UNIVERSITY COUNCIL
2010 – 2011
AGENDA
February 17, 2011, 11:30 a.m.
Presidents’ Lounge
1. Approval of Minutes
2. Report of Chair
–
New Program Review Procedures
3. Proposed Mandate on the Department Chair
4. Major/Minor in Leadership, Ethics, and Sustainability returned from the
HSB College Council
5. Sports Marketing Major returned from HSB College Council
6. Proposed Mandate on Faculty Evaluation Form and Process: Summa and
ETS
7. Proposed Mandate on Communication Studies Major
1
DRAFT
University Council Minutes of Meeting
December 16, 2010
In attendance: Ms. Marybeth Harrington, Professors Ed Balotsky, Thomas Brennan, S.J.,
Jonathan Hodgson, Kenneth Kury, Joseph Larkin, Dennis McNally, S.J., Alfredo Mauri, Virginia
Miori, Robert Moore, Jo Parker, Joseph Ragan, Dr. E. Springs Steele, Dr. Cary Anderson, Deans
William Madges and Joseph DiAngelo, Parliamentarian Francis Graham Lee and Provost Brice
Wachterhauser. Several guests also attended.
1. The meeting convened at 11:35 a.m. A motion to approve the minutes of the previous meeting
was made by Professor McNally, seconded by Professor Mauri. The minutes were approved
by voice vote.
2. The Chair reported that his office researched the dates when new programs should be
reviewed. Not all new programs have had review dates assigned to them, but those programs
that do have established review dates are:
Actuarial Science Major
Minor in Business Intelligence
Minor in Autism Studies
Educational Leadership Institute
Fall 2010
Fall 2010
Fall 2013
Fall 2013
The chair suggested that the Executive Committee of the University Council discuss a
mechanism to facilitate the reviews; the Council agreed to that procedure.
3. Professor Parker moved, seconded by Professor Miori, that a mandate to study the mandate on
Creation of Permanent GEP Committees be sent to the Academic Policies and Procedures
Committee. It was noted that members of such committees should be appointed by the Faculty
Senate rather than elected because faculty members on such committees should have a
specialization in the courses reviewed.
Professor Parker expressed the view that there was a need for a full-time “certification czar” to
oversee and support certification and assessment efforts. Accordingly, she moved, seconded
by Dean Madges, to amend the objective section of the mandate by inserting at the end of the
first sentence the following: “and consider having a full-time faculty member responsible for
the oversight of the certification process and for assessment.” Professor McNally noted that
this might be a temporary position whose duties the associate deans might eventually oversee.
After further discussion, the question was called on the amendment; the vote was 15 – 0 – 0.
Dean Madges suggested that APP consult with the Curriculum Implementation Task Force
and the ad hoc assessment committee. The vote to send the mandate, as amended, to APP
was 15 – 0 – 0. A return date of April 2011 was accepted.
4. Professor Hodgson, seconded by Professor Kury, moved to send the mandate on a Business
Administration Major for Undergraduate Day Students to the HSB College Council.
Dean DiAngelo noted that the program already exists in the College of Professional and
Liberal Studies. Assured that the program is identical to the evening program, Professors
Hodgson and Kury agreed to withdraw their motion.. Professor Parker noted that in
Appendix A, it should indicate that English 102 can also be taken during the fall semester.
Professor McNally noted that it is not wise for seniors to take a Fine Arts course in their senior
year. No further governance action is necessary.
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5. Professor Mauri moved, seconded by Professor McNally, to send the mandate on a Major and
Minor in Leadership, Ethics, and Organizational Sustainability to the HSB College
Council. Professor Simmers, chair of the Management Department, stated that a decline in the
number of majors and the outcome of the program review confirmed the need for the
department to refresh its offerings. The vote to send the mandate to the HSB College Council
with a return date of February 2011 was 15 – 0 – 0.
6. Professor Kury moved, seconded by Professor Balotsky, to send the Major and Minor in
Managing Human Capital to the HSB College Council. Since this was in fact a re-naming
of the current management major, it was agreed that no action was needed by Council and the
mover and seconder agreed on withdrawing their motion.
7. Council acknowledged that providing pizza was a great idea. A motion to adjourn was carried
by a rising vote at 12:15.
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University Council
Program Review Procedure
To “trigger” the review mechanism:
1.
When a new program is approved by University Council, the Chair of University
Council will send a memo to the Chair/Program Director informing him/her of the
approval and stating that:
“The University Council has recommended that all new majors and minors
(programs) be reviewed five years after being initiated. Therefore, by the end of
the Fall semester in Academic Year 201_ - 201_ , please send a written report to
the Dean of the College assessing the program in light of the following:
a)
Is the program meeting the learning goals for which it was approved?
b)
Is the current curriculum capable of meeting the stated learning goals?
c)
Is the program adhering to the budget on which it was based?
d)
Is the program meeting student enrollment projections?
e)
Is the program functioning well with present faculty staffing?
f)
How do you see the program developing in the next 2 years?
g)
What changes need to be made in this program?
2.
The dean will add his/her response to the program developer’s report and send
both to the University Council by March or April of the review year. The
University Council will review the reports and determine the viability of the
program.
3.
If the program is part of an institutional program review within the first five years
of the program, it does not need to be reviewed separately.
4.
After the initial 5-year review, the program becomes part of the institutional
review process.
Approved by Deans and University Council in AY 1998 – 1999. Amended by the Executive Committee on
February 9, 2011.
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2010/2011-08
PROPOSED MANDATE FOR UNIVERSITY COUNCIL
TITLE: Statement on Department Chair
OBJECTIVE: To update the statement on the Department Chair in the Faculty
Handbook dated September 2010.
REASONS FOR PROPOSED MANDATE:
The current statement on the Department Chair (pp 63-65 in the faculty handbook) was
approved by University Council on February, 1969. It was further amended by
University Council on May, 1990 and October, 2001. Since that time many changes have
occurred within the framework of the duties and functions of a department chair.
A committee (Chairs Compensation Committee) recently appointed by the Provost has
reviewed the current role of the Department Chair and determined that a comprehensive
review on the Statement on the Department Chair is needed.
In addition, the committee has done its own review on this document and is attaching
some recommended changes as a start to this process.
RECOMMENDED FOR STUDY BY WHICH BODY?
_____ Faculty Senate:
Academic Policies and Procedures Committee
_x____Faculty Senate:
Faculty Policies and Procedures Committee
_____ College Council:
College of Arts and Sciences
_____ College Council:
Haub School of Business
_____ Standing Committee on Student Affairs, Full-time Undergraduate
_____ Standing Committee on Student Affairs, Part-time Undergraduate/Graduate
_____ Administrative/Staff Council
Joseph M Ragan
Signature:
*on behalf of the Committee
Date:___12/2/10______________
Please forward to the Provost who serves as Chair of the University Council, along with
complete documentation to substantiate the need for the proposed mandate.
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Appendix B
The Committee reviewed the current statement of Department chair and has made a
number of recommendations amending the statement where it is in error and enhancing
it where it is needed. These recommendations for change are marked in blue.
Statement on the Department Chair
[This statement was approved by the University Council (formerly known as the College Council)
on February 6, 1969 and by the General Assembly on March 12, 1969; it was amended by the
University Council on May 9, 1990.]
I. Qualifications—The department chair should ordinarily have the following qualifications:
•
an earned doctorate or appropriate terminal degree in the teaching field or a closely
allied field,
•
a minimum of six (6) years teaching experience at the college level,
•
a minimum rank of tenured assistant professor,
•
exceptional competence in the field, and
•
leadership and administrative capabilities.
Waiver of one or more of the above qualifications may be permitted where the
candidate demonstrates strength in the other designated areas.
II. Selection—Final responsibility for appointment of a department chair rests with the President
of the university. This appointment is made after consultation with the senior academic
officer, the dean of the appropriate college, and department members.
In departments having fewer than six (6) tenure track members, there shall be
consultation without formal balloting. In departments having six (6) or more tenure-track
members, recommendation to the President shall be made in the following manner:
A. Each member of the department may nominate a candidate for the office of chair.
Candidates need not be current members of the department and may be nominated
from outside the university.
B. All tenure track members of the department shall be eligible to vote for the nominees,
having one (1) vote each.
C. The nominee receiving a majority of the total number of votes in the department shall be
recommended to the President. In the event of a tie, both names shall be presented to
the President.
