Note from the webmaster:

The Accreditation Plan presented here contains the complete text of the plan as submitted to AACSB on March 15, 1999 and formally accepted on April 23, 1999. Some minor formatting changes have been made, and navigation capabilities added, for better presentation on the internet. A hard copy of the complete signed document is archived at the College of Business, in Accreditation Volume IV.

Table of Contents

March 15, 1999

Richard T. Wines
Director of Accreditation Candidacy
AACSB - The International Association for Management Education
600 Emerson Road, Suite 300
St. Louis, MO 63141-6762

Dear Dr. Wines:

Florida Gulf Coast University is pleased to support the College of Business in its pursuit of accreditation by the International Association for Management Education (AACSB); and to endorse this Accreditation Plan for the College's acceptance to candidacy status. The University fully endorses the AACSB's commitment to achieving quality and continuous improvement in management education through its accreditation process.

The undersigned express their sincerest appreciation for your consideration of this Accreditation Plan.

Sincerely,

_____________________________
Roy E. McTarnaghan, Ph.D.
President

_____________________________
Suzanne Richter, Ph.D.,
Vice President for Academic Affairs

___________________________
Richard Pegnetter, Ph.D.
Dean, College of Business

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FLORIDA GULF COAST UNIVERSITY

FGCU is a comprehensive public university created to address the educational needs of the rapidly growing Southwest Florida population and the increasing number of students who are seeking admittance into the State University System. The University's primary service area consists of Charlotte, Collier, Glades, Hendry, and Lee counties, with specialized programs drawing students from the state and beyond.

The University offers a broad range of undergraduate and graduate areas of study including arts and sciences, business, technology, education, environmental science, nursing/allied health, and public and social services. Professional development and continuing education programs are offered based on need and availability of resources. On-campus offerings, along with distance education and partnerships with public and private organizations, agencies, and educational institutions, enable the University to extend a rich diversity of higher education opportunities to Southwest Florida and beyond.

The University employs innovative ideas and technologies in the development and delivery of programs and services. The University also pursues regional and community-based public service activities and projects. To support the roles of teaching and public service, faculty and students are encouraged to engage in a wide array of creative inquiry and scholarship, including applied scholarship that focuses on the unique Southwest Florida environment and other issues of importance to the region and the State. The library, which utilizes information technology in the delivery of instruction and information resources, actively promotes student learning and supports the information needs of the University.

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THE COLLEGE OF BUSINESS

FGCU's College of Business is committed to providing all of its students a cutting-edge education through nationally competitive academic programs and strong business partnerships. The College delivers education to ensure competitiveness in the labor market and for continued lifelong growth. This is accomplished through a unique mixture of faculty resources, integrated business learning, stakeholder partnerships, and technological strategies driven by the highest levels of academic quality.

The College of Business created its Center for Leadership and Innovation as an auxiliary operation providing a direct link to its many external constituencies. Developed through community support and maintained by its external activities, the Center houses the Executive MBA program and the federally funded Small Business Development Center. In addition, the Center supports economic growth in the region through a number of workforce development programs and serves as a primary resource for specialized technical services. Through the Center, the College of Business has become a campus leader in building and fostering relationships with key individuals in education, business, and regional governments abroad.

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STRATEGIC POSITIONS AND THE ACCREDITATION PROCESS

The founders of FGCU responded to the business, educational and professional needs of the community by establishing four colleges - Arts & Sciences, Professional Studies, Health Professions and Business. Search committees that included both university officials and community leaders then selected deans to guide the formation of these colleges. Dr. Richard Pegnetter assumed his duties as Dean of the College of Business in July 1995.

He immediately sought community input to help shape the College and involved business leaders in the search for his start-up team. He also became highly involved in regional economic development activities. Within the first few months he had identified strategic positions for the College.

Specifically, the College of Business should exemplify the mission of the University and set the standard of excellence and achievement for certain key elements of that mission. First, the College would assertively seek partnerships and external linkages with its stakeholders. Second, state-of-the-art technology would permeate and enhance all functions of the College, including teaching, scholarship and administration. Third, the College would facilitate increased global and ethical awareness for students and faculty, as well as the greater business community. A fourth strategy was to immediately pursue business accreditation. While the College sought to integrate and implement all aspects of the University Mission in its curriculum and activities, the University goals for external partnerships, technology and global and ethical awareness were strategically important because they closely paralleled AACSB standards. Accreditation is a fundamental goal for both the University and the College; and towards that end, AACSB and Southern Association of Colleges and Schools (SACS) accreditation standards were key factors in mission development, curriculum design and faculty selection.

