Bized, March/April 2011, Full Issue

BizEdMARCH/APRIL 2011 Michael Crooke Patagonia’s Former CEO Brings Sustainable Strategies to Class

Innovative Techniques For Marketing The Business School What Do Professors Earn? BizEd

10 ContMARCH/APRIL 2011 eVOLUMEnts X, ISSUE 2

DEPARTMENTS FEATURES 2624

6 From the Editors 20 The Eco-Friendly Academic 39 Salary Snapshot Former Patagonia CEO Michael AACSB International’s annual 8 Calendar Crooke is convinced that profitable survey of faculty salaries breaks 10 Headlines companies also are socially down, by rank and discipline, responsible. what business school professors 50 Research are earning today. 58 Technology 26 The Medium, The Message, The Method 42 The Literate Business Student 66 Your Turn Media experts discuss ways to reach It’s up to business professors to help 68 Bookshelf audiences and build brands. students develop the strong writing and language skills that will be nec- 70 Classifieds 32 Marketing 2.0 essary for successful careers, accord- 72 Spotlight Interactive online strategies help ing to Wayne Smith of California Grenoble Ecole de Management, State University in Northridge. Cover photo courtesy of IMD, and William & Mary connect Pepperdine University with potential new students.

BizEd MARCH/APRIL 2011 1 From the Editors

Market Like You Mean It I’ve written for magazines for more than a decade, so it’s no surprise that I’m a certified magazine junkie. And as a reader of many publications, I’m more than aware that the ways we access the written word is changing. On paper, on the Internet, on tablets—it’s all up for grabs. Last spring, five magazine publishers representing more than 100 titles banded together to address the trend toward electronic content. They embarked on a $90 million, seven-month campaign to highlight, in the words of their tagline, “The Power of Print.” The effort included a Web site at www.powerofmagazines.com, where CEOs of publishing powerhouses such as Hearst, Time Inc., and Condé Nast speak out. It also involved 1,400 pages of print ads that incorporated magazine covers and titles—in the style of a “Mad Libs” game—in statements about the continued prominence of magazines in public life. I don’t think the objective of the campaign was to “beat” digital media, as much as it was to stem the electronic tide long enough for publishers to get ahead of the changes to come. But the ads have been collaborative and clever, engaging and eye-catching; they’ve gotten people talking. Magazine publishers may be facing a challenge, but they’re facing it head on. The sturm und drang in publishing seems similar to that in higher education, where business schools are experimenting with innovative marketing campaigns designed to position their programs in an evolving technological and sociological landscape. In this issue’s article “Marketing 2.0,” we learn about three online marketing campaigns launched by schools as diverse as IMD in Switzerland, Grenoble Ecole de Management in France, and the College of William & Mary in the U.S. In “The Medium, the Message, the Method,” we talk to marketing professionals who offer advice to schools that want their promotional efforts to tap into the mood of today’s educational consumer. And in our cover interview, we talk to Michael Crooke, former CEO of eco-conscious clothing line Patagonia, now a professor at California’s Pepperdine University. He points out that today’s business students strive “to align themselves with organizations or other like-minded people who have values similar to theirs.” If that’s the case, business schools must reach students who share their programs’ values and want to learn nowhere else. Schools must craft campaigns that not only reflect their missions, but resonate with the social networking, globally aware individuals living in today’s tech-driven world. Where I’m concerned, “The Power of Print” campaign is preaching to the choir. After I finish here, I’ll curl up with the latest issue ofHouse Beautiful and a cup of hot tea. But the campaign’s approach is noteworthy because, like magazine publishers, business schools must respond to an era in transition, a time when society is still wavering somewhere between tradi- tion and technology. But to capture the public’s attention, they’ll have to tell their stories more creatively than ever before. ■z RAQUITA HENDERSON RAQUITA

6 BizEd MARCH/APRIL 2011 Headlines

S. Robertson, dean of the Wharton on ethical and legal responsibility in and companies that hire MBA stu- School. “As part of the design, we business, increase its focus on oral dents. In the group’s latest survey, are introducing a series of global and written communication, and 81 percent of business schools modular courses that will be offered offer a two-year coaching experience predict they’ll see more internship in eight countries this year, and we to encourage self-analysis. opportunities for students in 2011 are combining that with the appoint- At the same time, Wharton is than they did in 2010. ment of vice deans in global initia- promising new MBA graduates that In addition, 63 percent of tives, social impact, and innovation.” it will provide them with tuition-free respondents report an increase in As part of the new program executive education every seven years on-campus recruiting for full-time design, students can customize their throughout their careers. jobs, and 70 percent report an learning by fulfilling required courses The enhanced curriculum will be increase in full-time job postings in six distinct content areas: finance partially rolled out in 2011 and fully compared to last year. However, it’s and the global economy; ethical and implemented in 2012. not time to be wildly optimistic: 26 legal responsibility; global enterprise percent of respondents report over- management; customer understand- Uptick in MBA Recruiting all recruiting opportunities are flat ing and service; corporate reporting when compared with 2010. and control; and management of The future looks bright for MBAs, according Regarding fields that show the operations, innovation, information, to the Fall 2010 Recruiting Trends most improvement, respondents and decisions under uncertainty. Survey released in early 2011 by the most frequently identify consult- The school also plans to increase MBA Career Services Council. The ing, financial services, consumer content in microeconomics and sta- association brings together business products, technology, and the broad tistics, provide an integrated focus school career management offices healthcare industry. The majority of respondents observe that recruiting activity has increased or stayed the A Visit with Ben Bernanke same across most types of employers, including startup companies, family- owned businesses, small and mid- sized firms in the U.S., non-U.S. firms, and Fortune 500 companies. Many respondents report that they are taking extra steps to help students get jobs. These efforts include ramping up their outreach efforts to employers and alumni both regionally and globally; improving students’ networking skills; offering students scholarships to attend national conferences; developing workshops on social networking; and working more closely with career-focused student clubs. The survey was distributed last December through the online tool Fed Chairman Ben Bernanke, a former Princeton professor, presents an overview of recent Fed Zoomerang. Seventy-nine schools practices and answers students’ questions in an undergraduate finance and banking class at participated, of which 60 percent Jacksonville University’s Davis College of Business in Florida last November. Also in attendance were public and 40 percent were are students invited from the University of North Florida, University of Florida, Stetson University, private universities. More informa- and Rollins University. tion is available at www.mbacsc.org.

12 BizEd MARCH/APRIL 2011 The GMAT® Report

Stand Out From the Crowd Attract the right students with market intelligence from the Graduate Management Admission Council.

Recruit Globally Search the profiles of nearly 400,000 prospects who want to hear from you. Where they are:

US and Canada: 52% Asia: 16% Central Asia: 15% Europe: 9% Other: 9%

Source: Graduate Management Admission Search Service® (GMASS®) database as of January 2011.

Target Your Message JACK HOLLINGSWORTH/GETTY IMAGES JACK HOLLINGSWORTH/GETTY Connect with prospective students by understanding what matters A Survey of to them. Their motivations: International Study Full-Time MBA Program Other Business Master’s During the 2009-2010 academic year, the 1. Networking opportunities 1. Learn to control situations number of international students 2. Learn to control situations 2. Develop confidence to succeed at colleges and universities in the 3. Challenging/interesting work 3. Gain recognition

United States increased by 3 per- Source: 2011 mba.com Registrants Survey report of more than 39,000 prospective students. cent to 690,923, according to the Open Doors report, published annually by the Institute of Interna- Understand Student Mobility What countries receive the most GMAT scores and the proportion tional Education with support from sent by non-citizens vs. citizens: the U.S. Department of State’s Bureau of Educational and Cultural Non-citizenNon-citizen CitizenCitizen Affairs. This represents a record United States: 42% 58% number of international students in United Kingdom: 96% 4% the United States. Canada: 54% 46% The growth was primarily driven by a 30 percent increase in Chinese France: 86% 14% student enrollment in the United India: 2% 98% States. China—which supplied 18 percent of America’s interna- Source: GMAT score sending patterns for the testing year ending June 30, 2010. tional student population, or nearly 128,000 students—sent the most The GMAT exam. It’s more than a test. It’s more than 50 years’ students to the U.S. during that worth of graduate management education data from GMAC. academic year. Visit gmac.com/gmatreport to learn how you can take part. Among the other nine countries that comprise the top ten exporters © 2011 Graduate Management Admission Council® (GMAC®). All rights of international students to the U.S., reserved. The GMAC logo is a trademark and GMAC®, GMASS®, GMAT®, Graduate Management Admission Council® and Graduate Management only Saudi Arabia had a similar per- Admission Search Service® are registered trademarks of the Graduate centage increase—up 25 percent, for Management Admission Council in the United States and other countries. a total of 15,810 students. The number of international students from the

BizEd MARCH/APRIL 2011 13 Headlines

other eight countries either decreased While the number of American dents heading to Argentina, South or increased only slightly: India students studying abroad dipped Africa, Chile, the Netherlands, (which sent 105,000 students for slightly in 2008–2009, the 2009– Denmark, Peru, and South Korea. an increase of 2 percent), South 2010 numbers showed a rebound. In fact, according to Open Doors, Korea (72,153, down 4 percent), The United Kingdom was the lead- there was a notable increase in the Canada (28,145, down 5 percent), ing destination for Americans study- number of U.S. students choosing Taiwan (26,685, down 5 percent), ing abroad, followed by Italy, Spain, to study in less traditional locations. Japan (24,842, down 15 percent), France, China, Australia, Germany, Fifteen of the top 25 destinations Mexico (13,450, down 9 percent), Mexico, Ireland, and Costa Rica. were outside of Western Europe Vietnam (13,112, up 2 percent), But there were double digit and 19 were countries where Eng- and Turkey (12,397, up 2 percent). increases in the numbers of stu- lish is not a primary language.

ICAM in NYC n Beta Gamma Sigma’s Interna- Business school deans and faculty tional Honoree for 2011 will speak at will join corporate leaders April Plenary III. Joseph J. Plumeri, chair- 28 to 30 in New York City for man and CEO of Willis Group Hold- AACSB’s International Confer- ings, has spent the last decade argu- ence and Annual Meeting (ICAM). ing for greater transparency, integrity, More than a thousand attendees client service, and innovation in the from dozens of countries will con- insurance industry. vene at the Hilton New York to n In Plenary IV, Duke Universi- learn, network, and discuss critical ty’s Dan Ariely, author of The Upside issues in management education. of Irrationality, will explore how ICAM 2011 is co-chaired by behavioral economics can transform John Elliott of Baruch College and the way business schools teach man- Andrew Policano of the University agement and public policy. He will of California, Irvine. Policano is also discuss why people often fail to act in chair of AACSB’s Board of Directors. their best interests and present ways The event’s five plenary sessions will they can live more sensible lives. cover topics ranging from financial n Plenary V, an open discussion reform to behavioral economics: on business and accounting accredi- n In Plenary I, members of tation, will be moderated by Linda AACSB’s Blue Ribbon Committee Livingstone of Pepperdine University. on Accreditation Quality will dis- Other panelists include Jon Davis of COMSTOCK IMAGES/GETTY IMAGES cuss what lessons the association has the University of Wisconsin-Madison, learned since adopting its 2003 stan- lead a debate on financial reform Robert O’Keefe of the University of dards and what its strategy should and its effects on business education. Surrey, Michael Page of Bentley Uni- be going forward. Moderated by Panelists will include Frank Edwards versity, Robert Reid of James Madi- AACSB’s president and CEO, John of Columbia; Mark Gallogly of Cen- son University, and Jerry Trapnell of Fernandes, the panel will also include terbridge Partners and the President’s AACSB International. Policano; Thierry Grange of Greno- Economic Recovery Advisory Board; For additional information about ble Ecole de Management; and Rich and Diana Taylor, former New York ICAM and a complete list of pro- Sorensen of Virginia Tech. State superintendent of banks, cur- gram topics, visit www.aacsb.edu/ n In Plenary II, Columbia Busi- rent Citi board member, and manag- conferences_seminars/conferences ness School’s Glenn Hubbard will ing director at Wolfensohn. and follow the link to ICAM.

14 BizEd MARCH/APRIL 2011 BE MORE THAN A LEADER. BE AN

SHORT TAKES development across the state of Arkansas. She will work with fac- INFLUENTIAL NEW APPOINTMENTS ulty and students in all colleges n François Julien has started his new at the University of Arkansas to term as dean of the Telfer School encourage the creation of new LEADER. of Management at the University companies based on university of Ottawa in Ontario, Canada. research. Reeves holds the Cecil He has held many positions at the and Gwen Cupp Applied Profes- Telfer School, including faculty sorship in Entrepreneurship. member, associate dean of programs, and vice dean. In that final n Elizabeth Thornton, an adjunct lecturer > Don’t settle for just success in role, he oversaw the creation of of entrepreneurship at Babson Col- your career. Become influential and the school’s MSc degrees in man- lege in Wellesley, Massachusetts, has make the world a better place. agement and health systems, led a been named to the Massachusetts curriculum overhaul, and helped Growth Capital Corporation Board Regis University College for Professional develop the Personal and Leader- of Directors. The Growth Capital Studies not only has the degrees adult ship Development Program. He Corporation serves as a one-stop learners want in business, computer has been acting dean of the school resource for small Massachusetts sciences, counseling, education, the since last July. businesses seeking working capital, humanities, and more, but we teach an loan guarantees, grants, and finan- academically rigorous core curriculum n Bill C. Hardgrave has been appointed cial guidance. that provides the critical thinking and dean and Wells Fargo Professor in problem-solving skills you need to the College of Business at Auburn n Conrado (Bobby) Gempesaw has been become a responsible leader. The type University in Alabama. He previ- named provost and executive vice of leader who creates solutions that ously held the Edwin and Karlee president for academic affairs at make a difference. Bradberry Chair in Information Miami University in Oxford, Ohio. Systems in the Sam M. Walton Col- He will assume his position on May You’ll change your life and change the lege of Business at the University 1. Gempesaw is currently dean of world. And your career will never be the of Arkansas in Fayetteville, and he the Alfred Lerner College of Busi- same again. Experience the power of also served as the executive direc- ness and Economics at the Univer- influence. tor of the Information Technology sity of Delaware. Research Institute. A specialist in the field of radio frequency iden- STEPPING DOWN tification (RFID), he founded the n In June, George Yip will Radio Frequency Identification be stepping down as Research Center in 2005. dean of the Rotterdam BE INFLUENTIAL. School of Management, n Carol Reeves, associate professor Erasmus University, in of management in the Sam M. the Netherlands. Before

Walton College of Business at the joining RSM, he held positions COLORADO · NEVADA · ONLINE

University of Arkansas in Fay- with London Business School, > 1.800.680.3701 > CPS.Regis.edu/beinfluential etteville, has joined the university Cambridge University, Harvard office of research and economic Business School, and UCLA, and development as the associate vice he had been an executive and > Read more online provost for entrepreneurship. In director of research at Capgemini her new role, Reeves will promote Consulting. He became dean of entrepreneurship and economic the school in 2008.

BizEd MARCH/APRIL 2011 15 Headlines

SHORT TAKES NEW COURSES AND PROGRAMS HONORS AND AWARDS n The Simon Graduate School of n Robert L. Vigeland has Business at the University of Roches- received the 2010 ter in New York has announced a Outstanding Account- 13-month, part-time master of sci- ing Educator Award ence degree program with a con- from the Texas Soci- GEIR PETTERSEN/GETTY IMAGES centration in finance. The lockstep ety of Certified Pub- n Henley Business School at the University program, designed for working lic Accountants. Vigeland is an of Reading in the U.K. has won the professionals, will launch in March accounting professor at the Neeley Gold Award from the Green Tour- 2011. The bulk of the courses School of Business at Texas Chris- ism Business Scheme. The school’s will be delivered over alternating tian University in Fort Worth. Greenlands Campus was recognized weekends in New York City. In Vigeland is also the 2010 Neeley for its commitment to protecting the addition, one will be a weeklong Alumni Professor of the Year. local and global environment. Green- session in Rochester, and another lands now recycles half its waste and will be a weeklong session at a n Two business school lead- develops menus using local seasonal European location. ers appeared on the 2010 list of produce. The school also has created Canada’s Most Powerful Women: wetland scrapes—shallow, depressed n The Tuck School of Business at Top 100, produced by the Women’s land areas that fill with water—to Dartmouth College in Hanover, New Executive Network. Among those encourage wildlife habitat. Hampshire, has joined with The in the Champions category was Bar- Dartmouth Institute (TDI) for bara Orser, Deloitte Professor in the n Two students from the Univer- Health Policy and Clinical Practice Management of Growth Enterprises sity of Tennessee, Knoxville, won to create a master of health care at the Telfer School of Management $25,000 in the 2010 Movers & delivery science degree program. at the University of Ottawa. Among Changers competition, a national Aimed at working managers and the Trendsetters and Trailblazers was business pitch contest sponsored professionals in the healthcare field, Carol Stephenson, dean of the Richard by mtvU and the New York Stock the interdisciplinary 18-month pro- Ivey School of Business at the Uni- Exchange. Kaliv Parker, a business gram will blend TDI’s research in versity of Western Ontario in Lon- major, and Aeron Glover, an engineer- healthcare practice, delivery innova- don. The Top 100 Awards program ing major, won for their Web site, tion, and payment models with the recognizes Canada’s highest-achiev- www.howstheliving.com, which Tuck School’s expertise in strategy ing women in the private, public, and helps college students learn more and change management. The not-for-profit sectors. about student housing around the program will be delivered through world. Glover and Parker, as well as a combination of residential and n The Professional Risk Manag- two other teams, were followed in a online coursework, as well as on- ers’ International Association has documentary series called “Movers site projects. chosen John Hull as the winner of & Changers” that aired on MTV. its 2010 Higher Standard Award, n IESE Business School of Madrid, Spain, which goes to an individual who recently launched its Program for has had a significant impact on the Campaign Management, which is global practice of risk management. targeted to politicians and policy Hull is the Maple Financial Profes- makers. Led by Steven Jarding, sor of Derivatives and Risk Manage- lecturer of Public Policy at the ment at the University of Toronto’s Harvard Kennedy School of Gov- Rotman School of Management ernment, the executive course is in Canada. designed to help campaign manag-

16 BizEd MARCH/APRIL 2011 The UniversiTy of Tampa | sykes College of BUsiness | TeCo energy CenTer for leadership leadership development certificates For Senior or Mid-Level Executives Preparing For Advanced Leadership Roles

Emerging Leaders (Level II) Experienced Leaders (Level III) regisTraTion Leadership Development Certificate Leadership Development Certificate For more information This program will sharpen the abilities of Senior executives will develop new insights into leadership and registration, please managers with five to 10 years of experience concepts and strategic thought that will position their firms visit www.ut.edu/cfl by improving their leadership and innovative to capitalize on emerging opportunities presented by changes or contact Angie Johnson skills and introducing them to the latest in technology, social media and the global economic at [email protected] or ideas in finance, marketing and strategy. environment. (813) 257-3782. June 6-9 June 27-30 $2,995 per person $3,295 per person

Limited seating. Each program includes three nights at the JOHN H. SYKES COLLEGE OF BUSINESS Register by April 15. Sheraton Tampa Riverwalk, meals and materials. TECO ENERGY CENTER FOR LEADERSHIP

UTCOB-122 AACSB_7x4.75_Ad3.indd 1 1/25/11 9:44:28 AM ers, political candidates, and elec- ing core business courses delivered offices, academic centers, and student tion officials hone the management by UT faculty. Each student will and meeting spaces organized around skills needed to run complex politi- be required to prepare an intern- a courtyard. Evans, now a private cal campaigns. ship journal, give a midterm report investor, was the chair and CEO of presentation, write a final paper, publishing house Macmillan Inc. and give an on-campus presentation in fall 2011 to faculty and Global n Financier Bennett S. LeBow has Leadership Scholar students taking given $45 million to Drexel University’s the semester abroad in spring 2012. LeBow College of Business in Phila- delphia, Pennsylvania. The money GRANTS AND DONATIONS will be used to construct a new aca- n Yale University in New Haven, Con- demic center for the business school, necticut, has received a $50 million which was named in LeBow’s honor

AXIOM/GETTY IMAGES commitment from a Yale College in 1999. LeBow, an alumnus, has alumnus to support the construction now committed a total of $55 mil- n This spring, the College of Busi- of a new state-of-the-art campus for lion to the College of Business. His ness Administration at the University of its School of Management. Edward newest gift will support construction Tennessee, Knoxville, will offer an entire P. Evans’ gift—the largest in the of a 12-story, $92 million academic semester abroad for 27 sophomores business school’s history—will be center for the College of Business, in its Global Leadership Scholars recognized with the naming of the which is scheduled to open in 2014. honors program. It is the first time new facility as Edward P. Evans Hall. The new building will feature a any college at the school has deliv- The facility on the 4.25-acre campus finance trading lab, a 300-seat audi- ered an entire semester of course will be constructed with green build- torium, a five-story atrium, special content abroad. COBA students ing materials and be situated at the areas for experiential learning simula- will travel and complete internships northern gateway to the Yale cam- tions and business consulting, rooms in England and Scotland while tak- pus. It will house classrooms, faculty with videoconferencing capabilities,

BizEd MARCH/APRIL 2011 17 Headlines

SHORT TAKES $50 million, whichever comes later. n The West Virginia University College of The gift enables Rollins to be the Business and Economics in Mor- and a recording studio to support owner of the inn, which will be gantown has received a $3 million LeBow College’s online programs. located just a block from campus gift from Fred T. Tattersall, chair- The structure will be Green Globe on property the college owns. The man of investment management certifiable, meeting worldwide sus- new inn will be just the second company 1607 Capital Partners. tainability standards. hotel to serve the area. Preliminary The gift, which will be paid over plans call for 110 guest rooms and three years, will endow a faculty n North Carolina State University in Raleigh 9,000 square feet of meeting space, chair in the finance department. It has received a $40 million gift from which will enable the college to is the largest single donation for Lonnie and Carol Johnson Poole. host events and attract professional an endowed faculty chair position The majority of the money, $37 conferences. Projected opening for in university history and the larg- million, will fund an endowment the inn is summer 2013. est single donation to the business to support NC State’s College school. Tattersall is an alum who of Management, which has been n The College of Business at Mon- currently serves on the university’s renamed The Lonnie C. Poole tana State University in Bozeman has board of directors. Jr. College of Management. The received more than $3 million from school will use the money to create alum Jake Jabs, CEO of American n A recent $3 million gift from the a center of excellence in sustain- Furniture Warehouse. Most of the estate of George R. and Martha ability, as well as to develop new gift will be earmarked for the newly Means will support ongoing entre- programs, fund scholarships and renamed Jake Jabs Center for Entre- preneurship initiatives at the Col- fellowships, and support faculty preneurship for the New West. A lege of Business at Illinois State Univer- research. The gift also includes portion will be used immediately sity in Normal, particularly through $2.5 million to fund The Carol to host entrepreneurs in residence the newly renamed George R. and Johnson Poole Club House at the and provide coaching and mentor- Martha Means Center for Entre- Lonnie C. Poole Jr. Golf Course ing services for students interested preneurial Studies. The center on campus and $500,000 for the in entrepreneurship. In addition, a offers training in business plan Carol Johnson Poole Endowment separate fund has been established writing, field studies, internships, for Humanities and Social Sci- to provide entrepreneurship schol- and an annual business plan and ences at NC State. Lonnie Poole, arships. Since its creation in 2001, creative idea competition to busi- an alum, is the founder of Waste the Center for Entrepreneurship has ness students and other students Industries USA Inc. enabled more than 400 students to on campus who are interested in provide approximately 12,000 hours entrepreneurship. n Rollins College in Winter Park, Flori- of pro bono consulting services to da, has received a pledge of $12.5 businesses in Montana, as well as COLLABORATIONS million from the Harold Alfond generate research and market plans n Irving Oil and the University of New Foundation. The grant will be for startup companies and university- Brunswick–Saint John have announced used in several ways: to construct based inventions. their partnership in a joint EMBA the Alfond Inn at Rollins; to cre- program for Irving Oil employees. ate a permanently endowed fund; A class of 52 Irving Oil employees and to establish the Alfond Schol- began the first semester of the two- ars program, which will offer full year program with tuition costs fully scholarships and financial aid to top covered by the company. Classes are students. Net operating income tailored to the work schedules of from the inn will be directed to the employees, while case studies focus fund over the next 25 years or until on areas of particular interest to the the endowment principal reaches oil company executives.

18 BizEd MARCH/APRIL 2011 OTHER NEWS existing strengths in transportation n Audencia Nantes School of Management and wind energy. The Supply Chain in France has announced a fund- Academy holds two case competi- raising campaign to encourage tions each year that involve for- individual alumni to contribute profit companies and projects; this ETS® Major Field Tests to the school’s growth. His- was the first time students tackled torically, French schools receive sustainability as a statewide issue. Available in more than a dozen more money from corporations fields of study — including than individuals, so the school n ESSEC Business School in France has Bachelor’s Degree in is attempting to help change created the Chair for Real Estate Business, Master of Business the French perception of giving. and Sustainable Development with Administration (MBA) Audencia’s goal is to raise €8 mil- financing from BNP Paribas Real and Economics — these lion (approximately USD10.5 Estate and Poste Immo. The sup- comprehensive undergraduate million) by 2015 to boost develop- porting companies will help select and graduate outcomes assessments go beyond ment in three major areas: entre- research objectives and develop the the measurement of factual preneurship, global responsibility, curriculum, seminars, and internships. knowledge to help you: and student financial aid. The chair will be held by Ingrid Nappi-Choulet. • track and evaluate students’ n Second-year MBA students at Indi- mastery of their program ana University’s Kelley School of Busi- n As Haiti passed the one-year anni- ness in Bloomington have suggest- versary of its devastating earthquake, • demonstrate program ed that the state could improve its the University of the People announced effectiveness and compare economic development efforts by that it will attempt to help the region using national comparative data from nearly 1,000 colleges capitalizing on existing clusters of rebuild by expanding its programs and universities wind energy and automotive-related there and doubling its student popu- companies to foster a more sustain- lation. The online university, based in • enhance teaching and able and profitable Pasadena, California, admitted anoth- learning with hands-on, business environment. er 15 Haitian students in February, actionable data The students made giving them access to the university’s these recommenda- courses and its peer-to-peer network • gauge your institution’s tions as part of a com- as well as access to a local computer performance for accreditation petitive project for the center that offers a satellite Internet and accountability initiatives INdiana Sustainability connection. More information about Alliance. The alliance UoPeople’s involvement in Haiti Register today for a free partnered with Kel- is available at www.uopeople.org/ one-hour webinar at ley’s Supply Chain and groups/haitiproject. www.ets.org/mft/bized Global Management to learn more! Academy to conduct a case com- CORRECTION petition with five teams of students In “Learning from LEGO,” the Focus on who were tasked with determining Faculty article on page 58 of our Copyright © 2010 by Educational Testing Service. All rights the current state of sustainability January/February 2011 issue, two reserved. ETS and the ETS logo are registered trademarks and clean tech industries in Indiana dates were incorrect. LEGO’s first of Educational Testing Service (ETS). 15656 and offering recommendations that financial loss occurred in 1998, not could support growth. Students 1988. In addition, while David Rob- also suggested the state launch an ertson began his study of innovation energy audit pilot program, host a in 2002, he did not focus on LEGO Green Indiana Expo, and build on for his research until 2007. ■zz

BizEd MARCH/APRIL 2011 19 The Eco-Friendly Academic by Tricia Bisoux

ustainability’s gone from fringe to mainstream, says Michael Crooke. As the former CEO of eco-driven outdoor appar- el companies such as prAna and Patagonia, Crooke is now delighted to continue to be a part of that movement as San academic. Last summer, he joined the faculty of Pepperdine University’s Graziadio School of Business and Management in Los Angeles as a visiting professor. He helped to coordinate the launch of the school’s new Certifi- cate in Socially, Environmen- Former Patagonia CEO Michael Crooke now teaches tally and Ethically Responsible (SEER) Business Practice pro- business students the four cornerstones of leading gram and now teaches courses on strategy, leadership, and sustainable and profitable businesses. corporate social responsibility. Crooke brings more than his years of corporate leadership to the classroom. The former Navy SEAL, who served four years with an underwater demolition team in the 1970s, also is an academically qualified professor with a doctorate degree in management from California’s Claremont Graduate University. In his doctoral dissertation, Crooke highlighted four primary values that companies must adopt to be successful for the long term: sustainable business practices, environmental ethics, a good product or service, and strong finances. If any one part of this model falters, he argues, the business will fail.

