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NYIT School of Management Strategic Plan1 (2015-2020)

Section I: Executive Summary

The New York Institute of Technology (NYIT) and its School of Management (SOM) aspire to affect continuous improvement that results in overall high quality management education with well-defined distinctive competencies, measurable impact on society, and increased reputational capital by way of (a) strengthening its academic and co-curricular programs, and (b) engaging into contemporary and relevant mission-driven innovative and best practice approaches for interacting with constituent stakeholder groups. The SOM overarching strategic goals that are presented in this Strategic Plan build on NYIT strengths and opportunities “toward meaningful transformation while building on current strengths” (NYIT 2030 Plan: Vision for 2030; Page 6), which include: 1. A strategic plan that guides the University and a commitment to adhere to the plan; 2. Contemporary perspectives, including programs focused on sustainability and green initiatives; 3. Entrepreneurial faculty; 4. Strong technological foundations; and 5. A culture of assessment. The SOM Strategic Plan (2008-2016) detailed seven (7) Strategic Planning Goals that were accomplished over the strategic planning window. These accomplishments resulted in, among other things, the school’s attainment of initial AACSB accreditation (Spring 2015), across all campus locations simultaneously, for its complete portfolio of business programs2. The seven (7) Strategic Planning Goals were to: 1. Develop identity within the SOM; 2. Leverage the NYIT brand as a technology leader and “focus faculty attention on teaching with technology and

provide them with the support services they will need to be effective” (NYIT 2030 Plan: Challenges; Page 14); 3. Strengthen scholarship and its application to pedagogy; 4. Address issues of faculty sufficiency; 5. Revise academic programs to ensure that they are “career-oriented” and “unique and distinctive” (NYIT 2030

Plan: Vision for 2030; Page 6); 6. Create a sustainable and effective school-level organization since “work processes, organization structures,

and management culture too often inhibit improvement” (NYIT 2030 Plan: Challenges; Page 14); and 7. Secure resources to support overall high quality, and address the NYIT position which “remains vulnerable”

(NYIT 2030 Plan: Challenges; Page 15). Strategies and action items to support the advancement of the institutional and school mission were guided by key performance indicators to determine the overall success of this plan. These included: 1. Accreditations attained and maintained; 2. Stakeholder engagement and participation; 3. Faculty and staff development; 4. Quality of student learning outcomes; 5. Career placement and advancement; and 6. Resource acquisition.

1 Created: 1 February 2015. First distribution: 15 September 2015 .Revised:25 August 2016. 2 The Bachelor of Professional Studies in Hospitality Management was an excluded program.

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The SOM Strategic Plan (2015-2020) intends to further advance the school’s mission, as a continuing process in supporting the achievement of the aforementioned goals and the attainment of AACSB accreditation. The plan is in keeping with the AACSB Business Accreditation Standards that were adopted in 2013 and NYIT’s objective to maintain its initial AACSB accreditation during the first five-year post-accreditation continuous improvement cycle, in addition to achieving and/or maintaining relevant global accreditations where the school delivers its academic programs3. This requires the development and implementation of new strategies (summarized elsewhere in this plan4) to address a transition that ensures compliance with new elements introduced by accreditation agencies, such as recent departures from the 2003 AACSB Business Accreditation Standards that are found in the 2013 AACSB Accreditation Standards (e.g. impact). Strategic Plan (2015-2020) also includes elements that are of significant interest to the school’s stakeholder community and are in alignment with the overarching institutional priorities, as well as other global educational and environmental priorities. These elements include strengthening integrated industry dynamics, addressing impact/social responsibility, strengthening the faculty and student community, and building reputational capital. The plan proceeds as follows: Section II provides an introduction to the SOM and leads to the school’s overarching Strategic Planning Goals for the planning window 2015-2020, stated in Section III. Sections, IV, V, VI and VII provide a situational analysis, strategic synopsis, and Opportunities/Challenges faced for Strategic Management and Innovation, Participant Support and Sufficiency, Learning and Teaching (including the Assurance of Learning), and Academic and Professional Engagement, respectively. Section VIII provides the school’s periodic program review cycle. Tactics/Financials and Roles and Responsibilities are presented in Sections IX and X, respectively, and the resulting Action Timetable is detailed in Section XI. Two appendices are provided that detail the SOM Faculty Qualifications Criteria per 2013 AACSB Accreditation Standard 15 requirements, and the SOM Organizational Chart. The strategic plan5 will be reviewed annually, and dynamic updates will be considered that reflect changes in the NYIT strategic vision, relevant accreditation standards6, or other external and/or environmental factors that warrant consideration.

3 For the purpose of this Strategic Plan, the expression “global campus location” is specific to a campus or set of campus locations excluding New York. 4 Sections IV – VII. 5 Note: In addition to the School of Management Strategic Plan (2015-2020), the SOM implements campus-specific plans that supplement the school plan and identify localized strategies and approaches that are in addition to those in the school plan . 6 In addition to the AACSB, these include local, regional, and ministerial organizations whose accreditation NYIT and the SOM pursue, or maintain.

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Section II: SOM Introduction

The SOM, whose business programs date back approximately fifty years, reorganized its administration in 2008. This reorganization included hiring a new Dean, Jess Boronico, replacing outgoing Dean David Decker, who departed for the purpose of pursuing a Presidency elsewhere. The goal of the new administration was to strengthen all academic programs and ensure the attainment of overall high quality, with a primary program outcome of achieving AACSB accreditation. Global programs had been established during the 1990s in the spirit of the NYIT vision of creating a global university, and while AACSB accreditation had been discussed at that time, it was deferred until the new administration’s arrival. The new administration, which included a number of additional faculty brought to NYIT by the Dean from his previous institutions, worked with faculty, staff, and all stakeholder groups towards defining a new vision, mission, and campaign statement for the purpose of creating a mission-driven environment and developing an action plan for the school - designed to transform the school’s vision of today into the reality of tomorrow. These “Statements of Identification” were finalized in 2008, and together a revised positioning statement and seven overarching strategic initiatives, provided the foundation for the creation of the SOM’s eight-year Strategic Plan (2008-2016) and its embodied Action Plan. The school’s Action Plan was developed as a representation of all stakeholder interests, and with specific consideration to the AACSB accreditation initiative, so as to ensure progress towards compliance with the 2003 AACSB Accreditation Standards. The school’s continual evolution, in addition to being guided by the aforementioned plan, is supported by constituent Business Advisory Boards, which also includes an Executive Council, the latter serving as a steering committee working closely with the Dean. The Boards serve as a primary link between the school and its surrounding community and stakeholder groups. The school maintains a Business Advisory Board at each campus location where its programs are offered to ensure localization of its operation that is germane to the relevant business environment. In addition, the school also supports Student Advisory Boards, hence encouraging ongoing student investments into their educational experiences and also ensuring that all students have a direct channel of communication with the school’s executive administrator. The SOM’s unique “Creating New TEMPOS … in Global Business Education” campaign statement signifies the core of the school’s brand and also identifies the primary platforms through which its mission is advanced. The TEMPOS7 acronym is detailed, below: The emphasis on Technology (T), recognized as transformational in terms of business development in the 21st century, is supported through embedded elements throughout the academic curriculum, and includes numerous software and databases (e.g. Bloomberg, SPSS). The software is available uniformly and universally wherever the school offers its academic programs. Software is licensed specific to each business discipline as a commitment to technology and the mission of NYIT, and is embedded into numerous Master Syllabi as a required component of the student learning experience throughout the curriculum. Experiential Education (E) is prioritized as a way of merging theory into practice. The school’s domain mastery of this delivery system includes both traditional tools, such as internships, study-abroad, academic service learning, and faculty-mentored student research, in addition to unique tools that are specific to the school, such as the International Workshop and Practicum. Faculty-mentored student research is supported through the unique Dean’s Student Intern program; ongoing for-credit initiatives include unique activities such as the Broadridge Challenge and Fed Challenge; not-for-credit activities include traditional and unique activities such as VITA and the Corporate Challenge, among many others.

7 The acronym elements E, P and S form what is referred to as the school’s Triple Platforms of Excellence.

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The school’s focus on international Marketplaces (M) aligns with the NYIT vision as a global university. This element of the campaign statement is supported in three ways: (a) the delivery of school programs globally, (b) specific learning goals and outcomes that measure the impact of globalization in each of the business disciplines, required by way of the unique Master Syllabi construction, and (c) the localization of the curriculum to the business environment where the programs are delivered through the contextualized elements of the Master Syllabi. An example of the latter would be the inclusion of specific elements of Islamic Finance into the finance courses in Abu Dhabi – differentiated for that campus location in this way. The resulting Master Syllabi structure is unique – including learning goals, course content, and assurance of learning validations (i.e. assessment instruments administered) that are (a) invariant (identical regardless of locality to ensure a uniform educational experience), (b) contextualized (guaranteeing localization to the campus locations and also ensuring that the impact of globalization is considered), and (c) individualized (where faculty members may include learning goals and assurance of learning validations related to their scholarship as a means of demonstrating scholarship impact through teaching and learning). The school’s unique Professional Enrichment platform (P) was first developed by the current administration when at William Paterson University. This program, hailed as a unique “best practice type of program” by the AACSB upon both William Paterson’s and NYIT’s initial achievement of AACSB accreditation (2004, 2015), includes over sixty annual seminars and workshops, delivered each semester by alumni, business/industry partners, and other practitioners. Workshops and seminars include those addressing relevant and emerging issues in the business environment (e.g. Social Media Strategy for Financial Services; New Developments in the FLSA Enforcement Policy and Practice) as well as professional preparedness activities (e.g. Mocktail Party; Dress-For-Success; Business Etiquette). The Career Orientation (O) of the school’s efforts are maintained through the integration of the aforementioned Advisory Boards and Executive Council, who each play a significant role in (a) providing inputs and advice towards the creation of programmatic and course-level learning goals, (b) assisting in the contextualization of the courses to ensure that localized business priorities are addressed properly at the relevant campus location, and (c) reviewing samples of student learning outcomes to assess the quality of the student work and overall learning environment - all in the spirit of ensuring relevance to the workforce environment and workforce readiness for the student upon graduation. In addition, the school also supports Centers of Excellence to strengthen career development and lifelong learning for its alumni and business partners. For example, the SOM Center for Human Resource Studies generates significant non-tuition revenue for the school by way of its continuous education/lifelong learning and certification programs that are offered to the broader stakeholder community. The SOM Student Advancement platform (S) is designed to ensure that students assume responsibility for, take ownership of, and make investments into their educational experiences while they progress through their academic program, and beyond. The program aims also include the personal development and networking of the student. Activities that are included in this platform include traditional clubs and honor societies, but also unique elements such as the Student Advisory Boards, community service and social awareness programs, faculty-led field trips, the Student Ambassador Program, and social networking activities, such as the Social Victories Conference and the Business Summit, with activities often held in the NYIT Broadway Auditorium. Faculty members of the school are quite engaged in the mission through the aforementioned activities, and undergraduate students must also participate in the Triple Platforms of Excellence, as a curriculum requirement8. Faculty members also support the mission, in addition to their teaching and service, through their scholarship, as

8 All BSBA students must document and complete one (1) Experiential Education requirement, four (4) Professional Enrichment seminars/workshops per year of attendance (on average), and one (1) Student Advancement activity per fifteen (15) credit hours earned in the academic curriculum.

