Academic program review self-study report department of Managerial Sciences
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| Part of the challenge in a meaningful ranking of departmental-level programs is that our department does not fit the more typical scope of a Department of Management. Whereas our department encompasses Business Analysis, Strategic Management, Entrepreneurship, Operations Management, Human Resource Management, and Organizational Behavior, most departments at similar universities are narrower in scope.
1.c.1.4 Research productivity that furthers the strategic goals of the university 1.c.1.4.a Quantity and quality of disseminated research See Table 6. 1.c.1.5 Success in recruitment and retention of top faculty in the field In the three-year time window of the self-study, we have recruited faculty who received their doctorates from the following schools: University of Wisconsin University of Connecticut Arizona State University Case Western Reserve University (2) University of Illinois Michigan State University University of Florida University of Minnesota University of Tennessee Georgia State University 1.c.1.6 Faculty Development, including the number of faculty promoted and/or tenured, the number and ratio of faculty at all ranks, average time in rank, and the recruiting and hiring history This information is provided in Table 17. As the table shows, we have 34 faculty members (37 if we add the 3 who have administrative appointments outside of the department). Of these 34, 8 (23%) are tenured, 7 (21%) are on tenure track (but untenured), and 19 (56%) are non-tenure track. 1.c.1.7 Faculty participating in exchanges, where applicable to the Unit See Section 1.e.3.1 for international exchanges 1.c.2 Faculty Partnerships and Professional Service 1.c.2.1 Faculty participation (direction, affiliation) in research centers and clusters at the Georgia State University We have five faculty members who are research participants in People at Work Initiative of the Beebe Institute for Personnel and Employee Relations, including Dr. Todd Maurer, the Institute Director. 1.c.2.2 National and international research collaborations/partnerships Our faculty are actively engaged in research collaborations with colleagues nationally and internationally. Appendix U provides a list of international universities and agencies with which current collaborations exist. 1.c.2.3 Evidence of interdisciplinary research Dr. Alvarez-Garrido co-authored a paper published in Nature Biotechnology (2013). This paper studies what types of investors contribute to applied science and to basic science of innovative ventures. 1.c.2.4 Significant professional service See Appendix V 1.c.3 Recognition of Scholarly Excellence 1.c.3.1 Recipients of GSU Faculty Fellowship and other internal awards See Appendix W 1.c.3.2 External awards, honors, prizes, and fellowships See Appendix X 1.c.4 Unit Infrastructure for Supporting Research 1.c.4.1 Unit-level research and travel grants Tenure track faculty in the Department of Managerial Sciences received an average of $2,694 in travel funding in FY 2013. This average does not include travel supported by external grants. 1.c.4.2 Grant support: writing, administration There is no formal infrastructure at the department level. At the college level, the RCB provides a person who manages budgets and provides advice on grant applications. 1.c.4.3 Facilities, equipment, technical support and other administrative support The nature of the research conducted in our department typically does not require facilities, equipment, or technical support. 1.c.4.4 Research information resources In the RCB, information resources are provided at the college level. A list of these databases appears in Appendix Y. We are not aware of any needed database that our faculty members do not have the opportunity to access. 1.c.5 Contributions to Science and Health/Medical Education Dr. Butler taught a half day course for the dietician program at GSU, 2013. Dr. McClurg supervised a student research project on "ROI of Wellness Programs." 1.d Contribution to Cities: recognizing that GSU is an urban, public university in the service of the urban, this category helps demonstrate the viability, quality and strategic focus of the academic programs 1.d.1 Activities with the Council for the Progress of Cities None. 1.d.2 Contributions of the Arts and Media Dr. Bogner is frequented cited in the Atlanta Journal Constitution on topics such as employee compensation rankings and the decision of Delta Airlines to acquire an oil refinery. Dr. Miles participated on a panel discussion of negotiating compensation for members of the news media sponsored by the Atlanta Association of Black Journalists Dr. Gemmell is on the Board of Directors of Suwanee Academy of the Arts and performed in their 2010 "Broadway in the Park" production of Footloose. Dr. O’Toole conducts research on the video game industry. He has developed a proprietary database that contains over 10,000 unique video game development companies. 1.d.2.1 Speakers’ series The Beebe Speakers Series has hosted leading scholars in OB/HR including Timothy Judge, Robert Ployhart, and Jason Colquitt. Additionally, many faculty members in our department have frequent guest speakers in their classes. 1.d.2.2 Creative writers’ reading series None. 1.d.2.3 Art exhibitions None. 1.d.2.4 Performances Dr. Robert Gemmell was selected to compete in the 2011 Washington International Piano Arts Competition and performed a series of one hour solo recitals in Atlanta and Cleveland during the summer of 2011. His recording of Scarlatti, Liszt and Scriabin was featured on NPR/WABE, aired November 21, 2011. 1.d.2.5 Radio and television broadcasts, webcasts, and films See Section 1.d.2.4. 1.d.3 Field-specific contributions to cities (e.g., city planning, land use, transportation, the environment, etc) Dr. Samaddar received a grant from the Georgia State Department of Transportation to study the development of decision support systems for outsourcing decision making. Dr. Bogner participated in a report on performance evaluations among City of Atlanta employees. Prof. Wallace founded the "Global Logistics Roundtable" for Robinson College of Business in 2010 1.e Globalizing the University 1.e.1 Critical issues for global cities: partnerships with other universities on challenges facing cities None. 1.e.2 Funded Research on Challenges Facing Emerging Nations None. 1.e.3 Establishment of GSU as an International Center 1.e.3.1 Faculty international exchanges, speakers, cultural events, visiting scholars Our department hosted visiting scholars from China and from Egypt. Dr. Butler and Dr. St. Peter participate annually in the joint MBA program sponsored by Georgia State University and the Poznan (Poland) School of Economics. Dr. Miles participates annually in lecturing for Georgia State University partner school, Duale Hochschule Baden-Württemberg (Germany). Prof. Wallace taught in China EMBA program for Sichuan University Suzhou Institute, Summers 2010 and 2011. 