Faculty Meeting

September 16, 2011

Agenda Welcome and Approval of May Faculty Meeting Minutes New Faculty Introductions / Faculty Accomplishments SMG Strategy (2011-2012 Focus) and Financial Overview Undergraduate and Graduate Curriculum Proposals FPC Proposals to Amend Faculty Governance Document • Recusal from Voting on APT • Electronic Voting • Update Faculty Governance Document New Business and Adjourn

New Faculty 2011

Edward Riedl

• Comes from Harvard Business School

• BBA and MBA, Accounting • Pace University

• PhD, Business Administration • Pennsylvania State University

• Research interests include: • Fair value accounting

• International accounting

• Valuation

• Intangible assets

Associate Professor, Accounting

New Faculty 2011

Michael Nowotny

• Comes from the University of California at Los Angeles as a doctoral student

• Diplom and Vordiplom • University of Mannheim (Germany)

• Research Interests Include: • Asset pricing

• Stochastic volatility and portfolio choice

• Econometrics

Assistant Professor, Finance

New Faculty 2011

Nachiketa Sahoo

• Comes from Tepper School of Business • Carnegie Mellon University

• PhD and MA • Carnegie Mellon University

• BTech • Indian Institute of Technology

• Research Interests include: • Information filtering

• Recommender systems

• Networks analysis

Assistant Professor, Information Systems

New Faculty 2011

Keith Marzilli Ericson

• Comes from Harvard University as a doctoral student

• BA in Economics and Political Science • Williams College

• Research Interests Include: • Public economics

• Health economics

• Behavioral & experimental economics

Assistant Professor, Markets, Public Policy & Law

New Faculty 2011

Kira Fabrizio

• Comes from Fuqua School of Business • Duke University

• PhD and MA • University of California at Berkeley’s Haas School

of Business

• BA • Wesleyan University

• Research Interests include: • Knowledge exploitation

• Firm strategy

• Intellectual property rights

Assistant Professor, Strategy & Innovation

New Faculty 2011

John Kirks

• MBA • Harvard Business School

• BS • Stanford University

• Courses: SI422, SI751

Lecturer, Strategy & Innovation

New Faculty 2011

Duane Lefevre

• MBA • Boston University

• BSBA • Bryant College

• Courses: MK323, SM299

Lecturer, Operations & Technology Management

New Faculty 2011

Rebecca Nichols

• MBA • New Hampshire College

• BA • University of New Hampshire

• Courses: OB221, SM121, SM299

Lecturer, Operations & Technology Management

New Faculty 2011

David Stolow

• Incoming Faculty Director of the Public Non-Profit Program

• MPPM and BA • Yale University

• Course: PL850

Lecturer, Organizational Behavior

Boston University

Distinguished Appointments/Awards Iain Cockburn

Richard C. Shipley

Professor of Management

Michael Salinger

Jacqueline J. and Arthur S. Bahr

Professor of Management

Colin Fisher

Peter Paul Career Development Professor

Distinguished Appointments/Awards

Kathy Kram Everett C. Hughes Award for Careers Scholarship

Academy of Management

Krish Menon Notable Contribution to Auditing Literature

American Accounting Association

Jim Post Faculty Pioneer Award

The Aspen Institute

David Weil Jacob Wertheim Fellowship

Harvard Law School

SMG Strategy & Financial Overview

Dean Ken Freeman

ENTREPRENEURSHIP

ORGANIZATIONAL

BEHAVIOR

OPERATIONS &

TECHNOLOGY MANAGEMENT

FINANCE

INFORMATION

SYSTEMS

STRATEGY &

INNOVATION

ACCOUNTING MARKETS, PUBLIC

POLICY, & LAW

PUBLIC &

NONPROFIT

MARKETING

Health Energy & the Environment

Digital Technology

Accounting

Finance

Information Systems

Marketing

Markets, Public Policy, & Law

Organizational Behavior

Operations & Technology Management

Strategy & Innovation

School of Management 2011-2012 Focus

Values: Integrity, Innovation, Collaboration, Accountability, Leadership, Respect

Vision: Creating Value for the World

Mission: We prepare innovative and ethical leaders who understand the impact of business on society and create value for the world. Our students comprehend organizational systems, the vital role of leadership, and the forces transforming the global economy. We generate insights for scholars and practitioners through our research, teaching and community engagement.