D. The dean of the appropriate college shall set the date, time, and place of the meeting at
which nominations are to be made, giving adequate notice to the members of the
department, and shall preside at this meeting, establish procedures for the balloting,
and report the results to the President.
[This section was amended by University Council on October 18, 2001, and approved by the
President in October 2001.]
E. If the president finds the department’s first recommendation unacceptable, he shall
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instruct the senior academic officer to arrange a second ballot according to the
established procedures. If the department's second recommendation is unacceptable to
the President, the senior academic officer shall appoint a search committee of five (5)
tenure-track faculty to make recommendations to the President. In order to ensure
departmental input into the process, two (2) of the five (5) members of the search
committee shall be selected from the department concerned by its ranked members:
the other three (3) members shall come from outside the department concerned.
F. The term of office for a department chair is three (3) years. Normally, a department chair
serves for a maximum of two (2) consecutive terms. Upon 2/3 favorable vote if
department has more than 6 but fewer than 9 faculty or ¾ favorable vote if department
is greater than 9. With consent of the department, the term of the chair may be
extended beyond six (6) years. Interim appointments may be made at the discretion of
the President, either for an unexpired term or for a shorter specified period. For these
appointments, there shall be consultation with the appropriate dean and department
members without formal balloting. The term “Acting Chair” shall normally be reserved
for appointments of less than a full term.
III. Compensation Tiers Under development by Provost office
IV. Duties and Functions—The department chair shall carry out the following duties and
responsibilities:
A. General Responsibilities
1. to foster academic excellence in teaching and leadership
2. to use his/her statutory and delegated powers to administer the personnel and
material resources of the department in a manner that is consistent with the
purposes and objectives of the university;
3. to formulate, in cooperation with the members of the department, specific
objectives for the department, for each major subdivision thereof, and for each
course of instruction;
4. to delegate equitably to members of the department such duties and powers as
may be required to fulfill the functions of the department and to hold department
meetings at least three (3) times each semester, preparing an agenda for each
meeting, notifying members of each agenda in advance, and allowing department
members to make recommendations, with such recommendations being made a
part of the minutes; to maintain minutes of each department meeting and forward
copies to each department member for approval and to the senior academic officer
and the appropriate dean;
5. to provide for student consultation in appropriate departmental affairs; and
6. to prepare an annual report to the President, senior academic officer, and the
appropriate dean, reviewing the progress and current state of the department.
7. To ensure an electronic departmental presence
8. To represent the department and its discipline with professional groups,
community, and regulatory bodies outside the University
9. to participate in development activities with alumni, the development office and
admissions
10. to attend meetings and informational/training sessions for chairs and
11. to be accessible during the summer months
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B. Faculty Selection and Development:
1. to undertake the recruitment and selection of new faculty (tenure track, visiting,
and adjunct) for the department, in conjunction with the senior academic officer,
the appropriate dean, and members of the department; to make available academic
dossiers of applicants to appropriate department members, and to invite
appropriate members of the department to interview applicants and to put into
writing their evaluation, which is to be forwarded by the chair to the senior
academic officer and the appropriate dean;
2. to provide orientation for new members of the department;
3. to encourage and support the research, publication, and other professional
activities of department members;
4. to recommend faculty for academic distinctions, grants, etc.
5. to record academic distinctions, degrees, publications, awards, etc., of department
members and to notify appropriate administration officials, particularly when rank
or tenure is involved; and
6. to report annually to the senior academic officer and the appropriate dean on the
performance of each probationary member of the department and members
eligible for promotion to a higher rank, and to review the progress and current
status of any department member at his/her request or as circumstances require.
7. to provide mentoring for new and probationary members of the department
8. evaluative role in tenure and promotion as outlined in the appropriate sections of
the Faculty Handbook
9. add back the dean and department members
Administrative and Support Development
1. to undertake the recruitment and selection of new personnel for the department
including, for example, administrative staff, research/graduate/lab assistants and
work studies,
2. to review annually the progress of any administrative/staff department members.
3. to mentor and supervise administrative/staff department members
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C. Curriculum and Instruction:
1. to maintain a continuing review of the departmental curriculum;
2. to initiate, after formal consideration and approval in departmental meetings, those
changes deemed essential to the maintenance of a vital and timely curriculum;
3. to advise the appropriate dean of course offerings and teaching assignments;
4. to provide information to be incorporated in the annual catalog; and
5. to develop academic policy for the department, with the advice and approval of the
members.
6. To interface and integrate with academic programs and other departments and
7. To coordinate assessment of learning
D. Student Services:
1. to initiate and supervise a departmental system of academic advising;
2. to cooperate with those responsible for aiding students in the process of placement
after graduation, and
3. to appoint faculty advisors for student activities related to the department.
4. To approve major/minor selection and major/minor changes; study abroad courses;
and internships
5. To interact with the Registrar’s office in student curricular matters
6. To advise students and be the intermediary contact and
7. To approve or deny course overrides and monitor student registrations
E. Budgeting
1. to submit an annual operating budget prepared in consultation with the members of
the department and reviewed with the appropriate dean;
2. to provide access to the approved budget to members of the department;
3. to approve the disbursement of department funds;
4. to plan annually with department members for long-range budgetary and personnel
needs and to communicate these plans to appropriate administrative officers;
5. to assist, in cooperation with members of the department and librarians, in the
development and usage of the department’s library holdings; and
6. to determine the distribution and use of space, furnishings, and other facilities
assigned to the department and
7. To work with budgetary control models as adopted by the University
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Approved by the HSB College Council on Feb. 8, 20011 (440-0)
Saint Joseph’s University
Erivan K. Haub School of Business
Proposal for Leadership, Ethics, and Organizational
Sustainability Major and Minor
Overview of Proposed Major and Minor
1. Background
SJU Plan 2020 explicitly identifies Ethical Leadership as one of the key components
of the strategic initiative for Academic Distinction. Currently no undergraduate
leadership program exists at Saint Joseph’s; the proposed program is an attempt to
be responsive to this need, doing so solidly based on the Jesuit principles articulated
in SJU’s Mission statement. Furthermore, the proposed program will focus on ethical
leadership for organizational sustainability. Sustainable organizations in the
twenty-first century need to fulfill three sets of objectives: social, environmental,
and economic. Indeed, the word sustainability means that attention to all
components of the “triple bottom line” of people, planet, and profits is a necessary
condition for long-term survival. While in higher education institutions
sustainability has most often been associated with preserving the environment, in
recent years, the need for specific attention to the “people” component has been
espoused by corporations, by governments, by institutions, and by public opinion.
The proposed program will focus on the “people” and “profit” aspects of
sustainability, developing our students into leaders of organizations that seek to do
well economically by treating their employees and stakeholders justly. There is a
natural fit between our institution and ethical leadership for sustainability; the
proposed program satisfies a unique market opportunity, as very few higher
educational institutions are as qualified as Saint Joseph’s University to develop
ethical leaders for the sustainable organizations of the future.
2. Program Objectives
The objective of this major is to develop leaders whose goal is to lead and work for the
Greater Good. This includes several components, including leadership, social
responsibility, ethics, and justice. Leading for the greater good entails awareness of and
striving for success as defined by the widely accepted sustainability planet/people/profit
triple bottom-line. This encompasses the need for efficient use of natural resources,
lifestyles that minimize pollution, organizations that are socially responsible, societies
that recognize the importance of fairness, and principled individuals who behave in an
ethical manner. We aim to develop leaders who are ethically sound and socially just - in
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short, to be men and women for others. The proposed major will prepare students to lead
and organize sustainably and for sustainability. Furthermore, the proposed minor will
introduce students to the critical frameworks and concepts within the domain of
Leadership, Ethics, and Organizational Sustainability.
We perceive a vacuum in the market of degree offerings which our institution is uniquely
qualified to fill. Among our fellow Jesuit schools of business, six have majors in
Leadership, yet none has a specific focus on ethical or sustainable leadership. Among
our regional peer or aspirant schools, only the University of Delaware has a comparable
leadership major, which is housed in its School of Urban Affairs and Public Policy.
Furthermore, all of the sustainability-related undergraduate majors we could find pertain
primarily to environmental sustainability, with relatively little (if any) focus on the other
two bottom lines (i.e., people and profit). As described herein, we believe that a
Leadership, Ethics, and Organizational Sustainability major is highly consistent with the
mission of Jesuit education. Furthermore, we believe that such a program can contribute
to the social and economic well-being of the Greater Philadelphia Metropolitan Area.