20 BizEd MARCH/APRIL 2011 The Eco-Friendly Academic

MARCH/APRIL 2011 photo courtesy of Pepperdine University BizEd 21 When asked what his experiences have taught him about business, he’s quick to answer: the importance of teamwork and team-based management. “I’ve learned that there’s very little you can do as an individual,” Crooke says. “What can be achieved through collective intelligence is so much more powerful than anything one can achieve alone.” Graziadio’s SEER certificate program itself was a collective effort, says Crooke, brought about by the students who first requested such a program and by the educators who put it into place. By tapping into that shared energy and enthusiasm for social entrepreneurship, he adds, business schools can lay the foundation for more successful and sustainable enterprises. Marc Endrigat, assistant director of full-time MBA recruitment at Graziadio and a licensed yoga instructor, leads the students in a You now teach in Graziadio’s SEER program. What do morning warm-up before heading out into the field in Patagonia, Chile. you think a program like this should achieve? I want it to get students thinking about the long term. There was a time when businesses were passed on to future genera- Socially Driven tions. When you were passing a business on to someone, you really had to take a long-term approach. But over time, we As part of Graziadio’s certificate program in started thinking in shorter and shorter time spans. Today, we Socially, Environmentally, and Ethically Respon- don’t even think in full years—we think in quarters! I think sible Business Practice (SEER), students must it’s important to get back to that long-term perspective. complete three electives, or eight units, chosen from 17 courses. Topics range from social responsibility and ethical wealth management What approach do you think that programs like SEER to ethical leadership, environmental law, and should avoid? They shouldn’t be programs for people who only want to emerging markets. Students then must take a be sustainability managers or who only want to go into non- fourth course, a capstone that Michael Crooke profits. SEER is a mainstream program. Our students are teaches. Students in the SEER program also have going to Wall Street, they’re going to Main Street, they’re the opportunity to take the course “Environmental going into sustainability ventures. The whole idea of this Entrepreneurship Development,” which includes business model is that any business in any domain or indus- a one-week travel abroad experience to teach try can use these principles to optimize its strategic plan. students about building sustainable businesses. In 2010, SEER students traveled to Patagonia, Chile, where they collabo- You emphasize that successful rated with Conservacion businesses must integrate a great Patagonica, a nonprofit product or service with strong dedicated to the protection finances, sustainable practices, and of approximately 460,000 environmental awareness. How do acres of wildland ecosys- these aspects intersect? I depict this model as four circles, all tems in Patagonia. overlapping each other much like a regression equation. You can’t take Under Crooke’s leadership, the SEER any one of those away and still have a program emphasizes that any successful great business. That is, if a company business must link four areas of its has a great product or service, it also operation: finances, a great product must have taken into account the envi- or service, social responsibility, and ronmental aspects of its operations. It environmental stewardship. also must demonstrate corporate social

24 BizEd MARCH/APRIL 2011 You have to start with a strong product or service and have a unique, sustainable, competitive position. If you don’t start with that, it will be very difficult to be a great corporate citizen or environmental steward.

responsibility, which includes avoiding sweatshop labor, the sustainability movement. It had been a target for NGOs for treating its employees well, and coexisting with the com- a long time, but what Nike did was brilliant. It was among the munities where it works. first companies to make its CSR reports public. Its executives Of course, if a company does those things correctly, it’s said, “Here is what’s going on in all of our factories.” They my belief that it will have strong finances. We’re teaching joined the Fair Labor Association, which made surprise visits students that they need all four of these macrovalues in at factories and put information on Web sites for the public to their strategic plans to succeed. see. Nike invested in transparency, and it’s always been at the forefront of looking for ways to promote sustainability. But even if the social component is missing, some companies can still go a fairly long time without As you look back on your business career, what has repercussions. For example, Lehman Brothers was 150 been your most eye-opening experience? years old before disaster struck. I would say spending time with Yvon Chouinard, Patagonia’s Ah, but the model requires that there must be a great founder. A couple years before I joined Patagonia, he had product or service! In Lehman’s case, it had turned to visited conventional cotton fields. He saw the toxic ponds collateralized debt obligations, or CDOs, which did not filled with pesticides, and he saw that the farmer posted guys meet the definition of a great product or service! Financial with shotguns around them because he didn’t want birds to engineering is not a true product. land on them and be poisoned. He thought, “We can’t be a part of that.” Almost overnight Patagonia became one of the How do you think students today are different from largest users of organic cotton in the world. Because of that its when you were in business school? margins suffered, and the business had to completely change. I was very much an environmentalist when I was getting my But Yvon said, “If we go out of business, we go out of busi- MBA back in the late ’80s, but I was one of the few. Back ness.” Conventional cotton farming had crossed a line, and he then, I was considered a “tree hugger”—I was seen as being couldn’t support it anymore. on the fringe. From what I’ve seen so far, values are very Visionaries like him and Ray Anderson at InterfaceFLOR much front and center for today’s students. They want to are people who really inspire me. They have taught me that align themselves with an organization or other like-minded you have to lead with your values. people who have values similar to theirs. Sustainability isn’t a fringe movement anymore. What do you most want to accomplish in the years to come, either as a professor, business leader, or in What do you think are students’ biggest misconceptions some other role? about business and social responsibility? I would love to continue to be a part of this movement as Students must understand that it doesn’t matter how eco- it moves more into the mainstream. I’m still on a number groovy you are, or how well you treat your people. If you of boards, but I think one of the ways that adds the most don’t have a product that wins in the marketplace, your com- value to this movement is helping to train the leaders of pany is out of business. You have to look through the SEER tomorrow. I became a CEO at a young age, and I’ve had lens—through all four values. You have to start with a strong great mentors in my life who helped me through the learn- product or service and have a unique, sustainable, competitive ing curve very quickly. I would like to repay that. position. If you don’t start with that, it will be very difficult to be a great corporate citizen or environmental steward. It seems like you’ll have your chance to be a mentor as well, now that you’ve made the transition from business What companies do you point to in the classroom as leader to academic. examples that bring together the four aspects of a It’s transformational to see these young people so hun- profitable and sustainable business? gry and so ready for this movement toward social and I always start with the Patagonia case, of course, but there environmental responsibility. It’s been fascinating to see are a number of other really good ones. Ray Anderson and their enthusiasm. When they’re talking about their ideas InterfaceFLOR is one of the best. GE also is doing amaz- and starting to bolt those ideas to the ground, their eyes ing things right now. just light up. There’s no better feeling than that, because Nike also is a great case study. It’s one of the real leaders in they’re the future CEOs of our planet. ■z

BizEd MARCH/APRIL 2011 25 The Medium, The Message, The Method by Sharon Shinn

f marketing pro Andrea Fitting was retained by a business school with an unlimited budget, she knows exactly how she’d promote the client. The CEO of the Fitting Group of Pittsburgh, Pennsylvania, would have the school sponsor a worldwideI business plan competition with multiple winners, who each would walk away with half a million dollars. She’d advise that the competition be judged by the school’s namesake, as well as university faculty, and she’d advertise it in every medium from televi- How do you use marketing and PR to brand sion to print to the Internet. “I’d love to work with that client. your school, recruit students, and raise your I’m waiting for the phone call,” she says with a laugh. profile? Media experts share their insights. But the reality is that most business school administrators have to operate within much more limited budgets as they strive to distinguish their schools in today’s hypercompetitive market. And many of them are uncertain about the best way to develop a promotional plan that will establish their brands, raise their visibility, intrigue potential students, and satisfy alumni. “A marketing campaign should give people a sense of affili- ation with a brand they’ll own for the rest of their lives,” says Libby Morse, senior vice president and creative director at the Chicago, Illinois, office of marketing communications firm Lip- man Hearne. “An MBA has to be more than a credential. It has to make a statement about the people who have earned it.”

26 BizEd MARCH/APRIL 2011 MARCH/APRIL 2011 illustration by Dave Cutler BizEd 27 These marketing professionals offer ten tips for deans But it’s crucial to pick a brand strategy that actually dif- and communications officers who want to pull together ferentiates you from your peers. “Too many schools make an integrated marketing plan that showcases their unique the same kinds of promises, using the same words, like strengths and plays to every audience. ‘global’ or ‘ethics,’” says Morse. “Schools need to make sure they’re not just selling an MBA, but selling a distinctive 1. Stop looking over your shoulder. “Don’t worry experience. They need to articulate their own worldview or about what the Ivy League schools are doing, and just do their particular perspective on business or markets.” what you need to do,” says Fitting. “Figure out the kind She points to one of the agency’s clients, Johns Hop- of student who would thrive at your school and who would kins University’s Carey Business School in Baltimore, then go out into the world to do wonderful things. Figure Maryland, which positions itself as the school that out how to speak to that person.” “teaches business with humanity in mind.” Says Morse, “That statement says everything, both about the school’s 2. Focus on what makes you unique. “Put a stake academic quality and its worldview.” in the ground. Pick something you’re really good at, and talk Articulating that worldview—and promoting your about it all the time,” says Fitting. Make sure you’re high- school based on it—has another advantage, Fitting says. lighting an area of expertise that suits your location, she adds. “It means that every school doesn’t compete with every For instance, you will be better able to market your school’s focus on entrepreneurship if your region supports startups, has access to venture capital, and contains a large number of successful business owners who can mentor your students.

Impressing the Press While it’s important for reputation, you need both.” schools to develop inte- The advantage of a news grated marketing cam- article over an ad is that paigns, it’s equally essential the article is a third-party that they understand how endorsement, he says. “It’s CUTLER /CORBIS DAVE to position themselves to not you saying you’re great, your programs or professors pened through hard work receive media coverage in it’s someone else saying it.” fit stories in a timely manner. on the part of the marketing articles and broadcasts. He recommends five That means you must know department.” “Obviously, there’s value ways administrators and the institution, know who’s But you also must make in any kind of attention you marketers can position their available, and know what sure the journalist you’re can get, whether it’s through schools to attain that valu- information they have. And contacting is likely to be traditional marketing means able media coverage. that means you must talk to interested. “Not every busi- or media relations,” says faculty, interview the staff, ness reporter will care about Chris Stout, account execu- 1. Take advantage of and talk to students—beat a finance story or a career tive at media relations firm news opportunities. the bushes a little.” story. Pick up the phone and Gehrung Associates. The Make sure marketing staffers He adds, “If I see an call the reporters and the company, based in Keene, thoroughly understand the article that quotes deans editors. If you build a rela- New Hampshire, special- institution and “have the from three of the top ten tionship with these people, izes in higher education flexibility to jump on news schools and then the dean you’ll know what they’re and research institutions. events that are happening of a school that’s not even interested in. They’re more “If you’re really going to right now,” says Stout. “You ranked, I think, ‘How did likely to open your emails enhance your credibility and need to find ways to make that happen?’ Well, it hap- because they know you’re

28 BizEd MARCH/APRIL 2011 A great idea is one that is able to live in a lot of different media.

—Libby Morse, Lipman Hearne

other business school. It competes with a smaller set that promoting its brand would certainly advertise in places like has similar offerings or cultures.” the Financial Times, says Morse. But it also could consider getting involved with the TED Conferences, which dedicate 3. Define your marketing goals to determine your themselves to interesting ideas. medium. Are you trying to establish yourself, change your “Make sure your placement reflects your institution as well brand, promote a specific program, attract potential students as the ads do,” says Minesh Parikh, associate vice president to an informational session? of Lipman Hearne. “The whole ‘the medium is the message’ “You need to think about why you’re marketing to deter- idea is still true.” mine where you should be marketing,” says Alexia Koelling, At the same time, recognize that there are advertising vehi- vice president of integrated marketing at Lipman Hearne. cles where you might not belong. “If there’s a good school “For timely or succinct messages, like news about an infor- that hasn’t achieved high media rankings, should it advertise mational session or an upcoming deadline, online marketing in Businessweek magazine’s Best Business Schools issue? That makes the most sense. But for a larger branding initiative, probably doesn’t make sense,” says Parikh. “An ad has to be more often than not, I’d include print. A page in the New reflective of who you are and the promises you make.” York Times carries a lot of weight.” And be aware that the campaign you launch needs to work in a number of different forums. “We don’t just think 4. Choose your advertising vehicle. Look at the in terms of where we’ll place ads, we think in terms of what content of the medium, the audience it reaches, and how its the big idea is, what the benefit is, and what the takeaway is,” image fits with the school’s message, and don’t limit your- adds Morse. “A great idea is one that is able to live in a lot of self to obvious choices. For instance, a top-ranked school different media.”

not bothering them with fessors is doing something Bloomberg Businessweek or live near their alma maters, information that doesn’t suit interesting, and you can get The Wall Street Journal, he and they’re always inter- their audience.” coverage, go for it. The more says, it often trickles down to ested in seeing their schools exposure you get, the better other media outlets, including in the news. 2. Develop expertise— your reputation.” online ones, ensuring a story but be flexible. It’s useful gets maximum coverage. 5. Promote your school to have a subject matter 3. Carefully choose by promoting your specialty that makes you the where to pitch the 4. Don’t forget the local coverage. Once a piece go-to school when a certain story. Most well-known angle. A top-ranked school about your school has kind of headline has made publications compete with will benefit from national or appeared somewhere, news, says Stout, but you each other, Stout points out; international coverage—but make sure all your stake- don’t want to limit yourself they’re less likely to run a since it is likely to draw a holders are aware of it. by being known for only story if they know you’ve sizable number of potential Post about it on blogs, one thing. sent it to everyone else on students from its region, include links to online ver- “Don’t decide not to your media distribution local coverage is also impor- sions of the article, and talk pursue an opportunity just list. “When you do things tant. “If a school is based it up every chance you get. because it doesn’t fit your en masse, you limit how in Illinois, we would target “The social media really marketing or branding posi- much coverage you might pitches to the Chicago Tri- play a role in getting the tion,” says Stout. “Whether generate,” he says. bune and Crain’s Chicago word out after a story has you’re trying to reach pro- He tends to start with the Business, not just national been published,” says spective students or faculty, top-tier publications first, publications,” Stout says. Stout. “That’s when the what’s really important is then move to other outlets That kind of local coverage school can go online and getting name recognition. If if they’re not interested. But is also important, he notes, say, ‘Hey, look at us, we’re one of your marketing pro- if an article does appear in because many alumni still in the Washington Post.’”

BizEd MARCH/APRIL 2011 29 sity who can respond. “That person can either say, ‘I can help you, here’s a solution to your problem’ or ‘That’s not correct. Here’s where you can go for more information,’” Koelling says. “He or she can guide the online conversations.”

6. Exploit the power of video. “It’s very, very effective, because it’s evocative, engaging, memorable, and fun,” says Fitting. “That’s especially true if it includes music, because music appeals to our really basic, primitive human natures.” The best videos are short and relatively unpolished, says Fitting. “This generation has grown up with do-it-yourself filming, so they don’t mind funny camera angles. In fact, the whole documentary-style approach works really well for these students.” Video is also a powerful medium because it can be accessed in so many ways, she says. Even if it “lives” on

DAVE CUTLER /CORBIS DAVE YouTube, schools can use Web site links, banner ads, and URLs in printed materials to drive students to the video. 5. Give special attention to digital media. “Social And because smartphones allow users to watch videos media is hugely important, especially when you’re recruiting, online, they’re now wholly mobile. because students live on social media networks and they’re influenced by their friends in these networks,” says Fitting. 7. Join like-minded communities online. In addi- To create a strong online presence, notes Parikh, the first tion to creating videos and establishing your own digital step is to perfect your Web site. “Make sure it reflects who personality, make sure you’re a presence on other sites that you are and allows people to find the information they’re are consistent with your brand. For instance, a school that’s looking for,” he says. “Students are the primary audience for positioned itself as a leader in sustainability should encour- the Web site, but there are other audiences—such as corpo- age its professors to join conversations and post useful infor- rate recruiters and business leaders—so make sure the site mation on sites that discuss green business. communicates to all of them.” “Showcase your school’s MBA to these communities,” Second, realize that people are accessing digital media says Koelling. This strategy might take a long time to pay through a variety of devices, including their smartphones. off if you’re primarily focused on increasing enrollment, “If someone is looking at your Web site through an iPhone, she notes, but if you’re trying to build a brand, “this is a is it still conveying all your key points?” asks Koelling. great way to create broad word of mouth in communities Third, participate in the social media channels that make you care about.” sense for you, from Facebook to Twitter to YouTube—and monitor all online conversations about your school. Those 8. Export your worldview. Don’t just join communi- conversations are going to take place whether you chime ties that share your perspective; create events that capitalize in or not, but some of them can harm you if you don’t on it. For instance, the University of Chicago Booth School respond to them quickly. of Business in Illinois holds an annual management confer- “It’s key to have a very focused and clear sense of self so ence in which some of its top professors discuss what’s ahead that, no matter who is talking about the university, you’re for business. “The Booth School is all about taking ideas still putting out a consistent message,” says Koelling. “But apart and putting them back together, and these conferences you also must react to any negativity. You’re never going to are a great example of a school identifying its brand and stop people from having a bad experience and posting about translating it into an event,” says Morse. it. But if you just let those negative comments sit there, they But the impact of the conferences lingers long after the can be very damaging.” debates are over. Videos of the events are posted online, and Schools need to assign a staff member the job of reading the school also posts interviews with the dean and the con- online posts, then finding the appropriate person at the univer- ference moderator, analyzing their reactions to the discus-

30 BizEd MARCH/APRIL 2011 sion. “These videos allow the people who attended the conference, as well as the alumni who didn’t, to stay connected to the institution,” says Koelling.

9. Always remember those alumni—and other stakeholders, too. Alumni have a huge stake in the ongoing success of their alma maters, so it’s important to factor them into most marketing decisions. When alumni are pleased with how the school is doing, they donate funds, mentor students, and offer jobs to graduates. “Alumni should never feel as if you have walked away from their experience, even if you are seeking ways to reach new audiences,” says Morse. And don’t forget that other external stakeholders are also deeply interested in your messages. “Other people, from HR managers to recruiters, notice the brand, so it has to resonate BUILDING ON across audiences,” says Parikh. Adds Fitting, “The brand message should remain the same no matter what. But the submessages—the ones aimed at dif- GROWTH ferent audiences—have to vary according to the audience’s perspective and desires. Students, parents, faculty, and recruiters are all looking for different experiences. But to create the THE DREXEL UNIVERSITY message, you have to remember who you are.” LEBOW COLLEGE OF BUSINESS

10. Make sure that message focuses on the NEW ACADEMIC CENTER experience. “Most schools talk about their features— The state-of-the-art academic center, their curriculum, their campus, their history. They fail to opening in 2014, will continue the trajectory engage emotionally with students,” says Fitting. “Instead, of Drexel LeBow as a top business school. concentrate on the total experience.” In fact, you should turn your entire promotional cam- “This new building will enhance the ability paign into an invitation. “Higher education in general falls of Drexel LeBow students, alumni and into the trap of promoting itself by saying, ‘We’re the insti- business leaders to make discoveries, share tution that…’” says Morse. “Instead, a school should say, knowledge, and forge the connections that ‘You’re the kind of person who…’ That doesn’t contradict inspire ideas, establish businesses, create the idea that you should have a distinct worldview. You need jobs, and shape the future.” to say, ‘We believe this, and if you think that way too, you should come join us.’ You have to extend an invitation to GEORGE P. TSETSEKOS, PH.D. people by appealing to the way they perceive themselves. You R. JOHN CHAPEL JR. DEAN do this by offering both a window to yourself and a mirror to other people to let them know they belong with you.” And hold that mirror up for as long as alumni want to Watch LeBow Grow look. “Any institution of higher education should feel like the mother ship, the place all its graduates belong,” says BuildingLeBow.com Morse. “If business schools don’t create that feeling, it’s easy for an MBA degree to become a commodity.” But if they do articulate their vision, export it to people who share it, and make sure all their marketing messages nur- ture their relationships, they’ll be well on their way to creating places where students will want to belong for life. ■z

BizEd MARCH/APRIL 2011 31 Marketing 2.0 by Sharon Shinn

oday’s young, tech-savvy college applicants grew up playing video games and now spend much of their lives online. Any business school that wants to reach them needs to create a strong digital presence, and that means Tgoing beyond the typical static Web site. A school needs to offer these prospective students an interactive experience that engages and entertains them, while reinforcing the institution’s brand. Three business schools have recently launched initiatives Business schools connect with potential students that allow them to connect with students online in ways that are by taking advantage of this generation’s fun and creative, yet still reflect each school’s own personality. obsession with technology and social media. Playing out over smartphones, Facebook pages, and Web sites, these initiatives have worked both as branding and recruiting strategies. And they look very much like the future of marketing for tomorrow’s business schools.

The Branding Game Any marketing campaign needs two essential ingredients: a defined message and a way to deliver it to the intended audience. At IMD in Lausanne, Switzerland, those elements were combined in an interactive online contest called “Go Beyond What You Think Is Possible” that ran from October 2010 to February 2011.

32 BizEd MARCH/APRIL 2011 Marketing 2.0

MARCH/APRIL 2011 illustration by Dave Cutler BizEd 33 Any marketing campaign needs a defined message and a way to deliver it to the intended audience.

Before launching the branding and recruiting initia- The game took time to play, which meant many executive, IMD first needed to define the brand it wanted to tives spent hours with the contest, engaging with IMD. promote. So it held lengthy discussions with internal and Turpin acknowledges that the time commitment might external stakeholders and ultimately identified three adjec- have dissuaded the participation of some. However, by early tives that described the school’s core values: open, collab- December, nearly 4,000 people had played “Go Beyond,” orative, and pioneering. which can still be accessed at www.imd.org/contest. Overall, “Being open means being open to the world and devel- school officials were pleased with how the game reinforced oping an understanding of diversity that spans geographic, IMD’s values, even among those who didn’t play, as well as cultural, and functional boundaries. It also means expanding with how it offered those who did play the chance to experi- clients’ horizons to develop a borderless global view,” says ence IMD’s brand in an interactive way. Dominique Turpin, president of IMD. “Being collaborative Other schools that want to try something similar should, means listening carefully to our clients, then working with first of all, set clear objectives and metrics, says Turpin. Sec- them to develop programs and services together. Being pio- ond, they should ensure that the contest is fun—not just for neering means pushing back the frontiers of executive educa- the players, but for the staff members who design and imple- tion to promote more impactful leadership development.” ment it. In fact, IMD launched an internal competition simi- Those three values were on full display in the online lar to the external one, to help create excitement. “This has contest, which was developed jointly by the marketing and been very important in building community and reinforcing communications teams. the spirit of partnership,” says Turpin. The contest was first While IMD did not consider the competition a recruiting launched with a video, strategy per se, it did introduce the school to executives who still available at tv.imd. might be interested in its program offerings. But the true org, and played in three goal of the exercise was simple, says Turpin: “Our hope is stages. Because anyone that more and more people will be aware of IMD, our values, in the world could par- and our program offerings.” ticipate, the contest fit the “open” concept; the Back to the Future first stage of the game Last year, Grenoble Ecole de Management in France wanted also opened players’ to create a marketing campaign that simultaneously boosted IMD’s “Go Beyond What You Think Is eyes by posing counter student recruitment efforts and emphasized the school’s Possible” contest encouraged students to play intuitive multiple-choice strengths in technology management and innovation. The an online game that also introduced them to questions. In the sec- communications team at Grenoble—Anne Fuynel, Mary the school’s values. ond stage, the game re- Zaccai, and Nathalie Belviso—worked with international quired collaboration, digital agency Vanksen to determine ways to reach their because players needed to leverage their social networks to target group of applicants: young adults who are highly accumulate points by asking their friends to vote for them. In accustomed to using new media. the pioneering section, players had to match inventors with Because the school was focused on recruiting applicants to their creations. After completing each stage, players could the Master in Management program, it timed the campaign see how many points they earned and compare their perfor- for the months potential applicants took and received results mances to those of other players. from their business school entrance exams, which began in Once the contest ended in February, nine winners were May 2010 and closed in July. Says Fuynel, “Depending on randomly selected from among the top-scoring players. The their results, applicants can be accepted to several schools. It is grand prize winner received a seat at IMD’s executive educa- up to the schools to seduce and attract the best candidates.” tion program, “Orchestrating Winning Performance.” The The school’s “Time to Anticipate” campaign emphasized second place winner earned IMD’s World Competitiveness Grenoble’s technological strengths by drawing on retro- Package, which included the school’s annual World Compet- futuristic imagery from 1950s-era science fiction movies and itiveness Yearbook that analyzes and ranks the competitive- comic books. The images were used in a wide range of print ness of nations. All winners received iPads. The total value of and poster ads and featured heavily in promotional materials— prizes awarded was $20,000. such as T-shirts and welcome packages—created for applicants

34 BizEd MARCH/APRIL 2011 taking their entrance exams. But “The ‘Time to Anticipate’ cam- the most original and entertaining paign is part of our strategy to elements of the campaign were two reinforce our identity with regards digital applications designed for use to technology management and on social media sites. innovation. “We started out by Says Fuynel, “We wanted not identifying the values that repre- only to be present where students sent our school,” says Fuynel. network on the Web, but also to show them that Grenoble Ecole de Speaking in Code Management is the school of new A small school with a small budget technologies. Therefore, commu- has to be creative to compete with nicating through Facebook, a site better-funded institutions, a fact that potential students use every that’s well understood at William & day, was a natural choice for us.” Potential students can access this Facebook page and participate Mary’s Mason School of Business In the first digital application, in Grenoble’s retro-futuristic “Time to Anticipate” campaign. in Williamsburg, Virginia. Recent Grenoble used its Web site to marketing campaigns have been post clips from five ’50s-era films in their original Russian, designed to drive prospects to the Web site so that every cent Hungarian, and Czech languages. Visitors could adapt the spent on print materials can be used to reinforce the brand, films by writing their own subtitles and posting the results not to simply list facts and figures about the school. on Facebook. In the second application, visitors could One way the school has accomplished this is by printing download photos of their own faces and superimpose them all promotional materials with QR codes, square patterns of over black-and-white pictures of old movie stars. Beneath dots and shapes that can be scanned by smartphones. The the photos were names of extravagant and imaginary jobs, QR codes lead users to YouTube postings or Web sites—in such as “submarine salesman” and “psychologist for post- Mason’s case, a series of videos about each of the school’s apocalyptic disorders.” These pictures also could be saved graduate programs. and posted to Facebook. “We’re using the QR codes to bridge the old technol- During the three months of the campaign, more than 2,000 ogy of print and the new technology of digital,” says Andrea people accessed the applications—about half of the number Sardone, chief marketing officer of the Mason School. As who eventually applied for Grenoble’s Master in Management an added bonus, the digital technology allows the school program. The videos tended to be more popular with users to measure how many students have accessed the videos, so than the photos, Fuynel notes, perhaps because applicants they can gauge the effectiveness of their promotional pieces. enjoyed the extended interaction with the films as they wrote For the 2010–2011 recruiting season, the school designed new dialogue. Although the campaign ended in July, says Fuynel, the sites are still open and about 100 users visit www. esc-grenoble.com/anticipate every month to view them. If the school decides to mount a similar event in the future, one thing it will change is the timing. The 2010 campaign ran during exam season, when applicants were more focused on test-taking than amusement. “If we do it again, we’ll run the contest earlier, maybe in March or April when people are more relaxed,” says Fuynel. Even so, administrators count the 2010 campaign a success. “We didn’t know what to expect from the campaign, so we were quite happy with the number of users,” says Fuynel. Outside experts also liked what they saw: In June, the school won a second-place award for the campaign from EUPRIO In an effort to make its promotional materials stand out from the ordinary, (an association of European Universities Public Relations William & Mary produced hexagonal viewbooks that told the personal stories and Information Officers). of three students at the Mason School of Business.

BizEd MARCH/APRIL 2011 35 a brochure with a code that leads students to an online video called “Revolutionaries Welcome” (revolutionarieswelcome. com), a short inspirational piece that invites students to come to Mason and learn to “Lead, Innovate, Revolutionize.” “‘Revolutionaries Welcome’ builds on the idea that Wil- liam & Mary has always been a home for America’s great minds,” says Amy Puff, an account executive at the Fitting Group, a branding and advertising agency based in Pitts- burgh, Pennsylvania. The agency helped William & Mary develop the campaign, which plays off the school’s historical roots but offers a contemporary twist. “The school focuses on attracting passionate, forward-thinking leaders—modern revolutionaries,” says Puff. The “Revolutionaries Welcome” campaign also features a full online advertising plan, which includes LinkedIn ban- ners and text ads that are delivered to students based on their profile information. Says Puff, “Because we can target very directly based on title and industry, LinkedIn ad messages tie to MBA tracks in marketing, finance, real estate, and so on. We are also running a pay-per-click campaign (Bottom) A promotional brochure from William & Mary folds into a bank using Google AdWords.” that resembles the school’s new building. (Top) A scannable QR code on the But the current promotion doesn’t simply rely on elec- brochure takes students to an online video about the school. tronic links to get people talking. The “Revolutionaries Welcome” brochure, which is handed out at MBA Tours three flip books, stacked them on top of each other, and off- and other recruiting events, is made of heavy cardstock set them to create a single book in a hexagonal shape. Each paper and features text and photos about Mason’s new individual flipbook told a story about a different William & home, the Alan B. Miller Hall. It can also be folded into a Mary student. bank shaped just like the new building—a subtle reminder “It was our first venture into trying to do something no that an MBA is a great investment. other school does, to reinforce the idea that we are a different “We wanted to have a giveaway that would allow us to type of business school,” says Sardone. “There was no page talk about our building, talk about our program, and make in that viewbook about the core courses or prerequisites for sure prospects keep our school top of mind after the event,” the program. The idea was to drive people to the Web site, says Sardone. “We wanted to do something different from because they can find all that content online.” The strategy other schools.” seems to be working: In the past five years, enrollment at the The bank brochures are also unusual enough to be eye- school has doubled. catching at admissions fairs. “These events have very strict “The whole concept of ‘revolutionary thinking’ is real- rules about what’s allowed on each school’s table,” says ly baked into the bricks at William & Mary, and we want Andrea Fitting, CEO and president of the Fitting Group. to make sure its communications reflect that brand,” says “Admissions personnel can’t put up any tall posters that will Fitting. “We’re always trying to think of ways to do some- obstruct the view of the room, so they usually don’t bring thing with the Mason School that’s unusual for higher more than a stack of viewbooks, maybe an open laptop, and a education marketing.” banner with the school logo. We felt one way we could create That, after all, is the purpose of advertising: to highlight an some visual interest and buzz around the table was to display institution’s strengths in a manner so unusual or so intriguing something other than a stack of viewbooks.” that potential consumers like it, remember it, and follow up Not that the William & Mary team members dislike view- on it. For today’s business schools, that often means coming books. A few years ago, Sardone worked with The Fitting up with quirky ways to invite applicants online, where they Group to create a variation on the typical rectangular book can learn everything they need to know about a school—and that presents basic facts about an MBA program. They took decide they would love to attend. ■z

36 BizEd MARCH/APRIL 2011 THE RICHARDS GROUP TRG JOB #: SBU-10-0036 CLIENT: SMU TITLE: Biz Ed Creative PUB: Biz Ed INSERTION: March/April 2011 TRIM: 8.375" x 10.75" According To A Recent LIVE: 7.375" x 9.75" Salary BLEED: Employer Survey, Our Graduates Are N/A COLOR: CMYK SWOP LINE SCREEN: Setting The Gold Standard. 133 LS/ 280 Dmax FOR QUESTIONS CALL: Jennifer Duncan 214.891.5808 Snapshot ACSB International’s 43rd annual salary survey, released in January, featured input from more than 1,200 institutional members, including 503 schools in the U.S., 12 in Asia, 19 in Europe, eight in Oceania, and six in South America. Their responses yielded salary data on 31,367 faculty members and 5,887 administrators. While theseA charts illustrate the differences among faculty salaries across a number of factors, they are meant to provide an overview of the field, rather than serve as a basis for decision making. Association members can acquire comparative data through an AACSB DataDirect enhanced benchmarking subscription. For more information, go to www.aacsb.edu/datadirect.