Successful AACSB Accreditation Review

Goals:

Enhance Student Experience

Develop Innovative Curriculum &

Sector Presence

Build Alumni Engagement

Broaden Faculty Contribution

Develop & Manage Resources Effectively

•Create comprehensive research infrastructure

• Develop academic departmental strategies

• Expand faculty development efforts in research and teaching

• Recruit additional faculty

•Engage faculty in alumni and corporate activities

• Increase frequency and variety of alumni events, including life long learning

• Create young alumni programs

• Revitalize Dean’s Advisory Board

• Increase Class Gift and Annual Fund participation

• Develop strategy for parent and corporate engagement

• Develop revenue enhancement strategy

• Establish Distinguished Speakers Series

• Create technology enabled classrooms

• Improve internal and external communication processes

• Address space needs

• Achieve fundraising goals

• Foster world class career services

• Improve student service processes

• Pilot mentoring program

• Expand and integrate experiential learning opportunities

• Improve satisfaction measures

• Establish curricular priorities

• Create, approve, and begin implementation of curricular revisions

• Integrate sector emphasis in research and teaching

• Develop ethics/social responsibility and globalization initiatives

• Refine executive education strategy

SMG Curricular Process

Senior Associate Dean Karen Golden-Biddle

• Activities over summer - Design – Meeting in task forces and as chairs

– 4 task forces directly with grad/undergrad curriculum work (undergrad, grad, ethics/social responsibility and globalization)

• Where we stand now - Communicating & seeking input on design – Today – Share design; Questions of clarification

– 2 Faculty Forums (Sept 30 & Oct 4) – Input and discussion of curriculum design

– Faculty Retreat (November 4) – Final refinement of design & implementation planning

Undergraduate Task Force

Lloyd Baird Sandi Deacon

Barbara Bickart Jim Freedman

Jeff Furman Jonathan Hibbard

Nitin Joglekar Krish Menon

Sandra Procopio Don Smith

Megan MacGarvie

The Need: Where we started

• Increased student professionalism • Enhanced internships, clubs, community involvement, etc. • Pro-seminar, stronger connection to alumni and managers

• Increased options • Concentration as well as sector exposure • Global experience

• Increased depth • Greater depth in concentration and industry segment • 1 & 2 credit courses offered earlier, driven by faculty research and

interest

• Greater SMG connectedness • Every student feeling like an honor student • Greater connection to alumni and expanded networks

Phase 1: What our customers said

We interviewed, reviewed focus groups and survey data, did content analysis, collected first hand information from students, alumni, recruiters, etc. Our Current Strengths 1. Teamwork/collaboration skills 2. Cross-functional exposure via the Core 3. Presentation skills Our Current Areas for Improvement 1. Need opportunity to engage in concentrations earlier and go deeper 2. Need more ability with business analytics 3. Need to integrate non-curriculum activities, e.g. internships clubs, global experience,

etc. into the learning process. 4. Insufficient exposure to ethics training integrated throughout the curriculum 5. Limited coverage of global issues and current events

Phase II: What we learned from benchmarking

We did extensive benchmarking against aspirational schools, corporate and military current practices, extensive review of the literature and work supported by the RULE grant. Many are moving to an “Engagement Model of Learning.” Here is our version:

•Probe and inquire •Think critically, creatively •Analyze and synthesize •Apply knowledge in meaningful contexts •Practice new behaviors •Build new skills

•Gain foundational knowledge, information and ideas •Plan inquiry and generate insights •Learn how to learn cognitively,

experientially, visually, through relationships, dialogue, etc. and integrate into a total learning experience

•Reflect & Assess in order to improve

•Integrate, synthesize and be open to changing how we think, feel and act

•Continuously validate by applying new knowledge, feelings, and actions

3. Integrate & Improve 2. Extend/Apply

1. Prepare

Implications of an “Engagement Model” of Learning

• Much “cognitive” learning is going on-line to be done before the classroom experience.

• More time is spent before the classroom experience helping students learn how to search, validate, connect, use social networks and mentors, think critically, and “learn how to learn”

• Classroom time moves to more application, more integrated into real issues, networked to applied problems, and integrated with other universities especially globally

• The classroom experience flows more naturally into application, internships, projects, mentoring activities, etc

Phase III: Based on the previous work, we summarized our purpose

We position our students with the professional skills enabling them to be fully capable of performing in the job and their career as soon as they graduate, with deep knowledge in their area of specialization along with a strong awareness of the core forces shaping society and emergent issues. By:

•Developing a Worldview/Social Perspectives

•Having a deep understanding and ability in both a functional area and a specific field

•Having the professional capabilities and confidence to easily transition to the work force

•Having strong analytical skills

Curriculum Map: Freshman Year

Fall Spring Mgmt Perspective Mod I& II (4cr) Mgmt Perspective Mod III & IV (4cr)

