall experience at the Haub School and at Saint Joseph's University. o The Outcomes Assessment Committee (which eventually became the AOL Committee) analyzed the survey data and presented the results to the faculty in spring 1997. The results were further shared with selected stakeholders (students, alumni, faculty, Department Chairs, staff, and the Dean), who were invited as a focus group to one of three dinner meetings. The discussions were recorded and then shared with the Undergraduate Program Committee, Mission and Objectives Committee, and the Outcomes Assessment Committee. o One of the more significant issues to surface from these focus group discussions was the need for increased use of information technology throughout the curriculum. Many aspects of this were addressed by the move of the Haub School into Mandeville Hall, but additional steps have been taken since such as joining in the University Alliance Program with SAP America and the implementation of a required laptop program for all undergraduate students. During spring 2002 and subsequent years, undergraduate students during their culminating course, Business Policy, were given the Educational Benchmarking, Inc. (EBI) survey. This information provided key justification for the development of the HSB Advising center which has proven to be a tremendous success. Annually since 2003, SJU and its Executive Pharmaceutical Marketing MBA Program have retained the services of a third-party administrator to conduct on-site research during the final Capstone course in the Executive Pharmaceutical Marketing MBA

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curriculum. The facilitator, Mr. Owen Jones of Better Decisions of Toronto, Ontario, Canada, has conducted the research. Better Decisions utilizes a proprietary Qualitative-Quantitative method and provides both the insights of traditional qualitative research studies with the fair balance of quantitative methods. Mr. Jones conducts his research without any faculty or staff present to minimize any subjectivity. Hand-held response units are provided to student participants and results are immediately demonstrated. The results of these studies are available for review of the AACSB team. â&#x20AC;˘

Given the assumption that the Master of Science in Human Resource Management program aims to prepare students to participate in strategic human resource management, the review of the content of the core courses revealed a lack of sufficient preparation in human resource strategic processes and tools. As a result, the Management Department revised the overview course, Human Resource Management (MGT 5015), to provide a more strategic emphasis. Moreover, a new Human Resource Research/Survey Methods course was added (eliminating one elective) in order to provide students with an understanding of the processes for measuring HR programs and the skills to conduct survey (broadly defined) research pertinent to Human Resources issues.

Future Plans for Assessment The Haub School will continue to perform and improve the direct measurements of the 71 program objectives. Since the undergraduate functional objectives have been measured for several years, these measurements in the future will be conducted by random sampling. By the same token, the Haub School will conduct more objective-focused pilot studies similar to the ethics project (Appendix C in AOL report). Additionally, the possibility of using commercial software to facilitate the assessment process will be explored.

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Section 5 - Financial Strategies: Description of the school’s action items and financial plans to achieve the school’s action items. This should include anticipated sources and timing of funding (see Standards 4 and 5 for definition and interpretation). Financial support for actions in the Haub School of Business comes primarily from two sources: 1. Operating and Salary Budget For FY 2008-2009, the operating and salary budget of HSB was roughly $24.5 million, with about 60% of this amount (approximately $14.5m) devoted to salaries. These funds have been utilized to fund the ongoing operations and priorities in the Haub School of Business. Recent additions to the budget that have supported ongoing HSB initiatives include: • Additional funding of about $10,000 per year to support ongoing assessment of learning activities. (Sedona and AOL areas) • Structural adjustments for faculty and staff salaries to prevent salary compression issues. Each year the University provides approximately $400,000 to use for structural adjustments; approximately $175,000 per year has been dedicated to HSB. • Funding of $150,000 to establish the HSB Advising Center. 2. Endowments/Gifts/Grants Monies available from several endowments in the School of Business support a number of ongoing and new initiatives. The amount available for disbursement is roughly $180,000.00 per year. Various gifts and grants are used to fund programs identified by donors. • Summer stipends for new hires - Approximately $35,000 per year • Supplement travel budget for conference presentations and faculty development seminars - Approximately $25,000 per year • Software licensing not provided by budget process - Approximately $15,000 per year • Supplement the HSB budget for the Wall Street Trading Room - Approximately $20,000 per year • Support the Distinguished Lecture Series - Approximately $5,000 per year • Endowed scholarships for students in the Insurance Track - Endowment valued at $1 million from support provided by the Academy of Risk Management and Insurance • Endowed Scholarships for students in the Food Marketing program - Endowment valued at approximately $5 million from support provided by the Academy of Food Marketing • Endowed Chair for the Accounting Department - Endowment approximately $3,000,000

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• • • • •

• • • • • •

Endowed Chair in Risk Management and Insurance - Endowment approximately $1,700,000 Endowed Chair In Food Marketing. Funding provided by the Academy of Food Marketing - Endowment approximately $1 million Funding to support special named endowed scholarships - Approximately $4,700,000 Funding to support developmental activities for faculty - Approximately $25,000 per year Funding to support technology enhancements and classroom renovations - Approximately $30,000 from HSB Mandeville Building Endowment Endowment for special accounting scholarships - Approximately $1,000,000 Start up funds of approximately $25,000 to fund an HSB record label, “Muddy Duck Records,” an initiative in the Sports and Entertainment Marketing program A $1 million gift to inaugurate the Pedro Arrupe Center for Business Ethics A $100,000 gift to institute the Center for Consumer Behavior $15,000 per year to fund conferences/seminars/stipends related to AACSB accreditation Approximately $4 Million has been established for named scholarships from alumni and corporations for students in HSB. This is in addition to the funding for the Academy of Risk Management and Insurance and the Academy of Food Marketing

While the University and the HSB exists within an environment of scarce resources, there has been clear evidence from the past that when priorities are established and plans are well constructed, support for activities eventually is forthcoming from the University. The economic environment nationally, and within the University, has limited the resources available to the Haub School through the normal university budgeting process. Through the generosity of alumni and the annual HSB Hall of Fame fundraising dinner, resources have been made available to continue initiatives within HSB. It is our hope that when a stronger link between the strategic planning in the business school and the university is established, the annual budget resourcing shortfalls that have been evident over the last four to five years will be rectified. While the enrollment in HSB has increased from approximately 1300 undergraduate students in the year 2000 to 2255 students in the year 2009, and approximately 600 graduate students in the year 2000 to 950 students in 2009, increases in operational budgets have not kept pace thereby creating a strain on new initiatives in HSB. The following tables list the endowments for Chairs and Scholarships. After the tables, the HSB strategic plan is presented along with the anticipated and/or actual costs and financial implications of the plan.

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Saint Jose ph's Univ ersity HSB Endo wments

40,098.63

533 5,085

1,203

73,016.49 24,677.68

32,854.42

23,434.84 114,927.71

38,134.31

Feb 28, 2009

17,778.03 183,374.04

734

305,099.98 90,864.02

ESTIMATED Balanc es

37,365.15

3,184 1,079

43,055.19

Brown & Brown Endowed Scholarship Fund Bruckheiser, William A Bruckheiser Jr Scholarship Fund

106,120.47 38,842.55

13,455 3,471

115,628.85

Spend Ra te FY 2010

Byrne, Eugene E '47 & Virginia Byrne Scholarship Fund

484,974.13 133,068.02

5,110

1,844

May 31, 2008

CIGNA Corporation Endowed Scholarship Fund Geib, Rev Joseph Geib SJ Memorial Scholarship

66,526.00

136,702.94

Fair Marke t Value

Hagan, Michael J Hagan '85 Endowed Scholarship Haluska, Sharon Haluska Memorial Fund

184,466.52

5,649

131,191.62

1,073,228.36

Endo wed Named Scholar ships Academy of Risk Management and Insurance Endowed Scholarship Fund

Juckett, L Robert Juckett Memorial Fund

208,915.11

5,806

47,536

Investment Traders Association of Philadelphia Scholarship Fund Logan, Richard J and Florence T Logan Scholarship Fund

209,344.92

1,714,299.66

Bank of America Scholarship Fund McNamara, Jean R and Francis J McNamara Scholarship Fund

25,483.38

328,357.92

1,115

28,337.20

40,121.26

14,426

25,483.38

Nash, Rev Francis J Nash SJ Scholarship

1,054

38,949.36 523,731.01

1,115

(35,408.83)

14,181.26 43,040.18

912

799,820.71

203,486.69

310

40,121.26

8,656

1,745

Seider, Robert J Seider Scholarship

32,910.36

32,530

59,839.67

Smith, Esther and Thomas Smith Scholarship

311,439.57

20,660.25

Student Management Investment Fund

1,148,508.56

29,954.44

Patel, Chandu Patel Scholarship in Pharmaceutical Marketing

Sunkes, J Edward Sunkes Scholarship Fund

789

Philadelphia Insurance Companies Scholarship Fund

Sutula, Edward G Sutula Scholarship Fund

26,312.50

Quinn, Henry A Quinn Accounting Scholarship Endowment Fund

Sweeney, Sean S Sweeney '94 Endowed Scholarship Fund

37,201.26

188,109.84

37,131.44

50,893.44

1,260 7,680

201,239.19

1,596

1,979

55,745.15 284,811.80

4,881

58,012.16

75,740.47

Toland, Rev Terrence Toland SJ Scholarship

245,201.95

United States Liability Insurance Group Endowed Scholarship Fund Walsh, William T Walsh '61 Memorial Scholarship fund Ziff, Joel M and Roseanne N Ziff Scholarship Fund Zulli, Gerard A '50 and Doris M Zulli Scholarship in the School of Business

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Academ y of Food Marketing Endo wed Named Scholar ships AFM Scholarships Barry, Robert P Barry Jr Memorial Fund Butler, Thomas C Butler Memorial Scholarship Fund Catt, W Jackson Catt Memorial Scholarship Fund Celauro, Frank Celauro Memorial Endowment Scholarship Ferolie, A Joseph Ferolie Memorial Scholarship Fund Heim, Herman J Heim Scholarship Fund Infusino, Thomas Infusino Scholarship Kane, William Kane Scholarship Marcus, Myer B Marcus Memorial Scholarship Fund McCullum, Charles W McCullum Scholarship Neville, David J Neville '83 Memorial Scholarship Nixon, William Nixon Scholarship Odolf, Harry C Odolf Memorial Foodservice Endowment Perlmutter, Milton Perlmutter Memorial Scholarship Fund Richfood/John Bennett Scholarship Rotelle, John R Rotelle Scholarship Saker, John Saker Scholarship Schiano, Anthony J Schiano End Scholarship Fund in Food Marketing General Fund McNutt Chair of Marketing Research Peck, Gerald E Peck Fellowship for Teaching and Research in Food Wholesale Mgt.

Endow ed Named Chairs Chair, Brian C Duperreault '69 Chair for Risk Management and Insurance Chair, Sutula Chair of Accounting

*Spend Rate FY2010 based on the average of the FMV's May 31, 2008, 2007 and 2006.

Fair Market Value May 31, 2008 134,196.52 165,673.34 88,600.33 968,506.74 288,724.19 128,761.24 102,278.61 99,846.71 144,461.80 227,528.17 384,643.29 49,831.10 56,047.71 168,098.61 501,757.85 201,140.62 125,530.60 146,622.67 111,774.23

130,628 29,599

3,681 4,597 2,467 26,667 8,038 3,487 2,827 2,782 3,985 6,335 10,720 1,343 1,561 4,680 13,968 5,611 3,200 4,083 3,353

2,988,443.27 676,439.31

ESTIMATED Balances Feb 28, 2009 85,636.27 105,986.02 56,703.79 619,763.47 184,395.44 82,677.60 64,448.32 64,070.58 92,702.74 145,326.05 247,204.17 33,854.52 35,915.75 107,393.49 320,244.47 130,008.68 53,461.80 93,709.29 74,669.52

Spend Ra te FY 2010 3%

4,695,666.91 1,062,293.26

1,204,620.94 2,693,362.06

264,651.72

32,485 111,049

14,601,726.34

11,117

1,490,699.95 4,116,759.81

602,997.98

399,844.83

22,250,658.47

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HSB Strategic Plan – Benchmarks of Progress

HSB Strategic Plan

Planning, Budgeting and Assessment

Initiative 1: Continuously strive for academic excellence in all HSB programs.

TIMELINE

ASSIGNED TO

ASSESSMENT

FINANCIAL STRATEGIES

Goal 1: Design & Implement Assurance of Learning Process. Task A - Establish learning goals and specific learning outcomes that can be observed and measured for all HSB degree programs.

Spring 2005, Fall 2005

U/G program committee, Grad program committee, Faculty

Accomplished for all programs. Assessment is ongoing.

N/A

Task B - Identify tools and methods to assess learning goals and outcomes and identify where in the curricula these assessments will occur.

Spring 2005, Fall 2005, Spring 2006

Departments

Accomplished for all programs.

$16,000 to send faculty teams to AACSB seminars

Task C - Implement the assessment process and based on the results, establish a continuous improvement practice to identify and take corrective actions.

Ongoing.

Departments & AOL

Accomplished for undergraduate program. In progress for graduate programs.

$20,000 for Graduate Assistants

Task D – Publish an Assurance of Learning Newsletter once a semester.

Spring 2009

AOL Director

In process.

N/A

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HSB Strategic Plan Initiative 1: Continuously strive for academic excellence in all HSB programs.

Planning, Budgeting and Assessment TIMELINE

ASSIGNED TO

ASSESSMENT

FINANCIAL STRATEGIES

Goal 2: Promote Excellence in Undergraduate Learning. Task A - Provide a strengthened and expanded HSB academic orientation for incoming students.

Spring 2006 for implementation for Fall 2007

Director of HSB Advising

HSB Advising 101 was created. A web-based advising tutorial is being developed. Other efforts ongoing.

N/A

Task B - Develop proposals and seek approval for first-year seminars for business students that would be a component of the university's General Education Requirement.

Spring 2008 for implementation Fall 2009

HSB faculty

New GEP curriculum includes a first year seminar course open to all departments.

N/A

Task C – Create a variety of first-year HSB seminars for all SJU students that would be a component of the university's GEP.

Added in 2008

Faculty

In process. To begin in Fall 2010.

$4,000 per course

Task D – Coordinate the Co-op Center and the Career Development Center to provide HSB students with greater access to internships, career counseling, and careers.

Added in 2008

Co-op, Career Development Center, UG Programs committee

Ongoing.

N/A

Task E - Determine faculty support for introducing a capstone course in each major/track with a required Senior Assignment.

As part of curriculum review in HSB.

Department

Pending. No progress.

N/A

Task F - Support two major public lectures each year.

Fall 2005

Beta Gamma Sigma, Arrupe Center & other HSB organizations

Accomplished and ongoing.

$5,000

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HSB Strategic Plan Initiative 1: Continuously strive for academic excellence in all HSB programs.

Planning, Budgeting and Assessment TIMELINE

ASSIGNED TO

ASSESSMENT

FINANCIAL STRATEGIES

Goal 3: Promote Excellence in Graduate & Executive Education. Task A - Develop a BAC proposal and seek funding to offer academic merit scholarships for graduate students.

Fall 2005

Program Directors, Associate Dean, Dean

Accomplished. Proposals approved by BAC beginning Fall 2008.

Per year, $90,000 granted in fall 2009

Task B- Maintain curricula that are timely, relevant and rigorous for graduate and executive students.

Ongoing.

Graduate and UG Programs Committees. Departments

Progress is ongoing. Changes to curricula approved for EMBA, Exec FMK and Exec PMK.

N/A

Task C- Seek additional support for marketing graduate programs to recruit top students.

Ongoing.

Program Directors, Associate Dean, Dean.

Proposals developed and submitted to university's BAC. Additional marketing dollars made available for AY 2007-08.

Grad budget increased by $200,000 since 2004

Task D – Seek integration of courses within each graduate program and coordination across programs to create a coherent program of study for students:

Added in 2008

Grad Programs Committee, Departments

Accomplished for some departments (ACC) and in process for others (MGT).

N/A

Added in 2008

Dean, Arrupe Center

Ongoing.

Per year $20,000 for programs like RISE, Loyola Marymount, Net Impact, AMA Marketing Conference, CFA Challenge

EMBA, MBA, MIM, MSHRM, MS FOOD, and MBA PHARM. Task E – Provide support for faculty and students to enter national and international team competitions.

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HSB Strategic Plan

Planning, Budgeting and Assessment

Initiative 1: Continuously strive for academic excellence in all HSB programs.

TIMELINE

ASSIGNED TO

ASSESSMENT

FINANCIAL STRATEGIES

Goal 4: Provide Faculty Development for Teaching. Task A - Develop a more consistent and standardized practice of peer observation for full-time and part-time faculty.

Spring 2006

Department Chairs with Dean

Some progress made. Ongoing.

N/A

Task B - Meet AQ/PQ faculty coverage requirements in all divisions and programs as specified by AACSB.

Ongoing.

Chairs and Dean

Met. See Section 7 on Faculty Sufficiency and Qualifications.

N/A

Task C – Add new faculty lines Added Dean and 3 new hires; 1 $770,000, to meet AQ/PQ staffing needs 2008 Department Chairs replacement hire and a including (for Fall 2009, 4 new lines, 1 new McNutt Chair in benefits replacement, 2 endowed chairs, Food Marketing. 2 one-year lines). Goal 5: Promote the teacher/scholar model of student-centered, life-long learning by promoting excellence in teaching. Dean New furniture provided $5000 Task A – Create and maintain in Fall 09. Ongoing. enhanced learning spaces within Mandeville where students can gather and collaborate. Task B – Provide opportunities for faculty to collaborate with students on research projects (e.g., funding for students presenting papers at academic conferences; summer scholars program).

Dean for funding; Faculty for creating research options

Ongoing (Summer Scholars Program).

$30,000 over last 2 years

Task C – Promote the notion that learning occurs both within and outside the classroom by providing greater opportunities for study abroad, study tours, service learning and other experiential learning exercises both within and outside the classroom.

Faculty

Ongoing.

N/A

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HSB Strategic Plan

Planning, Budgeting and Assessment

Initiative 2: Advance the Jesuit mission and identity of HSB, including the themes of ethics, diversity and internationalization.

TIMELINE

ASSIGNED TO

ASSESSMENT

FINANCIAL STRATEGIES

Goal 1: Emphasize Ethics and Jesuit Identity. Task A – Launch the Arrupe Center for Business Ethics as an intellectual resource for ethics education and research in the HSB.

Fall 2005

Director & Associate Director

Accomplished.

$1,000,000 gift

Task B – Establish and promote faculty development programs and grant opportunities to support faculty engaged in the teaching and research of ethical issues in business.

Ongoing.

HSB Dean and CAS Dean

Accomplished and ongoing.

$40,000 per year

Task C – Develop a visiting scholars program for Jesuit faculty and/or diverse faculty.

Ongoing.

Departments and Assurance of Learning Committee

Some progress (W. Byron, S.J.). Budget request not approved by BAC.

Approx. $100,000 funded from Pres. Office

Ongoing.

Chairs

Ongoing. 28% of FT faculty are female compared to 28% and 25% in prior years. 19% are of a diverse demographic background, compared to 20% and 20.9% in previous years.

$1,500 per year to support KPMG Ph.D. Project

Goal 2: Focus on Diversity. Task A – Obtain and retain highly competent diverse faculty

Note: HSB commended for exceeding university goals.

Task B – Increase minority and female representation in HSB events & boards (e.g., the HSB Board of Advisors, the Hall of Fame).

Ongoing.

Deans, Chairs

Ongoing.

$5,000 for advertising Allocated faculty lines to increase diversity $150,000 N/A

Added 5 new female members to Advisory Boards.

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HSB Strategic Plan Initiative 2: Advance the Jesuit mission and identity of the HSB, including the themes of ethics, diversity and internationalization.

Planning, Budgeting and Assessment TIMELINE

ASSIGNED TO

ASSESSMENT

FINANCIAL STRATEGIES

Goal 3: Promote International Experiences. Task A -Increase student and faculty involvement in international programs, study tour courses, and study abroad.

Ongoing.

Center for International Programs and faculty

78 HSB students participated in a semester abroad compared to 79, 61 and 39 in three previous years. Study tours and summer programs – increased to 90 from 87, 40 and 69 HSB students in prior years.

N/A

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HSB Strategic Plan

Planning, Budgeting and Assessment

Initiative 3. Increase resources and opportunities to support faculty scholarship and achieve commensurate increases in research productivity.

TIMELINE

ASSIGNED TO

ASSESSMENT

FINANCIAL STRATEGIES

Accomplished. Arrupe grants have been awarded. All first year faculty apply for summer grants and receive support.

$40,000 per yr ($8,000 for each new faculty/yr)

Goal 1: Provide Research Support and Enhance Productivity. Task A - Encourage faculty participation in existing research support programs (e.g., summer grants, Arrupe grants, Refereed Article Award Program) and seek additional resources to support scholarship.

Ongoing.

Chairs and dean

$132,000 from Arrupe, ’06-‘09 $7500 for summer grants and refereed articles

Task B - Achieve an appropriate increase in faculty intellectual contributions, consistent with the mission of the HSB.

Ongoing.

HSB faculty, chairs and dean

Ongoing. See Section7 on Faculty Sufficiency and Qualifications.

N/A

Task C - Continue to seek increases in the merit pay budget and to use the merit pay system to enhance the research culture of the HSB.

Ongoing.

HSB dean

Some progress achieved. Ongoing. Salary increase established by Board of Trustees.

Task D - Increase the stipend for Refereed Article Reward Program.

Fall 2008.

Dean

Presently pay $300 per refereed article acceptance.

Task E - Reimburse journal submission fees up to $500 per faculty member, per year.

Fall 2008

Dean

Ongoing.

$5,000 per year

Task F - Establish HSB Research Fund to support summer research grants (separate from university program).

Fall 2008

Dean

Not accomplished but Dean provides summer support.

Provided for each new hire for one summer. $8,000 per faculty member

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HSB Strategic Plan

Planning, Budgeting and Assessment

Initiative 3. Increase resources and opportunities to support faculty scholarship and achieve commensurate increases in research productivity.

TIMELINE

ASSIGNED TO

ASSESSMENT

FINANCIAL STRATEGIES

Goal 2: Increase Office Space in Mandeville Hall to accommodate growth of business school. Task A – Provide additional office space in Mandeville Hall to support growth of faculty, students and staff. Develop plans for new addition for Mandeville Hall.

Fall 2010

Dean and chairs

Pending.

$500,000 in renovations for new faculty, staff, and advising Added 6 offices for faculty in 2009

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HSB Strategic Plan

Planning, Budgeting and Assessment

Initiative 4: Continue to develop and strengthen industry-focused programs.

TIMELINE

ASSIGNED TO

ASSESSMENT

FINANCIAL STRATEGIES

Goal 1 –Seek opportunities to create new programs and build existing programs in industry niches such as food, pharmaceuticals, financial services and public accounting. Task A - Establish an Academy for Risk Management and Insurance to support students enrolled in the program and to bolster the risk management and insurance program.

Spring 2006

Dean, Finance Department

Accomplished. The Academy held the first annual scholarship dinner in April 2007; over $1,000,000 dollars pledged toward endowment for scholarships from Academy members.

$20,000-Dinner

Task B - Hire two new full-time faculty in the area of insurance and risk management.

Endowed chair for Fall 2009

Dean and Finance Department

Ongoing.

$80,000/yr for Exec-inResidence $300,000 includes 2 new hire, plus endowed Chair, benefits, stipend, etc.

Task C - Nurture current corporate partnerships, and seek new partnerships. - Maintain Vanguard MBA - Seek specialized joint programs with other universities (e.g., Joint MBA FMK certificate with St. John Fisher and Wegmans) Task D - Explore the feasibility of expanding online delivery of graduate programs. - MS BI on-line began March 08 - Pharm on-line with Trinity College, Dublin pending - Testing FME Twinning model Fall 08 Task E - Insure that curricula are relevant and up-to-date via consultation with industry advisory boards.

Ongoing.

Dean, Program Directors, Faculty

Ongoing.

$10,000 for administrative support for collaboration efforts in Greece and Chile.

Ongoing.

Departments and Directors

Accomplished. More online courses were offered through the University College and Graduate Programs.

$3,000 development fee for new on-line courses.

Ongoing.

Chairs & Faculty

Ongoing.

$10,000 for all HSB advisory boards’ expenses.

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Awarded $75,000 in special scholarships each year

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HSB Strategic Plan

Planning, Budgeting and Assessment

Initiative 4: Continue to develop and strengthen industry-focused programs.

TIMELINE

ASSIGNED TO

ASSESSMENT

FINANCIAL STRATEGIES

Goal 2 – Increase Research Productivity in Academic Journals within the Industry-Focused Departments. Task A - Increase scholarship in academic and applied journals in selected fields.

Ongoing.

Chairs & Faculty

Ongoing. See Section 7 on Faculty Sufficiency and Qualifications.

N/A

Task B - Produce student /faculty publications from industry executive programs and events (such as the Food Industry Summit, Future Issues conferences such as Obesity).

Ongoing.

Faculty and Directors

Food Industry Summit 2007 and FME Obesity course.

$25,000 for Summit operating budget $5,000 for Obesity & Arrupe monographs

Ongoing. Chairs & Faculty Task C - Increase applied scholarship that will have outlets in industry periodicals and through presentations at industry meetings. Goal 3 – Enhance Industry Collaboration and Outreach. Task A - Pursue additional industry focused centers to promote faculty research and collaboration, notably with research fellowships and opportunities for faculty development.

Ongoing.

Departments and Dean

Ongoing. See Section 7 on Faculty Sufficiency and Qualifications

N/A

Some Progress. Established Center for Consumer Research and Arrupe Center for Business Ethics.

$100,000 for Center for Consumer Research

Accomplished. Run approximately 15 programs per year.

N/A

Create Funded Centers for other disciplines (e.g, Management, Pharm, Finance, DSS, and Accounting). Task B - Build educational opportunities for non-credit workshops and programs for corporate clients through the Center of Food Marketing.

Ongoing.

Center for Food Marketing

$1,000,000 for Pedro Arrupe Center for Business Ethics

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HSB Strategic Plan

Planning, Budgeting and Assessment

Initiative 5. Build external recognition and relationships.

TIMELINE

ASSIGNED TO

ASSESSMENT

FINANCIAL STRATEGIES

Goal 1: Expand Outreach with Industry and Alumni. Task A – Establish a program to Fall 2008 enhance networking with corporate constituents.

Board of Visitors Subcommittee. Academy of Risk Management and Insurance Board of Governors Subcommittee

Schedule established and communicated for Spring 2009.

$2000

Task B – Develop and implement roundtables that cover topics of interest to industry.

Ongoing.

Program Directors and Faculty

Accomplished and ongoing.

$10,000 per roundtable

Task C – Create an active advisory board for each department.

Fall 2005

Chair and Department Faculty

Accomplished for most departments. (Acct., DSS, MKT, HR, Pharm).

$5,000 for Meeting expenses

Task D – Maintain strong relationships with alumni for the purpose of including young alumni group. Task E – Profile successful alumni; target alumni for recognition.

Ongoing.

Co-op, Alumni Office

Ongoing.

Communications Office, Dean & Chairs

Ongoing.

$10,000 for Networking events N/A

Goal 2: Grow Cooperative Education and Non-credit Programs. Task A – Grow the HSB CoOngoing. Operative Educational Program.

Director of Co-op

Four-year enrollment as of Summer 2008 is 90, up from 75 and 64 students in previous years.

N/A

Task B – Grow the Food Marketing Co-Operative Education Program.

Ongoing.

Director of FMK Coop

Four-year enrollment as of Summer 2008 is 90.

N/A

Task C – Increase students participating in internships with HSB.

Ongoing.

Dept Faculty, Director of Co-op

88% of HSB students in the class of 2008 had at least 1 internship. (Source: Annual survey, Career Services

N/A

Ongoing.

Communications Office, Dean & Chairs

Goal 3: Foster Public Relation. Task A - Work with the Communications Office to promote success of students, events, as well as expertise of faculty.

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News stories for Spring 2008 semester increased 27% over Fall 2007. Placements in national media outlets increased 13%.

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N/A

HSB Strategic Plan

Planning, Budgeting and Assessment

Initiative 6. Strengthen Systems and Processes for Student Advising.

TIMELINE

ASSIGNED TO

ASSESSMENT

FINANCIAL STRATEGIES

Goal 1. Increase the Quality of Academic Advising within the HSB. Task A - Establish an Academic Advising Center within the HSB.

Fall 2006

Dean, Associate Dean

Accomplished.

$150,000/yrsalary & operations

Task B - Create mission statement, goals and objectives for Advising Center.

Spring 2005

Director of academic advising, advising committee, chairs and dean

Ongoing. Advising Newsletter created and published on a regular basis.

N/A

Task C - Increase student satisfaction with advising in the HSB.

Ongoing

Academic advisors, Associate Dean and Director of academic advising

Ongoing. Progress made. Student evaluations are very positive.

N/A

Task D - Establish HSB Advising Committee, composed of one faculty member from each department as a coordinating body for the center’s programs.

Fall 2008

Dean, Department chairs, Director of academic advising

Accomplished.

N/A

Task E - Use technology to enhance the advising function.

Ongoing.

Faculty, Director of Academic Advising

Ongoing. New sites/process established on Blackboard.

N/A

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HSB Strategic Plan Initiative 7. Provide, support and update the technology needed to insure effective pedagogy, research, advising, and program support.

Planning, Budgeting and Assessment TIMELINE

ASSIGNED TO

ASSESSMENT

FINANCIAL STRATEGIES

Goal 1: Provide, support and update technology. Task A - Provide ongoing access to a Web development team to ensure timely updates to departmental and program web sites.

Ongoing.

IT, Director of Academic Computing

OngoingDepartment Web Content Managers assigned & training provided.

N/A

Task B - Provide deans, chairs and program directors with online access to Registrar reports that monitor student, faculty and program performance.

Spring 2009

Registrar, Director of Academic Computing

Accomplished – Chairs/Directors have access to Discoverer Reports.

N/A

Task C – Invest in search engine optimization (SEO) for HSB graduate program web sites to maintain visibility of programs.

Spring 2009

Program Directors, Associate Dean, VP Communications.

Ongoing – ClickEquations Contract signed; SEO process initiated in Feb. 2009

$75,000

Task D - Provide opportunities for faculty to receive instruction on approved software purchases, outside of the SJU site licensed packages.

Ongoing.

Dean, Director of Academic Computing

Ongoing - Online training opportunities promoted in monthly IT Blog.

$5,000

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Section 6 - New Degree Programs: A list and description of degree programs introduced since the previous accreditation review. 1. EXECUTIVE MBA IN FOOD M ARKETING PROGRAM: The Executive Master’s in Food Marketing Program, offering a Master of Science (M.S.) degree in food marketing, was established in 1989. The mission of the program is to develop current and future leaders to meet the needs of the global food industry. The Executive Master’s in Food Marketing Program re-introduced the Master of Business Administration (M.B.A.) due to corporate interest. In the fall 2005 both degree programs fulfill the mission by strengthening leadership competencies, managerial effectiveness and in-depth subject-level expertise in their students in order for the industry to support its future growth, deal with emerging challenges, embark on new initiatives, and allow for successful succession planning. Employer/Employment Needs Served: The Executive MBA in Food Marketing program is designed to provide a broad, generalist background in advanced business disciplines as well as important and relevant topics in strategic food marketing. Such a structure prepares students to lead at the senior level in complex, multi-functional organizations/divisions. To accomplish this goal, courses were added in generalist areas including: Finance, Accounting, Management, Statistics, International Marketing and Decision System Sciences, and the number of required courses was increased. Twelve new courses were added to the curriculum, including the Foundation, and a total of 27 courses are required (twenty-six 1.5 credit courses and one 2.0 credit course). Intended Student Market: The M.B.A. program is designed to appeal to experienced food professionals interested in career advancement and self-development who aspire to senior management roles in the food or food related industries. Sources of Faculty, Technology and Facility Support: Faculty from the Food Marketing Department provide support for the MBA program for required and specialized courses in food marketing. Disciplines outside of food marketing, such as Finance, Accounting, Ethics and Management, are supported by the faculty of the Haub School of Business. The faculty is complemented by food industry experts who guest lecture or coteach. Learning Goals and Assessment: Learning goals and assessments of the program are shown above in the Assessment Tools and Procedures section of this report and in the Assurance of Learning Appendix. 2. EXECUTIVE ON-LINE PHARMACEUTICAL M ARKETING MBA PROGRAM: The Executive Pharmaceutical Marketing MBA program was established in 1991. The program proved to meet the needs of executives in the industry who could easily commute to the ACE Center in Lafayette Hill, PA. To leverage the success of the program and make it available for industry professionals from outside the regional market, the program was introduced in an online format. The Executive On-line Pharmaceutical Marketing MBA program was approved by the HSB College Council and the University Council before its launch in June 2001. The

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program is made up of Foundation courses, Core courses, Upper Level Pharmaceutical Marketing courses and a final Capstone course. The On-line MBA is a lock-step cohort-based program which requires students to complete four residencies and 20 on-line courses. There are no electives in the program. Each course is 2.0 credits and the total number of required credits for graduation is 48. Employer/Employment Needs Served: Leading pharmaceutical companies and emerging biotechnology companies hire and retain well educated and well trained associates that are essential to developing a progressive organization and a steady stream of new products in the pipeline. The on-line MBA program, like its counterpart, the Executive Pharmaceutical Marketing MBA program, is designed to provide a broad, generalist background in advanced business disciplines as well as important and relevant topics in strategic pharmaceutical marketing. Beginning in April 2005 and continuing in subsequent years, a third-party study has been administered in the final Residency for on-line students. Findings indicate that nearly 80% of our students have been promoted at least once since starting the on-line MBA program at SJU. Intended Student Market: The SJU Executive On-line Pharmaceutical Marketing Program attracts professionals from the pharmaceutical and biotechnical industries. Our students’ functional backgrounds are often in sales and marketing, but many students are also from research & development, clinical, legal and regulatory, management, training, and supplier organizations. The admissions criteria for the program include a minimum of four (4) years of pharmaceutical industry experience. Our students have an average of nearly 10 years of industry experience and aspire to move into positions of leadership and executive level management. It is not a “bridging” program for individuals in other industries hoping to break into the pharmaceutical sector. Sources of Faculty, Technology and Facility Support: Faculty from the Pharmaceutical Marketing Department teach the required and specialized courses in pharmaceutical marketing. They are complemented by adjunct faculty and pharmaceutical industry experts who guest lecture or co-teach. Courses outside of pharmaceutical marketing, such as Finance, Accounting, Ethics and Management, are taught by the faculty of the Haub School of Business. Students are issued laptop computers by the university when they begin the on-line program. Part of the first residency of the program is devoted to technology support, including learning how to use the eCollege platform and the university’s electronic databases and library services. Additional support in technology, as needed, is provided by Ms. Peggy Allen, Manager of Academic Computing in the Haub School of Business at SJU. eCollege also maintains a 24 hour hotline and support desk. To support the faculty in this on-line platform and program, HSB has offered training and support in on-line teaching and has an informal mentor program among faculty. Additionally, faculty teaching in the on-line program meet twice per year to discuss best practices and emerging instructional technologies. Learning Goals and Assessment: Learning goals and assessments of the program are shown above in the Assessment Tools and Procedures section of this report and in the Assurance of Learning Appendix.

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3. M ASTER OF SCIENCE IN FINANCIAL SERVICES The Master of Science in Financial Services Program (MSFS) was established in 2001 by the Haub School at Saint Joseph’s University. The mission of the program is to develop financial leaders in three distinct areas of the financial services industry: Financial Planning; Financial Analysis; Corporate Finance. Employer/Employment Needs Served: The MSFS program provides professional practitioners with the tools, theory, practice, and knowledge required to succeed in the evolving financial services industry. The program was created to provide graduates with the essential tools to engage in professional financial planning services and financial analysis. It is also designed to prepare students for professional certification. Six courses in the MSFS program satisfy the educational requirements of the CFP® certification examination and have been certified by the CFP® board. Intended Student Market: The goal of the Master of Science in Financial Services is to provide, to those seeking a more focused course of study, the educational background needed for financial planning and financial analysis either in a corporate setting or as an entrepreneur. Recognizing the multifaceted nature of financial planning and analysis, the program is broad-based in that students take courses from a number of disciplines, including accounting, law, ethics, actuarial studies, security analysis, mergers and acquisitions, and estate planning. The program’s format is built around four semesters each year, including two accelerated summer sessions. Courses are offered at two locations: Mandeville Hall on the main campus at Saint Joseph’s University and Ursinus College in Collegeville, PA. The program is designed to provide interested students with the academic background needed to sit for the CFA or CFP® examinations. Sources of Faculty, Technology, And Facility Support: Faculty from the Finance Department teach many of the required and specialized courses in financial services. They are complemented by adjunct faculty and industry experts who guest lecture or co-teach. Courses outside of financial services are taught as part of the Professional MBA program by the faculty of the Haub School of Business. Mandeville Hall has been recognized by The Chronicle of Higher Education as one of the most technologically advanced business school buildings in the United States. It includes a Wall Street Trading Room and every desk in every classroom is wired to the internet. Wireless internet access was made available in Mandeville Hall in spring 2005. In the fall of 2002, Saint Joseph's University established a customized trading room in Mandeville Hall where students obtain first-hand exposure to financial concepts such as portfolio construction, risk management, and financial engineering. This facility, the first of its kind in the Philadelphia region, is an example of how real-time experiential learning is incorporated into the classroom. The room’s electronic ticker displays ongoing, real-time market activity and stock prices, while a tri-color board provides students with current financial information and graphics. Computers in the trading room are equipped with software packages including MetaStock Professional, Research Insight, and Crystal Ball, providing students with the most realistic trading experiences possible before they join the high-tech, fast paced business arena.

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Students use both current and historical information in the classroom; the same information is used by portfolio managers in their day-to-day business. This technology ensures a positive transition between the academic world and the professional workplace. Learning Goals and Assessment: Learning goals and assessments of the MSFS Program are shown above in the Assessment Tools and Procedures section of this report and in the Assurance of Learning Appendix. 4. MASTER OF SCIENCE IN HUMAN RESOURCES M ANAGEMENT The Master of Science in Human Resources Management Program (MSHRM) was established in 2001 by the HSB. The mission of the program is to build “HR Leaders”. As a business degree, the MSHRM program has a strategic focus and includes coursework in Finance and Accounting as well as Global Business Strategy. HR is taught in the context of running a business. Employer /Employment Needs To Be Served: In today’s business world, companies are looking for Human Resources Managers who understand all aspects of the business. They are looking for strategic thinkers and planners who play an integral role in maximizing human capital and initiating organizational change. This program equips HR professionals with the tools needed to meet these challenges. The Master of Science in Human Resources Management program supports all industries (profit and not for profit). Intended Student Market: The Master of Science in Human Resources Management program is a specialized program designed to equip students with an advanced level of technical expertise in human resource management, and with the critical business and interpersonal skills to make a positive impact on their organizations’ effectiveness in diverse, dynamic, and increasingly competitive global environments. The program is appropriate for both human resource professionals seeking to deepen or supplement their skills, as well as individuals preparing for a career as a human resources generalist or in a specialized area of the field. Sources of Faculty, Technology, and Facility Support: Faculty from the Management Department teach many of the required and specialized courses in Human Resource Management. They are complemented by adjunct faculty and industry experts who guest lecture or co-teach. Courses outside of HR are taught as part of the Professional MBA program by the faculty of the Haub School of Business. The resources and technology of Mandeville Hall and the SJU library described above are also available for the MSHRM Program. Learning Goals and Assessment: Learning goals and assessments of the MSHRM program are shown above in the Assessment Tools and Procedures section of this report and in the Assurance of Learning Appendix. 5. MASTER OF SCIENCE IN BUSINESS INTELLIGENCE The Master of Science in Business Intelligence Program (MSBI) was established in 2006. This program offers students the opportunity to take up to nine credits during the traditional academic semester. Classes are held on the main campus of Saint Joseph’s University. The objective of

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the MSBI Program is to provide students with an enhanced foundation in both information technology and quantitative decision making tools. Employer/ Employment Needs Served: According to projections released from the research firm Gartner Inc., large firms will need three times as many business intelligence personnel in 2008 as they did in 2004. In the contemporary enterprise, the understanding of technology, process, and organizational knowledge is critical to success. The MSBI Program serves the need of organizations for professionals in the area of business intelligence and data management. Intended Student Market: In the contemporary enterprise, the understanding of information systems, processes, and organizational knowledge is critical to success. The successful 21st century decision-maker will use this information for competitive advantage and for enterprise growth. The objective of the MSBI Program in the Haub School of Business is to provide the student with an enhanced foundation in both information technology and quantitative decision-making tools within a functional business context. The MSBI Program is designed to appeal to experienced professionals, as well as new college graduates. Furthermore, the ability to take up to nine credits during the fall and spring terms serves the international student who wishes to study abroad. The goal of the MSBI Program is to provide advanced and integrated business education in the fields of information and decision sciences. This program provides more of the quantitative and technical competencies that business students need to better qualify for entry-level and higher-level positions in technologyrelated fields where understanding of workflow assessment and data analysis techniques are required. Sources of Faculty, Technology, and Facility Support: Faculty from the Decision & System Sciences Department (DSS) teach many of the required and specialized courses in the MSBI Program. They are complemented by adjunct faculty and industry experts who guest lecture or co-teach. Courses outside of DSS are taught as part of the Professional MBA Program by the faculty of the Haub School of Business. The resources and technology of Mandeville Hall and the SJU library described above are also available for students in the MSBI Program. Learning Goals and Assessment: Learning goals and assessments of the program are shown above in the Assessment Tools and Procedures section of this report and in the Assurance of Learning Appendix. 6. ON-LINE M ASTER OF SCIENCE IN BUSINESS INTELLIGENCE The On-Line Master of Science in Business Intelligence Program (OL-MSBI) was established in 2008 to serve students outside the regional Philadelphia market. This program currently serves students across the United States; however, the on-line format enables global participation. The objective of the OL-MSBI Program is to provide students with an enhanced foundation in both information technology and quantitative decision making tools. Employer or Employment Needs Served: According to projections released from the research firm Gartner Inc., large firms will need three times as many business intelligence personnel in 2008 as they did in 2004. In the contemporary

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enterprise, the understanding of technology, process and organizational knowledge is critical to success. The OL-MSBI Program serves the need of organizations for professionals in the area of business intelligence and data management. Intended Student Market: In the contemporary enterprise, the understanding of information systems, processes, and organizational knowledge is critical to success. The successful 21st century decision-maker will use this information for competitive advantage and for enterprise growth. The objective of the OL-MSBI Program in the Haub School of Business is to provide the student with an enhanced foundation in both information technology and quantitative decision-making tools within a functional business context. The MSBI Program is designed to appeal to experienced professionals, as well as new college graduates, across the globe. The goal of the OL-MSBI Program is to provide advanced and integrated business education in the fields of information and decision sciences. This program provides more of the quantitative and technical competencies that business students need to better qualify for entry level and higher-level positions in technology-related fields where understanding of workflow assessment and data analysis techniques are required. Sources of Faculty, Technology, and Facility Support: Faculty from the Decision & System Sciences Department (DSS) teach many of the required and specialized courses in the OL-MSBI Program. They are complemented by adjunct faculty and industry experts who guest lecture or co-teach. Courses outside of DSS are taught as part of the Professional MBA Program by the faculty of the Haub School of Business. To support the faculty in this on-line platform, the HSB has offered training and support in online teaching and has an informal mentor program among faculty. The core courses in the OLMSBI Program are primarily taught by DSS faculty; therefore, there are multiple opportunities to discuss best practices and emerging instructional technologies. Additionally, the OL-MSBI Program is supported by the Distance Learning Center at Saint Josephâ&#x20AC;&#x2122;s University, which offers full service support on all aspects of the on-line teaching platform. The resources and technology of Mandeville Hall and the SJU library described above are also available for students in the OL-MSBI Program. Learning Goals and Assessment: Learning goals and assessments of the OL-MSBI Program are shown above in the Assessment Tools and Procedures section of this report and in the Assurance of Learning Appendix.

