ANNUAL REPORT GUIDELINES
School of Business and Economics
Annual Report Guidelines
School of Business and Economics
Fayetteville State University
This document describes the annual report procedures for the School of
Business and Economics (SBE) at Fayetteville State University. These
guidelines are based on the premise that the SBE is dedicated to:
1.
Offering relevant and effective degree programs at both the
undergraduate and MBA levels;
2.
Providing quality instruction in all classes;
3.
Ongoing faculty research, publications and scholarly
activities;
4.
Maintaining AACSB accreditation; and
5.
Demonstrating leadership in professional service to the
University, to our professions, and to our region and society.
Evaluations of faculty, and hence also promotion and tenure decisions, will
be based on how much each faculty member contributes to the goals of the
SBE and to the needs of the University.
General Philosophy
While this document spells out our expectations of faculty, including
minimum criteria for achieving promotion and tenure, it is important to note
that the evaluation process is not meant to be adversarial. The SBE would
like to see all faculty members succeed and excel and the SBE will do
everything reasonably within its power to mentor faculty and help them
attain their full potential. At the same time, it should be stressed that it is the
individual responsibility of tenure-track faculty to demonstrate whether they
meet expectations and also whether they have earned promotion and/or
tenure. The burden of proof for personnel actions does not rest with the SBE.
We seek faculty who are excellent teachers, who are engaged in scholarship
and research, who publish in academic journals and proceedings, and who
provide service to the university as well as the community and nation.
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Teaching Performance
There should be evidence of genuine and sustained commitment of the individual to
excellence in teaching, as well as evidence of a strong record of achievement in carrying out
that commitment. Solid evidence of effective teaching is an essential part of any dossier
submitted to the Department Promotion and Tenure Committee. Such dossier is expected
to contain:

A personal reflective statement of the faculty member’s teaching philosophy,
goals, strategies, successes, innovations, etc.

Evidence of significant efforts to improve one’s teaching effectiveness
(teaching is a learnable skill), and evidence that the faculty member has
addressed potential problem areas indicated by the evaluations. For
example, the use of student evaluations, annual evaluation, or peer reviews
assessments (such as those offered by the Teaching and Learning Center).

Evidence of advising and mentoring, covering a broad range from advising
undergraduate students on research, curriculum, career choice, community
service learning, to advising graduate students on research and other issues.

Documentation of teaching in lower division, as well as in upper division and
graduate courses, as appropriate.

Evidence of revised courses and contributions to SBE curriculum
development and revision.
The dossier must be supplemented by additional evidence of a strong commitment
to teaching excellence, as deemed appropriate by the faculty member. Relevant
items may include evidence of:

Attendance at teaching workshop, local, regional, or national (e.g., those
offered by the Teaching and Learning Center).

Teaching awards or other teaching-related honors, including for example
teaching related grants or fellowships.

Peer reviews of teaching.

Continual dialogue and interaction with the students throughout a semester
(with E-mails, newsgroups, and Web pages being valid mechanisms for such
interactions).
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
Journal or conference proceedings articles addressing questions of pedagogy.

Classroom materials developed by the faculty member which were adopted
by other faculty at FSU or elsewhere.

Development of new courses, new classroom or lab material, and the creation
of textbooks designed for classroom use.