A look at data from AACSB Recruiters agree: The SMU Cox MBA program ranks International’s among the best in the nation. When surveyed by Bloomberg Businessweek, employers named Cox #6 based on 2010–2011 the quality of our grads. And with three top-15 MBA Salary Survey programs, we’re making sure our graduates’ futures are golden. shows differences For information, visit cox.smu.edu or call 800.472.3622. across fields and disciplines.

SMU will not discriminate on the basis of race, color, religion, national origin, sex, age, disability or veteran status. SMU’s commitment to equal opportunity includes nondiscrimination on the basis of sexual orientation. MARCH/APRIL 2011 illustration by Dave Cutler/Corbis BizEd 39

SBU100036 BizEd .indd 1 1/17/11 10:27 AM Salaries by Rank and Discipline Count Tenure Track AQ* PQ Salary Ranges G

104.1 M 157.9

Accounting** G

1561 91.0% 90.6% 5.5% 104.1 M 157.9 G

104.1 M 157.9 G

104.1 M 157.9 G G M

101.6104.1 M 149.4157.9 G G M 149.4 101.6104.1 M 157.9 G G

CIS/MIS M Salaries and hiring rates for busi- 752 91.9% 93.9% 2.9% 101.6104.1 M 149.4157.9 G G M

Salary 101.6104.1 M 149.4157.9 G G M G

M 157.9 90.3101.6104.1 M 137.9 149.4 G G G M M 90.3 101.6104.1 M 137.9 149.4157.9 G M G 90.3 101.6 M 137.9 149.4 G G ness school faculty continue to hold M 1146 93.1% 91.4% 3.0% Economics 90.3 101.6 M 137.9 149.4 G M M G G G and 101.6 M 137.9 149.4 194.0 90.3 104.1108.3 M 157.9 G M M G G G 101.6 M 137.9 149.4 194.0 90.3 104.1108.3 M 157.9 G M G M 90.3 G 137.9 194.0 104.1108.3 M 157.9 M G G G at a slower pace as the economy M 137.9 194.0 90.3 104.1108.3 M 157.9 G M G G G M Finance G M M 137.9 1532 91.9% 94.1% 3.6% 90.3 101.699.2104.1108.3 M 149.4162.0157.9 194.0 G G G M G G M M Hiring M 90.399.2101.6104.1108.3 M 137.9 149.4162.0157.9 194.0 M G G G G M M 194.0 99.2101.6104.1108.3 M 149.4162.0157.9 M G G G G M M 149.4 194.0 enters its third year in a recession, 99.2101.6104.1108.3 M 162.0157.9 M G G G G G M M M M 104.1 G 149.4157.9 194.0 90.399.2101.6103.4108.3 M 137.9 162.0164.2 G M G G G G M Management M G M 1684 89.5% 92.1% 4.2% M 149.4157.9 194.0 90.399.2101.6103.4104.1108.3 M 137.9 162.0164.2 G G G M M M

Trends G 149.4 90.399.2101.6103.4 M 137.9 162.0164.2 G G G M G M M but administrators are still finding 90.399.2101.6103.4 M 137.9 149.4162.0164.2 G G G M G G M M M

M 149.4 G 90.399.2101.6103.4106.8108.3 M 137.9 162.0164.2169.6 194.0 G G G G G M M M M M G 90.399.2101.6 M 137.9 149.4162.0164.2169.6 194.0 103.4106.8108.3 G by G M G M G 157.9

104.1 M

Marketing M G 1252 91.9% 94.3% 3.1% M 137.9 164.2 90.3 103.4106.8108.3 G 169.6 194.0

M 157.9 104.1 G G M M G G M M 90.3 103.4106.8108.3 G 137.9 164.2169.6 194.0

M 157.9 104.1 G G M M room in the budget for small raises. G G M G G M M 137.9 164.2 194.0 90.3 M 100.8103.4106.8108.3 G 147.5 162.0 169.6

99.2 M 157.9 G

104.1 M G G M G G G M M

M 137.9 194.0 90.3 108.3 M 147.5 164.2 G 100.8103.4106.8 G 162.0 169.6 Jessica 99.2 M G

M 157.9 104.1 M 149.4 G 101.6 G G M M

G 194.0 106.8108.3 M 147.5 169.6 100.8 M 99.2101.6 G 149.4162.0 G

M 157.9 G G

104.1 M Professor G M Production/Operations Management M M 415 92.8% 95.9% 0.7% G 147.5

100.8 M 169.6 194.0 99.2106.8108.3 G 149.4162.0

101.6 M G

M 157.9 G 104.1 G G G G M M In fact, the 2009–2010 academic M M 194.0 M G 106.8108.3 G 147.5 162.0 169.6 100.899.2 M 91.9103.4104.1 M 141.0 149.4157.9164.2

101.6 M G G G G G G M M M M M 194.0 G 106.8108.3 G 147.5 162.0 169.6 100.899.2 M 164.2

Brown G 141.0

91.9 103.4 M 157.9 104.1 M 149.4 G 101.6 G G

G 137.9 M M 90.3 M M 147.5 100.8 G 162.0 G 99.2 G 164.2 M 141.0 M 91.9 103.4104.1 M 137.9 149.4157.9 G G 90.3 101.6 G G M M M

M 147.5 G 100.8 G 162.0164.2 M 141.0 91.999.2103.4 M

G 137.9 149.4 G 90.3 101.6 G G M M M

Quantitative Methods G G M G 401 94.5% 97.3% 2.0% M 147.5 162.0 100.8 M year was a slight improvement M 164.2 99.2103.4 G 91.9101.6106.8 M 141.0 149.4160.0 169.6 G 100.4 G 137.9 90.3 G M G G G M M M M G 147.5 M 162.0164.2 100.8 M

99.2103.4 G M G 91.9101.6106.8 M 141.0 149.4160.0 169.6 G 100.4 G 137.9

M 194.0 M 90.3 G

108.3 G M G M M 164.2 M 103.4 G 141.0 91.9 106.8 G 149.4160.0 169.6 100.4101.6 M 194.0

108.3 G G G 137.9 G

90.3 M M M M M G 164.2 91.9 103.4106.8 G 141.0 160.0 169.6 M

100.4 G 194.0

108.3 G M

G 137.9 G M 90.3 G M G M

M 164.2

G 157.9 M 103.4104.1 M G over 2008–2009. Last year, the average full-time 91.9100.8106.8 M 137.9141.0 147.5 160.0 169.6 G

90.3100.4 G 194.0 G 108.3 G M M G

Other M 157.9 M 104.1 G 1147 88.0% 89.8% 5.7% M

M 164.2 G 103.4 M 169.6 G 106.8 G 147.5 91.9100.8 M 141.0 G 137.9 160.0 M

G 194.0 90.3100.4108.3 G M

M 162.0157.9 M 99.2104.1 G M G G 169.6 106.8 M 147.5 M 160.0 G 100.4100.8 M 137.9 90.3 G 162.0 194.0 99.2 G G 108.3 G M

M 157.9 104.1 M M G 147.5 100.8 M G 106.8 M 160.0 169.6 100.4 G

G 162.0 G 194.0 99.2 G G

108.3 M 157.9 M M 104.1 M M G

M 149.4 M G 100.8101.6106.8 G 147.5 160.0 169.6 M 100.4 G 194.0

108.3 G 141.0 M faculty nine-month salary across all ranks and fields 91.9 G 162.0 G 99.2 G 149.4 M M G M 101.6104.1 M 157.9 M M 147.5 G 100.8 G 169.6 106.8 G G G 160.0 M 100.4 M 141.0 194.0 91.9 108.3 M G 104.1 M 149.4162.0157.9164.2

99.2 M All Professors Combined 101.6103.4 G

9890 91.2% 92.6% 3.9% M M G 147.5 100.8 G M G G G G 194.0 M 141.0

108.3 M 164.2 91.9 103.4 M G

M 162.0157.9 104.1 G 130.3 149.4 94.799.2101.6 M M G M G 147.5 G 100.8 G 141.0 M G 91.9 M M 164.2 103.4 G G

G 149.4162.0

M 130.3 101.6 M 157.9

99.2 M 94.7104.1 M G G 147.5 100.8 G

M 137.9 M G 90.3 M 141.0 G 91.9 G M G 162.0164.2 99.2 M 160.0 G G 103.4 M 130.3

100.4 M 157.9 M increased 2.6 percent to $113,996 from $111,084, 94.7104.1 M 149.4 101.6 G 137.9 90.3 G 147.5 M 100.8 G G G M G M 141.0

91.9 M M G M 160.0162.0 G 100.499.2101.6 M 130.3 149.4 164.2 94.7103.4 M

106.8 G 137.9 169.6

90.3 G M G G G M 141.0 G M 91.9 M G M M M 100.499.2 G 160.0162.0 169.6

106.8 M 149.4 164.2 G 93.794.7101.6103.4 G 130.3 M M 121.1 137.9

90.3 G G M M G G

G 141.0 G 160.0 M

91.9 M G 100.4 M M 169.6 106.8 M 164.2 M G 93.7101.6103.4 130.3137.9G 149.4 M 121.1 90.394.7 G 194.0 M G 108.3 G 141.0

91.9 G M M G 160.0 M M 164.2 M

100.4 G 103.4 G G 130.3

G 169.6

94.7 106.8 M 149.4 93.7101.6 M M 121.1 137.9 194.0 compared to a 1.7 percent in 2008–2009. The typi- 90.3 108.3 G M G G 141.0 G G 91.9 G 160.0 M M M M M 100.4 G 103.4 M 164.2 93.794.7100.8106.8 G 130.3137.9 147.5 169.6 90.3 M 121.1 194.0

108.3 G M G G G

M 160.0 M G G G M M 100.4 M 147.5 164.2 G M 94.7100.8103.4 M 130.3 Count Tenure Track AQ PQ 90.393.7 106.8 Salary98.3 RangesG 121.1 137.9 169.6 194.0 74.6 108.3 M G G G M M G M M G G G 147.5 160.0 M 100.8 M G 100.4 G M 130.3 94.7 106.8 M 137.9 169.6 194.0 74.6 93.7 108.3 M 98.3 121.1 90.3 G

G 162.0 M 99.2 G 160.0 M M G

100.4 G G M M 147.5 169.6 G 100.8106.8 M G 93.7 M 121.1 74.6 90.3 M 98.3 137.9 162.0 194.0 99.2108.3 G G M M G G cal annual increase in average salary increase is 3 G 160.0 M M G G M 100.4 M 147.5 169.6 74.6 93.7100.8106.8108.3 M 98.3 121.1 141.0 162.0 194.0 91.999.2 G G M M G G M M G G M G G G M 169.6

106.8 M 147.5 M 74.6 91.993.7100.898.9108.3 M 98.3 121.1 130.3141.0 148.5 162.0 194.0 94.799.2 G M G G G G M M M G G G M M G M 147.5 Accounting 100.8 M 141.0 1412 93.7% 86.4% 8.4% 74.6 91.993.798.999.2108.3 98.3M 121.1 130.3 148.5 162.0 194.0 94.7 G

G 164.2 M 103.4 G M G M M G G 147.5 G 100.8 G M M M 74.6 91.994.798.9103.4108.3 M 98.3 130.3141.0 148.5 162.0164.2 194.0 99.2 G G G M G G M G G G

M 147.5 M M M M percent to 4 percent. 74.6 91.994.7100.898.999.2103.4 M 98.3 130.3141.0 148.5 160.0162.0164.2 G

100.4 G G M G G M G M M G G

M 130.3 93.794.798.9 G 121.8121.1 148.5 90.0 103.4106.8 M 123.0 160.0164.2169.6 74.6 85.7 100.4100.8 98.3 G 147.5 M G G G M M G G M M G G M M 123.0 160.0 74.6 85.790.093.7100.4100.8103.4 98.3 M 121.8121.1 147.5 164.2169.6 106.8 G M G G G G G M M G M M M number of schools reported hiring new faculty over 797 93.4% 90.7% 3.3% Economics 74.6 85.790.093.7100.4100.8106.8 M 98.3 123.0121.8121.1 147.5 160.0 169.6 G G M G M G G G M G M M G G M M

93.7 M 74.6 85.790.092.3100.4100.898.9106.8 M 98.3 123.0121.8121.1131.7 148.5147.5 160.0 169.6 G G G G M G G M M G G M M M M G 93.7 M 123.0121.1 147.5 M 74.6 85.790.092.3100.898.9106.8 G 98.3 121.8 131.7 148.5 169.6 M G G G 141.0

M 130.3 G

91.9 M 94.7 G G M G M M G

M 121.8 74.6 90.0 M 98.3 91.992.3100.898.9106.8 M 131.7130.3141.0 148.5147.5 169.6 94.7 G G G G G M G M M M M M 100.8 G 121.8 148.5147.5 74.6 90.091.992.398.9 M 98.3 131.7130.3141.0 the last two years than in past surveys. In addition, the 94.7 G G G M G M G G M G M M G M Finance G M 1153 92.5% 91.1% 4.3% 74.6 90.0100.898.9 M 98.3 121.8 148.5147.5 79.785.791.992.3 M 112.2 123.0 131.7130.3141.0 94.7 G G G G G M M G M G M G M M M M 74.6 98.9 G 98.3 G 121.8 148.5147.5 79.7 90.0100.8 M

M 112.2 G 123.0 131.7141.0 91.992.3 M 85.7 G 130.3 94.7 G 160.0 M 93.7 G M

G 121.1 G G 100.4 G M M M M M 148.5 G 98.9 G 131.7 147.5 79.7 92.3100.8 M 112.2 123.0 85.7 M 141.0 160.0 91.993.7 G 121.1 130.3 100.4 G

94.7 G G M M G G M M M M G G 79.7 92.398.9 M 112.2 123.0 131.7141.0 148.5 85.791.9 M 160.0 93.7 G

100.4 G 121.1 130.3 G G

94.7 G M percentage of full-time faculty classified as “new hires” M M M G G G M G M 148.5 M 98.9 M M G 123.0 131.7 77.879.785.790.091.992.394.7 M 109.1112.2 121.8 130.3141.0 160.0 93.7 G G G 121.1 100.4 G G G M M M M G M M G Management G M 1476 90.5% 92.3% 3.4% 98.9 M 123.0 148.5 M G 131.7 M 79.785.792.3 G 109.1112.2 121.8 141.0 160.0 77.8 90.091.994.7100.4 M 130.3 G 93.7 G 121.1 G G M M 74.6 M 98.3 G M G G M M 79.7 G 123.0

M 112.2 M 85.7 G 121.8 77.8 90.091.994.7 M 109.1 130.3141.0 160.0 74.6 G 98.3 93.7100.4 G G G M 121.1 G M M M M 79.7 G 121.8

M 112.2 G 123.0 77.885.790.0100.4 M 109.1 160.0 74.6 G 98.3 93.7 G M

G 121.1 G G M G M M G M M

also decreased. The percentage of schools with new G

M 123.0 M 79.785.7 G 112.2 123.5121.8 77.8 90.092.393.7100.4 M 109.1 121.1131.7 160.0 74.6 87.0 G 98.3 G G M M G G G G M M M M M G 123.0121.8 M 79.785.790.0 G 112.2 123.5 M G 109.1 131.7 160.0 M 77.887.092.393.7100.4 G 121.1 G M 98.3 148.5

74.6 M G G 98.9 G M

Marketing M M G 121.8 M 1084 91.8% 90.2% 2.9% G 109.1 123.5 90.0 G

77.8 M 87.092.393.7 M 121.1131.7 148.5 160.0 100.498.9 G G M 74.6 G 98.3 G M M M

G 123.5 G 121.8 M 109.1 131.7 77.887.090.092.3 M 148.5 G 98.9 G G G M 74.6 M 98.3 M G M M

G 121.8

G 130.3 M M hires peaked at 91.9 percent in 2007–2008, with the 90.094.7 G 109.1 123.5 131.7 M 74.677.879.7 92.3 G 98.3 112.2 148.5 87.0 G M 98.9 G G M M

M 130.3 G

94.7 M G G

M 121.8 M 90.0 G 109.1 123.5 131.7 G 92.3 G 77.879.7 M 112.2 M G 74.6 87.0 M 98.3 148.5 98.9 G M 85.7 94.7 M 123.0 130.3 G G 123.5 M G

M 131.7 M 92.3 G 79.787.0 G 112.2 74.6 M 98.3 M 123.0 148.5 G 85.7 98.9 G M

G 130.3 M Production/Operations Management 94.7 M 336 91.1% 91.4% 3.6% G 123.5 M G 79.7 G 112.2 131.7 92.3 M

87.0 G M 123.0 148.5 G 85.7 G

98.9 M M M 130.3 G 94.7 G M M G 123.5

93.7 G 131.7 79.7 92.3 M 112.2 121.1 M

87.0 G 148.5 percentage of faculty reported as new hires hitting 8.4 98.9 G 109.1 G M

77.8 M 123.0

85.7 G M G G M

93.7 M 130.3 94.7 M 121.1 G

G 123.5 G G 79.7 M 112.2 131.7 92.3 M M 91.0 G M M 87.0 G 109.1 148.5 77.8 98.9 M 123.0 130.3 146.4 G 85.7 94.7 G 121.8 90.093.7 M

M 121.1 G G M 79.7 G 112.2 M M G 91.0 G

M 109.1 148.5 M 98.9 G 77.8 M 121.8 90.0 G 123.0 130.3 146.4

85.7 94.7 M 93.7 G 157.9 M

G 121.1 M G M 91.0 G 79.7 G 109.1112.2 M G

77.8 M

M 121.8 G 90.0 G 146.4

G 123.0 M M Quantitative Methods 85.793.794.7 M 121.1 130.3 157.9 G G G M 269 91.5% 89.2% 2.2% 79.7 M 112.2 M 74.6 91.0 G 98.3 M G 109.1 123.5

77.8 G

M 123.0 G G M percent. In 2008–2009, those numbers remained fairly 85.787.090.0 M 121.8 146.4 M

G 130.3

94.7 M 157.9 93.7 G 98.3

74.6 M G 121.1 G M G 79.7 M 112.2 M G 91.0 G 109.1 M G 123.5 M 77.8 G M G 82.085.787.0 M 111.8 123.0121.8 146.4 90.093.7 M 121.1131.7 157.9 G 98.3

74.6 92.3 M M G G G G M M 109.1 M 91.0 G 123.5 M 77.8 G M 82.0 G 111.8 123.0 85.787.0 M 131.7 92.3 G 121.8 146.4 90.093.7 G M M G 121.1 157.9 M M G 74.6 91.0 G 98.3 123.5 M G M G 109.1 G

82.0 G M 77.887.0 M 111.8 131.7 146.4

M 121.8 92.3 G 90.0 G M 74.6 93.7 M 98.3 G

M 121.1 G 157.9 M G G 148.5 91.098.9 M 109.1 123.5

77.8 M 82.0 G

M 121.8 G 87.0 G 111.8 90.0 G 146.4 M M 131.7 M G 157.9 92.393.7 M 148.5

steady, at 90.9 percent and 9.4 percent, respectively. Other G 121.1 98.9 G M M 74.6 G 98.3 G 1078 85.4% 83.8% 9.8% G 91.0 M 123.5 M 109.1 G

74.777.8 M M G 82.087.0 G M 111.8 121.8 146.4 90.0 M 100.0 149.4 G 131.7 74.679.7 92.3 M 98.3 112.2 148.5 157.9 98.9 G G M M M G G 123.5 M 91.0 G G M 74.7 G 87.0 M

M 121.8 79.782.090.0 100.0G 111.8 146.4 149.4 M 112.2 131.7 157.9 G M G G 98.3 148.5 74.6 92.398.9 M M G

G 123.5 74.782.0 M M G G 111.8 Associate Professor M 79.787.0 M 100.0 149.4

G 112.2 G

M 131.7 148.5 M 92.398.9 G 157.9 M G 74.6 G 98.3 M 123.5

M 123.0

74.7 85.7 G M 82.087.0 G G 111.8

M 100.0 G 131.7 149.4 79.7 92.3 M G

M 112.2 M M G G 74.6 98.3G 123.0 148.5 98.9 G M The past two years have been a different story. The 85.7 M 123.5 G M G M G 74.782.0 G M M 87.091.0 G 111.8 94.9 M 79.7 92.398.9 M 100.0 112.2 131.7 148.5160.0 149.4 All Professors Combined G 123.0 146.4 M 109.1 G G G M 8501 91.5% 89.5% 5.0% 77.885.7 G M G M M M G 74.782.0 91.0 G M 94.9 G 111.8 M 131.7 92.3 M 100.0109.1 149.4 79.7 G 112.2 148.5160.0 77.8 98.9 G 146.4 M 123.0 M 85.7 G 157.9 G 74.7 M M G 91.0 G M 94.9 100.0G 149.4 M M 109.1 79.7 G 160.0

M 112.2 G 77.8 98.9 G 123.0 146.4148.5 M 85.7 M G G 157.9

M 121.8 G M 74.7 90.091.0 M 137.9 94.9 G

G 100.0 79.7 G 149.4 M M 112.2 M 109.1 146.4 160.0 G 148.5 77.8 98.9 G 121.8 M

G 123.0 M 157.9 90.0 G M G

85.7 M M G 74.7 91.0 G M M G 137.9

percentage of schools reporting new hires decreased G M M 100.0 94.9 G 149.4 79.782.082.3 M 109.1112.2111.8120.1123.0123.5 146.4 160.0 G 121.8 77.885.7 G 157.9 G G 90.0 M M M M M 87.0 G G G 91.0 G M 74.7 M 137.9 M G

82.3 M 100.0 79.7 94.9 G 120.1123.5 149.4 82.0 M 112.2 146.4 G 111.8 123.0 160.0 M 109.1 157.9

87.0 G 121.8 77.885.7 G M 90.0 M M G G 91.0 G M 137.9

94.9 M G G

82.3 M 120.1123.5 M 82.0 G 111.8 146.4 160.0 G 87.0 M 109.1 121.8 157.9

G 123.0 M 77.8 90.0 G M G 85.7 M G M M G 131.7 91.092.3 M 137.9 G 82.382.0 94.9 G 120.1 M G 111.8 123.5 M M 109.1 160.0 77.8 G 146.4 157.9

G 123.0 M M M 87.0 G 121.8 G 85.7 G 131.7 G M 90.091.092.3 G M M M G M G 94.9 G 137.9 74.782.382.0 M 111.8120.1123.1 146.4 to 84.9 percent in 2009–2010, with only 7 percent of 86.3 M 100.0109.1 123.5121.8 160.0 77.8 90.0 G 149.4 G M G M G 131.7 157.9 M 87.0 G G 92.3 G M M 91.0 M 137.9 M G M G 82.0 94.9 G 123.1 74.782.386.3 M 111.8120.1 146.4 Count Tenure Track AQ PQ 77.8 M Salary100.0109.1 Ranges123.5121.8 160.0 149.4 157.9 G M G 90.0 M G 87.0 G 131.7 M

92.3 M 137.9 G G

82.382.0 M 120.1123.1 194.0 74.7 G 111.8 M 86.3 M 100.0 123.5 149.4

G 157.9 G

M 121.8 G 131.7 G 90.0 M M M 87.092.3 G M G 74.779.782.3 M 112.2 123.1 137.9 194.0 G G 120.1123.5 82.086.3 M 100.0 G 111.8 149.4 M M M G 87.0 G 121.8 G

79.7 90.0 M M G

G 112.2

G 131.7 M G M

92.3 M M 74.782.382.0 G 111.8120.1123.1 137.9 194.0 86.393.1 M 100.0 123.5 G 149.4

94.9 M 131.0

total faculty members reported as new. In 2010–2011, G 131.7 M 87.0 G 160.0 79.7 G M 92.3 G

G 112.2 M G M G M M M 74.782.382.0 93.1 G 100.0 111.8120.1123.5123.1 194.0 M 149.4

86.3 G 94.9 G 131.0 M M 87.091.0 G 160.0 G 131.7 M G G 79.7 92.3 M 112.2 M 74.7 M 123.1 146.4

G 194.0 86.393.1 G 100.0 M G 149.4 M M Accounting 91.094.9 G 131.0

1364 90.3% 86.2% 8.4% M 79.7 G 160.0 G G G 112.2 131.7 M M M 146.4 92.3 M 109.1 G 123.1 G 74.777.886.393.1 G 194.0 94.9 M 137.9 157.9 M 91.0 M 100.0 131.0 G 149.4

G 160.0 M G M G 131.7 M G 79.7 92.3 M 112.2 146.4 M 109.1 M G 74.777.8 G 194.0 M 123.1 157.9 G 100.0 86.3 G 93.194.9 G 137.9 149.4 M M 60.0 82.3 91.0 100.0M 120.1 131.0 160.0 G 79.7 G 112.2 M M G G M G 109.1 those numbers decreased to 83 percent and 6.7 per- M 146.4 G 77.8 M 74.7 M 123.1 157.9 194.0 94.9 G 100.0 137.9 162.0 86.3 G 93.1 G 100.0 149.4 M

60.0 M M M 82.3 G 120.1 131.0 160.0

91.0 G

79.7 G

M 112.2 M M G

82.0 G 109.1111.8 146.4 77.8 M 194.0

93.1 G 137.9 157.9 M 94.9 G 162.0

M 100.0 131.0

60.0 G 82.3 G 160.0 M M 120.1 91.0 G M

82.0 G 79.7 G 111.8 G

M G 112.2 M 109.1 M 77.8 M 123.5 146.4 137.9 194.0 M 93.1 G 157.9 162.0 82.387.0 G 100.0 60.0 G

G 131.0 94.9 G 120.1 M M M CIS/MIS M 585 84.5% 91.7% 3.3% 91.0 G 160.0

82.0 M 79.7 G 111.8 123.5

G 112.2 M M M G G 109.1

M 146.4 G 77.8 G 137.9

87.0 M 93.194.9 G 162.0 M M M 82.3 G 131.0 157.9 91.0 G 100.0102.3 120.1 160.0 60.064.2 86.3 M 123.1 G 123.5 G 82.0 M G 109.1111.8 146.4 M G 77.8 M M G M

G 137.9

87.0 M cent respectively. G 82.3 93.194.9 G 157.9 162.0 M M M G 64.2 G 102.3 120.1 131.0 91.0 G 100.0 123.1 160.0 60.0 M 86.3 M G 74.7 M G 123.5

82.0 M G 109.1111.8 146.4 77.8 M G 100.0 149.4 157.9 M 87.0 G G 60.0 82.3 G 100.0 137.9 M M G 102.3 120.1 162.0 M 64.2 M M 74.7 86.391.0 G 123.5123.1 194.0 G M G 100.0 146.4 149.4 G 82.0 G M 109.1111.8 M 77.887.0 M 137.9 G 157.9 162.0 G

M 100.0102.3 123.1

60.064.2 M M 82.386.3 G 194.0 G 120.1 74.7 M G M M G 100.0 123.5 149.4

82.0 G

G 109.1

G 111.8 M 77.8 M 164.2 G 137.9

M 157.9 M M G 82.387.0 G 162.0 G 100.0 120.1123.1

60.0 M 843 88.2% 90.7% 3.3% Economics 64.2 74.779.082.086.393.1 M 102.3 111.8 125.0123.5 131.0 194.0 G G M G G M 100.0 149.4 M G 164.2

87.0 G M M

M 162.0 M G 82.3 G 123.1 194.0 G 86.3 G 100.0 120.1

60.0 M What does the future hold? According to AACSB 64.2 M 102.3 74.779.082.0 93.1 M 125.0123.5 131.0 G 111.8 G G M

94.9 M 100.0 149.4 164.2 G M

87.0 M G M 64.2 G 102.3 123.1 160.0 162.0 194.0 M 86.3 G G M 74.779.082.0 93.194.9 M 111.8 125.0123.5 131.0 G G G M 164.2 G M M 100.0 160.0 149.4 M 87.0 G 194.0 M 64.2 G 102.3 93.1 G 123.1 M 74.779.086.3 94.9 M 125.0123.5 131.0 G G G M G G M M M 100.0 160.0 149.4 164.2 M G G 87.091.0 M G 123.1 194.0 64.2 86.3 M 102.3 60.0 74.779.0 93.1 100.0M 131.0 146.4

