Business Administration Program Standards
STOCKTON UNIVERSITY
University Standards for Faculty with School Standards for Business (in bold) and Business Administration Standards (in italics)
Preamble
The School of Business faculty recognizes the need for a uniform set of standards for the evaluation of teaching, scholarship, and service that is fair and flexible, and provides reasonable goals and expectations for those who seek tenure and promotion in the School. School Standards need to be broad enough and flexible enough to support a range of teaching methodologies, service, and scholarly activity. bu
The School of Business adopts the University Faculty Evaluation Standards. The School Standards occasionally elaborate upon the University Standards to reflect the unique efforts of faculty in the School of Business. Individual Program guidelines within the School may be more specific.
This policy covers all members of the School of Business faculty including tenured, tenure-track, and non-tenure track. It does not cover adjunct faculty.
Non-tenure-track teaching positions will be held to the same teaching and service standards outlined in sections 6.1 and 6.3 of this document.
The Business Administration Program adopts the University and School of Business Faculty Evaluation Standards. The Program Standards occasionally elaborate upon the University and School Standards to reflect the unique efforts of faculty in the Business Administration Program.
6.0 ELABORATION OF UNIVERSITY STANDARDS FOR TEACHING FACULTY
6.1 Teaching
6.1.1 Educating students, both inside and outside the classroom, studio, or laboratory
is the University’s primary purpose. Therefore, performance in teaching carries the
greatest weight in the evaluation of faculty. All aspects of teaching, including preceptorial
teaching as applicable, will be evaluated in order to gain a clear understanding of
each faculty member’s performance.
6.1.2 In broad terms, excellence in teaching is characterized by:
6.1.2.1 A thorough and current command of the subject matter, teaching techniques,
and methodologies of the disciplines one teaches.
6.1.2.2 Sound course design and delivery in all teaching assignments–whether program
or General Studies, introductory or advanced offerings–as evident in clear learning
goals and expectations, content reflecting the best available scholarship or artistic
practices, and teaching techniques aimed at student learning.
6.1.2.3. The ability to organize course material and to communicate this information
effectively. The development of a comprehensive syllabus for each course taught, including
expectations, grading, and attendance policies, and the timely provision of copies
to students.
6.1.2.4 Demonstration of respect for students as members of the academic community
through timely feedback and responses to student communications
6.1.3 Where appropriate, additional measures of teaching excellence are:
6.1.3.1 Ability to use technology in teaching.
6.1.3.2 The capacity to relate the subject matter to other fields of knowledge.
6.1.3.3 Seeking opportunities outside the classroom to enhance student learning of
the subject matter.
6.1.3.4 The ability to lead, promote, and/or participate in successful credit-bearing
experiences in community engagement, service-learning, faculty-sponsored/mentored
research, and global education.
6.1.3.5 Ability to create an inclusive and respectful environment.
6.1.3.6 Serving as a teaching role model or mentor to other faculty.
6.1.4 The School of Business adopts the University Standards for teaching.
6.1.5 The Business Administration Program adopts the University and School of Business Standards
for teaching.
6.2 Scholarly and Creative Activity
6.2.1 The teacher-scholar model recognizes that a serious and continuing commitment
to engaging in scholarship or creative activity of one’s disciplinary and/or interdisciplinary
work consistent with rank and/or assigned responsibilities, enriches teaching and
is the foundation of sustained excellence within the classroom.
6.2.2 Publications and creative work in support of reappointment and tenure are those achieved during the tenure candidate’s probationary period. Activity in support of a post-tenure promotion or range adjustment is that work completed since the most recent promotion or range adjustment.
6.2.3 The University recognizes a wide variety of scholarly vehicles: disciplinary
or interdisciplinary research, pedagogical research, applied research, integrative
scholarship, community engagement and service-learning, artistic or creative activity,
and grant writing. Scholarly or creative activities may take many forms and use different
vehicles to communicate with the broader academic community.
6.2.3.1 The University recognizes that the time and effort required to complete scholarly
or artistic projects may vary markedly among disciplines and sub-disciplines. Such
variance is addressed in approved School and Program standards.
6.2.4 The burden is always on the candidate to document the excellence of one’s work.
In cases of shared or multiple authorship, clarification of the degree of one’s participation
is expected. In the case of conference presentations or proceedings, clarification
should be provided with regard to the selectivity of the review process. Typically,
central to judgments regarding scholarly and creative activity are:
6.2.4.1 The capacity to bring scholarly or creative projects to completion.
6.2.4.2 A mix of scholarly activities appropriate to one’s appointment e.g., in some
cases scholarly activity will be primary, in others creative activity.