1.e.3.2 International forums None. 1.e.3.3 Programs for foreign students Prof. Wallace spoke to senior high school students of the Taiwan (Jade Mountain). Dr. Conklin gave a talk on Human Resources in a Global Society to Japanese students from Obirin University, February 2013. Dr. Bunch spoke at an event sponsored by International Business and the Brazilian-American Chamber of Commerce of Georgia on cross-cultural differences in employment law, December 2011. 1.e.3.4 Programs coordinated with the university’s international initiatives Dr. White has been Program Director for these Study Abroad Programs: China (2012, 2014), Russia (2011), South Africa (1999-201present), Greece and Turkey (2006-present) Prof. Wallace was Co-Director, Study Abroad trip to Hong Kong and mainland China, 2012. Dr. Samaddar was Co-Director, Study Abroad trip to Dubai and India, 2010. 1.e.4 Enhancement of Global Competency 1.e.4.1 Contribution to international studies See Section 1.e.3.1 through Section 1.e.3.4 1.e.4.2 Number of students enrolled in study abroad programs
(Source: APR Dashboard) 1.e.4.3 Global leadership certificate programs for undergraduates None. 1.e.4.4 Language programs with learning outcomes and success measures None. 1.e.4.5 Courses/programs with learning outcomes and success measures None. 1.e.4.6 Contribution of global/multicultural perspectives to Core courses None. 1.e.4.7 Contribution to global competency for staff None. 1.e.4.8 Success in recruiting top international faculty and students As noted in Section 1.c.1.5, we have hired 11 faculty members in the past three years who graduated from 10 different universities. Although all of these schools are within the United States, we currently have a faculty that includes scholars who originate from multiple countries including Spain, Greece, Korea, Singapore, China, and India. 1.f Overall assessment of the unit: (1) Is the unit of sufficient quality to justify investments in “sustaining innovation” (doing the same things better) and (2) Is there evidence of exceptional accomplishments in the unit to warrant investments in disruptive innovations such as new programs, pedagogies, research initiatives
We have talented faculty members across 6 disciplines that are highly dedicated to student learning outcomes, a dedication that is reflected in the many positive statements offered by students and alumni in the surveys and in our graduation and retention numbers. Our enrollment numbers indicate that it is time to revisit our programs and revise them to better utilize our faculty talents and to better reflect contemporary market demands. We also have an opportunity more fully incorporate new educational technologies and pedagogical techniques into our programs. In some cases this review and incorporation will require adjustments to current programs (sustaining innovation) and in others it may require new programs or new pedagogies (disruptive innovations). 1.g Results from Faculty Survey Results for the faculty survey appear in Appendix Z. The faculty survey has 30 respondents, resulting in a 91% response rate. The results show that the majority of faculty believes that their professional goals are consistent with the department’s expectations. And in general the department climate is collegial and people get along with others well. There are sufficient opportunities to work with other researchers at GSU and resources such as library and technology seem adequate. The mentoring program is mostly helpful for the seven people who have a mentor and completed the survey. The survey results also show several areas of concerns. First, the scores on department engagement such as involvement in setting departmental objectives and opportunities to influence decisions about our programs are relatively low. Second, although the overall department climate may be interpreted as collegial, there are over 20% of respondents who disagree with the statements such as “My department actively supports a shared and inclusive understanding of diversity,” and “My department encourages teamwork and collegiality.” Third, 58.6% of the faculty members say either “Yes” or “Not sure” regarding their plan to seek employment in another university than GSU. Fourth, the academic quality of our programs especially undergraduate programs is rated relatively low. Faculty written comments seem to support the findings reported above with structured questions. For example, several mention that collegiality and diversity are key department strengths. A number of faculty members cite wide variation of student quality as a major challenge in teaching Managerial Sciences courses. In addition, some free response comments express concerns about the trajectory of the department:
2 How Adequate Are Your Unit’s Resources? (Note each of the criteria should include, as necessary, comparison to similar units at GSU or at peer institutions, both in terms of resources and faculty productivity with those resources. Each of the criteria should also address how realistic the unit’s goals are given current resources) 2.a Faculty Resources 2.a.1 Student/faculty ratio data See Table 5. 2.a.2 Credit hour generation data Credit hour data are provided in Table 8. The department’s credit hours per FY for the past three years have averaged 36,894. This volume of credit hour production places the Department of Managerial Sciences in the top 10 credit hour generating departments in the university. It is the only department in the top 10 that generates all of its credit hours without any Lower Division courses (except for FLC courses totaling less than 200 credit hours per FY). 2.b Administrative Resources 2.b.1 Staff support per FTE faculty member We have 34 faculty members. We have 2 staff members. That makes a ratio of 17 faculty members to 1 staff member. In the previous cycle of APR, four RCB units were assessed and four academic departments outside the RCB. Their faculty to staff ratios are shown below. By any comparison, the Department of Managerial Sciences is an outlier. When coupled with the fact that MGS is in the top 10 credit hour generating units in the university, this level of staff support seems quite inadequate.