Strategy I - External Partnerships: Prior to the opening of FGCU the Dean took several steps to implement the College's strategy of partnering with the area business community. First, he formed and chaired the area's first regional economic development coalition. Second, he obtained authorization from the Board of Regents for a Type II Center to serve the needs of the regional business community. Third, he solicited support from area financial institutions to underwrite the founding of the Center for Leadership and Innovation (The Center) in a strategically located off-campus facility. The Center became the new home for the federally funded Small Business Development Center (SBDC) and also facilitated the immediate implementation of an Executive MBA program. Fourth, he and his start-up team conducted a series of focus groups to obtain input on business core competencies and curriculum content. These focus groups involved over 150 local and national business leaders.

• The external partnership strategy has been highly successful. There is a pervasive positive image of the College of Business in the area business community. The April 1998 issue of Florida Trend: The Magazine of Florida Business identified FGCU as one of only three universities in the state playing a dynamic role in area economic development.
• The College has been able to attract a highly selective group of business leaders and entrepreneurs to serve on the College's first advisory council. This board includes several CEO's of $1 billion corporations, as well as the 1998 Florida Small Businessperson of the Year.
• The Center offers an ever-increasing range of business programs and services and generated $1.2 million in gross revenue in its inaugural year. Funds generated by the Center permitted the College to provide summer research grants equal to 11% of annual salary to one-third of the full-time business faculty in the summer of 1998. The College plans to offer faculty development grants for summer 1999.
• The 1997-98 SBDC audit lauded FGCU as " the first and only site within the State Network of SBDCs to ever receive a flawless audit report."
• The College of Business partners with the University of Central Florida (UCF) and the Florida Engineering Delivery System (FEEDS) to offer courses in civil, computer, electrical, environmental, industrial and mechanical engineering via distance learning strategies. State and national grants in excess of $500,000 support this university/business education and research effort. Economic development officials in the two largest counties in the FGCU service area hail this partnership as a major boost to economic and employment opportunities for the region.

Strategy II - Integrate Use of State-of-the Art Technology: The founders of FGCU conceived of a university that would serve the needs of both traditional on-campus students and an ever growing population of non-traditional students and life-long learners who need distance learning opportunities. The College of Business further recognized that effective and innovative use of technology was essential, not only to facilitate distance learning, but also to prepare our students to be competitive in today's job market. The University provided an extensive infrastructure to support technology. The infrastructure for the delivery of courses included: computer-driven teaching podiums in all major classrooms, advanced communications capabilities, and broadcast studios. In addition the University hired a Dean of Information Technology to guide and support the effective use of technology in the delivery of coursework. Within the College of Business, the focus was on hiring faculty and administrators who would make innovative and extensive use of technology.

• All College course syllabi are electronically accessible to students. Most College courses require students to use one or more types of technology in the completion of course assignments.
• COB faculty use software tools such as, Power Point and Excel, to support lecture material. They can also use the electronic teaching podiums to integrate video-taped material and to access various data sources using Netscape and/or the FGCU library webpage.
• COB students and faculty make extensive use of email and Web Boards to share course information, to directly engage students in active learning, and to submit and critique assignments.
• The College leads the University in distance learning credit hours generated. In particular, the College has focused on distance delivery of the MBA to FGCU students and to students throughout the world through a consortium agreement with National Technological University.
• In addition to extensive computer labs provided by the University, the College designed its own developmental computer lab equipped with over $150,000 in hardware.
• The College tested and then purchased the I-Pen Pro, a device that facilitates electronic grading and feedback for student papers.

