Other Academic Unit Guidelines | Marketing and Entrepreneurship Handbook | Kent State University

Other Academic Unit Guidelines

  1. Department Philosophy Regarding the Undergraduate Marketing Curriculum

                At the undergraduate level, the objective is to prepare students to successfully compete in the marketplace with the necessary marketing and managerial skills to function as meaningful and productive members of our society.

     

                Philosophically, the members of the Department recognize that, at the undergraduate level, to successfully train students to compete in the marketplace, theoretical marketing knowledge must be supplemented with information concerning the way in which such knowledge is applied in the business world. Such supplementation may take the form of examples, speakers, cases, current news items from business magazines, newspapers, radio, and television, and discussion based on consulting experiences.

               

                Also, the Faculty recognizes that a variety of perspectives and skills are necessary for a student to function as a meaningful and productive member of society. In principle, the Faculty believes that marketing knowledge must be presented in the context of a variety of perspectives and that multiple faculty will needed to achieve objective. In particular, marketing knowledge must be integrated with ethical and global issues, taking into account the influence of political, social, legal, regulatory, environmental and technological perspectives, and recognizing the impact of demographic diversity on organizations and markets. These perspectives are to be woven throughout the marketing curriculum.

     

                As delineated in this Handbook, additions, changes, and deletions to the undergraduate curriculum are to be reviewed by the FAC. Additionally, along with the Chairperson, this body has the responsibility for periodic review and evaluation of the undergraduate curriculum. The purpose of the review and evaluation process is to assure that (1) the undergraduate curriculum is consistent with the Department's mission, (2) it is updated to incorporate improvements based on contemporary marketing theory and practice, and (3) it embodies the ideas presented in this philosophy.

     

                In conclusion, a Kent State University student, with a business degree, majoring in marketing should:

     

    1. Understand the practice of marketing from the perspective of a service provider or manufacturer, channel members, and customers. Consequently, the student:
    • should have knowledge of consumer and industrial buyer behavior, business-to-business transactions, and the functions of the organization,
    • should understand the principles of effective marketing communication, and
    • should understand the process of marketing management decision making and the interrelationships between marketing controllables.
    1. Be able to present his/her ideas orally and in written form, and to conduct appropriate analysis of marketing problems in order to make marketing management decisions
    2. Be able to conduct the data analysis necessary to do marketing-related activities and present such information to others in the organization.
    3. Be sufficiently competent in learning of technological skills that they will be able to adapt to new technology offerings in the future.
  2. Department Philosophy Regarding the MBA Curriculum

                At the MBA level, the objective is to aid the students in the development of a professional managerial perspective and to bring about an appreciation of the importance and usefulness of marketing to the organization's success in the context of a cross-functional perspective.

               To the extent that resources permit, the Department strongly supports the use of separate sections of courses for MBA and Ph.D. students. The members of the Department recognize that, at the MBA level, to aid students in the development of a professional managerial perspective, theoretical marketing knowledge must be supplemented with information concerning the way in which such knowledge is applied in the business world. Such supplementation may take the form of examples, speakers, cases, current news items from business magazines, newspapers, radio, and television, and discussion based on consulting experiences. For most MBA courses, the emphasis on cases, simulations, and other forms of "hands-on" experience is to be emphasized to a greater extent than would be found in a comparable undergraduate course.

                As with the undergraduate program, the Faculty recognizes that a variety of perspectives and skills are necessary for a student to function as a meaningful and productive member of society. In principle, the Faculty feel that marketing knowledge must be presented in the context of ethical and global issues, taking into account the influence of political, social, legal, regulatory, environmental and technological perspectives, and recognizing the impact of demographic diversity on organizations and markets. These perspectives are to be woven throughout the marketing curriculum.

  3. Department Philosophy Regarding the Ph.D. Marketing Curriculum

                At the Ph.D. level, our objective is to enable students: (1) to acquire knowledge and expertise in a specialized area of marketing, (2) to develop the conceptual and methodological skills required for conducting original research, and (3) to prepare to teach marketing at the undergraduate and graduate levels. This is accomplished through advanced coursework and apprenticeship with graduate Faculty.

     

                The Faculty believes that Ph.D. students generally require seminar classes dedicated exclusively to study at the doctoral level. In addition to imparting specialized marketing knowledge, these seminars should foster independent, critical thinking on the part of the students.  

                The emphasis in the doctoral seminars should be on the development of an appreciation for theoretical research, model building, and model testing. This must, however, be done in a manner that also helps students to develop an understanding of the role of such research in managerial and organizational contexts. Thus, the primary focus of the doctoral curriculum is on basic scholarship (i.e., the creation of new marketing knowledge) with applied scholarship (i.e., the application, transfer, and interpretation of knowledge to improve marketing management practice and teaching) playing a secondary role in the student's education.

