BENTLEY UNIVERSITY. 175 Forest Street, Waltham MA, USA EQUIS SELF ASSESSMENT REPORT. December 2010

Transcription

1 BENTLEY UNIVERSITY 175 Forest Street, Waltham MA, USA EQUIS SELF ASSESSMENT REPORT December 2010

2

3 Summary Information and Self-Assessment Process Name and address of School: Name of the Director of the School (there is no parent institution): Name of the individual to contact with questions related to the Report: Summary list of all degree qualifications and main programs offered by the School: Bentley University 175 Forest Street Waltham Massachusetts USA Gloria C. Larson, JD President Tel: Fax: Michael J. Page, PhD Provost and Vice President for Academic Affairs Tel: Fax: Bachelor of Science degree (BS) Bachelor of Arts degree (BA) Master of Business Administration degree (MBA) Master of Science degree (MS) Doctor of Philosophy degree (PhD) Date of submission of the Self-Assessment Report: December 30, 2010 i

4 Membership and chapter responsibilities of the EQUIS Self Assessment Task Force Dr. Susan Adams Professor Corporate Connections: 10 Dr. Christopher Beneke Associate Professor and Director of the Valente Center Faculty: 4 Dr. Anthony Buono Professor and Coordinator of the Alliance for Ethics and Social Responsibility Contribution to the Community: 7 Dr. Gonzalo Chavez Associate Professor Internationalization: 9 Dr. Richard Cleary Professor and Chair of the Mathematical Sciences Department Research and Development: 5 Marianne Cwalina Executive Director of Financial Operations Resources and Administration: 8 Dr. Roger Danchise Associate Dean and Director of the Office of Counseling and Student Development Students: 3 (liaison with the undergraduate Government Student Association) Dr. Marilyn (Lynne) Durkin Associate Dean of Arts & Sciences Programs: 2 Dr. Judith Kamm Associate Dean of Business for Undergraduate Programs Programs: 2 Debra Kennedy Director of Executive Education Executive Education: 6 Dr. Phillip Knutel Executive Director of the Academic Technology Center, Library, and Research Services Research and Development: 5 Dr. Vicki LaFarge Associate Professor and Chair of the Management Department Faculty: 4 Dr. Donald McNemar Senior Lecturer Internationalization: 9 Leonard Morrison Executive Director of Corporate Relations Corporate Connections: 10 Dr. Michael Page Provost and Vice President for Academic Affairs Academic leadership James Salsbury Senior Lecturer and Director of the University s Assurance of Learning Program Programs: 2 Dr. George Thompson Assistant Dean and Director of Graduate Student & Academic Services Students: 3 (liaison with the Graduate Student Association) Dr. Heikki Topi Associate Dean of Business for Graduate and Executive Programs Programs: 2; Executive Education: 6 Christine Williams Special Assistant to the President and Deputy General Council Context, Governance and Strategy: 1 Dr. Roy (Chip) Wiggins Professor Internationalization: 9 Dr. William Wiggins Associate Dean of Business for Academic Affairs Project leadership Organizational and logistical support: Editorial support: Self Assessment Plan: Diane Donnellan, Jalila El Jadidi, and Brinda Sood Paul Carberry To facilitate the work of the EQUIS Self-Assessment process, the task force prepared a comprehensive work-plan (available in the Base Room). ii

5 Context, Governance and Strategy Confirmation Statement Bentley University EQUIS Self-Assessment Report December 2010 Confirmation Statement The following Bentley representatives hereby confirm the accuracy of this report. iii

6 iv THIS PAGE IS INTENTIONALLY BLANK

7 Context, Governance and Strategy Executive Summary Response to the 2007 Awarding Body Findings Bentley University is pleased to submit this Self-Assessment Report as part of its application seeking five-year EQUIS accreditation. The university has focused efforts since its initial accreditation to demonstrate improvement in three specific areas the Awarding Body identified in 2008: Internationalization, especially in governance, faculty mix, undergraduate mix and undergraduate learning experience Advances in reputation that match the university s actual level of quality Increases in quality and quantity of faculty research This report provides substantial evidence that the university has successfully addressed these specific concerns of the Awarding Body. Bentley s international presence is significant. From , the number of Bentley faculty who were born outside of the United States and the number with foreign citizenship both increased substantially. More important has been their significant eminence in their fields. Faculty members regularly pursue research and make presentations internationally and a number hold joint appointments with prestigious international organizations. The number of international undergraduate students has increased by more than 200, from 313 to 520, or from about 7% to 12% of the undergraduate student body. The number of international students with the full-time graduate population comfortably exceeds 50%. Many courses and degree programs have a robust international content, and opportunities to study, research and pursue internships abroad are numerous. For example, Bentley has 39 university partnerships in 25 countries; in , 460 students took part in some kind of international study, a number that has steadily increased. Finally, two new trustees, one a distinguished Dutch academic leader and the other an American with an international reputation and extensive international contacts were recently elected to the board. Public perception of Bentley s excellence has risen dramatically. The university regularly is cited in popular measures of quality like Business Week, US News and World Report and the Princeton Review, not only for academic programs, but for other programs and services like its library and career planning and placement. Bolstering this enhancement in popular reputation has been dramatic progress in addressing the Awarding Body s third concern, faculty research. Several faculty members are among the world s top scholars in their fields, placing Bentley in the top 25 in the world in information systems research; in the top 50 in accounting research and first in accounting education research. Faculty regularly publishes in the world s leading peer-reviewed, disciplinary journals. In the last five years, Bentley scholars have produced nearly 3,700 scholarly works, of which 912 were refereed journal articles. This scholarly output has appeared in more than 500 journals, 140 of them premier international journals as identified on the ERIM list. This record of achievement in scholarship places Bentley ahead of many EQUIS accredited and Financial Times ranked institutions. v

8 Chapter 1: Context, Governance and Strategy The university s strategic planning in the last three years has resulted in the plan entitled Achieving the Business University, This plan constitutes a natural evolution from earlier generations of institutional strategic planning but reflects the vision and priorities of President Gloria Larson. It constitutes a new strategic approach to internationalism, in which internationalism is infused throughout the, curricula, research priorities, student body and structures of the institution. The plan also focuses Bentley s resources on key areas of thought leadership in ethics and social responsibility, information technology and the innovative integration of the arts and sciences. A new global leadership MBA program, currently in the final stages of development and approval and set to be launched in 2012, is a key feature of the plan. Chapter 2: Programs Bentley s portfolio of programs at all levels is tightly linked to the institution s areas of thought leadership and is thoroughly informed by perspectives of internationalism and globalization. New principals of program review and assessment help assure this, at the same time that they are bringing a new scrutiny to the program s market standing and viability. Significant innovations at the undergraduate level include a new accounting and finance cores that are closely linked and that were developed with the financial support, advice and counsel of a key corporate partner. This has assured both their innovativeness and relevance. A similar process of seeking real-world relevance informed the development of the new Global MBA. The international content of programs across the portfolio can be found in specific modules in courses, in internationally focused courses, and in study abroad opportunities and internships. One of the most successful programs has been the Liberal Studies Major, which is now the second most popular major; the Global Perspectives concentration within the LSM is the most popular concentration. Chapter 3: Students Bentley has essentially been able to maintain its enrollment numbers and quality despite the recent period of economic uncertainty and continuing demographic challenges for American higher education. This is in part due to careful planning, targeted domestic recruitment and increases in international student enrollments. The university s student life and co-curricular support programs and facilities have won international renown in the last decade. Their goal is to serve the myriad, evolving needs of all students, including international students, irrespective of background. These support structures and programs for international students are especially robust and effective, a necessity given the growing numbers of such students. Career planning and placement has been an area of special achievement and success, despite economic challenges. Bentley students continue to receive excellent job offers at high salaries, while the quality and prestige of employers has increased. Chapter 4: Faculty Bentley s faculty is at the center of all its achievements over the last three years and in its strategic priorities for the coming years. Research is highly valued, and is an area of international strength, but teaching and advising are also fundamental to the faculty s mission. The university s profile system helps assure a proper balance of these interests and excellence among faculty. Bentley s faculty has grown in size, in reputation and in its international composition in the last several years, a growth manifested in vi

9 Context, Governance and Strategy the faculty s prominence in international conferences and presentations, on boards and advisory bodies, on accreditation teams, as visiting scholars and in service on editorial boards, including as editors in chief, and with joint appointments with international universities. Chapter 5: Research and Development Fostering, encouraging and rewarding faculty research has been a key strategic priority of Bentley. The university has been successful in this, as is evidenced by the number and quality of articles and pieces of scholarship produced, as well as the breadth and international character of the journals in which they have appeared. Bentley faculty have published more than 900 international refereed journal articles in more than 500 journals, and produced nearly 3,700 total scholarly works. They have also been innovators in curriculum development, with much of that made possible with external support. Bentley has generous and effective internal funding mechanisms to support research while faculty members have demonstrated persistence in identifying external support for their work. Close partnerships with companies and firms have also helped further the research agenda, with the consulting expertise of Bentley faculty in high demand. Chapter 6: Executive Education Bentley has requested that executive education remain outside the purview of EQUIS accreditation at this time. The university is in the midst of refining a new strategic approach to executive education that will enable the institutions to leverage its intellectual strengths and corporate relationships, both current and emerging. Briefly, the university is implementing a model in which it will develop custom offerings in close cooperation with corporate partners. This approach will allow Bentley to focus on sectors in which it enjoys indisputable intellectual leadership. At the same time, the university does have extensive partnerships in existence with executive educations components. These are clustered on technology and thought centers such as the Design and Usability Center and the Center for Business Ethics. Some open enrollment, general programs also remain. Chapter 7: Contributions to the Community Bentley s history of commitment to the community, as it is most broadly defined, is a long, deep and distinguished one. This commitment has recently assumed new vigor and importance under the leadership of President Gloria Larson, for whom it is a long-time personal and professional imperative. The university s contributions to the City of Waltham and the region are numerous. A new commitment is the City Year/Give a Year Partnership, established by President Larson, which offers a Bentley scholarship to students who dedicate a year of community service. International service also has a new prominence, chiefly through the Ghana internship initiative. The contributions of Bentley s faculty and staff to the community, the academy and the management profession are also detailed. Finally, the university has a new and growing sustainability initiative. vii

10 Chapter 8: Resources and Administration Bentley has enjoyed sound management and financial stability through the global economic turmoil of the last three years. Conservative enrollment projections, prudent budgeting and monitoring of expenditures, aggressive cost-saving measures through, for example, utilities contracts, and an early retirement program for staff, have all contributed to the university s excellent financial standing. Enrollments have remained strong, with increases in international enrollments helping alleviate domestic uncertainty. The endowment has rebounded to about $184 million following a drop in The university s facilities are in excellent condition and no significant building projects are planned. A strong collaborative relationship between executive leadership and the Board of Trustees has also been beneficial. Chapter 9: Internationalization Bentley University infuses internationalism in a decentralized way throughout its curricula, faculty research priorities, student and faculty recruitment, and co-curricular programming indeed, throughout every aspect of the institution. It has adopted this strategy to supersede its approach of earlier decades, in which the advocacy for and management of internationalism resided in one department or with one individual. As a result, in recent years Bentley has taken enormous strides in internationalism by all measures: undergraduate and graduate student enrollment; services and support for international students; study abroad opportunities; and the mix of faculty and their work and research. Recent accomplishments in internationalism include an enhanced profile of faculty in conferences, service and scholarship abroad. Students are traveling and studying abroad in greater numbers, and to a much more diverse set of locales than in years past. Chapter 10: Corporate Connections Because Bentley is a global business university, its connections with the corporate world are essential to its mission and reputation. At the core of university s corporate connections is its recruiting relationships; dozens of leading companies and especially accounting and professional services firms rely on Bentley for new talent. Corporate relations have become increasingly sophisticated, with companies leveraging Bentley faculty and student expertise and the university s high tech facilities. Companies are increasingly willing to support Bentley, with lead philanthropic commitments in recent years from Ernst & Young and Banco Satander, the sixth largest bank in the world. Executives in residence and corporate advisory boards assure the relevance of Bentley pedagogy and research. This chapter details the university s robust connections to U.S. and international corporations and not-for-profit organizations. Bentley understands that these relationships are fundamental to education, knowledge creation and knowledge transfer to external partners and audiences. The connections take myriad forms, the most prominent of which is recruitment for internships and permanent professional placement. An increasing number of prestigious companies come to Bentley to meet their need for talent. Other connections include curriculum advisory board membership, student project sponsorship, faculty research partnerships, use of high tech centers and philanthropic support with both in-kind and cash gifts. Bentley has effective structures in place to manage corporate partnerships across the institution. Bentley recognizes that a vigorous, innovative, evolving relationship with the corporate world is critical and will continue to foster and develop such links. viii

11 Context, Governance and Strategy Table of Contents Summary Information and Self-Assessment Process Confirmation Statement Executive Summary Table of Contents List of Tables List of Figures List of Appendices i iii v ix xiii xv xvii 1. Context, Governance and Strategy The environment Institutional status Governance Vision and mission Strategic planning Quality assurance Internationalization Corporate connections Conclusion Programs Bentley s portfolio of programs Program design: Process and changes Program content Skills acquisition Program delivery Student assessment Program evaluation Internationalization Corporate relevance Societal relevance Conclusion 41 ix

12 3. Students Enrollment and admissions Course preparation and support Support, counseling, and development services Career placement and support Alumni relations International student programs and services Corporate links Faculty Strategic faculty goals and the means for achieving these goals Environmental context Faculty size, qualifications and composition Faculty organization and management Corporate links Internationalization Conclusion Research and Development Research mission, priorities and activities Research output Development and innovation International features of R&D Links between R&D and the corporate world Executive Education Introduction Executive education in Bentley s strategic plan Program portfolio Marketing and competition Program development, quality and faculty Research and development Internationalization 100 x

13 Context, Governance and Strategy 7. Contributions to the Community Community outreach Student engagement activities Service to the management education profession Corporate responsibility Integrating ethics and social responsibility into the curriculum Partnerships promoting ethical behavior and social responsibility Conclusion Resources and Administration Campus facilities Learning environment, information and documentation facilities Financial resources and management systems Computing facilities Administrative services and staff Marketing, communications and public affairs Conclusion Internationalization International strategy of Bentley University Bentley University s strategic plan Institutional structures to support internationalization Internationalization of the home campus Network of international partnerships Faculty engagement in the international community of scholars International learning opportunities International alumni network Links with the international corporate world Transfer of knowledge into the international community Comprehensive internationalism at Bentley University Corporate Connections Strategic objectives 160 xi

14 xii 10.2 Function of corporate connections Processes for managing relationships Types of corporate connections Changes and challenges in corporate relations since

15 Context, Governance and Strategy List of Tables 1.1 Bentley University s history: Key events and milestones Officers of Bentley University Listing of business and business-related programs (fall 2010 enrollment in parentheses) Undergraduate program overview Graduate program overview Doctoral program overview Enrollment snapshot for October 2010 and for academic years 2009 and Undergraduate student quality indicators Graduate student quality indicators Six-month undergraduate placement data Selected graduate placement data Summary of new faculty appointments and departures Number, qualifications and profile of Bentley s core faculty International faculty at Bentley Global rankings in information systems research for the five-year period, Global rankings in accounting research for the five-year period, Global rankings in accounting education journals (Urbancic, 2009) Research output of Bentley s core faculty during the most recent five-year period, ERIM rated research output of Bentley s core faculty during the most recent five-year period, non-erim research multiple output of Bentley s core faculty during the most recent five-year period, Current executive education revenue International participation in the Business Ethics faculty workshops Actual, forecast and preliminary budgeted operating statements for years ending June xiii

16 9.1 Liberal Studies Major enrollment, International faculty at Bentley International teaching and research activity, 2009/ Sample of Bentley faculty roles in international conferences University partnerships and affiliations Activities and international component Semester and summer abroad program partnership institutions Short-term international study programs, 2010/ Sample of short-term education abroad international engagements Academic course offerings through the Ghana project International executive education and corporate connections International journal publications by Bentley faculty International professional associations in which Bentley faculty are members Bentley faculty in the international media Practitioner-related international activities and publications Recruitment trends 163 xiv

17 Context, Governance and Strategy List of Figures 2.1 Structure of Bentley s master programs Breadth of faculty engagement in research, Bentley Alliance for Ethics and Social Responsibility International full-time graduate and undergraduate freshman applications and enrollments International travel supported by the Deans Fund Participant numbers per year Program offerings by year 146 xv

18 xvi THIS PAGE IS INTENTIONALLY BLANK

19 Context, Governance and Strategy List of Appendices A. EQUIS Datasheet Context, Governance and Strategy 1.1 AACSB maintenance of accreditation letters for accountancy and business Bentley s Board of Trustees (name, position, organization, nationality, year of appointment) 1.3 Organizational charts 1.4 Academic leadership team 1.5 Faculty committee structure Programs 2.1 Program review templates 2.2 General Business Core description 2.3 Liberal Studies Major description 2.4 Degree requirement summaries for business and business-related majors 2.5 General Education Core description 2.6 Master s programs description 2.7 PhD programs description 2.8 Skills acquisition tables 2.9 International student participation in Bentley programs Students 3.1 Major employers over the past five years (undergraduate & graduate) 3.2 Inward and outward flow of international exchange students Faculty 4.1 New Student Evaluation of Teaching (SET) form 4.2 Listing of named professors 4.3 Core faculty members (name, academic rank, etc.) xvii

20 4.4 Age distribution of core faculty 4.5 Gender balance of core faculty Research and Development 5.1 Investment in new research databases, Research databases available through the Academic Technology Center and the Trading Room 5.3 Research Committee membership 5.4 Academic centers and missions 5.5 Research and development awards from external sources, Data definitions for Table Academic centers and partners 5.8 Visiting scholars at Bentley, Fiscal Year 2009 through present Resources and Administration 8.1 Audited financial statements 8.2 Historical, forecast and budgeted financials in Euros Corporate Connections 10.1 Key corporate partners 10.2 Corporate engagement opportunities xviii

21 RESOURCES AND ADMINISTRATION CORPORATE CONNECTIONS FACULTY EXECUTIVE EDUCATION INTERNATIONALIZATION STUDENTS CONTRIBUTION TO THE COMMUNITY RESEARCH AND DEVELOPMENT CONTEXT, GOVERNANCE AND STRATEGY PROGRAMS 1 Context, Governance and Strategy This chapter reviews the key aspects of the university s governance, legal status and its strategic planning initiatives. The university s strategic planning in the last three years has resulted in the plan entitled Achieving the Business University, This plan builds on earlier strategic foundations and reflects the vision, priorities and imperatives of President Gloria Larson realized through the deep academic experience and expertise of Provost Michael Page. The plan will enhance Bentley s prominence through excellence in key areas of research and thought leadership, ethics and social responsibility, and information technology, all informed thoroughly by internationalism. 1

22 1.1 The environment The United States educational system The United States has no national system governing or controlling higher education. Public higher educational institutions were established in the late 18th century by the governments of the individual states. Private independent higher educational institutions of which Bentley is one, were historically established by religious bodies to educate clergy (beginning as early as the 17th century); by benefactors to meet specific economic needs (e.g., for engineers, beginning in the middle of the 19th century); or, like Bentley University, by individuals as proprietary institutions (that in the case of Bentley was also to meet a specific economic need, for accountants following the imposition of a national income tax in 1913). Most independent institutions, like Bentley, are considered non-profit corporations for tax purposes, as determined by the United States Internal Revenue Service and governed by the United State Internal Revenue Code. Independent institutions operate under their own charters or articles of organization that are usually granted by the states in which they operate. However, these charters do not give any government operational authority or control over them. Therefore, no national standards for admission or student selection exist, nor are program features prescribed by state or federal authorities. Independent institutions establish these standards based on their own mission and goals. They are allowed to set their own rules in terms of pricing (tuition, special fees, costs associated with living on campus, etc.), and they are free to determine compensation paid to faculty members and staff. Consequently, Bentley has significant operational autonomy and is free to change and enhance its curriculum, to raise funds, to recruit students and faculty, to price academic programs, and to otherwise engage in national and international educational and research activities. Educational institutions in the United States are often accredited by non-government organizations at the regional, national and international level. At the regional level, Bentley is accredited by the New England Association of School and Colleges (NEASC) that requires that the accredited institutions meet certain quality standards across the institution. While this accreditation is voluntary, it is so common and widely expected that it may almost be considered mandatory for reputational purposes. Bentley is also accredited at the international level by the Association to Advance Collegiate Schools of Business, International (AACSB), including separate accounting accreditation. In 2008, Bentley earned EQUIS accreditation from the European Foundation for Management Development Degree certification Bentley confers degrees by authority of a charter granted by the Commonwealth (state) of Massachusetts through the Board of Higher Education. Currently, Bentley is authorized by the Board of Higher Education in Massachusetts to confer the degrees of:: (1) Associate in Science; (2) Bachelor of Science; (3) Bachelor of Arts; (4) Master s degrees in business related disciplines; (5) Doctor of Philosophy degrees in business and accountancy; and (6) Honorary degrees. Specifically, degree granting authority is governed by Massachusetts General Laws Section 610 CMR (Degree-Granting Regulations for Independent Institutions for Higher Education), Section 2.08 (Regulations, Application Procedures, Review Process and Review Criteria for Massachusetts-Based Institutions Accredited Without Sanction by the New England Association of Schools and Colleges Filing Articles for New Earned Degree Authority). This Charter was originally granted by the 2

23 Context, Governance and Strategy Commonwealth in 1948, and was amended subsequently in 1961, 1971, 1974, 1977, 1995 and A copy of the Charter, the Articles of Organization, and the By- Laws are available in the Base Room History of Bentley Bentley has evolved from a vocational, two-year, certificate granting institution, to a degree-granting business college, to its current status as an international business university. The Bentley School of Accounting and Finance was founded as a proprietary school with thirty students in 1917 by Harry C. Bentley, a professor of accounting at Boston University. In 1948, President Bentley donated the name and assets of the Bentley School to a non-profit educational corporation, the oversight of which was delegated to twenty-seven trustees. He served as president until his retirement in The institution was located in Boston s Back Bay neighborhood from 1917 to In 1968, the school moved to a 163 acre campus (66 hectares) in Waltham; 33 additional acres (13 hectares) were acquired in 1999 and 20 more (8 hectares) in Bentley s leadership in the 1960s envisioned a school enrolling approximately 3,000 full-time day students. Since then it has dramatically expanded its facilities, increased its enrollment of full-time undergraduate students, and established a graduate school of business and a PhD program. In 1961 the charter was amended to change the name of the institution to Bentley College of Accounting and Finance with authority to grant the degrees of Associate of Science in Accounting and Bachelor of Science in Accounting. In 1971, after receiving authority to offer both Bachelor of Science (BS) and Bachelor of Arts (BA) degrees, the institution changed its name to Bentley College. In 2008, after prior authorization to offer two distinct PhD programs, the institution was authorized by the Commonwealth of Massachusetts to change its name to Bentley University. The Graduate School was founded in 1974, after the institution received authority to grant master s degrees from the Commonwealth of Massachusetts. Bentley today has authority to grant the BS, the BA, and all master s (MS) degrees related to business. In 2005, Bentley received authority to grant two doctoral degrees, the PhD in accountancy and the PhD in business. Table 1.1 presents key events in the development of Bentley. Today, Bentley has a distinct place among higher education institutions in the United States as a business university. Although this model is more common internationally, Bentley is one of few undergraduate institutions in the United States with a primary focus on business education and which grants most of its degrees in the business disciplines. Its programs are distinctive at both the undergraduate and graduate level because of an interdisciplinary, strategic integration of business education with the arts and sciences, information technology, and ethics and social responsibility. Bentley competes with public and independent colleges and universities at the undergraduate level and with business schools at the graduate level. A key competitive advantage for Bentley is its relationship with employers and its connection to the job market of its graduates. Bentley s career services center recently received national recognition for the excellence and comprehensiveness of its offerings. Bentley s many corporate partners have funded myriad initiatives, including curricular innovation, faculty research, international student internships and other travel opportunities, speaker series, academic symposia and facilities improvements. Executives frequently lecture in the classroom and provide career mentoring and counseling. Section 1.8 and Chapter 10 explores those connections in greater detail. 3

24 Table 1.1: Bentley University s history: Key events and milestones 1917 Founded by Harry C. Bentley as the Bentley School of Accounting and Finance 1948 Incorporated as a non-profit institution governed by a Board of Trustees, with Harry Bentley as president 1961 Gained authority to grant Bachelor of Science degrees in accounting; name changed to Bentley College of Accounting and Finance 1962 Land purchased for new campus in Waltham 1968 New Waltham campus opened with 14 buildings 1971 Gained authority to grant Bachelor of Science, Bachelor of Arts and honorary degrees Name changed to Bentley College 1973 Gained authority to grants Master of Science in Accountancy and Master of Science in Taxation; initial graduate enrollment is Center for Business Ethics founded (the first of its kind in the USA) 1977 Gained authority to grant Master of Science degrees in any business related discipline 1980 MBA and Master of Science in Computer Information Systems programs launched 1984 Number of full-time undergraduate women enrolled surpasses number of men for the first time 1985 Portable computers are distributed to all incoming freshmen 1987 Office of International Programs is established to coordinate faculty and student exchanges with partners on five continents 1989 Accredited by AACSB 1990 Began offering majors in English, History and Philosophy 1991 Service-learning program launched 1995 Trading Room is opened, the first of several high tech facilities that today include the ACELab, the Center for Marketing Technology, the Design and Usability Center, the Center for Languages and Collaboration, and the Media Lab 1997 Joseph G. Morone named sixth president and launches strategic planning process that result in the plan: The Business School for the Information Age 1998 Academic Technology Center established, providing support services to faculty members and students 1999 Contiguous parcel known as the DeVincent Farm is acquired, adding 33 acres (18 hectares) to campus Smith Academic Technology Center opened 2000 Nearby parcel known as the Army Corps land is acquired, adding 20 acres (8 hectares) 2002 New academic leadership structure with provost, business dean and arts and sciences dean implemented; new strategic planning process launched that results in the plan: Toward the Business University 2003 Bentley Alliance for Ethics and Social Responsibility established 2005 Center for Arts & Sciences established; in 2007 it is named for a major donor; granted authority to grant PhD in business and PhD in accountancy 2006 First doctoral class enrolled 2007 Gloria C. Larson named seventh president 2008 Granted initial EQUIS accreditation; name changed to Bentley University 2009 New strategic planning process is launched that results in the plan: Achieving the Business University 2010 Michael J. Page named Provost 4

25 Context, Governance and Strategy 1.2 Institutional status As described above, Bentley is an independent, non-sectarian institution of higher education. As such, while its charter to confer degrees is granted by the state, its governance and management are not subject to government control or interference. Independent institutions receive indirect government support in the form of financial aid to students, research support for faculty, and low cost loans for capital construction projects. But their main revenue does not derive from the national, state or local governments Accreditation Bentley s is accredited by: (1) NEASC, the New England Association on Schools and Colleges; AACSB, the Association to Advance Collegiate Schools of Business, International (including separate accounting accreditation); and EQUIS, the European Foundation for Management Development. The university s last review by AACSB was in 2010 (see Appendix 1.1 for copies of letters from AACSB regarding accreditation maintenance). In this most recent Maintenance of Accreditation approval letter, the AACSB Board of Directors noted that Bentley is to be commended on the following strengths and effective practices: (1) The university has an outstanding facilities and technology infrastructure - the support for the use of technology by faculty is exceptional; (2) arts and sciences integration; (3) career services; (4) state-of-the-art technical capabilities and synchronous on-line learning technologies; and (5) corporate social responsibility (CSR). Bentley achieved university-wide accreditation for both its business and accountancy offerings for six additional years Recognition, reputation and legitimacy In the U.S., institutional reputation is often evaluated in terms of rankings made by the media and other independent groups. Bentley has fared well in these rankings, which have a significant effect on popular perception. A selection of Bentley s recent rankings includes: US News & World Report America's Best Colleges 2011: Best Regional Universities-North, #4; Best Business Programs, #57; Management Information Systems program, #17 nationally and #2 in New England; and Most International Students, #8 US News & World Report America's Best Graduate Schools 2011: Top 100 business schools in the nation, #75, top 10 in New England; The Master of Science in Information Technology program, #16 nationally, # 3 in New England; and Part-time MBA program, #51, #3 in New England Business Week Best Undergraduate Business Schools 2010: Best Undergraduate Business Programs, #21 in the country (#33 in the prior year) The Public Accounting Report Top Undergraduate Accounting Programs 2009: #23 in the country The Princeton Review Best Colleges and Universities 2011: Best Career Services, #6 (# 12 in the prior year); Best College Library, # 14 The Princeton Review Best Business Schools 2011: State-of-the-Art Campus Facilities, #1 5

26 1.3 Governance Board of Trustees Bentley is governed by a Board of Trustees that is authorized to include up to 35 members and currently consists of 22. Members are elected to three-year terms, and may be elected to succeeding terms until they reach 75 years of age. The current chairman of the Board of Trustees is J. Terence Carleton, financial advisor with UBS Financial Services (Appendix 1.2 presents the current board membership along with their corporate affiliations). The board meets three times a year, in October, February and May. The Executive Committee of the board, consisting of the chairman, vice chairman, president and chairs of the standing committees, has all the powers of the board when the board is not in session and meets as needed. In addition to the Executive Committee, there are eleven standing and sub-committees governing these areas: academic affairs, audit, business and finance, compensation and benefits, information services, investments, marketing/communication and enrollment, physical facilities, student affairs, trustee affairs and university advancement. The Board of Trustees plays a critical role in establishing the institution s strategic direction. The president presents proposals and strategic imperatives to the board which, after discussion and possible modification, approves them. The president and each of Bentley s vice presidents are required by the bylaws to submit a written report before each meeting Officers of Bentley As shown in Table 1.2, Bentley is organized into operating divisions, each led by a vice president who reports to the president (see Appendix 1.3 for organizational charts of each division). The president, vice presidents and secretary are the university s officers. The officers, along with the academic deans, executive director of financial operations, chief diversity officer and special advisor to the president constitute the President s Cabinet. Under the leadership of the president, the cabinet manages the institution s daily operations and is responsible for executing and implementing strategic directives. 6

27 Context, Governance and Strategy Table 1.2: Officers of Bentley University Office of the President (1) Gloria Larson, President (2) Judith Malone, Secretary of the Corporation, General Counsel Operational Divisions (3) Academic Affairs Michael Page, Provost and Vice President for Academic Affairs (4) Business & Finance Paul Clemente, Vice President for Business and Finance and Treasurer (5) Enrollment Management Joann McKenna, Vice President for Enrollment Management (6) Marketing, Communication and Public Affairs - (7) Operations Traci Logan, Chief Operating Officer (8) Student Affairs Kathleen Yorkis, Vice President for Student Affairs (9) University Advancement John Mosser, Vice President for University Advancement Academic governance Provost and Vice President for Academic Affairs: The provost and vice president for Academic Affairs, Dr. Michael Page, is the chief academic officer of the university and is responsible for the overall strategy, administration, and management of its academic programs and services. The provost is responsible for (a) the employment of academic faculty members; (b) the teaching and research activities of faculty members; (c) the budgeting and allocation of resources; (d) academic program planning, development and evaluation; (e) the preparation and review of academic strategic plans, insuring coordination with the institution's overall mission; and (f) the operations of all departments within academic affairs. Reporting to the provost are the Dean of Arts and Sciences, the Dean of Business and the McCallum Graduate School of Business, the university registrar, the executive director of Academic Technology, Library and Online Learning, the Research Committee, the Wilder Teaching and Learning Initiative and the Academic Integrity Committee. Appendix 1.4 provides a listing of the of the academic leadership team. The provost administers the academic division and implements strategy through the Deans Council, comprising the Dean of Arts and Sciences, Dean of Business, Associate Dean of Arts and Sciences, Associate Dean of Business for Academic Affairs, Associate Dean of Business for Undergraduate Programs, and the Associate Dean of Business for Graduate and Executive programs. Under the provost s directions, the Deans Council, has responsibility for (a) academic policymaking, planning, and goal-setting; (b) faculty selection, retention, evaluation, support, development, and morale; and (c) fiscal planning and execution Academic Deans: Two deans have chief responsibility for the management and administration of academic departments: the Dean of Business and the McCallum Graduate School and the Dean of Arts and Sciences. There are currently seventeen academic departments, nine in business and eight in arts and sciences. The chairs of these departments report to one of two deans. 7

28 The Dean of Business and the McCallum Graduate School of Business (a search is currently underway) is responsible for undergraduate, graduate, and executive education curricula and co-and extra-curricular business activities. The business dean works with the provost, the associate deans of business, department chairs, and faculty members to develop and implement academic programs that balance academic rigor with relevance to the business community. The business dean is responsible for the financial operations of the business departments, technology and other learning and research centers, and the Graduate School, and has ultimate responsibility for building, maintaining and overseeing the budgets for these units. The Associate Dean for Business for Academic Affairs; Associate Dean of Business for Undergraduate Programs; Associate Dean of Business for Graduate & Executive programs; IT learning center directors; Beta Gamma Sigma; the business academic department chairs; and graduate program directors report with the Office of the Dean of Business. Dean of Arts and Sciences Dr. Daniel Everett is responsible for undergraduate and co-curricular art and sciences activities. The arts and sciences dean works with the provost, associate dean of Arts and Sciences, department chairs and the faculty to develop and articulate a distinctive role for the arts and sciences that contributes fundamentally to undergraduate education; foster curricular and co-curricular innovation at the intersection of business and the arts and sciences; and significantly enhances the scholarly reputation of the institution. The dean champions the work of arts and sciences faculty both internally and externally, and assists in securing external funding for the arts and sciences in a business university context. The Dean of Arts and Sciences is responsible for the financial operations of the arts and sciences and has ultimate responsibility for building, maintaining and overseeing the budget for this unit The Faculty Senate: The Faculty Senate, the primary governance body of the faculty members, is composed of thirty-two members, twenty-nine voting and three nonvoting. The senate represents the General Faculty in all matters of faculty governance except those that concern changes in the governance structure itself, changes in the rules governing promotion and tenure, and major curricular changes, all of which are determined by the General Faculty. Appendix 1.5 presents the faculty committee structure. A key feature of Bentley's governance structure and evidence of its collaborative culture is the working partnership of the Board of Trustees, academic administration and Faculty Senate. The provost and deans have voting seats on Faculty Senate and the chair of Faculty Senate participates in the meetings of the Academic Affairs Committee of the Board of Trustees. In addition, the current and previous chairs of Faculty Senate meet separately and regularly with both the provost and the president. The chair of senate also has a seat on the Graduate Council and the PhD Council. The Bentley Faculty Manual describes the relationship between the faculty and the university, including the terms of employment, the manner of appointment, the duties of faculty members, the procedures and standards for tenure and promotion, and the procedures and standards for termination of employment. The manual delineates faculty organization and confirms the authority of the faculty in academic matters. Amendments to the Faculty Manual are generally approved by the Faculty Senate and the administration before submission to the Board of Trustees. Copies of the Faculty Manual are available at 8

29 Context, Governance and Strategy Student governance Undergraduate Student Body: The Student Government Association (SGA) is the governing body for undergraduate students. Its mission is to represent student opinion, advance student inquiries, and provide leadership opportunities. It works closely with the faculty, university administration and other student organizations to improve the academic and co-curricular student experience. The SGA is composed of a president, executive vice president, and vice presidents for internal affairs, academic affairs, diversity affairs, information technology, marketing and communication, student affairs and physical facilities and sustainability. There are also 10 elected senators and a staff advisor Graduate Student Body: The Graduate Student Association (GSA) is the governing body for graduate students. The GSA works closely with members of the faculty, university administration and other student organizations to promote personal and professional growth, to influence graduate school policies that enrich the graduate school experience socially, academically and professionally, and to unify students in the commitment to build relationships that establish a strong network in the business world. The GSA is composed of a president, senior vice president, treasurer, and vice presidents of diversity, communications, interuniversity relations, alumni relations, sister organizations, technology, part-time students, and philanthropy Stakeholders Bentley s principal stakeholders are its students and their parents, alumni, faculty, staff, corporate and foundation partners, other friends and the Board of Trustees. The report describes the ways these stakeholders contribute to the mission of the institution and benefit by its success. 1.4 Vision and mission Bentley seeks to educate graduates who excel in complex and dynamic environments through their capacity to initiate, lead, and affect value-creating change. As responsible and ethical individuals, they recognize and take into account the broader social, political, and environmental context within which all organizations operate. The university supports the continued growth of an inspiring, compassionate, and diverse community that cultivates the lifelong growth and development of all our students. The Bentley community embraces diversity and appreciates its value in stimulating creativity, innovation, and profound learning. Bentley s connections beyond business to government and the not-for-profit sectors exemplify its commitment to the development of community. Bentley s distinctive mission for the future reflects its vision and its unique capacity to serve its stakeholder communities. The university is known for excellence in connecting the knowledge it produces with the varied constituencies it serves and for educating responsible professionals and leaders who flourish in a world facing increasingly complex social, ethical, political, economic, and environmental challenges. Bentley seeks to be recognized as an institution that operates at the highest intellectual, professional, ethical, and technological levels in generating new knowledge, and developing individuals with the creative, critical, and conceptual abilities to make effective decisions and execute them with and through others. Bentley graduates will be talented and ethical individuals who have a 9

30 significant impact on organizations and society because of their ability to: (1) examine situations from multiple perspectives, (2) understand the pervasive nature of information flows and the ever-changing influence of technology on all social endeavors, (3) connect ideas, people, and entities; (4) be comfortable with ambiguity and risk, and (5) work effectively with diverse individuals and groups. 1.5 Strategic planning Bentley s mission and vision evolved from a comprehensive strategic planning process initiated by new President Gloria Larson during Academic Year , in which faculty, administrators in all Bentley University divisions, students and trustees participated. Several working groups were tasked with exploring internal needs and opportunities in the areas of thought leadership, graduate education, undergraduate education and human capital. There were also resource teams who completed comprehensive analysis of infrastructure and resources, diversity, innovation and creative processes, connecting communities, institutional reputation and positioning and internationalization. Strategic planning at Bentley is a dynamic process that emphasizes continuous review and communication and rapid adjustments to strategy on the basis of experience and emerging opportunities and challenges. The President s Cabinet meets three times per year specifically to review progress made in implementing new initiatives and to make incremental adjustments as necessary to the long-range strategic and financial plans. The officers establish operating priorities for the upcoming year and review and discuss this information over the course of the year with the Board of Trustees. The cabinet also maintains a five-year, long range financial model that is reviewed and approved annually by the Board of Trustees (described in Chapter 8). Academic affairs strategic planning dovetails with Bentley s institutional strategic planning process. Academic strategic planning is a continuous process, with established time frames and channels of communication. Academic Affairs leadership also meets two times a year to review strategic planning from both a yearly and a long range perspective. This deliberative, consensual process resulted in the current strategic plan, entitled Achieving the Business University, The plan reflects the substantial innovation growth and change that the university experienced over the last two decades and its inexorable trajectory as a business university. A copy of the strategic plan is available in the Base Room Strategic positioning evolution Bentley s current strategic development rests on a foundation comprising several past plans; chief among these is the plan created in the late 1990s under President Joseph G. Morone. This effort combined Bentley s historical strengths with new and innovative offerings in a strategy entitled VISION As a business university, Bentley University distinctively integrates business and the liberal arts and is internationally known for the quality and impact of its educational programs and research. Bentley is a leader in promoting ethical and socially responsible enterprise and the critical role of information and communication technology in achieving sustainable high performance. MISSION As a business university, Bentley University s mission is to create new knowledge within and across business and the arts and sciences and to educate creative, ethical, and socially responsible organizational leaders. 10

31 Context, Governance and Strategy The Business School for the Information Age. The strategy leveraged information technology by infusing IT throughout the curriculum and by building a constellation of high tech teaching, learning and research centers. The strategy also closely linked IT and business to the arts and sciences. This strategic phase successfully established a distinctive identity for Bentley that differentiated it from both traditional regional competitors and from other business schools. The second phase of the strategy, launched in 2002 with the appointment of a new provost and two new deans, began Bentley s transformation into a research-focused, PhD granting, business university. Intense efforts to attract leading faculty researchers in key disciplines like Computer Information Systems and Accounting, along with significant financial support, dramatically enhanced the institution s research capacity. With this foundation, Bentley successfully applied to the state regulatory authority in 2005 to receive authority to grant doctoral degrees, one in accounting and one in business. The strategy succeeded in transforming Bentley from a business college to an emergent business university. Indeed, in 2008 the institution successfully petitioned the state to formally change its status to that of university Current strategic direction Universities generally, and Business schools and universities in particular, are operating in a dramatically changing market environment. First, there is the ubiquitous effect of the worldwide economic crisis. Second, affecting all of U.S. higher education is a new dynamic that sees students and their families demanding a high return on their investment and seeking alternative ways to afford the growing cost of higher education. Finally, within its region and its specific market context, Bentley faces a statistically declining regional and national undergraduate student demographic, the challenge of competition from broad based universities with growing numbers of business programs, and increasing competition among U.S. institutions for international students Achieving the Business University, : Achieving the Business University is a response to this environment that relies on Bentley s singular institutional strengths and competitive advantages. The strategy is characterized by an institutional commitment to continuous curricular innovation at the undergraduate level; enhancing excellence in graduate education through two MBA programs and several specialized masters programs; and continuing to support and nurture faculty research. All of these objectives are informed by an international orientation that recognizes the dynamically changed world of business. Bentley s strategic direction is squarely focused on academic investment over the next five to 10 years. Bentley s origins in accountancy and its growing reputation for research in auditing, control and governance provide the first of five links in an accountableleadership chain. Its strength in ethics and social responsibility provides the second. A decade of investment in information and communication technology assets and research ensures that the pervasiveness of information and the need to transform and manage data through collaborative processes that produce actionable knowledge is the third. The fourth link in the chain arises from the insights into critical, conceptual and creative thinking students derive from the arts and sciences and from Bentley s practice of integrating business with arts and sciences. Finally, pursuit of internationalization through its programs and in its research agenda provides the fifth and final link needed to produce tomorrow s responsive and responsible leaders. 11

32 Thus, the strategy will achieve this core purpose and involves three distinct elements: An investment in intellectual capital for thought leadership that adds value to students education, directly enhances the reputation of the university, and supports an elevated ranking. In addition to increased investment in leading scholars, this effort will entail development of thought leadership networks that will stimulate research and encourage collaboration among scholars. These thought leadership networks will center on Bentley s core strengths: integration of business and the arts and sciences; ethics and social responsibility; information technology; and accounting and measurement. The focus of thought leadership investment will be focused on Bentley s strategic domains and will reflect Bentley s commitment to internationalism. An investment in continual transformation of the graduate school offerings to a program portfolio better able to deliver on the educational promise and better able to support the brand position to which Bentley aspires. This includes efforts to rationalize the MS portfolio, and enhance the MBA portfolio to include a cohort based pre-experience MBA as well as a new innovative ranked MBA program. An investment in continual assessment and updating of the undergraduate offering to ensure that appropriate content is included in the curriculum and that students develop an understanding of context, complexity and ambiguity, and students understand interdependencies. They must develop the skills and insight needed make a value-adding contribution throughout careers spanning forty rather than five years. Bentley graduates must have the capacity for marathon running rather than sprinting. As part of the last strategic planning cycle, Bentley discontinued its executive education programs, which more accurately could be described as continuing education for mid-level professionals. The university intends to reenter this sector of the market incrementally, with targeted programs developed in collaboration with corporate partners. This plan is described in detail in Chapter Quality assurance As described more fully in Chapter 2, Bentley has a rigorous and comprehensive system of continuous program review. In summer 2003, Bentley instituted the Assurance of Learning Initiative (ALI), with the goal of implementing an institution-wide assurance of learning program. The overall purpose of the assurance of learning program is two-fold: (1) to provide meaningful data about the effectiveness of academic programs at Bentley; and (2) to improve the effectiveness of these programs. The assessment system is based on two broad principles: improve overall student outcomes rather than ensure that students achieve a pre-defined level of proficiency; and focus on program-level assessment, rather than student-level assessment, using sampling and aggregate measures. The basis of this system are student evaluation of teaching (SETS) that were implemented in 1990 and remain the standard method for obtaining information on students' perception of teaching. 12