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indicated by the SOM’s Defining Statement for Intellectual Contributions9. Faculty management is supported by release time for scholarship and/or alternative assignments, with faculty development guided by the SOM Faculty Elaborations document, and through the annual (voluntary) one-to-one meetings between each faculty member and the Dean (or Assistant Dean at each global campus location), including a discussion of annual faculty goals and objectives, created by each faculty member and discussed with the Dean. This annual meeting ensures collaboration between the faculty and the administration, requisite allocation of resources to support faculty initiatives, faculty empowerment to mobilize stated mission-advancing activities targeted towards individualized and collective goals, and resulting faculty achievements in support of their anticipated and continuing participating status. Student success is carefully considered through the achievement of programmatic learning goals as measured through course-embedded (and standalone) assessments. These assessments are supported by a comprehensively crafted scoring system that enables the school to identify learning limitations, intervene annually with curricular modifications, and close the loop by assessing the impact of the intervention(s) on the student learning experience. The assessment processes include the development and integration of the school’s Goal Validation System (GVS), a technological decision support system that handles the input and analysis of scores, and reporting of learning outcomes in a manner that facilitates and encourages the Assurance of Learning. When combined with the use of Course Leaders, and the empowerment of local faculty members at each campus location to work with their Department Assessment Director (DAD) to assess and improve learning by way of the contextualized elements, the school ensures goal attainment for all invariant elements of the curriculum as well as those that are germane across the globe. Finally, the assessment of the school’s progress is also externally referenced to ensure that the school is affecting best practices among their peer institutions. This includes consultant reviews as well as implementation of best practice approaches as defined in Ministerial accreditation standards within those localities where the SOM offers its academic and included programs10. For example, recent international Ministerial Accreditations include those from the CAA (Commission for Academic Accreditation) in the United Arab Emirates (Abu Dhabi campus location) and the DQAB (Degree Quality Assessment Board) in British Columbia (Vancouver campus).

9 “Scholarship in the SOM is mission driven and emphasizes elements related to technology, career-orientation/industry advancement and globalization. In that spirit the mix of quality intellectual contributions is heavily populated by application-oriented scholarship notwithstanding some contributions that advance theory or are linked to instructional effectiveness/pedagogy.” 10 The school’s AACSB included programs include the BSBA, MBA, MS in Human Resources Management, and the EMBA. The school also offers a BPS in Hospitality Management as an excluded program.

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Section III: Overarching SOM Goals 2015-2020

The Strategic Plan (2015-2020) attends to the overarching core conviction to build upon the school’s distinctive competencies and to further develop and achieve competencies that ensure overall high quality in management education. It represents a dynamic document in so much as it evolves over time to reflect emerging issues, trends, and dynamics of the business environment, the academic community, the AACSB Accreditation Standards (among others), and best practices elsewhere. The creation of the SOM Strategic Plan 2015-2020 itself results from the comprehensive inputs of all stakeholder groups, utilizing a systematic approach that includes individual, small group, and cross-stakeholder larger group formats. A sample of activities mobilized to ensure stakeholder participation included11, but was not limited to: 1. Individual meetings with members of the Business Advisory Board and Executive Council, alumni, students,

full and part-time faculty, NYIT administrators and staff, employers, deans of peer, competitive, and aspirant institutions, and accreditation officers (e.g. AACSB/external);

2. Administration of survey instruments to (samples from) the aforementioned stakeholder groups12; 3. Small focus group meetings of the Faculty, Business Advisory Board, Executive Council, Adjunct Faculty

Council, Staff Council, Student Advisory Board and SOM Leadership Team; and 4. Larger-group cross-stakeholder meetings including the Stakeholder Conference (held at each campus

location); and 5. Cross-campus dialog that included SOM officers from each campus location. The aforementioned process, enacted during AY2014-15, first focused on the school’s mission and TEMPOS campaign. Stakeholder responses strongly supported retaining both, without revision, siting their appropriateness to the professional domain as well as to higher education and alignment with the NYIT mission. Stakeholders also voiced their optimism that the SOM mission could be further advanced towards achieving greater distinction following the recent achievement of AACSB accreditation. Towards that aim stakeholder groups slowly converged to a well-defined portfolio of nine (9) overarching strategic planning goals that will form the priorities for the SOM continuous improvement effort across the strategic planning window 2015-2020. Goals were referenced for relevance against the school mission and also the TEMPOS campaign statement for relevancy, and were partitioned into four (4) primary and five (5) secondary goals so as to establish an additional soft priority ranking. As a final action towards the adoption of these goals the SOM faculty voted unanimously for their approval on 21 April 2015.

SOM Strategic Planning Goals 2015-2020 Primary – over the next 3-5 years, the SOM will: P1: Demonstrate and evidence the School’s impactful contributions to various stakeholder groups “That is, in

the accreditation process, business schools must document how they are making a difference and having impact13.” (AACSB Standards, pg. 3);

P2: Strengthen its portfolio of intellectual contributions (“During the next five years, the School should target its publications to selective journals that it has identified.” Linda Livingstone/Linda Garceau)

11 Assistant Deans at each global campus location conducted parallel individual, small group, and larger group activities, as warranted. Results were both submitted for SOM centralized review for each global campus location, and included cross-campus dialog to ensure that varying perspectives were discussed and contrasted. 12 Of specific note is a survey instrument administered (spring 2015) by the SOM Student Advisory Board to international students in New York hence ensuring that international student perspectives are integrated. 13 Alternatively stated, SOM’s leadership and faculty will enhance their capabilities to make a meaningful and positive difference on the groups they serve, and measure this differential. Part of the suggested strategy towards achieving this goal will be to define key performance indicators so that the impact can be measured and realized by their constituency.

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P3: Increase enrollments (e.g., domestic, corporate); and P4: Increase industry engagement (e.g., Corporate Challenge; scholarship; partner opportunities).

Secondary – over the next 3-5 years, the SOM will: S1: Strengthen our faculty community; S2: Explore new curriculum innovations and programs; S3: Increase student engagement and evidence student achievements/successes; S4: Conduct a feasibility analysis for selected initial accreditations; and S5: Create a more targeted and streamlined assessment system (“As the School moves forward it should

adopt a more focused approach to assessment by targeting the assessment of student performance on learning goals and objectives…” Linda Livingstone/Linda Garceau).

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Section IV: Situational Analysis Strategic Management and Innovation

NYIT, founded in 1955, offers undergraduate, graduate, and professional degrees in more than 100 fields of study and is a non-profit, nonsectarian, coeducational, independent, private institution of higher education. The University has more than 12,000 students attending campuses in Long Island and Manhattan, online, and at sites throughout the world. It is chartered by the Board of Regents of the University of the State of New York and is accredited by the Commission on Higher Education of the Middle States Association of Colleges and Schools. SOM undergraduate and graduate programs are among those supported by the institution, and the University is an accredited member of the AACSB. The University’s first graduate program, the MBA, was initiated in 1972. The SOM is supported by ongoing resources and reports to the office of Academic Affairs (e.g. Provost) through the Office of the SOM Dean, who serves as the school’s chief academic and executive officer. The School supports diversity through its global campus locations. The School’s student body, as well as its faculty members, are diverse and hence achieve a broad range of perspectives and viewpoints. The School has a well-defined organizational structure, and has harnessed this opportunity to leverage its diverse cultural context, or to demonstrate assuming a role of “leadership and comparative advantage” (NYIT 2030 Plan: Page 6) in the global higher education community. This is evidenced by the school’s attainment of global accreditation and licensure at its global campus locations14. However, institutional leadership approaches are top-down and are not lean; this compromises the effectiveness and efficiency of school-level decision-making for some timely matters within the SOM and also conflicts with the SOM’s servant leadership modality. The school’s innovative approach to contextualization ensures that there is a blend of not only uniform opportunities for students and stakeholders across each campus location, in support of the SOM as One School, but additional contextual opportunities that are specific to the culture and priorities of the localized academic and business environment. The contextualized approach is a distinctive innovation of the SOM and evidences the school’s approach to being entrepreneurial and empowering its stakeholder groups across campus locations. Both the 2008-2016 and 2015-2020 SOM Strategic Plans, taken together with the school’s concise mission and expected outcomes, are in keeping with the priorities and goals of the Institute’s Strategic Plan (i.e. 2030 Plan). The school‘s mission, adopted in 2008, is reviewed during each strategic planning cycles and guides the intellectual contributions of its faculty, the identification of the student groups that it serves, and the learning goals of the curricula. The SOM mission informs enrollment management and focuses on ensuring workforce readiness (undergraduate) and effective leadership in a technology-intensive and global economy (graduate). The SOM mission is highly promulgated and highlights the orientation of the school in ways that “enhance[s] the college’s image” (NYIT 2030 Plan: Page 4 and NYIT Strategic Operating Plan) by way of its TEMPOS campaign statement. The School, as a part of its TEMPOS campaign, develops and delivers a diverse and broad set of activities in the spirit of “providing career-oriented professional education” (2030 plan: Mission; Page 4). External and environmental scanning exists and includes surveying best practice approaches elsewhere, external feedback mechanisms, participation in both higher education and accreditation conferences, community engagement, and membership in local organizations. In addition, the school integrates a broad core group of participants towards addressing the “need to develop closer relations with its alumni” (NYIT 2030 Plan; Page 16). The SOM supports numerous internal and external stakeholder groups, such as the Business Advisory Board and Executive Council, Staff Council, as well as more innovative constituency groups that include the Adjunct Faculty Council and Student Advisory Board. These groups are also supported across each global campus location. Hence

14 For example, in addition to AACSB accreditation, the SOM BSBA and MBA degree programs are both licensed and accredited in the United Arab Emirates (Abu Dhabi) by the Commission for Academic Accreditation (CAA) of the Ministry of Higher Education and Scientific Research.

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the activities and curriculum of the school are both driven by internal, external and environmental inputs and are mission-driven. Overall the SOM demonstrates support of a collegiate environment that includes significant cross-stakeholder interaction and shared governance. An annual/periodic strategic planning review system is in place to ensure mission or activity appropriateness to higher education and the emerging business climate. This includes monitoring annual achievements in support of innovation and mission advancement across all campus locations through a systematic internal planning and reporting structure. At the final faculty-staff meeting of each academic year the year’s accomplishments are discussed and incremental changes are made to the School’s strategic plan. This process is replicated at the School’s global campuses. Participant codes of conduct/ethical behavior exist and are created and monitored institutionally. The University adheres to a Collective Bargaining Agreement and the Academic Senate Constitution. Additional related matter is located in a faculty handbook, a student handbook, and numerous additional documents that guide behavior for all participant groups. Within the SOM, documents are also available that guide participant behavior, including the Student Code of Conduct, created by the SOM Student Advisory Board with inputs from the aggregate student body of the school, universally. Consistent with the SOM mission, the school’s infrastructure and NYIT’s central administration are cognizant of the importance of applied scholarship and provide support to encourage its creation and sustainability. The school affects processes to monitor intellectual contributions and ensure that there are contributions from a substantial cross-section of the faculty in each discipline. The school intends, moving forward, to advance its scholarship portfolio by blending volume-based metrics of performance with enhanced quality-based metrics, demonstrate the impact of scholarship on teaching effectiveness, and strengthen industry-based contributions in support of “applications oriented research that benefits the larger world.” (2030 Plan: Mission; Page 4). Release time is granted for faculty to strengthen their portfolio of intellectual contributions, for those faculty that (a) meet specific qualifications that ensure the sustained creation of high quality academic research together and (b) evidence of meaningful industry engagement. However, these institutional processes concerning the approval of release time is resistant with respective to conforming to best-practice approaches elsewhere. Since 2008 NYIT has progressed in its financial strategic planning to ensure the school’s achievement of overall high quality and sustainability/growth, supporting the need to “establish a substantially enhanced financial strength” (2030 Plan: Page 4); development/fundraising has been prioritized in the SOM and there has been significant growth of designated/restricted contributions since 2008. This addresses the NYIT challenge where “significant further growth is needed to buffer the University from short-term fluctuations” (NYIT 2030 Plan; Page 16). The school’s resource allocation outcomes are driven by annual planning under resource constraints, and are guided by the mission (institutional and school). However, budget allocations for the SOM to support its core operations at the global campus locations have been inconsistent and must be strengthened. Integration of applications-oriented software within the school’s VOYA Trading Floor and Human Resources Management Technology Laboratory in New York, as well as technology labs abroad, is available for all faculty members, in support of its “commitment to integrating technology into all teaching and learning. (2030 Plan: Page 4). The institution supports investments into a strong technology infrastructure to advance instruction and scholarship. This includes integrating relevant software, databases and decision support tools into the student learning goals. Library resources are strong and both distance learning platforms and web-enhanced tools are well developed. The school has a large alumni base and a recent emphasis has resulted in expansion of and increased support to the University’s development office. The institution supports teaching advancement through its Center for Teaching and Learning, and supports scholarship through its Office of Sponsored Programs and Research Office space is lacking although overall facilities are adequate to support the academic programs.