Strategy III - Global and Ethical Awareness: Developing an increased global awareness was both essential and natural, given FGCU's location. Ft. Myers is geographically closer to Mexico and to several Caribbean and South American countries, than it is to most of the United States. The subtropical climate attracts large numbers of European tourists and ex patriots, particularly from Germany. One of the region's key industries, agriculture, exports sugar and citrus products throughout the world. To leverage these unique opportunities, the Dean developed a "Second Circle" model, international program. This program is intended to enrich the normal university-to-university cooperation in international activity by having partner schools agree that in addition to fostering academic interaction they would help build relationships between their respective business communities and Southwest Florida. The strategy is to expand the academic opportunity for global understanding, while demonstrating international value to the area business community through activities of the College of Business. In the area of ethical awareness the College led the University's effort to develop and conduct a business ethics and values course.

• The COB now has consortium agreements with the following foreign universities: Instituto Campechano, Universidad Autonoma de Carmen, and Universidad Autonoma de Campeche (Mexico); and FhHarz Hochschule fur Wirtschaft und Technik, Hochschule Pforzheim und Wirtschaftsfachschule in Berlin GmbH (Germany).
• The COB is exploring similar agreements with universities in China.
• As a result of the "Second Circle Model," Regional Economic Groups have completed or are negotiating letters of agreement with various international economic counterparts.

Strategy IV- Facilitate Accreditation: At the heart of the College's accreditation strategy was the integration of AACSB standards and accountability into the University activity for SACS accreditation. This strategy was intended to build the College and its programs from inception toward the mission-driven focus and criteria for AACSB accreditation. The logistics of this strategy are enhanced by the University's aggressive decision to complete the SACS accreditation process within two years of opening Florida Gulf Coast University. The College recruited a leadership team with accreditation experience and immediately began to plan for the AACSB application and review process. The College accreditation strategy also included building contact and awareness within the AACSB and developing ways to distinguish the College of Business. Finally, to heighten faculty awareness and assign critical resources to the accreditation process, the Dean named a senior faculty member to serve as Director of Accreditation and to participate in the College leadership team.

Results:

• The Dean made presentations at national AACSB meetings in 1995, 1997 and 1998. The most important of these was a 1998 workshop highlighting the success of the "Second Circle" model for international business/education partnerships.

• In Fall 1998 the College requested and was granted participation in the AACSB Pre-Candidacy program. Deans with extensive experience in the candidacy program were named to serve as advisor and liaison.
• An AACSB Accreditation Plan is being submitted in March 1999.
• Several faculty members have now attended AACSB conferences and workshops.

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MISSION (FGCU CATALOG, 6/97)

The College of Business serves the educational and economic vitality of Southwest Florida and the nation by providing undergraduate and graduate programs in business which will prepare students to successfully contribute to the professional needs of business, non-profit, and government organizations. Students will be prepared to make immediate contributions and adapt to and facilitate change which leads to future personal growth and organizational success.

The College of Business will provide the necessary education for initial entry into the labor market and for continued lifelong professional growth. This is accomplished through a unique mixture of faculty resources, integrated business learning, and technological strategies driven by the highest levels of academic quality. To accomplish these goals, the College will:

• continuously improve its programs and methods of instruction to provide an outstanding education and an environment that facilitates learning;
• seek input and feedback from employers to ensure that its program prepares students to meet immediate and long-term needs;
• ensure that students have a firm foundation of liberal arts and sciences courses, which enable them to think critically and to communicate effectively;
• integrate the use of technology throughout its programs so that students are proficient and comfortable with its use;
• provide opportunities for students to participate in teams and develop interpersonal, leadership and decision-making skills within the learning environment;
• ensure that students are educated in the strong values associated with the core tools of accounting, finance, marketing, human resource development, management information systems, business communication, and economics;
• include knowledge of international, ethical, quality, and environmental issues within the students' general and discipline specific education;
• integrate interdisciplinary opportunities across and within traditional academic disciplines; and
• expose students to the issues of new organizational structures and the successful adaptation to constant change which characterizes successful careers and lifelong learning.

Bachelor of Science in Business Administration: The undergraduate degree program prepares students for careers in the fields of accounting, computer information systems, finance, management and marketing, as well as for entry to graduate programs. All undergraduate business students take a wide range of general studies courses, including required courses in economics, mathematics and statistics, writing and public speaking. The College of Business core courses then provide a foundation across all areas of business. Business faculty integrate the following core competencies throughout the curriculum: critical and analytical thinking, communication, skills, systems orientation, teamwork and analytical skills, technological proficiency, ethical frameworks, and international perspectives.