33 Context, Governance and Strategy 1.7 Internationalization Internationalization in myriad forms is exhaustively described throughout this document. Rather than being appended to the university s mission, internationalization is infused deeply and inextricably into the university s strategic direction and is a core institutional value that informs the recruitment of students and faculty, the development of curriculum, collaboration with colleagues, and prioritization of research Evolution Internationalization has been a component of the Bentley educational program since the 1980s, when a center for international education was formally established. Its main purpose was to foster student and faculty exchanges. The center was successful in dramatically increasing the opportunities for students and faculty to study, teach and undertake research abroad. It also had some success in bringing international faculty, lecturers and speakers to Bentley. The next phase of internationalization took place under the leadership of President Joseph Cronin, who made internationalism a keystone of his leadership. In 1997, the international center was named for him, and became the Cronin International Center (CIC). The Cronin Center was even more successful in fostering the international efforts of faculty around research and in fostering student and faculty exchanges. Under the leadership of Provost Robert Galliers, a senior executive with the title associate provost was named to lead the CIC. The Institutional Advancement division, collaborating with Academic Affairs, convened an International Advisory Committee composed of alumni who lived and worked around the world. This group offered its advice and guidance on the university s dynamic international efforts. These initiatives combined to create a powerful engine driving internationalism at the university. They were so successful, and the international imperative so enthusiastically embraced by the university community, that a new, decentralized model now exists. Under this model, instituted by Provost Michael Page, all academic departments, centers and initiatives understand the centrality of internationalism. Chapter 9 presents a full description of Bentley s international goals, activities and achievements and their thorough infusion throughout the institution. 1.8 Corporate connections Bentley has historically been deeply connected to corporate needs and imperatives. Its founding, as stated earlier, was in fact in response to a corporate need for accounting and tax professionals following the imposition of the national income tax. Bentley s Board of Trustees has a critical mass of corporate leaders from a variety of industries. Several departments and centers have advisory boards and councils that are populated by corporate leaders and that offer substantive assistance. Adjunct faculty from business and executives in residence play important roles in the classroom. And recruitment of our students for internships and for permanent positions is the core of our corporate relations. 13

34 The Office of Corporate Relations is the unit charged with the establishment, coordination and promotion of long-term corporate relationships. As they expand in complexity, these relationships are evaluated as potential key accounts. Key offerings include: Access to undergraduate and graduate students for placement Creation of customized strategic investment plans that align with business objectives Serving as liaison between faculty and partners for corporate-driven research projects Opportunities to present in the classroom and sponsor field-based learning experiences Service as members of advisory boards and task forces Customized solutions to business challenges through collaboration with academic and technical centers Bentley currently has sixteen key corporate partnerships that meet the majority of these criteria. These partnerships are with: Boston Scientific, Deloitte/Deloitte Consulting, EMC, Ernst & Young LLP, Fidelity Investments, Grant Thornton LLP, KPMG LLP, Liberty Mutual Life Insurance Co., Morgan Stanley, National Grid, PricewaterhouseCoopers LLP, Raytheon Corp., State Street Bank, TJX, Thermo Fisher, and The Travelers Indemnity Company. Most of these firms have had relationships with Bentley for many years, in some cases decades. The scope of these relationships, and the university s other corporate partnerships, are detailed in Appendix Conclusion Bentley University has been on a strategic trajectory that has successfully combined the institution s historic strengths with distinctive innovation in response to a changing marketplace. Continuing that trajectory with renewed strategic focus and direction, Bentley is moving inexorably into its place as an international business university. This work continues Bentley s historic trajectory. Collectively and collaboratively committed to this direction, administrators, faculty, board, alumni and students will all serve to execute the vision of Bentley s next stage of development. 14

35 RESOURCES AND ADMINISTRATION CORPORATE CONNECTIONS FACULTY EXECUTIVE EDUCATION INTERNATIONALIZATION STUDENTS CONTRIBUTION TO THE COMMUNITY RESEARCH AND DEVELOPMENT CONTEXT, GOVERNANCE AND STRATEGY PROGRAMS 2 Programs This chapter describes key aspects of the university s portfolio of programs at the undergraduate, master s and doctoral levels. The chapter describes in comprehensive detail the evolution of these programs, their design and delivery, assessment, and ways in which modifications to them are implemented as necessary. The portfolio of programs is tightly linked to the institution s areas of thought leadership and is thoroughly informed by perspectives of internationalism and globalization. 15

36 2.1 Bentley s portfolio of programs Teaching and learning strategy and policy Bentley s teaching and learning policy is informed by its mission and vision. Programs are based on the assumption that: (1) direct interaction between individual students and instructors both inside and outside of the classroom, whether physical or virtual, is expected and facilitated; (2) student creativity is enhanced by the ability to understand a subject from varied perspectives that integrate business as well as arts and sciences disciplines; (3) the ability to apply knowledge in real situations is valuable; and (4) courses must be dedicated to such strategically important themes as globalization, ethics and corporate social responsibility, diversity, or information and communications technology, or that these strategic themes be embedded into multiple courses Developing Bentley s program portfolio: Policies and processes Bentley s program portfolio has generally been developed based on faculty expertise and interest as well as market need. The doctoral program, for example, resulted from an institutional desire to enhance research capability and to meet the compelling need for PhDs in the business disciplines. All programs are implemented only after a carefully iterative review by the faculty governance, as described in the Faculty Manual, Section 4.4.3, and approval by the Board of Trustees. The current strategy provides significantly stronger guidance for developing programs through three objectives: (1) to offer programs that respond to the needs of domestic and international business and society, and to discontinue programs, majors or concentrations that are not strategic; (2) to replace the current Day MBA program with two new programs: an Emerging Leader MBA targeted to pre-experience students and a new MBA that will occupy a flagship position; and (3) to pursue executive education opportunities incrementally, mainly in the form of customized programs, in collaboration with corporate partners. The first objective dictates that programs be reviewed in the context of the strategy. Based on this mandate, in summer 2010 the Graduate Council revised the principles to review programs, which now require an explicit strategic fit and have been applied in graduate program reviews beginning in fall Implementation of the second objective, the new MBA portfolio, is well underway. The Bentley University Faculty Manual, section 3.0, states that responsibility for the program portfolio lies with the provost and the deans of Business and Arts and Sciences. Under Bentley s shared governance system, ideas for new programs may originate with either administration or faculty, but the faculty members develop and approve programs before their introduction. The Board of Trustees must also approve new degree programs. Academic Affairs Strategic Planning Retreats (AASPR), attended by both administrators and faculty, has been the source of new programming, as have academic departments, the president and the provost Programs in the portfolio Bentley s portfolio of programs includes bachelor, master and doctoral degree programs and some executive education offerings. Table 2.1 lists the degree programs. 16

37 Programs Table 2.1: Listing of business and business-related programs (fall 2010 enrollment in parentheses) Undergraduate programs: Bachelor of Science (BS) All majors consist of 24 credit hours (8 3-credit courses) unless otherwise noted. Markets served are: (1) year old pre-employed domestic and international students; and (2) employed domestic (part-time) adult students, unless otherwise noted. (1) Bachelor of Science in Accountancy (351): The AC major prepares students to enter careers in public accounting, corporations, small businesses, nonprofit organizations and government; it emphasizes underlying principles in cost management, financial accounting and reporting, accounting information systems, U.S. federal taxation, and financial statement auditing or internal auditing, and their application to management situations. (2) Bachelor of Science in Computer Information Systems (73): The CIS major equips graduates with understanding of information technology (IT) capabilities and implications, as well as with competency in best-of-breed methodologies and tools for information systems development, preparing them for business or systems analyst, application developer, systems integrator, IT liaison, end-user support, network manager, or technical support specialist positions. (3) Bachelor of Science in Corporate Finance and Accounting (295): Consisting of 30 credit hours jointly delivered by the Accountancy and Finance departments, the CFA major prepares students for careers in corporate finance by developing their skills in accounting, finance, business analysis, communication, team work, and business process. Several courses use Enterprise Resource Planning software to familiarize students with integrated IT systems. (4) Bachelor of Science in Economics-Finance (330): The E-F major consists of 27 credit hours jointly delivered by the Economics and Finance departments, preparing students for careers in financial services, including banking, industry and government, and for graduate study in law or business. Graduates develop knowledge and skills in financial statement analysis, the financial system, and a strong foundation in micro- and macro-economic theory. (5) Bachelor of Science in Finance (311): FI majors prepare for careers in commercial banking, corporate finance, financial planning, insurance, money management, the credit, trust, or operations departments of financial service firms or investment brokerage by developing analytical and quantitative skills, understanding the finance function in varying types of firms, gaining global perspective on financial institutions and markets, and applying IT in financial analysis, asset valuation, and risk management. (6) Bachelor of Science in Information Design and Corporate Communication (47): Serving pre-work-experienced year old domestic and international students only, the IDCC major enables students to translate into practice oral, written, visual and managerial theory, learning industryaccepted standards in application, research, design, and evaluation of approaches to communication for careers including public relations, technical writing, corporate communication, and web design. (7) Bachelor of Science in Information Systems Audit and Control (31): The revised Accounting Information Systems major (ISAC) became effective in fall 2007 and consists of 30 credit hours jointly delivered by the Accountancy, Computer Information Systems, and Information Process and Management departments. It equips students for positions in accounting, auditing or IT departments in accounting service, software, or any firm with advanced information systems. (8) Bachelor of Science in Management (285): The MG major s objective is to develop ethical and socially responsible managers and leaders, equipped with interpersonal competence, the ability to understand the entire organization, and a portfolio of skills for not only first jobs but throughout a wide 17

38 variety of careers in the changing global business environment. Global, human resources, and entrepreneurship elective course tracks are optional. (9) Bachelor of Science in Managerial Economics (82): Serving pre-work-experienced year old domestic and international students only, the ME major requires three economics (EC) courses: Intermediate Price Theory, Intermediate Macroeconomics, and Research in Managerial Economics, two EC electives, and three courses from a choice of eleven concentrations. It prepares graduates for private or public sector jobs, or graduate study in business or law. (10) Bachelor of Science in Marketing (333): The MK major provides education for entry-level as well as management positions in product management, sales and distribution, advertising and promotion, new product development, marketing research, database marketing, retailing, services marketing, business to business, e-marketing, international marketing and customer data analytics in a variety of types of profit and not-for-profit organizations. (11) Bachelor of Science in Mathematical Sciences (45): The MA major prepares students to think quantitatively, to reason analytically, and to apply mathematical models to problems in economics, finance, environmental management, marketing, and other business fields. Many majors complete a concentration in actuarial mathematics and complete one or more internships in that field. (12) The Liberal Studies Major (555): The LSM is the only double major that business science (BS) students can undertake. The LSM is designed to help students develop their ability to think analytically, critically, and creatively within and across arts and sciences and business disciplines. Students choose from a list of themes around which to base general education and elective course selection, and maintain a record of regular discussions with a faculty advisor/mentor, annual analytical retrospectives, and a unifying project in individual electronic portfolios. Undergraduate programs: Bachelor of Arts (BA) business related All majors consist of 24 credit hours (8 3-credit courses) unless otherwise noted and require at least intermediate-level proficiency in a second language and a business minor. Markets served are: (1) year old pre-employed domestic and international students. (13) Bachelor of Arts in Global Studies (12): The GLS major provides students with a strong background in geography, culture, language, international relations and economics, enabling them to understand and analyze issues in an international and intercultural context, compete in an interdependent world, and succeed in a challenging global environment. All GLS majors complete study abroad and additional language requirements. (14) Bachelor of Arts in Media and Culture (19): The MC major combines creative arts with business and information technology, addressing the need for creative business professionals to gain an understanding of the past, present and future of media forms and contents. Students take hands-on media production courses as well as classes that emphasize theory. The major culminates in a media-related internship or capstone project. Graduate programs: Master of Business Administration (MBA) (15) Master of Business Administration, Day Program (75 students, 100% full-time): The Day MBA is an intensive 60 credit hour, two year full-time program. It uses active learning to emphasize the impact of IT on business practices and the integration of functional disciplines through business processes. Markets served: National and international full-time students with focus changing towards pre-experience students. Program revision was last approved in September (16) Master of Business Administration, Evening Program (432 students, 26% full-time): The Evening MBA is a 54 credit hour program that emphasizes choice, flexibility, personal customization, and efficient utilization of prior business studies. It allows creative dual concentrations and dual degrees with Bentley s specialized MS programs. Markets served: Local part-time students, mostly career enhancers. Last major revision occurred in

39 Programs (17) MS + MBA, Day Program (17 students, 76% full-time): The MS+MBA was launched in 2005 to integrate the Day MBA program with either MSIT or MSHFID (see below), forming an intensive 66 credit hour program of study that prepares the students with both broad business skills and knowledge through the Day MBA component and deep specialized expertise offered by the MS program. Markets served: National and international full-time students with focus changing towards pre-experience students. Graduate programs: Master of Science (MS) (18) Master of Science in Accountancy (270 students, 63% full-time): The 36 credit hour MSA program prepares students to enter a variety of careers in accounting and accounting-related fields, including public, corporate, governmental, not-for-profit, and tax accounting, auditing, and forensic accounting. Markets served: Five-year students and other recent undergraduates (Bentley and international); career changers. (19) Master of Science in Finance (131 students, 66% full-time): The 42 credit hour MSF program provides graduate-level education in the areas of corporate finance and financial markets. The program is designed to prepare students for the employment and career demands of an international, informationand technology-driven economy in a variety of areas of Finance, including financial institutions, corporations and governments. Markets served: local, national, and international students with a quantitative undergraduate background with 0-5 years of work experience. (20) Master of Science in Financial Planning (37 students, 22% full-time): The 30 credit hour MSFP provides a thorough in-depth understanding of the Financial Planning discipline while developing and refining the critical skills that are necessary for a graduate to successfully practice as a Financial Planning professional in roles such as financial planning adviser and consultant or executive in private and public firms across a variety of industries. Markets served: Local part-time students, including career changers and enhancers. (21) Master of Science in Human Factors in Information Design (88 students, 8% full-time): The 30 credit hour MSHFID program provides a deep understanding of human behavior, complemented by mastery of rigorous research methods and interaction design best practices, giving its students an ability to improve the usability of technology products, increase human performance, and enhance the overall strategic positioning of the organization. Markets served: mid-career professionals in the human factors profession; career changers. (22) Master of Science in Information Technology (53 students, 43% full-time): The 30 credit hour MSIT program prepares professionals for careers that require the integration of information systems knowledge with a strong understanding of the global business understanding and particularly the globally distributed nature of modern IT work. The program s technology focus is at the architectural level. Markets served: Five-year students; local and international career changers. Last major revision was launched in (23) Master of Science in Marketing Analytics (58 students, 64% full-time): The 32 credit hour MSMA program launched in 2004 specializes in marketing analytics: it teaches students how to generate, analyze and use information to make informed marketing decisions, how to determine the financial impact of those decisions, and how to evaluate the effectiveness of their efforts. It has a strong focus on hands-on experience with quantitative tools and real-world data. Markets served: Five-year students and other recent undergraduates (local, national and international). (24) Master of Science in Taxation (201 students, 22% full-time): The 30 credit hour MST program is intended for individuals who are looking for a comprehensive education in Taxation with a firm grounding in the critical skills necessary for this discipline. The program prepares the students to succeed at the highest levels of the tax profession. The focus is not on the narrow technical area of tax compliance but on preparation for leadership positions in the tax profession. Markets served: Local part-time students career changers and enhancers. 19

40 Doctoral programs (PhD) Markets served: Post-master students with business experiences who want to enter academia. (25) Doctor of Philosophy in Accountancy (10): Launched in 2006 this program covers detailed knowledge in the accountancy subject domain as well as covering general research skills and ensuring that students understand the contemporary business context through seminars in globalization and ethics and social responsibility. Students will also undertake research in a specialist area of accountancy that will prepare them for an academic career involving research and teaching. (26) Doctor of Philosophy in Business (25): Launched in 2006 this program covers an inter-disciplinary business core of Organization Theory, Microeconomics and Information Systems as well as covering general research skills and ensuring that students understand the contemporary business context through seminars in globalization and ethics and social responsibility. Students will also have courses in a particular area of concentration within the broad domain of business, such as marketing, and undertake research in specialist areas that prepare them for an academic career The balance of program offerings As of fall 2010, Bentley enrolls approximately 4,000 undergraduates, approximately 1,400 master s students, and 40 doctoral level students. Executive education is in an evolving state, and is described in detail in Chapter Strengths and weaknesses of the program portfolio Bentley s programs have these key strengths: Choice and comprehensiveness that satisfies a wide variety of student interests. Cross registration, which enables students to learn with those from other programs, enhances the diversity of viewpoints and increases in the likelihood of full course enrollment. The option of creating interesting and creative combinations from the existing course and concentration offerings. The programs encourage students to develop an ability to make connections across the multiple dimensions of business and global society and across the boundaries of strategic domains. Within each level, integration is a key strength and a distinguishing feature of a Bentley education. Bentley recognizes these weaknesses: Satisfying a wide variety of student interests comes with the challenge of ensuring rigor and depth within each program and cohesiveness within and between programs. 20

41 Programs Complex interconnections between the programs at the graduate level make them more difficult to manage, an issue being addressed in future changes to the graduate portfolio. The portfolio encourages a highly heterogeneous student population at the graduate level, leading to some pedagogical challenges and reduced student satisfaction among more experienced students. This is particularly challenging in the context of the Evening MBA program; it has been addressed by limiting admission to students with at least three years of work experience starting in At the graduate level, at least one program is below sustainable size and several others are quite small. In the past, the institution has sometimes retained smaller master s programs below sustainable size. The newly defined graduate program review principles should address this concern. Historically, institutional marketing has been disproportionately dedicated to undergraduate education, an imbalance that is being redressed Portfolio coherence and positioning The institution s mission and vision, as well as the needs of the corporate world, inform the creation of all academic programs and provide their coherence in content and presentation. Faculty is versatile and can teach at multiple levels, enhancing coherence. The markets that Bentley serves vary depending on program level and type. Bentley is committed to serving international, national, and regional student populations, but the emphasis on various geographic targets varies with the program. Some specialized master s programs, particularly the MSA, MSF, MSIT, and MSMA, have high percentages of international students, and as will be discussed in Chapter 3, programs address their specific needs. Other master s programs are targeted to post-experience students, including the MSHFID, MST, and MSFP, whereas the MSA and MSMA are targeted to the pre-experience audience. The MSF and MSIT have mixed audiences, as do currently both of our MBA programs. Increasing the homogeneity of the populations is one of the key goals in the ongoing revision of our MBA portfolio, leading to the launch of a new set of MBA programs in fall The PhD programs market includes students with relevant master s backgrounds and professional work experience. Doctoral students are carefully matched to faculty mentors and advisors during the application and recruitment process, which maximizes the focus and coherence of their programs Program innovation since 2005 Since fall 2005, the program portfolio has changed significantly: (1) two new undergraduate majors have been introduced (Liberal Studies Major in 2005 and Media and Communications in 2006); (2) the International Studies major was redesigned and renamed Global Studies in 2008; (3) two new integrated MBA+MS degrees (Day MBA with MSIT or MSHFID in 2005) have been introduced; (4) a new MS program (in Real Estate Management in ) was introduced; and (5) PhD programs in Accountancy and Business were introduced in A completely revised MBA portfolio is planned for 2012, and the approval and governance process for this program is well underway, with many aspects already approved. It is described in detail below. 21

42 In 2009, a new curriculum in accounting and finance that integrated introductory courses in these disciplines was introduced for freshmen and sophomores (GB 112 and GB 212). This comprehensive new curriculum was made possible by a grant of $400,000 from the Ernst & Young University Fund. It was developed with the collaboration of Ernst & Young executives and partners to assure its real-world relevance. This initiative is a success in its second year. Another externally supported curriculum innovation is called Complex Problems/Creative Solutions. This program, that seeks to focus the study of a single real-world problem across several freshman and sophomore courses, was implemented on an experimental basis in fall It is supported by a $62,000 grant from the Davis Educational Foundation. Scheduling challenges that led to disappointing enrollment will result in the discontinuation of the program in Programs are discontinued after careful analysis: (1) the MS in Accounting Information Systems degree was discontinued in 2005; (2) the MS in Real Estate Management in 2008; (3) the Quantitative Finance track of the MSF program in 2010; and the associate s degree in business was discontinued in Current plans include proposing a new, on-line, part-time evening BS in business degree program for adult learners. The entire master s level product portfolio is currently being revised, including the following specific changes: Revision of the MBA portfolio with a targeted launch date of fall 2012: Introduction of a new, innovative flagship MBA program, which will be an intensive 11-month, cohort-based program targeted to highly qualified students with 5-7 years of work experience and heterogeneous national backgrounds. Transforming the current Day MBA program into an Emerging Leaders MBA track targeted to pre-experience students (those with 0-2 years of work experience) with a program design that is specifically intended to address the needs of the young population. This two-year program will be a cohort-based and have a strong focus on field-based learning. Developing part-time MBA offerings further, taking into account that it will be closed from applicants with less than three years of work experience, with the possibility of a synchronous, on-line learning option The CIS department is revising the MSIT program for fall The new review criteria will be applied to the regular five-year reviews of the MS programs, including the MSMA, MSFP, and MST Program management and review systems Bentley s formal quality assurance program for its academic programs consists of inter-departmental curriculum committees that review and approve new and modified course and program proposals submitted by faculty. Regular program reviews are conducted by academic departments, special faculty inter-departmental task forces, master s program academic directors, and the PhD Council, depending on the level. At the bachelor s level, these proposals are discussed in their earliest phases by the new 22

43 Programs Curriculum Policy Committee, and when finalized are reviewed and approved by the Curriculum Implementation Committee. At the master s level, the program portfolio is managed by the Graduate Curriculum Committee and the Graduate Council, to which the Graduate Curriculum Committee reports. New and major changes to undergraduate and master s programs must be approved by both Faculty Senate and the General Faculty. The PhD Council reviews doctoral programs. PhD and MS programs are reviewed on a five-year cycle; the undergraduate five-year review cycle has been replaced with a streamlined on-going learning objective assessment, to be reported on in annual departmental strategic plans. Appendix 2.1 describes the guidelines for this process as well as the master s program review template s data requirements. 2.2 Program design: Process and changes Program design begins with faculty interest, market and institutional strategic need. Individual faculty members bring ideas to their departments for further development. Each department has an ad hoc or standing curriculum committee that identifies existing courses that would comprise the program and develops proposals for new courses to complete its design. Completed proposals are then submitted to the faculty governance system for institution-wide approval (see above). At any stage of the governance process the design may be modified to address faculty and or administration concerns Development and Review Cycle The development and review cycle ensures that the design, content, delivery methods and materials for programs are relevant, up-to-date and of high quality by requiring a taskforce of departmental faculty to conduct five-year reviews for departmentally-housed master s degree programs. New master s programs undergo interim reviews after three years. Dean-appointed inter-departmental task forces conduct five-year inter-disciplinary program reviews, such as the review of the undergraduate General Business Core and the reviews of MBA programs Differentiation Differentiation is achieved by students: (1) building a strong foundation in areas of study related to value creation and measurement (mostly represented in accounting and finance, our traditional areas of strength); (2) using information technology not only for learning, but also to understand how IT has influenced the nature and practice of business, both in general and in their specialized studies, including a strong focus on business processes; and (3) considering the ethical and social responsibility implications of their business decisions. The Liberal Studies Major, unique to Bentley, allows undergraduate students to complement their business or business-related major as they explore important themes that cut across arts & science and business disciplines, such as ethics and social responsibility, global perspectives, and media arts and society. 23

44 2.2.3 Innovation and creativity Bentley encourages innovation and creativity in program design by its willingness to experiment its and flexibility in adjusting to implementation issues. New programs may be approved with shell course syllabi that lack specific details, but present designers intentions for course objectives and content. Final syllabi must be re-submitted to the curriculum committees at the relevant level before the courses are offered for the first time. New programs run for at least three years (five at the undergraduate level) regardless of enrollment numbers. Indeed, there is no set minimum enrollment number that a new program must promise to meet in order to be approved or continued; each program is reviewed on its own merits. In addition, the provost, deans, and individual faculty frequently share materials about other schools innovations, information from curriculum conferences, and other sources of ideas to encourage innovation Values, attitudes, knowledge and skills Bentley s description of the values, attitudes, knowledge, skills and behaviors it is seeking to instill in its students for all programs appears in its mission statement (see Section 1.4). These goals are embedded at the program level in each of its learning objectives Integration Programs provide for interdisciplinary integration in the following ways: (1) undergraduate: most courses and across all four years of the General Business Core (Appendix 2.2) and the optional Liberal Studies Major (Appendix 2.3); (2) master s: the required MBA Business Process Management course is shared with three MS programs; the integrated MS+MBA degree, and optional dual MBA and MS degrees; and (3) doctoral: the ethics and social responsibility course is team-taught by philosophy and management faculty; the globalization course is also clearly inter-disciplinary (see Integration has been at the heart of recent curriculum innovations. For example, at the graduate level: In 2005, Bentley launched an integrated MS+MBA program that allows students to achieve both a full-time MBA and an MS degree in either Information Technology or Human Factors in Information Design. This program provides its students with a combination of deep understanding of a subject area (provided by the MS component) and broad business leadership capabilities (provided by the MBA component). The Business Process Management (BPM) course is required in the MBA program, shared with three MS programs and optional for other MS programs. In 2007, the Evening MBA and all of the MS programs were restructured to make it possible for part-time graduate students to combine elements from these courses and programs in a flexible way, increasing their ability to personalize their degrees. This curriculum structure allows students to include two concentrations in the Evening MBA program. It is possible to build on one master s degree (either MBA or MS) and add the other in a structurally clear and consistent way, leading to the opportunity to build innovative dual degree structures 24

45 Programs Program design changes An approved and partially implemented program level change of critical importance since 2005 is the ongoing transformation of the Day MBA into an Emerging Leaders MBA. Key elements include requiring all students to take all Business Fundamentals courses enhanced by appropriate revisions; requiring a Global Business Experience; introducing a simplified, program level pricing model; introducing a new Business Law, Ethics, and Social Responsibility course; increasing the coverage of ethics and social responsibility; introducing a required student portfolio of achievements; and revising the way the second year field-based experience is implemented. In addition, a reduced number of concentrations (eighteen to eight) in the MBA portfolio assure clarity and focus as well as consistency of the elective offerings. At the undergraduate level, the International Studies major was redesigned and renamed Global Studies (GLS). The modifications make the major more flexible and represent a common body of knowledge while allowing students also to explore various concentrations. The three tracks available to GLS majors are: (1) Global Culture and Communication; (2) Global Governance and Public Policy; and (3) Global Community and Non-Governmental Organizations (NGOs). The undergraduate General Business Core has also been redesigned. The new core consists of 27 rather than 24 credits and is required of all business program students enrolled as freshmen since fall Nine three-credit courses replace a combination of 1.5 and 3-credit modules, with the additional three credits coming from the removal of a business elective. As a result, four-course business minors now include one related A&S elective. Business function courses such as accounting, finance, marketing and operations are taken in the first two years, and integrative courses such as business processes, the business plan project, and global strategy follow. These changes address previous weaknesses in design and resourcing uncovered in the review. For example, GB301, the four-module third-year course, posed student scheduling and faculty compensation problems. More importantly, students were expected to learn conceptual material and skills while simultaneously applying them to a project, thus allowing no time for absorption of and reflection upon the material. Integration is now based on an earlier firm foundation of discipline-specific learning Awareness of global best practices Innovation often springs from deep faculty involvement in their respective disciplines. For example, the CIS faculty serve in leadership roles on computing standards committees developing national and international IS curricula and governing computing accreditation. Faculty members and members of the administration are also active in international conferences and thus discuss programs in their respective fields with colleagues from around the world. Provost Michael Page and University Distinguished Professor Robert Galliers serve in leadership roles EFMD and AACSB. In addition, a number of faculty members teach short-term courses internationally, serve on accreditation teams or have joint appointments with international universities. Academic Affairs has a membership contract with Hanover Research Council, a research firm that serves academic institutions with customized research related to best practices and benchmarking. This membership allows helps address research needs quickly and effectively. It also provides access to all archived projects, a continuous stream of high-quality research projects, on-call project support, and quarterly consultations. 25

46 2.3 Program content Undergraduate programs Undergraduate degree programs share three requirements: 1) the General Education Core; 2) a portion of the General Business Core; and 3) electives. See Appendix 2.4 (Degree Requirement Summaries) and policies.cfm for more information. Table 2.2 summarizes undergraduate program course philosophy, objectives, intended learning outcomes, core requirements, options offered and pedagogy adopted, notable course work, links between courses and program objectives, and related extracurricular or special activities. Notebooks in the Base Room provide details for each major. Table 2.2: Undergraduate program overview (1) Program philosophy: Undergraduate major studies are characterized by a balance of business, both general and specialized, and general education selections, the best combination for preparing tomorrow s professionals. The business skills that students develop are enhanced by a curriculum that integrates the use of information technology for analysis, decision-making and management. (2) Program objectives: The aim of business and business-related majors is to develop expertise in a specific area of business or in an arts and sciences area closely related to business. (3) Intended learning outcomes: The revised General Business (GB) Core s learning objectives for all BS in business majors are in the GB Core notebook in the Base Room. (4) Core requirements: All students complete the General Education core (Appendix 2.5).There are also three additional components to business majors: (1) General Business Core. Please see Appendix 2.2 for a description; (2) Core required courses: each major specifies its required courses, the number and nature of which vary. Please see Appendix 2.4 for a listing of each major s requirements in their DRSs; and (3) Electives: these are either in the discipline or specified major-related electives. Please see departmental course descriptions in the Undergraduate Catalogue (available in the Base Room). Business-related Arts majors have same components as above except the General Business Core is replaced by at least a business studies minor consisting of a subset of the General Business Core. (5) Pedagogy: Students gain from their interaction with experienced faculty who are business professionals and scholars in their fields. Class enrollment is limited to no more than 35, and for writing-intensive courses, 25 students. There are no teaching assistants. Depending upon the nature of the subject, classroom pedagogy includes case discussion, lecture and discussion, and experiential learning exercises. On-line tutorials are available in relevant subjects. Faculty-supervised field-based learning occurs in project courses, credit-bearing internships, and directed studies. (6) Notable course work: All students must satisfy three focus requirements by selecting from a list of approved courses that have diversity, international, and/or communication- intensive material as their focus. In addition, all students complete one communication-intensive course in their major. Please see the Fall 2010 Registration Book in the Base Room for a list of courses meeting the Diversity, International, and Communication requirements. 26

47 Programs (7) Links between courses and program objectives: Each major s required core courses are designed to provide students with the specialized expertise expected of a graduate earning the particular degree. For example, a CIS objective is to provide technologies and skills for building enterprise-scale information systems and the major requires CS 360 Business Systems Analysis and Design. The Business and Business-Related Undergraduate Majors notebook in the Base Room contains syllabi for these and other majors courses. (8) Extra-curricular or special activities: The Undergraduate Catalogue lists campus organizations responsible for activities related to undergraduate programs. Included are Beta Alpha Psi, Association of Latino Professionals in Finance and Accounting, Bentley Investment Group, Bentley Marketing Association, Economics and Finance Society, National Association of Black Accountants, and Society for the Advancement of Management (SAM). Service Learning activities are also described. Students may participate in college (Bentley Business Bowl) and national case competitions. Majors have explicit objectives and measurable learning outcomes. Program objectives are reflected in the practical aspects of content in the Accounting, Corporate Finance and Accounting, Economics-Finance, Finance, Information Systems and Audit Control, and Marketing majors. The employment market affects some departments more than others. For example, the topical coverage of the AC major is designed to meet the requirements set forth by the Massachusetts Board of Accountancy: Financial Accounting, Cost Accounting, Auditing, and Taxation. Courses match the state s topical requirement, enabling graduates to sit for the Certified Public Accounting (CPA) examination. The Corporate Finance and Accounting major emerged directly from faculty interactions with corporate recruiters who noted that graduates would be better prepared for careers if accounting majors had more finance and finance majors had more accounting. Courses in User Interface Design, Elements of Usability and User Experience, and Advanced Visual Communication added to the IDCC major reflect changes in industry practice. And, the Marketing major now requires market research to respond to employer demand. Key examples of programs embracing a comprehensive range of relevant business and management theory, strongly linked to management practice, are the Managerial Economics and Management majors. The BAs in Global Studies and in Media and Culture, however, are predominantly focused on arts and science discipline theories. The link to management practice is somewhat weaker. GB Core courses in the required Business Studies minor provide their business content. Undergraduate courses assess students personal skills and qualities and subject-specific knowledge and skills in a variety of ways. For example, among the GB215 Human Behavior and Organizations learning goals is to develop personal skills for working effectively in complex and global organizational environments. The recently created Media and Culture major promotes: (1) creativity, (2) leadership, (3) organizational skills, (4) effective team-work through hands-on work in media courses, and (5) the study of the effects of globalization. Undergraduate programs explicitly include aspects of social responsibility. Many faculty have attended the Center for Business Ethics Business Ethics Faculty Development Workshop, established in Instructors learn to apply ethics concepts to their own disciplines and share course materials and ideas for assignments that enhance students abilities to identify and address ethical issues in the workplace (see 7.5). In the revised GB Core every course has at least one learning objective related to ethics or corporate social responsibility. The Fourth Credit Service Learning Option, described in the Undergraduate Catalogue and at is used in courses across disciplines. Individual courses within specific majors may address ethics and social responsibility issues in a variety of contexts. 27

48 2.3.2 Master s programs The key characteristics of the master s programs are specified in Table 2.3. The programs, initially listed and described in Table 2.1, are described in detail in Appendix 2.6. Table 2.3: Graduate program overview (1) Program philosophy: Graduate programs share the belief that business education should be closely linked to advanced practices in business and applied research that intends to improve business practice. The graduate programs share the belief in the value of information technology as a foundation for modern business solutions and practices, the strong importance of ethics and social responsibility as a founda tion for modern business, and the importance of framing all business education in the global context. (2) Program objectives: Prepare students for successful careers in services-oriented, information-intensive professions. The Graduate School offers MS programs with functional depth, sophistication and expert-level specialization. The MBA programs educate leaders of knowledge-based service professions, emphasizing the impact of IT on business practice, and the integration of business processes across functional disciplines. (3) Intended learning outcomes: All graduate programs have specified learning outcomes at the program level (see Appendix 2.6). The level and granularity of these has been recently standardized as part of our Assurance of Learning process. (4) Core requirements: The core requirements vary depending on the type of the program; the details are specified in Appendix 2.6. In the MBA program, the common core elements include Business Process Management, Creating Business Value through Information Technology, Leadership, and Global Strategy, expanded in the Day program with Management Consulting Teams, and Team Effectiveness. There are few commonalities in the core elements between the MS programs because of their different foci. The MSHFID and MSIT programs both include Business Process Management as a core course. (5) Pedagogy: Pedagogy emphasizes the importance of experiential and active learning. Concepts are taught using methods that put them into use in practical situations through case analysis and discussions, in-class exercises, simulations and role play, project work, and other approaches. There is a strong focus on methods that help the students develop as independent learners, critical thinkers, and analysts. Particularly the Day MBA program has a strong focus on field-based learning through extensive projects. (6) Notable course work: There are many notable MBA and MS courses. For example, the Day MBA program has two rigorous field-based learning experiences with real-world clients: Business Process Management and Management Consulting Teams. The MSIT program has a highly rigorous communication-intensive Enterprise Architecture course that integrates deep technical understanding with strong analytical and communication capabilities. Many graduate students across program boundaries take the Management course in Negotiations, which puts the students through a series of simulated negotiation exercises. More highlights are in Appendix 2.6. (7) Links between courses and program objectives: The mapping between program learning objectives and courses are included in the Assurance of Learning materials in the Base Room. All Bentley s master s programs learning objectives are derived from program goals. Program learning objectives, in turn, determine the course level learning objectives, course content, and pedagogy. 28

49 Programs (8) Extracurricular or special activities: The main venue through which formal extra-curricular activities are channeled is the Bentley Graduate Student Association (GSA) and its sister organizations including: Graduate Finance Association; Graduate Information Technology Management Association; Graduate Management Association; Graduate Marketing Organization; and Graduate Women s Leadership Organization. These groups organize a large number of activities that are typically available to all graduate students. In addition to the student-led activities, Graduate Student and Academic Services organize community-building events throughout the year. In addition Graduate Career Services group offers a number of workshops, seminars, and corporate events related to career management and job search. The program content varies significantly depending on the program, but all share fundamental components: The three credit hour pre-program foundation courses in Statistics and Economics are required by the Evening MBA, MSA, and MSF unless a student has completed corresponding coursework earlier. The program foundation courses are offered in two six credit hour modules, PF Module I that includes Accounting, Finance, and Organizational Behavior and PF Module II that includes Marketing, Operations Management, and ten integrated sessions. PF Module I is required by the Evening MBA, and MSF. PF Module II, in turn, is required by the Evening MBA, unless a student has completed corresponding coursework earlier. The program core that includes the required elements of the program core varies from twelve credit hours to thirty-six credit hours depending on the program. The elective courses are structured into eighteen concentrations particularly for the MBA program but available also for other programs. A decision has been made to reduce the number of concentrations to eight, and the new concentrations are currently being specified by the departments. The structures of the Day and Evening MBA and the MS programs are described in Figure 2.1. The master s programs are strongly influenced by industry practice and the demands of the employment markets. The regular program reviews and program development activities always include feedback from at least two major external constituents: alumni and key recruiters. For example, the Business Process Management, Management Consulting Teams, Team Effectiveness, and Leadership, Ethics, and Corporate Responsibility courses in the Day MBA were initially specifically included based on employer feedback. The comprehensive review of the Day MBA included substantial feedback from industry partners, which has influenced the development of the Emerging Leaders MBA. Bentley s close ties to the major accounting firms have been very useful during the recent changes in the firms hiring practices and their impact on the structure of the MSA program. The MSIT continually reviews and revises the set of technologies used as teaching tools in the program based on feedback from its external constituents. 29

50 Figure 2.1: Structure of Bentley s master programs Day MBA Program Structure Evening MBA Program Structure MS Program Structure Electives (15 credits) Either a four course concentration and one free elective or five free electives (program director permission needed) Core (30 credits) Business Process Management I & II IT for Competitive Advantage I &II Team Effectiveness Global Business Experience Management Consulting Teams I & II Leadership, Ethics, and Social Responsibility Global Strategy Business Fundamentals (15 credits) Managerial Statistics Economic Environment of the Firm Marketing Management Accounting for Decision-Making Fin. Statements Analysis for Decision Making Electives (24 credits) Either two four course concentrations or one concentration and four unrestricted electives Core (12 credits) Strategic Information Management Business Process Management Leadership, Ethics, and Social Responsibility Global Strategy Program Foundations (12 credits) Accounting Finance Organizational Behavior Marketing Operations Management Pre-program Foundations (12 credits) Statistics Economics Electives (9 18 credits) Program-specific selection and configuration of electives Core (12 21 credits) Program-specific required courses Program Foundations (12 credits) MSF, MSMA Accounting Finance Organizational Behavior Marketing Operations Management Pre-program Foundations (12 credits) MSA, MSF Statistics Economics PhD program Table 2.4 summarizes doctoral program course philosophy, program objectives, and intended learning outcomes, as well as core requirements, options offered and pedagogy adopted, notable course work, links between courses and program objectives, and related extracurricular or special activities. See Appendix 2.7 for a description of the PhD program. 30

51 Programs Table 2.4: Doctoral program overview (1) Program philosophy: The aim is to educate students to become leaders in academia, business or public service. It combines the best features of European doctoral programs, which stress mentoring relationships with faculty and independent research, with the best features of U.S. doctoral programs, which emphasize the acquisition of subject- based and methodological knowledge. The program combines the analytical, communicative, creative, technological and problem-solving strengths of the business disciplines and the arts sciences. It is a cohort program that uses an innovative curriculum to support an intensive learning experience that inspires students to be literate, articulate, ethical, creative and broad-minded, as well as expert in their chosen areas of study. Students achieve mastery of their area of specialization by working closely with faculty mentors. Concurrent with educating the next generation of academic, business and professional leaders, the Bentley PhD program aims to contribute to the research and scholarship profile of Bentley faculty. (2) Program objectives: The external goals of the program are to: (1) Contribute to the body of knowledge in business and accountancy as they relate to broader, dynamic issues of technology and society; (2) help meet the significant shortage of PhDs in business; and (3) develop a program of research that is rigorous and that addresses the real issues businesses face in today s global society. The institutional goals are to: (1) Create synergy with Bentley s mission to focus on applied business/societal research related to technology developments; (2) increase faculty publication productivity through collaboration with doctoral students; (3) attract new research-active faculty to Bentley based on their opportunity to work with doctoral students; (4) increase the pool of graduate research assistants and adjunct teaching faculty at Bentley College, providing the students are suitably qualified and experienced; and (5) increase the academic reputation of Bentley through the publications and prestige of PhD graduates in academic and business communities. (3) Intended learning outcomes: The learning outcomes intended are to develop broad inter-disciplinary knowledge reflecting the nature of real-world business problems and a rigorous, in-depth subject-area training. (4) Course requirements: There are three components to the PhD programs: (1) Common courses: Philosophy of the Social Sciences, Quantitative Methods, Qualitative Methods, thematic seminars in Globalization and Ethics and Social Responsibility; (2) Four course cores: Business Organization Theory, Information Systems, Macro-Economics and a Business Workshop; Accountancy Financial Accounting, Managerial Control, Auditing and Assurance and an Accountancy workshop; and (3) Electives: Independent study and small group classes in the particular research area of each student. (5) Pedagogy: Students are only accepted on to the PhD program where there is a qualified faculty member who agrees to supervise the student from the outset. This early identification and continuous participation of a supervisor and supporting supervisory committee is based on the principle that each doctoral student will be individually mentored throughout his or her doctoral study. (6) Notable course work: Each course/seminar has a specified range of course work but the dominant thread across the classes is that the students will write papers that link to their own particular research area and that there is a final paper that could be developed for publication of some type. Students are also required to make class presentations in preparation for conference presentations and teaching. A seminal activity in this regard is the presentation of the research proposal to which all Bentley faculty members are invited. (7) Links between courses and program objectives: There is a focus in all courses on developing writing and presentation skills, in line with the objectives of the program to encourage research output in the form of journal publications and conference presentations. Moreover, each course allows students discretion in the focus of papers that are written, albeit from the particular disciplinary perspective of the course. This allows students to develop broad inter-disciplinary knowledge and understanding in their particular research area, whether this is global virtual teams, ethical issues related to reporting, 31

52 or the diffusion of new technology. The program supports and encourages students to attend conferences and doctoral workshops in order to develop a network within their chosen research community. This is seen as essential for placement on completion of the PhD. 2.4 Skills acquisition Transferable managerial and intellectual skills appropriate to higher education are integrated into the curricula of all three program levels, as presented in tables in Appendix 2.8, and supported by syllabi in the Base Room. Students have ample opportunity to acquire and develop these skills in practical work, project-based work, and internships in the undergraduate and master s programs. In general, assignments such as reflection papers, journals, research progress and final reports, and case analyses enable students to practice and improve the intellectual skills listed in Appendix 2.8, Tables 2.1, 2.2, and 2.3. General education objectives are also met at the doctoral level with writing, presentation, and publishing skills development built into program design. Summary descriptions follow. The program delivery, student assessment, internationalization, and corporate relevance sections of this chapter also provide more detail Undergraduate level For undergraduate students, managerial skills are practiced in courses requiring individual or team project completion, and in credit-bearing internships. All BS majors, regardless of whether they complete the old or revised GB Core, complete a mandatory team skills workshop outside of class as well as a project module or course, working with real organizations and receiving training in research (but not consultancy at this level). About nine percent of eligible students completed a credit- bearing internship in each AY 2008, 2009, and 2010, generally as an elective course in their major. Several majors also offer field-based project courses, as appear in the Base Room notebooks. The intellectual skills of analysis, critical thinking, evaluation, and synthesis are practiced in a variety of General Education required and elective courses. Half of the 122 credits earned by undergraduate are in A&S. In addition, the LSM requires written annual retrospectives and a comprehensive unifying/culminating project. The latter is determined by the student in consultation with his or her advisor and may include, for example, an essay demonstrating cross-disciplinary insights within the LSM and/or between the LSM and the student s business or business-related major, or a project such as a play or short story, a piece of artwork, a web page design, a scientific experiment and analysis, or an academic conference presentation that draws on and illustrates one or more key concepts of a particular LSM. Across the entire four years of undergraduate curriculum, there is a balance of intellectual and managerial skills development, which is assessed by a variety of graded course assignments Master s level All master s programs provide the students rich opportunities to develop both general skills important for all knowledge professionals (such as critical thinking, oral and written communication, and problem solving) and specific managerial skills, such as relationship management (including team work), decision making, and project management. A partial mapping of the courses in which these skills are covered is presented in Table 2.2 in Appendix 2.8. The coverage is significantly broader because the great majority of graduate courses require the development of communication, relationship management and team work, critical thinking, problem solving, and decision 32