• Perspectives on Corporate Social Responsibility and Sustainable Growth

• Perspectives on Risk and Ethics

• Perspectives on Globalization

• Perspectives on Innovation and Technology

Calculus (4cr) Liberal Arts Elective (4cr)

CAS Writing Seminar I (4cr) CAS Writing Seminar II (4cr)

Microeconomics (4cr) Macroeconomics (4cr)

1&2 credit SMG Elective or required 1&2 credit SMG Elective or required

• Proseminar I: Developing a Managerial Perspective

Curriculum Map: Sophomore Year

Fall Spring Financial Accounting (4cr) Managerial Accounting (4cr)

Stats I (4cr) Stats II (4cr)

OB (4cr) IS (4cr)

Liberal Arts Elective (4cr) Business Law (4cr)

Financial Mkts (2cr)

1&2 credit SMG Elective or Required 1&2 credit SMG Elective or Required?

• Proseminar II: Creating and Delivering Value at Work

Curriculum Map: Junior Year

Fall Spring Capital Budgeting and Financing

New Ventures(4cr) Management Elective (4cr)

Marketing (4cr) Management Elective (4cr)

OM (4cr) Liberal Arts Elective(4cr)

Applied Management Modules (4) Liberal Arts Elective(4cr)

• Project Management/Entrepreneurship

• Analytics and Risk Management

• Digital Media

• Business Plan

1&2 credit SMG Elective or required 1&2 credit SMG Elective or required

• Proseminar III: Building the Professional Network

• The Global Experience

Curriculum Map: Senior Year

Fall Spring Management Elective (4cr) Management Elective (4cr)

Management Elective (4cr) Global Strategy & Policy (4cr)

Liberal Arts Elective (4cr) Liberal Arts Elective (4cr)

Non-Management Elective (4 cr) Non-Management Elective (4 cr)

1& 2 credit SMG Elective or required 1& 2 credit SMG Elective or required

• Proseminar IV: Being the Global and Ethical Leader

Summary: Assumptions

•Modularize SM121/122 & 299

•B- is minimum grade students need to earn to transfer or remain in SMG.

•Other options as gateway?

• IS/OB/New FE could be taken either semester in Sophomore year to allow for demand balancing

•Proseminar suite of seminars, courses, projects, etc. including careers, now expanded across all 4 years

•All departments offer 1-2 credit, non- prerequisite course Freshman and Sophomore years with possibility of offering additional 1-2 credit courses with required prerequisites in Junior and Senior year

Summary: Concerns

Loss of one Liberal Arts Elective in Year 2 due to moving IS into Soph Year

Need to shift content of Macro Economics

What would be the gateway course(s) and the required grades?

How do we use on-line capability, networks, mentors, and other advanced

capabilities to more efficiently deliver all the courses, but especially the

Freshman Management Perspectives and the Junior Applied Management Modules?

Summary: Concerns for CGS/Transfer Students

CGS and Intra-University transfer students would need to take the 4 modules of the Managerial Perspectives course or its equivalent prior to continuation/acceptance to SMG

CGS students will have to take two courses (8 crs.) between sophomore and junior year to keep on track to graduate in 8 semesters

Summary: Resource Implications

• Staffing to deliver the proseminars, integrate the internships, involve the alumni better and establish a viable mentoring program. • Staffing and resources for new Applied Management Modules • Staffing and resources to develop and effectively implement online activities • Staffing to cover the additional 1 and 2 credit required/elective classes • Staffing and resources for the new 2 credit FE course • Staffing and resources to cover Management Perspectives Modules or SM299 equivalent for transfers

MBA Curriculum Task Force: Our Current Thinking

Members: F. Brunel, T. Hall, N. Kulatilaka, K. Nolan, M. Salinger, M. Shwartz, M. Smith, N. Venkatraman,

S. Willems

Key to MBA Program Differentiation

• Strong sector-based education programs and research

– Energy/environment

– Digital

– Health care

– Other: Financial sector, public and nonprofit

• Community of students, researchers, alumni and corporations/organizations

Structure of a Sector Program

• Faculty from different SMG departments

• Sector program director and administrative support (health sector, entrepreneurship, PNP are models)

• Alumni advisory council and corporate/organization Advisory Council

• Active link to student clubs

Keys to Success

• Active community of students, scholars, practitioners

• Creative educational experiences – intense week-long classes, half semester classes, classes built around research projects

• Ongoing field projects that provide real-life student experiences under faculty direction – Need infrastructure and resources to support this

– Guidelines for managing and evaluating field experiences

• Able to attract external sponsorship for education and research agenda (corporate and grant funding)

