Performance Evaluation
Strategic Plan: 2002 – 2007
Actions To Have Been Taken from 1 January 2002 through 1 July 2003
Hire and Retain Excellent Faculty
Hire and Retain Excellent Staff
In January of 2002, the College of Business introduced its second five-year Strategic Plan, covering the period of 1 January 2002 to 1 January 2007. These strategic plans, covering five years, are updated every year. A plan without accountability means very little. Hence, we report on the performance of the College’s leadership with respect to the actions that the Plan indicated should have been taken during the preceding year. This is the report for the period 1 January 2002 through 30 June 2003. The reason it covers 18 months rather than just one year is that the current and future Strategic Plans are to be aligned with our fiscal year, which commences each July 1st, in response to suggestions from our International Board of Advisors,.
The format of this report is based on the list of action statements that can be found at the end of the Strategic Plan, each presented in the sequence used for the list. At the end of each statement the person with the ultimate responsibility for its execution is listed. The numbers in parenthesis indicate the page of the Plan proper where one can find the bases for the action. For those of you who wish to view the Strategic Plan for 2002 to 2007 in its entirety, it can be found on the College’s web site: www.cob.sjsu.edu. The other Strategic Plans and Performance Evaluations can be found there as well.
For each action statement we indicate what has been done. If more remains to be done, we note why and what we plan to do about it. For actions that have not been completed as planned and yet remain relevant, we welcome feedback on how we might accomplish them. As noted in the first plan, it and its successors are “living documents” in that we are prepared to improve any aspect of our plan at any time based on new knowledge and/or new insights.
If the Strategic Plan is to be effective, it must be viewed as more than an exercise in rhetoric. That is why a report of progress is so important.
This is clearly our most important objective. Our programs are in high demand. Our ability to meet that demand has been restricted by the number of tenured and tenure-track faculty we have been able to hire and retain. The biggest difficulty we face is a below market salary structure and a very high cost of living. A number of action statements reflect this predicament.
1 July 2002:
RP2c – Hire at least one new faculty member in each of the three niche areas.
Dean and Chairs. (p.7)
This has been done, the last of the appointments (in entrepreneurship) having been made this year. Sixteen new faculty members joined us in the fall of 2002: three in the area of technology management and two who cover global enterprise management.
FH6 – Work with senior administration to develop “clinical” career path positions.
Dean. (p.19)
This too has been accomplished. The University has made it easier and appropriate for those with substantial business experience to have a second career as a faculty member. Most importantly, career paths outside of tenured and tenure track positions have been recognized by the new accreditation standards recently approved by the AACSB (the Association for the Advancement of Collegiate Schools of Business).
1 January 2003 on
FH1 – Obtain the funding needed to provide a joint equity possibility for up to 25
new hires. Dean. (p.19)
This refers to establishing a joint equity program whereby the SJSU Foundation, provided funds raised by and held for the College, becomes a joint owner of the real estate purchased. This would both reduce a new faculty member’s need for a down payment and allow for a smaller mortgage. To date no funds have been raised for this purpose, and it does not appear to be high on the priority lists of potential donors.
The one bright spot with respect to faculty housing is the new on-campus housing complex that is currently being built. The first of three stages should be completed no later than 2005. When the entire complex is complete it will provide roughly 150 apartments for faculty and staff. It should be noted that at present these are intended as interim solutions as residents would be expected to move out on their own after a limited period (perhaps three years). Nevertheless, this addition to faculty and staff housing should reduce the need for a joint equity program.
1 July 2003 on
FH4 – Provide professorships that can be used to supplement the salaries of highly
desirable new hires. Dean. (p.19)
To date we have had no success in this regard. It will continue to be a top priority and additional time and effort will be allocated to fund raising, targeting particularly support of our excellent faculty.
Reward Teaching/Research Excellence
An excellent way to hire and retain top faculty is to make sure that there is adequate support for teaching and research, and that excellence in these endeavors is rewarded.