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Section 7 - Tables: Include completed tables on faculty sufficiency and faculty qualifications (Table I, Table II and Table IIA) or an appropriate alternative to these tables.

Introduction The Erivan K. Haub School of Business (HSB) has been successful in maintaining the accreditation standards established by AACSB International. The intellectual contributions of our participating faculty and the professional qualifications of our supporting faculty strongly support the HSB’s ability to advance the knowledge and practice of business. The Haub School of Business has met each of the AACSB International requirements of standards 2, 9 and 10 using the student credit hour (SCH) as our measurement criterion. We have divided this section of the Fifth Year Report into two areas: Faculty Sufficiency and Faculty Academic Qualifications. As part of the faculty academic qualifications area, we have created a combined chart that incorporates tables 10-1 and 2-1 for ease of understanding. For each of these areas, we have included the HSB definitions for determining faculty sufficiency and faculty qualifications. The Haub School of Business faculty has approved both definitions. A results section provides a narrative on the data and how we meet the standards. The final portion of each section contains summary tables. Criteria for Faculty Sufficiency The HSB has defined the criteria for faculty sufficiency as it relates to faculty classification as either participating or supporting. The faculty approved this definition. The basis for classifying faculty as “participating” and “supporting” is as follows: 1. All full-time faculty in the Haub School of Business will be considered as “participating.” 2. All full-time administrators in the Haub School of Business, who teach in the Haub School, will be considered “participating.” 3. All adjunct faculty members (whether or not they are full-time employees at Saint Joseph's University) will be reviewed once every year to determine their classification based upon their responsibilities and participation in policy decisions, educational directions, advising, research, service commitments and other activities that may include, but are not limited to, serving as a member on appropriate committees that engage in the development of academic policy of the school. a. Department Chairs will review the contributions made by each continuing adjunct faculty member in line with AACSB guidelines each year (along with the review for AQ/PQ classification). b. Based on this review, Chairs will make a recommendation to the Dean for adjunct faculty members who could be classified as “participating.” This will include a brief summary of the faculty that support the recommendation. c. Based on the recommendations made by the Department Chairs, the Dean will make the final decision as to the faculty members’ status.

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Results of Faculty Sufficiency The HSB continues to provide all students with the opportunity to receive the highest quality instruction from our appropriately qualified faculty regardless of major, campus and program. The AACSB standard requires that participating faculty members must deliver at least 60 percent of the teaching at each location, discipline and program. The HSB achieved overall deployment ratios of 79% in the fall 2008 and 76% in the spring 2009. Sufficiency tables for all programs and modes of delivery are located in Appendix 6. Locations The Haub School of Business utilizes four locations to provide Business School programs: Saint Joseph’s University Main Campus, ACE Center, Vanguard Campus and Ursinus Campus. In each of the four locations the Haub School has met AACSB sufficiency standards. Main Campus The overwhelming majority of the student credit hours (SCH) taught (95%) are delivered at our main campus. The results of our deployment of participating faculty on the main campus were 79.43% in fall 2008 fall, and 76.02% spring 2009. ACE Center The ACE Center is the location for our master’s degree courses in our Executive Pharmaceutical and Executive Food Marketing programs. The deployment of participating faculty at the ACE Center location resulted in a ratio of 85.29% in fall 2008, and a ratio of 80.31% in spring 2009. Vanguard The Vanguard location is an on-site delivery of the Professional MBA program for The Vanguard Group employees. This site delivers the fewest SCH’s while still maintaining a deployment ratio of 69.44 % in fall 2008, and 100% in spring 2009 spring. Ursinus College Campus The Ursinus Campus, located approximately 20 miles from SJU, provides Professional MBA and MSFS students with an alternative site to take classes. Although this location is the most challenging location to deploy participating faculty, we continue to be successful in meeting the appropriate ratio levels. The deployment ratios for Ursinus were 70.03% in fall 2008, and 70.26% in spring 2009. Departments The HSB offers seven programs within the departments. They are: Accounting, Decision & System Sciences, Finance, Food Marketing, Management, Marketing, and Pharmaceutical Marketing. We have been very successful with our deployment ratios for each discipline. The average ratio for deployment by discipline was 79.11% in fall 2008, and 76.09% in spring 2009. Programs In each of our programs, and in each of the locations identified above, we meet the AACSB standards for deployment of qualified faculty. The average ratio for deployment by program was 76.09% in fall 2008, and 79.11% in spring 2009.

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New Faculty 2009-10 The HSB has added five new faculty members for the 2009-10 academic year. These faculty have been added to the Tables 10-1 and 2-1, and explanations of their qualifications have been added to the Faculty Qualifications section of the report. The new faculty are: Dr. Neal Hooker, who joins the Haub School as the McNutt Chair in Food Marketing; Patrick Saparito, Management; Janée Burkhalter, Marketing; James Kelley, Marketing; Steve Miller, Finance. We hope to conduct three additional faculty searches in 2009-10: a faculty line in Accounting, and two additional endowed Chairs (the Sutula Chair in Accounting and the Ace Duperreault Chair in Risk Management and Insurance). Table 9-1: Faculty Sufficiency in Discipline and School Table 9-1 (for varying semesters and areas) is shown below and relates to Standard 9 and the school’s ability to provide students with qualified faculty resources for all programs, majors and areas of emphasis, and locations. The tables demonstrate that the Erivan K. Haub School of Business is in full compliance with the AACSB standards with regard to faculty sufficiency. The summary breakout of tables in 9-1 is: Fall 2008 Tables 1. Summary of member sufficiency in discipline and school by department. 2. Summary of member sufficiency in discipline and school by campus. 3. Summary of member sufficiency in discipline and school by program. Spring 2009 Tables 1. Summary of member sufficiency in discipline and school by department. 2. Summary of member sufficiency in discipline and school by campus. 3. Summary of member sufficiency in discipline and school by program.

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Fall 2008 Tables Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Department) Department

Participating

Supporting

Totals

% Participating

Total Accounting:

3,875.00

537.00

4,412.00

87.83%

Total Decision and System Sciences:

3,303.00

1,048.00

4,351.00

75.91%

Total Finance:

2,645.00

648.00

3,293.00

80.32%

Total Food Marketing:

842.00

170.00

1,012.00

83.20%

Total Management:

3,855.00

789.00

4,644.00

83.01%

Total Marketing:

2,102.00

1,206.00

3,308.00

63.54%

Total Pharmaceutical Marketing:

583.00

144.00

727.00

80.19%

Totals:

17,205.00

4,542.00

21,747.00

79.11%

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

Full Compliance with AACSB requirements by Department

Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Campus) Campus

Participating

Supporting

Totals

% Participating

Total ACE:

232.00

40.00

272.00

85.29%

Total Main:

16,358.00

4,237.00

20,595.00

79.43%

Total Ursinus:

465.00

199.00

664.00

70.03%

Total Vanguard:

150.00

66.00

216.00

69.44%

Totals:

17,205.00

4,542.00

21,747.00

79.11%

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

Full Compliance with AACSB requirements by Campus

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Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Program) Curricula

Participating

Total EMBA2:

210.00

Total EPMKO:

222.00

Total FME:

Supporting

Totals

% Participating

210.00

100.00%

32.00

254.00

87.40%

356.00

38.00

394.00

90.36%

Total MBA:

2,079.00

1,126.00

3,205.00

64.87%

Total MBE:

294.00

156.00

450.00

65.33%

Total MIM:

243.00

162.00

405.00

60.00%

Total MPE:

232.00

40.00

272.00

85.29%

Total UGDay:

11,733.00

2,010.00

13,743.00

85.37%

Total UGUC:

1,836.00

978.00

2,814.00

65.25%

Totals:

17,205.00

4,542.00

21,747.00

79.11%

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

Full Compliance with AACSB requirements by Program Definitions EMBA2 – Executive MBA, 20 month program EPMKO – Online MBA in Pharmaceutical Marketing FME – Food Marketing Masters MBA – Professional MBA MBE – Executive MBA, 12 month program MIM – Masters in International Marketing MPE – MBA in Pharmaceutical Marketing UGDay – Undergraduate Day UGUC – Undergraduate University College

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Spring 2009 Tables Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Department) Department

Participating

Supporting

Totals

% Participating

Total Accounting:

3,025.00

723.00

3,748.00

80.71%

Total Decision and System Sciences:

2,982.00

855.00

3,837.00

77.72%

Total Finance:

1,889.00

1,004.00

2,893.00

65.30%

Total Food Marketing:

948.00

264.00

1,212.00

78.22%

Total Management:

3,319.00

1,206.00

4,525.00

73.35%

Total Marketing:

2,504.00

726.00

3,230.00

77.52%

Total Pharmaceutical Marketing:

801.00

83.00

884.00

90.61%

Totals:

15,468.00

4,861.00

20,329.00

76.09%

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

Full Compliance with AACSB requirements by Department

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Campus) Campus

Participating

Supporting

Totals

% Participating

Total ACE:

204.00

50.00

254.00

80.31%

Total Main:

14,700.00

4,637.00

19,337.00

76.02%

Total Ursinus:

411.00

174.00

585.00

70.26%

Total Vanguard:

153.00

100.00%

Totals:

15,468.00

20,329.00

76.09%

4,861.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

Full Compliance with AACSB requirements by Campus

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Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Program) Curricula

Participating

Supporting

Totals

% Participating

Total FME:

310.00

24.00

334.00

92.81%

Total MBA:

2,409.00

1,107.00

3,516.00

68.52%

Total MBE:

607.00

101.00

708.00

85.73%

Total MPE:

204.00

50.00

254.00

80.31%

Total UGDay:

10,527.00

2,760.00

13,287.00

79.23%

Total UGUC:

1,411.00

819.00

2,230.00

63.27%

Totals:

15,468.00

4,861.00

20,329.00

76.09%

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

Full Compliance with AACSB requirements by Program

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Faculty Qualifications, Intellectual Contributions, and Professional Responsibility The Haub School of Business has established operational definitions for academically and professionally qualified faculty. The HSB council has approved these definitions. The AQ/PQ document explaining the definitions is found in Appendix 5 of this document. The basis for classifying faculty as “academically qualified” and “professionally qualified” is as follows: 1. A faculty member in the Haub School of Business is academically qualified (AQ) provided s/he meets the following conditions: a. Possesses a doctoral degree or equivalent terminal degree in (or related to) the field in which s/he is teaching; and b. Has completed over the past 5 years either: i. at least 3 journal articles, or ii. 2 journal articles and either: 1. At least 1 other intellectual contribution (see Appendix 5 for more detail), or 2. At least 1 validating academic experience (see Appendix 5 for more detail). Exceptions: 1. Faculty members who are ABD are AQ if they are completing their first year of service in the Haub School of Business. 2. Faculty members who have received a terminal degree in the discipline in which they teach are AQ within the 3-year period after receiving the degree. 3. Faculty members who do not possess a doctoral degree, but satisfy condition 1.b.ii above, will be considered AQ. 2. A faculty member1 in the Haub School of Business is professionally qualified (PQ) provided s/he meets the following conditions: a. Possesses at most a master’s degree in business (or a specialized master’s degree in business); and i. Either of the following: 1. Is currently working full-time (or almost full-time) in business with job responsibilities related to the field in which s/he is teaching, or 2. Has completed over the last 5 years: a. at least 1 journal article, or b. at least 1 other intellectual contribution (see Appendix 5 for more details) c. at least 1 validating professional experience (see Appendix 5 for more details) Exceptions: 1. Faculty members not currently working in business, but retired from a full-time position in business within the last 5 years, are PQ. 2. Business people with doctoral degrees who transition from careers in industry to teaching positions in the Haub School of Business are PQ and may continue to pursue PQ status after the 5-year window. 1 "Faculty member" means anyone who is assigned to teach an HSB class, regardless of

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contract status (tenured, tenure track, temporary instructor, part-time instructor, non-tenure track, etc.). Results for Faculty Qualifications, Intellectual Contributions and Faculty Deployment based on Qualifications In an attempt to establish a more effective table that shows all faculty (participating and supporting) qualifications, the Haub School of Business created a combination table that merges data from tables 10-1 and 2-1. The new tables were approved by the Accreditation Council in April 2009. This is an experimental design that has been developed in consultation with Jerry Trapnell, Executive Vice President and Chief Accreditation Officer for AACSB International, over the past year. The combined Table 10-1 and 2-1 documents faculty qualifications as required by AACSB Standard 10 and the production of intellectual contributions that advance the knowledge and practice of Business and Management required by AACSB Standard 2. The table is divided into five primary sections: 1) General faculty information (name, highest degree, first appointment, and percentage of time supporting the school’s mission) 2) Qualifications 3) Summary of development activities supporting AQ/PQ Status 4) Portfolio of intellectual contributions 5) Summary of intellectual contribution types In Table 10-1, a number of faculty members have a year listed in BOLD print under the column “Highest Degree and Year.” These faculty members are either A.B.D. or new Ph.D. faculty and are considered academically qualified. In addition, the column labeled “Professional Work Experience” indicates the number years of experience in their field. The number of activities for each faculty member is captured under the appropriate column. The column entitled “Professional Development” will either have a “√” or be left blank. The check mark represents significant activities that meet the required level of professional development qualifications. The AACSB International requirements for Standard 10 state that at least 90 percent of the faculty must either be academically qualified or professionally qualified. The standard also requires the school to determine the appropriate percentage that will be designated to each group of faculty based on the percentage of time dedicated to the school’s mission. To determine the assignment level of participating and supporting, the HSB uses 100% time designated toward the school’s mission for participating faculty, while a 20% is used for supporting faculty. Using the HSB standards to determine the percent of faculty resources for Standard 10, the school has successfully met the criteria of at least 90 percent by obtaining a level of 98.4%. The following is a list of key results that can be derived from the Combination 10-1, 2-1 chart: • •

98.4% of faculty are either academically qualified or professionally qualified Academically qualified faculty members average 18.2 intellectual contributions over the five year period of review

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• •

Academically qualified faculty members average 4.53 reviewed journal publications over the five year period of review Professionally qualified faculty members average 18 years of work experience

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Table 10-2: Faculty Deployment Relative to Qualification Table 10-2 relates to AACSB Standard 10, which requires faculty to have, and maintain, intellectual qualifications and current expertise to accomplish the school’s mission. These tables also indicate that the HSB is in full compliance with the required standard of having at least 50% of its faculty be academically qualified. We have maintained a minimum of 76.75% of academically qualified faculty for the entire academic year in each of the categories of department, campus and program deployment. Tables with specifics for each faculty member are located in Appendix 6. The summary breakout of table 10-2 is: Fall 2008 Tables 1. Summary of Calculations Relative to Deployment of Qualified Faculty by Department 2. Summary of Calculations Relative to Deployment of Qualified Faculty by Campus 3. Summary of Calculations Relative to Deployment of Qualified Faculty by Program Spring 2009 Tables 1. Summary of Calculations Relative to Deployment of Qualified Faculty by Department 2. Summary of Calculations Relative to Deployment of Qualified Faculty by Campus 3. Summary of Calculations Relative to Deployment of Qualified Faculty by Program Table 10-2: Summary of Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Department) Department

Other

Totals

% AQ

%AQ + %PQ

1,160.0

68.97%

100.00%

Total Accounting:

800.0

360.0

Total Decision and System Sciences:

1,140.0

200.0

20.0

1,360.0

83.82%

98.53%

Total Finance:

1,220.0

340.0

120.0

1,680.0

72.62%

92.86%

Total Food Marketing:

700.0

140.0

840.0

83.33%

100.00%

Total Management:

1,700.0

380.0

2,080.0

81.73%

100.00%

Total Marketing:

840.0

330.0

1,170.0

71.79%

100.00%

Total Pharmaceutical Marketing:

300.0

140.0

440.0

68.18%

100.00%

Totals:

6,700.0

1,890.0

8,730.0

76.75%

98.40%

140.0

At least 50% must be academically qualified members At least 90% must be academically or professionally qualified members

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Table 10-2: Summary of Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Campus) 3 campus

Other

Total ACE:

700.0

140.0

Total Main:

6,460.0

1,850.0

Total Ursinus:

940.0

60.0

Total Vanguard:

200.0

20.0

Totals:

8,300.0

2,070.0

Totals

% AQ

%AQ + %PQ

840.0

83.33%

100.00%

140.0

8,450.0

76.45%

98.34%

20.0

1,020.0

92.16%

98.04%

220.0

90.91%

100.00%

10,530.0

78.82%

98.48%

160.0

At least 50% must be academically qualified members At least 90% must be academically or professionally qualified members

Table 10-2: Summary of Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Program) curricula

Other

Total EMBA2:

300.0

100.0

Total EPMKO:

800.0

140.0

Total FME:

800.0

120.0

Total MBA:

2,840.0

360.0

Total MBE:

400.0

Total MIM:

Totals

% AQ

%AQ + %PQ

400.0

75.00%

100.00%

1,040.0

76.92%

90.38%

920.0

86.96%

100.00%

3,240.0

87.65%

98.77%

20.0

420.0

95.24%

100.00%

240.0

40.0

280.0

85.71%

100.00%

Total MPE:

700.0

140.0

840.0

83.33%

100.00%

Total UGDay:

5,340.0

1,340.0

6,680.0

79.94%

100.00%

Total UGUC:

2,100.0

630.0

2,730.0

76.92%

100.00%

Totals:

13,520.0

2,890.0

16,550.0

81.69%

99.15%

100.0

40.0

140.0

At least 50% must be academically qualified members At least 90% must be academically or professionally qualified members

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Table 10-2: Summary of Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Department) Department

Total Accounting:

800.0

380.0

Total Decision and System Sciences:

1,040.0

200.0

Total Finance:

1,120.0

Total Food Marketing:

Other

Totals

% AQ

%AQ + %PQ

1,180.0

67.80%

100.00%

1,260.0

82.54%

98.41%

340.0

1,460.0

76.71%

100.00%

700.0

180.0

880.0

79.55%

100.00%

Total Management:

1,660.0

280.0

1,940.0

85.57%

100.00%

Total Marketing:

820.0

220.0

1,040.0

78.85%

100.00%

Total Pharmaceutical Marketing:

400.0

180.0

580.0

68.97%

100.00%

Totals:

6,540.0

1,780.0

8,340.0

78.42%

99.76%

20.0

At least 50% must be academically qualified members At least 90% must be academically or professionally qualified members

Table 10-2: Summary of Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Campus) campus

Other

Total ACE:

700.0

80.0

Total Main:

6,420.0

1,680.0

Total Ursinus:

820.0

180.0

Total Vanguard:

200.0

Totals:

8,140.0

1,940.0

20.0

Totals

% AQ

%AQ + %PQ

780.0

89.74%

100.00%

8,120.0

79.06%

99.75%

1,000.0

82.00%

100.00%

200.0

100.00%

10,100.0

80.59%

99.80%

At least 50% must be academically qualified members At least 90% must be academically or professionally qualified members

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Table 10-2: Summary of Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Program) curricula

Other

Totals

% AQ

%AQ + %PQ

Total FME:

620.0

100.0

720.0

86.11%

100.00%

Total MBA:

2,720.0

580.0

3,300.0

82.42%

100.00%

Total MBE:

1,120.0

20.0

1,140.0

98.25%

100.00%

Total MPE:

700.0

80.0

780.0

89.74%

100.00%

Total UGDay:

5,160.0

1,080.0

6,260.0

82.43%

99.68%

Total UGUC:

1,640.0

500.0

2,140.0

76.64%

100.00%

Totals:

11,960.0

2,360.0

14,340.0

83.40%

99.86%

20.0

At least 50% must be academically qualified members At least 90% must be academically or professionally qualified members

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Faculty Qualifications The following section describes each faculty member’s distinct qualifications and the justification for the data supplied in the combined 10-1 & 2-1 tables. Accounting Participating Faculty Domenic Finelli- Professionally Qualified Domenic Finelli has been a certified public accountant since 1973. He received a B.Sc. in Accounting, from Saint Joseph University in 1969. His professional experience includes a senior level partnership with PricewaterhouseCoopers. In this role, he provided services for clients and corporations including Sunoco, Conrail, ARCO Chemical, and SmithKline Beecham. He oversaw the audit process for each of these firms and managed a team responsible for all aspects of the compliance confirmation process Waqar Ghani- Academically Qualified Waqar Ghani earned a Ph.D. from Drexel University in 1993 and has taught at Saint Joseph’s University since 1990. He has published four articles and given presentations over the five year period from 2004 to 2009. John Haverty- Academically Qualified John Haverty earned a Ph.D. in Marketing from Temple University in 1985, and an M.B.A in Accounting from the University of Chicago in 1973 and is a Certified Public Accountant. He has been an instructor at Saint Joseph’s University since 1976. He has published four articles (2004 -2009) and has developed solution support materials for a leading cost accounting textbook. In addition, he has published several proceedings and given many presentations. Joseph Larkin- Academically Qualified Joseph Larkin earned a Ph.D. in Accounting from Temple University and has taught at Saint Joseph’s University since 1984. He has published three articles and conducted research work culminating in two presentations and several proceedings from 2004 to 2009. Jing Lin- Academically Qualified Jing Lin earned a Ph.D. from the University of Tennessee in 2007 and has taught at Saint Joseph’s University since 2007. While at the University of Tennessee, she authored three refereed published articles. Karen McDougal- Academically Qualified Karen McDougal has been at Saint Joseph’s University since 2006. She has an AQ status and is in the Doctoral Program at Temple. Her completion date is scheduled for September of 2009. Joseph M. Ragan- Academically Qualified Joseph Ragan earned an M.B.A from the University of Pennsylvania in 1975 and has been a CPA since 1980. He has taught at Saint Joseph’s University since 1977. He has published over twelve articles from 2004 to 2009. He has become a leading authority in the use of SAP software in the classroom and has made numerous presentations in this area. He is currently the Chair of the Accounting Department.

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Dennis Raible- Professionally Qualified Dennis Raible earned an M.B.A from Drexel University and has been a Certified Public Accountant since 1978. He has been at Saint Joseph University since 2007 and has provided over 26 years of tax specialization work with the Internal Revenue Service. He has served in several high level positions including Team Coordinator-overseeing the returns of large diversified multinational corporations. W. Richard Sherman- Academically Qualified W. Richard Sherman received his LM from Villanova University in Taxation in 1991, his MBA in Accounting from Temple University in 1982, and his J.D. from the University of Pennsylvania in 1975. He has been at Saint Joseph’s University since 1989. He has published over fifteen articles from 2004 to 2009 and has a given numerous presentations. A.J. Stagliano- Academically Qualified A.J. Stagliano earned a Ph.D. from the University of Illinois and has taught at Saint Joseph’s University since 1985. He has published five articles from 2004 to 2009. He is a consistent presenter of academic papers and is viewed as an expert in environmental accounting. Robert Teti- Professionally Qualified Robert Teti possesses an M.B.A from Drexel University and is a Certified Public Accountant and has been at Saint Joseph’s University since 2001. He is currently the founder and partner of his own public accounting firm, Kelly, Teti Associates. He has been the managing partner since 1971 overseeing all aspects of this tax and advisory practice. Supporting Faculty Ryan Harrington- Professionally Qualified Ryan Harrington earned an M.B.A. from Temple University and is a Certified Public Accountant and a Certified Internal Auditor. He serves as a senior manager and corporate director of internal audit for Crown Holding, Inc. He has held this position for the past seven years. He reports directly to the Chair of the Board’s Audit committee and is responsible for global internal audit activity. Christian Harris- Professionally Qualified Christian Harris has been a Certified Public Accountant since 1972. He received a B.S. in Accounting from Susquehanna University in 1970. He is the managing director and the founder partner of Accume Partners. He has held this position since 1986. In this role, he is the managing director responsible for client service and quality control for financial institution clients in the Mid-Atlantic region. He possesses more than 40 years of experience in analyzing financial and operational performance of organizations. Robert Malonoski- Professionally Qualified Robert Malonoski earned an M.B.A from Temple University and has taught at Saint Joseph’s University since 2009. He is a specialist in Enterprise Resource Planning software (SAP) and for the past 26 years served as a consulting manager. He is now the director of SAP finance implementation for Merck and Company. William McGarvey- Professionally Qualified William McGarvey earned an M.B.A from Harvard Graduate School of Business and is a Certified Public Accountant. He has been at Saint Joseph’s University since 1988 and has served for over 35 years as president of his own company. He served as a consultant

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overseeing the strategy for mergers and acquisitions of various clients, including Wilkes Pool Corporation and David Kleeman, Esq. His background is diversified as he has also served as president of his own real estate investment corporation and a senior manager for PricewaterhouseCoopers. Anthony Tanzola- Professionally Qualified Anthony Tanzola earned an M.B.A. from Drexel University and is a Certified Public Accountant. He has taught at Saint Joseph’s University since 2007. Throughout his career he served over 31 years with Aramark Services Corporation as chief accounting officer, controller and vice president of controls responsible for internal auditing. Decision & System Sciences Participating Faculty Kevin Boyle- Professionally Qualified Kevin Boyle earned an M.B.A from Drexel University in 1981 and has been at Saint Joseph’s since 1984. He served as the Deputy Director of Information Services of the Department of the Navy (1974-2002). He has conducted one refereed proceeding and has published one refereed book chapter from 2004 to 2009. Kathleen Campbell- Academically Qualified Kathleen Campbell is currently a Ph.D. student in statistics at Temple University and has taught at Saint Joseph’s since 2004. She is considered AQ even though she is ABD. Vipul Gupta- Not Qualified Vipul Gupta earned a Ph.D. from the University of Houston in 1995 and he has been at Saint Joseph’s University since 1997. He has published two refereed articles, one refereed proceeding, and five abstracts from 2004 to 2009. Richard Herschel- Academically Qualified Richard Herschel earned a Ph.D. from Indiana University in 1991 and has been at Saint Joseph’s University since 1999. Herschel has published three refereed articles, four refereed proceedings, and four refereed book chapters from 2004 to 2009. He has also published eight articles in practitioner journals. He is the Editor-in-Chief of the International Journal of Business Intelligence Research and is currently the Chair of Decision and System Sciences. Ronald Klimberg- Academically Qualified Ronald Klimberg earned a Ph.D. from Johns Hopkins University in 1987 and has been at Saint Joseph’s University since 1997. Klimberg has published ten refereed journal articles, 14 refereed proceedings, and two-refereed book chapters from 2004 to 2009. He received the Tengelmann Award for Scholarship and Teaching in 2007. Rashmi Malhotra- Academically Qualified Rashmi Malhotra earned a Ph.D. from the University of Alabama in 1995 and has been at Saint Joseph’s University since 1999. She has published seven refereed articles and twenty-two refereed proceedings from 2004 to 2009. Ruben Mendoza- Academically Qualified Ruben Mendoza earned a Ph.D. from Rensselear Polytechnic Institute in 2006 and has been at Joseph’s University since 2003. He has published one referred journal article, and two refereed

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proceedings. He is AQ since he teaches in the same discipline as his terminal degree within the 3-year period after having received the degree. Virginia Miori- Academically Qualified Virginia Miori earned a Ph.D. from Drexel University in 2006 and has taught at Saint Joseph’s University since 2006. She has published three refereed journal articles and six refereed proceedings. She is AQ since she teaches in the same discipline as her terminal degree within the 3-year period after having received the degree. Nicholas J. Robak- Academically Qualified Nicholas Robak earned a Ph.D. from the University of Pennsylvania and has been at Saint Joseph’s University since 1972. He has published three refereed journal articles and two refereed proceedings from 2004 to 2009. Ira Yermish- Academically Qualified Ira Yermish earned a Ph.D. from the University of Pennsylvania in 1975 and has been at Saint Joseph’s University since 1984. He has published two refereed journal articles, one refereed book chapter (two more accepted and forthcoming), and one refereed proceeding from 2004 to 2009. John Yi- Academically Qualified John Yi earned a Ph.D. from the University of Pennsylvania in 2001 and has been at Saint Joseph’s University since 2008. He has published three refereed journal articles, and one refereed proceeding. Supporting Faculty Joseph Belisari- Not Qualified Joseph Belisari earned a M.Ed. from Temple University in 1980 and has been at Saint Joseph’s University since 2004. His teaching experience includes: Mathematics and Statistics Instructor, Pennsylvania State University (January, 2005 - Present); Mathematics Instructor, Montgomery County Community College (January, 2003 - Present); Adjunct faculty, Community College of Philadelphia (September, 1975 - Present); Mathematics Teacher, West Philadelphia Catholic (Girls) H.S. (September, 1965 - June, 2005); Mathematics and Computer Science Coordinator, Drexel University (June, 1983 - December, 1992). Francis Coyne- Professionally Qualified Francis Coyne earned an M.A. from Villanova University in1967 and has been at Saint Joseph’s University since 2007. His experience includes: adjunct faculty member, Community College of Philadelphia (1995 - Present), Department of Computer Information Systems, teaching courses in Introduction to Computers, Introduction to Microsoft Office (includes Windows, Word, Excel, Access), and PC Operating Systems and Introduction to Networks. He also served as the Telecommunications Manager, Community College of Philadelphia (1987 - 2005) where he was responsible for managing the College's voice communication system. He also investigated current literature and created an RFP to replace the College's telecommunications switch. Bharat Dhillon- Professionally Qualified Bharat Dhillon earned an M.Sc. and an M.S. from Saint Joseph's University in 2003 and has been at Saint Joseph’s University since 2009. He has been a Program Manager and Consultant with Ultramatics Inc.and a senior web services architect/Global web services development manager (2001 Present).

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Edmund J. Fleming- Professionally Qualified Ed Fleming earned a B.A. from Franklin Pierce College in 1993 and has been Saint Joseph’s University since 2000. He is the founder and president of Lunar Tide Communications, Inc. (1996 - present). His responsibilities include: day-to-day activities and overseeing four fulltime employees/contractors and up to 30 part-time employees, managing all business, HR, marketing and technology components of the firm. The company has three lines of businesses: technology summer camps that teach children math, science, arts and IT skills; convention management; and IT consulting and training. Jane M. Grosset- Professionally Qualified Jane Grosset earned a Ph.D. from Lehigh University in 1994 and has been at Saint Joseph’s University since 1994. She is the Director of the Office of Institutional Research, Community College of Philadelphia (February, 1979 - Present). Her responsibilities include; performing institutional research, conducting policy analyses and providing information and information services to constituents throughout the college. These functions support and enhance informed decision-making, problem solving, strategic planning and policy development, and institutional self-assessment. James Kelly- Professionally Qualified James Kelly earned a Ph.D. from Georgia State University in 1973 and has been an adjunct faculty member at Saint Joseph’s University since 2002. He has 30 years of teaching experience. Currently, he is an agent for New York Life Insurance Company. Prior to this position, Kelly was the President of Dynamatrix Inc., a real estate management company (19701999). Kelly also has experience as a senior EDP systems analyst. Jeffrey McCrindle- Professionally Qualified Jeffrey McCrindle earned an M.B.A. from Saint Joseph's University in 1992 and has taught at Saint Joseph’s since 2008. He has been the Vice President of Sales and Marketing at CHI Systems (2007 - Present). He has been the lead transition of this small business from research and development to a commercial product and solutions provider, which provides experience, based virtual training solutions, real time situation awareness / tactical decision aid software, and homeland security critical infrastructure. McCrindle was the Worldwide Sales and Marketing Manager, Mercury Computer Systems (2005 - 2007); Sales Manager, Analytical Graphics (2002 - 2005), managing account managers and systems engineers providing 3D visualization and analytics solutions to national intelligence& defense clients. Daniel McDevitt- Not Qualified Dan McDevitt earned an M.S in Education from Saint Joseph’s University in 2008 and has been at Saint Joseph’s since 2009. Charles Tremblay- Not Qualified Charles Tremblay earned an M.S. from the University of Delaware in 1970 and has been at Saint Joseph’s University since 1990. He has been an Associate Professor of Business at the Community College of Philadelphia for 39 years. Rochelle G. Weismer- Professionally Qualified Rochelle Weismer earned an M.B.A. from Temple University Fox School in 2003 and has been at Saint Joseph’s University since 2006. She has been the Lead Business Analyst at Legion Insurance (in Liquidation) (2006 - present); was a contractor at TEK Systems (2005 - 2005); held a contract position as senior system analyst at PHH Mortgage; was a primary player in the Systems Development Life Cycle. She was the Owner/Programmer/Analyst, R&S Software,

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Inc. (1984 - 1996), a comprehensive automation process for small and medium size businesses that provided complete consulting services to businesses. Finance Participating Faculty Corolyn Clark- Academically Qualified Corolyn Clark possesses a Ph.D. and is a Certified Financial Planner. She taught full-time at Saint Joseph’s University from 1977 until her retirement as a full professor in 2006. Since retiring from full-time teaching, she has continued to teach on-line MBA and undergraduate courses in corporate finance and financial planning areas for Saint Joseph’s University and has maintained her personal financial planning practice. During her academic career she has authored and co-authored scholarly works and published one book with the University of Virginia Darden School and15 articles in refereed journals. In addition, she has presented numerous papers, refereed and invited, at regional or national academic conferences, 22 of which were published in refereed proceedings. Chris Coyne- Academically Qualified Chris Coyne earned a Ph.D. from Temple University in Finance in 1986. He has been at Saint Joseph’s University since 1978. He has published one peer reviewed article in 2004. He worked on three book chapters published in 2004, and published a proceeding in 2006. He is a Certified Financial Planner and is the academic coordinator for the graduate and undergraduate program. He has presented three papers from 2005 to 2007. Samuel Cupp- Professionally Qualified Samuel Cupp earned his M.B.A from Cornell University, is a Certified Public Accountant, and worked 7 years in the public accounting profession with KPMG. He has been at Saint Joseph’s University since 2005 and is currently the faculty representative for the Energy School, a weeklong seminar provided by SJU to oil and electric utility risk managers. Cupp’s last position was as a Regional Executive where he opened up opportunities in Bermuda with U.S. customer senior management. Prior to that, he was the Executive Vice President of Field Operations, responsible for Specialty Property and Casualty field underwriting and profitability. During this time, he successfully shaped a new field organization in the U.S. Cupp’s initial assignment with ACE was as Executive Vice President of the highly profitable US international casualty business, where he managed the ACE restructuring of the former CIGNA operations, and opened a rapidly growing and profitable Southwest territory. Cupp was employed by CIGNA International in 1979. His roles encompassed controllership, planning, and subsidiary CFO responsibilities, followed by Chief Executive officer for a major subsidiary in Canada. These responsibilities included general management of both life and property casualty operations in Canada, with $150 million in revenue. During this time, he managed a turnaround of the property casualty operations, and managed a restructuring of the life business. His company was the most profitable in the Canadian market in 1996. In 1997, he was promoted to Senior Vice President in charge of North America, encompassing Canadian operations and US foreign insurance, over $400 million in revenue and 300 employees, and a major profit contributor.

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Morris Danielson- Academically Qualified Morris Danielson earned a Ph.D. in finance from the University of Washington in 1996 and has been at Saint Joseph’s University since 2003. From 2004 to 2009, he published nine journal articles and one monograph in refereed academic outlets. In addition, he made seven research presentations at refereed conferences. Paul Foster- Academically Qualified Upon completion of his undergraduate studies, Paul Foster joined the U. S. Navy where he pursued a successful thirty-year career, retiring with the rank of Rear Admiral. Following his Naval career, he joined Saint Joseph’s University in 1979 as Chairperson of the then Department of Business Administration. He led the effort to establish the business school and served as the founding Dean of the Haub School of Business. He continued to serve Saint Joseph’s as a Professor of Finance until his retirement in 2006. After serving on the Board of Directors for a number of years, in 1997 Foster was appointed Chairman and Chief Executive Officer of Talley Industries in Phoenix, Arizona. While on a leave of absence from Saint Joseph’s, he led the company through a merger into Carpenter Technology, Inc. and served in the CEO position until the merger was completed in 1998. Since retirement from full-time teaching, he has continued to teach on-line MBA courses in corporate finance and securities analysis for Saint Joseph’s University. During his Naval and academic careers he has authored or co-authored scholarly works resulting in two books published by the University of Virginia Darden School and more than twenty articles and cases appearing in business and professional publications and more than two dozen reports and studies for the United States Navy. Jean Heck- Academically Qualified Jean Heck earned a Ph.D. from the University of South Carolina in Financial Management & Management Science in 1983. He has been at Saint Joseph’s University since 2006. From 2004 to 2009, he has published 12 articles in peer-reviewed journals. Additionally, he published a new edition of his text book and made three academic conference presentations. Karen Hogan- Academically Qualified. Karen Hogan earned a Ph.D. from Lehigh University in Finance in 1994. Since her initial appointment at Saint Joseph’s University in 1995, Hogan has published over 25 academic papers and performed over 25 presentations at academic meetings. In particular, over the past five years she has 8 publications in academically reviewed journals and 5 presentations at regional or national academic conferences. Hogan is currently the Chair of the Accounting Department. Dan Jubinski- Academically Qualified Dan Jubinski earned a Ph.D. from the University of Virginia in Financial Economics, Econometrics in 2001. He has been at Saint Joseph’s University since 2008. Prior to joining the finance department at Saint Joseph’s, Jubinski was at another university for five years, a university which was not research-oriented. Since 2004, Jubinski has presented academic papers at the Eastern Finance Association (2004, 2005, 2006,) the Midwest Finance Association (2005, 2007, 2008,) the Southern Finance Association (2004, 2005), and the Southwestern Finance Association (2009) Annual Meetings. He currently has one publication, “Options Listings and Individual Equity Volatility," (with Marc Tomljanovich) in The Journal of Futures Markets, Vol. 27, No. 1, 1-27 (2007.) He also has a sole-authored article “Observable Firm Characteristics and Individual Equity Volatility Persistence" which he will revise and resubmit to the Quarterly Review of Economics and Finance.