G 125.0

94.9 M 100.0 137.9 149.4 G G G M 91.0 M G M 160.0 164.2 G M M G

G 123.1 64.2 86.393.1 M 102.3 146.4 194.0 M 131.0 Finance G 162.0 60.0 74.7 M 100.0 137.9 Chief Knowledge Officer Dan LeClair, “Athough we’ve 1260 90.0% 91.1% 4.3% 79.0 G G M 125.0 157.9 94.9 G 100.0 149.4 164.2

91.0 M 82.3 M 120.1 G M G 160.0 194.0 G M 93.1 G 146.4 M 131.0 60.0 74.779.0 100.0M 125.0 137.9 157.9 162.0 G

82.3 G 94.9 M 100.0 120.1 149.4 164.2 G G 91.0 M M M 160.0 169.6 194.0 G G

M 146.4 60.0 79.0 93.1 100.0M 131.0 157.9 162.0 G 125.0 137.9 M G 82.3 G 120.1

91.0 M M 94.9 G 164.2 G M M

G 169.6

G 160.0 M 93.1 M 146.4 82.0 G 131.0 162.0 60.064.2 79.0 M 100.0102.3 111.8 125.0 157.9 M 94.9 G 137.9 G G

82.3 G M G 120.1 G M 91.0 M 160.0 164.2 M M 169.6 G G

82.0 M 111.8 93.1 110.5 M 162.0 60.0 G 100.0 131.0 146.4 160.0 M 157.9 G 64.2 79.0 G 102.3 M M M 94.9 G 125.0 137.9 91.0 G G seen an increase in doctoral degree production world- 82.3 M 120.1123.1 M 160.0 169.6

86.3 G G

82.0 M 111.8 146.4

110.5 M 162.0 60.0 G 100.0 160.0 G Management M 64.2 M 102.3 1531 88.3% 92.0% 3.6% G 157.9 M M 94.9 G 123.1 137.9 86.391.0 G M 82.3 G 120.1 160.0 G M 82.0 M 110.5 111.8 146.4 162.0 169.6

G 160.0 G 64.2 M 102.3 157.9 60.0 M 100.0 137.9 M G

G 123.1 G M G G 86.3 M 194.0 M

82.3 91.0 G M 120.1 M

82.0 G 111.8 169.6 74.7 110.5 G 164.2 M 60.0 M 100.0 146.4 160.0 64.2 G 102.3 162.0 M 100.0 149.4 157.9

G 137.9 82.3 G 194.0 M M M G 120.1123.1 79.0 G G G 86.391.0 M 125.0 G 169.6 M 74.7 M G

M 162.0164.2

82.0 M 110.5 G 100.0 111.8 146.4 149.4 60.064.2 95.0 M 100.0102.3 160.0 G G

M 126.5 M G G 137.9 157.9

M 194.0 79.082.3 M 120.1123.1 G G 147.5

G 125.0

74.7 86.393.1 M 169.6 M 82.0 G 111.8 wide, increasing international recruitment and upcom- M 131.0 164.2 M G 100.0 149.4 162.0 G 64.2 95.0 110.5 M 102.3 M 126.5 160.0 G 157.9 M M G G 82.3 G 194.0 79.0 93.1 M 120.1 147.5 G M 125.0123.1 G 131.0 169.6 74.7 86.3 G 164.2 M M 82.0 110.5 M 111.8 160.0

95.0 G 100.0 149.4 M 126.5 G Marketing 64.2 G 102.3 M M M 1208 90.1% 90.2% 2.9% 79.0 G G 125.0 93.1 G 147.5 194.0 G G 123.1 M G M 74.7 86.3 M 131.0 164.2 169.6 M 82.0 110.5 M 100.0 111.8 149.4 64.2 95.0 G 102.3 160.0 G 94.9 M 126.5 M G M G 79.0 G 123.1 160.0 G 125.0 86.3 M 147.5 93.1 M 194.0 G M G G

M 131.0 164.2

74.7 M M 82.0 110.5M 94.9 111.8 G 160.0 64.2 95.0 G 102.3100.0 149.4 G M 71.0 G 126.5 160.0 M G 122.8 M G 79.0 M 125.0 M 123.1 G 147.5 194.0 74.7 86.393.1 G G M 164.2

M 131.0 60.0 M 100.0 94.9 100.0 G 149.4 110.5 M

71.0 G 160.0 M G ing retirements, as well as pent-up demand, will likely 95.0 M 122.8 160.0 G G 126.5 M 79.0 G 125.0 194.0 M 123.1 G 60.0 74.7 86.393.1 100.0M 147.5 162.0 M G M

G 131.0 164.2 71.0 95.094.9 M 100.0 126.5 137.9 149.4 169.6 M G 122.8 G G 160.0 M G

M 147.5 194.0

79.0 M 162.0 G G 100.0 125.0 60.0 93.1 G 164.2 M M

74.7 M 137.9 M 94.9 G 131.0

71.0 95.0 G 100.0 149.4 169.6 82.3 M 122.8 126.5 160.0 M G 120.1 Production/Operations Management 79.0 G 125.0 G 194.0 G 264 93.2% 91.4% 3.6% 93.1 M 147.5 162.0 G M M 60.0 G 100.0 131.0 141.0 74.7 M 137.9 164.2 G M M G M G 82.3 95.094.9 100.0M 120.1 149.4 169.6 71.0 G 126.5 185.0 M 102.3 G 122.8

110.5M G 160.0 G 79.0 M 125.0 160.0 G M 147.5

93.1 M 162.0 G 141.0 100.0 M 131.0 G 60.0 94.9 102.3 G 137.9 64.2 M 169.6 M 82.3 M 120.1G 95.0102.3 G 160.0 185.0 G 71.0 M 126.5 M 110.5 G 122.8 M G 160.0

return hiring and salary growth to pre-recession levels.” M

93.1 G 147.5 M 102.3 141.0 162.0 64.2 M 131.0

M 137.9 G G 60.0 94.9 100.0 G 169.6 71.0 82.3 102.3 M 122.8120.1 185.0

G 160.0

M 110.5 M G G 160.0 G M M 102.3 141.0 G 64.2 M 162.0 G G

M 100.0 60.0 M M 71.0 82.3 94.9102.3 120.1G 185.0 137.9 169.6 110.5M G 122.8 123.1 86.3 G 160.0 160.0 M G M G G 100.0 60.0 G M M 102.3 137.9 141.0 162.0 64.2 M M G M G

G 169.6 M 71.0 82.386.3 94.9 110.5 123.1G 185.0 102.3 M 122.8120.1 G M 160.0 160.0

Quantitative Methods 99.6 G G G 95.0 M 141.3 215 76.7% 90.1% 1.9% M 126.5 162.0164.2 G M G M 100.0 60.0 102.3G 137.9 141.0 M M

64.2 M 147.5 M G 82.3 G 79.086.3 110.5 120.1G 123.1 169.6 194.0 71.0 M G G 99.6102.3 M 122.8125.0 160.0 185.0 164.2 G 95.0 M 141.3 G M 126.5

M 141.0 162.0 G M G 100.0 G

60.0 G M M 102.3M 137.9 147.5 169.6 64.2 79.082.3 102.3110.5 120.1125.0123.1G 185.0 194.0 M 86.3 99.6 G 160.0 164.2 G 95.0 M 141.3 M 126.5 160.0 G G 162.0 M M 141.0 M G G G G M 64.2 G 102.3 137.9 147.5 79.0 M 123.1 169.6 194.0 M 125.0 82.386.3 102.3 M 120.1 185.0 G G 93.195.099.6 M 110.5 126.5 141.3 160.0 164.2

M 131.0 160.0 G G G M 102.3 141.0 64.2 M G M 147.5 G M G G M G 79.0 M 194.0 82.3 93.1102.3110.5 M 120.1125.0123.1 185.0 M 160.0 M

G 135.5 86.3 95.097.5 G 131.0 G 71.0 99.6 M 126.5 141.3 160.0 164.2 G M 122.8 G M G M 102.3 141.0 147.5 G M

64.2 G M G G 123.1 194.0 M

86.3 M 79.0 93.1 110.5 M 125.0 Jessica Brown is a senior manager in the Knowledge Services 97.5102.3 M 135.5 185.0 G 95.0 G 131.0 160.0

M 126.5 Other 71.0 99.6 G 122.8 141.3 160.0 164.2 G 1009 80.0% 83.6% 10.0% M G G M 102.3 147.5 G M

64.2 G M

M 123.1

86.3 M 194.0 79.0 93.197.5 M 135.5 95.099.6 125.0G 126.5131.0 141.3 71.0 G 122.8 160.0 164.2 G M G M 147.5 G G M

M 194.0 G M G M 93.1 M 123.1 79.0 G 97.5 M 135.5 71.0 86.3 99.6 G 125.0 131.0 164.2 60.0 95.0 M 100.0 122.8 126.5 141.3

Assistant Professor 160.0

G 169.6 G G G M G M M G 79.0 M 147.5 194.0 M 125.0 G

M 141.0

M 123.1 G M G 86.393.195.097.5 M 100.0 135.5 area at AACSB International in Tampa, Florida. 60.0 71.0 99.6 G 122.8 125.0 126.5131.0 141.3 160.0162.0164.2 85.0 102.3 M 185.0 169.6 G

M 147.5 M G G G M G G

79.0 93.1 M 141.0 194.0 M M

125.0G

M 162.0 G 131.0

M 100.0 60.0 71.0 95.097.599.6 G 125.0 126.5135.5 164.2

G 122.8 85.0 102.3 M 141.3 185.0 160.0 169.6 M G G M 147.5 M 110.5G G

M 160.0 141.0 79.0 M 194.0 M

125.0G

93.1 M 162.0 97.5 G 135.5 60.0 71.0 100.0 G 125.0 131.0 8279 87.7% 89.4% 5.1% All Professors Combined 85.0 102.3 M 122.8 185.0 160.0 169.6 G M 110.5G G M 160.0 141.0 G M G G M M M

93.1 M 100.0 135.5 162.0 97.5 G 60.0 102.3 G 125.0 131.0 185.0 64.271.0 85.0 102.3 M 122.8 160.0 169.6

110.5 G G G M 160.0 M G M 141.0 M M G G G

M 162.0 G M 93.197.5 G 135.5 71.0 102.3M 64.2 G 60.0 102.3 M 100.0 122.8 125.0 131.0 185.0 85.086.9 M 117.0 M 99.6 G 169.6

110.5G 141.3 G M 160.0 141.0 M G M G G G G

M 100.0

60.0 M

M 102.3 135.5 162.0 64.271.0 97.5102.3 M 185.0 86.9 G 122.8117.0125.0 G 85.0 99.6 M 169.6 M G 141.3 M

110.5G 141.0 G M

M 160.0 G

95.0 M 162.0 G G 126.5 100.0 M 60.0 102.3 M 102.3 125.0 185.0 64.2 85.0 G 86.9 G 117.0 147.5 169.6 M 99.6 M

G 141.3 M G 95.0 M 110.5 160.0

G 126.5 G G 160.0 141.0 M M G

M 162.0164.2 G M 102.3 64.2 M 100.0 147.5 60.0 125.0G 85.086.9 99.6102.3 G 117.0 185.0 169.6 M 79.0 M 141.3 G M 95.0 G 125.0 141.0 160.0 M

110.5G 164.2 G

G 126.5 G M M 160.0 M M G M G G 162.0 102.3 100.0 G 185.0 147.5 60.0 M 102.3 125.0 G 64.2 M 79.080.085.086.9 97.599.6 M 115.0117.0125.0 135.5141.3 169.6 M

110.5G G 95.0 M 160.0 141.0 160.0 164.2 M G M G

G 126.5 M G M G 64.2 M 102.3 162.0 G 102.3 G 185.0 147.5 M 125.0 M G 79.080.085.086.9 97.599.6 M 115.0117.0125.0 135.5141.3 160.0 M

110.5G M G M G 160.0

95.0 G 164.2 M G M M 71.0 G 126.5 G M 102.3 122.8 64.2 G

86.9 M 117.0 147.5 99.6 M 115.0 135.5 80.0 97.5 G 141.3 79.0 M 125.0 G 160.0

110.5 G M 71.0 G 160.0 164.2 M M 122.8 G G 95.0 M G G 126.5 M M 64.2 79.086.9 97.5 M 102.3 115.0117.0 135.5 147.5 80.0 125.0 G M 99.6 G 141.3 160.0 M 71.0 G G G M 122.8 M 95.0 G 164.2 G M M Count Tenure Track AQ PQ G Salary Ranges 126.5 M G M 102.3 G 64.2 G 135.5 97.599.6 M 86.9 M 115.0117.0 141.3 147.5 80.0 M 140.0 160.0 79.0 90.8 M 125.0

G 125.0 85.0 95.0 G 164.2 71.0 M 126.5 G G 122.8 M G M G G M

G 147.5 M

M 135.5

97.5 G 79.086.990.8 99.6 M 115.0117.0125.0 140.0 141.3 141.0 M 80.0 M 125.0 M G G 85.0 95.0 G 160.0 164.2 G G M 71.0 102.3 M 122.8 126.5 185.0 G M

G 169.6

M 135.5 147.5

97.5 G

M 115.0 141.0 79.080.0 M 90.8 125.0 G 140.0 160.0 85.0 M 125.0 M G 95.0102.3 G 126.5 185.0 164.2 G M 71.0 M 169.6

Faculty are reported as Academically Qualified (AQ) or Professionally Qualified G G * 122.8 G M

M 147.5

M 141.0 115.0M 135.5 79.080.085.090.897.5 125.0125.0 G 140.0 160.0 M G 102.3 G 185.0 G 164.2 G G M 71.0 M 169.6 G

M 122.8 M G

97.5 M 135.5 M 110.5 G 115.0 141.0 80.0 M 125.0 160.0 79.0 M M 90.8 125.0 G 140.0 85.0 G 71.0 86.9 102.3 G 117.0 185.0 M 122.8 Accounting G G M

G 169.6

† 54 96.3% 100.0% 0.0% 110.5 M M 97.5 G 135.5 160.0 G M 125.0 141.0

M 115.0 80.085.0 M M

90.8 G 140.0 G G G 71.0 86.9 M 117.0 (PQ). These percentages do not add up to 100 because chart does not display num- 102.3 M 122.8 185.0 169.6 G 99.6 110.5 G M M 141.3 160.0 90.8 G 125.0 140.0 G M

85.0 M

M 141.0 M G 86.9 117.0 G 71.0 G 99.6102.3 M 122.8 141.3 185.0 G 169.6 G

110.5 G M

M 160.0 M G 140.0 90.8 M 141.0 86.9 M 117.0125.0 G 85.0 G 99.6 M 169.6 102.3 G 185.0 G 141.3 110.5 G M

G 160.0 M M G M 141.0 160.0 M

M 125.0

90.8 G 140.0 85.0 95.0 G bers for faculty reported as “Neither” or “Unknown.” For more information on how 86.9 102.3 M 115.0117.0 126.5 185.0 G 80.0 G 147.5 169.6 99.6 M G M 141.3 G 160.0 G M G 110.5 M 95.0 M M 126.5 160.0 141.0 M 125.0

90.8 G 140.0 85.086.9 G 117.0 G M G 115.0 147.5 G 80.0 102.3 M 185.0 CIS/MIS M 135.5 169.6 97.599.6 110.5 M 160.0

15 100.0% 100.0% 0.0% G 141.3 160.0 G 95.0 M M 126.5 141.0 M G 86.9 117.0 G G G M 80.0 102.3 M 115.0 135.5 185.0 147.5 G 97.5 M 169.6 M G 99.6 110.5 M 141.3 160.0 160.0

95.0 G G

M 126.5

AQ/PQ is determined, visit www.aacsb.edu/accreditation/business/standards/. 80.0 G 115.0

M 117.0

86.9 M G 97.5 G 135.5 147.5 M M G M 99.6 110.5 G 141.3 95.0 M 160.0 M G 126.5 160.0 G G M 71.0 86.9 G 117.0 80.0 M 122.8115.0 147.5 G 90.8 M 140.0135.5 G 97.599.6 M 141.3 M G M G M 110.5 G 160.0 160.0

71.0 M 95.0 G 122.8 G 126.5 M G 117.0 80.086.9 M 115.0 G

90.8 G 140.0

M 147.5

M 135.5 97.599.6 M M G M 71.0 85.0 95.0 G 125.0 126.5 141.3 160.0 G 122.8 G M M 80.0 115.0 G G 147.5 M

90.8 G 140.0

99.6 M 125.0 135.5 Economics 97.5 M 141.3

85.0 M 160.0

51 82.4% 98.0% 0.0% G G M 71.0 95.0 G 126.5

M 122.8 G 90.8 G 140.0

80.0 M 115.0 147.5 G

M 125.0

97.5 M 135.5 G M 85.0 G 141.0 M M 160.0 G 71.0 95.0 G 122.8 G 80.0 102.3 M 115.0 126.5 185.0

90.8 G 140.0 M

M 135.5 147.5 97.5 G 141.0 M

125.0 G M G M

85.0 M 160.0 G **Similar and related disciplines have been combined into larger categories: Account- 95.0102.3 G 185.0

71.0 M 126.5 80.0 90.8 G 122.8115.0 140.0 G

M 147.5

M 135.5 141.0 97.5 M G M G G

M 125.0 71.0 85.086.9 102.3 G 122.8117.0 185.0 M 90.8 G 140.0 G M G 135.5 97.5 M

M 141.0 M M G 71.0 85.086.9 117.0G 125.0 102.3 G 122.8 185.0 M G 90.8 G 140.0 141.0 M M M Finance 117.0 G 86.9 M 125.0 G

ing includes taxation; economics includes managerial economics; finance includes G G

51 96.1% 98.0% 2.0% 85.0 102.3 M 185.0 71.0 M 122.8 90.8 99.6 G 140.0 M

G 141.3

M 125.0 G 141.0 M M

85.0 M G 86.9 117.0G 71.0 G 99.6102.3 M 122.8 141.3 185.0 90.8 G 140.0

M 141.0 M G M G G G

M 125.0 80.085.086.9 99.6102.3 M 115.0117.0 141.3 185.0 G G M

M 141.0 160.0 M G

125.0 G

banking, real estate, and insurance; management includes behavioral science, organiza- G M 80.085.086.9 99.6102.3 M 115.0117.0 185.0 G M 141.3 160.0 G G 141.0 M M M 80.0 115.0 G 86.9 99.6102.3 G 117.0 185.0 97.5 M 135.5141.3 160.0 G M G

M 141.0 M G G Management 86.9 G 117.0 80.0 M 115.0 44 93.2% 100.0% 0.0% 97.599.6102.3 M 135.5141.3 185.0 160.0 G M G

tional behavior, international business, and strategic management; production includes G M M G G 117.0 86.9 M 80.0 90.897.599.6 M 115.0 140.0135.5141.3 160.0 G G G M M G M M 86.990.8 G 117.0 140.0 80.0 97.599.6 M 115.0 135.5141.3

G 160.0 G M G M G 90.8 M 140.0 M

80.0 97.5 115.0 G 135.5

99.6 M 160.0 G operations management; and quantitative methods includes operations research and M 125.0 141.3

85.0 G G M M G 80.0 90.8 115.0 G 140.0 M 85.0 97.599.6 M 125.0 135.5141.3 160.0 G M G G M G

Marketing 80.0 M 115.0 47 93.6% 97.9% 2.1% 85.090.897.5 M 125.0 140.0135.5 G M 160.0 G G M 80.0 115.0 G M statistics. “Other” includes education, law, healthcare, hospitality, public adminis- 85.090.897.5 M 125.0 140.0135.5 160.0 G G G M M 90.897.5 M 125.0 140.0135.5 85.0 G M

86.9 G 117.0 M 90.8 G 140.0 G G M

M 135.5 85.086.9 97.5 M 117.0125.0 G M G

90.8 M 140.0 G tration, supply chain, communication, ethics, entrepreneurship, human resources, 85.086.9 M 117.0125.0 G M Production/Operations Management 90.8 G 140.0 M 13 69.2% 100.0% 0.0% G 85.086.9 M 117.0125.0 G G M M G 80.085.086.9 M 115.0117.0125.0 G G e-business, and general business. M M G 60 6580.085.086.9 70 75 80 85 90 95 100M 105 110 115 120 125 130 135115.0 140117.0 145125.0 150 155 160 165 170 175 180 185 190 195 200 G M G 60 6580.086.9 70 75 80 85 90 95 100M 105 110 115 120 125 130 135115.0 140117.0 145 150 155 160 165 170 175 180 185 190 195 200 G M G 60 6580.086.9 70 75 80 85 90 95 100M 105 110 115 120 125 130 135115.0 140117.0 145 150 155 160 165 170 175 180 185 190 195 200 G Quantitative Methods M G

4 100.0% 100.0% 0.0% M 80.0 G 115.0117.0 60 6586.9 7090.8 75 80 85 90 95 100 105 110 115M 120 125 130 135 140 145 150 155140.0 160 165 170 175 180 185 190 195 200 G M G G M † 60 6580.086.9 7090.8 75 80 85 90 95 100 105 110 115M 120 125 130 135115.0 140117.0 145 150 155140.0 160 165 170 175 180 185 190 195 200 G M G New doctorates are classified as newly hired faculty who have been hired in the most 60 6580.0 7090.8 75 80 85 90 95 100 105 110 115M 120 125 130 135115.0 140 145 150 155140.0 160 165 170 175 180 185 190 195 200 G M New Doctorate G 60 6580.0 7090.8 75 80 85 90 95 100 105 110 115M 120 125 130 135115.0 140 145 150 155140.0 160 165 170 175 180 185 190 195 200 G M G 60 6580.0 7090.8 75 80 85 90 95 100 105 110 115M 120 125 130 135115.0 140 145 150 155140.0 160 165 170 175 180 185 190 195 200 G Other M 33 90.9% 97.0% 0.0% G recent year and have received their doctoral degrees in the last three years. These are 60 6580.0 7090.8 75 80 85 90 95 100 105 110 115M 120 125 130 135115.0 140 145 150 155140.0 160 165 170 175 180 185 190 195 200 G 60 65 7090.8 75 80 85 90 95 100 105 110 115M 120 125 130 135 140 145 150 155140.0 160 165 170 175 180 185 190 195 200 G 90.8 M 140.0 G counted separately from other new hires. 90.8 M 140.0 G 90.8 M 140.0 312 91.7% 98.7% 0.6% All Professors Combined 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 39.5 H x 75 v 40 Bi Ed MARCH/APRIL 2011 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 39.5 H x 75 v z 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 39.5 H x 75 v 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 39.5 H x 75 v do not move this grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 39.5 H x 75 v 6060 65 65 70 75 70 80 85 75 90 9580 10085 105 110 90 115 120 95 125 130 100 135 105 140 145 110 150 155 115 160 165 120 170 175125 180 130 185 190 135 195 200 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 39.5 H x 75 v 60 65 65 70 75 70 80 85 75 90 95 80 100 10585 110 90 115 120 95 125 130 100 135 140105 145 110 150 155 115 160 165 120 170 175 125 180 130185 190 135 195 200 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 39.5 H x 75 v 60 65 65 70 75 70 80 85 75 90 95 80 100 10585 110 90 115 120 95 125 130 100 135 140105 145 110 150 155 115 160 165 120 170 175 125 180 130185 190 135 195 200 140 145 150 155 160 165 170 175 180 185 190 195 200 39.5 H x 75 v 60 65 65 70 75 70 80 85 75 90 95 80 100 10585 110 90 115 120 95 125 130 100 135 140105 145 110 150 155 115 160 165 120 170 175 125 180 130185 190 135 195 200 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 39.5 H x 75 v do not move this grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200

60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 These charts illustrate ranges in salary from the 25th to 75th percentile for full-time faculty by rank and discipline, including the medi- an ( ) and mean (●). Salaries are represented in U.S. dollars. The data included is for participants in the 2010–11 Salary Survey. Count Tenure Track AQ* PQ Salary Ranges G

104.1 M 157.9

Accounting** G

1561 91.0% 90.6% 5.5% 104.1 M 157.9 G

104.1 M 157.9 G

104.1 M 157.9 G G M

101.6104.1 M 149.4157.9 G G M 149.4 101.6104.1 M 157.9 G G

CIS/MIS M 752 91.9% 93.9% 2.9% 101.6104.1 M 149.4157.9 G G M

101.6104.1 M 149.4157.9 G G M G

M 157.9 90.3101.6104.1 M 137.9 149.4 G G G M M 90.3 101.6104.1 M 137.9 149.4157.9 G M G 90.3 101.6 M 137.9 149.4 G G M 1146 93.1% 91.4% 3.0% Economics 90.3 101.6 M 137.9 149.4 G M M G G G 101.6 M 137.9 149.4 194.0 90.3 104.1108.3 M 157.9 G M M G G G 101.6 M 137.9 149.4 194.0 90.3 104.1108.3 M 157.9 G M G M 90.3 G 137.9 194.0 104.1108.3 M 157.9 M G G G M 137.9 194.0 90.3 104.1108.3 M 157.9 G M G G G M Finance G M M 137.9 1532 91.9% 94.1% 3.6% 90.3 101.699.2104.1108.3 M 149.4162.0157.9 194.0 G G G M G G M M M 90.399.2101.6104.1108.3 M 137.9 149.4162.0157.9 194.0 M G G G G M M 194.0 99.2101.6104.1108.3 M 149.4162.0157.9 M G G G G M M 149.4 194.0 99.2101.6104.1108.3 M 162.0157.9 M G G G G G M M M

M 157.9 104.1 G 149.4 194.0 90.399.2101.6103.4108.3 M 137.9 162.0164.2 G M G G G G M Management M G M 1684 89.5% 92.1% 4.2% M 149.4157.9 194.0 90.399.2101.6103.4104.1108.3 M 137.9 162.0164.2 G G G M M M

G 149.4 90.399.2101.6103.4 M 137.9 162.0164.2 G G G M G M M 90.399.2101.6103.4 M 137.9 149.4162.0164.2 G G G M G G M M M

M 149.4 G 90.399.2101.6103.4106.8108.3 M 137.9 162.0164.2169.6 194.0 G G G G G M M M M M G 90.399.2101.6 M 137.9 149.4162.0164.2169.6 194.0 103.4106.8108.3 G G M G M 104.1 G 157.9 M

Marketing M G 1252 91.9% 94.3% 3.1% M 137.9 164.2 90.3 103.4106.8108.3 G 169.6 194.0

M 157.9 104.1 G G M M G G M M 90.3 103.4106.8108.3 G 137.9 164.2169.6 194.0

M 157.9 104.1 G G M M G G M G G M M 137.9 164.2 194.0 90.3 M 100.8103.4106.8108.3 G 147.5 162.0 169.6

99.2 M 157.9 104.1 G M G G M G G G M M

M 137.9 194.0 90.3 108.3 M 147.5 164.2 G 100.8103.4106.8 G 162.0 169.6 99.2 M G

M 157.9 104.1 M 149.4 G 101.6 G G M M

G 194.0 106.8108.3 M 147.5 169.6 100.8 M 99.2101.6 G 149.4162.0 G

M 157.9 G 104.1 G M Professor G M Production/Operations Management M M 415 92.8% 95.9% 0.7% G 147.5

100.8 M 169.6 194.0 99.2101.6106.8108.3 G 149.4162.0 M G

M 157.9 G 104.1 G G G G M M M M 194.0 M G 106.8108.3 G 147.5 162.0 169.6 100.899.2 M 91.9101.6103.4104.1 M 141.0 149.4157.9164.2 M G G G G G G M M M M M 194.0 G 106.8108.3 G 147.5 162.0 169.6 100.899.2 M 141.0 164.2 G

91.9 103.4 M 157.9

104.1 M 149.4 G 101.6 G G

G 137.9 M M 90.3 M

M 147.5 100.8 G 162.0 G 99.2 G 164.2 M 141.0 M 91.9 103.4104.1 M 137.9 149.4157.9 G G 90.3 101.6 G G M M M

M 147.5 G 100.8 G 162.0164.2

M 141.0 91.999.2103.4 M

G 137.9 149.4 G 90.3 101.6 G G M M M

Quantitative Methods G G M G 401 94.5% 97.3% 2.0% M 147.5 162.0 100.8 M M 164.2 99.2103.4 G 91.9101.6106.8 M 141.0 149.4160.0 169.6 G 100.4 G 137.9

90.3 G M G G G M M M M G 147.5

M 162.0164.2 100.8 M

99.2103.4 G M G 91.9101.6106.8 M 141.0 149.4160.0 169.6 G 100.4 G 137.9

M 194.0 M 90.3 G

108.3 G M G M M 164.2 M 103.4 G 141.0 91.9 106.8 G 149.4160.0 169.6 100.4101.6 M 194.0

108.3 G G G 137.9 G

90.3 M M M M M G 141.0 164.2 91.9 103.4106.8 G 160.0 169.6 M

100.4 G 194.0

108.3 G M

G 137.9 G M 90.3 G M G M

M 164.2

G 157.9 M 103.4104.1 M G 91.9100.8106.8 M 137.9141.0 147.5 160.0 169.6 G

90.3100.4 G 194.0 G 108.3 G M M G

Other M 157.9 M 104.1 G 1147 88.0% 89.8% 5.7% M

M 164.2 G 103.4 M 169.6 G 106.8 G 147.5 91.9100.8 M 141.0 G 137.9 160.0 M

G 194.0 90.3100.4108.3 G M

M 162.0157.9 M 99.2104.1 G M G G 169.6 106.8 M 147.5 M 160.0 G 100.4100.8 M 137.9 90.3 G 162.0 194.0 99.2 G G 108.3 G M

M 157.9 104.1 M M G 147.5 100.8 M G 106.8 M 160.0 169.6 100.4 G

G 162.0 G 194.0 99.2 G G

108.3 M 157.9 M M 104.1 M M G

M 149.4 M G 100.8101.6106.8 G 147.5 160.0 169.6 M 100.4 G 194.0

108.3 G 141.0 M 91.9 G 162.0 G 99.2 G 149.4 M M G M 101.6104.1 M 157.9 M M 147.5 G 100.8 G 169.6 106.8 G G G 160.0 M 100.4 M 141.0 194.0 91.9 108.3 M G 99.2104.1 M 149.4162.0157.9164.2 M All Professors Combined 101.6103.4 G