6.2.4.3 Judgments of the worth and significance of the work by those qualified to
make such judgments. These may include disciplinary peers, professional organizations,
ad hoc groups, such as evaluation, judging, or refereeing panels.
6.2.4.4 Documentation of the impact of one’s work
• with students
• within the scholarly area
• within higher education generally
• on documented standards of best practices in pedagogy
• in the application of one’s work
• as evident in citations of one’s work
• on public policy or institutions
• in the artistic/cultural realm
• or in an educational setting
6.2.4.5 Just as in the case of traditional scholarship involving the discovery of
new knowledge, when one’s work consists of pedagogical, integrative, or applied scholarship,
its significance may be documented by demonstration of clear goals, adequate preparation,
appropriate methods, significant results, effective presentation, and reflective critique.
Presentation before peers and colleagues and advancing the discipline are also expectations
of alternate forms of scholarship.
6.2.4.6 The University understands excellence in a variety of scholarly or creative
activities to embody the following: 6.2.4.6.1 Books should be published by reputable
academic or trade presses and reviewed in appropriate journals.
6.2.4.6.2 Articles, essays, reviews, and creative writing should be published in appropriate
scholarly/creative journals or venues, whether print or electronic. Some assessment
should be made as to the quality of the journal in which the piece appears, in particular,
its scholarly/creative reputation and whether or not the journal or proceedings are
peer reviewed.
6.2.4.6.2.1 For faculty in the Business Administration Program, the process for assessing
the appropriateness of an academic journal is explained in the School of Business’s
AACSB Faculty Qualifications and Engagement Guidelines Handbook.
6.2.4.6.3 Scholarly and creative activity that involves students as co-presenters,
co-participants, or coauthors.
6.2.4.6.4 A presentation should be evaluated on the quality of its content and on
the prestige of the meeting where it was delivered. Qualitative judgments are best
made when copies of presentations are made available. National and regional meetings
should rank higher than local meetings in most instances. Scholarly presentations
should be ranked more highly than non-scholarly ones. Competitive selections as well
as presentations receiving disciplinary acknowledgement for excellence should be noted.
In most disciplines a record of scholarship based on presentations alone will not
be evaluated as highly as one including refereed publications.
6.2.4.6.5 Work in the arts may be evaluated by a number of different measures: assessment
of its quality by peers or professional critics; the reputation of the gallery, museum,
or other artistic venue where it is shown or presented; the respect afforded the organization
for which it is performed or under contract; or some other measure of its success
or impact (e.g. royalties, awards, or impact on public debate or on other artists).
6.2.4.6.6 Other forms of scholarly or creative activity that may appear in emerging
scholarly or artistic media may be included as well, provided that comparable standards
of peer review can be applied to them.
6.2.4.6.7 Where reviews are included in a file as evidence of the worth of a candidate’s
scholarly or artistic work, attention should be given to the professional credentials
of the reviewer and the reputation of the journal or publication as specified in School
and/or Program standards.
6.2.4.6.8 Professional activities undertaken as a practitioner or consultant are considered
scholarly activity when they go beyond the routine application of knowledge to the
creation of new knowledge and the development of new standards for practice. Such
qualities distinguish between scholarship and professional service. Those making the
judgments regarding the standards for applied research necessarily involve more than
clients and include academic peers familiar with the area of practice under consideration.
6.2.4.6.9 In those disciplines with strong expectations of practice to maintain current
competency, appropriate standards for determining the significance of this work will
be developed at the Program level and approved through the standard procedure.
In those Business Administration disciplines that require licensure or other measures
of professional standing, scholarly efforts in support of retaining such standing
will be considered as satisfying part of the expected scholarly activities, provided
they also meet criteria outlined in section 6.2.4.2 through 6.2.4.6.8.
6.2.4.6.10 Grants or monetary awards that are funded or reviewed as fundable from
governmental or nongovernmental organizations are considered examples of scholarship
if those grants and awards are subject to external peer review.
6.2.4.6.11 Faculty engaged in community outreach can make a difference in the communities
and beyond by defining or resolving relevant social problems or issues, by facilitating
organizational development, by improving existing practices or programs, and by enriching
the cultural life of the community. Scholarship may take the form of widely disseminating
the knowledge gained in community-based projects in appropriate professional venues
in order to share its significance with those who do not benefit directly from the
project.
6.2.4.6.12 Cross-disciplinary and inter-disciplinary scholarship is also valued by the Business
Administration Program and should be judged by the University standards for excellence
in scholarship.
6.2.5 The School of Business supports and encourages the wide variety of scholarly activities recognized by the University and adopts the University Standards for scholarly and creative activity.