     

                Additions, changes, and deletions to the Ph.D. curriculum are to be reviewed by the Departmental FAC, and approved by the college Ph.D. subcommittee and the College Graduate Council. Additionally, along with the Chairperson, this body has the responsibility for periodic review and evaluation of the doctoral curriculum. The purpose of the review and evaluation process is to assure that (1) the doctoral curriculum is consistent with the Department's mission, (2) it is updated to incorporate improvements based on contemporary marketing theory and practice, and (3) it embodies the ideas presented in this philosophy.

     

                Two important components of the Ph.D. student experience within the Marketing Department are the performance of original research and classroom teaching. The mentorship program will assist in each of these areas.

     

    1.         Department Philosophy Regarding Student Selection

     

    The Marketing Department currently recommends selection of Ph.D. students. The intention is to identify individuals who have a combination of educational training, practical experience, and academic skills that provides them with the potential to learn to conduct high-quality original research in a specialized area of marketing and to learn to teach effectively at the undergraduate and graduate levels. The desire is to select students who have a high probability of completing the Ph.D. program and of being productive members of universities having quality equal to, or better than, that of Kent State. As is true with Faculty selection, it is explicitly recognized that demographic diversity in the student body is a desirable goal because this brings differing perspectives to the program.

     

                To these ends, the Department is committed to selecting students for the Ph.D. program who have: 

    • completed the MBA and have relevant business experience
    • have a high level of academic skills (as evidenced by GPA and GMAT scores)
    • have the potential or proven ability to effectively share knowledge (orally and in writing)
    • have the initiative and motivation to complete the Ph.D. program.

     

    2.         Purpose of the Research Mentorship Program

     

                Consistent with the aforementioned Department Philosophy Regarding the Ph.D. Marketing Curriculum, the Mentorship Program has two primary goals. The first is to help the Ph.D. student develop the conceptual and methodological skill required for conducting original research, and the second is to help the student acquire the knowledge necessary to establish expertise in a specialized area of marketing. In addition, the Mentorship Program may help the student to understand the utilization of expertise in problem resolution and, to a lesser extent, help the student prepare for teaching at the graduate and undergraduate level.

     

     

     

    3.         Process

     

                In the research Mentorship Program, each student is assigned to a Faculty member.  Working jointly with the mentor as a research "team," they develop a research idea, which the student presents in a one hour lunch time "brown bag" session at the end of the first semester. After receiving feedback from Faculty and students, the research team completes the study in the second semester and the student does another brown bag presentation in the Spring term. The research team is then, at a minimum, expected to complete a paper suitable to submit to an AMA Educators’ Conference.

     

                A new Faculty/student assignment typically will be made during each year until the student reaches candidacy (i.e., passes comprehensive examinations). In most cases by the third year, students are working on research related to their dissertations. 

     

                An important idea behind the Mentorship Program is that students should be exposed to a variety of research perspectives. Normally, during the program, students will be involved with three different Faculty mentors. Each mentor will have different perspectives on research, as well as differing individual strengths (and weaknesses). The student can maximally benefit from working with a variety of mentors. Regardless of whether the study is actually accepted for publication, the student learns a great deal about the process of research from these experiences. 

     

                The amount and type of work done by the student should be expected to change as the student progresses. Typically, first-year students will need more guidance at all stages of the process than will third year students. In general, the student should be heavily involved in the creation of the research idea, in the execution of the design, in the analysis of the results, and in the writing of the early drafts of the research paper. The Faculty mentor will often be heavily involved in the development of the research design, in guiding the analysis, and in "polishing" the research paper and moving it through the publication process.

     

    4.         The Mentorship Research Forums

     

                The Mentorship Research Forum presentations give students the opportunity to develop and refine their research ideas and methodology and their presentation skills. These skills will be necessary when the student presents research at conferences, does job interview presentations, and are similar to those used in some classroom situations. It is intended that the Ph.D. student (not the Mentor) make the presentation and address questions at the Research Forum. The Mentor should play a minor supporting role during the Forum presentation. Students are evaluated both on the content and quality of their research material and on their presentation skills.  

     

               

     

     

     

     

                In the Forum presentations done in the Fall semester, the emphasis is on receiving input from the "audience." Rather than taking a position and defending it against all comments, the presenter should view this as a learning experience. The intent of this presentation is to both educate the audience about the area under study and to listen to new ideas, questions, and problems which the audience may have. The presenter is encouraged to provide enough of a literature review to be sure that the "audience" understands the basic concepts and what research has been previously done in the area. However, given limited time available in the Forum, this portion of the presentation should be kept as brief as is practical.