• Other activities: case competitions, simulations, research days, project show-case days, external speakers

• Basis for executive education programs

Sector-Focus Is Not Enough

• Goal: students with – Strong sector-based understanding and experiences

– Strong grounding in a functional area

• Strengthen community of students and faculty engaged in functional-based work

• Encourage and support groups of students/faculty/organizations that come together around more focused areas: entrepreneurship, supply chain management

Redesigned Core

• Reduce time within which core is delivered

• Provide pedagogical structure for core, increase coordination, develop key learning themes (ethics, CSR, global understanding, risk management) across core courses

• Increase analytical rigor of core

Structure of a Redesigned Core

• Pre-term:

– expose students to themes that will be further developed in core courses and beyond

• Ethics and CSR

• Global understanding

• Importance of 3 strategic sectors

• Team skills

• Risk management

• Analytical thinking

• Segment 1:

– Focus is on the organization as a whole. Firm and its management treated as a black box

– Framing course: Economics of Decisions, Businesses and Markets (key question: what does it mean for decisions to be right for an organization)

– Skills courses: QM (reframed in terms of understanding uncertainty and risk management), AC

• Segment 2: How functions contribute to an organization – to how

– Production or service delivery is organized

– Output is sold

– Goods/services are paid for and distributed

– Courses: OM, MK and FI

• Segment 3: Organizations consist of individuals that have to be managed and supported by information – Courses: OB, IT and Strategy (which becomes more of a

capstone course)

• Learning Themes: Though core is presented in terms of traditional courses, goal is to develop learning themes (managing risk, creating and capturing value) that provide the basis for a more coordinated/integrated curriculum

A First Semester Integrated Project (IP) and Career Development

• Fall semester has been characterized by an IP that cuts across all courses (15% to 25% of grade in all courses)

• Based on publicly-available information, though there is some primary data collection through surveys and focus groups

• Vehicle for development of team skills, business writing and communication

• Very useful when student seek internships

• Introspection and career development have been significant activities in the first semester (OB)

A Redesigned Core

• Students take 6 hours of class 2 days a week

• Option A: One semester core: contact hours reduced by 25%

– All 3 segments in the Fall semester

– No project, no career development in Fall

Overview Of MBA Core Curriculum Redesign: Option A

official Start FALL SEMESTER SPRING SEMESTER

Boot Camp Pre-Week Block 1 Block 2 Block 3 Pre-Week (5 Weeks) (5 Weeks) (5 Weeks) (1 Weeks)

Excel Ethics EC OM IT Law Stat. CSR QM MK OB

AC Global AC FI Str FI Team Skills

Analytical Thinking

Note: Each class meets 3 hours twice a week

• Option B: One and half semester core – Segment 3 is taught in the Spring

– Option B1: • Contact hours largely the same

• Relatively focused project in the week between Segment 1 and Segment 2 and at end of Segment 2

– Option B2: • Reduce contact hours up to 25%

• Retain significant integrated project in the Fall

Overview Of MBA Core Curriculum Redesign: Option B

official Start FALL SEMESTER SPRING SEMESTER

Boot Camp Pre-Week Segment 1 Break Segment 2 Break Pre-Week Segment 3 Break Segment 4 (6.5Weeks) (1 Week) (6.5 Weeks) (1 Week) (6.5 Weeks) (1 week + (6.5 Week) spring break)

Excel Ethics EC Project OM Project LAW IT Str Work Work Stat. CSR QM MK OB: 3 hr/wk, 13 weeks

AC Global AC FI Function Course FI Team Skills

Option: Sector Course

Analytical 1. Thinking Field Experience 2. Sector 1 Sector 2

Writing/Communication, Team Skills, Careers

* Option B.1: each class meets 3 hrs/wk twice a week- 39 hrs. Project work concentrated in the Break Period * Option B.2: 6 to 9 hours of each class eliminated and time used for ongoing project work/careers

Spring Semester

• Semester divided into 2 segment – like Fall

• Under both options, there could be a significant field-based experience in the Spring

• Option A: Half semester devoted to sector-based and half to functional-area based courses and experiences

• Option B: One-quarter of the semester devoted to sector-based and functional-area based courses and experiences

Option A: Radical Proposal

• Disadvantages – Lack of depth in student understanding of core material

not pursued in electives – No project in Fall

• Cannot use project as coordinating mechanism • Negatively impacts internship searches • Business writing/communication and career activities delayed

until spring

– Resources • Large time commitment to design (and risk to pull off) • Probably cannot use traditional assessment methods (might

require pass/fail) • May be hard to sustain

• Advantages – More intensive focus on sector and functional

areas of interest earlier • Valuable when seeking summer internships

• Well set-up for substantial sector-based (or function-based) field experiences in the Fall of 2nd year

