COLES COLLEGE OF BUSINESS
STRATEGIC PLANNNING ANALYSIS AND AACSB INTERNATIONAL
STANDARDS 1-5 AND 11
2003-2008
Submitted to V.P. Academic Affairs, Dr. Lendley Black
The Arena for Higher Education in Atlanta and the Role of the Coles College of
Business
A National Perspective
Higher Education in America’s Metropolitan Areas: A Statistical Profile reveals that
nearly half of America’s higher education enterprise is taking place not in traditional
"college towns" but in the nation’s largest cities and their surrounding metropolitan
statistical areas (MSAs).* Among the key findings of this second MSA study published
by The Atlanta Regional Consortium for Higher Education, ARCHE are:
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The 4.6 million full-time-equivalent (FTE) students enrolled in the 60 MSAs
included in this study represent 44 percent of all students attending degreegranting institutions in the U.S. The nearly 600,000 African-American students
attending institutions in these MSAs equal 52 percent of African-American
enrollments nationally.
Similarly, the 800,000-plus recipients of Bachelor’s degrees and higher from
institutions located in the 60 MSAs account for 47 percent of all such graduates
nationwide.
The 60 largest MSAs also encompass more than $100 billion in expenditures by
higher education institutions (54 percent of all such spending in the country) and
1.3 million higher education employees (49 percent of the national total).
Nine metro areas collectively account for nearly one-fifth of America’s total
public and private higher education system. These nine are among the top 10
metro areas in the nation in both collegiate enrollments and graduations. They are:
Atlanta, Boston, Chicago, Los Angeles-Long Beach, Minneapolis-St. Paul, New
York, Philadelphia, San Diego, and Washington, D.C.
Collectively, the nine leading MSAs in higher education account for 17 percent of
all students enrolled in the nation’s degree-granting institutions and 22 percent of
all African-American students enrolled. These nine areas also account for 19
percent of all students graduating at the Bachelor’s degree level or higher in the
U.S., as well as for 24 percent of all higher education expenditures and 19 percent
of all higher education employees.
From a regional perspective, higher education in this study’s 60 MSAs is evenly
distributed across the country. Using the geographical definitions of the regional
higher education accrediting agencies, enrollment within the 60 metro areas is
distributed as follows: New England - 6 percent, Middle States region - 24
percent, Southern region - 23 percent, North Central region - 24 percent, and
Western/Northwest regions - 24 percent.
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This geographical enrollment distribution changes somewhat for AfricanAmerican students, who more heavily attend institutions in the Southern (34
percent) and Middle States (29 percent) regions than in New England (3 percent),
the Western/Northwest regions (14 percent), or the North Central region (21
percent).
*All national comparisons in this summary are based on data published in the U.S.
Department of Education’s 1999 Digest of Education Statistics. Because of the
availability of Federal data, enrollment comparisons are based on 1997-98, degree
comparisons on 1996-97, and finance comparisons on 1995-96. The 60 metropolitan
areas included in this study all had populations exceeding one million people in July
1997.
Ten Largest Metropolitan Statistical Areas in
Nation 1997-98 Full-Time-Equivalent Enrollment*
per 100,000 Population
1 Boston, MA-NH PMSA
4,939
2 New York, NY PMSA
3,980
3 Atlanta, GA MSA
3,699
4 Chicago, IL PMSA
3,626
5 Los Angeles-Long Beach, CA PMSA
3,574
6 Philadelphia, PA-NJ PMSA
3,408
7 Dallas, TX PMSA
2,978
8 Washington, DC-MD-VA-WV PMSA
2,349
9 Detroit, MI PMSA
2,108
10 Houston, TX PMSA
1,777
*Full-Time-Equivalent enrollment is used for
budgeting purposes, and equates part-time students to
full-time equivalency using a formula.
The Atlanta Metro Area: A Higher Education Leader
Higher Education in America’s Metropolitan Areas: A Statistical Profile also shows that
the Atlanta region is a national leader in higher education, consistently ranking in the top
10 metro areas in key measures of higher education activity.
Atlanta is rich with collegiate student life and learning, ranking sixth among the 60
MSAs studied in the total number of students attending degree-granting institutions.
Atlanta also is a focal point for higher education opportunity for African-Americans,
ranking fourth in the number of African-American students enrolled.
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The majority of students in the Atlanta region not only are pursuing higher education,
they are completing it: Atlanta has the sixth highest number of degrees conferred at the
Bachelor’s level and higher.
Atlanta produces significant numbers of graduates educated in the skills demanded by
today’s business marketplace, ranking in the top 10 in number of degrees conferred
across a wide range of fields of study, including:
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Business management and administrative services (sixth)
Engineering and engineering related technologies (second)
Computer and information sciences (fourth)
Mathematics (fourth)
Physical sciences (seventh)
Biological and life sciences (seventh)
Health professions and related sciences (sixth)
Communications and communications technologies (eighth)
Education (fourth)
Visual and performing arts (seventh)
Theological studies and religious vocations (seventh)
English language and literature/letters (seventh)
Foreign languages and literatures (ninth)
Higher education also makes a significant impact on the Atlanta economy. Not only does
Atlanta rank sixth among the 60 largest MSAs in total higher ed expenditures, it has the
eighth largest work force employed in higher education.
Further, Atlanta is a national center for research, ranking third nationally in research
expenditures. The region also is a magnet for Federal funding, ranking eighth in Federal
appropriations, grants and contracts.
Ten Largest Metropolitan Statistical Areas in
Nation 1997-98 Bachelor's Degrees and Higher
Conferred per 100,000 Population
1 Boston, MA-NH PMSA
2 Atlanta, GA MSA
3 New York, NY PMSA
4 Philadelphia, PA-NJ PMSA
5 Chicago, IL PMSA
6 Washington, DC-MD-VA-WV PMSA
7 Los Angeles-Long Beach, CA PMSA
8 Dallas, TX PMSA
9 Detroit, MI PMSA
10 Houston, TX PMSA
3
1,247
798
787
686
654
584
554
536
344
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The academic marketplace in the metropolitan Atlanta area is crowded, competitive and
replete with an array of sophisticated undergraduate and graduate program providers.
There are over twenty colleges and universities based in the metro area offering a fullrange of traditional, campus-based programs. The University System of Georgia alone
serves more than 200,000 students statewide, the majority in the metro Atlanta area.
Also, growing numbers of minority students are accessing higher education both in
Atlanta and throughout the United States.