6.2.6 The Business Administration Program supports and encourages the wide variety of scholarly activities recognized by the University and School of Business and adopts the University and School of Business Standards for scholarly and creative activity.
6.2 University and Community Service
6.2.7 The faculty role includes contributions to the achievement of the University’s mission through effective participation in governance activities, including leadership roles at the Program, School, or University-wide levels. These contributions may require the capacity to work collaboratively with other members of the University community, including activities related to alumni and the University Foundation.
6.2.8 Faculty may also contribute in broader arenas such as state, regional, national or international organizations and disciplinary/professional associations. In addition, faculty may contribute to the University’s public mission, including its commitment to diversity, equity, inclusion, and belonging, through service to our community, region, state or country. Per the Carnegie definition, community engagement and service-learning that enriches scholarship, research, and creative activity; enhances curriculum, teaching and service-learning; prepares educated, engaged citizens; strengthens democratic values and civic responsibility; addresses critical societal issues; contributes to the public good enriches scholarship. Community engagement and service-learning is particularly valued at Stockton.
6.2.9 The University expects faculty in their first five years of service to serve the University and community at levels commensurate with their rank. Faculty who are tenured, have multi-year contracts, and/or are of senior rank would be expected to have more substantial records in this area, as demonstrated by achievements in leadership on campus, in the community, to their disciplines, and to professional organizations.
6.2.10 Evaluation of achievements in this area focuses on the significance of participation, the impact of service, the scope of responsibilities, the effectiveness of participation, and contributions to the functioning, administration, and development of the University and other entities. Clear goals, adequate preparation and appropriate methods of providing service, significant results of the service, and reflection on the contribution and its use to improve the quality of future service are all aspects of documenting achievement in campus or community service. Sustained service is expected to meet the minimum requirement of this responsibility. Compensated service is generally not sufficient to meet the minimum requirements. However, expectations for how it can be used to demonstrate excellence may be conveyed in School and Program standards.
6.2.11 Evidence of effectiveness in University or community service may include such
items as:
6.2.11.1 One or more instances when one has used one’s professional skills or knowledge
for the benefit of the University, or of a non-University group or individual.
6.2.11.2 Contributions to professional organizations that are focused on service or
professional responsibility as opposed to scholarship, research, or artistic/creative
work. For example, an officership or service on a professional board may be more appropriately
listed here, whereas editing a special issue of a journal may be more appropriately
listed under the section on scholarship.
6.2.11.3 General civic or community activities to which one has contributed one’s
professional skills or a significant amount of time, talent, energy, and involvement
beyond that which might be expected by the usual citizen or member.
6.2.11.4 Contributions that come directly or indirectly from the additional effort
involved in faculty oversight of student service learning or service internships (in
or outside of courses) that make a positive impact on the organization.
6.2.12 The School of Business adopts the University Standards for University and Community Service.
6.2.13 The Business Administration Program adopts the University and School of Business Standards for University and Community Service.
9.0 STATUTORY REQUIREMENT FOR TENURE IN ACADEMIC RANK
9.1 Tenure in academic rank in New Jersey public colleges and universities is governed
by statute. N.J.S.A. 18A:60-16 provides:
9.1.1 “Faculty members at a State college shall be under tenure in their academic
rank, but not in any administrative position, during good behavior, efficiency and
satisfactory professional performance, as evidenced by formal evaluation and shall
not be dismissed or reduced in compensation except for inefficiency, unsatisfactory
professional performance, incapacity or other just cause and then only in the manner
prescribed by sub-article B of article 2 of chapter 6 of Title 18A of the New Jersey
Statutes, after employment in such college or by such board of trustees for: (1) 6
consecutive calendar years; or (2) 6 consecutive academic years, together with employment
at the beginning of the next academic year; or (3) the equivalent of more than 6 academic
years within a period of any 7 consecutive academic year.”
9.2 Tenure by Exceptional Action
Notwithstanding the above, a Board of Trustees, upon the recommendation of the President
of the University, may, as an exceptional action and upon a 2/3 roll call vote, grant
tenure to an individual faculty member after employment in such college for two (2)
consecutive academic years. (N.J.S.A. 18A60:-9)
9.3 University Perspectives on Tenure
Tenure, as established by New Jersey law, is viewed by the University as a specific
condition of employment which is afforded to those members of the academic community
who qualify for it and is a means of making the teaching profession attractive to
persons of exceptional ability. While academic tenure is one important protection
for academic freedom, it is not a shield for mediocrity, incompetence or academic
irresponsibility. Notwithstanding the granting of tenure, a member of the faculty
is expected to attain and maintain that standard of excellence that led the University
to award tenure in the first place.
