Attachment A contains an updated KFBS Workload Guidelines, which reflect our new programs.
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1 MEMORANDUM TO: FROM: Stephanie Thurman Jennifer Conrad Sr. Associate Dean for Academic Affairs DATE: September 5, 2014 SUBJECT: KFBS Salary and Workload Policies I am writing to provide updated copies of the salary and workload policies for the Kenan-Flagler Business School. I include one other document (the Faculty Annual Report), which is also important in assessing workloads across the School. All faculty members workloads are reviewed each year as part of the Faculty Annual Review process. To begin that process, each faculty member fills out the Annual Report (see Attachment C.) The faculty member then meets with their respective area chair and the Senior Associate Dean. During that review process, the faculty member s workload and performance is reviewed and discussed. The assessment of scholarly productivity for tenure-track faculty during this conversation is also linked to the assessment of the Summer Research Committee, which recommends levels of summer research support for faculty. Attachment A contains an updated KFBS Workload Guidelines, which reflect our new programs. Finally, during the most recent academic year, the School revised its Salary Policy; this revision was sent to the Provost s office in December of It has not been updated since that time, and I am including it as Attachment B. If you need any other information, please let me know.
2 Attachment A KFBS WORKLOAD GUIDELINES These workload guidelines were developed to create equity and transparency in teaching loads across the school. They are a heuristic for teaching loads based on differential contributions of faculty members and are not to be confused with rewards for teaching performance, promotion or salary Excellence is a core value at Kenan-Flagler and is articulated in our values statement as follows: We, the members of the Kenan-Flagler community, strive for the very highest standards in everything that we do. We challenge each other to produce important new knowledge at the leading edge of our disciplines, to create an intellectually rigorous learning environment, and to show uncompromising dedication to those we serve. At KFBS, we will pursue excellence by capitalizing on a balanced total portfolio of contributions in the areas of education, scholarship, and service. We define excellence as an outstanding reputation among our constituencies (i.e., academic peers, students, alumni, and recruiters). To achieve this end, we plan to implement these guidelines consistent with the emerging strategy and programmatic needs of the school. All faculty members are expected to contribute in multiple ways to the community, and we recognize the varied professional contributions that individual faculty members can make. Objectives of the Workload Policy Guidelines: 1. Equity - To recognize the varied professional contributions of faculty members to our mission and equitably value total contributions (education, scholarship, and service) in teaching loads. 2. Consistency and transparency -To promote consistent and transparent application of teaching load determination across the school. 3. Excellence -To provide for equity and transparency in a manner that promotes excellence in education, scholarship, and service. Teaching Load Profiles: Equity The objective is for individual faculty teaching loads to equitably reflect an individual's total contribution to the School in terms of education, scholarship, and service. 1 Rather than using an elaborate point system to achieve this objective, profiles are developed that allow for flexibility and adjustments for individual differences and preferences. We are unable to enumerate annual teaching loads (e.g., 9, 12, or 15 hours) and develop a single faculty profile for each load that encompasses the spectrum of scholarship, education, and service contributions. Thus, initially teaching load profiles 1 These guidelines apply only to tenured and tenure-track faculty.
