Find out what it takes to fire a staff member or faculty member. Find a real example of this by either using secondary sources or interviewing someone who has done this. Give a th

Hiring

If you will remember from Lesson three, faculty salaries and benefits are the largest expense item in the university budget.  Then in Lesson four, when the Dean discussed faculty, he said that faculty were the most important asset of the university.  Later in that same lesson, we said that nothing affects students more than faculty. We also said that the hiring of the right faculty member is the best thing a university administrator can do and the hiring of the wrong faculty member is the worst thing a university administrator can do. Therefore, we have acknowledged the importance of faculty in the university.  Now let’s discuss how faculty is appointed.

The following is an excerpt from a Mississippi College policy on faculty appointment:

Contract offers for faculty appointment are issued by the President and subject to approval of the Board of Trustees.  The employment process preceding a recommendation to the President, and subsequently to the Board, will involve appropriate discussions among the Provost, dean and the head of the department and members of the faculty.  In almost every case the person to be recommended will have been brought to the campus for interviews with faculty in the department or school, the Provost, and the President.  In these interviews the aims and purposes of the university will be fully discussed, and the duties and responsibilities of the prospective faculty member will be clearly set forth.   Following appropriate discussion to determine the broadest possible consensus among the faculty members and academic administrators, the dean will send to the Provost, in writing, the name and qualifications of the person whom he/she recommends, and the Provost will make his/her own recommendation to the President.

As usual, standards play a part in the appointment of faculty.  The accreditor, Southern Association of Colleges and Schools Commission on College’s (SACSCOC), has standards dealing with faculty as follows:

For each of its educational programs, the institution

1. Justifies and documents the qualifications of its faculty members. (Faculty qualifications)

2. Employs a sufficient number of full-time faculty members to ensure curriculum and program quality, integrity, and review. (Program faculty)

3. Assigns appropriate responsibility for program coordination. (Program coordination)

SACSCOC has a policy concerning faculty credentials which reads:

When an institution defines faculty qualifications using faculty credentials, institutions should use the following as credential guidelines:

· Faculty teaching general education courses at the undergraduate level: doctorate or master’s degree in the teaching discipline or master’s degree with a concentration in the teaching discipline (a minimum of 18 graduate semester hours in the teaching discipline).

· Faculty teaching associate degree courses designed for transfer to a baccalaureate degree: doctorate or master’s degree in the teaching discipline or master’s degree with a concentration in the teaching discipline (a minimum of 18 graduate semester hours in the teaching discipline).

· Faculty teaching associate degree courses not designed for transfer to the baccalaureate degree: bachelor’s degree in the teaching discipline, or associate’s degree and demonstrated competencies in the teaching discipline.

· Faculty teaching baccalaureate courses: doctorate or master’s degree in the teaching discipline or master’s degree with a concentration in the teaching discipline (minimum of 18 graduate semester hours in the teaching discipline).

· Faculty teaching graduate and post-baccalaureate course work: earned doctorate/terminal degree in the teaching discipline or a related discipline.

· Graduate teaching assistants: master’s in the teaching discipline or 18 graduate semester hours in the teaching discipline, direct supervision by a faculty member experienced in the teaching discipline, regular in-service training, and planned and periodic evaluations.

[Approved: College Delegate Assembly, December 2006 Updated for Revised Principles: April 2018]

As delineated above, faculty teaching graduate courses should hold the terminal degree in the field. Usually the PhD (Doctorate in Philosophy) is considered the preferred terminal degree. In some cases, the masters degree is considered the terminal degree in the field. This would normally be the professional accreditor who would designate this to be best practice. 

In determining acceptable qualifications of its faculty, the Mississippi College (MC) gives primary consideration to the highest degree earned in the discipline (Policy 3.01 Initial Appointment of Employees). MC consistently has over 75 percent of its faculty who hold the Ph.D. or equivalent terminal degree (see Key Performance Indicator, line 50). While the Ph.D. is the most prominent terminal degree among Mississippi College faculty, in accord with common standards in several fields, other degrees are considered terminal:

· The Juris Doctorate (J.D.) is considered the terminal professional degree by law schools and practitioners throughout the American Bar Association (ABA) and the Association of American Law Schools (AALS).

· The Doctorate in Education (Ed.D.) is considered the terminal degree by the Council for the Accreditation of Educator Preparation (CAEP).