Total African-American Full-Time-Equivalent Enrollment*
1997-98
Change
Rank
MSA Name
1997-98 from '95-96
1 New York, NY PMSA
67,917
-3.4%
2 Chicago, IL PMSA
45,507
7.0%
3 Los Angeles-Long Beach, CA PMSA
33,496
5.6%
4 Atlanta, GA MSA
33,361
8.4%
5 Philadelphia, PA-NJ PMSA
23,987
4.2%
6 Washington, DC-MD-VA-WV PMSA
18,905
1.3%
7 Houston, TX PMSA
18,462
-1.7%
The economic vitality of the region during the decade of the 1990s dramatically shifted
the higher education market in Atlanta. Throughout the 1990s, Atlanta experienced
growth at the rate of approximately 100,000 net new residents each year. This dramatic
surge in population, in fact, led the nation among larger cities in real growth and in the
growth of jobs in the nation. During the latter part of the 1990s the strength of the
economic boom shifted the academic market. Greater numbers of students and
prospective students opted for full-time employment and part-time education. The
economy was so robust that higher education enrollments in traditional professional
programs actually reached a plateau while many in the workforce delayed education in
order to pursue growing economic opportunities. Indeed, there was an explosion of
technology certification programs, on behalf of companies ranging from Microsoft to
Novell, delivered by colleges, universities and for-profit educational providers that
attracted thousands of students in the metro Atlanta area. The drop in professional
enrollments reflected a five-year period from 1996-2001. In 2001, enrollment in
professional programs (business and education particularly) began to increase. In the
spring semester, 2002 these enrollments spiked significantly upwards reflecting the
counter cyclical nature of these enrollments to the state of the economy. It should be
noted that research indicates that during economic downturns, interest in degree
completion programs also increases exponentially. Given the cyclical nature of these
changes and the relative short length of post WWII recessions, (11-18 months) structured
degree completion programs are essential.
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Total Full-Time-Equivalent Enrollment*
1997-98
Rank
MSA Name
1 New York, NY PMSA
2 Los Angeles-Long Beach, CA PMSA
3 Chicago, IL PMSA
4 Philadelphia, PA-NJ PMSA
5 Boston, MA-NH PMSA
6 Atlanta, GA MSA
7 San Diego, CA MSA
8 Phoenix-Mesa, AZ MSA
9 Washington, DC-MD-VA-WV PMSA
10 Minneapolis-St. Paul, MN-WI MSA
Change
1997-98 from '95-96
344,306
-0.3%
326,166
4.6%
286,115
2.1%
168,462
0.4%
161,592
0.1%
134,290
1.9%
125,473
7.6%
108,122
8.0%
108,116
-0.9%
102,940
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This explosive economic growth period saw the expansion of a number of academic
programs in the metro area. The following list continues to morph monthly as academic
institutions enter and leave the metropolitan Atlanta academic marketplace. It should be
noted that the Terry College of the University of Georgia recently purchased a site in the
Buckhead area of Atlanta and Georgia State University built a 50,000 square foot facility
in Alpharetta.
A recent report by the Board of Regents of the University System of Georgia references a
U.S. Census Bureau projection that Georgia’s population is set to grow by about 21% by
the year 2015, from approximately 8.2 million to 9.9 million people—with African
Americans comprising more than 30% of the population and Hispanic residents expected
to double from 500,000 to 1 million. In addition, Georgia is expected to experience the
3rd highest growth in high-school graduation rates in the country, especially among those
students “moderately prepared” for college. The state currently ranks 49th in the U.S. in
public high school graduation rates and 48th nationally in the percentage of 18-24 year
olds attending college. The implications of that change for the University System of
Georgia are that approximately 200,000 students will enroll in the University System
over the next 11 years, while it took from 1960 to 2003 for 200,000 students to enroll in
the System.
Select other vendors of business higher education programs in the Metropolitan Atlanta
region:
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Keller (ITT) & DeVry (multiple campuses)
National-Louis University
Clark Atlanta University
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Morehouse College
Emory University
Emory University
Oglethorpe University
Southern Polytechnic State University
Covenant College
Life University
Clayton College & State University
State University of West Georgia
Reinhardt College
University of Phoenix (multiple campuses)
St. Leo University
Strayer University
American Intercontinental University
Nova Southeastern University
Troy State University (multiple campuses)
University of Central Michigan
Mercer University
Shorter College
University of Georgia (2 metro campuses)
Georgia State University (2 metro campuses)
The development and execution of a mission statement for the Coles College of
Business has reflected a decade-long odyssey to continuously refine and direct
priority goal setting, managerial decision-making, resource allocation and
deployment, performance expectations and scope of activities. We believe it is
illuminating and insightful to present first our current mission statement,
followed by the statement developed for the initial accreditation effort in 1994.
AACSB International Standards 1-3
To this end it is imperative that the mission statement for the Coles College of
Business clearly influence decision-making but most importantly set key operating
parameters and priorities for positioning the Coles College in the marketplace. The
revised AACSB International guidelines have been incorporated into the 2004
mission statement, ratified by the Coles College faculty in February, 2004 and
consonant with the mission of Kennesaw State University. Specific reference to
geographical coverage, specifically served student populations, program
specifications, faculty production of intellectual contributions expectations that
advance the knowledge and practice of business and management, faculty and staff
development and ethical leadership are all embedded in the 2004 version of the
mission statement.
A substantive addition to the statement of mission in 2004 is the inclusion of core
values. The Coles College faculty worked for over two years on affirming core
values for the College. While the core values drive strategy they also provide the
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foundation for the mission statement. Fundamentally, core values, are the essential
and enduring tenets of an organization – the very small set of guiding principles that
have a profound impact on how everyone in the organization thinks and acts. Core
values require no external justification. They have intrinsic value and are of
significant importance to those inside the organization. They are the few extremely
powerful guiding principles; the soul of the organization – the values that guide all
actions.
The core values or ideology define the enduring character of an organization – a
consistent “identity” that transcends product and market life cycles, management
fads, technological change, and individual leaders. The organization may develop
new purposes, employ new strategies, re-engineer processes and significantly
restructure; however, the identity and ideology remains intact. Professor Jim Collins
describe core values in Built to Last as: “... core ideology provides the glue that
holds an organization together through time.”
Coles College of Business Core Values and Distinctive Competencies
The Coles College of Business had adopted the following core values that drive the
strategic direction of the College:
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Competitiveness through continuous improvement
o Operational philosophy that increasing quality is an ongoing responsibility
of everyone in the organization.
Connecting theory and practice
o Commitment to applying research, scholarship and discipline-based theory
to the practice of business and management.
Innovation, creativity and entrepreneurship
o We believe in the infusion of resourcefulness, originality and imagination
in what we do and how we do it.
Flexibility
o We are continuously responsive to the needs of our constituencies.
Globalization
o Our academic perspective is global and we constantly pursue opportunities
to expand our alliances globally, providing critical opportunities for
students and faculty.
Responsiveness
o We are customer focused.
Everywhere you look in the Coles College you will find visual displays and
evidence of our core values. From puzzle pieces on the walls to mouse pads. It
may be hackneyed, but it is imperative that all understand and acknowledge
these guiding principles for the Coles College of Business.
Coles College of Business Mission Statement- 2004
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The Coles College of Business strives to provide high quality, applied business
education in a collegial, intellectually stimulating, and supportive learning and
working environment.
Committed to innovative pedagogy and continuous
improvement, the College seeks to offer undergraduate and graduate programs
of study that connect theory to practice, promote critical thinking, and engage
students in active and collaborative learning.
Predominantly serving working residents of metropolitan Atlanta and the
broader northwest Georgia region, we aspire to prepare our students to provide
effective and ethical business leadership in an increasingly complex,
technologically sophisticated and interdependent world.
