Review of Mission, Vision, and Values
Raj Soin College of Business
RECOMMENDATIONS AND REPORT
April 2012
The RSCOB Mission Review Steering Committee
Dr. David Bright
Dr. Kevin Duffy
Ms. Donna Back
Mr. Zach Beck
Dr. Barbara Hopkins
Dr. Berkwood Farmer
Dr. Melissa Gruys
Dr. J. Michael Bernstein, Exofficio
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Raj Soin College of Business
VISION
To be a business leadership learning community, nurturing life-long education, creating positive
impact on business and society
MISSION
The Raj Soin College of Business provides leadership and innovation to:
Develop students to be successful and ethical leaders capable of making valued contributions to
organizations in the Miami Valley and around the world
Advance knowledge and business practices through research and other work
Partner with individuals, businesses, government and other organizations to enhance
professional, entrepreneurial, economic, and social progress
Attract, develop, and retain committed, exceptional faculty
VALUES
We embrace and practice:
Exceptional teaching and learning, a focus on providing students with a high quality educational
experience
Ethics and character excellence, a desire to cultivate awareness of the attributes that enable
excellence through personal and collective efforts
Applied relevance, a focus on the practical implication of our work for the members of our
stakeholder community
Collaborative spirit, a desire and willingness to initiate work across boundaries in the way we
conduct ourselves
Imaginative thinking, a passion for creative, novel, innovative work across all areas of
responsibility—service, research, and teaching
Global perspective, an acknowledgment that all organizational activities take place in the context
of an interconnected, global society
Appreciation of differences, the willingness to embrace, leverage, and develop distinct
perspectives, needs, and points of view
Service and community engagement, a focus on creating regional economic and social impact
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Review of Mission, Vision and Values
RECOMMENDATIONS AND REPORT
This report summarizes the outcomes of the mission review process undertaken in the
Raj Soin College of Business at Wright State University. The work was carried out by an
ad hoc steering committee acting under the direction of the Faculty Executive
Committee.
The design of the project aimed to invite substantive faculty and stakeholder
involvement through a participatory, dialogic process. The advantages of such a process
include the following:



A deeply represented perspective from all stakeholders – including university
administration, students, and alumni, among others – would help us to
understand the full reach and impact of the college. It was also important that
we explore the potential influence of the College beyond its current footprint.
By providing an opportunity for faculty to be deeply involved, they should be
more likely to own the outcomes and feel that this was truly a faculty driven
process.
A well-developed statement of mission, vision, and values should be long-lasting
if it accurately represents the organizational identity of the College. By hearing
perspectives from all our stakeholders, we were able to identify a language that
connects with people in an enduring way, making it less likely that such
statements will need to be significantly revised in the future.
The basic design for this process featured two stakeholder engagement events, with
preliminary, interim, and summary work carried out by the steering committee.
Step One: Form a Mission Review Steering Committee.
The FEC appointed an ad hoc committee to draw participants from several of the
college's major stakeholder groups. The purpose of this group was to provide overall
guidance of the mission review planning process. The steering committee met at least
weekly from January through March, 2012. Members of the committee included the
following individuals and perspectives:
1
Mission Review Steering Committee Members
Dr. David Bright, Faculty
Ms. Donna Back, Business Leader
Dr. Barbara Hopkins, Faculty
Dr. Berkwood Farmer, Administration
Dr. Melissa Gruys, Faculty
Dr. J. Michael Bernstein, Administration
Dr. Kevin Duffy, Faculty
Mr. Zach Beck, Student
Step Two: Stakeholder Dialogue Sessions
Two stakeholder dialogue sessions were held on Thursday, February 23 and Friday,
February 24 at the Beavercreek Hilton Garden Inn, from 9:00 a.m. to 1:00 p.m.
Stakeholders from six perspectives were invited, including faculty, students, alumni,
business leaders, staff, and college and university administrators.
A total of 82 individuals participated in at least one of the two sessions, including 24
Faculty, 14 staff, 11 students, nine administrators, 19 business leaders, and five chairs.
The format for this session was designed to encourage a high level of engagement and
dialogue. Every participant had an opportunity to discuss and explore the existing values
and a potential vision of the future for the Raj Soin College of Business. Each session
included the following features1:

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An introduction and overview of objectives for the meeting by the facilitator.
Paired conversations, using predetermined questions to explore examples of peak
moments that represent the College at its best potential, the values represented by
these stories, the reputation of the college in light of these stories, and the
implications of our values for a vision of the future.
Small group conversations were convened in which the initial dialogue was shared,
discussed, and analyzed. The most important ideas with respect to values and vision
were identified from the perspective of each small group.
A large group discussion in which the results of the small group discussions were
reported. This reporting process provided an opportunity for others to provide
feedback and additional reactions.
Summary discussions that highlighted key insights or ideas.
1
A copy of the materials created to facilitate these sessions can be provided by the Dean’s
office upon request.
2
The sessions generated a number of themes for values and vision. This work provided a
foundation for thematic analysis and provided the insight necessary to propose a
revision of the College’s values statement.
Step Three: Interim Work
Next, the steering committee examined the data from the dialogue sessions, focusing
particular attention on the themes related to values.
Thematic Analysis
A thematic analysis was performed on the data, in which the themes were sorted for
similarities, resulting in eight clusters. Members of the committee examined each
cluster for essential themes. Initial labels for each cluster were created and definitions
were developed to represent each cluster.
This procedure resulted in the thematic clusters shown in Appendix A. The report shows
the number of times a particular sub-theme within a cluster was mentioned in the
dialogue. The analysis resulted in themes for exceptional teaching and learning (23),
collaborative spirit (18), service (11), passion for innovative thinking (12), ethics and
excellence of character (12), international perspective (6), and diversity (9).
Survey Design
As indicated in the introduction, an important objective of this effort was to create
statements that actually represent the values of our College. Thus, to test the resonance
of these newly developed themes, the committee crafted a survey. For each proposed
value, respondents were asked to express the degree of resonance it held for them,
with “I would veto this idea if I could” at one end of a continuum, and “I fully endorse
this idea” at the other extreme. In addition, respondents were asked to indicate the
extent to which they see the idea in practice in the College, with “totally absent from
practice” at one of a continuum and “practiced at the highest level” at the other
extreme. Respondents were also asked to express their resonance with the existing
statements of values. For each value in the survey, respondents were also asked to
provide suggestions and reactions on the wording of the values. Finally, as a point for
exploration, faculty respondents were asked to consider the meaning of applied versus
basic research and their perceptions of the ideal mix between the two. This
consideration is important, because AACSB looks to the mission statement as an
indication of the appropriate emphasis for the research focus of the college.
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Sample
The survey was distributed to all faculty and staff, and a limited number of other
stakeholders including students, business leaders, and alum. Thirty-two faculty and 21
other stakeholders –including one administrator, two chairs, eight students, six staff
members, one alum, and three non-reports—provided responses, for a total 53
responses. While these results are not terribly representative of non-faculty
respondents, the faculty are well represented in the data.
Results
The summary results of the quantitative statistics are shown in Appendix B2. To
interpret these results, it is important to focus on the distributions, rather than overall
weighting. A distribution that skews right is indicative of high resonance or practice of
the value. A normal bell-shaped distribution indicates lukewarm resonance or practice
of the value. A left-skewed distribution indicates non-resonance or a perceived absence
in practice of the value.
The results shown in Appendix B, Part 1 indicate substantial resonance for all of the
values. From strongest to lowest resonance on a 9-point scale, the values as drafted
were exceptional teaching and learning (mean = 8.19), ethics and excellence of
character (mean = 7.64), relevance (mean = 7.38), collaboration (mean = 7.43),
innovative thinking (mean =7.40), international perspective (mean = 7.26), diversity
(mean = 7.08), and service (mean = 6.94).
Qualitative comments on the above titles suggested that some of the labels were not an
appropriate representation of the underlying ideas. For example, several respondents
indicated that “diversity” invokes images of policies such as affirmative action that may
be somewhat controversial. “Service” as it was written seemed to implicate the
requirement for faculty to be engaged in service as part of their professional
responsibilities. “Relevance” also caused some degree of confusion. None of these
connotations was an adequate representation of the committee’s intended meaning.
In addition, the results show that while the values are all highly supported by
stakeholders, there is a mixed perspective on the degree to which these values are
2
The qualitative answers for each proposed value can be provided by Dr. David Bright upon
request.
