STRATEGIC   PLAN

2004-2009

Preface

Executive Summary

Teaching (T)

Curricula (C)

Faculty (F)

Learning Environment (E)

Student Quality (S)

Research (R)

Output (O)

Grants and Contracts (G)

Centers, Niches (C)

Service (S)

Image (I)

Resources (P)

Human (H)

Financial (F)

Budget

Targets for 2004 – 2005

General Fund

Trust Fund

Preface

“The SJSU College of Business is the institution of opportunity, providing innovative business education and applied research for the Silicon Valley region.”

[ College of Business Mission Statement]

“If you don't know where you are going, you'll never get there.”

[attributed to Yogi Berra]

      This is the fourth annual Strategic Plan, each covering a period of five years.   This Plan covers the fiscal/academic years - July 1 2004 through June 30 2009.   As before, while the Plan covers a period of five years, the focus is on the first of the five.

      The Plan has been developed later than intended and this has led to several consequences.   One is that we know both the state budget and the resulting College of Business budget, so the uncertainty of our financial situation has been removed.   However, the certainty leads to the knowledge that we must incorporate a budget cut of roughly 9%, or close to $1,000,000.   

      Another conclusion is that we need to do something about the process of developing the Plan.   While we have solicited input from faculty and staff, little has been forthcoming, partly because we don't have a process in place that ensures significant participation.   The result is that we have a Plan that is more “top-down” than it should be.   Not surprisingly one goal of this coming year is to correct that deficiency.

      The Plan has several overarching objectives, and these have not changed: to enhance the reputation of the College of Business (CoB) and San José State University (SJSU); to provide programs and services to our students that enable them to learn as well or better than they could at any other post-secondary institution they might attend; to provide graduating students, programs, research results, and other services to the communities we serve that best meet their needs; and to enhance the well-being of our faculty and staff.   In brief, we should strive to maximize the value added by the College of Business to our students, faculty, staff, institution and the communities that we serve, subject to resource constraints.   To accomplish the above we should strive to increase our resources to the extent possible.

      This document commences with an Executive Summary, which states our priorities.   Following that are five sections entitled: Teaching, Research, Service, Image and Resources.   While the distinctions appear clear, many of the issues raised are highly interdependent.   This will be noted whenever possible.  

Executive Summary

      The Strategic Plan is a series of action statements that indicate what it to be accomplished, by when, and who has the responsibility.   In a number of instances several people are held responsible since all have a significant part to play in the execution of the action.   The Plan also contains targets in terms of FTES for the four departments and the state supported graduate programs.   It concludes with budgets of revenue and expenditures for both the General Fund (state support) and the Trust Fund (earned income).

      The top priority for 2004-05 continues to be ensuring that our curricula are up-to-date and relevant to both our students and their potential employers.   This includes doing what we can to make sure that our graduates possess the basic communication and analytical skills that they will need to be successful.  

      A high quality education requires that we provide an excellent learning environment.   This involves supporting our faculty wherever possible so that they can become better teachers.   It also suggests that we have available and make use of educational technologies that enhance the learning process.   Quality comes not only from course content, but from experience as well.   Included here are opportunities for study abroad, internships, and working with others who have different backgrounds and capabilities.

      Current curricula and a top notch learning environment cannot exist without the necessary resources.   Since the State of California is supplying a decreasing proportion of the cost of educating our students, we have to find other sources of support to overcome this growing gap, in particular earned revenue from our fee-based programs.   In addition we will be increasing our efforts at fund raising.

      Research makes an important contribution to our ability to offer an up-to-date education by helping define what “up-to-date” means.   Research output also enhances our image as results are disseminated throughout the academic community.   A strong research program should enhance our ability to obtain grants and contracts, which in turn further our ability to do high quality research.   Overhead from contracts and grants help provide additional, though not large, revenue.

      The final item is closely linked with all of the above, and perhaps as important as any of them.   It is improving our image among our stakeholder groups: students, alumni, faculty and staff, the academic community, employers of our students, and the community at large.   Clearly excellence in education and research help our image, but only if in fact others know about that excellence.   Getting the word out can have a significant positive effect on everything that we do.