53 Programs making skills. These are, indeed, the core non-topic specific capabilities that our programs and individual courses have been designed to develop. Evidence of this is included in the syllabi available in the Base Room. Semester-long projects are a key element in a number of our graduate courses as, again, is verified by the course syllabi. In some graduate programs, projects are in the very core of the student experience, as is the case in the Day MBA program that includes two major project-based courses: a year-long Business Process Management during the first year and Management Consulting Teams the second year. For the Evening MBA students, the one-semester version of the Business Process Management course offers an intensive required project experience. Every master s program has at least one required course that includes a semester-long project component. Credit-bearing internships are available for students in all of Bentley s master s programs; during the last five years, on average 66 students per year took advantage of this opportunity. This figure has to be seen in light of the fact that about 60% of our graduate students are part-time and therefore, linking their course learning all the time to their experiences at work PhD level The doctoral program prepares students primarily for academic careers first and corporate work second; therefore, developing intellectual rather than managerial skills is paramount. The learning objectives focus on key skills in the areas of writing, teaching, presentation, and research, in addition to knowledge acquisition in the disciplinary areas. The foundation of disciplinary knowledge is built through core courses, specialized electives and thematic seminars, as well as through close work with the faculty, chiefly the doctoral advisor. Teaching seminars are designed to equip our doctoral students with the skills to become effective teachers in the classroom. Students will also have opportunities to apply for adjunct teaching positions in their disciplines. Once students begin teaching as adjunct faculty they will be assessed annually, following established procedures. Research seminars are geared to encouraging our doctoral students to develop their research-related academic skills, including exploring their dissertation ideas and developing writing and publishing skills, e.g., through guest speaker lectures. The success of these seminars will be evaluated through student feedback, but also through the publication and placement records of our students which will be monitored annually by the PhD Council, as described above. 2.5 Program delivery Teaching methods Teaching methods at all levels include: (1) classroom lecture and discussions, case analysis and assigned reading discussions, student presentations, student-led seminars, guest speakers, faculty supervision of project teams, experiential exercises including de-briefed role playing and business games (these are sometimes delivered on-line via 33

54 Centra and Blackboard technologies); and (2) outside-of-classroom exercises, assignments and projects individually and in teams; de-briefed visits to corporate sites; student project work at corporate sites; student internships; and individual student use of web-based tutorials, discussion boards, and podcasts Experiential learning Bentley values practical business education; therefore experiential learning is emphasized in most undergraduate business majors, all of which offer credit-bearing internships. Approximately nine percent of eligible undergraduates in each AY 2008, 2009, and 2010 chose this option, but more than eighty-five percent of all undergraduates undertake one or more non-credit internship during their four years at Bentley. At the master s level, on average about seventy students per year participate in a credit-bearing internship. At the PhD level this practical orientation is reflected in the research agendas of the PhD students which emphasize understanding businessrelevant, often field-based research. In select programs the focus on experiential learning is even stronger. For example, the revised Day MBA program will have the following elements with a major experiential learning component: (1) A full-day orientation team-building exercise; (2) a full-year Business Process Management course, (3) a required Global Business Experience course; (4) supported and required student portfolio maintenance process that focuses on reflections on experiences; (5) strongly recommended summer internship; (6) a well-defined, intensive career management process, and (7) a second year MBA field project experience Faculty-student interaction Bentley s delivery practices emphasize instructor-student interaction and student oral participation in the classroom. Active learning has been an important value in undergraduate and master s program delivery for more than 25 years. Group work is used frequently in all types of courses, and most courses assess students on their individual work as well, as the syllabi in the Base Room reveal. Bentley faculty members value team skills practice and believe that better learning occurs when students are directly engaged in applying concepts to real problems Integration of information and communication technologies into the program delivery systems Four master s programs (MSA, MSFP, MSHFID, and MST) are delivered in Bentley s Virtual Classroom (see Chapter 8), in which faculty members teach in an oncampus classroom with students present while other students join the class on-line at the same time, through Centra software. In addition, the pre-program foundation, program foundation, and core courses of the Evening MBA program are available this way. Quality control is maintained by administering the same Student Evaluation of Teaching (SET) forms (see Chapter 1) as are used for traditionally delivered courses, and by responding to faculty feedback about their on-line teaching experience. Several undergraduate courses in the revised GB Core (GB 112, 212 and 214) rely heavily on textbook publishers e-learning systems to provide on-line tutorials, quizzes, text and other learning materials. Most courses are supported by a Blackboard website. 34

55 Programs A constraint limiting on-line program delivery is faculty inexperience and resistance to this method. Budget constraints also limit the number of software programs, such as SPSS, that students can download onto their laptop computers free of charge. Vendor licensing issues also prevent remote access to some programs located in our Trading Room. Finally, security/academic integrity concerns and student budget constraints (to pay for each student s proctor) also limit the ability to use closed-book final examinations in non-residential on-line courses Faculty assignment to courses Department chairs allocate faculty to the programs for which their department is responsible. Faculty credentials, including degrees earned, business experience, and experience and interest in teaching the topic are taken into consideration, as is past teaching performance in the program. Chairs solicit faculty teaching preferences prior to scheduling for the next semester, and staff the courses according to their program(s) needs while balancing these criteria. Master s level programs are staffed primarily by faculty holding doctoral degrees and secondarily by corporate-experienced senior lecturers with master s degrees. Only faculty experienced in supervising doctoral students or primarily engaged in research are assigned to the doctoral programs. Only PhD qualified faculty staff the doctoral programs Quality control of program delivery As described in Chapter 1, the university s chief means of assessing teaching quality is the Student Evaluation of Teaching (SET). This well-established system underwent a review in 2004 by the Faculty Evaluation Procedures Committee. By 2006 it piloted a new instrument and re-tested a revised version in General Faculty approved the final version at its spring 2008 meeting. Implementation of the new instrument on-line rather than in hard copy occurred in spring A document describing the process in more detail, including underlying research and a bibliography including international references; a copy of the former and new instruments; and sample results are in a binder provided in the Base Room. The Academic Technology Center (ATC) conducts regular assessments of classes delivered in hybrid online format, in which students can attend in the physical classroom or online via a microphone and webcam. According to the December 2009 survey (N=171), 80% of online students rated their experience an 8 or higher on a 1-10 scale. In fact, 64% stated that their online experience was better than or as good as being in the physical classroom. Bentley s system for monitoring and grading students work and progression through programs appears in several places: in the Undergraduate Catalogue, pp ; Student Handbook; Advising Handbook, and Faculty Manual. 2.6 Student assessment Curricular Committees require all syllabi for new courses to state how student learning will be assessed. Faculty are not required to provide written comments beyond the grade for an assignment, but most do, and faculty are available for students to discuss their assessment decisions. Although students who have failed a course are allowed to repeat it in accordance with the Course Repeat Policy (p. 50 of Student Handbook), whether they are allowed to re-take examinations within a course, or complete some 35

56 other type of work to make up a failing grade, is the instructor s decision. There is a well-defined policy for incomplete grades at all levels, allowing make-up work in cases of serious adverse events in a student s life. Incomplete grades are specifically prohibited to be used as a remedial action in cases of poor student performance. The undergraduate Academic Standards Committee, described in Faculty Manual section (see is responsible for ensuring that assessment is applied with sufficient rigor. At the master s level, the associate dean of business for Graduate and Executive Programs with the Graduate Council monitors the courses in terms of their academic rigor both from the perspective of course content and the distributions of the grades. The PhD director, associate director and the PhD Council are responsible for monitoring and assuring academic rigor at the doctoral level. The academic integrity system is managed by a dedicated full-time faculty member and supported by the Academic Integrity Council, which deals with all cases of cheating and plagiarism. Chapter 7 outlines the efforts taken to assure the community understands commitment to academic integrity (see 7.4.3). Policies and procedures appear in several places, including the Undergraduate Catalogue, pp , and at as well as and The Registrar's Office is responsible for the integrity, accuracy, security and confidentiality of academic records and certifies each student for graduation. 2.7 Program evaluation Bentley aggressively assures that programs meet the needs of the market and of students and includes key stakeholder in this process. Mechanisms include quality of teaching effectiveness, assurance of learning programs and regular program reviews. External stakeholders, chiefly the companies that employ Bentley graduates and who represent the markets they enter, also take part in these evaluations Stakeholders review Evidence of key stakeholder group satisfaction with program design, content and delivery is captured in: (1) Program reviews, for which alumni and other stakeholders are surveyed; (2) undergraduate student satisfaction surveys and graduate student surveys conducted by Bentley s Institutional Research (IR) department (in collaboration with the GSAS at the graduate level); (3) graduate program pre- commencement feedback sessions with graduating students; and (4) in the career services department s degree of success in attracting recruiters to campus for permanent jobs and internships and to post positions even if they do not come to campus. Master s programs are evaluated every five years. New programs undergo an interim review after three years. In the case of the MS programs, the review is typically conducted at the departmental level. In most cases, the program director is the main author of the review document and the process is overseen by the department chair; the faculty members who teach in the program participate in the process. For the interdepartmental programs (such as the MBA) the program is typically reviewed by a special task force chaired by the program director. In addition to the comprehensive five-year reviews, all programs are reviewed twice a year in a meeting of the program 36

57 Programs director and the Associate Dean of Business for Graduate and Executive programs. The PhD Council and program director are responsible for doctoral program review, which is scheduled for when both programs have run for five years. Undergraduate program review includes the GB Core, which was conducted in 2005 and resulted in a significant revision, and degree majors, the process for which has been streamlined to accommodate assurance of learning. Please see Appendix 2.1 for details Assurance of learning Program assurance of learning occurs at all portfolio levels. At the undergraduate level, the revised GB Core s learning goals and objectives will be assessed by GB course coordinators as well as departmental assessment leaders to insure the quality of all 10 BS in business majors as well as the required Business Studies minor for the three business-related majors. Learning goals and objectives related to skills, knowledge and/or perspectives have been established with input from program, department and general faculty, with administrative oversight, to ensure consistency with stakeholder requirements and strategic domains. Each of the 10 master s degree programs and the PhD programs has established program-specific learning goals and objectives and conducts its own assessments, overseen by each program s director. The Director of Assurance of Learning provides education and training on assessment; develops and disseminates a standardized methodology for conducting assessment; provides consultation and guidance to program directors and assessment leaders; and maintains a repository of completed assessments. Implementation plans are available to program directors. To date, each of the graduate programs and most of the undergraduate programs have completed assessment of at least one learning goal/objective, with most programs having completed assessment of more. For several programs, a second assessment to evaluate the impact of actions taken is underway or is scheduled for the academic year (see binders in Base Room for a summary of all assessment activities completed, to date, for master s and bachelor s business programs). Data collected through the assessment process are reviewed by program directors and faculty teaching in the program to analyze results, identify opportunities for improvement, and develop and implement appropriate action plans. The results and any associated action plans are also reviewed by the appropriate deans. Though not organizationally responsible for conducting assessment, the Director of Assurance of Learning has provided invaluable and highly effective leadership in assessment. Evaluation and feedback meetings are conducted by the director with each program director and department chair and/or program assessment leader to identify and address opportunities for improvement in the assessment process, deliver updates to accrediting agency guidelines and requirements, and share best practices. 2.8 Internationalization Details on Bentley s international philosophy and programs may be found in Chapters 1, 3, 4 and 9. See Appendix 3.2 for a table of student exchange flows, Appendix 2.9 for a table of international student participation in Bentley programs, and Table 9.1 for a list of Bentley s international academic partners. 37

58 2.8.1 Internationally focused undergraduate courses The current strategic plan clearly states that Bentley operates in the global context and prepares students for careers in an increasingly global world. All undergraduate students must take at least one from an approved list of courses that have as a central focus one or more of the following: foreign language study; international cultural or literary studies; international perspectives of a historical, political or economic nature; or content pertaining to international business or contemporary global issues that is generally presented in a broad context of cultural, regional or national case studies or companies (see current list in Base Room). Exposure to internationalization may also reside in a specific major. For example, finance majors must take International Finance (FI 351), management majors are required to take a course with an international focus, and Managerial Economics majors may choose an International Business concentration. LSM students must choose a theme around which to build their general education and elective course selection. Currently, the Global Perspectives concentration is the most popular, chosen by approximately forty percent of LSM students. Global studies major and elective courses help students develop a comprehensive understanding of the globalization process by focusing on the world s political, economic, and social interactions. Although not offering a degree, the Modern Languages department offers courses that expose business students to issues of culture, language and history. Students who major in Global Studies (GLS) must demonstrate proficiency in a second language at the advanced level and Media and Culture students must demonstrate advanced intermediate proficiency. LSM students taking global perspectives must take at least two semesters of language study at any level. In addition, there are currently over fifty students completing a modern language minor. Residence in a country where the language being studied is spoken is strongly recommended International Bachelor s in Information Management In 2007 Bentley received a U.S. Department of Education FIPSE grant to create an International Bachelor s in Information Management with two European partners: Tilburg University in the Netherlands and Deusto University in Spain (see Section 9.7.5). In this pilot program, which Bentley and Tilburg faculty have not yet approved as permanent, students from Bentley and Tilburg complete a Bentley Management major and a Tilburg Information Management major in four years by adhering to a strict curriculum design that permits double counting of enough courses to enable completion of a dual degree. All students spend one semester at Deusto University. However, a major curriculum change after the grant was awarded made it infeasible for Deusto students to participate in the dual degree program. Nonetheless, they may participate in a regular exchange program with either partner. Three cadres of Bentley and Tilburg students will complete the pilot (see documentation in the Base Room for more information) Internationally focused graduate courses The PhD program requires the Globalization Seminar as part of the Common Core. The McCallum Graduate School offers a large number of courses with a significant specific international or multinational focus. All courses have to take the global context into account, and whenever possible, faculty is encouraged to use case examples and materials with an international character. Some examples include: 38

59 Programs Accounting: AC 781 International Dimensions (MSA elective). Finance: FI 730 Management of Financial Institutions covers issues related to the U.S. operations of international banks and international operations of domestic banks, among other topics; FI 751 International Financial Management prepares students for careers in international business and finance, including multinational firms and global financial services such as banking, investment and insurance; and FI 787 Large Investments and International Project Finance examines large investment projects across a variety of geographic regions, industrial sectors, and stages of project execution. Human Factors and Information Design: HF 720 Localization and the Global Market introduces participants to the theory and practice of internationalizing all aspects of a technology business, including documentation, training, user interface, and marketing. Information Technology: CS 620 Global IT Project Management provides the technical knowledge and skills for successfully managing and executing globally distributed IT projects. Marketing: MK 716 International Marketing focuses on the decision-making process in marketing products and services across national boundaries. Taxation: TX 604 Multi-Jurisdictional Taxation addresses the increased importance of international, multistate, and e-business taxation. TX 771 International Tax Practice explores international taxation with comprehensive coverage of inbound and outbound U.S. tax issues. MBA: The capstone GS 604 Global Strategy course includes a discussion of comprehensive international case studies that require financial analysis. In addition to course content, the graduate programs offer international opportunities in global business experience short-term programs, that were discussed above eight of which are offered each year. In addition, a Global Business Experience course is required in the Day MBA program. During recent years, there has been more focus on developing longer-term study abroad opportunities for graduate students, but much more work is still required in this area Education abroad programs In the academic year approximately 590 undergraduates and graduates participated in education abroad programs (see Section 9.7). Options include studying for a semester or summer; taking part in a Short Term Program (STP) lasting ten to fourteen days; or working in an international internship program. STPs are intensive education abroad experiences offered during semester breaks and have proven to be effective at encouraging students to enjoy an international experience in a focused way. Under faculty leadership, students explore one course topic that combines lectures, discussions, corporate visits and cultural experiences. In 2010, seventeen STPs are planned in fifteen countries. STPs have been offered in Austria, Hungary, China, Germany, the Czech Republic, Ghana and Spain, among other countries. Details on STPs and all education abroad programs are included in Chapter Corporate relevance Bentley directly involves corporate stakeholders in program conception, design, revision and assessment. This begins at the highest levels with the Board of Trustees, which is composed chiefly of corporate leaders, and whose advice and counsel as business experts is highly valued. 39

60 Other corporate partners offer their insights through advisory boards. The Dean of Business and the McCallum Graduate School has had a Business Advisory Council (BAC) for almost a decade, consisting of corporate practitioners or consultants, many of whom are Bentley alumni. All major curriculum innovations and modifications at both the undergraduate and graduate level have been reviewed and discussed by the BAC. Their comments are fed back to faculty review and development teams. Corporate perspectives, for example, were critical to the design process for the new flagship MBA. Details about the BAC Charter and the current membership list are available in the Base Room. The corporate perspective is built into the definition of learning objectives and into curriculum design by other methods. Faculty who are also consultants, former or current corporate practitioners (mainly adjunct faculty), and/or members of corporate boards of directors naturally apply it, using their experience as they design and deliver the courses they teach, or participate on task forces designing new courses and programs. Corporate practitioners participate in the delivery of Bentley s programs. They serve as guest speakers in a variety of courses and as hosts for class visits to plant and office sites both local and international (see Section 10.4). Students at all levels receive a real-world, corporate perspective in their courses. For example, all undergraduate business students complete a team project that solves a business problem for a real company or not-for-profit organization in the old core s GB301 project module, which relies upon ten to twelve companies each year to provide projects for 900 students. This course will be replaced and enhanced with explicit project management coverage in the revised core as GB 320 Integrated Business Project. All master s programs are designed to be relevant for the corporations that hire our students and thus, corporate relevance is built into the mission, goals, and intended learning outcomes of the programs. Every one of them focuses on developing knowledge, skills and perspectives that are relevant for corporate stakeholders. For example, in our MBA programs the very first learning objective is General Business Knowledge, followed by Business Process Knowledge. The MBA Perspectives goals, includes Ethical Business Perspective, Integrative Perspective (cross-functional perspective on organizations) and Strategic Perspective. All Day MBA, MSIT+MBA, and MSHFID students complete a Business Process project for a real company in their first year, and all Day MBAs complete a MBA Consulting Teams course for a real company in their second year. Corporate relevance has been infused in courses as a result of evaluation by employers. The Day MBA, for example, includes four courses that were specifically designed based on feedback and suggestions from employers: GR 630 Team Effectiveness: Theory and Skills; GR 610A Business Process Management I and II; GR 730 MBA Consulting Teams; GS 603 Leadership, Ethics, and Social Responsibility. This is almost half of the core of the program. Faculty also reviews the work interns do with the employers to understand what the students strengths and weaknesses are. Faculty work in close connection with our recruiters to listen to their needs, and faculty members in all areas participate in various professional associations. Collection of corporate feedback from both alumni and recruiters is an integral part of our five-year program review processes. Some of our graduate students work as department assistants at our technology centers, which gives an excellent opportunity to evaluate the relevance of their skills in action. The MSHFID program is the only dedicated human factors program that is part of a business school in the United States. In most universities human factors operates in a theoretical or engineering vacuum. This business focus has been a point of competitive differentiation for the program and a key variable in its dominance of this space. 40

61 Programs 2.10 Societal relevance All Bentley programs address the main challenges of business and society. The most comprehensive coverage is at the undergraduate level: all required courses in the revised GB Core, as well as GB 101,102,103, 102, 203, and 401 in the old core specifically address issues of business ethics and corporate social responsibility (see GB Course syllabi in the Base Room and Chapter 7 for supporting documentation). In the General Education core all students must take Philosophy 101, which has a unit on ethics, and many other General Education options specifically address global societal concerns. One of the required courses in the Management major, one of the largest at Bentley, is MG 345: Organization and Environment. Ethical and societal issues are also included in the in the MBA core (GS 603) and in the PhD core (15 10). In addition, several undergraduate and master elective courses on ethics and corporate social responsibility are offered and run regularly. Ethics and Social Responsibility is also a popular LSM concentration choice. The societal relevance of the MBA program has earned the notice of the prestigious Aspen Institute. It conducts a survey every two years that assesses how well academic institutions prepare their students to meet real-world challenges. Its global survey of MBA programs, Beyond Gray Pinstripes, placed Bentley s MBA programs in the top 100 in the world in preparing students for social, environmental stewardship. The survey measured course contents and faculty research in peer-reviewed business journals Conclusion Bentley s portfolio of programs embodies the key components of the university s strategic plan. Relying equally on institutional heritage and a willingness to embrace rapid evolution (Achieving the Business University, , p. 3): Bentley University is defined by its comprehensive and highly integrated business and arts and sciences curriculum; its industry-leading technology and reputation for accounting and information technology expertise; its innovative research and teaching agendas; its leadership in business ethics, corporate social responsibility and service learning; and its profound commitment to preparing a diverse student body for leadership in complex, global organizations. As it further evolves, Bentley will continue to offer undergraduate, master s and PhD degrees, enhanced by rigorous research, excellence in teaching, an expanding network of stakeholders, and a commitment to ensuring its graduates are fully prepared for success in an increasingly connected and globalizing world. 41

62 42 THIS PAGE IS INTENTIONALLY BLANK

63 RESOURCES AND ADMINISTRATION CORPORATE CONNECTIONS FACULTY EXECUTIVE EDUCATION INTERNATIONALIZATION STUDENTS CONTRIBUTION TO THE COMMUNITY RESEARCH AND DEVELOPMENT CONTEXT, GOVERNANCE AND STRATEGY PROGRAMS 3 Students This chapter details important aspects of student recruitment and admissions, student counseling, academic support outside of the classroom, and career placement. With regard to admissions and recruitment, Bentley has succeeded in attracting applicants from outside what was its traditional New England market. It now has a significant presence in key international markets and other domestic areas including the Mid Atlantic States, Florida and some areas of the Midwest. This has proven to be critical in a period of economic and demographic uncertainty. The university s student life and co-curricular support programs and facilities have won international renown in the last decade. Their goal is to serve the myriad, evolving needs of all students, including international students, irrespective of background 43

64 Bentley University EQUIS Report 3.1 Enrollment and admissions Bentley University is subject to the same demographic and economic forces that are currently affecting all of American higher education. Chief among these forces is the worldwide economic downturn that has caused great uncertainty among families about the cost of a college education and their ability to meet that cost. Affecting Bentley more directly is a demographic decline in the in the Northeast region of the United States in the number of high school graduates. This decline began in 2009 and is projected to continue for at least fifteen years. It is exacerbated by the economic uncertainty already discussed, and is further complicated by the larger numbers of traditionally underrepresented groups seeking to attend college. These groups generally are less able to pay full tuition, and so the pressure to provide financial aid has increased and will continue to do so. Bentley has been able to take advantage of the dramatic growth in international students seeking to study in the United States at both the undergraduate and graduate level. This influx of talented, motivated students with the ability to pay full tuition has contributed to Bentley s excellent enrollment situation Bentley s executive leadership team and Board of Trustees have been keenly aware of, and responsive to, these trends since they began to coalesce in As is described throughout this report, and particularly in Chapters 1 and 8, Bentley has clear academic, positioning and enrollment strategies in place and has rigorously managed it finances and scrutinized operations to maximize savings and efficiencies. The institution is thus well-prepared to meet the challenges and to maintain financial stability and market competitiveness. Table 3.1: Enrollment snapshot for October 2010 and for academic years 2009 and 2008 Student Type 2008 Final 2009 Final October 2010 Full-time undergraduate students Freshmen TOTAL 4,259 4,235 4,258 Graduate Students New MS or MBA New PhD Continuing Certificate TOTAL (course registrations) 1,387 (2,813) 1,353 (2,903) 1,395 (3,228) Part-time Undergraduate students Registrations

65 Students Undergraduate programs testing and admissions process Applicants to Bentley must demonstrate academic ability through two measures: standardized tests (chiefly the Scholastic Aptitude Test, or SAT) and grade point average (GPA) considered within the context of the quality of their respective high schools. Honors courses at the high school level are expected, and advanced placement (AP) credit can be granted after a student scores sufficiently well in a national standardized test in a particular subject area for the college to grant credit. In addition, non-native speakers of English must also submit the TOEFL (Test of English as a Foreign Language) or IELTS (International English Language Testing System) to demonstrate language proficiency. Applicants must also show potential for personal development and for having an impact at Bentley and in the world-of-work beyond. The personal component is assessed by examining activities, leadership positions, and significant work experiences in high school and the community. Recommendation letters and an essay can speak to these qualities but students who are not strong in both areas are not seen as realistic candidates. As Bentley does not admit differentially to specific programs or majors, all students must meet these standards to gain admission. Table 3.2 below shows recent quality indicators for undergraduate students. Table 3.2: Undergraduate student quality indicators Applicants Total 6,689 7,238 6,675 6,203 Accepted Total 2,531 2,718 2,842 2,881 Accept Rate 38% 38% 43% 46% New Enrolled Total Yield Rate 37% 36% 33% 34% Average SAT SAT >= % 68% 65% 59% Top 20% of High School Class 72% 75% 67% 63% Number Receiving AP Credit % Receiving AP Credit 27% 40% 35% 27% Total Number of UG Students 4,200 4,259 4,235 4,258 Number International % International 7% 9% 10% 12% 45

66 Bentley University EQUIS Report Undergraduate demographics Most undergraduates are drawn from the northeastern United States, with targeted marketing efforts in Florida, Texas, California, Minnesota, Chicago, and Atlanta. Recruiters are assigned specific areas and spend time in these areas becoming familiar with the high schools and building relationships with high school counselors and students. Three full-time staff members recruit internationally and spend almost ninety days a year on the road visiting these areas: Asia (16 days), India (12 days), Latin America (26 days), Europe (13 days) and the Middle East (22 days). India, China, Kuwait and Panama are the most represented countries outside the U.S. in this past year; overall seventy-nine different countries are represented Graduate programs testing and admissions process The McCallum Graduate School of Business has several programs with accordingly varied markets and audiences. Table 3.3 shows data on applicants and quality of the student body over the past four years. All students are expected to have strong undergraduate performance and high test scores on either the Graduate Record Exam (GRE) or Graduate Management Aptitude Test (GMAT) bolstered by a solid work history, recommendations and strong writing skills. PhD applicants must also submit GMAT/GRE scores and have strong GPA at the master s and undergraduate levels with clearly articulated research interests. Program coordinators screen and organize applicant materials for the PhD Council to review and make final admission decisions. Applicants are carefully paired with potential advisors during the admissions process. The doctoral program moved to a biannual recruitment cycle from 2009 to guarantee appropriate advising and mentoring. Consequently, there was no intake of PhD students for Graduate demographics The full time Day MBA Program has a representative balance of men and women, ALANA (Asian/Asian American, Latino/a, African American, Native American and Multiracial students), and international students. Students also have strong corporate backgrounds with about three years of work experience before beginning the full-time MBA program. The part-time MBA program is composed of working professionals so their work experience, leadership and progression in their field are more seriously considered along with past academic performance and GMAT scores. The seven different specialty masters programs offered in the McCallum Graduate School are home to the largest population of international graduate students with almost 60% of the approximately 400 students coming from countries across the globe. During the most recent year, 65% of all graduate students came from the United States and 35% were international. Overall, there is an excellent balance of men and women with 57% female and 43% male. The People s Republic of China and India represent large markets for international student recruitment, although students represent most of the countries of Europe with Turkey, Thailand, and Saudi Arabia comprising another significant group. 46

67 Students Table 3.3: Graduate student quality indicators Full-time MBA and MS+MBA Applicant total Accepted total Accept rate 56% 42% 45% 56% New enrolled total Yield rate 47% 45% 44% 29% Student average GPA (GMAT) 3.17 (583) 3.20 (575) 2.64 (589) 3.25 (583) Student average years of work Total number of students % International 61% 84% 40% 66% Part Time MBA Applicant total Accepted total Accept rate 86% 78% 84% 84% New enrolled total Yield rate 68% 67% 67% 62% Student average GPA 3.22 (538) 3.28 (538) 3.34 (552) 3.38 (548) Student average years of work Total number of students % International 15% 4% 4% 4% MS Programs Applicant total ,200 1,367 Accepted total Accept rate 79% 61% 67% 61% New enrolled total Full Time Yield rate 52% 54% 44% 48% Student average GPA (GMAT) 3.36 (615) 3.37 (634) 3.23 (630) 3.39 (645) Student average years of work Total number students % International 26% 22% 26% 41% 47

68 Bentley University EQUIS Report PhD Program Applicant total Accepted total Accept rate 32% 24% 20% New enrolled total Yield rate 83% 92% 71% Student average GPA (GMAT) 3.29 (630) 3.30 (623) 3.59 (618) Student average years of work Total number of students % International 30% 36% 32% 1: PhD Program did not recruit students in Course preparation and support Undergraduate program preparation First year undergraduates are prepared for college through a three day summer orientation program held in mid-june and again in the First Week program held in late August immediately prior to matriculation. These two programs prepare students for their coursework and for their new environment. The Summer Orientation program is attended by 90% of domestic students. In late August, orientation sessions are offered for transfer students, international students, and domestic students who were unable to attend the summer orientation. Thus, all first year students have the opportunity to prepare for matriculation. International composition of the full-time student population BA/BS (4258) 12% MBA (87) 66% MS (584) 57% PhD (38) 32% (Total) Percentage international The undergraduate First Week program is designed to engage students in the life of the college. This engagement continues during Convocation, when students are presented with and asked to subscribe to the core Bentley Beliefs. This program helps new students understand the mission of Bentley and what it means to join the Bentley community. At this time they begin their First Year Seminar, a program designed to introduce them to college life, allow them to work closely with a staff and faculty member, and to begin building connections to students and their academic life Undergraduate program support Undergraduates may transfer credit with the approval of the Admissions Office based on guidelines established by academic department chairs. Students may transfer high school credit upon satisfactory completion of the national Advanced Placement (AP) examination. Bentley has a rigorous system in place to monitor and support 48

69 Students undergraduate student performance through discipline-based learning centers and individual tutoring through the Office of Academic Services. Faculty members readily provide the necessary individual assistance to all students. Each semester the Academic Performance Committee reviews the standing of all students below a defined level. The students identified in the Academic Performance Review are assigned to an advisor in the Office of Academic Services (OAS) to address their individual challenges. Specific support services and guidelines may also be required or recommended depending on the needs of the student. Students who matriculate with any diagnosed disability (learning, physical, medical, or psychological) work exclusively with the Coordinator of Disability Services to help with course selection and more importantly, to arrange for appropriate classroom accommodations that might be required. These students also register early to assure their entry into appropriate courses each semester. The quality of students admitted to Bentley when combined with the support services available make failure unlikely. Those few students who do not complete their program leave due to issues of motivation, health, financial problems, or changes in career goals. Although retention rates are high, some students do leave the college each year. In the past year ( ), sixty-one students were placed on probation, thirty-six were suspended, and nine were dismissed following serious deliberations by the Academic Performance Committee. Appeals are heard by the same committee Graduate programs preparation New graduate students are prepared for graduate study through a three day orientation held just prior to the first week of the fall term and a smaller scale version of the same program prior to the spring term. The fall orientation program provides all students with an introduction to a wide range of available support services and provides context for the values, principles, and key practices of the Graduate School. International students are provided with an extra day and a half of orientation programming that includes meeting with representatives from campus life offices and touring academic support centers Graduate programs support The Graduate School has a thorough system to support student academic performance. Through the course of their studies, master s students have two advisors, one a professional Graduate Student and Academic Services (GSAS) academic advisor providing advice on overall technical aspects of the program, and the other their academic program or concentration advisor, who will provide detailed advice regarding course selection and the alignment of the program with career goals. The GSAS offers comprehensive academic support services for new and continuing students studying both full and part time. The academic program director and concentration advisor s role is also that of a mentor and career advisor. The PhD program is governed by the PhD Council which comprises four committees: the PhD Admission Committee, a PhD Academic Performance Standards Committee, a PhD Curriculum Committee, and a PhD Assessment Committee. Students are advised individually on academic process by the Director of the PhD program. Students are encouraged to select faculty advisers at the very outset of their study to establish an early partnership with research mentors. 49

70 Bentley University EQUIS Report The Graduate Academic Performance Committee reviews all students performing below academic standards. Students identified in each review work closely with advisors to identify specific support services and actions to maintain academic standards. Despite multiple support programs and services offered in the past year ( ), eleven students were placed on probation for not meeting academic standards and eight were dismissed by the Graduate Academic Performance Committee. Each semester approximately 300 new students take advantage of the Success Factors Series (SFS) offered by the Graduate School. SFS seminars focus on the following topics: high quality research, well-written assignments, effective teams, problem solving, and polished presentations. In addition, international graduate students often participate in Graduate Academic Tutorials where they work on business vocabulary through written and oral communication activities. Finally, students who matriculate with any diagnosed disability work closely with the Coordinator of Disability Services to arrange for supportive accommodations. 3.3 Support, counseling, and development services Office of Counseling and Student Development The Office of Counseling and Student Development (CSD), accredited by the International Association of Counseling Services, provides psychological services for any Bentley student. Most enter CSD by self referral, but the office works closely with faculty, the Office of Academic Services, Graduate Student and Academic Services, Health and Wellness, International and Scholar Services and Residence Life to identify students who may have personal issues that could be resolved in CSD. The office operates under the ethical standards of the American Psychological Association and the state laws of Massachusetts. The Coordinator of Disability Services is housed in the CSD providing appropriate accommodations for any disability. There is also a consulting psychiatrist who is available one day each week for consultation and medication evaluations. All services except prescriptions are free of charge. The office sees a representative sample of the college by gender, race, and ethnicity. The past academic year CSD had 2,752 appointments for over 644 students. The University Health Service, offered free of charge, accommodates 7,000 visits each year. Available for all full time students, it is staffed with doctors, nurse practitioners, nurses and also has a nutritionist, and addictions educator on staff Personal and professional development The university takes a broad and comprehensive view of student development, which begins during the orientation program described above. Students have a peer/advisor in their residence hall each year with a 1:20 ratio the first year providing guidance as they adapt to the university. With 83% of the undergraduate student body living on campus, there is a coordinated and directed developmental experience provided through the residence halls that connects to both academic life and student organizations. 50

71 Students The professional development of undergraduates is supported by the Office of Academic Services which provides more in depth advising and support as well as major fairs and activities to help students define their academic focus. Further, students are assigned an advisor in their major for their final two years to serve as a mentor and an introduction to the business field that they have chosen. The Graduate Student Association (GSA) works collaboratively with the Office of Graduate Student and Academic Services to support graduate student life. While the GSA is the largest graduate student group, there are eight professionally focused sister organizations and two international graduate student organizations. In 2009, the Graduate School was one of 25 schools invited to the Aspen Case Study Competition. To tie practical experience to an academic framework, the Graduate School has sixteen courses attached to various professional internships. In the year 10 global business experiences were offered in various locations including: China, Japan, France, Dubai/Bahrain, Senegal, Central and Eastern Europe Ethics and values Bentley has a long history of commitment to ethics and social responsibility, which is described throughout this document, especially in Chapter 7. Of special note is the Liberal Studies Major concentration in Ethics and Social Responsibility. The large Service Learning program is integrated into many courses for credit and offers fifteen scholarships per year. Annually, 1,600 students participate for credit, 125 students engage in work-study and scholarship undertakings, and fifty students volunteer on their own. 3.4 Career placement and support Undergraduate placement and support The Miller Center for Career Services is a nationally renowned career development and placement service for all students, undergraduate and graduate, with a staff of sixteen. As noted in Chapter 1, The Miller Center was recently ranked sixth in the country among all college and university career services units by the Princeton Review. In a typical year the office will have nearly 11,000 client visits. The Career Services helps students secure internships and post-graduate professional placement. The office sponsors numerous seminars and workshops on resume writing, job search strategies, interview skills, negotiation, and mock interviews with video-taping and other topics relative to the career search process. Extensive individual counseling is central to the office s work. The office sponsors a Career Fair that this year attracted extraordinary employer interest, though the number of employers was capped at 140 due to space constraints. Corporate representatives and alumni often participate in these workshops and also offer individual counseling. Nearly 1,000 students have internships each year, with 90% of the student body completing at least one prior to graduation, and 60% of the students two or more. Undergraduates find employment in a wide variety of industries, led by public accounting, financial services, advertising and publishing, consulting and information technology. Table 3.4 shows placement the six month placement data for the Class of 2009, the most recent available. 51

72 Bentley University EQUIS Report Table 3.4: Six-month undergraduate placement data 2009 Placement statistics Source of employment (for those employed) Employed 81% Internship 50.6% Attending graduate or professional school 17% Campus recruiting 24.7% Seeking employment 2% Personal or alumni networking 14.1% Median salary $50,600 Direct application 7.1% Average salary $49,055 Career fair contact 3.5% Graduate placement and support Placement is more complex at the graduate level because there is such a variety of programs, many of which have relatively small enrollments, the level of work experience varies and many students remain employed during their coursework. Table 3.5 shows data from selected programs for those in the Class of 2009 with at least one year of work experience. The leading industries employing graduate students are accounting, financial services, insurance, and information technology. See Appendix 3.1 for a list of major employers over the last five years. Table 3.5: Selected graduate placement data 2009 Program FT MBA MSF MST MSIT Employed 52% 47% 85% 67% Average Salary $72, 286 $76,333 $66,250 $78,000 Maximum salary $110,000 $180,000 $100,000 $95, Alumni relations The university enjoys a rich and varied engagement with its more than 45,000 alumni. They assist admissions and recruitment, share their knowledge and expertise in the classroom and serve on advisory boards and committees. Alumni also provide internships and employment opportunities for current students. Their connections within their companies are critical in building corporate connections, as described in Chapter

73 Students Selected engagement programs The University Advancement Division manages relations with alumni, parents, friends and other external audiences chiefly through the following initiatives: Alumni Reunion and Homecoming Programs Alumni Reunion and Homecoming Programs are the centerpiece activity reunion and homecoming attract approximately 3,000 attendees. They are held in the spring and fall of each year. The Bentley Business Networks The Bentley Business Networks involves alumni around the country in network related programs and events oriented toward financial services, entrepreneurship, sustainability, accounting and other high interest business topics. The Parents and Family Programs (PFFP) The PFFP staff collaborate with Student Life staff on Parent and Family Weekends and other parent engagement events. Donor Relations and Stewardship Donor Relations and Stewardship manage relations with constituents after they have supported the university. The Alumni Association is a self-governing body that collaborates with University Advancement staff in coordinating programs for the university s 45,000 alumni. There are regional chapters around the country and internationally, and sub-chapter groups including Alumni Services Committee, Graduate Alumni Chapter, Honors Chapter, Women s Alumnae Chapter, and Young Alumni Association. 3.6 International student programs and services Earlier in this chapter, we discussed the numbers of international students and the marketing done outside the U.S. to bring students from other countries to the Bentley community. International students come from more than seventy-five countries with India, China, Korea and Turkey leading the list. The admissions procedures are tailored to ensure that international students receive information that is targeted and relevant to their needs. The university has a number centers, organizations and support services intended to assure that international students enjoy an educational experience that is the equal of that received by U.S. students. These centers and services are described below. Chapter 9 contains detailed information on all of the university s international programs The Center for International Students and Scholars The International Students and Scholar Services (CISS) office is dedicated to the more than 860 international students on campus. The staff manages all aspects of their immigration needs and offers cultural programs. Students are tracked with the SEVIS system to insure that they are in full compliance with U.S. immigration regulations, which in turn helps minimize any difficulties that they may encounter with the U.S. Immigration Service. The office also employs International Peer Assistants (IPAs) who work closely with international students from the day of their arrival throughout their first year, serving as mentors and guides to the academic and extra-curricular life of 53

74 Bentley University EQUIS Report the college. This office also collaborates with the Multicultural Center, which represents U.S. domestic minorities. The Multicultural Center is responsible for over 14 major cultural programs each year Global Living Center The Global Living Center creates a comfortable, welcoming, and educational environment for students of different cultures. Supported jointly by Residence Life and CISS, it is a residential experience expressly designed to bring students together who want an intercultural living experience. Additionally, this center helps students practice their language skills prior to study abroad opportunities and to make connections for internships and work around the world International student organizations and associations Many Bentley student organizations focus on cultural or international identity. They include: International Students Association, Bentley Asian Students Association, Bentley Irish Society, The Russian Club, Tae Kwon Do, International Buddy Network, Hellenic Association, La Cultura Latina, Portuguese Across Continents, South Asian Student Association, Vietnamese Student Association, Bentley Association of Chinese Students, Bentley Model United Nations, La Societa Italiana di Bentley College, Students Taking Action Now: Darfur, National Association of Black Accountants, Association for Latino Professionals, Black United Body, Muslim Students Association, Organization of the Hindu Mind, Bentley Asian Christian Fellowship. Many of these organizations sponsor campus-wide programs and events that attract hundreds of students Center for Languages and International Collaboration The Center for Languages and International Collaboration (CLIC), also described elsewhere in this report, enhances pedagogy in the modern languages and global studies through technology. Faculty members work with the center to integrate course content and technology using synchronous and asynchronous learning technology. Each CLIC staff member speaks two or more foreign languages Conversation partners program The conversation partners program was launched in 2007 as a joint effort between the McCallum Graduate School and the English for Speakers of other Languages Center (ESOL). Its goal is to assist international students in developing language skills through conversation about life and culture in the United States. Since its inception in 2007, a total of 300 international students have been successfully paired with domestic students, faculty, and staff and is currently serving a record number of 150 international students. 54

75 Students Academic edge program The academic edge program helps new international graduate students increase academic skills in advanced English by focusing on writing, speaking, listening and pronunciation prior to matriculation. This virtual community offers new students an opportunity to discuss program topics and assignments with other new international graduate students using social software such as WIKIS and BLOGS. In addition, students learn about the best ways to document written resources. Upon completion of this pre-preparation program, students listen to real classroom lectures, take notes and then to do practice tests to assess performance. In 2009, 60 students participated in the Academic Edge Program and in 2010 that number increased to International student exchange Bentley currently has active student exchanges with 18 of its 39 university partners in eleven countries. The period of exchange is typically one semester, although year-long exchange exists as well. Many of exchange agreements are one-to-one exchanges where students pay tuition to their home institution and room and board costs at the host institution. In fee-pay agreements, Bentley has the flexibility of offering spaces to a greater number of outbound students because of the option to pay tuition fees for students over and above the inbound quota. The staff of the Cronin Office of International Education maintains very close relationships with these institutions. Every year the number of available spaces is reviewed with each partner. The Cronin Office of International Education closely monitors exchange student success both in terms of inflow and outflow numbers (see Appendix 3.2), as well as the student experience academically and socially. When they arrive on campus, they participate in a thorough orientation program, both with the Office of International Education as well as the Center for International Students and Scholars. In 2003 Bentley undergraduates established an official student organization, the International Buddy Network (IBN), devoted to the welcome and integration of exchange students from partner institutions. The network pairs exchange students with local students allowing them to develop personal relationships with Americans immediately upon arrival Education abroad Bentley also offers many programs that enable U.S. students abroad; these are managed through the Cronin Office of International Education manages. In , the number of faculty-led programs for graduate students almost doubled, with participation increasing 70%, making it the most successful year to date. At the undergraduate level, enrollment in faculty-led programs increased by 34%. Chapter 9 includes details in these programs To diversify student participation, International Education staff members promote scholarships as part of their outreach to students. This year, three Bentley students earned the prestigious U.S. Department of State Benjamin A. Gilman scholarship of $5,000 for a semester abroad, awarded to high-achieving non-traditional study abroad 55