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Amy Lipton- Academically Qualified Amy Lipton earned a Ph.D. in Business Economics from Lehigh University in 2006 and is a Certified Financial Analyst. She has been at Saint Joseph’s University since 2006. She has made refereed presentations at the Financial Management Association 2006 and 2007 Annual Conferences (“Timing of Callable Non-convertible Corporate Bonds: A Reexamination”), coauthored with Nandu Nayar in 2006; “Anticipated Credit Rating Changes and Calls of Corporate Bonds”; in 2007). She made a refereed presentation at the Eastern Finance Association Annual Meeting in April, 2009. Ginette McManus- Academically Qualified Ginette McManus earned a Ph.D. in Finance from the Universite Laval: College of Business and Administration Sciences, Quebec City, Quebec, Canada in 1987. Since her initial appointment at Saint Joseph’s University in 1990, she has published over 30 academic papers and performed over 50 presentations at academic meetings. From 2004 to 2009, McManus has 9 publications in academically reviewed journals and 15 presentations at regional or national academic conferences. Steve Miller- Academically Qualified Steven Miller possesses the Chartered Property and Casualty (CPCU) and Associate in Risk Management (ARM) professional designations. Miller obtained his a B.B.A in finance and risk management from the University of Wisconsin-Madison. He is currently completing his Ph.D. from the University of Georgia (expected completion date: Fall 2009) Prior to pursuing his doctoral studies, Miller worked as a senior manager and consultant for Marsh Inc., a major international insurance broker and risk management consulting firm. Miller worked within Marsh's Risk Technologies division, managing their US consulting practice. Miller's prior roles include manager of the division's European operations and a disaster recovery role in managing and rebuilding the division's NE US service operations. Carolin Schellhorn- Academically Qualified Carolin Schellhorn earned a Ph.D. in Finance from the University of Texas in 1991. She has been at Saint Joseph’s University since 2000. She has published three co-authored papers and made three paper presentations from 2004 to 2005. “Managing the Maturity of Fixed-Income Investments in Rising Rate Environments”, was published in the Journal of Financial Planning in 2005, and was presented at the Virtual Learning Center of the Financial Planning Association in 2005. “Estimating Changes in Market Expectations of Inflation in Response to Federal Reserve Rate Cuts in January 2008” was published in the North American Journal of Finance and Banking Research in 2008. Schellhorn presented a related paper at the Financial Education Association meetings in 2008. “Division of Labor in Banking: An Analysis of Credit Derivative Usage by Commercial Banks” was published in the Journal of Business and Economics Research in 2009. Schellhorn presented a related paper at the Financial Management Association meetings in 2006. Rajneesh Sharma- Academically Qualified Rajneesh Sharma earned a Ph.D. from The Graduate Center, City University of New York in 2005, and has been at Saint Joseph’s University since 2005. He has published seven articles in blind refereed academic journals in the past five years.

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Ahmet Tezel- Academically Qualified Ahmet Tezel earned a Ph.D. from the University of California, Berkley in 1971. He has published eight refereed articles from 2004 to 2009. He will publish 2 refereed articles in 2009. He also presented at 11 refereed conferences during 2004 to 2009. George Webster- Not Qualified George Webster possesses a Ph.D. in economics from State University of New York, Binghamton, NY, and has had two conference presentations since 2004 and one proceeding. Supporting Faculty William J. Brady- Professionally Qualified William Brady earned an M.B.A. in Finance, and a post M.B.A. degree in Accounting, both from Saint Joseph’s University. Since 1995, he has been a budget manager at Resources for Human Development, Inc., which is a $175 million Not-for-Profit corporation. Brady is responsible for developing, administering, and maintaining the fiscal operating budgets and contracts for programs, like Head Start. Brady also acts as the fiscal sponsor for the New Beginnings nonprofit incubator programs. Brady provides this sponsorship for 40 small startup programs in all facets of fiscal management. Prior to RHD, Brady was a Project Manager for the federal government as well as the Director of the business office within the engineering department for Philadelphia Naval Shipyard. He was responsible for all of the business transactions within the department including funds administration totaling $115 million, contract administration, overhead budget control, cost allocation, technical support and workload forecasting. Currently, Brady is providing financial consultation to Congressman Robert A. Brady during his election campaigns. He has also provided financial consultation to the Chester Upland School District. Lisa Curran- Professionally Qualified Lisa Curran earned an M.B.A in Finance from Saint Joseph’s University. She has worked in financial services at Vanguard for over twelve years. Her roles have included: investment consultant, investment marketing manager, and product manager, primarily handling the institutional side of the business. In her current role, Curran assumes the responsibility for the oversight, management, and promotion of retirement-related products and solutions for defined contribution plans and their participants. Anthony D’Imperio- Professionally Qualified Anthony D’Imperio earned an M.B.A in Finance from Saint Joseph’s University. His professional designations include Certified Commercial Investment Member (CCIM), Certified Property Manager (CPM), and Certified Turnaround Professional (CTP), as well as holding real estate broker licenses in Pennsylvania and New Jersey. He possesses over 40 years of professional experience ranging from accounting and finance positions in Fortune 100 companies to more recent positions in banking. Currently, he is the Vice President and Division Manager at Wilmington Trust, a bank holding company ($11B asset size bank), headquartered in Wilmington, Delaware. D’Imperio manages three areas in the bank: the commercial loan recovery, commercial loan documentation, and consumer collection. D’Imperio oversees approximately 75 staff members. Robert G. Dean- Professionally Qualified Robert Dean earned an M.S. in Finance from Drexel University and has held a professional designation as a Certified Professional Accountant since 1992. He holds additional credentials in Business Valuation required by the American Society of Appraisers and is a Candidate for

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Accredited Senior Appraiser. Dean is a senior financial M&A and planning executive whose experience has focused on public and private companies in the financial services and healthcare industries. With 16 years of direct and indirect experience in mergers and acquisitions and 19 years leading planning, he has been instrumental in helping companies achieve growth aspirations and capture or retain value in over 100 transactions. As principal of Dean Consulting, Dean is a buy and sell-side advisor to service firms wishing to pursue M&A transactions nationally and overseas. He also is a staff consultant to a local Business Valuation firm, where he advises on applied finance in business appraisals. Formerly the Director of mergers and acquisitions at GMAC Residential Mortgage, the prime residential lending unit of GM/GMAC (7th largest nationally), Dean was responsible for the company’s largest acquisition, adding $5B in originations. Prior to working for GMAC, Dean was a financial leader in sell and buy-side transactions in healthcare, as VP/Finance for Wallingford Capital, a boutique market-maker in physician practices, physician billing companies and healthcare BPO companies; and as the Vice President of Planning for RehabClinics, a newly public Physical Therapy Outpatient rollup. Anita Devan- Professionally Qualified Anita Devan possesses two Graduate Degrees and holds professional designations of CPCU, CIC, CRM, and CWCP. She is the Senior Vice President responsible for profit and growth for the Northeast region of Zenith Insurance Company, a premier Workers Compensation specialist carrier in the country. Devan is a 30+ year veteran of the insurance industry, where she has spent over 28 years leading regional, national, and international business operations. Beyond her current role, Anita has held a number of key strategic and operational positions at major insurance companies including head of Middle Market segments division, chief underwriting officer, Vice President of marketing and a regional manager. Devan also owned and operated her own Strategic Management Consulting practice for a few years, where her client-base included insurance companies, banks, and technology firms. Devan has taught strategic management, leadership, and workers compensations programs for the National Alliance of Insurance for many years and she is a current board member of the Philadelphia CPCU chapter and serves as a board member for the Academy of Insurance and Risk Management program at Saint Joseph’s University. Peter Dwyer- Professionally Qualified Peter Dwyer earned an M.B.A in Finance from Drexel University in 1982. Dwyer possesses senior level executive experience in financial and business planning, executive management, financial management, mergers and acquisition, and strategic planning. He is currently the Vice President and Chief Operating Officer and Co-Founder of EdgeStone Consulting, which provides professional staffing solutions and business consulting services to large and mediumsized companies. Prior to this position, Dwyer was the President and CEO of AverCom Corporation, and Vice President and CFO. He managed the acquisition and integration of Automated Concepts, Inc., and built AverCom’s finance and accounting department. Patrick Healy- Professionally Qualified Patrick Healy earned an M.B.A/M.S. from Temple University in 2003. He has over 17 years of experience in financial services, sales, negotiation, relationship management, and internal compliance. Healy is the Vice President of Global Restructuring and Insolvency at the Wilmington Trust Company (2007-present). Prior to this role, he was the Vice President and Senior Trust Office at the Law Debenture Trust Company of New York. He is currently a visiting professor in the finance department.

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Martin A. Infanti- Professionally Qualified Martine Infanti earned an M.B.A from La Salle University. He has over 30 years of experience in commercial banking in areas: credit administration, underwriting, risk review, special assets, relationship management, and small business banking. His current position is Vice President and credit review section Manager at the Wilmington Trust Company, where he oversees internal credit review and commercial loan documentation review units. In this role, he has developed plans for credit review of individual business units and annual goals for appropriate portfolio coverage. Prior assignments included Senior Vice President, Risk Management and Administration at Christiana Bank and Trust Company. Infanti was responsible for the administration of the following areas of the Company: Loan Operations, Policy and Administration, Commercial and Private Lending, Retail Banking and Compliance. He interfaced with other members of Senior Management to develop and implement loan portfolio growth and conversion from largely private bank to commercial lending. Prior assignments with Wachovia Bank, PNC Bank and predecessor banks, included credit underwriting of public and private debt transactions in a variety of industries including mortgage warehousing, finance companies, and capital markets. John Juliano- Professionally Qualified John Juliano earned an M.B.A and M.S.F.S from Saint Joseph's University and he has Certified Financial Planner and Chartered Financial Consultant designations and FINRA Series 6, 7, 24, 63 and 65 licenses. Juliano has worked for Vanguard since 1997, managing a team of twelve financial planners who are responsible for advising assets of retirement plan participants with an average balance of approximately $800,000. Juliano is also responsible for technical financial planning support, and directing departmental process and procedures according to Vanguard's advice strategy. Prior to his current role, Juliano was an investment manager with Vanguard Asset Management Services. His responsibility was to provide the highest quality investment services to ninety high net worth clients with assets under management of approximately $200 million. Additional responsibilities have included serving as an adjunct faculty for Vanguardâ&#x20AC;&#x2122;s in-house CFP program. Patrick W. McGrory- Professionally Qualified Patrick McGrory earned an M.S.F.S from The American College in 2008 and is a CFP and CRPC. He is the Senior Financial Advisor and Business Financial Advisor at Ameriprise Financial Services, Inc. He serves as chairman of the board at Raskob Foundation for Catholic Activities, Inc. He is a visiting professor in the finance department. Martin Steven Mirman- Professionally Qualified Martin Mirman is a Ph.D. candidate at Northcentral University and he earned his M.B.A in Finance from Saint Josephâ&#x20AC;&#x2122;s University. He is the President of American Computer Educators, responsible for the direction of all activities related to the operation of computer train and support services business. Mirman published an academic article in 2008 and has over 20 years of teaching experience as a visiting instructor in the finance department. Gary R. Mottola- Professionally Qualified Gary Mattola earned an M.A. from Brooklyn College and a Ph.D. from the University of Delaware. He is a senior researcher at the Vanguard Center for Retirement Research, where he supports the Center's goal of conducting research on the savings and investing behavior of Americans. In this role, Mottola collaborates with leading academics and other industry

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professionals on various retirement-related research projects. His current research interests include workforce diversity and savings behavior in defined contribution plans, retirement income, and 401(k) portfolio performance. Mottola is a social psychologist who has co-authored several academic publications, and he is a Visiting Scholar at The Wharton School. William D. Wakelee- Professionally Qualified Bill Wakelee earned an M.B.A. from LaSalle University. He received his Certified Structured Settlement Consultant (CSSC) designation from the University of Notre Dame. He has been involved in educational instruction in the insurance, marketing & finance fields for many years. Most recently, Wakelee has been heard on the Legal Talk Network, lending his expertise to topics from risk management and investments, to insights on the economic collapse of the past year. For the past seven years, Wakelee has been an adjunct faculty member of Finance in the MBA Program, at Saint Joseph’s University. Prior to that, he served as an adjunct at the School of Professional Studies, MBA and Degree Completion Program, at Eastern University. He has been a staff instructor in CPCU, AAI and AIC, for the Insurance Society of Philadelphia since 1990. Wakelee also serves as a settlement consultant for Ringler Associates, the largest Structured Settlement Firm in the country. He has 20 years of management & financial experience. He specializes in designing, negotiating and contracting settlements for resolution of medical malpractice, general and product liability, automobile & workers' compensation claims. Prior to joining Ringler Associates, Bill was an Assistant Vice President with a prominent settlement annuity firm in their Philadelphia region, and was a member of several other leading broker companies as well. He has been a member of the National Structured Settlements Trade Association (NSSTA) since 1991, and is their former National Education Committee Chairman. He has also been a member of the American Society for Healthcare Risk Management (ASHRM) since 1992 and serves on the Board of Directors of two Pennsylvania non-profit corporations, the Lionville Youth Association, serving over 1,800 active members, and Pegasus Softball, Inc. Richard Shaw- Professionally Qualified Richard Shaw earned a J.D. from Boston College of Law and taught at Saint Joseph’s University in 2008. He is a senior corporate executive and lawyer with over 34 years of transactional and regulatory experience in the insurance industry. He has been the Senior Vice President and Principal of Towers Perrin Foster & Crosby (2003-present). His responsibilities include claims, licensing and officer of professional standards, handling regulatory issues affecting reinsurance operations. He is a visiting professor. Food Marketing Participating Faculty Nancy Childs- Academically Qualified Nancy Childs earned a Ph.D. from Century University in 1993. Childs has published eight peer reviewed journal articles from 2004 to 2009. Childs has sat on numerous boards and committees related to health and nutrition including the National Academy of Science Food Forum, DHHS Secretary’s Obesity Roundtable, FTC/DHHS Perspectives on Marketing, SelfRegulation & Childhood Obesity, DHHS/FDA Food Advisory Committee on Dietary Supplement labeling and consumer research, and International Food Information Council Foundation Board.

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Hwan Chung- Academically Qualified Hwan Chung earned a Ph.D. from Syracuse University in 2008. Richard George- Academically Qualified Richard George earned a Ph.D. from Temple University in 1979. George has written two peer reviewed articles in the past five years. George has held the Peck Fellowship and has published two monographs for the Food Marketing Institution, the leading trade association for food retailers. George is also a member of the Board of Directors of Pate Dawson Company and Key Impact Sales and Systems, Inc. Neal Hooker- Academically Qualified Neal Hooker earned a Ph.D. in Resource Economics from the University of Massachusetts in 1997 and will serve as the McNutt Chair in the Department of Food Marketing at Saint Joseph’s University for 2009/10. Hooker joins the Haub School from Ohio State University. He is an internationally-known scholar in the area of food safety, agricultural food policy, and resource economics. From 2004-2009, he has published 17 journal articles,11 media articles, and has given over 120 presentations nationally and internationally. Mark Lang- Academically Qualified Mark Lang is currently in the Ph.D. program at Temple University. Lang will have a book published in 2009 entitled Precision Target Marketing. Martin Meloche- Academically Qualified Martin Meloche earned a Ph.D. from the University of Kentucky in 1988. Meloche has published two peer reviewed journal articles in the past five years. Meloche is on the Board of Directors for Philabundance and is Chair of the Programs Committee of this board. Meloche also traveled for two months to Ghana and worked with OICI (Opportunities Industrialization Centers International) supported by grants from USAID to help develop self sufficient business in underdeveloped African Countries. John Stanton- Academically Qualified John Stanton earned aPh.D. from Syracuse University in 1972. Stanton has published ten peer reviewed journals in the past five years. Stanton is a member of the Board of Directors of two food companies: Herr’s Foods and Frankford Candy Company. Winston Taylor- Professionally Qualified Winston Taylor earned his M.S. from Saint Joseph’s University in 2004. Taylor has been the President of Campbell Soup Sales Company and held numerous executive positions in the company. Taylor has been active in the department’s food industry outreach programsincluding directing the Food Industry Summit for Food Industry CEO’s. Ferdinand Wirth- Academically Qualified Ferdinand Worth earned a Ph.D. in Agricultural Economics from Louisiana State University in 1998 and has been as Saint Joseph’s since 2008. From 2004-2009, he has published ten refereed publications, one book chapter, and has several journal manuscripts in preparation, several refereed abstracts, and three non-refereed publications.

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Supporting Faculty Neil Crowley- Professionally Qualified Neil Crowley earned an M.B.A from Temple University in 1975. Crowley is a retired retail executive with over 35 years experience in the food and non-food retailing industries. In his career he has held a variety of senior level positions culminating with his appointment as COO/CEO of Skaggs Alpha Beta stores in Richardson Texas. He has been teaching as an adjunct instructor in Marketing, Food Marketing, and Management for ten years and has published in both academic and trade publications. He also serves on the boards of both the Food Marketing Academy and the Food Marketing Foundation. John Kelley- Professionally Qualified John Kelley possesses an M.B.A from Drexel University and has been President of K G Associates (1995 – present), a management consulting practice based in suburban Philadelphia. The company’s client list includes many Fortune 100 companies and privately held companies that have leadership positions in various Foodservice categories. Kelley has thirty years of experience in the Food Industry. He was Vice President of Sales and Marketing for JL Foods (a division of John Labatt Ltd.) in Ontario, Canada. He was Director of Marketing for Nestle Foods in New York for four years and held numerous sales and marketing positions at the Campbell Soup Company including Business Director - Global Foodservice (responsible for all marketing activities) over the course of thirteen years. In addition to serving as an adjunct professor for the Executive Graduate Program in Food Marketing at Saint Joseph’s University, Kelley is a member of the Foodservice Marketing Forum. He has chaired the International Foodservice Manufacturers Association (IFMA) annual Sales and Marketing Conference, served on the Small Business Advisory Committee, is a winner of the IFMA Sparkplug Award and was a speaker at the National Account Management Program at the University of Notre Dame. Kelley is also a board member of the Irish American Business Chamber Network (IABCN) in Philadelphia and is currently President of the Catholic Philopatrian Literary Institute. Gary Kyle- Professionally Qualified Gary Kyle earned an M.B.A from Saint Joseph’s University in 1993. He has been the Vice President of Marketing at Herr’s Foods (2009 – present) and was the Vice President of Marketing and National Sales at Tasty Baking Company (1998 – 2008). Kyle reports to the CEO and functions as the chief marketing officer with responsibility for supporting all revenue generating activities for this $258 million, high profile, and consumer packaged goods company. George Latella- Professionally Qualified George Latella earned an M.B.A from Saint Joseph’s University in 1991. He was the Marketing Manager and Director of New Business at Tasty Baking Company (1986 – 2008). He has assumed increasingly responsible Sales/Marketing management positions including: brand management, advertising/merchandising, and direct marketing/new product development/packaging. Latella has held a number of different marketing positions at Tasty Kake, and has a wide range of experience in Food Marketing. Mark Plamondon- Professionally Qualified Mark Plamondon earned a B.A. from Marist College in 1976 and has been President of Tandem Associates (1993 - present), which provides marketing strategy and implementation for a variety of consumer goods clients. Plamondon managed the company for 14 years, with 8-10 employees. He headed national Marketing campaigns for clients like Gerber Baby, Ocean Spray, and Hershey’s. He was the Executive VP of Weightman Group in Philadelphia for 14 years, creating strategic plans and national campaigns for Alpo Pet Foods, Scott Paper, Brachs

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Candy Company, Hills Pet Foods and worked at leading New York Ad Agencies for five years for clients such as Procter & Gamble, Kraft General Foods, and Colgate Palmolive. He also taught Marketing Strategy for ten years with the Philadelphia chapter of The American Association for Advertising Agencies. Janna Trout- Professionally Qualified Janna Trout earned an M.S. from Saint Joseph’s University in 2001. She has been a Senior Customer Marketing Manager with North America Foodservice Campbell Soup (2004 – Present). She leads development of the strategic marketing plans and promotions for key customers to achieve sales growth. She was the President of Strategic Foodservice Marketing (1998-2004), providing manufacturers and operator customers integrated marketing, promotions to increase sales with National Account Customers. Clients included: Schwan’s Foodservice, Sodexho, Alaska Seafood Marketing Board, and Master Foods. Trout was the Director of Culinary and Merchandising for Aramark from 1984-1998, managing the R & D Department; supported six divisions with 4.5 billion in annual sales; managed staffing, creative design, product sourcing, finances and fulfillment for a b-to-b retail food merchandising catalog. Trout was the nutrition spokesperson for 1996 Summer Olympics and was co-owner and operator of Cookies by Design Franchise from 1994-2008. She has eight years of higher education teaching experience. Management Participating Faculty Edward Balotsky- Academically Qualified/Professionally Qualified Edward Balotsky holds a doctoral degree from Temple University and has published five journal articles since 2004. Other intellectual contributions include five paper presentations at academic meetings, and a book chapter published in the 4th edition of a book on the management of home health agencies which is considered a seminal text in this field. Having transitioned to academia from industry, Balotsky also can be considered PQ. In addition to meeting the one journal article threshold for PQ status, he has delivered ten presentations at executive education seminars since 2004, and also provides on-going unpaid consulting to the Diocese of Camden, NJ in the merger of three parishes into a single entity. William Byron, S.J. - Academically Qualified/Professionally Qualified William Byron, S.J. earned a Ph.D. in Economics in 1969 from the University of Maryland. He is the former interim president at Loyola College (2003-2004), research professor at Loyola in Maryland, and President of Saint Joseph’s preparatory school (2006-2008). He is the author of 14 books, five of which focused on business related topics such as ethics, stewardship and careers. He served as President of Catholic University and University of Scranton. Elizabeth Doherty- Academically Qualified Elizabeth Doherty earned a Ph.D. in 1988 from Washington University. She has had two journal articles published from 2004 to 2009, and one under review. Additionally, she has also had three other intellectual contributions with peer-reviewed conference presentations and one validating experience -- leading her parish in a major change initiative. This latter activity has entailed leading two parish-wide conversations and two community-wide gatherings to develop a parish plan. With parish plan now in place, she is heading up implementation of the plan. Since fall 2008, Doherty has initiated over twenty projects. Doherty currently serves as the Chair of the Management Department.

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Ronald Dufresne- Academically Qualified Ronald Dufresne earned a Ph.D. in 2006 from Boston College. Since 2005 he has published eleven peer or editorially reviewed journal articles, one chapter in a scholarly book, and ten presentations at academic meetings. Lucy Ford- Academically Qualified Lucy Ford earned a Ph.D. in 2003 from Virginia Commonwealth University. Since 2004, she has published three articles in peer-reviewed journals, nine peer-reviewed papers at academic conferences, three of which were published in proceedings, and has had two papers presented at academic conferences in 2008/09. Susan Givens-Skeaton- Academically Qualified Susan Givens-Skeaton earned a Ph.D. in 2004 from University at Albany. She has one published peer-reviewed article to date. She has a manuscript in the revise and resubmits stage, and another one is undergoing an initial peer-review. Kenneth C. Kury- Academically Qualified Ken Kury earned a Ph.D. in Organization Studies from Boston College in 2006. He has had four articles published in quality journals and has made eight referred presentations at scholarly conferences since 2004. Alfredo Mauri- Academically Qualified Alfredo Mauri earned a Ph.D. from Temple University in 1996. Since 2004, he has published two journal articles and two other intellectual contributions, a conference presentation, and a chapter in an edited book. John McCall- Academically Qualified John McCall possesses a Ph.D. He has published one refereed journal article, four book chapters that were all at least editorially reviewed, and one textbook since 2004. He authored the Middle-States report, is the Director of the Pedro Arrupe Center for Business Ethics and will publish an academic article in 2010. William McDevitt- Academically Qualified William McDevitt has a J.D. degree. Since 2004, he has published two refereed papers that are forthcoming in 2009. In 2004, he published one chapter in a book and he presented one paper at a professional conference. Bill was department chair from 2000-2006. John Neiva- Academically Qualified John Neiva possesses a Ph.D. From 2004 to 2009 he has published four journal articles. He also had nine presentations in international academic conferences. Patrick O’Brien- Professionally Qualified Patrick O’Brien earned a MSHR from Widener University in 1997 and is the Associate Dean of Undergraduate Programs at Saint Joseph's University. He is responsible for the day-to-day operations of the undergraduate program for the Erivan K. Haub School of Business. He serves on over ten university committees and chairs the Board on Student Academic Review. He has over seventeen years of corporate financial and human resources experience, including serving as the vice-chair for the Taylor Community Foundation, a 501(c) (3) charitable organization that promotes health and wellness within the service area of Taylor Hospital. O’Brien has also served as a board member of Ken-Crest Services, and as President of the Nassau Swim Club.

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In addition, he promotes organ donation through Gift of Life, coaches Ridley Youth Lacrosse, and organizes fund raisers for the Philadelphia Make-A-Wish Foundation. Eric Patton- Academically Qualified Eric Patton earned a Ph.D. in Business Administration in 2007. To date, he has one quality journal publication and has presented papers at three international academic conferences. Stephen Porth- Academically Qualified Stephen Porth earned a Ph.D. in Strategic Management from Temple University in 1989 and is the Associate Dean for Academic Affairs and Graduate Programs at Saint Joseph’s University. He has published eight refereed journal articles since 2004. In addition, he has published the second edition of a book, and made eleven paper presentations at national, international or regional conferences since 2004. He serves as a Member of the Board of Directors, Nutritional Development Services, a nonprofit organization which provides government subsidized meals, food and additional assistance to partner agencies who serve the poor and disadvantaged (2007-present). He has served as a paid consultant to organizations for strategic planning. Nicholas Rashford- Professionally Qualified Nicholas Rashford served as the President of Saint Joseph’s University for 17 years. He earned a D.Sc. from Johns Hopkins University in 1973. He published one book and is a member of the Board of Trustees at Rockhurst University. He is a University Professor and teaches one course in the Executive MBA Program. Regina Robson- Academically Qualified/Professionally Qualified Regina Robson received a J.D. in 1976 from Villanova University School of Law. She worked full-time as a corporate lawyer until she joined Saint Joseph’s University in 2006, qualifying her as PQ. Since joining Saint Joseph’s, she has published one peer reviewed article, a second has been accepted for publication in 2009, and she has presented two papers at academic conferences, qualifying her as AQ. Patrick Saparito- Academically Qualified Patrick Saparito possesses a Ph.D. in Entrepreneurship and Strategic Management Rutgers University. He has published six journal articles and two refereed proceedings, two book chapters, two refereed international conference papers, and four refereed national conference papers since 2004. Ray Sarnacki- Professionally Qualified Ray Sarnacki possesses a Masters Degree in Operations Research, from Union College. His professional qualifications include extensive experience in information technology, business operations, and venture capital over a 30-year career as a manager at GE and later at Lockheed. Claire Simmers- Academically Qualified Claire Simmers possess a Ph.D. in Strategic Management from Drexel University, and has published three journal articles since 2004. In addition, she has one edited scholarly book, one refereed proceeding, and five paper presentations at academic or professional meetings. David Steingard- Academically Qualified David Steingard earned a Ph.D. from Case Western Reserve University in Organizational Behavior in 1997. In addition, he has published six quality journal articles and one book chapter, along with other intellectual contributions since 2004.

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Timothy Swift- Academically Qualified Timothy Swift earned a Ph.D. from Temple University in Philosophy - Strategic Management in 2008. He has published two articles in peer reviewed academic journals and one article in an editorially reviewed practitioner journal. C. Ken Weidner- Academically Qualified Ken Weidner earned a Ph.D. in Business Administration in 1997 from the University of Illinois at Chicago, and has published three quality journal articles since 2004. Supporting Faculty Silvana Battaglia- Professionally Qualified Silvana Battaglia earned an M.S. in Human Resources from Widner University, and has 20 years of HR experience, 5 of which at the Executive level in coaching and development senior executives. She is responsible for programs, policies and processes related to all aspects of employee performance (e.g., performance management, succession planning and talent acquisition and development). Steven Connelly- Professionally Qualified Steven Connelly earned an M.B.A from Syracuse University. He is currently on the board of PhotoMedex, a global dermatology business that is listed on NASDAQ, and was recently asked to join the board of Corpak, a specialty medical device company. He has twenty-five years of experience in the pharmaceutical and medical device industries and profit and loss responsibility for international operations for over ten of those years. He was the Senior VP and GM of Asia Pacific for RPR in Tokyo and had Sales responsibility of over $300 million with a profit contribution of $50M. Subsequently, he was Senior VP and GM of the America's (North and South) and had sales approaching $2 billion with a profit contribution of $750M and had 4000 people in the organization. He was responsible for a $400M global business and 1800 employees as President and Chief Operating Officer of Viasys. Jennifer Cyr- Professionally Qualified Jennifer Cyr earned a Doctorate in Organizational Psychology from Rutgers State University of New Jersey, Graduate School of Applied and Professional Psychology in 2006. She has eight years of relevant business experience and maintains a consulting practice. She published a research note in the Organization Management Journal in 2008. Monica Didier- Professionally Qualified Monica Didier has two Masters Degrees in related disciplines: M.B.A and M.S in HR from Villanova University. She holds certifications as a Senior Professional in Human Resources and as a Project Management Professional and is active in those communities to promote best practices. Didier is currently working full-time in a related field; consulting for 14-years; and experience in change management for nine years at a senior level. She has created and developed two separate consulting businesses in the past 18 years. John Fleming- Professionally Qualified John Fleming earned an M.B.A in 2000 from Saint Joseph’s University and a J.D. in 1991 from Widner University School of Law. He has 18 years experience as a practicing attorney in business law. Fleming began his career as a commercial litigator, and for the past 16 years he has been working within a corporation dealing with business law issues. Since 2001, he has served as counsel to a healthcare company, an accident and health insurer and is currently the General Counsel of a risk management services company. In this role, he is responsible for

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managing the legal support for the entire company and primarily responsible for handling and resolving all business-related legal issues. Charlene Glenn- Professionally Qualified Charlene Glenn earned an M.S. in Human Organization Science and an Ed.D from Saint Josephâ&#x20AC;&#x2122;s University. She has nine years of experience in managerial positions- eight years in higher education and one year in banking. Additionally, she provided consulting services for a small insurance firm, Bradley and Bradley, Associates and is currently serving on an Advisory Board with a publishing company, Cengage Learning. Jeffrey Gossner- Professionally Qualified Jeffrey Gossner possesses an Executive M.B.A. from Saint Josephâ&#x20AC;&#x2122;s University. He is currently the Director of Business Development, a consulting group which develops new business opportunities, and strategic and operations planning for clients. For over 25 years, Gossner has served in many senior level positions including General Manager & Director of Operations for multiple divisions of a global organization responsible for manufacturing engineered materials for the electronics, building & construction, automotive, appliance, and other high tech industries. He has held senior level management positions and was responsible for all facets of the divisions including: P & L (over $64 million), directing strategic planning and business development initiatives, marketing & sales, finance, and operations. He also has responsibilities in analyzing or developing global strategic alliances and partnerships; finance, human resources, sales, production, supply-chain management, and new product development. Jack Haskins- Professionally Qualified Jack Haskins earned a J.D. in 1973. He is a partner in a personal injury firm, dealing with insurance, employment, and real estate. He is legal counsel to business entities in ethical and legal matters involving director, manager and employee conduct and an arbitrator in civil litigations involving contractual claims by business entities. Edward Kuljian- Professionally Qualified Edward Kuljian possesses a B.S. and has over forty years of relevant business experience. He was the founder and CEO of EHK, Inc (1979-2001), a nationally recognized specialist providing engineering and environmental support services to over 100 major financial institutions and their investors on property transactions ranging from $2-300 million plus. From 2001-2006, Kuljian served as a Project Mentor at Lehigh University in the Iacocca Institute's world-renowned Global Village Program. From 1995-2007, he was on the Board of Trustees at Philadelphia University where he served on the Executive and Finance Committees. He wrote a case study (with significant instructional material) based on his own family business experience, which he has presented to thousands of students at many higher education institutions. Raymond Lamorgese- Professionally Qualified Raymond Lamorgese possesses an M.B.A. and has fourteen years of senior management experience in the healthcare industry. He was President and CEO for a physician practice management organization and he acquired and managed primary care medical practices from 1999-2004. Barry Lurie- Professionally Qualified Barry Lurie possesses a Ph.D. in Physical Chemistry and has over twenty years of senior level management experience. At Unisys, he created and developed Worldwide Engineering, Scientific & Energy Business, and Worldwide Document Imaging business. As Principal, he led Business Reengineering and consulting efforts for significant Unisys client engagements,

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including the US Federal Reserve Bank and the Commonwealths of Massachusetts and Pennsylvania. As Managing Principal, he built and led a number of North American Public Sector Consulting Practices, and delivered successful multi-million dollar client engagements across North America. All the work at Unisys required the creation of Worldwide or multinational business plans, and having them funded and supported, and all led to successful business ventures. Since retirement from Unisys in 2006, Lurie has worked with the Arts & Business Council of Greater Philadelphia to perform (mostly) pro bono strategic planning consulting for Arts and non-profit organizations. Former and current clients include The Peggy Browning Foundation, Miro Dance Theatre, and the Arthur Ross Gallery at the University of Pennsylvania. MarySheila McDonald- Professionally Qualified Mary Sheila McDonald earned a J.D. in 1988. She has been the Assistant Dean of Graduate Business Programs at Philadelphia University since January 2002. Cynthia McDonnell- Professionally Qualified Cynthia McDonnell earned an M.B.A from Duquesne University, and a terminal certification in Human Resources (SPHR, Senior Professional in Human Resources). She established her own consulting practice in 2008, a service that provides full cycle strategic human resources consulting services, including consulting on the topics of employee relations, compliance, compensation and negotiation, conflict resolution, and human capital management. McDonnell previously worked for over ten years as a senior human resources professional for both major corporations (Alcoa, PriceWaterhouse Coopers Management Consulting, Commerce Bancorp) and a niche consulting firm (Nelson and Associates). The roles that she has held include: Organizational Development Specialist (Alcoa), MBA Recruiting Manager (PWC Consulting), Senior HR Generalist (Commerce) and Vice President, and Human Resources (Nelson). She authored a business case for employment screening purposes for Nelson, as well as adapted a management training exercise. Jonathan McGovern- Professionally Qualified Jonathan McGovern earned his J.D. in 1996. Since 2004, he has been a partner for a firm that handles corporate litigation and transactional matters Julie Ragatz- Professionally Qualified Julie Ragatz is ABD in Philosophy from Temple University with a specialization in ethical theory, applied ethics, and financial services. She has been a doctoral fellow at the Center for Ethics in Financial Services at the American College since 2006. Frank Real- Professionally Qualified Frank Real possesses an M.B.A from Saint Joseph’s University and a LL.M. from Georgetown University. He has over 30 years of professional experience having worked as CFO, General Counsel, at several mid-sized companies and Associate General Counsel at a Fortune 500. He co-authored three annual reports to Congress (2003, 2004, 2005) as a member of ETAAC – an IRS advisory committee. He was nominated to ETAAC by Tax Executives Institute, the US Secretary of the Treasury and approved by The White House. He has lectured at TEI national meetings. In 2009 he was selected by the IRS to serve as a member of the FIN 48 Cadre which is working with the SEC in the harmonization of GAAP and IFRS. Margaret Reno- Professionally Qualified Margaret Reno possesses a Masters degree in Management from Widener University. She has had over twenty years of senior level experience in the area of Organizational Effectiveness

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which includes Talent Management, Organizational Development, Change Management, Diversity, Performance Management, Executive Coaching and Leadership/Executive Global Development. Her experience also includes a successful track record at eight Fortune 500 companies in the Philadelphia area. Ilene Wasserman- Professionally Qualified Ilene Wasserman earned a Ph.D. in Human and Organizational Systems from The Fielding Graduate Institute in 2004. In 1998, she founded a consulting group that provides services to organizations and individuals in the areas of organizational development and culture change, leadership, team development, change management, and diversity-some clients have included members of Businesses for Social Responsibility, Fortune 100 companies, and non-profit organizations. Marketing Participating Faculty David Allan- Academically Qualified David Allan earned a Ph.D. from Temple University in 2004. From 2004 to 2009, Allan has published nine peer-reviewed journal articles and a total of 47 intellectual contributions. JanĂŠe Burkhalter- Academically Qualified Janee Burkhalter completed her Ph.D. in July 2009 from Georgia State University. She has had three peer-reviewed journal publications during her doctoral studies. Donna Falgiatore- Professionally Qualified Donna Falgiatore earned an M.B.A from Saint Josephâ&#x20AC;&#x2122;s University in 1984 and has over 20 years of experience as a senior marketing executive and consultant. Her skills have been utilized in various consulting engagements for health care and other services clients. Her areas of proficiency include product development and management, data base marketing, marketing communications, sales training, website development and maintenance, and event coordination and planning. James Kelley- Academically Qualified James Kelley is currently ABD at the University of Western Australia with plans to defend his dissertation during academic year 2009-10. He has two peer-reviewed presentations at academic conferences during his doctoral studies. John Lord- Academically Qualified John Lord earned a Ph.D. from Temple University in 1984. From 2004 to 2009, he has coauthored a book, co-authored one peer-reviewed journal article, and published two peerreviewed proceedings article, and given multiple industry presentations. He served as chairperson of the food marketing department from 2004-2007 before switching to marketing to specialize in sports marketing. He is currently the Chair of the Marketing Department. Diane Phillips- Academically Qualified Diane Phillips earned a Ph.D. from the Pennsylvania State University in 1999. From 2004 to 2009, Phillips had two peer-reviewed journal articles and a total of eight intellectual contributions. She served as the chair of the marketing department for six years beginning in 2003.

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Feng Shen- Academically Qualified Feng Shen earned a Ph.D. from the University of Florida in 2008. Shen is academicallyqualified in that he attained his Ph.D. in 2008. He has one peer-reviewed journal publication. Brent Smith- Academically Qualified Brent Smith earned a Ph.D. from Drexel University in 2004. He has one peer-reviewed journal and six book chapters, and a total of ten intellectual contributions. Michael Solomon- Academically Qualified Michael Solomon earned a Ph.D. from the University of North Carolina in 1981. From 2004 to 2009, Solomon has published 12 peer-reviewed journal articles along with eight books and has a total of 53 conference presentations. Scott Testa- Academically Qualified Scott Testa earned a Doctorate in Educational Leadership from Immaculata University in 2003 and an M.B.A from Saint Joseph’s University in 1992. He was a clinical Professor on a one year full time appointment at Saint Joseph’s University. He is no longer with the University. Testa possesses ten years of experience in the private sector as the Chief Marketing Officer and Chief Operating Officer at Mindbridge Software. He developed and managed all marketing programs including media buying, internet strategy, and advertising strategy and helped to grow the company to one of the fastest growing companies in 2002 and 2003. Natalie Wood- Academically Qualified Natalie Wood holds a Ph.D. from Auburn University in 2002. Wood has ten peer-reviewed journal articles and a total of 49 intellectual contributions. Supporting Faculty Timothy Curran- Professionally Qualified Timothy Curran possesses a Master’s degree and has worked in sports marketing positions with two professional teams and three university athletic programs for a total of approximately 18 years. He currently serves as the Associate Athletic Director in charge of Marketing and Corporate Partnerships for Saint Joseph’s University. James E. Elam IV- Professionally Qualified James Elam possesses a J.D. from Widener University School of Law and has been practicing law since 1997, focusing on corporate and intellectual property issues with a client base that includes primarily entertainment and sports-related firms. Elam is a frequent speaker at organizational meetings related to the topic of entertainment law. He has negotiated numerous agreements in areas of music publishing, music production, artist agreements, literary agreements and licensing, and distribution agreements. Michael James Ford- Professionally Qualified Michael James Ford possesses a BS degree and has over 22 years of experience in all phases of export and import transportation and logistics, which qualifies him to teach the international logistics course in the Master’s in International Marketing program. He has served as a vicepresident for BDP International in Philadelphia, focusing on corporate compliance and quality, since 1979.

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Harry Francis III- Professionally Qualified Harry Francis III possesses three master’s degrees: M.S. in Adult and Continuing Education from Cheyney University, M.Ed. in Education Administration from Cheyney University, and a M.A. in Counseling and Psychology from Immaculata College. He held management positions for eight years in the food industry and has been employed by the Academy of Food Marketing at Saint Joseph’s University since 1982, in charge of recruiting undergraduate students. Stephen P. Gallagher- Professionally Qualified Stephen Gallagher possesses two master’s degrees: M.S. in Organizational Dynamics from the University of Pennsylvania, M.Ed. from West Chester University. He has 22 years of professional experience in law firm administration, as a practice management advisor for the New York State Bar Association, and more recently (since 2003) as an executive coach, focusing on the legal profession. He has conducted ten educational workshops and has a large number of publications for the American Bar Association and state bar associations. Yongqiang Liu- Academically Qualified Yongqiang Liu is a Chinese national who taught for one semester at Saint Joseph’s during the 2008-09 academic year on an exchange arrangement as part of the University’s partnership with Nanjing University. Liu possesses a Ph.D. in Management and serves full-time as associate professor in marketing and logistics at Nanjing University. He has published 2 books and 15 refereed papers. Gerald M. Moran- Professionally Qualified Gerald Moran possesses an M.B.A in Finance and has 26 years of industry experience in marketing. Most of his career has been spent with Home Box Office, Inc. where he has served as a senior executive in marketing and has been responsible for developing creative and marketing initiatives across major markets and key accounts. Richard Peres- Professionally Qualified Richard Peres possesses an M.A. in International Politics from Miami Univeristy. He has written three books, and has served as a marketing executive with seven different firms since 1986. He has delivered business seminars at Temple University and Villanova University on the topic of effective writing skills for business managers. Kimberly Richmond- Professionally Qualified Kimberly Richmond earned an M.B.A from Loyola University, Chicago in 1982. She has worked in various marketing positions since 1976, serving 15 years at Sears, Roebuck & Co., 8 years at Alliant Foodservice, and subsequently served as a vice president for brand strategy, marketing for companies including FAP Schwartz before starting a consultancy in marketing and communications in 2005. Richmond has a total of 33 years of professional marketing experience. Richard J. Shute- Professionally Qualified Richard Shute holds an M.B.A. degree from Drexel University. He worked in marketing research and product management in the pharmaceutical industry with McNeil Pharmaceutical, Medical Marketing Group, and Merck-Medco Managed Care for 22 years. More recently, he has worked in sports administration for the Wilmington Blue Rocks, Reading Phillies, Trenton Thunder, Camden Riversharks and the athletic departments at the University of Pennsylvania and La Salle University. He has also served as a senior consultant for Strategic Business Research for the past 8 years.