Strategic Plan:   2004-2009

Teaching (T)

      Historically teaching has been the primary focus of San José State University .   Although faculty research has come into prominence, the emphasis on teaching has not diminished.   In terms of planning, teaching essentially covers: curricula – ensuring that they are current and relevant to both our students and those who will employ them; faculty – ensuring that they are effective teachers and mentors and provided with the proper support; facilities and services – ensuring that they create a proper learning environment and that they permit our teachers to enhance student learning by being able to use whatever teaching method is deemed to be most appropriate; and students – ensuring that the quality of the students we graduate is such that we can be proud of them and their achievements.  

      There is one other aspect of teaching that requires extensive planning.   That concerns the number of courses/sections taught by each department over a given time period, and the number of students we expect to teach.   Since these items have extensive budgetary implications (the number of course-sections affects our costs, the number of students who take these courses affects our revenues), they will be covered in the first part of the section on budget.

      Here, we will cover each of the four areas mentioned in the first paragraph.   We begin with plans at the departmental level, proceeding to college-wide issues.   Plans will be described below noting the intended latest date of execution and the person and/or groups responsible for the completion of the action.   The following notations will be used to identify the unit to which the plan applies: A&F – Department of Accounting and Finance, MIS – Department of Management Information Systems, Mktg – Department of Marketing, O&M – Department of Organization and Management, CoB – College of Business .   The numbering scheme emanates from the first Strategic Plan (2001-2006).   Once an action item has been completed or discarded, the number associated with it will not appear again.

Curricula (C)

Accounting and Finance

Objective: to ensure that accounting students will be well prepared to pass the “new CPA examination.”

Budget Implications: none.

A&F-TC1: appoint a “curriculum-in-practice” task group representing faculty and practitioners to oversee an operational plan to assure compliance with the following six action statements.

1 April 2005; Department Chair

A&F-TC2:   identify the implications of the “new CPA examination” on the accounting curriculum, and frame strategies and implementation dates for necessary curriculum changes.

1 July 2005; Department Chair

A&F-TC3:   transform the accounting curriculum from “traditional rule-based training” to educating “disciplined problem solvers.”  

1 July 2005; A&F Accounting Curriculum Committee, Department Chair

A&F-TC4:   incorporate the development of “higher order cognitive skills” across all accounting and finance programs.

1 July 2005; all A&F Curriculum Committees, Department Chair

A&F-TC5:   incorporate the development of interpersonal, communication and professional skills across all accounting and finance programs.

1 July 2005; all A&F Curriculum Committees, Department Chair

A&F-TC6:   achieve a significant measurable increase in the use, across all accounting and finance programs, of the following teaching methods - team projects, oral reports, out-of-class learning experiences (e.g. internships, practicums) - for all accounting and finance programs.

1 July 2006; all A&F Curriculum Committees, Department Chair

A&F-TC7:   achieve a measurable change in the following skills of all accounting and finance graduates: research, use of technology, ethical reasoning.

1 July 2008; all A&F Curriculum Committees, Department Chair

Management Information Systems

Objectives: to ensure that the MIS curriculum is coherent, up-to-date and relevant.

Budget Implications: none.

MIS-TC1:   develop a framework to map the interconnections among the courses of the MIS curriculum, the continuity of the concepts covered, and the means for feedback from students, faculty, alumni and employers.

1 January 2006; Art Walton, Jeff Gaines, Department Chair

MIS-TC2:   move BUS 93 - Systems Analysis and Design - from lower division to upper division.

1 July 2005; MIS Curriculum Committee, Department Chair

MIS-TC3:   change BUS 113J - Java Programming - into an intermediate/advanced course on Java.

1 July 2005; MIS Curriculum Committee, Department Chair

MIS-TC5:   increase and enhance the assignments that use the Cisco lab for courses BUS 110 - Fundamentals of MIS.

1 July 2005; MIS Curriculum Committee, Department Chair

MIS-TC7:   prepare and implement an intensive advising program (approx. 10 hours) for MIS Concentration students on course sequence planning, successful study habits, career planning, etc., with high faculty involvement and industry participation.

1 July 2005; Department Chair

Marketing

Objectives: to ensure that the College's students possess the requisite basic analytical and communication skills, and that the marketing curriculum is up-to-date and relevant.

Budget Implications: none.

Mktg-TC2:   complete the assessment of BUS 100W – Business Communications, recommending changes where appropriate.

1 January 2006; Business Communications Group, Department Chair

Mktg-TC3:   complete the assessment of BUS 130 – Introduction to Marketing, recommending changes where appropriate.