1 July 2002
FR4d – Work closely with the Associate Vice President of Research to increase the
research funding opportunities of our faculty. Assoc. Dean of Grad. Studies &
Research. (p.18)
The value of contracts and grants both applied for and obtained during academic year 2002-03 increased dramatically over the preceding year [proposals increased from $3,182k to $6,145k, and awards from $108k to $1,953k], and the value is continuing to increase this year. There are several reasons for the change. First, we have received excellent support from both the Office of Graduate Studies and Research, and the SJSU Foundation. Not only have these two units advised us about where we might seek grants and contracts, but they have helped faculty members prepare proposals.
Second, our recent hires arrived with active research programs, and thus are in a better position than some of our long time faculty members in terms of preparing proposals that are likely to obtain financial support. Third, we have made some internal changes concerning College of Business grants for research. These are now restricted to those who will use the funds obtained to prepare proposals for external agencies. The support for research we now provide is strictly seed money and no longer a reward for past service rendered.
TF1 – Establish an award for outstanding contributions by a “temporary” member
of CoB’s faculty. Deans. (p.19)
This has been put on hold as “temporary” (i.e. non tenure-track) faculty members are considered for the College’s teaching and research awards. In fact, one of the two teaching awards presented this past spring went to a “temporary” instructor, and given the quality of many of our “temporary” faculty we expect this trend to continue.
TF2 – Formally recognize “temporary” faculty on significant anniversaries of their
years of service. Deans. (p.20)
A reception was held for “temporary” faculty this past year that recognized those with fifteen years or more service. We intend to continue this practice, recognizing those who, in the past year, completed 15, 20 and 25 years of service to the College.
1 July 2002 on
FT1d – Establish summer teaching fellowships to provide the time and financial
support required to develop new courses, radically revise existing courses, and prepare new delivery systems. Dean and Assoc. Dean Academic & Undergrad Affairs. (p.17)
Three grants for the above purposes were made in the summer of 2002. Due to budget constraints none were made this past summer, and this is likely to be the case for some time if the funds are to come from internal sources. The intention, however, was to raise external funds for this purpose. This has not yet been accomplished and is a high priority fundraising item.
FT5 – Provide support (e.g. course buyouts) to faculty who wish to offer courses
that rely heavily (but not necessarily exclusively) on web-based technology.
Dean. (p.17)
This we have done to a limited extent. Given budget constraints this is unlikely to be a high priority item in the near future.
FR1d – Establish summer research fellowships to provide the time and financial
support required to develop and execute a research program. Dean and Assoc.
Dean Grad. Studies & Research. (p.18)
The comments under FT1d (above) apply to this action as well, including the fact that there were three grants for research for the summer of 2002 and none for 2003. The one exception involves grants given to new faculty so that they can further their research endeavors. These usually cover the first two or three years of their appointments Such grants are essentially required if we are to attract top flight faculty as our pay scales, as noted elsewhere, are significantly below market levels. As we have not yet raised external funds for this purpose, they come from internally generated funds, essentially from our fee-based programs. We should also note that these grants are given to better position our faculty to apply for and obtain external grants before the internal ones expire. The amounts for the summers of 2002 and 2003 are $40,000 and $215,000 respectively.
1 July 2003
FR5d - Provide up to 10 fully funded student research assistants to faculty on a
competitive basis. Dean and Assoc. Dean of Grad. Studies & Research. (p.18)
This has been done. With AIM (Academic Innovation Model) funding from the Provost’s Office and our own scholarship dollars, we provided more than the recommended faculty assistance. However, this high level of support is unlikely to be maintained in the near and intermediate future because of current and pending budget constraints.
1 July 2003 on
FT2 – Establish Chairs and Professorships to which outstanding teachers can be
appointed; these would supplement one’s salary and provide funds for activities
noted under FT1. Dean. (p.17)
Although several potential donors have been approached, no Chair or Professorship for either teaching or research has been established to date. This remains a top fund raising priority.