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actually practiced in the college. This finding is important, both because it indicates that
we have work to do, and also, when considered in connection with the resonance of
each value, it indicates that there is energy within the College to take action. The
steering committee views this finding as evidence that the values have motivational
potential.
As shown in Appendix B, Part 2, with respect to the current values of the college (that
were on the books before this review process), the results also show that most of the
statements resonated with respondents, perhaps to a lesser degree than the newly
proposed values described above.
Finally, as shown in Appendix B, Part 3, the questions about applied versus basic
research suggest that most faculty members view the research orientation of the
College as generally balanced, with a slight preference toward applied work.
Modifications
For the most part, the steering committee determined that each of the current values
fits within the framework of the newly proposed values structure. In our perspective,
the proposed statements are more meaningful and substantive, representing a broader
range of related concepts, whereas the current values statements tend to be more
narrowly focused.
With this in mind, the committee generated the document shown in Appendix C, which
shows the refined value labels and definitions, includes essential ideas from the
stakeholder dialogue, and integrates the current (pre-2012) values. The current value,
“broad perspective of the liberal arts” was dropped from further consideration as it was
a value that resonated less with stakeholders (e.g., had the lowest mean rating).
In addition, the steering committee examined the existing mission statements in light of
the insights gained to this point in the process. The conversation also included a
consideration of potential ideas for a new vision statement.
A draft of the comparison document shown in Appendix D was created in preparation
for the stakeholder feedback session, where the committee could receive additional
feedback and suggestions.
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Step Four: Stakeholder Session – Drafting
This session occurred on March 15 for two hours. Sixteen participants, including three
members of the steering committee, were present, representing all stakeholder groups
except students.
The agenda for this meeting included the following elements:
 Presentation of work and results accomplished to this point
 Small groups of 3-5 were organized to discuss specific reactions to the proposed
language for mission, values, and vision statements.
 Each small group provided a report in plenary discussion, first on the values and
mission statements, then on ideas for a revised vision statement.
 The session concluded with a lengthy discussion about the essential elements for a
revised vision statement for the college, with specific recommendations for
language.
Step Five: Finalize Recommendations
With this feedback in mind, the mission review steering committee met twice to discuss
and craft final recommendations. The final proposed versions of the mission, vision, and
values are included in the comparison document shown in Appendix D, and on the cover
sheet of this document.
Reflections
The final task of the steering committee was to reflect upon the process and lessons
learned. Among our thoughts are the following:
 We believe that the process has provided meaningful recommendations for
improving the statements of identity for the Raj Soin College of Business. As
evidenced by this document, all of our recommendations are derived from the
actual perspectives of a full range of stakeholder groups.
 The engagement process used to generate these recommendations is as important
as the actual outcomes. By opening up the process for full participation, we believe
that we have created recommendations that will be viewed as a legitimate
representation of the College.
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
The face-to-face element of engagement provided an important opportunity for
various members of our college community to establish connections and understand
one another at a deeper level.
This project has demonstrated that there is a capacity within the College to make
important decisions through an engaged, deliberative, participatory process. We
hope that similarly important matters can be addressed using similar principles in
the future.
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APPENDIX A
SUMMARY ANALYSIS OF EMERGENT THEMES FROM THE
STAKHOLDER DIALOGUE SESSIONS
The following clusters are representative of the subthemes generated from the stakeholder
dialogue sessions. This analysis focused on the ideas that emerged when participants were
asked to share “peak experiences” in their history with the College and to consider what made
those experiences significant and important. The figure below is a visual representation of the
outcome of the initial sorting process.
SERVICE ORIENTATION
RELEVANCE
EXCEPTIONAL TEACHING
AND LEARNING
RSCOB VALUES
WHICH EMERGED FROM STAKEHOLDER
MEETINGS
PASSION FOR
INNOVATIVE THINKING
COLLABORATIVE
SPIRIT
DIVERSITY
INTERNATIONAL
PERSPECTIVE
ETHICS AND EXCELLENCE
OF CHARACTER
Figure: Outcomes from initial sorting of themes
The label for each concept arose from the actual ideas generated in the stakeholder dialogue
sessions. These ideas are summarized for each theme below. The analysis also includes the
number of times a theme was mentioned during the dialogue.
THEMATIC CLUSTER: EXCEPTIONAL TEACHING AND LEARNING
Number of times the theme was mentioned in dialogue: 23