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Thani Jambulingam- Academically Qualified Thani Jambulingam earned an M.S. in Pharmaceutical Technology from the Birla Institute of Technology in 1989, a M.S. in Pharmacy Administration from the University of Wisconsin in 1995, and a Ph.D. in Pharmaceutical Marketing from the University of Wisconsin in 2001. From 2004 to 2009, he has published three journal articles, conducted eight presentations and proceedings in leading academic conferences, given seven pharmaceutical industry-based conference presentations, written one research report, trained product managers in leading pharmaceutical companies such as Abbott and Solvay as a consultant, and developed training manuals. Jambulingam is an Associate Professor of Pharmaceutical Marketing and the Chair of the Pharmaceutical Marketing Department. George Sillup- Academically Qualified George Sillup possesses an M.S. in Human Behavior and Development from Drexel University in 1979 and a Ph.D. in Human and Organizational Systems from The Fielding Institute in 1990. From 2004 to 2009, he has had two publications in academically reviewed journals, six top trade publications for the pharmaceutical industry, two book chapters and more than 14 conference proceedings and presentations at regional or national academic conferences. Sillup is a tenure track assistant professor in the department of pharmaceutical marketing. William Trombetta- Academically Qualified William Trombetta possesses a Ph.D. in Marketing from The Ohio State University in 1973 and a J.D. from Cleveland State University - John Marshall College of Law in 1976. From 2004 to 2009 he has had three publications in academically reviewed journals, four top trade publications for the pharmaceutical industry, and more than five presentations at regional or national academic conferences. He is a tenured full professor in the department of pharmaceutical marketing. Supporting Faculty Steve Boccuzzi- Professionally Qualified Steve Boccuzzi earned an M.S. from Catholic University of America in 1979, an MBA from Saint Josephâ&#x20AC;&#x2122;s University 2003, a Ph.D. from the University of Maryland in 1988, and is FAHA (a Fellowship which recognizes leadership within the American Heart Association/American Stroke Association (AHA/ASA) relative to cardiovascular diseases and stroke). He is currently the Vice President of Evidence Based Medicine, US Medical Affairs at Sanofi-Aventis, Bridgewater NJ. Boccuzzi is a tenured health services researcher with a diversity of clinical and research experience in the areas of cardiovascular disease prevention & rehabilitation, controlled clinical trials, outcomes research, health economics and business analysis across the academic, pharmaceutical and commercial sectors. Prior positions included Senior Scientist, Policy Research, External Affairs at IMS Health, Chief Scientific Officer for PharMetrics, a unit of IMS Health, Chief Scientific Officer and Head of Pharmaceutical Operations for Aetna Health Information Solutions, President and Chief Scientific Officer of The Institute for Effectiveness Research, at MedcoHealth. Boccuzzi also held numerous leadership positions at Merck & Co. Inc. in the Clinical Research and Outcomes Research areas. Prior to his industry experiences, he had a variety of clinical research management roles at the Uniformed Services University of the Health Sciences (USUHS) in Bethesda, MD. He is a Fellow of the American Heart Association and holds several adjunct faculty positions. He authored numerous peer-reviewed journals and sits on the editorial review boards of several medical journals.

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Franklin Carter- Academically Qualified Franklin Carter earned a Ph.D. in Marketing from Carnegie Mellon University in 1997 and an M.B.A from The Wharton School in 1982. He is currently the William A. Donan Clinical Professor of Marketing at Penn State University in the Smeal College of Business. Carter has worked in the pharmaceutical industry in different capacities including a product manager at Pfizer. Carter is an adjunct faculty and teaches sales management in the Pharmaceutical Executive MBA program as Saint Joseph’s University. Carter has published three journal articles, and done three conference proceedings over the past four years. David Chen- Professionally Qualified David Chen earned a Ph.D. and M.A. in Psychology from American University in 1984. Chen has been working in the pharmaceutical industry since 1988, for Rhone-Poulenc Rorer, Wyeth, Johnson and Johnson, and Cephalon. Currently, Chen is working for Inside Edge Consulting, a pharmaceutical consulting company as an Executive Director. Chen is an adjunct faculty and teaches pharmaceutical marketing research in the Pharmaceutical Executive MBA program at Saint Joseph’s University. Steve Kanovsky- Professionally Qualified Steve Kanovsky earned an M.S. in Pharmacology in 1989 and a J.D. in 1993 from Temple University, and an M.B.A in pharmaceutical marketing at Saint Joseph’s University in 2003. He has been working in the pharmaceutical industry since 1988. Currently, he is a US Corporate Compliance officer and Vice President of US Corporate Compliance at Sanofi-Aventis, one of the top five pharmaceutical companies in the world. Kanovsky is an adjunct faculty and teaches pharmaceutical regulations in the Pharmaceutical Executive MBA program. Norman Smith- Professionally Qualified Norman Smith is the president and founder of Viewpoint Consulting, Inc. and oversees the firm's consulting and market research practice. Smith has more than 29 years of experience in the pharmaceutical industry, the last 15 in managed care. Smith began his career at Merck, where he worked as a hospital representative, a health science associate for cardiovascular products, and then as a district manager. When Merck started its managed care division, Smith became one of the first national account managers, making Merck's initial contacts with HMOs and GPOs. In 1988, Genentech recruited Smith as its first director of managed care, where he was responsible for negotiating contracts and service agreements with various hospital chains. Two years later, he joined Janssen Pharmaceutical as director of managed care, where he was part of the team that successfully launched Propulsid® and Risperdal®. Smith then became a founding member and director of business services of Johnson & Johnson Health Care Systems, a group that represented J&J's operating companies to managed care. A year later, he joined the Klemtner Division of Saatchi and Saatchi, a large pharmaceutical advertising agency. As managing director, Smith headed the division devoted to creating managed care marketing and pull-through programs for the agency's major clients. In 1998, Smith formed Viewpoint Consulting, Inc. Smith is an adjunct professor at Saint Joseph's University, where he conducts the course "Marketing to Managed Care" for the school's Pharmaceutical MBA program.

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Appendix 1: Saint Joseph's University Fact Sheet

5600 City Avenue [ Philadelphia, Pennsylvania 19131 (610) 660-1000 [ Fax: (610) 660-3300 [ World Wide Web: http://www.sju.edu

OVERVIEW

OFFERINGS

Founded by the Society of Jesus in 1851, Saint Joseph's University advances the professional and personal ambitions of men and women by providing a demanding, yet supportive, educational experience. One of only 129 schools with a Phi Beta Kappa chapter and AACSB business school accreditation, Saint Joseph's is home to 4,450 traditional undergraduates and 3,200 continuing education, graduate, and doctoral students. Steeped in the 450-year Jesuit tradition of scholarship and service, the University strives to be recognized as the preeminent Catholic comprehensive university in the Northeast. Saint Joseph’s University offers over 75 undergraduate programs leading to an award of a certificate, associate, or bachelor’s degree, 29 semester abroad programs, 47 graduate programs, and an Ed.D. in Educational Leadership.

ENROLLMENT ESTIMATES

2008-09 Academic Year 7,650 total in all programs (estimated average 2008-09) 4,450 traditional undergraduates • 2,190 in College of Arts and Sciences • 2,260 in Erivan K. Haub School of Business • 52% female, 48% male • 61% of traditional full time students reside on campus 700 University College and Bridge Program students 2,500 graduate students • 1,500 in arts and sciences programs • 955 in business programs • 45 doctoral students

CAMPUS

103 acres in western Philadelphia and Montgomery County; 74 buildings

LIBRARIES

ATHLETICS

Francis A. Drexel Library & the Campbell Collection in Food Marketing Approximately 355,000 volumes; 1,450 print journals; 15,000 full-text electronic journals; 2,800 e-books; 866,000 microforms; 4,975 audiovisual materials Total of 20 varsity sports (10 men; 10 women), NCAA Division I, Atlantic 10, Big 5 Over 30 intramural and recreational activities; Nickname/Mascot = The Hawks

TUITION 2008-09 Undergraduate (full-time day/annually) $32,710 for all programs University College $439 per credit Graduate Programs (per credit) $785 business; $752 computer science, education, and psychology; $700 for all other graduate arts & sciences programs FACULTY

289 Full Time Faculty; 98% of tenure-track faculty hold terminal degrees

EMPLOYEES

960 full-time, 460 part-time; Jesuits: 20 (16 faculty, 4 administrators)

OPERATING BUDGET

$223.1 million (FY2009)

ENDOWMENT

$158.2 million (as of 5/31/08) Institutional Research, 9/18/08

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Appendix 2: Saint Joseph's University â&#x20AC;&#x201C; Mission Statement Saint Joseph's University is a Catholic and Jesuit university that instills in each member of its academic community: a love of learning and of the highest intellectual and professional achievement; moral discernment reflecting Christian values; and a transforming commitment to social justice. Saint Joseph's is a private Independent and Comprehensive university.

The defining element of Saint Joseph's intellectual tradition experienced by all of its undergraduate students is its strong and integrative core curriculum in the liberal arts that informs their study of particular disciplines. While remaining true to that humane and formative tradition, Saint Joseph's now embraces the challenge of excellence in graduate education in both the arts and sciences and in business. Our understanding of the centuries old Jesuit educational vision of "concern for the individual student" (cura personalis) establishes effective and rigorous teaching and learning as a primary value. Since teaching and learning in the modern academic context require research at both the undergraduate and graduate level, the University cultivates, in students and faculty, generative scholarship that embodies free and open inquiry, and provokes imaginative thinking, aesthetic appreciation, and precise communication. As a necessary complement to intellectual achievement, we seek to illuminate the affective and ethical dimension in learning within the various disciplines at every level. Cura personalis also calls for the fullest development of the individual student's potential both inside and outside the classroom.

The Catholic character of Saint Joseph's University springs from its historical relationship with the Roman Catholic Church, and from its current embodiment of the great traditions of Catholic life and culture. For this University, Christ and the Church are sources of truth, guides and inspirations for life. Catholic values are normative, including: full respect for the freedom of conscience of each person, freedom in research and teaching according to one's discipline, and the continuous pursuit of truth, human rights, and the common good. We foster a lived awareness of the challenging and mutually enriching interaction between Christian faith and diverse contemporary culture; we seek to engage the full participation of the entire community in the University's intellectual, cultural, and spiritual life.

The University's Ignatian identity derives from its founding by the Society of Jesus in 1851 and from the subsequent shaping of the University's development by the evolving world view of the Society. In ways consistent with its nature as a university, Saint Joseph's espouses the educational priorities of the Society of Jesus which include: searching for God in all things, pursuit of the greater good, the service of faith together with the promotion of justice, and effective compassion for the poor and those in need.

For the University's defining institutional ideals to matter at the regional, the national, or the international level, they need to be realized and expressed within an inclusive environment marked by trust and enriched by a diversity of ideas, cultures, and religious commitments. The contemporary Ignatian vision of educating "men and women for others" assumes a Saint Joseph's University community-students, staff, and faculty- that exists as a vital cultural plurality, aware of and committed to its central identity, while yet open and welcoming to all.

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Appendix 3 – AOL Newsletter

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Appendix 4 - HSB Board of Visitors Erivan K. Haub School Board of Visitors Chairman Joseph J. McLaughlin, Jr. ‘81 Chairman and Chief Executive Officer The Haverford Trust Company 3 Radnor Corporate Center Building 3 – Suite 450 Radnor, PA 19087-4546 Dr. Joseph A. DiAngelo, Jr. ‘70 Dean Erivan K. Haub School of Business Saint Joseph’s University 5600 City Avenue Philadelphia, PA 19131 Paul Beninger ‘04 VP, Pharmacovigilance Genzyme Corporation 500 Kendall Street Cambridge, MA 02142 Robert Bowman ‘81 Regional Managing Director Merrill Lynch Global Private Client One Devon Square 724 West Lancaster Avenue Wayne, PA 19087 Kathie Carr First Vice President CB Richard Ellis, Inc. 1800 JFK Boulevard Philadelphia, PA 19103 215-561-8923 Vincent J. Costantini ‘78 Managing Partner The Roseview Group 75 Federal Street, Suite 610 Boston, MA 02110

A. Bruce Crawley ‘67 President Millennium 3 Management Two Commerce Square 2001 Market Street – suite 2920 Philadelphia, PA 19103 Richard Devine ‘82 364 Foulke Lane Springfield, PA 19064 Patrick Burke Vanguard Group Principal PO Box 2600 Valley Forge, PA 19482 Anthony Carfagno ‘60 President Pharmaceutical Quality Institute 2106 Fieldstone Drive Suite C Bethlehem, PA 18015 Robert Falese ‘69 Chair Commercial Banking TD Bank, NA 1701 Route 70 East Cherry Hill, NJ 08034-5400 Sharon Gallagher ‘85 Director IBM Global Services 545 Vestry Drive Ambler, PA 19002 John Griffin ‘78 President Zeke Capital Advisors, LLC 1235 Westlakes Drive Suite 400 Berwyn, PA 19312-2416

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Board of Visitors (Continued) Gerianne Tringali DiPiano President and CEO FemmePharma Global Healthcare 37 West Ave. - 2nd Floor Wayne, PA 19087 Marlene S. Dooner ‘83 Vice President, Investor Relations Comcast Corporation 1500 Market Street Philadelphia, PA 19102 Joseph Mahoney ‘76 Executive Vice President Greater Philadelphia Chamber of Commerce 200 South Broad Street Suite 700 Philadelphia, PA 19102-3896 Hank Mullany Senior Vice President and President Wal-Mart Stores, Inc., Northeast Division 810 Bear Tavern Road – Suite 305 Ewing, NJ 08628 Jerry Maginnis KPMG LLP Office Managing Partner 1601 Market Street Philadelphia, PA 19103-7279 Timothy J. Maguire ‘88, CFP, CLU Karr Barth Associates Co-President & Managing Partner 40 Monument Road, Suite 205 Bala Cynwyd, PA 19004

John Smithson, ‘68 Senior Vice President Towers Perrin Reinsurance 16 Pheasant Run Road New Hope, PA 18938 Joan Parker Labor and Employment Arbitrator and Mediator 48 Turnbridge Road Haverford, PA 19041 Albert G. Pastino ‘64 Managing Director Amper Investement Banking, LLC One Penn Plaza, Suite 3401 NY, NY 10119 Sean Sweeney, MBA ‘94 Executive Vice President Philadelphia Insurance Companies One Bala Plaza, Suite 100 Bala Cynwyd, PA 19004 David Tierno ‘63 Managing Director - Retired Ernst & Young Worldwide 110 Dodds Lane Princeton, NJ 08540 David L. Toner, Jr. ‘83 60 Uncle Pete’s Road Hamilton Township, NJ 08691 Richard Welsh ‘62 Senior Vice President - Investments Wachovia Securities, LLC 30 S. 17th Street 20th Floor Philadelphia, PA 19103

Joanna Savvides President Transworld Ventures, LLC 5 Wellington Court Medford, NJ 08055

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Arrupe Center for Business Ethics Advisory Board Paul Beninger, MD VP Pharmacovigilance Genzyme Corporation 675 Kendal Street Cambridge, MA 0214 Father William Byron, SJ. President Saint Joseph’s Preparatory School 1733 Girard Avenue Philadelphia, PA 19130

Daniel N. DeLucca, Pd.D., L.H.D. Former President, Trustee Alvernia College, Neumann College Saint Andrew’s Rectory 3500 School Lane Drexel Hill, PA 19026 Anthony A. DeSabato, Esq. VP Corporate and Labor Relations Charming Shoppes Inc. 450 Winks Lane Bensalem, Pa 19020 Robert Duska, Ph.D. Director, Mitchell Center The American College 270 Bryn Mawr Avenue Bryn Mawr, PA 19010 Daniel Hilferty President and CEO Keystone Mercy Health Plan 200 Stevens Drive Philadelphia, PA 19113 Joseph Lurie, JD Senior Partner Galfand Berger, LLP 1818 Market Street, Suite 2300 Philadelphia, PA 19103

George Brenkert Ph.D. Director Business Ethics Institute Georgetown University 209B Maguire Hall Washington, DC 20057 Laurel L. Dasher-Voss VP, MSD Performance National Retail Markets 10 Arrow Drive Gilbertsville, Pa 19525

B. Robert DeMento Jr. Brandywine Marketing Associates 225 North Olive Street Media, Pa 19063 Joseph DiAngelo, Ed.D Dean, Haub School of Business Saint Joseph’s University 342 Mandeville Hall 5600 City Avenue Philadelphia, Pa 19131 Eric Floyd, Ph.D. VP Medical Affairs Cephalon Inc. 11 Penn Crossing Drive East Norriton, PA 19401 Chris Lowney Author and Public Speaker Former Jesuit and JP Morgan Exec 2921 Palisade Avenue, 15A Riverdale, NY 10463 The Honorable Kathleen A. McGinty Former Secretary Dept. of Environmental Protection Commonwealth of Pennsylvania 126 North 26th Street Camp Hill, PA 17011

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Arrupe Center for Business Ethics Advisory Board (Continued) Albert G. Pastino Managing Director Amper Investment Banking LLC 80 Pine Grove Avenue Summit, NJ 07901 Jean Pleasant Director, Ethics and Business Prac. Lockheed Martin Corporation 27068 La Paz Road, No. 416 Aliso Viejo, CA 92656 Mary Louise Quinlan Founder and CEO Just ask a Woman 670 Broadway, Suite 301 New York, NY 10012 Frank Trainer Former Principle Sanford Bernstein 17 Deer Cross Lane North Brunswick, NJ 08902

Charles Pizzi President and CEO Tasty Bake Company 2801 Hunting Park Avenue Philadelphia, Pa 19129 Stephen Porth Ph.D. Associate Dean, HSB Saint Joseph’s University 342 Mandeville Hall Philadelphia, Pa 19131 David A. Schwerin, Ph.D. President Institute Ethical Awareness 299 Bangor Lane North Brunswick, NJ 08902 Frank Wellock SJU ’65 Lockheed Martin Corp (ret.) 1333 Medford Road Wynnewood, PA 19096

Vana Zervanos Assistant Dean, HSB Saint Joseph’s University 342 Mandeville Hall Philadelphia, Pa 19131

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Accounting Advisory Board Christie Archbold Manager Ernst and Young Two Commerce Sq 2001 Market St Philadelphia, Pa 19103 Joseph DiAngelo, Ed.D Dean, Haub School of Business Saint Joseph’s University 342 Mandeville Hall 5600 City Avenue Philadelphia, Pa 19131 Tony Conti Office Managing Partner PWC Two Commerce Sq Suite 1700 2001 Market Street Philadelphia, Pa 19103 Christian Harris Partner Accume Partners 738 Wyndal Road Jenkintown, PA 19046 Lawrence McAlee Chief Risk Management Officer Sovereign Bank 11-90-AC4 P.O. Box 12646 Reading, PA 19612 Charles O’Brien Partner KPMG 1601 Market Street Philadelphia, PA 19103

Elaine McGilliam-VanBlun Principal Vangaurd Group P.O. Box 2600 Valley Forge, PA 19482 Richard Devine 364 Foulke Lane Springfield, PA 19064 John Gerard Partner KPMG 1601 Market Street Philadelphia, PA 19103 Joseph McLaughlin CEO Haverford Trust Co. Three Radnor Corporate Center Suite 450 Radnor, PA 19087 Louis McCall Partner BDO Seidman 1601 Market Street Philadelphia, PA 19103 Matthew Riviello Manager Deloitte & Touche 1700 Market Street 24th fl Philadelphia, PA 19103 John Swanick Partner Smart & Associates 1500 2 Logan Square Philadelphia, Pa 19103

Dr. Edward Sutula Professor of Accounting Emeritus 818 Lindale Avenue Drexel Hill, PA 19026

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Accounting Advisory Board (Continued) Frank Wellock Chief Ethics Officer (Retired) Lockheed Martin 1333 Medford Road Wynnewood, PA 19096 Kevin Purfield Partner Ernst and Young Two Commerce Square-Suite 4000 2001 Market Street Philadelphia, Pa 19103 William Park Partner/Chair State Brd of ACC Deloitte & Touche 1700 Market Street-24th Fl Philadelphia, PA 19103 Lisa Young Audit Partner Ernest and Young Two Commerce SQ 2001 Market Street Philadelphia, Pa 19103 Dominic Finelli Partner PWC Two Commerce Square-Suite 1700 2001 Market Street Philadelphia, Pa 19103 Bridget Rogers Campus Recruiting PWC Two Commerce Square-Suite 1702 2003 Market Street Philadelphia, Pa 19103

Brian Rizma Staff-SPA PWC Two Commerce Square 2001 Market Street Philadelphia, PA 19103 Bernard Skeete Controller Campbell Soup Co 1 Campbell Place Camden, NJ 18103 Jerry Maginnis Office Managing Partner KPMG 1601 Market Street Philadelphia, Pa 19103 Jonathan Gregory Senior Associate Ernst and Young Two Commerce Bank 2001 Market Street Philadelphia, PA 19103 Mike Swanick Partner PWC Two Commerce Square Suite 1701 2002 Market Street Philadelphia, Pa 19103 Kathy Hirsh Human Resources KPMG 1601 Market Street Philadelphia, Pa 19103

Traci Bertsch Campus Recruiting PWC Two Commerce Square Suite 1700 2001 Market Street Philadelphia, PA 19103

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Accounting Advisory Board (Continued) Jim Walsh Partner Grant Thornton Two Commerce Sq Suite 3100 2001 Market Street Philadelphia, Pa 19103 Kathleen McLaughlin Senior Manager Grant Thornton Two Commerce Sq Suite 3101 2001 Market Street Philadelphia, Pa 19103 Joseph Ragan Professor and Chair Saint Joseph’s University Haub School of Business Sue Knittel University Recruiter Grant Thornton Two Commerce Square Suite 3102 2001 Market Street Philadelphia, Pa 19103

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MBA Advisory Board Sharon M. Gallagher Director, Management & Service Planning IBM, Global Technology Service P.O. Box 5050 1800 W. Nine Mile Road Southfield, MI 48075 Scott Becker Marketing Oki Data Americas, Inc, 2000 Bishops Gate Blvd Mt. Laurel, NJ 8054 Robin De Rogatis VP Human Resources Celphalon, Inc. 41 Moores Road Frazer, Pa 19355 Kevin B. McLemore Engineering GlaxoSmithKline, Plc. 630 Park Avenue King of Prussia, PA 19406

Gerard p. Cuddy President and CEO Beneficial Savings Bank 510 Walnut St Philadelphia, PA 19106 Susan Knoble Exec Director Adult Learning Manager, Global Technology WHYY, Inc. 150 North Sixth St. Philadelphia, PA 19106 Owen McGirr VP Sales AT&T 60 West Ave, 5th Fl Wayne, PA 19087 James Norris Managing Director, Integrated Retirement The Vanguard group PO Box 2600-M38 Valley Forge, PA 19482

Joseph Mahoney Executive Vice President Greater Philadelphia Chamber of Commerce 200 South Broad Street Suite 700 Philadelphia, Pa19102-3896 William Maguire Site VP Exelon Generating Company LLC 1848 Lay Road SMB 4-9 Delta, PA 17314 Wendel R. Barnett Financial Advisor Vice President Investments Wells Fargo Advisors 250 Blair Mill Road Horsham, PA 19044

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Academy of Food Marketing Advisory Board Bernard Kenny President Delaware Gourmet Catering 2 Lukens Drive, #700 New Castle, DE 19720 Mark Batenic Chairman, President, CEO IGA USA 8745 W. Higgins Road #350 Chicago, IL60631 Robert Burris President Burris Logistics 501 South Fifth Street Milford , DE 19963 Neil Crowley Pathmark Stores Inc. 512 Waverley Blvd. Ocean City, NJ 08226 Tony Schiano Giant Food Stores (ret’d) 4137 Halyard Drive Denver, NC 28037 Mark Baum Diamond Man. & Tech Consultants Ste. 300, John Hancock Ctr. 875 Michigan Avenue Chicago, IL 60611 Joseph P. Cervantes Farmland Dairies LLC 520 Main Avenue Wallington, NJ 07050 Dr. Joseph DiAngelo Dean HBS Saint Joseph’s University 5600 City Avenue Philadelphia, PA 19131

Jack Di Fiore The Great A&P Tea Co.(retd) 9 Baldwin Hill Place Moorestown, NJ 08057 Anthony Ferolie Executive Vice President ESM 2 Van Riper Road Montvale, NJ 07945 Raymond Goldberg Penn Maid Foods P.O. Box 1655 Horsham, PA 19044 Louis Eni, Jr. President, CEO Dietz & Watson 5701 Tacony Street Philadelphia, Pa 19135 Bruno Garisto Director, Sales & Merchandising Weis Markets, Inc. 1000 S. 2nd Street Sunbury, PA 17801-0471 Russell E. Hockin VP Cross Channel Op. Kellogg North America P.O. Box 3599 Battle Creek, MI 49016-3599 Carl Jablonski Shaw’s Super Markets 20 Amherst Court Phoenixville, PA 19460 Timothy R. Lannon S.J. President Saint Joseph’s University 5600 City Ave Philadelphia, PA 19131

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Academy of Food Marketing Advisory Board (Continued) John Machuzick President, Bakeries & Food Service General Mills Inc. 1 General Mills Inc. 1 General Mills Blvd. Mail Stop WO5C Minneapolis, MN 55426 Charles Mallowe Exec. Dir, Academy of Food MKT Saint Joseph’s University 5600 City Ave Philadelphia, Pa 19131 Richard McCready President McCready Holdings, LLC 8037 Strauff Road Towson, MD 21204 Grant McLoughlin Executive VP The Fresh Grocer P.O. Box 306 Drexel Hill, PA 19026 Jeff Honickman CEO Pepsi Cola and Nat. Brands 8275 US Route 130 Pennsauken, NJ 08110 Michael Kelly VP Procurement C&S Wholesalers Grocers 301 Blair Road Avenel, NJ 07001 Mr. Alan Levitan Chairman International Foods Marketing 25 Boxwood Drive Morristown, NJ 07960

Robert Magrann President Magrann & Assoc. LLC 9248 Sweetgrass Way Naples, FL 34108 Martin Margherio President Farmland Dairies, LLC 520 Main Avenue Wallington, NJ 07057 Harry McHugh Sr. VP, Human Resources WAWA Inc. 260 Baltimore Pike WAWA, PA 19063 Larry S. McWilliams SVP, President, Int’l. Div Campbell Soup Co. 1 Campbell Place Camden, NJ 08103-1899 Richard Morse VP, Sales, US Consumer Products McCormick & Co. Inc. 211 Schilling Circle Hunt Valley, MD 21031 Karen Ribler President KJR Consulting 5822 Nevada Avenue, NW Washington, DC 20015 Richard Saker President, CEO Saker ShopRites, Inc. 922 Highway 33, Bldg. 6 Freehold, NJ 07728

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Academy of Food Marketing Advisory Board (Continued) Dr. Brice Wachterhauser Academic VP Saint Joseph’s University 5600 City Ave Philadelphia, PA 19131 Gerald Peck President Emeritus Food Distributors International 1407 Belcastle Court Reston, VA 20194 Michael Rothwell VP and General Manager Pennington Quality Market 25 Route 31, Suite X Pennington, NJ 08534 Judith Spires President Acme Markets 75 Valley Stream Parkway

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Marketing Advisory Board Bruce Crawley President Millennium3 Management 2001 Market Street - Suite 2920 Philadelphia, Pa 19103 Mary Bea Daminco Volveo Marketing Group Two W. Liberty Blvd. - Suite 100 Malvern, PA 19355 John Fullam VP Mktg. Mgr. Greater Media Broadcasting 2 Bala Place Bala Cynwyd, PA 19004 Ed Mahlman CEO The Inquirer/Daily News 400 N. Broad Street Philadelphia, PA 19101 Gerry Moran 3880 Germantown Pike #1 Collegeville, PA 19426 Marc Rayfield Sr. VP Mktg/Mgm CBS Radio 2 Bala Place Suite 700 Bala Cynwyd, PA 19426 John Roska 211-B Progress Drive Montgomeryville, PA 18936 James Taylor 23 Oneida Court Chester Springs, PA 19425

Michael Ford BDP International Inc. 510 Walnut Street Philadelphia, PA 19106 Eric Lipson VP Marketing Trenton Thunder One Thunder Road Trenton, NJ 08611 Bill McGrath VP Quality Assurance QVC Studio Park 1200 Wilson Drive West Chester, PA 19380 Lara Price Sr. VP Operations Philadelphia 76ers 3601 S. Broad Street Philadelphia, PA 19148 Kim Richmond 1103 Brian’s Way Wayne, PA 19087 Bob Schwartz VP Marketing The Wachovia Center 3601 S. Broad Street Philadelphia, Pa 191478 Scott Testa 951 Netherwood Drive Blue Bell, Pa 19422 Shawn Tilger VP Mktg Strategy Philadelphia Flyers 3601 S. Broad Street Philadelphia, Pa 19148

Neil Crowley 512 Waverly Blvd Ocean City, NJ 08226

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Marketing Advisory Board (Continued) Jim Waddington Director, Mktg Strategy Lockheed Martin Integrated Bldg. 100 Rm M7047 Philadelphia, Pa 19101 Donald Townsend 1311 Richmond Road Downingtown, PA 19335

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Graduate and Undergraduate Business Intelligence Advisory Board Gwendelyn Ruff Senior Campus Recruiter SMART Business 80 Lancaster Avenue Devon, PA 19333 Brian Brown Senior Manager Ernest and Young LLP Two Commerce Square 2001 Market Street Suite 400 Philadelphia, Pa 19103 Thomas Donahue Project Leader Merck & Co., Inc P.O. Box 4 WP35-109 West Point, Pa 19486 Thomas K. Casey Owner & Principal Business Consulting Services PO Box 431 Swarthmore, Pa 19081 John Kelly President AIDHM Inc. 717 Market Street, Suite 341 Lemoyne, PA 17043 Mark Conway Director, Product MKT BUS Intelligence Technology & Applications Oracle 10 Van de Graaff Drive Burlington, MA 01803

Jay Crossland Senior Manager Ernest & Young LLP Two Commerce Square 2001 Market Street Suite 400 Philadelphia, Pa 19103 Jeffery J. McCrindle VP Sales and Marketing Education Management Solutions 440 Creamer Way, Suite 100 Exton, PA 19341 John Toczek Sr. Decision Support Analyst ARAMARK–Global Risk Management 1101 Market Street Philadelphia, Pa 19107 E. Loren Buhle, Jr. Business Development Exec IBM Global Services New Orchard Road Armonk, New York 10504 Sharon L. Gray VP, Sr. Architect-Enterprise Delivery & Technology Division Bank of America 100 N. Tryon Street Charlotte, NC 28202 LouAnn P. Fare CEO, Founder Pharm Network Technologies 105 Ava Court Plymouth Meeting, PA 19462 Don Hanson President Yoh Talent Solutions 1500 Spring Garden Street Philadelphia, PA 19130

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MSHRM Advisory Board Sue O’Donovan, Senior HR Generalist Elan Drug Technologies 3500 Horizon Drive King of Prussia, PA 19406 Meghan Patton VP President, Chief HR Officer Abington Memorial Hospital 1200 Old York Road Abington, Pa 19001 Gail Crane Business Manager The Quaker School at Horsham 250 Meetinghouse Road Horsham, Pa 19044

Monica Didier Principal Strategic Edvantages 119 Crestview Rd Phoenixville, PA 19460 Edwin R. Braxton Consultant Total Rewards Professional 532 Meadow Land Pennsburg, PA 18073 Fay Reynolds Recruitment Manager Prudential Financial 5 Greentree Center Marlton, NJ 08053

J. Atiya Waters Service Delivery Manager Ceridian Corporation 3401 Walton Road, Suite 110 Plymouth Meeting, PA 19462 Mark Slattery Senior Director, HR Information Services Agility 1725 Duke Street, Suite 450 Alexandria, VA 22314 Joanna D. Vazquez Children’s Crisis Treatment Center 417 North 8th Street, Suite 402 Philadelphia, Pa 19123 Robin Dewees 1600 Virginia Court Marlton, NJ 08053 Lisa M. McGroarty HR Partner, Health Services Siemens Healthcare Siemens Medical Solutions USA, Inc. 50 Valley Stream Parkway T05 Malvern, PA 19355

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Executive Pharmaceutical Marketing MBA Program Board of Governors Gerianne DiPiano President and CEO FemmePharma Global Healthcare, 37 West Avenue, Second Floor Wayne, PA 19087 Eric Floyd Vice President of Worldwide Regulatory Affairs Cephalon, Inc. 41 Moores Road Frazer, PA 19355 John Harrington Vice President Sanofi-Aventis U.S. 55 Corporate Drive Bridgewater, NJ 08807 Joseph Mahady President Wyeth Pharmaceuticals 5 Giralda Farms Madison, NJ 07940 Robert Oliver Senior Vice President of Pharmaceutical Sales U.S. and Puerto Rico Wyeth Pharmaceuticals 5 Giralda Farms Madison, NJ 07940 Mary Jo Struttmann Director, Alliance Management Astellas Pharma US, Inc. 3 Parkway North Deerfield, IL 60015

Anthony DiTonno CEO and President NeurogesX, Inc. 2215 Bridgepointe Parkway, Suite 200 San Mateo, CA 94404 James C. Greenwood President and CEO Biotechnology Industry Organization 1201 Maryland Avenue, SW Washington, DC 20024 Leonard Kanavy VP, Commercial Operations Genentech, Inc. 1 DNA Way South San Francisco, CA 94080-4990 James J. Mackey Senior Vice President, Sales Schering-Plough Consumer Health Care 2000 Galloping Hill Road Kenilworth, NJ 07033-0530 Catherine Sohn, PharmD Senior VP, Worldwide Business Development GlaxoSmithKine Consumer Healthcare 200 North 16th Street One Franklin Plaza, FP 1370 Philadelphia, PA 19102 Billy Tauzin President and CEO PhRMA 950 F Street, NW Washington, DC 20004

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Executive Pharmaceutical Marketing MBA Program Board of Governors (Continued) Nicholas L. Teti Special Advisor to the CEO, Commercialization and Business Development EnteroMedics, Inc. 2800 Patton Road St. Paul, MN 55113 Meryl Zausner Executive VP and US CEO Novartis Pharmaceuticals Corporation 1 South Ridgedale Avenue, 122/S312 East Hanover, NJ 07936 Andrew C. von Eschenbach, MD Senior Advisor Greenleaf Health LLC 1101 Pennsylvania Avenue, Suite 600 Washington, DC 20004

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Appendix 5 – AQ/PQ Document Saint Joseph’s University Operational Definitions of Academically Qualified and Professionally Qualified Faculty I.

Rationale

AACSB accreditation standards clearly articulate the need for schools to demonstrate that faculty are current in their field of teaching. In Standard #10, which addresses faculty qualifications, we read the following: "Academic qualification requires a combination of original academic preparation (degree completion) augmented by subsequent activities that maintain or establish preparation for current teaching responsibilities." Further, "Regardless of their specialty, work experience, or graduate preparation, the standard requires that faculty members maintain their competence through efforts to learn about their specialty and how it is applied in practice." The standard goes on to discuss the school's "portfolio of intellectual contributions," which can provide evidence of faculty currency in their field. Our portfolio must include contributions to learning and pedagogical research, contributions to practice, and disciplined-based scholarship. The language is also quite clear in differentiating professional development activities from activities that demonstrate currency and relevancy: "Faculty development activities do not have inherent value in and of themselves. . .. The critical factor in determining whether faculty members bring current and relevant information is the impact of faculty member's development activities on the mission of the school." The standards are specific in that business schools are expected to recruit and maintain a roster of qualified teaching faculty. The AACSB generally defines "qualified" as a combination of appropriate academic credentials plus evidence of currency in the teaching field. The quoted material above is found on pp. 40-42 of Eligibility Procedures and Standards for Business Accreditation. The standards are vague in that business schools are expected to develop operational definitions of "qualified" that appear congruent to the specific mission of the business school.

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II.

Guiding Principles

As faculty, we are expected to be teacher/scholars. In the Saint Joseph’s University Faculty Handbook, we read: Personal and Professional Growth (Pg 56) Faculty members must be committed to excellence in teaching. Since this end requires constant learning in the disciplinary field, they are expected, through study, research, and active membership in professional organizations, to keep close association with the community of scholars. They should attend scholarly meetings, present papers, effect mutually beneficial relations between the university and the larger academic community, and periodically publish the results of research. The Role of Research (pg 64) Saint Joseph’s University values scholarly research and the professional development of its faculty as essential to its educational function. In order to communicate to the student a sense of knowledge as a living and growing stream, the faculty member must be a learner and in some measure an active participant and contributor to this stream. The university aims to create an inquisitive, independent mind and an incipient spirit of research in the undergraduate student. For this purpose, no other influence is as powerful as faculty example. Research includes scholarly activity constituting an original contribution to knowledge which shows promise of publication as a book, monograph or special study, or as an article in a recognized professional journal. Only in a wider sense does it include technical services of a consulting or advisory nature which ordinarily do not result in publications and are not necessarily of educational value. As scholars, faculty members produce intellectual contributions, which are a function of three main activities: writing, thinking and speaking. Measuring the contribution to knowledge of these activities is certainly inexact, but required nonetheless. One principle that could be applied to intellectual contributions is the perceived quality of the faculty member's activity or accomplishment. In the case of writing, the quality of the manuscript could be assessed by the rigor and structure of the review process that leads to publication. (a) having the work be subject to an anonymous, peer-review process, (b) using reputable external published indicators of publication outlets (c) acceptance rates, (d) citation rates, and (e) the response of respected external reviewers asked to comment on the candidate’s scholarship. Measuring the impact of thinking and speaking is more difficult. One way to look at this would be to use a "market-based" approach: Who values what the faculty member thinks or says? From this perspective, we can introduce the notion of third party validation as a means of assessing the current knowledge, skills, and/or abilities of a faculty member. The extent to which the business community or others in the academy seek the faculty member's expertise is a reasonable surrogate for evidence of the faculty member's currency. Thus, a guiding principle should be the value - both intrinsic and extrinsic - that external stakeholders place on a faculty member's talent. Providing evidence of the contribution of intellectual contributions then becomes a function of the quality of the contribution and/or third party validation. These two guiding principles lead to the following definitions of activities that faculty should pursue to remain qualified.

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III. Journal Articles, Other Intellectual Contributions, and Validating Experiences Quality Publications and Validating Experiences A. Journal Articles A journal article is a quality publication if it: 1. was subjected to a documented formal review process; 2. included a peer or editorial review; and 3. is readily available for public scrutiny in a library or through an on-line retrieval service. Considerations: (i) The publication outlet must be one that is traditionally subscribed to by a college library or one that is available on-line. A "working paper series" published by a department, for example, is not an acceptable outlet by definition. (ii) It is assumed that articles appearing in journals listed in Cabell's Directory of Publishing Opportunities have been subjected to a documented formal review process. If the publication outlet is not listed in Cabell's, it is the author's responsibility to document the outlet's manuscript review process. (iii) Co-authorship of articles is not being addressed at this time. If your name is on an article, it is assumed you made a significant contribution. (For purpose of Rank and Tenure evaluation, it would be helpful to provide an explanation of your contributions to the project.) Adding authors who made little or no contribution to the article is a breach of academic integrity. B. Other Intellectual Contributions Other Intellectual Contributions include: 1. Research monographs 2. Textbooks 3. Scholarly books 4. Chapters in scholarly books 5. Edited scholarly books 6. Refereed proceedings and/or paper presentations at academic or professional meetings 7. Publications in trade journals 8. Book reviews 9. Written cases with instructional materials 10. Instructional software 11. Other publicly available materials related to curricula design and implementation Considerations: (i) The Other Intellectual Contribution must be one that is available for purchase. Work published by a department/university for internal usage, is not an acceptable outlet by definition. (ii) Book reviews and publications in trade journals need to be of substantial length, rigor, and contribution to the field/discipline/practice.

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(iii) Co-authorship of Other Intellectual Contributions is not addressed at this time. If your name is on the work, it is assumed you made a significant contribution. Adding authors who made little or no contribution is a breach of academic integrity. (iv) It is the author's responsibility to document the quality and the contribution of the Intellectual Contribution C. Validating Experience A validating experience is an activity or accomplishment that is considered to add value to an independent third-party. Typically, the third-party has "purchased" the talent or expertise of a faculty member, either literally or by selecting the faculty member to perform a highly valued function. The rationale for a validating experience is that a faculty member possesses a certain degree of current knowledge, skill, or ability that is sought after by the business community or by others in academe. Examples of validating experiences for academic qualification (AQ) include, but are not limited to the following: 1. a faculty internship where a faculty member works full-time for a company for a minimum period of time (say, at least 5 weeks) and is given a project to complete or set of responsibilities to execute. 2. major editorial responsibilities such as editor-in-chief or executive editor of a journal or practitioner periodical. 3. a funded grant proposal from a major funding agency. 4. publishing the second (or higher) edition of a textbook. (Or, evidence that the first edition of the textbook has been widely adopted by peer schools.) 5. writing an invited article for an academic journal or a nationally-known practitioner periodical. 6. obtaining new (and appropriate) professional certification Considerations: (i) A key litmus test is the duration of time that the activity takes. A faculty internship should involve continuous work in the company, not a once-a-week meeting with middle managers, for example. (ii) Maintaining professional certifications by accumulating the requisite number of continuing education units does not qualify as a validating experience. It does not pass the test of an independent third-party "purchasing" the talent or expertise of the faculty member. If, by accumulating CEUs (and maintaining certification), the faculty member subsequently engages in an activity sought by a third party, then it is that subsequent activity that may qualify as a validating experience. (iii) Editing the Proceedings for a meeting is not considered a major editorial responsibility, even if the faculty member is invited to do so. (iv) Serving as one of (perhaps) several editors on an editorial review board or serving as a referee for a journal is also not considered a major editorial responsibility.