We envision the following objectives for the program:



Provide interested students with the tools, theory, and practical knowledge
required to contribute to their development as leaders who conscientiously
strive for excellence in triple-bottom line outcomes
As a unique program in the region, attract new students to Saint Joseph's
University.
Gain national recognition as a specialized program in ethical leadership and
organizational sustainability within the framework described in section 3
below.
3. Rationale for Proposal
A poll of departmental faculty interests and collective vision of the department indicated
that Leadership, Ethics, and Organizational Sustainability would be a major that would be
not only of interest, but also a major that our department could distinctively offer. The
proposed major rests on a need to develop individuals who are prepared to lead in an age
in which business practices for the social good have become a necessity. We begin by
characterizing the context and the main building blocks of the program through the lens
of the triple bottom line framework of planet/people/profit that is a foundation of the
dialogue on sustainability.
The United Nation’s Bruntland Commission’s 1987 report defined sustainable
development as “meeting the needs of the present without compromising the ability of
future generations to meet their own needs.” The term sustainability has since been
expanded to aspects of human life and endeavor far beyond development and has come to
represent the simultaneous fulfillment of environmental, social, and economic
sustainability conditions, as depicted graphically below (see Adams 2006).
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Broadly stated, environmental sustainability, also known as the “planet” component,
relates to judicious use of natural resources, to pollution prevention, and to effective
environmental management. Social sustainability, also known as the “people”
component, relates to equitable opportunity and wealth distribution, to fairness and
justice, and to ethical behavior. Economic sustainability, also known as the “profit”
component, relates to the need for economic growth and the efficient use of resources.
The proposed major serves the purpose of developing student awareness of the triplebottom line, and will place emphasis on the “people” and the “profit” dimensions of the
above diagram—an emphasis encapsulated in the term “organizational sustainability.” As
such the major will encompass the range of necessary attributes that individuals within
organizations need to be truly sustainable beyond the need for economic sustainability,
such as social responsibility, fairness and justice, ethics, and attention to the greater good.
Because the program will focus mostly on the “people” and “profit” dimensions of
sustainability, our objective is to provide a program complementary to the Minor in
Environmental and Sustainability Studies which is offered by the College of Arts and
Sciences and is more focused on the “planet” dimension. Students with a major in
Leadership, Ethics, and Organizational Sustainability will likely be interested in the
minor in Environmental and Sustainability Studies, and both HSB and CAS students
interested in augmenting their chosen concentration with the Minor in Leadership, Ethics,
and Organizational Sustainability will also benefit from the coursework. An important
aspect of this proposal is to increase the cross-fertilization of different sustainability
initiatives at SJU.
4. Mission Implications of Proposed Major and Minor
The establishment of a Leadership, Ethics, and Organizational Sustainability major
and minor is not only consistent with, but also is supported by, the Saint Joseph’s
University (SJU) Mission Statement, SJU Plan 2020 (draft), the Haub School Business
(HSB) Mission Statement, and the HSB strategic plan.
The SJU Mission Statement reads:
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Saint Joseph's espouses the educational priorities of the Society of Jesus
which include: searching for God in all things, pursuit of the greater
good, the service of faith together with the promotion of justice, and
effective compassion for the poor and those in need.
As described in the previous section, the proposed major encompasses these
educational priorities through the belief that social justice and solid ethical
foundations are necessary conditions for long-term organizational sustainability.
SJU Plan 2020 has several pertinent aspects:
Building on the foundation of the liberal arts, Saint Joseph’s will
enhance the educational experience in the classroom through
implementation of the new General Education Program and through
expansion of curricular offerings characterized by interdisciplinary
inquiry. New programs that leverage Saint Joseph’s strengths, are
mission-driven, and will increase demand for an SJU education are also
planned. (p. 10)
The proposed major will, as noted above, be a natural partner with the Minor in
Environmental and Sustainability Studies housed in the College of Arts and Sciences,
and the proposed minor will certainly be on interest to CAS students—thereby
satisfying the interdisciplinary inquiry—and it is clearly focused on Saint Joseph’s
unique strengths and mission.
As stated above, Plan 2020 also has as one of the key components of the strategic
initiative for Academic Distinction a stated focus on Ethical Leadership (p. 12).
Currently, no undergraduate leadership program—either in the curriculum or cocurriculum—exists, so the proposed major fills a clearly-stated strategic need.
The HSB Mission Statement states that the school seeks:
excellence in business education that offers… wholeness via education
of men and women in service to others in accordance with the Ignatian
tradition.
We believe the proposed major offers a unique opportunity to help students
incorporate Ignatian values into their very fabric, therefore preparing them to
occupy positions of leadership for organizational sustainability.
In listing HSB’s core values, the Mission Statement further states the school’s
commitment to:
innovative niche programs –from its inception, the HSB has been
entrepreneurial in its approach to targeting and serving the needs of
key industries and strategic niches.
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We feel that the proposed major fills the needs of a strategic niche in a way that SJU
is uniquely capable of doing because of the strength of our business education
tradition, which incorporates faith and justice, and which provides a strong ethical
foundation to students.
We believe the Department of Management is very well positioned to offer the proposed
major. Leadership studies have been a mainstay in the Management major and in
departmental offerings since its inception. The efficient use of resources traditionally has
been a main focus of courses in the department. Furthermore, ethics and Corporate Social
Responsibility has been an integral part of many Management Department courses for
years, as evidenced by the current Business, Society and Ethics class as well as the fact
that several faculty have completed the Ethics Across the Curriculum initiative. We see
the major as an effective vehicle to broaden the ethics education at SJU.
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Program Description
1. Proposed Curriculum Outline - Major
To develop the proposed curriculum, we conducted a comprehensive search for
majors in Leadership and/or Business Ethics across all Jesuit universities and across
all regional peers and aspirants, as well as a nation-wide search for majors in
Sustainability. This search highlighted the paucity of direct competition in the
specific major we are proposing (except for University of Delaware’s major in
Organizational and Community Leadership), and it provided us several ideas
regarding structure and content of the proposed major.
The proposed major will consist of six courses, as outlined below:
Required courses (3):
LEO 210: Business, Stakeholders, and Ethics (revised course)
Prerequisite: MGT 110/120/121
LEO 211: Perspectives on Leadership
Prerequisite: LEO 210
LEO 495: Applied Sustainable Leadership (new capstone course)
Prerequisites: LEO 210 and LEO 211
Electives (choose 3 from the following):
MGT 242: Advanced Topics in OB
MHC 220: Introduction to Human Capital Management (formerly MGT
320)
FBE 330: Social Entrepreneurship (formerly MGT 331)
MHC 221: Diversity in the workplace (formerly MGT 212)
MGT 243: Negotiation Skills
IBU 420: International Management
MKT 450: Environmental Sustainability & Green Marketing Study
Tour*
* Up to one elective can be taken outside the department, yet still within HSB, that
focuses on Triple-Bottom line concerns in business; as other HSB courses that
explicitly concern the triple-bottom line framework are developed (e.g., TripleBottom Line Accounting or Micro-Finance), we will add them to the list of electives.
We intend to use the Integrated Learning Component (ILC) of the General Education
Program to provide interdisciplinary breadth to the major by requiring students to
take, in addition to Macroeconomics, two College of Arts and Sciences courses
pertaining to Environmental Sustainability and Economic Development. The ILC
courses for the proposed major will be:
Required:
ECN 102: Introductory Economics (Macro)
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Choose two from the following (no more than one from each department):
ECN 321 International Trade
ECN 322 International Macroeconomics
ECN 330 Economics of Labor
ECN 360 Industrial Organization
ECN 370 Economic Development
ECN 435 Evolution of Economics
ECN 440 U.S. Economic History
ECN 445 Economics of Multinational Enterprises
ECN 460 African Economies
ECN 470 (THE 470) Ethical Values and the Marketplace
ECN 475 Asian Economies
ECN 480 Economics of Poverty and Income Distribution
ENV 101 Environmental Science
ENV 102 Environmental Theory and Ethics Seminar
ENV 103 Introduction to Planet Earth
ENV 104 Planet Earth In-Depth
ENV 105 The Environment
HIS 386 American Environmental History
PHY 112 Energy: Problems and Promise
POL 312 Law and Social Change
POL 314 Public Administration
POL 315 Government and Business
POL 327 Environmental Politics in America
POL 329 Environmental Protection Management
POL 365 Globalization and Governance
PSY 151 Positive Psychology
SOC 102 Social Problems
SOC 320 Sociology of Work
Note: ILC courses are not permitted to be used to satisfied GER/GEP course
requirements, yet they are permitted to satisfy GEP Ethics, Writing Intensive,
and/or Diversity/Globalization/Non-Western Area overlay requirements.