     

                The Forum presentations in the Spring term are intended to be more formal, emulating a typical conference/job interviewing situation. In most cases, the study has been completed and the emphasis is on presenting the results. Both content and style issues are important in this forum. As with conference/job interviewing situations, the presenter must not only get the point of the study results across to the audience, but must also be willing to listen to comments and questions about the completed study. For this presentation, the student should be concerned about having the material look "professional."

     

    5.         Publications

     

                The goal of the Mentorship Assignment is educational; however, an important (and intended) benefit of the process is to help the Ph.D. student to get published. In today's highly competitive market, having publications prior to going on the job market is a necessity. The research team is expected, at a minimum, to complete a paper suitable for submission to an AMA Educators’ Conference prior to the beginning of the Fall term.   

     

    6.         Teaching Mentorship

     

                To obtain mentorship for teaching, Ph.D. students who are teaching a course for the first time are strongly encouraged to discuss the course with a Faculty member who has previously taught the course or with the Department's Ph.D. Coordinator. This interaction should help the student to think about how to develop course material and to teach the class effectively.

     

    7.         Annual Review of Ph.D. Students’ Progress

     

                In order to help ensure satisfactory progress toward completion, the Department's FAC will perform an annual review of each Ph.D. student's accomplishments. The review is scheduled and chaired by the Department's Ph.D. coordinator. Prior to the review, each student is expected to complete a Progress Form (sample follows). If at all possible, the students are interviewed in-person during this annual review. If an in-person interview is not possible, telephone contact with the student should be made and/or a member of the Department's Faculty who is working with the student should be consulted for additional input on the student's progress/status.

     

               

     

     

                Prior to the in-person interview, the Ph.D. Coordinator should assess the student's progress report and any additional information provided by the Faculty to determine whether there are any concerns, weaknesses, or problems which should be brought up during the interview. During the interview, the student should be invited to discuss his/her progress and plans, and the FAC should comment on the student's strengths and weaknesses, as appropriate.  The student should be invited to provide feedback about any concerns s/he has. Finally, the FAC should set forth its expectations for the student's future progress through the program (both verbally in the interview and afterwards in writing in a memo from the Department's Ph.D. coordinator). It is intended that this evaluation and discussion proceed in a professional, non-threatening, and open manner.

  4. Forms and Templates

    1. Report of Progress in Coursework for Ph.D. in Marketing

      Name _____________________________    Minor Area _________          Date_______

       

      1.         Courses completed prior to this semester and grade received:

       

       

       

       

      2.         Courses this semester:

       

       

      3.         Courses remaining to be taken and semester and year expected to take:

       

       

       

       

      4.         Incomplete(s) and date(s) expected to complete:

       

       

       

      5.         Semester and year expect to take major comp.  ______   minor comp. _____

       

      6.         Planned or possible dissertation topic:

       

       

       

       

      7.         List research projects undertaken and Faculty member with whom you worked:

       

                  A.        Completed:

       

       

       

                  B.        In progress:

       

       

      8.         Concerns, problems, or suggestions:

       

       

      _________________________________                   ____________________

      Signature                                                                     Phone            

       

    2. Report on Progress in Candidacy in the Doctoral Program for Marketing

      Name ________________________________          Minor Area _________          Date_______

       

      Members (or probable members) of the dissertation committee:

       

       

       

       

      Date advanced to candidacy (i.e., passed major and minor comps.):

       

       

      1.         What progress have you made toward completing your dissertation since you became a candidate?

       

       

       

       

       

       

       

       

       

       

      2.         Itemize the remaining requirements for your dissertation and provide a timetable for completing them. Indicate which you expect to complete during the next year.

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

      ______________________________________                    __________________  

            Signature                                                                           Phone

    3. Sample Position Announcement

      KENT STATE UNIVERSITY's Department of Marketing requests applications for a tenure-track position at the Assistant Professor level, starting in August 2002.

       

      The successful candidate will have a Ph.D. or DBA in marketing, or be ABD with expected completion no later than August 2002. Our Faculty members are expected to publish in refereed marketing journals, so evidence of research productivity or promise thereof is required. New Faculty are assigned a 2/2 teaching load for two years; after that, our typical teaching load is 3/2, with the possibility of obtaining a course reduction for scholarly contributions. Candidates with teaching experience are preferred – we are interested in your syllabi and course evaluations.  Relevant work experience is also a "plus."