We select and retain a diverse and talented pool of faculty and staff who uphold
the professional standards of their respective disciplines. Consistent with our
mission, Coles College faculty produce quality applied, discipline-based, and
learning and pedagogical scholarship. We treat individuals with integrity and
respect. Faculty and staff are provided opportunities for training, development,
and career enhancement.
Coles College of Business Mission Statement- 1994
The Kennesaw State University Michael J. Coles College of Business Statement of
Mission is as follows:
Our Stakeholders: Students, businesses, not-for-profit organizations, local and regional
governments, faculty and staff, the public, the University, the professions.
Vision: The Coles College of Business will provide high quality, applied business and
managerial education in a collegial, ethical, and nurturing intellectual climate.
Mission: Our mission is driven by the recognition, creation and dissemination of
valuable applied business and managerial knowledge to all our present and prospective
stakeholders.
Distinctive Competencies: Collaboration, continuous learning, creativity, goal
stretching, iconoclasm, innovation, niche provider, resource leveraging, responsiveness,
and technological sophistication.
Responsibilities:
To Students: Impart relevant knowledge, while engendering inquiry and cultivating
intellectual curiosity. Facilitate learning about relevant tools and techniques through
collaborative teamwork, innovative pedagogy, and sophisticated technology. Provide
cutting-edge knowledge of organizations, their processes, and their interactions in an
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international marketplace. Offer an array of appropriate and useful courses at locations
and times, which accommodate a diverse student body.
To Faculty and Staff: Attract, select and retain talented faculty and staff. Treat
individuals with dignity, fairness, and respect. Provide opportunities for learning, selfdevelopment, training and career progression. Foster a climate supportive of diversity,
intellectual creativity, inquiry, and the quest for knowledge.
To Business and Other Organizations: Anticipate and supply the needs of these
organizations for knowledge, as well as for informed, skilled, and well-trained
workforces capable of providing the leadership to face the challenges of a technologydriven, global economy.
To Governments and the Public: Utilize societal resources efficiently and effectively in
the pursuit of our goals.
To the University: Support the University’s mission and commitment to providing a
quality education within an open, supportive, multi-cultural and nondiscriminatory
teaching and learning environment.
To the Professions: Uphold professional standards and norms of conduct, advance the
respective professional disciplines and exceed the expectations of the affiliating
academies.
Influencing Decision-Making and Setting Priorities
This is the most critical component of the mission statement and core values, because it
should drive strategic direction and provide a blueprint for action for the Coles College.
Per the aforementioned analysis, the academic marketplace in the metropolitan Atlanta
area is crowded, competitive and replete with an array of sophisticated undergraduate and
graduate program providers. There are over twenty-five colleges and universities in the
metropolitan Atlanta region offering a full-range of traditional, campus-based and nontraditional, on-line programs. The University System of Georgia alone serves more than
225,000 students statewide, the majority in the metro Atlanta area. Thus the importance
of the mission statement and core values to direct decision-making and priority setting in
the Coles College is paramount.
For example, and these and other strategic priorities will be discussed in more detail; In
August, 2003, the Coles College entered into an agreement with the owners of the 700
building at The Galleria Complex to begin offering graduate courses to a distinct
population of (per the mission statement) “…working residents of metropolitan Atlanta.”
The Galleria location, at the intersection of I-285 and I-75 provides the Coles College
with proximate access to the largest single concentration of working professionals in the
metropolitan Atlanta region. The arc of employment, dubbed the “platinum triangle”
between Vinings and Dunwoody has the largest concentration of employees in
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metropolitan Atlanta. Included in this arc are corporate headquarters for, among others,
The Home Depot, Genuine Parts, General Electric Power Systems, Coca Cola
Enterprises, UPS, Mirant, the Institute of Nuclear Power Operations, Cousins Properties,
Post Properties, Newell-Rubbermaid and AFC Enterprises.
The decision, with Board of Regents approval, to begin offering graduate classes in the
heart of this area was directly consistent with the mission. Additionally, the core values,
flexibility and responsiveness, addresses the need to be continuously responsive to the
needs of our constituencies and be customer focused. This process, however, was vetted
thoroughly by the executive committee of the Coles College to determine if the resource
allocation was appropriate.
Development, Review and Revision of the Mission Statement- An Interactive
Process
Initial accreditation, gave the Coles College faculty and business advisors the
opportunity to truly and with great deliberation develop a mission statement that
would guide decision making for the College. Over the years, a faculty
committee, led by Dr. Armen Tashchian, providing consistency for more than a
decade, has assembled each 18 months followed by a review of the Coles
College Board of Directors and the Coles College Executive Committee, to
review, refine and resubmit modifications to the faculty. Each review cycle, the
proposed new mission statement is submitted to the Coles College faculty and
presented for discussion prior to ratification. The process has, for a decade been
engaging and interactive and faculty and the business community have worked
hard to craft a meaningful and directive mission statement for the Coles College
of Business.
In 2001, the Coles College executive committee began a process with a formal
retreat to define the core values for the College. Through a 1½-year process,
the faculty, business advisors, students, staff and administrators had the
opportunity to provide input and guidance pertaining to the core values.
Ultimately, the entire faculty of the Coles College ratified these. Following the
visitation in late 2004, the Coles College will begin to once again examine the
appropriateness of the core values and determine if any fine-tuning is required.
Dissemination of the Mission Statement
We have been very deliberate in disseminating the Mission Statement widely to
various stakeholders involved with the Coles College of Business. The Kennesaw
State University catalogue, our homepage, http://coles.kennesaw.edu, building
displays, faculty meetings, faculty performance guidelines, Board mailings, etc.
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Additionally, every time there has been a modification and/or alteration to the
Mission Statement, revisions have been disseminated as well.
Mission Statement and Strategic Goal Development and Resource Allocation
Goals, central to the mission of the Coles College have both short and longerterm horizons for execution. A following section goes into great detail on the
delineation of these goals and the financial strategies essential for successful
implementation. These goals are characterized as part of our continuous
improvement initiatives.
Intellectual Contributions Consistent with the Coles College Mission Statement
The Coles College is proud of the fact that our “track” system defining faculty workload
and intellectual contributions has been presented nationally and discussed at AACSB
International conferences. Over 50 business schools have formally requested copies and
supporting documentation for the Coles College of Business Faculty Performance
Evaluation Guidelines, which were first, implemented in 1993 and have been
continuously reviewed and modified over the succeeding decade. Not only have faculty
expended great effort to lucidly define intellectual contributions, but also these have been
embedded in three workload tracks that very specifically define productivity expectations
for all faculty in the Coles College of Business. Indeed, the following table reflects the
intellectual contributions by faculty in the Coles College for the 5-year period, 19992003.
Coles College of Business
Faculty Intellectual Contributions by Category: 1999 2003
Category
Contributions to Practice
Discipline-Based Scholarship
Learning and Pedagogical Scholarship
Total -
Number
570
450
184
1204
Percent
47%
38%
15%
This is consistent with the relative importance of these three categories as stated in the Coles College mission stateme
The following sections provide enhanced detail on our elaboration of intellectual
contributions consistent with the Coles College Mission statement.