FR2 – Establish Chairs and Professorships to which outstanding researchers can be
appointed; these would supplement one’s salary and provide funds for the
conduct of research, including course buyout. Dean. (p.18)
See comments above under FT2.
Another way to retain faculty is to provide them with excellent staff support. Highly competent and effective staff are also needed to serve our students. As students are our primary clientele, good service to them is extremely important if we wish to enhance our reputation.
1 January 2002 on
ST3 – Provide our staff with an organizational environment that is conducive to
high morale, which includes treating staff with considerable respect. Dean,
Assoc. Deans and Chairs. (p.20)
We continue to hold periodic meetings with the deans and staff to inform them of our plans and to hear about their problems, expectations and aspirations. In addition, the College’s comptroller and human relations manager meet monthly with departmental and program staff to discuss financial and human/labor relations issues. Staff are provided the same annual development grants that have been provided to our faculty. Computers used by staff are now replaced with the latest model at least once every three years. And the physical work environment has been improved. New carpeting has been installed in all departmental office suites and the garden level rooms housing the media lab, the alumni office and the graduate programs office. New furniture has been provided for all garden level offices.
The biggest problem continues to be staffing, as it is extremely difficult to justify adding staff in the current budget climate. To the contrary, it is often difficult to retain a position if one leaves. This problem is likely to exist for several years, and it means that most of our staff have very heavy work loads. We wish to note, however, that except for retirements and people moving away from the Bay Area, we have had no staff turnover during the period covered by this report.
Our primary objective is to enhance our students’ learning experiences to the extent possible. Hence, our mandate is to take whatever steps are necessary to ensure that our students learn what they need to know and do to succeed as graduates from our programs. We recognize, however, that this must be done within the context of the educational system that provides us our students.
1 January 2002 on
US6c – Continue to encourage and support those faculty members who require their
students to adhere to established communication, analytical and grading
standards. Dean. (p.10)
This continues to be an ongoing issue. Grading standards and assuring that our graduates were worthy of receiving their diplomas was a major topic of discussion at the College of Business retreat held in August, 2002. One outcome was to charge the Under-graduate Curriculum Committee to develop a guideline for grading standards. This was done, and with some minor modifications was approved by the Chairs and Deans. The product provided rather wide ranges of grades - the range and the average grade depending upon whether the class was lower division, upper division or graduate - and the actions that could follow (mostly advisory) if a faculty member’s grades differed substantially from the guidelines without a supporting explanation. It was then submitted to the faculty for their approval. Over 60% voted against implementing the guidelines. While most faculty members agreed there should be standards, too few could agree on what they ought to be.
The fact that the issue became a focal point of discussion has led to favorable results. Most of the past outliers have begun to grade more similarly to their colleagues. Furthermore, with respect to communications and analytical skills, there has been extensive discussion about their importance to our graduates. Although our faculty appear to be unwilling to hold themselves to a specific range of grades, we may well get agreement on the minimum level of communication and analytical skills that should be possessed by our graduates, tacitly if not explicitly.
The Dean has made it clear on a continuing basis that he will support any faculty member that appears to have been hampered because he/she enforced high standards. And, it should be noted that the average of grades given has gone down somewhat, especially among part-time faculty. Also, the grade point average in College of Business classes is one of the two lowest among the eight colleges within SJSU. Still, there is substantial concern that we are graduating students that should not have been permitted to pass. This has been expressed by most members of the College’s International Board of Advisors, and they feel strongly enough about the issue that several will attend the next College of Business retreat to state their views to our faculty.
1 July 2002
US2 - Develop and implement a test to measure analytical skills. Assoc. Dean
Academic & Undergrad. Affairs. (p.9)
Such a test has been developed and was administered this fall to graduating seniors. Results will be available and put to use shortly.
US5d - Establish standards, and the means to assure they are met, for
communication and analytical skills in all upper division courses where relevant
(e.g. communication for marketing, analytical for operations management).