Overarching Strategic Planning Goals and Approaches linked to Strategic Management and Innovation:

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Strategic Planning Goal P1: The SOM will demonstrate and evidence the School’s impactful contributions to various stakeholder groups “That is, in the accreditation process, business schools must document how they are making a difference and having impact” (AACSB Standards, pg. 3). Complexity: High Strategy Synopsis for Strategic Planning Goal P1: The school will encourage faculty investment by creating a standing committee for Impact. The committee will create a portfolio of metrics that are in keeping with the mission and that evidence the meaningful interactions between the SOM and its constituent stakeholder groups. This strategy will also affect achievement of the related Strategic Planning Goal P4. Through a shared governance accountability system the SOM will mobilize its existing base of officers to oversee impact attainment as it relates to their domain of oversight, and faculty will be requested to evidence their impact related to elements that are specific to faculty roles and responsibilities, including the impact of their scholarship on the academic and professional spaces as well as on teaching and learning. Recognition for impact elements will be summarized in a marketing and communication publication highlighting individual and joint contributions. Strategic Planning Goal P2: The SOM will strengthen its portfolio of intellectual contributions: “During the next five years, the School should target its publications to selective journals that it has identified” (Linda Livingstone/Linda Garceau). Complexity: High Strategy Synopsis for Strategic Planning Goal P2: The school will implement revised criteria for faculty classification15 that results in a simultaneous decrease in the number of intellectual contributions required16 and an increase in the number of intellectual contributions that must be in high-quality well-recognized peer-reviewed journals. Faculty will be invited to participate in dialog to determine the criteria for high-quality well-recognized journals, hence encouraging their investment into this goal. Moreover, the school will streamline its assessment system so that faculty members can easily recognize that this scholarship transition does not impact negatively on faculty (time) management appropriateness across the teaching, scholarship, and service functions. The grandfathering of current scholarship criteria for one year offers faculty members an opportunity to transition their qualifications from the existing criteria (e.g. AQ-M) to the newly adopted criteria (e.g. SA17). Faculty annual conference allocations will be increased to $2000 to attend conferences that are delivered by leading associations. This will encourage participation. Awards for significant scholarly creations will be offered to incentivize securing higher quality publications. Strategic Planning Goal S4: The SOM will conduct a feasibility analysis for selected initial accreditations. Complexity: Low Strategy Synopsis for Strategic Planning Goal S4: The school will follow a strategy similar to that employed in pursuing AACSB accreditation. Specifically, the SOM will review potential opportunities with the intent of identifying and discussing the benefits of pursuing and achieving various accreditations with the faculty and other stakeholder groups for the purpose of motivating their investment. These will include direct benefits (increased resources and opportunities to travel for conferences and/or global teaching; graduate assistants) as well as indirect benefits (increased enrollments). Simultaneously

15 Consistent with AACSB 2013 Accreditation Standards 2 and 15. Revised criteria in compliance with these accreditation standards were approved by the SOM faculty 21 April, 2015. 16 Across a rolling five-year window. 17 Per AACSB 2013 Accreditation Standard 15.

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the SOM will carefully review and evidence relevant outcomes already achieved in support of suggested additional accreditations, hence minimizing impact on increased workload.

Strengths/Opportunities to Leverage Relevant to SOM Goals: Scholarship momentum and strong faculty participation in the creation of intellectual contributions; Well-defined professional development programs for faculty at global campus locations (also see

Barriers/Challenges to Progress); Increasing longitudinal fundraising/development outcomes together with a strong operational budget base

ensures sustainable resources in support scholarship strengthening; Considerable and uniform faculty investment (i.e. buy-in) towards continuous improvement post-AACSB

accreditation; Strong and productive non-tenured faculty member portfolio ensuring strong leadership core for the future;

and Stakeholder familiarity with accreditation processes and confidence in the SOM ability to achieve

accreditation. Challenges/Barriers to Progress Relevant to SOM Goals:

Top-down/deep leadership modality that conflicts with the prevailing SOM servant leadership modality and

compromises effective and efficient school-level decision making; Institutional resistance to release time that compromises the ability to (a) strengthen faculty intellectual

contributions through the provision of adequate time-on-task and (b) affect sound faculty management practices; and

Inconsistent global campus location budget allocations/financial resources provided to the SOM (and under the oversight of the SOM) to ensure sustainability of core functions in support of academic program and platform delivery.

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Section V: Situational Analysis Participant Support and Sufficiency

The SOM ‘s admission criteria for students into its academic programs is clearly stated, well documented, transparent, communicated to all stakeholders, and ensures “access to opportunity to all qualified applicants,” (2030 Plan: Mission; Page 4). Undergraduate admissions are monitored against institutional criteria while graduate program admissions criteria are benchmarked and adhere to best practices elsewhere. All admissions criteria are mission-driven and are consistent with program expectations. Admissions practices result in student progression and successful degree completion18. However, although various market analyses have been conducted, results concerning impact on SOM enrollment strategy are not clear, and a well-defined strategy for either leveraging admissions/enrollment caps to increase selectivity or permitting for unlimited growth but balancing increased enrollments, ex-ante, against faculty sufficiency19 has not been articulated.

NYIT maintains well-established and well-communicated academic standards and has implemented programs that facilitate the monitoring of students. There are well defined procedures and standards for probation and dismissal, and include student identification and notification, administrative review, intervention, and appeal processes. The SOM has an appointed Associate Dean to oversee all domestic student affairs20. However, early warning systems, while they exist and include faculty inputs, are not required and do not include midterm grades or a mandated indication of progress prior to the withdrawal date. The SOM supports its students through an adequate staff in New York; support staff at the global campus locations is centralized at the institutional level but is sufficient to provide a comprehensive array of services across the programs that are administered. New York staff handles academic advisement while faculty members handle this function globally. Staff support and unique student-centric programs have been successfully implemented to address “stagnation in student enrollment,” “and “problems with student services delivery”, which “are eroding student satisfaction and attainment” (NYIT 2030 Plan; Page 12). Many academic program support functions and student services are overseen by multiple institutional units both domestically and abroad. Career development and employment services are handled institutionally; the school does not have systematic support programs that ensure the successful employment of the student. There is a need to improve the student employment service for business students as this forms an underrepresented area of concern21 and must be addressed towards meeting the school’s goal to measure impact22. Faculty sufficiency planning processes have been implemented and have ensured adequate coverage by program level, discipline and location. Salaries are competitive and the school has evidenced successful hiring outcomes longitudinally. Full-time faculty hiring processes include both tenure-track and contracted full-time faculty; visiting lines are typically employed for short-term staffing exigencies towards ensuring effective coverage ratios. NYIT offers a faculty-mentoring program for all new full-time faculty members, and institutional orientation activities are held. The SOM integrates all faculty members into curriculum development and student support mechanisms. Alternative assignments are in place for interested faculty. The school, by way of its established annual one-to-one planning process, provides a collaborative forum through which full-time faculty members both

18 To be included among the SOM impact measurement portfolio. 19 SOM limited enrollment growth across 2010-2015 has ensured faculty sufficiency ratios are maintained without consideration of this strategy. 20 SOM Assistant Deans at each global campus location assume this responsibility (for their respective campus). 21 “ … the technical fields of business (e.g. accounting) require more specialized expertise and more focuses efforts that a centralized function at the University level can provide.” (AACSB Peer-Review Team Visit Report – Initial Accreditation Review, Section VI). 22 See Strategic Planning Goal P1.

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develop annual goals and communicate resource requests in support of these goals to the Dean. This process results in a comprehensive system evidencing that faculty members are participating, are resourced appropriately, and maintain an appropriate balance between teaching, scholarship, and service. Significant support processes for travel and scholarship, technology, association membership, subscriptions to databases and journals, as well as other articulated requests are in place, and include non-financial recognition/acknowledgement in keeping with the 2030 plan elements that “incentives and rewards need to be rethought” (NYIT 2030 Plan; Challenges; Page 13) and that “better rewards and incentives for so doing” are necessary (NYIT 2030 Plan: Challenges; Page 12). The SOM supports an innovative Adjunct Faculty Council, as well as a Staff Council, to (a) better service its part-time faculty community and front-line staff personnel and (b) strengthen the integration of the part-time faculty and staff community into the mission-advancing activities of the school. Additional well-established faculty management and support processes are delineated in the Collective Bargaining Agreement for its domestic faculty, and the Global faculty handbook for non-unionized/contracted faculty members at the global campus locations. NYIT has established systematic processes for periodic review and promotion/tenure and include significant elements related to intellectual contribution, although there is no post-tenure review process.

Overarching Strategic Planning Goals and Approaches linked to Participant Support and Sufficiency: Strategic Planning Goal P3: The SOM will Increase enrollments (e.g., domestic, corporate). Complexity: Moderate Strategy Synopsis for Strategic Planning Goal P3: The school will leverage an underrepresented market niche through the development of a unique corporate graduate degree-bearing business model, building on a similar model employed by the Dean elsewhere (i.e. University of New Haven). Members of the school’s Business Advisory Board and Executive Council will assist, and the school will hire a Director of Operations and External Relations to encourage corporate sector engagement. High-school and community college counselor orientation programs will encourage greater interaction between the SOM and these market niches, and will lead to (remunerated) on-site transitional short business courses23 to familiarize interested students with general business concepts. Resulting articulation agreements will include MOUs and be expanded to include on-site offerings for Student Advancement and Professional Enrichment that can be transitioned to the NYIT SOM requirements upon enrollment. The SOM will continue to expand its study-abroad platform to secure a more diverse global student enrollment base. A Parent Advisory Board will be initiated to increase retention and better understand the challenges faced by its student population through the lens of the student benefactors. Retention will also be addressed through the creation of a Living Learning Community, to be overseen by the SOM Student Ambassador Association, and designed to strengthen student-student interactions as the dormitory student population increases. Web design elements will be revised24 to strengthen SOM messaging across the global landscape and the SOM will develop an enrollment management policy that either (a) links enrollment caps to facility/faculty capacity and/or achieves increased student selectivity/quality or (b) increases effective proactive faculty resource planning ex-ante of enrollment materializing. Strategic Planning Goal S1: The SOM will strengthen our faculty community. Complexity: Low

23 Not for academic credit. 24 Cooperatively mobilized with the Office of Marketing and Communications.

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Strategy Synopsis for Strategic Planning Goal S1: The school will introduce Faculty Forums, representing periodic meetings of the faculty (without the dean) overseen by the SOM Associate Dean for Faculty Affairs, and designed to encourage dialog, better understand challenges, and provide recommendations to the Dean for consideration. Brown-bag lunches will be offered to encourage informal dialog across faculty and students on current scholarship efforts, and the SOM Research Forums will be redeveloped so as to provide junior faculty with opportunities to present their scholarship to the SOM community. The SOM will create a portfolio of suggested Faculty Engagement Activities and promote aggressively; faculty engagement will be monitored and the SOM will institute annual Faculty Engagement Awards to recognize strong levels of engagement. The school will also create a networked online form that strengthens communication between the faculty and the staff and utilize inputs to build the faculty and staff community Finally, the school will initiate collaborative faculty social activities, off campus, to build community across the school.