Masters of Business Administration: The MBA/EMBA program prepares students for leadership in careers across all types of business, service and public organizations. The MBA program develops an understanding of the economic and social forces at work within local, national, and global economies and prepares students to succeed in dynamic work environments. The program emphasizes the application of analytical, technical, and behavioral tools to solve administrative, economic, production, market, and organizational problems. With the course work required for the degree, students will be exposed to core foundation concepts across all business disciplines. The appropriate use of technology, entrepreneurial approaches, understanding new organizational structures, and ethical and international awareness are integrated throughout the program. The College offers the MBA in a variety of delivery modes, including evening or weekend classes on campus and internet or flex distance learning classes. The Executive MBA is a lock step weekend program open only to proven executives with at least seven years of managerial experience. EMBA classes meet at the Center for Innovation and Leadership. EMBA students have an opportunity to interact with a cadre of "Executive Professors," many of whom are retired Fortune 500 executives living in the area.

Master of Science in Accounting and Taxation: [Approved January 1999 for Fall 99] The MS-Accounting and Taxation program will prepare students for careers in accounting and taxation. The program will focus on advanced technical competence in accounting and/or taxation, the effective use of technology in research and practice, effective communications with clients and other stakeholders, ethical responsibilities, and the development of life-long learning skills to maintain professional competence. Students may select either an accounting or tax track. The accounting track includes courses in accounting theory, international accounting and accounting information systems. The tax track includes coverage of entity taxation, international taxation, tax research and the taxation of estates and gifts.

Master of Science in Computer Information Systems: [Approved January 1999 for Fall 99] The MS-CIS will prepare graduates for leadership positions in the information technology field. The program will emphasize the life-cycle management and development of computer information systems and networks. The program will provide a solid background in information systems management, systems analysis and design, database management and administration, information systems application, data communications and networking, project and change management, electronic commerce and contemporary business practices.

1. The College of Business (COB) Mission complements the University Mission, especially with respect to partnerships, technology and internationalization (M.2). Two senior faculty members from the College led the current year's effort to update the University Mission.
2. The COB developed its Mission with significant stakeholder input, including focus groups of over 150 business leaders. The 1998/99 Mission revision effort also involves stakeholder input. The COB process started with a day-long faculty retreat in August 1998, and continues with student and College Advisory board and faculty committee input and involvement (M.1 - M.3).
3. Activities of the COB, particularly the formation of international partnerships with Universities in Mexico and Germany, participation with business schools at other universities in a National Technological University consortium, and regional economic outreach activities with the business community through the Center for Leadership & Innovation, support the missions of the University and the COB (M.5).

1. The COB Mission statement should be revised in order to identify the characteristics of students and other constituents served by COB degree programs (M.3.); to specify the relative importance of teaching, intellectual contributions, and service (M.4.); and to emphasize the technological and international focus of the activities taking place within the COB.
2. The educational objectives of each degree program should be examined to ensure they complement the current COB Mission statement and integrate the tools and core competencies identified by focus groups of business leaders and by the faculty (M.3.).
3. The College needs to develop and implement outcomes-assessment strategies to ensure that College programs and activities are consistent with and fulfill the mission (M.4).

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FACULTY COMPOSITION AND DEVELOPMENT

1. The University recruited an "outstanding...diverse and distinguished group of scholars dedicated to teaching and to students" [1997 Report of the SACS Candidacy Committee] (FD.2.a). The College of Business selected an excellent initial faculty that included all ranks and a broad range of experience:

2. During the inaugural year the College of Business faculty regularly participated in over 70 business professional and/or academic organizations at the local, regional and national levels. At the same time the faculty were actively involved in over 210 University and College service activities, including several major projects associated with the start-up of a university (FD.3.c - d).
3. The College supported faculty intellectual development and renewal by awarding summer research grants equal to 11% of annual salary to one-third of the eligible faculty. In addition, each academic department had a first-year budget allocation of $1,500 per capita to support faculty development (FD.3.c).
4. The College follows the University Search, Screen and Selection Process to ensure faculty searches are fair, equitable, and that affirmative action efforts are made to increase the diversity of applicant pools. The College provides senior faculty representation to the University Equal Employment Opportunity/Diversity Committee responsible for Search, Screen and Selection guidelines Two faculty members participated in a year-long diversity leadership program (FD.2.a & c).
5. Prior to the opening of the University the new faculty attended a one-day orientation session at the Center. At the start of the second year there was a one-day retreat to discuss the College mission. At that retreat all faculty, new and returning, received orientation notebooks that included major policies, procedures and timelines. In addition, a University Faculty Handbook is available on line (FD.2.b).
6. Each faculty member develops a Professional Development Plan (PDP) and a Faculty Activity Report (FAR) at the start of each academic year. These documents are used to establish teaching, service and intellectual contribution goals, as well as workload allocation and support requirements. One year later, the PDP serves as a benchmark for the faculty member's annual performance evaluation (FD.3.a).
7. The College Peer Review Committee developed a formal periodic review process used for annual evaluation, promotion, contract reappointment and tenure decisions. The process complements the University Faculty Performance Evaluation Document. Senior faculty from the College serve on the University Senate Faculty Affairs Team responsible for the University Performance Evaluation Process (FD.3.b).
8. The 33 full-time faculty taught 84% of the student credit hours generated by the College during the first year and one half of operation. The number of full-time faculty exceeds the minimum of full-time faculty required by AACSB standards (FD.4.b).
9. A total of 31 faculty have terminal degrees from universities in over 20 different states. One additional full-time faculty member will finish his dissertation in the Spring 1999. There is one visiting faculty member, who is professionally qualified with executive experience (FD.5).

1. Recruitment plans need to be executed in a timely fashion to ensure all current (one each in Decision Sciences and Accounting) and anticipated vacancies (one each in Accounting and Finance) are filled (FD. 1).
2. Recruitment plans need to be developed for new faculty in support of new programs such as the Masters of Science Degrees in Computer Information Systems and Accounting and Taxation (FD.1).
3. Administrators need an increased understanding of the terms and conditions of employment for the faculty members they supervise and of their decision-making prerogatives under the state-wide collective bargaining agreement (FD. 3a).
4. Accounting, marketing, finance and computer information systems fell below the 60 percent student credit hour requirement for full-time faculty in five out of 44 undergraduate and graduate course offerings by discipline by semester during the past year and one-half (FD. 4b).
5. The College and University needs use data from the first two years of operations to develop longer term enrollment projections in order to determine if the faculty complement will be adequate to support the school's mission and degree programs through 2001/02 and beyond (FD.4b).

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CURRICULUM CONTENT AND EVALUATION

1. Prior to the opening of FGCU the Board of Regents formally authorized the offering of five undergraduate business programs and the MBA program.
2. Faculty created a broad spectrum of graduate and undergraduate business courses designed to respond to stakeholder needs and to diverse student populations. These courses were then reviewed by university curriculum committees and approved under the State University System Common Course Numbering System. The Florida Board of Accountancy also reviewed the graduate and undergraduate accounting courses and programs (C.2.1, C.2.2).
3. In the second year of operations, the College demonstrated sufficient student demand to gain approval from the Board of Regents for two new programs, i.e. the Masters of Science in Computer Information Systems and the Masters of Science in Accounting and Taxation (C.2.1).
4. Each undergraduate program created Integrated Program Matrices (IPMs) to map the linkage between required and elective courses and the University Undergraduate Student Learning Goals and Outcomes, College Goals, and Program Goals (C.2.2).
5. Faculty reviewed the undergraduate and graduate curricula in the Fall Semester, 1998 by preparing content area coverage matrices for a sample of thirty- six undergraduate and seventeen graduate courses. The matrices reveal that ethical, global, political, social, legal & regulatory, environmental and technical issues receive primary coverage in one or more courses, and some to moderate coverage in multiple courses. The matrices further show that demographic diversity receives moderate coverage in eight courses. Of note, technological issues receive primary coverage in more than one-third of the courses (C.1.1).
6. The undergraduate content area coverage matrix demonstrates that accounting, behavioral science, economics, mathematics and statistics, written and oral communication receive primary coverage in at least one undergraduate course, and some to moderate coverage in multiple courses (C.1.2.b). Of note, over two thirds of the courses surveyed provide moderate to primary coverage in written and oral communication (C.1.2.c).
7. The graduate content area coverage matrix reflects that financial reporting, analysis and markets; creation and distribution of goods and services; human behavior; written and oral communication; quantitative analysis and computer usage receive primary coverage in at least one course, and some to moderate coverage in multiple courses. Ethics and domestic and global economic environments received some to moderate coverage in more than one third of the courses. Of note, computer usage received moderate to primary coverage in half of the graduate courses surveyed (C.1.3.a, C.1.3.c).
8. The Faculty designed curricula to meet Florida statutory and Board of Regents requirements, Florida articulation agreements concerning Associate of Arts degree (AA) to BS transfers, Florida CPA licensure rules, SACS criteria, AACSB curriculum guidelines and external stakeholder expectations (C.2.2). College academic advisors check that undergraduate and graduate students meet the minimum credit hour standards for general education, residency, and course work standards. Advisors also assure compliance with university rules and articulation agreements for transfer students (C.1.2.a).