Assoc. Dean Academic & Undergrad. Affairs. (p.9)
This is a work in process. What has been accomplished is the designation of certain upper division courses as “W” courses, meaning that they have a substantial written component and that this requires acceptable communication skills. We are exploring the requirement that our students take at least two such courses to graduate. Nothing has yet been done in this regard with respect to analytical skills.
FT4 – Increase the proportion of our undergraduate and graduate courses that rely
heavily (but not necessarily exclusively) on web-based technology to at least 5%.
Assoc. Deans and Chairs. (p.17)
While a complete inventory of courses and the manner in which material was presented was not taken, anecdotal evidence suggests that this action was accomplished by the date indicated.
US12 – Establish grading guidelines for all undergraduate courses. Assoc. Dean
Academic & Undergrad. Affairs. (p.9)
Please see the comments under US6c (p.6).
1 July 2002 on
US4 - Provide remedial education for those who fail the analytical skills test. Assoc.
Dean Academic & Undergrad. Affairs. (p.9)
This action awaits the analysis of the analytical skills test.
1 January 2003
US3c – Develop and provide an effective means of remedial education for those who
fail the WST (Writing Skills Test). Assoc. Dean Academic & Undergrad.
Affairs. (p.9)
Despite our efforts to do this, it has not yet been accomplished. The failure of such an effort in 2001 still haunts our faculty and we have little confidence of success in this area. Interestingly, the issue is being removed from our control. By Executive Order of the Chancellor of the CSU System, we will not be allowed to spend state money on remediation after academic year 2004-05. The responsibility is being placed on high schools and community colleges, requiring students to get remedial assistance at that level. Unfortunately, there has been little in the way of success at this level. The situation reinforces the need to maintain communication standards for our graduates (see US6c, p.6).
1 July 2003
US11 – Increase the number of “full-cost” scholarships for entering students. Dean.
(p.11)
We have increased the number of “full-cost” entrance scholarships from one to two. Of greater significance, the amount of scholarship money available to students presently enrolled has grown by more than 50% over the past year and one-half.
FT4 – Increase the proportion of our undergraduate and graduate courses that rely
heavily (but not necessarily exclusively) on web-based technology to at least
10%. Assoc. Deans and Chairs. (p.17)
This objective is hard to measure. A large percentage of our faculty now uses the web to support their courses. The problem is with the term “heavily.” Most courses use the web as a supplement to the material presented rather than as the core of the course. The major problem is the time and energy required to make use of the web as the core of a course, and the lack of support, especially in terms of a lowered teaching load, for this endeavor. Given current and prospective budget constraints, such support is not likely to be forthcoming for several years.
1 July 2003 on
US10 – Increase the number and value of awards for outstanding academic
performance. Dean. (p.11)
The number of awards given students for outstanding academic and leadership performance increased, and several of the existing awards became sponsored. Accenture created and funded an award for the Outstanding Accounting and Information Systems Student. Robert Morris funded the Outstanding Finance Student, and Crossroads Personnel funded the Outstanding Human Resource Management Scholarly Achievement Award. Alumnus Stephen Coates and his wife established a scholarship endowment fund to enable awardees of the Alpha al Sirat award, the College's highest undergraduate honor, to be funded in perpetuity.
As THE Business School of Silicon Valley we want to be sure that our curricula are as current and as relevant as possible to the needs of Silicon Valley employers.
1 January 2002 on
US7d – Hold annual meetings between the appropriate SJSU and local community
college faculty to ensure that course content in articulated courses is equivalent.
Assoc. Dean Academic & Undergrad. Affairs. (p.10)
The Associate Dean Academic and Undergraduate Affairs (or her designee) has regularly attended both IMPAC (Intersegmental Major Preparation Articulated Curriculum) project and IBAC (Intersegmental Business Articulation Council) meetings. This is our means to provide input into the common course descriptions of lower division courses that students often complete at the community colleges. By the spring of 2004, IBAC will complete its initial articulation of eight core business courses.