2. Proposed Required Course Descriptions
Following are the course descriptions for the three required classes in the major.
LEO 210: Business, Stakeholders, and Ethics (revised from Business, Society, & Ethics)
This course analyzes the question, “Does business have a social
responsibility?” through the examination of various internal and external
stakeholders of the contemporary business organization. Students will be
introduced to frameworks and theoretical principles in ethics that may be
used as foundations to the analysis of the question above. Students then
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will learn how stakeholder management relates to an organization’s triple
bottom line of people, planet, and profits. The course includes theoretical
concepts and practical analysis, exposing students to some of the ethical
dilemmas confronted by employees in the workplace, and serves to help
students enhance their skills in resolving these types of dilemmas.
Prerequisite: MGT110/120/121
LEO 211: Perspectives on Leadership
This course aims to increase students’ knowledge and skills
concerning effective leadership. Through a seminar format we will
employ a historical perspective to investigate different approaches,
models, and contexts to leadership. We will then explore the
contemporary role of leadership in work organizations. Through
workshops, we will develop skill competencies critical to effective self,
team, and organizational leadership. Students will have an
opportunity to apply their knowledge and skills to a leadership
experience they design and implement themselves. Prerequisite: LEO
210
LEO 495: Applied Leadership and Sustainability (capstone)
This course is an integrative practicum in which students (either
individually or in teams) undertake an action-learning project in an
organization under the direction of a faculty member with the
objective of applying leadership and sustainability concepts
developed throughout the program. Students will work with live
clients (e.g., non-profit organizations or for-profit businesses) to help
them improve their triple bottom-line performance along the people,
planet, and profits dimensions and test their leadership skills as they
do so. Prerequisites: LEO 210 and LEO 211. To be taken Senior year.
3. Proposed Curriculum Outline – Minor
The minor in Leadership, Ethics, and Organizational Sustainability could be
attractive to a diverse set of business and liberal arts majors who have interest in
leadership and sustainability issues and ideally would combine well with most
majors in the university because the skills developed are widely transferable.
The new minor is designed to provide both Business and Arts and Sciences students
the opportunity to gain an understanding of the theory and practical knowledge
required to function as leader for the greater good, including awareness of the need
to define success as the sustainability planet/people/profit triple bottom-line. The
minor requires students to complete a six course program of study. The first two
courses in the minor are part of the HSB core: Essentials of Organizational Behavior
(MGT110) or Essentials of Management (MGT120) or Organizations in Perspective
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(MGT121) and Legal Environment of Business (MGT360).
The requirements for the minor are summarized below.
Required Courses (5):
MGT 110, 120 or 121 Essentials
No prerequisite; part of HSB core
MGT 360: Legal Environment of Business
No prerequisite; part of HSB core
LEO 210: Business, Stakeholders, and Ethics (revised course)
Prerequisite: MGT 110/120/121
LEO 211: Perspectives on Leadership
Prerequisite: LEO 210
LEO 495: Applied Sustainable Leadership (new capstone course)
Prerequisites: LEO 210 and LEO 211
Elective (choose 1 from the following):
MGT 242: Advanced Topics in OB
MHC 220: Introduction to Human Capital Management
FBE 330: Social Entrepreneurship
MHC 221: Diversity in the workplace
MGT 243: Negotiation Skills
IBU 420: International Management
Courses taken for the Leadership, Ethics, and Organizational Sustainability major or
minor cannot “double count” for courses required for other majors or minors
offered by the Department of Management.
4. Learning Objectives (and Related Assessment)
The goal of the new major is to provide students with the opportunity to gain
specialized knowledge within the framework of a liberal arts education. Because of
the nature of leadership and of sustainability, the learning objectives for courses
within the new major typically fall into the categories of “problem solving” or
“functional.” Additionally, all upper-level courses in the major require students to
complete written case analyses or class presentations, enhancing the students’
communication skills. Finally, the capstone course strengthens the student’s
understanding of the Jesuit tradition by applying the lessons from the major in a
real-life manner to exemplify being men and women for others.
The major will have one faculty member designated as the program director. The
responsibility of the program director will be to:
• To promote the Leadership, Ethics, and Organizational Sustainability
program within SJU.
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• Review all course syllabi, verifying that each course clearly identifies
learning objectives, and that these objectives are from at least two of the
following categories: problem solving, functional, communication, Ignatian
values, global/diversity, and strategic thinking.
• Review tests and assignments (on a sample basis) from the courses in the
major, to verify that these assessments focus on learning objectives
defined in the course syllabi.
• Verify that peer reviews of teaching are performed for all tenure-track and
adjunct instructors teaching courses within a major on a periodic basis. As
part of this process, the coordinator will review grade distributions for all
courses offered in the major.
5. Implementation Timeline
It is our hope that the proposed major will be implemented in time for the fall
semester of 2011. Prior to implementation, one course needs to be revised (from
Business, Society, and Ethics to Business, Stakeholders, and Ethics), and within one
year a new course (Applied Sustainable Leadership) will need to be developed since
it is the capstone for the major. The other courses included as requirements or
electives are currently developed and listed in the Undergraduate Course Catalog.
Marketing Plan
1. Target Students
The target audience for the Leadership, Ethics, and Organizational Sustainability
major will include two categories of students. First, students who are enrolled at SJU
who would like to have stronger emphasis on leadership for the greater good and
the related specific coursework. Second, students who may be attracted to SJU
because of this major given its uniqueness and the lack of any similar alternatives in
the Philadelphia area or in other Jesuit Universities, as described in the Competition
Analysis section below. Likewise, the Leadership, Ethics, and Organizational
Sustainability minor should attract other business majors who wish to deepen their
understanding of the meaning of leadership for others. Furthermore, Arts and
Sciences students who wish to develop ethical organizational leadership skills
should find this minor very enticing. These target students are expected to have
interests in business as well as in service, and are expected to come with a holistic
view of management.
2. Career Potential
The Leadership, Ethics, and Organizational Sustainability major will offer students
both short term and long term potential career opportunities.
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a. In the beginning of students’ careers it is expected that specific knowledge
and skills related to holistic leadership and organizational training will be
very useful in the job market because of increasing employer focus on
overarching sustainability issues.
b. In the long term the major would provide the foundation for the
development of careers that culminate with overall corporate responsibility
for sustainability. One recent corporate trend, for example, has been the
creation of the position of “Chief Sustainability Officer” (CSO) with
responsibility for integrating all related actions within the company, as
exemplified by AT&T, Siemens, and DuPont.
c. Moreover, the skills acquired by students graduating with this major (e.g.
leadership, creativity, strategic decision-making, resource management,
critical analysis, strategic planning, and broad world-view) in completing the
program are all attractive and relevant in a traditional corporate
environment contributing to our graduates’ success if pursuing a position in
the corporate world.
d. Lastly, this proposed major would be a natural fit for students who wish to
embark on a career in non-profit management since non-profits are
commonly devoted to the social and/or environmental aspects of
sustainability.
3. Competition Analysis
The competitive analysis for the envisioned Leadership, Ethics, and Organizational
Sustainability major is extensive because it builds on several disciplines and
therefore entails comparisons with different majors. Tightly defined, there is only
one direct competitor to our proposed major because it includes components of
Leadership, Sustainability, and Ethics (including Business Ethics and Corporate
Social Responsibility). We therefore extended our analysis to majors in each of those
areas and we report our findings here.
Regarding Leadership, we found six Jesuit colleges or universities that currently
have undergraduate Leadership majors. Three of these (Boston College, LeMoyne
College, and Saint Louis University) are offered to traditional undergraduate day
students, and are packaged broadly as “Leadership and Management” degrees.
Three others (Loyola Chicago, Rockhurst University, and University of San
Francisco) are degrees offered through their schools of continuing and professional
studies. Remarkably, none of these six Jesuit schools appears to leverage their Jesuit
identity/mission by offering a uniquely Jesuit or explicitly ethical view of leadership.
Locally, only the University of Delaware offers an undergraduate Organizational and
Community Leadership degree (through its School of Urban Affairs and Public
Policy); this degree includes a course called “Leadership for the Common Good” and
affords students the chance to take four courses in areas of interest such as
Environmental Sustainability, Public Policy, Global Perspectives, or Intercultural
Dynamics.