1 January 2006; Marketing Curriculum Committee, Department Chair

Mktg-TC4:   complete the assessment of BUS 134A – Customer Behavior and BUS 134B – Integrated Marketing Communications, recommending changes where appropriate .

1 July 2006; Marketing Curriculum Committee, Department Chair

Mktg-TC5:   conduct a complete assessment of BUS 139 – Marketing Management, recommending changes where appropriate.

1 July 2006; Marketing Curriculum Committee, Department Chair

Mktg-TC6:   develop and implement a course in high-tech marketing.

1 July 2006; Marketing Curriculum Committee, Department Chair

Mktg-TC7:   develop and implement an honors practicum curriculum.

1 July 2006; Marketing Curriculum Committee, Department Chair

Mktg-TC8:   obtain agreement on the learning objectives and course content across all sections of BUS 90 – Business Statistics, and BUS 190 – Quantitative Business Analysis.

1 July 2006; Decision Sciences Faculty, Department Chair

Organization and Management

Objectives: to enhance O&M's offerings in niche areas and to ensure that the management curriculum is up-to-date and relevant.

Budget Implications: none.

O&M-TC2   develop and propose an International Business minor for other academic programs on campus..

1 July 2005: Global Enterprise Management Committee, Department Chair

O&M-TC6   revise and update the Human Resource Management Graduate offerings and develop a Human Resource Management Certificate.

1 July 2005: Human Resource Management Curriculum Committee, Department Chair

O&M-TC7   revise and update the entire Management curriculum and include an honors program and more relevant tracks.

1 July 2006:   Management Curriculum Committee, Department Chair

College of Business

Objectives: to ensure that the College's students possess the requisite basic skills, that the community colleges offer courses that are equivalent to ours, that our curricula are up-to-date and relevant, that the core courses are taught consistently with material therein that is highly relevant to the undergraduate concentrations, and that our courses meet our learning objectives.

Budget Implications: cost of courses for remedial education - $20,000; survey materials - $2,500.

CoB-TC1:   develop and implement an effective means of remedial education for those who fail the Writing Skills Test (WST).

Continuing Effort; Assoc. Dean Academic & Undergrad. Affairs

CoB-TC3:   develop and implement an effective means of remedial education for those who fail the Analytical Skills Test.

1 July 2005; Assoc. Dean Academic & Undergrad. Affairs

CoB-TC5:   survey the employers of our students regarding the quality and relevance of their undergraduate/graduate education.

1 July 2005; Assoc. Dean Academic & Undergrad. Affairs, Assoc. Dean Grad. Studies and Research, Dean

CoB-TC6:   survey our alumni regarding the quality and relevance of their undergraduate/ graduate education.

1 July 2005 ; Assoc. Dean Academic & Undergrad. Affairs, Assoc. Dean Grad. Studies and Research, Dean

CoB-TC7:   have the International Board of Advisors and/or its sub-committee on Curricula review all curricula over a three year period for relevance, currency and quality.

1 July 2005 on; International Board of Advisors, Dean

CoB-TC10:   develop and implement at least one new graduate level Certificate Program each academic year commencing with academic year 2004-05 through 2006-07.

1 January 2005 on; Assoc. Dean for Grad. Studies and Research

CoB-TC13:   design and implement a system for defining common content for each and every core course.

1 July 2005; Undergraduate Curriculum Committee, Graduate Curriculum Committee, Assoc. Deans

  CoB-TC14:   evaluate and make changes as needed for the system for defining common content for each and every core course.

1 July 2007; Undergraduate Curriculum Committee, Graduate Curriculum Committee, Assoc. Deans

CoB-TC15:   develop and propose a curriculum covering High Technology Management.

1 July 2006: Undergraduate Curriculum Committee, Assoc. Dean Academic & Undergrad. Affairs

CoB-TC16:   identify upper division courses that require communication skills to reinforce those learned in BUS 100W – Business Communications.

1 July 2006: Undergraduate Curriculum Committee, Assoc. Dean Academic & Undergrad. Affairs

CoB-TC17:   identify upper division courses that require analytical skills to reinforce those learned in BUS 90 – Business Statistics, and BUS 190 – Quantitative Business Analysis.

1 July 2006: Undergraduate Curriculum Committee, Assoc. Dean Academic & Undergrad. Affairs

Faculty (F)

Accounting

Objective: to help faculty become better teachers.