       

      Kent State is located in an attractive suburban area accessible to both Akron and Cleveland. Our residential campus in Kent draws a large undergraduate population (approximately 18,000) – our student body is growing, and the marketing major is now the most popular in the College of Business! Our graduate degree programs include the Ph.D., MBA, P("Professional")MBA for part-time students, and EMBA. All of these programs are fully accredited by AACSB – International. In addition to the Kent campus, the Kent State system includes eight regional campuses, serving undergraduates throughout northeastern Ohio. As a result, distance learning is also becoming very important to our College.

       

      Applications must be received by July 13, 2001 to ensure maximum consideration.  We will be interviewing at the AMA Summer Educators' Meeting on August 11-14 in Washington, D.C. To apply, send a letter of intent, vita, and supporting information to: Dr. Eileen Bridges, Department of Marketing, College of Business, Kent State University, Kent  OH  44242.  Questions may be directed to ebridges@bsa3.kent.edu. As an Affirmative Action / Equal Opportunity Employer, Kent State University is committed to excellence through diversity; therefore qualified individuals traditionally underrepresented in university marketing departments are strongly encouraged to apply. Please note that all new KSU employees must have permission to work in the U.S.; therefore, employment eligibility verification is required.

       

      Kent State University is an Equal Opportunity / Affirmative Action Employer.

    4. Sample Contact Letter

      Professor «FirstName» «LastName»

      «Company»

      «Address1»

      «Address2»

      «City», «State»  «PostalCode»

       

      Dear Professor «LastName»:

       

      The Department of Marketing at Kent State University is seeking applications for a new tenure-track Assistant Professor position, to start in August 2002. We will be interviewing at the AMA Summer Educators’ Meeting on August 11th-14th in Washington, D.C., so we ask that applications be received by July 13, 2001 to ensure consideration.

       

      We are seeking candidates that have a Ph.D. or DBA in Marketing, or who expect to complete requirements no later than August 2001. Our Faculty members are expected to publish in refereed marketing journals, so evidence of research productivity or promise thereof is required. New Faculty are assigned a 2/2 teaching load for two years; after that, our typical teaching load is 3/2, with the possibility of obtaining a course reduction for scholarly contributions. Candidates with teaching experience are preferred – we are interested in your syllabi and course evaluations. Relevant work experience is also a "plus."

       

      Kent State is located in an attractive suburban area accessible to both Akron and Cleveland. Our residential campus in Kent draws a large undergraduate population (approximately 18,000) – our student body is growing, and the marketing major is now the most popular in the College of Business! Our graduate degree programs include the Ph.D., MBA, P("Professional")MBA for part-time students, and EMBA. All of these programs are fully accredited by AACSB – International. In addition to the Kent campus, the Kent State system includes eight regional campuses, serving undergraduates throughout northeastern Ohio. As a result, distance learning is also becoming very important to our College.

       

      We hope that you will encourage your doctoral students and colleagues who may be ready for a new opportunity to apply. To do so, send a letter of intent, vita, and supporting information regarding research and teaching to me at the address listed above (please do not fax these materials). If you prefer to email an application, or if you have questions, these may be directed to me at ebridges@bsa3.kent.edu. As an Equal Opportunity / Affirmative Action employer, Kent State University is committed to excellence through diversity; therefore qualified individuals traditionally underrepresented in university marketing departments are strongly encouraged to apply. Please note that all new KSU employees must have permission to work in the U.S.; therefore, employment eligibility verification is required.

       

      Thank you for your assistance in locating suitable applicants.

    5. Sample Letter of Receipt (Applicant)

      «Title» «FirstName» «LastName»

      «Company»

      «Address1»

      «Address2»

      «City», «State» «PostalCode»

      «Country»

       

      Dear «Title» «LastName»:

       

      Thank you for your application for a position as Assistant Professor of Marketing at Kent State University, beginning in August of 2002. We have included your information in our file for consideration, and I will contact you in late July if you are selected for an interview at the AMA meeting in Washington, D.C. (August 11-14, 2001).

       

      In the meantime, would you please complete the enclosed affirmative action survey, and return it directly to our Affirmative Action Office?  Your responses will remain confidential and will only be received by the Department of Marketing in aggregate form. Thank you for your assistance.

       

      I wish you the best in your search for a new position.

    6. Sample Letter of Receipt (Professor)

      «Title» «FirstName» «LastName»

      «JobTitle»

      «Company»

      «Address1»

      «Address2»

      «City», «State»  «PostalCode»

       

       

      Dear «Title» «LastName»:

       

      Thank you for your letter of introduction to «Applicant». As you may know, Kent State University is accepting applications for a new Assistant Professor position, beginning in August of 2002. We have included «himher» in our file of applicants, and will contact «himher» directly if «shehe» is selected for an interview at the A.M.A. meeting in Washington, D.C.