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Furthermore, we have found that the word “sustainability” when used in the name
of a major, usually refers to the environmental dimension (i.e., the planet
component) of the sustainability triad. Of the twenty-seven Jesuit institutions, 16
offer undergraduate majors with emphasis on the “planet” dimension, and most of
them are called “Environmental Studies.” Locally, all five major competitors (UPenn,
Temple, Drexel, Villanova, and LaSalle) offer majors in sustainability, but all except
one (UPenn) seem solely focused on environmental (planet) issues. UPenn offers an
inter-school “Sustainability and Environmental Management” minor that does seem
to incorporate people and profit components to the planet emphasis. More broadly,
we examined 26 different undergraduate sustainability programs across the
country. Only 8 of them include the “people” component explicitly, usually within
the context of economic development; 11 of them include explicit mention to
“sustainable business,” but this use generally equated to “green business practices.”
4. Enrollment Projections
While there is no concrete way of projecting future enrollments, as we stated
earlier, one of our primary objectives in proposing this major and minor is to attract
more students to SJU by offering a distinctly Jesuit and mission-focused program.
To assess latent demand for the proposed major, we analyzed enrollment trends in
the Management major over the past ten years. Over the past decade, about 8% of
HSB students, on average have been enrolled in the Management major, with a high
of about 10% over the three years from AY03/04 through AY05/06. Applying these
averages into the next four years, with the enrollment growth assumption of an
additional 50 students at Saint Joseph’s per year (Plan 2020), the result would be
between 50-60 students per year with interest in the area of Management. Should
the present proposal be successful, beginning in fall of 2011, the department will
roll out both the Leadership, Ethics, and Organizational Sustainability major as well
as hopefully an additional major in Managing Human Capital. Since the new majors
will be more distinctive and aimed toward more defined career paths, we anticipate
demand for the new majors will be at least equal to the previous demand for the
current Management program, and we estimate about equal interest across both
new majors. Thus, we would anticipate approximately 25-30 students in the
proposed Leadership, Ethics, and Organizational Sustainability major. In addition,
we would anticipate about 5 students per year in the proposed minor.
Resources
1. Faculty
The Department of Management has several faculty members who already teach the
existing courses that will compose the proposed major. There are also several
faculty members with teaching and research expertise suitable for the only new
course, the capstone in Applied Sustainable Leadership.
With the assumed enrollment of approximately 30-35 students per year in the
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major or minor, we will need to offer an additional section of Business,
Stakeholders, and Ethics as well as Perspectives on Leadership, and two sections of
the capstone course (Applied Sustainable Leadership). These sections would be
covered by existing faculty as well as adjunct faculty who are currently teaching in
the Management major. If significant interest and growth in the major and minor
materialize, new faculty lines will be needed to provide quality faculty for this
distinctive program. That said, and consistent with SJU’s Plan 2020 (p. 10), we
would count on the success of this program’s generation of sufficient revenue to
allow the hiring of additional faculty.
In short, we believe that the proposed major and minor could potentially attract
significant new interest in SJU and the Haub School of Business. However, given the
implementation timeline of initiating the major in fall of 2011, we believe that
existing faculty resources are sufficient to cover modest growth in the program over
the near future.
2. Other Required Resources
The major does not require specialized resources. The university’s current
technology and library resources are sufficient to satisfy the requirements of
students in the proposed major.
Methods of Program Assessment
The new major will be included in the Haub School’s Undergraduate Business
Program. Thus, the major will be subject to the school’s existing program
assessment procedures.
Program Budget
Most leadership and sustainability programs are inter-disciplinary in nature and this one
is no exception.
Consistent with this, the proposed Leadership, Ethics, and
Organizational Sustainability major will draw from courses offered by various
departments. Since the Management Department will offer the majority of courses, we
propose housing the Leadership, Ethics, and Organizational Sustainability major in the
Management Department for budgetary and administrative purposes.
Bibliography
Adams, W.M. (2006). The Future of Sustainability: Re-thinking Environment and Development
in the Twenty-first Century. Report of the IUCN Renowned Thinkers Meeting, 29–31 January
2006. Available at http://cmsdata.iucn.org/downloads/iucn_future_of_sustanability.pdf
United Nations General Assembly (1987) Report of the World Commission on Environment
and Development: Our Common Future. Transmitted to the General Assembly as an Annex to
document A/42/427 - Development and International Co-operation: Environment.
22
Proposal for a New Major in Sports Marketing
Submitted by John B. Lord, Ph.D., Chair, Department of Marketing
Revised, February 9, 2011 – Approved by HSB College Council Feb. 8, 2011 (43-0-0)
Introduction
The Department of Marketing of the Erivan K. Haub School of Business submits this proposal for
a new major in sports marketing, with target date for launch of the program in fall semester,
2011.
The Marketing Department has been offering selected courses in sports business and marketing
since 2006 and under the old GER program, we had offered a three-course concentration in
sports and entertainment marketing. With the new GEP program, which reduces the number of
major courses to six, it is no longer viable to offer a concentration. We propose to replace and
upgrade with a six-course major in sports marketing. This new program taps into the increasing
importance and visibility of sports as a business sector, and the attractiveness of sports business
as a career choice for our graduates. Other colleges and universities in the region offer
programs in sports management and administration, but none offers a directly competitive
program in sport marketing.
Based upon the number of students who have (1) taken our sports courses, (2) completed sports
internships, and (3) have followed the curriculum for the concentration in sports and
entertainment marketing, there is evidence of significant interest in sport marketing as a
program. In addition, the number of both prospective students and parents who have indicated
strong interest in sports during our recruiting open houses, indicates clearly that a major in
sport marketing will be a valuable addition to our “product line” and will serve as an effective
tool for recruiting new students, consistent with one of the key aspects of Plan 2020, which is to
increase enrollment by adding new majors that appeal to students.
A program in sports marketing will take advantage of our unique set of resources to serve as a
significant attraction for prospective students. Ultimately, we would be in a position, given the
strength of our advisory board, to offer workshops and seminars on topics of interest to the
world of sports business.
Vision Statement
The sports marketing major at Saint Joseph’s University is designed to create value for students
by preparing them to succeed in careers in the global sports industry, for sports organizations by
providing qualified students for internships and qualified graduates for entry-level positions, and
for the University by helping to attract the best and brightest to our undergraduate marketing
program. Sports Marketing at Saint Joseph’s will be rooted in a strong liberal arts program
which emphasizes values and ethics consistent with the University’s Catholic mission and the
Ignatian tradition, and offered within the context of a strong general business education. We
will impart knowledge, skills and experience that will create well-rounded graduates who can
succeed in leadership positions in the today’s global sports industry.
Rationale for a new major in sports marketing
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As part of Plan 2010 and the newly-authored Plan 2020, the University has made new, revenuegenerating programs among its highest priorities. A new major in sport marketing will create a
revenue-generating program due to the rapid expansion of the sports industry in the U.S. – and
globally – and the extensive interest in careers in sports on the part of prospective college
students.
As the sports industry continues to expand, as measured by more leagues, teams and events;
interest in fantasy leagues; many more media choices and a huge increase in programming;
expanded front office staffs; etc., plus the increasing use of sports as a platform for promoting
products by manufacturers of consumer goods, there is increasing and significant interest in
sports business as a career choice. The marketing department has had good success attracting
students (see course registration numbers below) via our concentration in entertainment and
sports marketing. We believe that a major in sports marketing will be an excellent recruiting
tool for full-time undergraduate students, and would provide the marketing department with an
important “point of difference” with other marketing departments at schools with which we
compete for students.
Philadelphia is a major center of both professional and college sports. With the Phillies, Eagles,
Flyers and 76ers, Philadelphia is one of the cities with teams in all four of the “major” pro sports
leagues. In addition, there are teams in Major League Soccer (MLS) – the Philadelphia Union,
indoor (Wings) and outdoor lacrosse, indoor soccer (Kixx, where new soccer coach Don D’Ambra
played and coached for a number of years after graduating from SJU), plus minor league
baseball teams in Wilmington (Blue Rocks), Trenton (Thunder), Reading (Phillies) and Lehigh
Valley (Iron Pigs.) Besides Saint Joseph’s, there are four other Big 5 schools with Division One
athletic programs, plus Drexel, and Division II and III programs in place at other schools such as
Widener, Neumann, Arcadia, Holy Family and others. In addition, there is a large fitness
industry and an equally large sports products retailing industry, plus high school and amateur
sports and recreation.