Strengths/Opportunities to Leverage Relevant to SOM Goals: Well-defined and mission-relevant admissions criteria to facilitate target marketing and recruitment; Strong external stakeholder integration to encourage corporate-sector program enrollment; New and effective Vice President of Marketing and Communication in place; Effective SOM Student Ambassador Association to leverage development of Living Learning community; SOM faculty members that are committed to ensuring sustainable/increased enrollment; Extensive high school and community college opportunities in the New York market; Successful Experiential Education platforms in place for Study Abroad experiences; Systematic and mathematical modeling approach to faculty resource planning linked to enrollment

management; and Previous success elsewhere25 developing collaborative transitional programs from community colleges.

Challenges/Barriers to Progress Relevant to SOM Goals: NYIT approach to increasing enrollment without careful faculty resource planning (impacts negatively on ratio

attainment); Market analyses not linked to school-specific enrollment strategy to affect selective and effective target

market penetration or increased selectivity; Lack of midterm grades, mandated early warning, or progress reports prior to withdrawal compromise the

effective support system for students at risk and may negatively impact on retention; No post-tenure review process discourages professional development; and Career Development office limitation in specialized expertise in servicing business students compromises

employment outcomes26.

25 Boronico @ William Paterson University 26 School of Management interventions are linked to Strategic Planning Goal P1, S2 and S3.

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Section VI: Situational Analysis Learning and Teaching (Including Assurance of Learning)

The SOM currently holds AACSB accreditation across all campus locations for its complete portfolio of business programs. The school also holds accreditation from the Degree Quality Assessment Board of the Ministry of Advanced Education (Vancouver campus location), the Commission for Academic Accreditation (CAA) of the Ministry of Higher Education and Scientific Research in the United Arab Emirates (Abu Dhabi campus location), and multiple accreditations across China that include the Jiangsu Province Education Department and the Shanghai Municipal Education Commission. These accreditations are in evidence of the overall high quality academic programs offered domestically and across global campus locations, and speak to the NYIT 2030 plan initiative to “Improve academic quality and program development” (NYIT 2030 Plan; Page 4 and NYIT Strategic Operating Plan). Curriculum management processes integrate both internal and external stakeholder groups. Faculty champions with specific domain expertise contribute to the review, innovation, and implementation of contemporary perspectives as Course Leaders. All academic business programs are guided by program mission statements, well-articulated mission-driven learning goals, and course embedded assessments across the curriculum to ensure that student learning meets expectations. Progression through the cognitive domain is guided by Bloom’s Taxonomy and the academic programs include elements of business research. The SOM curriculum also includes both joint programs developed with other NYIT schools (e.g. Master of Arts in Leadership in the Arts and Entertainment Industries) as well as cross-disciplinary courses (e.g. Technical Sales) in support of “collaboration and interdisciplinary programs” (NYIT 2030 Plan; Page 5). The academic curriculum includes course content that is informed by environmental change, accreditation requirements, best practice approaches elsewhere and global and localized business priorities. All academic curricula include broadly defined skill and knowledge content areas that are consistent with the expectations for the respective program level. Academic program learning experiences include both universal and localized elements. Specifically, all courses and academic programs conform to a common set of learning goals and include uniformly administered content and assessment instruments. This ensures that students, regardless of locality, both receive a common core universal learning experience. The school further contextualizes its curriculum so that faculty members at each campus location, working together with external stakeholder groups, develop specialized learning experiences that attend to the priorities of the localized business environment. In this way the curriculum reflects the contemporary and emerging business issues that impact on each local community where academic programs are delivered. This unique blend of uniform and contextualized elements supports the NYIT aim to become “increasingly global,” “meet the needs of a changing society” (2030 Plan; Page 4) and be “known as a global university” (NYIT 2030 Plan: 2030 Vision, Page 6). The school’s robust curriculum management process includes the periodic review of each academic program within each strategic planning cycle. Evidence demonstrates that this systematic review has resulted in significant changes, over time, to program design and course content. Curriculum revision, innovation, and support includes both unionized full-time faculty, whose approval of curriculum is a mandated part of the NYIT shared governance system, as well as contracted full-time faculty members at the global campus locations. The latter have significant curriculum input as they develop, monitor, assess, and revise all contextualized curriculum content. Adjunct faculty members also have inputs to the curriculum management process through the Adjunct Faculty Council. In a similar manner, student inputs are by way of the Student Advisory Board. External stakeholder groups are advised on program review initiatives and provide both inputs for faculty consideration as well as a review and approval of strategic elements of the curriculum development effort (e.g. program mission; program goals). The school’s annual Stakeholder Conference provides a cross-constituency forum for collaborative discussion. In this

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way the SOM engages all stakeholder constituencies in the development, maintenance and revision of the academic curriculum, as well as the broader overarching learning environment. Academic curriculum provide ample opportunity (required and voluntary) for student-student and student-faculty interaction. These include numerous mandated group-work projects that form a part of the direct assessment portfolio, student-student peer mentoring opportunities, experiential education opportunities that link faculty to students (e.g. Corporate Challenge), faculty-student engagement lunches and many other co-curricular activities such as the Dean’s Teach with Technology Challenge, the Dean’s Student Intern program, Day on Wall Street and Professional Enrichment activities (e.g. Dress for Success) that each further enrich the student experience. The Assurance of Learning portfolio for the SOM is well-developed and includes both the direct assessment of student learning via a technology-based decision support system (i.e. Goal Validation System27) as well as indirect assessments of the learning environment. The annual direct assessment of student work against programmatic learning goals includes selected programs and focuses on specific learning goals where student performance demonstrates needed improvement. Performance metrics (i.e. scores) are course-embedded and comprehensive and provide significant inputs to support the direct assessment of student learning. Evidence confirms adjustments to pedagogy and process and content by way of the review of direct assessment metrics. Moreover, additional assessment of student work against learning goals includes external stakeholder groups (e.g. Business Advisory Board), who benchmark the quality of student work against their professional expectations. Global campus locations also utilize their local Advisory Boards to assess learning against the aforementioned contextualized elements of the courses. This unique approach to assessment ensures that curriculum content and student work is both contemporary and relevant to the business community. There exists the opportunity for the School to streamline its Assurance of Learning direct assessment process, impacting positively on efficiency and efficacy, and thereby further ensuring the sustainability of the existing system. The school’s academic programs ensure sufficient time, rigor, depth of coverage, and faculty interaction to ensure that stated programmatic learning goals are met, and the school’s various articulation agreements ensure that credit hour transfers are evaluated and awarded with appropriate oversight. At least fifty (50) percent of business credit hours completed towards any SOM degree requirements must be completed in residency in the SOM. To maintain their currency faculty members are encouraged to participate in University workshops that address matters of teaching and research, many of which are developed and supported by NYIT’s Center for Teaching and Learning. In addition, the SOM provides resources for faculty to engage in external professional development activities. SOM faculty participate in multiple modalities of teaching in support numerous innovative and diverse teaching and learning initiatives, not limited to the classroom, and including Practicum, Academic Service Learning, Faculty-Mentored student research, Faculty-Led Study Abroad, the Corporate Challenge and the Federal Reserve Bank Challenge. Indirect assessments28 ensure that the learning environment impacts positively on the student experience and include survey instruments for advising and technology, as well as surveys of exiting students, alumni, and employers. Periodic surveys at global campus locations are also administered as are ad-hoc surveys that are chosen annually29. Regularly held meetings of the Leadership Team, the Quality Assurance Committee and the Full-Faculty result in incremental changes to the learning environment based on feedback received. Annual goals for all officers of the school are created and discussed collaboratively with outcomes presented at the year-end meeting to the faculty and staff. Similar processes are adhered to at the global campus locations. NYIT embraces

27 Oversight is provided by the SOM Executive Director of Assessment Analytics. 28 Oversight is provided by the SOM Executive Director for Indirect Assessment. 29 For example, a survey of the New York international students was conducted in AY14-15 by the Student Advisory Board.

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assessment and planning and the designated Vice President offers advice and guidance, as warranted. The SOM assists in institutional assessment initiatives annually. The school advances NYIT’s goals to become a “national leader in the use and applications of the latest technologies in all aspects of its curricular and co-curricular offerings” (2030 Plan: Page 4) and be recognized as a “leader in teaching with technology” (NYIT 2030 Plan: 2030 Vision, Page 6) through its adoption of significant software that reflects current and emerging technologies in the business domain (e.g. Bloomberg; CRSP). Technology competencies also form learning expectations that are articulated in the programmatic learning goals. With recognition to the NYIT statement that “resource provision may not be optimally aligned with the needs of teaching” (NYIT 2030 Plan: Challenges; Page 12) the institution has invested in developing technology infrastructure within the SOM although there are concerns with sustainability of this support. In response the SOM has engaged into significant development efforts with resulting transformational gifts and contributions (e.g. VOYA; Alumni donors). Course delivery systems are varied and include, in addition to traditional Socratic delivery systems, hybrid, distance-learning, and online delivery systems. Although there is recognition of the continued emergence of online delivery systems that SOM has deferred this initiative for the purpose of focusing on ways to use distance-learning technologies to bridge the gap between students at multiple campus locations. The SOM has a well-developed organizational design that includes multiple departments. Global campus locations are overseen in the SOM by a Dean’s designee (i.e. Assistant Dean). Faculty affairs – both domestic and global - are overseen by a centralized designated Associate Dean. Officers include additional Associate Deans for Global Academic Programs and Student Affairs, as well as officers overseeing the multiple mission-advancing platforms that the school supports (e.g. Experiential Education). The resulting design ensures effective interaction, centralized oversight, with empowerment across campus locations to affect localized mission-advancing initiatives and decisions.

Overarching Strategic Planning Goals and Approaches linked to Learning and Teaching Including Assurance of Learning:

Strategic Planning Goal S2: The SOM will explore new curriculum innovations and programs. Complexity: Moderate Strategy Synopsis for Strategic Planning Goal S2: The school will continue expanding its Experiential Education in ways that are innovative, including a new Student Managed Portfolio activity that will include both students and corporate advisors. Curriculum efforts will include fully introducing elements that have, to date, been piloted. These include the innovative Instructor-Specific Learning goals (also in support of Strategic Planning Goal P1), continued development of interdisciplinary courses, team-teaching approaches, and corporate-partnered courses (with full course credit for each faculty member instructing in a team-taught course offered to increase investments into this effort). Revised course-embedded assessment tools (Assurance of Learning Validations – Master Syllabus Section 5) will link more closely to learning outcomes and also target more effective use of business technologies that are licensed, while simultaneously reducing the number of scores collected so as to motivate faculty members into affecting these changes. Faculty-driven incremental additions to program/concentrations/options/minors offered will be considered, including doctoral education. Strategic Planning Goal S5: The school will create a more targeted and streamlined assessment system (“As the School moves forward it should adopt a more focused approach to assessment by targeting the assessment of student performance on learning goals and objectives…” Linda Livingstone/Linda Garceau). Complexity: Moderate

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Strategy Synopsis for Strategic Planning Goal S5: The school will leverage decreasing the assessment data-entry workload so as to increase assessment efficiency (and also support increasing time-on-task to strengthen faculty scholarly quality; see Strategic Planning Goal P1). Specifically, less assessment but more highly targeted scores will be encouraged to achieve robust and significant assessment outcomes. Simultaneously, the number of Assurance of Learning Validations administered per course (Section 5; Master Syllabus) will be reduced and redesigned with greater emphasis towards the relevant and course-linked programmatic learning goals. These revisions will be aligned with the program review cycle to increase mainstreaming into well-understood institutional processes. Given that not all faculty members are heavily invested into assessment, the tradeoff between decreased scores and assessment instruments (increasing efficiency) and the anticipated increased faculty buy-in will result in a more broad-based assessment system across the faculty community.