    7. Sample – Preliminary Evaluation Criteria for Faculty Candidates

      1. Quality of school granting Ph.D.          (A=5, B=3, C=1)              _____

       

      2. Fit of teaching experience/interest with current needs                   _____

       

      3. Fit of research interests with Department                                       _____

       

      4. Publication record (appropriate for level)                                       _____

       

      5. EEOC qualifications                                                                       _____

       

      6. Quality of letter of recommendation                                              _____

       

       

      Total Score                                                                                         _____

       

       

    8. Sample Rejection Letter

      I would like to apologize for taking so long to write again. Like many Marketing Departments, we were fortunate enough to receive over one hundred seventy vitae for our single open position. We found ourselves working diligently up to the last moment in our attempts to sort through these applications and did not have the chance to contact you prior to the time our group took off for the A.M.A. meeting.

       

      In any event, I want again to express my appreciation to you for considering Kent State University in your "evoked set" of schools. As things have worked out, at this time there does not appear to be an adequate fit between us. I will keep your vita on file in the event that things should change here at Kent. In the meantime, we wish you the best of luck with your career.

    9. Sample Interview Schedule

       

       

      Sunday 12th

       

      Monday 13th

      Tuesday 14th

       

      8

       

       

       

       

       

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      10

       

       

       

       

       

      11

       

       

       

       

       

      12

       

       

       

       

      1

       

       

       

       

       

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    10. Sample Confirmation Letter

      «Title» «FirstName» «LastName»

      «Company»

      «Address1»

      «Address2»

      «City», «State»  «PostalCode»

       

      Dear «Title» «LastName»:

       

      We are looking forward to meeting you at the AMA Summer Educators’ Conference in Washington, D.C. Your interview is scheduled for «IntTime». Please allow about 45 minutes for the interview, as we would like to have time to discuss your research, teaching interests, and potential match with Kent State. In case it will help you to prepare, I am enclosing some materials about our university. 

       

      All interviews will take place in my room at the Washington Hilton, so you will need to get the room number, either by calling the hotel desk, calling my room, or finding me at one of the receptions. If you have any questions prior to the conference, please call or email at the locations given below. Thank you for your interest in Kent State University.

       

                                                                  Yours sincerely,

    11. Candidate Evaluation Form Instructions

      EXPLANATION OF CRITERIA:

       

      1.  Potential for Completing Dissertation.

              This criterion is, obviously, to be used for candidates who are finished with their course work, but who have not finished their dissertation (i.e., who are ABD). Elements to be considered here include the topic, the methodology, the chairperson (e.g., do people tend to finish or not under this chairperson), and the candidate's motivation and enthusiasm for the project.

       

      2.  Research Publication Record.

              This criterion is applicable to ABD's and more advanced candidates. However, what is excellent for an ABD would not be excellent for an advanced assistant professor. The quantity of publications, the placement of the publications, and the topics should all be considered.

       

      3.  Future Research Publication Potential.

              This criterion is intended to evaluate the likelihood that the candidate will be a productive researcher in the future, after being hired at KSU.

       

      4.  Research Interest "Fit" with the Department.

              The issue to be considered in this item is whether the research interest of the candidate is supported by or in contrast to the research thrusts within the Department. Is there a likelihood of collaborative research?

       

      5.  Teaching Skills.

              If teaching evaluations are available, they would provide a good indication for this criterion. Otherwise, this is a subjective judgment of how well this person would do in the classroom. Included would be clarity of language, communication skills, and personality.

       

      6.  Teaching Experience.

              This is scored on the basis of the variety of relevant courses previously taught by this candidate.

       

      7.  "Fit" of Teaching Interests with the Department's Needs

              Many candidates have the ability to teach almost any undergraduate and most graduate classes. The issue here is how well their preferred areas of teaching match the needs of the Department.

       

      8.  Professionalism.

              This is a broad, subjective criterion meant to measure how professional the candidate is including, but not limited to, appearance, dress, personality, and communication skills.

       

       

      9.  Relevant Business Experience

              In general, given that our Faculty are teaching Marketing to business students, it is useful for a candidate to have relevant business experience. This item recognizes the importance of such experience and is concerned with the degree to which the person possesses it.

       

      10.   Quality of Training/Program/School.

              This measure is meant to capture the combination of the candidate's training (what courses were taken? from whom?), the program (what major? what minor?), and the general reputation of the school granting the degree. A candidate from a good school might score poorly here because of the particular courses taken or the professors who taught the courses. A candidate from a mediocre school might score well here due to outstanding course selection or excellent mentoring.