9.4 The following guidelines established by the Board of Trustees are used by the
University to consider appointments that confer tenure:
9.4.1 Tenure should be awarded only to individuals whose performance during their
probationary period gives clear evidence of the ability and willingness to make a
significant and continuing contribution to the growth and development of the institution.
9.4.2 Tenure should be awarded after presentation of positive evidence of excellence
in the achievement of University, program and school standards.
9.4.3 Tenure should be awarded to those who can demonstrate the ability to fulfill
professional responsibilities; as members of the faculty and employees of the University;
and not solely because negative evidence to the contrary is not presented.
9.4.4 Assistant Professors normally receive promotion to the rank of Associate Professor
concurrent with their reappointment with tenure, unless there are unusual circumstances
in the individual tenure/promotion situation. Such unusual circumstances would include
those noted in 5.1 above.
9.4.5 The University reserves the right not to tenure a faculty member under certain
circumstances, including:
9.4.5.1 fiscal exigency as determined by the Board of Trustees
9.4.5.2 the determination by the University that long-term patterns of enrollment
and degrees granted within the candidate’s primary program or the future of the program
do not warrant the conferral of additional tenure appointments; and/or
9.4.5.3 other institutional considerations as determined by the Board of Trustees
upon recommendation of the President.
9.5 In light of 9.4, following the normal probationary period, tenure should be awarded
to candidates who meet the following criteria:
9.5.1 Evidence of commitment to excellence in teaching and precepting as demonstrated
in a teaching portfolio that includes:
9.5.1.1 Self evaluation of teaching Student evaluations
9.5.1.2 Peer observations/evaluation
9.5.1.3 Other evidence of the candidate’s choosing
9.5.2 Evidence of substantive involvement in service activities at the program, school, college, professional and/or community level in each year beyond the first year at Stockton. At a minimum, the faculty member will have made two significant service contributions, at least one of which is external to the School of Business in the years preceding tenure.
9.5.3 Evidence commitment to scholarship that demonstrates that they meet the standards set forth in the School of Business’s AACSB Faculty Qualifications and Engagement Guidelines Handbook to be deemed a Scholarly Academic (SA). After tenure is granted, faculty are expected to maintain either SA or Practice Academic (PA) status as set forth in the School of Business’s AACSB Faculty Qualifications and Engagement Guidelines Handbook.
10.00 EXPECTATIONS FOR RANK
The general criteria for faculty expectations have been outlined above. In addition,
the University has specific expectations for each rank or level. The expectations
for each specific rank or level are used to evaluate performance within that rank
or level and when judging readiness for promotion or advancement to the next higher
rank or level. Generally, only performance since the last promotion will be considered
in the new evaluation.
10.1 Teaching/Clinical/Other Specialists (Non-Tenure-Track Position III):
10.1.1 Have a minimum of a master’s degree or its equivalent in a field appropriate
for the appointment, and
10.1.2 Demonstrate a record of teaching toward excellence (in both Program and General
Studies courses, as assigned) and/or excellence in non-teaching responsibilities as
assigned; consistent with the program standards.
10.1.3 Document the capacity to contribute effectively through the use of professional
skills in service to the program, school, University, discipline, and community, as
applicable.
10.2 Teaching/Clinical/Other Specialists (Non-Tenure-Track Position II and I)
10.2.1 In addition to 10.1.1, must also have attained a prominent role in their profession
(e.g. CPA, Hospital Administrator, elected official, broadcast journalist, uniformed
services leader) as specified in School and/or Program standards.
10.2.2 Document consistent excellence in teaching (in both Program and General Studies
courses, as assigned) and/or consistent excellence in nonteaching responsibilities
as assigned, and
10.2.3 Document progressively important service roles and demonstrate a capacity for
leadership, as identified in their individual contracts.
10.3 Teaching/Clinical/Other Specialists (Non-Tenure-Track Position I):
10.3.1 Must have earned a terminal degree in their field.
10.3.2 In addition to 10.2.2, must also document distinction in teaching (in both
Program and General Studies courses, as assigned) and pedagogical leadership; and/or
distinction in non-teaching responsibilities and leadership as assigned
10.3.3 Document significant and sustained service roles and demonstrate leadership,
as identified in their individual contracts.
10.4 Tenure-eligible Instructors:
10.4.1 Must have earned a minimum of a master’s degree or equivalent from an accredited
institution in a field appropriate for the initial appointment. There are two types
of situations where individuals hold the rank of Instructor:
10.4.1.1 Those hired in tenure-track Instructor lines because of their teaching excellence
and from whom we do not expect scholarship or creative activity. These individuals
are expected to provide evidence for excellence in teaching (in both Program and General
Studies courses), and/or excellence in non-teaching responsibilities as assigned and
service as specified in their contracts.