Strengths/Opportunities to Leverage Relevant to SOM Goals: The SOM faculty’s motivation and interest in demonstrating their high quality of teaching; NYIT is commitment to the assessment of student learning outcomes to ensure sustainability of the school’s

Assurance of Learning system; Center for Teaching and Learning; and NYIT’s student centricity, which supports ongoing student-student and student-faculty interaction.

Challenges/Barriers to Progress Relevant to SOM Goals: Questionable sustainable support and continued priority to the ongoing use of high-profile and capital-

intensive technological infrastructure.

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Section VII: Situational Analysis Academic and Professional Engagement

The content of the Master Syllabi, which applies uniformly across all sections for each respective course instructed, ensures that there are significant mandatory learning opportunities/activities that maintain student engagement, integrate collaborative experiences, technology, reflection, and other types of pedagogical vehicles that enhance the learning experience – these activities are collected and maintained in Course Portfolios. Collaborative learning experiences are further ensured in Master Syllabi through a broad array of activities that engage students in collaborative/group work. Collaborative work is a required component of the academic programs and is formally included into the programmatic learning goals for both the undergraduate and graduate academic programs. Student engagement is initiated with a unique incoming activity wherein all SOM students must create and submit a pre-flection piece (in BUSI100) that summarizes a purpose for their education and their overarching goals and objectives. With this in mind, each student can then shape their academic experience to meet their stated goals. Students must then also submit a required reflection piece at the end of the academic experience (in BUSI495), which reflects on the pre-flection piece and summarizes how the educational experiences have either supported their goal attainment, or perhaps resulted in a recasting of educational aims and goals. Expectations for active student academic involvement is set through time-on-task estimates in all undergraduate Master Syllabi, where non-contact hours approximate two (2) to three (3) hours per week per credit hour of a course. The graduate programs include formative assessment elements in each concentration course so as to provide assurance that students are engaged, collaborative, and receiving ongoing feedback. In addition to the elements of section five (5) of the Master Syllabus, each course includes a number of additional summative assessments, such as homework, quizzes, and examinations. The Invariant elements of the Master Syllabus in each course ensures that all students taking a common course will be attempting to achieve the same goals and accomplish them through the administration of identical and common Assurance of Learning Validations and associated student learning outcomes. This uniformity is designed partially to increase the ability for students to collaborate effectively across sections. The SOM’s teaching and learning approaches is informed by contemporary indicators/sources that derive from its target market, specifically the millennial generation. In particular, behavioral traits for this generation are identified and form the basis of emphasis for the schools’ teaching and learning methodologies. These methodologies are reflected in the school’s Mission Statement by way of its TEMPOS campaign30. In addition, teaching and learning approaches are informed by institutional indirect assessment results31.

Students operate with integrity in their dealings with faculty and other students, and must adhere to the University’s stated principles concerning ethical behavior. This is addressed in the University Code of Conduct for Students, in addition to other policies that speak to behavioral expectations, all located in the Student Handbook32. Students are informed of the handbook and it is discussed in the Foundations of Inquiry Discovery Core class (required), as well as at the NYIT New Student Orientation that is held for all incoming students. The University also maintains a policy concerning plagiarism. SOM students are led by their cohort leadership team, namely, the SOM Student Advisory Board who, working with the collective SOM student body, created and serve as the stewards for the SOM Student Codes of Conduct that govern behavioral expectations for students of the school. In this way the codes of conduct are owned by the students, thus encouraging their active support of the codes and adherence to stated principles and practices.

30 Teaching and Learning Strategies: “TEMPOS and the Millennials,” revised September 2008. 31 e.g., NSSE, Noel Levitz Survey, Student Survey on Teaching Quality – Quantitative Data: SOM. 32http://www.nyit.edu/images/uploads/campus_life/student_handbook_fall2010.pdf

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Building on a fully integrated network of peers to encourage cooperative learning and the maintenance of engagement when challenged, BSBA students must participate in the school’s Professional Enrichment platform, where industry leaders come to speak with student about emerging issues in business and also train students in those skills that contribute to success33. As noted in the AACSB Peer- Review Team Visit Report (2014) “The SOM has implemented a highly successful professional enrichment program on its five campuses. This program requires that graduate and undergraduate students participate in a fixed number of professional enrichment activities as a requirement for graduation. These activities prepare students for entry into the workforce or advancement in their place of work, while recognizing cultural differences that exist on each of the campuses. What makes this effort particularly praise-worthy is the way that it serves a student population that might not otherwise have access to role models or personal networks within their chosen field.” Integrated learning experiences extend well beyond the confines of the classroom to include emphases on civic engagement and social responsibility in the required Student Advancement platform, designed to promote the student’s personal development. This platform engages students into community service, student clubs (including unique cultural clubs such as the Graduate Indian Association and the Chinese Student Association), sponsored field trips which include learning objectives and reflection pieces, such as the Day on Wall Street, educational tips to meetings of professional associations (e.g. National Society of Minorities in Hospitality) and student memberships into those associations that are affiliated with the student interests. Additionally, diversity initiatives are embraced and supported. Professional engagement is further embraced through the school’s Experiential Education platform, which, in addition to traditional Internships, oversees unique credit-based learning experiences such as the Broadridge Challenge, which is team-taught by a professor and executives from Broadridge, Practicum courses, where small student teams work as a consulting team for a sponsor organization under the tutelage of a faculty mentor, the Federal Reserve Bank Challenge, where student teams compete with peer institutions in presenting economic forecasts to members of the Federal Reserve Bank, and Academic Service Learning so as to integrate students into service opportunities for the not-for-profit community. This platform also includes innovative non-credit bearing activities, such as the Corporate Challenge, where student teams compete on a case study developed collaboratively between the SOM and a corporate entity, the Dean’s Student Intern program, where students may pursue individualized projects collaboratively with the Dean, or a member of the faculty or staff, and the Dean’s Teach with Technology Challenge where student teams must present technology innovations that might be integrated into the teaching and learning experience to the faculty. The Experiential Education portfolio also supports annual faculty-sponsored study abroad trips for students interested in immersion into non-American cultures. In summary, the SOM Triple Platforms of Excellence (Professional Enrichment, Experiential Education, and Student Advancement Platforms) ensure active engagement between participants that include faculty, staff, students, and community and business leaders and also support the NYIT objective to “strengthen recruitment, retention, and student life” (NYIT 2030 Plan: Page 4). As noted earlier, the School encourages shared-governance, with student inputs valued. This approach helps to increase student responsibility with evidenced outcomes linked to their degree of engagement and quality of learning. Two primary contributors include the school’s Student Advisory Board, who not only report annually to the Dean concerning their views and inputs, but also report out to both the full faculty of the school each year and the school’s Executive Council periodically. In addition to advising the school the Student Advisory Board generates mission-advancing outcomes on its own: Each year the Board specifies a set of outcomes it wishes to achieve and

33 Participation is encouraged, although not required, for students in the Bachelor of Professional Studies (Hospitality) program, as well as the graduate programs.

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reports out on its accomplishments as a part of the annual reporting process. Student viewpoints are also considered at the annual Stakeholders’ Conference, where issues in higher education are discussed and diverse Stakeholder groups present their perspectives. These groups include students, alumni, employers and industry experts, and participants from peer schools. Feedback is gathered, and the school is accountable for acting on these recommendations by way of an annual Stakeholder report demonstrating outcomes achieved in response to this feedback. Persistence in learning is further preserved through the hierarchical approach to setting course-level learning goals in accordance with Bloom’s Taxonomy. In this spirit the progression through the cognitive domain is mapped out, by program, to ensure the vertical deepening of knowledge, and an understanding of context and relationships, as opposed to knowledge and methods. This systematic mapping helps to create a continuum of learning for the student and incremental progression that flows linearly. Through feedback on performance assessment, both formative and summative, students understand the performance expectations within each course, and also may utilize their portfolio of scores achieved throughout the educational experience and curriculum mapped against the programmatic learning goals to assess their overall performance in the academic program. The school intends to strengthen its feedback to students as it concerns goal attainment through a proposed Student Scorecard. All Assurance of Learning initiatives are designed to ensure that students understand faculty expectations concerning the achievement of student learning goals and the appropriate level of attention and dedication. Coupled with the student support systems available and strong student engagement initiatives, the School provides a wide spectrum of cross-linked activities that help to maintain student performance at expected levels.

The SOM oversees five Centers of Excellence for the purpose of strengthening its collaborative interactions with the external community. In particular, the Center for Human Resource Studies provides professional development/continuing education services to the external community34. These services build on and are enhanced by the SOM BSBA and MS programs in this domain and ensure effective industry contact and interaction. Other Centers serve diverse purposes. For example, the Center for Entrepreneurial Studies encourages and supports student ventures and engages student entrepreneurs with practicing Professionals in Residence. The Center for Global Hospitality Management sponsors annual conferences and seminars to collaboratively engage the hospitality sector in educational and professional dialog. The school employs a definition and criteria for faculty as it concerns both the initial qualifications and the maintenance of qualifications for both academic and professional designations35. Faculty qualifications at the global campus locations are in keeping with the same standards as those in New York. Intellectual contributions are numerous and conform to stated quality metrics, but the school intends to increase industry engagement to better ascertain it impact on this stakeholder sector. The school’s scholarship is guided by its Mission as well as its Faculty Elaborations document36 and faculty development outcomes are monitored annually with faculty goals set each year to ensure continued professional and academic engagement and scholarly productivity. Faculty scheduling/deployment processes consider the academic and professional qualifications of faculty in a way that encourages appropriate coverage. To further validate the value-proposition of the academic and professional engagement between the SOM stakeholder groups, and to affect continuous improvement in the school’s evolution, the SOM intends to both

34 However, the resource generation for this Center does not exceed five (5) percent of the total annual resource base of the SOM. 35 This includes the classifications discussed in AACSB 2013 Accreditation Standard 15, as well as related qualifications required by Global Ministries of Higher Education. 36 These are in addition to the general requirements stated in the Collective Bargaining Agreement and the Global Faculty Handbook.

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strengthen its scholarly and service-oriented interactions with the corporate sector and simultaneously measure the impact of these efforts on the stakeholder community. Impact elements will extend to key distinctive competencies within the school (e.g. experiential education) as they serve the broader community well as diverse portfolios of activities as they impact on key stakeholder constituencies (e.g. students).

Overarching Strategic Planning Goals and Approaches linked to Academic and Professional Engagement: Strategic Planning Goal P4: The SOM will increase industry engagement (e.g., Corporate Challenge; scholarship; partner opportunities). Complexity: High Strategy Synopsis for Strategic Planning Goal P4: The school will encourage faculty investment by creating a standing committee for Industry Engagement. The committee will develop guidelines and suggested best practice approaches to documenting meaningful industry engagement. Hence the committee will facilitate faculty linkages and serve as a support group for this effort. The SOM will link release time, in part, to industry engagement hence emphasizing the critical nature of this effort. Utilizing the aforementioned Director of Operations and External Relations, and working together with the Director of Experiential Education, the SOM will uncover new and expanded opportunities to increase its portfolio of opportunities for Practicum and Academic Service Learning. The school will also create a new Young Alumni Association and leverage this as an opportunity to serve its alumni through industry engagement. Strategic Planning Goal S3: The SOM will Increase student engagement and evidence student achievements/successes. Complexity: Low Strategy Synopsis for Strategic Planning Goal S3: The school will introduce expanded roles and responsibilities for the staff that includes Directors of “Student Engagement” and “Student Success.” This will be simultaneous to recognizing the TEMPOS “O” element (Career Orientation) as a platform with stated deliverables. Deliverables will include elements to further encourage the effective transition of students from academia into the workforce, such as digital portfolios and interactive storyboards, passion projects (small entrepreneurial community activity), and professional coaching (leveraging coaching personnel that require hours for recertification). The school will be more proactive in employment efforts, including internships, expanding the experiential education achievements, and increasing retention37, and will also introduce SOM Career fairs, employer orientations … under the guidance of the Director of Operations and External Relations. These are in keeping with an aforementioned AACSB Peer-Review team concern38.The Director of Student Engagement will oversee the school’s student participation in the Triple Platforms of Excellence and, working together with the Triple Platform Directors, develop strategies to increase participation. Student Assessment Scorecards will be developed to further engage students into the proactive review of their learning attainment.