1 July 2002
US9 – Establish the means to obtain periodically feedback from employers of our
students regarding the quality and relevance of their education. Assoc. Dean Academic & Undergrad. Affairs. (p.10)
A questionnaire was developed for this purpose, and a list of the major employers of our graduates was obtained from Career Services. Unfortunately, the professor who was behind this effort passed away suddenly, and there was no one at the time to take his place. Obtaining such data, however, will take place whether or not the existing questionnaire is used, some time this coming year.
On a more specific level, we have been examining the employers’ perceptions of our students’ communication skills. Based on a survey indicating that local employers had a low opinion of our graduates’ communication capabilities, a faculty member has been spearheading a movement to learn as much as possible about how students learn to communicate. She and others are working with faculty in finance, management and other disciplines to enable them to teach these skills more effectively..
1 September 2002
AA5 – Survey alumni five years after graduation with respect to their perceptions of
quality and relevance of programs/courses. Dean and CoBAA. (p.12)
A survey of alumni was undertaken in the spring of 2002, using the web, although the questions asked and the information obtained were more aligned with general perceptions of the program rather than specifics on programs and courses. We are scheduled to launch a more detailed survey of programs during academic year 2004-05, seeking responses from our alumni every three years. We will seek similar feedback from our graduating class each year, starting next year. In the meantime we are getting input on our curricula from our International Board of Advisors (IBA), most of whom are alumni, which meets with the Chairs and Deans twice a year. For example, at its last meeting IBA members agreed to provide input on the Human Resource Management, International Business and MBA curricula that are currently under review. It should be noted as well that departments have, or will be, setting up their own advisory boards to provide them with similar feedback.
In addition, our faculty have undertaken research that is relevant. For example, one faculty member surveyed CoB alumni on the programmatic content of the business curriculum. In 2002 he asked alumni to judge the most effective methods of instruction. In addition, he asked the methods by which they had obtained their first career positions, whether internships, faculty leads, industry leads, or participation in clubs and organizations. In 2003 he asked alumni about the importance of different kinds of courses to their professional or personal success. In cases where alumni expressed dissatisfaction, for example with general education courses, he asked them to propose a modification. In both cases, the underlying goal was to determine the relationship between participating in an internship and satisfaction with the CoB undergraduate curriculum.
1 January 2003
US8d – Establish a committee of influential alumni and faculty members to conduct
jointly an annual review of undergraduate programs and course content. Assoc. Dean Academic & Undergrad. Affairs. (p.10)
The Associate Dean Academic and Undergraduate Affairs is the Chair of the Curriculum Subcommittee of the IBA. This group has been providing feedback on curriculum issues. What has not been done to date is to hold meetings jointly with members of our faculty to work on such issues jointly.
1 July 2003
RP3 – Ensure that the content of existing programs adequately reflects each of the
three niches. Associate Deans. (p.7)
The coordinators of each of the three niche areas have been charged with this responsibility and have been active, along with their steering committees, in this regard. This included the collection and analysis of data from the majority of our faculty reflecting how each incorporates (or does not) material about the three niches. The results are now being used as input to our undergraduate and graduate curriculum committees.
As The Business School of Silicon Valley we need to make sure that we are serving local industry, the potential employers of our graduates, as well as we can. One way is to develop educational opportunities that respond to the requirements of Valley firms.
1 July 2002
SB2 – Develop and implement a graduate level Certificate program for local
industry, the courses of which could be applied toward a graduate degree at a later date. Assoc. Dean Grad. Studies & Research. (p.13)
This has been done on a very limited basis. A four course sequence on entrepreneur-ship was offered to our MBA students and others that could qualify as MBA students in our off-campus program. Those that successfully passed all four were eligible for a Certificate in Entrepreneurship and, at the same time, could apply those courses toward the MBA degree. We are also asking a number of business people, especially the heads of Human Relations in large organizations, for a sense of the kind of certificate programs we could offer that would be of considerable interest to their employees.