– Facilitates an international (or substantial field) experience in Spring semester of first year

– Would encourage more Dual Degree programs

Three Proposals to Amend the Faculty Governance Document

September 16, 2011

Summary of Proposals

(1) Recusal from voting on APT

(2) Electronic voting

(3) Update Faculty Governance Document

All you ever wanted to know about how to amend the Governance document • Any full-time faculty member may submit to the FPC a proposed

amendment to the Governance document

First faculty meeting: discussion -materials distributed one week in advance -any faculty may prepare written comments

Second faculty meeting: 1. Discussion 2. FPC solicits input

concerning language for vote

-materials distributed two weeks in advance including minutes, other written comments, proposed amendment

Within ten days of second faculty meeting: -FPC finalizes language -faculty vote by secret ballot

Proposal #1: (Modified) Require recusal from voting at APT Modify Appendix B Section 5 “Reporting by APT Committee” of

the Governance document: • APT members of a candidate’s department are required to recuse

themselves from APT voting on the candidate. APT members who believe they have any other conflicts of interest (or the appearance of a conflict of interest) in a particular case, such as a personal relationship that suggests a conflict, should bring that to the attention of the APT Chair, who will determine if recusal is necessary, in consultation with other members of the APT. Recusals will be noted as such in reports of committee vote.

• The APT chair designates the alternate APT Committee member to vote in place of the recused APT member unless the alternate member is also subject to recusal or the candidate is up for promotion to full and the alternate member does not have the rank of full professor. This may result in fewer than five APT votes.

Proposal #3 (Modified): Housekeeping of SMG Faculty Governance document • Replace content in the following Appendices with corresponding links to the BU Faculty Handbook

websites approved by the BU University Council: – Appendix G: BU SMG Sabbaticals and Leaves of Absence – Appendix H: BU SMG Grievance Procedure – Appendix I: BU SMG Appointment and Reappointment of Faculty – Appendix J (Sections 1-8): BU SMG Tenure and Promotion

• Replace Section 9 of Appendix J with link to SMG’s current tenure and promotion guidelines for tenure track and non-tenure track faculty.

• Replace Appendix M with link to SMG Academic Conduct Code on SMGworld. • Incorporate Appendix N into the Governance Document. • Update PDC list to reflect discontinuation of AMBA Program. • Eliminate references to Council on Corporate Research and Executive Development and to the red

books. • Other editorial changes: dates for FPC and APT elections, faculty composition of 5 elected faculty

(rather than just 3) • Streamline section on Program Development Committees (PDCs) to remove details regarding

specific PDCs.

Proposal #3 (Modified): Housekeeping of SMG Faculty Governance document • Replace content in the following Appendices with corresponding links to the BU Faculty Handbook

websites approved by the BU University Council: – Appendix G: BU SMG Sabbaticals and Leaves of Absence – Appendix H: BU SMG Grievance Procedure – Appendix I: BU SMG Appointment and Reappointment of Faculty – Appendix J (Sections 1-8): BU SMG Tenure and Promotion

• Replace Section 9 of Appendix J with link to SMG’s current tenure and promotion guidelines for tenure track and non-tenure track faculty.

• Replace Appendix M with link to SMG Academic Conduct Code on SMGworld. • Incorporate Appendix N into the Governance Document. • Update PDC list to reflect discontinuation of AMBA Program. • Eliminate references to Council on Corporate Research and Executive Development and to the red

books. • Other editorial changes: dates for FPC and APT elections, faculty composition of 5 elected faculty

(rather than just 3) • Streamline section on Program Development Committees (PDCs) to remove details regarding

specific PDCs.

Next Step

• Any full-time faculty member may submit to the FPC a proposed amendment to the Governance document

First faculty meeting: discussion -materials distributed one week in advance -any faculty may prepare written comments

Second faculty meeting: 1. Discussion 2. FPC solicits input

concerning language for vote

-materials distributed two weeks in advance including minutes, other written comments, proposed amendment

Within ten days of second faculty meeting: -FPC finalizes language -faculty vote by secret ballot

Voting Process

• “Verifiable but secret”

• Faculty sign in and vote

• Cast ballots at your Department Office

• Monday 19 – Monday 26 September

• Eligible? FT faculty with multiyear contract

• Passing requires support by 51% of those eligible to vote

• Please vote!

New Business & Adjourn

Welcome Back Reception

Please Join Colleagues

4-6 PM on the 4th Floor!