As the size and scope of the industry grows, there is concomitant increasing demand for
qualified people to serve on the business side of these organizations. Admittedly, there are
always more people interested in sports jobs (everyone thinks he/she can become “assistant
travelling secretary” right away), but these organizations need people, and they typically hire
their interns for entry level positions.
Finally, the contacts we currently have in the sports industry are truly excellent and the support
of all the major teams in the area will be of great benefit to and certainly enhance the prospects
of success for our program. The advisory board will help with curriculum development, support
our classroom efforts, help to publicize our program among their peers, and also see that our
students have access to internships and full-time positions after graduation in their respective
organizations.
Competition
A review of websites of area colleges and universities shows that Alvernia, Arcadia, Cabrini,
Immaculata, Holy Family, and Neumann all offer majors in sport management. Holy Family’s
program is a major in sports marketing-management. Among the schools with AACSBaccredited business programs, Drexel, Temple and Widener offer programs in sport
24
management. Temple’s program is not in the business school. Saint Joseph’s University’s sport
marketing program will have a key differentiator in that no other areas schools with accredited
business programs offer majors in sport marketing. If we offer a major in sports marketing, we
will have a significant point of difference from the other area institutions which focus on sport
management and administration, and be one of a very select number of universities with a
sports marketing program in an accredited business school.
A second key point of difference is due to the nature of Saint Joseph’s, and the SJU curriculum.
All students will complete the GEP plus the business common body of knowledge which means
that each student will have a strong liberal education and a strong general business education as
context for the courses and experiences in sports marketing. Our program will have a specific
focus on ethical and social issues (e.g., gender issues in the media and in college athletics; effect
of the BCS on revenue distribution across institutions offering sports programs.) This will make
us unique among competitive schools in the area.
A new sport marketing major has the potential to significantly impact the University community
in terms of prestige, revenue generated, national recognition, increased student enrollments,
and the possibility of non-credit continuing education programs and short courses.
Course Staffing
Currently, John Lord has developed and teaches two different sports courses (baseball, business
of sports). We have several adjuncts who teach sports courses, including Richard Shute (the
business of sports), Michael Missanelli (sports law), Tim Curran and Shawn Tilger (sports
marketing), Gene Wisniewski (sports sales and selling), and Bob Steenrod (event marketing.)
Professor Shute, an adjunct professor in the marketing department and a professional who
works in various capacities for several sports teams in the area, has also recently developed a
course in sports media, which we will offer for the first time in spring 2012. He will be assisted
by Marc Rayfield, Sr. VP and market manager for CBS Radio in Philadelphia (which includes WIP
Sportsradio).
The Board of Trustees has already approved a faculty line to support the new sports marketing
major. An additional academically-qualified, full-time faculty member with an interest in sports
marketing is essential in order to meet AACSB full-time, academically-qualified, coverage norms.
In addition to our full-time and part-time faculty, additional content experts in sports marketing
(Lara Price, Philadelphia 76ers), licensing and merchandising (Faust Capobianco, former CEO,
Majestic Athletic), media (Marc Rayfield), facilities (Tim Murphy, VP/GM, Wells Fargo Center,
Global Spectrum), sponsorships (Eric Lipsman, Sr. VP Corporate Sponsorships, Trenton Thunder),
and ticketing operations (Fred Maglione, CEO, New Era Tickets, division of Comcast Spectacor)
have all been recruited to the sports marketing advisory board. Don DiJulia (Assoc. VP and
Director of Athletics) and Jim Brown (Assoc. Athletic Director for Business Affairs) provide
expertise in the area of college athletics. Seth Levinson, father of Jenna ’13, is one of the most
powerful sports agents in Major League Baseball, and has pledged to support our program.
Sports Marketing Advisory Board
25
Because of contacts originally developed through Dave Allan, Dick Shute, John Lord and others,
we have put together a truly outstanding advisory board for the new program in sports
marketing. In addition to the members of the advisory board, many other individuals are
already connected with our sports marketing courses, including: Bill Giles, Chairman, John
Nickolas, CFO, and John Weber, VP Ticket Operations, Philadelphia Phillies; Leonard Bonacci,
Director of Event Operation, Philadelphia Eagles; John Franzini, VP of retail concessions with
Aramark, Dr. Sean Forman, former professor of mathematics and founder of baseballreference.com, and others as well.
The functions of the advisory board will be as follows: (1) to provide advice and counsel
regarding program design, curriculum, and course design; (2) to serve as a resource for the
classroom, primarily through guest presentations, site visits, information, project challenges,
and for some, teaching in the program (Mike Missanelli and Shawn Tilger are two members of
the advisory board who teach at the present time); (3) serving as an “apostle” for the program
by speaking about it within your professional network; and (4) helping to arrange for student
internships, and, perhaps, full-time employment opportunities for program graduates.
26
Current Members of the Sports Marketing Advisory Board
Chair:
Faust Capobianco IV
Former President & CEO
Majestic Athletic
3631 Westwood Drive
Easton, PA 18045
faustcapobianco@me.com
610-704-0593
Dave Buck
Sr. Vice President, Marketing & Advertising
Philadelphia Phillies
One Citizens Bank Way
Philadelphia, PA 19148
dbuck@phillies.com
215-218-5394
Don Di Julia
Associate Vice-President & Director of Athletics
Saint Joseph’s University
Ramsay Basketball Center
5600 City Avenue
Philadelphia, PA 19131
ddijulia@sju.edu
610-660-1707
Eric Lipsman
Sr. Vice President, Corporate Sales & Partnerships
Trenton Thunder, NY Yankees Minor League Baseball
One Thunder Road
Trenton, NJ 08611
eric@trentonthunder.com
609-394-3300 est. 110
Fred Maglione
President and CEO
New Era Tickets
930 E. Lincoln Highway, Suite 200
Exton, PA 19341
fmaglione@neweratickets.com
484-875-7322
Tim Murphy
Vice President and General Manager
Wells Fargo Center
Global Spectrum
3601 South Broad Street
Philadelphia, PA 19148
tmurphy@comcast-spectacor.com
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215-952-5466
Frank Gumienny
Vice President of Finance
Philadelphia Eagles
NovaCare Complex
One NovaCare Way
Philadelphia, PA 19145
fgumienny@eagles.nfl.com
215-339-6894
Michael Missanelli
97.5 The Fanatic
One Bala Plaza
Mail Stop 429
Bala Cynwyd, PA 19004-1428
mmiss1111@aol.com
610-517-9146
Lara Price
Sr. Vice President of Business Operations
Philadelphia 76ers
Wells Fargo Center
3601 South Broad Street
Philadelphia, PA 19148
lprice@comcast-spectacor.com
215-339-7625
Marc Rayfield
Sr. Vice President/Market Manager
CBS Radio Philadelphia
Two Bala Plaza
Bala Cynwyd, PA 19004
Marc.rayfield@cbsradio.com
Shawn Tilger
Sr. Vice President, Business Operations
Philadelphia Flyers
Wells Fargo Center
3601 South Broad Street
Philadelphia, PA 19148-5297
stilger@comcast-spectacor.com
215-389-9508
Ultimately, our ability to offer a truly outstanding program and deliver real value to our
students, to employers and to the sports industry depends upon a contemporary and relevant
curriculum, outstanding classroom teaching, opportunities for students to learn on the job, and
support from the industry. The members of the board will aid significantly in achieving these
necessary components of a successful major.
We expect to add up to five additional members of the board, in order to make sure that we
have adequate representation of the major sectors and disciplines within the sports marketing
28
industry. Board chair Faust Capobianco and I have already conducted a survey among the board
members to identify significant strategic issues facing the program, and specific areas of the
sports world for which we need representation, such as from the professional leagues.
Proposed curriculum for a major in sports marketing
GEP – The marketing department currently specifies three social science courses (economics,
psychology, sociology) for its majors. Because this proposal is for a marketing program, a
discipline which is rooted in the social sciences, it is important for students to have a solid
background in the social sciences. We will specify one course in economics, one course in
psychology, and one course in either sociology or political science as comprising the integrative
learning component of the GEP. Students will have a choice of which course to choose in each
area, subject to adhering to any prerequisites for the courses in question.