Innovative or novel approaches to standard classroom material, and
incorporation of new technologies in the classroom.
Scholarly Activities and Research Performance
A distinguished scholarly and research program improves the quality of both the
graduate and undergraduate program. Excellent scholarship and research also
brings recognition to the SBE and the University and enhances its ability to
attract good students, outstanding faculty and research funding, which in turn
supports the overall educational mission of the College.
Minimum research expectations are defined in terms of what is necessary for
faculty to remain academically qualified (AQ).
For the 2006-2007 academic year AQ status was defined by the following criteria
(note that these criteria may be revised in the future in accordance with AACSB
requirements):
1. Tenure track faculty need to meet the following content and currency
requirements over each rolling five-year period to maintain AQ status:
a. To demonstrate continuing content expertise, faculty must achieve
three refereed publications in each five-year period, one of which
must be a “major” publication. A major publication is defined as a
refereed journal article, a refereed case, a scholarly book, or a
chapter in a scholarly book. For undergraduate faculty, at least one
publication must be in a Cabell-listed academic refereed journal.
For graduate faculty, at least two publications must be in a Cabelllisted academic refereed journal.
b. To demonstrate currency in their field faculty must also generate
three additional activities. The categories of activities necessary to
demonstrate currency include conference participation, journal
service, continuing professional development seminar, grantPage 3 of 7
writing and/or expertise-based service to external stakeholders.
Faculty may fulfill their currency obligations by completing a
minimum of three (3) activities either in a single category or in any
combination of three activities across categories. Currency may be
demonstrated by either:
i. Conference participation. Faculty are said to be current in
field if they have “participated” in three conferences related
to their area of expertise in each five-year period.
Participation is defined as publishing an article in the
conference proceedings, presenting their research at a
conference, and/or chairing a session, serving as a
discussant, or serving as a reviewer for an academic
conference.
ii. Journal Reviewer or Editor. Alternatively, service as a
reviewer or editor for a refereed journal in the same
proportion as conference attendance may demonstrate
currency. For example, a faculty member serving as a
reviewer for a refereed journal is said to be current upon
completion of three (3) reviews for the journal. A faculty
member serving as the editor of a refereed journal is said to
be current by that status alone.
iii. Continuing Professional Development Seminar. In order to
retain professional accreditation in the areas of accounting
(i.e. CPA) and law, faculty are required to stay current in
their respective fields through continuing education. The
annual requirements for CPA and attorneys are 40 hours
and 20 hours respectively.
iv. Preparing a grant proposal or other grant writing activities
that involve the demonstration of expertise in current
methodologies/techniques and applications of current
theory to achieve certain objectives specified in RFPs
v.
Service to external stakeholders in the form of applied or
pedagogical scholarship.
The SBE Mission Statement
recognizes the need for service to external stakeholders of
the university. Accordingly, faculty may choose to fulfill
some or all of their currency obligations in professional
service to external stakeholders. Faculty are said to be
current in field if they have provided three (3) documented
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services to external stakeholders in the form of unpaid
consulting or tutoring based upon faculty area expertise,
report writing, or supervision of projects for external clients
(e.g., tax preparation, survey work, strategy planning).
Service Performance
All faculty members have a service obligation. This service can be on the form of
service to their departments, the SBE, and the University as well as service to
their profession and to the public.

Service to the University -- Faculty are expected to serve their
departments, the SBE, and the University in a variety of ways, including
in the recruitment of students, participation in curriculum reform, in
administrative tasks, committee memberships, hosting of visitors, etc.

Service to the Profession -- Faculty are expected to be active participants
in their professions. This can include service to professional societies,
including committee work, organization of professional meetings, serving
as editors or reviewer for journals, serving as discussants or session chairs
at conferences, etc.

Leadership, Citizenship, and Mentoring -- Faculty may serve by
proposing and implementing novel means of teaching, improving the
curriculum, advancing their department, the SBE, and the University;
improving the culture and advancing the goals of the SBE; and generally
serving as a role models and mentors to students and to colleagues.

Public Service -- Faculty are encouraged to share their expertise through
community service. This can be on the form of advising or technical
support to community groups, businesses and government agencies,
where faculty serve as experts in the dissemination of new ideas and the
development of public policy.
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These guidelines for the School of Business and Economics have been approved
by:
__________________________________________
Paul Prabhaker, Dean
School of Business and Economics
Date:__________________
__________________________________________
Claude Hargrove, Chair
Faculty Senate
Date:__________________
__________________________________________
Juliette Bell, Provost
Vice Chancellor for Academic Affairs
Date:__________________
__________________________________________
T J Bryan, Chancellor
Fayetteville State University
Date:___________________
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