· The Master of Fine Arts is widely recognized as the terminal degree in programs which emphasize professional practice (e.g., visual arts, theatre performance, set design, etc.). Degree requirements for the M.F.A. typically require two years of full-time graduate study, with a minimum of 60 semester hours.

· The Master of Fine Arts in Interior Design or Interior Architecture, Master of Architecture, and Master of Interior Design are considered terminal degrees in the field of Interior Design according to the Interior Design Educators Council (IDEC).

· The Master of Social Work is considered the terminal degree by the Council on Social Work Education (CSWE).

· Mississippi College implemented a Physician Assistant Program, with the charter class beginning the Summer of 2011. In accord with the Physician Assistant Education Association, the University recognizes the professional master’s degree as the terminal credential. All faculty in the P.A. program hold either the professional master’s in physician assistant studies or the appropriate doctoral credentials in a health science field.

Faculty Qualifications are of vital importance, not the least of which is the accreditation of the college or university depends on faculty having the appropriate credentials. For SACSCOC, the standard is 6.2.a (faculty qualifications). Its interpretation follows:

Exceptions can be made using the following documentation:

· appropriately related work experiences in the field

· professional licensure and certifications related to the teaching assignment

· honors and awards

· continuing professional development

· relevant peer-reviewed publications

· continuous documented excellence in teaching

 

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Faculty Salaries

In addition to the points we’ve discussed so far about faculty salaries, there is an additional issue. Should faculty be paid based on market value? Should all members in a faculty be paid the same thing regardless of their fields of study?

For university faculty the ranks for the purposes of promotion are as follows:

· Instructor-lowest level

· Assistant Professor-new doctorate usually has this rank

· Associate Professor-doctorally qualified, seasoned, published

· Professor-the highest rank

The following is an excerpt from Mississippi College’s Policy on rank and promotion:

The basic qualifications for the various ranks are as follows:

· Instructor: For the rank of instructor one should have a master=s degree in the teaching field from an accredited institution or, in rare cases, have equivalent work experiences in the field of study which qualify the individual unquestionably for university instruction.

· Assistant Professor

· New Doctorates: Assistant Professor is generally the rank of faculty with new doctorates. It is expected that these faculty will become eligible for tenure and promotion when justified by length and quality of service to the institution.

· Without the Doctorate: Although Instructor is the normal rank for those without the doctorate, promotion to Assistant Professor is possible in certain cases of exceptional qualifications. In such a case, the rank of Assistant Professor will not carry tenure and will be considered a terminal rank; the doctorate will be required for promotion to a higher rank. An instructor seeking promotion without the doctorate should offer qualifications that clearly justify this distinction, and these should include at least the following:

· Levels of scholarship and teaching above the normal expectations for instructors.

· Length of service in the rank of Instructor at Mississippi College. Ten years of such service will be the minimum for consideration.

· Additional graduate work and/or exceptional service to the university. The following represents several examples: two masters degrees, 30 graduate hours beyond the first masters degree, leadership positions for the university including additional academic and administrative responsibility.

In such cases, the decision will go through the normal tenure and promotion process at Mississippi College. Exception: In certain exceptional circumstances, the Masters degree in the discipline may be considered as the terminal degree. The Commission on Colleges of the Southern Association of Colleges and Schools, Criteria 1998, specifically identifies the Master of Fine Arts degree (MFA) to illustrate the exception. Consistent with the Criteria, the MFA in studio or performing arts is considered the terminal degree at Mississippi College when the faculty member holding this degree teaches in the field. It is expected that the faculty holding the appropriate MFA degree will become eligible for tenure and promotion to all higher ranks when justified by length and quality of service to the institution.

· Associate Professor: To be appointed as an associate professor, or to be promoted to this rank, one ordinarily must have served for at least six years as a full-time Assistant Professor with an appropriate doctorate or appropriate terminal degree as defined above. An exception can be considered for one who has had at least twelve years of full-time college teaching, including three years with the doctorate or appropriate terminal degree, or twelve years as a full-time Assistant Professor, including at least one year with the doctorate or appropriate terminal degree. Also, in certain professional fields, it may be possible to give some seniority credit for senior-level professional experience. Exceptions are not to be made lightly; the intention is to be consistent and fair to all.