       

      11.   Personality--Initiative.

              Is there evidence that the candidate has the interest, motivation, and initiative to capitalize on his/her training to be a "go getter" in teaching, research, and service.

       

      12.  Personality--Adaptability.

              Can this person adapt to changes in courses to be taught, schedule changes, and changes in research direction which occasionally are necessary?

       

      13. Personality "Fit" with the Department.

              We must view any candidate we hire as though we are going to spend the next twenty years with that person. The question here is whether this person would be a good "family member" of the Department. There is a difference between someone who is aggressive and someone who is abrasive. 

       

      14.  Likelihood of KSU getting this Candidate.

              Does it appear that this candidate has a real interest in KSU? Is there some special reason (family, geography, colleagues) that the candidate has for interviewing with us? Or is KSU a "fall back" position?

       

      15. Overall Evaluation of this Candidate.

              The sum of the parts may be greater or less than the whole. This reflects your overall judgment of this candidate for our Department.

       

       

      SEE SAMPLE FORM ON NEXT PAGE

    12. Evaluation Form for AMA Job Candidates

      Candidate's Name ________________                    Evaluator ________________

       

      Candidate's School ______________                      Date _______ Time ______

       

                                                                              Could Not

                                                                                  Judge          Poor                      Excellent

       

      1.  Potential for Completing Dissertation           ?                  1   2   3    4   5   6   7

       

      2.  Research Publication Record                         ?                  1   2   3    4   5   6   7

       

      3.  Future Research Publication Potential          ?                  1   2   3    4   5   6   7

       

      4.  Research Interest "Fit" with Department    ?                  1   2   3    4   5   6   7

       

      5.  Teaching Skills                                                 ?                  1   2   3    4   5   6   7

       

      6.  Teaching Experience                                       ?                  1   2   3    4   5   6   7

       

      7.  "Fit" of Teaching Interests with Dept.          ?                  1   2   3    4   5   6   7

       

      8.  Professionalism                                                ?                  1   2   3    4   5   6   7

       

      9.  Relevant Business Experience                        ?                  1   2   3    4   5   6   7

       

      10.  Quality of Training/Program/School           ?                  1   2   3    4   5   6   7

       

      11.  Personality--Initiative                                    ?                  1   2   3    4   5   6   7

       

      12.  Personality--Adaptability                             ?                  1   2   3    4   5   6   7

       

      13.  Personality "Fit" with Department             ?                  1   2   3    4   5   6   7

       

      14.  Likelihood of KSU getting this Candidate  ?                  1   2   3    4   5   6   7

       

      15.  Overall Evaluation of this Candidate          ?                  1   2   3    4   5   6   7

       

       

      General Comments:

       

    13. Sample Agenda for Campus Visit

      Dinner upon arrival – Eileen Bridges and Bill Shanklin

       

      8 am – breakfast with Bob Krampf

       

      9-9:45 am – John Ryans

       

      9:45-10:30 am – Michael Mayo

       

      10:30-noon – Presentation

       

      noon-1:30 pm – Lunch with doctoral students

       

      1:30-2:15 pm – Michael Hu

       

      2:15-3 pm – Paul Albanese

       

      3-3:45 pm – Pam Grimm

       

      4 pm – George Stevens (dean)

       

      4:30 – Rick Kolbe – pickup from Dean’s Office, drive around the area, return to the Pufferbelly for get-together prior to airport return

       

    14. Evaluation Form for Faculty Candidate Visit

      Candidate's Name ___________________                            Faculty Name______________

       

      Candidate's School___________________                                       Date _______________

                  Degree: _____________________

                  Current Employment: _________________________________________________

       

      An Evaluation Form for AMA Job Candidates has previously been completed for this Candidate.

       

                                                                  Could

                                                                  Not

      RESEARCH SKILLS                        Judge       Poor                                                Excellent

       

      1.  Research Orientation                           ?          1         2         3         4         5         6         7

       

      2.  Depth of Knowledge                           ?          1         2         3         4         5         6         7

       

      3.  Technical Training                               ?          1         2         3         4         5         6         7

       

      4.  Overall Evaluation of

          Research Skills                                      ?          1         2         3         4         5         6         7

       

       

      PRESENTATION SKILLS

       

      1.  Clarity of Speech                                 ?          1         2         3         4         5         6         7

          (grammar, language,

           accent, fillers)

       

      2.  Clarity of Ideas                                    ?          1         2         3         4         5         6         7

       