76 Bentley University EQUIS Report students or to students studying in non-traditional destinations. The university also recently concluded an agreement with Satander Universities to provide scholarship support for study abroad; this is discussed in Chapter 9. Although Australia and Europe remain popular choices for undergraduates, the number of students studying in destinations like Asia, Africa, and Latin America is growing steadily. China is leading the growth with doubled enrollment for next year, while spring 2010 marked the first Bentley students spending a full semester in Japan and Korea. 3.7 Corporate links Bentley students have numerous opportunities to interact with members of the business community through internships, class presentations, lectures, visits to corporations, career fairs and individual career counseling. These opportunities are detailed above and in Chapter Classroom experiences Bentley s close partnerships with companies bring an invaluable real-world, practical dimensions to the classroom. This report details in several places the presence of corporate leaders, often alumni, in the classroom as adjunct faculty, guest lecturers, and presenters of cases. Corporate leaders help assure the relevance of programs through evaluation, as detailed in Chapter 2. A singular example of corporate enhancement of curriculum and pedagogy was the $400,000 great from the E&Y University Fund to redesign the introductory accounting and finance curriculum (also described in chapters 1, 2, 5 and 10). A key component of this partnership is the classroom presence of E&Y leaders as lecturers and mentors Internships Corporate internships are an important dimension of the university s corporate connections. As noted above, nearly 1,000 students have internships each year, with 90% of the student body completing at least one prior to graduation, and 60% two or more. International internships are becoming more popular. The Cronin Office of International Education offers credit-bearing internship programs. Most internship programs take place for four to eight weeks in the summer and award three to six academic credits. Some internship opportunities are integrated within a semester or year-long study abroad experience at various affiliate programs or partner universities. In all cases, work placements are unpaid and consist of meaningful, project-based work. Four students interned in South Africa and India in summer

77 RESOURCES AND ADMINISTRATION CORPORATE CONNECTIONS FACULTY EXECUTIVE EDUCATION INTERNATIONALIZATION STUDENTS CONTRIBUTION TO THE COMMUNITY RESEARCH AND DEVELOPMENT CONTEXT, GOVERNANCE AND STRATEGY PROGRAMS 4 Faculty This chapter reviews the essential role faculty play in realizing Bentley s mission as a global business university. In particular, the chapter focuses on the elements of the university s policies and procedures that support the recruitment, development, and management of faculty. Bentley faculty carries out two major responsibilities: (1) to create and disseminate knowledge within and across business and the arts and sciences that advances inquiry in the academy, business, and society; and (2) to educate creative, ethical and socially responsible leaders. The chapter describes the present size, qualification, and composition of the faculty, highlighting progress in the recruitment of scholars from across the globe, the faculty s international prominence, and its myriad contributions to the university s strategy. 57

78 Bentley University EQUIS Report 4.1 Strategic faculty goals and means for achieving these goals As discussed in Chapter 1, Bentley s origins in accountancy and its growing reputation for research in auditing, control and governance constitute one core of intellectual its expertise and distinction. Its strength in ethics and social responsibility provides a second. A decade of investment in information and communication technology infrastructure and research capability ensures that the pervasiveness of information and the need to transform and manage data through collaborative processes that produce actionable knowledge is the third. The fourth domain rests on the multiple perspectives approach students derive from the arts and sciences and from Bentley s singular integration of business and the arts and sciences. Finally, pursuit of internationalization through its programs and in its research agenda provides the fifth and final domain to produce tomorrow s responsive and responsible leaders. From a faculty perspective, Bentley s investment in intellectual capital for thought leadership directly enhances the reputation of the university and supports an elevated ranking. In addition to increased investment in leading scholars, this effort entails the development of thought leadership networks that will stimulate research and encourage collaboration among scholars. While maintaining the university s longstanding commitment to excellent teaching, Bentley s faculty produce high quality research. They are also international in their backgrounds, scholarly interests, and reputation. Bentley s move from college to university in 2008 reflects both the broad capabilities of the core faculty and the ability of Bentley s infrastructure to support contributions in research, teaching, and practice with global significance. As described in Chapter 5, Bentley is an international leader in research in the fields of accountancy and information systems. The university fosters an academic culture that produces internationally recognized scholarship and innovative instruction across many different disciplines. Both business and arts and sciences faculty are integral to achieving Bentley s mission. Bentley maintains a unified faculty structure with high expectations for faculty research and instruction across the university. While modes of investigation and publication necessarily differ from discipline to discipline, expectations and support for scholarship and pedagogy for business and arts and sciences faculty are comparable. The university s success in recruiting and retaining accomplished scholars speaks to its excellent reputation. Once faculty members are hired, the faculty profile system allows them the flexibility to apply their expertise to the needs of a comprehensive international business university committed to the highest level of globally recognized scholarship Strategic faculty goals and their achievement Enhancing education through teaching, curricular innovation, mentoring and advising: Educating students to be effective and creative leaders in a complex global environment is central to Bentley s mission. At the heart of this mission are faculty who excel at teaching, the development of innovative curriculum, and the dissemination of pedagogical research and knowledge. Effective teaching is, therefore, a necessary condition for tenure at Bentley and all tenure-track faculty members receive twice-yearly classroom visits and developmental feedback from senior faculty. A newly revised online instrument for student evaluations also promises to connect teaching methods more securely to learning outcomes (see Appendix 4.1 for the new student evaluation form). 58

79 Faculty Bentley emphasizes the importance of teaching and provides support for promoting and recognizing faculty excellence in the classroom. Interested faculty can adopt a teaching profile (see profiles discussion in the Faculty development section of this chapter). Faculty members on this profile are master teachers who lead in curriculum development and are mentors for their colleagues. All faculty benefit from the initiatives led by the two Wilder Professors whose mandate is to advance Bentley s teaching mission through workshops, consultation with faculty, and pedagogical research (as noted in Chapter 5, Bentley is a world leader in accounting education scholarship). Teaching excellence and innovation are recognized annually both by the Adamian Awards for Teaching Excellence awarded to two outstanding teachers and by Faculty Innovation in Teaching awards. Bentley faculty members engage in regular curriculum development and innovation at the undergraduate and graduate levels. For example, Bentley faculty developed and piloted an interdisciplinary program for first and second year undergraduates with the objective of cultivating student critical thinking skills related to the consequences of consumer choices (Complex Problems/Creative Solutions; or CP/CS), and revised the full-time MBA program to respond to the needs of recent college graduates. Bentley s excellence in curricular innovation and scholarship is globally recognized. Recent examples include: Modern Languages Professor Jane D. Tchaicha received a Fulbright award to teach and research at Al-Akhawayn University in Morocco. English and Media Studies Professor Edward Zlotkowski was awarded a Fulbright to develop the new Community Learning Program at the Dublin Institute of Technology. A fellowship from the Marion and Jasper Whiting Foundation, which supports pedagogical development, funded Professor Iris Berdrow s research and teaching in France. Professor Berdrow s work refreshed courses she teaches. Bentley s faculty appreciates the value of directly involving students in their research and acting as student advisors. A student assistantship program co-sponsored by the Valente Center for Arts and Sciences gives faculty and highly motivated students an opportunity to work together on substantive scholarly projects. The center also receives funding from the National Biomedical Research Foundation to support faculty-guided student research in health and industry topics. Bentley faculty work closely with undergraduates to develop appropriate and rigorous programs of individual study. Forty-two full-time faculty members per year serve as advisors to first-year students. Thereafter, faculty members advise students in their major fields and mentor them in capstone projects Enhancing the production and dissemination of high quality research: The goal of producing high quality theoretical and applied research drives faculty recruitment, development, and management at Bentley. The university supports a broad range of research-related initiatives and programs, including generous faculty research and travel grants. As described comprehensively in Chapter 5, opportunities to supervise doctoral students, summer research grants, individual faculty research accounts, and reduced teaching loads all support faculty scholarship. 59

80 Bentley University EQUIS Report Bentley recruits and develops research-active faculty. The success of these efforts is evident in Bentley s hiring 22 outstanding new tenure-track faculty during the past five years. In addition to recruiting research active junior faculty, Bentley attracts and retains distinguished senior faculty, in part through 19 named professorships (see Appendix 4.2 for list). Bentley supports the dissemination of faculty scholarship both nationally and internationally. Department travel accounts support travel to domestic conferences, while the Dean s International Travel Fund supports travel to conference presentations outside the U.S. Over the past five years, the Dean s International Travel Fund supported 262 international trips by Bentley faculty (also described in Chapter 9; see Base Room for a detailed listing.) Making substantive contributions and building reputation: The contributions of Bentley faculty to their disciplines, the academy, and practice are substantial and recognized both nationally and internationally. As described and illustrated in Chapter 5, the range and impact of both disciplinary and interdisciplinary research by Bentley faculty is significant. Bentley faculty members have received grants and fellowships from Harvard s Charles Warren Center, the National Science Foundation, the National Endowment for the Humanities, the Whiting Foundation, and the Fulbright program. In addition, they have published single-authored works with major university presses such as Cambridge, Columbia, Harvard, Oxford, and Pennsylvania. Bentley continues to make progress in enhancing its reputation, both domestically and internationally. Examples of this progress follow: Selected examples of recognition within the academic profession Dr. Michael Page, Provost and Vice President for Academic Affairs, was appointed to the Board of Directors for the European Foundation for Management Development (EFMD) in Dr. Page is one of 22 board members, and is the only member from the United States. Dr. Page served as chair of the 2010 EFMD Annual Meeting in Oestrich-Winkel, German. Dr. Robert Galliers, University Distinguished Professor, served on the EQUIS Awarding Body in The appointment of Dr. Galliers makes Bentley University the only U.S. institution with representation on the Awarding Body. Dr. Page was appointed chair of the Initial Accreditation Committee for AACSB International in Dr. Page was appointed to the newly formed Blue Ribbon Committee on Accreditation Quality for AACSB International. Dr. Page, one of 22 members of this global committee, will evaluate the state of readiness of AACSB s accreditation standards and processes to ensure the alignment of business practice and management education. Bentley became the first and only U.S. institution to join the European Doctoral Programs Association in Management and Business Administration (EDAMBA). Bentley was unanimously approved for membership in February Dr. Page served as chair of the 2009 EFMD Annual Conference on Undergraduate Management Education held in September 2009 in Umea, Sweden. Joining Dr. Page at the conference were Dr. Lynne Durkin, Associate Dean of Arts and Sciences, and Dr. Judith Kamm, Associate Dean of Business for Undergraduate Programs; they participated in a session and discussed the topic of An Integrated Approach to Solving Complex Problems. Bentley became an academic member of the European Academy of Business in Society (EABIS), making it one of only a handful of U.S. members. 60

81 Faculty Dr. Page and Dr. Galliers each served on a number of EQUIS Peer Review Teams (PRT) internationally. Bentley became a member of the Central and East European Management Association (CEEMAN) during Selected examples of recognition in the business disciplines Individual Accounting Faculty Research Rankings by Topical Area and Methodology 1 ranks Professor James Hunton first in the twenty-year and twelve-year time periods, and fourth in the most recent six-year period. Hunton also ranks first in all three time spans in the topical area of Accounting Information Systems (AIS) and Experimental research. Overall, Bentley Professor Jean Bedard ranks fourth in the six year span, eighth in the twelve year, and ninth in the twenty year span. Within auditing, her primary research specialty, Bedard ranks fourth in the six-year span, and third in the twelve and twenty-year spans. In the AIS category, she ranked fifth in the six-year, eleventh in the twelve-year, and sixteenth in the twenty-year span. Bentley faculty members Pierre Berthon and Perry Lowe received the EFMD 2010 Excellence in Practice Award for their project "Prism, KickApps and Bentley University: An Innovative Case of Synergistic Learning and Development between Venture Capital, Startup and University". The case study was cowritten with Prism VentureWorks Partner Woody Benson and Alex Blum, Chief Executive Officer of KickApps. In 2008, Professor M. Lynne Markus received the Association for Information Systems (AIS) LEO Award for Exceptional Lifetime Achievement in Information Systems. Professors Robert Galliers, M. Lynne Markus and Jane Fedorowicz are all Fellows of the Association of Information Systems (AIS), making Bentley one of only two schools worldwide to have three distinguished faculty with this honor. In 2007, Mohammad J. Abdolmohammadi, John E. Rhodes Professor of Accountancy, was inducted into the American Accounting Association s Accounting Hall of Fame. Inductees are selected by an international board of electors. Professor Hans Thamhain received the Project Management Institute s 2006 Research Achievement Award given annually to one individual contributing most significantly to the project management body of knowledge Susan Newell, the Cammarata Professor of Management, was honored with a Vision Award for her work as Vice President of Communications for the Association of Information Systems in Selected examples of recognition in the arts and sciences In 2010, Professor Anne Warfield Rawls was named Marie de Paris Senior Research Laureate in the City of Paris international research competition. In 2010, she received the Charles Horton Cooley Distinguished Scholarship Award (Michigan Sociological Association), honoring lifetime scholarly achievements. 1 See Individual Accounting Faculty Research Rankings By Topical Area and Methodology. The study by researchers from Brigham Young and Utah State Universities was created to rank research productivity in the most recent six, twelve, and twenty-year windows, expanding on previous rankings in two important ways: by providing separate rankings for each accounting topical area and methodology; and developing a measure to examine the contribution of individual faculty to their respective institutions. 61

82 Bentley University EQUIS Report In 2010, Natural and Applied Sciences professor P. Thompson Davis was elected as a Fellow of the Geological Society of America (GSA) in recognition of his distinguished contributions to the geosciences. In 2010, professor and chair of Mathematical Sciences Richard Cleary was appointed chair of the Joint Data Committee of five mathematical organizations: Mathematical Association of America; American Mathematical Society; American Statistical Association; the Institute of Mathematical Statistics; and Society of Industrial and Applied Mathematics. Selected examples of recognition in the integration of business and arts & sciences Accountancy and Information Systems professor Jane Fedorowicz, Global Studies professor Christine Williams, and Bentley PhD student Arthur Tomasino received a 2010 Best Research Paper award from the Digital Government Society of North America for a paper Governmental Factors Associated with State-wide Interagency Collaboration Initiatives. In 2009, the journal Liberal Education published The Best of Both Worlds: Infusing Liberal Learning into a Business Curriculum, co-authored by Natural and Applied Sciences professor Lynn Arenella, English professor Angelique Davi, History professor Cyrus Veeser and Finance professor Roy Wiggins III. Selected examples of recognition in service on editorial boards Professor James Hunton, associate editor, The Accounting Review Professor M. Lynne Markus, editor emeritus and former senior editor, Management Information Systems Quarterly Professor Robert Galliers, editor-in-chief, Journal of Strategic Information Systems Professor Jane Fedorowicz, senior editor, Communications of the AIS Professor Robert Frederick, editor, Business and Society Review Professor Dominique Haughton, editor-in-chief, Case Studies in Business, Industry and Government Statistics Professor Michael Quinn, associate editor, Case Studies in Business, Industry and Government Statistics Selected examples of recognition through joint appointments with prestigious institutions Professor James Hunton is Research Professor at Rotterdam School of Management, Erasmus University Professor Susan Newell is Professor of Information Management at Warwick Business School, Warwick University Professor Dhaval Dave is a Research Fellow at the National Bureau of Economic Research Professor Alan Hoffman is Visiting Professor and strategy course coordinator for the OneMBA Program at the Rotterdam School of Management Professor Anthony Kiszewski is a Visiting Scientist at both the Harvard School of Public Health and the Tufts University School of Medicine Professor P. Thompson Davis is a Research Affiliate of the Institute of Arctic and Alpine Research, University of Colorado 62

83 Faculty Selected examples of recognition through organizing international conferences In 2010, Bentley hosted the 6 th annual Global Business Ethics Symposium. Professor Anthony Buono organizes this global conference. The 7 th symposium will be held in Marseilles in Professor Mark Davis is founder and conference chair of the IBM-sponsored The Art & Science of Service Conference. This international conference was held at Bentley in In 2010, it was hosted by IE Business School in Madrid. In 2011 it will be held at IBM's Almaden Research Center in San Jose, CA; in 2012 it will be held at the University of Maastricht. In 2009, the National Science Foundation sponsored an international conference at Bentley, attracting over eighty scholars from across the globe. Professor Axel Seemann organized this conference. Professor Seemann is now editing a book based on the conference, scheduled for publication by MIT Press in In 2010, Bentley hosted the 2 nd Annual International Research Conference of Conscious Capitalism. Organized by Professor Rajendra Sisodia, the conference attracts executives, entrepreneurs, academics and doctoral students who interested in this emergent global movement. In October 2009, Bentley hosted The Annual Project Directors Conference E.U./U.S. Atlantis Program, E.U.-Canada TEP Program, and Industrialized Countries Program ICI-ECP. Co-sponsored by Bentley and the U.S. Department of Education, the three-day conference was attended by over 400 participants from twenty-seven countries. Bentley University and the University of New South Wales co-sponsored the Conference on Sociality, Materiality and Sociomateriality of Information Systems and Organizations in Sydney, Australia. Bentley Professors Robert Galliers and Susan Newell were co-chairs with Dubravka Cecez-Kecmanovic, Richard Vidgen and Fletcher Cole from the University of New South Wales Enhancing community engagement: Bentley faculty contribute to the university s strategic mission through their varied and active engagement in the larger business and organizational community through consulting, corporate education, and membership in professional organizations (see Chapters 7 and 10). Bentley faculty also encourage the involvement of students in the community by supervising them as they apply the knowledge and skills gained in the classroom to real life problems in the corporate and not-for-profit sectors. The willingness of external organizations to welcome student involvement is directly related to the recognition of the professional expertise of Bentley faculty. For example, teams of students in the Day MBA Business Process Management course engage in a year-long project to analyze and provide solutions for business process problems presented by external partner organizations under the supervision of faculty experts. In the second year of the program, again under the supervision of faculty experts, students work in the year-long management consulting teams course to external partners on strategic issues. Undergraduate students in GB 301 draw upon what they have learned in finance, operations, and marketing to provide consulting services to small businesses under the supervision of the faculty (see Chapter 2) Faculty recruitment in support of strategic goals The reputation of an international business university rests partly on its ability to attract high quality faculty from prestigious institutions. Recruitment at Bentley focuses on faculty who are able to contribute to Bentley s mission through excellence in research and teaching. 63

84 Bentley University EQUIS Report To compete with other top international institutions in attracting high quality faculty, Bentley offers competitive starting salaries and benefits including reduced teaching loads and guaranteed summer research support. All tenure-track faculty members receive a reduced teaching load for their first five years of service and summer research support, constituting either one-ninth or two-ninths of base salary. As a result of the strategic planning process, a faculty task force convened in 2009, focused specifically on recommendations for enhancing the development of tenure-track faculty as scholars, teachers, and members of the community. Competing with top schools for new faculty talent sometimes exacerbates compression problems of the salaries of current faculty members. Bentley addresses salary compression through several strategies. Every two years, Bentley commissions a faculty salary bench marking survey through which all seventeen academic departments are reviewed. Survey results are compared to Bentley salaries and are used as the basis for making market adjustments. Bentley also compares its overall fringe benefits package against peer schools on a regular basis. Survey results and an analysis of market adjustments are available in the Base Room. As can be seen in Table 4.1, Bentley has been successful in its recruiting efforts, hiring seventy new core faculty members in the most recent five-year period. Table 4.1: Summary of new faculty appointments and departures Total New hires (tenure-track and lecturers) Departures (resignations and retirements) Net change in faculty 10 (1) (4) Bentley s ability to attract top international talent remains a key indicator of its growing reputation and the foundation of its future success. Several examples follow. Dr. Ari Yezegel, a native of Turkey, is a tenure-track assistant professor in the Accountancy department. Dr. Yezegel earned his PhD at Rutgers University. While he had offers from other top tier research institutions, Dr. Yezegel selected Bentley because of his desire to work with senior faculty in the Accountancy department, such as Professors James Hunton and Jean Bedard. Although he completed his PhD only a year ago, Dr. Yezegal has an impressive research record, including articles accepted or published in the following journals: Journal of Banking and Finance, International Journal of Business and Finance Research, and Financial Analysts Journal. Dr. Sebahattin Demirkan, a native of Turkey, will be joining the Accountancy department as a visiting assistant professor. Dr. Demirkan earned his PhD from the University of Texas at Dallas. He comes to Bentley from SUNY-Binghamton where he was a tenure-track assistant professor. Dr. Demirkan has taught a PhD Seminar in Research Methodologies in Accounting and Capital Market Research at the ISCTE Business School in Lisbon, Portugal. Dr. Demirkan has published articles in Corporate Finance Review and Accounting Research Journal. 64

85 Faculty Dr. Ebru Reis, a native of Turkey, is a tenure-track assistant professor in the Finance department. Dr. Reis earned her PhD at Georgia State University. Since completing her PhD in 2006, Dr. Reis has built an impressive research record, including an article published in Journal of Finance. Dr. Markus Fitza, a native of Germany, is a tenure-track assistant professor in the Management department. He earned his PhD from the Leeds School of Business at the University of Colorado, Boulder, in Dr. Fitza has already published an article in Strategic Management Journal and has had two papers accepted to the very competitive Strategic Management Society 2010 annual meeting. Dr. Gang Li, a native of China, is a tenure-track assistant professor in the Management department. Dr. Li earned a PhD in Systems Engineering from Beijing University of Aeronautics and Astronautics and is a candidate for a PhD in Supply Chain and Operations Management at the Mc Comb School of Business at the University of Texas, Austin. Dr Li s research focuses on developing mathematical models to address complex business problems. In one recent project, he developed an optimization model adopted by BNSF railways to guide its schedule for vehicle inspection. Dr. Daniel Everett is the new Dean of Arts and Sciences. Although a native of the United States, Dr. Everett has significant international experience. He earned his PhD in linguistics at the State University of Campinas in Brazil, where he taught from 1980 to Dr. Everett joined Bentley from Illinois State University, where he has served as department chair for Languages, Literatures and Cultures since Previously, Dr. Everett served as Professor of Phonetics and Phonology at the University of Manchester (U.K.) from 2000 to 2006; and as Professor of Linguistics and Anthropology and Chair of the Department of Linguistics at the University of Pittsburgh from 1986 to Bentley also benefits from hosting international visiting scholars from across the globe. Examples include: Laura Nunez hales from the Instituto de Empresa Business School in Madrid, Spain. Her research interests include computational finance, forecasting models in finance, financial markets, behavioral finance, financial distress and capital structure. Pablo Ruiz Palomino is a lecturer of management at the University of Castilla-La Mancha in Spain. Espen Andersen is an associate professor of strategy at the Norwegian School of Management. At Bentley, he pursued a long-term research project on the strategic impact of search technology. Victor S.Y. Lo was a research fellow in the Valente Center for Arts and Sciences. His work involves organizing virtual analytics seminars. Bror Petter Gulden hales from the Norwegian School of Management. At Bentley, he will research a textbook and a comprehensive paper on the auditing process as a risk-reducing activity Faculty management in support of achieving strategic goals Bentley manages its faculty in accordance with the policies and procedures outlined in the Faculty Manual, a copy of which is in the Base Room. A key aspect of the faculty management process is Bentley s faculty profile system. The profile system serves as the vehicle for establishing performance expectations and conducting performance evaluations for Bentley s full-time (core) faculty members. 65

86 Bentley University EQUIS Report Faculty members must select and develop their profiles in consultation with their dean and department chair. They meet with their respective department chairs annually to discuss and assess their performance, achievements and goals for the coming year. Performance is evaluated and rewarded following discussions between departmental chairs and the dean, and confirmed institution-wide in discussion between the deans and the provost. The faculty profile system encourages excellence in scholarship, teaching, and service by diversifying faculty profiles in a manner that balances the interests, strengths and aspirations of individual faculty members with Bentley s strategic priorities. It should be noted that all profiles carry an expectation of scholarship. Tenured or tenure-track faculty members must choose from four profiles: (1) the standard profile that places equal emphasis on teaching, scholarly activity, and institutional service; (2) the teaching profile that emphasizes teaching; (3) the scholarly profile that emphasizes research; or (4) the service profile that emphasizes institutional service. 4.2 Environmental context The environment within which Bentley operates is typical of an independent institution of higher education in the United States. As noted in Chapter 1, such institutions are usually organized and authorized to operate in accordance with relevant state laws. As with many institutions of higher education in the United States, Bentley subscribes to the 1940 Statement of Principles on Academic Freedom and Tenure, including the Interpretive Comments developed in 1969 by representatives of the American Association of University Professors and the Association of American Colleges. Bentley also subscribes to the provisions set forth in the 1968 Recommended Institutional Regulations on Academic Freedom and Tenure, assuring each member of the faculty has the following rights: Full freedom in research and in the publication of the results, subject to the adequate performance of other academic duties, providing that research for pecuniary return is based upon an understanding with the authorities of the college. Full freedom to teach and discuss anything pertinent to the subject being taught. However, faculty members should refrain from introducing into their teaching controversial matters unrelated to the subject being taught. Full freedom to act and speak in the capacity of a citizen without institutional censorship or discipline. As members of a profession and a college faculty, faculty members should remember that the public may judge their profession and their institution by their utterances and their conduct. Hence they should strive to be accurate, to exercise appropriate restraint, to show respect for the opinions of others, and to indicate that they are not an institutional spokesperson. A sufficient degree of economic security to make the teaching profession attractive. 66

87 Faculty Bentley s Faculty Manual prescribes the rights and responsibilities of its faculty members, and it explicitly provides and protects an environment of academic freedom. Bentley faculty members operate in a non-unionized environment. As members of an independent institution, they are not public employees. 4.3 Faculty size, qualifications, and composition Bentley s core faculty consists of those holding a full-time teaching appointment in one of seventeen academic departments. These appointments may be at the rank of lecturer, senior lecturer, assistant professor, associate professor, or full professor. Visiting professors are classified according to the rank of assistant professor or higher. Lecturers and senior lecturers are responsible primarily for teaching, and although scholarly activity and institutional service are valued, their evaluation is based primarily on teaching performance Size of core faculty With 290 core faculty members, Bentley s faculty provides more than adequate coverage of the various academic disciplines. For example, there are 184 core faculty members allocated to business disciplines: Accountancy; Computer Information Systems; Economics; Finance; Information Design & Corporate Communication; Information and Process Management; Law, Taxation and Financial Planning, Management, and Marketing. The university analyzes its faculty resource needs on a continual basis, and determines staffing plans accordingly Qualifications of core faculty Ninety nine percent of Bentley s tenured and tenure-track faculty hold doctoral degrees. This percentage drops to 84% when including Bentley annual contract lecturers and senior lecturers (see Table 4.2) 2. Chapter 5 provides information about the scholarly activities and productivity of Bentley s faculty. The international dimension of Bentley s core faculty is discussed later in this chapter; additional information is provided in Chapter 9. Faculty connections to the business community are introduced at the end of this chapter, with additional information provided in Chapter 10. Fifty-four per cent of tenured and tenure-track faculty members have selected a scholarly profile, approximately 24% a standard profile, 14% a service profile, and 8% a teaching profile. Of the twenty-eight faculty who have chosen a service profile, sixteen currently serve as department chairs. In light of Bentley s strategic plan, this faculty composition is appropriate. 2 Appendix 4.3 includes the following information about Bentley s core faculty: name, academic rank, highest degree, where degree was obtained, nationality, department affiliation (subject area), date of appointment, and percentage of full time engagement. 67

88 Bentley University EQUIS Report Table 4.2: Number, qualifications and profile of Bentley s core faculty Academic department Count Doctorate Master's Service Scholarly Standard Teaching Annual 2 Accountancy % 6 19% Computer Information Systems % 4 25% Economics % 3 14% English and Media Studies % 11 33% Finance % 6 24% Global Studies % 0 0% History % 1 11% Info Design & Corp Communication % 0 0% Information and Process Management % 0 0% Law, Tax & Financial Planning % 0 0% Management % 3 8% Marketing % 3 17% Mathematical Science % 5 26% Modern Languages % 2 40% Natural and Applied Sciences % 4 27% Philosophy % 1 14% Sociology % 0 0% Total (academic year ) % 49 16% : One faculty member in each of English and Media Studies, and Management has a Bachelors degree but is appointed on the basis of their professional experience 2: Visiting scholars and clinical professors are not formally on a profile so they have been included in the column for annual contract faculty (lecturers and senior lecturers) Age and gender distribution of core faculty The average age of Bentley s core faculty in most departments is in the 50 s (see Appendix 4.4). While this situation is relatively common in many U.S. institutions, Bentley recognizes the need to be vigorous in offering attractive retirement packages for faculty and in developing long-term hiring. (Information about our retirement package is available in the Base Room.) Bentley s core faculty is approximately 61% male and 39% female (see Appendix 4.5). This balance corresponds with the gender mix among our undergraduate student body but is lower than the gender mix of our graduate students (52% female, 48% male in 2010). Bentley s president and three of its six vice presidents are female, as are two of the four academic associate deans. 68

89 Faculty Student to faculty ratio The current size of full-time, core faculty is more than adequate for the number of students enrolled in Bentley s undergraduate, master s, and PhD programs. The current ratio of undergraduate students to full-time faculty is fourteen-to-one, which has remained relatively constant over a three year period. At the master s level, the current ratio of students to full-time faculty is seventeen-to-one, which also has remained relatively constant over the past three years. In the PhD program, twenty-four faculty members are involved in teaching and/or supervising thirty-six doctoral students Bentley s non-core faculty Bentley s non-core faculty members are primarily part-time faculty members who teach one or two courses per semester. Those faculty members who teach business-related courses are generally working full-time in a professional firm or corporation. Many of the non-core faculty teaching courses in the arts and sciences are also teaching at other educational institutions in the area and hold doctorates in their disciplines. While a number of the non-core faculty contribute to the Bentley community outside the classroom (e.g., student advising, curriculum development, service on committees), the activities of most non-core faculty are limited to teaching Student advising Bentley has a centralized student advising system for undergraduates staffed by professionals. Faculty members serve as advisors to student organizations, first year undergraduate students as part of the First-Year Seminar program, and master s and doctoral students. See Chapter 3 for more information regarding student advising Strengths and weaknesses of the current faculty The majority of tenured and tenure-track faculty members are research active and productive (see Chapter 5). Given this scholarly focus, it is sometimes difficult to satisfy institutional service needs. As part of the strategic planning process, a task force reviewed the faculty profile system to consider the appropriate balance of service, scholarship, and teaching activities. The report is currently being considered by the Faculty Senate; a copy of the report is available in the Base Room. 4.4 Faculty organization and management Following are summary descriptions of Bentley s key academic officers and governance groups. They are responsible for the overall management of the faculty, while department chairs are responsible for managing faculty on a day-to-day basis. See Appendix 1.4 for a listing of Bentley s academic leadership team. 69

90 Bentley University EQUIS Report Faculty Senate The Faculty Senate, the primary governance body for the faculty, is composed of thirty-one members, twenty-nine voting and two nonvoting. The senate receives reports from its standing committees and acts on their recommendations. The senate represents and acts for the General Faculty in all matters of faculty governance except those that concern changes in the governance structure itself, changes in the rules governing promotion and tenure, and major curricular changes, all of which must be submitted to the General Faculty. See the Faculty Manual (available in Base Room), sections 4.2 to 4.5 for more information about faculty governance, the faculty senate, and the various committees of the faculty. An important feature of Bentley's governance structure, and indication of its collaborative culture, is the close working relationships among the Board of Trustees, academic administration and Faculty Senate. The provost and deans have voting seats on Faculty Senate and the chair of Faculty Senate has a seat on the Academic Affairs Committee of the Board of Trustees. In addition, the current and past chairs of Faculty Senate meet with the provost before each senate meeting to discuss current issues and concerns. The chair of senate also has a seat on Graduate Council and the PhD Council Departmental management, and faculty evaluation policies and procedures Each academic department is managed by a department chair who reports to either the Dean of Business or the Dean of Arts and Sciences. Among other duties, department chairs handle all administrative tasks associated with their respective faculty, including annual faculty evaluations. All core faculty members are evaluated annually for salary increase recommendations and developmental purposes. The annual reviews are conducted by department chairs and deans, and subsequently by the deans and the provost. The evaluations are based on the three primary criteria of teaching effectiveness, scholarly productivity, and institutional service. As discussed earlier, faculty members are evaluated based on the particular profile selected by them as part of Bentley s faculty profile system. More information about faculty evaluation policies and procedures is available in the Faculty Manual, section Faculty recruitment, tenure and promotion policies and procedures Recruitment: Approval for new positions and replacements for existing positions must be obtained from the provost and dean prior to initiating a formal search. A copy of any position advertisements must be approved by the provost prior to submission for publication and such copy must clearly indicate that Bentley University is an equal opportunity/affirmative action employer. More information about faculty recruitment is available in the Faculty Manual, section Tenure: Tenure-track faculty members are evaluated annually by a principal evaluator, the department chair, and the other full-time tenured faculty in the department. Department chairs are responsible for assigning tenure-track faculty members a principal evaluator. In turn, principal evaluators are responsible for reviewing and discussing the performance of the tenure-track faculty members assigned to them. After these meetings, principal evaluators draft evaluation reports that form the basis for discussions by the department chair and the tenured members of the department. After these discussions, a final evaluation report is prepared, which represents the collective judgment of the department chair and the tenured faculty of the department. More information about Bentley s tenure policies and procedures is available in the Faculty Manual, sections 5.5 and

91 Faculty Promotion: Faculty members applying for promotion are expected to: (1) present concrete evidence of creative scholarship or professional achievement involving recognition outside of Bentley; (2) actively contribute to serve the best interests of Bentley and their respective academies; (3) demonstrate experience in a particular field and be able to communicate this knowledge effectively in the classroom; and (4) exhibit personal characteristics that promote good facultystudent, faculty-administration, and intra-faculty relationships. More information about Bentley s promotion policies and procedures is available in the Faculty Manual, sections Non-core faculty management Bentley employs non-core faculty members on a course-by-course basis. Such faculty members teach one or two courses per semester and are generally appointed at the rank of adjunct lecturer or adjunct assistant professor depending on their academic degree. Recommendations for part-time faculty appointments are made by the chair of the academic department to the dean. Written notice of appointment specifies the salary, specific course assignment(s), and any qualifying conditions. Such appointments are for specific course(s) and are never for longer than a single semester. As with all full-time faculty members, every part-time faculty member is evaluated each semester through Bentley s formal student evaluation system and on a regular basis by tenured members of the department in which the part-time faculty member teaches. To develop strategies to enhance the effective participation of non-core faculty into the university, a task force was established by the Faculty Senate in (A report from this task force is available in the Base Room along with other information about the management of Bentley s non-core faculty.) Provost and Vice President for Academic Affairs The provost and vice president for Academic Affairs, Dr. Michael Page, is the chief academic officer and is responsible for the overall strategy, administration, and management of the faculty, academic programs and support services offered by the college. Working closely with the deans, the provost is responsible for administration of all aspects of academic affairs. This includes (1) academic policy making, planning, and goal setting; (2) faculty selection, retention, evaluation, support, development, and morale; and (3) fiscal planning and execution Deans The Dean of Arts and Sciences, Dr. Daniel Everett, is responsible for the quality and reputation of the arts and sciences agenda and the general education curriculum. One associate dean assists the dean, and eight academic departments report to him. The Dean of Business oversees the undergraduate business programs and the McCallum Graduate School of Business 3. Three associate deans assist the dean, and nine academic departments report to the dean. An internal search is currently being conducted for a new dean of business. 3 Bentley is in the final phase of an internal search for a dean of Business and the McCallum Graduate School of Business to replace Dr. Michael Page following his appointment as Provost and Vice President for Academic Affairs. 71

92 Bentley University EQUIS Report 4.5 Corporate links Bentley faculty members are actively involved in the business community. These activities generally include consulting services, corporate education, and membership in professional associations. A small sample of these activities follows. More information is available in Chapters 5, 6, 9 and 10. Consulting services examples include: Professor Jeffrey Shuman is founder of a management consulting firm that focuses on helping clients identify, measure, and communicate the value created in their collaborative networks. Clients include domestic and international corporations in the pharmaceutical and energy industries. Professor Samuel Woolford has consulted to corporate clients for more than 20 years using a broad range of quantitative methods. He is an Affiliate Scholar with Abt Associates. Professor Anthony Kiszewski consults to Marathon Oil Corporation and Hess Corporation on malaria control and prevention. Professor Joao Resende- Santos consults to ministries of the government of Cape Verde, the Cape Verde Incubator Program, and the United Nations. Corporate and not-for-profit education examples include: Professor Jay Thibodeau provides professional training for PricewaterhouseCoopers and KPMG. Professor Sean McDonald is an expert trainer for the UK School of Government in the area of economic evaluation. Senior Lecturer Charles Malgwi trained NGOs in Ghana on converting their manual bookkeeping operations to computerized systems. Professor Marcus Stewart provides diversity/inclusion and teams training to the U.S. Environmental Protection Agency, the U.S. Naval War College, International Business Machines and Village for Children. 4.6 Internationalization About sixteen percent of Bentley s current full-time (core) faculty members hold non-u.s. citizenship and over twenty-three percent have a country of origin other than the United States (including non-nationals). Table 4.3 presents the countries of origin, other than the United States, of Bentley s core faculty. Additionally, as discussed earlier in this chapter and in Chapters 5 and 9, a significant proportion of Bentley s core faculty have significant international exposure through presenting scholarship at international conference, collaborating with international scholars, consulting to global organizations, and teaching. 72

93 Faculty Table 4.3: International faculty at Bentley Countries Represented in Bentley Faculty born outside U.S. (with foreign citizenship) 21% (13%) 23% (16%) Armenia Cape Verde Finland India Israel Malaysia Pakistan Russia United Kingdom Bangladesh Cuba France Iran Italy Mongolia China South Korea West Indies Bulgaria Ecuador Germany Iraq Jamaica Nigeria Peru Switzerland Canada Egypt Greece Ireland Lebanon Norway Romania Turkey 4.7 Conclusion Bentley s mission could not be achieved without the hard work, dedication, and intellectual distinction of its faculty members. As illustrated earlier in this chapter and in Chapter 5, Bentley s faculty includes internationally renowned and ranked scholars. Most are innovative researchers who present and publish their scholarship in international outlets and provide expert consulting to domestic and global organizations. They share their knowledge and expertise widely with corporations, non-profits and governments, and they serve their profession and the community with distinction. They are all innovative and dedicated teachers. 73

94 Bentley University EQUIS Report THIS PAGE IS INTENTIONALLY BLANK 74

95 RESOURCES AND ADMINISTRATION CORPORATE CONNECTIONS FACULTY EXECUTIVE EDUCATION INTERNATIONALIZATION STUDENTS CONTRIBUTION TO THE COMMUNITY RESEARCH AND DEVELOPMENT CONTEXT, GOVERNANCE AND STRATEGY PROGRAMS 5 Research and Development This chapter reviews the key aspects of Bentley s research agenda. The institution has continued since 2007 to implement a strategic, focused research mission that builds on established intellectual strengths while simultaneously recognizing and rewarding the diversity of faculty interests and pursuits, including innovative curriculum development. Essential to the success of the research agenda have been efforts to secure external support, the maturing of the doctoral program and a general institutional commitment to building an environment that fosters research. 75

96 Bentley University EQUIS Report 5.1 Research mission, priorities and activities Bentley s research mission is to develop an international reputation for innovative and interdisciplinary business-relevant research in specific strategic domains while maintaining and advancing individual areas of research. To realize this mission, Bentley prides itself on having some of the top academic researchers in the world in accountancy and information systems, and a core faculty that is research-active and understands that scholarship is an integral part of their job. Bentley has invested strategically in resources to enable faculty to produce scholarship at the highest level. For example, the Bentley library was recently ranked 14 th in the United.States among college and university libraries by The Princeton Review, which is one of the top ranking organizations in the country. And as shown in Appendix 5.1, Bentley is now spending close to $350,000 more per year on research resources than just five years ago. Samples of recent investments to enhance Bentley s scholarly capacity include 4 : InvesText: Business reports, company financials, mergers & acquisitions Thomson Reuters I/B/E/S: Detailed and consensus estimates with up to 26 forecast metrics including GAAP and pro-forma EPS, plus recommendations for over 69,000 companies in ninety countries, with over 1,300 firms contributing data Ivy OptionMetrics: Historical price and implied volatility data for U.S. equity and index options markets S&P Emerging Markets Database/EMDB: Tracks 2,200+ stocks in fifty-three markets in Asia, Latin America, Eastern Europe, Africa, & Middle East Economatica: U.S. & South American publicly traded companies Organization of research Supporting faculty research efforts is a primary focus for Bentley s Dean of Business and Dean of Arts and Sciences. They support scholarship through: (1) the Deans International Travel Fund; (2) summer research funding; (3) teaching-load reductions; (4) individual faculty research accounts; and (5) similar kinds of resources. A faculty research committee, reporting to the provost, develops strategies to support research and advance scholarly output. The committee hosts an annual research reception at which faculty present research resulting from summer grant support. The research committee also publishes a research report entitled Bentley University: Selected Faculty Research. In recent years, the committee launched a Faculty Mentorship Program and a Faculty Working Papers Series (see Appendix 5.3 for the membership of the Research Committee). Additionally, a number of centers at Bentley foster research and offer academic opportunities within the university as well as collaboration with external organizations (see Appendix 5.4 for a listing of the centers and their respective missions). 4 See Appendix 5.2 for research databases available through the Academic Technology Center (ATC) and the Trading Room. 76

97 Research and Development Integration of research into faculty workload All tenure-track and tenured faculty at Bentley are expected to be active scholars and scholarship is reviewed as an important part of annual faculty evaluations 5. Bentley s faculty profile system encourages high level scholarship, and budget allocations support research through a variety of mechanisms, as described in the next section Research funding Below are summaries of internal funding allocations to support research: Summer support: All full-time faculty members are eligible to apply for summer research grants. The total amount of grants awarded in summer 2010 was approximately $1,600,000. Sabbaticals: All tenured faculty members are eligible to apply for a paid sabbatical leave to support their research. This past year, eleven faculty members were awarded paid sabbatical leaves, valued at approximately $1,000,000. Reduced teaching loads: Beyond the normal six-courses per year teaching load of research-active faculty, faculty who are very active receive a further twocourse reduction annually to support further their research activities. Thus, these faculty members teach four courses annually rather than six. Additionally, many of Bentley s named professors teach only two courses per year. Conference travel: Travel to present at academic conferences is supported by departmental travel budgets, which amounts to more than $300,000 annually. Additionally, the Deans International Travel Fund, established five years ago to fund travel to present faculty scholarship at international conferences, awarded approximately $135,000 this past year 6. Individual faculty research accounts: To provide additional research support, faculty members may receive individual faculty research accounts ($2,250 annually, per faculty member). This year, seventy-five faculty members were awarded individual research accounts to support their research activities, valued at $168,750. On top of this funding, Bentley s named professors receive individual research budgets ranging from $5,000 to $20,000 annually, valued at approximately $150,000. Seed funding for research projects: During Academic Year , a total of $80,000 7 was awarded through internal grants to assist faculty in developing new research projects. Professional membership support: All faculty members receive up to $250 to cover annual professional membership fees, facilitating access to their specialized research community, valued at over $70,000 annually. Graduate research assistants: Faculty members may also secure the assistance of graduate research assistants to support their research activities. Additionally, faculty members teaching in Bentley s PhD programs collaborate regularly with their doctoral students on research projects. 5 Although annual contract faculty members are not expected to be research-active, many are regularly engaged in research. 6 A detailed list of faculty presentations at international conferences supported by the Deans International Travel Fund is available in the Base Room. 7 Rauch Grants ($30,000) and Faculty Development Grants ($50,000). 77