2.c Technological Resources Generally, we view the technological resources as adequate for the present. As the university and the college move in the direction of additional hybrid and on-line courses, our technology needs will change. 2.d Space Resources The amount of space is moderately sufficient. Our biggest concerns are: (1) Our space is divided between two non-contiguous floors of our building. This is not conducive to interchange among faculty members. (2) Additional space for Ph.D. student offices would be helpful. Given the current configuration of our building, neither of these concerns seems likely to be assuaged in the current building. 2.e Laboratory Resources (both research and non-instruction laboratory space) Laboratory resources are adequate. 2.f GSU Foundation Resources and other gifts the unit has received Through the entrepreneurial efforts of the department faculty to build and develop programming for membership-based professional roundtables, develop and offer executive education programs, and solicit donations to the Russell Center and the Beebe institute, we have had resources necessary to provide very basic levels of support to our faculty for research and conference travel. As the percentage of research faculty grows and as the expenses associated with research and travel increase, we will need to find ways of generating additional gifts. 2.g Library resources Library resources are viewed as being adequate. 3 Where Does Your Unit Want to Go? 3.a Describe sustaining innovations and disruptive innovations if any. This section consists of a list of Prioritized Goal Statements, addressing, the ends toward which effort and resource allocations will be directed and indicating their relevance to the University Strategic Plan, as well as to the near-term goals of the university over the next 5-7 years.
Required Major Courses: MGS 4000, MGS 4300, MGS 4700, and four additional 4000-level managerial sciences courses. The faculty strongly urges students wanting to maximize career opportunities to focus the majority of those four additional courses in one of four career tracks. These tracks are simply suggestions… An inspection of the courses taken by all 255 BBA graduates in FY 2013 shows that only 25% (N=65) followed the “strong urging” of the faculty for a “majority” of the courses (i.e., at least 3 of the 4 courses) to be in a single career track. Only 0.4% (N=4) took all 4 courses in the same career track. Given that 75% of BBA graduates are not following the “strong urging” of the faculty, the department’s faculty should develop a plan to r-configure the B.B.A. in Managerial Sciences. This concern is also reflected in the survey results from undergraduate students in which 33% of students indicate no sub-specialty of focus within the major. We believe that this may one factor contributing to less than optimal employment rates.
4 What Do You Need to Do or Change to Get There? 4.a A list of Goals and Objectives for the coming cycle, including a description of identified strategic initiative or changes the unit will undertake to improve program quality and align the unit with the strategic plan Goal A: Re-Structure the Master of Science program in Managerial Sciences. Goal B: Re-Examine the Bachelor of Business Administration with a major in Managerial Sciences. Goal C: Investigate the viability of one or more undergraduate minors in Managerial Science. 4.b A List of Any Identifies New Resources, where necessary, that will be required to achieve each goal. Prioritized reallocations within the unit should also be detailed Given that each of these goals involves making decisions and then implementing those decisions, a detailed projection of needed resources is difficult to foresee. What resources are required for the implementation phase will depend upon what decisions are made. We can envision the possibility that curriculum changes might necessitate more active faculty involvement in the administrative elements of the programs (e.g., a more involved role in recruiting M.S. students and more visibility of the M.S. program director, faculty involvement in promoting undergraduate minors). More faculty involvement could indicate a need for faculty development in new responsibilities as well as allocating faculty time for those tasks. 4.c An Implementation Plan for achieving each goal by the next scheduled self-study Goal A:
Goal B:
Goal C:
4.d Summary List of Initiatives, Resources and Reallocations required to meet all the Goals and Objectives, to be developed in consultation with the relevant Dean, who will consider the requirements within the larger context of college resources and needs See Sections 4.a, 4.b, and 4.c Directory: ~wwwapa -> sacs -> apr reviews -> current apr reviews -> Date Submitted Date Funded apr reviews -> Gsu service/Education Center Review Survey sacs -> University police action plan (Immediate) Strategy sacs -> Senior Faculty Associate to the Provost One Park Place Download 117.98 Kb. Share with your friends:
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