· Professor: A full professor must have an earned doctorate or appropriate terminal degree as defined above in the teaching field from an accredited institution of higher learning and ordinarily will have had at least six years of successful service in the rank of associate professor. The professor must also have demonstrated both competence to teach and a willingness to continue study and research in the area of specialization.

So the question is how should university faculty salary best be determined? Let’s collect some data:

Go to these two websites and study average faculty salaries for Assistant Professors: http://www.payscale.com/research/US/Job=Assistant_Professor%2c_Postsecondary_%2f_Higher_Education/Salary (Links to an external site.)

http://www.payscale.com/research/US/Job=Assistant_Professor%2c_Postsecondary_%2f_Higher_Education/Salary/by_Degree

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Evaluating

Evaluation is an important part of the accreditation process. SACSCOC speaks to the requirement of evaluation for following college groups:

 

· The Board of Trustees must do a self-evaluation.

· The Board of Trustees must evaluate the President or CEO.

· Non-faculty must be evaluated by their supervisors.

· Faculty must be evaluated by their chairs/deans.

SACSCOC speaks specifically to what colleges and universities must do about faculty evaluation when it says:

…it is imperative that an effective system of evaluation be in place for all faculty members that addresses the institution’s obligations to foster intellectual freedom of faculty to teach, serve, research, and publish.

Since we have already acknowledged the importance of faculty and its impact on students, then we must also acknowledge the importance of faculty evaluation. As discussed in an earlier lesson, faculty is expected to perform on three levels—teaching, research, and service.

At Mississippi College, Chairs/Deans use a form with this information on it when evaluating faculty:

Teaching Effectiveness. Cite evidences of the faculty member’s effectiveness as a teacher. The faculty member should have demonstrated: competency in the field and a high degree of proficiency as a teacher; quality in performance of assignments and adequacy of load; availability to students for advisement; and cooperation and willingness to move department curriculum and program forward.

Scholarly Achievement. Cite evidences of the faculty member’s effectiveness as a scholar, including a commitment to ongoing scholarly growth, research, and/or publication.

Contribution to the University. Cite evidences of how the faculty member is helping to move the University forward that extends beyond effective teaching. There should be evidence that the faculty member: actively promotes the objectives and directions of the University; energetically works as a member of the college community; and participates willingly in activities which promote the well-being of students and fellow employees.

Service and Outreach. Cite evidences of how the faculty member is contributing his/her professional expertise to the well-being of the larger public. There is evidence that the faculty member is contributing in a positive way to the profession and to the larger community.

As you can see, the form supports the areas mentioned above—teaching, research, and service. Each year, the faculty member completes a data sheet with information to support these areas for the purposes of the unit’s annual report.

Evaluation means performance appraisals, normally on a yearly basis. It is essential to learn how to provide an effective appraisal of subordinates. Please watch the video I made with a few essentials necessary for effective performance appraisals.

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Developing and Dissolving Academic Programs

In several lessons, we discussed the importance of developing new academic programs to providing a new student enrollment source. Also, remember that the faculty is responsible for curriculum, but the Board has ultimate authority. Within this process, the accrediting group must be notified of all new programs. For most new programs, just notification is needed. However, in some cases, a new program may be considered substantive and require additional information. In this case, SACSCOC requires a prospectus addressing the principles and standards. SACSCOC may also require a team visit. 

Mississippi College established a procedure to use when initiating a new degree program.

New Degree Program Approval Process

Step 1. Interest and Support The departmental faculty, administration, or Strategic Planning Steering Committee can consider the potential degree program concept and demonstrate interest and support to study the possibilities.

Step 2. Departmental Support Research Data Does the degree program fit the mission? The department visits websites of sufficient number of schools agreed to by the dean to answer these basic questions: 1) What universities have the proposed degree program? 2) What is the enrollment in the proposed degree program in these universities? 3) What are preliminary costs/benefits to the university? Determine if SACS approval (a substantive change) will be needed. Data are compiled in Notebook* form.

Step 3. Executive Summary Prepared to Inform Academic Leadership & President A two-page Executive Summary is prepared and submitted to the Dean(s), Vice President for Academic Affairs, and the President of the University for approval.

Step 4. Letter of Intent and Support Data Presented to SPSC The appropriate dean submits Letter of Intent and support data to the Strategic Planning Steering Committee. SPSC renders an opinion as to whether to proceed to the next step. NOTE: If this is a substantive change, a prospectus should be written and sent to SACSCOC by the end of the 8-step process.