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(v) Writing a book chapter may (or may not) qualify as a validating experience, depending on the stature of the book publisher and/or the impact of the book. Examples of validating experiences for professional qualification (PQ) include, but are not limited to the following: 1. 2. 3. 4. 5.

creating and/or delivering executive education seminars that are fully subscribed. maintaining an active consulting practice with evidence of multiple major clients. serving as a member of a board of directors for a for-profit business. writing an invited article for a nationally-known practitioner periodical. writing a popular press book (such as Good to Great) that achieves national (or international) distribution. 6. delivering speeches around the country to businesspeople through a contractual arrangement with a speaker's bureau. 7. authoring reports (from sponsored research) that are widely disseminated. 8. publishing (and sustaining the publication of) a newsletter or sequence of reports that attracts a robust subscription base. 9. operating or owning a profitable business with substantial annual revenues. 10. obtaining new (and appropriate) professional certification

Considerations: (i) A key litmus test is the sustainability of the activity. Being invited to give a keynote address at a convention is admirable, but one such speech may not be sufficient as a validating experience. (ii) A consulting practice needs to be a regular, ongoing activity that involves many clients and, hopefully, many repeat clients. Doing consulting on an ad hoc basis is not sufficient to qualify for a validating experience. (iii) Operating a business does not mean operating a picture framing business out of one's garage, for example. The business should be a major contributor to one's annual income, not a hobby. (iv) Examples #7 and #8 might result from working with the Arrupe Center or the Center of Food Marketing. IV.

Definition of Academically Qualified

A faculty memberl in the Haub School of Business is academically qualified (AQ) provided s/he meet the following conditions 1. possesses a doctoral degree or equivalent terminal degree in (or related to) the field in which s/he is teaching; and 2. has completed over the past 5 years either: a. at least 3 journal articles, or b. 2 journal articles and either: i. at least 1 other intellectual contribution as listed in Section III.B, or ii. at least 1 validating academic experience as defined in Section III.C.

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Exceptions: 1. Faculty members who are ABD are AQ if they are completing their first year of service in the Haub School of Business. 2. Faculty members who have received a terminal degree in the discipline in which they teach are AQ within the 3-year period after receiving the degree. 3. Faculty members who do not possess a doctoral degree, but satisfy condition 2 will be considered AQ. V.

Definition of Professionally Qualified

A faculty member1 in the Haub School of Business is professionally qualified (PQ) provided s/he meet the following conditions: 1. possesses at most a masters degree in business (or a specialized masters degree in business); and 2. either of the following: a. is currently working full-time (or almost full-time) in business with job responsibilities related to the field in which s/he is teaching, or b. has completed over the last 5 years: i. at least 1 journal article, or ii. at least 1 other intellectual contribution as listed in Section III.B, or iii. at least 1 validating professional experience as listed in Section III.C. Exceptions: 1. Faculty members not currently working in business, but retired from a full-time position in business within the last 5 years are PQ. 2. Business people with doctoral degrees who transition from careers in industry to teaching positions in Haub School of Business are PQ and may continue to pursue PQ status after the 5-year window. 1

"Faculty member" means anyone who is assigned to teach a HSB class, regardless of contract status (tenured, tenure track, temporary instructor, part-time instructor, non-tenure track, etc.).

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Faculty Sufficiency Standards 9 and 10

AACSB Maintenance of Accreditation Report

Prepared by: Joseph A. DiAngelo, Ed.D., Dean Patrick F. O’Brien, Associate Dean

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Contents Table 9-1 Fall 2008 Student Credit Hours by Department Student Credit Hours by Campus Student Credit Hours by Program Spring 2009 Student Credit Hours by Department Student Credit Hours by Campus Student Credit Hours by Program Table 10-2 Fall 2008 FTE by Department FTE by Campus FTE by Program Spring 2009 FTE by Department FTE by Campus FTE by Program

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TABLES 9-1

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Detailed Tables for Fall 2008 Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Department) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Accounting 1. Finelli, Domenic

186.00

2. Ghani, Waqar

384.00

3. Haverty, John

279.00

4. Larkin, Joseph

671.00

5. Lin, Jing

423.00

6. McDougal, Karen

285.00

7. Ragan, Joseph

258.00

8. Raible, Dennis

357.00

9. Sherman, W.

357.00

10. Stagliano, A.

102.00

11. Teti, Robert

573.00

12. Harris, Christian

57.00

13. McGarvey, William

198.00

14. Tanzola, Anthony

282.00

Total Accounting:

3,875.00

537.00

88%

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

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4,412.00

Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Department) Participating or Supporting

Name

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Decision and System Sciences 15. Boyle, Kevin

453.00

16. Campbell, Kathleen

390.00

17. Gupta, Vipul

336.00

18. Herschel, Richard

258.00

19. Klimberg, Ronald

193.00

20. Malhotra, Rashmi

318.00

21. Mendoza, Ruben

309.00

22. Miori, Virginia

219.00

23. Rahmlow, Harold

18.00

24. Robak, Nicholas

297.00

25. Yermish, Ira

206.00

26. Yi, John

306.00

27. Belisari, Joseph

192.00

28. Coyne, Francis

27.00

29. Dhillon, Bharat

97.00

30. Fleming, Edmund

246.00

31. Grosset, Jane

90.00

32. Kelly, James

168.00

33. McCrindle, Jeffrey

90.00

34. Tremblay, Charles

138.00

Total Decision and System Sciences:

3,303.00

1,048.00

76%

4,351.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

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Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Department) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Finance 35. Clark, Corolyn

36.00

36. Coyne, Christopher

307.00

37. Cupp, Samuel

69.00

38. Danielson, Morris

294.00

39. Foster, Paul

6.00

40. Heck, Jean

129.00

41. Hogan, Karen

42.00

42. Jubinski, Dan

228.00

43. Lipton, Amy

243.00

44. McManus, Ginette

287.00

45. Mirman, Martin

264.00

46. Schellhorn, Carolin

267.00

47. Sharma, Rajneesh

258.00

48. Tezel, Ahmet

195.00

49. Webster, George

20.00

50. Brady, William

57.00

51. Curran, Lisa

87.00

52. Dean, Robert

81.00

53. D'Imperio, Anthony

48.00

54. Dwyer, Peter

156.00

55. Juliano, John

147.00

56. Mottola, Gary

39.00

57. Real, Frank

18.00

58. Shaw, Richard

15.00

Total Finance:

2,645.00

648.00

80%

3,293.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

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Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Department) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Food Marketing 59. Childs, Nancy

158.00

60. Chung, Hwan

132.00

61. George, Richard

121.00

62. Lang, Mark

135.00

63. Meloche, Martin

75.00

64. Stanton, John

48.00

65. Taylor, Charles

59.00

66. Wirth, Ferdinand

114.00

67. Francis, Harry

105.00

68. Kelly, John

38.00

69. Plamondon, Mark

27.00

Total Food Marketing:

842.00

170.00

83%

1,012.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

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Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Department) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Management 70. Balotsky, Edward

280.00

71. Doherty, Elizabeth

114.00

72. Dufresne, Ronald

168.00

73. Ford, Lucy

249.00

74. Givens-Skeaton, Susan

198.00

75. Kury, Kenneth

195.00

76. Mauri, Alfredo

389.00

77. McCall, John

75.00

78. McDevitt, William

180.00

79. Neiva de Figueiredo, Joao

213.00

80. O'Brien, Patrick

75.00

81. Patton, Eric

231.00

82. Porth, Stephen

156.00

83. Rashford, Nicholas

60.00

84. Robson, Regina

312.00

85. Sarnacki, Raymond

279.00

86. Steingard, David

213.00

87. Swift, Timothy

276.00

88. Weidner, C.Ken

192.00

89. Cyr, Jennifer

75.00

90. Didier, Monica

60.00

91. Fleming, John

99.00

92. Glenn, Charlene

96.00

93. Gossner, Jeffrey

63.00

94. Haskins, John

66.00

95. Kuljian, Edward

183.00

96. Lurie, Barry

54.00

97. McDonald, MarySheila

93.00

Total Management:

3,855.00

789.00

83%

4,644.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

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Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Department) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Marketing 98. Allan, David

294.00

99. Falgiatore, Donna

138.00

100. Lord, John

236.00

101. Phillips, Diane

165.00

102. Shen, Feng

237.00

103. Smith, Brent

156.00

104. Solomon, Michael

87.00

105. Testa, Scott

423.00

106. Wood, Natalie

366.00

107. Crowley, Neill

27.00

108. Curran, Timothy

78.00

109. Ford, Michael

75.00

110. Gallagher, Stephen

105.00

111. Liu, Yongqiang

24.00

112. Moran, Gerald

123.00

113. Peres, Richard

114.00

114. Richmond, Kimberly

120.00

115. Shute, Richard

240.00

116. Steenrod, Robert

117.00

117. Tilger, Shawn

120.00

118. Urbanchuk, John

63.00

Total Marketing:

2,102.00

1,206.00

64%

3,308.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

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Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Department) Participating or Supporting

Name

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Pharmaceutical Marketing 119. Choh, Carolyn

210.00

120. Jambulingam, Thani

154.00

121. Sillup, George

69.00

122. Trombetta, William

150.00

123. Boccuzzi, Stephen

38.00

124. Chen, David

106.00

Total Pharmaceutical Marketing:

583.00

144.00

80%

727.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

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Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Campus) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

ACE 1. Choh, Carolyn

14.00

2. Jambulingam, Thani

24.00

3. Klimberg, Ronald

16.00

4. Larkin, Joseph

12.00

5. McManus, Ginette

32.00

6. Sillup, George

42.00

7. Steingard, David

66.00

8. Trombetta, William

26.00

9. Boccuzzi, Stephen

18.00

22.00

10. Chen, David Total ACE:

232.00

40.00

85%

272.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

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Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Campus) Participating or Supporting

Name

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Main 11. Allan, David

294.00

12. Balotsky, Edward

280.00

13. Boyle, Kevin

453.00

14. Campbell, Kathleen

390.00

15. Childs, Nancy

158.00

16. Choh, Carolyn

196.00

17. Chung, Hwan

132.00

18. Clark, Corolyn

36.00

19. Coyne, Christopher

307.00

20. Cupp, Samuel

69.00

21. Danielson, Morris

294.00

22. Doherty, Elizabeth

114.00

23. Dufresne, Ronald

132.00

24. Falgiatore, Donna

138.00

25. Finelli, Domenic

186.00

26. Ford, Lucy

249.00

27. Foster, Paul

6.00

28. George, Richard

121.00

29. Ghani, Waqar

249.00

30. Givens-Skeaton, Susan

198.00

31. Gupta, Vipul

336.00

32. Haverty, John

279.00

33. Herschel, Richard

225.00

34. Hogan, Karen

42.00

35. Jambulingam, Thani

130.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

12 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

156

Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Campus) Participating or Supporting

Name

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Main 36. Jubinski, Dan

228.00

37. Klimberg, Ronald

177.00

38. Kury, Kenneth

171.00

39. Lang, Mark

135.00

40. Larkin, Joseph

659.00

41. Lin, Jing

423.00

42. Lipton, Amy

177.00

43. Lord, John

236.00

44. Malhotra, Rashmi

318.00

45. Mauri, Alfredo

389.00

46. McDevitt, William

180.00

47. McDougal, Karen

285.00

48. McManus, Ginette

255.00

49. Meloche, Martin

75.00

50. Mendoza, Ruben

309.00

51. Miori, Virginia

219.00

52. Mirman, Martin

264.00

53. Neiva de Figueiredo, Joao

147.00

54. O'Brien, Patrick

75.00

55. Patton, Eric

231.00

56. Phillips, Diane

165.00

57. Porth, Stephen

156.00

58. Ragan, Joseph

258.00

59. Rahmlow, Harold

18.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

13 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

157

Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Campus) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Main 60. Raible, Dennis

357.00

61. Rashford, Nicholas

60.00

62. Robak, Nicholas

297.00

63. Robson, Regina

312.00

64. Sarnacki, Raymond

228.00

65. Schellhorn, Carolin

267.00

66. Sharma, Rajneesh

258.00

67. Shen, Feng

237.00

68. Sherman, W.

357.00

69. Sillup, George

27.00

70. Smith, Brent

156.00

71. Solomon, Michael

87.00

72. Stagliano, A.

102.00

73. Stanton, John

48.00

74. Steingard, David

147.00

75. Swift, Timothy

276.00

76. Taylor, Charles

59.00

77. Testa, Scott

423.00

78. Teti, Robert

573.00

79. Tezel, Ahmet

195.00

80. Trombetta, William

124.00

81. Webster, George

20.00

82. Weidner, C.Ken

192.00

83. Wirth, Ferdinand

114.00

84. Wood, Natalie

366.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

14 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

158

Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Campus) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Main 85. Yermish, Ira

206.00

86. Yi, John

306.00

87. Belisari, Joseph

192.00

88. Boccuzzi, Stephen

20.00

89. Brady, William

57.00

90. Chen, David

84.00

91. Coyne, Francis

27.00

92. Crowley, Neill

9.00

93. Curran, Lisa

87.00

94. Curran, Timothy

78.00

95. Cyr, Jennifer

75.00

96. D'Imperio, Anthony

48.00

97. Dean, Robert

81.00

98. Dhillon, Bharat

87.00

99. Didier, Monica

60.00

100. Dwyer, Peter

156.00

101. Fleming, Edmund

246.00

102. Fleming, John

99.00

103. Ford, Michael

75.00

104. Francis, Harry

105.00

105. Gallagher, Stephen

105.00

106. Glenn, Charlene

96.00

107. Gossner, Jeffrey

63.00

108. Harris, Christian

57.00

109. Juliano, John

147.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

15 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

159

Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Campus) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Main 110. Kelly, James

168.00

111. Kelly, John

38.00

112. Kuljian, Edward

183.00

113. Liu, Yongqiang

24.00

114. Lurie, Barry

54.00

115. McCrindle, Jeffrey

90.00

116. McDonald, MarySheila

93.00

117. McGarvey, William

174.00

118. Moran, Gerald

123.00

119. Peres, Richard

114.00

120. Plamondon, Mark

27.00

121. Richmond, Kimberly

120.00

122. Shaw, Richard

15.00

123. Shute, Richard

240.00

124. Steenrod, Robert

117.00

125. Tanzola, Anthony

282.00

126. Tilger, Shawn

120.00

127. Tremblay, Charles

138.00

128. Urbanchuk, John

63.00

Total Main:

16,358.00

4,237.00

79%

20,595.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

16 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

160

Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Campus) Participating or Supporting

Name

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Ursinus 129. Dufresne, Ronald

36.00

130. Ghani, Waqar

54.00

131. Heck, Jean

60.00

132. Herschel, Richard

33.00

133. Kury, Kenneth

24.00

134. Lipton, Amy

66.00

135. McCall, John

75.00

136. Neiva de Figueiredo, Joao

66.00

137. Sarnacki, Raymond

51.00

138. Crowley, Neill

18.00

139. Dhillon, Bharat

10.00

140. Grosset, Jane

90.00

141. McGarvey, William

24.00

142. Mottola, Gary

39.00

143. Real, Frank

18.00

Total Ursinus:

465.00

199.00

70%

664.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

17 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

161

Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Campus) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Vanguard 144. Ghani, Waqar

81.00

145. Heck, Jean

69.00

146. Haskins, John

66.00

Total Vanguard:

150.00

66.00

69%

216.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

EMBA2 1. Ghani, Waqar

60.00

2. Jubinski, Dan

60.00

3. McDevitt, William

30.00

4. Rashford, Nicholas

60.00

Total EMBA2:

210.00

100%

210.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

18 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

162

Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

EPMKO 5. Choh, Carolyn

16.00

6. Danielson, Morris

18.00

7. Hogan, Karen

12.00

8. Jambulingam, Thani

64.00

9. Klimberg, Ronald

18.00

10. Larkin, Joseph

20.00

11. Porth, Stephen

20.00

12. Rahmlow, Harold

18.00

13. Trombetta, William

16.00

14. Webster, George

20.00

15. Boccuzzi, Stephen

20.00

16. Shute, Richard

12.00

Total EPMKO:

222.00

32.00

87%

254.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

19 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

163

Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

FME 17. Childs, Nancy

32.00

18. Coyne, Christopher

34.00

19. George, Richard

46.00

20. Lang, Mark

36.00

21. Larkin, Joseph

30.00

22. Lord, John

68.00

23. Meloche, Martin

30.00

24. Sarnacki, Raymond

42.00

25. Taylor, Charles

38.00

26. Kelly, John

S Total FME:

38.00 356.00

38.00

90%

394.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

20 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

164

Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

MBA 27. Boyle, Kevin

33.00

28. Clark, Corolyn

36.00

29. Coyne, Christopher

84.00

30. Doherty, Elizabeth

54.00

31. Dufresne, Ronald

36.00

32. Ford, Lucy

69.00

33. Foster, Paul

6.00

34. Ghani, Waqar

324.00

35. Givens-Skeaton, Susan

33.00

36. Gupta, Vipul

36.00

37. Heck, Jean

129.00

38. Herschel, Richard

33.00

39. Hogan, Karen

30.00

40. Klimberg, Ronald

33.00

41. Kury, Kenneth

24.00

42. Lipton, Amy

66.00

43. Lord, John

45.00

44. McCall, John

75.00

45. McManus, Ginette

75.00

46. Miori, Virginia

3.00

47. Neiva de Figueiredo, Joao

132.00

48. Patton, Eric

57.00

49. Sarnacki, Raymond

237.00

50. Sharma, Rajneesh

87.00

51. Steingard, David

108.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

21 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

165

Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

MBA 52. Tezel, Ahmet

87.00

53. Yermish, Ira

45.00

54. Yi, John

102.00

55. Belisari, Joseph

87.00

56. Brady, William

57.00

57. Chen, David

84.00

58. Crowley, Neill

18.00

59. D'Imperio, Anthony

48.00

60. Dhillon, Bharat

97.00

61. Didier, Monica

60.00

62. Fleming, Edmund

96.00

63. Gallagher, Stephen

105.00

64. Gossner, Jeffrey

63.00

65. Grosset, Jane

90.00

66. Haskins, John

66.00

67. Juliano, John

54.00

68. Kuljian, Edward

66.00

69. Lurie, Barry

54.00

70. McGarvey, William

24.00

71. Mottola, Gary

39.00

72. Real, Frank

18.00

Total MBA:

2,079.00

1,126.00

65%

3,205.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

22 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

166

Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

MBE 73. Mauri, Alfredo

117.00

74. Steingard, David

39.00

75. Weidner, C.Ken

78.00

76. Yermish, Ira

60.00

77. Dwyer, Peter

156.00

Total MBE:

294.00

156.00

65%

450.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

MIM 78. Smith, Brent

81.00

79. Solomon, Michael

87.00

80. Testa, Scott

75.00

81. Ford, Michael

75.00

82. Liu, Yongqiang

24.00

83. Urbanchuk, John

63.00

Total MIM:

243.00

162.00

60%

405.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

23 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

167

Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

MPE 84. Choh, Carolyn

14.00

85. Jambulingam, Thani

24.00

86. Klimberg, Ronald

16.00

87. Larkin, Joseph

12.00

88. McManus, Ginette

32.00

89. Sillup, George

42.00

90. Steingard, David

66.00

91. Trombetta, William

26.00

92. Boccuzzi, Stephen

18.00

93. Chen, David

22.00

Total MPE:

232.00

40.00

85%

272.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

24 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

168

Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

UGDay 94. Allan, David

174.00

95. Balotsky, Edward

280.00

96. Boyle, Kevin

420.00

97. Campbell, Kathleen

318.00

98. Childs, Nancy

126.00

99. Choh, Carolyn

180.00

100. Chung, Hwan

132.00

101. Coyne, Christopher

189.00

102. Cupp, Samuel

69.00

103. Danielson, Morris

177.00

104. Doherty, Elizabeth

60.00

105. Dufresne, Ronald

81.00

106. Falgiatore, Donna

81.00

107. Finelli, Domenic

177.00

108. Ford, Lucy

180.00

109. George, Richard

75.00

110. Givens-Skeaton, Susan

165.00

111. Gupta, Vipul

300.00

112. Haverty, John

210.00

113. Herschel, Richard

225.00

114. Jambulingam, Thani

66.00

115. Jubinski, Dan

90.00

116. Klimberg, Ronald

51.00

117. Kury, Kenneth

90.00

118. Lang, Mark

99.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

25 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

169

Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

UGDay 119. Larkin, Joseph

609.00

120. Lin, Jing

423.00

121. Lipton, Amy

177.00

122. Lord, John

123.00

123. Malhotra, Rashmi

258.00

124. Mauri, Alfredo

272.00

125. McDevitt, William

150.00

126. McDougal, Karen

216.00

127. McManus, Ginette

93.00

128. Meloche, Martin

45.00

129. Mendoza, Ruben

258.00

130. Miori, Virginia

216.00

131. Mirman, Martin

180.00

132. O'Brien, Patrick

75.00

133. Patton, Eric

174.00

134. Phillips, Diane

96.00

135. Porth, Stephen

136.00

136. Ragan, Joseph

174.00

137. Raible, Dennis

282.00

138. Robak, Nicholas

297.00

139. Robson, Regina

312.00

140. Schellhorn, Carolin

177.00

141. Sharma, Rajneesh

171.00

142. Shen, Feng

132.00

143. Sherman, W.

357.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

26 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

170

Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

UGDay 144. Sillup, George

27.00

145. Smith, Brent

75.00

146. Stanton, John

48.00

147. Swift, Timothy

276.00

148. Taylor, Charles

21.00

149. Testa, Scott

348.00

150. Teti, Robert

573.00

151. Tezel, Ahmet

33.00

152. Trombetta, William

108.00

153. Weidner, C.Ken

54.00

154. Wirth, Ferdinand

114.00

155. Wood, Natalie

366.00

156. Yermish, Ira

68.00

157. Yi, John

204.00

158. Belisari, Joseph

105.00

159. Crowley, Neill

9.00

160. Curran, Lisa

87.00

161. Curran, Timothy

78.00

162. Dean, Robert

81.00

163. Fleming, Edmund

150.00

164. Fleming, John

99.00

165. Francis, Harry

105.00

166. Glenn, Charlene

57.00

167. Kelly, James

168.00

168. Kuljian, Edward

117.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

27 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

171

Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

UGDay 169. McCrindle, Jeffrey

90.00

170. McGarvey, William

174.00

171. Plamondon, Mark

27.00

172. Shaw, Richard

15.00

173. Shute, Richard

228.00

174. Tanzola, Anthony

282.00

175. Tremblay, Charles

138.00

Total UGDay:

11,733.00

2,010.00

85% 13,743.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

28 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

172

Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

UGUC 176. Allan, David

120.00

177. Campbell, Kathleen

72.00

178. Danielson, Morris

99.00

179. Dufresne, Ronald

51.00

180. Falgiatore, Donna

57.00

181. Finelli, Domenic

9.00

182. Haverty, John

69.00

183. Jubinski, Dan

78.00

184. Klimberg, Ronald

75.00

185. Kury, Kenneth

81.00

186. Malhotra, Rashmi

60.00

187. McDougal, Karen

69.00

188. McManus, Ginette

87.00

189. Mendoza, Ruben

51.00

190. Mirman, Martin

84.00

191. Neiva de Figueiredo, Joao

81.00

192. Phillips, Diane

69.00

193. Ragan, Joseph

84.00

194. Raible, Dennis

75.00

195. Schellhorn, Carolin

90.00

196. Shen, Feng

105.00

197. Stagliano, A.

102.00

198. Tezel, Ahmet

75.00

199. Weidner, C.Ken

60.00

200. Yermish, Ira

33.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

29 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

173

Table 9-1: Summary of Member Sufficiency in Discipline and School 2008-Fall (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

UGUC 201. Coyne, Francis

27.00

202. Cyr, Jennifer

75.00

203. Glenn, Charlene

39.00

204. Harris, Christian

57.00

205. Juliano, John

93.00

206. McDonald, MarySheila

93.00

207. Moran, Gerald

123.00

208. Peres, Richard

114.00

209. Richmond, Kimberly

120.00

210. Steenrod, Robert

117.00

211. Tilger, Shawn

120.00

Total UGUC:

1,836.00

978.00

65%

2,814.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

30 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

174

Detailed Tables for Spring 2009 Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Department) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Accounting 1. Finelli, Domenic

51.00

2. Ghani, Waqar

278.00

3. Haverty, John

432.00

4. Larkin, Joseph

200.00

5. Lin, Jing

321.00

6. McDougal, Karen

264.00

7. Ragan, Joseph

258.00

8. Raible, Dennis

282.00

9. Sherman, W.

207.00

10. Stagliano, A.

156.00

11. Teti, Robert

576.00

12. Malonoski, Robert

63.00

13. McGarvey, William

378.00

14. Tanzola, Anthony

282.00

Total Accounting:

3,025.00

723.00

81%

3,748.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

31 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

175

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Department) Participating or Supporting

Name

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Decision and System Sciences 15. Boyle, Kevin

375.00

16. Campbell, Kathleen

426.00

17. Gupta, Vipul

222.00

18. Herschel, Richard

447.00

19. Klimberg, Ronald

186.00

20. Malhotra, Rashmi

228.00

21. Mendoza, Ruben

246.00

22. Miori, Virginia

234.00

23. Robak, Nicholas

201.00

24. Yermish, Ira

132.00

25. Yi, John

285.00

26. Belisari, Joseph

261.00

27. Coyne, Francis

45.00

28. Grosset, Jane

36.00

29. Kelly, James

168.00

30. McCrindle, Jeffrey

42.00

31. McDevitt, Daniel

54.00

32. Tremblay, Charles

192.00

33. Weismer, Rochelle

57.00

Total Decision and System Sciences:

2,982.00

855.00

78%

3,837.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

32 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

176

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Department) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Finance 34. Clark, Corolyn

45.00

35. Coyne, Christopher

69.00

36. Cupp, Samuel

90.00

37. Danielson, Morris

249.00

38. Devan, Anita

90.00

39. Heck, Jean

102.00

40. Hogan, Karen

72.00

41. Jubinski, Dan

210.00

42. Lipton, Amy

195.00

43. McManus, Ginette

197.00

44. Schellhorn, Carolin

171.00

45. Sharma, Rajneesh

228.00

46. Tezel, Ahmet

171.00

47. Brady, William

69.00

48. Curran, Lisa

63.00

49. Dean, Robert

126.00

50. D'Imperio, Anthony

90.00

51. Dwyer, Peter

62.00

52. Healy, Patrick

90.00

53. Infanti, Martin

36.00

54. Juliano, John

123.00

55. McGrory, Patrick

93.00

56. Mirman, Martin

129.00

57. Mottola, Gary

78.00

58. Wakelee, William

45.00

Total Finance:

1,889.00

1,004.00

65%

2,893.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

33 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

177

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Department) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Food Marketing 59. Childs, Nancy

129.00

60. Chung, Hwan

57.00

61. George, Richard

102.00

62. Lang, Mark

218.00

63. Meloche, Martin

33.00

64. Stanton, John

107.00

65. Taylor, Charles

68.00

66. Wirth, Ferdinand

234.00

67. Crowley, Neill

21.00

68. Kyle, Gary

153.00

69. Latella, George

45.00

70. Plamondon, Mark

45.00

Total Food Marketing:

948.00

264.00

78%

1,212.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

34 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

178

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Department) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Management 71. Balotsky, Edward

435.00

72. Doherty, Elizabeth

51.00

73. Dufresne, Ronald

144.00

74. Ford, Lucy

270.00

75. Givens-Skeaton, Susan

117.00

76. Kury, Kenneth

286.00

77. Mauri, Alfredo

229.00

78. McCall, John

39.00

79. McDevitt, William

159.00

80. Neiva de Figueiredo, Joao

195.00

81. Patton, Eric

222.00

82. Porth, Stephen

148.00

83. Robson, Regina

249.00

84. Sarnacki, Raymond

198.00

85. Swift, Timothy

370.00

86. Weidner, C.Ken

207.00

87. Battaglia, Silvana

69.00

88. Byron, S.J., William

51.00

89. Connelly, Stephen

27.00

90. Didier, Monica

36.00

91. Fleming, John

93.00

92. Glenn, Charlene

45.00

93. Gossner, Jeffrey

66.00

94. Haskins, John

105.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

35 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

179

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Department) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Management 95. Kuljian, Edward

105.00

96. Lamorgese, Raymond

30.00

97. Lurie, Barry

75.00

98. McDonald, MarySheila

105.00

99. McDonnell, Cynthia

78.00

100. McGovern, Johathan

210.00

101. Ragatz, Julie

12.00

102. Reno, Margaret

36.00

103. Wasserman, Ilene

63.00

Total Management:

3,319.00

1,206.00

73%

4,525.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

36 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

180

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Department) Participating or Supporting

Name

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Marketing 104. Allan, David

396.00

105. Falgiatore, Donna

147.00

106. Lord, John

363.00

107. Phillips, Diane

260.00

108. Shen, Feng

261.00

109. Smith, Brent

375.00

110. Solomon, Michael

147.00

111. Testa, Scott

345.00

112. Wood, Natalie

210.00

113. Gallagher, Stephen

129.00

114. Missanelli, Michael

117.00

115. Moran, Gerald

78.00

116. Richmond, Kimberly

54.00

117. Shute, Richard

180.00

118. Steenrod, Robert

117.00

119. Townsend, Donald

51.00

Total Marketing:

2,504.00

726.00

78%

3,230.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

37 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

181

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Department) Participating or Supporting

Name

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Pharmaceutical Marketing 120. Boccuzzi, Stephen

16.00

121. Choh, Carolyn

144.00

122. Jambulingam, Thani

103.00

123. Sillup, George

331.00

124. Trombetta, William

207.00

125. Carter, Franklin

20.00

126. Chen, David

41.00

127. Kanovsky, Stephen

16.00

128. Smith, Norman

6.00

Total Pharmaceutical Marketing:

801.00

83.00

91%

884.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

38 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

182

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Campus) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

ACE 1. Boccuzzi, Stephen

16.00

2. Gupta, Vipul

30.00

3. Jambulingam, Thani

34.00

4. Klimberg, Ronald

28.00

5. Larkin, Joseph

22.00

6. McManus, Ginette

38.00

7. Sillup, George

36.00

8. Carter, Franklin

20.00

9. Chen, David

8.00

10. Kanovsky, Stephen

16.00

11. Smith, Norman

6.00

Total ACE:

204.00

50.00

80%

254.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

39 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

183

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Campus) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Main 12. Allan, David

396.00

13. Balotsky, Edward

435.00

14. Boyle, Kevin

318.00

15. Campbell, Kathleen

426.00

16. Childs, Nancy

129.00

17. Choh, Carolyn

144.00

18. Chung, Hwan

57.00

19. Clark, Corolyn

45.00

20. Coyne, Christopher

69.00

21. Cupp, Samuel

90.00

22. Danielson, Morris

249.00

23. Devan, Anita

90.00

24. Doherty, Elizabeth

51.00

25. Dufresne, Ronald

144.00

26. Falgiatore, Donna

147.00

27. Finelli, Domenic

51.00

28. Ford, Lucy

270.00

29. George, Richard

102.00

30. Ghani, Waqar

230.00

31. Givens-Skeaton, Susan

117.00

32. Gupta, Vipul

162.00

33. Haverty, John

432.00

34. Heck, Jean

45.00

35. Herschel, Richard

447.00

36. Hogan, Karen

72.00

37. Jambulingam, Thani

69.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

40 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

184

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Campus) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Main 38. Jubinski, Dan

210.00

39. Klimberg, Ronald

158.00

40. Kury, Kenneth

286.00

41. Lang, Mark

218.00

42. Larkin, Joseph

178.00

43. Lin, Jing

321.00

44. Lipton, Amy

165.00

45. Lord, John

363.00

46. Malhotra, Rashmi

228.00

47. Mauri, Alfredo

229.00

48. McCall, John

39.00

49. McDevitt, William

159.00

50. McDougal, Karen

264.00

51. McManus, Ginette

159.00

52. Meloche, Martin

33.00

53. Mendoza, Ruben

246.00

54. Miori, Virginia

153.00

55. Neiva de Figueiredo, Joao

117.00

56. Patton, Eric

222.00

57. Phillips, Diane

188.00

58. Porth, Stephen

148.00

59. Ragan, Joseph

258.00

60. Raible, Dennis

282.00

61. Robak, Nicholas

201.00

62. Robson, Regina

192.00

63. Sarnacki, Raymond

165.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

41 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

185

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Campus) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Main 64. Schellhorn, Carolin

171.00

65. Sharma, Rajneesh

228.00

66. Shen, Feng

261.00

67. Sherman, W.

207.00

68. Sillup, George

295.00

69. Smith, Brent

375.00

70. Solomon, Michael

147.00

71. Stagliano, A.

156.00

72. Stanton, John

107.00

73. Swift, Timothy

370.00

74. Taylor, Charles

68.00

75. Testa, Scott

345.00

76. Teti, Robert

576.00

77. Tezel, Ahmet

171.00

78. Trombetta, William

207.00

79. Weidner, C.Ken

186.00

80. Wirth, Ferdinand

234.00

81. Wood, Natalie

210.00

82. Yermish, Ira

132.00

83. Yi, John

285.00

84. Battaglia, Silvana

69.00

85. Belisari, Joseph

261.00

86. Brady, William

69.00

87. Byron, S.J., William

51.00

88. Chen, David

33.00

89. Coyne, Francis

45.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

42 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

186

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Campus) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Main 90. Crowley, Neill

21.00

91. Curran, Lisa

63.00

92. D'Imperio, Anthony

90.00

93. Dean, Robert

126.00

94. Didier, Monica

36.00

95. Dwyer, Peter

62.00

96. Fleming, John

93.00

97. Gallagher, Stephen

93.00

98. Glenn, Charlene

45.00

99. Gossner, Jeffrey

66.00

100. Haskins, John

105.00

101. Healy, Patrick

90.00

102. Infanti, Martin

36.00

103. Juliano, John

84.00

104. Kelly, James

168.00

105. Kuljian, Edward

105.00

106. Kyle, Gary

153.00

107. Lamorgese, Raymond

30.00

108. Latella, George

45.00

109. Lurie, Barry

75.00

110. Malonoski, Robert

63.00

111. McCrindle, Jeffrey

42.00

112. McDevitt, Daniel

54.00

113. McDonald, MarySheila

105.00

114. McDonnell, Cynthia

78.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

43 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

187

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Campus) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Main 115. McGarvey, William

378.00

116. McGovern, Johathan

210.00

117. McGrory, Patrick

93.00

118. Mirman, Martin

129.00

119. Missanelli, Michael

117.00

120. Moran, Gerald

78.00

121. Mottola, Gary

78.00

122. Plamondon, Mark

45.00

123. Ragatz, Julie

12.00

124. Richmond, Kimberly

54.00

125. Shute, Richard

180.00

126. Steenrod, Robert

117.00

127. Tanzola, Anthony

282.00

128. Townsend, Donald

51.00

129. Tremblay, Charles

192.00

130. Wakelee, William

45.00

131. Wasserman, Ilene

63.00

132. Weismer, Rochelle

57.00

Total Main:

14,700.00

4,637.00

76% 19,337.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

44 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

188

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Campus) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Ursinus 133. Boyle, Kevin

57.00

134. Ghani, Waqar

48.00

135. Gupta, Vipul

30.00

136. Heck, Jean

57.00

137. Lipton, Amy

30.00

138. Neiva de Figueiredo, Joao

78.00

139. Robson, Regina

57.00

140. Sarnacki, Raymond

33.00

141. Weidner, C.Ken

21.00

142. Connelly, Stephen

27.00

143. Gallagher, Stephen

36.00

144. Grosset, Jane

36.00

145. Juliano, John

39.00

146. Reno, Margaret

36.00

Total Ursinus:

411.00

174.00

70%

585.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Campus) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

Vanguard 147. Miori, Virginia

81.00

148. Phillips, Diane

72.00

Total Vanguard:

153.00

100%

153.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

45 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

189

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

FME 1. Childs, Nancy

24.00

2. George, Richard

102.00

3. Gupta, Vipul

24.00

4. Lang, Mark

62.00

5. Larkin, Joseph

28.00

6. Stanton, John

56.00

7. Taylor, Charles

14.00

8. Wasserman, Ilene

Total FME:

24.00 310.00

24.00

93%

334.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

46 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

190

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

MBA 9. Balotsky, Edward

147.00

10. Boyle, Kevin

57.00

11. Campbell, Kathleen

36.00

12. Choh, Carolyn

42.00

13. Clark, Corolyn

45.00

14. Coyne, Christopher

69.00

15. Ghani, Waqar

216.00

16. Givens-Skeaton, Susan

18.00

17. Gupta, Vipul

63.00

18. Heck, Jean

102.00

19. Hogan, Karen

72.00

20. Jubinski, Dan

60.00

21. Klimberg, Ronald

36.00

22. Lipton, Amy

30.00

23. Lord, John

198.00

24. Malhotra, Rashmi

33.00

25. Miori, Virginia

234.00

26. Neiva de Figueiredo, Joao

78.00

27. Patton, Eric

39.00

28. Phillips, Diane

72.00

29. Robson, Regina

57.00

30. Sarnacki, Raymond

198.00

31. Shen, Feng

84.00

32. Stagliano, A.

36.00

33. Testa, Scott

69.00

34. Tezel, Ahmet

87.00

35. Weidner, C.Ken

108.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

47 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

191

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

MBA 36. Yermish, Ira

48.00

37. Yi, John

75.00

38. Battaglia, Silvana

69.00

39. Chen, David

33.00

40. Connelly, Stephen

27.00

41. Crowley, Neill

21.00

42. Didier, Monica

36.00

43. Gallagher, Stephen

129.00

44. Glenn, Charlene

45.00

45. Gossner, Jeffrey

66.00

46. Grosset, Jane

36.00

47. Healy, Patrick

90.00

48. Infanti, Martin

36.00

49. Juliano, John

39.00

50. Kuljian, Edward

105.00

51. Lamorgese, Raymond

30.00

52. Lurie, Barry

75.00

53. McCrindle, Jeffrey

42.00

54. McGarvey, William

90.00

55. Reno, Margaret

36.00

56. Wakelee, William

45.00

57. Weismer, Rochelle

57.00

Total MBA:

2,409.00

1,107.00

69%

3,516.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

48 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

192

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

MBE 58. Dufresne, Ronald

39.00

59. Ghani, Waqar

62.00

60. Jubinski, Dan

39.00

61. Klimberg, Ronald

62.00

62. Kury, Kenneth

31.00

63. Mauri, Alfredo

39.00

64. McCall, John

39.00

65. Neiva de Figueiredo, Joao

117.00

66. Phillips, Diane

62.00

67. Swift, Timothy

78.00

68. Yermish, Ira

39.00

69. Dwyer, Peter

62.00

70. Wasserman, Ilene

39.00

Total MBE:

607.00

101.00

86%

708.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

49 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

193

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

MPE 71. Boccuzzi, Stephen

16.00

72. Gupta, Vipul

30.00

73. Jambulingam, Thani

34.00

74. Klimberg, Ronald

28.00

75. Larkin, Joseph

22.00

76. McManus, Ginette

38.00

77. Sillup, George

36.00

78. Carter, Franklin

20.00

79. Chen, David

8.00

80. Kanovsky, Stephen

16.00

81. Smith, Norman

6.00

Total MPE:

204.00

50.00

80%

254.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

50 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

194

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

UGDay 82. Allan, David

228.00

83. Balotsky, Edward

288.00

84. Boyle, Kevin

318.00

85. Campbell, Kathleen

318.00

86. Childs, Nancy

105.00

87. Choh, Carolyn

102.00

88. Chung, Hwan

57.00

89. Cupp, Samuel

90.00

90. Danielson, Morris

249.00

91. Devan, Anita

90.00

92. Doherty, Elizabeth

51.00

93. Dufresne, Ronald

60.00

94. Falgiatore, Donna

108.00

95. Ford, Lucy

270.00

96. Givens-Skeaton, Susan

99.00

97. Gupta, Vipul

105.00

98. Haverty, John

432.00

99. Herschel, Richard

447.00

100. Jambulingam, Thani

69.00

101. Jubinski, Dan

54.00

102. Klimberg, Ronald

60.00

103. Kury, Kenneth

165.00

104. Lang, Mark

156.00

105. Larkin, Joseph

45.00

106. Lin, Jing

321.00

107. Lipton, Amy

165.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

51 E r i vA n K. H AU B S c H o o l o f B U S i nES S

SAint JoSEpHâ&#x20AC;&#x2122;S UnivErSity

195

Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

UGDay 108. Lord, John

165.00

109. Malhotra, Rashmi

105.00

110. Mauri, Alfredo

190.00

111. McDevitt, William

96.00

112. McDougal, Karen

189.00

113. McManus, Ginette

123.00

114. Meloche, Martin

33.00

115. Mendoza, Ruben

204.00

116. Patton, Eric

183.00

117. Phillips, Diane

126.00

118. Porth, Stephen

148.00

119. Ragan, Joseph

198.00

120. Raible, Dennis

231.00

121. Robak, Nicholas

201.00

122. Robson, Regina

192.00

123. Schellhorn, Carolin

171.00

124. Sharma, Rajneesh

90.00

125. Shen, Feng

177.00

126. Sherman, W.

207.00

127. Sillup, George

195.00

128. Smith, Brent

375.00

129. Solomon, Michael

147.00

130. Stagliano, A.

120.00

131. Stanton, John

51.00

132. Swift, Timothy

292.00

133. Taylor, Charles

54.00

134. Testa, Scott

276.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

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Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