      3.  Confidence                                          ?          1         2         3         4         5         6         7

       

      4.  Ability to Think on

          Feet/Respond to

          Questions                                              ?          1         2         3         4         5         6         7

       

      5.  Overall Evaluation of

          Presentation Skills                                 ?          1         2         3         4         5         6         7

       

       

       

       

       

      TEACHING

       

      1.  Match of Interests with

          Department Needs                          ?                1         2         3         4         5         6         7

       

      2.  Ability to teach KSU

          Undergraduates                              ?                1         2         3         4         5         6         7

       

      3.  Ability to teach KSU

          MBAs                                             ?                1         2         3         4         5         6         7

       

      4.  Ability to teach KSU

          PHDs                                              ?                1         2         3         4         5         6         7

       

      5.  Ability to mentor KSU

          PHDs                                              ?                1         2         3         4         5         6         7

       

      6.  Overall Evaluation of

          Teaching Skills                               ?                1         2         3         4         5         6         7

       

      SERVICE

       

      1.  Willingness to Perform

          Service as Needed                          ?                1         2         3         4         5         6         7

       

      2.  Willingness to Mentor

          PHDs                                              ?                1         2         3         4         5         6         7

       

      PERSONALITY

       

      1.  Initiative/Motivation                      ?                1         2         3         4         5         6         7

       

      2.  Adaptability                                   ?                1         2         3         4         5         6         7

       

      3.  Fit of Personality with

          Department                                     ?                1         2         3         4         5         6         7

       

      4.  Degree of Interest in

          KSU                                                ?                1         2         3         4         5         6         7

       

       

      YOUR OVERALL EVALUATION                   1         2         3         4         5         6         7

    15. Teaching Request/Assignment Form for Regional Campuses

      Kent State University

      College of Business Administration

      Teaching Request/Assignment Form for Regional Campuses

      This form must be attached to all applications for teaching positions in the College of Business Administration.

       

      PRINTED NAME of Candidate/Instructor:_____________________________________ 

      E-mail address that is regularly checked:_______________________________________

      Date:_______________________

       

      Candidate must initial to indicate his/her understanding in the space provided by each line below.

      CONSIDERATION FOR HIRING

      ______            Letter from Regional Campus Dean (or his/her designate) with specific courses requested and rationale for this candidate.

       

      ______            Applicant's up-to-date resume/vita with pertinent dates regarding degrees received, work experience and professional association activities.

       

      ______            Applicant's transcripts (including Kent State University's), if applicable.

       

      ______            Applicant's letters of recommendation (recent).

       

      INITIAL HIRING

      ______            Candidate/Instructor understands that Kent Campus Department must be contacted concerning course content, text, etc. as early as possible (at least 6 weeks prior to teaching the course.)

       

      ______            At least two weeks before the start of the semester, the syllabus must be sent to the Undergraduate Programs Office of the College of Business Administration.

       

      ONGOING COURSES

      _______           At least two weeks before the start of each semester, the syllabus must be sent to the Undergraduate Programs Office of the College of Business Administration. 

       

      ______            Student Evaluations must be sent by the Regional Campus Assistant Dean to the Undergraduate Programs Office of the College of Business Administration during the semester after completion of the course.

       

      Regional Campus Dean signature: ___________________________________________

      Date: _______________________

       

      Candidate's/Instructor's signature: ___________________________________________

      Date: _______________________

      ***********************************************************************

      College of Business Department Chair signature:________________________________

      Course(s) approved to teach: ________________________________________________

      ________________________________________________________________________

      Date: ________________________

       

    16. Student Evaluations of Teaching Performance

      (Using a Two Item Approach)

       

      Faculty Member Name ______________________________ Evaluation Year _____

       

       

      Directions:  Use the numbers on the summary Instructor Report to complete the form.

       

                              Q20                 Q21                            

                              Overall            Overall

      Section            Evaluation       Evaluation       Sum of

      Number           of Teaching     of Instructor    Items                           Mean

       

      _______          _______  +      _______  =      _______  / 2  = _______

       

      _______          _______  +      _______  =      _______  / 2  = _______

       

      _______          _______  +      _______  =      _______  / 2  = _______

       

      _______          _______  +      _______  =      _______  / 2  = _______

       

      _______          _______  +      _______  =      _______  / 2  = _______

       

      _______          _______  +      _______  =      _______  / 2  = _______

       

      _______          _______  +      _______  =      _______  / 2  = _______

       

      _______          _______  +      _______  =      _______  / 2  = _______

       

                                                                              Sum of Grand Means  _______

                                                                                                                                                                                                                              Number of Sections     _______

       