98 Bentley University EQUIS Report External sources of funding: Faculty members also seek external support from governmental agencies, private foundations, and the university s many corporate partners. The Office of Corporate Relations helps to secure support from private corporations and private foundations, while the Office of Sponsored Programs supports applications government agencies. During the most recent five-year period, Bentley faculty members secured approximately $6,000,000 ($1,200,000 annually) in external funds. The external organizations providing the support include: the National Science Foundation, the National Endowment for the Humanities, the National Institute of Health, the Geneen Charitable Trust, the Davis Educational Foundation, the National Biomedical Research Foundation, and the NASD Education Foundation. Corporate supporters include the Ernst & Young University Fund, the State Street Foundation, Deloitte, and Caturano and Company (see Appendix 5.5 for a five-year list of research and development awards from external sources). While not a complete listing of resources available to support faculty research, the above funding sources of nearly $5,000,000 annually shows Bentley s commitment to generating high quality research, produced by a significant range of faculty members Monitoring and evaluation of research Bentley has a well established process for monitoring and evaluating research. As part of the annual evaluation process, faculty members include their scholarly productivity in a report to their respective department chairs. The deans (Business or Arts & Sciences) then meet with their department chairs to evaluate the quality and productivity of each individual faculty member s scholarly output. Subsequently, the provost reviews all faculty annual reports to make final determinations about annual merit increases, teaching load, and faculty profile 8. To assist in the recording and tracking of scholarly activities, Bentley uses Digital Measures, a commercial research tracking platform. In addition to the tracking function, the platform can be used to connect scholars, internally and externally, with similar research interests Research contribution to learning and curricular innovation Bentley faculty members are actively engaged in scholarship to inform teaching and the student learning experience. In the past five years, Bentley faculty members have produced 45 textbooks, 27 chapters in textbooks, 39 cases, and 28 other published teaching materials. To foster learning and curricular innovation, Bentley awards annual faculty prizes for innovation in teaching. These prizes often include applications in which faculty members have taken their work directly to their students Contribution of the doctoral program Bentley s PhD in Accountancy and PhD in Business were launched in The main goals of introducing the program were to enhance the research environment at Bentley and to address the acute shortages of business and accounting doctoral graduates worldwide. Doctoral students are vital members of our research community at the university. In the past three years, they have published forty-five journal articles and made seventy conference presentations. Further details of the program and its goals can be found in Chapter 2. 8 Chapter 4 provides more information about the Faculty Profile system. 78

99 Research and Development Research contribution of non-core faculty A number of Bentley s non-core faculty members are research-active, with a total research output of 122 publications during the most recent five-year period. These publications are not recorded in Table 5.4, which records the research output of the university s core faculty. 5.2 Research output Rankings in top global academic journals Bentley s research reputation is significant and internationally ranked. Bentley ranks in the top 25 (#21) of global research institutions in Information Systems and top 50 (#50) of global research institutions in Accounting. In addition to its success in discipline-based research, Bentley also excels in Accounting Education Research, where it is ranked first among international universities. The reputation and quality of Bentley s research output in information systems is assessed using rankings produced by the Association for Information Systems 9. Table 5.1 presents the rankings for the five-year period of Listed is the full set of EQUIS accredited and Financial Times ranked institutions that were rated above Bentley as well as a sample of internationally-known and respected institutions that ranked below Bentley in the world s top 100. Of the twenty universities that ranked above Bentley, ten are from the United States of America and ten are from outside the USA. Only six EQUIS accredited schools ranks above Bentley for information systems research. Bentley faculty members have: A global presence in accounting scholarship Dr. James Hunton is ranked world #1 Dr. Jean Bedard is ranked world #9 A global presence in information systems scholarship Dr. M. Lynne Markus received the 2008 LEO Lifetime Achievement Award Dr. Robert Galliers is Editor in Chief of Journal of Strategic Information Systems Drs. Jane Fedorowicz, M. Lynne Markus, and Robert Galliers are Fellow of the Association for Information Systems A proven record of providing world-class pedagogy Bentley identified as #1 in accounting education research Dr. Pierre Berthon and Perry Lowe receive a 2010 EFMD Excellence in Practice Award 9 See: Senior Scholars' Basket of Journals, a ranking prepared by The Association for Information Systems (see This ranking tracks publications in eight leading Information System journals: (1) European Journal of Information Systems; (2) Information Systems Journal; (3) Information Systems Research; (4) Journal of Information Technology; (5) Journal of Management Information Systems; (6) Journal of Strategic Information Systems; (7) Journal of the Association for Information Systems; and (8) MIS Quarterly. 79

100 Bentley University EQUIS Report Table 5.1: Global rankings in information systems research for the five-year period, Rank Name FT rank EQUIS Country Rank Name FT 2010 EQUIS Country 2 University of Maryland 43 USA 23 McGill University 95 Canada 3 University of British Columbia 82 5 Canada 26 Nanyang Business School 27 5 Singapore 5 University of Minnesota 75 USA 27 University of Pennsylvania, Wharton 2 USA 8 National University of Singapore nr 3 Singapore 35 Erasmus University Rotterdam, RSM 25 5 Netherlands 10 New York University, Stern 13 USA 48 University of New South Wales 36 5 Australia 12 City University of Hong Kong nr 3 China 50 Loughborough University nr 3 UK 13 University of Texas at Austin 52 USA 54 Cranfield School of Management 26 5 UK 14 University of Warwick 42 5 UK 55 University of Western Ontario, Ivey 49 5 Canada 17 HEC Montreal nr 5 Canada 65 University of Cambridge, Judge 21 5 UK 19 Copenhagen Business School nr 5 Denmark 78 University of Michigan, Ross 28 USA 20 University of Manchester 40 5 UK 91 Northwestern University, Kellogg 22 USA 21 Bentley University nr 3 USA 92 Lancaster University 24 5 UK Bentley s research reputation in accounting is assessed in two ways: First, using the research rankings database maintained by the University of Texas-Dallas 10 (UTD) to assess its research reputation and standing among other international business schools; and second, based upon research undertaken by Urbancic (2009) that investigated contributions to accounting education research internationally 11. Tables 5.2 and 5.3 present the results for the five-year period, Listed is the full set of EQUIS accredited and Financial Times ranked institutions that were rated above Bentley as well as a sample of internationally-known and respected institutions that ranked below Bentley in the world s top 100 (for accounting research) and in the world s top 40 (for accounting education). Three EQUIS accredited schools rank higher than Bentley for accounting research and, clearly, none for accounting education research. 10 Along with many other internationally recognized business schools, Bentley uses the research rankings database maintained by the University of Texas-Dallas (UTD) to assess its research reputation and standing among other international business schools. The UTD research rankings database ( tracks publications in 24 of the world s top scholarly journals. The three top journals included in the accounting rankings are: The Accounting Review, Journal of Accounting Research, and Journal of Accounting and Economics. As discussed later in this chapter, these three journals are the same three used to rank the top accounting journals in the world by the Erasmus Research Institute of Management (ERIM journal rankings). Bentley uses the ERIM journal list to rank the quality of the publications of its faculty. 11 Urbancic, Frank R Individual and Institutional Contributors to Research in Accounting Education, Accounting Educators Journal, 19:

101 Research and Development Table 5.2: Global rankings in accounting research for the five-year period, Rank Name FT rank EQUIS Country Rank Name FT 2010 EQUIS Country 1 University of Chicago 9 USA 27 Ohio State University 67 USA 2 University of Pennsylvania, Wharton 2 USA 28 London Business School 1 5 UK 3 Stanford University 4 USA 31 University of Illinois 52 USA 4 MIT 8 USA 32 University of Minnesota 75 USA 5 University of Southern California 57 USA 33 University of Notre Dame 71 USA 6 University of Texas at Austin 52 USA 35 Arizona State University 89 USA 7 New York University, Stern 13 USA 36 University of Toronto, Rotman 45 Canada 8 University of Michigan, Ross 28 USA 38 Texas A&M University 54 USA 9 Duke University 20 USA 39 Nanyang Technological University 27 5 Singapore 10 Harvard University 3 USA 40 University of California at Berkeley 28 USA 11 Hong Kong UST 9 China 43 University of Florida 77 USA 12 Michigan State University 65 USA 44 Washington University at St. Louis 49 USA 14 Indiana University 57 USA 45 UCLA 33 USA 16 Northwestern University, Kellogg 22 USA 49 Southern Methodist University, Cox 96 USA 17 University of Iowa 64 USA 50 Bentley University nr 3 USA 18 Emory University 34 USA 52 University of Melbourne nr 5 Australia 19 Columbia University 6 USA 56 University of New South Wales 36 5 Australia 20 Cornell University 36 USA 59 Insead 5 5 France 21 University of British Columbia 82 5 Canada 74 Erasmus University Rotterdam, RSM 25 5 Netherlands 22 Yale University 16 USA 80 University of Auckland nr 5 New Zealand 23 University of North Carolina 46 USA 81 Dartmouth College, Tuck 13 USA 24 University of Arizona 83 USA 82 Hong Kong Polytechnic University nr 3 China 26 University of Rochester 48 USA 85 University of Virginia, Darden 31 USA 81

102 Bentley University EQUIS Report Table 5.3: Global rankings in accounting education journals (Urbancic, 2009) Rank Name FT rank EQUIS Country Rank Name FT 2010 EQUIS Country 1 Bentley University nr 3 USA 18 Ohio State University 67 USA 5 Monash University nr 5 Australia 20 University of Otago nr 3 New Zealand 7 Indiana University 57 USA 21 University of Texas at Austin 52 USA 10 Boston College 47 USA 25 Case Western Reserve University 80 USA 11 Arizona State University 89 USA 34 Texas A&M University 54 USA 14 University of Virginia, Darden 31 USA 39 Brigham Young University 83 USA Research output summary Bentley faculty members generate a prodigious number of scholarly journal articles and conference proceedings, books, and book chapters and, as discussed previously, Bentley has an excellent faculty management system designed to encourage scholarly activities, and invests significant resources to support them in these endeavors. Table 5.4 presents the research output of Bentley s core faculty during the most recent five-year period. Figure 5.1 demonstrates the extent of faculty engagement in the production of scholarly work 12. The figure plots in rank order the research output volumes by faculty member of the most recent five-year period. 23.6% of the core faculty members have produced ten or more research outputs over the period; 54.9% have produced four or more; and 78.1% have remained scholarly active in research by producing at least one item of research over the period. As some forty percent of the core faculty is employed to teach (lecturer or senior lecturer) rather than undertake research, the participation rates reflected in the figure demonstrate the commitment to research. Scholarly output includes: Research-active core faculty members 232 International refereed journal articles 912 Scholarly works produced 3,697 Publications have appeared in over 500 journals 500 Publications in premier international journals (ERIM journal list) For the purposes of Figure 1, long-term non-tenure clinical faculty are included giving an adjusted FTE faculty count of

103 Research and Development Table 5.4: Research output of Bentley s core faculty during the most recent five-year period, Types of Publication (1) (2) (3) (4) (5) No. of items No. of No. of items Items produced Ratio of produced contributing produced by cross- items/faculty faculty members collaboratively institutional research Scholarly articles in international refereed journals Scholarly articles in national journals Papers in int'l academic conferences Books e.g. research monographs Chapters in books Textbooks Chapters in textbooks Articles in professional journals Papers in professional conferences Studies and Reports Commissioned by companies and government agencies Produced as part of an international network Published Case Studies Published Teaching Materials Transferable program Innovation Doctoral theses completed 7 7 N/A Doctoral theses supervised N/A Other (please describe) TOTALS See Appendix 5.6 for data definitions 83

104 Number of research items Bentley University EQUIS Report Figure 5.1: Breadth of faculty engagement in research, % 10% 20% 30% 40% 50% 60% 70% 80% Percentage of core faculty Bentley faculty members published widely in a variety of journals, including the top academic journals in many disciplines. Table 5.5 shows the number of Erasmus Research Institute for Management 14 (ERIM) level output produced over the most recent five-year period. Table 5.6 lists the non-erim journals where Bentley faculty had multiple publications over the same period. A complete listing of journals is available in the Base Room. 14 Bentley uses the Erasmus Journal List (EJL) of Erasmus Research Institute of Management (ERIM), Erasmus University, to assist in determining the overall quality of the research conducted by Bentley faculty. According to the Erasmus website ( the rankings are based on the following model: The ERIM journal list (EJL) consists of two sub lists: the primary set of ERIM journals and the secondary set of ERIM journals. The primary set (P journals) contains the best journals in the field. There is a list of such journals that cover the whole field of research in management, and there are lists for each of the domains of management represented in ERIM research programs. A subset of the journals in the primary set, the so called STAR journals (P*), is considered to contain the really top ones among the best journals in the field. 84

105 Research and Development Table 5.5: ERIM rated research output of Bentley s core faculty during the most recent five-year period, Journal Name ELJ rank No. Journal Name EJL rank No. The Accounting Review STAR 5 Journal of Information Systems S 3 MIS Quarterly STAR 4 Corporate Governance: An International Review S 2 Journal of Financial Economics STAR 2 Group and Organization Management Journal S 2 Journal of Marketing Research STAR 2 Information Processing & Management S 2 Journal of Finance STAR 2 Information Systems Journal S 2 Journal of Marketing STAR 1 Information Systems Management S 2 Journal of Operations Management STAR 1 International Marketing Review S 2 Journal of Accounting Research STAR 1 Journal of Applied Corporate Finance S 2 Organization Studies STAR 1 Journal of Business Research S 2 European Journal of Information Systems P 7 Journal of Financial Research S 2 Auditing: A Journal of Practice and Theory P 6 Journal of Macro marketing S 2 Journal of Business Ethics P 5 Journal of Strategic Information Systems S 2 Journal of Banking and Finance P 4 Review of Quantitative Finance and Accounting S 2 Communications of the ACM P 3 Supply Chain Management: An International Journal S 2 California Management Review P 2 ACM Transactions on Information Systems S 1 Decision Support Systems P 2 British Journal of Management S 1 Journal of Business Venturing P 2 Business & Society S 1 Journal of Consumer Psychology P 2 Business History Review S 1 Journal of Retailing P 2 European Financial Management S 1 Journal of the Academy of Marketing Science P 2 European Journal of Finance S 1 IEEE Transactions on Engineering Management P 1 Financial Analysts Journal S 1 Industrial and Corporate Change P 1 IEEE Transactions on Intelligent Transportation Systems S 1 Information & Management P 1 IEEE Transactions on Systems, Man and Cybernetics S 1 Journal of Business P 1 Industrial Marketing Management S 1 Journal of Corporate Finance P 1 International Journal of Accounting Information S S 1 Journal of Management Information Systems P 1 International Journal of Market Research S 1 Journal of Organizational Behavior P 1 International Journal of Retail & Distribution Management S 1 Manufacturing and Service Operations Mgmt. P 1 International Journal of Technology Management S 1 MIT Sloan Management Review P 1 Journal of Economic Psychology S 1 Personnel Psychology P 1 Journal of Financial Services Research S 1 Research Policy P 1 Journal of Information Technology S 1 Management Learning S 5 Journal of Interactive Advertising S 1 Journal of Small Business Management S 4 Journal of Management and Governance S 1 Behavioral Research in Accounting S 3 Journal of Money, Credit, and Banking S 1 Entrepreneurship Theory and Practice S 3 Journal of Organizational Change Management S 1 International Journal of Human-Computer Studies S 3 Journal of Service Research S 1 Journal of Business-to-Business Marketing S 3 Journal of the Operational Research Society S 1 85

106 Bentley University EQUIS Report Table 5.6: non-erim research multiple output of Bentley s core faculty during the most recent five-year period, Journal Name No. Journal Name No. Communications of the Association for Information Systems 11 Discrete Mathematics and Applications 2 Managerial Auditing Journal 11 Eastern Economic Journal 2 Information Systems Education Journal 9 Economic Inquiry 2 Business and Society Review 6 Electronic Government 2 Academy of Management Learning and Education 5 Electronic Government: An International Journal 2 Marketing Management Journal 5 Elsevier, Transportation Research Part E 2 Accounting Horizons 4 Engineering Management Review 2 Advances in Accounting Behavioral Research 4 Enquete/French 2 Business Ethics Quarterly 4 Far East Journal of Applied Mathematics 2 International Journal of Advertising 4 Government Information Quarterly 2 Issues in Accounting Education 4 Internal Auditing 2 Journal of Global Information Technology Management 4 International Journal of E-Collaboration 2 The Teaching Professor 4 International Journal of Management Practice 2 Cutter Benchmark Review 3 International Journal of Technology, Policy and Management 2 EFMD Global Focus 3 Journal of Accountancy 2 European Business Forum 3 Journal of Commercial Biotechnology 2 Flow 3 Journal of Developing Areas 2 Geochemistry, Geophysics & Geosystems 3 Journal of Education for Business 2 Health Economics 3 Journal of Emerging Technologies in Accounting 2 International Journal of Auditing 3 Journal of Financial Education 2 International Journal of Technology, Knowledge and Society 3 Journal of General Management 2 Journal of Forensic Accounting 3 Journal of Managerial Psychology 2 Journal of Forensic Sciences 3 Journal of Orthopedic Research 2 Journal of Tax Practice and Procedure 3 Journal of Product & Brand Management 2 Pharmacy Practice News 3 Journal of Public Policy and Marketing 2 Quaternary International 3 Journal of Quaternary Science 2 The American Statistician 3 Journal of the American Society for Information Science & Technology 2 Advances in Accounting Education 2 Knowledge and Process Management 2 Advances in Health Economics and Health Services Research 2 MIS Quarterly Executive 2 Advertising and Society Review 2 Notre Dame Journal of Formal Logic 2 Advertising Express 2 Philosophical Forum 2 American Journal of Tropical Medicine and Hygiene 2 Philosophy Compass 2 Annual Review of Information Science and Technology 2 Research on Professional Responsibility and Ethics in Accounting 2 Applied Economics 2 Social Science and Medicine 2 Business Horizons 2 Social Theory and Practice 2 Case Research Journal 2 South European Society & Politics 2 CPA Journal 2 Stochastic Analysis and Applications 2 Critical Sociology 2 Taxes 2 Current Issues In Auditing 2 Journal of Classical Sociology 2 86

107 Research and Development Top academic researchers Bentley boasts some of the top researchers in the world in accounting and information systems. In a recent study 15, Dr. James Hunton, Darald and Juliet Libby Professor of Accounting at Bentley University, was ranked the top overall researcher (#1) in accounting and the top researcher in the topical area of accounting information systems research and experimental research (#1) in the world over the last twenty years. Dr. Jean Bedard, Timothy B. Harbert Professor of Accountancy at Bentley University, was ranked the ninth overall researcher (#9) and twelfth in the topical area of auditing (#12) in accounting in the world over the last 20 years. Dr. M. Lynne Markus, John W. Poduska, Sr. Professor of Information and Process Management at Bentley University, received the prestigious LEO Award for Lifetime Exceptional Achievement in Information Systems in 2008 from the Association of Information Systems (AIS), the premier global organization for academics specializing in information systems. The LEO Award is a singular honor recognizing seminal work in the discipline. Dr. Markus won the 2008 Best Publication Award for an article published in the Journal of the Association for Information Systems, one of the top academic journals in the world, and the 2006 Best Publication Award for an article published in Management Information Systems Quarterly (MIS-Q), considered by many to be the top academic journal in the world in information systems. Dr. Robert Galliers, University Distinguished Professor, is a Fellow of the Association for Information Systems. Dr. M. Lynne Markus and Dr. Jane Fedorowicz are also fellows, making Bentley University one of only two universities worldwide to have three distinguished faculty with this honor. Dr. Galliers also serves as editor in chief of Journal of Strategic Information Systems, one of the top academic journals in the world in information systems. Dr. Galliers won the 2006 Best Publication Award for an article published in Organizations and Information. 15 See Individual Accounting Faculty Research Rankings By Topical Area and Methodology. The study by researchers from Brigham Young and Utah State Universities was created to rank research productivity in the most recent six, twelve, and twenty-year windows, expanding on previous rankings in two important ways: by providing separate rankings for each accounting topical area and methodology; and developing a measure to examine the contribution of individual faculty to their respective institutions. In order to provide coverage of the diverse topical areas and methodologies, the study used eleven high quality accounting research journals to create the rankings. The study examined the topical area and methodology of each article published from 1990 to 2009 in the following journals: The Accounting Review (TAR); Journal of Accounting Research (JAR); Journal of Accounting & Economics (JAE); Contemporary Accounting Research (CAR); Review of Accounting Studies (RAST); Accounting, Organizations, and Society (AOS); Auditing: A Journal of Practice & Theory (Auditing); Journal of the American Taxation Association (JATA); Journal of Management Accounting Research (JMAR); Journal of Information Systems (JIS); and Behavioral Research in Accounting (BRIA). These journals represent the top six general interest journals (the first six journals listed) and the top journals in each nonfinancial topical area (plus one methodological journal, BRIA) (the last five journals listed). 87

108 Bentley University EQUIS Report 5.3 Development and innovation Promoting innovation and mechanisms for determining priorities While Bentley has a global reputation in disciplinary research in accounting, finance, and information systems, the university also encourages and rewards high quality research in both arts and sciences and business and in research that crosses disciplines. Faculty members have equal access to institutional resources regardless of discipline. Consequently, they feel free to explore new research areas, to collaborate with faculty from other disciplines, and to develop innovative research agendas Development and innovation within and through the curriculum As discussed in Chapters 2, 4, and 8, Bentley fosters innovation in courses, programs, centers, and the use of information and communication technologies. Bentley s stateof-the-art teaching and learning facilities have been ranked #1 in the U.S. by The Princeton Review for the past two years. Bentley is an innovator nationally and internationally with campus facilities such as the Trading Room and other centers that allow students to learn with the same technology used in corporate settings. Students at Bentley benefit from technology in 80 smart classrooms, and the Academic Technology Center provides ongoing support for a wide array of applications. Bentley takes its role as an innovator in business education and practice in the national context very seriously. Faculty members are encouraged to develop new and experimental courses that respond to changes in the larger environment. Many faculty members have won awards from their respective professional societies for innovation. For example, Professor Nathan Carter (Mathematical Sciences) won the Alder Award for Distinguished College or University Teaching given by the Mathematical Association of America in 2010, one of two conferred nationally. Professor Carter also wrote the acclaimed book Visual Group Theory, and supports the book with a high quality free software tool that he maintains and updates. Bentley provides an excellent environment for this kind of research where pure mathematics is infused with an information technology application Activities designed to increase the impact of the university in its corporate market Bentley faculty members are actively engaged in efforts to develop new tools for management that increase the impact of the university in its corporate market. For example, Professor Jeffrey Shuman has developed a toolset used by corporations to measure the value of collaborative relationships. Models developed by Professor Gang Li are used by BSNF to solve tactical workforce planning problems related to railroad track maintenance. More examples of the impact of Bentley s research on its corporate partners can be found in Chapter

109 Research and Development Engaging in knowledge development with business and other stakeholders Bentley is actively engaged with the larger community in Boston and nationally to build shared knowledge. Recent innovations in this area are numerous and include visiting scholars from industry. For example, Woody Benson, a highly successful venture capitalist and Bentley alumnus, was awarded (along with two Bentley Marketing professors) the 2010 EFMD Excellence in Practice Award for their collaborative project Prism, KickApps, and Bentley University: An Innovative Case of Synergistic Learning and Development between Venture Capital, Startup, and University. As another example, Dr. Victor Lo of Fidelity Investments worked with Bentley s Valente Center to share best practices in methods of quantitative finance and business analytics. Additionally, Bentley s service learning engagements align faculty and students with projects aimed at developing best practices in not-for-profit organizations worldwide. And, the university s labs and centers provide consulting support and problem solving expertise for many organizations (see Appendix 5.7 for more information about Bentley s academic centers and partners). Bentley faculty members are immersed in their fields and in the corporate sector through their service as board members of professional associations including the Institute of Industrial Engineers (IIE), the National Biomedical Research Foundation (NBRF), the Society for the Advancement of Management (SAM), the Institute for Electrical and Electronic Engineers (IEEE), the Project Management Institute (PMI) and the American Society for Engineering Management (ASEM), the Massachusetts Taxpayers Association, the North Atlantic Regional Business Law Association, the Society for the Advancement of Management, the Massachusetts Technology Collaborate, the Association of Information Systems and NACD/NE and the Mathematical Association of America (MAA). In the corporate world, Bentley faculty serve on a variety of boards, including the Grant Thornton Advisory Board, the Microsoft Enterprise Consortium Board of Directors, BostonFed Bancorp, SIU Credit Union, R3logic Inc., Solx Inc., CSAB Inc., the RiverSource Funds (formerly American Express Funds) Board of Directors, and on the boards of several community banks and private companies. Further details on such engagements may be found in Chapter International features of R&D Bentley s research mission includes enhancing its international reputation by publishing high quality scholarship in top globally recognized academic journals. The university achieves this by supporting faculty efforts to generate contributions to global thought leadership. Established in 2005, the Dean s International Travel Fund supports faculty travel to present their scholarship at international conferences. During AY the fund supported 76 faculty presentations at international conferences. Additionally, Bentley sponsors international conferences, including the second Annual International Research Conference on Conscious Capitalism and the sixth Annual Global Business Ethics Symposium. Bentley leadership also encourages faculty to serve as visiting scholars at international institutions and to bring international visiting scholars to Bentley for research collaborations (see Appendices 5.8 and 5.9 for more information). As demonstrated earlier, international publications and research activities are considered vitally important components of the Bentley s research mission and the majority of scholarly articles and presentations generated by Bentley faculty members are placed in internationally or globally recognized outlets. 89

110 Bentley University EQUIS Report Bentley faculty in international collaborations As described in Chapters 4 and 9, more than 20% of Bentley faculty members are from countries of origin outside the United States. This diversity provides a strong international foundation to support Bentley s research agenda. Through the Cronin Office for International Education, the university pursues joint partnerships with other global universities. These partnerships include faculty exchanges, the hosting of international conferences, international doctoral student exchanges, and the inclusion of international materials into the curriculum. A sample of institutions with which Bentley faculty members have active research partnerships include: Indian Institute of Management, the Norwegian School of Management, Erasmus University Rotterdam School of Management (Netherlands), the University of Amsterdam (Netherlands), Monash University (Australia), Catholic University of Louvain (Belgium), Simon Fraser University (Canada), Trinity College Dublin (Ireland), University of Barcelona (Spain), Humboldt University (German), Ben Gurion University of the Negev (Israel), the London School of Economics (UK) Visiting scholars Bentley hosts many academic visitors, including PhD candidates, post-doctoral students, professors, and executives, including visitors from Australia, Belgium, Brazil, Bulgaria, China, Denmark, France, England, Ecuador, Italy, Japan, Mexico, Norway, Russia, South Africa, Spain, and Sweden (see Appendix 5.8 for more information.) 5.5 Links between R&D and the corporate world Bentley s research relevance: Our center partners Under the business university model, Bentley s research agenda is by definition closely linked with corporate markets. Bentley s many long-established relationships with industry partners help to foster research and development initiatives that provide vital findings and innovations for the corporate sector. Bentley s centers and institutes are a vital component of the university s relationship with its corporate partners and markets. Although the college has institutional partnerships with corporations for example, Microsoft many corporate partnerships are managed through the relevant center (see Appendix 5.7 for a summary of these relationships) R&D activities that are sponsored by companies Corporate sponsorship is an important source of funding for research at Bentley. The Office of Corporate Relations helps faculty members to obtain funding from local, national, and international companies. The Ernst & Young University Fund, for example, invested $400,000 in research and curricular tools and innovations at Bentley. 90

111 Research and Development This grant funded both accounting databases and the Ernst & Young Accounting Resources Portal, providing access to all of Bentley s accounting-related research resources from a single location (see Appendix 5.5 for more information about external funding sources) R&D initiatives related to collaborations with companies One objective of research at Bentley is to be business-relevant. Some examples include: financial fraud investigations; use and implications of new technologies in the workplace; state and national lotteries; IT implementation; global operations; biomedical innovation; project management; environmental and health risks; and distributed collaborative work teams. Many projects entail direct involvement with business through interviews, data collection, and financial support. The Bank of Baroda in Mumbai, for example, provided access to top executives on IT implementation. PwC is funding research on financial fraud; Institutional Shareholder Services (ISS) is providing proprietary data on corporate governance; and Mercer Human Resources is absorbing the design and publication costs of an annual census of women directors and executive officers. Bentley faculty members have a wide range of corporate connections that benefit their research and enhance student education through class projects, speakers, and site visits. The interactions with the business community are mutually beneficial, with faculty providing consulting services to companies across various industries and at various stages of development. Faculty members also contribute expertise toward the advancement of the professions through leadership in business and professional associations. Some of these business-related activities and linkages are generated through our academic centers; others are the result of initiatives by individual faculty members or faculty teams. Bentley faculty members also involve graduate and undergraduate students in course projects with industry to research and solve current business problems. Corporate partners include General Motors, Welch s, Hewlett-Packard, Newsweek Magazine, The Federal Reserve Bank of Boston, The Boston Chamber of Commerce, Toshiba, Sony, Mazda, Dunkin Donuts, Fidelity Investments, Microsoft, LogMeIn, Groove, Napster, and Sperry Top-Sider have all been corporate partners in these projects. For example, marketing faculty member Perry Lowe has conducted research projects with more than a dozen companies in his courses, and he works closely with Microsoft Corporation on the development and testing of new software and hardware R&D and consulting A key measure of the value of applied faculty research is the demand for their services as corporate consultants. These activities involve the provision of expertise on myriad business applications such as implementing ERP systems, performance metrics, business evaluation, building collaborative networks, enterprise risk management, environmental regulations and IT implementation. Some of these engagements extend beyond the U.S. to countries including India, the U.K., and Cape Verde. Examples of companies for which Bentley faculty have provided consultancy services in recent years include: EMC, IBM, Dunkin Donuts, GE Capital, Citigroup, Abt Associates, State Street Bank, Staples, Scottish Enterprise, United Kingdom Trade and Investment, Wyeth Pharmaceuticals, Royal Dutch Shell, Novartis Pharmaceuticals, and Raytheon. 91

112 Bentley University EQUIS Report Bentley faculty members serve as consultants on projects with an international focus. For example, Professor Diane Kellogg and other Bentley colleagues work with NGOs in Ghana to build sustainable enterprises through financial independence. Some of her other projects include All Africa Farmer s Network, Ghana Trade and Livelihood, Darsfield Earthcare Foundation (working on issues related to food security and agriculture); Executive Development program for Senior Managers, offered four times each year in locations around the world (Melbourne, Shanghai, London, Houston in 2009; Johannesburg, London, Houston, Dubai in 2010). Professor Joni Seager consulted with the United Nations Environmental Program: Global Environment Outlook 5 (GEO-5) Regional Consultation for North America. She also worked as a Geographical Research Consultant for AIDS-Free World. Professor Jeffrey Shuman worked with the United Kingdom Trade & Investment Catalyst UK Initiative as well as its Trade & Investment R&D Program, while Professor Jahangir Sultan has been involved in a number of large international infrastructure projects Research projects in the area of corporate responsibility Since the inception of the university s Center for Business Ethics (CBE) in 1976, corporate social responsibility and ethics has been a core value at Bentley. CBE is a leading research and educational institute in the field of business ethics, and not only conducts its own research projects but also collaborates with partner organizations in order to advance knowledge and best practices. Moreover, CBE fosters ethical dialogue through its journal, Business and Society Review. CBE and the Bentley Alliance for Ethics and Social Responsibility organized the sixth Bentley Global Business Ethics Symposium, sponsored by the State Street Foundation. The theme for year s event was sustainability, and brought together international experts, corporate leaders, academics and media to explore best practices and challenges in business ethics and ethics education. In another example of connecting research and business practice related to corporate responsibility, Professor Raj Sisodia (Marketing) co-authored Firms of Endearment: How World-Class Companies Profit from Passion and Purpose (Wharton School Publishing, 2007) and is the chairman and co-founder of the Conscious Capitalism Institute. The institute focuses on the notion that businesses can and should exist for a deeper purpose beyond generating profits for shareholders. In May 2010, Bentley University and the Conscious Capitalism Institute organized the second Annual Research Conference on Conscious Capitalism. The conference assembled a stellar group of practitioners and thought leaders, such as Dipak Jain (Northwestern University), Stuart Hart (Cornell University), Doug Rauch (former President of Trader Joe s), and Gary Hirshberg (CEO, Stonyfield Farm). 92

113 RESOURCES AND ADMINISTRATION CORPORATE CONNECTIONS FACULTY EXECUTIVE EDUCATION INTERNATIONALIZATION STUDENTS CONTRIBUTION TO THE COMMUNITY RESEARCH AND DEVELOPMENT CONTEXT, GOVERNANCE AND STRATEGY PROGRAMS 6 Executive Education This chapter discusses the emergent strategic place of executive education at Bentley University. Bentley recently identified a sound strategy for this sphere, given the institution s particular strengths and its highly competitive environment. Over the last three years, Bentley has embarked on a so-far successful strategy of offering customized executive education programs to selected corporate partners after extensive consultation between faculty and the company s leaders. This strategy has enabled Bentley to offer programs in sectors in which it enjoys indisputable intellectual leadership for example, information design and usability while enhancing its relationship with key international and national corporate partners. 93

114 Bentley University EQUIS Report 6.1 Introduction Scope of accreditation Bentley s executive education programming remains in a dynamic state. The university has made substantial progress since the initial EQUIS review in focusing these programs strategically and positioning them within the institution s overall portfolio of educational offerings. Nevertheless, executive education remains in a nascent state at Bentley University. For these reasons, it is not to be included in the scope of this review, and the material provided here is for informational purposes only Overview Prior to 2002, Bentley s executive education offerings were essentially continuing and professional education courses were targeted to mid-level and lower level managers through a unit called the Center for Executive and Professional Education (CEPE). Some CEPE programs offered certificates, and some, like that in human resources management were popular, but none met the needs of top level executives. Many institutions in the Boston area offered similar programs, and Bentley s offerings were neither especially distinctive nor competitive. Therefore, following a strategic review in 2002, Bentley decided to leave the continuing and professional education space. The programs that the CEPE offered were not, for the most part, congruent with Bentley s evolving strategy. Though the CEPE was disbanded, the User Experience Certificate program run through the Design and Usability Center continued and remains successful as one of the largest executive education programs in its field. More information on Bentley s current offerings may be found below. 6.2 Executive education in Bentley s strategic positioning In 2008, with the arrival of Dean Michael Page, Bentley decided to reenter the executive education space with a repositioned platform of primarily custom programs. This move back into executive education has been a slow and carefully calibrated one, influenced by several factors. Chief among these is Bentley s location in an area with many well-established, high quality exec ed offerings from internationally known universities including Babson College, Northeastern University, Boston University, Harvard and MIT. Further complicating the competitive landscape has been the global financial crisis, which has curtailed corporate spending and made individuals wary of entering some educational programs. The emerging platform of custom designed programs is offered through selected partnerships with client companies to deliver management and executive programming at the company s location or on the Bentley campus. A new Executive Education office manages this effort, and has begun to establish a few, highly strategic executive education relationships. The programs are focused in areas of Bentley s core intellectual strengths. Despite the significant economic downturn in the fall of 2008, the new Executive Education initiative at Bentley University has built a small but marketable platform of custom executive programming, and some open enrollment offerings. 94

115 Executive Education The Strategic Plan has validated the decision to pursue this prudent approach to executive education. One of the university s 25 strategic objectives is: To pursue executive education opportunities incrementally, mainly in the form of customized programs, possibly in collaboration with domestic and international academic partners. Executive education is also a crucial element in developing partnerships with companies and organizations nationally and internationally. Executive education is led by the associate dean of Business for Graduate and Executive Programs in the McCallum Graduate School of Business. The organization is currently staffed with a full time director and administrative assistant, with plans to expand the staff as revenues build. Faculty members who are involved in design and delivery of executive education qualify based on their area of expertise, experience in delivering learning engagements to corporate audiences and commitment to the effort. 6.3 Program portfolio Current open enrollment programming During this period of development and strategic refinement, Bentley continues to offers more generic, open enrollment programming that also reflect the university s strategic strengths and are linked to established and respected centers and units. The open programs last from one to five days and are delivered on the Bentley campus. For the academic year, these include: The Design and Usability Center offers a public, post-baccalaureate certificate composed of nine two-day courses (four required and five electives). The required courses are Human Factors in Information Design, Usability Testing, Managing a User-Centered Development Process and Information Design Capstone. This is an open enrollment program in which students can select individual courses and electives as needed or continue through nine modules to complete the certificate. A detailed description of the certificate program can be found at The Usability Boot Camp is a one-week program that provides experience across the entire user-centered design lifecycle. Four faculty members provide an integrated experience in which participants take a product from requirements through design to testing. A detailed program description can be found at The Center for Business Ethics collaborates with the Ethics and Compliance Officer Association (ECOA) to offers a one-week program entitled Managing Ethics in Organizations. This executive development course provides practical advice and theoretical tools for creating an effective corporate ethics program. 306 participants have completed the program since

116 Bentley University EQUIS Report Annual IRS Town Meeting: The Law, Tax and Financial Planning department co-sponsors an annual town meeting with the U.S. Internal Revenue Service. The 17 th meeting was held in October 2010 and attracted the largest number of participants in the entire history of the collaboration it is considered to be New England s top tax conference. Non-credit programs in Negotiations, Fostering Innovative Thinking, Finance, Ethics, IT Skills for a New Economy, Transitioning to Management, Essentials of Board Governance for Small and Medium Sized Enterprises and Service and Operations Management. Specific program information is available on the website (see and in the Base Room Emergent custom programming The primary focus for Bentley s executive education effort in the years ahead will lie in the development of lasting partnerships with corporations for the delivery of custom executive and professional development programs. These focus on Bentley s areas of intellectual strength and thought leadership. Bentley also offers selected open programs that also reflect institutional strength and distinctiveness. The table below shows revenue from the university s current mix of open enrollment programs, emergent custom programs, and other corporate and educational engagements. Table 6.1: Current executive education revenue FY 2008 FY 2009 FY 2010 Est. FY 2011 Design Usability Center 1,276, , ,173 1,150,000 Center Marketing Technology 72, , , ,000 Business Ethics Center 205, , , ,000 IRS Conference 35,000 28,875 37,275 35,000 Executive Education (custom courses) 115,878 68,845 20, ,000 Total Executive Education $ 1,705,465 $1,325,606 $1,332,864 $ 1,645, Programs under development Custom executive education programs have been developed in these areas: (1) technical sales management, (2) quantitative analysis, (3) design and usability, (4) financial management, (5) strategic leadership, (6) management communication, (7) negotiations, (8) management transition and change, and (9) biotechnology. Several proposals 96

117 Executive Education have been submitted to international companies for programs related to global business, information technology management, conscious capitalism and leadership. Faculty members have also developed modular elements for programming in finance, management, and information technology that can be customized for a company or industry or used as a springboard in discussions of potential need. All programmatic elements are designed as active learning engagements, using group projects, on-line computer simulations, team and individual presentations and topic-related exercises. Detailed program descriptions are included in the files in the Base Room Design and Usability Center programs Several U.S. and Canadian partners a have contracted with the Design and Usability Center to meet their professional development needs in design, usability and user experience. Clients include such prominent companies in financial services, healthcare and high-tech as Fidelity Investments, Autodesk, DuPont, Sprint, Putnam Investments, Tufts Healthcare, EMC, JP Morgan, Monster.com, Staples, Charles Schwab, Blue Cross Blue Shield, Cisco, NYNEX, Bellcore and important government organizations such as New York State Department of Health and the National Cancer Institute Global executive education partnerships International engagement has included an international module for the TiasNimbas Business School s Executive Master s in Information Management program. In this program, experienced information technology/information systems managers study U.S. information management practices through interactive sessions led by Bentley faculty and in-depth visits to Boston area companies. Company visits have included Staples, Partners Healthcare, UPS, Fidelity, Reebok/Addidas, Iron Mountain, EMC, and Genzyme. Discussions are underway for a second week-long program in Operations Management for In September 2010, Bentley delivered a one-week program for international graduate students from the University of Stellenbosch s Graduate School of Business in South Africa. As in the TiasNimbas program, participants studied a curriculum that included ethics and accountable-leadership, the changing context for global business, conscious capitalism, and corporate governance and visited three Boston companies with strength in these content areas. The Executive Education unit has an agreement to provide a week-long program in information technology to three partners from Brazil through an arrangement with a firm in Miami. The curriculum will include technical knowledge transfer as well as segments in design and usability and IT governance combined with visits to local companies. Finally, the executive education staff is currently negotiating with a group from China to provide a three-week residential-program in finance in the Trading Room, and is working with a group from India to provide one and two-week programs in audit-related topics under the program model described above. 97

118 Bentley University EQUIS Report 6.4 Marketing and competition As described earlier in this section, Bentley faces regionally exceptionally strong competition from established executive education powerhouses such as Babson College, Northeastern University, Boston University, Harvard and MIT. New competition includes independent consulting firms and company-developed in-house universities which have replaced traditional corporate training groups. Creating a successful brand image in this context is a challenge. In Bentley s favor, the university maintains strong ties with corporate executives within the region who are Bentley alumni, companies who have worked with MBA consulting teams and organizations that hire a significant number of Bentley graduates. The Bentley Executive Club, managed through the Institutional Advancement Division, consists of a roster of approximately 300 alumni who are senior level executives in regional and national firms. Business development for custom programs focuses on information technology, finance and healthcare. The Boston economy has remained strong throughout the downturn in these areas, and we are working with several organizations on programming to enhance management and technical skills. Program design is targeted at executives with some limited programming aimed at high-potential management employees and technical specialists. Discussions are ongoing with a major healthcare organization to provide business management education to physicians and medical professionals in a custom program to be delivered on campus in New executive education management and marketing The Director of Executive Education has the primary responsibility for business development and marketing. She has previously managed a 50-person marketing and sales organization in a large energy corporation and was responsible for sales and marketing plans, supervision of market research activities, management of advertising agencies in all media, key account development and negotiation with major clients. The Corporate Connections team, detailed in Chapter 10, is an internal group composed of directors with extensive corporate relations. The group meets monthly to share information on activities, connect with specific contacts and coordinate outreach efforts. The focus of marketing efforts for custom programming in the near term will include: A concentrated outreach to individual executives for discussions on programming in areas related to: o Health care organizations: Executive leadership programming for physicians and medical professionals. o Mid-sized accounting firms: Soft skills for accounting professionals. o Information technology companies: Technical skills of managers in engineering and analysis, object modeling, integrated modeling, project management and leadership. 98

119 Executive Education o Financial services: Equity trading, portfolio management and trading ethics. Connection with Bentley alumni and Bentley Executive Club through coordinated efforts with the University Advancement division. Coordinated outreach to individuals in organizations with ties to Bentley through Corporate Relations and Career Services groups. Open enrollment programs for individuals are marketed to our alumni network and corporate partners through targeted direct mail and . Other marketing efforts for include: Enhancement to the Executive Education website to include events, programs and an electronic newsletter. This will cross-market with the Center for Marketing Technology, the Design and Usability Center, the Women s Leadership Institute, the Center for Ethics, the Bentley Business Network and the Center for Quantitative Analysis. An electronic mailing to human resource executives in New England announcing new open and custom programs. Active membership in human resources, civic and trade associations. Executive breakfast forums on an invitation basis for key industry executives in financial services, information technology and health care. Placement of key faculty members as speakers at professional association events. Initial client interest comes through marketing, business development activities, faculty connections and other university contacts. Initial conversations focus on the organization s needs and the ways in which Bentley can meet them and subsequent written proposals offer significant detail. Faculty take part in the process at all points. Formal price proposals are made and agreed upon for length of programming desired, and faculty members and the client continue to work iteratively on the program content. The pricing policy is consistent with area competitors of similar size and scope but below the price points for Harvard and MIT. Response to company issued RFPs is quick, often a little as one week. The typical process from initial conversation to proposal is one to three weeks. Custom programs have been discussed, designed, developed and delivered within a month. In the current economic climate, many discussions continue for months at a time prior to closing and delivery. Program participants are identified by the client, though the target audience for non-credit programs is senior level managers and executives. An undergraduate degree required for all programs while the experience level varies. 99

120 Bentley University EQUIS Report 6.5 Program development, quality and faculty The design of customized programs is driven by customer interest as long as it is in area of strategic strength of the university. When an organization approaches Bentley regarding a custom engagement, the director determines the broad scope of the partnership, and then works with key faculty on a preliminary proposal. The corporate client works with faculty to hone the content and tailor the material to meet the group s needs. Dependent on the program, pre-surveys and conversations with participants may take place in advance of the program. Exercises, activities, cases and readings are selected to reflect the company and the industry. At the end of each program or each program segment, participants complete a survey to provide feedback on the relevance and value of the program. Faculty, content, delivery and logistics are ranked and evaluated. Bentley has identified a core group of faculty members who are qualified to deliver well to corporate groups, have delivered programs and have programmatic elements ready to customize and deliver to executive groups. On occasion and for particular program needs, faculty may partner with an outside consultant or company executive to deliver specific content. 6.6 Research and development At this time, research is not a key element of executive education. Bentley has had some success in research in design and usability. The research profile of the Design and Usability Center is large and profitable, with companies consulting with Bentley faculty on campus in the evaluation of web content and design elements. Executive education engagements should provide more opportunities for faculty research as well as graduate student consulting teams. 6.7 Internationalization As detailed previously in this document, Bentley is increasingly involved in the design and delivery of on-campus one-week programs for international graduate business schools. A proposal for an international EMBA program to be delivered to international groups over an eighteen month timeframe, one weekend per month, in Singapore, India the Middle East is currently under consideration. 100