Standard 11- The Coles College of Business Guidelines for Faculty Performance
Planning and Evaluation
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The school has well-documented and communicated processes in place to manage
and support faculty members over the progression of their careers consistent with the
school’s mission. These include:
• Determining appropriate teaching assignments, intellectual expectations, and
service workloads.
• Providing staff and other mechanisms to support faculty in meeting the
expectations the school holds for them on all mission-related activities.
• Providing orientation, guidance and mentoring.
• Undertaking formal periodic review, promotion, and reward processes.
• Maintaining overall plans for faculty resources.
The Coles College is extremely proud of the faculty effort expended towards the
development of our faculty performance and evaluation guidelines which while
systematically modified have been in existence since initial AACSB International
accreditation in 1994. Additional modifications have included more focused efforts on
faculty, both fulltime and supporting faculty orientation, socialization and mentoring.
Also, significant resources have been allocated to expanding graduate assistantships and
to the Faculty Research and Development Committee for supporting faculty research
efforts. Chairs have also invested significantly in summer research support for faculty.
Introduction
The following section is designed to help faculty members plan their professional
activities. These guidelines are consistent with the Kennesaw State University statement
of policies on required review, promotion, and tenure considerations (see KSU Faculty
Handbook, Section 5.3), and adhere to the Coles College of Business mission and
philosophy. These guidelines provide the basis for annual planning and subsequent
review with the department chair. The criteria addressed below also provide focus for the
development and presentation of accomplishments to others involved in the required
review, promotion and tenure process. The situational context affecting expectations
(discussed in KSU Faculty Handbook, Section 5.42) is defined in the track selection
process and by the faculty member’s rank and tenure status.
Teaching, scholarship, and service make up the primary components of faculty
endeavor. Variations in talents, interests, and stage-of-career development imply that
different faculty—and the same faculty at different times—will demonstrate different
levels and types of accomplishments within these performance components. This
diversity among faculty is both expected and encouraged. Faculty rank and the unique
missions of the Coles College departments, the college, and the University are other
determinants of this diversity.
Teaching
Quality teaching is a necessary condition for satisfactory performance at
Kennesaw State University. The Coles College of Business encourages teaching
excellence through effective classroom performance and continued instructional
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development. Criteria of teaching effectiveness reflective of the scholarship of teaching
may include:
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determination of appropriate learning objectives, acquired skills, and instructional
outcomes;
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development and sharing of innovative courses, international travel/study
experiences, teaching materials, and instructional techniques; and
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maintenance and currency of subject matter and the integration of the course
content with the theory and practice of business.
The Coles Colleges of Business uses multiple measures of teaching effectiveness.
The most commonly used measures are:
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required student evaluations of each course taught each semester, and
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instructional materials that support the quality, relevance, and delivery of subject
matter.
Coles College of Business also encourages continuous improvement of teaching
effectiveness through required annual classroom peer reviews for developmental
purposes.
Excellence in teaching is enhanced by the teacher’s competence as a scholar in
the discipline. Disciplinary scholarship is an ongoing process, which requires
professional development, intellectual enhancement, and interaction with the broader
discipline-specific academic and professional communities. All aspects of a faculty
member’s responsibilities related to teaching and mentoring students are subject to
review and comment. Because of the unique nature of times and days of academic course
offerings, faculty in the Coles College are expected to demonstrate flexibility in
accepting teaching assignments and schedules. Various faculty may be scheduled to
teach early mornings, evenings, and/or weekends on and/or off the KSU campus within
the prescribed acceptable geographical range of coverage for on-campus programs as
defined by the Southern Association of Colleges and Schools.
Scholarship
Intellectual contributions include faculty activities directed toward producing
basic scholarship, applied scholarship, and instructional development. More specific
definitions and outcome measures of each activity are:
Discipline Based Scholarship: the creation of new knowledge. Outputs from
basic scholarship could include publication in refereed academic journals,
research monographs, scholarly books, chapters in scholarly books, proceedings
from scholarly meetings, papers presented at academic meetings, and publicly
available research working papers presented at research seminars.
Contribution to Practice Scholarship: the application, transfer, and interpretation
of knowledge to improve management practice and teaching. Outputs from
applied scholarship include publication in refereed professional and pedagogical
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journals, professional presentations, public/trade journals, in-house journals,
book reviews and papers presented at faculty workshops.
Teaching and Pedagogical Research: the enhancement of the educational value
of instructional efforts of the institution or discipline. Outputs from instructional
development activities include textbooks, written cases with instructional
materials, instructional software and publicly available materials describing the
design and implementation of new courses.
The level and amount of scholarship productivity varies based on faculty workload
option and the areas of primary teaching responsibilities. Each department is committed
to defining a culture of continuously improving scholarship productivity, consistent with
departmental guidelines, among its faculty over time. Consistent with AACSB
International guidelines, expectations of scholarship are greater for faculty whose
primary teaching responsibilities are in graduate programs.
Service
Faculty are expected to participate actively in the internal affairs and governance
of the department, the College, and the University. Such activities include committee
work, assigned administrative duties, student advising, and consultation with and
assistance to college-related units such as Small Business Development Center, Cobb
Microenterprise Center, Career Services Center, and Division of Continuing Education.
Other professional service activities can be directed either to the academic
community or to the business audience. International service activities are encouraged.
Academic service activities are designed to contribute to the growth of the faculty
member or to the enhancement of a professional discipline. These activities can include
serving as a reviewer, discussant, or chair in national, regional, or local conferences;
serving as a member of editorial review boards of journals; and editing conference
proceedings. Holding key leadership roles in a national, regional or local organization is
also evidence of processional service activity. Because there are so many professional
associations, these organizations should be recognized by the appropriate departments as
fitting for faculty in department-specific disciplines and consistent with the faculty
member’s individual annual work plan.
Involvement in the business community encourages faculty to observe the
practice of business and to forge links between Kennesaw State University and the
business community. Organizing and/or delivering professional development seminars
and consulting with businesses and other local-area groups are examples of service to the
business community. The primary motivation for business community service should be
the enhancement of the Kennesaw State University community; the individual faculty
member’s incidental monetary gain, if any, is less important.
Faculty Workload Options
The Coles College of Business has developed three separate workload tracks to
recognize variations in talents, interests, and stage-of-career development and to
encourage diversity among faculty members. Workload flexibility is also designed to
help the Coles College of Business and Kennesaw State University achieve their
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instructional needs and educational mission. These options allow the College to manage
appropriate staffing of graduate and undergraduate programs. Overall the Coles College
has an equal commitment to teaching and scholarship. Service, while essential is our
next level priority.
Each full-time, tenure-track teaching faculty member of the Coles College of
Business will be on one of three workload tracks. Exceptions to these assignments may
be made on a case-by-case basis for endowed professors and select others. Workloads
typically reflect a three-year commitment on the part of the individual faculty member.
Selection of a workload track should reflect a long-term, well-articulated self-assessment
by each faculty member in consultation with his or her chair who will make the final
assignment. Within a three-year cycle, the chair may reassign a faculty member if his or
her performance does not meet the expectations of the track. The following represent
descriptions and expectations associated with each workload model.