Strengths/Opportunities to Leverage Relevant to SOM Goals: School-centric “thriving graduate” (NYIT 2030 Plan; 2030 Vision, Page 7) Centers of Excellence in support of the

“faculty and staff becom[ing] increasingly accomplished and prominent” (2030 Plan: Page 4); Productive SOM faculty that are prepared to further engage into industry activity; Well-developed Triple Platforms of Excellence; Career-Oriented NYIT and SOM mission statements; Strong industrial and corporate base in New York (and adequate at global campus locations); and

37 Linked to Strategic Planning Goal P3. 38 See footnote 18.

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Strong longitudinal SOM culture of continuous Improvement.

Challenges/Barriers to Progress Relevant to SOM Goals: Impact and Social Responsibility initiatives are pioneering efforts that advance the NYIT envelope and are not

yet fully developed institutionally.

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Section VIII Periodic Program Review Process

1. Purpose and Relevancy

a. Review and revise Statements of Identification: program mission - positioning statement - target market – admission/probation/dismissal/graduation standards/repeat policy for the specific program; consider sustainability, dynamic market conditions, best practices and emerging trends, and other inputs; consider possible program/concentration deletions or new program/concentration development that are mission driven; and

b. Review and revise programmatic learning goals39 for the specific program/concentration; drill down to review and revise objectives for each programmatic/concentration learning goal.

2. Core Curriculum and Course Design a. Revise curriculum structure accordingly to strengthen alignment with programmatic/concentration

learning goals; b. Review and revise assignment of course leaders to credit-bearing core courses; c. Review and revise core Master Syllabi components; d. Review and revise material/composite core course-level learning goals and course-embedded

instruments of assessment that will validate the degree of achievement of both the programmatic/concentration and course-level learning goals;

e. Review and revise other Master Syllabi elements.

PROGRAM REVIEW CYCLE 2015-2020:

PROGRAM ACADEMIC YEAR

15-16 16-17 17-18 18-19 19-20

MBA

BSBA

BPS

MS-HR/LR

EMBA

LEGEND:

39 Or concentrations-specific learning goals.

PROGRAM REVIEW AND APPROVAL

IMPLEMENTATION AND MASTER SYLLABUS

ADJUSTMENT

MAINTENANCE

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Section IX: Tactics and Financials Strategic Planning Goal P1: The SOM will demonstrate and evidence the School’s impactful contributions to various stakeholder groups “That is, in the accreditation process, business schools must document how they are making a difference and having impact” (AACSB Standards, pg. 3). Tactical Implementation for the Effective Achievement of Strategic Planning Goal P1: Year 1 (2015-2016): Creation of a new standing committee of the faculty (Impact Committee); Committee

dialog initiated across Stakeholder groups; portfolio of suggested impact elements created by May 2016;

Year 1+ (2015-2020): Material evidence of Instructor-Specific Learning Goals to be monitored, and collected/evidenced towards demonstrating the impact of scholarship on teaching and learning;

Year 2+ (2016-2020): Final portfolio of Impact elements reviewed by various stakeholder constituencies and revised (if necessary), approved (December 2016), and implemented;

Year 2+ (2016-2020): Impact outcomes created; Year 2 (2016-2017): Baseline impact data collected for AY16-17; and Year 3+ (2017-2020): Annual data collected and analyzed; incremental changes to educational environment

affected (if warranted). Year 4+ (2018-2020) Marketing and Communication publication highlighting individual and joint impact

contributions created, revised, and published.

Targets of Achievement:

Impact Committee established and portfolio of impact elements adopted;

Baseline and three incremental years of impact data collected;

Performance targets to be established (baseline required prior to targets being set) and impact to be measured against targets; demonstrated longitudinal impact to be evidenced by May 2020;

Full compliance with stated faculty qualifications ratios per AACSB Accreditation Standard 2; and

Completion and distribution of “Impact Contributions” publication. Strategic Planning Goal P2: The SOM will strengthen its portfolio of intellectual contributions (“During the next five years, the School should target its publications to selective journals that it has identified.” Linda Livingstone/Linda Garceau). Tactical Implementation for the Effective Achievement of Strategic Planning Goal P240: Year 1 (2015-2016): Faculty to be grandfathered under existing AQ-M criteria for the purpose of release time; Year 1 (2015-2016): Departments/Global Campus community to discuss (by discipline), criteria for establishing

peer-reviewed journals as High-Quality and Well-Recognized; Year 1 (2015-2016): Faculty, in the aggregate, to dialog on suggested journal criteria in periodic Faculty

Forums; Year 1+ (2015-2020): Faculty professional development simultaneously increased in support of higher quality

academic conferences and decreased in support of lower quality conferences; Year 2 (2016-2017): Journal ranking outcomes from Year 1 to be approved by the full faculty and implemented;

40 Similar outcome measures will apply to the global campus locations; Differentials in strategy, outcomes achieved, and measures of performance will be mutually agreed upon between the Dean and the SOM local assistant dean. This principle is in keeping with the SOM contextualized approach to leadership and management.

26

Year 2+ (2016-2020) Faculty champions identified in each department (blend of junior and senior faculty), with strong scholarship records, to serve as peer mentors to encourage41 the creation of high-quality intellectual contributions;

Year 2+ (2016-2020): Faculty scholarship created with inclusion into High-Quality Well-Recognized journals; Year 2+ (2016-2020): Faculty release time transitioned to SOM-approved criteria in support of AACSB

Accreditation Standard 15; Year 2+ (2016-2020): Revised scholarship criteria42, consistent with AACSB Standard 15, are implemented; Year 2+ (2016-2020): Faculty progression monitored; and Year 3+ (2017-2020): Faculty recognition/award process implemented to recognize significant achievements

towards classifying faculty members as Scholarly Academics (SA).

Targets of Achievement:

50% of the full-time faculty members, across each discipline (in the aggregate across all campus locations) are qualified as Scholarly Academics43 (SA); and

Full compliance with stated faculty qualifications coverage ratios per AACSB Accreditation Standard 15.

Strategic Planning Goal P3: The SOM will Increase enrollments (e.g., domestic, corporate). Tactical Implementation for the Effective Achievement of Strategic Planning Goal P3: Year 1+ (2015-2020): Corporate: Introduce and maintain corporate graduate degree-bearing (e.g. MBA/MS)

business model; Year 1+ (2015-2016): Corporate: Utilize Business Advisory Board, Executive Council and Alumni Base to

strengthen program enrollment opportunities within the corporate sector; Year 1+ (2015-2020): All markets: Strengthen electronic messaging of AACAB accreditation and the SOM value-

proposition (e.g. Triple Platforms); re-design web pages; Year 2 (2016-2017): Employ a Director of Operations and External Relations; expand corporate graduate

degree-bearing program partnerships; Year 2-3 (2016-2018): All markets: Develop enrollment planning strategy44 that includes either (a) proactive

mapping of uncapped enrollment with increases in faculty resources, or (b) enrollment caps45 so as to increase selectivity;

Year 2+ (2016-2020): Domestic: Introduce and maintain multiple high-school counselor orientation programs; Year 2+ (2016-2020): Global: Introduce new study-abroad opportunities for SOM students; develop

collaborative incremental exchange programs; Year 2+ (2016-2020): Retention: Introduce and maintain “Parent Advisory Board” Year 3+ (2017-2020): Domestic: Introduce and deliver pilot “transitional46” courses, and both Professional

Enrichment and Student Advancement activities at local high schools to strengthen interest in the 4-year academic programs;

Year 3+ (2017-2020): Retention: Introduce and maintain SOM Living Learning Community (Student Advancement initiative); and

41 Specific roles and responsibilities to be developed during year 1 (2015-2016). 42 Approved by the SOM faculty 21 April 2015. 43 Classification references consistent with 2013 AACSB Accreditation Standard 15. 44 Participation of the Offices of Academic Affairs and Enrollment Management required. 45 Based on limited/fixed physical plant or fixed full-time faculty resources. 46 Pro bono certificate-based; not for College academic credit; stipend-based remuneration.

27

Year 4+ (2018-2020): Domestic: Develop High-School/Community College articulation agreements and MOUs including transitional programs47 to strengthen seamless enrollment into the four-year academic program.

Targets of Achievement:

Approved incremental improvements to web design and content;

Director of Operations and External Relations secured;

Three (3) Corporate Leaders program partners identified with a cohort enrolled and/or completed;

Student selectivity measures monitored and demonstrate improvement;

Annual new admitted student and enrollment increase target TBD each year;

Annual student retention target TBD each year;

Two (2) collaborative community college/high school partnerships and MOUs developed; enrollment monitored;

Two (2) new Study Abroad program created;

Parent Advisory Board created and utilized; and

One (1) sustainable Living Learning community developed; Survey instrument utilized to measure impact and effectiveness;

Incremental Financial Considerations:

Support for transitional high-school courses (Estimate: $20K USD annually Year 2+);

Support for Living Learning community (Estimate: $10K USD annually Year 3+); and

$120K: Director of Operations and External Relations (Year 2+). Strategic Planning Goal P4: The SOM will increase industry engagement (e.g., Corporate Challenge; scholarship; partner opportunities). Tactical Implementation for the Effective Achievement of Strategic Planning Goal P4 Year 1 (2015-2016): Creation of a new standing committee of the faculty (Industry Engagement Committee);

Committee develop guidelines and suggested activities in support Industry Engagement; Year 1 (2015-2016): Creation of a Young Alumni Association; Year 1+ (2015-2020): Dean/Faculty One-to-One meetings to emphasize inclusion of annual goals related to

meaningful industry engagement; Year 1+ (2015-2020): Associate Dean of Faculty Affairs to discuss Industry Engagement with each faculty

member as an element of the annual faculty classification and scholarship review; Year 1+ (2015-2016): Director of Experiential Education platform to pursue increased opportunities for faculty-

student engagement into Academic Service Learning and Practicum activities; Year 2+ (2016-2017): Faculty to initiate submitting evidences of Industry Engagement; “grey-area contributions

referred to the Industry Engagement Committee for discussion; and Year 2+ (2016-2017): Dean approves48 submissions of Industry Engagement into the SOM portfolio of outcomes

achieved.

Targets of Achievement:

Evidence of meaningful implementation of the new Young Alumni Association;

47 Includes elements of Professional Enrichment and Student Advancement platform that may be transitioned into the SOM upon enrollment; 48 Following on the recommendation of the Industry Engagement Committee and the Associate Dean for Faculty Affairs.

