Roles and Responsibilities of Tenure-Track Faculty
1. Scholarship, Teaching, and Service
To achieve the Department's mission, Faculty members must meet acceptable standards in scholarship, teaching, and service. In addition, each must excel in either scholarly activities or teaching. Minimum standards to be achieved are described in the Kent State University policy guidelines. Evaluations of performance occur at the individual level in connection with reappointment, tenure, and promotion decisions (see section VII of this Handbook), at the College level in connection with reaccreditation by AACSB, and at the University level as part of the AQIP quality improvement process. Because high caliber teaching and research are essential for the achievement of the Department's mission, members of the Department strive to excel in both of these areas. Faculty members are also expected to perform appropriate service, but a strong service orientation is not considered sufficient to fulfill the Department's mission.
The Faculty recognize that the publication of scholarly contributions on a continuing basis is a core responsibility of those employed full-time in higher education. Scholarly activities may include those areas defined by the Boyer framework as scholarships of discovery, integration, application, and teaching. These types of scholarship are defined on the University’s reappointment, tenure, and promotion documents as follows:
- The scholarship of discovery: the pursuit of new knowledge; original research or creative activity;
- the scholarship of integration: interpretation, drawing together, and bringing new insight to original research or creative activity;
- the scholarship of application: using knowledge responsibly to solve consequential problems; knowledge that arises out of the very act of application;
- the scholarship of teaching: the act of teaching as well as the planning and examination of pedagogical procedures;
As the Department has a multifaceted mission, including commitment to the undergraduate, MBA, and Ph.D. programs, and recognizes legitimate diversity in forms of scholarship, there must be a mix in the types of intellectual contributions made by the Department Faculty. The Department’s strong commitment to doctoral education requires that a substantial portion of Faculty research be focused on the scholarships of discovery and integration. Departmental commitments to undergraduate and MBA programs also indicate that the scholarships of application and teaching (instructional development that enhances education in the discipline) are important elements in the Faculty's research orientation. This commitment to the intellectual contributions of the Faculty is an important element explicitly considered in matters related to Faculty recruitment, retention, promotion, and merit compensation. Thus, it is taken into account in the Department's Performance and Merit Guidelines Manual.
To achieve the portion of the Department's mission dealing with teaching (i.e., the sharing of marketing knowledge and skills), it is necessary that Faculty members develop their communication and teaching skills and utilize these skills effectively in the classroom. Section 5 provides specific information about the syllabus and other matters related to classroom activities at the undergraduate, MBA, and Ph.D. levels. The monitoring and evaluation of the Faculty member's teaching is specified in the Department's Performance and Merit Guidelines Manual.
The mission of the Department requires that Faculty provide service support for the Department, the College, and the University. Service responsibilities, including committee work and event attendance, are distributed approximately equally among members of the Faculty. Service can also be performed in professional organizations or community service. It is expected that Faculty members will meet their service obligations as described in the Department's Performance and Merit Guidelines Manual.
Consistent with the Collective Bargaining Agreement, Addendum D, and UPR 3342-6-52, all regular full-time Faculty are expected to work full-time for the University. The teaching load is the equivalent of twenty-four hours of undergraduate teaching per academic year. However, within the Department, the Faculty engage in a mixture of undergraduate teaching, graduate teaching, research, and service, and thus, each individual’s teaching load is adjusted to account for these diverse contributions to the Department's mission as described in Calculation of Faculty Workloads.
According to Article IX, Section C of the CBA, the Chairperson is responsible for providing each member of the Faculty with a written statement of his/her workload in accord with the criteria detailed below. This statement should be provided at least thirty days before the beginning of a term. The workload statement must state the number of credit/workload hours to be devoted to instructional assignments, research, administrative duties, special service, advising and other workload equivalents as specified in the Department's workload specification statement. An explanation must be provided for the number of courses each Faculty member is assigned to teach and the rationale for any reduction below twenty-four hours of undergraduate teaching. Questions regarding the assignment should be addressed to the Department Chairperson. In case of dispute or request for special consideration, the Faculty member may request a review by the FAC which, following such a review, will make a recommendation to the Chairperson.
