2. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Post-Tenure Faculty Development: Building a System for Business Faculty Improvement and Appreciation AACSB Continuous Improvement Symposium Tampa, Florida September 19, 2000 Presented by Nick Beutell, Don Moscato, and Jeffrey Alstete Hagan School of Business - Iona College

3. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Why the Need to Develop Tenured Faculty? Tenured and tenure-track faculty are the largest cohort of faculty in colleges and universities today 92% of all institutions award tenure, and 53% of all faculty are tenured or on a tenure-track The uncapping of the mandatory retirement age, and the prolonged lifespan of the professorate have all combined to increase the number of tenured faculty

4. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Challenges to Address Increased use of information technology Globalization of the curriculum Decreasing government support Changing accreditation requirements Continued diversification in student demographics Negative public perceptions about the tenure system.

5. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Ratings of Teacher Effectiveness, by Years of Teaching

6. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 A Definition Post-tenure faculty development involves those activities that seek to improve student learning, teaching, scholarship, and service in higher education by developing personal, instructional, organizational, and curricular aspects of faculty members who have earned tenure.

7. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 What Types of Post-Tenure Faculty Development Programs Have Been E stablished? Optional Required Jointly-sponsored by several institutions

8. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 How Can Development Strategies be Designed to Improve and Appreciate Tenured Faculty? Seek out the participation and input from a variety of faculty members (including tenured professors) Consult them in the planning decisions Clearly define the objectives of the program and what kinds of development (professional, instructional, curricular, organizational) will be emphasized.

9. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Strategies (cont’d) Department chairpersons have been found to be a key component to effective faculty development Study all aspects of the institution, the culture, academic programs, committee systems, administrative hierarchy, and organizational structure and seek out support from the administration.

10. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Strategies (cont’d) Separate the evaluative and development components, which will help ensure more effective participation and allow faculty to set higher achievement goals. Once implemented, proper supervision and evaluation are important to continuously improve and maintain quality.

11. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00

12. Changing External Influences Instructional Technology Student and Faculty Profiles Public Perceptions about Tenure Government Support Accreditation Requirements

13. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Choice of PTFD Type Choice Influenced by Institution Mission – Required – Optional – Jointly Sponsored

14. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Outcomes Areas Teaching Scholarship Service Student Learning

15. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Evaluation Methods/Indicators Formal assessment processes Enrollment CQI Benchmarking Self-evaluation Alumni Feedback External Ratings Accreditation

16. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Hagan School Continuous Improvement Process Model

17. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Hagan School Faculty Development Issues Proportion of tenured faculty increasing New faculty hires Accountability Intellectual contributions Merit Pay Changing technology

18. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Hagan School Faculty Development Plan For everyone, but critical for tenured faculty Peer review processes (e.g., merit, MBA teaching) Implement multi-year plans Tie individual plans to Hagan Strategic Plan

19. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Hagan School Faculty Development Plan Faculty Development Plan Travel Support Release Time Teaching Load Research Awards Merit Pay

20. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Hagan School Faculty Development Research Initiative Designed to stimulate intellectual contributions Reward outcomes rather than inputs Mission based: rewards instructional/pedagogical research

21. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Hagan School Master Teacher Faculty mentor and facilitator Assists department chairs with teaching issues Works with individual faculty members confidentially Answer practical as well as theoretical issues about the craft of teaching

22. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Hagan Faculty Teaching Circle Developed directly from an AACSB satellite video seminar Senior faculty leadership High level of faculty participation Open, honest discussion of issues among faculty

23. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Outcomes from Faculty Development Activities Increased faculty involvement and commitment Friction for the few The bar has been raised Increased faculty satisfaction

24. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Increased Intellectual Contributions Output

25. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Observations from the Dean Importance of senior faculty involvement Department Chairs and HET are critical Effective dean’s staff support (HAT) Faculty focus on development FD is part of Hagan culture

26. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Self-Reported Perceptive Strengths With Respect to Faculty Development Have resources available (i.e.,$, technology) Treat faculty as assets Tailor to individual faculty Enthusiasm, Caring, Charisma Collegiality Core of young faculty interest I am trained in HR development Energy, Commitment ( from Dean & Faculty) Create interdisciplinary teams

27. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Strengths With Respect to Faculty Development: (cont’d) Respect for varying degrees of research interest Innovative / Willing to experiment Desire for improvement Practical orientation Faculty mentoring system in place Tie evaluation & rewards to faculty development Vision Have talented people to lead the effort Perception of fairness Know faculty’s strengths & weaknesses Have a faculty development center

28. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Strengths With Respect to Faculty Development (cont’d) Knowledge of learning theory Have regular faculty idea exchanges Dean has strong record of intellectual contributions Annual faculty review in place Strong links to business community Willingness to share Strong belief in personal growth Funding tied to mission Communicate & document expectations Lots of regular, informal discussions

29. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Self-Reported Perceptive Weaknesses With Respect to Faculty Development: Inability to motivate faculty Faculty needs not consistent with school’s needs Lack of time, Health problems, Impatient Too much teaching Too much research Lack of resources / institutional commitment No faculty agreement on focus No incentives in place No interest Inertia Demands of student advisement No consistency across departments

30. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Weaknesses With Respect to Faculty Development: (cont’d) Varied faculty career stages Heavy teaching workloads Lack of faculty accountability Vague objectives Lack of consistent history of effort Faculty apathy Faculty interests too diverse Faculty turnover Past failures Little faculty interaction

31. Post-Tenure Faculty Development Beutell, Moscato, Alstete - 9/19/00 Weaknesses With Respect to Faculty Development: (cont’d) Faculty resistance Rigid post-tenure policies Few mentors/ role models Faculty is methodologically challenged (statistics) Union constraints Too short-termed focused Much input activity but little visible output results Little creativity