Ethics component – In addition to the moral foundations course in the GEP, each of the courses
in our program will have a specific ethics component which will be reflected in the course
expectations, course readings, and course discussion issues. As the major’s curriculum is still in
development, we may decide to require a course in the ethics of sports. There are three
reasons which underscore the importance of ethics in the new sports marketing major: (1) we
are Saint Joseph’s and all of our initiatives should have an ethics focus; (2) a number of ethical
issues present themselves in sports marketing, for example to name just two, the Eagles’ signing
of Michael Vick after his conviction for illegal dog fighting, and the allegations by the NFL Players
Association that the NFL owners are in violation of the labor pact by signing media deals that
guarantee the owners TV revenue even if the owners lock out the players in the event of a labor
impasse; (3) an ethics focus represents a key point of differentiation for SJU’s sport marketing
program relative to other sport marketing and sport management programs with which our
program will compete.
In addition, we will offer a course entitled, “Ethical Issues in Sports Marketing.”
Business CBK – All 10 Courses including MKT 201 - Principles of Marketing
Major courses – required (3) (NOTE: the major courses have not been completely determined;
one of the tasks of the advisory board is to provide guidance on this issue)
MKT 351 - The Business of Sports (existing course)
A look at professional and college sports as big business. We will analyze and discuss issues
such as league structure; ownership and franchise values; sources of revenue; sports media;
player and labor relations; free agency and arbitration; league player drafts; the issues
involved with new stadiums and facilities; gender and race issues in sports; the economic and
financial aspects of college athletic departments; and other important topics.
MKT 353 - Sports Marketing (existing course)
A study of marketing, promotion, sales and sponsorship strategies utilized in the sports
industry. The topics covered include consumer behavior, the role of marketing research, the
marketing mix, advertising, event management, experiential marketing and value-added
marketing as it relates to sports as a product.
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MKT 490 - Internship in Sports Marketing (existing course)
Major courses – optional; choose three (3) courses from:
Note: MKT 201 is a prerequisite for all 300 level courses. MKT 351 is a prerequisite to all other
300 level courses, and should be the second course taken. We are not designating any courses
as 400 level courses (exception: the internship, which is a standard number) as there is no
capstone course and after MKT 351, all other 300 level courses are basically independent of one
another.
MKT 350 – Event Marketing (existing course)
The contemporary use of event marketing as a new strategy that companies and
communities are implementing to reach consumers beyond traditional, cluttered advertising
mediums. This class studies how companies differentiate their brands through emotional
positioning to create innovative communication devices and develop an active relationship
between the brand and its consumers.
MKT 352 - Sports Law (existing course)
A discussion of the legal issues related to sports, from managing sports-related businesses to
working as a sports agent or a university athletic director. Students will delve into existing
sports business lawsuits and study current professional sports collective bargaining
agreements and league salary caps to stimulate discussion and formulate answers to
practical sports business problems. Course will include guest lectures from people employed
in the field.
MKT 354 - Baseball: Tradition and Business (existing course)
An interdisciplinary analysis of baseball as both our National Pastime and big business
covering topics such as the culture and mythology of the game; the history of organized
baseball; the history the history of African-Americans in baseball; and evolution of playermanagement relations; and economic issues such as revenue disparity and ballpark funding.
The business side of the game with an emphasis on marketing, licensing and sponsorships,
and the revitalization of the minor leagues, will also be covered.
MKT 355 - Sports Sales and Selling (existing course)
This course will analyze and develop skills essential to effectively build sales and revenue
within a sports business. Emphasis will be on gaining a comprehensive understanding of the
various revenue producing opportunities within a sports franchise or organization while
building sales competencies essential in the selling process. The course will explore critical
factors in successfully renewing and growing sales with consumers and corporate partners
with a focus on applying specific selling tactics and strategies, all within an appropriate
ethical framework. A combination of lectures, assigned readings, case studies, guest
speakers, role playing, and group projects will be integrated to support the course objectives.
The class will provide a foundation for students to advance in roles in sales, marketing,
advertising, and other related fields.
MKT 3xx - Sports Media (new course)
The course will focus on the sports industry and its interaction with the communications and
media industry. Topics for the course will include : The evolution of media in sports from
30
newspaper and telegraph through digital and social media; the importance of laws and
regulations; the roles of traditional media and the effect of cable and satellite TV; financial
impact on both the sports and media industries; contract negotiations between medium and
sports property; selling media and broadcasts; the growth of Regional Sports Networks;
college sports media; the influence of ESPN; the creation and growth of league networks;
expanding role of digital platforms for programming distribution and social media, including
ethical implications; the current media landscape; the influence of media on game
presentation, labor negotiations and league strategy and tactics.
MKT 3xx - Sports Licensing and Merchandise (new course)
This course will cover history of sports licensing and its expansion as the business of sports
has grown;
Trademark law and management; the creation of properties division of the major pro sports
leagues; collective licensing models; the relationship of licensee and licensor; international
issues in licensing including disparities in how intellectual property is protected in various
countries, plus sourcing, marketing and distribution challenges; social compliance issues
related to sourcing, manufacturing and distribution.
Finally, the growth and development of major licensing companies, such as Nike, Adidas,
Under Armour and Majestic will be highlighted.
MKT 3xx - Sports Facilities and the Game Day Experience (new course)
This will course will cover the various aspects of planning, developing and operating a sports
facility as a revenue-generating entity, and ensuring that the fan experience on game days
and nights is positive. Other topics include historical progression of sports facility design;
planning and operating a sports facility; major areas in which sports facilities create revenues
such as premium seating, concessions and merchandise; signage and in-venue advertising;
and non-sports event planning and marketing. Issues related to both safety and security and
public policy in planning, financing and operating a sports facility will also be addressed.
MKT 3xx - College Athletics: Administration and Marketing (new course)
Principles and practices of running the business of college athletics in an NCAA institution;
discussion of the roles and responsibilities of the athletic director and staff, compliance
officers, coaches, and marketing personnel. Specific attention will be given to how college
athletic programs create revenues through tickets, sponsorship, in-venue, media, and
“booster” contribution, as well as issues related to conformance to NCAA regulations and
racial and gender equity in the business of college athletics, including Title IX legislation.
MKT 3xx – Ethical Issues in Sports Marketing (new course)
Increased pressure to address ethical issues is one of the new demands on marketers in the
sports industry. The purpose of this course is to indicate how managers can more effectively
identify and address the various ethical issues involved in sports marketing. Current issues,
ethical dilemmas in the sports environment, organizational responsibility and professional
ethics will be discussed. The course provides some essential components of the student’s
management tool kit – theories, concepts, models and techniques to use in managing ethical
dilemmas.
The list of courses above represents our “starting lineup.” In addition to the sports sales course
which is offered for the first time in the spring semester (2011), the other new courses listed
31
above (media, licensing and merchandise, facilities, college athletics) will be phased in over a
two year period beginning in Fall 2011.
Required courses will be offered every year, and if demand for courses requires, every semester.
We currently offer business of sports and sports marketing each semester and sports law once a
year. Optional courses will initially be offered on whatever cycle (annually or bi-annually) is
justified by demand for these courses.
Additional courses may be added as the program grows. For example, we could conceivably
offer a course in concessions and merchandise management and a course in sports
sponsorships. In addition, preliminary discussions have been held with faculty in finance and
decisions sciences regarding possible courses down the road in sports finance and sports
statistics.
Student advising
Sports marketing majors will be assigned to both John Lord and the new faculty member, once
that person is in place. Donna Falgiatore, executive lecturer in marketing and head of our
internship program will provide support for our internship program, which will be handled in
conjunction with Dr. Todd Krug, who directs both cooperative education and internships in the
Haub School of Business.
Student Demand
An estimate of the demand for the sports marketing major must be based on two different
pieces of information. One is the number of sports courses which current students already take
as either part of the sports and entertainment marketing concentration, as a required upper
division option in the marketing major, or as a free elective. The table below shows course
registration information, taken from registration figures available on MySJU. The numbers in
the table represent the number of courses (not credit hours) taken by students over a threeyear period. The total number of course registrations is 852 (or 2556 credit hours.)
Course
Sports Marketing
Sports Law
Event Marketing2
Business of Sports
Baseball: Business
Total
F’07
24
n/a
34
n/a
n/a
58
Sp’08
n/a1
41
n/a
63
40
144
F’08
26
n/a
40
41
n/a
107
Sp’09
n/a
41
n/a
62
61
164
Notes
1.