Budget Implications: none.

A&F-TF1:   re-establish the informal coaching program for faculty.

1 July 2005; Department Chair

Management Information Systems

Objectives: to improve the teaching of required courses and lower the burden on those faculty members who teach them.

Budget Implications: none.

MIS-TF1:   implement the support system developed for instructors who are teaching required courses by providing a detailed MIS curriculum framework, course syllabus templates, exam question databases, etc.

1 April 2005; MIS Curriculum Committee, Department Chair

MIS-TF2:   increase the number of MIS faculty providing Community Service Learning (CSL) activities for their students.

1 July 2005; Department Chair

Marketing

Objective: to help marketing faculty become better teachers.

Budget Implications: none.

Mktg-TF2:   develop a support system for instructors who are teaching required courses.

1 July 2006; Marketing Curriculum Committee, Department Chair

Mktg-TF3:   institute a best practices forum as part of course coordination.

1 January 2006; Marketing Curriculum Committee, Department Chair

Organization and Management

Objective: to provide Organization and Management faculty with real world experience that can be brought into the classroom.

Budget Implications: none.

O&M-TF2:   establish a faculty internship program for Human Resource Management faculty that can enhance the educational mission of the department.

1 July 2006; Human Resource Management Faculty, Department Chair

College of Business

Objectives: to provide financial support to enhance teaching and to reward excellent teachers.

Budget Implications: to be financed via fund raising.

CoB-TF1:   establish at least one summer teaching fellowship each year for a four year period to provide the time and financial support required to develop new courses, radically revise existing courses, and prepare new delivery systems.

1 July 2005 on; Dean

CoB-TF2:   establish at least one endowed Professorship or Chair each year from academic year 2005-2006 through 2007-2008.

1 July 2006 on; Dean

Learning Environment (E)

The learning environment – physical facilities, technology, and human – is an extremely important factor affecting our students' ability to learn.   Essentially all of the short run objectives established in preceding Strategic Plans have been accomplished, most of which had to do with the availability and use of the latest in educational technology.   What remains is the maintenance of these accomplishments.   This is now much easier to assure.   This past year we obtained permission to implement a per course “technology fee” that is sufficient to cover not only the continued renewal of our computer-based laboratories and classrooms, but human support in terms of technicians and student assistants who provide help to both our students and faculty.   When this is combined with our completely renovated classroom building, it is not surprising that we are way ahead of our objectives in terms of use of educational technology.   We had stated that we wanted 25% of our faculty to make extensive use of web-based technology in teaching their courses by academic year January 1 st , 2007.   At present close to half do so.

We need to express a word of caution, however.   While the College of Business was instrumental in obtaining the educational technology, including smart podia and high end video/data projectors, these are now the responsibility of the University.   Hence, our staff conducts maintenance and repairs only on an emergency basis.

Student Quality (S)

College of Business

Objectives: to improve the quality of our student input and output; to increase the amount of financial support we provide our students; and to ensure top educators teach our graduate programs.

Budget Implications: to be financed via fund raising.

CoB-TS1:   increase the number and value of awards for outstanding academic performance by our students.

1 July 2005 on; Dean

CoB-TS2:   increase the number and value of scholarships for entering students.

1 July 2005 on; Dean

CoB-TS3:   expand the number of student internships by 10% per year over the next four years.

1 July 2005 on; Career Services, Chairs, Deans

CoB-TS7:   develop and offer required “gateway” courses for each upper-division concentration to ensure that students have the capabilities to handle the concentration.

1 July 2005 ; Department Curriculum Committees, Department Chairs, Associate Dean Academic and Undergrad. Affairs

CoB-TS8:   implement an undergraduate honors program.

1 July 2005; Associate Dean Academic and Undergrad. Affairs, Dean

Research (R)

      Research productivity is the basis of the reputations of a great many universities and the business schools within them.   The main reason that research output plays such a role is that results are disseminated world-wide, whereas the knowledge of teaching excellence typically remains within an institution.   Furthermore, there is a wide-held belief that since research is the creation of new knowledge, excellent research is a prerequisite to excellent teaching if students are to be current in their field.   While the role that research should play is a hotly debated topic, it is difficult for a college or university to ignore its impact on the reputation of the institution.   Hence, as long as we are concerned about our reputation, we need to be concerned about research productivity.   Additionally, research is playing an increasingly important role in the promotion and tenure decisions of our faculty.