9890 91.2% 92.6% 3.9% M M G 147.5 100.8 G M G G G G 194.0 M 141.0

108.3 M 164.2 91.9 103.4 M G

M 162.0157.9 99.2104.1 G 130.3 149.4 94.7101.6 M M G M G 147.5 G 100.8 G 141.0 M G 91.9 M M 164.2 103.4 G G

G 149.4162.0

M 130.3 99.2101.6 M 157.9 M 94.7104.1 M G G 147.5 100.8 G

M 137.9 M G 90.3 M 141.0 G 91.9 G M G 162.0164.2 99.2 M 160.0 G G 100.4103.4 M 130.3 M 157.9 M 94.7104.1 M 149.4 101.6 G 137.9 90.3 G 147.5 M 100.8 G G G M G M 141.0

91.9 M M G M 160.0162.0 G 100.499.2101.6103.4 M 130.3 149.4 164.2 94.7 M

106.8 G 137.9 169.6

90.3 G M G G G M 141.0 G M 91.9 M G M M M 100.499.2106.8 G 160.0162.0 169.6 M 149.4 164.2 G 93.794.7101.6103.4 G 130.3 M M 121.1 137.9

90.3 G G M M G G

G 141.0 G 160.0 M

91.9 M G 100.4 M M 169.6 106.8 M 164.2 M G 93.7101.6103.4 130.3137.9G 149.4 M 121.1 90.394.7 G 194.0 M G 108.3 G 141.0

91.9 G M M G 160.0 M M 164.2 M

100.4 G 103.4 G

G 130.3

94.7 106.8 G 169.6 M 149.4 93.7101.6 M M 121.1 137.9 194.0 90.3 108.3 G M G G 141.0 G G 91.9 G 160.0 M M M M M 100.4 G 103.4 M 164.2 93.794.7100.8106.8 G 130.3137.9 147.5 169.6 90.3 M 121.1 194.0

108.3 G M G G G

G 162.0 M 99.2 G 160.0 M M G

100.4 G G M M 147.5 169.6 106.8 G 100.8 M G 93.7 M 121.1 74.6 90.3 M 98.3 137.9 162.0 194.0 99.2108.3 G G M M G G G 160.0 M M G G M 100.4 M 147.5 169.6 74.6 93.7100.8106.8108.3 M 98.3 121.1 141.0 162.0 194.0 91.999.2 G G M M G G M M G G M G G G M 169.6

G 164.2 M 103.4 G M G M M G G 147.5 G 100.8 G M M M 74.6 91.994.798.9103.4108.3 M 98.3 130.3141.0 148.5 162.0164.2 194.0 99.2 G G G M G G M G G G

M 147.5 M M M M 74.6 91.994.7100.898.999.2103.4 M 98.3 130.3141.0 148.5 160.0162.0164.2 G

100.4 G G M G G M G M M G G

G 147.5 100.8 M G M M M M 74.6 85.791.993.794.7100.498.999.2103.4 M 98.3 123.0121.1 130.3141.0 148.5 160.0162.0164.2 G G G M G G M G G M M M G G M M M G 74.6 94.7 M 98.3 123.0 130.3141.0 148.5 160.0164.2 91.9100.498.9103.4 M 162.0 85.793.799.2 G 121.1 G M G 169.6 106.8 G M G G M M G G G M M M CIS/MIS M 130.3141.0 148.5 896 93.6% 91.7% 3.3% 85.791.993.794.7100.498.999.2 M 123.0121.1 162.0160.0164.2169.6 103.4106.8 G M G G G G G G M M G M M M M 85.791.993.794.798.9103.4 M 123.0121.1 130.3141.0 148.5 160.0164.2169.6 100.4106.8 G G M G G G M G G M M M M G G G M M 130.3141.0 148.5 M 74.6 85.790.091.993.794.7100.498.9103.4106.8 98.3 M 123.0121.8121.1 160.0164.2169.6 G G G G G G M M M G G G M M M M M 130.3 M 93.794.798.9 G 121.8121.1 148.5 90.0 103.4106.8 M 123.0 160.0164.2169.6 74.6 85.7 100.4100.8 98.3 G 147.5 M G G G M M G G M M G G M M 123.0 160.0 74.6 85.790.093.7100.4100.8103.4 98.3 M 121.8121.1 147.5 164.2169.6 106.8 G M G G G G G M M G M M M 797 93.4% 90.7% 3.3% Economics 74.6 85.790.093.7100.4100.8106.8 M 98.3 123.0121.8121.1 147.5 160.0 169.6 G G M G M G G G M G M M G G M M 93.7 M 121.1 74.6 85.790.092.3100.4100.898.9106.8 M 98.3 123.0121.8 131.7 148.5147.5 160.0 169.6 G G G G M G G M M G G M M M M G 93.7 M 123.0121.1 147.5 M 74.6 85.790.092.3100.898.9106.8 G 98.3 121.8 131.7 148.5 169.6 M G G G 130.3141.0 M 91.9 G M 94.7 G G M G M M G

M 121.8 74.6 90.0 M 98.3 91.992.3100.898.9106.8 M 131.7130.3141.0 148.5147.5 169.6 94.7 G G G G G M G M M M M M 100.8 G 121.8 148.5147.5 74.6 90.091.992.398.9 M 98.3 131.7130.3141.0 94.7 G G G M G M G G M G M M G M Finance G M 1153 92.5% 91.1% 4.3% 74.6 90.0100.898.9 M 98.3 121.8 148.5147.5 79.785.791.992.3 M 112.2 123.0 131.7130.3141.0 94.7 G G G G G M M G M G M G M M M M 74.6 98.9 G 98.3 G 121.8 148.5147.5 79.7 90.0100.8 M

M 112.2 G 123.0 131.7141.0 91.992.3 M 85.7 G 130.3 94.7 G 160.0 M 93.7 G M

G 121.1 G G 100.4 G M M M M M 148.5 G 98.9 G 131.7 147.5 79.7 92.3100.8 M 112.2 123.0 85.7 M 141.0 160.0 91.993.7 G 121.1 130.3 100.4 G

94.7 G G M M G G M M M M G G 79.7 92.398.9 M 112.2 123.0 131.7141.0 148.5 85.791.9 M 160.0 93.7 G

100.4 G 121.1 130.3 G 94.7 G G M M M M G G G M G M 148.5 M 98.9 M M G 123.0 131.7 77.879.785.790.091.992.394.7 M 109.1112.2 121.8 130.3141.0 160.0 93.7 G G G 121.1 100.4 G G G M M M M G M M G Management G M 1476 90.5% 92.3% 3.4% 98.9 M 123.0 148.5 M G 131.7 M 79.785.792.3 G 109.1112.2 121.8 141.0 160.0 77.8 90.091.994.7100.4 M 130.3 G 93.7 G 121.1 G G M M 74.6 M 98.3 G M G G M M 79.7 G 123.0

M 112.2 M 85.7 G 121.8 77.8 90.091.994.7 M 109.1 130.3141.0 160.0 74.6 G 98.3 93.7100.4 G G G M 121.1 G M M M M 79.7 G 121.8

M 112.2 G 123.0 77.885.790.0100.4 M 109.1 160.0 74.6 G 98.3 93.7 G M

G 121.1 G G M G M M G M M G 123.0 M M 79.785.7 G 112.2 123.5121.8 77.8 90.092.393.7100.4 M 109.1 121.1131.7 160.0 74.6 87.0 G 98.3 G G M M G G G G M M M M M G 123.0121.8 M 79.785.790.0 G 112.2 123.5 M G 109.1 131.7 160.0 M 77.887.092.393.7100.4 G 121.1 G M 98.3 148.5

74.6 M G G 98.9 G M

Marketing M M G 121.8 M 1084 91.8% 90.2% 2.9% G 109.1 123.5 90.0 G

77.8 M 87.092.393.7 M 121.1131.7 148.5 160.0 100.498.9 G G M 74.6 G 98.3 G M M M

G 123.5 G 121.8 M 109.1 131.7 77.887.090.092.3 M 148.5 G 98.9 G G G M 74.6 M 98.3 M G M M

G 121.8 G 130.3 M M 90.094.7 G 109.1 123.5 131.7 M 74.677.879.787.092.3 G 98.3 112.2 148.5 G M 98.9 G G M M

M 130.3 G

94.7 M G G 121.8 M M 90.0 G 109.1 123.5 131.7 G 92.3 G 77.879.7 M 112.2 M G 74.6 87.0 M 98.3 148.5 98.9 G M 85.7 94.7 M 123.0 130.3 G G 123.5 M G

M 131.7 M 92.3 G 79.787.0 G 112.2 74.6 M 98.3 M 123.0 148.5 G 85.7 98.9 G M

G 130.3 M Production/Operations Management 94.7 M 336 91.1% 91.4% 3.6% G 123.5 M G 79.7 G 112.2 131.7 87.092.3 M G M 123.0 148.5 G 85.7 G

98.9 M

M 130.3 M G 94.7 G M M G 123.5

93.7 G 131.7 79.7 92.3 M 112.2 121.1 M

87.0 G 148.5 98.9 G 109.1 G M

77.8 M 123.0

85.7 G M G G M

93.7 M 130.3 94.7 M 121.1 G

G 123.5 G 79.7 G M 112.2 131.7 92.3 M M 91.0 G M M 87.0 G 109.1 148.5 77.8 98.9 M 123.0 130.3 146.4 G 85.7 94.7 G 121.8 90.093.7 M

M 121.1 G G M 79.7 G 112.2 M M G 91.0 G

M 109.1 148.5 M 98.9 G 77.8 M 121.8 90.0 G 123.0 130.3 146.4

85.7 94.7 M 93.7 G 157.9 M

G 121.1 M G M 91.0 G 79.7 G 109.1112.2 M G

77.8 M

M 121.8 G 90.0 G 146.4

G 123.0 M M Quantitative Methods 85.793.794.7 M 121.1 130.3 157.9 G G G M 269 91.5% 89.2% 2.2% 79.7 M 112.2 M 74.6 91.0 G 98.3 M G 109.1 123.5

77.8 G

M 123.0 G G M 85.787.090.0 M 121.8 146.4 M

G 130.3

94.7 M 157.9

93.7 G 98.3

74.6 M

G 121.1 G M G 79.7 M 112.2 M G 91.0 G 109.1 M G 123.5 M 77.8 G M G 82.085.787.0 M 111.8 123.0121.8 146.4 90.093.7 M 121.1131.7 157.9 G 98.3

74.6 92.3 M M G G G G M M 109.1 M 91.0 G 123.5 M 77.8 G M 82.0 G 111.8 123.0 85.787.0 M 131.7 92.3 G 121.8 146.4 90.093.7 G M M G 121.1 157.9 M M G 74.6 91.0 G 98.3 123.5 M G M G 109.1 82.0 G G M 77.887.0 M 111.8 131.7 146.4

M 121.8 92.3 G 90.0 G M 74.6 93.7 M 98.3

G 121.1 M G 157.9 M G G 148.5 91.098.9 M 109.1 123.5

77.8 M 82.0 G

M 121.8 G 87.0 G 111.8 90.0 G 146.4 M M 131.7 M 92.3 G 157.9 93.7 M 148.5

Other G 121.1 98.9 G M M 74.6 G 98.3 G 1078 85.4% 83.8% 9.8% G 91.0 M 123.5 M 109.1 G

74.777.8 M M G 82.087.0 G M 111.8 121.8 146.4 90.0 M 100.0 149.4 G 131.7 74.679.7 92.3 M 98.3 112.2 148.5 157.9 98.9 G G M M M G G 123.5 M 91.0 G G M 74.7 G 87.0 M

M 121.8 79.782.090.0 100.0G 111.8 146.4 149.4 M 112.2 131.7 157.9 G M G 92.3 G 98.3 148.5 74.6 98.9 M M G

G 123.5 74.782.0 M M G G 111.8 Associate Professor M 79.787.0 M 100.0 149.4

G 112.2 G

M 131.7 148.5 M 92.398.9 G 157.9 M G 74.6 G 98.3 M 123.5

M 123.0

74.7 85.7 G M 82.087.0 G G 111.8

M 100.0 G 131.7 149.4 79.7 92.3 M G

M 112.2 M M G G 74.6 98.3G 123.0 148.5 98.9 G M

85.7 M 123.5 G M G M G 74.782.0 G M M 87.091.0 G 111.8 94.9 M 79.7 92.398.9 M 100.0 112.2 131.7 148.5160.0 149.4 All Professors Combined G 109.1 123.0 146.4 M G G G M 8501 91.5% 89.5% 5.0% 77.885.7 G M G M M M G 74.782.0 91.0 G M 94.9 G 111.8 M 131.7 92.3 M 100.0109.1 149.4 79.7 G 112.2 148.5160.0 77.8 98.9 G 146.4 M 123.0 M 85.7 G 157.9 G 74.7 M M G 91.0 G

M 100.0 94.9 G 149.4 M M 109.1 160.0 79.7 G

M 112.2 G 77.8 98.9 G 123.0 146.4148.5 M 85.7 M G G 157.9

M 121.8 G M 74.7 90.091.0 M 137.9 94.9 100.0G G 79.7 G 149.4 M M 112.2 M 109.1 146.4 160.0 G 148.5 77.8 98.9 G 121.8 M

G 123.0 M 157.9

90.0 G M G

85.7 M M G 74.7 91.0 G M M G 137.9 G M M 100.0 94.9 G 149.4 79.782.082.3 M 109.1112.2111.8120.1123.0123.5 146.4 160.0 G 121.8 77.885.7 G 157.9 G G 90.0 M M M M

87.0 M G G G 91.0 G M 74.7 M 137.9 M 82.3 G

M 100.0 79.7 94.9 G 120.1123.5 149.4 82.0 M 112.2 146.4 G 109.1111.8 123.0 160.0 M 157.9

87.0 G 121.8 77.885.7 G M 90.0 M M G G 91.0 G M 137.9

94.9 M G 82.3 G M 120.1123.5

M 160.0 82.0 G 111.8 146.4 G 87.0 M 109.1 123.0121.8 157.9 G M 77.8 90.0 G M G 85.7 M G M M G 131.7 91.092.3 M 137.9 G 82.382.0 94.9 G 120.1 M G 111.8 123.5 M M 109.1 160.0 77.8 G 146.4 157.9

G 123.0 87.0 M M M G 121.8 G 85.7 G 131.7 G M 90.091.092.3 G M M M G M G 94.9 G 137.9 74.782.382.0 M 111.8120.1123.1 146.4 86.3 M 100.0109.1 123.5121.8 160.0 77.8 90.0 G 149.4 G M G M 87.0 G 131.7 157.9 M G G 92.3 G M M 91.0 M 137.9 M G M G 82.0 94.9 G 123.1 74.782.386.3 M 111.8120.1 146.4 Count Tenure Track AQ PQ 77.8 M Salary100.0109.1 Ranges123.5121.8 160.0 149.4 157.9 G M G 90.0 M G 87.0 G 131.7 M

92.3 M 137.9 G 82.3 G 82.0 M 120.1123.1 194.0 74.7 86.3 G 111.8 M M 100.0 123.5 149.4

G 157.9 G

M 121.8 G 131.7 G 90.0 M M 87.0 M

92.3 G M G 74.779.782.3 M 112.2 123.1 137.9 194.0 G 86.3 G 120.1123.5 82.0 M 100.0 G 111.8 149.4 M M M G 87.0 G 121.8 G

79.7 90.0 M M G 112.2 G

G 131.7 M G M

92.3 M M 74.782.382.0 G 111.8120.1123.1 137.9 194.0 86.393.1 M 100.0 123.5 G 149.4

94.9 M 131.0

G 131.7 M 87.0 G 160.0 79.7 G M 92.3 G

G 112.2 M M G G M M M 74.782.382.0 93.1 G 100.0 111.8120.1123.5123.1 194.0 86.3 M 131.0 149.4 G 94.9 G M M 87.091.0 G 160.0 G 131.7 G M G 79.7 92.3 M 112.2 M 74.7 M 123.1 146.4 86.3 G 194.0 93.1 G 100.0 M G 149.4 M M 131.0 Accounting 91.094.9 G

1364 90.3% 86.2% 8.4% M 79.7 G 160.0

G 112.2 G G 131.7 M M M 146.4 92.3 M 109.1 G 123.1 G 74.777.886.393.1 G 194.0 94.9 M 137.9 157.9 M 91.0 M 100.0 131.0 G 149.4

G 160.0 M G M G 131.7 M G 79.7 92.3 M 109.1112.2 146.4 M M G 74.777.8 G 194.0 M 123.1 157.9 86.3 G 100.0 G 93.194.9 G 137.9 149.4 M M 60.0 82.3 91.0 100.0M 120.1 131.0 160.0 G 79.7 G 112.2 M M G

M G 109.1 G M 146.4 G 77.8 M 74.7 M 123.1 157.9 194.0 86.3 94.9 G 100.0 137.9 162.0 G 60.0 93.1 G 100.0 149.4 M M M M 82.3 91.0 G 120.1 131.0 160.0 G

79.7 G

M 112.2 M M G

82.0 G 109.1111.8 146.4 77.8 M 194.0

93.1 G 137.9 157.9 M 94.9 G 162.0 60.0 M 100.0 131.0 G 82.3 G 160.0 M M 120.1 91.0 G 82.0 M G 79.7 G 111.8

G 109.1112.2 M G M M 77.8 M 123.5 146.4 137.9 194.0 M 93.1 G 157.9 162.0 60.0 82.387.0 G 100.0 131.0 G G 94.9 G 120.1 M M M CIS/MIS M 585 84.5% 91.7% 3.3% 91.0 G 160.0

82.0 M 79.7 G 111.8 123.5

G 112.2 M M M G G 109.1

M 146.4 G 77.8 G 137.9

87.0 M 93.194.9 G 162.0 M M M 82.3 G 131.0 157.9 60.0 91.0 G 100.0102.3 120.1 160.0 64.2 86.3 M 123.1 82.0 G 123.5 M G 109.1 G 111.8 146.4 M G 77.8 M M M G

G 137.9

87.0 M G

82.3 93.194.9 G 157.9 162.0 M M M G 64.2 G 102.3 120.1 131.0 60.0 91.0 G 100.0 123.1 160.0 M 86.3 M G 74.782.0 M G 123.5 M 109.1 G 111.8 146.4

77.8 M G 100.0 149.4 157.9 M 87.0 G G 60.0 82.3 G 100.0 137.9 M M 64.2 G 102.3 120.1 162.0 M M M 74.7 86.391.0 G 123.5123.1 194.0 G M G 100.0 146.4 149.4 G 82.0 G 109.1 M 111.8 M 77.887.0 M 137.9 G 157.9 162.0 G

60.064.2 M 100.0102.3 123.1 M M 82.386.3 G 194.0 G 120.1

74.7 M G M M G 100.0 123.5 149.4

82.0 G 109.1 G

G 111.8 M 77.8 M 164.2 G 137.9 157.9 M M M G 82.387.0 G 162.0 60.0 G 100.0 120.1123.1 M 843 88.2% 90.7% 3.3% Economics 64.2 74.779.082.086.393.1 M 102.3 111.8 125.0123.5 131.0 194.0 G M G G G M 100.0 149.4 M G 164.2

87.0 G M M

M 162.0 M G 82.3 G 123.1 194.0 G 60.0 86.3 G 100.0 120.1 M 64.2 M 102.3 74.779.082.0 93.1 M 125.0123.5 131.0 G 111.8 G G M

94.9 M 100.0 149.4 164.2 G M

87.0 M G

M 160.0 64.2 G 102.3 123.1 162.0 194.0 M 86.3 G G M 74.779.082.0 93.194.9 M 111.8 125.0123.5 131.0 G G G M 164.2 M G M 100.0 160.0 149.4 M 87.0 G 194.0 M 64.2 G 102.3 93.1 G 123.1 M 74.779.086.3 94.9 M 125.0123.5 131.0 G G G M G M G M M 100.0 160.0 149.4 164.2 G M G 87.091.0 M G 123.1 194.0 64.2 86.3 M 102.3 60.0 74.779.0 93.1 100.0M 125.0 131.0 146.4 G

94.9 M 100.0 137.9 149.4 G G G M 91.0 M G M 160.0 164.2 G M G M

G 123.1 64.2 86.393.1 M 102.3 146.4 194.0 M 131.0 Finance G 162.0 60.0 74.7 M 100.0 137.9 1260 90.0% 91.1% 4.3% 79.0 G

G 125.0 M 157.9

94.9 G 100.0 149.4 164.2

91.0 M 82.3 M 120.1 G M G 160.0 194.0 M G 93.1 G 146.4 M 131.0 60.0 74.779.0 100.0M 125.0 137.9 157.9 162.0

82.3 G G 94.9 M 100.0 120.1 149.4 164.2 G M 91.0 G M M 160.0 169.6 194.0 G G

M 146.4 60.0 79.0 93.1 100.0M 125.0 131.0 157.9 162.0 G 137.9 M

82.3 G G 120.1

91.0 M M 94.9 G 164.2 G M M

G 169.6

G 160.0 M 93.1 M 146.4 82.0 G 131.0 162.0 60.064.2 79.0 M 100.0102.3 111.8 125.0 157.9 M 94.9 G 137.9 G

82.3 G G M G 120.1 M 91.0 M G 160.0 164.2 M M 169.6 G G

82.0 M 111.8 93.1 110.5 M 162.0 60.0 G 100.0 131.0 146.4 160.0 M 157.9 G 64.2 79.0 G 102.3 125.0 M M M 94.9 G 137.9 91.0 G G 82.3 M 120.1123.1 M 160.0 169.6

86.3 G G

82.0 M 111.8 146.4

110.5 M 162.0 60.0 G 100.0 160.0 G Management M 64.2 M 102.3 1531 88.3% 92.0% 3.6% G 157.9 M M 94.9 G 123.1 137.9 86.391.0 G M 82.3 G 120.1 160.0 M 82.0 110.5M G 111.8 146.4 162.0 169.6

G 160.0 G 64.2 M 102.3 157.9 60.0 M 100.0 137.9 M G

G 123.1 G M G G 86.3 M 194.0 M

82.3 91.0 G M 120.1 M

82.0 G 111.8 169.6 74.7 110.5 G 164.2 M 60.0 M 100.0 146.4 160.0 64.2 G 102.3 162.0 M 100.0 149.4 157.9

G 137.9 82.3 G 194.0 M M M G 120.1123.1 79.0 G M G 86.391.0 G 125.0 G 169.6 M 74.7 M G

M 162.0164.2

82.0 M 110.5 G 100.0 111.8 146.4 149.4 60.064.2 95.0 M 100.0102.3 160.0 G 126.5 M G M G G 137.9 157.9

M 194.0 79.082.3 M 120.1123.1 G G 147.5 86.3 G 125.0 74.7 93.1 M 169.6 M 82.0 G 111.8 M 131.0 164.2 M G 100.0 149.4 162.0 M 64.2 95.0 110.5 G 102.3 M 126.5 160.0

G 157.9 M M G G 82.3 G 194.0 79.0 93.1 M 120.1 147.5 G M 125.0123.1 G 131.0 169.6 74.7 86.3 G 164.2 M M 82.0 M 110.5 111.8 160.0

95.0 G 100.0 149.4 M 126.5 G Marketing 64.2 G 102.3 M M M 1208 90.1% 90.2% 2.9% 79.0 G G 125.0 93.1 G 147.5 194.0 G G 123.1 M G M 74.7 86.3 M 131.0 164.2 169.6 M 82.0 110.5 M 100.0 111.8 149.4 64.2 95.0 G 102.3 160.0 M 94.9 G 126.5 M G M G 79.0 G 123.1 160.0 G 125.0 86.3 M 147.5 93.1 M 194.0 G M G G

M 131.0 164.2

74.7 M M 82.0 110.5M 94.9 111.8 G 160.0 64.271.0 95.0 G 102.3100.0 149.4 M G G 126.5 160.0 M G 122.8 M M 79.0 G 125.0 M 123.1 G 147.5 194.0

74.7 86.393.1 G G M 164.2

M 131.0 60.0 M 100.0 94.9 100.0 G 149.4 110.5 M

71.0 G 160.0 M M 95.0 G 122.8 160.0 G G 126.5 M 79.0 G 125.0 194.0 M 123.1 G 60.0 74.7 86.393.1 100.0M 147.5 162.0 M G M 131.0 G 164.2 71.0 95.094.9 M 100.0 126.5 137.9 149.4 169.6 M G 122.8 G G 160.0 M G

M 147.5 194.0

79.0 M 162.0 G 60.0 G 100.0 125.0 93.1 G 164.2 M M

74.7 M 137.9 M 131.0 94.9 G

71.0 95.0 G 100.0 149.4 169.6 82.3 M 122.8 126.5 160.0 M G 120.1 Production/Operations Management 79.0 G 125.0 G 194.0 M 264 93.2% 91.4% 3.6% 93.1 G 147.5 162.0 G M M 60.0 G 100.0 131.0 141.0 74.7 M 137.9 164.2 G M M G M G 82.3 95.094.9 100.0M 120.1 149.4 169.6 71.0 102.3 G 126.5 185.0 M G 122.8

110.5M G 160.0 M 79.0 G 125.0 160.0 M G 147.5

93.1 M 162.0 G 141.0 100.0 M 131.0 G 60.0 94.9 102.3 G 137.9 64.2 M 169.6 M 82.3 M 120.1G 95.0102.3 G 160.0 185.0 M 71.0 G 126.5

M 110.5 G 122.8 M G 160.0 M

93.1 G 147.5

M 102.3 141.0 162.0 64.2 M 131.0

M 137.9 G G 60.0 94.9 100.0 G 169.6 71.0 82.3 102.3 M 122.8120.1 185.0

G 160.0

M 110.5 M G G 160.0 G M M 102.3 141.0 G 64.2 M 162.0 G G

M 100.0 60.0 M M 71.0 82.3 94.9102.3 120.1G 185.0 137.9 169.6

110.5M G 122.8 123.1 86.3 G 160.0 160.0 M G M G G 100.0 60.0 G M M 102.3 137.9 141.0 162.0 64.2 M M G M G

G 169.6 M 71.0 82.386.3 94.9 110.5 123.1G 185.0 102.3 M 122.8120.1 M G 160.0 160.0

Quantitative Methods 99.6 G G M 95.0 G 141.3 215 76.7% 90.1% 1.9% M 126.5 162.0164.2 M G G 60.0 M 100.0 102.3G 137.9 141.0 M 64.2 M M 147.5 M G 82.3 G 79.086.3 110.5 120.1G 123.1 169.6 194.0 71.0 M 125.0 M G 99.6102.3 G 122.8 160.0 185.0 164.2 M 95.0 G 141.3 M G 126.5

M 141.0 162.0 G M G 100.0 60.0 G G M M 102.3M 137.9 147.5 169.6 64.2 79.082.3 102.3110.5 120.1125.0123.1G 185.0 194.0

86.3 M 99.6 G 160.0 164.2 M 95.0 G 141.3 M 126.5 160.0 G G 162.0 M M 141.0 M G G G G M 64.2 G 102.3 137.9 147.5 79.0 M 123.1 169.6 194.0 M 125.0 82.386.3 102.3 M 120.1 185.0 G

M 110.5 93.195.099.6 G 126.5 141.3 160.0 164.2

M 131.0 160.0 G G M G 102.3 141.0 64.2 M M G 147.5 G M G G M G 79.0 M 194.0 82.3 93.1102.3110.5 M 120.1125.0123.1 185.0 M 160.0 M 135.5 86.3 G 95.097.5 G 131.0 M 71.0 99.6 G 126.5 141.3 160.0 164.2 M G 122.8 M G G M 102.3 141.0 147.5 G 64.2 M G M G G 123.1 194.0 M

86.3 M 79.0 93.1 110.5 M 125.0 97.5102.3 M 135.5 185.0 G 95.0 G 131.0 160.0

M 126.5 Other 71.0 99.6 G 122.8 141.3 160.0 164.2 M 1009 80.0% 83.6% 10.0% G G M G 102.3 147.5 64.2 G M G M 123.1 M

86.3 M 194.0 79.0 93.197.5 M 135.5 95.099.6 125.0G 126.5131.0 141.3 71.0 G 122.8 160.0 164.2 M G M G 147.5 G G M

M 194.0 G M G M 93.1 M 123.1 79.0 G 86.3 97.5 M 125.0 135.5 71.0 99.6 G 131.0 164.2 60.0 95.0 M 100.0 122.8 126.5 141.3

Assistant Professor 160.0

G 169.6 G G M M G G M G 79.0 M 147.5 194.0 M 125.0 G

M 141.0

M 123.1 G M G 60.0 86.393.195.097.5 M 100.0 135.5 71.0 99.6 G 122.8 125.0 126.5131.0 141.3 160.0162.0164.2 85.0 102.3 M 185.0 169.6 G