UGDay 135. Teti, Robert

576.00

136. Trombetta, William

207.00

137. Weidner, C.Ken

99.00

138. Wirth, Ferdinand

234.00

139. Wood, Natalie

210.00

140. Yi, John

210.00

141. Belisari, Joseph

261.00

142. Brady, William

69.00

143. Curran, Lisa

63.00

144. Dean, Robert

39.00

145. Haskins, John

105.00

146. Juliano, John

84.00

147. Kelly, James

168.00

148. Kyle, Gary

153.00

149. Latella, George

45.00

150. McDevitt, Daniel

54.00

151. McDonald, MarySheila

105.00

152. McGarvey, William

288.00

153. McGovern, Johathan

210.00

154. McGrory, Patrick

93.00

155. Mirman, Martin

129.00

156. Missanelli, Michael

117.00

157. Mottola, Gary

78.00

158. Plamondon, Mark

45.00

159. Shute, Richard

180.00

160. Tanzola, Anthony

282.00

161. Tremblay, Charles

192.00

Total UGDay:

10,527.00

2,760.00

79% 13,287.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

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Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

UGUC 162. Allan, David

168.00

163. Campbell, Kathleen

72.00

164. Dufresne, Ronald

45.00

165. Falgiatore, Donna

39.00

166. Finelli, Domenic

51.00

167. Jubinski, Dan

57.00

168. Kury, Kenneth

90.00

169. Larkin, Joseph

105.00

170. Malhotra, Rashmi

90.00

171. McDevitt, William

63.00

172. McDougal, Karen

75.00

173. McManus, Ginette

36.00

174. Mendoza, Ruben

42.00

175. Ragan, Joseph

60.00

176. Raible, Dennis

51.00

177. Sharma, Rajneesh

138.00

178. Sillup, George

100.00

179. Tezel, Ahmet

84.00

180. Yermish, Ira

45.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

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Table 9-1: Summary of Member Sufficiency in Discipline and School 2009-Spring (Student Credit Hours by Program) Participating Name or Supporting

Taught by Participating

Taught by Supporting

P/(P+S)

Total

UGUC 181. Byron, S.J., William

51.00

182. Coyne, Francis

45.00

183. D'Imperio, Anthony

90.00

184. Dean, Robert

87.00

185. Fleming, John

93.00

186. Malonoski, Robert

63.00

187. McDonnell, Cynthia

78.00

188. Moran, Gerald

78.00

189. Ragatz, Julie

12.00

190. Richmond, Kimberly

54.00

191. Steenrod, Robert

117.00

192. Townsend, Donald

51.00

Total UGUC:

1,411.00

819.00

63%

2,230.00

Department: 60% required to be taught by participating members College: 75% required to be taught by participating members

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TABLES 10-2

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Detailed Tables for Fall 2008 Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Department) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Accounting 1. Ghani, Waqar

100.0

2. Haverty, John

100.0

3. Larkin, Joseph

100.0

4. Lin, Jing

100.0

5. McDougal, Karen

100.0

6. Ragan, Joseph

100.0

7. Sherman, W.

100.0

8. Stagliano, A.

100.0

9. Finelli, Domenic

100.0

10. Harris, Christian

20.0

11. McGarvey, William

20.0

12. Raible, Dennis

100.0

13. Tanzola, Anthony

20.0

14. Teti, Robert

100.0

Total Accounting:

800.0

360.0

69% -- 100%

1,160.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Department) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Decision and System Sciences 15. Campbell, Kathleen

100.0

16. Grosset, Jane

20.0

17. Gupta, Vipul

100.0

18. Herschel, Richard

100.0

19. Kelly, James

20.0

20. Klimberg, Ronald

100.0

21. Malhotra, Rashmi

100.0

22. Mendoza, Ruben

100.0

23. Miori, Virginia

100.0

24. Rahmlow, Harold

100.0

25. Robak, Nicholas

100.0

26. Yermish, Ira

100.0

27. Yi, John

100.0

28. Belisari, Joseph

20.0

29. Boyle, Kevin

100.0

30. Coyne, Francis

20.0

31. Fleming, Edmund

20.0

32. McCrindle, Jeffrey

20.0

33. Tremblay, Charles

20.0

34. Dhillon, Bharat

None

Total Decision and System Sciences:

20.0 1,140.0

200.0

20.0

84% -- 99% 1,360.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Department) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Finance 35. Clark, Corolyn

100.0

36. Coyne, Christopher

100.0

37. Danielson, Morris

100.0

38. Foster, Paul

100.0

39. Heck, Jean

100.0

40. Hogan, Karen

100.0

41. Jubinski, Dan

100.0

42. Lipton, Amy

100.0

43. McManus, Ginette

100.0

44. Mottola, Gary

20.0

45. Schellhorn, Carolin

100.0

46. Sharma, Rajneesh

100.0

47. Tezel, Ahmet

100.0

48. Brady, William

20.0

49. Cupp, Samuel

100.0

50. Curran, Lisa

20.0

51. Dean, Robert

20.0

52. Dwyer, Peter

20.0

53. Juliano, John

20.0

54. Mirman, Martin

100.0

55. Real, Frank

20.0

56. Shaw, Richard

20.0

57. D'Imperio, Anthony

None

20.0

58. Webster, George

None

100.0

Total Finance:

1,220.0

340.0

120.0

73% -- 93% 1,680.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Department) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Food Marketing 59. Childs, Nancy

100.0

60. Chung, Hwan

100.0

61. George, Richard

100.0

62. Lang, Mark

100.0

63. Meloche, Martin

100.0

64. Stanton, John

100.0

65. Wirth, Ferdinand

100.0

66. Kelly, John

20.0

67. Plamondon, Mark

20.0

68. Taylor, Charles

100.0

Total Food Marketing:

700.0

140.0

83% -- 100%

840.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Department) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Management 69. Balotsky, Edward

100.0

70. Doherty, Elizabeth

100.0

71. Dufresne, Ronald

100.0

72. Ford, Lucy

100.0

73. Givens-Skeaton, Susan

100.0

74. Kury, Kenneth

100.0

75. Mauri, Alfredo

100.0

76. McCall, John

100.0

77. McDevitt, William

100.0

78. Neiva de Figueiredo, Joao

100.0

79. Patton, Eric

100.0

80. Porth, Stephen

100.0

81. Robson, Regina

100.0

82. Sarnacki, Raymond

100.0

83. Steingard, David

100.0

84. Swift, Timothy

100.0

85. Weidner, C.Ken

100.0

86. Cyr, Jennifer

20.0

87. Didier, Monica

20.0

88. Fleming, John

20.0

89. Glenn, Charlene

20.0

90. Gossner, Jeffrey

20.0

91. Haskins, John

20.0

92. Kuljian, Edward

20.0

93. Lurie, Barry

20.0

94. McDonald, MarySheila

20.0

95. O'Brien, Patrick

100.0

96. Rashford, Nicholas

100.0

Total Management:

1,700.0

380.0

82% -- 100% 2,080.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Department) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Marketing 97. Allan, David

100.0

98. Gallagher, Stephen

100.0

99. Liu, Yongqiang

20.0

100. Lord, John

100.0

101. Phillips, Diane

100.0

102. Shen, Feng

100.0

103. Smith, Brent

100.0

104. Solomon, Michael

100.0

105. Testa, Scott

20.0

106. Wood, Natalie

100.0

107. Crowley, Neill

20.0

108. Curran, Timothy

20.0

109. Falgiatore, Donna

100.0

110. Ford, Michael

20.0

111. Francis, Harry

20.0

112. Moran, Gerald

30.0

113. Peres, Richard

20.0

114. Richmond, Kimberly

20.0

115. Shute, Richard

20.0

116. Steenrod, Robert

20.0

117. Tilger, Shawn

20.0

118. Urbanchuk, John

20.0

Total Marketing:

840.0

330.0

72% -- 100% 1,170.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Department) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Pharmaceutical Marketing 119. Jambulingam, Thani

100.0

120. Sillup, George

100.0

121. Trombetta, William

100.0

122. Boccuzzi, Stephen

20.0

123. Chen, David

20.0

124. Choh, Carolyn

100.0

Total Pharmaceutical Marketing:

300.0

140.0

68% -- 100%

440.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Campus) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

ACE 1. Jambulingam, Thani

100.0

2. Klimberg, Ronald

100.0

3. Larkin, Joseph

100.0

4. McManus, Ginette

100.0

5. Sillup, George

100.0

6. Steingard, David

100.0

7. Trombetta, William

100.0

8. Boccuzzi, Stephen

20.0

9. Chen, David

20.0

10. Choh, Carolyn

100.0

Total ACE:

700.0

140.0

83% -- 100%

840.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Campus) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Main 11. Allan, David

100.0

12. Balotsky, Edward

100.0

13. Campbell, Kathleen

100.0

14. Childs, Nancy

100.0

15. Chung, Hwan

100.0

16. Clark, Corolyn

100.0

17. Coyne, Christopher

100.0

18. Danielson, Morris

100.0

19. Doherty, Elizabeth

100.0

20. Dufresne, Ronald

100.0

21. Ford, Lucy

100.0

22. Foster, Paul

100.0

23. Gallagher, Stephen

100.0

24. George, Richard

100.0

25. Ghani, Waqar

100.0

26. Givens-Skeaton, Susan

100.0

27. Gupta, Vipul

100.0

28. Haverty, John

100.0

29. Herschel, Richard

100.0

30. Hogan, Karen

100.0

31. Jambulingam, Thani

100.0

32. Jubinski, Dan

100.0

33. Kelly, James

20.0

34. Klimberg, Ronald

100.0

35. Kury, Kenneth

100.0

36. Lang, Mark

100.0

37. Larkin, Joseph

100.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Campus) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Main 38. Lin, Jing

100.0

39. Lipton, Amy

100.0

40. Liu, Yongqiang

20.0

41. Lord, John

100.0

42. Malhotra, Rashmi

100.0

43. Mauri, Alfredo

100.0

44. McDevitt, William

100.0

45. McDougal, Karen

100.0

46. McManus, Ginette

100.0

47. Meloche, Martin

100.0

48. Mendoza, Ruben

100.0

49. Miori, Virginia

100.0

50. Neiva de Figueiredo, Joao

100.0

51. Patton, Eric

100.0

52. Phillips, Diane

100.0

53. Porth, Stephen

100.0

54. Ragan, Joseph

100.0

55. Rahmlow, Harold

100.0

56. Robak, Nicholas

100.0

57. Robson, Regina

100.0

58. Sarnacki, Raymond

100.0

59. Schellhorn, Carolin

100.0

60. Sharma, Rajneesh

100.0

61. Shen, Feng

100.0

62. Sherman, W.

100.0

63. Sillup, George

100.0

64. Smith, Brent

100.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Campus) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Main 65. Solomon, Michael

100.0

66. Stagliano, A.

100.0

67. Stanton, John

100.0

68. Steingard, David

100.0

69. Swift, Timothy

100.0

70. Testa, Scott

20.0

71. Tezel, Ahmet

100.0

72. Trombetta, William

100.0

73. Weidner, C.Ken

100.0

74. Wirth, Ferdinand

100.0

75. Wood, Natalie

100.0

76. Yermish, Ira

100.0

77. Yi, John

100.0

78. Belisari, Joseph

20.0

79. Boccuzzi, Stephen

20.0

80. Boyle, Kevin

100.0

81. Brady, William

20.0

82. Chen, David

20.0

83. Choh, Carolyn

100.0

84. Coyne, Francis

20.0

85. Crowley, Neill

20.0

86. Cupp, Samuel

100.0

87. Curran, Lisa

20.0

88. Curran, Timothy

20.0

89. Cyr, Jennifer

20.0

90. Dean, Robert

20.0

91. Didier, Monica

20.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Campus) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Main 92. Dwyer, Peter

20.0

93. Falgiatore, Donna

100.0

94. Finelli, Domenic

100.0

95. Fleming, Edmund

20.0

96. Fleming, John

20.0

97. Ford, Michael

20.0

98. Francis, Harry

20.0

99. Glenn, Charlene

20.0

100. Gossner, Jeffrey

20.0

101. Harris, Christian

20.0

102. Juliano, John

20.0

103. Kelly, John

20.0

104. Kuljian, Edward

20.0

105. Lurie, Barry

20.0

106. McCrindle, Jeffrey

20.0

107. McDonald, MarySheila

20.0

108. McGarvey, William

20.0

109. Mirman, Martin

100.0

110. Moran, Gerald

30.0

111. O'Brien, Patrick

100.0

112. Peres, Richard

20.0

113. Plamondon, Mark

20.0

114. Raible, Dennis

100.0

115. Rashford, Nicholas

100.0

116. Richmond, Kimberly

20.0

117. Shaw, Richard

20.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Campus) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Main 118. Shute, Richard

20.0

119. Steenrod, Robert

20.0

120. Tanzola, Anthony

20.0

121. Taylor, Charles

100.0

122. Teti, Robert

100.0

123. Tilger, Shawn

20.0

124. Tremblay, Charles

20.0

125. Urbanchuk, John

20.0

126. D'Imperio, Anthony

None

20.0

127. Dhillon, Bharat

None

20.0

128. Webster, George

None

100.0

Total Main:

6,460.0

1,850.0

140.0

76% -- 98% 8,450.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Campus) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Ursinus 129. Dufresne, Ronald

100.0

130. Ghani, Waqar

100.0

131. Grosset, Jane

20.0

132. Heck, Jean

100.0

133. Herschel, Richard

100.0

134. Kury, Kenneth

100.0

135. Lipton, Amy

100.0

136. McCall, John

100.0

137. Mottola, Gary

20.0

138. Neiva de Figueiredo, Joao

100.0

139. Sarnacki, Raymond

100.0

140. Crowley, Neill

20.0

141. McGarvey, William

20.0

142. Real, Frank

20.0

143. Dhillon, Bharat

None Total Ursinus:

20.0 940.0

60.0

20.0

92% -- 98% 1,020.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Campus) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Vanguard 144. Ghani, Waqar

100.0

145. Heck, Jean

100.0

146. Haskins, John

PQ Total Vanguard:

20.0 200.0

20.0

91% -- 100%

220.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

EMBA2 1. Ghani, Waqar

100.0

2. Jubinski, Dan

100.0

3. McDevitt, William

100.0

4. Rashford, Nicholas

Total EMBA2:

100.0 300.0

100.0

75% -- 100%

400.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

EPMKO 5. Danielson, Morris

100.0

6. Hogan, Karen

100.0

7. Jambulingam, Thani

100.0

8. Klimberg, Ronald

100.0

9. Larkin, Joseph

100.0

10. Porth, Stephen

100.0

11. Rahmlow, Harold

100.0

12. Trombetta, William

100.0

13. Boccuzzi, Stephen

20.0

14. Choh, Carolyn

100.0

15. Shute, Richard

20.0

16. Webster, George

None Total EPMKO:

100.0 800.0

140.0

100.0

77% -- 90% 1,040.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

FME 17. Childs, Nancy

100.0

18. Coyne, Christopher

100.0

19. George, Richard

100.0

20. Lang, Mark

100.0

21. Larkin, Joseph

100.0

22. Lord, John

100.0

23. Meloche, Martin

100.0

24. Sarnacki, Raymond

100.0

25. Kelly, John

20.0

26. Taylor, Charles

100.0

Total FME:

800.0

120.0

87% -- 100%

920.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

MBA 27. Clark, Corolyn

100.0

28. Coyne, Christopher

100.0

29. Doherty, Elizabeth

100.0

30. Dufresne, Ronald

100.0

31. Ford, Lucy

100.0

32. Foster, Paul

100.0

33. Gallagher, Stephen

100.0

34. Ghani, Waqar

100.0

35. Givens-Skeaton, Susan

100.0

36. Grosset, Jane

20.0

37. Gupta, Vipul

100.0

38. Heck, Jean

100.0

39. Herschel, Richard

100.0

40. Hogan, Karen

100.0

41. Klimberg, Ronald

100.0

42. Kury, Kenneth

100.0

43. Lipton, Amy

100.0

44. Lord, John

100.0

45. McCall, John

100.0

46. McManus, Ginette

100.0

47. Miori, Virginia

100.0

48. Mottola, Gary

20.0

49. Neiva de Figueiredo, Joao

100.0

50. Patton, Eric

100.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

MBA 51. Sarnacki, Raymond

100.0

52. Sharma, Rajneesh

100.0

53. Steingard, David

100.0

54. Tezel, Ahmet

100.0

55. Yermish, Ira

100.0

56. Yi, John

100.0

57. Belisari, Joseph

20.0

58. Boyle, Kevin

100.0

59. Brady, William

20.0

60. Chen, David

20.0

61. Crowley, Neill

20.0

62. Didier, Monica

20.0

63. Fleming, Edmund

20.0

64. Gossner, Jeffrey

20.0

65. Haskins, John

20.0

66. Juliano, John

20.0

67. Kuljian, Edward

20.0

68. Lurie, Barry

20.0

69. McGarvey, William

20.0

70. Real, Frank

20.0

71. D'Imperio, Anthony

None

20.0

72. Dhillon, Bharat

None

20.0

Total MBA:

2,840.0

360.0

40.0

88% -- 99% 3,240.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

MBE 73. Mauri, Alfredo

100.0

74. Steingard, David

100.0

75. Weidner, C.Ken

100.0

76. Yermish, Ira

100.0

77. Dwyer, Peter

PQ Total MBE:

20.0 400.0

20.0

95% -- 100%

420.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

MIM 78. Liu, Yongqiang

20.0

79. Smith, Brent

100.0

80. Solomon, Michael

100.0

81. Testa, Scott

20.0

82. Ford, Michael

20.0

83. Urbanchuk, John

20.0

Total MIM:

240.0

40.0

86% -- 100%

280.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

MPE 84. Jambulingam, Thani

100.0

85. Klimberg, Ronald

100.0

86. Larkin, Joseph

100.0

87. McManus, Ginette

100.0

88. Sillup, George

100.0

89. Steingard, David

100.0

90. Trombetta, William

100.0

91. Boccuzzi, Stephen

20.0

92. Chen, David

20.0

93. Choh, Carolyn

100.0

Total MPE:

700.0

140.0

83% -- 100%

840.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

UGDay 94. Allan, David

100.0

95. Balotsky, Edward

100.0

96. Campbell, Kathleen

100.0

97. Childs, Nancy

100.0

98. Chung, Hwan

100.0

99. Coyne, Christopher

100.0

100. Danielson, Morris

100.0

101. Doherty, Elizabeth

100.0

102. Dufresne, Ronald

100.0

103. Ford, Lucy

100.0

104. George, Richard

100.0

105. Givens-Skeaton, Susan

100.0

106. Gupta, Vipul

100.0

107. Haverty, John

100.0

108. Herschel, Richard

100.0

109. Jambulingam, Thani

100.0

110. Jubinski, Dan

100.0

111. Kelly, James

20.0

112. Klimberg, Ronald

100.0

113. Kury, Kenneth

100.0

114. Lang, Mark

100.0

115. Larkin, Joseph

100.0

116. Lin, Jing

100.0

117. Lipton, Amy

100.0

118. Lord, John

100.0

119. Malhotra, Rashmi

100.0

120. Mauri, Alfredo

100.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

UGDay 121. McDevitt, William

100.0

122. McDougal, Karen

100.0

123. McManus, Ginette

100.0

124. Meloche, Martin

100.0

125. Mendoza, Ruben

100.0

126. Miori, Virginia

100.0

127. Patton, Eric

100.0

128. Phillips, Diane

100.0

129. Porth, Stephen

100.0

130. Ragan, Joseph

100.0

131. Robak, Nicholas

100.0

132. Robson, Regina

100.0

133. Schellhorn, Carolin

100.0

134. Sharma, Rajneesh

100.0

135. Shen, Feng

100.0

136. Sherman, W.

100.0

137. Sillup, George

100.0

138. Smith, Brent

100.0

139. Stanton, John

100.0

140. Swift, Timothy

100.0

141. Testa, Scott

20.0

142. Tezel, Ahmet

100.0

143. Trombetta, William

100.0

144. Weidner, C.Ken

100.0

145. Wirth, Ferdinand

100.0

146. Wood, Natalie

100.0

147. Yermish, Ira

100.0

148. Yi, John

100.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

UGDay 149. Belisari, Joseph

20.0

150. Boyle, Kevin

100.0

151. Choh, Carolyn

100.0

152. Crowley, Neill

20.0

153. Cupp, Samuel

100.0

154. Curran, Lisa

20.0

155. Curran, Timothy

20.0

156. Dean, Robert

20.0

157. Falgiatore, Donna

100.0

158. Finelli, Domenic

100.0

159. Fleming, Edmund

20.0

160. Fleming, John

20.0

161. Francis, Harry

20.0

162. Glenn, Charlene

20.0

163. Kuljian, Edward

20.0

164. McCrindle, Jeffrey

20.0

165. McGarvey, William

20.0

166. Mirman, Martin

100.0

167. O'Brien, Patrick

100.0

168. Plamondon, Mark

20.0

169. Raible, Dennis

100.0

170. Shaw, Richard

20.0

171. Shute, Richard

20.0

172. Tanzola, Anthony

20.0

173. Taylor, Charles

100.0

174. Teti, Robert

100.0

175. Tremblay, Charles

20.0

Total UGDay:

5,340.0

1,340.0

80% -- 100% 6,680.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

UGUC 176. Allan, David

100.0

177. Campbell, Kathleen

100.0

178. Danielson, Morris

100.0

179. Dufresne, Ronald

100.0

180. Haverty, John

100.0

181. Jubinski, Dan

100.0

182. Klimberg, Ronald

100.0

183. Kury, Kenneth

100.0

184. Malhotra, Rashmi

100.0

185. McDougal, Karen

100.0

186. McManus, Ginette

100.0

187. Mendoza, Ruben

100.0

188. Neiva de Figueiredo, Joao

100.0

189. Phillips, Diane

100.0

190. Ragan, Joseph

100.0

191. Schellhorn, Carolin

100.0

192. Shen, Feng

100.0

193. Stagliano, A.

100.0

194. Tezel, Ahmet

100.0

195. Weidner, C.Ken

100.0

196. Yermish, Ira

100.0

197. Coyne, Francis

20.0

198. Cyr, Jennifer

20.0

199. Falgiatore, Donna

100.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2008-Fall (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

UGUC 200. Finelli, Domenic

100.0

201. Glenn, Charlene

20.0

202. Harris, Christian

20.0

203. Juliano, John

20.0

204. McDonald, MarySheila

20.0

205. Mirman, Martin

100.0

206. Moran, Gerald

30.0

207. Peres, Richard

20.0

208. Raible, Dennis

100.0

209. Richmond, Kimberly

20.0

210. Steenrod, Robert

20.0

211. Tilger, Shawn

20.0

Total UGUC:

2,100.0

630.0

77% -- 100% 2,730.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Detailed Tables for Spring 2009 Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Department) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Accounting 1. Ghani, Waqar

100.0

2. Haverty, John

100.0

3. Larkin, Joseph

100.0

4. Lin, Jing

100.0

5. McDougal, Karen

100.0

6. Ragan, Joseph

100.0

7. Sherman, W.

100.0

8. Stagliano, A.

100.0

9. Finelli, Domenic

100.0

10. Harrington, Ryan

20.0

11. Malonoski, Robert

20.0

12. McGarvey, William

20.0

13. Raible, Dennis

100.0

14. Tanzola, Anthony

20.0

15. Teti, Robert

100.0

Total Accounting:

800.0

380.0

68% -- 100%

1,180.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Department) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Decision and System Sciences 16. Campbell, Kathleen

100.0

17. Grosset, Jane

20.0

18. Gupta, Vipul

100.0

19. Herschel, Richard

100.0

20. Kelly, James

20.0

21. Klimberg, Ronald

100.0

22. Malhotra, Rashmi

100.0

23. Mendoza, Ruben

100.0

24. Miori, Virginia

100.0

25. Robak, Nicholas

100.0

26. Yermish, Ira

100.0

27. Yi, John

100.0

28. Belisari, Joseph

20.0

29. Boyle, Kevin

100.0

30. Coyne, Francis

20.0

31. McCrindle, Jeffrey

20.0

32. Tremblay, Charles

20.0

33. Weismer, Rochelle

20.0

34. McDevitt, Daniel

None

Total Decision and System Sciences:

20.0 1,040.0

200.0

20.0

83% -- 98% 1,260.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Department) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Finance 35. Clark, Corolyn

100.0

36. Coyne, Christopher

100.0

37. Danielson, Morris

100.0

38. Heck, Jean

100.0

39. Hogan, Karen

100.0

40. Jubinski, Dan

100.0

41. Lipton, Amy

100.0

42. McManus, Ginette

100.0

43. Mottola, Gary

20.0

44. Schellhorn, Carolin

100.0

45. Sharma, Rajneesh

100.0

46. Tezel, Ahmet

100.0

47. Brady, William

20.0

48. Cupp, Samuel

100.0

49. Curran, Lisa

20.0

50. D'Imperio, Anthony

20.0

51. Dean, Robert

20.0

52. Devan, Anita

20.0

53. Dwyer, Peter

20.0

54. Healy, Patrick

20.0

55. Infanti, Martin

20.0

56. Juliano, John

20.0

57. McGrory, Patrick

20.0

58. Mirman, Martin

20.0

59. Wakelee, William

20.0

Total Finance:

1,120.0

340.0

77% -- 100%

1,460.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Department) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Food Marketing 60. Childs, Nancy

100.0

61. Chung, Hwan

100.0

62. George, Richard

100.0

63. Lang, Mark

100.0

64. Meloche, Martin

100.0

65. Stanton, John

100.0

66. Wirth, Ferdinand

100.0

67. Crowley, Neill

20.0

68. Kyle, Gary

20.0

69. Latella, George

20.0

70. Plamondon, Mark

20.0

71. Taylor, Charles

100.0

Total Food Marketing:

700.0

180.0

80% -- 100%

880.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Department) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Management 72. Balotsky, Edward

100.0

73. Byron, S.J., William

20.0

74. Doherty, Elizabeth

100.0

75. Dufresne, Ronald

100.0

76. Ford, Lucy

100.0

77. Givens-Skeaton, Susan

100.0

78. Kury, Kenneth

100.0

79. Mauri, Alfredo

100.0

80. McCall, John

100.0

81. McDevitt, William

100.0

82. Neiva de Figueiredo, Joao

100.0

83. Patton, Eric

100.0

84. Porth, Stephen

100.0

85. Ragatz, Julie

20.0

86. Robson, Regina

100.0

87. Sarnacki, Raymond

100.0

88. Swift, Timothy

100.0

89. Wasserman, Ilene

20.0

90. Weidner, C.Ken

100.0

91. Battaglia, Silvana

20.0

92. Connelly, Stephen

20.0

93. Didier, Monica

20.0

94. Fleming, John

20.0

95. Glenn, Charlene

20.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

89 E r i vA n K. H AU B S c H o o l o f B U S i nES S

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Department) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Management 96. Gossner, Jeffrey

20.0

97. Haskins, John

20.0

98. Kuljian, Edward

20.0

99. Lamorgese, Raymond

20.0

100. Lurie, Barry

20.0

101. McDonald, MarySheila

20.0

102. McDonnell, Cynthia

20.0

103. McGovern, Johathan

20.0

104. Reno, Margaret

20.0

Total Management:

1,660.0

280.0

86% -- 100% 1,940.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Department) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Marketing 105. Allan, David

100.0

106. Lord, John

100.0

107. Missanelli, Michael

20.0

108. Phillips, Diane

100.0

109. Shen, Feng

100.0

110. Smith, Brent

100.0

111. Solomon, Michael

100.0

112. Testa, Scott

100.0

113. Wood, Natalie

100.0

114. Falgiatore, Donna

100.0

115. Gallagher, Stephen

20.0

116. Moran, Gerald

20.0

117. Richmond, Kimberly

20.0

118. Shute, Richard

20.0

119. Steenrod, Robert

20.0

120. Townsend, Donald

20.0

Total Marketing:

820.0

220.0

79% -- 100% 1,040.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Department) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Pharmaceutical Marketing 121. Carter, Franklin

100.0

122. Jambulingam, Thani

100.0

123. Sillup, George

100.0

124. Trombetta, William

100.0

125. Boccuzzi, Stephen

20.0

126. Chen, David

20.0

127. Choh, Carolyn

100.0

128. Kanovsky, Stephen

20.0

129. Smith, Norman

20.0

Total Pharmaceutical Marketing:

400.0

180.0

69% -- 100%

580.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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236

Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Campus) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

ACE 1. Carter, Franklin

100.0

2. Gupta, Vipul

100.0

3. Jambulingam, Thani

100.0

4. Klimberg, Ronald

100.0

5. Larkin, Joseph

100.0

6. McManus, Ginette

100.0

7. Sillup, George

100.0

8. Boccuzzi, Stephen

20.0

9. Chen, David

20.0

10. Kanovsky, Stephen

20.0

11. Smith, Norman

20.0

Total ACE:

700.0

80.0

90% -- 100%

780.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Campus) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Main 12. Allan, David

100.0

13. Balotsky, Edward

100.0

14. Byron, S.J., William

20.0

15. Campbell, Kathleen

100.0

16. Childs, Nancy

100.0

17. Chung, Hwan

100.0

18. Clark, Corolyn

100.0

19. Coyne, Christopher

100.0

20. Danielson, Morris

100.0

21. Doherty, Elizabeth

100.0

22. Dufresne, Ronald

100.0

23. Ford, Lucy

100.0

24. George, Richard

100.0

25. Ghani, Waqar

100.0

26. Givens-Skeaton, Susan

100.0

27. Gupta, Vipul

100.0

28. Haverty, John

100.0

29. Heck, Jean

100.0

30. Herschel, Richard

100.0

31. Hogan, Karen

100.0

32. Jambulingam, Thani

100.0

33. Jubinski, Dan

100.0

34. Kelly, James

20.0

35. Klimberg, Ronald

100.0

36. Kury, Kenneth

100.0

37. Lang, Mark

100.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Campus) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Main 38. Larkin, Joseph

100.0

39. Lin, Jing

100.0

40. Lipton, Amy

100.0

41. Lord, John

100.0

42. Malhotra, Rashmi

100.0

43. Mauri, Alfredo

100.0

44. McCall, John

100.0

45. McDevitt, William

100.0

46. McDougal, Karen

100.0

47. McManus, Ginette

100.0

48. Meloche, Martin

100.0

49. Mendoza, Ruben

100.0

50. Miori, Virginia

100.0

51. Missanelli, Michael

20.0

52. Mottola, Gary

20.0

53. Neiva de Figueiredo, Joao

100.0

54. Patton, Eric

100.0

55. Phillips, Diane

100.0

56. Porth, Stephen

100.0

57. Ragan, Joseph

100.0

58. Ragatz, Julie

20.0

59. Robak, Nicholas

100.0

60. Robson, Regina

100.0

61. Sarnacki, Raymond

100.0

62. Schellhorn, Carolin

100.0

63. Sharma, Rajneesh

100.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Campus) Taught as AQ

Taught as PQ

Name

Qualification

64. Shen, Feng

100.0

65. Sherman, W.

100.0

66. Sillup, George

100.0

67. Smith, Brent

100.0

68. Solomon, Michael

100.0

69. Stagliano, A.

100.0

70. Stanton, John

100.0

71. Swift, Timothy

100.0

72. Testa, Scott

100.0

73. Tezel, Ahmet

100.0

74. Trombetta, William

100.0

75. Wasserman, Ilene

20.0

76. Weidner, C.Ken

100.0

77. Wirth, Ferdinand

100.0

78. Wood, Natalie

100.0

79. Yermish, Ira

100.0

80. Yi, John

100.0

81. Battaglia, Silvana

20.0

82. Belisari, Joseph

20.0

83. Boyle, Kevin

100.0

84. Brady, William

20.0

85. Chen, David

20.0

86. Choh, Carolyn

100.0

87. Coyne, Francis

20.0

88. Crowley, Neill

20.0

89. Cupp, Samuel

100.0

Other

AQ/Total -(AQ+PQ)/Total

Total

Main

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Campus) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Main 90. Curran, Lisa

20.0

91. D'Imperio, Anthony

20.0

92. Dean, Robert

20.0

93. Devan, Anita

20.0

94. Didier, Monica

20.0

95. Dwyer, Peter

20.0

96. Falgiatore, Donna

100.0

97. Finelli, Domenic

100.0

98. Fleming, John

20.0

99. Gallagher, Stephen

20.0

100. Glenn, Charlene

20.0

101. Gossner, Jeffrey

20.0

102. Harrington, Ryan

20.0

103. Haskins, John

20.0

104. Healy, Patrick

20.0

105. Infanti, Martin

20.0

106. Juliano, John

20.0

107. Kuljian, Edward

20.0

108. Kyle, Gary

20.0

109. Lamorgese, Raymond

20.0

110. Latella, George

20.0

111. Lurie, Barry

20.0

112. Malonoski, Robert

20.0

113. McCrindle, Jeffrey

20.0

114. McDonald, MarySheila

20.0

115. McDonnell, Cynthia

20.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Campus) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Main 116. McGarvey, William

20.0

117. McGovern, Johathan

20.0

118. McGrory, Patrick

20.0

119. Mirman, Martin

20.0

120. Moran, Gerald

20.0

121. Plamondon, Mark

20.0

122. Raible, Dennis

100.0

123. Richmond, Kimberly

20.0

124. Shute, Richard

20.0

125. Steenrod, Robert

20.0

126. Tanzola, Anthony

20.0

127. Taylor, Charles

100.0

128. Teti, Robert

100.0

129. Townsend, Donald

20.0

130. Tremblay, Charles

20.0

131. Wakelee, William

20.0

132. Weismer, Rochelle

20.0

133. McDevitt, Daniel

None Total Main:

20.0 6,420.0

1,680.0

20.0

79% -- 100% 8,120.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Campus) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Ursinus 134. Ghani, Waqar

100.0

135. Grosset, Jane

20.0

136. Gupta, Vipul

100.0

137. Heck, Jean

100.0

138. Lipton, Amy

100.0

139. Neiva de Figueiredo, Joao

100.0

140. Robson, Regina

100.0

141. Sarnacki, Raymond

100.0

142. Weidner, C.Ken

100.0

143. Boyle, Kevin

100.0

144. Connelly, Stephen

20.0

145. Gallagher, Stephen

20.0

146. Juliano, John

20.0

147. Reno, Margaret

20.0

Total Ursinus:

820.0

180.0

82% -- 100% 1,000.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Campus) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

Vanguard 148. Miori, Virginia

100.0

149. Phillips, Diane

100.0

Total Vanguard:

200.0

100% -- 100%

200.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

FME 1. Childs, Nancy

100.0

2. George, Richard

100.0

3. Gupta, Vipul

100.0

4. Lang, Mark

100.0

5. Larkin, Joseph

100.0

6. Stanton, John

100.0

7. Wasserman, Ilene

20.0

8. Taylor, Charles

PQ Total FME:

100.0 620.0

100.0

86% -- 100%

720.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

MBA 9. Balotsky, Edward

100.0

10. Campbell, Kathleen

100.0

11. Clark, Corolyn

100.0

12. Coyne, Christopher

100.0

13. Ghani, Waqar

100.0

14. Givens-Skeaton, Susan

100.0

15. Grosset, Jane

20.0

16. Gupta, Vipul

100.0

17. Heck, Jean

100.0

18. Hogan, Karen

100.0

19. Jubinski, Dan

100.0

20. Klimberg, Ronald

100.0

21. Lipton, Amy

100.0

22. Lord, John

100.0

23. Malhotra, Rashmi

100.0

24. Miori, Virginia

100.0

25. Neiva de Figueiredo, Joao

100.0

26. Patton, Eric

100.0

27. Phillips, Diane

100.0

28. Robson, Regina

100.0

29. Sarnacki, Raymond

100.0

30. Shen, Feng

100.0

31. Stagliano, A.

100.0

32. Testa, Scott

100.0

33. Tezel, Ahmet

100.0

34. Weidner, C.Ken

100.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

MBA 35. Yermish, Ira

100.0

36. Yi, John

100.0

37. Battaglia, Silvana

20.0

38. Boyle, Kevin

100.0

39. Chen, David

20.0

40. Choh, Carolyn

100.0

41. Connelly, Stephen

20.0

42. Crowley, Neill

20.0

43. Didier, Monica

20.0

44. Gallagher, Stephen

20.0

45. Glenn, Charlene

20.0

46. Gossner, Jeffrey

20.0

47. Healy, Patrick

20.0

48. Infanti, Martin

20.0

49. Juliano, John

20.0

50. Kuljian, Edward

20.0

51. Lamorgese, Raymond

20.0

52. Lurie, Barry

20.0

53. McCrindle, Jeffrey

20.0

54. McGarvey, William

20.0

55. Reno, Margaret

20.0

56. Wakelee, William

20.0

57. Weismer, Rochelle

20.0

Total MBA:

2,720.0

580.0

82% -- 100% 3,300.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

MBE 58. Dufresne, Ronald

100.0

59. Ghani, Waqar

100.0

60. Jubinski, Dan

100.0

61. Klimberg, Ronald

100.0

62. Kury, Kenneth

100.0

63. Mauri, Alfredo

100.0

64. McCall, John

100.0

65. Neiva de Figueiredo, Joao

100.0

66. Phillips, Diane

100.0

67. Swift, Timothy

100.0

68. Wasserman, Ilene

20.0

69. Yermish, Ira

100.0

70. Dwyer, Peter

PQ Total MBE:

20.0 1,120.0

20.0

98% -- 100% 1,140.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

MPE 71. Carter, Franklin

100.0

72. Gupta, Vipul

100.0

73. Jambulingam, Thani

100.0

74. Klimberg, Ronald

100.0

75. Larkin, Joseph

100.0

76. McManus, Ginette

100.0

77. Sillup, George

100.0

78. Boccuzzi, Stephen

20.0

79. Chen, David

20.0

80. Kanovsky, Stephen

20.0

81. Smith, Norman

20.0

Total MPE:

700.0

80.0

90% -- 100%

780.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

UGDay 82. Allan, David

100.0

83. Balotsky, Edward

100.0

84. Campbell, Kathleen

100.0

85. Childs, Nancy

100.0

86. Chung, Hwan

100.0

87. Danielson, Morris

100.0

88. Doherty, Elizabeth

100.0

89. Dufresne, Ronald

100.0

90. Ford, Lucy

100.0

91. Givens-Skeaton, Susan

100.0

92. Gupta, Vipul

100.0

93. Haverty, John

100.0

94. Herschel, Richard

100.0

95. Jambulingam, Thani

100.0

96. Jubinski, Dan

100.0

97. Kelly, James

20.0

98. Klimberg, Ronald

100.0

99. Kury, Kenneth

100.0

100. Lang, Mark

100.0

101. Larkin, Joseph

100.0

102. Lin, Jing

100.0

103. Lipton, Amy

100.0

104. Lord, John

100.0

105. Malhotra, Rashmi

100.0

106. Mauri, Alfredo

100.0

107. McDevitt, William

100.0

108. McDougal, Karen

100.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

UGDay 109. McManus, Ginette

100.0

110. Meloche, Martin

100.0

111. Mendoza, Ruben

100.0

112. Missanelli, Michael

20.0

113. Mottola, Gary

20.0

114. Patton, Eric

100.0

115. Phillips, Diane

100.0

116. Porth, Stephen

100.0

117. Ragan, Joseph

100.0

118. Robak, Nicholas

100.0

119. Robson, Regina

100.0

120. Schellhorn, Carolin

100.0

121. Sharma, Rajneesh

100.0

122. Shen, Feng

100.0

123. Sherman, W.

100.0

124. Sillup, George

100.0

125. Smith, Brent

100.0

126. Solomon, Michael

100.0

127. Stagliano, A.

100.0

128. Stanton, John

100.0

129. Swift, Timothy

100.0

130. Testa, Scott

100.0

131. Trombetta, William

100.0

132. Weidner, C.Ken

100.0

133. Wirth, Ferdinand

100.0

134. Wood, Natalie

100.0

135. Yi, John

100.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

UGDay 136. Belisari, Joseph

20.0

137. Boyle, Kevin

100.0

138. Brady, William

20.0

139. Choh, Carolyn

100.0

140. Cupp, Samuel

100.0

141. Curran, Lisa

20.0

142. Dean, Robert

20.0

143. Devan, Anita

20.0

144. Falgiatore, Donna

100.0

145. Harrington, Ryan

20.0

146. Haskins, John

20.0

147. Juliano, John

20.0

148. Kyle, Gary

20.0

149. Latella, George

20.0

150. McDonald, MarySheila

20.0

151. McGarvey, William

20.0

152. McGovern, Johathan

20.0

153. McGrory, Patrick

20.0

154. Mirman, Martin

20.0

155. Plamondon, Mark

20.0

156. Raible, Dennis

100.0

157. Shute, Richard

20.0

158. Tanzola, Anthony

20.0

159. Taylor, Charles

100.0

160. Teti, Robert

100.0

161. Tremblay, Charles

20.0

162. McDevitt, Daniel

None Total UGDay:

20.0 5,160.0

1,080.0

20.0

82% -- 100% 6,260.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

UGUC 163. Allan, David

100.0

164. Byron, S.J., William

20.0

165. Campbell, Kathleen

100.0

166. Dufresne, Ronald

100.0

167. Jubinski, Dan

100.0

168. Kury, Kenneth

100.0

169. Larkin, Joseph

100.0

170. Malhotra, Rashmi

100.0

171. McDevitt, William

100.0

172. McDougal, Karen

100.0

173. McManus, Ginette

100.0

174. Mendoza, Ruben

100.0

175. Ragan, Joseph

100.0

176. Ragatz, Julie

20.0

177. Sharma, Rajneesh

100.0

178. Sillup, George

100.0

179. Tezel, Ahmet

100.0

180. Yermish, Ira

100.0

181. Coyne, Francis

20.0

182. D'Imperio, Anthony

20.0

183. Dean, Robert

20.0

184. Falgiatore, Donna

100.0

185. Finelli, Domenic

100.0

186. Fleming, John

20.0

187. Malonoski, Robert

20.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Table 10-2: Calculations Relative to Deployment of Qualified Faculty 2009-Spring (FTE by Program) Name

Qualification

Taught as AQ

Taught as PQ

Other

AQ/Total -(AQ+PQ)/Total

Total

UGUC 188. McDonnell, Cynthia

20.0

189. Moran, Gerald

20.0

190. Raible, Dennis

100.0

191. Richmond, Kimberly

20.0

192. Steenrod, Robert

20.0

193. Townsend, Donald

20.0

Total UGUC:

1,640.0

500.0

77% -- 100% 2,140.0

At least 50 % must be academically qualified members At least 90 % must be academically or professionally qualified members

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Annual Report Academic Year 2004-05

AACSB Maintenance of Accreditation Report

Prepared by: Joseph A. DiAngelo, Ed.D., Dean Stephen J. Porth, Ph.D., Associate Dean

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HSB ANNUAL REPORT, 2004-05 Progress Over the Previous Year on Existing Priorities •

Assurance of Learning/Assessment Process. The Haub School of Business (HSB) continued to make steady progress in developing its Assurance of Learning (AOL) process. In June of 2004 five members of the faculty including the Associate Dean attended an Assessment seminar sponsored by AACSB. This proved to be valuable opportunity to deepen our understanding of assessment and to foster implementation of our emerging approach to assessment. The Undergraduate Programs Committee drafted a set of learning goals for the undergraduate program which were ratified by the faculty at a College Council meeting. Similarly, the Graduate Program Committee developed learning goals for the Professional MBA Program which were approved by the faculty. A faculty planning retreat for AOL was held in January 2005. During the retreat faculty broke out by departments to finalize the learning goals for each of their respective core courses in the undergraduate business program, to identify how the learning goals will be assessed, and to establish standards for student achievement of the goals.

