Faculty Qualifications and Sufficiency Criteria

1.     Criteria for Faculty Qualifications. 2013 AACSB Standard 15 describes four categories of faculty qualifications - Scholarly Academic (SA), Practice Academic (PA), Scholarly Practitioner (SP), and Instructional Practitioner (IP). The College of Business (“College”) at Bowling Green State University is committed to meeting the guideline that our instructional faculty, at both the departmental and college level, must be at least 40% SA; at least 60% SA, PA, or SP; and 90% SA, PA, SP, or IP.

Standard 15: The school maintains and strategically deploys participating and supporting faculty who collectively and individually demonstrate significant academic and professional engagement that sustains the intellectual capital necessary to support high-quality outcomes consistent with the school’s mission and strategies. [FACULTY QUALIFICATIONS AND ENGAGEMENT]

1.1  Scholarly Academic (SA) Qualified Faculty.

1.1.1      Initial qualification. To achieve Scholarly Academic status in the College, a faculty member must, at a minimum, meet the following criteria:

  • A doctoral or other terminal degree in the teaching area or related area.  Deviations from this must be consistent with descriptions provided in AACSB standards; and
  • Demonstrate relevance through intellectual contributions in scholarly research.

A newly appointed doctoral faculty member will be considered SA for up to five years after degree completion. Doctoral students who are ABD are SA qualified as long as they continue to make satisfactory progress toward completing their degree for maximum of three years after achieving the ABD status. When the ABD faculty member completes the doctoral degree while on faculty, the person will be considered SA for up to five years after degree completion.

1.1.2      Maintenance of Qualification. To maintain the SA status, the faculty member will meet the following criteria:

  • A minimum of two peer-reviewed journal articles within the last five years in a discipline related to or utilizing knowledge/expertise of the person’s teaching assignment. One scholarly book may be substituted for an article provided that it is related to the discipline for which the author is academically qualified; and,
  • Demonstrate other intellectual contributions within the last five years which may include, but are not limited to the following:
    • Refereed or non-refereed journal articles and monographs
    • Scholarly books or course textbooks
    • Chapters in scholarly books
    • Paper presentations at academic or professional meetings*
    • Regional, national, or international proceedings*
    • Published cases
    • Instructional software
    • Achieve or maintain professional licensure or certification
    • Journal editorships
    • Referee for peer-reviewed journal(s) and conference(s)
    • Holding officer/board positions in professional organizations

*You may not double count proceedings and presentations.

1.2  Practice Academic (PA) Qualified Faculty.

1.2.1      Initial Qualification. To achieve Practice Academic status in the College, a faculty member must, at a minimum, meet the following criteria: [Note: normally, PA status applies to faculty members who augment their initial preparation as academic scholars with development and engagement activities that involve substantive linkages to practice, consulting, other forms of professional engagement, etc., based on the faculty members’ earlier work as an SA faculty member].

  • A doctoral or other terminal degree in the teaching area or related area.  Deviations from this must be consistent with descriptions provided in AACSB standards.
  • Demonstrates relevance through sustained relationships with business via consulting or other significant professional, technical, or managerial experiences in the teaching discipline.

1.2.2      Maintenance of the PA Status. A faculty member may undertake a variety of professional engagement activities to maintain their Practice Academic status. Although not intended to be an exhaustive list, a faculty member is expected to demonstrate substantive and continuing engagement in some of the following activities:

  • Consulting activities that are material in terms of time and substance
  • Faculty externships
  • Significant responsibilities in an outside business relevant to area of teaching
  • Intellectual contribution such as presentation(s) and/or publication(s) in practitioner/scholarly journals
  • Relevant, active service on boards of directors
  • Continuing professional education experiences
  • Participation in professional events that focus on the practice of business, management, and related issues
  • Participation in other activities that place faculty in direct contact with business or other organizational leaders
  • Media hits related area of teaching
  • Attending and completing executive education programs in the teaching discipline
  • Attending and actively participating in professional meetings and conferences in the teaching discipline
  • Significant participation in business professional associations

1.3  Scholarly Practitioner (SP) Qualified Faculty.

1.3.1      Initial Qualification. To achieve Scholarly Practitioner qualified status at the College, a faculty member must generally meet the following criteria:

  • A graduate degree relevant to the teaching area;
  • Professional experience significant in duration and level of responsibility current at the time of hiring or acquired during the faculty member’s career; and
  • Engage in scholarly research in the teaching discipline.