1 January 2003
SP4 – Implement “what an executive needs to know about technology program,” in
cooperation with the University of Texas. Dean and Assoc. Dean of Grad.
Studies and Research. (p.16)
What appeared to be a strong opportunity when this goal was established looks less opportune at the present. Top schools with world-wide reputations have been having considerable difficulty in similar market areas. Thus, we intend to put this action on hold until there is evidence that such a program is likely to succeed.
1 July 2003
SB4c – Develop a board of advisors that will foster educational, research and
funding opportunities for each of the three niche areas. Dean and Chairs. (p.14)
Our efforts to bring this objective to fruition continue, but at a slower pace than we initially intended. With respect to entrepreneurship, University recognition of our Silicon Valley Center for Entrepreneurship was formally granted this past June. We will be actively seeking advisory board members early in 2004. Neither of the other two niche areas are as well advanced in terms their organizational structures and external recognition. We expected to have Global Enterprise Management operate as a subunit of a university-wide center/institute. As the latter is still in limbo, we are proceeding on our own. The former “Coordinator” has left the campus for two years, and we are in the process of selecting a replacement who will take over in January of 2004. The formation of a board of advisors may not take place for a year or more. High Technology Management faces a similar set of circumstances as it too will have a new coordinator at the start of 2004. While there is an effective Steering Committee in place, a clear-cut set of objectives should be in place before we establish a board of advisors.
We feel that it is important for the College of Business to be an integral part of the university community, and that both we and the University as a whole benefit by our being so. Hence, we want to make sure that our actions are perceived as being consistent with this interdependence.
1 January 2002 on
SU3 – Pursue opportunities with other Colleges regarding joint majors and/or
business minors, subject to CoB’s ability to obtain the resources required to
offer them. Dean, Assoc. Dean Academic & Undergrad. Affairs and Chairs. (p.14)
This is an ongoing activity. Discussions have taken place with several chairs and deans about a number of possible programs. The idea that is most advanced, though substantial work remains to be done, is a joint engineering and management undergraduate degree. We hope to have something in place, perhaps only at a pilot study level, sometime during academic year 2004-05.
1 July 2002
SC1 – All faculty who teach in our fee-based programs that hold positions in other
Colleges within SJSU or in other Universities, will entail a 50:50 split of the net revenue generated by the course taught between CoB and the Unit to which the faculty member belongs. Dean. (p.15)
During the period in question the only faculty who taught in our fee-based programs, and were not College of Business staff, came from other universities. There were eight such courses in all. Four of the eight were taught in the summer when the faculty involved had no obligations to their own universities. Three of the other four courses were taught by faculty from a university (CSU Hayward) for which several of our faculty teach in their programs. Hence, there is a rough quid pro quo. For the remaining course there was no split of net revenue.
SC2 – All courses taught by CoB faculty for other Colleges within SJSU or for other
Universities, for fee-based programs, will entail a 50:50 split of net revenue
between the unit offering the program and the College of Business. Dean. (p.15)
This has not been put into effect, partly because often we do not know when a faculty member teaches for another institution. This was an ideal that was to parallel the preceding action (SC1), and if we cannot insure that SC2 can be enacted, there is little motivation to execute SC1.
Excellent relations with our alumni is the key to our success in both enhancing our reputation and raising the funds that are needed to do so.
1 January 2002 to 1 January 2004
AA1c – Provide the financial resources needed to support the College of Business
Alumni Association infrastructure so that it can be an effective source of alumni activities. Dean. (p.12)
This is being done. We have taken over the cost of producing Dividends, the CoB alumni magazine, and in the process have upgraded it to a 20 to 24 page color publication. This relieves the CoBAA budget of roughly $25,000 of expenditures, and in addition we have budgeted a further $25,000 to support the organization and its undertakings. It should be noted that the “new look” Dividends has received rave reviews from many of its readers. It is nice to know that the extra effort is paying “dividends.”