      There are two additional factors we cannot ignore.   One is that the Association to Advance Collegiate Schools of Business (AACSB) accreditation is based on research productivity as well as teaching and service.   Fortunately this is now at the unit (i.e. College of Business ) rather than individual faculty member level so that a college may have some people who primarily teach and others with excellent research credentials as long as the balance is acceptable.   The other is the pride that many of our faculty have in their research capabilities and output.   Supporting research is an essential component of faculty retention.   We will consider research in terms of output, grants and contracts, and research centers.

Output (O)

College of Business

Objectives: to foster a supportive research environment; to enhance our reputation by means of published research; to reward excellent researchers; and to encourage collaborative research.

Budget Implications: none.

CoB-RO3:   achieve an annual peer reviewed publication rate of one article per tenured and tenure-track faculty member for the college as a unit.

1 July 2005 ; Department Chairs, Assoc. Dean for Grad. Studies and Research, Dean

CoB-RO4:   increase the number of articles in top tier journals each year for a five year period starting in academic year 2004-05.

1 July 2005 on; Department Chairs, Assoc. Dean for Grad. Studies and Research, Dean

CoB-RO5:   increase the number of research projects that are undertaken collaboratively with faculty members across departments, colleges and universities.

1 July 2005 ; Department Chairs, Assoc. Dean for Grad. Studies and Research, Dean

CoB-RO6:   increase the number of research projects that are undertaken collaboratively with industry each year for a three year period commencing academic year 2003-04; this includes faculty internships within industry.

1 July 2005 on; Department Chairs, Assoc. Dean for Grad. Studies and Research, Dean

CoB-RO7:   complete implementation of a faculty consulting and research directory.

1 July 2005; Department Chairs, Assoc. Dean for Grad. Studies and Research, Dean

CoB-RO8:   establish at least one endowed Professorship or Chair each year for a five year period to which outstanding researchers can be appointed.

1 July 2005 on: Dean

Grants and Contracts (G)

College of Business

Objectives:   to increase the research activity within the College.

Budget Implications: a minor increase in revenue from the percentage of overhead that the Foundation distributes to the College.

CoB-RG1:   increase the dollar value of grants and contracts over that of academic year 2002-03 by 50% in academic year 2004-05.

1 July 2005 ; Assoc. Dean for Grad. Studies and Research, Dean

CoB-RG2:   increase the dollar value of grants and contracts over that of academic year 2002-03 by 100% in academic year 2007-08.

1 July 2008 ; Assoc. Dean for Grad. Studies and Research, Dean

Centers, Niches (C)

College of Business

Objectives: to establish a focal point for research, service and teaching in each of the niche areas.

Budget Implications: initially there are likely to be course buyouts - $24,000; eventually the costs should be covered by research contracts, grants and donations.

CoB-RC2:   establish a research center, or a college-based sub-unit of a university-wide center or institute, for Global Enterprise Management.

1 July 2005 ; Assoc. Dean for Grad. Studies and Research, Dean

Service (S)

      Service is an essential component of what we do, for in fact a university is a service organization.   Our intention is to serve well each of our stakeholder groups: students, faculty and staff, the university as a whole, the local business community and community at large.   Our effectiveness in doing so is the major reason we refer to the College as “THE Business School of Silicon Valley.”   Since service is well engrained in what we do, our plans contain only changes and/or extensions.

      There are two units, other than academic departments and research centers within the university, that report directly to the Dean of the College of Business .   Within our Strategic Plan these appear to fit best under Service.   One is the Mineta Transportation Institute.   The other is the Lead Center for the Northern California Network of Small Business Development Centers.

      The Mineta Transportation Institute (MTI) is one of 27 congressionally authorized University Transportation Centers (UTCs) throughout the country that focus on surface transportation research and education.   MTI is currently funded by the federal government through the “Transportation Equity Act for the 21 st Century,” with matching funds from the State of California legislature via Caltrans.   It is unique among the UTCs in three areas: it focuses on policy and management of surface transportation (versus technology), it is the only center located in a College of Business (the others are in Engineering), and it is guided by an internationally respected Board of Trustees.   The latter insist that the programs provide practical solutions to current surface transportation industry's needs and not general theory.   MTI's Master of Science in Transportation Management and Certificate in Transportation Management programs are taught in the evening to working professionals.   This is done via Caltrans video-conferencing bridge to 24 locations throughout the state and, by video-streaming, throughout the nation.