M 147.5 M G G G M G G

79.0 93.1 M 141.0 194.0 M M

125.0G

M 162.0 G 131.0 60.0 M 100.0 71.0 95.097.599.6 G 125.0 126.5135.5 164.2

G 122.8 85.0 102.3 M 141.3 185.0 160.0 169.6 M G G M 147.5 M 110.5G G

M 160.0 141.0 79.0 M 194.0 M

125.0G

93.1 M 135.5 162.0 97.5 G 60.0 71.0 100.0 G 125.0 131.0 8279 87.7% 89.4% 5.1% All Professors Combined 85.0 102.3 M 122.8 185.0 160.0 169.6 M G 110.5G G M 160.0 141.0 G M G G M M M

93.1 M 100.0 135.5 162.0

97.5 G 60.0 102.3 G 125.0 131.0 185.0 64.271.0 85.0 102.3 M 122.8 160.0 169.6

110.5 G G M G 160.0 M M G 141.0 M M G G G

M 162.0 G M 93.197.5 G 135.5 71.0 102.3M 64.2 G 60.0 102.3 M 100.0 122.8 125.0 131.0 185.0 85.086.9 M 117.0 M 99.6 G 169.6

110.5G 141.3 G M 160.0 141.0 M G M G G G G

M 100.0

60.0 M

M 102.3 135.5 162.0 64.271.0 97.5102.3 M 185.0 86.9 G 122.8117.0125.0 G 85.0 99.6 M 169.6 M G 141.3 M

110.5G 141.0 G M

M 160.0 G

95.0 M 162.0 G G 126.5 100.0 M 60.0 102.3 M 102.3 125.0 185.0 64.2 85.0 G 86.9 G 117.0 147.5 169.6 M 99.6 M

G 141.3 M M 95.0 110.5G 160.0

G 126.5 G G 160.0 141.0 M M G

M 162.0164.2 G M 102.3 64.2 M 100.0 147.5 60.0 125.0G 85.086.9 99.6102.3 G 117.0 185.0 169.6 M 79.0 M 141.3 M G 95.0 G 125.0 141.0 160.0 M

110.5G 164.2 G

G 126.5 G M M 160.0 M M G M G G 162.0 102.3 100.0 G 185.0 147.5 60.0 M 102.3 125.0 M 64.2 G 79.080.085.086.9 97.599.6 M 115.0117.0125.0 135.5141.3 169.6 M

110.5G M 95.0 G 160.0 141.0 160.0 164.2 M G M

G 126.5 G M G M G 64.2 M 102.3 162.0 G 102.3 G 185.0 147.5

M 125.0 M M 79.080.085.086.9 97.599.6 115.0117.0125.0 G 135.5141.3 160.0 M

110.5G M M G G 160.0

95.0 G 164.2 M G M M 71.0 G 126.5 G M 102.3 122.8 64.2 G

86.9 M 117.0 147.5 99.6 M 115.0 135.5 80.0 97.5 G 141.3 79.0 M 125.0 G 160.0

110.5 G M 71.0 G 160.0 164.2 M M 122.8 G G 95.0 M G G 126.5 M M 64.2 79.086.9 97.5 M 102.3 115.0117.0 135.5 147.5 80.0 125.0 G 99.6 M G 141.3 160.0 M 71.0 G G M G 122.8 M 95.0 G 164.2 G M M Count Tenure Track AQ PQ G Salary Ranges 126.5 M G M 102.3 G 64.2 G 135.5 97.599.6 M 86.9 M 115.0117.0 141.3 147.5 80.0 90.8 M 140.0 160.0 79.0 M 125.0

G 125.0 85.0 95.0 G 164.2 71.0 M 126.5 G G 122.8 M G M G G M

G 147.5 M

97.5 M 135.5 G 79.086.990.8 99.6 M 115.0117.0125.0 140.0 141.3 141.0 M 80.0 M 125.0 M G G 85.0 95.0 G 160.0 164.2 G G M 71.0 102.3 M 122.8 126.5 185.0 G M

G 169.6

97.5 M 135.5 147.5 G

M 115.0 141.0 79.080.0 M 90.8 125.0 G 140.0 160.0 85.0 M 125.0 M G 95.0102.3 G 126.5 185.0 164.2 G M 71.0 M 169.6 G G G 122.8 M

M 147.5

M 141.0 115.0M 125.0 135.5 79.080.085.090.897.5 125.0 G 140.0 160.0 M G 102.3 G 185.0 G 164.2 G G M 71.0 M 169.6 G

M 122.8 M G

97.5 M 135.5 M

110.5 G 115.0 141.0 80.0 M 125.0 160.0 79.0 M M 90.8 125.0 G 140.0 85.0 G 71.0 86.9 102.3 G 117.0 185.0 M 122.8 Accounting G G M

G 169.6

† 54 96.3% 100.0% 0.0% 110.5 M M 97.5 G 135.5 160.0 G M 125.0 141.0

M 115.0 80.085.0 M M

90.8 G 140.0 G G G 71.0 86.9 M 117.0 102.3 M 122.8 185.0 169.6 G 99.6 110.5 G M M 141.3 160.0 90.8 G 125.0 140.0 G M

85.0 M

M 141.0 M G

86.9 117.0 G 71.0 G 99.6102.3 M 122.8 141.3 185.0

G 169.6 G

110.5 G M

M 160.0 M 90.8 G 140.0 M 141.0 86.9 M 117.0125.0 G 85.0 G

99.6 M 169.6 102.3 G 185.0 G 141.3 110.5 G M

G 160.0 M M G M 141.0 160.0 M

M 125.0

90.8 G 140.0 85.0 95.0 G 86.9 102.3 M 115.0117.0 126.5 185.0

80.0 G G 147.5 169.6 99.6 M G M 141.3

G 160.0 G M G 110.5 M

95.0 M M 126.5 160.0 141.0

M 125.0

90.8 G 140.0 85.086.9 G 117.0 G M G 115.0 147.5 M 80.0 102.3 G 185.0 CIS/MIS M 135.5 169.6 97.599.6 110.5 M 160.0

15 100.0% 100.0% 0.0% G 141.3 160.0 G 95.0 M M 126.5 141.0 M G

86.9 117.0 G G G M 80.0 102.3 M 115.0 135.5 185.0 147.5 M 97.5 G 169.6 M G 99.6 110.5 M 141.3 160.0 160.0

95.0 G G

M 126.5

80.0 G 115.0

M 117.0

86.9 M G 97.5 G 135.5 147.5 M M G M 99.6 110.5 G 141.3 160.0 95.0 M M G 126.5 160.0 G G M 71.0 86.9 G 117.0 80.0 M 122.8115.0 147.5 G 90.8 M 140.0135.5 M 97.599.6 G 141.3 M G M G M 110.5 G 160.0 160.0

71.0 M

95.0 G 122.8 G 126.5 M G 117.0 80.086.9 M 115.0 G

90.8 G 140.0

M 147.5

M 135.5 97.599.6 M M G M 71.0 85.0 95.0 G 125.0 126.5 141.3 160.0

G 122.8 G M M 80.0 115.0 G

G 147.5 M

90.8 G 140.0

99.6 M 125.0 135.5 Economics 85.0 97.5 M 141.3

M 160.0

51 82.4% 98.0% 0.0% G G M 71.0 95.0 G 126.5

M 122.8 G 90.8 G 140.0

80.0 M 115.0 147.5 G

M 125.0

97.5 M 135.5 G M 85.0 G 141.0 M M 160.0 G 71.0 95.0 G 122.8 G 80.0 102.3 M 115.0 126.5 185.0

90.8 G 140.0 M

M 135.5 147.5 97.5 G 141.0 M 125.0 G M G 85.0 M

M 160.0 G 95.0102.3 G 185.0

71.0 M 126.5 80.0 90.8 G 122.8115.0 140.0 G

M 147.5

M 135.5 141.0

97.5 M G M G G

M 125.0 71.0 85.086.9 102.3 G 122.8117.0 185.0 M 90.8 G 140.0 G M G 135.5 97.5 M

M 141.0 M M G 71.0 85.086.9 117.0G 125.0

102.3 G 122.8 185.0 M G 90.8 G 140.0 141.0 M M M Finance 117.0 G 86.9 M 125.0 G G G

51 96.1% 98.0% 2.0% 85.0 102.3 M 185.0 71.0 M 122.8 90.8 99.6 G 140.0 M

G 141.3

M 125.0

G 141.0 M

85.0 M M G 86.9 117.0G 71.0 G 99.6102.3 M 122.8 141.3 185.0 90.8 G 140.0

M 141.0 M G M G G G

M 125.0 80.085.086.9 99.6102.3 M 115.0117.0 141.3 185.0 G M G

M 141.0 160.0 M G

125.0 G G M 80.085.086.9 99.6102.3 M 115.0117.0 185.0 M G 141.3 160.0 G G 141.0 M M M 80.0 115.0 G 86.9 99.6102.3 G 117.0 185.0 97.5 M 135.5141.3 160.0 M G G

M 141.0 M G G Management 86.9 G 117.0 80.0 M 115.0 44 93.2% 100.0% 0.0% 97.599.6102.3 M 135.5141.3 185.0 160.0 M G G G M M G G 117.0 86.9 M 80.0 90.897.599.6 M 115.0 140.0135.5141.3 160.0 G G M G M G M M 86.990.8 G 117.0 140.0 80.0 97.599.6 M 115.0 135.5141.3 160.0 G M G G M G 90.8 M 140.0 M

80.0 97.5 115.0 G 135.5

99.6 M 160.0 M 85.0 G 125.0 141.3 G G M M G 80.0 90.8 115.0 G 140.0 M 85.0 97.599.6 M 125.0 135.5141.3 160.0 M G G G M G

Marketing 80.0 M 115.0 47 93.6% 97.9% 2.1% 85.090.897.5 M 125.0 140.0135.5 M G 160.0 G G M 80.0 115.0 G M 85.090.897.5 M 125.0 140.0135.5 160.0 G G G M M 90.897.5 M 125.0 140.0135.5 85.0 G M

86.9 G 117.0 M 90.8 G 140.0 G G M

M 135.5 85.086.9 97.5 M 117.0125.0 G M G

90.8 M 140.0 G 85.086.9 M 117.0125.0 G M Production/Operations Management 90.8 G 140.0 M 13 69.2% 100.0% 0.0% G 85.086.9 M 117.0125.0 G G M M M 80.085.086.9 G 115.0117.0125.0 G G M M G 60 6580.085.086.9 70 75 80 85 90 95 100M 105 110 115 120 125 130 135115.0 140117.0 145125.0 150 155 160 165 170 175 180 185 190 195 200 G M G 60 6580.086.9 70 75 80 85 90 95 100M 105 110 115 120 125 130 135115.0 140117.0 145 150 155 160 165 170 175 180 185 190 195 200 G M G 60 6580.086.9 70 75 80 85 90 95 100M 105 110 115 120 125 130 135115.0 140117.0 145 150 155 160 165 170 175 180 185 190 195 200 M Quantitative Methods G G

4 100.0% 100.0% 0.0% M 80.0 G 115.0117.0 60 6586.9 7090.8 75 80 85 90 95 100 105 110 115M 120 125 130 135 140 145 150 155140.0 160 165 170 175 180 185 190 195 200 G M G G M 60 6580.086.9 7090.8 75 80 85 90 95 100 105 110 115M 120 125 130 135115.0 140117.0 145 150 155140.0 160 165 170 175 180 185 190 195 200 G M G 60 6580.0 7090.8 75 80 85 90 95 100 105 110 115M 120 125 130 135115.0 140 145 150 155140.0 160 165 170 175 180 185 190 195 200 M G New Doctorate G 60 6580.0 7090.8 75 80 85 90 95 100 105 110 115M 120 125 130 135115.0 140 145 150 155140.0 160 165 170 175 180 185 190 195 200 M G G 60 6580.0 7090.8 75 80 85 90 95 100 105 110 115M 120 125 130 135115.0 140 145 150 155140.0 160 165 170 175 180 185 190 195 200 M Other G

33 90.9% 97.0% 0.0% G 60 6580.0 7090.8 75 80 85 90 95 100 105 110 115M 120 125 130 135115.0 140 145 150 155140.0 160 165 170 175 180 185 190 195 200 G 60 65 7090.8 75 80 85 90 95 100 105 110 115M 120 125 130 135 140 145 150 155140.0 160 165 170 175 180 185 190 195 200 G 90.8 M 140.0 G 90.8 M 140.0 G 90.8 M 140.0 312 91.7% 98.7% 0.6% All Professors Combined 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140Bi 145Ed 150 155 MARCH/APRIL 160 165 170 2011 175 180 185 190 195 200 41 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145z 150 155 160 165 170 175 180 185 190 195 200 39.5 H x 75 v 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 39.5 H x 75 v do not move this grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 39.5 H x 75 v 6060 65 65 70 75 70 80 85 75 90 9580 10085 105 110 90 115 120 95 125 130 100 135 105 140 145 110 150 155 115 160 165 120 170 175125 180 130 185 190 135 195 200 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 39.5 H x 75 v 60 65 65 70 75 70 80 85 75 90 95 80 100 10585 110 90 115 120 95 125 130 100 135 140105 145 110 150 155 115 160 165 120 170 175 125 180 130185 190 135 195 200 140 145 150do 155 160not 165 170 move 175 180 185 190 this 195 200 grid 39.5 H x 75 v 60 65 65 70 75 70 80 85 75 90 95 80 100 10585 110 90 115 120 95 125 130 100 135 140105 145 110 150 155 115 160 165 120 170 175 125 180 130185 190 135 195 200 140 145 150 155 160 165 170 175 180 185 190 195 200 39.5 H x 75 v 60 65 65 70 75 70 80 85 75 90 95 80 100 10585 110 90 115 120 95 125 130 100 135 140105 145 110 150 155 115 160 165 120 170 175 125 180 130185 190 135 195 200 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 39.5 H x 75 v 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 39.5 H x 75 v do not move this grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 do not move this grid 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 180 185 190 195 200

by Wayne Smith

ny conversation with business school colleagues almost invariably turns to the deplorable state of student writing. I know that students struggle to compose papers in English, and I imagine professors teaching in other languagesA are also inundated with examples of bad writing. Prob- lems often are exacerbated by the complexities of the language, cultural difficulties, and the abbreviated writing style inspired by texting and tweeting. Many institutions attempt Poor student writing can be dramatically improved to improve student writing by offering resources such as when business professors devote small portions learning management soft- of class time to helping students learn to spot and ware, online and offline study guides, library chat support, eliminate common errors in composition. instructional videos, and Facebook, Twitter, and RSS feeds. Yet, in my experience, none of these efforts significantly improves the written skills of most business students. Worse, students might erroneously believe that tech-based resources such as spelling and grammar checkers are actually helping them, when too often they substitute one writing problem for another.

42 BizEd MARCH/APRIL 2011 MARCH/APRIL 2011 photo by Jacobs Stock Photography/Jupiter Images BizEd 43 Students are more likely to retain writing concepts if they learn them in situ within their majors.

Over the past few years, I have created intervention strat- cepts if they learn them in situ within their majors rather than egies for my required undergraduate classes that help me through generalized training courses. But the business pro- reduce student writing errors significantly. For example, in fessor who attempts to teach writing faces many obstacles. an upper-division course on organizational behavior, I’ve For one thing, even English writing instructors agree that reduced surface errors by as much as 95 percent, intertwin- no single handbook is sufficient to cover all types of profes- ing management theory and writing practice so students can sional communication. This makes it difficult for instructors apply what they learn directly to their studies. In a team- to set expectations, design consistent writing deliverables, based gateway class, the collaborative nature of the work or evaluate written pieces—and makes it equally difficult for means I have less success reducing mistakes in composition. students to perform to standards. Adding to the problem is However, I still achieve a success rate of about 85 percent. the fact that “global English” is constantly evolving due to I have found that, with some help, students can sub- the multinational nature of today’s business environment. At mit quality writing that is acceptable both academically the same time, many business school classrooms include ELL and professionally. I have learned that if I—an admittedly students—“English Language Learners” who do not speak untrained faculty member—make some effort initially, I English as their native tongue. will actually save myself work in the long run. If I address Another issue revolves around assessment and the fact that errors early in the semester, students are less likely to so many people are teaching and assessing student writing repeat those errors later on. that it’s nearly impossible come up with set standards. The situation is so complicated that many instructors simply give The Great Divide up. But there are two responses that are far more positive. At my school, as at many others, the department of English handles the prerequisite business communications courses, Taking the Challenge while business faculty teach business theories in context. First, business instructors can complement their existing The working assumption is that students are more likely to business skills by acquiring new skills in communication. In succeed when different groups of specialized faculty teach my own quest to do so, I read more than 40 articles from them broad skills in communications and deep subject mat- peer-reviewed journals such as College Composition and ter in business. Communication and the Journal of Business Communication. However, there’s no proof that students recall and apply I subscribed to email listservs targeted to business communi- composition concepts once they’ve selected a major. In fact, cation faculty and writing center directors. I read two dozen I believe that students are more likely to retain writing con- books on the subject of composition, prose, and rhetoric. I reviewed many required and recommended books for freshman composition and sophomore business communication classes at my school. I also studied the supplemental readings written specifically by the English faculty. I focused on language use, grammar instruction, learning styles, and instructional pedagogies at the beginning and intermediate levels. I balanced my reading materials by choosing some from the strict, prescriptive grammarian camp and some from the more progressive “many Englishes” camp. Along the way, I discussed ideas with English faculty and faculty in my own department. My goal wasn’t to teach Eng- lish or business communication; my only goal was to help students in an incremental and measurable manner. Second, one or more business faculty should step up to take a leadership role in reforming the way business com- Not only does this sign contain a misuse of the possessive, its language is munication is taught at their schools. In my case, I partnered confusing. The financial aid is not offered to someone needing a haircut, but with a colleague in the English department to give a pre- someone wishing to attend beauty school. The sign effectively demonstrates sentation on business communication at my school’s annual how even small errors in language can mislead readers in a crucial way. faculty retreat. I’ve always firmly believed it’s easier to learn

44 BizEd MARCH/APRIL 2011 These two signs were posted by different franchise outlets of a large retail chain of oil and a topic when you’re teaching it to someone else! To contrast lube stores. One features our different perspectives on the subject of business commu- multiple grammar, language, nication, we titled our presentation “The Business of English and punctuation errors, and the English of Business.” while the other is error- free. This contrast shows Nine Instructional Strategies students how variations Through all of these efforts, I have developed strong opin- in composition, prose, and ions about two ways business faculty can help students language use can manifest improve their writing—through instruction and through in actual practice. feedback. I can recommend nine instructional strategies:

1. Explicitly emphasize writing in the syllabus. While business faculty might expect students to have learned writing skills in earlier courses, students often fail to master composition skills unless such a requirement is made explicit. At the beginning of the semester, I make it clear to students that excellent writing is expected in the course.

2. Allocate time in class. It’s essential to spend class time on writing, even if this means instructors must reduce the time they can spend on discipline-specific material. I devote a maximum of 1.25 hours to the topic if I’m teaching a typical 45-hour semesterlong class. That’s enough time to organize a writing activity, but it still leaves plenty of time to talk about business. The errors are easy to come by. I’ve observed that, in a class 3. Develop a pedagogy for working with large with more than 100 students, an assignment of a two-page classes. The Millennial generation learns visually, which essay due by the end of the second week will exhibit nearly means that context-free blocks of text are often insufficient all the major types of surface errors in composition. I simply for teaching them any concept. When I’m teaching big lec- organize the errors by category: problems with mechanics, ture classes, I deliver a lecture composed almost entirely of punctuation, grammar, word choice, and sentence style. I pictures, where each picture illustrates one type of syntax also include a section on challenges faced by ELL students. or semantic error. I use a digital camera to capture these I don’t provide corrected versions; I let the student teams examples of poor composition—usually informal writing on identify and fix problems. public signs. The strength of this approach is that ad hoc teamwork I’ve collected more than 35 examples, ranging from errors is engaging. The activity changes the pace and structure in syntax to errors in semantics. I also explain why contem- of the course and encourages individuals to learn from porary writing technologies, such as embedded grammar their peers. A weakness is that students occasionally may correction programs, don’t help authors fix these errors. miss critical errors that are likely to recur on future writing The photo lecture approach has numerous strengths: It’s assignments. memorable, it’s humorous, and it makes an impact. Its weakness is that the lecture format is inherently passive. 5. Move beyond the basics. Once my students have a grasp of prose and composition issues, I can work on skills 4. Develop a pedagogy for smaller classes. In such as logic, argumentation, specific wording for hypothe- more intimate classrooms, I hand out a collection of errors sis-based analysis, and the style guide conventions suggested written by students in previous classes. Students break into by the American Psychological Association. I also can cover teams to identify each of the errors; they report back on the the language typically used to discuss the theories and frame- few they don’t understand. works taught in an undergraduate business curriculum.

BizEd MARCH/APRIL 2011 45 Weak business writers could be limiting their progression from students to professionals, professionals to managers, and managers to executives.

6. Add “science” to “English.” To help business 7. Add discipline-specific vocabulary words to students understand why good writing is so impor- exams. I include four or five vocabulary words on at least tant, I provide quick overviews of research that’s been one multiple-choice exam, usually at the end of the semester. published in academic literature. Students appear most To reinforce relevance, I draw from the terms and phrases impressed with two studies: one about how business that students identify as difficult or unknown in the reports managers react to weak writing, and one about the most they write about organizational behavior books located in common types of writing errors made in freshman com- our campus library. I post the terms and phrases from prior position classes. Students realize they can systematically semesters on a public Web page, ocw.smithw.org/mgt360/ learn the rules of writing just as they learn the science vocabulary-builder.pdf. This list of terms and phrases also underlying the management theories they study in their helps ELL students prepare themselves for upper-division business courses. management classes.

2008, edition of The Lanham (Pearson/Long- Writing References Wall Street Journal. The man). I use this prose- CEO of this Korean firm based text not only to help Articles tive Study” by Andrea and believes strong English students improve their “Ethos and Error: How Karen Lunsford in the June skills are essential for his skills, but to reaffirm the Business People React to 2008 College Composi- employees if the com- joys of good writing. Errors” by Larry Beason in tion and Communication. pany is to flourish as a the September 2001 issue By identifying which writ- multinational corporation. Additional resources: of College Composition ing errors are made most News articles from the The Fight for English: How and Communication. This frequently, this paper helps practitioner press help me Language Pundits Ate, research shows how pro- faculty pinpoint where highlight the importance Shot, and Left by David fessionals view substantive, students need help. of communication issues Crystal (Oxford University recurring writing errors. in business. Press). A brief, accessible “CEO Broadens Vistas history of the fractious and “Mistakes Are a Fact of at LG” by Evan Ram- Handbooks chaotic evolution of the Life: A National Compara- stad in the May 21, Effective Writing: A Hand- English language. book for Accountants by Claire May and Gordon “Second Draft,” a semi- May (Prentice Hall). Many annual informal publica- books target specific tion from the Legal Writing business disciplines. I use Institute. Issues are avail- this one, which focuses on able online at no charge accountants, for its ideas at www.lwionline.org/ on prose. the_second_draft.html.

A Writer’s Reference by Interested faculty also Diana Hacker (Bedford/ can see the materials I St. Martin’s). This is my provide my students by preferred handbook. visiting this Web page: ocw.smithw.org/ 2010 The Longman Guide to spring/bus302-12590 Revising Prose by Richard /#writingmaterials.

46 BizEd MARCH/APRIL 2011 me provide details and summaries to students, teams, and the assessment committee.

2. In-class editing. Just before students turn in a writing assignment, I allocate five minutes of class time for them to check their work, exchange papers with classmates, and even ask me questions about writing issues. I don’t take off any points if students make pencil corrections over their typed papers—even if they write “I am not sure about the subject and verb agreement here.” This proactive, flexible process helps students more deeply value the critical process of editing and rewriting.

3. Lenient error marking. I get the best results when I reduce points only for the first—or most significant—error of 8. Create rules, not suggestions. I’ve observed that any specific type. I do mark additional errors of the same type, students consider strong writing more important when I use but I don’t deduct points. This approach is less intimidating specific language to describe my expectations. For instance, I to the student, and I notice that all students improve. talk about formal writing requirements rather than a style guide, which is actually the correct term. But more than a few students 4. Dual scoring. I score the content and writing of each interpret style to mean fashion and guide to mean recommended, assignment separately. From the content score, I deduct 10 so I take out the ambiguity. In other instances, I use business percent for each major composition error. At first this policy terms to describe writing techniques. When I discuss how appears severe, but by the end of the class, the composition to measure waste in wordy sentences, I refer to it as sentence and prose improve noticeably. My hypothesis is that a per- accounting. When I talk about writing rules, I pronounce them centage deduction grabs the students’ attention early and sentence laws. When I discuss how to remove chance in inter- focuses their improvement persistently. pretation, I talk about sentence statistics. Although my terms are unorthodox, my students—all of them declared business 5. Visits with the professor. I encourage students with majors—appear to grasp my intention intuitively. weak writing scores to come see me in my office, where we can discuss each type of error, why it’s important in the con- 9. Give out handbooks. At used-book sales held by text of the assignment, and what tools and processes they can local and university libraries, I frequently can find style use to avoid similar mistakes in the future. As a method of guides, writing handbooks, and technical communication positive reinforcement, I give them makeup points for com- textbooks selling for $1 or less. I buy them and give them ing in and working on continuous improvement through a away to any student who wants one. If students decide to face-to-face learning experience. buy their own, I emphasize that the costs can be amortized over their academic and early professional careers. Tools for the Future The cognitive processes associated with writing and criti- Five Forms of Feedback cal thinking are highly intertwined. Weak business writ- The second way I help business students improve their lan- ers could be limiting their progression from students to guage skills is through ongoing feedback. I endorse a variety professionals, professionals to managers, and managers to of methods: executives. If faculty help business students improve their writing, they’re not just ensuring that students turn in 1. A consistent rubric. I create a scoring rubric based more readable papers. They’re helping graduates on their on the major sections of a writing handbook. Students way to more successful careers. ■z benefit from clear and consistent scoring, and I am better able to assess students’ individual and team-based prog- Wayne Smith is a lecturer in the department of management at the College ress. In addition, I’ve designed a spreadsheet that helps of Business and Economics at California State University, Northridge.