10.4.1.2 Those hired as Instructors because they do not yet hold the terminal degree
in their field. These individuals are expected to:
10.4.1.2.1 Actively pursue an accredited terminal degree, and
10.4.1.2.2 Provide evidence in meeting the University and Program’s standards for
excellence in teaching, scholarship or creative activity, and service commensurate
with rank of Assistant Professor.
10.4.1.2.3 Only those hired with expectations specified in their contract of earning
a terminal degree will automatically receive rank adjustment to Assistant Professor
upon documented completion of the terminal degree provided that evaluations to that
point are satisfactory.
10.5 Assistant Professors:
10.5.1 Must have a terminal degree or its equivalent from an accredited institution
in a field appropriate for the appointment, and
10.5.1.1 Within the Business Administration Program, a J.D. is considered the equivalent
of a terminal degree for faculty hired to teach law.
10.5.2 Demonstrate a record of continuous improvement in teaching (in both Program
and General Studies courses) toward excellence,
10.5.3 Demonstrate a growing record of scope and/or significance of scholarly and
creative activity beyond that presented to secure rank, and
10.5.4 Demonstrate the capacity to contribute effectively in the use of professional
skills in service to the University, discipline, and community
10.6 Associate Professors:
10.6.1 Must achieve and maintain consistent excellence in teaching (in both Program
and General Studies courses) and demonstrate capability in pedagogical leadership,
such as the ability to demonstrate pedagogical innovations to others within or outside
their program;
10.6.2 Demonstrate a record of scholarly/creative activity that is recognized by others
within their discipline or area of specialization; and
10.6.3 Document progressively important service roles and demonstrate a capacity for
leadership.
10.7 Professors:
10.7.1 Must achieve a consistent record of excellence in teaching (in both Program
and General Studies courses), including curricular contributions, pedagogical leadership,
and/or in activities that support the achievement of teaching excellence throughout
the University;
10.7.2 Must achieve and continue to demonstrate a record of scholarly/creative activities
that are nationally and/or internationally recognized as outstanding and significant;
and
10.7.3 Must be stewards of service; they must play and continue to play a major role
in significant University initiatives, major public initiatives, or hold key positions
in their professional organizations. Professors must demonstrate that their service
is recognized as outstanding in quality, effectiveness, and scope.
12.0 DISTINGUISHED PROFESSOR
12.1 Internal Appointment
12.1.1 The title of Distinguished Professor is reserved for individuals who have exceeded
all standards for Professor and have received university-wide and/or frequent recognition
for their exceptional sustained achievement in teaching and nationally/internationally
recognized achievement in either scholarship/creative activity or service.
12.1.2 Candidates must submit evidence of significant accomplishments that have been
achieved since the last promotion or range adjustment, when documenting their consistently
excellent performance.
12.1.3 Unless exceptional circumstances apply, candidates for the title of Distinguished
Professor must have held the rank of Professor for ten years.
12.2 External Appointments
Individuals who are not members of the University faculty may be appointed to the
University at the rank of Distinguished Professor provided that they meet the criteria
for Professor and Distinguished Professor as indicated above.
12.3 Remuneration
Upon recommendation by the President to the Board of Trustees, the Board will determine
the appropriate salary adjustment upon conferral of the title and may grant other
privileges commensurate with the candidate’s qualifications and professional needs.
12.4 Continuing Expectations
In addition to continuing to meet the expectations of faculty at the rank of Professor,
each recipient will be expected to engage actively in University service that has
significant impact (reviewed in consultation with the Dean and/or Provost).
13.0 CRITERIA FOR RANGE ADJUSTMENT
In accordance with the Master Agreement, full-time tenured faculty and library faculty
members who meet or exceed the merit-based criteria established by the University
are eligible to be considered for and may apply for a range adjustment within rank.
As established by the University, the following criteria must be met:
13.1 The applicant is currently not eligible for promotion due to insufficient progress in meeting the criteria required for promotion to the next rank.
13.2 Has not previously received a range adjustment within rank;
13.3 Presently exhibits, and has consistently demonstrated over the entire time since
their last promotion:
13.3.1 Fulfillment of all expectations for faculty and library faculty responsibilities
as specified in 2.0 of this Policy;
13.3.2 Exceptional teaching; and
13.3.3 Exceptional performance that is demonstrable of impact in either scholarship/creative
activity or service.
14.0 NON-SUBSTANTIVE CHANGES
In any year, non-substantive changes may be made to this document to reflect clarifications
and changes in semantics and nomenclature.