Teaching-Focused Track
This model is for faculty whose talent and primary interests are in teaching
and instructional development. Faculty on this track will normally teach twenty-four
classes over the three-year commitment period. To meet expectations under this
model, the faculty member must demonstrate quality teaching and service, as defined
in this document. The faculty member must also demonstrate some performance in
scholarship by completing one activity or output is either applied scholarship or
instructional development in each of the three-years. For faculty on the Teaching
Focused Track, contributions to the Coles College of Business Working Paper series
and Brown Bag series are acceptable outlets. This model is not normally available to
terminally qualified faculty seeking tenure.
Balanced Track
Faculty on this track perform a balance of teaching, scholarship, and service
activities. The normal teaching expectation for this model is eighteen classes over the
three-year period, along with a standard load of service. To meet performance
expectations, in addition to quality teaching and service as defined in this document, the
faculty member is required to publish two refereed journal articles every five years with
at least one in the first three year review cycle, and to present a paper at a refereed
conference on an average of two times every three years. Alternatively, the faculty
member may publish two articles in refereed journals over the three-year commitment
period to meet performance expectations.
Scholarship-Focused Track
This model is designed for faculty who are actively engaged in scholarship that
leads to publications in refereed journals deemed appropriate by the respective
departments. To qualify for this track, the faculty member should present a plan of
scholarship to the department chair, which includes some basic and /or applied
scholarship, as defined in this document. The normal teaching expectation for faculty
assigned to this track is twelve classes over the three-year commitment period. To meet
performance expectations, in addition to quality teaching and an appropriate level of
15
service, the faculty member is required to publish an article in a refereed journal on an
average of once each academic year. In addition to this requirement, the faculty member
will be expected to present one paper at a refereed conference or to publish one additional
article over the three-year commitment period.
The following table is a summary of the requirements needed to “meet
expectations” over any given three-year commitment period during which a faculty
member remains on any of the three tracks. If the faculty member changes tracks during
the three-year period, specific requirements needed to “meet expectations” will be
defined by agreement between the faculty member and the respective department chair.
Requirements to “Meet Expectations” Over Any Given
Three-Year Commitment Period
Workload Track
Quality Teaching
Quality Service
Number of Courses
Refereed Journal Hits
Conference Papers
Other Scholarship
TeachingFocused
Yes
Yes
24
0
0
3
Balanced
Yes
Yes
18
1
2
0
ScholarshipFocused
Yes
Yes
12
3
1
0
In addition to guidelines for the three-workload tracks, individual departments retain the
right to define journal quality appropriate to the discipline and consistent with
departmental mission, scholarship carry-over provisions, and methods of recognition for
faculty who publish articles in the most prestigious journals in their discipline.
It is important to note that since 1992 the Coles College of Business has formally
recognized annually, an outstanding scholar, teacher, advisor to student organization, and
advising team member as well as an outstanding staff member. Additionally, since 1997
the Coles College has recognized a faculty member with the T.P. Hall Distinguished
Service Award. These acknowledgements, with a financial award and permanent name
recognition, reinforce the mission and workload tracks of the Coles College of Business.
Changing Student Characteristics
Prior to the preparation for initial accreditation the Coles College of Business and
Kennesaw State University had virtually, open admission standards. Beginning in 1993,
the Coles College of Business faculty implemented a “gate” for admission to the upper
division program for undergraduates and the beginning of increasingly rigorous
admissions criteria for Coles College graduate programs.
16
Most importantly, faculty in the Coles College of Business have committed to continuous
review and enhancement of admissions criteria requisite for the BBA and graduate
business programs. For example, the criteria for admission into the upper division of the
BBA program have always been predicated on classroom performance in the required
lower division business courses and calculus. In 1993, the required grade point average
for these lower division courses for admission to the upper division program was 2.5/4/0.
By 1998 the grade point average requirement was 2.71/4.0. Beginning in the fall 2004,
the lower division grade point average requirement is 2.875. As importantly, a one-year
review process by Coles College faculty and the Coles College Undergraduate Programs
and Policies Committee approved the addition of a second quantitative methods course to
the BBA curriculum, the first quantitative methods course required at the sophomore
level. Thus the fall, 2004 lower division requirement now includes:
1.
2.
3.
4.
5.
6.
7.
8.
Accounting 2100
Accounting 2200
Business Law 2100 (legal and ethical environment)
Business Information Systems Management 2100
Economics 2100
Economics 2200
Economics 2300 (quantitative methods)
Mathematics 1106 (calculus)
This represented the most substantive change to the lower division curriculum since a
faculty committee recommended the addition of a second information systems course at
the junior level. Once again, the driver is continuous improvement of the curriculum,
connection of theory with practice, the promotion of critical thinking and the engagement
of students, all consonant with the Coles College mission statement. At the same time we
have implemented online course evaluations and online overload requests. This
leveraging of technology adds to the effective time devoted to classes and acknowledges
the time constraints faced by both students and faculty.
Likewise, in the MBA curriculum, the Graduate Policies and Curriculum Committee in
the Coles College of Business commenced an exhaustive review of the curriculum
beginning in 2001. At the time, the post-prerequisite MBA Program was a 36-hour
degree with 24-hours of required courses and 12-hours of electives.
Beginning in 2002, the revised MBA curriculum provided students with significantly
greater flexibility and more student directed options. For example, the revised
curriculum has 18-hours of required courses and provides for 18-hours of electives. All
formal “tracks” in the MBA program were eliminated and students could “customize”
their own concentrations. Additionally, and to the credit of the Coles College faculty, the
prerequisites for the MBA program were dramatically redesigned. Teams of Coles
College faculty conceptualized, designed and executed fully integrated prerequisite
courses in 6 credit hour modules, (launched in fall, 2001) one offered on Saturday and
one on Sunday. These were enthusiastically embraced by the market, met the work
demands of our defined graduate student population and encouraged cross-disciplinary
17
integration of faculty. Faculty are currently reviewing these again and have proposed and
accepted another retooling of the prerequisites offering these courses in 2-hour blocks
(beginning in fall 2004) at a variety of times and dates to demonstrate flexibility and
responsiveness to customer needs. Today, the admissions requirements to our Career
Growth MBA Program are a 500 expected GMAT and a minimum 1130 admissions
index. The index most recently increased from 1100 and over the past decade, the
expected GMAT has increased from 450 to 475 to 500. These efforts have been made in
the spirit of continuous program improvement.
At the same time, regular student advisory councils from the BBA, MBA and MBAEP
Programs continue to be quite active and to interact with the administrative team on a
managed and consistent basis to provide input and feedback.
Standard 4- High Priority Continuous Improvement Efforts
Coles College Short-term ( 1-2 years) Strategic Action Items Academic Years 2002-2005
Lobby for additional KSU resource allocation for fulltime faculty positions
o For the past five years, the Coles College has seen only a very modest
increase in faculty. From fall, 1999 to fall, 2003, there has been an
increase of 5 full-time faculty in the Coles College, a 6% change over the
five- year period.