121 RESOURCES AND ADMINISTRATION CORPORATE CONNECTIONS FACULTY EXECUTIVE EDUCATION INTERNATIONALIZATION STUDENTS CONTRIBUTION TO THE COMMUNITY RESEARCH AND DEVELOPMENT CONTEXT, GOVERNANCE AND STRATEGY PROGRAMS 7 Contributions to the Community This chapter describes the institution s widespread involvement with the community. This involvement is both deep and wide; it begins with the City of Waltham but embraces the region, the nation and now the world, through its recent involvement with international environmental and business ethics organizations. The commitment to fostering ethical and socially responsible corporate behavior dates to the founding of the Center for Business Ethics in It has received new emphasis under the leadership of President Larson. This involvement is now highly sophisticated and nuanced and permeates every aspect of the university s operations. 101

122 Bentley University EQUIS Report 7.1 Community outreach A commitment to ethics, civic engagement, social responsibility and sustainability is a core institutional value of Bentley University. This commitment manifests itself in myriad ways, from faculty research and teaching to co-curricular activities to the ways in which the university operates. To coordinate and focus its many endeavors in these areas, Bentley formed the Bentley Alliance for Ethics and Social Responsibility (BAESR) in The Bentley Alliance for Ethics and Social Responsibility The Bentley Alliance for Ethics and Social Responsibility (BAESR) serves as the umbrella organization for the Center for Business Ethics, the Bentley Service-Learning Center, the Women s Leadership Institute, and the Valente Center for Arts and Sciences. The BAESR supports and encourages collaborative and interdisciplinary applied research that has the potential to significantly affect current practice; influences curriculum development and pedagogical innovations intended to make students more ethically sensitive, socially aware and committed to sustainable business practice; ensures a broader application of these principles and ideals in campus life; fosters life-long civic engagement among students; and works closely with external organizations, academic and professional associations and corporations in pursuit of these goals. (See for further information and detail). The four core centers within the BAESR include: Center for Business Ethics (CBE): The CBE, founded in 1976, is dedicated to fostering ethical business conduct. Its mission is to lead in the creation of organizational cultures that align effective business performance with ethical business conduct. CBE: (1) connects ethical thought and action, (2) inspires ethical leadership, (3) enriches ethical knowledge; and (4) promotes ethical collaboration. With a vast network of practitioners and scholars, and an expansive library, the center provides an international forum for benchmarking and research in business ethics (see The CBE regularly hosts international visiting scholars Bentley Service-Learning Center (BSLC): Established in 1990, the BSLC, which has been recognized by US News & World Report, promotes academic learning, develops socially responsible working professionals, assists community partners in serving the human needs and interests of their constituencies (see The BSLC also offers study abroad service-learning partnerships with the Quinn School of Business at University College Dublin (Ireland), Bond University (Australia), University of Manchester (UK), the Mmofra-Trom Project (Ghana), and the Lorenzo de Medici Institute (Italy) Women s Leadership Institute (WLI): The WLI was established in The WLI has a two-fold mission: to empower women to achieve personal and professional success as they advance into leadership positions, and to shape a generation of women leaders who are ethically and socially responsible as well as fully prepared for the challenges and opportunities presented by the global business environment (see Bentley Alliance for Ethics and Social Responsibility Center for Business Ethics Bentley Service-Learning Center Women s leadership Institute Valente Center for the Arts and Sciences 102

123 Contributions to the Community Valente Center for Arts and Sciences (VCAS): The center s mission is to help make the arts and sciences a vital, integral and challenging aspect of undergraduate and graduate education at Bentley. The center promotes research and teaching in the disciplines and at the intersection of arts, sciences and business, supports individual scholarship and encourages cross-disciplinary discussion and research. Over the past two years, the Valente Center has hosted postdoctoral and visiting fellows from Germany and Italy, and this coming spring semester will host an internationally recognized Cairo-based social entrepreneur. The center also has a visiting international practitioner position (see Figure 7.1: Bentley Alliance for Ethics and Social Responsibility External Relations Corporate and Community Partnerships UN Global Compact Academic Network: PRME Global Business Ethics Symposium & Teaching Workshop sponsored by State Street Foundation Bentley Mmofra-Trom (Ghana) Partnership Habitat for Humanity Club Sustainability Task Force & Bentley Green Society Bentley Ethics Policy and Campus-wide Ethics Committee Ethics Point Campus Life American College & University Presidents Climate Commitment Center for Business Ethics Diversity Initiative Bentley Beliefs Graduation Pledge Alliance TIME Leadership Forum Conscious Capitalism Institute Women s Leadership Institute Valente Center For Arts and Sciences Bentley Service- Learning Center Multicultural Center Spiritual Life Center Net Impact Chapter Civic Leadership Program (Graduation Pledge Alliance Chapter) Academic Integrity System Risk Management Research Program Institutional Review Board Wilder Teaching, Learning & Curriculum Development Initiative Liberal Studies Major Research and Scholarship Geneen Institute for Corporate Governance/ State Street Doctoral Fellowship Complex Problems/ Creative Solutions Teaching and Academic Life 103

124 Bentley University EQUIS Report Further aspects of community outreach Bentley and the BAESR s community outreach include several other important initiatives. Since the university moved to Waltham in 1968 many of these are oriented to serving the Waltham community although some, notably the Bentley City Year Give-a-Year Partnership, have far broader reach Academic support for Waltham youth: Bentley offers a variety of grants and scholarships to residents of Waltham, based on academic merit and/or financial need. For example: The Bentley-Waltham scholarship provides four-year, full-tuition scholarships annually to eligible Waltham residents. In , three students received the scholarship totaling more than $103,000. The Waltham Youth Sports Award offers two annual scholarships of $10,000 each for academically qualified scholar-athletes from Waltham. The John Battaglino Leadership Award, established by Barnes & Noble Chief Executive Officer Leonard Riggio in 2001, is offered annually with preference to Waltham residents. Overall, 28 Waltham residents attend Bentley as undergraduate or graduate students and receive more than $440,000 in need-based financial aid or scholarship support from the university Community-based educational programs: For the past five years, Kids Day at Bentley has given Waltham and Boston-area middle school students a taste of university life. Participants are grouped with Bentley students and staff to spend a day on campus. The visit features a campus tour, meals in dining halls, presentations in the financial Trading Room, and information about the university admission process Arts and lectures: Bentley performances, lectures and events are open to Waltham residents. The Bowles Performing Arts Series offers live musical and theater performances. The Caturano Art Gallery is open to the community. Members of the community often attend student theater productions and Bentley Gospel Choir concerts. Numerous on-campus lectures are free and open to the public Use of facilities: Bentley also welcomes residents of Waltham to use its facilities. Residents and heads of school departments have access to the Bentley library. All athletic events at Bentley are open to the Waltham community without charge, with the exception of football, ice hockey and basketball. Athletic facilities are open to the Waltham community as scheduling permits. The city recreation department, Waltham High School, the Gann Academy, the Boys and Girls Club of Waltham, local Girl Scouts chapters and the Special Olympics are some of the organizations that Bentley assists. Public school students and their families are invited to attend Waltham Youth Day, held annually during Bentley home football, basketball, soccer and baseball seasons. 104

125 Contributions to the Community Bentley hosts Junior Falcon Day twice a year for youth in grades K-5. More than 150 Waltham children play a variety of games and interact with Bentley student-athletes, learning about sports, competition, and the importance of education. Waltham youth also have the opportunity to participate in a variety of sports camps offered each summer at Bentley, including those sponsored by external groups with some scholarships available Tomorrow25: For five years, Bentley co-sponsored the Tomorrow25 international leadership competition with TIME Inc. Its goal was to identify exemplary leaders of tomorrow among high school students and included a Leadership Forum that featured notable speakers, including Patty Stonesifer, of the Bill & Melinda Gates Foundation; Swanee Hunt, former U.S. Ambassador (Austria); Charles Stith, former U.S. Ambassador (Tanzania), Margaret McKenna, president of Wal-Mart Foundation; and Julie Cottineau of Brand Virgin US, among others. During the program, 150 students were recognized. Bentley has recently terminated this program following a review of its partnership with TIME and the costs and strategic benefits of the initiative Bentley City Year Give-a-Year Partnership: In 2008, Bentley undertook a new venture with City Year called the Bentley City Year Give- a-year Partnership. City Year participants agree to spend a year working as volunteers in community and social service programs in 18 U.S. locations. City Year is a national organization that promotes community service and voluntarism. Under the agreement Bentley National Service Scholars will receive a $20,000 scholarship, service-learning credits, and internship opportunities with leading global corporations. The program may award up to 10 scholarships Donations: Recent cash and in-kind support of Waltham includes: Donation of the Hardy apartment complex to the city, providing 21 units of much-needed housing at no cost to the community. The building is valued at more than $2 million. Bentley contributed more than $1 million toward constructing playing fields and an access road on Forest Street. The fields have become a prime recreational destination for local families and the city s athletic community. Notable donations from the university in recent years also include: Rescue equipment valued at $50,000 for the Waltham Fire Department. PowerHawk multipurpose lifesaving device for the Waltham Fire Department. 35 personal computers and 31 monitors to the city of Waltham. Concession food cart to the Lions Club of Waltham Staff and faculty involvement in community activities: Bentley also actively promotes and supports faculty involvement in the community, including: Joan Atlas (EN), Development Chair, Chesterbrook Community Foundation, Inc. Chris Beneke (HI), Bentley Liaison and Treasurer, Waltham Partnership for Youth; Advisory Board Member, Waltham Family School. 105

126 Bentley University EQUIS Report Anthony F. Buono, Executive Committee, Advisory Board, Graduation Pledge Alliance L. Marcy Crary (MG), Development Chair and Member, Executive Committee, New Repertory Theater (Newton). Patricia M. Flynn (EC), Board Member, National Association of Corporate Directors. (NACD)/New England chapter; Chair, NACD/NE Director of the Year Awards Selection Committee; Chair, New England Baptist Hospital (NEBH) Board of Visitors, Member, NEBH CEO Search Committee; Board Member, John Adams Innovation Institute (JAII), Chair, JAII Innovation Index Advisory Committee; Trustee, Massachusetts Taxpayers Foundation. William Gribbons (DUC), Founder, First Day Program (providing clothing and school supplies to needy children), Auburn, Massachusetts. Charles Hadlock (MA), Vice Chair; Board of Trustees, Xaverian High School (Brooklyn, NY); Vice Chair, Board of Directors, Ryken Educational Foundation (Brooklyn, NY). Gregory Hall (NAS), Pscy325 Cyber Psychology Course, student presentations on cyberbullying to parents of K-12 children in the Waltham public schools. Roland Hubscher (CIS), Chair, Diversity Committee, Touchstone Community School, Grafton. Diane Kellogg (MG), Member, Advisory Board, Mmofra-Trom Foundation. Anthony Kiszewski (NAS), Member, East Middlesex Mosquito Control District, Concord. Aaron Nurick (MG), Chairman, Boston Symphony Association of Volunteers; Board Member, Massachusetts Community Outreach Initiative. David Ortmeyer (EC), Board Member, Metrowest Performing Arts Center (Framingham) Franklyn Salimbene (LFPT), Board of Directors, Jamaica Pond Association. Ruth Spack (EN), English Language Committee, Greater Boston Jewish Community Relations Council. Jane Tchaicha (ML), Committee Member, La Quinzaine de la Francophonie. Janet Thomas (EC), Board Member, Framingham State College Foundation, Inc. Shiping Zheng (IS), Board of Directors, Cambridge Chinese Cultural Center; Advisory Board, Primary Source (a Massachusetts non-profit education center) Student engagement activities Bentley provides ample opportunity for our students to work with not-for-profit organizations and to become involved in a range of humanitarian activities, including: Bentley Service-Learning Center The Bentley Service-Learning Center (BSLC) promotes academic learning through service. BSLC does so with the understanding that students community involvement outside the classroom contributes significantly to what they learn within it. BSLC assists community partners in serving the human needs and interests of their constituencies in Waltham and the wider Boston area. 106

127 Contributions to the Community The service-learning program encompasses: (1) a service project that meets identified community needs, and (2) reflection and other assignments that promote greater student understanding of both the subject matter and themselves. Student service projects generally fall within one of four clusters: technology, skills development, not-forprofit organizational enhancement, and business and the arts. Illustrative projects include tutoring Waltham residents in computer skills, developing marketing plans and accounting systems for not-for-profit corporations, establishing business strategies for not-for-profit organizations, and working on a variety of social service projects for children, the elderly, the economically disadvantaged, and individuals whose native language is not English. BSLC has also established a technology partnership with the Waltham Public Schools. As a result of the efforts of BSLC students and the contribution of computer equipment by Bentley University, computer labs have been designed, built and staffed at three elementary schools in Waltham and BSLC students are currently designing a new lab at a fourth. Approximately 1,000 students and 70 faculty members work with 40 community partners in service-learning projects annually. The average annual BSLC operating budget during each of the last three academic years was about $250,000. BSLC students also participate in two specialized programs funded by government agencies. Accounting students play a lead role in the Voluntary Income Tax Assistance (VITA) program and help staff the Bentley Low-Income Tax Clinic. Other students staff the Bentley Consumer Action Line (BCAL) operated in conjunction with the Massachusetts Attorney General s Office and Bentley s Law, Taxation & Financial Planning Department. BSLC s international presence features partnerships with the Quinn School of Business at University College Dublin (Ireland), Bond University (Australia), University of Manchester (UK), the Mmofra-Trom Project (Ghana), and the Lorenzo de Medici Institute (Italy) Bentley Civic Leadership Program and the graduation pledge of social and environmental responsibility The Bentley Civic Leadership Program (BCLP) collaborates with BAESR, the Service- Learning Center, and the Office of Student Life to assist Bentley students in becoming engaged civic leaders. The BCLP serves as Bentley s organizer of the graduation pledge of social and environmental responsibility. Beginning in fall 2007, the national headquarters of the Graduation Pledge Alliance is housed at Bentley as part of the BAESR (see Net Impact In 2009, Bentley began a Net Impact (NI) chapter, the international nonprofit organization with a mission to inspire, educate, and equip individuals to use business to create a more socially and environmentally sustainable world. A highly diverse group, 70% of Bentley s NI s campus leadership team is composed of international students. 107

128 Bentley University EQUIS Report Bentley Micro-Finance Club The Micro-Finance Club (BMC) strives to integrate microfinance into the Bentley community through managing microloans for struggling entrepreneurs in and around Boston. Key objectives of the club are education, community development, operational sustainability and innovation. BMC is unique in that members merge business experience with service. This past year, the club also hosted a day-long seminar on Investing in India s Underprivileged, with featured speakers from the Women s World Bank, ACCION USA, MIT, the American India Foundation, and the William J. Clinton Fellowship (see Habitat for Humanity Club Habitat for Humanity International (HHI) builds affordable housing. Bentley has an HHI chapter, and over the past several years, the club has averaged five builds in each semester with local habitat chapters in the Massachusetts area (see Bentley Model UN The Bentley Model UN (BMUN) program, established in 1987, is an organization of Bentley students interested in international affairs. The program promotes understanding of the United Nations and international affairs through on campus speakers, conferences, an educational institute at the UN Headquarters and symposia and Model UN conferences at other universities. Students also sponsor a three-day High School Model UN conference at Bentley for approximately 100 students from schools along the East coast plus schools from Mexico and the Dominican Republic. Approximately 30 Bentley students are currently active in the Bentley Model United Nations. For more information see the Bentley Model UN website (see The Ghana Project: Partners in learning The Ghana Project is a multi-disciplinary experiential learning program that offers opportunities for learning, teaching and research. Bentley students and faculty work with Ghanaian-led organizations toward sustainable economic development. A central focus of this effort is Bentley s partnership with the Mmofra-Trom Center, which provides access to education, health care, job skills training and employment for vulnerable Ghanaian children. With the successful development of this 38-acre site near the village of Mmofra-Trom in Ghana, children orphaned by AIDS can live near their original home instead of joining the throngs of AIDS orphans who become street children in Accra, the capital city. Other partners include the Kasapreko Foundation (support for educational enterprises), Chapter 58 Trust (microfinance for the economically-active poor), Chrismek Foundation (multi-service human rights agency), Ashesi University (educating ethical leaders for Africa), Women s Business Assistance (sustainable enterprises for women), Ghana Trade Bentley Service-Learning Center Rated as one of the leading centers of its type in the United States of America, the BSLC engages approximately 20% of the University s students in activities oriented to developing students through their support of the local, regional, national, and international community 108

129 Contributions to the Community and Livelihood (trade policies impacting agriculture), Darsfield Earthcare Foundation (environment and food security) and the All Africa Farmers Network (agriculture and food security). Initiatives include: ongoing faculty teaching and research; the introduction and training of QuickBooks through donation from Intuit; IT training centers at the Mmofra- Trom Center and the Diaspora Africa Forum; a micro-finance project between the Bentley Micro-Finance Club and Chapter 58 Trust, a small Ghanaian-led micro-bank; and development of entrepreneurial skills for Ghanaian youth (see Service to the management education profession Individual faculty contributions Bentley s faculty members have numerous in leadership roles in many management education boards and professional associations. A sampling since 2007 includes: Michael Page (FI/MG), Provost and Vice President for Academic Affairs, member of the EFMD Board; member of the Blue Ribbon Committee on Accreditation Quality for AACSB International; chair of the Initial Accreditation Committee of AACSB International Robert Galliers (IPM), member EQUIS Awarding Body Mohammad Abdolmohammadi (AC), Member, Professionalism and Ethics Committee, American Accounting Association; Member, The Notable Contribution Award Committee, of the Auditing Section of AAA Susan Adams (MG), Member, Academy of Management All-Academy Division & Interest Group Review Committee; Chairperson, Management Consulting Division, Academy of Management Jean Bedard (AC), Vice President, Publications, American Accounting Association Anthony F. Buono, Board of Directors, Society for the Advancement of Management Richard Cleary (MS), Task Force Chair, Mathematical Association of America; Associate Treasurer, Mathematical Association of America Mary Culnan (IPM), Member, Executive Committee on Information Management & Technology, U.S. Government Accountability Office (GAO); Member, Advisory Board, The Future of Privacy Forum, Washington, D.C. Mark Davis (MG), President, Decision Sciences Institute Charles Hadlock, (MA), Chair, NEASC review committee, Les Roches (Bluche, Switzerland) culinary arts program in Amman, Jordan; Chair, NEASC review committee, Goddard College graduate program in environmental sustainability; Chair, NEASC review committee, Joint Endicott/GIHE MBA program in Bulle, Switzerland; Member, NEASC review committee, Lebanese American University, Beirut, Lebanon. Dominique Houghton (MA), Editor-in-chief, Case Studies for Business, Industry and Government Statistics 109

130 Bentley University EQUIS Report James Hunton (AC), Committee Chair, American Accounting Association Judith Kamm (MG/Assoc. Dean), Commissioner, New England Association of Schools and Colleges Stephen Lichtenstein (LFPT), Treasurer, North Atlantic Regional Business Law Association Selected recent Bentley programs in national and international management education Center for Business Ethics Teaching Business Ethics Faculty Development Workshop: The workshop assists faculty in the pedagogical challenges of infusing ethical, social responsibility and sustainability issues into discipline-based courses. More than 160 Bentley faculty members have been through the program since it was launched in1990. In 2004, the workshop was extended to include global faculty, with more than 60 from 20 countries taking part and in 2007 was held on the Universidad Pontificia Comillas campus in Madrid, Spain; the 2011 program is scheduled to be held in partnership with Euromed Management in Marseille, France (see Table 7.1: International participation in the Business Ethics faculty workshops Year International Participants Countries Brazil (2), Egypt, Ghana, Israel (2), Palestinian Territories (2) Canada (2), Ghana, India, Indonesia, Iraq (2), Turkey Afghanistan (2), Cyprus, Estonia (2) France, India, Spain (5) Business of Peace Initiative: In conjunction with the annual Global Business Ethics Symposium and Teaching Business Ethics Faculty Development Workshop in 2008, Bentley launched the Business of Peace Initiative that brings noted scholars to campus from world conflict zones, including Afghanistan, Iraq, Israel and the Palestinian Territories Next Generation ESG Scholar Workshop: The Next Generation Workshop focuses on Environmental, Social and Governance (ESG) issues and brings together ESG doctoral researchers and experts. Three internationally recognized experts and competitively selected doctoral students from around the world were invited to Bentley in conjunction with the Global Business Ethics Symposium and Teaching Workshop. Five of the 10 doctoral students hosted in the program come from outside the U.S. (Denmark, England, Ireland, the Netherlands, and Spain). Information on the program can be found at 110

131 Contributions to the Community Managing ethics in organizations: The growth of the new ethics officer profession has created the need for an executive development program for ethics officers. As noted in Chapter 6, the CBE, in partnership with the Ethics and Compliance Officer Association (ECOA), has offered a course that provides practical advice and theoretical tools for creating an effective ethics and compliance program. Offered each year since 1995, nearly 800 ethics and compliance officers and Bentley graduate students have completed this five-day course (see Corporate responsibility In addition to the BAESR core centers, several campus-wide programs and initiatives also assure ethical practice and social responsibility in research, curriculum, and campus life. They include: UN Global Compact Academic Network Bentley is a signatory of the Global Compact Academic Network and is actively involved in the Principles for Responsible Management Education (PRME) initiative. During the First Global Forum for Responsible Management Education (2008) at the UN, Provost Michael Page was a plenary panelist, speaking on "Global Trends for the Education of 21st Century Business Leaders." Anthony F. Buono, BAESR coordinator, spoke on Bentley's latest Communication on Progress. As part of the April PRME Affinity Group Meeting, Heikki Topi, associate dean of Business Graduate and Executive Programs, spoke on Beyond the Business Ethics Course: Institutionalizing a Commitment to Ethics, CSR & Sustainability ~ The Bentley Experience. Buono, a member of the PRME Curriculum Change and Leadership in a Era of Climate Change Task Forces, was appointed to the Advisory Board, UN PRME/Copenhagen Business School Conference Committee for its November 2009 Sustainable Leadership in the Era of Climate Change conference at the Copenhagen Business School. He also participated in a plenary panel, focusing on Innovative Approaches to Curriculum Change in the Era of Climate Change. Finally, Buono was a panelist at the 2nd Global Forum (2010), talking about Bentley s approach to research in this area. Four Communications on Progress (COP)/Sharing Information on Progress (SIP) reports are available on the Bentley website for AY through AY (see Institutional Review Board Bentley s Institutional Review Board (IRB) assures the safe and ethical treatment of human participants in research. Federal and university regulations stipulate that all research projects involving human subjects be reviewed and approved by the IRB (for additional information see Academic Integrity Developed jointly by students, faculty, and administration, the Academic Integrity System (AIS) establishes and regulates standards of academic integrity throughout the university. The AIC also provides educational outreach to students and faculty, and is available to consult with faculty to determine how to proceed with a suspected 111

132 Bentley University EQUIS Report violation, assist faculty with investigations, and consult with both faculty and students once a violation is alleged (see Bentley has an honor code ( _Bentley _Honor _Code.cfm) and a set of principles, referred to as the Bentley Beliefs, which govern conduct in classrooms, residence halls and places of work (see Ethics Policy, University-wide Ethics Committee and EthicsPoint Bentley expects all members of the campus community to adhere to the highest ethical standards of conduct and integrity. Bentley faculty and staff members are required to appreciate the general scope and application of business ethics in an institute of higher learning, and to abide by Bentley s Code of Ethics (see supported by the Ethics Committee. A significant addition in addressing the university s ethics effort was the introduction of EthicsPoint on campus in 2005 as a means for community members to raise concerns to the Ethics Committee and the Board of Trustees Environmental Stewardship In 2007, President Larson signed the American College and University Presidents Climate Commitment, pledging to eliminate Bentley s greenhouse gas emissions over time. In addition, Bentley has become a member of the USGBC, an Energy Star partner, and an early adopter of the INFOR EAM Green Application, which monitors electricity consumption by equipment allowing facilities to perform maintenance on this equipment when the electrical consumption starts to rise. Students founded the Bentley Green Society (BGS), dedicated to raising eco-consciousness across campus. Full information on these programs, including Bentley s recycling initiative, carbon footprint assessment, climate action plan and summary of sustainability-related projects can be found at: Bentley s Policy toward Members of Disadvantaged Communities The university has a number of programs and offices that focus on the needs of traditionally disadvantaged groups. The Office of Disability Services, for example, is committed to providing equal educational opportunities for students with disabilities and impairments (see Bentley s Multicultural Center (MCC), established in 1991, functions as a welcoming center to ALANA (Asian, Latino/a, African-American, Native American and multiracial) students. The center provides academic monitoring, guidance, and referrals; initiatives for leadership development; and one- on-one connections for advocacy and ongoing personal support. The MCC also promotes the university s efforts to foster diversity (see Bentley offers diversity workshops and retreats for all community members. These programs include a two-day retreat, follow-up workshops, and Ally workshops (introducing participants to being an ally on sexual identity issues). This initiative is further supported by Diversity Council, which facilitates the use of diversity-related data to inform decision-making on campus, helps to coordinate and develop diversity-related education and training for students, faculty and staff, encourages the alignment of institutional systems and practices with diversity objectives, and represents the university to external audiences on diversity related matters. 112

133 Contributions to the Community 7.5 Integrating ethics and social responsibility into the curriculum Issues relating to ethical behavior and corporate responsibility are integrated throughout Bentley s curriculum. For example: Required curriculum Bentley integrates ethics and social responsibility issues throughout the required and elective undergraduate and graduate curriculum. Ethics and social responsibility modules are integrated into the new required freshman-level accounting and finance sequence (GB112 & GB212), Legal and Ethical Environment of Business (GB110, into senior-level (GB401) strategy courses, the required course on Leadership, Ethics and Corporate Responsibilities in the MBA program, a business ethics and social responsibility concentration in the MBA, and a required course on Ethics and Corporate Social Responsibility in the PhD program (see Chapter 2 for more detail) Liberal Studies Major As discussed in earlier chapters, Bentley has created a second major built around a theme that complements the business major. The Liberal Studies Major (LSM) includes majors in Ethics and Social Responsibility and Earth, Environment and Global Sustainability (see The class book program and Complex Problems/Creative Solutions Beginning in 2002, Bentley assigned a class book to freshmen. Entering students were expected to read the book prior to matriculating and complete a three-page essay on the issues raised in the book. The book was discussed in freshman-level courses and served as the focus of a series of activities, including a visit by the author, panel discussions, community conversations, a film series and web site. In 2009, the class book was replaced with a two-year, externally funded pilot program entitled Complex Problems/Creative Solutions (CP/CS). CP/CS integrates classroom and extracurricular learning and disciplinary approaches to problem solving by including guest lectures, corporate site visits, and films. The theme for the pilot is The Unintended Consequences of our Consumer Choices. The program emphasizes learning to solve real-world issues on a global scale. Because of difficulties in scheduling the program, it will be discontinued when the current cohort completes the two-year cycle (see 113

134 Bentley University EQUIS Report 7.6 Partnerships promoting ethical behavior and social responsibility Bentley has taken an active role in providing a dynamic forum for discussion, debate and the dissemination of knowledge. The CBE, for example, has a series of speakers, currently sponsored by Raytheon Corporation and Verizon, focused on critical topics in business ethics. In 2005 the university launched the annual Bentley Global Business Ethics Symposium sponsored by the State Street Foundation and the Leadership Forum in conjunction with TIME Inc. Finally, through the thought leadership of Professor Rajendra Sisodia, Bentley has become a pioneer in the Conscious Capitalism movement (see below) Bentley Global Business Ethics Symposium The Bentley Global Business Ethics Symposium, supported by two grants totaling $600,000 from the State Street Foundation, unites business and higher education leaders in building a strong ethical foundation from which to serve their organizations and industries. The themes of the symposia series from 2007 to the present include: Business Ethics and Corporate Social Responsibility: Different Sides of the Same Coin? A Comparison of European and North American Perspectives (held in Madrid, Spain) Ethics, Governance and Enterprise Risk Management: A Global Perspective Building Responsible Global Cultures: The Role of Ethics, Corporate Social Responsibility and Sustainability What is Sustainability? Differing Perspectives on Sustainable Business Practice in the Global Environment Stakeholder Engagement in Practice: Global Challenges, Possibilities and Limitations (forthcoming: to be held at Euromed Management, Marseille, France) The six symposia offered thus far have attracted more than 750 attendees and speakers from more than 40 countries, including Afghanistan, Australia, Brazil, Denmark, Egypt, France, Japan, India, Iraq, Israel, Mexico, the Palestinian Territories, and Spain. Faculty participants have come from the Vienna University of Economics and Business Administration, the Stockholm School of Economics, Copenhagen Business School, ICFAI Business School, and Griffith University, New York University, the University of Maryland, and the University of Southern California (see Conscious Capitalism Institute Bentley is an international pioneer in the emerging Conscious Capitalism (CC) movement under the direction of Professor Rajendra Sisodia. Bentley has hosted two annual research conferences on CC, which is an innovative analysis of the role of business in society. Based on a new paradigm commitment to a higher purpose, a true stakeholder orientation and conscious leadership CC embodies the idea that profit and prosperity can and must go hand in hand with social justice and environmental stewardship. In 2009 and 2010 over 100 scholars and practitioners from prestigious international universities and corporations came to Bentley to share insight and research on how CC can be embedded in business practice and management education (see 114

135 Contributions to the Community Raytheon Lectureship in Business Ethics The Center for Business Ethics hosts the Raytheon Lectureship in Business Ethics, highlighting corporate leaders who are deeply committed to ethical business practice. Speakers since 2007 include: Andrew N. Liveris, President, Chairman and Chief Executive Officer of The Dow Chemical Company, Rosabeth M. Kanter, Bentley Trustee, professor at the Harvard Business School and Co-Founder & Chair of Goodmeasure, Inc., Howard Putnam, Former CEO of Southwest Airlines and former CEO of Braniff International, Tom Chappell, Co-founder and CEO, Tom's of Maine, John A. Swainson, CEO, CA, Inc., Bruce Bodaken, Chairman, President and CEO, Blue Shield of California, James H. Quigley, CEO, Delloite & Touche USA LLP, and William W. George, Former Chairman and CEO, Medtronic Inc. (see Verizon Visiting Professorship in Business Ethics and Information Technology Inaugurated by the Center for Business Ethics in 1999 with support from Verizon Communications, this annual series brings distinguished ethics professors to Bentley for a week to deliver a public lecture, make a number of class visits, and facilitate a faculty workshop. The Verizon Visiting Professor explores ideas at the intersection of business ethics and information technology. Verizon visiting professors since 2007 include John Boatright, Loyola University, Chicago, George Brenkert, Georgetown University; Jennifer Moore, Epstein Becker & Green P.C.; and Thomas I. White, Loyola Marymount University (see WGBH Forum Network WGBH is the Boston public television and radio broadcaster. Both the Verizon Visiting Professorship Lecture and the Raytheon Lectureship are part of the WGBH Forum Network, an audio and video streaming web site devoted to presentations, lectures and panel discussions hosted by distinguished cultural and educational organizations. To view these presentations, go to: Conclusion Bentley takes great pride in its comprehensive, sophisticated and distinctive array of programs and initiatives related to community service, corporate social responsibility, ethics and sustainability. Indeed Bentley is a pioneer in these areas in U.S. and international business education. The Center for Business Ethics, the Service-Learning Center, and the Global Business Ethics Symposium are all groundbreaking. Curricular efforts are equally vital. And the university s commitment to the local Waltham community, and to the community more broadly defined, is vigorous and effective. The university looks forward to maintaining and strengthening this commitment. 115

136 Bentley University EQUIS Report THIS PAGE IS INTENTIONALLY BLANK 116

137 RESOURCES AND ADMINISTRATION CORPORATE CONNECTIONS FACULTY EXECUTIVE EDUCATION INTERNATIONALIZATION STUDENTS CONTRIBUTION TO THE COMMUNITY RESEARCH AND DEVELOPMENT CONTEXT, GOVERNANCE AND STRATEGY PROGRAMS 8 Resources and Administration This chapter discusses the institution s physical facilities and campus, its technological and computing resources, the management of its budget, endowment and other fiscal resources, the human resources function, and efforts to present the institution to external constituencies. Making these achievements possible are the efficient and creative management of resources, including the endowment, operating revenue, long-term debt, and an aggressive approach to facilities maintenance. The institution enjoyed particular stability during the recent global economic turmoil thanks in large measure to its commitment to prudent management and an excellent relationship between executive leadership and the Board of Trustees. 117

138 Bentley University EQUIS Report 8.1 Campus facilities As noted in Chapter 1, the Bentley campus is located on 163 acres (66 hectares) in Waltham, Massachusetts, 12 miles (20 kms.) west of Boston and approximately one mile (2 kms.) from the center of the City of Waltham. Founded in 1917, Bentley moved to Waltham from downtown Boston in The oldest section of the campus, the academic core, is anchored by the library. Over the past 10 years, Bentley has constructed six new buildings, two parking decks, made transformational renovations to the athletic center and the library, and created two new athletic fields. Bentley has been ranked 7th among the 10 Best Campus Facilities in the United States by The Princeton Review for both technological and physical facilities Main Campus, South Campus, North Campus The campus has three districts: Main Campus, which includes Upper and Lower Campuses; South Campus, located immediately south of Beaver Street; and North Campus, located just over half a mile (1 km.) north of the Main Campus. The Main Campus features the oldest buildings, primarily academic and administrative, that frame a series of traditional quadrangles around the library on the Upper Campus. Residential and student life buildings extend down a hillside through the Lower Campus and across Beaver Street, with the Dana Athletic Center and the playfields on the South Campus. The North Campus, adjacent to a private high school and the city s athletic fields, comprises almost 20 acres (8 hectares). There is pedestrian connection along Forest Street to the North Campus, where the university has recently built four student residences Capacity Bentley s academic facilities generally serve the existing population well, though some incremental expansion is being considered. This involves a careful review and consolidation of academic and administrative facilities to maximize capacity efficiently, rather than new construction. No major construction projects are planned through Bentley has a continuing maintenance and renovation schedule. It includes regular enhancements of classrooms, academic and administration buildings and residence halls to assure that the institution stays abreast of the latest business and technology innovations and safety features. Independent reviews of Bentley s facilities reveal that the quality and maintenance of its buildings and grounds is high compared to other universities across the country. All of the university s buildings are in substantial compliance with the requirements of the federal Americans with Disabilities Act, and all residence halls have sprinkler systems. 118

139 Resources and Administration 8.2 Learning environment, information and documentation facilities Technology-rich facilities and smart classrooms Bentley s physical and electronic environments provide excellent support for pedagogy and research. In 2000, the Smith Center, $22 million instructional technology facility, opened. EDUCAUSE selected Bentley as the sole recipient of its 2001 Excellence in Campus Networking Award, large measure because of the many learnerfocused, technology-rich facilities, which have been described extensively in Chapter 5 and elsewhere in this report. Bentley has 80 smart classrooms that are fully equipped with LCD projectors, lectern PCs with internet connectivity, VHS/DVD players, document cameras, touch screen AMX room controllers, student laptop power and data ports, wireless network/internet access, and a classroom network control system that enables a faculty member to select at any time whether students will have access to the internet, , the campus network, etc., via their wired or wireless connections. Ten rooms, including the high tech labs, have student PCs at each seat. While Bentley has auditoriums for large campus events and public presentations, no classes are taught in large lecture halls Hybrid on-line classrooms To leverage technology investments and bring online students to campus virtually, 13 hybrid classrooms support a growing hybrid/online master s programs. Each desk has microphone, web cameras show the professor/classroom and web-enabled whiteboards display to online students in real-time whatever the professor is writing on the board. Online students click on a "raise hand" icon on their laptop or PC, wait for the professor to call on them, and then ask their question through their laptop's built-in microphone or a headset connected to their home/office PC. Students in these classes can choose to attend in-class or online. An additional benefit is that all classes are recorded onto a Centra server, enabling both on-campus and online students to replay any class session and fast-forward/rewind to review material. (See Chapter 2 and below for more information about the hybrid on-line courses offered in several of our master s programs.) Collaborative study breakout rooms Several of Bentley s specialty labs include small rooms to facilitate collaborative work, commonly called breakout rooms. The renovated library includes 24 such rooms. Nineteen of these rooms feature large flat-panel LCDs connected to PCs (with laptop connections), which aid students working on team projects. These rooms are booked almost all day and evening. The library also has the majority of individual work stations on campus, with PCs at 120 of the 700 study seats and the remainder offering laptop power/data connections/wireless access. 119

140 Bentley University EQUIS Report Technical infrastructure Bentley s technical infrastructure and on-campus network is extremely robust. It includes 1 GB connections to every port on campus, plus 300Mb N wireless connections across the entire campus. All uplinks are 1 GB fiber links, many with dual uplinks. In order to provide hybrid online students with a high quality experience, the internet connection has dual, redundant internet service providers (ISPs) running BGP, including a 300Mb primary connection through RCN and a secondary, wireless internet connection via Towerstream that provides 400Mb. Should the primary ISP experience a failure, internet traffic automatically switches to a Towerstream wireless ISP. The campus also has a 24x7 data center support, and service agreements with internet and networking equipment providers for rapid resolution of issues Shared facilities Key facilities serve many academic needs. The Trading Room, for example, supports courses in the Finance, Accountancy, Economics, Management, and Mathematical Sciences and other departments. In the Center for Marketing Technology (CMT), all third-year undergraduate students are required to take GB 301, a course taught by faculty from Marketing, Operations Management, and Finance, culminating in the development and presentation of a business plan to a partner company for a new product or service being considered. Details about the General Business (GB) core are available in the GB Core Notebook in the Base Room Library and related resources The library was recently ranked #14 among academic libraries in the U.S. by The Princeton Review. Its $17 million renovation and expansion in 2006 supports the business university mission. Some highlights of the new facility include: Group study rooms for collaborative/social study space that features PCs/laptop connections with large-screen LCDs. All rooms can be reserved online using thin-client reservation touch screens. An art gallery prominently situated in the main lobby, reflecting the growing importance of the arts at Bentley. Laser-equipped electronic compact stacks and radio frequency identification (RFID) collection management system with single-swipe, multiple item selfcheckouts of our 154,000 volumes. Fifty-six graduate student study carrels. Four dedicated PhD suites. The Writing Center and English for Speakers of Other Languages tutorial assistance center. A European-style café, with a variety of baked goods, coffees, and seasonal food and beverage options. Electronic services provided by the library are popular with faculty and students. For example, not only does the library offer faculty the option of physically reserving class materials, but it also offers e-reserves (materials are scanned, and digital copies are placed in the course Blackboard web site so students can access them any time, from any location). Because faculty increasingly use video clips to appeal to a variety of learning styles, the library has acquired over 500 audiobooks and 8,000 DVDs/videos, with 120

141 Resources and Administration faculty often digitizing and posting clips to secure areas of their Blackboard sites. The library designates departmental liaisons to faculty, so that reference librarians develop special areas of expertise around specific disciplines and can aid faculty in locating and acquiring physical and electronic resources. Bentley offers borrowing privileges to nearby Brandeis University, and offers faculty privileges at research university libraries in the area that include Harvard, MIT, Tufts, Boston University, Boston College, and Wellesley College. There are roughly 22 million volumes in academic libraries in the greater Boston area, and the Bentley library offers an advanced online inter-library loan (ILL) service to leverage this significant local resource. The Museum Pass program provides online access to reserving passes to 11 Boston-area museums as well as numerous regional historical properties. The 80 library databases and other materials may be used during the 105 hours each week the library is open, or outside normal opening hours by students and faculty with an internet connection. The library also has more than 700 print periodical subscriptions and over 35,000 full-text journals available online. The library utilizes WorldCat, the largest library catalog system in the world, to provide citation information and request materials via our online inter-library loan service, and subscribes to RefWorks, which allows students and faculty to maintain research bibliographies online. The library provides both significant access to resources for international students as well as research resources on international issues. Those wishing to use Bentley materials from abroad can access extensive databases online; the research wiki on country studies feature an array of relevant databases, including Emerging Markets and Euromonitor Global Market Information The Academic Technology Center Bentley s premier and comprehensive Academic Technology Center (ATC) assists faculty and students in leveraging technology in teaching, learning, and research. Through individual and small-group sessions, the ATC helps faculty to create and maintain course websites and resources, integrate web-based resources into curricula, acquire and use software relevant to their courses, and identify technology resources for conducting research. The staff support faculty in their use of SAS, SPSS, Stata, Matlab, and other statistical and mathematical software and databases, such as the Center for Research in Security Prices (CRSP) for faculty instructional and research use. The ATC also provides support with statistical analysis of data, research methods, and survey design. Hundreds of workshops are offered each year; topics include SPSS, Stata, SAS, Regression, MATLAB, Software for Qualitative Research: Nvivo, SPSS Text Analysis for Surveys, Top 10 Tips for Surveys, and Databases at Bentley. Bentley s strategic position as a leader in information and communication technologies is demonstrated strongly in its commitment to online learning. The graduate hybrid classes described above enable Bentley to serve graduate students across the U.S. and abroad. Recently, a faculty member team-taught an online course with colleagues from Spain and South Africa; students participated from their respective institutions on all three continents. Other students have participated from Asian and European countries. These classes have been extremely popular among our graduate students. In a recent survey, 100% of students in these classes requested that more be offered in this format, a request the university will meet. 80% of online students rate their experiences an 8 or higher on a 1-10 scale, an extraordinary satisfaction rate for any online learning program. While the ATC assists faculty with 100 online learning courses annually, it also provides assistance in the effective use of online collaboration and conferencing 121

142 Bentley University EQUIS Report tools that enable faculty to bring in international collaborators. The Saba-Centra software facilitates highly interactive online courses, and provides graduate students with exposure to a category of online collaboration tools used by multinational corporations. The Bentley Library and ATC acquire research resources based on faculty and student requests and the strategic directions of the institution. The SDC Platinum database, available to faculty through the Academic Technology Center (ATC), includes subscriptions to Worldwide Mergers and Acquisitions as well as Global Corporate New Issues. The ATC offers several databases that have broad global data coverage to support faculty and student research on international issue (e.g., Compustat Global, providing financial and market data for publicly traded companies in more than 80 countries, representing over 90% of the world s market capitalization). Other databases include Thomson Reuters I/B/E/S and InvexText, Economatica, and Standard and Poor s Emerging Markets Database (EMDB). I/B/E/S provides detailed estimates featuring 26 forecast measures for more than 69,000 companies in 90 countries worldwide. InvesText features research reports written by leading investment banks, brokerage houses, and consulting firms worldwide. Its international coverage is constantly expanding. Economatica database includes annual financial data on publicly traded companies in select Latin American countries. EMDB tracks 53 stock markets in emerging markets, providing daily data on more than 2,200 stocks. A majority of the databases are accessible via Wharton Research Data Services (WRDS). The ATC also supports a UNIX server that is used for research projects that require processing of large datasets. The available programs on that server include multiprocessor Stata, and 64 bit SAS. To support faculty traveling abroad who would like to improve their language skills, the ATC acquired a site license for online faculty access to tutorials for 25 languages that is supported by the Center for Languages and International Collaboration Evaluating library resources Continuous and rigorous evaluations that include surveys, an advisory committee and consultation with key constituencies confirm that the library meets and exceeds the community s needs. In addition, the library director is also an assistant professor teaching one course each semester and integrating a library-focused project into his course, offering first-hand understanding of the library s pedagogical impact. 8.3 Financial resources and management systems The university just completed successful financial year that included a positive operating surplus and a 14% return on endowment assets. The university was in the midst of the world-wide financial crisis when the FY 2010 budget was established. Therefore, the administration and the Board of Trustees collaborated closely to incorporate conservative budget assumptions including a $1,000,000 operating surplus was budgeted. This conservative budget was combined with prudent, careful management in the subsequent months. Salary increases were suspended for a year, while vacant positions were not filled unless they were strategically essential. Spending on travel, supplies and other non-essential items was carefully monitored. 122