      The Lead Center plays a leadership and management roll for ten Small Business Development Centers (SBDCs) that report to it.   These are located throughout the northwestern part of California .   The Lead Center has a cooperative agreement with the Small Business Administration, renewed annually, which provides the base funding for it and the ten sub-contracted local centers.   The SBA funding requires a 1:1 match from cash and in-kind contributions.   The individual centers provide free management and technical counseling.   The Network also provides business support services, education and training for SBA defined small businesses for nominal fees.   SBDC clients include everything from people who are thinking about establishing a business to those who have been in business for a long time but seek guidance to help them do better.   The reason for entertaining the Lead Center within the College of Business is to better link the College with the business community with respect to both faculty and student activity.   A major obligation is to ensure that matching funding is obtained.

Accounting

Objectives: to improve the image of both the department and the college, and to generate additional discretionary funds.

Budget Implications: an increase in discretionary revenue for A&F.

A&F-S1:   increase the attendance of the High Technology Tax Institute by 15% each year to achieve a doubling of the attendance in academic year 2002-03 by academic year 2007-08

1 July 2005 on; Stu Karlinski

A&F-S2:   increase the attendance of the Silicon Valley Financial Management Institute by 15% each year to achieve a doubling of the attendance in academic year 2002-03 by academic year 2007-08.

1 July 2005 on; Joe Mori

Mineta Transportation Institute

Objectives: to enhance the ability of MTI to undertake research and to serve the surface transportation community.

Budget implications: increased revenue would offset increased expenses.

MTI-S1:   establish a sub-unit of MTI focusing on surface transportation financing.

1 July 2006: Executive Director of MTI

MTI-S2:   establish MTI as a “super center.”

1 January 2007: Executive Director of MTI

Lead Center , Small Business Development Centers

Objective: to increase the ability of the Network to deliver services to its clients, to increase the client base, and to provide more effective specialized services to its clients.

Budget implications: increased revenue for the Northern California Network of Small Business Development Centers.

SBDC-S1:   establish a sound basis for raising at least $150,000 per year to balance the Lead Center 's operating budget.

1 January 2006: Director of Lead Center , Dean

SBDC-S2:   establish one new specialized service, e.g. the use of GIS for location analysis, for the Network for each of four successive years.

1 January 2006 on: Director of the Lead Center

SBDC-S3:   increase by 50% the level of cash contributions received in the year 2004 for the funding of the Network (2004 cash match required $1.06 million).

1 January 2009: Director of Lead Center , Dean

SBDC-S4   obtain at least one new commitment per year, over a four year period, by CoB faculty, CoB institutes/centers, and other SJSU departments and programs for the delivery of specialized services for SBDC Northern California Network clients.

1 January 2006 on:   Director of Lead Center , Dean

Image (I)

      The ingredients of a College's image include: the quality of its faculty, the quality of its graduating students, the programs and courses offered by the College, and the extent to which the College effectively serves its communities.   We have excellent faculty.   Many of our graduates have been extremely successful.   Most of our programs are very popular and are highly regarded.   The College serves the Silicon Valley community in a great many ways, perhaps the most important of which is that we are a very efficient and effective provider of post-secondary education.   No one in the region can do a better job of adding value to those whom we educate, and we pay particular attention to educating them to meet the needs of Valley industries.  

      High quality and excellent performance by themselves are not sufficient.   The external world has to be aware of that quality.   Hence hand-in-hand with a focus on quality has to be an effective communications plan.   Outcomes of an improved image for the College of Business should be better access to resources and an improved reputation of San José State University, which in turn will further the goals of the College of Business.

College of Business

Objective: to enhance the reputation/image of the College.

Budget Implications: an unknown increase in revenue via an increase in demand for the fee-based programs; approximately $75,000 per year for advertising and public relations.

CoB-I3:   ensure that the College of Business website provides access to the fields of expertise and the accomplishments of every full-time faculty member and of all part-time faculty members who are teaching half-time or greater loads and have taught at the CoB for more than one year.

1 July 2005; Dean

CoB-I6:   engage a public relations expert to work with the College of Business faculty and staff to ensure appropriate media coverage of our activities and accomplishments.