 Action Taken- The hiring of a new Vice President for Academic Affairs
provided a terrific opportunity for the Coles College to reposition its
priorities for faculty recruitment. Dr. Lendley Black and new Associate Vice
President for Academic Affairs, Dr. Ralph Rascati have been most
supportive of the Coles College. For the 2003-04 Academic Year, the Coles
College received 8 new full-time faculty positions (a net increase of 5 full-time
positions over 1999 high of 81). For the 2004-05 Academic Year, the Coles
College received 10 new full-time faculty positions. The Coles College
enthusiastically supports the Kennesaw State University strategy of
allocating some positions to full-time Lecturers. This has been particularly
helpful in staffing the Global Economics course, required of all non-business
majors and the Business Information Systems Management Course.
 Execution of student fees in accounting and BISM
o Lobby for student fees to support accounting lab
o BISM fees to support continued investment in technology, hardware &
software for classroom applications
o MBA fees to launch career services support and Business Week
subscriptions
o Lobby for a $100/student fee for admission into the upper-division
professional business program
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 Action Taken- Kennesaw State University granted approval, beginning fall,
2003 for the assessment of course fees in ACCT 2100, ACCT 2200 (both $30)
and BISM 2200 ($25) and MBA/Macc fee of $50/student/semester. Fees
18
generated are approximately $26,000/ calendar year for BISM,
$68,000/calendar year for accounting and $90,000/calendar year for
graduate business programs. The accounting fees have provided funding for
full operational support of the Accounting Resource Center, new technology,
and staffing and tutorial services. The BISM fees contributed towards the
dramatic investment in the e-Classroom, BB 152 and will continue to support
software and hardware needs in the BISM curriculum. The graduate
business fees have been invested in a state-of-the-art career development
program created and delivered by Advanced Career Development, Inc.,
ACDI, the leading career management firm using state-of-the-art Virtual
Career Success Centers to provide dedicated career counseling services to
students and graduates nationwide. The ACDI College Program allows you
to incorporate High-Tech and High-Touch Services to meet the career
services needs of students and alumni. Additionally, the graduate student fee
enabled the Coles College to provide to all graduate business students home
and on-line delivery of Business Week magazine. Funding for the admission
into the upper division professional program has been delayed and we
anticipate a fall 2005 implementation.
Secure funding for Aronoff Professorship in Family Business
o If funding is secured, identify holder of professorship
o If funding is secured, reassign Astrachan from Leadership and
Professional Development to Management & Entrepreneurship
o Attempt to secure funding for one additional full-time faculty member in
family business
o Continue strategic alliance with Family Firm Institute (FFI) and
publishing of Family Business Review edited by Dr. Joseph Astrachan
 Action Taken- With the retirement of Dr. Craig Aronoff, the Mary and Jack
Dinos Eminent Scholar Chair of Private Enterprise and the founder of our
Cox Family Enterprise Center (CFEC) in December 2005, there is a unique
opportunity to honor Craig Aronoff, reposition the CFEC through the
reassignment of director Dr. Joseph Astrachan back to Department of
Management & Entrepreneurship. Funding for professorship was secured
and the Board of Regents approved the creation of the Aronoff Professorship
in Family Business in the spring, 2004. Effective July 1, 2004, Dr. Frank
Adams, a financial economist and full-time faculty member in the
Department of Leadership & Professional Development becomes the Aronoff
Professor and is reassigned to the Department of Management &
Entrepreneurship along with Dr. Joseph Astrachan. The University created a
new faculty line for the Aronoff Professorship in Management providing
$80,000 budget relief to the Department of Leadership & Professional
Development. Additionally, one more of the ten new faculty positions has
been allocated to Management for the recruitment of a full-time faculty
member in family business. Recruiting will begin in earnest at the Academy
of Management meeting in August, 2004. New contract extension signed with
FFI for Coles College continued production of Family Business Review.
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19
Secure full funding for faculty positions in Leadership & Professional
Development
 Action Taken- The MBA for Experienced Professionals Program was
launched in 1993. From the beginning, no additional resources were allocated
to the Coles College of Business for this program and all staffing, marketing
and program delivery costs were borne by program driven revenues. In
1998 the Coles College became the first business school in the nation to create
a separate academic department , Leadership and Professional Development,
comprised of faculty from across all business disciplines. The current chair,
Dr. Deborah Roebuck, leads one of the most engaged, cross-disciplinary
groups of faculty anywhere and collectively, under the direction of Sr.
Associate Dean Rodney Alsup, the Coles College has built one of the largest
executive MBA programs in the nation. At one point, when the Coles College
retained ownership of the laptop computers assigned to all students in the
program, upwards of 100 laptops/year were allocated to faculty across the
university. However, the weight of supporting a number of full-time faculty
and six full-time staff positions, makes the program economically fragile.
Over a two-year period, with intense review and analysis from the Academic
Affairs office, the University agreed to fund all full-time staff and faculty
assigned to Leadership and Professional Development. This significant
infusion of capital will allow the flow of discretionary dollars to go to faculty
research and travel across the Coles College of Business. Additionally, now
the program will fully fund the operational budget for the Department of
Leadership and Professional Development as well.
 Secure funding for technology retrofit in BB 150
o Redesign BISM 2100
 Action Taken- The successful lobbying for student fees in the lower division
accounting and BISM courses created a most important cash flow to support
instructional development in these curricular areas. BISM Professor Elke
Leeds designed an important strategy, to retrofit BB 150, a 110-seat
classroom to create a state-of-the-art electronic classroom with digital video
recording equipment and projection control and editing room. This would
require replacement of all furniture to allow for hinge/pullout monitors for
full standard classroom utilization. This would enable the faculty to
discontinue the utilization of the mobile laptop carts and in place have a
single e-classroom for the efficient delivery of the required BISM 2100
courses. The curricular course content is approximately 35-40% system and
software skills and 35-40% communication skills. Thanks to an investment
of $250,000 by Dr. Randy Hinds, CIO for Kennesaw State University and a
supplement of $50,000 directed from the student course fees, the construction
of the BISM electronic classroom will be completed in summer, 2004.
 Redesign Global Economics Course
 Action Taken- The Global Economics Course, delivered by faculty from the
Department of Economics & Finance, is required of all non-business majors
at Kennesaw State University. Feedback from the chair of the University
Studies committee indicated that the course could use some substantial

20
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instructional redesign. A meeting was held with Dr. Roger Tutterow,
department chair and a redesign was launched and completed in summer,
2004. Thanks to Professor Mike Patrono for fine work on this.
Launch Galleria classes
Action Taken- In the spring, 2003, Dr. Kevin Sightler, director of Graduate
Business Programs began negotiating with officers at 700 Galleria Parkway,
headquarters for 501 © 3 Institute of Nuclear Power Operations for the lease
of classroom space in their training center for the delivery of graduate
business courses. Negotiations proceeded quickly and in a favorable manner
to both entities. Coinciding with this, the Coles College requested permission
from the Board of Regents to begin offering MBA courses in the fall, 2003 at
the Galleria. In the fall, 2003, the Coles College offered 4 courses at The
Galleria and in the spring, 2004 6 courses were offered. The lease was
continued for the 2004-05 Academic Year.
Create and commence Faculty Research & Development Committee and Strategic
Planning Committee
Action Taken- Per a recommendation from Dean David Billings, the Coles
College was urged to create these two important standing committees.