3 of 9, 12, and 15 hours per year are outlined based on impact, quantity, and consistency of research outputs. Initial profiles then are adjusted to consider each individual's other scholarship, education, and service contributions to the school. (These considerations include external scholarship reputation, opportunities to increase research momentum, teaching-related service activities, pedagogical intensity of class mix, and non-teaching service activities.) All KFBS teaching programs are important to the school. Therefore, teaching loads for faculty members can be in any degree program (undergraduate, MAC, MBA, EMBA-evening, EMBA-weekend, OneMBA, Tsinghua dual-degree or PhD programs) or in Executive Education. EMBA evening and weekend courses, or instruction, and Executive Education programs can be in-loaded, subject to a consideration of total staffing needs. EMBA core courses are in-loaded consistent with their credit hour designation (1.5 or 3 hours), and EMBA elective courses are in-loaded using a 1.5 or 2.25 credit hour equivalent. These courses may entail less classroom contact time than equivalent credit hour non-executive degree program courses. Thus, using the credit hour designations above is intended to implicitly adjust for the additional burden of evening or weekend teaching. Synchronous sessions in the MBA@UNC or Accounting@UNC programs may be in-loaded, with 15 hours of contact time in the synchronous sessions equivalent to 1 credit hour. Executive Education is in-loaded by considering four full days of Executive Education programs as equivalent to one mod course (1.5 hours) and eight full days as equivalent to one semester course (3 hours). Initial Research Output Profiles The initial teaching load for untenured faculty prior to the tenure decision is 9 hours; in the first year of employment, an untenured faculty member typically receives three credit hours of course relief to facilitate the transition into teaching. A 9-hour initial teaching load for tenured faculty assumes an excellent research contribution. Excellent research contribution is defined as achieving a strong reputation among academic peers by consistently pursuing and publishing in the highest impact journals in one's discipline. In general, an excellent research contribution is exhibited by a consistent record of publication in these journals. In recognition of the potential lumpiness of publication output, multiple-year windows that range from 2 to 5 years, depending on individual circumstances, will be used to assess publication activity. A 12-hour initial teaching load for tenured faculty assumes an average research contribution. This is interpreted as publishing occasionally in the highest impact journals in one's discipline and/or publishing most frequently in the next tier of journals. A 15-hour initial teaching load for tenured faculty assumes a faculty member is not engaged in research or is producing research that is published in outlets considered less selective than those described for a 12-hour initial load. To assist the School in assessing research productivity, the recommendations of the Summer Research Committee are helpful. This committee is comprised of the area chairs, the Research Committee in the School, and the Senior Associate Dean. This committee meets annually to recommend the level of summer research support for eligible faculty members. For tenured faculty, differences in scholarly productivity are the most important determinant in the level of summer research support that is 2
4 recommended. 1 If research productivity for a tenured individual faculty member declines, summer support will decline as a consequence. Since the variations in teaching load described above are primarily based on differences in research productivity for tenured faculty, declines in the level of summer research support will trigger a review of faculty member s workload. If the decline in research productivity, as determined by the Summer Research Committee, continues, the Senior Associate Dean, in consultation with the area chair, will increase the faculty member s teaching load in measured steps, to the maximum of 15 credit hours. There could be circumstances in which the research contribution is not captured fully by the publication impact and quantity metrics described above. In the case of faculty with an initial profile of greater than 9 hours based on the impact and quantity metrics above, the following other scholarship factors could be considered in determining excellence in research and thus result in a downward adjustment of teaching load. 1 For untenured, tenure track faculty members, it is common to have several years of guaranteed summer research support. For untenured, tenure track faculty past their guarantee who are making progress toward a tenurable record, the default recommendation is to provide summer research support. 3