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

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students respect and appreciate
professors
student-faculty interaction
passion for teaching
concern for student beyond curriculum
care for student
enriching experience
academic excellence
student commitment
students are energetic
engaged, energetic students
8
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problem-solving foundation
prep for classroom success
critical thinking
challenging students to think
life-long learning
career enhancement
support for progress in job
opportunity for education
channeling the strengths of
students
THEMATIC CLUSTER: RELEVANCE
Number of times the theme was mentioned in dialogue: 12





instant application
practical application


stakeholder responsiveness


meet business needs
applied focus
applied learning
combining theory and practice
profs have relationships with
business
opportunity for students to work
in business
THEMATIC CLUSTER: SERVICE ORIENTATION
Number of times the theme was mentioned in dialogue: 11

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



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connection to community
community service
community involvement
service to community
social benefits
community impact
building the community
improving the community
THEMATIC CLUSTER: COLLABORATIVE SPIRIT
Number of times the subtheme was mentioned in dialogue: 18

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

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interconnectedness
engagement
interdisciplinary connections
social decency & respect
personal connection
participation
relationship building
robust interpersonal relationships
THEMATIC CLUSTER: PASSION FOR INNOVATIVE THINKING
Number of times the theme was mentioned in dialogue: 12











risk taking
innovative-creative-not bound by
tradition
desire of professors to change
positive change
thinking outside the box
9
engaged faculty that care
energy
research
dedication of professors
knowledge of professors
openness to feedback
THEMATIC CLUSTER: DIVERSITY
Number of times the theme was mentioned in dialogue: 9




diversity of thought
diversity leveraged
working through differences
valuing different perspectives
THEMATIC CLUSTER: ETHICS AND EXCELLENCE OF CHARACTER
Number of times the theme was mentioned in dialogue: 12






excellence
passionate commitment to excellence
leadership
ethics
discipline





integrity
honesty
loyalty
passion
positive attitude
work ethic (intrinsic motivation)
THEMATIC CLUSTER: INTERNATIONAL PERSPECTIVE
Number of times the theme was mentioned in dialogue: 6