Faculty membership was solicited and meetings and assignments were
executed. These committees will be great additions to the strategic
development and deployment of the Coles College of Business.
Enhance minority (African American) faculty recruiting
o Join Ph.D. Project
Action Taken- The growth of minority communities in the metro Atlanta
region is well documented in the assessment of the academic marketplace.
The Coles College, to meet the needs too of a dramatically increasing
minority student population needs to aggressively recruit more African
American faculty. Vice President Lendley Black pledged university support
for the effort. To this end, beginning with the fall semester, 2004, two new,
full-time African-American faculty have been added to the Coles College.
Dr. Kathryn Epps (Ph.D. Georgia State University) will be joining the
Department of Accounting and Dr. Janice Barrow (Ph.D. University of
Houston) will be joining the Department of Leadership and Professional
Development to teach finance. Additionally, faculty of other ethnicities has
been hired as well. The Coles College will become a member of the Ph.D.
Project in July, 2004.
Conduct comprehensive affirmative action and equal employment opportunity
training for faculty, administrators and staff in Coles College of Business
Action Taken- The employment law firm of Elarbee, Thompson, Sapp &
Wilson, LLP has been retained to deliver training to all Coles College faculty,
staff and administrators. Ideally, the training will be delivered in August,
2004.
Creation of Coordinator for Supporting Faculty position
Action Taken- Professor Kathy Wilcox has accepted the responsibility for
assuring consistent delivery of support, guidance and direction to all Coles
College Supporting Faculty. She was appointed to this role in the summer
21
2003. She is working with departmental coordinators and has already
brought a great deal of quality structure to the role of Supporting Faculty.
 Continue globalization efforts involving both faculty and students
o Examine relationship with IREX
o Aggressively promote and expand study abroad options for undergraduate
and graduate business students
 Action Taken- Over the past three years, the Coles College of Business has
hosted more than one-half dozen visiting faculty from Central Asia and 8
undergraduate students participating in IREX (the International Research &
Exchanges Board) is an international nonprofit organization specializing in
education, independent media, Internet development, and civil society
programs in the United States, Europe, Eurasia, the Middle East and North
Africa, and Asia. The program, developed by Dr. Kamal Fatehi has been
very successful and Dr. Fatehi was named a Senior Fulbright Advisor. The
program requires enormous support resources and oversight. The Coles
College has been invited to participate again in the fall, 2004 and we are
currently evaluating our options. Coles College faculty have dramatically
expanded the options available to both undergraduate and graduate business
students to study abroad in managed course initiatives. Professors
Torkornoo, Carley, Tudor, Stuart, Schulzke and Fitzgerald have developed
terrific courses involved most recently in Western Europe and in the past few
years in Mexico as well. Additionally, our MBA for Experienced
Professionals Program has a unique partnership with ASEBUSS in
Bucharest, Romania and previously with the Helsinki School of Business and
Economics in Finland. Collectively, the Coles College has more students
studying abroad than any academic unit at Kennesaw State University. Very
importantly, in the summer 2004, Dr. Raj Veliyath, Professor of
Management was awarded a Fulbright Award for research in India. Dr.
Veliyath will be housed at the renowned India Institute of Technology for the
fall, 2004.
 Secure support from Vice President for Advancement for the recruitment and hire
of a director of development for the Coles College of Business
 Action Taken- With the appointment of a new Vice President for
Advancement, the opportunity arose to reexamine Kennesaw State
University fund raising strategy. Dr. Wes Wicker, VP for Advancement
expressed an interest in decentralizing fund raising activities and approved
the appointment, effective July 1, 2004 of Lisa Duke, Director of
Development for the Coles College. The Executive Committee of the Coles
College will work closely with Ms. Duke in formulating a strategic fund
raising plan.
 Secure certification for Professional Sales Program
 Action Taken- Formed in 1940, the Professional Society for Sales &
Marketing Training (SMT) is a non-profit organization dedicated to
accelerating business results for its members and their companies by
improving sales performance. SMT’s goals are to develop and enhance the
competencies of its members; to be a resource for sales and marketing
22
technologies; to facilitate the exchange of ideas and experiences; to reach out
to those interested in the field of sales and marketing training; and to
increase awareness and recognition of the value and quality of the society.
Faculty in the Coles College determined that SMT certification of the
Professional Sales Program would provide unique competitive advantage. A
formal visitation was conducted by SMT in the spring, 2004 and in the fall,
2004, the Coles College receives its certification certificate at the SMT annual
meeting.
 Secure support from Office of Career Services to appoint a director of graduate
placement
 Action Taken- The Coles College has maintained for years that the
centralized support services provided by Kennesaw State University require
additional investment. KSU became an early adopter of a wonderful on-line
career services platform developed by Monster.com and the Coles College
implemented the ACDI service for graduate students. In July, 2003, the
Office of Career Services appointed a full-time director of placement for
graduate students.
 Continue Tetley Distinguished Leader Lecture Series
 Action Taken- Started in the fall, 1990, the Tetley Distinguished Leader
Lecture Series has hosted almost 100 company CEO’s on campus. These
executives have lectured to students, faculty and community leaders and each
of these lectures has been archived on tape. The series has continued and
most recently featured, among others; Phil Humann, Chairman, President
and CEO of SunTrust Banks, John Morgan, President and Chief
Development Officer, Acuity Brands, Scott Hudson, Executive Vice
President, MBNA, Robert Lipson, President and CEO Wellstar Health
System, Gary Pell, Managing Partner, PriceWaterhouse Coopers-Atlanta
and Tommy Holder, Chairman and CEO Holder Construction.
Coles College of Business- Near-term (2-5 years) Strategic Actions 2003-2008:
Each of these strategies will be subject to annual update, review and modification.

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Expansion and growth of Professional Sales Program
o Recruit more fulltime faculty (2-3)
Center for Professional Selling
o One of three BBA programs in Sales in U.S.