5 Other Scholarship Factors (1) Outstanding External Scholarship Reputation - Unusual circumstances of outstanding external scholarship reputation not captured by the research output measures outlined above. These include: (a) lifetime scholarship recognition and awards; (b) level of active participation in the School's doctoral program and area's research programs and seminars; (c) external grants received; (d) participation at the national/ international level in journal editorial boards and societies; and (e) high number of presentations to competitively-selected national/international academic audiences. (2) Opportunity to Increase Research Momentum. The initial profile could be adjusted downward to provide a one to two year opportunity for a faculty member to target higher-impact outlets and bring consistency to publications. Teaching-related Service Activities and Pedagogical Intensity of Class Mix Adjustments Teaching load profiles also are adjusted to incorporate teaching-related service and pedagogical intensity. Examples of such activities are described below. 1. MBA Core Coordination - A 1.25 multiple will be applied to the classroom contact hour base for day-mba core courses to reflect the substantial and increasing time, intensity, and energy faculty are expected to devote to day-mba core coordination activities. This coordination involves both within-discipline and across-school coordination as well as attendance at and participation in MBA events. 2. Significant Curriculum Development - Curriculum development activities become a factor when an individual plays a substantial leadership role in a major curriculum development activity (e.g., concentrations, core revision, technology-enabled transformations of curriculum). The significance of such roles will be assessed in discussions involving the individual faculty member and the appropriate Program Associate Dean and Area Chair. 3. Pedagogical Intensity. In some teaching situations (such as with large elective classes, high proportion of graduate teaching versus undergraduate teaching, high proportion of mod teaching versus semester teaching, large number of preparations), the pedagogical intensity is higher than can be reflected by the teaching profiles. In these situations, the teaching loads may be adjusted. While many ways of doing this numerically were considered, the decision was made not to calibrate this mechanically. Instead, each individual's situation will be assessed in a discussion between the individual faculty member and his or her Area Chair. 4
6 Non-teaching Service Activities Adjustments All faculty members are expected to contribute in important ways to the service and citizenship missions of the school. Under these guidelines, Area Chairs are given the flexibility to evaluate and reward the portfolio of service contributions by individual faculty members. This evaluation typically will be part of the Annual Review Process. However, in general the following service activities are expected to be substantial enough to warrant adjustments in teaching loads. 1. Major Administrative Service Assignment. These include area chairs, program associate deans and strategic initiative directors. 2. Extraordinary Citizenship Contribution. This factor thus applies in situations where an individual's total non-administrative service role is extraordinary. 5
7 Consistency and Transparency These guidelines are designed to promote consistency and transparency when used as a framework for deciding on teaching loads for individual faculty members. This decision takes place annually among the Area Chairs and the Senior Associate Dean. After discussion with individual faculty members, the teaching schedules and loads are made publicly available within the school. Several questions have arisen concerning the consistent application of these guidelines in specific situations (e.g., credit when student contact hours departs from student credit hours, adjustment for the number of sections in which particular core courses are offered, credit for team teaching). We propose the following policies with regard to these consistency questions. 1. Contact Hours versus Credit Hours. Teaching credit will be guided by student contact hours in situations where it is inconsistent with student credit hours. 2. MBA Core Course Allocation. The total teaching credit for all sections of each MBA core course will be the student contact hours (1.5, 2.25, or 3.0) times 1.25 times 4. The allocation of this total credit among the faculty teaching core classes in sections greater than 4 is determined by those faculty. 3. Team Teaching. Team development and teaching of multidisciplinary courses may be encouraged when it supports the mission of the school, is compatible with overall staffing needs, and is recommended by the Area Chairs and Senior Associate Dean. The total course credit given across co-instructors will not exceed the total course credit awarded for the class. Other policies will be developed as future questions of consistency arise. Excellence Excellence is a core value at Kenan-Flagler. Promoting excellence in both education and excellence in scholarship is integral to our continuous pursuit of recognition as one of the best business schools in the world. We expect this excellence to be reflected in perceptions of KFBS within our student, alumni, corporate, and peer academic communities. Excellence in both education and scholarship is promoted by effectively deploying our most valuable asset: faculty. Effective deployment of our resources is increasingly critical as the competitiveness and standards of excellence rise in the higher education and business school industries, like all other sectors. In addition to the most effective allocation of faculty energies to education, scholarship, and service, the following support will be provided to enhance our continuous success in achieving our education and research missions: 1. Summer Support, including competitive teaching innovation grants and competitive summer research support. 2. Staff Support, involving resources to leverage faculty time (e.g., librarian support to conduct Web and other searches necessary for teaching and scholarship, and technical support to enhance the use of technology in creating and delivering knowledge). 6