28

One Industry Engagement project achieved per faculty capita across the five year planning window (2015-2020) including one (1) Industry-based Experiential Education Practicum/Academic Service Learning project completed per two faculty capita, on average49; and

Measures collected to gauge impact of Industry Engagement50. Strategic Planning Goal S1: The SOM will strengthen our faculty community. Tactical Implementation for the Effective Achievement of Strategic Planning Goal S1: Year 1 (2015-2016): Introduce periodic “Faculty Forum” platform51 to encourage interactive dialog; Year 1 (2015-2016): Introduce “Brown-Bag” lunch series; Year 1 (2015-2016): Leverage current and future activity towards creating (ad-hoc faculty committee

assistance) a documented portfolio of “Faculty Engagement” activities; Promote aggressively;

Year 1 (2015-2016): Re-Introduce “Faculty Research Seminars;” Year 2 (2016-2017): An online form will be developed and shared across the network of SOM faculty and staff

to both share and receive inputs to build community; results will be monitored annually; Year 2+ (2016-2017): Introduce “Faculty Participation” awards; and Year 2+ (2015-2020): Introduce “Faculty Night Out” activities to encourage socialization across the faculty body;

encourage faculty to “host” activities. Targets of Achievement:

Four (4) Faculty Forums held annually; Participation monitored; Recommendations transitioned to outcomes monitored;

Two (2) Brown-Bag lunches held annually; participation monitored;

Faculty Engagement activity portfolio created;

Online community development form uploaded and evidence of incremental changes made in response to inputs received;

Two (2) “Faculty Research Seminars” held annually; participation monitored;

“Faculty Participation Awards” monitored; and

Seven (7) “Faculty Night Out” activities delivered. Strategic Planning Goal S2: The SOM will explore new curriculum innovations and programs. Tactical Implementation for the Effective Achievement of Strategic Planning Goal S2 Year 1+ (2015-2020) Integrate module/section 5c of the Master Syllabus: Instructor-Specific Learning Goal; Year 1+ (2015-2020): Develop cross-disciplinary team-instructed courses across academic schools; Year 1+ (2015-2020): Consider expansion of options/concentrations/minors as an element of the periodic

program review process; Year 1+ (2015-2020): Increase efficiency and innovative use of business software implementation as a part of

the periodic program review process; Year 2+ (2016-2020): Implement Student Managed Portfolio Initiative; Year 3+ (2017-2020): Expand the experiential education platforms to include one innovative opportunity that

broadens the base of corporate participation;

49 Also see Section VII elements for Industry Engagement and Impact. 50 Linked to Strategic Planning Goal P1. 51 Chaired by the SOM Associate Dean for Faculty Affairs.

29

Year 3 (2017-2020): Introduce one corporate-co-instructed course52; Year 4 (2018-2019): Conduct feasibility study for DBA program53; and Year 554 (2019-2020): Introduce one (1) SOM minor or propose a recommendation for a new

program/concentration/ option; Targets of Achievement:

Sustainable Student Managed Portfolio program developed with inclusion of external advisors;

Two (2) Instructor-Specific Learning goals delivered per faculty capita, on average; One (1) course per faculty capita linkage created with regular delivery of the Instructor-Specific Learning goal;

Introduce two (2) new interdisciplinary team-instructed courses;

Implement or propose one (1) new program (new program level, concentration, option, minor)

Develop one (1) core project, per program level, implementing each relevant core business software platform ;

Implement one (1) incremental innovative experiential education activity;

Introduce one (1) corporate-co-instructed course; and

Conduct a feasibility study for a DBA.

Strategic Planning Goal S3: The SOM will Increase student engagement and evidence student achievements/successes. Tactical Implementation for the Effective Achievement of Strategic Planning Goal S3: Year 1 (2015-2016): Staff re-orientation to include appointments to “Director of Student Engagement” and

“Director of Student Success;” Year 1 (2015-2016): TEMPOS “O” element (Career Orientation) formalized as a platform with a dedicated set

of services and deliverables; Year 1+ (2015-2020): Student Digital Portfolio initiative introduced and strengthened; Year 1+ (2015-2020): Professional Coaching platform to be introduced and strengthened; Year 1+ (2015-2020) Increase Career-Development-based internship elements that link to strengthened job

placement infrastructure; Year 2+ (2016-2020): Student Interactive Storyboard initiative introduced and strengthened; Year 2+ (2016-2020): Passion Project (small-scale entrepreneurial venture) initiative introduced and

strengthened; Year 2+ (2016-2020) Introduction and maintenance of Student Assessment Scorecards; Year 4+ (2018-2019) Indirect Assessment to measure impact of Professional Coaching (students), Digital

Portfolios and Interactive Storyboards (students and external stakeholders); and Year 5 (2019-2020) Indirect Assessment to measure impact of and Passion Projects (students and external

stakeholders); and Year 3+ (2017-2020): SOM Career fair, employer orientation, …, introduced to strengthen employment metrics.

Targets of Achievement:

Appointments to existing staff personnel for Directors of “Student Engagement” and “Student Success;”

52 Utilize the Broadridge Challenge teaching model. 53 To be conducted only if faculty resources permit. 54 May be completed any year up to and including Year 5.

30

Document Career-Development-based internship elements that link to strengthened job placement infrastructure; Monitor internship and employment metrics;

Increased participation (monitored in BUSI495 and also by academic year) across Triple Platforms of Excellence (Target TBD annually);

Student participation and completion rates monitored for Digital Portfolio and Interactive Storyboards, Professional Coaching and Passion Projects (Target TBD annually);

Indirect Assessment instruments employed to the student to measure the impact of professional coaching; students and the employment sector to gauge value of the Digital Portfolios and Interactive Storyboards, and Passion Project; and

Evidence systemic improvements to the career development (employment and/or internships) effort; evidence Progressive/Annual increase in internships and placement rates.

Incremental Financial Considerations:

Support for Career Orientation platform activities (Estimate: $15K USD annually Year 3+);

Strategic Planning Goal S4: The SOM will conduct a feasibility analysis for selected initial accreditations. Tactical Implementation for the Effective Achievement of Strategic Planning Goal S4: Year 1 (2016-2017): SOM Dean to discuss with Provost various high-quality competitive accreditations; Provost

to indicate which (if any) accreditations to explore; Year 2 (2017-2018): SOM to determine cost/benefit (feasibility) analysis for each of the aforementioned

accreditations under exploration; Year 3 (2018-2019): Faculty discusses benefits and costs for various accreditations and converge on

hierarchical ranking of alternatives being explored; Year 3 (2018-2019): SOM and NYIT administration to determine course of action for accreditations under

exploration; Year 3 (2019-2020): SOM to determine timeline for selected accreditation (if any) to be pursued; and Year 4: (2019-2020): SOM to mobilize selected accreditation (if any) timetable.

Targets of Achievement:

SOM eligibility entry into one (at most) incremental business-based academic accreditation process; and

Successful maintenance of AACSB accreditation. Strategic Planning Goal S5: The SOM will create a more targeted and streamlined assessment system (“As the School moves forward it should adopt a more focused approach to assessment by targeting the assessment of student performance on learning goals and objectives…” Linda Livingstone/Linda Garceau). Tactical Implementation for the Effective Achievement of Strategic Planning Goal S5: Year 1 (2015-2016): Streamline required assessment tools as a part of the MBA periodic program review; Year 2 (2016-2017): Streamline required assessment tools as a part of the BSBA periodic program review; Year 3 (2017-2018): Streamline required assessment tools as a part of the BPS periodic program review; Year 4 (2018-2019): Streamline required assessment tools as a part of the MS periodic program review; and Year 5 (2019-2020): Streamline required assessment tools as a part of the EMBA periodic program review;

Targets of Achievement:

31

Increased efficiency of the school’s AOL system (maintain significant outcomes with less data; 33% decrease in course-embedded direct assessment instruments and scores); and

Increased effectiveness of the school’s AOL system (increased faculty participation in direct assessment).

Financials55

Academic Year

15/16 16/17 17/18 18/19 19/20

Strategic Planning Goal P3: Increase enrollments

Director of Operations and External Relations $120K

Support for transitional high-school/community college courses $20K

Support for Living Learning community $10K

Strategic Planning Goal S3: Increase student engagement and evidence student achievements/successes.

3Support for Career Orientation platform activities $15K

55 Financials are specific to the elements addressed in this plan and do not include potential incremental investments required for additional full-time faculty (to address increases in program scale and scope), or additional capital or operational expenses that are either unanticipated or are beyond the scope of the discussion in this plan.

32

Section X: Roles and Responsibilities

Goal Activity Primary Responsibility (Secondary Responsibility)

P1

Creation of Standing Faculty Committee: Impact (AY15-16) Dean

Instructor-Specific Learning Goals Created and Implemented (AY15-16+)56 Individual Faculty (Dean oversight)

Impact Portfolio Created and Approved (Targets Ascertained) (AY16-17) Faculty Committee: Impact

Impact Outcomes Created (AY16-17+) Aggregate Faculty

Impact Baseline Outcomes Collected (AY16-17) and Monitored Annually (AY17-18+) Faculty Committee: Impact (Platform Directors); Global Campus Assistant Deans

Creation (AY18-19), Revision, and Distribution (AY19-20) of “Impact Contributions” Publication

Associate Dean: Faculty Affairs

P2

Faculty Travel Allocation Increased to $2000 per year Dean

Criteria Approved (AY16-17) and Implemented for High-Quality Well-Recognized Journals (AY16-17+)

Aggregate Faculty

Faculty Champions Designated (AY16-17+) Department Chairs; Global Campus Assistant Deans

Faculty Creation of High-Quality Well-Recognized Journal Publications (AY16-17+) Aggregate Faculty

Release Time Policy Affected (AY16-17+) Dean

Revised Scholarly Criteria57 Implemented (AY16-17+) Aggregate Faculty

Progression Towards Full Compliance: AACSB Accreditation Standard 2 (AY16-17+) Individual Faculty (Associate Dean: Faculty Affairs Oversight)

Faculty Recognition Processes Implemented (AY17-18+) Associate Dean: Faculty Affairs

P3

Introduce Corporate Graduate Degree-Bearing Business Model (AY15-16) Dean

Web-Page Development (AY15-16+) Dean; Global Campus Assistant Deans

Secure Director of Operations and External Relations (AY16-17) Dean

Develop Enrollment Strategy (AY16-17, AY17-18) Dean (Provost; Vice President Enrollment Management)

Expand Corporate Graduate Degree-Bearing Business Model/Secure Corporate Clients (AY16-17+)

Director: Operations and External Relations

Develop and Maintain High School/Community College Counselor Orientation Programs (AY16-17+)

Director: Operations and External Relations

Expand Study Abroad Programs (AY16-17+) Director: Experiential Education

Create Parent Advisory Board (AY16-17+) Dean

Develop and Deliver High-School/Community College Transitional Courses (AY17-18+)

Department Chairs (Departmental Faculty)

56 Also linked to Strategic Planning Goal P4. 57 Relative to AACSB Accreditation Standard 15.

33

Deliver Professional Enrichment and Student Advancement Activities at Selected High Schools/Community Colleges (AY17-18+)

Directors: Professional Enrichment and Student Advancement

Develop and Maintain Living Learning Community (AY17-18+) Director: Student Advancement (Student Ambassadors)

Develop Articulation Agreements and MOU with Select High Schools/Community Colleges (AY18-19+)

Dean

P4

Creation and Maintenance of Standing Faculty Committee: Industry Engagement (AY15-16)

Dean

Creation of and Maintenance of Young Alumni Association (AY15-16+) Dean

Expansion of Practicum and Academic Service Learning Portfolio (AY15-16+) Director: Experiential Education; Global Campus DEE

Industry Engagement Evidence Collected and Monitored (AY16-17+) Faculty Committee: Industry Engagement (Associate Dean: Faculty Affairs); Global Campus Assistant Deans

S1

Introduce and Maintain Faculty Forums (AY15-16+) Associate Dean: Faculty Affairs

Introduce Brown-Bag Lunches (AY15-16+) Associate Dean: Student Affairs

Create and Maintain Standing Faculty Committee: Faculty Engagement (AY15-16) Dean

Develop Portfolio of Faculty Engagement activities (AY15-16) Faculty Committee: Faculty Engagement; Global Campus Assistant Deans

Online form shared (AY16-17); inputs monitored and incremental changes made to build faculty community (AY17-18+)

Staff Council (Department Chairs)