1 September 2002
AA3d – Establish a liaison between alumni interested in participating in the
classroom and CoB faculty to ensure as wide use of alumni as possible. Dean
and Chairs. (p.12)
Alumni participation in the classroom takes place, but still primarily on an ad hoc basis. It is based on who knows whom, or on referrals from others, such as those in the deans’ office. What is needed is a more organized effort in this regard so that we better engage our alumni. The difficulty is finding the appropriate mechanism. It would appear to be done most effectively at the departmental level, and we will seek to undertake at least a pilot trial during academic year 2003-04.
The better our reputation, the better able we are to attract top students, to get industry interested in hiring our graduates, to obtain financial support from alumni and “friends,” and to attract top faculty and staff.
1 April 2002
RC1c - Develop a communications plan for the College of Business. Dean. (p.5)
This has been done, several times. The problem has been that we are now on our third public relations/advertising firm over a period of less than two years. The performance of the current firm - Runyon, Saltzman & Einhorn, Inc. - is such that we believe we have finally established a long term relationship. We should have a definitive communications in place by the beginning of the 2004-2005 academic year. This will include everything from brochures and the placement of advertisements to the publishing of Dividends (the CoB Alumni Magazine) and creating events for public relations opportunities.
RF2 – Ensure that the communication plan incorporates the need and means to
publicize faculty excellence in both teaching and research. Dean. (p.6)
Past communication plans and practices have made significant efforts to publicize faculty excellence. This will also be a part of the communication plan mentioned above under RC1c.
1 July 2002
RC2c – Establish the ability to handle public relations and to execute the
communications plan by means of a long-term relationship with a person and/or
organization that has the necessary capabilities. Dean. (p.5)
This has now been accomplished, but not until the spring of 2003. See RC1c above.
RF3 – Ensure that the CoB website provides access to the fields of expertise and
achievements of every full-time faculty member. Dean, CoB Faculty and
Webmaster. (p.6)
This is underway, though the target date for implementation was excessively optimistic. We now have a template, thanks to Steve Kwan, the Chair of the Management Information Systems Department, and data from some, but not all, of our faculty members. The project will be completed in time for the AACSB maintenance of accreditation procedure, which requires such data, that commences during academic year 2004-05.
RF4 – Develop a means to ensure that the CoB website is kept current. Dean. (p.6)
We hired an effective webmaster shortly after the date specified for the action. Prabha Chandraseker has done an excellent job of not only keeping the site current but improving the design and interface characteristics of our website.
GS2d – Determine the extent to which each existing and proposed fee-based
graduate program provides a public relations advantage because of its
comparative strength and/or uniqueness. Dean and Assoc. Dean Grad. Studies
& Research. (p.11)
This remains to be done, and will be part of the forthcoming communications plan.
1 January 2003
SP6 – Establish a Center for one of the three niches that would encompass
educational programs, research and service to the community. Dean. (p.16)
This has been done, though six months after the targeted date. The Silicon Valley Center for Entrepreneurship has been formally recognized by San Jose State University as a center and is now operating as such.
1 July 2003
FR6 – Increase the number and dollar value of external research grants by 25%.
Dean and Assoc. Dean of Grad. Studies & Research. (p.18)
Research grants and contracts from external sources have seen a great increase (almost 20-fold, see FR4d, p.3) during the period in question, and we expect continued growth in this activity. There are a number of reasons for this, but most noticeable is the growth in the number of faculty who are actively seeking external support.
To accomplish many of our objectives, in particular the hiring and retention of faculty and staff, we need sources of substantial income in addition to that provided by the State. One way is by offering fee-based programs that yield significant net revenue streams. In this manner we can demonstrate to others that we are fully prepared to help ourselves to the extent possible.
1 April 2002
GS1d – Conduct a cost/benefit analysis of each existing and all proposed fee-based
graduate programs, determining the net revenue earned per course unit. Dean
and Assoc. Dean Grad. Studies & Research. (p.11)
This was not done, partly because of the difficulty of getting accurate data, and partly because the focus of the comptroller and his staff during the period in question (and since then) was on budgetary issues. This objective has now moved up considerably on the priority list.