•

Strategic Planning. The HSB Strategic Planning Committee continued its progress in developing the plan. In May 2004 the committee held a planning meeting with HSB faculty and administrators to gain their input and involvement in the planning process. A similar meeting was held with the HSB Board of Advisors in December 2004. Student leaders were engaged in the planning process through the Business Leadership Council. See the Appendix for a detailed report of progress and accomplishments to date on the HSB strategic plan.

•

Jesuit Mission and Identity. The HSB is a business school within a Jesuit university that seeks to promote ethics education and a commitment to social justice. To leverage our Jesuit mission and with the generous financial support of an alumnus, the HSB established the Arrupe Center for Business Ethics in 2004-05 and hired a director and assistant director from among the HSB faculty. The directors established an advisory board and developed the mission, goals and infrastructure of the center.

•

Student Advising. Survey results from EBI and other indicators of student advising within the HSB suggest that students are not generally satisfied with the advising program within the college. A proposal to develop an Advising Center with the HSB was developed and approved. A director of the new advising center was hired.

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•

Faculty Recruitment. Five new full-time faculty were hired. Department Accounting Finance Management Marketing Marketing

•

Faculty Name Samantha Martin Kerri Brent Deirdre

Ramsey Mirman Crowne Smith Guion

Risk Management and Insurance Track. The Finance Department developed and introduced a new track within the major in Risk Management and Insurance. An advisory board and financial support are being sought by the dean.

Priorities for the Immediate Future •

Assurance of Learning/Assessment Process – At the undergraduate level, begin assessing student achievement of the learning goals by focusing on one goal per core course. At the graduate level, develop learning goals for each core course in the various graduate degree programs.

•

Strategic Planning – Complete the first draft of the HSB strategic plan by December 2005. Seek faculty and administrator input to revise and finalize the plan.

•

Jesuit Mission and Identity – Begin to provide faculty development opportunities in research and teaching to promote ethics education in the HSB. Also, host a round table/symposium focusing on ethical issues in the pharmaceutical industry, an industry niche served by the HSB.

•

Student Advising – Create the mission, goals and infrastructure for the newly formed HSB Advising Center. Survey student satisfaction with the new programs and systems of advising. Develop programs and resources for individual advising sessions, including convenient access to help through email and Instant Messenger. Develop a bi-monthly newsletter for students (i.e., Advising Center Times), and a website with resources for both students and faculty advisors.

•

Risk Management and Insurance Track – The dean and department chair will develop an advisory board and seek financial support for this new track within the Finance major.

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APPENDIX: HSB Strategic Plan Benchmarks of Progress for 2004-05 Initiative 1: Continuously strive for academic excellence in all HSB programs.

Planning, Budgeting and Assessment TIMELINE ASSIGNED ASSESSMENT TO

Goal 1. Design & Implement Assurance of Learning Process U/G program committee Grad program committee Program directors

Learning goals for UG and MBA programs were approved by faculty in Fall 2004

Spring 2005 Task B - Identify tools and methods to assess Fall 2005 learning goals and outcomes and identify where Spring 2006 in the curricula that these assessments will occur: • Undergraduate • p/t MBA • Specialized Fall 2005 Task C - Implement the assessment process Spring 2006 and based on the results, identify corrective actions (i.e., establish a continuous improvement Fall 2006 process): • Undergraduate • p/t MBA • Specialized Goal 2: Promote Excellence in Undergraduate Learning

Departments

Accomplished for UG core courses during Assessment Planning Retreat in January 2005.

Departments & AOL

To be initiated beginning with UG program in Fall 2005.

Task A - Provide a strengthened and expanded HSB academic orientation

Spring 2006 for implementat ion for Fall 2007

U/G program com, Director of HSB Advising

Task B - Develop proposals and seek approval for first-year seminars for business students that would be a component of the university's General Education Requirement.

Spring 2007 for implementat ion Fall 2007

Task C - Determine faculty support for establishing student portfolios spanning freshman through senior years.

Fall 2007 begin with Freshman

U/G program committee to initiate. Create a Freshman Seminar committee like Business Policy to administer Department

Developed plan and budget to create an Advising Center and hire a Director of Advising for HSB. Pending approval of new General Education curriculum.

Task A - Establish learning goals and specific learning outcomes that can be observed for all HSB degree programs: • Undergraduate • p/t MBA • Specialized

Spring 2005 Spring 2005 Fall 2005

Pending.

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APPENDIX: HSB Strategic Plan Benchmarks of Progress for 2004-05 Initiative 1: Continuously strive for academic excellence in all HSB programs

Planning, Budgeting and Assessment TIMELINE ASSIGNED ASSESSMENT TO

Goal 2: Promote Excellence in Undergraduate Learning Task D - Introduce a capstone course in each major/track with a required Senior Assignment

Fall 2005

Department

Some departments have a major capstone, some do not. Accomplished.

Task E - Support two major public lectures each year

Fall 2005

Beta Gamma Sigma & other HSB student organizations – Dean’s leadership council

Spring 2006

Department with Dean and Assoc Dean Academics

Task B - Meet full-time tenure track faculty coverage requirements in all divisions and programs as mandated by AACSB

Fall 2005

Chairs and Dean

Task C - Provide increased support for new program and course development and/or improvement through a new program of summer course development grants

Spring 2006

Faculty Development Committee & Dean

Not accomplished.

Initiative 2: Advance the Jesuit mission and identity of HSB, including the themes of ethics, diversity and internationalization

TIMELINE

ASSIGNED TO

ASSESSMENT

Goal 4: Faculty Development for Teaching Task A - Develop a more consistent practice of peer observation for full-time and part-time faculty

Each department will have a policy in place for all faculty - tenured/tenuretrack, visiting and adjunct Ongoing.

Goal 1: Diversity Task A - Obtain and retain highly-competent diverse faculty

Ongoing

Chairs

25.4% of full-time faculty are female 20.9% are of a diverse demographic background

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APPENDIX: HSB Strategic Plan Benchmarks of Progress for 2004-05 Planning, Budgeting and Assessment TIMELINE

ASSIGNED TO

Task B - Increase the presence of diverse alumni representation in HSB governance (e.g., the HSB Board of Governors, other events & boards)

Ongoing

Dean, Chairs

Ongoing

Task C - Develop an HSB diversity scholarship program

Fall 2005

Chairs & Dean, consultation w/ admissions office

Increasing student diversity is a goal in the university’s Plan 2010. Scholarships are administered by the university.

Initiative 2: Advance the Jesuit mission and identity of HSB, including the themes of ethics, diversity and internationalization

ASSESSMENT

Goal 1: Diversity

Goal 2: Ethics and Jesuit Identity Task A - Develop Arrupe Center for Business Ethics

Fall '05

Director & Associate Director

Accomplished.

Task B - HSB faculty participate in the ethics across the curriculum program

begins in Summer 2005

HSB Dean and CAS Dean

Accomplished.

Task C - Using the Assurance of Learning process, assess the coverage of ethics and Jesuit identity in all HSB programs

begins in Fall 2005

Departments and Assurance of Learning Committee

Ongoing.

Admissions and Center for International Programs

Semester abroad 39 HSB students. Study tours & summer programs – 69 HSB students.

Goal 3: International Task A - Increase student involvement in International Programs and Study Abroad

Fall 2005

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APPENDIX: HSB Strategic Plan Benchmarks of Progress for 2004-05 Initiative 3. Increase resources and opportunities for faculty development and achieve commensurate increases in research productivity

Planning, Budgeting and Assessment TIMELINE ASSIGNED ASSESSMENT TO

Goal 1: Research Support and Productivity Task A - Establish a competitive summer research grant program administered within the HSB, including an HSB faculty committee to review the grant proposals and make recommendations to the dean.

by Summer 2006

Task B - Achieve an appropriate increase in faculty intellectual contributions, consistent with the mission of the HSB. A guideline to maintain appropriate academic qualifications for full-time faculty is to produce at least three refereed publications and two academic conference presentations over a five year period. (This is a necessary but not sufficient condition for tenure and/or promotion).

Ongoing

Task C - Continue to seek increases in the merit pay budget and to use the merit pay system to enhance the research culture of the HSB. (Note: A merit pay system has been in place in the HSB. Although merit increases in any given year are modest, successive increases over time can and do make a significant impact on faculty compensation. )

Ongoing

Task D - In order to help make the HSB more attractive for recruiting new faculty and to accommodate the need for research time of current faculty, teaching schedules need to be managed. The combination of course offerings at multiple locations, in multiple programs (graduate, executive and undergraduate), and on evenings and weekends creates a significant challenge for faculty teaching schedules. The goal is to make teaching schedules more conducive to research productivity.

Ongoing

1. Approval needed by HSB Council and Dean 2. Form a summer grant committee comprised of HSB faculty and administrators . HSB faculty, chairs and dean

HSB dean

Chairs and dean

Not supported by College Council.

Ongoing assessment of faculty to determine AQ, PQ, etc.

Some progress made by dean. Ongoing.

Ongoing.

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APPENDIX: HSB Strategic Plan Benchmarks of Progress for 2004-05 Initiative 3. Increase resources and opportunities for faculty development and achieve commensurate increases in research productivity

Planning, Budgeting and Assessment TIMELINE ASSIGNED ASSESSMENT TO

Goal 2: Technology Task A - Continue to provide the technology and software necessary to support faculty goals for teaching and research.

Ongoing

Initiative 4: Continue to build and strengthen industry-focused programs

TIMELINE

Dean, chairs, Manager of Academic Computing ASSIGNED TO

Ongoing.

ASSESSMENT

Goal 1 – Improve Quality of the Programs Task A - Adopt higher standards of rigor via greater expectations for students, with greater consistency across courses and faculty members

Fall 2006

Pharm/Food; Financial Services

Ongoing.

Task B - Insure that curricula are relevant and up-to-date via consultation with industry advisory boards

Ongoing starting in Fall 2006

Departments and advisory boards

Accomplished.

Task C - Incorporate Jesuit values in the education

Ongoing starting in Fall 2005

Departments and Assurance of Learning Committee

Ongoing.

Ongoing. See website for Faculty Intellectual Contributions Report. Ongoing. See website for Faculty Intellectual Contributions Report.

Goal 2 – Improve Research Productivity in the Departments Task A - Meet AACSB productivity standards for participating faculty.

2006 – 2009

Pharm/Food; Financial Services

Task B - Increase applied scholarship that will have outlets in industry periodicals and through presentations at industry meetings

2006-2009

Pharm/Food; Financial Services

Goal 3 – Enhance Industry Collaboration and Outreach Task A - Create opportunities for faculty externships in the industry

2006-2007

Pharm/Food; Financial Services

Ongoing

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APPENDIX: HSB Strategic Plan Benchmarks of Progress for 2004-05 Initiative 4: Continue to build and strengthen industry-focused programs

Planning, Budgeting and Assessment TIMELINE ASSIGNED ASSESSMENT TO

Goal 3 â&#x20AC;&#x201C; Enhance Industry Collaboration and Outreach Task B - Create and maintain an active advisory board for each industry specialization

Fall 2005

Pharm/Food; Financial Services

Accomplished.

Task C - Develop and host conferences that cover issues and topics of interest to the industry

2005 - 2009

Pharm/Food; Financial Services

Accomplished.

Initiative 5. Build external recognition and relationships

TIMELINE

ASSIGNED TO

ASSESSMENT

Goal 1: Industry and Alumni Outreach Task A - Develop and host conferences that cover issues and topics of interest to industry professionals (roundtables)

Ongoing

Program Directors Faculty

Accomplished.

Task B - Develop an active advisory board for each department

Fall 2005

Accomplished for most departments.

Task C - Develop and maintain strong relationships with alumni for the purpose of networking

Fall 2005

Chair and Department Faculty Alumni Office

Task D - Develop work with "young" alumni groups

Launch Social Event Oct.05

Ongoing

Task E - Profile successful HSB alumni; Target alumni for Recognition awards (e.g., Star Alumni)

Fall 2005

Alumni Relations Development Chairs and Advisory Board Communicatio ns Office Dean Chairs

Ongoing

Goal 2: Cooperative Education and Non-credit Programs Task A - Grow the HSB Co-Op Program to 200 students.

Fall 2008

Co-Op Office

Enrollment as of Spring 2005 is 64 students. Increase enrollment to 200 students by Fall 2008.

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APPENDIX: HSB Strategic Plan Benchmarks of Progress for 2004-05 Initiative 5. Build external recognition and relationships

Planning, Budgeting and Assessment TIMELINE ASSIGNED ASSESSMENT TO

Goal 2: Cooperative Education and Non-credit Programs Task A - Grow the Food Marketing Co-Op Program to 100 students.

Fall 2008

Co-Op Office

Increase co-op enrollment to about 30% of all FMK majors or 100 students by Fall 2008 Accomplished.

Task B - Build education opportunities for noncredit workshops

Ongoing

Department Faculty Program Directors, Center for Food Marketing

Summer 2005

Communicatio ns OfficeDean

Accomplished.

TIMELINE

ASSIGNED TO

ASSESSMENT

Goal 3: Public Relations Task A - Work with the Communications Office to promote success and events of the HSB.

Initiative 6. Strengthen Systems and Processes for Student Advising Goal 1.Create an HSB Academic Advising Center Task A - Create a HSB Academic Advising Center

Fall 2006

Dean, Associate Dean

Accomplished.

Task B - Create HSB Academic advising mission statement, goals and objectives

Spring 2005

Director of academic advising, advising committee, chairs and dean

In Progress.

Task C - Increase advisors' skills and knowledge on student advising

Ongoing

Director of academic advising will need to create and implement creative and efficient methods to increase the skills and knowledge of all HSB academic advisors.

Ongoing.

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APPENDIX: HSB Strategic Plan Benchmarks of Progress for 2004-05 Initiative 6. Strengthen Systems and Processes for Student Advising

Planning, Budgeting and Assessment TIMELINE ASSIGNED TO ASSESSMENT

Goal 1.Create an HSB Academic Advising Center Task D - Increase student advising satisfaction

Ongoing

Academic advisors, Associate Dean and Director of academic advising

Accomplished.

Task E - Establish department advising coordinators (experts)

Fall 2006

Department chairs, Associate Dean and Director of academic advising

Ongoing.

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Annual Report Academic Year 2005-06

AACSB Maintenance of Accreditation Report

Prepared by: Joseph A. DiAngelo, Ed.D., Dean Stephen J. Porth, Ph.D., Associate Dean

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HSB ANNUAL REPORT, 2005-06 Progress Over the Previous Year on Existing Priorities •

Assurance of Learning/Assessment Process. The Haub School of Business (HSB) continued to make steady progress in developing and implementing its Assurance of Learning (AOL) process. A newly created position of director of AOL was announced and filled by the co-chair of the AOL Committee, Dr. Ron Klimberg. The AOL Committee developed a flowchart for the AOL process that identifies the roles of the faculty, departments, AOL Committee and the HSB dean (see Appendix 1). At the undergraduate level, one learning goal in each core course was assessed in accordance with our Year 1 AOL implementation plan. Data was collected by instructors, analyzed and reported by each core course coordinator, and reviewed by the departments and the chairs of the HSB. At the graduate level, learning goals were established for each core course in the various graduate programs. See Appendix 1 for a report of AOL accomplishments for the year. In addition, see the AOL website in the Blackboard system to review AOL results and reports.

•

Strategic Planning. The HSB Strategic Planning Committee finalized the strategic plan in June 2006 after a final faculty review in April and a review and discussion with chairs and program administrators during the HSB planning retreat in June 2006. Each year the plan will be reviewed and updated. See Appendix 2 for a report of progress and accomplishments to date on the HSB strategic plan.

•

Jesuit Mission and Identity. The HSB is a business school within a Jesuit university. As such we seek ways to emphasize our Jesuit heritage through themes such as ethics, social justice and corporate social responsibility. The Arrupe Center for Business Ethics hosted a one-day forum on pricing and access to pharmaceuticals in developed and developing economies. A faculty Fellows Program to advance ethics education and research in the HSB was established with 12 faculty participants. Also, for the second consecutive year, the “Ethics Across the Curriculum” program was held to provide ethics education training for faculty.

•

Student Advising. During its first year of operation, the Advising Center focused primarily on outreach to first-year students. Advising Center staff met with every first-year HSB student (~560 students) through HSB Advising 101, a workshop designed to help students with the transition to college and introduce them to requirements, policies, and procedures for SJU and the HSB. The Center developed relationships with faculty and other campus offices through collaborative programming for students (e.g., major information sessions, decision-making workshops, study abroad for business majors, and pre-registration sessions) and introduced a bi-monthly newsletter, the Advising Center Times.

•

Graduate Education. A curriculum review task force was established for the EMBA Program. The task force completed a revamping of the current curriculum and established a process to develop a new curriculum for the future. A university-wide task force on graduate education was also formed to review the role and mission of graduate education at SJU.

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Subcommittees were formed to focus on mission, structure, academic integrity, recruitment, and resources. •

Risk Management and Insurance Track. An Academy of Risk Management and Insurance was established to provide scholarships and other support for students enrolled in the program.

•

Faculty Recruitment. Twelve new faculty were hired to keep pace with growing student enrollments and to continue to strengthen the HSB. Department Accounting Accounting DSS DSS Finance Finance Finance Management Management Management Management Marketing

•

Faculty Member Jean Lin Karen McDougal Katie Campbell Virginia Miori Amy Lipton Jean Heck Sam Cupp Kenneth Kury Ray Sarnacki Regina Robson Ronald Dufresne Michael Solomon

Priorities for the Immediate Future •

Assurance of Learning/Assessment Process – At the undergraduate level, continue to assess student achievement of the Year 1 learning goal and begin to identify opportunities for corrective actions and continuous improvements. At the graduate level, initiate assessment of one learning goal per core course in each of the graduate degree programs. The Director of AOL and the AOL Committee will develop an AOL calendar for departments to follow and also standardize the templates for reporting AOL assessments.

•

Strategic Planning – Obtain professionally printed copies of the HSB strategic plan to disseminate among our internal and external stakeholders. Review and update the plan each year.

•

Jesuit Mission and Identity – Continue to provide opportunities for students to be engaged in rigorous analyses and discussions of ethical issues in business by providing faculty with development opportunities in ethics research and education.

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•

Student Advising – Develop a Student Guide to the HSB. Implement a new Advising Notes database to help maintain accurate notes that are accessible to the Advising Center, faculty advisors, and the Dean’s Office. The goal is to enhance communication between faculty advisors and the Advising Center and to provide consistent advising to students. Continue to develop our freshman outreach and programming efforts including enhancements to HSB Advising 101. Develop and implement a web-based tutorial to complement the in-person workshop currently offered. Expand outreach to include sophomores with a specific focus on undecided sophomores.

•

Graduate Education. The EMBA curriculum review task force will develop and seek faculty approval for a new EMBA curriculum. The university-wide task force on graduate education will study and report on mission, structure, academic integrity, recruitment, and resources of all graduate programs.

APPENDIX 1: Assurance of Learning Report, Academic Year 2005-06 During 2005-2006, departments began the implementation of the Assurance of Learning process. For each of the ten core courses in the undergraduate business curriculum, faculty responsible for teaching the course agreed on a particular learning goal to assess and the methods that would be used to assess the goal. In addition, a course coordinator for AOL was determined. The role of the course coordinator is shown in Table 1 below.

Table 1: The Role of the Core Course Coordinator All common core courses will have a Course Coordinator who is a faculty member, designated by the department to be responsible for organizing faculty to plan and coordinate the delivery of a common core course across all sections. Course Coordinators will be responsible for overseeing the following functions, with the participation of the instructional faculty: • • • • • • •

Convene meetings of faculty teaching the course to achieve mandated consistency among various sections Establish course objectives and course content consistent with course descriptions Discuss course expectations and establish standards of rigor Design and review syllabi Develop and implement a course assessment process; receive assessment data from faculty, and analyze and report the data for assessment purposes Oversee efforts based on assessment data to improve effectiveness of the course Provide guidance to faculty who are teaching the course for the first time

The implementation of AOL started when faculty selected and measured a particular student learning outcome for each business core course taught within the department. Afterwards, the results as well as the instruments and process were evaluated. The results were reported to the Dean and HSB Chairs.

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Toward the end of the academic year and into the summer, departments started to identify the student outcome they were going to test the following year. Some departments decided to improve their instruments and retest the same student outcome. Departments also began the AOL implementation process for the MBA program, identifying one student learning outcome for each core course that will be measured and analyzed during the Spring 2007 semester. In addition, the AOL committee developed and presented to HSB faculty and administrators a step by step process model, shown in Figure 1. The model depicts the process that AOL results should follow in order to insure continuous improvement. In particular, the AOL committee emphasized to faculty that the present undergraduate results should follow this model.

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Figure 1. AOL annual process model.

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APPENDIX 2: HSB Strategic Plan Benchmarks of Progress for 2005-06 Initiative 1: Continuously strive for academic excellence in all HSB programs.

Planning, Budgeting and Assessment TIMELINE ASSIGNED ASSESSMENT TO

Goal 1. Design & Implement Assurance of Learning Process Task A - Establish learning goals and specific learning outcomes that can be observed and measured for all HSB degree programs.

Spring 2005 Spring 2005 Fall 2005

U/G program committee Grad program committee Faculty

Accomplished for undergraduate and Professional MBA Programs. Pending for other masters programs.

Task B - Identify tools and methods to assess learning goals and outcomes and identify where in the curricula that these assessments will occur.

Spring 2005 Fall 2005 Spring 2006

Departments

Accomplished for undergraduate and Professional MBA Programs.

Task C - Implement the assessment process and based on the results, establish a continuous improvement practice to identify and take corrective actions.

Ongoing.

Departments & AOL

Accomplished for undergraduate program. Implement in Professional MBA Programs in AY 2006-07.

HSB Advising 101, a onehour group advising session, was created for all freshmen. A webbased advising tutorial is being developed. Other efforts ongoing. Proposal developed and presented but not supported by university curriculum committee.

Goal 2: Promote Excellence in Undergraduate Learning Task A - Provide a strengthened and expanded HSB academic orientation for incoming students.

Spring 2006 for implementation for Fall 2007

U/G program com, Director of HSB Advising

Task B - Develop proposals and seek approval for first-year seminars for business students that would be a component of the university's General Education Requirement.

Spring 2007 for implementation Fall 2007

Task C - Determine faculty support for establishing student portfolios spanning freshman through senior years. Task D - Determine faculty support for introducing a capstone course in each major/track with a required Senior Assignment.

Fall 2007 begin with Freshman As part of curriculum review in HSB.

U/G program committee to initiate. Create a Freshman Seminar committee like Business Policy to administer Department

Department

Pending.

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APPENDIX 2: HSB Strategic Plan Benchmarks of Progress for 2005-06 Initiative 1: Continuously strive for academic excellence in all HSB programs.

Planning, Budgeting and Assessment TIMELINE ASSIGNED ASSESSMENT TO

Goal 2: Promote Excellence in Undergraduate Learning Task E - Support two major public lectures each year

Fall 2005

Beta Gamma Sigma & other HSB student organizations – Dean’s leadership council Goal 3: Promote Excellence in Graduate & Executive Education Task A - Develop a proposal and seek funding to offer academic merit scholarships for graduate students.

Fall 2005

Task B- Maintain curricula that are timely, relevant and rigorous for graduate and executive students.

Ongoing.

Task C- Seek additional support for marketing graduate programs to recruit top students.

Fall 2005

Accomplished.

Program Directors, Associate Dean, Dean. Graduate and UG Programs Committees. Departments. Program Directors, Associate Dean, Dean.

Proposal developed and submitted to university's BAC but not supported.

Spring 2006

Department Chairs with Dean.

Progress made. Ongoing.

Ongoing.

Chairs and Dean

Ongoing. See HSB website of AACSB documents for a report of faculty deployment.

Accomplished. EMBA Task Force formed to propose revised curriculum. Proposal developed and submitted to university's BAC but not supported.

Goal 4: Faculty Development for Teaching Task A - Develop a more consistent and standardized practice of peer observation for full-time and part-time faculty. Task B - Meet full-time tenure track faculty coverage requirements in all divisions and programs as specified by AACSB.

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APPENDIX 2: HSB Strategic Plan Benchmarks of Progress for 2005-06 Initiative 2: Advance the Jesuit mission and identity of HSB, including the themes of ethics, diversity and internationalization

Planning, Budgeting and Assessment TIMELINE ASSIGNED ASSESSMENT TO

Goal 1: Emphasize Ethics and Jesuit Identity Task A - Launch the Arrupe Center for Business Ethics as an intellectual resource for ethics education and research in the HSB. Task B - Establish and promote faculty development programs and grant opportunities to support faculty engaged in the teaching and research of ethical issues in business. Task C - Develop a visiting scholars program for Jesuit faculty and/or diverse faculty.

Fall '05

Director & Associate Director

Accomplished.

Ongoing.

HSB Dean and CAS Dean

Accomplished and ongoing.

Ongoing.

Departments and Assurance of Learning Committee

Budget request submitted but not approved by university’s BAC.

Ongoing.

Chairs

Ongoing.

Note: HSB commended for exceeding university goals. Dean, Chairs

28% of FT faculty are female up from 25.4%. 20% are of a diverse demographic background, compared to 20.9% in previous AY. Ongoing.

Goal 2: Focus on Diversity Task A - Obtain and retain highlycompetent diverse faculty.

Task B - Increase minority alumni representation in HSB events & boards (e.g., the HSB Board of Advisors, the Hall of Fame). Goal 3: Promote International Experiences Task A -Increase student and faculty involvement in international programs, study tour courses, and study abroad.

Fall 2005

Admissions and CIP

Semester abroad increased to 61 from 39 HSB students. Study tours and summer programs – dropped from 69 to 40 HSB students.

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APPENDIX 2: HSB Strategic Plan Benchmarks of Progress for 2005-06 Initiative 3. Increase resources and opportunities to support faculty scholarship and achieve commensurate increases in research productivity

Planning, Budgeting and Assessment TIMELINE ASSIGNED ASSESSMENT TO

Goal 1: Provide Research Support and Enhance Productivity Task A - Encourage faculty participation in existing research support programs (e.g., summer grants, Arrupe grants, Refereed Article Award Program) and seek additional resources to support scholarship.

ongoing

Chairs and dean

Accomplished. Arrupe grants have been awarded. All first year faculty apply for summer grants and receive support.

Task B - Achieve an appropriate increase in faculty intellectual contributions, consistent with the mission of the HSB.

ongoing

HSB faculty, chairs and dean

Task C - Continue to seek increases in the merit pay budget and to use the merit pay system to enhance the research culture of the HSB.

ongoing

HSB dean

Some progress achieved. Ongoing.

ongoing

Dean and chairs

Ongoing. WRDS database purchased for AY 06-07.

Ongoing. See website for Faculty Intellectual Contributions Report.

Goal 2: Maintain and Build Technology Task A - Continue to provide the technology and software necessary to support faculty goals for teaching and research.

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APPENDIX 2: HSB Strategic Plan Benchmarks of Progress for 2005-06 Initiative 4: Continue to develop and strengthen industry-focused programs

Planning, Budgeting and Assessment TIMELINE ASSIGNED ASSESSMENT TO

Spring 2006.

Dean, Finance Department.

Accomplished.

Task B - Nurture current corporate partnerships, and seek new partnerships.

Ongoing.

Dean, Program Directors.

Ongoing.

Task C - Explore the feasibility of expanding online delivery of graduate programs.

Ongoing.

Departments and Directors.

Accomplished. More online courses were offered through the UC. Exec FMK is exploring more online delivery.

Goal 2 –Implement Assurance of Learning Processes in Industry-Focused Programs. Task A - Maintain consistently high standards of rigor and expectations of students across all courses and faculty members. Task B - Insure that curricula are relevant and up-to-date via consultation with industry advisory boards.

Ongoing.

Faculty

Ongoing.

Chairs & Faculty.

Task A - Increase scholarship in academic and applied journals in selected fields.

Ongoing.

Chairs & Faculty.

Ongoing. See website for Faculty Intellectual Contributions Report.

Task B - Increase applied scholarship that Ongoing. will have outlets in industry periodicals and through presentations at industry meetings. Goal 4 – Enhance Industry Collaboration and Outreach

Chairs & Faculty.

Ongoing. See website for Faculty Intellectual Contributions Report.

Task A- Create opportunities for faculty externships in the industry.

Ongoing.

Chairs & Faculty.

Ongoing.

Task B- Build educational opportunities for non-credit workshops and programs for corporate clients through the Center of Food Marketing.

Ongoing.

Center for Food Marketing.

Accomplished.

Number of articles in periodicals and number of industry presentations Goal 3 – Increase Research Productivity in Academic Journals within the Industry-Focused Departments

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APPENDIX 2: HSB Strategic Plan Benchmarks of Progress for 2005-06 Initiative 5. Build external recognition and relationships

Planning, Budgeting and Assessment TIMELINE ASSIGNED ASSESSMENT TO

Goal 1: Expand Outreach to Industry and Alumni Task A - Develop and host conferences and roundtables that cover issues and topics of interest to industry professionals. Task B - Create and maintain an active advisory board for each department.

Ongoing

Program Directors Faculty Chair and Department Faculty

Accomplished.

Task C - Maintain strong relationships with alumni for the purpose of networking, including young alumni groups.

Ongoing.

Alumni Office

Ongoing.

Task D- Profile successful HSB alumni; target alumni for recognition awards.

Ongoing.

Communicati ons Office, Dean & Chairs

Ongoing.

Enrollment as of Spring 2005 is 64 students. Increase enrollment to 200 students by Fall 2008. Ongoing.

Fall 2005

Accomplished for most departments. Ongoing for others.

Goal 2: Grow Cooperative Education and Non-credit Programs Task A - Grow the HSB Co-Operative Educational Program to 200 students and the Food Marketing Co-Operative Education Program to 100 students.

Fall 2008

Co-Op Office

Task B - Increase internship opportunities for students.

Ongoing

Department Faculty Program Directors, Center for Food Marketing

Ongoing

Communicati ons Office, Dean & Chairs.

Goal 3: Foster Public Relations Task A - Work with the Communications Office to promote success of HSB faculty, students, administrators, and events.

Accomplished.

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APPENDIX 2: HSB Strategic Plan Benchmarks of Progress for 2005-06 Initiative 6. Strengthen Systems and Processes for Student Advising

Planning, Budgeting and Assessment TIMELINE ASSIGNED TO ASSESSMENT

Goal 1. Increase the Quality of Academic Advising within HSB Task A - Establish an Academic Advising Center within the HSB.

Fall 2006

Dean, Accomplished. Associate Dean

Task B - Create HSB Academic advising mission statement, goals and objectives.

Spring 2005

Director of academic advising, advising committee, chairs and dean

Ongoing. Advising Newsletter created and published on a regular basis.

Task C - Increase student satisfaction with Ongoing advising in HSB.

Ongoing. Progress Academic made. advisors, Associate Dean and Director of academic advising

Task D - Establish department advising coordinators.

Ongoing. Department chairs, Associate Dean and Director of academic advising

Fall 2005

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Annual Report Academic Year 2006-07

AACSB Maintenance of Accreditation Report

Prepared by: Joseph A. DiAngelo, Ed.D., Dean Stephen J. Porth, Ph.D., Associate Dean

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Progress Over the Previous Year on Existing Priorities t

Assurance of Learning/Assessment Process. The Haub School of Business (HSB) continued to make progress in developing and implementing its Assurance of Learning (AOL) process. Dr. Ron Klimberg, Professor of DSS and chair of the AOL Committee, assumed the newly created position of Director of AOL. At the undergraduate level, an additional year of data was collected and analyzed, focusing on one learning goal in each core course. Data was reported by each core course coordinator, and reviewed by the departments and the chairs of the HSB. Each department reported the results of their AOL process at College Council and some adjustments to core course delivery have been initiated. At the graduate level, learning goals have been established for each degree program. Furthermore, the assessment of core courses was initiated in the Professional MBA program by the Finance, Management and Marketing Departments who have collected and analyzed one or more semesters of data. The Accounting and DSS Departments have not initiated the AOL process in the Professional MBA. This will be done beginning in the Fall 2007 semester. In addition, the goal for the upcoming academic year is to begin measuring learning goals in all graduate programs. See Appendix 1 for a report of AOL accomplishments for the year. In addition, see the AOL website in the Blackboard system to review AOL results and reports.

Strategic Planning. Continued progress has been made on the HSB strategic plan. The plan was finalized in June 2006 after a final faculty review in April of that year and a review and discussion with chairs and program administrators during the annual HSB planning retreat (held in June 2006). The plan was professionally printed and disseminated to various internal and external stakeholders during the year. The chairs and directors have also received electronic versions of the plan. The focus of strategic planning this year was to monitor progress toward the goals established in the plan. The dean meets with department chairs on a regular basis, typically once or twice a month during the academic year, where goals, projects and items from the strategic plan are discussed and reported. One of the charges of the HSB Strategic Planning Committee for the upcoming academic year will be to review and update the plan to reflect goals that have already been achieved and any changes in the planning context of the HSB. See Appendix 2 for a report of progress and accomplishments to date on the HSB strategic plan.

Jesuit Mission and Identity. The HSB is a business school within a Jesuit university. As such we seek ways to emphasize our Jesuit heritage through themes such as ethics, social justice and corporate social responsibility. The Arrupe Center for Business Ethics supports faculty research and curricular development in order to integrate ethics into the student learning experience. In Academic Year 2006-07 the center funded twenty tenure-track faculty for research grants, and teaching and professional development, including participation in the Ethics Across the Curriculum program. The center sponsored several public lectures, classroom speakers, conferences, and journals, including:

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• •

Walt Pavlo, President of Etika, LLC, and former MCI executive: "Corporate Crime: A Convicted Felon's Compelling Tale of Decline and Redemption" (9/25/06) John C. “Jack” Bogle, Founder and Former Chairman, the Vanguard Group and Creator of the first S&P500 Index fund: “The Battle for the Soul of Capitalism” (4/11/07)

The Arrupe Center also provides opportunities for student development and to recognize student achievement in business ethics. Examples include: • Sponsored scholarships—Lockheed Martin Business Ethics Scholarship • Student Ethics Paper Contests • Student organizations: Net Impact • Other events: Arrupe Center Spring Achievement Reception (4/24/07)

Student Advising. The Haub School of Business Advising Center continued to strengthen the culture of student advising in its second year. The Center established a presence among faculty, staff and students in the HSB and worked collaboratively with the College of Arts & Sciences (CAS) and campus community. The first edition of the Student Guide was published and distributed it to all HSB faculty and first-year students. The Center again had great success meeting with all new HSB students through HSB Advising 101 (both freshmen and transfer students). Specialized meetings were also held for transfer students, honors students, student athletes, business hall residents, and participants in the Passport Program. The Advising Center collaborated with CAS and The Career Development Center to host the first annual SJU Major Expo in February 2007 in an effort to target undeclared students. Faculty and student evaluations were conducted, and both groups provided positive feedback for the event. For example, of the students who responded, 97% reported that the event was a good forum to gather information about majors and minors. Ninety-four percent reported that they would recommend the event to others. A “New Advisor Orientation” was offered in September 2006 and a roundtable discussion on “Advising Undecided Students” in February 2007. •

Graduate Education. The EMBA Task Force formed in the fall of 2005 brought its work to a successful conclusion. HSB faculty approved the task force’s proposed curriculum in a meeting of College Council in May 2007. Part of the proposal was to create a new position of EMBA Program Coordinator whose primary responsibility will be to facilitate the integration and cross-functional learning objectives of the new curriculum. This position will be filled in the Fall 2007 semester. A conversion of the Executive Pharmaceutical Marketing MBA curriculum was also approved at the same HSB Council meeting. The conversion entails moving from 1.3 credits per course to a model of 2.0 credits per course, combining both face-to-face and online learning. The university-wide Task Force on Graduate Education reviewed the role and mission of graduate education at SJU. Subcommittee reports on mission, structure, academic integrity, recruitment, and resources were developed. The final report of the task force is expected to be released soon.

•

Risk Management and Insurance. The Academy of Risk Management and Insurance was very active during the 2006-07 academic year, its first full year of operation. The Academy established an Executive Committee and organized into four subcommittees to address curriculum, development, student placement, and nominating issues.

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The Board is specifically responsible for the following: 1. To further and periodically review the Academy’s mission and purpose consistent with its articles of incorporation. 2. Assure the continuity of the Academy and its education programs. 3. Make a commitment to financially support the Academy. 4. Foster collaboration between the Academy and other organizations. 5. Enhance the Academy’s public image nationally. 6. Provide advice, counsel and support to the faculty with respect to programs, curriculum, and pedagogy. 7. Provide resources such as guest lectures, opportunities for field trips, judges for student presentations and access to information which will enrich the educational experience for students. 8. Provide employment opportunities for internships and cooperative education, as well as for graduating seniors. 9. Assist and counsel University officers in obtaining administrators for the Academy of Risk Management and Insurance. 10. Assess its own performance as the governing body of the Academy The Board held the first annual scholarship dinner in April and had over 250 attendees. Board members to date have pledged over $500,000 dollars toward endowment for student scholarships. More information on the board can be found at: http://www.sju.edu/hsb/academy_rmi/. •

Faculty Recruitment. Six new faculty were hired to keep pace with growing student enrollments and to continue to strengthen the HSB. Department Finance Food Marketing Management Management Marketing Accounting

•

Faculty Member Dan Jubinski Mark Lang Eric Patton Joao Neiva De Figueiredo John Lord Dennis Raible

Priorities for the Immediate Future •

Assurance of Learning/Assessment Process – At the undergraduate level, the focus will be to identify opportunities for corrective actions and continuous improvements in the core courses using the data that has already been collected and analyzed. In addition, the faculty have been asked to begin measuring a new learning objective in each core course. At the graduate level, initiate assessment of one learning goal per core course in each of the graduate degree programs. The Director of AOL and the AOL Committee will develop an AOL calendar for departments to follow and also standardize the templates for reporting AOL assessments.

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•

Strategic Planning – Several of the goals established in the strategic plan have been achieved. The focus of the Strategic Planning Committee and the planning process this year will be to review and update the plan to reflect changes in the situation analysis of the HSB and to establish new goals where appropriate.

•

Jesuit Mission and Identity – Continue to provide opportunities for students to be engaged in rigorous analyses and discussions of ethical issues. Provide faculty with development opportunities in ethics research and education.