143 Resources and Administration Thanks to this careful management, stronger than expected enrollment and stability in financial aid, Bentley ended the year with an operating surplus of $4.3 million. The positive operating results allowed the university to reduce the endowment distribution for operations by $2 million and to retain temporarily restricted funds on the balance sheet rather than use them to fund operations as had been planned. The middle of the next decade presents U.S. higher education with issues that it has not faced in the recent past. Demographics will unfavorable, with serious implications for enrollment and financial aid. Flexibility in raising tuition will be limited by peer and government pressure along with the declining net worth of parents. Demand for financial aid will likely grow. Like all of American higher education, Bentley is carefully balancing student quality, financial aid, enrollment size and diversity while seeking the resources to support strategic initiatives. The administration is aggressively seeking operational efficiencies and new revenue, particularly through external fundraising Tuition and fee increases have been held low in future financial projections and if full paying students continue to decline while financial aid increases, tuition increases will result in lower percentages of net tuition. But the university s history of sound financial management and close collaboration between board and administration suggest that these challenges will be met successfully Strategic and financial planning Bentley engages in continuous long-term strategic planning and utilizes a dynamic multi-year financial model to assist in this activity. Strategic planning initiatives, along with key operation and revenue assumptions, are defined to help determine and address potential future problem areas. If the future year budgets are out of balance, they are corrected in the current year projections. Future budget priorities include increasing financial aid and faculty resources to support the growth in academic reputation, the graduate school and PhD programs, curriculum innovation, and the strategic objectives described in Chapters 1, 2 and 4. The long-range strategic financial plan serves as a framework to develop the initial assumptions for the next year s budget Financial statements The financial statements have been prepared on an accrual basis in accordance with generally accepted accounting principles. The financial statements and the opinion of the university s independent auditors, U.S. KPMG LLP, as of and for the years ended June 30, 2010, and 2009 are presented in Appendix 8.1. Current and prior year financial statements can be reviewed on Bentley s website: Such statements include the statement of financial position and the related statements of activities and cash flows for the years then ended. Bentley maintains a balance between current financial needs, investments for the long-term growth of the university, and moderate tuition increases while at the same time measuring financial stability against multiple-year financial goals. Net operating income targets are established to assure the university s ability to fund routine capital expenditures and debt service principal payments out of operating cash flow. Bentley consistently achieves or exceeds its budgeted financial goals. Bentley is tuition dependent and is therefore constantly examining its operating performance and taking enhancing efficiencies. These include outsourcing certain auxiliary functions, eliminating unprofitable operations, and implementing new state-of-the-art systems. 123

144 Bentley University EQUIS Report Early FY 2011 forecasting estimates that the arrival of 963 freshman, 63 over budget, along with higher than expected graduate registrations, will result in an operating surplus of more than $4 million. In addition, an early retirement program offered in 2010 will also produce savings, though it is too early to identify the savings that will occur during this fiscal year. Nevertheless, an excellent financial year is anticipated Cash and endowment Because the university s facilities needs were met during its prior period of expansion ( ), no capital expenditures from the endowment have been made. Combined with excellent operating performance, the university s cash balance at year end reached the record level of $15.2 million, more than doubling the balance one year ago. A similar dollar jump is expected at the end of FY The market value of the endowment increased $15 million to $173.4 million at year end representing a 14% fiscal year return and total assets increased by $19 million Annual operating budget Bentley s annual operating budget is based on estimates of revenue from student tuition and fees, auxiliary enterprises, other miscellaneous revenues, and on expenditure estimates of the academic, administrative and service departments. Academic and administrative departments prepare detailed operating and capital budget requests which are submitted for review by their respective vice presidents. The vice presidents, along with the president, then review and finalize the institution-wide budget. Using enrollment projections and predetermined financial goals set by the Board of Trustees, this senior executive group proposes tuition and board rates and finalizes budgeted revenue levels. The budget is considered by the Board of Trustees at its February meeting. Consequently, although the budget process for FY 2012 has begun it is only finalized in mid to late February. As the university launches its strategic plan, FY 2012 will see strategic investments of about $1 million added to the budget. During the September 2010 planning retreat, the cabinet established the ground rules for budget preparation which includes level funding with increases only when they are strategic. The current budget process, expected to end in early January, is intended to enhance revenue, realize savings and reallocate resources to avoid replacing positions vacated in the early retirement program. Other FY 2012 budget dynamics include new expenses associated with the launch of the Global MBA in September 2013, relative inflexibility in the ability to raise tuition and the need for more financial aid. A computerized variance report detailing actual versus budgeted expenditures is available online monthly to all department heads and their respective vice presidents. The executive director for financial operations, supported by the accounting director and senior financial analyst, monitors departmental spending levels each month through these reports to ensure that each department adheres to its budget. The budget for the current year and for coming years is included in Table 8.1 (USD) and Appendix 8.2 (Euros). 124

145 Resources and Administration Table 8.1: Actual, forecast and preliminary budgeted operating statements for years ending June 30 OPERATING REVENUES Tuition and fees 168, , , , , , , , ,733 Residence hall and dining 36,753 38,342 40,166 41,058 42,046 43,400 44,764 46,563 47,955 Less scholarships and aid (52,044) (55,814) (60,442) (63,464) (66,302) (68,699) (71,359) (73,927) (76,351) Net student tuition and fees 153, , , , , , , , ,338 Contributions 2,085 1,936 2,861 3,129 3,401 3,679 3,818 3,965 4,118 Investment earnings utilized in operations 6,747 4,873 4,977 5,356 5,195 5,461 5,630 5,795 5,966 Grants and other sources 3,265 3,785 3,307 3,349 3,375 3,402 3,429 3,429 3,429 Other auxiliary enterprises 4,707 4,362 4,871 5,400 5,419 5,438 5,457 5,477 5,497 Total operating revenues 170, , , , , , , , ,347 Net assets released from restrictions 4,182 4,479 4,418 4,052 4,759 4,134 4,255 4,362 4,472 Total operating revenues and releases 174, , , , , , , , ,820 OPERATING EXPENSES Academic affairs 52,450 50,476 54, ,006 61,640 63,150 64,640 66,137 Finance & administration 6,561 7, ,377 6,512 6,662 6,816 6,977 7,140 Enrollment management 4,802 5,088 5,599 5,436 5,551 5,680 5,811 5,948 6,087 Operations 28,944 28,886 30,240 31,109 31,766 32,500 33,252 34,038 34,829 Advancement 5,583 5,347 6,147 6,575 6,713 6,869 7,028 7,194 7,361 Marketing, comm. & public affairs 4,622 5,126 5,109 4,525 4,621 4,727 4,837 4,951 5,066 Student affairs 17,236 17,298 18,110 18,690 19,084 19,525 19,977 20,450 20,925 Fringe benefits 20,308 21,576 22,505 23,884 25,163 26,550 28,043 29,303 30,628 Grants & other fund expenses 3,276 3,606 3,060 2,945 2,957 3,050 3,126 3,204 3,285 Total operating expenses 143, , , , , , , , ,458 OPERATING CASH FLOW 30,451 32,003 32,736 26,109 23,957 24,714 24,664 26,858 27,362 Depreciation 19,346 18,892 18,827 19,185 20,297 20,991 21,325 22,267 22,744 Interest 8,988 8,787 8,958 7,233 6,812 6,203 6,312 5,910 5,686 CONTRIBUTION FROM OPERATING ACTIVITIES 2,117 4,323 4,951 (309) (3,153) (2,481) (2,972) (1,318) (1,067) 1: Financials for 2009 and 2010 reflect actual audited results 2: Figures for 2011 reflect the forecast as at December : Figures for 2012 forward are the initial budget request for 2012 and the budget plans prior to the January Cabinet budget retreat and prior to Trustee approval 125

146 Bentley University EQUIS Report 8.4 Computing facilities Bentley s extraordinary commitment to information technology is described extensively throughout this document. State-of-the-art hardware and software is ubiquitous on campus, with a fully-enabled wireless campus with a secure network for faculty, students and staff and an unsecure private network for our guests and visitors. There are over 250 servers, most using virtualization software, on campus and several hundred PCs available for students who do not have laptops (the PhD and full-time MBA students have laptops; they are optional for other graduate students). Software applications installed in specialty labs, smart classrooms, and in the Virtual Lab, a central applications server that provides students and faculty access to nonlibrary software and databases at any time. Others are available online through hosted services (e.g., SAP). Some of the software and hardware is discipline-specific (e.g., video editing software installed on high-end Apple computers for students in our Media Studies lab, network monitoring software and hubs, switches, and routers installed in our Computing and Networking lab). Other applications are used across disciplines Computer laboratory and services During planning for the library renovation, Bentley decided to abandon the traditional open-access, standalone computer room. Instead, rather than maintaining a computer laboratory that was physically separate from the resources students utilize when studying and researching, the university integrated the computer lab within the library. There are 120 PCs installed in the library, in proximity to the reference librarians who are experts in navigating our 80 online databases. The Computing Services Helpdesk is also located in the library so that students with any technical issues can have them resolved conveniently. The library and the IT helpdesk are staffed approximately 100 hours per week to assist on-campus and online students and faculty. The Virtual Lab, mentioned above, also provides 24x7 access to software and databases. Faculty needs are met by the ATC Integration of information technology into the curriculum As described extensively in earlier chapters, Bentley has made the integration of IT into the curriculum a cornerstone of its educational foundation for more than two decades. Bentley s array of specialty labs provides a depth of distinctive curricular as well as extracurricular research capabilities. As discussed earlier, the CMT s focus group suite is used to broadcast live focus groups into a classroom setting to provide an engaging experience around how market research is conducted. The large array of real-time and historical data feeds in our Trading Room that provide students with powerful insight into world financial markets can also be used by faculty and students to perform analyses that might provide the basis for conference papers and journal articles On-line course management system: Blackboard As its learning platform/course management system, Bentley uses Blackboard Enterprise (integrated with its registration database); course sites are automatically created each semester and students and faculty automatically enrolled. Approximately 90% of full-time faculty use Blackboard. Some use it simply to post syllabi and other course 126

147 Resources and Administration materials, while others use it to foster group work and collaborative exercises through the use of online discussion boards, blogs, and wikis. Bentley also has a site license for Wimba Pronto, a synchronous voice and video over IP collaboration platform that is integrated into all Blackboard course sites. 8.5 Administrative services and staff The organization charts of the seven divisions that report to the president of Bentley may be found in the Appendix 1.3. The university has approximately 625 full- and part-time administrative staff to support. Staffing levels are reviewed regularly to ensure that an appropriate balance is maintained between the university s needs and fiscal responsibility Human resources The Human Resources (HR) Department at Bentley is charged with managing recruitment, employment, compensation, benefits, employee relations, policy development and interpretation, training and development, labor relations, human resources information systems, strategic organizational restructuring and change management. Although HR does not have a separate strategic plan, its work aligns with the university s strategic plan and goals. The Human Resources website offers details on the range of policies and procedures that apply institution-wide (see All are reviewed periodically to keep pace with changing needs and best practices Performance evaluation Bentley reviews the effectiveness of its support and administrative staff through its performance review process, which takes place during the spring, and rewards strong performance through its merit increase process, which is effective July 1st of each year. 8.6 Marketing, communication and public affairs The Marketing, Communication and Public Affairs Division currently reports to the president. This unit manages all strategic external and internal marketing, communication, and public and media relations for Bentley University, utilizing print, , web, video, media outreach, social media and strategic special events. It is also responsible for guiding the positioning of the institution, building and maintaining the brand strategy, assessing the effectiveness of marketing programs and processes, and continuously seeking new opportunities to plan, implement, analyze and define the work of the institution. It strategizes, makes creative and media recommendations, and deploys a variety of marketing tools to assist each unit in achieving its goals. 127

148 Bentley University EQUIS Report The division has a total of 23 professional staff members (see Appendix 1.3 for an organization chart). They are supported by the services of a portfolio of freelancer writers and designers, work study students, and some external vendors in specialized areas. The total annual divisional budget for marketing, promotion, print and web communication approximates $5 million Marketing strategy Bentley s current market position is a highly dynamic one as the university establishes a more prominent global profile. At the same time, it is keenly aware that the marketing, communications and branding sphere has been changing rapidly as the methods and speed at which people access information shift because of various powerful and evolving technologies and platforms, for example social networking. Within this context, Bentley s leadership is committed to clearly defining and positioning institutional distinctiveness with all core constituencies, both domestically and internationally. Those stakeholders include faculty and U.S. and international academic leadership, prospective students and families, current students, alumni, corporate and other organizational partners, faculty and staff. The division was previously led by a cabinet-level vice president. As part of a strategic review of this function and the university s market position, the president and Board of Trustees agreed that the creation of a chief marketing officer (CMO) position, below the cabinet level, is a more effective management model for this division. A search is underway to identify a leader with the experience and insight to understand this evolving market, core stakeholders, and the imperative to transform institutional messaging. In the meantime, the university has engaged an external advertising and digital media agency to help develop institutional messaging. It will also focus on the university s digital presence. 8.7 Conclusion Physical facilities and fiscal management have been a source of significant competitive advantage for Bentley for decades, especially in the last ten years. In this period, external market forces and a clear strategic plan combined to make significant advances possible. For example, since 1999, the campus has grown by 54 acres (22 hectares), 465,000 square feet (44,000 square meters) have been added to buildings and residential capacity has increased by 843 beds. Highlights include a constellation of hightech learning labs typified by the Trading Room, by the $17 million renovation of the library, and by the construction of a $22 million teaching and research, the Smith Academic Technology Center. Other new facilities include residence halls, a student center, athletic fields, and parking decks. The athletic center was also renovated. Most of these projects were financed by operating cash with minimal new, long-term debt. The market value of the endowment recovered $15 million at year end June 30 for total of $173.6 million versus the low of $158.4 million last year. As of September 30, 2010, the endowment was $184 million. 128

149 RESOURCES AND ADMINISTRATION CORPORATE CONNECTIONS FACULTY EXECUTIVE EDUCATION INTERNATIONALIZATION STUDENTS CONTRIBUTION TO THE COMMUNITY RESEARCH AND DEVELOPMENT CONTEXT, GOVERNANCE AND STRATEGY PROGRAMS 9 Internationalization This chapter reviews the internationalization of Bentley, that began in earnest in the 1980s and that has reached maturity over the last several years. Bentley s international programs were originally centered on fostering opportunities for students and faculty to study, teach and undertake some research abroad, as well as on nascent efforts to attract international students. In the ensuing decades, Bentley s international initiatives became steadily more sophisticated and comprehensive. Today, as a globally oriented university, internationalism strategically informs every aspect of the institution. This chapter provides detailed examples of Bentley s comprehensive commitment to internationalism with specific attention to management changes, academic leadership, faculty hiring, research and scholarship, curricula, student recruitment, campus life, corporate outreach, and alumni relations. 129

150 Bentley University EQUIS Report 9.1 International strategy of Bentley University Bentley s current strategic commitment to internationalism represents the culmination of an evolution that began in the 1980 s. At that time, Bentley established an office of international programs under the direction of an experienced international educator. That unit coordinated the resources and activities that chiefly focused on building a portfolio of student and faculty exchange opportunities. In 1997, the office became the Cronin International Center (CIC) to honor Joseph M. Cronin, Bentley president from , who was deeply committed to internationalism. Joseph Morone, the 1997 incoming president, chose an initial strategy of investing heavily in business and information technology, in faculty and research, and in physical facilities and land acquisition. In 2001 Bentley he refocused Bentley s resources and energy on internationalization by establishing global commerce and culture as one of four strategic domains to be aggressively pursued over the next five years. Robert D. Galliers came to Bentley as provost in 2002 from the London School of Economics and reinvigorated the university s international commitment a commitment that included seeking the initial EQUIS accreditation. As part of this renewal, an associate provost was named in 2006 to lead the internationalism drive and build a strategic, focused and comprehensive international culture at Bentley. By nurturing this culture and embedding or seeding internationalism deeply in the institution, earlier progress was secured and tremendous momentum established for even more dramatic gains. The decision to seek EQUIS accreditation, and the process of the self assessment and visit of the EQUIS team, was another powerful means of nurturing the seeding process. Gains were immediate; education abroad programs expanded and new external funding supported several international projects. For example, Bentley received a federal government grant that brought educators and executives from Estonia to Bentley to take part in executive education summer programs and led to some twenty-five Bentley faculty members traveling to Estonia to assist in business education. In 2008, Michael Page became the Dean of Business and the McCallum Graduate School of Business at Bentley University. Dr. Page is a native of South Africa, has held leadership positions at Rotterdam School of Management (the Netherlands) and the University of Cape Town (South Africa), and he has relatively extensive experience with the EFMD and EQUIS. His appointment was the culmination of a world-wide search for talent and continual efforts to bring distinguished scholars with global outlooks to the Bentley community. In 2010 Dean Page was named provost. Subsequent to his arrival and following the establishment of the Deans Council, Dr. Page and colleagues made a thorough assessment of the status of internationalism at Bentley. His view was that the seeding and embedding process had quickly matured and reached a sophisticated state, that internationalism had been deeply infused throughout the mission, faculty, curricula and co-curricular programs of the university. After discussions with President Larson and with the full support of the Board of Trustees and the faculty, his recommendation was that Bentley was ready to realize the full benefits of the seeding process by positioning Bentley unambiguously as a globally oriented business university. University leadership agreed that this strategy of infusing internationalism throughout the core of the institution was a sound one, had indeed been a success, and is determined to continue to pursue it vigorously. With this in mind, the position of associate provost for was discontinued. The deans and associate dean, who had been organized into a Deans Council with a broad academic management portfolio, assumed responsibility for international strategy; and the Cronin International Center was renamed the Cronin Office for International Education to recognize this more decentralized approach. Its mission and activities are described below. 130

151 Corporate Connections Among the Deans Council s mandates is the development of international courses and activities within departments; assisting departments in expanding the scope of their recruitment efforts to solicit and consider candidates from countries other than the U.S.; providing resources for international experiences such as education abroad and international internships and joint faculty student international research; providing financial support for faculty to participate in international conferences through the Dean s International Travel Fund; through bringing international scholars as visitors to pursue research with Bentley faculty and to teach Bentley students; and by reporting regularly to the entire community on international activities. Bentley University s rapid international maturation was also facilitated by the presence of academic leaders with a strong commitment to internationalizing the institution and who possess international perspective and deep experience. Dr. Galliers, University Distinguished Professor, is one such leader. He assumed the role of University Distinguished Professor at the conclusion of his term as provost. In this position, Dr. Galliers serves as Bentley s ambassador to the global community. A full list of his activities is included later in this report. Provost Page is another, as is the new Dean of Arts and Sciences, Dr. Daniel Everett. Dr. Everett is a linguist who has does extensive research on the language of the Piraha, a tribe of Amazon Indians in central Brazil. From 2000 to 2006, he was a professor of phonetics and phonology at the University of Manchester in England. He brings to the leadership of the arts and science faculty, an international outlook and an understanding of the importance of arts and sciences in preparing business leaders who act with social responsibility, relate in cross cultural settings, and lead in a global environment. His book Don't Sleep, There are Snakes has been a best-seller in Germany, England (chosen by Blackwell's as one of the best books of 2009), the US, Korea, and France. It is about to appear in Japanese and Mandarin. An article about Professor Everett in GEO magazine has just appeared in 16 languages and countries. The international perspective of these and other academic leaders whose work is described in this report has driven Bentley s rapid rise to international excellence and prominence. 9.2 Bentley University s strategic plan President Larson and Provost Page presented Bentley s strategic plan, Achieving the Business University, , to the Bentley community in The broad themes and strategic objectives of the plan were developed using an iterative and participative process involving four working groups and six resource teams representing constituencies from across the campus. The strategic objectives that shape Bentley s international reputation are: Support for international travel for research and collaboration Support international visiting professors and faculty exchanges Strengthen study abroad 131

152 Bentley University EQUIS Report Expand global diversity of students and faculty Continue to globalize the curriculum Specify strategic regions globally Two core themes research and education and two enabling areas resources and organization, and brand positioning are distilled into strategic objectives that highlight priorities and initiatives for Bentley over the next five years Research Bentley s research agenda embraces the overarching concepts of business, the arts and sciences, and internationalization. Key research objectives include: (1) undertaking innovative research at the level necessary to achieve international recognition; and (2) focusing interdisciplinary research efforts within and across two broad domains ethically and socially responsible enterprise and leadership, and information and communication technology. The thought domain regarding ethically and socially responsible enterprise and leadership lends itself well to furthering international relationships and partnerships through programs like the Ghana Project, Project Haiti, the Brazil-FIPSE grant and the Bentley Microfinance Initiative Education Preparing students to become tomorrow s organizational leaders wherever in the world they live and work is central to the faculty role. Thought leadership in Bentley s two research domains of ethical and socially responsible enterprise and leadership, and information and communication technology must inform Bentley s development of future business leaders and executives who are creative, ethical, socially responsible, politically informed, skilled in issues of diversity, and committed to environmental and related forms of sustainability. The plan builds on Bentley s strengths in a deliberate, focused, and measured way, and recognizes that distinctive and ranked education programs will strengthen its reputation and brand nationally and internationally. Central to this understanding will be the commitment to: (1) offer undergraduate, graduate, and professional programs that respond to the needs of domestic and international business and society; (2) transform the composition of the student body through strategies aimed at increasing domestic diversity and the percentage of international students on campus; and (3) expand Bentley s service learning activities enhancing the development of students as ethical, socially responsible and well-balanced leaders who are sensitive to the complexities of a diverse, global environment Brand positioning Bentley University s brand distinctiveness lies in its unique integration of business, the arts and sciences, ethics and social responsibility, and information and communication technology, all informed by internationalism. Achieving the international business university with a recognized brand requires continued attention to rankings and how the Bentley brand message is delivered to appropriate client/stakeholder segments. Marketing objectives will focus on enhancing recognition of Bentley 132

153 Corporate Connections University regionally, nationally, and internationally; reinforcing of the market s understanding of its institutional brand value through messaging and activities; capitalizing on its academic reputation in targeted and well-defined disciplines; and fostering stronger connections between Bentley and its strategic partners, especially corporate partners. 9.3 Institutional structures to support internationalization Internationalization informs every aspect of Bentley, including governance, academic, and administrative units charged with management of international initiatives Board of Trustees The Bentley Board currently includes three international trustees. Professor Dr. Jeroen van den Hoven was recently elected to the board. He is a professor in the Philosophy Section at Delft University of Technology in the Netherlands. Marcelo Claure 93 is the chairman, CEO and president, Brightstar Corporation based in Miami, Florida and was born in Guatemala. Olaperi Onipede 77 is the director of Development and Alumni Relations at Boston University and was born in Nigeria and holds dual Nigerian/U.S. citizenship. Although a U.S. national, Rosabeth Moss Kanter, the Ernest L. Arbuckle Professor at Harvard Business School, also brings a wealth of international experience to the board Cronin Office of International Education The Office of International Education provides Bentley students with academically rigorous and culturally rich experiential learning programs around the globe. Program offerings include semester and year immersion programs, summer immersion programs and internships, as well as faculty-led intensive programs. International Education staff work closely with exchange partners and affiliate programs on every continent except Antarctica. The office s comprehensive pre-departure orientation programming prepares students for the challenges of international study and ensures that undergraduate and graduate students return with deeper global understanding and enhanced cross-cultural skills. Bentley recently concluded an agreement with Santander Universities, the philanthropic unit of Banco Santander and parent of Sovereign Bank, a regional New England bank. Satander Universities will provide a grant of $420,000 (pending final signature) over three years to create a fund to provide scholarships for international travel. The fund will aid all students, but especially those who are economically disadvantaged. It will be administered by the Cronin Office for International Education. 133

154 Bentley University EQUIS Report Center for International Students and Scholars The Center for International Students and Scholars assists international students and scholars in securing the proper visas for study at Bentley, helps orient new international graduate and undergraduate students, supports diverse cultural experiences within the university community, and promotes international perspectives in all student affairs activities. It is directed by Papa Sarr, who is originally from Senegal, and has a staff of three Academic Affairs Office of External Relations The recently established Academic Affairs Office of External Relations supports visiting scholars and faculty organizing international conferences and international initiatives on campus. It also publishes an annual report on international activities at the university, Bentley Global Perspectives. This annual report provides articles about a broad range of international activities at Bentley and highlights international research and publications by Bentley faculty. The publication was established in , and the three issues are included in the Base Room Center for Languages and International Collaboration The Center for Languages and International Collaboration provides multi-media means of maintaining international contacts and language learning facilities to support Bentley students taking courses in various languages as well as providing individualized language instruction. The center also enables faculty and students to establish contacts with students and faculty in other countries through video conferencing and enables community members to watch international TV programs broadcast around the world Global Studies department Although international perspectives are found throughout the academic departments and curriculum, the interdisciplinary Global Studies department 16 focuses specifically on research and teaching about international issues. In 2002, the predecessor department, called International Studies, had just two full time members. Today, Global Studies has thirteen full-time faculty members. Global Studies is chaired by a distinguished scholar. Dr. Joni Seager came to Bentley from Hunter College in New York where she served as chair of the Geography department. Previously she had been Dean of the Faculty of Environmental Studies at York University in Toronto. Her research and teaching specialties focus on global gender issues, environmental policy, and global political economy, with emphasis on developing regions. Among her many publications is The Atlas of Women in the World. In addition to her teaching and research, she is currently serving as a consultant to the national government of Mozambique. 16 The Global Studies department resulted from the merger of the Political Science department and the International Studies department. 134

155 Corporate Connections The growth in the department has been a result of increased emphasis at the university on internationalization of the curriculum, growing awareness among business majors that business is increasingly global so they choose to take international courses as their electives in the curriculum, and a decision by the university to view public policy and within the international system University distinguished professor As mentioned earlier in this report, Robert Galliers new position as University Distinguished Professor enables Bentley to take full advantage of his eminent international reputation as a teacher, scholar, journal editor and thought leader in business education and research. Dr. Galliers has myriad connections in universities and academic and professional societies around the world, from North America to Europe, Asia and Oceania, and is in demand as keynote speaker and distinguished lecturer at conferences and symposia in all these locales. He is a Fellow of the Association for Information Systems, the British Computer Society and the Royal Society of Arts. As editor in chief of the Journal for Strategic Information Systems and a member of the editorial boards of several other top international journals and as an innovative scholar in his own right, Dr. Galliers occupies a leading position in several academic fields. His expertise is in demand as a board and advisory committee member around the world. 9.4 Internationalization of the home campus Bentley s campus reflects its status as an international university. Since 2007, the numbers of international faculty, students and courses designated as international have all increased. New faculty members have been hired by the Modern Languages Department to expand language offerings in Chinese, Japanese and Portuguese. The participation in Education Abroad Programs, international Short Term Programs, international internship opportunities, and research in other countries has also expanded Mix of international students As explained in Chapter 3, the percent of international undergraduate students enrolling at Bentley has approximately doubled over years from five percent in 2006 to 10 percent in In 2009, 13 percent of applicants were international. At the graduate level, the percent of international applicants and matriculants was even higher. In 2009, 54 percent of the total applicants were international candidates. The percent of new full-time students enrolling who were international was 21 percent, an increase from twelve percent in A significant proportion of part-time graduate students are international 135

156 Percentage international Bentley University EQUIS Report Figure 9.1: International full-time graduate and undergraduate freshman applications and enrollments 60% 50% 40% 30% 20% 10% Graduate applications Graduate enrollments Undergraduate applications Undergraduate enrollments 0% Selected international perspectives in undergraduate classes and programs International Intensive Courses: Undergraduates must choose at least one course designated as an International Intensive Course. Over the past three years, the university has offered 690 such courses. The full listing of these courses with departments, titles and faculty, is included in the Base Room. Liberal Studies Major: The Liberal Studies Major (LSM) allows students to choose a double major, one in business and the other in the arts and sciences. Global Perspectives is the most popular of the LSM themes, chosen by forty-two percent of LSM students. Table 9.1: Liberal Studies Major enrollment, Total number of students taking a LSM Number selecting the Global Perspectives theme % 46.0% 46.2% 42.1% 41.6% Note: Enrollment numbers are a snapshot of registered students taken in the spring semester of each year 136

157 Corporate Connections Ghana Internship Program: As detailed elsewhere in this report, Bentley collaborates with the Mmofra-Trom Center near the village of Trom in Ghana, West Africa. The collaboration has involved more than 100 students and other members of the university community who have traveled to the center as part of a faculty-led course or as interns and has focused on helping this education center and home for more than 400 at-risk children to become self-sustaining through the implementation of sound, fundamental business practices. Their impact has been transformative for a number of entrepreneurial, microbusinesses. The Mmofra-Trom Center, as an example, now has a transparent accounting and financial management system and a five year strategic plan, with income-generating enterprises for self-sufficiency as the centerpiece of the plan. This program is discussed in detail later in this section. Bentley Microfinance Initiative: The mission of the Bentley Microfinance Initiative (BMI) is to raise support for microfinance initiatives in the Bentley and the Boston communities through education, community development and innovation. BMI currently has a student-managed fund of $120,000 to lend to local entrepreneurs and has provided $5,000 to support a partnership with Chapter 58 Trust in Accra, Ghana Selected international perspectives in graduate classes and programs Bentley MBA programs: The current full-time day MBA program is designed for students with at least one year of full-time post-graduate work experience who want to be ready for the management challenges of today s globally-focused, technology-driven workplace. Students acquire a valuable understanding of working in an international economy through the Global Business Experience. This required course includes a ten-day international trip during which students visit companies and meet with business and government officials. Proposed new MBA: As detailed elsewhere in this document, Bentley is now developing a second full-time MBA program that will target international students with five to seven years of experience. The curriculum is being developed in anticipation of a fall 2012 launch for the first cohort Student exchanges More than 80 international students came to Bentley on exchange in The Cronin Office of International Education works to increase opportunities for exchange students and collaborate with partner institutions to ensure smooth transitions for students in both directions. Incoming students take full advantage of services and activities on campus and receive first priority when registering for classes. As noted, Bentley undergraduate students created the International Buddy Network (IBN), dedicated to the welcoming and integration of exchange students from partner institutions (Chapter 3). For three consecutive years, the Office of Sponsored Programs has secured a $190,000 grant from the U.S. Department of State for Discover America: Bentley University 2010 Summer Institute for Outstanding European Students. This program is for student leaders from E.U. countries who have been selected for an American cultural and academic experience by the Fulbright Commission. The program is led by Professor Abdolreza Eshghi of the Marketing Department. 137

158 Bentley University EQUIS Report Mix of international faculty The growth in international faculty is detailed in Table 9.2. To achieve this growth, approximately fifty percent of new faculty hires in recent years have been international. Table 9.2: International faculty at Bentley Countries Represented in Bentley Faculty born outside U.S. (with foreign citizenship) 21% (13%) 23% (16%) Armenia Cape Verde Finland India Israel Malaysia Pakistan Russia United Kingdom Bangladesh Cuba France Iran Italy Mongolia China South Korea West Indies Bulgaria Ecuador Germany Iraq Jamaica Nigeria Peru Switzerland Canada Egypt Greece Ireland Lebanon Norway Romania Turkey Faculty exchanges Bentley supports international research and teaching through travel and research accounts supplemented by a Dean s International Travel Fund. During 2009/10 the Dean s Fund for International Travel provided $132,646 of support to enable 76 Bentley faculty members to travel to other countries to participate in international professional meetings or to undertake scholarly work there; others used external support for these activities. Table 9.3 includes presentations, lecturing, teaching and research. Table 9.3: International teaching and research activity, 2009/10 Department Faculty Countries Accountancy Jean Bedard, Scott Boss, Jim Hunton Australia, Canada, Netherlands, United Kingdom CIS Monica Garfield, Heikki Topi, David Yates Peru, South Africa Economics Michael Quinn Turkey English Jennifer Cook; Samir Dayal; Jennifer Gillan; Linda McJannet; Randall Nichols; Barbara Paul Emile Brussels Hungary; Ireland; Italy; Mexico; United Kingdom Finance Gonzalo Chavez, Otgo Erhemjamts, Kristina Minnick, Irv Morgan, Ebru Reis, Jay Sultan, Phil Uhlmann, Roy Wiggins Armenia, Denmark, Georgian Republic, Germany, Italy, Malaysia, Spain, Venezuela, Global Studies Bonnie Field; Sean McDonald; Joni Seager; Christine Argentina; Canada; Denmark; Switzerland; United 138

159 Corporate Connections Williams Kingdom History Angma Jhala United Kingdom IPM Donald Chand, Robert Galliers, Janice Gogan, Lynne Australia, Finland, Peru, South Africa, United Kingdom Markus, Sue Newell Management Linda Edelman, Mark Davis, Tatiana Manolova, Jeff Shuman, Iris Berdrow Austria, Bahrain, France, India, Morocco, Spain and Switzerland Marketing Pierre Berthon, Poh-Lin Yeoh, Rajendra Sisodia Brazil, India, Russia, Sweden, Belgium Mathematics Dominique Haughton; Victoria Steblovskya France, Thailand; Ukraine Modern Languages Louis Iandoli France Natural & Applied Sciences Rick Oches Germany Philosophy Axel Seeman Spain Bentley faculty members who have recently taught abroad include: Dr. Roy Wiggins ( ), Professor of Finance, taught in the Ph.D. program at the Instituto de Empresa (Madrid, Spain). He also served as Ph.D. dissertation committee member at the Instituto de Empresa. Dr. Gonzalo Chavez ( ), Associate Professor of Finance, taught at the International MBA Program at the Instituto de Empresa (Madrid, Spain). He also served as Ph.D. dissertation committee member at the Instituto de Empresa. Dr. Dominique Haughton ( ), Professor of Mathematical Sciences, has visited the General Statistics Office (Hanoi, Vietnam), Université Cheikh Anta Diop (Dakar, Senegal) and the National Institute of Development Administration (Bangkok, Thailand) over the last three years. She is also Visiting Professor at the Toulouse School of Economics, University of Toulouse, France. Dr. Alan Hoffman ( ), Professor of Management, teaches at Erasmus University, Rotterdam School of Management where he serves as the lead faculty member for the global strategy course on the OneMBA a global consortium degree offered by five universities. Bentley faculty members speak and present at premier conferences around the world. Table 9.4 presents a sample of Bentley faculty participation in international conferences. As an institution, Bentley also hosted the Atlantis Annual International Project Director s Conference, sponsored by the U.S. Department of Education Fund for the Improvement of Postsecondary Education (FIPSE) in The conference included grantees in the E.U.-U.S. Atlantis Program; the E.U.-Canada Cooperation Program and the Industrial Countries Instrument Program (cooperation program for the E.U., Japan, Korea, New Zealand and Australia. 139

160 Bentley University EQUIS Report Table 9.4: Sample of Bentley faculty roles in international conferences Bentley Keynote Conference Country Susan Newell Challenges for Work and Workers in a Knowledge Economy Canada 2010 European Doctoral Programs Association in Management and Business Administration Portugal 2010 Robert Galliers 21st Australasian Conference on Information Systems Australia th Mediterranean Conference on Information Systems Israel th Annual Conference on Information Science, Technology & Management Finland Daniel Everett University of Vienna Australia, Germany 2010 Royal Institute of London and others UK 2009 Kathleen Yorkis Impact of Internationalization on Student Services Ireland 2009 William Wiggins International Conference on Knowledge-Based Economy & Global Management Taiwan 2009 Bentley Organizer Conference Country Gonzalo Chavez and Cross-border Finance Research Conference U.S. and Spain 2008 Laura Nunez (IE, Spain) Mark Davis The Art and Science of Service U.S. 2006, 2008, 2009, Spain 2010 Robert Galliers and Sociality, Materiality and Sociomateriality of Information Systems and Organizations Australia 2010 Susan Newell Bentley Participant Conference Country Victoria Steblovskaya Twentieth Crimean Autumn Mathematical School-Symposium Ukraine 2009 Axel Seemann British Academy Ethics and Politics Beyond Borders: The Work of Onora O Neill UK 2009 Rajendra Sisodia EABIS 3rd Annual Leaders Forum Belgium 2009 Conscious Capitalism France, India, Netherlands, UK 2009 William Wiggins Annual MBA Conference, European Foundation for Management Development Portugal 2009 Anthony Buono 2008 Copenhagen Innovation Symposium: Leadership in Innovation Denmark 2009 Roy Wiggins Board Monitoring and CEO Tenure U.S. and Spain 2008 Aaron Nurick Emotional Intelligence Singapore

161 Corporate Connections 9.5 Network of international partnerships Bentley has a comprehensive and sophisticated process for reviewing new exchange partnerships and affiliate programs. The following documents are available in the Base Room: Evaluating Education Abroad Partnerships and Establishing Education Abroad Partnerships Partner institutions for research and faculty and student exchanges Bentley currently has 39 university partnerships in twenty-five countries around the world. These partnerships include 14 affiliate partners and twenty-five with partner universities. Bentley engages these partners in a variety of ways including study abroad (with 38 partners), student exchange (18 partners), service learning (eight partners), internship (11 partners), faculty connections (21 partners) and dual degree programs (two partners). Table 9.5 contains detailed information about these university partners, countries and relationship types. Table 9.5: University partnerships and affiliations Country University Relationship Study Exchange Faculty Internship Service Dual Abroad Degree Argentina University of San Andres Affiliate Program X Australia RMIT University Partner University X X X Bond University Partner University X X X X X Austria Vienna University of Economics and Business Partner University X X X Belgium Vesalius College Partner University X X X X Brazil University of Sao Paulo Partner University X X X X Federal University of Parana Partner University X X X China University of Hong Kong Partner University X X X Alliance for Global Education at Shanghai University of Finance and Economics Affiliate Program X Denmark Copenhagen Business School Partner University X X X Egypt American University in Cairo Affiliate Program X England London Internship Program Affiliate Program X X London School of Economics and Political Science Partner University X Royal Holloway University of London Partner University X University of Manchester Partner University X X X X France Audencia School of Management Partner University X X Grenoble School of Management Partner University X X Rouen Business School Partner University X X X 141

162 Bentley University EQUIS Report Ghana CIEE at Ashesi University Affiliate Program X X X Greece American College of Thessaloniki Affiliate Program X Hungary Corvinus University of Budapest Partner University X X X India Alliance for Global Education at Fergusson College Affiliate Program X CIEE at Welingkar Institute of Management Development & Research Affiliate Program X Ireland University College Dublin Partner University X X X X Italy Lorenzo de Medici Institute Affiliate Program X X IES at Bocconi University and University Cattolica del Sacro Cuore Affiliate Program X X X Japan CIEE at Sophia University Affiliate Program X Korea CIEE at Yonsei University Affiliate Program X Mexico University of the Americas Affiliate Program X X X Morocco Al Akhawayn University Partner University X X X Netherlands Tilburg University Partner University X X X X Scotland University of Glasgow Partner University X Singapore Nanyang Technological University Partner University X X X X South Africa University of Cape Town Partner University X X X X Spain Deusto University Partner University X X X X University of Navarra Partner University X X X University Pompeu Fabra Partner University X X X University Pontificia Comillas Partner University X X X CIEE at University of Sevilla and University Pablo de Olavide Affiliate Program X Key: Study Abroad: Bentley sends students Exchange: Bentley sends and receives students Service: Service learning opportunities for Bentley students Intern: Internship opportunities for Bentley students Faculty: Faculty connections, research collaboration, short-term programs, conferences Dual Degree: Partner cooperates on a Bentley degree program 9.6 Faculty engagement in the international community of scholars Bentley faculty is deeply engaged with the international community of scholars. A 2010 survey indicated that 91% of the respondents had attended international conferences and 49% had hosted a conference or seminar with a global component. In addition, 46% of faculty members acting as PhD examiners were associated with an international organization. Table 9.6 below shows the percentage of faculty whose participation in an activity had an international dimension. 142

163 Corporate Connections Table 9.6: Activities and international component Activity Proportion Classified Activity Proportion Classified as International as International Research: Business with Arts and Science 53% Awards and Honors 29% Research: Business with IT 44% Joint Appointments 38% Editorial Boards 53% External Reviewer 27% Grants and Scholarships 32% PhD Examiner 46% Bentley supports faculty in presenting research outside the United States. This increased international exposure enhances the global visibility of faculty and, though their interaction, attracts international scholars. Internal support flows through department travel and research accounts and other means such as the Dean s International Travel Fund. During the academic year the Dean s Fund for International Travel provided $132,646 of support to enable 76 Bentley Faculty to travel to 32 different countries around the world. This favorably compares to 2007, when $57,289 was made available in support of 33 faculty members visiting 23 countries (see Figure 9.2). Figure 9.2: International travel supported by the Deans Fund # of faculty # of countries 143

164 Bentley University EQUIS Report 9.7 International learning opportunities The Cronin Office of International Education coordinates international learning. It offers three types of programs: (1) semester and year immersion programs; (2) summer immersion programs; and (3) faculty-led intensive programs. All three models encourage students to develop global understanding, build cross-cultural skills, and engage with locals to gain contextual perspective. Courses in business highlight international aspects in functional areas such as marketing or finance. Arts and sciences courses enhance knowledge of local languages, customs, beliefs, and values. Learning continues outside of the classroom through unique housing options and service and internship opportunities, all of which offer meaningful ways for students to further engage in the local community. International Education provides comprehensive pre-departure orientations as part of its service to students. Although the length and intensity of orientation programming varies with the type of program, all orientations address key topics such as health and safety, and cultural and academic adjustment in the weeks and months before departure. For immersion programs, students begin with a required course in global studies or a relevant foreign language before applying to the desired program Participation Approximately 460 Bentley undergraduate students studied abroad on semester, summer or faculty-led programs during For most students junior year is the best fit both academically and developmentally for such an academic and cultural experience. Interest is increasing for non-english-speaking destinations and programs outside of Europe. China is leading this growth with doubled enrollment for next year. In spring 2010 Bentley students studied in Japan and Korea for the first time. Four students interned in South Africa and India during summer Further, 65% of semester education abroad programs, 45 % of summer programs, and 18% of shortterm programs involved a language component. All Global Studies majors and Global Perspectives LSM students are required to participate in at least one international program. Looking ahead to , undergraduate enrollments to date have produced a double digit increase from the current year (see Chapters 2 and 3 for more detail). In graduate students studied abroad, almost doubling the participation rate from the previous year, making it the most successful year to date. Faculty led students to Africa, Asia and Europe this year. The current day MBA cohort will experience the first mandatory international program in January While destinations will vary each year, faculty will lead each cohort in a shared comparative study of a given region Financial aid Bentley offers some full financial assistance packages are available to apply to the costs of approved semester or year-long programs. As described earlier in this document, the university just concluded an agreement with Santander Universities, the philanthropic arm of Banco Santander, the largest bank in Spain and the 6 th largest in the world, to establish an international travel scholarship fund. Satander has committed $420,000 over three years to support students who want to pursue study abroad. The fund will aid all students, but especially those who are economically disadvantaged and be administered by the Cronin Office for International Education. 144

165 Corporate Connections Figure 9.3: Participant numbers by year Total number of participants Semester or Summer abroad participants Undergraduate participants Faculty-led participants Graduate participants Looking across the various study abroad program types for three academic years ( through ), all types grew consistently except for a drop in faculty-led programs during These trends can be seen in Figure 9.4 below. The number of countries where the university offered student opportunities increased over the three years, thanks in particular to semester and summer abroad offerings. Faculty-led offerings experienced a slight dip in before increasing again in There has been some discussion that economic market conditions during may have made travel abroad less attractive than it historically is during stronger markets. 145

166 Bentley University EQUIS Report Figure 9.4: Program offerings by year Total number of programs Faculty-lead programs Semester or Summer abroad Graduate programs Undergraduate programs Semester and summer abroad programs Table 9.7 lists institutions with which Bentley has exchange agreements or study abroad affiliations for traditional semester-long immersion of four to six months (semester abroad programs) as well as exchange agreements or study abroad affiliations for: (1) traditional direct enrollment in an international university for a summer term; (2) enrollment in an international summer university program; and (3) summer internship programs (summer abroad programs). Table 9.7: Semester and summer abroad program partnership institutions Country Educational Partner Institution Semester Summer Argentina University of San Andres X Australia Bond University X RMIT University X Austria Vienna University of Economics and Business X X Belgium Vesalius College X X Brazil University of Sao Paulo X China Shanghai University of Finance and Economics (Affiliate: Alliance for Global Education) X University of Hong Kong X 146