3. Calculation of Faculty Workload
As noted in Section V.B of this Handbook, the teaching load for tenure-track Faculty is the equivalent of twenty-four hours of undergraduate teaching per academic year. However, within the Department, the Faculty engage in a mixture of undergraduate teaching, graduate teaching, research, and service, and teaching loads are adjusted to account for these diverse contributions to the Department's mission.
In accordance with the Collective Bargaining Agreement, Addendum D, "University service, such as committee work, is expected from all regular, full-time Faculty as part of their normal service. In those few cases when such service is very heavy the vice president for academic and student affairs or the collegial dean may allow this service to be an appropriate part of the load of the professor." Thus, as part of their normal workload, all full-time Faculty members are expected to participate in a variety of service-related activities for the Department, such as service on regular Departmental and College committees, attendance at Commencement ceremonies, and participation in the Faculty Advisory Committee and the College Advisory Committee.
Faculty who are involved in such activities as engaging in high levels of scholarship leading to very substantial publications, teaching at the MBA or Ph.D. levels, advising for dissertations or individual investigations, and serving on extraordinary committees shall receive a reduction in the base-line teaching load as described below. Any reductions in teaching load are subject to the explicit approval of the Department Chairperson (in consultation with the Department FAC) taking into account the faculty resources (full- and part-time) available to the Department.
With the issue of resources in mind, each of the following activities shall justify a one course reduction in teaching load for the academic year, when possible, for those Faculty members:
- teaching a large undergraduate section (i.e., 300+ students) for the first time,
- teaching a large undergraduate section in two consecutive academic terms (i.e., Fall-Spring or Spring-Fall),
- teaching three (or more) graduate courses in a three year period,
- preparing three or more new courses in two consecutive academic terms (i.e., Fall-Spring or Spring-Fall terms),
- serving in extraordinary assignments requiring very high levels of time commitment,
- demonstrating satisfactory teaching and being vigorously engaged in activities central to publishing,
- demonstrating satisfactory teaching and obtaining substantial results of scholarly efforts, defined as at least three third tier, at least two second tier, or at least one top tier publication (or letter of acceptance) during a three-year period.
Consistent with the Department's philosophy that untenured Assistant Professors should be aided in establishing a stream of scholarly publications, such Faculty members whose teaching is satisfactory and who are engaged in the activities necessary to build a prominent research record shall be provided an additional teaching load reduction of one course per academic year.
Tenured Faculty members whose research productivity is exceptional (in terms of quantity and/or quality) for the Department and whose teaching is satisfactory shall be provided an additional teaching-load reduction of one course per academic year.
Considering available resources and to the extent possible, Faculty will earn a one course reduction in teaching for every three points accumulated within a rolling three year period, according to the following schedule:
Teaching an Individual Investigation Course 0.1 per registered student
Chairing Ph.D. dissertation 2.0 at completion
Serving on Ph.D. dissertation committee 0.5 at completion
Ph.D. Mentoring 1.0 upon publication of paper
or conference proceedings
Journal Editor 2.0 per year
Editorial Board Member 0.5 per year
Editor, National Conference Proceedings 0.5
National Officer of an Appropriate Professional Organization 0.5 per year
If resources do not allow all Faculty who have earned a course reduction to receive the reduction in the semester it is earned, a "rolling schedule" of reductions shall be instituted. That is, course load reductions shall be carried over and provided as resources allow.
The minimum teaching load that can be achieved, taking into account all activities, is intended to be twelve credit hours per academic year, unless additional load reduction is justified by research grant dollars or other external funding. Consistent with the College's Handbook, Faculty workloads of less than twelve hours need approval of both the Chairperson and the Dean.
4. Course Assignments
Assignments to teach particular courses in the Department of Marketing are the responsibility of the Chairperson in consultation with the FAC. The assignments are based on (a) curricular needs, (b) Faculty qualifications and interests, and (c) Faculty requests. As far as practical, within curricular demands, Faculty will be assigned on an annual teaching schedule with classes scheduled on Mondays, Wednesdays, and Fridays for one semester and Tuesdays and Thursdays for the other semester. Faculty may also be assigned classes in the Evening and Weekend College, as required. Executive MBA assignments are made based on interests, skills, and merit as determined by the Chairperson, the Directory of Executive Program Development, and the Director of the Graduate School of Management. As Faculty members receive additional remuneration for Executive MBA assignments, these are not counted as part of the workload.