•

Student Advising – Enhance web-based resources for both students and faculty advisors with the ultimate goal of transitioning the Student Guide from paper to the web. Work with IT to make this information easily accessed through My SJU. Develop and implement online advising presentation and tutorial. This introduction to the HSB will complement the information presented in HSB Advising 101. It also will serve as an introduction for those transferring to the HSB from CAS. Development of an On-line Advising Handbook for faculty.

•

Graduate Education. The revised EMBA curriculum will be implemented beginning in May 2007. Preparing for this change will be a focus this year. Similarly, the Pharmaceutical MBA Program’s newly approved 2.0 credit model will be introduced. The Professional MBA is exploring the feasibility of a new on-site delivery with a corporate client, Philadelphia Insurance. The university-wide Task Force on Graduate Education will issue its report and determine support for its recommendations. It is expected that several of those recommendations will be implemented during the academic year.

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APPENDIX 1: Assurance of Learning Report, Academic Year 2006-07 During the Summer 2006, the results for each undergraduate student outcome tested were reported to the Dean and HSB Chairs. All the departments focused on measuring the learning objective related to knowledge of the course’s functional area. The departments varied in the instruments used to measure this student outcome, e.g., common multiple choice exam, a few common multiple choice questions, a computerized test, and a pre- and post-test. Towards the end of the 2006-07academic year and during the summer, departments started to identify the student outcome they were going to test in the subsequent year. During the Spring 2007 semester, two school-wide AOL meetings were held. The plan is to have two AOL meetings per year. The general objectives of these meeting will be to have the programs and departments present their significant findings to the entire faculty, and to have discussions on what we can do to improve, thus, closing the loop. In February 2007 at the first AOL meeting, each department presented their AOL results for the Fall 2005, Spring 2006 and Fall 2006 semesters. These findings were discussed and then were forwarded to the HSB Undergraduate Program Committee to analyze and present their findings in May. In May 2007, the HSB Undergraduate Program Committee presented their findings. They recognized that the undergraduate AOL efforts thus far have focused only on the level of discipline-specific concepts being mastered. And results show that in general most of our students have achieved more than acceptable levels of mastery. However, the committee stated that this discipline-specific mastery does not measure overall undergraduate program level AOL. The undergraduate program objective should be to ensure that every business student is exposed to, understands and can apply a common body of business knowledge. The committee posed the following two questions to the faculty: 1. What is the “unified set” of basic business knowledge we want every student to know when he/she leaves the HSB? 2. Does our current curriculum deliver this unified set of knowledge? The meeting stimulated a rather active discussion. As a result, we have planned an AOL retreat in late August 2007 to continue this discussion. The AOL process is proceeding at the graduate level. Among graduate programs, the most progress has been made in the Professional MBA Program. The Finance, Management and Marketing Departments have implemented the assessment process in this program by measuring a student outcome and analyzing their results for one or more semesters. Other departments will begin implementation in Fall 2007. A major goal for the upcoming academic year is to have one student learning outcome measured and analyzed for all core courses in all graduate programs.

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APPENDIX 2: HSB Strategic Plan Benchmarks of Progress for 2006-07 Initiative 1: Continuously strive for academic excellence in all HSB programs.

Planning, Budgeting and Assessment TIMELINE ASSIGNED TO ASSESSMENT

Goal 1. Design & Implement Assurance of Learning Process Task A - Establish learning goals and specific learning outcomes that can be observed and measured for all HSB degree programs.

Spring 2005 Spring 2005 Fall 2005

U/G program committee Grad program committee Faculty

Accomplished for all programs.

Task B - Identify tools and methods to assess learning goals and outcomes and identify where in the curricula that these assessments will occur.

Spring 2005 Fall 2005 Spring 2006

Departments

Accomplished for undergrad & Professional MBA. Not accomplished for other graduate Programs.

Task C - Implement the assessment process and based on the results, establish a continuous improvement practice to identify and take corrective actions.

Ongoing.

Departments & AOL

Accomplished for undergraduate program. In progress for Professional MBA. Not started for other graduate programs.

HSB Advising 101, a one-hour group advising session, was created for all freshmen. A webbased advising tutorial is being developed. Other efforts ongoing. Curriculum proposal includes a 1st year seminar course open to all departments.

Goal 2: Promote Excellence in Undergraduate Learning Task A - Provide a strengthened and expanded HSB academic orientation for incoming students.

Spring 2006 for implementat ion for Fall 2007

U/G program com, Director of HSB Advising

Task B - Develop proposals and seek approval for first-year seminars for business students that would be a component of the university's General Education Requirement.

Spring 2007 for implementat ion Fall 2007

Fall 2007 begin with Freshman As part of curriculum review in HSB. Fall 2005

U/G program committee to initiate. Create a Freshman Seminar committee like Business Policy to administer Department

Pending. No progress.

Department

Pending. No progress.

Beta Gamma Sigma & other HSB student organizations – Dean’s leadership council

Accomplished and ongoing.

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APPENDIX 2: HSB Strategic Plan Benchmarks of Progress for 2006-07 Initiative 1: Continuously strive for academic excellence in all HSB programs.

Planning, Budgeting and Assessment TIMELINE ASSIGNED TO ASSESSMENT

Goal 3: Promote Excellence in Graduate & Executive Education Task A - Develop a proposal and seek funding to offer academic merit scholarships for graduate students.

Fall 2005

Program Directors, Associate Dean, Dean.

Proposals developed and submitted to university's BAC for a second time. Outcome pending. Progress is ongoing. EMBA Task Force and PMK proposals for revised curricula were both approved in May 2006. Proposals developed and submitted to university's BAC. Additional marketing dollars will be available for 2006-07 to support new electronic media marketing.

Task B- Maintain curricula that are timely, relevant and rigorous for graduate and executive students.

Ongoing.

Graduate and UG Programs Committees. Departments.

Task C- Seek additional support for marketing graduate programs to recruit top students.

Fall 2005

Program Directors, Associate Dean, Dean.

Spring 2006

Department Chairs with Dean.

Progress made. Ongoing.

Ongoing.

Chairs and Dean

Ongoing. See HSB website of AACSB documents for a report of faculty deployment.

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APPENDIX 2: HSB Strategic Plan Benchmarks of Progress for 2006-07 Planning, Budgeting and Assessment TIMELINE ASSIGNED TO ASSESSMENT

Initiative 2: Advance the Jesuit mission and identity of HSB, including the themes of ethics, diversity and internationalization Goal 1: Emphasize Ethics and Jesuit Identity Task A - Launch the Arrupe Center for Business Ethics as an intellectual resource for ethics education and research in the HSB. Task B - Establish and promote faculty development programs and grant opportunities to support faculty engaged in the teaching and research of ethical issues in business. Task C - Develop a visiting scholars program for Jesuit faculty and/or diverse faculty.

Fall '05

Director & Associate Director

Accomplished.

Ongoing.

HSB Dean and CAS Dean

Accomplished and ongoing.

Ongoing.

Departments and Assurance of Learning Committee

Budget request submitted but not approved by university’s BAC.

Ongoing.

Chairs

28% of FT faculty are female compared to 28% and 25% in prior years. 19% are of a diverse demographic background, compared to 20% and 20.9% in previous years. Ongoing.

Goal 2: Focus on Diversity Task A - Obtain and retain highlycompetent diverse faculty.

Note: HSB commended for exceeding university goals.

Task B - Increase minority alumni Ongoing. representation in HSB events & boards (e.g., the HSB Board of Advisors, the Hall of Fame). Goal 3: Promote International Experiences

Dean, Chairs

Task A -Increase student and faculty involvement in international programs, study tour courses, and study abroad.

Admissions and CIP

Fall 2005

Semester abroad increased to 79 from 61 and 39 HSB students in two previous years. Study tours and summer programs – increased to 87 from 40 and 69 HSB students in prior years.

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APPENDIX 2: HSB Strategic Plan Benchmarks of Progress for 2006-07 Initiative 3. Increase resources and opportunities to support faculty scholarship and achieve commensurate increases in research productivity

Planning, Budgeting and Assessment TIMELINE ASSIGNED TO ASSESSMENT

ongoing

Chairs and dean

Task B - Achieve an appropriate increase in faculty intellectual contributions, consistent with the mission of the HSB.

ongoing

HSB faculty, chairs and dean

Task C - Continue to seek increases in the merit pay budget and to use the merit pay system to enhance the research culture of the HSB.

ongoing

HSB dean

ongoing

Dean and chairs

Accomplished. Arrupe grants have been awarded. All first year faculty apply for summer grants and receive support.

Ongoing. See website for Faculty Intellectual Contributions Report. Some progress achieved. Ongoing.

Goal 2: Maintain and Build Technology Task A - Continue to provide the technology and software necessary to support faculty goals for teaching and research.

Ongoing. WRDS database purchased for AY 06-07.

Initiative 4: Continue to develop and TIMELINE ASSIGNED TO ASSESSMENT strengthen industry-focused programs Goal 1 â&#x20AC;&#x201C;Seek opportunities to create new programs and build existing programs in industry niches such as food, pharmaceuticals, financial services and public accounting. Task A - Establish an Academy for Risk Management and Insurance to support students enrolled in the program and to bolster the risk management and insurance program.

Spring 2006.

Dean, Finance Department.

Accomplished. The Academy held the first annual scholarship dinner in April 2007; over $500,000 dollars pledged toward endowment for scholarships

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APPENDIX 2: HSB Strategic Plan Benchmarks of Progress for 2006-07 Initiative 4: Continue to develop and strengthen industry-focused programs

Planning, Budgeting and Assessment TIMELINE ASSIGNED TO ASSESSMENT

Goal 1 –Seek opportunities to create new programs and build existing programs in industry niches such as food, pharmaceuticals, financial services and public accounting. Task B - Nurture current corporate partnerships, and seek new partnerships.

Ongoing.

Dean, Program Directors.

Ongoing.

Task C - Explore the feasibility of expanding online delivery of graduate programs.

Ongoing.

Departments and Directors.

Accomplished. More online courses were offered through the UC. MS DSS is exploring online launch.

Ongoing.

Faculty

Ongoing.

Chairs & Faculty.

Task A - Increase scholarship in academic and applied journals in selected fields.

Ongoing.

Chairs & Faculty.

Ongoing. See website for Faculty Intellectual Contributions Report.

Task B - Increase applied scholarship Ongoing. that will have outlets in industry periodicals and through presentations at industry meetings. Goal 4 – Enhance Industry Collaboration and Outreach

Chairs & Faculty.

Ongoing. See website for Faculty Intellectual Contributions Report.

Task A- Create opportunities for faculty externships in the industry.

Ongoing.

Chairs & Faculty.

Ongoing.

Task B- Build educational opportunities for non-credit workshops and programs for corporate clients through the Center of Food Marketing.

Ongoing.

Center for Food Marketing.

Accomplished.

Number of articles in periodicals and number of industry presentations Goal 3 – Increase Research Productivity in Academic Journals within the Industry-Focused Departments

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APPENDIX 2: HSB Strategic Plan Benchmarks of Progress for 2006-07 Initiative 5. Build external recognition and relationships

Planning, Budgeting and Assessment TIMELINE ASSIGNED TO ASSESSMENT

Ongoing

Program Directors Faculty

Accomplished.

Fall 2005

Chair and Department Faculty

Task C - Maintain strong relationships with alumni for the purpose of networking, including young alumni groups. Task D- Profile successful HSB alumni; target alumni for recognition awards.

Ongoing.

Alumni Office

Accomplished for most departments. Ongoing for others. Ongoing.

Task A - Grow the HSB Co-Operative Educational Program to 200 students and the Food Marketing Co-Operative Education Program to 100 students.

Fall 2008

Co-Op Office

Task B - Increase internship opportunities for students.

Ongoing

Department Faculty Program Directors, Center for Food Marketing

Ongoing

Communications Office, Dean & Chairs.

Ongoing.

Communications Office, Dean & Chairs Goal 2: Grow Cooperative Education and Non-credit Programs

Ongoing.

Enrollment as of Summer 2007 is 75, up from 64 students. Increase enrollment to 200 students by Fall 2008. Ongoing.

Goal 3: Foster Public Relations Task A - Work with the Communications Office to promote success of HSB faculty, students, administrators, and events.

Accomplished.

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APPENDIX 2: HSB Strategic Plan Benchmarks of Progress for 2006-07 Initiative 6. Strengthen Systems and Processes for Student Advising

Planning, Budgeting and Assessment TIMELINE ASSIGNED TO ASSESSMENT

Goal 1. Increase the Quality of Academic Advising within HSB Task A - Establish an Academic Advising Center within the HSB.

Fall 2006

Dean, Associate Dean

Accomplished.

Task B - Create HSB Academic advising mission statement, goals and objectives.

Spring 2005

Director of academic advising, advising committee, chairs and dean

Ongoing. Advising Newsletter created and published on a regular basis.

Task C - Increase student satisfaction with Ongoing advising in HSB.

Task D - Establish department advising coordinators.

Fall 2005

Academic advisors, Ongoing. Progress Associate Dean and made. Director of academic advising Department chairs, Ongoing. Associate Dean and Director of academic advising

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Annual Report Academic Year 2007-08

AACSB Maintenance of Accreditation Report

Prepared by: Joseph A. DiAngelo, Ed.D., Dean Stephen J. Porth, Ph.D., Associate Dean

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HSB ANNUAL REPORT, 2007-08 Progress Over the Previous Year on Existing Priorities Assurance of Learning/Assessment Process. The Assurance of Learning (AOL) process in the Haub School of Business (HSB), under the direction of Dr. Ron Klimberg, Professor of DSS, continued to progress. In February 2008 three members of the AOL Committee, Drs. Klimberg, Claire Simmers and Stephen Porth, attended the AACSB Applied Assessment Seminar. One take away from the AACSB seminar was the realization that the AOL model in HSB was more complicated than it needed to be. We had been using a process of assessing all students in all sections in both semesters for a particular course. This approach resulted in enormous volumes of data and was far more than what was expected and recommended by the facilitators of the seminar. As a result, we decided to scale back on some of our assessments to more of a sampling approach and we simultaneously expanded the focus of assessments to include new program objectives. In addition, as recommended during the seminar, Dr. Klimberg developed an initial draft of the assessment plan to indicate where and when each objective in every program would be assessed. Another major focus of the AOL process during the year was to document the changes that have resulted from the assessments, in other words, to document how we have closed the loop. During the Spring 2008 semester work on the development of an Access database was begun. The database will contain the objectives and matrices for all our programs, as well as all the current and previous reports of closing the loop for each course measured. The database is expected to be available some time during the Fall 2008 semester. A major milestone for the university and an example of closing the loop at the university level was achieved at the conclusion of the Spring 2008 semester when faculty approved a new General Education Program for the university. This was the culmination of a four year curriculum revision process. The new curriculum has subsequently been approved by the University Council and the president of SJU. Final approval by the Board of Trustees is expected in October 2008. HSB faculty are already working individually and in newly formed task forces to begin implementation of the new curriculum in Fall 2009. Finally, the assessment process in HSB is now in full swing in all graduate programs, as it has been at the undergraduate level for some time now. Strategic Planning. The focus of strategic planning this year was to review, monitor, update and revise the HSB strategic plan, originally approved by the faculty in April 2006, in light of changes in the planning context of the HSB. The Strategic Planning Committee reviewed progress toward each goal set in 2006. Several of the goals had already been achieved while progress toward other goals was noted. In light of progress made and goals accomplished, the committee formed sub-committees with each sub-committee focusing on one of the strategic initiatives in the plan. The sub-committees proposed new and revised goals and tasks which were discussed and eventually endorsed by the full committee. In addition, the committee recommended a new strategic initiative focusing on technology to insure effective pedagogy, research, and program support. The specific goals of the technology initiative are still being discussed. During the course of these discussions and revisions, continued progress was made on implementing the existing HSB strategic plan. Next steps will include circulating the proposed

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revisions, and gaining input and support from faculty, students, the Board of Visitors, and other key stakeholder groups. The plan will be finalized during the upcoming academic year and budget requests needed to support the plan will be developed and submitted for approval to the Budget Advisory Committee and university administration. The approved plan will be professionally printed and disseminated to various internal and external stakeholders during the year. Electronic versions of the plan will also be made available. See Appendix 1 for a report of progress and accomplishments to date on the HSB strategic plan. Jesuit Mission and Identity. The HSB is a business school within a Jesuit university. As such we seek ways to emphasize our Jesuit heritage through themes such as ethics, social justice and corporate social responsibility. John Haughey, S.J., a research fellow at the Woodstock Theological Center at Georgetown University, facilitated a workshop for HSB faculty on the topic of "Mission from Below." The goals of the workshop included helping faculty discover and articulate how they contribute to the Jesuit mission of the university in their teaching, research and service, to develop a deeper appreciation of Jesuit mission, and a deeper appreciation of the contributions to mission made by others. Eleven HSB faculty attended the workshop held on May 6, 2008 which was cosponsored by the Haub School of Business, the Office of Mission and Identity, and the Pedro Arrupe Center for Business Ethics. The Arrupe Center for Business Ethics furthers SJUâ&#x20AC;&#x2122;s Jesuit mission by supporting faculty research and curricular development in order to integrate ethics into the student learning experience. In the past four years, the Arrupe Center Fellows Program has engaged over half of all HSB tenure-track faculty in research for conferences, journals, and other publications. Approximately one-third of all Arrupe fellows have been approved for multiple fellowships. This year the Arrupe Center funded five HSB faculty members to participate in the six-week summer Ethics Across the Curriculum seminar. Since its inception, the Arrupe Center has funded approximately 20% of all HSB tenure-track faculty to participate in EAC. Student Advising. The Haub School of Business Advising Center continued to work with faculty to strengthen student advising. The Center made significant enhancements to its technology-based resources, including the development of the Advising Center website. Because of these enhancements, it was possible to transition the HSB Student Guide from paper format to the web. This also allowed for the development of an online Advising Handbook for faculty advisors. An online student advising questionnaire was piloted for use with first-year students and advisors. Significant progress also was made on developing Blackboard as a communication tool in advising. With regard to programming, the Center continues to have great success in meeting with all new HSB students through HSB Advising 101 (both freshmen and transfer students). During the fall 2007 meetings, class size was capped at 15 in an effort to make the meetings more discussion focused. Specialized meetings were also held for transfer students, food marketing majors, honors students, student athletes, business hall residents, and participants in the Passport Program. Other significant programming efforts included the second-annual SJU Major & Minor Expo as well as collaborative programming with the Center for International Programs, Co-op, the

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Counseling Center, the Marketing Department, and Residence Life. The Center also collaborated with the Food Marketing Department to establish a pilot peer mentoring program. Graduate Education. In 2008 the Haub Schoolâ&#x20AC;&#x2122;s MBA and Part-Time Masters Programs were ranked 22nd in the United States by US News and World Report and ranked No 1 in Philadelphia and Pennsylvania. This is the fourth time in the last six years that the Haub School has received this honor. As shown in Appendix 2, enrollments (measured by unduplicated headcount) in all HSB Graduate Programs have grown by 6.3% during the five year period of Fall 2003 to Fall 2007, from a total of 915 to 973 students. Year over year growth from Fall 2006 to Fall 2007 was 4.4%. This growth was achieved despite increasing competition for graduate business education in the regional market and ongoing cutbacks in tuition benefits provided by businesses in our market. Our largest program, the Professional MBA, has been able to maintain and even increase slightly its overall enrollments by offsetting a 7% decline with a new corporate program, the Vanguard cohort. Vanguard students now make up more than 10% of our Professional MBA enrollment. Our Executive MBA Programs have grown by 33% over the five years, from 48 to 64 students. Similarly, enrollments in the Masters in International Marketing grew by 35% from 23 to 31 students. The Masters in Human Resources program also achieved growth of over 20% for the period. A new Masters program in Business Intelligence introduced in 2006 added 24 new students by Fall of 2007. The Masters in Financial Services achieved impressive growth of 82%, from 34 to 62 students. Together these programs more than compensated for declining enrollments in our Executive Food and Pharmaceutical Masters programs over the five year period. These declines coincided with cutbacks in tuition benefits in both the food and pharmaceutical industries and the loss of the Wawa cohort in the food program. Despite these challenges, enrollments in both the food and pharmaceutical programs remain strong and have increased during the past year. Overall, the HSB Graduate Programs are healthy and vibrant and continue to grow in a challenging environment. The Executive On-line Pharmaceutical Marketing MBA Program has received approval to proceed with a partnership with Trinity College Dublin to launch our SJU model in Europe. The proposed launch is September 2009 in Dublin. The new EMBA curriculum, approved by the faculty in May 2007, was introduced. One component of the proposal was to create a new position of EMBA Program Coordinator whose primary responsibility is to facilitate the integration and cross-functional learning objectives of the new curriculum. This position was filled by Dr. John Lord in the Fall 2007 semester.

Risk Management and Insurance. The Academy of Risk Management and Insurance was very active during the 2007-08 academic year, its second year of operation. The Academy raised $1,000,000 for scholarships for Finance students in the Insurance track and provided financial support for a newly created full-time position of director. More information on the board can be found at: http://www.sju.edu/hsb/academy_rmi/.

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Faculty Recruitment. Seven new faculty were hired to keep pace with growing student enrollments and to continue to strengthen the HSB. Department Food Marketing Food Marketing Food Marketing Management Management Marketing DSS

Faculty Member Mark Lang Hwan Chung Ferdinand Wirth Tim Swift Lucy Ford Feng Shen John Yi

Faculty Intellectual Contributions. Using the newly implemented Sedona system, faculty qualifications are being monitored, particularly with respect to research productivity and academic and professional qualifications. Other Accomplishments During the Year. For the third year in a row the Beta Gamma Sigma Chapter at Saint Joseph’s University has earned the Silver Chapter Award. This is the fourth consecutive year Saint Joseph’s University has been named an Outstanding Chapter. Our student managed portfolio has won the top portfolio team award for the core style of management at the undergraduate level at the Eighth Annual Global Student Investment Forum, 2008. This event is part of R.I.S.E. (Redefining Investment Strategy Education) co-sponsored by University of Dayton and United Nations Global Impact. Our chapter of the American Marketing Association, for a second year in a row, won four awards at the 2008 30th AMA International Collegiate Conference in New Orleans. Awards were given in the following categories: outstanding chapter planning, outstanding professional development, outstanding fundraising and outstanding website. The Haub School of Business of Saint Joseph’s University will be the new home of the Energy School of Risk Management starting in Fall 2008. Energy industry sponsors of this program invited the HSB to submit a proposal during their search of academic institutions who would be interested in partnering with them to re-establish The Energy School they first launched in May 2007 through the Bauer School of Business at the University of Houston. The week-long program curriculum will focus on risk management specific to the energy industry, and is designed to provide risk management staff managers with knowledge and skills necessary to perform and adapt amid the challenges of the industry. This non-credit, professional development program will be conducted through the HSB Center for Professional Development Programs and will integrate the full resources of the HSB and the Academy of Risk Management and Insurance (ARMI).

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Priorities for the Immediate Future Assurance of Learning/Assessment Process – At both the undergraduate and graduate levels, the focus will be to continue to identify opportunities to “close the loop”, that is, to make corrective actions and continuous improvements in the core courses using the data that has already been collected and analyzed. Making and documenting these continuous improvements will be the primary focus of the AOL Director and Committee. In addition, the Director of AOL will create and disseminate an AOL Newsletter. He will also finalize the AOL assessment plan and circulate and communicate it to all key stakeholders. The AOL Director will continue the semi-annual faculty meetings to review progress and set new priorities for the assurance of learning program. Strategic Planning – The focus of the Strategic Planning Committee and the planning process this year will be to finalize the revisions to the plan after gaining input and support from key stakeholders such as the HSB faculty, students, and Board of Visitors. Jesuit Mission and Identity – Continue to provide opportunities for students to be engaged in rigorous analyses and discussions of ethical issues. Provide faculty with development opportunities in ethics research and education. Student Advising – Goals for HSB student advising include: (1) Establish the HSB Faculty Advising Committee. Through this committee, define Mission and Goals for Advising in the HSB; (2) Expand and enhance the Peer Mentoring Program in the HSB. The Center will continue to work with the Food Marketing Faculty to develop their program as a model for other HSB departments. There are plans to outreach to other departments that currently offer a peer program (Accounting, Pharmaceutical Marketing) in an effort to offer structure and training to peers; (3) Continue to enhance our web-based resources and technology resources. This includes working with IT to offer Blackboard as a user-friendly, efficient advising tool for faculty. Continue to promote the use of the Advising Notes System available through Banner/My SJU as well as develop and refine reporting tools. Continue to work with the Information Technology Department to make web-based resources easily accessed through MY SJU. Develop and implement on-line advising presentation and tutorial. This introduction to the HSB will complement the information presented in HSB Advising 101. It also will serve as an introduction for those transferring to the HSB from CAS; (4) Work with the Deans in both the College of Arts & Sciences and Haub School of Business as well as the Registrar and Student Services to develop streamlined student processes and procedures.

Graduate Education. The graduate program directors have their own goals for the programs they manage but all will continue to focus on growth in enrollments and student quality. The revised EMBA curriculum will continue to be rolled out over its two year cycle. Similarly, the Pharmaceutical MBA Program’s newly approved 2.0 credit model will continue to be implemented. The M.S./MBA in Food Marketing is exploring new models for delivering courses and will test the innovations in the upcoming academic year. The director of the Online MBA in Pharmaceutical Marketing will recruit students from Ireland and the U.K. for a Fall 2009 start-up in anticipation of the launch of the SJU-Trinity College partnership. The MBA Program director will seek to maintain the Vanguard cohort program while increasing enrollments in the overall program.

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APPENDIX 1: HSB Strategic Plan Benchmarks of Progress for 2007-08 Planning, Budgeting and Assessment TIMELINE ASSIGNED TO ASSESSMENT

Initiative 1: Continuously strive for academic excellence in all HSB programs.

Goal 1. Design & Implement Assurance of Learning Process Task A - Establish learning goals and specific learning outcomes that can be observed and measured for all HSB degree programs.

Spring 2005 Spring 2005 Fall 2005

U/G program committee Grad program committee Faculty

Accomplished for all programs.

Task B - Identify tools and methods to assess learning goals and outcomes and identify where in the curricula that these assessments will occur.

Spring 2005 Fall 2005 Spring 2006

Departments

Accomplished for all programs.

Task C - Implement the assessment process and based on the results, establish a continuous improvement practice to identify and take corrective actions.

Ongoing.

Departments & AOL

Accomplished for undergraduate program. In progress for graduate programs.

Task D - Create an Assurance of Learning Newsletter once a semester

Spring 2009

AOL Coordinator

In process.

Goal 2: Promote Excellence in Undergraduate Learning Task A - Provide a strengthened and expanded HSB academic orientation for incoming students.

Spring 2006 for implementat ion for Fall 2007

Director of HSB Advising

HSB Advising 101was created. A web-based advising tutorial is being developed. Other efforts ongoing.

Task B - Develop proposals and seek approval for first-year seminars for business students that would be a component of the university's General Education Requirement.

Spring 2007 for implementat ion Fall 2009

HSB faculty

New GEP curriculum includes a first year seminar course open to all departments.

Task C – Create a variety of first-year HSB seminars for all SJU students that would be a component of the university's GEP.

Added in 2008

Faculty

Task D – Coordinate the Co-op Center and the Career Development Center to provide HSB students with greater access to internships, career counseling, and careers.

Added in 2008

Professional Practice Center, Career Development Center, UG Programs committee

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APPENDIX 1: HSB Strategic Plan Benchmarks of Progress for 2007-08 Planning, Budgeting and Assessment TIMELINE ASSIGNED TO ASSESSMENT

Initiative 1: Continuously strive for academic excellence in all HSB programs.

Goal 2: Promote Excellence in Undergraduate Learning Task E - Determine faculty support for introducing a capstone course in each major/track with a required Senior Assignment. Task F - Support two major public lectures each year

As part of curriculum review in HSB. Fall 2005

Department

Pending. No progress.

Beta Gamma Sigma, Arrupe Center & other HSB organizations Goal 3: Promote Excellence in Graduate & Executive Education

Accomplished and ongoing.

Task A - Develop a BAC proposal and seek funding to offer academic merit scholarships for graduate students.

Fall 2005

Task B- Maintain curricula that are timely, relevant and rigorous for graduate and executive students.

Ongoing.

Program Directors, Associate Dean, Dean. Graduate and UG Programs Committees. Departments.

Task C- Seek additional support for marketing graduate programs to recruit top students.

Ongoing.

Program Directors, Associate Dean, Dean.

Task D – Seek integration of courses within each graduate program to create a coherent program of study for students: EMBA, MBA, MIM, MSHRM, MS FOOD, and MBA PHARM.

Added in 2008

Grad Programs Committee, Departments

Accomplished. Proposals approved by BAC beginning Fall 2008. Progress is ongoing. Changes to curricula approved for EMBA, Exec FMK and Exec PMK. Proposals developed and submitted to university's BAC. Additional marketing dollars made available for AY 2007-08. Ongoing.

Task E – Provide support for faculty and students to enter national and international team competitions.

Added in 2008

Dean, Arrupe Center

Some progress made. Ongoing.

Spring 2006

Department Chairs with Dean.

Some progress made. Ongoing.

Ongoing.

Chairs and Dean

Ongoing. See HSB website of AACSB documents for faculty deployment report.

Goal 4: Provide Faculty Development for Teaching Task A - Develop a more consistent and standardized practice of peer observation for full-time and part-time faculty. Task B - Meet AQ/PQ faculty coverage requirements in all divisions and programs as specified by AACSB. Add new faculty lines by Fall 2009-10

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APPENDIX 1: HSB Strategic Plan Benchmarks of Progress for 2007-08 Planning, Budgeting and Assessment TIMELINE ASSIGNED TO ASSESSMENT

Initiative 1: Continuously strive for academic excellence in all HSB programs.

Goal 5. Promote the teacher/scholar model of student-centered, life-long learning by promoting excellence in teaching. Task A – Create and maintain enhanced learning spaces within Mandeville where students can gather and collaborate.

Dean

Task B – Provide opportunities for faculty to collaborate with students on research projects (e.g., funding for students presenting papers at academic conferences; summer scholars program).

Dean for funding; Faculty for creating research options

Faculty

Initiative 2: Advance the Jesuit mission and identity of HSB, including the themes of ethics, diversity and internationalization

TIMELINE

ASSIGNED TO

ASSESSMENT

Fall '05

Director & Associate Director

Accomplished.

Ongoing.

HSB Dean and CAS Dean

Accomplished and ongoing.

Ongoing.

Departments and Assurance of Learning Committee

Some progress (W. Byron, SJ). Budget request not approved by BAC.

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APPENDIX 1: HSB Strategic Plan Benchmarks of Progress for 2007-08 Initiative 2: Advance the Jesuit mission and identity of HSB, including the themes of ethics, diversity and internationalization Goal 2: Focus on Diversity Task A - Obtain and retain highlycompetent diverse faculty.

Planning, Budgeting and Assessment TIMELINE ASSIGNED TO ASSESSMENT

Ongoing.

Chairs Note: HSB commended for exceeding university goals.

Task B - Increase minority and female representation in HSB events & boards (e.g., the HSB Board of Advisors, the Hall of Fame). Goal 3: Promote International Experiences

Ongoing.

Task A -Increase student and faculty involvement in international programs, study tour courses, and study abroad.

Fall 2005

Initiative 3. Increase resources and opportunities to support faculty scholarship and achieve commensurate increases in research productivity

TIMELINE

Dean, Chairs

Admissions and CIP

ASSIGNED TO

Ongoing. 28% of FT faculty are female compared to 28% and 25% in prior years. 19% are of a diverse demographic background, compared to 20% and 20.9% in previous years. Ongoing.

78 HSB students participated in a semester abroad compared to 79, 61 and 39 in three previous years. Study tours and summer programs â&#x20AC;&#x201C; increased to 90 from 87, 40 and 69 HSB students in prior years.

ASSESSMENT

ongoing

Chairs and dean

Accomplished. Arrupe grants have been awarded. All first year faculty apply for summer grants and receive support.

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APPENDIX 1: HSB Strategic Plan Benchmarks of Progress for 2007-08

Initiative 3. Increase resources and opportunities to support faculty scholarship and achieve commensurate increases in research productivity

Planning, Budgeting and Assessment TIMELINE ASSIGNED TO ASSESSMENT

Goal 1: Provide Research Support and Enhance Productivity Task B - Achieve an appropriate increase in faculty intellectual contributions, consistent with the mission of the HSB.

ongoing

HSB faculty, chairs and dean

Task C - Continue to seek increases in the merit pay budget and to use the merit pay system to enhance the research culture of the HSB.

ongoing

HSB dean

Task D - Increase the stipend for Refereed Article Reward Program

Fall 2008.

Dean

Task E - Reimburse journal submission fees up to $500 per faculty member per year

Fall 2008

Dean

Task F - Establish HSB Research Fund to support summer research grants (separate from university program).

Fall 2008

Dean

Fall 2009

Dean and chairs

Ongoing. See website for Faculty Intellectual Contributions Report. Some progress achieved. Ongoing.

Goal 2: Increase Office Space Task A â&#x20AC;&#x201C; Provide additional office space to Mandeville Hall to support new faculty and staff

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APPENDIX 1: HSB Strategic Plan Benchmarks of Progress for 2007-08 Initiative 4: Continue to develop and strengthen industry-focused programs

Planning, Budgeting and Assessment TIMELINE ASSIGNED TO ASSESSMENT

Spring 2006.

Dean, Finance Department.

Accomplished. The Academy held the first annual scholarship dinner in April 2007; over $500,000 dollars pledged toward endowment for scholarships

Task B - Hire two new full-time faculty in the area of insurance and risk management

Beginning in Fall 09

Dean and Finance Department

Ongoing.

Dean, Program Directors, Faculty.

Ongoing.

Task D - Explore the feasibility of expanding online delivery of graduate programs. - MS BI online began March 08 - Pharm online with Trinity College, Dublin pending - Testing FME Twinning model, Fall 08

Ongoing.

Departments and Directors.

Accomplished. More online courses were offered through the UC.

Goal 2 – Implement Assurance of Learning Processes in Industry-Focused Programs. Task A - Maintain consistently high standards of rigor and expectations of students across all courses and faculty members. - Integrate AOL expectations into performance assessment of industry adjunct faculty

Ongoing.

Task B - Insure that curricula are relevant and up-to-date via consultation with industry advisory boards.

Ongoing.

Faculty

Ongoing. Needed.

Chairs & Faculty.

Number of articles in periodicals and number of industry presentations

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APPENDIX 1: HSB Strategic Plan Benchmarks of Progress for 2007-08 Initiative 4: Continue to develop and strengthen industry-focused programs

Planning, Budgeting and Assessment TIMELINE ASSIGNED TO ASSESSMENT

Goal 3 – Increase Research Productivity in Academic Journals within the Industry-Focused Departments Task A - Increase scholarship in academic and applied journals in selected fields.

Ongoing.

Task B - Following the Arrupe Center Ongoing model, have industry centers offer faculty research fellowships. Ongoing Task C - Produce student /faculty publications from industry executive programs and events (such as the Food Industry Summit or Future Issues conferences such as Obesity) Task D - Increase applied scholarship that Ongoing. will have outlets in industry periodicals and through presentations at industry meetings. Goal 4 – Enhance Industry Collaboration and Outreach Task A - Pursue additional industry focused centers to promote faculty research and collaboration, notably with research fellowships and opportunities for faculty development Create Funded Centers for other disciplines (e.g, Management, Pharm, Finance, DSS, Accounting) Task B- Build educational opportunities for non-credit workshops and programs for corporate clients through the Center of Food Marketing.

Chairs & Faculty.

Ongoing. See website for Faculty Intellectual Contributions Report.

Dean, Center Directors Faculty and Directors

Some progress. (Food Industry Summit 2007 and FME Obesity course)

Chairs & Faculty.

Ongoing. See website for Faculty Intellectual Contributions Report.

Ongoing

Departments and Dean

Some Progress. Established Center for Consumer Research and Arrupe Center for Business Ethics

Ongoing.

Center for Food Marketing.

Accomplished.

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APPENDIX 1: HSB Strategic Plan Benchmarks of Progress for 2007-08 Planning, Budgeting and Assessment TIMELINE ASSIGNED TO ASSESSMENT

Initiative 5. Build external recognition and relationships Goal 1: Expand Outreach to Industry and Alumni Task A - Establish a process for scheduling an executive lecture series within the HSB

Fall 2008

Board of Visitors Sub-committee

Schedule established and communicated for Spring 2009

Task B - Develop and host conferences and roundtables that cover issues and topics of interest to industry professionals.

Ongoing

Program Directors -Faculty

Accomplished and ongoing.

Task C - Create and maintain an active advisory board for each department.

Fall 2005

Task D - Maintain strong relationships with alumni for the purpose of networking, including young alumni groups.

Ongoing.

Chair and Department Faculty Professional Practice Center, Alumni Office

Accomplished for most departments. Ongoing for others. Ongoing.

Task E - Profile successful HSB alumni; target alumni for recognition awards.

Ongoing.

Communications Office, Dean & Chairs Goal 2: Grow Cooperative Education and Non-credit Programs

Ongoing.

Task A - Grow the HSB Co-Operative Educational Program to 200 students.

Ongoing

Director of Co-op

Four-year enrollment as of Summer 2008 is 98, up from 75 and 64 students in previous years. Four-year enrollment as of Summer 2008 is 70.

Task B - Grow the Food Marketing CoOperative Education Program to 75-100 students.

Ongoing

Director of FMK Co-op

Task C - Increase the number of students participating in internships through the HSB

Ongoing

Department Faculty Director of Co-op

The number of for-credit internships for AY 200708 was 58 (13 in summer, 10 in fall, 35 in spring).

Ongoing

Communications Office , Dean & Chairs.

Accomplished.

Goal 3: Foster Public Relations Task A - Work with the Communications Office to promote success of HSB faculty, students, administrators, and events.

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APPENDIX 1: HSB Strategic Plan Benchmarks of Progress for 2007-08 Planning, Budgeting and Assessment TIMELINE ASSIGNED TO ASSESSMENT

Initiative 6. Strengthen Systems and Processes for Student Advising

Goal 1. Increase the Quality of Academic Advising within HSB Task A - Establish an Academic Advising Center within the HSB.

Fall 2006

Dean, Associate Dean

Task B - Create mission statement, goals and objectives for Advising Center

Spring 2005 Director of academic advising, advising committee, chairs and dean Task C - Increase student satisfaction with Ongoing Academic advising in HSB. advisors, Associate Dean and Director of academic advising Dean, Department Task D - Establish HSB Advising Committee, Fall 2008 chairs, Director of composed of one faculty member from each academic advising department as a coordinating body for the center’s programs. Task E - Use technology to enhance the Ongoing Faculty, Director of Academic advising function Advising

Initiative 7. Provide, support and update TIMELINE the technology needed to insure effective pedagogy, research, advising, and program support. Goal 1: Provide, support and update technology

ASSIGNED TO

Accomplished.

Ongoing. Advising Newsletter created and published on a regular basis. Ongoing. Progress made.

Some progress made. Ongoing.

ASSESSMENT

Task A - Provide ongoing access to a Web development team to ensure timely updates to departmental and program web sites

Ongoing

IT, Director of Academic Computing

Ongoing- Department Web Content Managers assigned & training provided

Task B - Provide deans, chairs and program directors with online access to Registrar reports that monitor student, faculty and program performance

Spring 2009

Registrar, Director of Academic Computing

Accomplished – Chairs/Directors have access to Discoverer Reports

Task C – Invest in search engine optimization (SEO) for HSB graduate program web sites to maintain visibility of programs.

Spring 2009

Program Directors, Associate Dean, VP Communications.

Ongoing – ClickEquations Contract signed; SEO process initiated in Feb. 2009

Task D - Provide opportunities for faculty to receive instruction on approved software purchases, outside of the SJU site licensed packages

Ongoing

Dean, Director of Academic Computing

Ongoing - Online training opportunities promoted in monthly Blog

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518

2007

Fall

69 561

492

2006

Fall

65 555

490

2005

Fall

42 582

540

2004

Fall

21 578

557

2003

Fall

209.5% 0.9%

-7.0%

% change 03 to 07

-5.8% 3.9%

5.3%

% change 06 to 07

APPENDIX 2: HSB Graduate Programs - Unduplicated Headcount

65 583

-12.1% -10.3% -11.1%

-8.8%

93.3% 6.1% 33.3%

7.4% 21.6% 140.0% 30.7%

34.8% 15 33 48

20.8% 82.4% N/A 98.3%

23 12 24 36

24 34 N/A 58

24 24 32 56

26 38 N/A 64

33 39 72

23 45 N/A 68

29 35 64 27 51 10 88

29 62 24 115

5.6%

TOTAL

-5.0%

33.3% 3.6%

-6.5% 5.3% 0.8%

N/A -14.7%

4.4%

-4.4% -16.8% -12.9% 40 28 N/A 68

6.3%

45 95 140 53 18 N/A 71

915

33 98 131 50 10 N/A 60

908

48 96 144 36 5 15 56

906

46 75 121 38 0 20 58

932

43 79 122

973

on-line program ACE TOTAL

1-year program 21-month program TOTAL

PROF MBA PROGRAM Vanguard students TOTAL MIM EMBA

MS HRM MS FS MS BI

MBA PMK

Exec FMK

MS Wawa students MBA TOTAL

GRAND TOTAL

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