Step 5. Approval of the Degree Program by the Graduate or Academic Council

Step 6. Approval of the Program by the General Faculty

Step 7. Approval of the Program by the Board of Trustees

Step 8. Appropriate of the Program by SACSCOC Inform SACSCOC that a new degree program has been added. If the program represents a substantive change, it must have SACSCOC approval before implementation.

*A notebook should be prepared with information identified above.

By publishing this process, faculty feels empowered to begin new programs—the lifeblood of ambitious universities.

Mississippi College established a procedure to close a degree program. This is more difficult to do, but in some cases necessary.

Academic Program Closure Process

In the event that bona fide reasons lead to consideration of closing a program, the President will appoint an ad hoc committee to study this issue and make recommendations to the President. If a decision is made to close a program, all affected tenured faculty will be considered for reassignment within MC. All currently enrolled students in the affected program will be given notification of the alternatives available to them.

What constitutes a program?

An operational definition of a program is any activity or collection of activities of the institution that consumes resources (dollars, people, space, equipment time).

Bona fide Reasons Leading to Consideration of Closure of a Program

· a decrease in the number of degrees awarded but not as a result of temporary, cyclical trends or resource allocation;

· a continuing decrease in qualified applicants/majors in the program;

· a pattern or history of low and/or declining scores on standardized/national examining instruments;

· a conclusion based on the program review process or self-study process;

· an inability to meet standards for obtaining credentials and/or accreditation (SACSCOC, etc.);

· prioritizing of the current academic objectives of the various schools or colleges;

· no qualified faculty to teach in the program; or

· no longer a market demand for the graduates of the program.

Step 1. If, Faculty or Deans or Administrators determine there is a bona fide reason leading to the consideration of closure of a program, then the following steps may be followed:

Step 2. The President will appoint an ad hoc committee composed of faculty and administrative personnel to review the situation in depth and make recommendations to the President. The ad hoc committee should be made up of one or more members representing the affected program.

Step 3. The ad hoc committee will make recommendations to the Vice President for Academic Affairs (VPAA) regarding whether any academic program(s) should be closed including the rationale for such recommendations. The report to the VPAA will include, but not be limited to, the following: · an examination of the course offerings, degree programs, supporting degree programs, teaching specialties, and semester hour production; · reasoning behind the proposed closure; · history of the program including what actions have been taken over the preceding five years that were supportive or non-supportive of the program; · academic evaluations of the program by both internal and external evaluators; · all financial data relevant to the program and related programs including estimated costs for upgrading and retaining the program at a quality consistent with accreditation standards or other relevant standards and the impact such expenditures would have on other programs in the university. The ad hoc committee should also allow and encourage other appropriate members of the university community to provide further information and opinions both orally or in writing.

Step 4. Tenured faculty in a program being considered for closure will be notified and given an opportunity to contribute to the review process and have their contributions fairly considered.

Step 5. The VPAA will review the ad hoc committee's report and make further recommendations to the President.

Step 6. The President makes the decision relative to program closure and forwards the request for approval with supporting documentation to the Board of Trustees.

Step 7. The Board of Trustees approves or denies the request. The date for closing or phasing out a program will be taken into consideration the time required for anticipated completion by students currently enrolled or for facilitation of their placement in acceptable alternative programs.

Process for Affected Faculty Members

Tenured faculty If an academic program is to be closed, tenured faculty in the program will be notified and asked to inform the President or the President's designee in writing of the faculty member's request for reassignment to other academic program(s) or another unit of the university and to provide details of the faculty member's qualifications.

The President or President's designee will then offer the opportunity to meet individually with tenured faculty who respond to discuss possible employment alternatives to termination. If the decision is made not to retain the tenured faculty member, the President or President's designee will send a written response to the individual stating reasons for not retaining the tenured faculty member. If retention of a tenured faculty member results in displacement of a tenured faculty member in another area, the displaced faculty member is entitled to make a written request for reassignment to other academic programs and to meet individually with the President or President=s designee to discuss employment alternatives.

Nontenured faculty Nontenured, tenure-track faculty affected by the decision will be notified of the date for termination of their employment.

The procedure was written with several things in mind including what SACSCOC says about closing programs. For more information on this, please see the resource referring to closing a program.

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