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

international perspective
international experience
10
a world view
international
APPENDIX B
Part 1: SUMMARY OF SURVEY RESPONSES TO NEWLY
PROPOSED VALUES
VALUE: EXCEPTIONAL TEACHING and LEARNING
This value refers to a focus on providing students with a high-quality educational experience.
Ideas include a concern for students, passion for teaching, academic excellence, engaged
students, and student career development.
All responses
Resonance
0%
0%
2%
0%
Veto
Overall weight: 8.19 / 9.00
6%
2%
Degree Practiced
15%
11% 64%
Fully Endorse
0%
2%
9%
6%
Totally Absent
Overall weight: 5.75 / 9.00
34%
17%
17%
6%
9%
Fully Practiced
13%
9%
3%
Fully Practiced
24%
0%
19%
Fully Practiced
Faculty Responses
Resonance
0%
0%
3%
0%
Veto
Overall weight: 8.00 / 9.00
6%
0%
Degree Practiced
22%
13% 56%
Fully Endorse
0%
3%
9%
3%
Totally Absent
Overall weight: 5.53 / 9.00
41%
19%
Other Stakeholder Responses
Resonance
0%
0%
0%
0%
Veto
Overall weight: 8.48 / 9.00
5%
5%
Degree Practiced
5%
10% 76%
Fully Endorse
0%
0%
10% 10%
Totally Absent
Overall weight: 6.10 / 9.00
11
24%
14%
Part 1: Summary of Survey Results (continued)
VALUE: RELEVANCE
This value refers to a focus on the practical implication of our work. Ideas include a focus on
applied learning, combining theory and practice, cultivating partnerships with stakeholders, and
providing students with an opportunity to be engaged in solving real-world problems or issues.
All responses
Resonance
2%
2%
0%
0%
Veto
Overall weight: 7.38 / 9.00
6%
4%
Degree Practiced
20%
12% 54%
Fully Endorse
2%
0%
8%
6%
Totally Absent
Overall weight: 5.38 / 9.00
31%
20%
14%
10%
8%
Fully Practiced
6%
10%
0%
Fully Practiced
28%
11% 22%
Fully Practiced
Faculty Responses
Resonance
3%
3%
0%
0%
Veto
Overall weight: 7.38 / 9.00
9%
6%
Degree Practiced
22%
16% 41%
Fully Endorse
0%
0%
10% 10%
Totally Absent
Overall weight: 5.19 / 9.00
42%
23%
Other Stakeholder Responses
Resonance
0%
0%
0%
0%
Veto
Overall weight: 7.38 / 9.00
0%
0%
Degree Practiced
17%
6%
78%
Fully Endorse
6%
0%
6%
0%
Totally Absent
Overall weight: 5.67 / 9.00
12
11%
17%
Part 1: Summary of Survey Results (continued)
VALUE: SERVICE
This value refers to a focus on improving society and community. Ideas include connecting
community, community involvement, building community, creating social benefits, generating
community impact, and engaging in pro bono work.
All responses
Resonance
4%
0%
2%
2%
Veto
Overall weight: 6.94 / 9.00
8%
8%
Degree Practiced
22%
10% 44%
Fully Endorse
4%
4%
12% 10%
Totally Absent
Overall weight: 4.83 / 9.00
16%
27%
22%
2%
2%
Fully Practiced
19%
3%
0%
Fully Practiced
28%
0%
6%
Fully Practiced
Faculty Responses
Resonance
6%
0%
3%
3%
Veto
Overall weight: 6.84 / 9.00
13%
6%
Degree Practiced
25%
13% 31%
Fully Endorse
3%
3%
16% 13%
Totally Absent
Overall weight: 4.88 / 9.00
19%
23%
Other Stakeholder Responses
Resonance
0%
0%
0%
0%
Veto
Overall weight: 7.10 / 9.00
0%
0%
Degree Practiced
0%
0%
2%
Fully Endorse
6%
6%
6%
6%
Totally Absent
Overall weight: 4.76 / 9.00
13
11%
33%
Part 1: Summary of Survey Results (continued)
VALUE: COLLABORATION
This value refers to willingness to work across boundaries in the way we conduct ourselves.
Ideas include interconnectedness, working across disciplines, interpersonal engagement, social
decency and respect, a participatory process, and personal connections.
All responses
Resonance
2%
0%
4%
0%
Veto
Overall weight: 7.43 / 9.00
8%
0%
Degree Practiced
14%
12% 60%
Fully Endorse
6%
10% 22%
2%
Totally Absent
Overall weight: 4.40 / 9.00
26%
18%
6%
4%
6%
Fully Practiced
0%
3%
0%
Fully Practiced
17%
6%
17%
Fully Practiced
Faculty Responses
Resonance
3%
0%
6%
0%
Veto
Overall weight: 7.47 / 9.00
9%
0%
Degree Practiced
22%
9%
50%
Fully Endorse
6%
16% 28%
3%
Totally Absent
Overall weight: 3.94 / 9.00
28%
16%
Other Stakeholder Responses
Resonance
0%
0%
0%
0%
Veto
Overall weight: 7.38 / 9.00
6%
0%
Degree Practiced
0%
17% 78%
Fully Endorse
6%
0%
11%
0%
Totally Absent
Overall weight: 5.10 / 9.00
14
22%
22%
Part 1: Summary of Survey Results (continued)
VALUE: INNOVATIVE THINKING
This value refers to a passion for creative, imaginative work across all areas of responsibility-service, research, and teaching. Ideas include engaged faculty, research orientation, openness to