1. Initially, the COB created a wide array of concentrations within each graduate and undergraduate major/program. An analysis of current utilization for courses and specific concentrations is now needed to maximize use of existing resources (C.2.1).
2. Similarly, long term plans that indicate which courses will be available each semester and at what time of day (day vs. evening) have not been published for all degree programs. This makes it difficult for students to map out a plan towards graduation (C.2.1).
3. The MBA Degree needs to be strengthened to expose students to a broader business foundation, reduce number of concentrations, and allow for better management of enrollment and faculty assignments (C.2.1).
4. Undergraduate integrated program matrices (IPMs) need to be updated to reflect changes in the COB Mission and newly developed Program Goals/Core Competencies. IPMs for new and existing COB graduate programs need to be created (C.2.1).
5. Assessment strategies for University student learning outcomes and College/program competencies have not been fully developed nor implemented. (C.2.2.)

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INSTRUCTIONAL RESOURCES & RESPONSIBILTIES

A. STRENGTHS

1. COB faculty members are provided with desktop, classroom, and distance learning computing resources to meet instructional responsibilities created by the technology focus of the College and University (IN.1).
2. A cadre of executive professors has been established to serve as a resource to faculty and graduate students, especially EMBA students working on capstone projects (IN.1).
3. A College Web Master is available on a part-time basis to help faculty design and use Web page resources in instruction (IN.1).
4. Centralized instructional technology resources are available to provide training and to assist faculty with instructional design (IN.1, IN.2).
5. Evaluation of teaching is formally included in the annual evaluation process (IN.2, IN.3).
6. Significant intellectual contributions by the majority of the faculty reflect currency in their instructional fields (IN.3).

1. Full-time, dedicated staff support is not available in the College to help faculty with technology or to support the available technology infrastructure. Although University instructional designers and a part-time COB Web Master are available, a full-time resource is needed inside the College to help with the broad range of technology and distance learning issues (IN.1).
2. The College needs to provide more faculty development opportunities designed to increase the integration of ethics and international perspectives in business courses and to enhance and maintain strong technology skills within the faculty(IN.1).
3. The University and College administrative support systems, especially those that support instructional programs, are still developing. In particular, not all of the administrative processes, policies and procedures are well developed and documented (IN.1).
   
4. The College has neither a formal policy nor a tracking mechanism to ensure students make adequate use of the library (IN.2).
5. The State mandated form used for student evaluation faculty does not fully evaluate teaching effectiveness or student achievement (IN.2).

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STUDENTS

1. The University's Public Schools Enrichment Partnership, which encourages minority and at-risk middle and secondary school children to set learning goals and college objectives, was developed and continues under leadership of senior faculty from the College of Business (S.1.a - b).
2. The College Advising Office, with one permanent Student Affairs Coordinator, one non-permanent Undergraduate Advisor, and one non-permanent office assistant effectively assist over 600 students with University and College program requirements, orientation, registration, articulation and evaluation of transfer credits and graduation certification S.1.c).
3. The Student Advisory Council, with undergraduate and graduate representation, was created in the Fall Semester, 1998, to improve communication with students and obtain student input (S.1.c).