1.3.2      Maintenance of the SP Status. A faculty member may undertake a variety of scholarly activities to maintain their Scholarly Practitioner status.  Although not intended to be an exhaustive list, these activities would include the following:

  • A minimum of one peer-reviewed journal article within the last five years in a discipline related to the person’s teaching assignment; one scholarly book may be substituted for an article provided that it is related to the discipline for which the author is academically qualified; and
  • Demonstrate intellectual contribution within the last five years which may include, but are not limited to the following:
    • Refereed or non-refereed journal articles
    • Scholarly books
    • Chapters in scholarly books
    • Paper presentations at academic or professional meetings*
    • Regional, national, or international proceedings*
    • Published cases
    • Instructional software
    • Achieve professional licensure or certification
    • Journal editorships
    • Referee for a peer-reviewed journal
    • Working, consulting, training, presenting seminars, etc., at relevant business organizations
    • Attending and actively participating in professional meetings and conferences in the teaching discipline
    • Attending and completing executive education programs in the teaching discipline.

*You may not double count proceedings and presentations.

1.4  Instructional Practitioner (IP) Qualified Faculty.

1.4.1      Initial qualification. To achieve Instructor Practitioner qualified status at the College, a faculty member must generally meet the following criteria:

  • A graduate degree relevant to the teaching area, and,
  • Professional experience significant in duration and level of responsibility current at the time of hiring or acquired during the faculty member’s career.

In limited cases, initial IP status may be appropriate for individuals without master's degrees if the depth, duration, sophistication, and complexity of their professional experience at the time of hiring outweigh their lack of master's degree qualifications. However, this is not the normal situation and a case will need to be made to support this position.

1.4.2      Maintenance of the IP Status. Generally, to maintain Instructional Practitioner status, a faculty member must demonstrate ongoing and substantive professional development through either A or B during the past five years:

A: Meet one of the following related to primary area of teaching:

  • Significant time expended in attaining or maintaining professional certifications or degrees
  • Significant time expended in running a small business enterprise
  • Continued professional employment
  • Significant consulting or other work (e.g., expert witness) requiring expertise
  • Paid member on for-profit board or leadership position on non-profit board

Or, B: Show significant involvement in two or more of the activities listed below related to primary area of teaching:

  • Invited professional public speaking
  • Publicly available academic program or course proposals
  • Development of technical or project reports
  • Faculty externships
  • Development or presentation of executive education programs
  • Significant participation in business professional associations and societies
  • Relevant, active service on non-profit boards of directors
  • Documented continuing professional education experiences
  • Documented professional certifications
  • Participation in professional events that focus on the practice of business, management, or related issues
  • Participation in other activities that place faculty in direct contact with business or other organizational leaders
  • Media hits related to area of teaching

1.5  Academic Administrators. A faculty member retains the current faculty qualification status when s/he is appointed/elected as an academic administrator throughout his/her administrative service duration. A returning academic administrator who is reappointed/elected as an academic administrator in the same or a different role without a break in the administrative capacity or a period not sufficient enough to regain the appropriate faculty qualification status as described above, continues to retain the status that she/he had during the previous academic administrative service.

In addition to maintaining their status as specified above, academic administrators with at least half time administrative contract (e.g., dean, associate deans, department chairs, etc.) can also maintain their original status by participating in developmental activities that are administrative in focus and related to their leadership roles and responsibilities (e.g., attending a workshop on assessment or accreditation).  These developmental activities should be substantive and relevant to the role the individual plays in support of the College mission.  In other words, these individuals will have to demonstrate relevancy and currency as any other faculty member recognizing that the development activities may be somewhat different.