learning and feedback, willingness to change, think outside the box, etc.
All responses
Resonance
2%
2%
2%
2%
Veto
Overall weight: 7.40 / 9.00
4%
2%
Degree Practiced
14%
14% 58%
Fully Endorse
6%
6%
20%
8%
Totally Absent
Overall weight: 4.55 / 9.00
26%
12%
12%
4%
6%
Fully Practiced
9%
0%
0%
Fully Practiced
17%
11% 17%
Fully Practiced
Faculty Responses
Resonance
3%
3%
3%
3%
Veto
Overall weight: 7.31 / 9.00
6%
3%
Degree Practiced
19%
16% 44%
Fully Endorse
6%
6%
25% 13%
Totally Absent
Overall weight: 4.25 / 9.00
28%
13%
Other Stakeholder Responses
Resonance
0%
0%
0%
0%
Veto
Overall weight: 7.52 / 9.00
0%
0%
Degree Practiced
6%
11% 83%
Fully Endorse
6%
6%
11%
0%
Totally Absent
Overall weight: 5.00 / 9.00
15
22%
11%
Part 1: Summary of Survey Results s (continued)
VALUE: ETHICS AND EXCELLENCE OF CHARACTER
This value refers to a desire to cultivate the attributes that enable us practice excellence through
our personal and collective efforts. Ideas include leadership, discipline or work ethic, honesty
and integrity, overall passion for excellence, and a commitment to ethical behavior.
All responses
Resonance
2%
2%
0%
2%
Veto
Overall weight: 7.64 / 9.00
0%
8%
Degree Practiced
10%
6%
70%
Fully Endorse
6%
8%
8%
10%
Totally Absent
Overall weight: 5.08 / 9.00
10%
18%
18%
12%
8%
Fully Practiced
13%
13%
3%
Fully Practiced
28%
11% 17%
Fully Practiced
Faculty Responses
Resonance
3%
3%
0%
3%
Veto
Overall weight: 7.69 / 9.00
0%
9%
Degree Practiced
16%
9%
56%
Fully Endorse
6%
10% 13% 16%
Totally Absent
Overall weight: 4.84 / 9.00
6%
19%
Other Stakeholder Responses
Resonance
0%
0%
0%
0%
Veto
Overall weight: 7.57 / 9.00
0%
6%
Degree Practiced
0%
0%
94%
Fully Endorse
6%
6%
0%
0%
Totally Absent
Overall weight: 5.43 / 9.00
16
17%
17%
Part 1: Summary of Survey Results (continued)
VALUE: INTERNATIONAL PERSPECTIVE
This value refers to an acknowledgment that all organizational activities take place in the
context of an interconnected global society. Ideas include a desire to incorporate in
international perspective and the importance of international experience.
All responses
Resonance
4%
2%
4%
0%
Veto
Overall weight: 7.08 / 9.00
6%
2%
Degree Practiced
20%
10% 52%
Fully Endorse
0%
4%
2%
15%
Totally Absent
Overall weight: 5.85 / 9.00
17%
13%
21%
10% 19%
Fully Practiced
6%
6%
0%
Fully Practiced
24%
6%
24%
Fully Practiced
Faculty Responses
Resonance
0%
0%
0%
3%
Veto
Overall weight: 7.34 / 9.00
19%
3%
Degree Practiced
22%
22% 31%
Fully Endorse
0%
6%
34% 13%
Totally Absent
Overall weight: 4.44 / 9.00
22%
13%
Other Stakeholder Responses
Resonance
0%
0%
0%
0%
Veto
Overall weight: 7.14 / 9.00
0%
0%
Degree Practiced
33%
0%
67%
Fully Endorse
6%
0%
12%
0%
Totally Absent
Overall weight: 5.05 / 9.00
17
18%
12%
Part 1: Summary of Survey Results (continued)
VALUE: DIVERSITY
This value refers to the willingness to embrace distinct perspectives, needs, and points of view.
Ideas include the possibility that diversity can be leveraged to generate strong solutions and that
there is value in reaching out to underprivileged groups. Diversity refers to multiple dimensions
including differences of personality, disciplinary focus, religion, ethnicity, socioeconomic
background, physical capabilities, and other attributes.
All responses
4%
2%
4%
0%
Veto
Overall weight: 7.08 / 9.00
6%
2%
20%
10% 52%
Fully Endorse
0%
4%
2%
14%
Totally Absent
Overall weight: 5.85 / 9.00
16%
12%
20%
12% 18%
Fully Practiced
10%
13% 13%
Fully Practiced
39%
11% 28%
Fully Practiced
Faculty Responses
Resonance
6%
3%
6%
0%
Veto
Overall weight: 7.03 / 9.00
6%
3%
Degree Practiced
22%
9%
44%
Fully Endorse
0%
6%
3%
23%
Totally Absent
Overall weight: 5.56 / 9.00
19%
13%
Other Stakeholder Responses
Resonance
0%
0%
0%
0%
Veto
Overall weight: 7.14 / 9.00
6%
0%
Degree Practiced
17%
11% 67%
Fully Endorse
0%
0%
0%
0%
Totally Absent
Overall weight: 6.29 / 9.00
18
11%
11%
Part 2: SUMMARY OF RESPONSES TO CURRENT (pre-2012) VALUES
To what extent do the following values, each listed in our current statement, resonate with you as worded?
Value Statement
Student Achievement
All responses
Faculty
Other Stakeholders
0%
0%
2%
0%
Veto
Overall weight: 7.57 / 9.00
4%
2%
16%
14% 61%
Fully Endorse
0%
0%
3%
0%
Veto
Overall weight: 7.91 / 9.00
6%
3%
19%
19% 50%
Fully Endorse
0%
0%
0%
0%
Veto
Overall weight: 7.05 / 9.00
0%
0%
12%
6%
82%
Fully Endorse
2%
2%
0%
2%
Veto