48 BizEd MARCH/APRIL 2011 Research

Do Harsher Punishments environment, er crimes, say Hagerty and Bond. Worsen Crime? where crime is Under that system, people who are either completely only moderately inclined toward Some law and government officials have eradicated or crime won’t graduate to more argued for a legal system of “maxi- never-ending. severe offenses. The difficulty, the mum penalties,” where even those The former sce- two admit, is to ensure that these who commit small crimes are pun- nario is impos- penalties are harsh enough to keep ished with extreme measures. They sible in a world even small crimes in check. argue that this approach would be where humans Kathleen Hagerty Their paper, “Preventing Crime a cheap and effective deterrent to are unpredictable Waves,” appeared in the August crime. However, two finance pro- and law enforce- 2010 issue of the American Economic fessors believe that this approach ment inconsis- Journal: Microeconomics. could backfire. tent. Therefore, Kathleen Hagerty, a professor the researchers Good Leaders Aren’t of finance at the Kellogg School posit, harsh pen- Always the Loudest of Management at Northwestern alties for minor University in Evanston, Illinois, and crimes do noth- When we think of great leaders, we often Philip Bond, associate professor of ing but perpetu- think of those outgoing individuals Philip Bond finance at the University of Min- ate all crimes. who take control of a group. But a nesota’s Carlson School of Manage- In any society, new study shows that sometimes an ment in Minneapolis, applied a math- there will be people who will never introverted leader may be a compa- ematical model to the problem. They commit crimes, people who might ny’s best choice. The study was con- found that a system of maximum commit crimes, and people who are ducted by Adam Grant of the Uni- penalties creates an “all-or-nothing” wired for crime, no matter what the versity of Pennsylvania’s Wharton penalty. The key to reducing crime, School in Philadelphia, Francesca the researchers argue, is to target the Gino of the Harvard Business middle group. School in Boston, Massachusetts, and Among this group, many will David Hofmann of the University commit small crimes, because the of North Carolina’s Kenan-Flagler potential penalties are low if they are Business School in Chapel Hill. caught. However, should a system The three researchers focused of maximum penalties be enforced, their study on productivity and Hagerty and Bond’s model predicts team performance in pizza delivery many of these would-be petty crimi- franchises. They sent questionnaires nals will instead commit more radical to 130 stores and received respons- crimes—robbing a bank, for instance, es from 57, including each store instead of a convenience store—to manager as well as 374 employees. make the crime commensurate with The researchers asked store the potential reward. As these crimes managers to rate their degree of increase, law enforcement would be extraversion; employees were asked overwhelmed, decreasing criminals’ to rate how proactive they and their chances of getting caught. This sce- co-workers were in terms of stating nario would eventually worsen the their opinions and implementing or crime wave that maximum penalties correcting procedures. were meant to suppress. Grant, Gino, and Hofmann To stop a crime wave, law found an inverse relationship enforcement should instead mete between the proactivity of employ-

BRAND X PICTURES/GETTY IMAGES out less severe punishments for less- ees and the personalities of store

50 BizEd MARCH/APRIL 2011 too shy to speak face-to-face dents debated will participate more freely the original online. However, an imbal- points. leaders. That is, ance in student contributions The authors stores with more can still happen if instructors admit that this proactive employ- aren’t careful, say Walkyria Goode leaves instruc- ees earned higher and Guido Caicedo, professors at tors in a difficult profits under the ESPAE Graduate School of position—they introverted leaders; Management at Escuela Superior must encourage Walkyria Goode stores with more pas- Politécnica del Litoral (ESPOL) in knowledgeable sive employees earned Guayaquil, Ecuador. contributions higher profits under In a recent study, Goode and without allow- more outgoing leaders. Caicedo examined the online interac- ing discussions Outgoing leaders tions of 18 students all enrolled in to skew toward like to be the center three MBA courses, which Goode the few students of attention, and they and Caicedo taught. The students whose input often are threatened by their more were asked to use social media to is most highly proactive subordinates, Grant says write collaborative group responses valued. in a Knowledge@Wharton article. to questions posed by their instruc- Goode and Guido Caicedo “Introverted leaders, on the other tors. The first group used the col- Caicedo rec- hand, are more likely to listen care- laboration tool Google Groups, the ommend that instructors follow a fully to suggestions and support second used the blogging platform two-step process before opening employees’ efforts to be proactive.” WordPress, and the third used the up online assignments to students’ The researchers emphasize that wiki platform MixedInk. free-flowing contributions. First, set introverted and extroverted leader- The authors then analyzed the a deadline for all students to make ship styles can be equally effective. social networks that students formed. their initial contributions; then, set an However, when leaders are paired Goode and Caicedo found that in extended deadline for additional con- with the wrong type of employees, each class, four to five students were tributions. In this way, says Goode, it could result in personality con- responsible for the bulk of the contri- all students’ original thoughts will flicts, power struggles, and reduced butions and discussion threads. be available before they begin their productivity. However, unlike students who online discussions and collaborations. “Reversing the Extraverted deliberately dominate discussions in Their paper, “Social (Im)Balance Leadership Advantage: The Role traditional classroom environments, in Education,” was recently published of Employee Proactivity” is the central actors in online collabo- in Volume 5, Issue 8 of The forthcoming in the Academy of rations did not actively dominate International Management Journal. An article discussions, says Goode. Instead, Journal of on the study, as well as a PDF of because they were the first to demon- Interdisci- its content, is available through strate their critical thinking skills and plinary Social Knowledge@Wharton at contribute to discussions, their peers Sciences. knowledge.wharton.upenn.edu/ sought them out and referenced their article.cfm?articleid=2638. contributions more often. As a result, discussions became Some Students Still “centralized” around the view- Dominate Online Forums points of a handful of students. When this imbalance happened, Many educators view social media as an Goode adds, later contributions equalizer when it comes to class dis- that showed high levels of critical cussion. They believe that students thinking were overlooked as stu-

BizEd MARCH/APRIL 2011 51 Research

Is Gen Y Just RESEARCH RECOGNITIONS n The United Kingdom’s Institute Gen X in Disguise? for Quantitative Investment Research n Paul Portney, dean and Halle Chair in (Inquire UK) has awarded its best Members of Generation Y—those people Leadership at the University of Ari- paper prize to Lucio Sarno, professor born between 1978 and 1994— zona Eller College of Management in of finance and head of the Faculty often are characterized as being Tucson, has been recognized with the of Finance at Cass Business School tech-savvy, cynical, opportunistic, Distinguished Achievement Award in the United Kingdom; Pasquale Della and egocentric in the workplace. by the Society for Risk Analysis. He Corte, assistant professor of finance However, one researcher finds that received the award for his work in at Warwick Business School in the their attitudes about their jobs and energy and environmental policy, U.K.; and Ilias Tsiakas, an associate careers are no different from those including his 30 years’ work with professor of economics at the Uni- of their predecessors in Generation Resources for the Future, a think tank versity of Guelph in Ontario, Canada. X, who were born between 1959 based in Washington, D.C., and his The three received the award for and 1981. authorship or co-authorship of ten their paper, “Spot Forward Volatility Jean Pralong, an assistant pro- books, including Public Policies for in Foreign Exchange.” fessor in the management and Environmental Protection. strategy department at France’s n Gary Frazier of the University of Rouen Business School, carried out n Research!America has pre- Southern California’s Marshall an intergenerational study on 400 sented its 2010 Garfield Economic School of Business in Los Angeles participants with similar educational Impact Award to Frank L. Lichtenberg has been named the editor of the backgrounds, ranging from young of Columbia Business School in Journal of Marketing of the Ameri- students to salaried workers in their New York, New York. Since 2002, can Marketing Association. Frazier, 60s. He compared three groups: Research!America has given the award a professor of marketing and the master’s-level students of Genera- to economists who demonstrate how Richard and Jarda Hurd Chair in tion Y, salaried workers of Genera- medical and health research impacts Distribution Management at USC, tion Y in their first jobs, and sala- the economy. Lichtenberg was hon- will begin his three-year term July 1. ried workers from Generation X. ored for his study that appeared in Gen Xers, as a group, view Economics of Innovation and New n At its October conference, the most work as a means to an end, Technology. It showed that new cancer Academy of International Business not a mission—which may have drugs used between 1968 and 2004 presented its Best Paper Award to contributed to their characteriza- increased the life expectancy of Ameri- Robert Engle of Quinnipiac Universi- tion as “slackers.” But they also can cancer patients by almost one year ty’s School of Business in Hamden, work incredibly hard on projects at an annual cost of less than $7,000 Connecticut; Christopher Schlaegel of they believe in. In his interviews, per patient. That was much less than the Otto von Guericke University Pralong found that Gen Y workers previous estimates of what Americans of Magdeburg in Germany; and shared very similar workplace atti- are willing to pay for an additional Nikolai Dimitriadi of Rostov State Eco- tudes to Gen X workers. For that year of life. nomic University in Russia. The reason, treating the two genera- three received the award for their tions as if they have different expec- n Donald F. Kuratko, a professor of paper, “The Relationship of New tations could be a mistake, he says. entrepreneurship at Indiana Uni- Business Ventures and Formal Pralong undertook the study versity’s Kelley School of Business Institutions: The Entrepreneur’s because he thought that many man- in Bloomington, has received the Perspective,” which examined agers based their perceptions of Gen Riata Distinguished Entrepreneur- how to best foster “cultural intel- Y workers on workplace anecdotes or ship Scholar Award, presented by ligence” in young people and consultants’ recommendations, not Oklahoma State University’s School explored the benefits of cultivating official studies. of Entrepreneurship. sensitivity to different cultures. “My study shows that no difference exists between 25-year-olds and

52 BizEd MARCH/APRIL 2011 Albers Leads, Connects, Serves

At Seattle University’s Albers School of Business and Economics, students are inspired by the Jesuit traditions of academic excellence, education for justice, and service to others to develop into ethical leaders for the global community. An Albers education extends beyond the classroom. Through involvement in the Mentor Program, the Business Plan Competition, and the Albers Executive Speaker Series, students are able to learn from the knowledge and guidance of experienced business leaders. Service learning courses and consulting projects provide opportunities for them to engage with the community to strengthen their networks and practice their business skills in a real world environment. #25 BusinessWeek part-time MBA #22 U.S. News & World Report Executive MBA #46 BusinessWeek undergrad business program

The professors at Albers understand that students’ needs are a high priority, therefore making themselves available to answer questions and provide personalized guidance in the classroom, in their offices, and over e-mail.

Research Is Relevant per full-time faculty member in schools with a high number of papers to Business A-rated publications (the 40 top- published in A- and B-rated journals ranked scholarly journals), B-rated earned, on average, an extra $24,000 A recently published study seeks to coun- publications (the 80 mid-ranked per year. This result indicates that ter arguments that much scholarly journals), and C-rated publications graduates from these programs are research is irrelevant to real-world (all remaining journals). valued highly in the business world, business. In fact, a higher level of Then, accounting for factors such the authors say. research productivity correlates to as school reputation and budget, However, there are limits to the higher salaries for MBAs, according the team analyzed the relationship benefits of research. “If a school plac- to co-authors Jonathan P. O’Brien between research productivity and es an excessive focus on research,” of Rensselaer Polytechnic Institute the change in MBA students’ salaries the authors write, “faculty will invest in Troy, New York; Paul Drnevich before enrollment and their salaries relatively less effort in teaching and and Craig Armstrong of the Univer- three years after graduation. They student outcomes will suffer.” MBA sity of Alabama in Tuscaloosa; and found that MBA graduates from graduates from the 20 schools with T. Russell Crook of the University of the highest research productivity Tennessee in Knoxville. saw lower returns than those from The researchers examined data more balanced programs. However, on the research productivity of 658 they still received higher salaries than schools, all members of AACSB those from schools with no research International, from 2001 through programs at all. 2008; they obtained the data from “Does Business School Research a social science citation index. Add Economic Value for Students?” They then scored each school on was published in the December- three measures of research produc- February issue of Academy of Man- tivity: the number of publications agement Learning and Education.

BizEd MARCH/APRIL 2011 53 Research

UPCOMING & ONGOING characteristics and models. The goal (FLEX) on the quality of hospital is to develop strategies that will help care in rural regions of the U.S. n MISSION IN SIERRA LEONE the mortgage industry respond more FLEX is legislation enacted in 1997 Researchers and students at Purdue effectively to market fluctuations. to improve rural Americans’ access University in West Layfayette, Indi- Research is scheduled to continue to hospital services. ana, and the MIT Zaragoza Logis- through the second quarter of 2011. tics Center in Spain are collaborating n TRACKING PLASTICS to study ways to improve delivery n FROM ANTS TO TRAFFIC Doug Woodring, a graduate of the of medication and healthcare to the Sanjay Goel, an assistant professor at Wharton School at the University more than 5.7 million residents of the University at Albany School of of Pennsylvania in Philadelphia Sierra Leone, which has the highest Business in New York, has received maternal death rate in the world, a $378,375 grant from the James a high infant mortality rate, and a S. McDonnell Foundation. Goel low life expectancy. Zaragoza and will use the grant to study ways for Purdue researchers are collecting transportation departments to better data with the support of the World coordinate traffic lights and respond Health Organization and the coop- to changing traffic conditions. Goel eration of the country’s government plans to study self-organizing sys- and health officials. tems such as ant colonies, as well as and co-founder of Project Kaisei, adaptive traffic systems in Germany a nonprofit dedicated to reduc- and Austria, before he develops and ing the impact of plastic on the tests his own model. Goel says that environment, has announced plans a more adaptive system could make to create the Plastic Disclosure traffic flow more efficiently, helping Project (PDP). The PDP is a col- drivers save time and use less fuel. laboration of the Ocean Recovery Alliance, also started by Woodring, n EVALUATING RURAL HOSPITALS and the Association for Sustainable The Agency for Healthcare Research and Responsible Investment in and Quality has presented a grant Asia to conduct an annual survey of $500,000 to Gautam Gowrisan- of global businesses to track their karan, associate professor of eco- plastic use. The project’s aim is to nomics at the University of Arizona decrease costs, boost innovation, in Tucson; Claudio Lucarelli, assis- and reduce the more than 7 mil- tant professor of health policy analy- lion tons of garbage that reaches sis and management at Cornell Uni- the ocean each year. versity in Ithaca, New York; Robert Town, associate professor of health n COMMERCIALIZING INDIAN IT policy and management at the Uni- To help entrepreneurs bring n UNDERSTANDING MORTGAGES versity of Minnesota in Minneapolis; their best innovations to market, Olin Business School at Washington and Ira Moscovice, Mayo Profes- the Indian School of Business in University in St. Louis is partner- sor at the University of Minnesota Hyderabad will collaborate with the ing with CitiMortgage on research and head of its health policy and Indian Institutes of Technology, as projects related to the mortgage management division. The research- well as research centers such as the industry. Olin faculty and gradu- ers will use the grant to conduct a Centre for Cellular and Molecular ate students will analyze mortgage two-year study of the impact of the Biology and the International Crops industry data and identify consumer Rural Hospital Flexibility Program Research Institute for Semi-Arid

54 BizEd MARCH/APRIL 2011 45-year-olds at work,” Pralong says. Tropics. As part of the collaboration, sustainable models through trans- On a scientific level, he adds, “Gen- the school will offer workspace for forming current industrial systems eration Y doesn’t exist.” startups in its Wadhwani Center for and supply chains, as well as creating His study, “L’image du travail Entrepreneurship Development. partnerships to facilitate necessary selon la génération Y,” appeared in changes. Management professor Rick the November 2010 Revue Interna- n INSTITUTE FOR EMERGING MARKETS Larrick will serve as the center’s facul- tionale de Psychosociologie. The Samuel Curtis Johnson Gradu- ty director. Daniel Vermeer, who for- ate School of Management at Cor- merly led Coca-Cola’s Global Water Managers: Don’t Overlook nell University in Ithaca, New York, Initiative, will serve as its executive the Overqualified has formed the Emerging Markets director. For information, visit www. Institute (EMI). In addition to sup- fuqua.duke.edu/edge. When employers believe a job candidate is porting research, the institute will overqualified, they might not even arrange study trips, research semi- n CENTER FOR CLEAN TECH grant an interview for fear that per- nars, and a global speakers series. The Stanford Graduate School of son, if hired, will quickly leave the Javier Perez, a visiting senior lecturer Business in California has launched position for something better. How- of management at the school, has an initiative with Stanford Law ever, recent research by three assis- been appointed as EMI’s acting School to create the Steyer-Taylor tant professors of management finds executive director. Center for Energy Policy and that overquali- Finance. The center is made pos- fied candidates n LINKING RESEARCH TO INDUSTRY sible by a $7 million gift from alumni may be just the Baylor University’s Hankamer Thomas Steyer and his wife Kat Tay- ones companies School of Business in Waco, Texas, lor. Dan Reicher has been appointed want to hire. has launched the Business Research the center’s executive director. A The study was Program as part of its Innovative professor of law and lecturer at the co-authored by Business Accelerator (IBA). The business school, Reicher was formerly Mark Maltarich program links companies and Bay- assistant secretary of energy for ener- of St. Ambrose lor researchers so they can develop gy efficiency and renewable energy University’s Col- Mark Maltarich research goals applicable to industry. during the Clinton Administration, lege of Business Each participating company makes a member of the Obama transition in Davenport, a three-year commitment to sup- team, and director of climate change Iowa; Anthony port a faculty member’s research and energy initiatives at Google. Nyberg of the in exchange for access to research University of results. The Baylor Research and n SERVICE AGREEMENT South Carolina’s Innovation Collaborative—a Kyoto University’s Graduate School Darla Moore 300,000-square-foot center with of Management in Japan and the School of Busi- space for university research, train- Institute of Service Excellence at ness in Colum- ing, industry projects, and emerging Singapore Management University bia; and Greg Anthony Nyberg business support—is scheduled for have entered into a five-year col- Reilly of the completion in March 2012. laboration, in which they will con- University of duct joint service-related research Connecticut n SUSTAINABLE EDGE and promote service innovation. School of Busi- Duke University’s Fuqua School of The two institutions also will design ness in Storrs. Business has created the Center for service-focused executive education The research- Energy, Development, and the Glob- courses, seminars, and programs and ers analyzed data al Environment (EDGE). EDGE’s provide opportunities for postgradu- from the Bureau goal will be to encourage more ate student exchanges. of Labor Sta- Greg Reilly tistics’ National

BizEd MARCH/APRIL 2011 55 Research

companies. The researchers’ recom- That sends the mendation to employers? Learn wrong message why these candidates are interested to CEOs, say in the position before passing over the researchers. their applications. “Most people “A Conceptual and Empirical don’t look long Analysis of the Cognitive Ability- term,” says Voluntary Turnover Relationship” Mohanram. Sudhakar is forthcoming in the Journal of “We’re not alleg- Balachandran Applied Psychology. ing these guys are doing this Growth Not Always Good on purpose—far from it. We just Corporate boards like to see their compa- think this is a fal- nies grow, but are they encouraging lacy many people Longitudinal Survey of Youth. The CEOs to focus on the right kind of fall for.” data tracked the workforce behavior growth? Not always, say research- Balachandran Partha of more than 5,000 adults in the U.S. ers at Columbia Business School in and Mohan- Mohanram over a 25-year period. The research- New York City and the University of ram hope that ers found that in positions that the Toronto’s Rotman School of Man- these results will government defines as requiring low agement in Ontario, Canada. encourage corporate boards to look cognitive demands, such as garbage Sudhakar Balachandran, assis- more closely at their compensation collectors and car washers, employees tant dean for teaching excellence at policies. Boards that differentiate with higher cognitive ability stayed at Columbia, and Partha Mohanram, between profit- and investment-driv- their jobs longer and often performed associate professor of accounting at en growth, the authors write, will be better than those who might, at first Rotman, examined a sample of com- more likely to “incentivize manage- glance, seem a better fit. panies whose compensation data is ment appropriately.” Even more surprising, more men- included in Compustat Execucomp, The study “Are CEOs Compen- tally demanding jobs led to greater a database that tracks executive com- sated for Value Destroying Growth in job dissatisfaction among employees pensation for firms listed in the S&P Earning?” is available at www.rotman. in this group than less demanding 1500. The researchers correlated utoronto.ca/newthinking/execcomp positions. They also quit these jobs CEO compensation to different types Mohanram.pdf. more often. of corporate growth. This finding is significant at a They found that compensation time of high unemployment, the committees rewarded CEOs for cor- researchers say—especially when porate growth, regardless of whether courts are still finding in favor of that growth resulted from improved employers who are sued for dis- long-term profitability or short-term criminating against applicants who investments. In fact, the researchers are “too smart.” found that CEOs whose companies The researchers emphasize that grew through increased investment intelligent job candidates have received greater rewards than those many reasons for seeking less whose companies increased through demanding jobs, such as lifestyle improved profits. changes, health conditions, affinity This pattern happens even though for a company’s values, or financial growth due to investments actually hardship. Moreover, their intel- is more likely to destroy long-term ligence can bring great benefits to shareholder value, the authors found.

56 BizEd MARCH/APRIL 2011 Our graduates hit the ground running. And 1,080 recruiters have taken notice.

89% of our 2010 full-time MBA graduates were hired within 90 days of graduation. And The Wall Street Journal ranks ASU #5 for recruiter preference.

Preparing our students for business success is a job we take seriously: • Undergraduate degrees in 14 disciplines and interdisciplinary areas. • MBA self-assessment begins even before orientation. • Real-world consulting and transformational MBA workshops— led by Marianne Jennings and Robert Cialdini. At W. P. Carey, we’re developing graduates who will impact more companies for the long run.

wpcarey.asu.edu

______Recruiting the best is good business.

Barriers to Sustainability and uncertain international poli- and storage technology, and cies. One problem is that subsidies encourage cross-border investment A team of student researchers at the Uni- for fossil fuel energy are 12 times and energy interdependence. ■z versity of Southern California’s greater than those for sustainable Marshall School of Business in Los energy, Kim says. In addition, Angeles says that efforts to encour- there is a lack of infrastructure in age greater investment in sustain- APEC countries to store the ener- able energy are currently hindered gy created by solar or wind by unclear global environmental production. policies, the cost of sustainable ini- In November, the team tiatives, and myopia among politi- traveled to Yokohama, cal leaders and consumers. Japan, to present its rec- The team of MBA students ommendations to APEC’s traveled to 14 countries and inter- 63-member Business viewed 183 business leaders in Advisory Council. these regions about their attitudes Those recommenda- toward sustainable energy. The tions included the executives were part of the Asia need for APEC lead- Pacific Economic Cooperation ers to create a sense (APEC), an organization of 21 of urgency to attract member nations that promotes free more investment to trade and economic growth. sustainable energy, These leaders discussed a range move toward transpar- of barriers to investment in sus- ent global energy prices, tainable energy, says Cathy Kim, provide incentives to customers who led the team, including high to use sustainable energy, provide startup costs, low market demand, rewards for advances in research

BizEd MARCH/APRIL 2011 57 Technology

A Test of Ethical Reasoning An online quiz helps students better understand—and apply—three approaches to ethical reasoning.

by William Guth, Michael Steinmann, Edward Stohr, and Harry Jin

Critics often argue that business schools application of universal moral rules; teach ethics in ways that are too teleological, the consideration of the grounded in the language of abstract consequences of one’s actions; and ethical theory, which can be mean- virtue-based, the consideration of ingless to businesspeople who often actions that a virtuous person would lack philosophical training. But a take in the same situation. lack of training is a large reason why too many business practitioners are Ethical Cases unable to explain—much less justi- In the online workshop, students are fy—their actions in ethical terms. required to read a short introduction In 2005, the Howe School of to ethical reasoning. Next, they read Technology Management at the Ste- four short business cases, each based vens Institute of Technology imple- on a real-life situation. In each case, mented an “ethics thread” through- they must state their level of agree- are automatically captured. After out our graduate curriculum. As part ment with the actions the managers responding to each case, students of this thread, our graduate-level took in those situations and explain are provided with a model answer instructors introduce ethical topics their reasons. Students “pass” the illustrating the application of the and discuss cases involving ethical quiz if they provide answers to all three theories to the case. After issues throughout their courses. Our four cases and complete a brief sur- completing all four cases, they are goal is to help students develop an vey. Their responses remain anony- provided with charts that show stu- understanding of ethical approaches mous, so they know they can provide dent responses from the previous and learn to apply ethical reasoning their honest reactions. semester. In this way, students can skills to their decision making. One such case involves Foudy, a learn from each other—for instance, To provide a foundation for these salesperson at Fare and Shear, a hypo- they see that most students disap- discussions, we piloted the use of thetical brokerage firm. In the case, prove of Foudy’s actions! an online ethics quiz in the sum- the firm is carrying a heavy inventory mer and fall semesters of 2009. We of bonds from a power company. Its A Learning Experience made it a formal requirement for executives ask Foudy to recommend Our analysis of student responses all master’s and doctoral students these bonds to customers—it even reveals interesting and unexpected in fall 2010. The quiz is part of a increases the sales commission on the patterns in students’ ethical thought free first-semester, zero-credit online bonds as incentive. Foudy is reluctant processes. In fall 2009, for example, workshop, supported by WebCam- because he knows that not only are 180 students took the quiz. Not pus, the online learning unit of the interest rates rising, but the power surprisingly, a strong majority (136) Stevens Institute of Technology. company is at risk for bankruptcy. “disapproved” or “strongly disap- Our quiz presents students Even so, Foudy decides to recom- proved” of Foudy’s actions. But that with ethical dilemmas, but also mend the bonds. meant that a significant minority of exposes them to three well-known The quiz asks students what students had a different view. Thirty approaches to ethical reasoning. they think of Foudy’s actions. Their students noted that they “approved” These include deontological, the explanations for their ethical choices or “strongly approved,” while eight

58 BizEd MARCH/APRIL 2011 were “undecided.” Six students pro- into an online quiz. However, this at the end of our program. But our vided incomplete responses. brief introduction to ethical reason- broader goal is to introduce students The arguments students used ing and argumentation gives students to the fundamental ethical approach- to support their explanations were a starting point for ethical discussions es. By requiring them to justify their diverse. Twelve percent seemed throughout the curriculum, where evaluation of each case, we want unable to articulate a coherent ration they explore different ethical perspec- students to learn to articulate their ale for their choices, which indicated tives and understand the criteria that viewpoints and defend their deci- the need for more training in ethical can be used to judge behaviors. sions—and, we hope, become more reasoning, argument, and communi- All of our instructors read the ethical business leaders. cation. Another 14 percent provided cases in the quiz, and after the quiz their opinions of Foudy’s actions in has been administered, several incor- William Guth is a professor emeritus of single-sentence answers. porate its content into their class management and strategy at New York While a majority of the students discussions. This spring, one of our University’s Stern School of Business. used one or more of the three major instructors plans to devote an entire Michael Steinmann is an associate approaches to normative ethical rea- class period to the four cases. professor of philosophy at the Stevens soning to justify their choices, 25 of We continue to experiment with Institute of Technology in Hoboken, New them ignored these approaches. The the quiz—for example, we might Jersey. Edward Stohr is a professor and majority of students who approved use it to measure the impact of our Harry Jin is a research assistant at the of Foudy’s actions instead used what ethics thread by giving a modified Stevens Institute of Technology’s Howe JAMES ENDICOTT/CORBIS we call an “authoritarian” argument, version of the quiz a second time School of Technology Management. arguing that employees must submit to the authority of their employers. Several others argued caveat emptor, Simulating Ethical Dilemmas noting that it is up to customers to protect their own interests. It seems Another business school also is applying tech to teaching ethics—the Kelley that these students could not identify School of Business at Indiana University in Bloomington soon will launch a and evaluate alternative actions that new tool for teaching and measuring the development of students’ ethical Foudy might have taken. judgment. The Ethics Simulation Tool, made possible by an anonymous But the majority of students $250,000 gift, will use immersive technology to create realistic simulations obviously enjoyed the opportunity of ethical situations students might encounter in the real world. to articulate their ideas more exten- “No one comes up to you and asks, ‘Would you like to commit fraud sively. Nearly 50 percent of students today?’” says R. Thomas Lenz, chair of the Kelley Undergraduate Program wrote more complex responses, and the Glaubinger Professor of Business Administration. An ethical viola- utilizing words such as “there- tion arises “in a very subtle way, so we want students to be able to look fore,” “because,” and “but” as they at situations and spot the moral hazard if it is there.” weighed different solutions or justi- The simulation is likely to explore issues such as bribes and payoffs, fied their choices. Ten percent used but it also will deal with the more subtle gray areas related to financial more than one type of ethical reason- misreporting. In addition, students will study conceptual frameworks that ing. In an exit survey, 69 percent can help them find solutions to ethical dilemmas, Lenz says, while also either agreed or strongly agreed with learning what is and isn’t considered ethical in other countries. the statement, “The overall exercise Everyone in Kelley’s 5,000-student undergraduate program will be was a useful learning experience.” required to go through the eight-week simulation. The Ethics Simulation Tool will be a major feature of a comprehensive curriculum redesign that A Starting Point will launch in 2012. Once the program is in place, the school hopes to Of course, it is not possible to con- share the simulation with other schools at a national conference. dense centuries of moral philosophy

BizEd MARCH/APRIL 2011 59 Technology

TOOLS OF THE TRADE Re-Tooling the Tests Admissions testing organizations introduce new features to measure applicants’ soft skills and critical thinking abilities.

Business schools have long used standard launch in June 2012. ized tests like the GMAT and The new section’s content was the GRE to measure applicants’ inspired by several surveys GMAC intellectual capacity in areas such conducted of representatives from as math, grammar, and reading master’s programs worldwide, says comprehension. However, more Ashok Sarathy, GMAC’s vice presi- business school deans and faculty dent of the GMAT program. “From are asking for ways to measure soft the surveys, we found that schools skills such as ethics and creativity— wanted to measure students’ ability as well as ways to make traditional to assess tradeoffs in given situa- tests even better. tions, convert data from one format Technology is now making it to another, and to integrate data, possible to meet both demands, say whether from histograms, charts, or officials from the Graduate Manage- scatter plots,” he says. ment Admission Council in Reston, The traditional GMAT is a com- nication skills; teamwork; resilience; Virginia, which administers the puter-delivered test, but its questions planning and organization; and eth- GMAT, and the Educational Testing could also be administered on paper. ics and integrity. Service, headquartered in Princeton, The new integrative reasoning sec- ETS focused on these six attri- New Jersey, which administers the tion, however, takes advantage of butes after conducting focus groups GRE. Both organizations have spent the computer environment to allow and one-on-one interviews with busi- several years developing assessments students to manipulate spreadsheets, ness school deans, as well as studying that target wider-ranging and less change graphics, and sort data. employer surveys about the attributes tangible metrics. Each has intro- The GMAT will remain four most important to them in a new duced a new standardized assess- hours long—the new section hire, says Patrick Kyllonen. Kyllonen ment tool designed to help busi- will take the place of one of the directs the Center for New Con- ness schools better predict which test’s two 30-minute essays. “Our structs at ETS and led the team that applicants are most likely to thrive in research has shown that the scores developed the ETS PPI. their programs. for both essays are highly corre- To use ETS PPI, students first lated, so we know that one essay create an online profile with ETS, More Ways to Reason does a good job of assessing a can- where they provide contact informa- Since last April, GMAC has been didate’s writing skills,” says Sarathy. tion for up to four people whom pilot testing a new integrative they will ask to fill out evaluations. reasoning section for the GMAT, Beyond Recommendations ETS invites the evaluators to access which will measure prospective ETS has reinvented traditional the ETS PPI system and complete students’ ability to evaluate infor- recommendation letters with its the online questionnaire. Evalua- mation from multiple sources, Web-based evaluation system called tors rate students’ abilities in areas including charts, graphs, and the ETS Personal Potential Index related to each of the six categories spreadsheets. This spring, GMAC (ETS PPI). The ETS PPI evaluates on a five-point scale, ranging from will finalize the question types for applicants in six noncognitive areas: “below average” to “exceptional.” the section, which is scheduled to knowledge and creativity; commu- They also have the option of provid-

60 BizEd MARCH/APRIL 2011 ing written remarks. Once evalua- Testing Evolution promise fails. “We’re encouraging tions are complete, students choose Both the GMAC and ETS plan to institutions to participate in validity which schools they want to receive monitor and perfect these new prod- studies, so that we can track the cor- the final evaluation report. ucts over time. GMAC, for example, relation between the scores on the The ETS PPI is designed to cir- is testing the idea of including even index and student outcomes,” says cumvent a weakness of traditional more interactive questions. GMAC Kyllonen. recommendation letters—the fact also is looking into assessments that Admissions is both art and sci- that if people can’t say something measure soft-skill aptitudes, such as ence, but as technology advances, nice about a candidate, they often leadership, ethics, and communica- the science promises to become won’t say anything at all, says David tion, Sarathy says. more robust, says Payne. “We want Payne, ETS’ vice president and The University of Notre Dame’s to change the game for admissions,” COO, college and graduate pro- Mendoza College of Business in says Payne, “so that schools focus grams, programs and services divi- Indiana is among institutions that less on students with the highest sion. “When I was a professor, if I now require or strongly recommend scores and more on those most thought my student wasn’t creative, the ETS PPI for admissions. ETS likely to succeed in business school I just wouldn’t say anything about will be conducting long-term stud- and beyond.” creativity in my recommendation ies of how schools like Mendoza use For more information on the new letter,” says Payne. Because the PPI the evaluation, as well as student section of the GMAT, visit www. asks questions that evaluate six skill outcomes at graduation. Its goal is gmac.com/gmac/thegmat. To read sets, he adds, schools can get the to learn why one promising appli- more about the ETS PPI, visit www. bigger picture. cant flourishes and another of equal ets.org/ppi.

