Standard 10:  The faculty has, and maintains, intellectual qualifications and current expertise to accomplish the mission and to assure that this occurs, the school has a clearly defined process to evaluate the individual faculty member’s contributions to the school’s mission.

Basis for Judgment:

• At least 90 percent of faculty resources are either academically or professionally qualified.  Faculty resources are counted as appropriate to their contributions to the school, i.e., some faculty members may have full-time assignments with the school while others may be partial assignments.  The aggregate, or total, faculty resources is the sum of full and partial assignments. For example, if a school has 12 full-time faculty members and seven faculty members who are only half-time assignments, the total faculty resources would equal 15.5.
• At least 50 percent of faculty resources are academically qualified.
• In the aggregate, the portfolio of current capabilities for all faculty members is sufficient to support high quality performance of all activities in support of the school’s mission.
• Qualified faculty resources are distributed across programs and disciplines consistent with the school’s mission.
• Maintenance of knowledge and expertise supports faculty performance through an appropriate balance, given the school’s mission, through contributions over the past five years in all of the following areas:
          - Learning and pedagogical research
          - Contributions to practice
          - Discipline-based scholarship
• The school has a clearly defined process by which it evaluates how faculty members contribute to the mission and maintain their qualifications.
• A school should develop appropriate criteria consistent with its mission for the classification of faculty as academically or professionally qualified.  The interpretive material in the standard provides guidance only and each school should adapt this guidance to its particular situation and mission by developing and implementing criteria that indicate how the school is meeting the spirit and intent of the standard. Specific policies should be developed to provide criteria by which academically and professionally qualified status is granted and maintained.  The criteria should address:
          - The educational background, experience, and demonstrated work outcomes that are required to attain each status.
          - The priority and value of different activity outcomes reflecting the mission and strategic management processes.
          - Quality standards required of each activity and how quality is assured.
          - The quantity and frequency of activities and outcomes expected within a typical AACSB review cycle to maintain each status.
  The policies should delineate, where appropriate, how criteria for granting and maintaining status varies with the development of individual faculty members across programs and levels (e.g., the experience of a professionally qualified faculty member who is assigned to teach introductory classes may be different than the professional experience expected of a PQ faculty member assigned to teach a capstone course).  The criteria should be periodically reviewed and reflect a focus on continuous improvement over time.
• Qualified faculty will generally be distributed equitably across each discipline, each academic program, and each location consistent with the school’s mission and student needs.  Distance delivered programs are considered to be a unique location.

Guidance for Documentation:

• The school should provide information on academic and professional qualifications for each faculty member.  This may be provided in the form of academic vitae, but must include sufficient detail as to actions, impacts and timing to support an understanding of faculty development activities.
• Documentation must clearly identify which of the three areas of contributions is represented in each faculty member’s development activities.
• The school should provide an aggregated summary of the qualifications and development contributions brought to the educational programs by the faculty members.
• Tables 10-1 and 10-2 should be completed to summarize deployment of Academically qualified and Professionally qualified faculty.

Further guidance regarding:
  Academically Qualified Faculty Members (from the AACSB Accreditation Standards)
            » Deploying Academically Qualified Faculty: An Interpretation of AACSB Standards
               (an AACSB White Paper, updated November 2006)

  Professionally Qualified Faculty Members (from the AACSB Accreditation Standards)
            » Deploying Professionally Qualified Faculty:  An Interpretation of AACSB Standards
               (an AACSB White Paper, updated November 2006)

  Expectations of Standard 10 Regarding Qualifications