Re-Introduce Faculty Research Forums (AY15-16+) Associate Dean: Student Affairs

Maintain Faculty Engagement Data (AY16-17+) and Introduce Faculty Engagement Awards (AY16-17)

Faculty Committee: Faculty Engagement; Global Campus Assistant Deans

Faculty Social Activities Delivered (AY16-17+) Shared Responsibility Among All SOM Participants (Dean: Oversight)

S2

Implement Student Managed Portfolio (AY16-17) Director: Center for Risk Management

Develop Cross-Disciplinary Team Taught Courses (AY15-16+) Dean, Other College Deans, Individual Faculty

Strengthen Technology-Based Learning Experiences Across Curriculum aligned with Program Review (AY15-20+)

Aggregate Faculty

Implement One Incremental Innovative Experiential Education Activity (AY17-18) Director: Experiential Education

Develop and Implement One Corporate Co-Instructed Course (AY17-18) Director: Operations and External Relations (Aggregate Faculty)

Conduct Feasibility Study: DBA (AY18-19) Dean

Introduction of One Incremental Program/Option/Concentration/Minor (AY19-20) Aggregate Faculty

S3

Appoint Directors for Student Engagement and Student Success (AY15-16) Dean

Monitor and Strength Student Engagement Metrics (AY15-16+) Director: Student Engagement (Staff Council)

Implement (AY15-16) and Strengthen (AY16-17+) Digital Portfolio Initiative Director: Student Success; Global Campus Assistant Deans

Implement (AY16-17) and Strengthen (AY17-18+) Interactive Storyboard Initiative Director: Student Success

Implement (AY15-16) and Strengthen (AY16-17+) Professional Coaching Initiative Director: Student Success

34

Strengthen Experiential-Based Career-Development Platform (Internships) (AY15-16+)

Director: Experiential Education

Implement (AY16-17) and Strengthen (AY17-18+) Passion Project Initiative Director: Student Success (Director: Center for Entrepreneurial Studies); Global Campus Assistant Deans

Introduction (AY16-17) and maintenance of (AY17-18+) Executive Director: Assessment Analytics

Introduce SOM Career Fair, Employer Orientation, …, to Strengthen Employment Metrics for SOM Students (AY17-18+)

Directors: Operations and External Relations (Director: Experiential Education)

Conduct Indirect Assessment of Impact of Professional Coaching (Students) and Digital Portfolios/Interactive Storyboards (Students and External Stakeholders)

(AY18-19)

Executive Director: Indirect Assessment (Director: Student Success)

Conduct Indirect Assessment of Impact of Passion Projects (AY19-20) Executive Director: Indirect Assessment (Director: Student Success)

S4 Incremental Accreditation Feasibility Study Completed (AY18-19) Dean and Global Assistant Deans (Aggregate Faculty)

Mobilization of Incremental Accreditation Effort (if chosen) (AY19-20+) School of Management (Provost)

S5

Streamlining of MBA Assurance of Learning System (AY15-16)

Aggregate Faculty

Streamlining of BSBA Assurance of Learning System (AY16-17)

Streamlining of BPS Assurance of Learning System (AY17-18)

Streamlining of MS Assurance of Learning System (AY18-19)

Streamlining of EMBA Assurance of Learning System (AY19-20)

35

Section XI: Action Plan Timetable

Goal Activity

AY

15

-16

AY

16

-17

AY

17

-18

AY

18

-19

AY

19

-20

P1

Creation of Standing Faculty Committee: Impact (AY15-16)

Instructor-Specific Learning Goals Created and Implemented (AY15-16+)

Impact Portfolio Created and Approved (Targets Ascertained) (AY16-17)

Impact Outcomes Created (AY16-17+)

Impact Baseline Outcomes Collected (AY16-17 and Monitored Annually (AY17-18+)

Creation (AY18-19), Revision, and Distribution (AY19-20) of Impact Contributions Publication

P2

Criteria Approved (AY16-17) and Implemented: High-Quality Well-Recognized Journals (AY16-17+)

Faculty Champions Designated (AY16-17+)

Revised Scholarly Criteria58 Implemented (AY16-17+)

Faculty Creation of High-Quality Well-Recognized Journal Publications (AY16-17+)

Release Time Policy Affected (AY16-17+)

Progression Towards Full Compliance: AACSB Accreditation Standard 2 (AY16-17+)

Faculty Recognition Processes Implemented (AY17-18+)

P3

Introduce Corporate Graduate Degree-Bearing Business Model (AY15-16)

Secure Director of Operations and External Relations (AY15-16)

Web-Page Development (AY15-16+)

Expand Corporate Graduate Degree-Bearing Business Model/Secure Corporate Clients (AY16-17+)

Expand Study Abroad Programs (AY16-17+)

Develop Enrollment Strategy (AY16-17, AY17-18)

Create Parent Advisory Board (AY16-17+)

Develop and Maintain High School/Community College Counselor Orientation Programs (AY16-17+)

Develop and Deliver High-School/Community College Transitional Courses (AY17-18+)

Develop and Maintain Living Learning Community (AY17-18+)

Deliver PE and SA Activities at Selected High Schools/Community Colleges (AY17-18+)

Develop Articulation Agreements and MOU with Select High Schools/Community Colleges (AY18-19+)

P4

Creation and Maintenance of Standing Faculty Committee: Industry Engagement (AY15-16+)

Creation (AY15-16) and Maintenance (AY16-17+) of Young Alumni Association

Expansion of Practicum and Academic Service Learning Portfolio (AY15-16+)

Industry Engagement Evidence Collected and Monitored (AY16-17+)

S1

Introduce (AY15-16) and Maintain (AY16-17+)Faculty Forums

Introduce Brown-Bag Lunches (AY15-16+)

Create (AY15-16) and Maintain (AY16-17+) Standing Faculty Committee: Faculty Engagement

Develop Faculty Engagement Suggestions Document (AY15-16)

Online form shared (AY16-17); inputs monitored/incremental changes made (AY17-18+)

Re-Introduce Faculty Research Forums (AY15-16+)

Maintain Faculty Engagement Data (AY16-17+) and Introduce Faculty Engagement Awards (AY16-

58 Relative to AACSB Accreditation Standard 15.

36

17)+

Faculty Social Activities Delivered (AY16-17+)

S2

Implement (AY16-17) and Monitor Student Managed Portfolio (AY16-17+)

Develop Cross-Disciplinary Team Taught Courses (AY15-16+)

Strengthen Technology-Based Learning Experiences Across Curriculum aligned with Program Review (AY16-17+)

Implement One Incremental Innovative Experiential Education Activity (AY17-18)

Develop and Implement One Corporate Co-Instructed Course (AY17-18)

Conduct Feasibility Study: DBA (AY18-19)

Introduction of One Incremental Program/Option/Concentration/Minor (AY19-20)

S3

Appoint Directors for Student Engagement and Student Success (AY15-16)

Monitor and Strengthen Student Engagement Metrics (AY15-16+)

Implement (AY15-16) and Strengthen (AY16-17+) Digital Portfolio Initiative

Implement (AY16-17) and Strengthen (AY17-18+) Interactive Storyboard Initiative

Implement (AY15-16) and Strengthen (AY16-17+) Professional Coaching Initiative N/A

Strengthen Experiential-Based Career-Development Platform (Internships) (AY15-16+)

Implement (AY16-17) and Strengthen (AY17-18+) Passion Project Initiative

Implement (AY16-17) and Maintain (AY17-18+) Student Assessment Scorecards

Introduce SOM Career Fair, Employer Orientation, … (AY17-18+)

Indirect Assessment: Professional Coaching, Digital Portfolios, Interactive Storyboards (AY18-19)

Conduct Indirect Assessment of Impact of Passion Projects (AY19-20)

S4 Incremental Accreditation Feasibility Study Completed (AY18-19)

Mobilization of Incremental Accreditation Effort (if chosen) (AY19-20+)

S5

Streamlining of MBA Assurance of Learning System (AY15-16)

Streamlining of BSBA Assurance of Learning System (AY16-17)

Streamlining of BPS Assurance of Learning System (AY17-18)

Streamlining of MS Assurance of Learning System (AY18-19)

Streamlining of EMBA Assurance of Learning System (AY19-20)

37

Appendix 1: Faculty Classification Criteria59

AACSB Classification60

Intellectual Contributions

Portfolio Elements

Required61

Intellectual Contributions Portfolio must Include:

Incremental Requirements for Release Time

Peer-Reviewed Journals (PRJ)/High-Quality

Well-Recognized PRJ62

Required Industry Projects

Other

SA: Scholarly Academic

4 2/1 0 2 +Demonstrated industry impact63

PA: Practice

Academic 4 1/1 1 2

+Second industry project +Demonstrated industry impact

SP: Scholarly

Practitioner 4 1/0 2 1 NA

IP: Industry

Practitioner 464 - - 4 NA

Table A1: AACSB Accreditation Standard 15 Faculty Classification Criteria

59 Approved by the SOM Full-Faculty: 21 April 2015. 60 2013 AACSB Accreditation Standard 15. 61 Minimum number required over the most recent five-year calendar window. 62 The number of HQ-WR elements are those that are embodied within and among the PRJ portfolio, not in addition to those in the PRJ portfolio. 63 Per 2013 AACSB Accreditation Standards 64 Reference: Appendix 10A 09.03.16_PQ_Professionally_Qualified.doc

38

Appendix 2: Organizational Chart

ACADEMIC DEAN

MBA COORDINATOREXECUTIVE ASSOCIATE DEAN:

STUDENT AFFAIRS ANDEXPERIEINTIAL EDUCATION

STAFF ASSOCIATE

ASSOCIATE DEAN:FACULTY AFFAIRS AND

ASSURANCE OF LEARNING

STAFF ASSOCIATEDIRECTOR

STUDENT SUCCESS

ASSOCIATE DEAN:STUDENT ADVANCMEENT

AND HOSPITALITY/TOURISM

STAFF ASSOCIATE:ADVISOR

EXECUTIVE ASSOCIATE DEAN:GLOBAL PROGRAMS

CHAIPERSON:ACCOUNTING AND FINANCIAL

STUDIES

CHAIRPERSON:HUMAN RESOURCE

MANAGEMENT STUDIES

EXECUTIVE ASSISTANT

CHAIPERSON:MANAGEMENT SCIENCE

STUDIES

CHAIPERSON:MARKETING STUDIES

EXECUTIVE DIRECTORASSESSMENET ANALYTICS

STAFF ASSOCIATE:ADVISOR

STAFF ASSOCIATE:ADVISOR

STAFF ASSOCIATE:ADVISOR

STAFF ASSOCIATE:ADVISOR

STAFF COUNCIL CHAIRPERSON

ACCREDITATION COORDINATOR

EXECUTIVE DIRECTORINDIRECT ASSESSMENT

DIRECTORPROFESSIONAL ENRICHMENT

DIRECTOR:PROFESSIONAL ENRICHMENT

DIRECTOR:PROFESSIONAL ENRICHMENT

DIRECTOR:EXPERIENTIAL EDUCATION

ASSISTANT DEAN

DIRECTOR:ASSESSMENT

DIRECTOR:EXPERIENTIAL EDUCATION

DIRECTOR:STUDENT ADVANCEMENT

ASSISTANT DEAN

DIRECTOR:ASSESSMENT

DIRECTOR:EXPERIENTIAL EDUCATION

DIRECTOR:STUDENT ADVANCEMENT

DIRECTOR:ASSESSMENT

ASSOCIATE DEAN

DIRECTOR:PROFESSIONAL ENRICHMENT

DIRECTOR:STUDENT ADVANCEMENT

DIRECTORTECHNOLOGY INITIATIVES

ADMINISTRATIVE ASSISTANT ADMINISTRATIVE ASSISTANT ADMINISTRATIVE ASSISTANT