1 July 2002
ER1 – Given present constraints, generate $100,000 additional net revenue through
better use of existing resources (see GS1 and GS3). Dean and Assoc. Dean
Research and Grad. Studies. (p.21)
This has been done, although not fully accomplished by the targeted date. Leading the effort was a renegotiation of the lease of our off-campus facility at Rose Orchard, saving us in excess of $100,000 per year. That facility is now more fully utilized, especially during the period in question, by adding a second daytime cohort of our MBA-One program. The MSE/MBA program undertaken jointly between Engineering and Business is now running three cohorts at a time, a new one starting each year. This was accomplished by May, 2003, though plans were in place long before that.
1 January 2003
GS3d – Maximize the net revenue obtained from fee-based graduate programs.
Dean and Assoc. Dean Grad. Studies & Research. (p.11)
This is an ongoing effort and is being done to the best of our abilities.
SP5 – Launch a San José State University international MBA program with a
foreign based institution. Dean and Assoc. Dean of Grad. Studies and Research.
(p.16)
Plans for three such programs have been developed and negotiations commenced. In every case the foreign host institution decided not to proceed for reasons that differed in each case. We intend to continue to pursue opportunities in this area and presently are exploring possibilities with two other institutions, one in China and the other in Israel.
1 July 2003
ER2c – Given expanded resources (at least 75 full-time tenured and tenure-track
faculty members) generate $3,000,000 per year in gross revenue. Dean and
Assoc. Dean Research and Grad. Studies. (p.21)
We fell $400,000 short of this objective. Although we were not staffed at the suggested level (we were at 70 and not 75), this was not the reason for the shortfall. In simple terms, the local market from which the vast majority of our students come is in a recession. Hence, expenditures on advanced education, both corporate and individual, have been significantly curtailed. We don’t expect this to turn around for at least another year. In the meantime, we are investigating alternative ways of increasing earned income, especially cooperative fee-based programs with other institutions. We also hope that improved advertising will increase the local demand despite current economic conditions.
Given the state of the local economy, the objectives stated below were extremely ambitious. During the 18 months covered by this report over $1,500,000 was raised. However, little of this was for the specific targets listed below. We did obtain one faculty internship for each of the two summer periods, we did get an endowed outstanding academic performance award, and roughly half the funds obtained were for student scholarships including a couple of new named ones.
Needless to say, much remains to be done. However, the motivation is sufficiently great that this is now the top priority of the dean.
1 July 2002
EF7d – Raise $200,000 for a Teaching or Research Fellowship. (2) Dean. (p.22)
EF8c – Develop a summer faculty internship position with local industry paying at
least $25,000 per year. (2) Dean with Faculty. (p.23)
EF11 – Raise $ 20,000 for an outstanding academic performance award. (2) Dean. (p.23)
1 January 2003
EF6d – Raise $500,000 for a Professorship. Dean. (p.22)
1 July 2003
EF13 – Use the naming opportunity for the College of Business to raise at least
$20,000,000. Dean. (p.21)
EF4 – Raise $ 1,500,000 for a Chair. Dean. (p.22)
EF5d – Raise $1,000,000 for a Distinguished Professorship. Dean. (p.22)
EF7d – Raise $200,000 for a Teaching or Research Fellowship. (2, total = 4) Dean.
(p.22)
EF8c – Develop a summer faculty internship position with local industry paying at
least $25,000 per year. (3, total = 5) Dean with Faculty. (p.23)
EF9c – Develop a year-around faculty internship position with local industry paying
at least $30,000 per year. Dean with Faculty. (p.23)
EF10 – Raise $ 250,000 for a full-load entering scholarship. Dean. (p.23)
EF11 – Raise $ 20,000 for an outstanding academic performance award. (2, total = 4) Dean. (p.23)