                                          Faculty Member's Overall Mean Score            _______

       

                                                      Department's Overall Mean                 _______

       

                                          Faculty Member to Department Ratio* _______

       

       

       

                                      * 1.0 = Same as the Average Department Performance

    17. FAC/Administrative Evaluation of Faculty Scholarly Activity

      Faculty Member Name ______________________________   Evaluation Year _____

       

       

      1.  Title of Article:

       

       

      2.  Journal Placement:

       

       

      3.  Authors of the Publication (in sequence listed in the publication):

       

       

          3a.  If multiple authored research, statement of Faculty Member's contribution:

       

       

       

       

      4.  Is this research primarily?

       

                  _____ Scholarship of Discovery

       

                  _____ Scholarship of Application

       

                  _____ Scholarship of Integration

       

                  _____ Scholarship of Teaching

       

       

      5.  Tier-Ranking of the Journal:  ______ Tier

       

       

      6. Please attach a copy of the published article (include the cover page of the publication).

       

    18. Request for FAC Re-evaluation of Faculty Scholarly Activity

      Faculty Member Name ______________________________

       

      Peer Evaluator's Name ____________________________

       

       

      1.  Publication Title:

       

       

      2.  Description and Assessment of the Quality of this Research:

       

       

       

       

       

       

       

       

      3.  Is this research primarily?

       

                  _____ Scholarship of Discovery

       

                  _____ Scholarship of Application

       

                  _____ Scholarship of Integration

       

                  _____ Scholarship of Teaching

       

       

      4.  Tier-Ranking of the Journal:  ______ Tier

       

      5.  Based on its quality, the article should be adjusted upward or downward by:

                 

                  ______ points (up to a maximum of 1/2 the number of points to the next higher or lower category).

       

                  Explain why:

       

       

    19. Request for FAC/Administrative Evaluation Faculty Research Support and Service Activities

      Evaluation Year _____

       

       

      Faculty Member Name ______________________________

       

      Use this form to list and describe your Service Activities:

       

      1.  Activity Description

       

       

       

       

       

       

       

       

       

       

       

       

      2.  Activity Level _______ (Total Number of Hours Involved with this Activity)

       

       

      3.  Other Information:

       

       

       

       

       

       

      4.  Please attach any supporting documentation.

       

       

      5.  Activity Evaluation

       

                  _____ By Faculty Member _____By Chairperson    _____ By Committee (if needed)

       

       

       

    20. Syllabus Requirements and Suggestions

      Please check to assure your syllabus contains each of the following items:

       

      1. Course Title, Department, and section number.
      2. Semester and Year of this course offering.
      3. Your name, how to reach you (e.g., phone numbers, e-mail address), and when and where you are available for office hours.
      4. A statement of the course objectives and expectations.
      5. Required and Optional Textbooks and materials.
      6. The course prerequisites, including a statement that students in the course who do not have the proper prerequisite risk being deregistered from the class.
      7. A general calendar indicating the topic, substance, and sequence of the course and important dates and deadlines for assignments, tests and/or projects.
      8. A clear statement of grading policy and grade distribution/percentages for all class requirements.
      9. A statement concern cheating and plagiarism. Suggested College wording:

      Academic honesty: Cheating means to misrepresent the source, nature, or other conditions of your academic work (e.g., tests, papers, projects, assignments) so as to get undeserved credit. In addition, it is considered to cheating when one cooperates with someone else in any such misrepresentation. The use of the intellectual property of others without giving them appropriate credit is a serious academic offense. It is the University's policy that cheating or plagiarism result in receiving a failing grade for the work or course. Repeat offenses result in dismissal from the University.

      1. The course withdrawal deadline.

      For Spring 2002 the course withdrawal deadline is Saturday, March 23, 2002.

      1. The statement regarding disabled students. University required wording:

      Students with disabilities:

      In accordance with University policy, if you have a documented disability and require accommodations to obtain equal access in this course, please contact the instructor at the beginning of the semester or when given an assignment for which an accommodation is required. Students with disabilities must verify their eligibility through the Office of Student Disability Services (SDS) in the Michael Schwartz Service Center (672-3391).

      1. The statement about enrollment/official registration. College Required wording:

      Students have responsibility to ensure they are properly enrolled in classes. You are advised to review your official class schedule during the first two weeks of the semester to ensure you are properly enrolled in this class and section. Should you find an error in your class schedule, you have until Friday, January 25, 2002 to correct it with your advising office. If registration errors are not corrected by this date and you continue to attend and participate in classes for which you are not officially enrolled, you are advised now that you will not receive a grade at the conclusion of the semester for any class in which you are not properly registered.