8 3. Development Support, typically resources to attend developmental conferences and seminars, sponsorship of internal seminar series, etc. 4. Sabbaticals, competitive faculty renewal opportunities 5. Materials Support, including electronic databases, periodicals, journal submission fees, etc. Process Establishing workload guidelines consistent with the objectives equity, consistency and transparency, and excellence was identified as a School priority in early Fall In September 1998, several groups provided input on this issue and suggested workload measurement systems and criteria to consider. The Area Chairs, Program Directors, and Strategic Initiative Directors provided this input at an all-day Retreat, and many faculty provided input during and after subsequent meetings with Areas. During October 1998, workload policies were collected from various business schools, input was received from several administrators at these schools regarding the effectiveness of their policies, and input was received from various KFBS faculty regarding teaching and workload models they were familiar with. The Area Chairs and Senior Associate Dean began a series of meetings to discuss and develop proposed guidelines for KFBS. These proposed guidelines were discussed at a general faculty meeting and two subsequent Area faculty meetings during early January. A revised DRAFT document was circulated to all faculty in February and feedback was collected via focus groups, area meetings, and individual faculty input in February and March. The current draft responds to this latest feedback and reflects the input of all Area Chairs and Program Associate Deans. A summary of the feedback and responses is attached. This draft will be discussed over the Summer within each area, as schedules permit, and then in a full faculty meeting in early Fall. We also welcome continued individual input and comment at any time. Following ample time for discussion, feedback, and revisions, the guidelines will be finalized and circulated in written form. 7
9 Attachment B Kenan-Flagler Salary Policy Revised December 2013 Initial Salary For a new hire faculty member the initial salary is based on the individual's qualifications (e.g. educational preparation, productivity and accomplishments in research, teaching, and service, professional experience, and national or international standing), the rank at initial hiring (e.g., holding a named professorship), administrative load, teaching load, equity considerations within the School, market conditions, and other relevant factors. The Senior Associate Dean leads all salary negotiation efforts for the school. Annual Reviews Kenan-Flagler Business School assesses all salaries during the annual review process, which occurs in May and June of each year. The school uses a standard format for annual reporting of performance on areas of research, teaching and service. Materials are submitted to the Senior Associate Dean s Office and include: a vita and a summary of his/her activities over the last two years; a list of courses s/he will teach during the upcoming academic year, and specific research and teaching goals for the next year. The Senior Associate Dean meets with area chairs in an overview meeting to review faculty performance in their area. The Senior Associate Dean and the area chair meet with each faculty member to discuss the assessment of his/her performance. The Senior Associate Dean then prepares a written evaluation and sends to the area chairs for input. Once finalized, the written evaluation is sent out to each faculty member. Salary Adjustments An annual performance assessment is a key factor in salary setting considerations. Other factors include, but are not limited to, the following: retention concerns, changes in either teaching or administrative responsibilities, salary compression/area equity, promotions, and market changes at peer institutions. The school uses AACSB survey data as a source of market data for comparative salary information at peer institutions. These survey data include the distribution of salaries by academic area and rank, and can be obtained for groups of business schools that also differ in ranking. These data change each year. Contingent on the availability of funds and based on the applicable salary setting guidelines/requirements for that year, the Senior Associate Dean develops salary recommendations considering all factors specified above, along with input from the Area Chairs. The Senior Associate Dean presents these recommendations to the Dean, and works with the Associate Dean of Business and Operations to implement. The School follows the instructions, limitations and conditions for salary adjustments as determined by the North Carolina General Assembly, UNC Board of Governors, as well as the Offices of the President, Chancellor, and Provost. Each faculty member receives his/her new salary amount in writing.
10 Attachment C: Kenan Flagler Business School Annual Report Data Entry Template Professional Activities Education Working Papers [
11 Articles (refereed) Articles (Non refereed) Books
12 Book Chapters Cases Grants
13 Monographs Multimedia Presentations
14 Proceedings Reports Webs
15 Annual Report Links
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