Academic administrators who return to full time teaching will retain their status (from when they entered their administrative role) for a period of time equivalent to lesser of the time period served as an administrator and five calendar years.  To retain this status after the five-year period, they must satisfy the same requirements as specified above.

1.6  Transitioning Between Categories. Though current AACSB standards allow faculty to transition between qualification categories over time as his/her career profile changes, any transition between categories must be consistent with the strategic direction of the department and College. For example, an SA full professor who develops a consulting practice may transition from SA to PA as long as the consulting experiences are consistent with the teaching discipline and the department’s needs are met with the transition. Any faculty member wishing to transition to a different qualification category must collaborate with his/her department chair to develop a transition plan which details the intellectual and professional experiences that will be completed to justify the newly qualified status. The department chair and the Dean must approve the transition plan as movement between categories may impact the overall standards compliance of the College.

1.7  Faculty Status Qualification Procedure. The faculty qualification is assessed over a rolling 5-year period by the dean's office. The faculty qualification status will be evaluated based upon their intellectual contributions and or professional activities in the discipline.  The department chair will be notified of each faculty member’s progress in maintaining his/her qualified status, which will be communicated to the faculty member.

The assessed faculty qualification status can be any one of the two – Qualified and Other.  The “Other” designation suggests the faculty member has not maintained the qualifications deemed appropriate by the College. Generally, tenured and tenure-track faculty (TTF) are expected to be either SA or PA. Non-tenure-track faculty (NTTF) may also be SA or PA but are generally expected to be SP or IP. If a TTF/NTTF faculty member becomes “Other”, he/she must consult with the department chair to create a professional development plan that addresses the scholarship or practice skills needed to re-attain full faculty qualifications.  In addition, he/she may forfeit the opportunity to pursue additional compensation granting assignments and/or release times within the college as instructed by the department chair. Those assignments may be reinstated as soon as the “Other” status is converted to “Qualified.”  A TTF/NTTF member designated as “Other” will be assigned additional course(s) per academic year.  The teaching assignment may be reduced to the original teaching load in the semester following the re-attainment of “Qualified” status.  NOTE:  The “Other” designation does not exclude the faculty member from being selected for a Summer Research Grant.  Note that for full-time faculty, regardless of tenure eligibility, all faculty must have an at-risk period prior to converting to “Other” status.

2.     Participating and Supporting Faculty.

Standard 5: The school maintains and deploys a faculty sufficient to ensure quality outcomes across the range of degree programs it offers and to achieve other components of its mission. Students in all programs, disciplines, locations, and delivery modes have the opportunity to receive instruction from appropriately qualified faculty. [FACULTY SUFFICIENCY AND DEPLOYMENT]

2.1  Participating faculty. AACSB defines a participating faculty member as one who, “actively and deeply engages in the activities of the school in matters beyond direct teaching responsibilities.  Such matters might include policy decisions, advising, research, and service commitments.”  AACSB Standard 5 further stresses that participating faculty are those whom the school would consider as a long-term faculty member and that part-time versus full-time status is not the deciding factor.

To be considered a participating faculty member at the College, a faculty member serve on one or more departmental, college, or university committees and be involved in at least one of the following activities:

  • engages in curricular review and development
  • supervises internships and/or independent studies
  • provides academic or career advising
  • advises student organizations
  • actively participates in assessment and assurance of learning processes

Committee participation is required each academic year. Participating faculty must be involved in least one of the other activities listed above each academic year. The quality and quantity of such activities will be assessed each year by the department chair. All faculty members will be reviewed annually for their Participating or Supporting Status. Should it be determined that the appropriate or sufficient participating activities had not been completed to maintain the Participating Status, the faculty member will have one year to complete such activities or risk the loss of Participating Status and be relegated to supporting status.

Typically, all full-time faculty in the College participate in the academic life of the College through participation in one or more of the above activities.  Part-time/adjunct and visiting faculty are rarely considered as participating unless circumstances justify an exception.

2.2  Supporting faculty. Faculty who do not meet the criteria associated with Participating Faculty, are considered to be Supporting Faculty.

[Adopted and approved by faculty fall 2015]