167 Corporate Connections Denmark Copenhagen Business School X X Egypt American University in Cairo X X England London School of Economics and Political Science London Internship Program X Royal Holloway University of London X University of Manchester X France Audencia Business School X Grenoble Graduate School of Business X Rouen Business School X Greece American College of Thessaloniki X X Hungary Corvinus University of Budapest X India Fergusson College (Affiliate: Alliance for Global Education) X X Ireland University College Dublin X X Italy Bocconi University (Affiliate: IES Abroad) X Lorenzo de'medici Institute X X University Cattolica del Sacro Cuore (Affiliate: IES Abroad) X Japan Sophia University (Affiliate: CIEE) X Korea Yonsei University (Affiliate: CIEE) X X Mexico University of the Americas X Morocco Al Akhawayn University X X Scotland University of Glasgow X Singapore Nanyang Technological University X X South Africa University of Cape Town X X Spain Suffolk University Madrid Campus X University of Navarra X University Pompeu Fabra X University Pontificia Comillas X Worldwide University of Virginia's Semester at Sea X X Short-term education abroad programs Short-term education abroad programs (STPs) offer students a more structured learning experience in a foreign country than semester and summer programs. STPs are stand-alone courses that take place in between semesters or during spring break, for approximately ten-to-fourteen days. Through interaction with local businesses, universities, and political figures, students experience a hands-on perspective of the country visited. Academic lectures and corporate visits supplement the experience and prepare students for their final papers and projects. Fifteen short-term international programs are planned in eighteen countries for the current academic year. These offerings are presented in Table

168 Bentley University EQUIS Report Table 9.8: Short-term international study programs, 2010/11 Countries Description of Short-Term International Program Austria, Hungary, Czech Republic Business Environment in Transition Economies of Central and Eastern Europe Bermuda Financial Services in another World Brazil Brazil in Global Commerce and Culture Bulgaria, Romania Field Study Tour to Bulgaria and Romania Chile Globalized Commerce and Human Rights in Chile China China in Transition; Chinese Language in China; Doing Business in China: From Cultural and Historical Perspectives England Origins of American Law Germany Case Studies in Transforming Economies of Europe Ghana Geographic Perspectives on Contemporary Sub-Saharan Africa Greece The world of Greek myth Ireland Ireland: A High-Tech Success Story Italy Retailing Japan Japanese Culture & Business Practices Morocco French Occupation to Independence and Globalization Spain Spain Intermediate Spanish II Table 9.9 demonstrates the extent of the corporate and university engagements that form a normal component of the STP experiences. The table presents illustration of visits to companies and institutions from a sample of past STPs. Table 9.9: Sample of short-term education abroad international engagements Eastern Europe China India Faculty Eshghi, A. Zheng Saraswat Corporate engagement Euronet Worldwide Tsinghua Science Park Honda-Siel Graphisoft Bayer Qutub Minar Tungsram Schreder Rt Hangzhou High-Tech Sapient Corporation Austrian National Bank State Street Technology Bank of Baroda Czechinvest EMC China R&D Center LearningMate Corporation University visit Corvinus University of Budapest Peking University Management Development Institute 148

169 Corporate Connections Chile Senegal Japan Faculty Sorensen Crofts Eshghi, G. Corporate engagement Banco Central Colgate-Palmolive PWC Chilean Supreme Court Microsoft Nissan Chilean Ministry of Planning West African Research Center Sumimoto Corporation Association of Relatives of the Africa Consultants International Cross Border Communications Detained/Disappeared NISNBC Venture Capital University visit Universidad Diego Portales University of Cheikh Anta Diop Keio University Dual degree program with Tilburg University and Deusto University Bentley was awarded a $408,000 grant from the U.S. Department of Education s Fund for the Improvement of Postsecondary Education (FIPSE) European Union- United States Atlantis Program. Our partner institutions in Europe were also awarded $548,000 (the Atlantis proposal to FIPSE is available in the Base Room). This BS in Information Technology program utilizes the key strengths and strategic interests of all three schools and enables Bentley and Tilburg students to receive a degree in the U.S. and the Netherlands. Two cohorts are successfully pursuing their degrees as of this writing and have benefitted from grant mobility funding (see Chapter 3 for more information) Brazil consortium Bentley received a grant entitled Business Education in the Age of Globalization and Technology from the FIPSE fund in It supports student exchanges with a long-range impact on US-Brazil relations. The consortium is composed of partner institutions with long-time collaborative relations, the two lead institutions, Bentley University and the University of São Paulo, and their partners, the University of Texas- Pan American and the Federal University of Paraná. Institutional ties and faculty collaboration span more than 10 years and form a solid basis for the intricate interactions and commitments necessary to succeed in this important program Service learning Bentley s successful service-learning programs are detailed in Chapter 7. In 2005 Bentley s International Service-Learning Initiative was established when Director Franklyn Salimbene was named Visiting Professor of Service-Learning by the Quinn School of Business at University College Dublin. His work at Quinn led to the establishment of Bentley s first international service-learning partnership for Bentley education abroad students. Bentley students also engage in service while studying abroad including at the Lorenzo demedici Institute (Italy) in 2006, the University of Manchester (England) in 2007, Bond University (Australia) in 2009 (see Chapter 7 for more information about the Service Learning Center). 149

170 Bentley University EQUIS Report Ghana project The Ghana Project, described above and elsewhere in this report, provides an excellent international service learning opportunity. This program builds on the university s singular strengths in business education and its commitment to service learning and socially responsible, accountable leadership. Since its launch five years ago, it has received significant internal and external coverage as the most prominent example of Bentley s global initiatives. The NGO Intern-Consulting project enables Bentley students to bring their business skills to bear in solving real world problems as consultants to small non-governmental organizations in Ghana. Since 2005, Bentley has collaborated with the Mmofra-Trom Center near the village of Trom in Ghana, West Africa. The collaboration has involved more than 100 students and other members of the university community who have traveled to the center as part of a faculty-led course or as interns and has focused on helping this education center and home for more than 400 at-risk children to become self-sustaining through the implementation of sound, fundamental business practices. Their impact has been transformative for a number of entrepreneurial, micro-businesses. The Mmofra-Trom Center, as an example, now has a transparent accounting and financial management system and a five year strategic plan, with income-generating enterprises for self-sufficiency as the centerpiece of the plan. Each of our semester-long courses with ten-to-fourteen days of embedded travel visits two or three of the Partners in Learning (listed below with the date of the partnership s inception) and many of our partners host one or two Bentley students who spend eight weeks in Ghana as part of the Global Social Responsibility Practicum. There has been a total of 113 students trips by 108 students (five students went back a second time) The Mmofra-Trom Education Center Services for vulnerable children and their families 2007 Cape Coast University Educating for Ghana s future 2008 Kasapreko Foundation Support for educational enterprises 2008 Chapter 58 Trust Micro-finance for the economically-active poor 2009 Chrismek Foundation Multi-service human rights agency 2009 Ashesi University Educating ethical leaders for Africa 2010 Women s Business Assistance Sustainable enterprises for women 2010 Ghana Trade and Livelihood Trade policies impacting agriculture 2010 Darsfield Earthcare Foundation Environment and food security 2010 All Africa Farmers Network Agriculture and food security 150

171 Corporate Connections Table 9.10: Academic course offerings through the Ghana project Department Academic course Semester # of Students Economics Directed Studies in International Economic Development January 06 1 Economics Non-government Organizations and Development in Ghana Summer Management Leadership & Management Issues in the Developing World Summer Finance/Management Directed Studies in Micro-Finance & Management January 08 2 Global Studies Geographic Perspectives on Contemporary Sub-Saharan Africa Spring Economics Non-government Organizations and Development in Ghana Summer Management/English Building Intercultural Competence in Management Spring Management/Global Studies Global Social Responsibility Practicum in Ghana Summer 09 4 Global Studies International Organizations Fall Management/English Building Intercultural Competence in Management Spring Management/Global Studies Global Social Responsibility Practicum in Ghana Summer 10 8 Natural and Applied Sciences Global Health Fieldwork Fall 10 Est International Summer Institute at Bentley (ISIB) The International Summer Institute at Bentley (ISIB) is a three week intensive program that offers participants an opportunity to learn about contemporary business topics, American history and culture through academic seminars, meetings with business executives, company visits, and cultural activities. It is designed for advanced undergraduate and MBA-level students enrolled at universities outside the US. The 2010 ISIB attracted 32 participants from nine different countries (the ISIB program booklet is available in the Base Room) University of São Paulo International Summer Program A graduate short program on Contemporary Practices of Managing Effectively in Technology-Based Business Environments was jointly designed by Bentley and the University of São Paulo (USP), and presented at Bentley in June The program culminated in a graduate course using a combination of expert-led classroom discussions and company visits to examine the challenges and best practices of managing in today s complex technology-based multinational business environment. Fifteen graduate students from each university completed the program, which will be offered again in TiasNimbas Business School (Tilburg University) International Summer Program About 25 students and alumni of the TiasNimbas Business School Executive MS in Information Management program participated in a week-long intensive module at Bentley in June 2007, following the successful inaugural program for TiasNimbas students in The TiasNimbas Business School is an international business school 151

172 Bentley University EQUIS Report based at Tilburg University in the Netherlands. This executive program is designed for experienced professionals who work at the intersection of information systems and business. The topics covered included Business-IT alignment and collaboration, the management of information security risks, data quality in large systems, and the role of corporate directors in IT governance. The participants visited such corporations as Liberty Mutual, Polaroid, Partners Healthcare, Reebok, and IronMountain University of Stellenbosch Visiting MBA Program During September 2010, 17 executive MBA students and one faculty member from the University of Stellenbosch Business School in South Africa were in residence at Bentley. The academic program comprised class lectures and corporate site visits. Lecture modules included topics like Ethics & Accountable Leadership (Anthony Buono), Conscious Capitalism (Rajedra Sisodia), Changing Context for Global Business (Joel Deichmann, and Corporate Governance (Roy Wiggins) Bentley Bahrain Program From 2002 to 2010, Bentley offered a BS degree in Manama, Bahrain, in partnership with the Bahrain Institute of Banking and Finance (BIBF), and the Bahrain government. The Bentley Bahrain Program offered Bahrain students a Bentley degree with courses offered during the academic year in Bahrain and summer courses taken at Bentley; fifty-three Bentley faculty from fifteen departments throughout the business and arts and sciences faculties taught in Bahrain. While the students in the program have flourished, Bentley and BIBF ended the program with the last graduates in 2010 because of low enrollment. Almost 100 Bahrain students graduated from Bentley through this program. These links between Bentley University and Bahrain have been strengthened for future admission and alumni work in the Gulf region (information is also available in the Base Room). 9.8 International alumni network In September 2009, the university decentralized international alumni activities that were previously coordinated by a director of international advancement. This decision was in accord with the university s overall strategy that recognized the infusion of internationalism across programs. The university formerly engaged international alumni through an International Advisory Committee. This body was dissolved and consequently Undergraduate Admissions, Graduate Admissions and the Office of Alumni, Parents and Friends each assumed responsibility for managing specific international initiatives within their respective spheres. During the past year, staff have conduced individual interviews with members of the former international volunteer group to assure that international alumni needs are met in the new model. In September 2010, an on-line focus group, facilitated by the Center for Marketing Technology, conducted general perception research among a broader group of international alumni. Bentley currently has 2,335 active international alumni on record from 101 countries, not including hundreds of U.S. citizens living and working abroad. The regions and countries with the highest number of alumni are India, the Persian Gulf Region, Panama, Europe, and Thailand (a list of all alumni counts by country is available in the 152

173 Corporate Connections Base Room). Bentley currently has formal alumni chapters in Panama; Greece; India; the Middle East-North Africa; Latin America; Thailand; and France. While international alumni chapters operate with some autonomy, contact information for them is widely disseminated to current and graduating students. Cultivation and stewardship of international alumni and parents is a critical component of the University Advancement Division s strategy. International prospect research efforts have also supported the divisions strategy of increasing the level of engagement of alumni with the university with specific emphasis on proactively sourcing prospects for positions on governing boards and advisory boards to support the academic deans. 9.9 Links with the international corporate world Bentley University s extensive corporate relationships, described throughout this report but especially in Chapter 10, extend internationally. Executive education offerings have proven to be a particularly beneficial area of international collaboration. The table below shows selected offerings. Table 9.11: International executive education and corporate connections Current clients Topic Participant nationality TIAS Nimbas Current IT challenges E.U. participants University of São Paulo Contemporary practices for managing effectively in technology-based Brazilian participants business environments BNY Mellon Trading Room Simulation International institutional clients University of Stellenbosch Ethics and accountable-leadership, the changing context for South African participants global business, conscious capitalism and corporate governance Prospective clients Topic Client country of origin Information Technology Residential Program in Finance (3 weeks) Residential Program in Auditing (2 weeks) Brazil China India Bentley s engagement with the international community is evident in its corporate ties. More than half (52%) of Bentley faculty delivering executive education have done so in an international context, with 37% of consulting also having global implications. 153

174 Bentley University EQUIS Report Bentley also collaborates closely with its alumni who are corporate leaders. For example Kasemsit Pathomsak MSF 97 (president & CEO Merchant Partners Ltd.) is the inaugural President s Distinguished Executive in Residence. During his residency in April 2010, Pathomsak gave a keynote presentation to international graduate and undergraduate students, spoke in classes, addressed members of the Southeast Asian Student Association and met with faculty, academic and administrative leaders, and trustees. A Bentley Business Network event sponsored by the Bacardi Corporation and hosted by Joaquin Bacardi 89 in Puerto Rico in March 2010 was attended by 26 alumni. Bacardi was recently inducted into Bentley s Society of Distinguished Alumni Transfer of knowledge into the international community Bentley faculty contributions to international research Bentley faculty s research interests have a significant international component, with 44% of faculty publications now being channeled through academic journals that have a significant international component (see Table 9.12 for sample list of journals). The international relevance of our research is also reflected in the fact that 53% of Bentley scholars that collaborated on an editorial boards did so on one with an international dimensions (see Table 9.5). Bentley faculty members are also actively involved in international professional associations as illustrated by Table

175 Corporate Connections Table 9.12: International journal publications by Bentley faculty Academic of Management Review INFORMS Transactions on Education Journal of Information Systems Academy of Management Journal International Journal of Auditing Journal of Intellectual Capital Academy of Management International Journal of Business and Management Journal of Naval Research/ Learning and Education International Journal of Business Research Naval Research Logistics Accounting and Business Research International Journal of Human-Computer Studies Journal of Operations Management Accounting Research Journal International Journal of Innovation and Journal of Organizational Behavior Accounting Review* Technology Management Journal of Policy Modeling British Journal of Management International Journal of Knowledge, Culture, Journal of Small Business Management British Journal of MG and Change Management Journal of Strategic Information Systems California Management Review International Journal of Logistics Management Journal of the Association for Information Systems Contemporary Accounting Research International Journal of Logistics Management Journal of the Association of Information Systems Entrepreneurship Theory and Practice Journal of Accounting Education Journal of World Business European Case Clearing House Journal of Accounting Information Systems Management Science European Journal of Information Systems Journal of Accounting Research Managerial Auditing Journal Gender in Mg: An International Journal Journal of Accounting Research* MIS Quarterly* Global Business and Org Excellence Journal of Applied Psychology Operations Research Global Studies Journal Journal of Business and Behavioral Sciences Organizational Science Group and Organization Management Journal of Business Ethics Organizational Studies Harvard Business Review Journal of Business Venturing Personnel Psychology IBM Systems Journal Journal of Finance* Scandinavian Journal of Management Information Systems and e-business Journal of Financial Economics* Strategic Entrepreneurship Journal Management Journal of Higher Education Policy and Management Strategic Management Journal * Bentley ranks in the top 100 in this journal Table 9.13: International professional associations in which Bentley faculty are members Academy of Management American Finance Association Association for Information Systems (AIS) Association of Business Process Management Professionals International European Conference on Information Systems European Evaluation Society European Financial Management Association European Operations Management Association International Academy of Management and Business Multinational Finance Association Canadian Academic Accounting Association European Accounting Association 155

176 Bentley University EQUIS Report Faculty s scholarly work is disseminated through the international media. For example: Table 9.14: Bentley faculty in the international media Faculty Topic Interviewer Kristin Sorenson Chilean Mentality CNN.com Raj Sisodia Conscious Capitalism EconomicTimes.com Dhaval Dave Welfare Reform New York Times Dan Everett The Piraha People of the Amazon Frankfurter Rundschau Robert Galliers and Bill Wiggins When is a Business School a University? Global Focus (EFMD) Scott Summer Japanese Monetary Policy New York Times blogs Aaron Nurick Five Tricks to Manage your Manager Forbes.com Amir Aczel Mathematical group "Nicolas Bourbaki" El Pais (Uruguay) Dhaval Dave Advertising in pharmaceutical markets VOX (Europe) Asbed Kotchikian Conflicts between Armenia and Turkey International Relations and Security Network Faculty contributions to international consulting Bentley faculty is vigorously involved in applied work that has been valued by the international community of practitioners. Of the total number of consulting work for corporations and non-profit organizations 37 percent has an international component. In a similar manner, 52 percent of our executive education effort is international. Table 9.15 contains additional information in this regard. Table 9.15: Practitioner-related international activities and publications Activity % classified as international Consulting 37% Courses involving field-based projects with corporations and not-for-profit organizations 33% Executive Education 52% Books 28% 156

177 Corporate Connections As described earlier in this document, Professors Pierre Berthon and Perry Lowe received the 2010 Excellence in Practice Award from the European Foundation of Management and Development (EFMD) for their project entitled Prism, KickApps and Bentley University: An Innovative Case of Synergistic Learning and Development between Venture Capital, Startup and University Comprehensive internationalism at Bentley University The last five years have seen Bentley s transformation into a global business university through the comprehensive infusion of internationalism throughout its faculty, research, curricula, co-curricular programs, leadership and governance. Efforts to internationalize the campus have seen improvements in the hiring of international faculty and the University s commitment to increase the international student population. The number of Bentley faculty who were born outside of the United States has grown from 21 percent to 23 percent from 2007 to The number of faculty with foreign citizenship grew three percent to 16 percent over the same period. Growth in the percentage of international students in the undergraduate population has doubled from five percent to 10 percent. Graduate applications grew to 21 percent which resulted in 12 percent growth in the number of students enrolling in Bentley Master s-level programs. Changes in classes and programs embedding the international perspective have dramatically reshaped the educational experience of Bentley students. Cornerstones like the Global Perspectives Liberal Studies major, the Ghana project, expanded study abroad opportunities and embedded international experiences in both existing and forthcoming full-time MBA programs represent only a few examples. Faculty travel abroad to: (1) present and share their research; (2) teach in foreign universities; and (3) participate in other academic activities that disseminate the Bentley brand abroad. The university currently has thirty-nine university partners located in twenty-five countries around the world that help facilitate both faculty and student engagement in these internationals activities. At the same time, the university continues to develop and maintain relationships with other institutions around the world. These include corporations, professional associations, NGOs and non-profit organizations. The recent appointment of Professor van de Hoven brings to three the number of trustees who were born and have worked abroad. The elevation of Michael Page to Vice President for Academic Affairs and Provost, the appointment of Daniel Everett as Dean of Art and Sciences, and the appointment of Robert Galliers as the University Distinguished Professor reinforce the importance of the international perspective in research leadership. Bentley University has invested significant resources and made important progress in internationalizing the community, and the research and teaching portfolios since the initial EQUIS visit. The leadership, faculty and staff continue in their commitment to build on this progress. 157

178 Bentley University EQUIS Report THIS PAGE IS INTENTIONALLY BLANK 158

179 RESOURCES AND ADMINISTRATION CORPORATE CONNECTIONS FACULTY EXECUTIVE EDUCATION INTERNATIONALIZATION STUDENTS CONTRIBUTION TO THE COMMUNITY RESEARCH AND DEVELOPMENT CONTEXT, GOVERNANCE AND STRATEGY PROGRAMS 10 Corporate Connections This chapter details the university s robust connections to U.S. and international corporations and not-for-profit organizations. Bentley understands that these relationships are fundamental to education, knowledge creation and knowledge transfer to external partners and audiences. The connections take myriad forms, the most prominent of which is recruitment for internships and permanent professional placement. An increasing number of prestigious companies come to Bentley to meet their need for talent. Other connections include curriculum advisory board membership, student project sponsorship, faculty research partnerships, use of high tech centers and philanthropic support with both in-kind and cash gifts. Bentley has effective structures in place to manage corporate partnerships across the institution. Bentley recognizes that a vigorous, innovative, evolving relationship with the corporate world is critical and will continue to foster and develop such links. 159

180 Bentley University EQUIS Report 10.1 Strategic objectives Collaboration with the business community is critical to achieving the institution s strategic objectives as a business university. These collaborations are managed by the Office of Corporate Relations, which offers the business community a single point of contact to facilitate, channel and steward engagement across the university. Its involvement encompasses a broad array of activities. Key offerings include: Access to undergraduate and graduate students for placement Creation of customized strategic investment plans that align with business objectives Serving as liaison between faculty and partners for corporate-driven research projects Opportunities to present in the classroom and sponsor field-based learning experiences Service as members of advisory boards and task forces Customized solutions to business challenges through collaboration with academic and technical centers 10.2 Function of corporate connections Student education Corporate connections to student learning experiences enhance students understanding of how businesses operate and what it takes to be an effective organizational leader. Student learning is enhanced through corporate connections before, during and after classroom experiences. Before courses or programs are launched or renewed, advisory boards and ad hoc committee appointees offer their insights on the relevance of the curriculum to employer expectations. As an example of this partnering, Ernst & Young collaborated closely with Accounting and Finance faculty in the design and delivery of an integrated two-course sequence required of all freshmen and sophomores as part of the undergraduate general business core curriculum that integrates accounting and finance concepts. The course uses E&Y-branded materials and case studies Knowledge creation Corporate connections improve the relevance of faculty research by helping faculty address problems that are of interest to business. An example of a productive research partnership involved a team of faculty who were awarded a National Science Foundation grant to study the usability of ERP systems within organizations. To complete this study, the Office of Corporate Relations enlisted the support of several employer organizations that allowed researchers to observe and interview approximately 15 employees that use enterprise systems (Oracle or SAP) within the organization. Participating firms included Hologic, Endeca Technologies and The Gatehouse Companies. These firms then received access to the final research study to improve their own use of ERP systems. 160

181 Corporate Connections Knowledge transfer Students and faculty receive the knowledge and insights of businesses and the wider community through field projects, speaking engagements and executive education. Another means of sharing information is through joint projects in corporate immersion classes. A case study that emanated from a corporate immersion class, Prism, KickApps and Bentley University: An Innovative Case of Synergistic Learning and Development between Venture Capital, Startup and University" received the 2010 Excellence in Practice Award from the European Foundation for Management Development (EFMD). It was co-written by Professor Pierre Berthon and Senior Lecturer Perry Lowe, from the Marketing department Processes for managing relationships Office of Corporate Relations The Office of Corporate Relations is the central point of management of corporate collaboration. To assist in coordinating these relationships, externally-oriented faculty and staff from across the university meet monthly to share important corporate engagement information. Members represent corporate relations, career services, alumni relations, executive education, faculty engaged in field-based learning, faculty who offer consulting services through Bentley s technology centers, and representatives from conference services. All members are customer-centric and recognize that both corporate customers and Bentley benefit from a high level of stewardship. Each recognizes the interconnectedness of their individual role with the wider university and is sufficiently familiar with all professional service offerings to effectively refer corporate inquiries. The Office of Corporate Relations recognizes the important benefits of vital, mutually beneficial, corporate relationships. As they expand in complexity, these relationships are evaluated as potential key accounts. Companies and firms with this status: Recognize the value of a strong academic partnership Have functional hiring needs that are aligned with the curriculum Rely on Bentley to meet recruiting goals Feature significant Bentley alumni representation, especially among senior management and partners Have extensive engagement in field-based learning, research, teaching, and philanthropy with the university Are industry-leader firms with global reach and strong brand recognition 161

182 Bentley University EQUIS Report Bentley currently has sixteen key corporate partnerships that meet the majority of these criteria. These partnerships are with: Boston Scientific, Deloitte/Deloitte Consulting, EMC, Ernst & Young LLP, Fidelity Investments, Grant Thornton LLP, KPMG LLP, Liberty Mutual Life Insurance Co., Morgan Stanley, National Grid, PricewaterhouseCoopers LLP, Raytheon Corp., State Street Bank, TJX, Thermo Fisher, and The Travelers Indemnity Company. Most of these firms have had relationships with Bentley for many years, in some cases decades. The scope of these relationships is detailed in Appendix Partnering companies appreciate Bentley s collaborative commitment to managing corporate partnerships compared to the less cooperative, insular cultures of larger universities. Successful engagement with corporate partners often begins with senior faculty and administrators who agree on the points of a strategic relationship. Executive interactions usually include campus visits to meet faculty and tour facilities. In many instances, student and staff presentations are arranged as well as meetings with executive leadership. Most recently, PwC executives met with Bentley leadership to discuss potential brand-building proposals, to address accounting students about career options, to discuss Women s Leadership opportunities and to tour the ACELab. This visit formed the basis for a comprehensive, high six-figure proposal currently under consideration by the firm. Senior finance and human resource executives from The Travelers also visited campus in 2010 to meet with finance, accounting and math faculty. The purpose of the visit was to create opportunities for Travelers executives to inform curricular design of a capstone finance class, explore support for Bentley s actuarial sciences program, and to share their assessment of the recruiting relationship. Bentley faculty, students and alumni also rely on the Office of Corporate Relations to facilitate connections with organizations to generate gifts, secure speakers, support research, arrange site visits, and sponsor activities. As part of the University Advancement, the office has access to alumni data and alumni connections that greatly facilitate these activities. A primary reason for organizations to connect with Bentley is to source new employee talent. As a result, their activities often focus on strategic investments that advance recruiting efforts. A close relationship exists between the Office of Corporate Relations and The Nathan R. Miller Center for Career Services that creates opportunities for firms to develop multi-faceted relationships with students. These opportunities are offered in an engagement menu (Appendix 10.2) that is shared with partner organizations. While corporate connections are centrally managed, they can emanate from many units of the university. The Nathan R. Miller Center for Career Services, for example, coordinates campus recruiting events, career information panels, and the development of materials for career counseling. Academic Program Directors manage corporate advisory boards and convene ad hoc committees as necessary to engage the corporate world. These are particularly helpful during the creation and revision of interdisciplinary courses and program initiatives. A complete list of advisory boards is available in the Base Room. Technology center directors invite speakers, host major events, provide direct services and connect faculty to corporate leaders in their areas of focus. And individual faculty interactions with corporate leaders and professionals result in guest speakers, site visits, field projects, and research connections. 162

183 Corporate Connections 10.4 Types of corporate connections Recruiting, placement, and career services As stated above, the Nathan R. Miller Center for Career Services coordinates campus recruiting, manages events for internships and jobs, offers career information panels, and oversees the development of materials for career counseling. Bentley employers are eager to participate in more than 100 career programs offered each year. A calendar of these programs and participants is available in the Base Room. Table 10.1 shows recent recruiting trends. Despite the recent economic downturn, placements of Bentley graduates remain strong relative to peers and national averages as reported by the National Association of Colleges and Employers (NACE) and the quality of employers continues to increase. Table 10.1: Recruitment trends Year Internship opportunities Full-time opportunities A longitudinal review of placement data confirms Bentley s ability to adapt to large economic changes. Changes in the employer base over the past five years show an increase in the quality of the Bentley student. Five years ago, Enterprise Rent-a-Car, Marriott, TJX and Investors Bank and Trust were represented among the top twelve employers of Bentley graduates. At that time, these employers hired significant numbers of students at less competitive salaries for positions that were correspondingly less selective. Over the past five years, these employers have been replaced by Wellington Management, Boston Scientific, Raytheon, BAE Systems, EMC and Deloitte Consulting that hire Bentley students for their most selective leadership programs and for positions at salary levels that are considerably above national averages. Following strong placement results for the undergraduate Class of 2009 six months after graduation (81% employed, 17% attending graduate school), 2010 placement results (at graduation) indicated 47% employed and 15% attending/planning to attend graduate school. A final survey of the class was conducted in November 2010 and is being analyzed. The career profiles of placements for the undergraduate and graduate classes of are available in the Base Room among the career services contacts lists. 163

184 Bentley University EQUIS Report At the graduate school level, for the class of 2009 Day MBA, 68% were employed three months after graduation. The Master of Science in Taxation saw 85% employed and the Master of Science in Accounting 69%. Complete details on all graduate placements are available in the Base Room. A ten-year review of employers from the class of 1999 confirms the enhanced quality of both students and employers. It also highlights how changes in the functional and industry preferences of graduates have affected the employer base. For example, in 1999, 18% of graduates were employed in information systems roles compared with 7% in As this major declined in appeal, employers such as Fidelity and IBM reduced recruiting in these specific fields. Employment in the IT industry now accounts for only 5% of employed graduates compared with 17% in 1999 and, as a result, a number of critical employer relationships have lapsed. Other noticeable changes include significantly fewer graduates employed as sales associates, mutual fund accountants and financial service representatives. Firms seeking to fill these lower paying positions have migrated to other schools, while Bentley has attracted increased interest from national and global firms seeking to hire future leaders and managers. Despite changes in student interest, the quality of employers continues to increase. As mentioned above, these now include such organizations as Wellington Management, JP Morgan Chase, Barclays Capital, and Wells Fargo Financial. Some of Bentley s largest employers visit campus weekly to participate in panel discussions, classroom lectures, student club activities, one-one student interviews or recruiter information sessions. An example of this commitment is Liberty Mutual, which hosted twenty-four student programs and activities in the fall 2009 semester. Corporate Relations facilitates these connections by channeling employers to student club leaders, faculty, career center staff, and staff associated with the Multicultural Center. Employers-in-residence are invited to spend a half day meeting with individual students for career advising appointments each semester. Four to six employers participate in this program each week and other employers educate students via video. Staples, Osram Sylvania, Deloitte, TJX and other employers have videotaped interviewing advice for students to access remotely in preparation for interviews. Still others such as Dunkin Brands, The Travelers, Vistaprint, New England Patriots, Mullen Advertising and TJX host site visits of students each semester. Employers are also prominently represented in our external communication channels including admissions brochures, alumni publications and prospective student web pages. Examples of these are included in the Base Room. Corporate participation in career education programming culminates in internships at organizations around the globe. In 2010, over 90% of Bentley students participated in career-related internships reflecting a 3% increase over the prior year. Notable global employers include Barclays Capital, National Grid, Alcatel, Aldi, Credit Suisse, L Oreal, Lego, UBS and Smith & Nephew. Internships that meet rigorous academic standards may earn credit after review, approval and with supervision from faculty. From fall 2007 through spring 2010, 742 students enrolled in internships for credit. A complete list of undergraduate employers recruiting the class of 2010 is available in the Base Room Business support Organizations seeking faculty expertise to help address business problems are directed to Bentley s centers or paired with faculty. Centers that provide services for organizations also serve as rich learning environments for students. 164

185 Corporate Connections Design and Usability Center: The Design and Usability Center (DUC) employs usability specialists, research associates completing their master s degree in HFID and faculty who are renowned in their field to improve the usability of products and services for clients worldwide (Volkswagen, SAP, Philips Lifeline Services, Roche Diagnostics and Chrysler) by identifying aspects of the user experience that significantly affect profitability and demonstrate return on investment. Center for Quantitative Analysis: The Center for Quantitative Analysis (CQA) provides professional analytical consulting services to supplement the capabilities of commercial enterprises and non-profit organizations while generating a source of collaborative research for faculty and training for students focused on business analytics. CVS, National Grid and HealthMetrics sought assistance from the center where PhD students work with the staff of four professors to address client needs. Center for Marketing Technology: The Center for Marketing Technology (CMT) is an advanced teaching, research and consulting facility that partners with companies in several area related to quantitative and qualitative marketing research. Annually the CMT hosts more than 250 focus groups and over 150 e- surveys targeting groups from 1,000 to over 100,000 respondents. The client and project list span the worlds of consumer goods, retail, finance, healthcare, technology, government, healthcare and education. Marketing analytics, primary and secondary research, digital marketing and social media tools are used to develop critical insights into consumer, industry and organizational behavior. CMT research impacts major product launches, sales and marketing strategy pre and post purchase planning, and return-on-investment decisions. Faculty lead a variety of student projects that address business needs. The Day MBA program requires two courses, GR 601 and GR 730, in which a field project provides context for learning. (Project descriptions for GB 301, GR 601 and GR 730 are in the Base Room.) Approximately 28% of undergraduates in the courses have a field project as part of it. One course, GB 301, is required for all undergraduate business majors. In it, student teams work with dozens of Boston-based companies to develop or expand new products or services through the creation of a business plan that applies an understanding of finance, marketing, and operations knowledge to a new business activity. Through the generosity of a donor, a business plan competition was established that awards the best business plans a cash prize. The mandatory business process and management consulting courses for the Day MBA program also provide solutions business problems. The Business Process course, is taken by first year MBA students, examines business activities from a process perspective to improve efficiencies. A key deliverable is the recommendation of a technology-based solution that is presented to executives at a final presentation. The Management Consulting Teams course is offered to second year MBA students and it allows corporations to submit an array of strategic business problems to be addressed by students. Management from the sponsoring organization interacts with students to share information that supports the consulting engagements of both MBA courses Student learning Three eminent Executives-in-Residence serve as resources for student education. Attorney Toni Wolfman assists the Women s Leadership Institute by arranging speakers and sharing her personal expertise as a long-time champion for women s leadership during her career as a corporate litigator. Tom Koulopoulos, prominent thought leader, CEO and founder of Delphi Group, and Woody Benson, a 30-year veteran of the high-tech industry and venture capitalist with Prism VentureWorks, support graduate education as instructors, mentors and curriculum advisors. They also foster numerous corporate connections for Bentley. As an example, Prism and Bentley are currently 165

186 Bentley University EQUIS Report preparing further corporate immersion programs using other Prism-backed startups. Additionally, approximately 150 business professionals bring their personal experiences to the classroom as adjunct instructors. Corporate Immersion courses enable students and industry to jointly solve current business problems. Company management attends every class in person or through Microsoft Live Meeting. They also provide a forum for firms to recruit talent and for students to network and gain valuable pre-professional experience. The Prism, KickApps and Bentley University: An Innovative Case of Synergistic Learning and Development between Venture Capital, Startup and University" described above is a powerful example of this. Other corporate participants have included Microsoft, Groove, SocialVibe, and Napster. Prior participants included General Motors, HP, Toshiba, Sony, Mazda, Dunkin Donuts, Sperry Top-Sider, and numerous start ups. In November 2010, Bentley University won the national title at the seventh annual College Fed Challenge held at the Federal Reserve Board in Washington, D.C. Bentley placed first among teams from Lafayette College, Northwestern University, Rutgers University at Newark, and Virginia Commonwealth University. During the competition, which encourages students to learn about the U.S. economy, monetary policymaking, and the role of the Federal Reserve System in the economy, student teams play the role of members of the Federal Open Market Committee, the Federal Reserve's monetary policymaking body. The student teams give presentations and make a monetary policy recommendation or decision. They are judged by a panel of Federal Reserve economists on economic analysis, responses to questions, teamwork, and presentation. Bentley has competed in this event since A new offering is the Deloitte externship for a select number of undergraduates. The students are working at the Boston headquarters of Deloitte on Fridays to develop a white paper that provides a plan for managing offshore software development teams. Professor Gary David, who conducts research in this field of study, is supervising the team. This arrangement allows Deloitte to meet and assess prospective employees, students to learn about life in a major consultancy and faculty to develop a relationship with a major company. Details about the organization of the externship are provided in the Base Room. Guest speakers, site visits and field projects provide direct interaction between students and corporate personnel. A list of such courses is provided in the Base Room. Campus speaker events are well attended by students, particularly for classes that require or encourage attendance. Numerous campus speakers share their insights on a regular basis through Center sponsorship, department colloquia and conferences. The Center for Business Ethics, for example, hosts speakers twice a year. These events are generously sponsored by Raytheon and Verizon, open to the public and accompanied by networking opportunities for further knowledge transfer After graduation: Student learning goes beyond graduation. The Bentley Business Networks is now the primary connection point for alumni in major markets across the country. The BBN program builds and sustains alumni engagement by appealing to and enhancing the business ambitions and sensibilities of the Bentley network of Alumni, Parents and Friends. The BBN provides alumni with exclusive content monthly from industry leaders, while increasing the interconnectedness of the alumni community. Corporate hosts have included Microsoft, Goldman Sachs, Vistaprint, Hasbro, John Hancock, PWC, Putnam Investments and Bacardi. 166

187 Corporate Connections Executive education and engagement with working professionals As described in Chapter 6, many executive education programs and workshops are sponsored by Bentley s institutes and centers and by the Executive Education unit in the Graduate School. Examples include a multi-year relationship with TIAS Nimbas in which IT professionals from the E.U. attend classes at Bentley each year and visit area companies to meet with management about current IT challenges. Corporate visits include Microsoft, Fidelity, Partners Healthcare, UPS, Iron Mountain, Adidas and Staples to name a few. Another example is a joint program with University of São Paulo (USP) Contemporary Practices of Managing Effectively in Technology-Based Business Environments. Many of the students from the University of São Paulo are well connected with Brazilian industry and government organizations. Bentley s high tech learning laboratories are also used by executive education clients. An example includes a program with BNY Mellon, a global bank, which sponsored a trading simulation program for their institutional clients. The Center for Marketing Technologies offers seminars to the public. The one-week program with the University of Stellenbosch described in Chapter 6 involved three corporate site visits to Jordan s Furniture (owned by Berkshire Hathaway), National Grid and Trillium Asset Management. These companies provided context for their studies of Ethics and Accountable Leadership, the Changing Context for Global Business, Conscious Capitalism and Corporate Governance. The Women s Leadership Institute offers programs that involve corporate representatives as presenters and participants. Gearing Up targets early career women. Brochures are available in the Base Room. In 2009, Bentley sponsored the 7th Annual Executive HR Forum entitled Best Companies, Best Practices: Keeping the Competitive Edge. The event attracted over 150 senior human resource professionals and featured executive speakers from Bright Horizons and Vistaprint. Dr. Christina Lampe-Önnerud provided the keynote address for the 2010 Tufts Health Plan Women s Leadership Speaker event in December Dr. Lampe-Önnerud is the Founder and CEO of Boston-Power. She is a well-known authority in the battery industry and an innovator in the arena of sustainability. The Bentley-TIME Leadership Forum, described in Chapter 7, annually featured many prominent global speakers including Patty Stonesifer, Chief Executive Officer, Bill & Melinda Gates Foundation, Swanee Hunt, Former U.S. Ambassador (Austria), Charles Stith, Former U.S. Ambassador (Tanzania), Margaret McKenna, President of Wal-Mart Foundation, and Julie Cottineau Brand Virgin US, among others. As mentioned in Chapter 7, it has been discontinued Faculty research Available in the Base Room are examples of faculty research projects that feature corporate involvement. This work includes, but is not restricted to projects that result from Bentley s international prominence in auditing research and that clearly benefit the business community. Examples include: Jean Bedard, the Timothy B. Harbert Professor of Accountancy, for example, conducts extensive research in the areas of audit quality, audit firm portfolio risk management and corporate governance. Her work has been supported by several five figure grants from the PwC INQuiries program and the FINRA 167

188 Bentley University EQUIS Report Investor Education Program. She has led several teams of researchers that include doctoral students and colleagues from such institutions as the University of Central Florida. Professor Jay Thibodeau s research on audit methodology is supported with grant from KPMG, which has retained him to lead a research team that includes a doctoral student and a researcher at Villanova University. The team will investigate the ability of a knowledge management system, consisting of industry specific fraud summaries, can improve auditors decision making in the audit engagement and acceptance process. KPMG is supporting this project with a grant of $50,000. Professor Thibodeau and Dr. Phillip Knutel of the Academic Technology Center have submitted a seven-figure proposal to the Center for Audit Quality, the public accounting industry s research organization. Bentley will provide the technological infrastructure and operational support to host Bentley Audit Scout (BAS), a research platform that will allow practicing auditors throughout the world to serve as professional subjects in experimental auditing research in a completely anonymous manner. The Auditing Section of the American Accounting Association (AAA) has already endorsed the idea of Bentley University providing the technological infrastructure and operational support for this research platform. Scott Sumner of the Economics Department researches and publishes widely on monetary history and theory and the history of economic thought. Since the economic crises of 2008, he has published, lecture and blogged widely on that matter. His blog is called the moneyillusion.com and he has published widely in the Journal of Political Economy, the Journal of Money, Credit and Banking and the Bulletin of Economic Research. Professor Sumner s blog post, An Open Letter to Paul Krugman (March 2009), the Nobel Prize winning economist and New York Times columnist, attracted much comment, including a response from Krugman himself. Marketing Professor Raj Sisodia is a leader in a nascent but fast growing field of intellectual inquiry and business practice called Conscious Capitalism. Bentley has co-sponsored or hosted four conferences on the subject and these conferences have attracted leaders of major corporations, thought leaders from leading consulting organizations and research faculty at Bentley and other prominent business schools around the world. Corporate executives from Stonyfield Yogurt, Trader Joe s/aldi), The Container Store and Whole Foods have been featured speakers. Collaborating organizations have included Yale University, INSEAD, Harvard Business School, and the Aspen Institute Investment opportunities External parties, particularly alumni and recruiters, are encouraged to donate to Bentley to support: learning laboratories; media laboratories; high-technology centers; specialty programs such as the international films program; faculty research; student scholarships; and new initiatives as they arise. Donations take the form of cash and inkind gifts. The donor lists for are available in the Base Room. 168

189 Corporate Connections As discussed in Chapter 9, Bentley has just reached an agreement with Santander Universities, the philanthropic arm of Banco Santander and parent of Sovereign Bank. Satander Universities will provide a grant of $420,000 over three years to create a fund to provide scholarships for international travel. Since July 2010, Sovereign Bank business development teams have met with Bentley departments (Treasury, Career Center, Design Usability Center, Finance Office, Human Resources, and Purchasing) to secure a deeper banking and recruiting relationship. Corporations also partner with student organizations to build brand awareness and to identify potential hires. The Multicultural Center s strong connections with underrepresented minority students attract corporations seeking to support programs and activities. In 2010, 10 corporate sponsors, including TJX, Osram-Sylvania, Staples and Target, Deloitte, Pepsi and Liberty Mutual sent 30 representatives and donated $25,000 to cover 75% of the costs for ALANA Experience Programming. In 2009, Grant Thornton committed $50,000 over five years to support the Ghana Project and to partner with the university s Beta Alpha Psi Chapter to train approximately 100 student leaders who manage $1 million for student organizations. Grant Thornton, working with the leaders of BAP, will train student leaders in their role as financial managers of student organizations annually beginning in the academic year The Bentley Business Bowl is a campus-wide case competition with cash prizes, in which more than 250 students analyze business problems and present their findings to panels of judges. Bentley s chapter of the National Association of Black Accountants receives $20,000-$25,000 annually as prize money from corporate sponsors who also provide volunteers to serve as judges Changes and challenges in corporate relations since 2007 Despite the challenging economic environment of the last three years, Bentley has increased and deepened its corporate connections. Technology centers such as the DUC and CMT have leveraged their industry expertise (financial services, healthcare IT, social media, etc.) to attract new corporate clients. These clients recruit students, participate in field-based learning classes and executive education, and support faculty research. In addition, stewardship of employers and key alumni within corporations has enabled Bentley to maintain exceptionally strong employment rates for its graduates and has attracted a more prestigious cohort of employers to campus. Organizations that value Bentley s talent pool have invested heavily in brand-building and, as a result, participate fully in the classroom experience as employers-in-residence, guest lecturers, by hosting site visits, and by sponsoring field-based projects. They are also wellconnected to faculty. Corporate immersion partners support research as subjects for case studies. Prominent recruiters host alumni events to further leverage their affinity with Bentley. Leading public accounting firms provide research grants and advise on curriculum design. This level of integration by companies will accelerate further as technology platforms evolve to manage these external relationships. While Bentley has seen some decline in gifts-in-kind (software, technology) in recent years, other organizations have directed their financial support toward strategic investments in Bentley that will enhance their brand and support their business needs. The most notable of these was the E&Y Continuous Curriculum Initiative. 169

190 Bentley University EQUIS Report Significant progress has been made to implement technology platforms across campus that will allow us to efficiently source, share and manage the growing number of corporate interactions especially those involving key partners. To improve our ability to share corporate involvement and activity, a comprehensive donor management system (Sage/Millennium) is being implemented. The enhancements described above will enable the Bentley to maintain and strengthen the corporate connections that are central to the successful achievement of its mission. 170

191

192