1 January 2005; Dean

Resources (P)

      Having the necessary resources is critical to the success of almost any venture, and universities are no different than most other organizations in that regard.   While resources can be broken down into many categories, we will divide them into just two: human and financial.   Clearly the two are interdependent for without financial resources it is usually difficult to engage people, and without people it is almost impossible to acquire financial resources.   Our focus on human resources will continue to the attracting and retaining excellent faculty and staff, and making greater use of volunteers, especially alumni.   Not surprisingly, our focus on financial resources will continue to be increasing our revenue.

      With respect to financial support, there are essentially three sources: the State of California via the California State University System and San José State University 's administration, earned income, and donations.   Given the State's financial crisis the first source is surely going to shrink.   Since we have some control over the latter two sources, specific actions with respect to them will be detailed.   The first two sources will be included in our budget.

Human (H)

Accounting

Objectives: to increase both the personal and financial support of the department.

Budget Implications: an increase in donations.

A&F-PH1:   increase the number of members of the Accounting and Finance Roundtable by two each year for the next five years, commencing in 2004-2005.

1 July 2005 on; Department Chair

Marketing

Objectives: to increase both the personal and financial support of the department.

Budget Implications: an increase in donations.

Mktg-PH1:   reinstitute and formalize a Board of Advisors for the Department of Marketing.

1 January 2006; Department Chair

Organization and Management

Objectives: to increase both the personal and financial support of the department.

Budget Implications: an increase in donations.

O&M-PH1:   convert the Manufacturing Advisory Board to a Department of Organization and Management Advisory Board.

1 July 2005; Department Chair

College of Business

Objectives: to determine an “ideal” faculty profile; to increase the richness of our learning environment; to increase both the personal and financial support of the college.

Budget Implications: an increase in donations; a possible increase in travel expenses.

CoB-PH1:   determine the “ideal” balance across the college and across each department with respect to: disciplines, academic education/experience, tenure-track/”temporary”, teaching/research.

1 July 2005 ; Department Chairs, Deans

CoB-PH2:   prepare a five year plan for faculty recruitment based on the results of CoB-PP1 and expected retirements.

1 July 2005 ; Department Chairs, Deans

CoB-PH3:   establish a Board of Advisors for the Silicon Valley Center for Entrepreneur-ship.

1 July 2005; Center Director, Dean

CoB-PH5:   establish a Board of Advisors for the Global Enterprise Management unit (to be).

1 July 2006; Unit Director, Dean

Cob-PH7:   develop a participatory process for preparing annually the Strategic Plan

1 January 2005; Dean

Financial (F)

Organization and Management

Objective: to support O&M faculty with funded Chairs.

Budget Implications: an increase in both Departmental and College discretionary funds.

O&M-PF1:   extend the Chair for Professor Mary Yoko Brannen for at least one year past its initial one year funding.

1 July 2005; Professor Brannen, Department Chair

College of Business

Objectives: to determine if a program is a net revenue contributor and to what extent; to increase discretionary revenue; to increase the financial support of the college; to increase the college's endowment funds.

Budget Implications: an increase in discretionary revenue.

CoB-PF1:   conduct a cost/benefit analysis of each existing fee-based program to determine its net revenue per cohort.

1 January 2005: College Controller, Assoc. Dean Grad. Studies and Research, Dean

CoB-PF2:   obtain a signed agreement to establish a foreign-based, fee-based, MBA program.

1 July 2005; Assoc. Dean Grad. Studies and Research, Dean

CoB-PF3:   increase gross revenue from off-campus fee-based courses by $200,000 per year for three years, commencing 2003-2004.

1 July 2005 on; Assoc. Dean Grad. Studies and Research, Dean

CoB-PF4:   increase the number of faculty internship positions with local industry by one per year for three years, commencing 2003-2004.

1 July 2005 on; Dean

CoB-PF5:   raise $500,000 each year for operating expenses.

1 July 2005 on; Dean

CoB-PF6:   increase the amount raised for endowments under the control of the College of Business by $500,000 each year.

1 July 2005 on; Dean

CoB-PF7:   use the naming opportunity for the College of Business to raise at least $20,000,000.

1 July 2005 ; Dean

CoB-PF8:   use the naming opportunity for the Graduate School of Business to raise at least $12,000,000.