Refining Language Assessment

In the past, when schools wanted to test an applicant’s pro- Security is also important to PTE Academic, says ficiency in English, they traditionally turned to the Test of Anderson. When test takers arrive at a testing location, English as a Foreign Language (TOEFL) or the International they must identify themselves with personal informa- English Language Testing System (IELTS). However, Pearson tion they provided in their online registration, as well Education International, based in the United Kingdom, as documentation. Their photographs are taken and now offers a third option: the Pearson Test of English, or included with the final score report. Finally, all test tak- PTE Academic, which has been endorsed by GMAC. ers’ palms are scanned as they enter. If they must leave PTE Academic relies on an automated scoring mid-test for any reason, their palms will be rescanned to system, rather than human evaluators, to score test confirm their identities before they are readmitted. These takers in speaking, reading, writing, listening, gram- measures reduce the likelihood of identity fraud, says mar, spelling, pronunciation, fluency, and vocabulary. Anderson. The automated scoring, made possible by algorithms Anderson notes that advancing technology will lead that analyze student responses, also means test takers to even faster score reporting and assessments in a receive their results within 24 hours. broader range of languages. Pearson is already using Because the test is administered online, it can be the automated scoring technologies for languages other offered at a wide range of times and testing locations. than English, including Spanish, Dutch, and Arabic. “If we see a spike in demand in London, for instance, The opportunities that technology presents to testing, he we can add days on short notice,” explains Mark adds, “are limitless.” Anderson, president, global strategy and business devel- For more information on PTE Academic, visit www. opment of Pearson Education International. pearsonpte.com/pteacademic.

BizEd MARCH/APRIL 2011 61 Technology

Competitions Aim and the NYU Innovation Venture tion and Entrepreneurship at the To Boost Innovation Fund. This initiative already includes University of Washington Foster the school’s New Venture and Social School of Business in Seattle to Demand for business innovation has Venture competitions, whose winners fund its UW Environmental Inno- inspired a new crop of competitions each also receive $75,000. vation Challenge. designed to boost idea generation The Technology Venture Compe- The challenge, launched by the on the college campus. Three busi- tition was a “missing link” in the center in 2009, is open to student ness schools have recently created or Entrepreneurs Challenge, says Jeffrey teams from any college or university bolstered tech-oriented competitions Carr, executive director of the Berk- in the state of Washington. Offer- with innovation in mind. ley Center. With its addition, the ing prizes totaling $22,500, the Tapping Tech Talent. Last fall, school hopes to do more to tap into competition asks student teams to New York University’s Stern School the scientific talent across the univer- define a clean-tech problem, design of Business launched the Technology sity and encourage the development and develop a solution, produce a Venture Competition, open to its of early-stage businesses in the infor- prototype, and write a business plan students, faculty, and researchers. The mation technology, physical science, that pinpoints opportunities for competition, which offers a $75,000 life science, and clean tech sectors. success in the market. top prize, was added as part of NYU Developing Clean Tech. In Janu- During the challenge’s first two Stern’s Entrepreneurs Challenge, ary, the Google Community Grants years, student teams have created set by the school’s Berkley Center Fund of Tides Foundation granted prototypes that include LED light- for Entrepreneurship & Innovation, $20,000 to the Center for Innova- ing for greenhouses, a device to track

NEWSBYTES institutions, four-year public institu- users determine the areas of account- tions, historically black colleges and ing that best suit their interests. n GREEN COMPETITION universities, and community col- Johnson Controls, a global manu- leges. The winning entries will be n IT MBA GOES ONLINE facturer of energy efficient build- featured in a mini-documentary and The University of North Carolina at ing products based in Milwaukee, honored at the U.S. Energy Effi- Greensboro’s Bryan School of Busi- Wisconsin, has launched Campus ciency Forum in June in Washing- ness and Economics is converting Green Scene, an online video com- ton, D.C. The deadline for entries is its face-to-face master’s degree in petition for April 27. For more information, visit information technology and man- colleges and www.campusgreenscene.com. agement to an online-only degree universities. program. The move was prompted, The company n SITE FOR CPA HOPEFULS in part, by student requests, as well will award The American Institute of Certified as an increase in interest in the $5,000 to Public Accountants has launched school’s online certificate programs. each of four ThisWaytoCPA.com, a site to edu- The information technology and U.S. universi- cate college students and CPA-exam management program is the school’s ties that best candidates about the path to becom- fifth online offering and its first at showcase, in ing a CPA and the multiple career the master’s level. two-minute opportunities in the profession. videos, how ThisWaytoCPA.com includes an n ONLINE MBA AT UNC their campus- online discussion forum; interview The Kenan-Flagler Business School es are embracing green leadership and résumé tips; information about at the University of North Carolina and environmental responsibility. A scholarships, the CPA exam, special at Chapel Hill will offer its MBA winner will be selected from each certifications, and state CPA licensure program in a new, online format of four categories: four-year private requirements; and a quiz to help designed for international working

62 BizEd MARCH/APRIL 2011 tition as part of the school’s Climate chosen to be Judges’ Choice. The CoLab, an online community where first-place proposal involved a plan participants discuss, analyze, and in which developed countries would create plans for addressing climate help fund sustainable growth in change. The project is led by MIT’s developing countries. In Decem- Center for Collective Intelligence. ber, Climate CoLab sponsored the water use in homes, and a water- Climate CoLab’s inaugural 2010 travel of one member from each cooled catalytic converter that mini- global competition, which ended its team to attend briefings with the mizes emissions from gasoline-pow- voting phase in November, posed U.S. House of Representatives in ered boat engines. So far, 12 of the this question to the community: Washington, D.C., and the United 35 participating teams have entered “What international climate agree- Nations’ Climate Change Support their ideas in the UW Business Plan ments should the world community Team in New York City. Competition, hoping to start compa- make?” Leading climate researchers The 2010 contest was a beta nies based on their ideas. chose 20 finalists, whose proposals test for a series of annual competi- Tackling Climate Change. The were then voted on by members of tions, explains Thomas Malone, Massachusetts Institute of Technolo- the Climate CoLab community. the center’s director. “If ever there gy’s Sloan School of Management in On its Web site’s home page, were a problem that needed the Cambridge wants to encourage simi- Climate CoLab featured the pro- best collective intelligence that lar work when it comes to climate posals of the two teams receiving people and computers can muster, change. It has created a new compe- the most votes as well as a team many would say climate change is it,” he says. “As examples like Wikipedia and Linux illustrate, it’s professionals. Designed and taught now possible to harness the intel- by Kenan-Flagler professors work- ligence of far larger groups than ing with curriculum specialists, the could ever have been done before. MBA@UNC program will include That is the goal of our project.” asynchronous and live sessions that For more information about MIT’s use video, self-paced lectures, inter- Climate CoLab, visit climatecolab.org. active case studies, and collaborative activities. It also will incorporate Preparing Teens capstone experiences consisting For Campus Tech of face-to-face global immersions. Live sessions will bring together a High school students might lack the neces professor and a cohort of ten to 15 sary proficiency to use college-level students utilizing streaming video classroom technologies, according to allow the participation of stu- to a survey conducted by CDW-G, dents from multiple time zones. PM IMAGES/GETTY IMAGES a technology solutions provider for can download e-textbooks as well business, education, government, n STUDY OF NOOKSTUDY as manage their class materials and and healthcare headquartered in XanEdu, provider of custom course notes through the NookStudy Illinois. For its “2010 21st-Century materials, has partnered with Texas platform, which also incorporates Classroom Report: Preparing Stu- A&M University in College Station built-in highlighting and note taking dents for the Future or the Past?,” and bookseller Barnes & Noble to capabilities. The platform is available CDW-G asked 1,000 high school research the effectiveness of access- for free download to any comput- students, high school faculty, and ing and studying custom course ing device. XanEdu plans to use district IT professionals across the materials within B&N’s NookStudy the research results to support and United States about how technology digital content platform. Students expand its content delivery model. was used in their high schools. Although 60 percent of students

BizEd MARCH/APRIL 2011 63 Technology

reported that their teachers used Consortium’s Journal of Asynchro- technology to teach, only 26 percent nous Learning Networks (JALN). said that they were encouraged to The issue includes a range of use technology themselves to learn. articles on topics related to the Forty-three percent were uncertain growing e-learning market, includ- that they felt prepared to use tech- ing the choice of learning options nology in college and the workforce, now available to corporations to and wanted to do more with it in accommodate a multigenerational their courses. “We’re seeing K-12 and globally distributed workforce; students start to push the bound- Because so many college a study on the topics most suitable aries of what they’re expecting in courses now incorporate online for e-learning formats; and a pro- the classroom,” says Josh Roberts, or wireless components, outreach posal for industrywide standards for senior sales manager for CDW-G’s to high schools is crucial, Rupert e-learning content. higher education division. says. “We are doing students a The issue’s editor, Robert Ubell If business schools want students disservice if we are not encourag- of the Polytechnic Institute of ready to work in the 21st-century ing high schools to offer a greater New York University in Brooklyn, college classroom, he adds, they may range of technological notes the difference want to begin working with high curricula.” DATABIT between how busi- schools to get students ready before Moreover, by working ness uses e-learning According to “Class they come to college. with high school stu- and how education Differences: Online Education Programs like BizTech summer dents, business schools uses it. At companies, in the United States, 2010,” camp at Wayne State University’s could spark their inter- “e-learning is highly an annual survey from the School of Business Administration est in future careers in mediated by technol- Babson Survey Research in Detroit, Michigan, may be one business IT fields, says ogy, with trainers Group and the College Board, step in that direction. The school Roberts. “High school disappearing entirely, enrollment in online courses has held its BizTech summer camp students want to learn replaced largely by in 2009 increased by almost since 2001. The camp, which serves more about technol- instructional design 1 million students from about 30 students from Detroit high ogy than ‘don’t do this, elements on moni- the year before, the largest schools each summer, covers topics don’t do that,’” he adds. tors presented in text, year-to-year increase ever. such as using computer applications, “They want to know multimedia, games, The survey found that 5.6 developing Web sites, and creating how to use it appropri- simulations, and million—or nearly 30 and delivering presentations. ately and effectively in other displays,” Ubell percent of all college and “Students are definitely savvy the classroom.” writes. Online courses university students—were when it comes to tools like Facebook To read CDW-G’s at universities, on the enrolled in at least one online and Twitter, but their skills in areas report on the 21st- other hand, are often course in the fall of 2009. such as Excel, Access, and Web devel- century high school class- just as media rich, but The survey is funded by the opment need improvement,” says room, visit www.cdwg. encourage instructors Sloan Consortium. Kiantee Rupert, academic advisor at com/21stCenturyClass and students to inter- Wayne State and director of its Biz- roomReport. act with each other in Tech program. During the six-week online forums and in real time. camp, students attend half-day train- Corporate Training “Online, workers are on their ing sessions each weekday for four ‘Transformed’ by own,” Ubell concludes. “College stu- weeks and then spend two weeks E-Learning dents and faculty work together.” putting those skills to use. “Their For more information about the desire to master these skills is phe- E-learning for corporate training is now a Sloan Consortium, or to purchase a nomenal,” she adds. “Their ability to $31 billion industry—25 percent of copy of JALN’s November 2010 issue, absorb so much in so little time has training worldwide—according to the visit sloanconsortium.org/publications/ always impressed me.” November 2010 issue of the Sloan jaln_main. ■z

64 BizEd MARCH/APRIL 2011 Yo ur Turn By Jack Reardon

Tenure: An Obstacle to Change to restrain intellectual freedom while retaining the status quo, which in turn is decided by an elite After working for 21 years in the Univer- separate departments, garner titles group whose members are removed sity of Wisconsin system, I gave up based on academic specialty, and from stakeholder accountability. tenure to accept a one-year visit- seek tenure in their disciplines,” Lor- This elite group decides what is ing professorship in the School of ange writes. “They pursue axiomatic orthodox and what is heterodox, Business at Hamline University in research and publish predominantly what is acceptable and what is not. St. Paul, Minnesota. This decision in axiomatic journals.” It constricts the tenure candidate was difficult, particularly as I made In effect, they think in silos. into conformity. the change during 2008, just as Therefore, if we want to integrate I find it ironic that we teach our the financial crisis was intensify- the MBA curriculum, we first must students how to succeed in a highly ing. Yes, it would have been easy change how faculty think. To do competitive market, galvanized by for me to stay in the UW system that, we must identify and analyze all the prospect of failure, while doing and ride out my remaining years obstacles—and one of the most for- our best to insulate ourselves from to retirement. But the Hamline midable is the tenure system. these very same forces. School of Business is new, and I jumped at the chance to participate How Tenure Works Where the System Breaks Down in a program that would move Established during the 19th century It’s also somewhat ironic that MBA education forward. to protect professors from arbitrary aspects of the tenure system actu- Not only did I give up tenure for firing, tenure has many benefits, ally support the goal of curriculum myself, I am against it in general. I including the promotion of ideas integration. Because many of the believe it hinders business schools and fomenting of intellectual dis- ideas that could promote cross- in what I am convinced should be course. Ideally, the tenured professor disciplinary programming are con- one of our critical goals: integrating can stimulate intellectual debate in troversial and iconoclastic, tenure across functional disciplines. I am the classroom, or pursue research protects the people who articulate not proposing the incendiary course that might pique vested interests, these radical notions. The tenure of abolishing tenure altogether, but without fear of invidious reprisal. system also encourages older fac- I do believe that business school But to receive tenure, profes- ulty to mentor younger ones—and deans and administrators need to sors must acquiesce to the current such cooperation between senior understand its weaknesses—and system, which means subscribing and junior professors is essential to exploit its strengths—if they are to to the silo mentality. They must integration across the curriculum. make desperately needed changes in be obsequious to a small cadre of While the tenure system is funda- our programs. elders, themselves tenured. Tenure mentally flawed, we might be able Critics have complained that the begets conformity; it extirpates dis- to use it, at least in the short term, traditional discipline-based MBA sent and innovative ideas. to make faculty incentives align with curriculum is ineffective in prepar- So why should we expect intellec- the objective of integrating the cur- ing students to solve the problems tual thought to flourish post-tenure riculum. But the current system will of the 21st century and that what when the tenure system is designed need to be revamped if the goal is to we need are more cross-functional to root it out? Indeed, why should promote cross-disciplinary study. courses and programs. But as any- any individuals pursue innovation Most new faculty pursue tenure one who has tried to integrate across when innovation could delegitimize by publishing discipline-specific the curriculum can attest, formidable the system itself, thereby devaluing research in discipline-specific jour- obstacles exist. Writing in BizEd last their own accomplishments? nals. If I’m a new professor with year, Peter Lorange noted that even The word tenure is derived from a PhD in economics and I’m con- when a business school integrates its the Latin teneo, tenere, tenerui, ducting research with a marketing courses, it rarely manages to inte- meaning to hold, keep, possess, specialist, I don’t want to publish grate its faculty. “They still work in restrain. The tenure system is used our findings in a marketing journal,

66 BizEd MARCH/APRIL 2011 These include rewarding publication Yes, some faculty will protest, in journals outside the professor’s claiming that such a system attenu- field and rewarding interdisciplinary ates their self-government. But I teaching. At the same time, deans submit that the current paradigm must acknowledge the time devoted is not particularly equitable, either, to preparation of interdisciplinary given that it allows a small number courses, which often comes at the of tenured professors to decide the high opportunity cost of fewer papers contours of the discipline. written for publication. Again, I’m not advocating that The schools themselves need to universities abolish tenure, because where the publication might not establish an interdisciplinary facilita- that won’t solve the fundamental count toward tenure. tor to initiate dialogue among faculty issue of recognizing and reward- We need a revised system that rec- throughout the university, and then ing talent. But I’m suggesting that ognizes the importance of interdisci- implement cross-disciplinary strate- schools need to revise the tenure plinary research and equally rewards gies. Schools could assign the role to system so that it doesn’t stand in intra- and interdisciplinary research. existing faculty or staff in exchange the way of rewarding the innovative As founding editor of a new interdis- for a reduced workload. The facili- efforts of those who strive to inte- ciplinary journal in economics educa- tator would function as a liaison grate the curriculum. tion, I’ve found that interdisciplinary between everyone involved in cross- teaching is a fertile breeding ground disciplinary integration by conveying What Lies Ahead for interdisciplinary research. There- information, standards, and strategies As business school educators, we fore, we need a system where both from multiple fields. have the essential task of helping our are actively encouraged. But a central problem remains: students develop multifunctional, Preparation of such courses takes Who will evaluate the candidates for multidisciplinary perspectives. But time and comes with a high oppor- tenure, and how will this be done? trying to change how we teach with- tunity cost, especially for new faculty. If the job falls to existing faculty, out realigning the tenure incentives For that reason, faculty must be cred- who among them is knowledge- is tantamount to trying to change a ited not just for the time they spend able about interdisciplinary research ship’s course while it is still anchored. teaching the course, but the time and teaching? And how can schools I believe we can remove the they spend in preparation. ensure that innovation rather than barriers between disciplines with- conformity is rewarded? out weakening them. This might Where Change Should Begin I don’t have all the answers. But require schools to create individual- Changing the tenure system requires I do know that a revised tenure ized solutions to the tenure system. active participation from all con- system must acknowledge that all It definitely will require tenure sys- cerned. Business school deans must stakeholders in business education— tems to reward innovative, interdis- assume a central role by articulating including students, faculty, adminis- ciplinary research and teaching. But and promoting to all stakeholders trators, and the business communi- once we open a dialogue and work the goal of integrating across the ty—should contribute to the tenure toward consensus on how to imple- curriculum. This includes actively decision. For example, local business ment multidisciplinary education, encouraging senior faculty to teach leaders should let deans know what we can bridge the chasm between and research across disciplines. Not they need from graduates so both what business schools teach and only would they provide a role model faculty and students can evaluate what faculty think. ■z for younger faculty, but they might faculty based on those requirements. be more inclined to grant tenure to Tenure then could be based on how Jack Reardon is a professor at the School of young professors doing the same. well professors fulfill the needs of Business at Hamline University in St. Paul, To engage faculty in cross- the business community, rather than Minnesota, and editor of the International disciplinary efforts, deans also must how successfully they perpetuate axi- Journal of Pluralism and Economics implement the proper incentives. omatic research. Education.

BizEd MARCH/APRIL 2011 67 Bookshelf

One of the most essential leadership and refutes it with Gilman doesn’t just draw on his own skills has always been the ability to anecdotal evidence, experience. As a business reporter, shepherd an organization through and sifts everything he’s had opportunities to talk with upheaval. However, notes Wash- through Keohane’s great CEOs, as well as bad ones, and ington University professor Jackson own experiences as he sprinkles plenty of those examples Nickerson in Leading Change in president of Welles- through the book as well. It’s an a Web 2.1 World, new technolo- ley College and entertaining and insightful read for gies have rewritten the rules of Duke University. “My purpose in anyone who’s trying to be a better change management. Because the writing this book is to invite readers boss. (Portfolio, $25.95) book is primarily about manage- to join me in thinking through some ment, not technology, of the dilemmas we need to sort Chris Zane took over ownership of a local Nickerson first explains out to understand leadership more bicycle shop when he was 16 and, how change disrupts fully,” she notes. She’s not telling despite a couple of dramatic missteps the workforce and how anyone how to be a leader; she’s during the next 25 years, turned leaders can either coerce raising questions that ought to inter- it into $15 million business that’s compliance from their est anyone interested in the role or poised to franchise nationally. How employees or coax the topic. What is leadership? Does does a small-time, small-town bike them into committing gender make a difference? Can lead- shop compete so successfully with to the new reality. He ership be taught? Like the best teach- big box stores and online retailers? favors commitment, er, Keohane doesn’t provide answers. Customer service. In Reinvent- which requires leaders She merely pries open the minds of ing the Wheel, Zane clearly lays out to communicate with their workers her readers so they can think about his philosophy: “The job of every honestly, solicit their feedback, then the questions that matter. (Princeton Zane’s employee is not just to sell respond in ways that prove they’ve University Press, $27.95) stuff; it is to build relationships with listened to employee concerns. Web- our customers by serving enabled technologies such as Skype Hank Gilman isn’t a management guru; he’s them in a manner they and YouTube have made it exponen- a lifelong journalist who’s been a top have rarely experienced tially easier to construct such a com- editor at publications such as For- before.” This means never munication loop, but Jackson warns tune, Newsweek, and The Wall Street charging customers for that leaders still have to deliver their Journal. So his funny, forthright, and any repair part that costs messages with honesty, authenticity, deeply personal book on managing less than a dollar; it means and compassion. He offers technical people, You Can’t Fire Everyone, is making good on a prom- tips on how to dress and sit for the based on lessons he learned on the ise to take back a bike if a camera, but the book is really about job, not in a classroom. Some of customer is dissatisfied with it—even using new processes to manage those lessons haven’t been fun or if the customer has been riding it familiar problems that every leader pretty. For instance, he learned that for six years. Zane is selling bikes, will someday face. (Brookings Insti- “you’re a cold-hearted troll” if you but his basic insights apply to any tute Press, $24.95) know someone is wrong for a job, retailer: “When you give your cus- but you keep him around for years, tomers more than they expect… Most books on leadership offer prescrip- working incompetently for your com- they’ll never leave you.” (BenBella tions for how to behave like a pany when he could be Books, $24.95) leader or hone skills necessary flourishing elsewhere. for the top job. Princeton profes- “What would have been What do visionaries have that the rest of sor Nannerl O. Keohane takes more humane? Firing us don’t? In Ten Steps Ahead, jour- a completely different approach him early on or letting nalist Erik Calonius answers that in Thinking About Leadership, a him languish for years question by examining the way the gentle, reflective book that exam- in a job he had no human brain works. Referencing new ines the relevant literature, supports chance of excelling at?” research in fields such as neurosci-

68 BizEd MARCH/APRIL 2011 ence and cognitive therapy, Calonius or having a child,” on most of the tables, with occa- delves into the power of the imagina- they write. There are sional pauses for longer analysis. For tion and the ability of the subcon- three imperatives for instance, he says, there’s “no appar- scious to recognize and act on pat- effective managers, ent relationship between foreign aid terns. He uses anecdotes about Steve according to Hill, and improvement in quality of life. Jobs, Richard Branson, and a Harvard business professor, and … Still, there seems to be a trend Walt Disney to explain the ways Lineback, a former manager and towards improvement in mortality that true visionaries rely on current writer: They must manage figures with the increase of foreign intuition, conviction, and emo- themselves, their networks, and their aid. Perhaps these specific aid tranch- tional intelligence to bring their teams. Hill and Lineback break these es were aimed directly at health tar- fantasies into reality. Above imperatives into their component gets.” Clearly a massive undertaking, all, he relates “how visionaries parts—discussing, for instance, how this book offers a trove of informa- awaken to ideas, and how they to develop warm relationships with tion to anyone with business interests use their powers of visualiza- direct reports without trying to be in Africa. (Graffitti Media, $495) tion to move objects and ideas everyone’s best friend. “The bottom around in their mind’s eye until they line,” they write, “is about knowing Most established companies fight a war stumble on a perspective that cracks how to use yourself as an instrument for brand preference as they strive the opportunity wide open.” (Portfo- to get work done and contribute to to be among the brands a consumer lio, $25.95) your organization.” (Harvard Busi- considers before making a purchase. ness Review Press, $25.95) What companies really need to fight Many managers work hard to learn their for is Brand Relevance, says David jobs, but never stretch or grow It’s hard to imagine a more colorful and Aaker, a marketing expert beyond a basic level of competence. comprehensive reference book than who was formerly a pro- Truly great managers, say Linda A. Doing Business in West Africa 2009- fessor at UC Berkeley. A Hill and Kent Lineback in Being the 2010, a staggeringly detailed compila- new product with brand Boss, understand they must constant- tion of data about developing coun- relevance is spawned by ly assess themselves and improve tries in this region. At more than 460 disruptive innovation; it their abilities if they are to flour- pages, filled with more charts and changes the entire cat- ish in today’s complex workplace. graphs than actual text, this volume egory or creates a whole “Becoming a manager requires considers African nations new subcategory where it so much personal learning and from almost every per- reigns supreme. Aaker offers case change that it is truly a trans- spective, from population studies of brands that generated formation, akin to the trans- density to Internet access game-changing relevance, like Apple formations required by such to growth in imports and and Healthy Choice, and those that life events as leaving home, exports. Author Tony have miserably failed, like Olestra. finishing school and begin- Okoromadu offers Post-it His whole goal is to “show the way ning a career, getting married, Note style commentary toward winning the brand relevance battle by creating categories or subcategories for which competi- Business professors and budding entrepreneurs who don’t have the shelf space to accommo- tors are less relevant or not relevant date more volumes might want to download a new book from Len Schlesing- at all, managing the perceptions of er of Babson College and Charles Kiefer of Innovation Associates. In Action the categories or subcategories, and Trumps Everything—Creating What You Want In An Uncertain World, they creating barriers to protect them.” show readers how to use the power of entrepreneurial thought and action to Not simple tasks, perhaps, but Aaker navigate a perilous world. Not only is the book available for free download, breaks down the necessary actions but readers are invited to post their own stories on the Web site’s blog at and offers insights into how to win a www.ActionTrumpsEverything.com. new kind of marketing war. (Jossey- Bass, $32.95) ■z

BizEd MARCH/APRIL 2011 69 The Fox School Spotlight Temple World class, top-ranked researchers reside at Fox Angels Among Us

What do entrepreneurs need to know about angels? When it comes to angel investors, everything, says Ron Monark of the College of Wil- liam & Mary’s Mason School of Business in Williamsburg, Virginia. That’s why Monark takes several students to attend twice-monthly meetings of the New Dominion Angels, a group of investors in the Derek Avery Rajiv Banker J. David Cummins Masaaki “Mike” Virginia and D.C. area. There, Associate Professor Stanley Merves Chair of Joseph E. Boettner Kotabe students see which presentations Internationally renowned Accounting and Information Chair of Risk Management, Dorothy Washburn impress and which get passed over. scholar in workplace Technology Insurance and Chair of International Students can take an active part in discrimination and diversity Internationally recognized Financial Institutions Business and Marketing the discussions and, if the investors including how gender, race for interdisciplinary research Internationally recognized Preeminent researcher in Guest speakers visit students in the and ethnicity affect in accounting, management for insurance economics, decide to move on to due diligence, both international business Mason School’s Career Acceleration employee recruitment information systems and financial risk management, and marketing accompany them on a site visit to Module in Entrepreneurship. Counter- and retention management science productivity and efficiency, see how they evaluate the operation. clockwise from top right: Angel investor and securitization The students are enrolled in and startup mentor Edmund Pendleton, Mason’s eight-week Career Accel- from Washington, D.C., speaks about the eration Module (CAM) in Entre- process of working with outside investors; preneurship and Small Business. In Jody Wagner, owner of Jody’s Popcorn the CAM, all students identify busi- in Virginia Beach, Virginia, discusses the ness concepts, write business plans, process of starting a gourmet popcorn and defend their plans to a panel business; CAM students sample product of “investors” made up of execu- from Jody’s Popcorn. tive volunteers and actual investors. Guest speakers, including entrepreneurs and angel investors, also visit their classes. When students think take about 25 students during the Seeing how angels work is an of financing a business, academic year. He plans to contact important way to prepare students they think of a loan more angel groups so that more for the challenges of entrepreneur- CAM students can see how these Ram Mudambi Lalitha Naveen Paul Pavlou Youngjin Yoo ship, says Monark, who teaches in from a bank or family investors operate. Professor and Associate Professor and Associate Professor Associate Professor and the program and is the managing member. They don’t The CAM’s immersive approach Washburn Fellow Deaver Research Fellow Stauffer Senior Irwin L. Gross Research Fellow Research Fellow director of the Miller Entrepreneur- really know what an helps students avoid the “silly” Internationally renowned Expert in empirical ship Center at the Mason School. mistakes that uninformed entre- researcher in knowledge corporate finance, Expert in electronic Internationally known for ‘angel investor’ is. management corporate board structure, commerce, online auctions applying design concepts to “When many of our students think preneurs often make, says Monark. executive compensation and MIS strategy digital innovation of financing a business, they think —Ron Monark “Students learn to prove there’s a and risk taking of more traditional sources such as a compelling reason for their idea,” loan from a bank or a family mem- New Dominion Angels meetings he says, “so that investors know ber,” he says. “They don’t really can each accommodate only three how they’re going to get their know what an ‘angel investor’ is.” student visitors, so Monark can money back.” ■z www.fox.temple.edu

72 BizEd MARCH/APRIL 2011

Fox_MarApr2011_BizEdAd_F.indd 1 1/18/11 12:33:46 PM