Overall weight: 7.19 / 9.00
8%
2%
10%
22% 51%
Fully Endorse
3%
3%
0%
3%
Veto
Overall weight: 7.31 / 9.00
13%
3%
9%
28% 38%
Fully Endorse
0%
0%
0%
0%
Veto
Overall weight: 7.00 / 9.00
0%
0%
12%
12% 76%
Fully Endorse
6%
0%
4%
0%
Veto
Overall weight: 6.60 / 9.00
10%
0%
17%
21% 42%
Fully Endorse
10%
0%
6%
0%
Veto
Overall weight: 6.63 / 9.00
10%
0%
19%
23% 32%
Fully Endorse
0%
0%
0%
0%
Veto
Overall weight: 6.57 / 9.00
12%
0%
12%
18% 59%
Fully Endorse
0%
0%
0%
0%
Veto
Overall weight: 7.45 / 9.00
8%
4%
14%
20% 53%
Fully Endorse
0%
0%
0%
0%
Veto
Overall weight: 7.38 / 9.00
13%
6%
23%
23% 35%
Fully Endorse
0%
0%
0%
0%
Veto
Overall weight: 7.57 / 9.00
0%
0%
0%
17% 83%
Fully Endorse
4%
4%
6%
0%
Veto
Overall weight: 6.28 / 9.00
8%
10%
10%
21% 35%
Fully Endorse
3%
6%
6%
0%
Veto
Overall weight: 6.34 / 9.00
13%
16%
10%
16% 29%
Fully Endorse
1%
0%
1%
0%
Veto
Overall weight: 6.19 / 9.00
0%
0%
2%
6%
10%
Fully Endorse
0%
2%
2%
0%
Veto
Overall weight: 7.38 / 9.00
4%
4%
16%
14% 57%
Fully Endorse
0%
3%
3%
0%
Veto
Overall weight: 7.50 / 9.00
6%
6%
25%
16% 41%
Fully Endorse
0%
0%
0%
0%
Veto
Overall weight: 7.19 / 9.00
0%
0%
0%
12% 88%
Fully Endorse
Ethical Decision Making
The enhancement of diversity
Teamwork and respect
The broad perspective of the
liberal arts
A curriculum that meets the
changing demands of business
19
To what extent do the following values, each listed in our current statement, resonate with you as worded?
Value Statement
Development of student skills
All responses
Faculty
Other Stakeholders
0%
0%
2%
0%
Veto
Overall weight: 7.66 / 9.00
4%
2%
8%
20% 63%
Fully Endorse
0%
0%
3%
0%
Veto
Overall weight: 7.94 / 9.00
6%
3%
13%
28% 47%
Fully Endorse
0%
0%
0%
0%
Veto
Overall weight: 7.24 / 9.00
0%
0%
0%
6%
94%
Fully Endorse
2%
0%
2%
0%
Veto
Overall weight: 7.28 / 9.00
10%
2%
8%
20% 55%
Fully Endorse
3%
0%
3%
0%
Veto
Overall weight: 7.44 / 9.00
16%
3%
13%
16% 47%
Fully Endorse
0%
0%
0%
0%
Veto
Overall weight: 7.05 / 9.00
0%
0%
0%
29% 71%
Fully Endorse
Promotion of a culture that
emphasizes life-long learning
Part 3: APPLIED VS. BASIC RESEARCH
All responses
Faculty
Other Stakeholders
For you personally, what is
the ideal combination of
applied vs. basic research?
For the College as a whole,
what is the ideal
combination of applied vs.
basic research
17% 26% 26% 23%
Applied
Overall weight: 1.85 / 5.00
9%
Basic
15% 26% 22% 26%
Applied
Overall weight: 2.47 / 5.00
11%
Basic
25% 25% 38% 13%
Applied
Overall weight: 0.90 / 5.00
0%
Basic
3%
40% 29% 29%
Applied
Overall weight: 1.87 / 5.00
0%
Basic
4%
41% 30% 26%
Applied
Overall weight: 2.34 / 5.00
0%
Basic
0%
38% 25% 38%
Applied
Overall weight: 1.14 / 5.00
0%
Basic
20
Appendix B:
Detailed Description of Values with Emergent Themes
from the Stakeholder Dialogue Sessions
The labels and definitions below are the outcome of an iterative process. Initial
definitions were created as a result of analyzing the bullet points below each value which
resulted from the Stakeholder Sessions. Each definition statement was then refined, first
by analyzing the survey results above, next through conversation among steering
committee members, and finally, through conversation at the stakeholder feedback
session.
 The non-italicized bullet points below are selected themes from the Feb 23-24
Stakeholder Dialogue Sessions as derived from the report in Appendix A.
 The italicized bullet points represent values that appeared in the prior mission,
vision, and values statement.
 The values are presented by order of resonance, as indicated by the survey
results above.
EXCEPTIONAL TEACHING AND LEARNING, a focus on students—providing them with a
high-quality education. Ideas include:
 a concern for students
 critical thinking—“teach ‘em to think, not how to think.”
 passion for teaching
 academic excellence
 engaged students
 student career development
 the development of essential skills-communication, information, analytics*
 student achievement*
 promotion of a culture that emphasizes the value of life-long learning*
ETHICS AND CHARACTER EXCELLENCE, a desire to cultivate awareness of the attributes
that enable excellence through personal and collective efforts. Ideas include:
 leadership
 discipline or work ethic
 the practice of virtues such as honesty and integrity
 social decency and respect
 overall passion for excellence