1 July 2008; Dean

Budget

      Revenue comes from three basic sources: the State of California (general fund), earned income (mostly fee-based programs) and donations.   Only the general fund is provided on a line-item basis, and even those funds can be moved quite freely from one account to another.   The only exceptions are the salaries of tenured and tenure-track faculty, as the budgeted revenue for that line item is based on their salaries - i.e. we are given the exact amount needed to pay these salaries.   The most sensitive revenue item is the amount we receive for “temporary” (non tenure-track) faculty.   It is this sum - really a residual - that expands or contracts (outside of new tenure-track hires) in response to the State's budget for education, the allocations made by the CSU system and the internal allocations at San Jose State .   Since the cost of “temporary” faculty is considerably lower than the cost of tenured faculty, a small change can have a dramatic effect on the number of courses offered.   As an example, a 4% reduction in revenue would result in about a 10% cut in the number of courses/sections we could offer assuming there is no countervailing revenue from sources other than the State.

      Expenses cover the usual gamut, but by far the largest are salaries for tenured and tenure-track faculty.   When salaries for staff and “temporary” (non tenure-track) faculty are included, salaries account for well over 90% of the College's expenditures.    

      There are some anomalies of the CSU budgeting system that require explanation before stating the figures.   For one thing, while the cost of tenured and tenure-track faculty is covered, the actual charge to the general revenue fund is considerably lower.   As a case in point, we get the full-salary of someone who is on sabbatical even though the cost to us is just half that.   The rest is available to hire “temporary” faculty to cover the courses that would have been taught by the person on sabbatical.   Two, full-time faculty who teach for the fee-based programs as part of their normal load are charged against those programs at the rate of one tenth of their salary per course, even though we get their full salaries.   Again, the difference is used to hire “temporary” faculty to cover the courses in the State supported programs.   Three, when that faculty member is teaching on-campus to our regular students, benefits are paid by the central administration.   When a faculty member is teaching for a fee-based program, that program is also charged for his/her benefits.     The University retains the savings obtained by not having to cover these benefit costs, not the College.   Four, if we move money from the salary budget to the one for “operating expenses and equipment” (OE&E), we get an additional 30% since benefits no longer have to be paid.   These are just a few of many instances indicating how budgeting within the College deviates from budgeting in most other organizations.

      As noted earlier, our income from the State of California is dependent on the number of students we teach, usually defined in terms of FTES – Full-Time Equivalent Students (a student who takes 10 courses during the academic year).   For the year 2004-2005, our target is 3093.   This is based on last year's target, reduced somewhat as the result of the overall budget cut.   While we could have asked for a slightly higher target, the income associated with such an increase is insufficient to cover the costs that would be incurred.   The figure of 3093 FTES is the basis of the total budget for the College of Business from State funds being set at $9,803,741.   The table that follows indicates the targets set for each department that would permit us to achieve the overall target of 3093 FTES.

      The table also has implications for the cost side of the equation.   To stay within our budget, which includes positive carryovers from 2003-2004, we have to restrict the number of sections that we teach (each additional section that we teach costs the College approximately $6,000 at the margin).   This is done most effectively by establishing an average class size target for each department and program, where the latter presents other constraints on class size.   The result is the maximum number of sections available to a department/program.   These figures are also shown on the following table.

Targets for 2004 – 2005

*This program is a special case.   Average class size is determined by the number of students in the program and this varies from year to year.   The total number of courses in the program is 18, but the number covered directly by the State during 2004-05 is less since those taught during the summer were not under State support.

      The budget is presented in two parts: the General Fund, which comes from the State of California , and the Trust Fund, which comes from revenue generated by our fee-based programs.   Please note that certain expenditures can be moved from the general fund to the trust fund.   This is done throughout the year to assure that the general fund does not have a deficit.   Thus the fee-based programs provide a significant subsidy to the state supported programs.

General Fund

(1 July 2004 – 30 June 2005)

Revenue

Note:   At least $103,000 of Expenses will have to be charged to the Trust Account if the General Fund Account is to avoid a deficit position.  

Trust Fund

(1 July 2004 – 30 June 2005)

Revenue

Expenses

Note:   Assuming that estimates of revenue and expenses are reasonably accurate, the difference between Revenue and Expenses is, in fact, the actual contingency fund.   This will be needed in 2005-2006 to cover the costs of hiring new tenure-track faculty as well as insurance against the reduction of the one-time General Fund “backfill” of $697,000.   Also, $438,000 of the revenue came from a one-time undertaking (Summer 2004).