F’09
14
34
40
46
n/a
134
Sp’10
36
n/a
n/a
50
48
134
F’10
25
35
35
263
n/a
121
Total
125
151
149
288
149
862
n/a stands for “not applicable” since the course was not offered during that specific
semester.
2. Prior to Academic Year 2009-10, event marketing focused primarily on sports.
3. For the first time in Fall ’10, we offered one section of undergraduate sports business,
plus a section in the MBA program; only undergraduate enrollment is shown here.
32
The second key piece of information is more anecdotal. The number of prospective freshmen
and parents who indicate a potential interest in sports marketing is significant. It is safe to say
based on my own informal research that at least 2/3 of all students who visit the marketing
department table indicate an interest in sports and entertainment marketing as a program
choice. Of this number, about 1/3 profess an interest in music and entertainment and
approximately 2/3 profess an interest in sport marketing.
In addition to the major expense of hiring a new full-time faculty member, we will need to
significantly “ramp up” our infrastructure and support mechanism for internships. Unless you
are related to the owner, about the only way to get a job in sports business is to serve as intern
in a sports organization. Many of the successful candidates have held two or three internships.
For the initial period, we will handle internships with our existing staff, specifically Donna
Falgiatore and John Lord, but will likely need to have a designated sports internship person if the
major grows as expected. Revenues generated by our students—additional students at the
margin—will fund any new position.
Budget Requirements
A dedicated budget is essential for publications, travel, hospitality, attendance at professional
meetings and other expenses associated with launching and managing the program. The largest
incremental expenditure will be to market the program as the most significant source of
credibility for a sports marketing program is to demonstrate to the world that we are excellent
marketers ourselves. The preliminary estimate is that launching the program will require
approximately an annual amount of $50,000 in funding incremental to the operating budget of
the Department of Marketing. This figure does NOT include the salary and benefits for a new,
full-time faculty member, which has already been approved by the Board of Trustees. The
department chair has already submitted to the dean a budget request to support marketing and
administering the new major in sports marketing.
Publications and subscriptions to sports business and sports marketing journals and periodicals,
and data services: Estimated cost is $2,000 per year.
Travel for faculty to attend conferences and professional meetings, both academic and industry:
Estimated cost is $6,000 per year.
Hospitality to support a first-class advisory board (meeting expenses, gifts, etc.): Estimated cost
is $2,000 per year.
Program marketing, including printed materials, outdoor advertising, use of social media, and
event marketing: Estimated cost is $40,000 per year over the first two years.
The total requested for a two-year commitment up front to establish a sports marketing major is
$100,000.
Program Assessment
All new program proposals that are reviewed in the SJU governance system must contain a
provision for program assessment after launch. The timetable for launch of the sports
33
marketing major, if all goes as planned, is fall 2011. However, because the program cannot be
officially marketed until it is formally approved, and that cannot take place until at least midspring 2011 semester, the program review should be scheduled for fall 2015, which will give the
marketing department three full years to market the program, and the admissions office three
full years to recruit students.
Therefore, this proposal calls for a formal program assessment in fall 2015 to review whether
and to what extent the program has met its enrollment goals, the extent to which the program
delivers on its curricular objectives and any changes, for example to how we have specified the
ILC, the extent to which we have met our specific ethics objective, and the overall quality of the
program.
34
Attachment 1 – Demand Projections: Forecast of Project Revenue
Projected revenue for the program is based strictly on the number of new students
who will come to Saint Joseph’s University, as opposed to attending another institution,
because of our sports marketing program. Given the experience we have had thus far
with sports business courses and our sports and entertainment marketing track, plus
interest from prospective students which is clearly expressed at University recruiting
events, we can project the following:
1.
Number of
Majors
Number of
majors drawn
from other
majors at SJU
Number of
majors who are
Incremental
to SJU
Incremental
revenue at
$35,000 per
student
Optimistic (high demand) scenario
2011-12 2012-2013
30
2013-2014
2014-2015
2015-2016
60
90
120
150
30
40
60
80
100
0
20
30
40
$1,050,000
$1,400,000
0
2.
$700,000
50
$1,750,000
Pessimistic (low demand) scenario
2011-12 2012-2013
2013-2014
2014-2015
2015-2016
Number of
20
40
50
60
80
Majors
Number of
20
27
33
40
54
majors drawn
from other
majors at SJU
Number of
0
13
17
20
26
majors who are
Incremental
to SJU
Incremental
0
$455,000
$595,000
$700,000
$910,000
revenue at
$35,000 per
student
(assume constant dollars)
35
2010/2011 - 08
PROPOSED MANDATE
FOR
UNIVERSITY COUNCIL
Reconsider Previous Governance Decision to Adopt ETS “SIR II”
Evaluation Form and Process
TITLE:
OBJECTIVE:



Short term: Determine if it is feasible and appropriate to adopt the Summa Faculty
Evaluation form at end of Spring 2011 instead of the ETS SIR II form for student
evaluations of faculty teaching, and in lieu of this, to return to the Summa as quickly
as logistically possible. This would be an interim measure.
Longer term: Investigate (again) the issue of an appropriate instrument for student
evaluation of faculty teaching, this time taking into consideration not only the
instrument itself, but also the vendors’ customer service, ability to adapt the
instrument, and willingness to customize both the data collection parameters (paper
and/or electronic) and the way in which data is reported. It would be helpful in this
to take a look at the best research on student feedback and to gather information
about institutional practices elsewhere, including satisfaction with different
instruments and the reporting characteristics of different vendors or systems
(including universities that have developed in-house instruments and reporting).
Determine if our interests are best served by a) remaining with the Summa
instrument for student evaluation of faculty teaching, b) switching to another
instrument or c) developing our own in-house instrument, customized by division,
department, program to fit our feedback and assessment needs.
REASONS FOR PROPOSED MANDATE:
ETS will not adapt its instruments or its methods of processing data to institutional needs.


If we use paper forms, ETS does not provide pre-printed forms which identify
each section. The result is either that too high a proportion of forms are filled out
incorrectly and therefore are not processed at all, or too many work hours are
required to ready the forms for processing. Fall 2010 evaluations have yet to be
sent for processing as of February 11, 2011 despite significant efforts on the part
of faculty to correct the errors of the prior semester.
Electronic evaluations through ETS are unfeasible because although the data is
returned to individual faculty 24 hours after the evaluation period is closed and
the process cannot be administered in such a manner as to simultaneiously
preclude both of the following: students knowing their grades before they fill out
36






the evaluation and faculty knowing how students have evaluated them before
they assign grades. In addition, the participation rate for the electronic
evaluations administered over the summer was approximately 20%.
Because processing of paper forms is problematic and causes delays or causes
the data to be incomplete, individual faculty do not receive accurate feedback or
do not receive feedback quickly enough to respond appropriately by making
changes for the upcoming semester.
The faculty, chairs, and administrators responsible for the hiring of adjuncts,
evaluation of faculty annual reports, and/or making recommendations for tenure
and promotion have been unable to get accurate student evaluation data in a
timely manner.
ETS will not supply aggregate or comparative data for departments, our
university, and other universities. They will supply us with full dataset, which
would allow us to segregate it by division, department, section and teacher and
generate our own aggregate or comparative reports, but this, too, requires more
work hours than our institution can currently commit to the evaluation process.
The practical considerations which make the ETS instrument problematic,
whether in its online or paper form, call for choosing another student evaluation
instrument and another vendor that can meet our administrative needs in a timely
manner.
Changing student evaluation instrument in the short term will allow us employ a
process that gives us feedback that may be less desirable in some ways than that
of the SIR II instrument, but that will allow us to gather information and have
reports on student evaluation with fewer delays and without the problems we
encountered because of a lack of customization and adaptability at ETS.
Making a provisional change to another instrument, like SUMMA, may also
allow us to give serious consideration to developing an online “in-house”
student evaluation instrument.
RECOMMENDED FOR STUDY BY WHICH BODY?
_____
__x__
_____
_____
_____
_____
_____
Faculty Senate:
Academic Policies and Procedures Committee
Faculty Senate:
Faculty Policies and Procedures Committee
College Council:
College of Arts and Sciences
College Council:
Haub School of Business
Standing Committee on Student Affairs, Full-time Undergraduate
Standing Committee on Student Affairs, Part-time Undergraduate/Graduate
Administrative/Staff Council
Signatures:
37
Date: February 14, 2011
Please forward to the Vice President of Academic Affairs who serves as Chair of the
University Council, along with complete documentation to substantiate the need for the
proposed mandate.
38