 commitment to ethical behavior
 going beyond compliance
21
APPLIED RELEVANCE, a focus on the practical implication of our work for the members of
our stakeholder community. Ideas include:
 a curriculum that meets the changing demands of the business community*
 cultivating partnerships with stakeholders
 providing students with an opportunity to be engaged in solving real-world
problems or issues
 a focus on applied learning
 combining theory and practice
COLLABORATIVE SPIRT, a desire and willingness to initiate work across boundaries in the
way we conduct ourselves. Ideas include:
 teamwork and respect*
 acknowledge interdependencies among stakeholders
 work across disciplines
 interpersonal engagement and personal connections
 an engaged, participatory process for making decisions
IMAGINATIVE THINKING, a passion for creative, novel, innovative work across all areas
of responsibility—service, research, and teaching. Ideas include:
 faculty who are excited and passionate about their areas of expertise
 research that generates important applied, basic, and pedagogical contributions
 openness to learning and feedback
 a willingness to change, think outside the box
GLOBAL PERSPECTIVE, an acknowledgment that all organizational activities take place in
the context of an interconnected, global society. Ideas include:
 incorporate international perspectives
 develop and nurture international connections
 encourage international experiences for students
APPRECIATION OF DIFFERENCES, the willingness to embrace, leverage, and develop
distinct perspectives, needs, and points of view. Ideas include:
 diversity can be a strength – giving voice to differences generates strong solutions
 value is found in multiple dimensions of differences: personality, disciplinary
focus, religion, ethnicity, socioeconomic background, physical capabilities, and so
forth
 the enhancement of diversity*
22
SERVICE AND COMMUNITY ENGAGEMENT, a focus on creating regional economic and
social impact. Ideas include:
 connecting with and building community
 community involvement
 improving society and community
 generating community impact
23
Appendix D: Comparison of Current and Proposed Statements
This analysis highlights differences between the current and proposed statements. Key distinctions are highlighted in italicized, bold text.
CURRENT (pre-2012) STATEMENTS
PROPOSED (new) STATEMENTS
VISION
To be a premier business college that is a catalyst for progress, innovation and
positive change in the business world.
VISION
To be a business leadership learning community, nurturing life-long
education, creating positive impact on business and society.
MISSION
The Raj Soin College of Business provides leadership and innovation to:
 Develop students to be successful and ethical leaders capable of
making valued contributions to businesses in the Greater Dayton
area and around the globe
 Advance knowledge and business practices through faculty research
 Partner with individuals, businesses, government and other
organizations to enhance professional, entrepreneurial and
economic progress
 Attract, develop and retain the best faculty
MISSION
The Raj Soin College of Business provides leadership and innovation to:
 Develop students to be successful and ethical leaders capable of
making valued contributions to organizations in the Miami Valley
and around the world.
 Advance knowledge and business practices through research and
other work
 Partner with individuals, businesses, government and other
organizations to enhance professional, entrepreneurial, economic,
and social progress
 Attract, develop, and retain committed, exceptional faculty
VALUES
We are committed to:
 Student achievement
 Ethical decision making
 The enhancement of diversity
 Teamwork and respect
 The broad perspective of the liberal arts
 A curriculum that meets the changing demands of the business
community
 Development of student communications skills, information
technology skills and analytical skills
 Promotion of a culture that emphasizes the value of life-long learning
VALUES
We embrace and practice:
 Exceptional teaching and learning
 Ethics and character excellence
 Applied relevance
 Collaborative spirit
 Imaginative thinking
 Global perspective
 Appreciation of differences
 Service and community engagement
24