1. Use of non-permanent staff in the College advising process puts at risk the daily operation, student record keeping, and continuous improvement of that process (S.1).
2. Centralized student recruitment is fragmented and not coordinated across the institution (S.1.a).
3. Centralized efforts to achieve demographic diversity in student enrollment is fragmented and not coordinated across the institution (S.1.b).
4. There is virtually no formal effort devoted to student retention, at the University or College levels (S.1.c. and S.1.d.).
5. Centralized career planning and placement is fragmented and not coordinated across the institution (S.2.). [Note: The University recently hired a Director of Career Development and Placement.}
6. College internship program is fragmented and not coordinated across the College (S.2).
7. Alumni and employer surveys need to be developed to provide program assessment information (S.1 and S.2).

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INTELLECTUAL CONTRIBUTIONS

1. STRENGTHS

1. Thirty-one faculty made 126 intellectual contributions during the first year of operation. This is especially noteworthy considering that significant service contributions associated with opening a new university leaves reduces time available for research. The refereed contributions included journal articles (16), proceedings (39) and presentations (31). Thirty percent of the scholarship was devoted to instructional development in line with the University and College missions (IC.1).
2. Faculty support included summer research grants of 11% of base salary for one-third of the eligible faculty, development allowance of $1,200 - $1,500 per faculty member, and a yearly budget of $28,000 for graduate tuition assistantships which require students to provide up to 20 hours of research assistance per week (IC.1).

2. WEAKNESSES

1. Not all business faculty members teaching in the graduate program made progress towards intellectual contributions during the first year of operations. While this was to be expected during the start-up phase, scholarly activities need to be encouraged and mentored in order to assure adequate intellectual contributions over a five-year period (IC.1).
2. The College does not have explicit requirements or standards for intellectual contributions of faculty teaching in graduate programs (IC.1).

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ACTION PLAN

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CONCLUSION AND THE FUTURE

The College of Business at Florida Gulf Coast University has made significant progress in the past year and one-half. This plan highlights the following noteworthy achievements: the hiring of a highly qualified faculty willing to experiment with new modes of instructional delivery and to develop inter-disciplinary approaches; the recruitment of a diverse and rapidly expanding undergraduate and graduate student body; using the College mission to incorporate, from our inception, AACSB accreditation standards; the formation of international partnerships in Mexico and Germany; the establishment of the Center for Leadership & Innovation with a myriad of programs and resources for the business community; and the significant involvement of community stakeholders in the creation and continuous improvement of the University and College. As a result of these efforts the University now has a strong reputation in the business community at both the local and state level.

The next two years will be devoted to continuous improvement, with focus on:

• Analyzing utilization of the undergraduate degree concentrations,
• Revising the MBA Degree Program to provide greater breath ,
• Leveraging international affiliations and activities of the Small Business Development Center into the curriculum,
• Developing and implementing outcomes assessment instruments and strategies at the undergraduate and graduate levels,
• Providing additional technical support for the delivery of distance learning courses,
• Improving and documenting the administrative support system,
• Upgrading staffing for the academic advising,
• Working with Student Services to improve and coordinate student recruiting, retention tracking and career planing and placement,
• Preparing enrollment projections to determine adequacy of full-time faculty to support College programs and mission

• Implementing the Master of Science degrees in Accounting and Taxation and Computer Information Systems, and
• Developing and retaining faculty.

  The College is positioned to accomplish these tasks with the leadership of an outstanding team of administrators, faculty and support staff. The College also has the necessary infrastructure to guide accreditation process from candidacy towards full AACSB accreditation. This infrastructure includes the following stakeholders:

  • A Director of Accreditation;
  • An AACSB Steering Committee;
  • Essential faculty committees including: Graduate and Undergraduate Program Committees, a Peer Review Committee, an Instructional Resources Committee, and a Faculty Advisory Council;
  • Graduate and Undergraduate Programs Coordinators;
  • Student Affairs Coordinator;
  • Student Advisory Council;
  • College and Program Advisory Councils; and
  • Staff to assist with the accreditation Web site and archives.

   

  With this start and infrastructure, the College is positioned to apply for Accreditation Candidacy in 1999, and to conduct its Self-Assessment for Accreditation in Academic Year 2001/2002.

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