o 15 Corporate Sponsors and growing
o New state-of-the-art Sales Center
o 2003-04 Home of National Collegiate Sales Competition
o 3 faculty devoted to Sales/Sales Management
o Increase funds for sales center
o Enhance technology in sales center
o Consider requiring professional sales of all marketing majors
23
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o Expand National Collegiate Sales Competition, number of participants and
geographically beyond North America
Build entire MBA degree program at Galleria
o Secure Board of Regents Approval
o Offer night and weekend courses
o Explore day courses as well
Enhance global presence in family business
o Recruit faculty replacement for Aronoff
o Increase by one, fulltime faculty, family business arena
Expand Business Information Systems Management program and faculty
o Complete $300,000 retrofit of BB 152, propose similar retrofit of BB 150
o Secure ongoing, long-term support for technology upgrade to instructional
facilities
o Sustain aggressive development of technology, hardware and software
applications in courses, classrooms and in faculty skill set
Expand role of faculty research and development committee regarding allocation
of research dollars and assistants to faculty
Enhance minority faculty recruiting leveraging Ph.D. Project
Workload Document a national model. Continue modification and refinement
Continuous reassessment of curriculum, undergraduate and graduate
o Review 1/3rd of course listings annually
o Implement comprehensive revision of CGMBA Program
o Launch comprehensive review and revision of BBA Programs
o Examine/evaluate admission “gate” for upper division BBA Program
o Complete review of ethics and social impact management
o Program review of Graduate Degree Programs and Centers in Coles
College
Pursue national rankings in select, strategic program areas
o Family Business
o Professional Sales
o Executive MBA Program
Sustain and enhance interaction with Metropolitan Atlanta business community
through Tetley Series and Executives-in-Residence
Student organizations and competitions
o Continue participation in national competitions
Aggressive Global Efforts
o 6- year Partnership with Dalian Maritime University
o BBA Alliance with Misr University-Egypt
o Visiting Faculty, (2002-2003) China, Korea, Central Asia, Russia
o Visiting Students
o MBAEP Alliance with Helsinki School of Economics & Business
o MBAEP Alliance with Institute for Business & Public Administration
(ASEBUSS) Bucharest, Romania
o WEBMBA Alliance with Anhalt University, Germany
o European Study Tour-Graduate Students
o British Isles Study Tour-Undergraduate Students
24
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o Improving continuously curricula, research activities and international
opportunities
o International partnerships, trips, alliances, faculty exchanges, visiting
faculty and students
Launch Ethics-Social Impact Management Journal/Book
Increasing distance education
st
o WEBMBA 1 of its kind in the nation- Sustain enrollment and launch new
class
Corporate Training & Development
o Kroger University, Post University, Cingular Executive Development
Executive MBA Program rated (Business Week)
o 10th in eBusiness
o 3rd in Teamwork
Entrepreneurship Program rated (U.S. News & World Report)
o Top 25 in Nation
Small Business Development Center
o Part of State of Georgia SBDC Network
o Fulltime consultants to small business
o Key community partner
Econometric Center
o Quarterly Consumer Confidence Survey- 6 years in conjunction with
Greater Atlanta Home Builders
o Monthly Business Conditions Index- 12 years in conjunction with Institute
of Supply Management
o Secure funding for staff support positions
Cobb Microenterprise Center- Patricia Harris
o 3 years, budget grown from $70k to $650k
o Founding investor, United Way of Metropolitan Atlanta
o Train over 200 graduates
o Seed Capital Fund for graduates
o Recipient of grants from U.S. SBA, Ms. Foundation, Babcock Foundation,
Ben & Jerry’s Hot Fudge Fund
o Certified Welfare to Work Program
o National Awards, U.S. Depts. of Commerce & HUD and Jimmy and
Rosalyn Carter Campus Community Award
o Pursue funding for business incubator
o Partner with City of Atlanta Homeless Commission in creation of
franchising initiative with key non-profits
Focusing on needs of nontraditional students
o •Classes 7 days/week/Lotus Notes Learning Space/ WebCT
o More aggressive use of Fridays and early morning sections.
Change in name for Economics & Finance Department
o Department of Economics, Finance and Quantitative Analysis
o Continue exploration of MS in Finance program.
25
Standard 5- Appropriate and Focused Financial Strategies Consistent with the
Coles College Mission Statement
Beyond the concern for the basic infrastructure of the school, it is important to ensure that
sufficient resources exist for the strategic changes planned in the Coles College’s
prioritized action items. For all new and enhanced activities the school should have
identified realistic sources of funding for initial and continuing provision. The table
below provides an easy way to display such information.
26
AACSB International
Financial Strategies Table-Coles College of Business
1st Year Cost
or Revenue
$50,000
Continuing Cost
or Revenue
At least
$35,000/year
Source or
use of funds
Family Firm
Institute and
Donor
Support
Spring
2004
$300,000
Nominal
Launch of classes at
Galleria
Fall
2003
Ongoing investment in
Coles College public
relations
Fall
2000
$100/student
additional
course fee
$25,000
$150/student
additional course
fee
$25,000- $30,000
Student fees
and CIO
investment
Galleria
student fees
for Galleria
Coles College
Operations
Construction of Sales Lab,
Burruss Building
Fall
2002
$250,000
CIO and
program
revenues
Full staffing of Accounting
Resource Center and hiring
of accounting and
quantitative methods tutors
Assurance of Learning Beta
Implementation
Spring
2003
$60,000
Annual
modifications and
upgrades,
$25,000
3-5% increase
annually
Fall
2003
$7330.00
$20,000
Proposed
upper division
fee
Expand international
educational options
including Fulbright
Scholars
Migrate webmaster
position to funded
faculty line
Ongoing $10$20,000/year
Variable
Coles College
Operating
funds
Fall 2004 Savings of
$60,000/year +
benefits
Vice President
Academic
Affairs
Aggressively pursue
hiring of minority faculty
Ongoing
$10-$15,000/year
in outsourced web
design and
support/Coles
College funds
Variable
Start
Activity
Date
Continue investment in Cox Spring
Family Enterprise Center,
1999
Family Business Review
and Family Business
Casebook, fund
professorship in honor of
Craig Aronoff (2004)
Retrofit of BB 150 into
state-of-the-art Information
Systems classroom
$20,000
27
Student fees
Support from
Office of Vice
President
Academic
Affairs
Start
Date
1st Year Cost or
Revenue
Continuing Cost
or Revenue
Source or use
of funds
Migrate funded
faculty and staff
lines in Dept. of
Leadership &
Professional
Development to
KSU funding
Hire full-time
Director of
Development for
Coles College
Fall
2002Fall 2004
Savings of $400,000+
/year-$100,000 in
2002-03, $300,000 in
2004
Continuing costs
permanently
absorbed by KSU
Vice President
Academic
Affairs
Summer
2004
$55,000/year + benefits
3-5%/year
Vice President
for
Advancement
Retrofit of all
instructional
classrooms in
Burruss Building
Summer
2002
$440,000
Annual
maintenance
provided by Office
of CIO
CIO
Launch
Salesperson of
Year Awards
Program with
Atlanta Business
Chronicle
Begin innovative
Maymester and
other “off cycle”
graduate courses
January
2005
$20,000
$20,000
WEBMBA
revenues
May
2003
$10,000
$10,000-$20,000
Course fees
Increase Faculty
Research &
Development fund
and create faculty
Research &
Development
Committee
Increase
investment in
graduate research
assistants for
faculty
Spring
2004
$35,000
$35,000-$50,000
Executive
MBA revenues
Fall
2004-add
5
positions
$20,000
$20,000-$30,000
Coles
Operating
Funds
Activity
28
Coles College of
Business Strategic
Planning Process Model
MISSION / VALUES
defined within the framework
of the Coles College philosophy
Gap analysis
STRATEGIC ISSUES*
Environmental
Scan and
SWOT
Analysis
DELIBERATE / INTENDED
STRATEGIES
Short Term and Long Term
Objectives
ONGOING
STRATEGIC PROGRAMMING
Strategic Goals
Action Plans
Tactics
Benchmarking
Emergent
Strategies
unintended
strategies
due to a learned
pattern of behavior
or unforeseen events
*Key participants
include Coles
College faculty
strategic planning
committee,
executive
committee and
STRATEGIC LEARNING
and
STRATEGIC THINKING
29
Board of
Directors.