4 Individual Response Data to Pushpoint Brainstorming

The data shown below in Section 4.1 were collected from February 2, 2024 - February 20, 2024.

Please investigate your area(s) of interest as well as other areas that might be closely related. I also encourage you to look at some candid feedback from an adjunct faculty under the heading “The Greater Flywheel…” and look at some of the feedback from the boards, program offices, career services, etc. All the responses are great, so thank you to those who took the time.

Guidance on the next stage involving Lerner Loop Teams (LLTs) will be communicated soon. The intent is to have LLTs come together and create one or more aspirational proposals/ideas for any/all of the pushpoints that their area would be supportive of. Eventually, as ideas bubble up, they will be judged by these four criteria:

Well Understood Economic Engine - usually tied to student success / tuition dollars, but not always.
Presence of passion and intrinsically motivated people.
The opportunity for Lerner College to achieve distinctiveness.
Flywheel Potential - The ability for efforts in one pushpoint (i.e. scholarship, education, communties, impact) to positively impact and interact with other pushpoints - this may be an interaction at the college-level, not necessarily area level. For example, having high-level executives on campus for a corporate governance conference might support the educational experience for various majors through networking, guest lectures, and exposing our faculty to the most pressing problems in practice.

Also, if interested, here is a leadership video (60 minutes & optional) that speaks to how an organization like ours transforms through the strategic planning process. Using vocabulary from the video, we are entering an adaptive space.

4.1 Responses to Pushpoint Brainstorm Survey

Please click on an area and then a response to see that individual’s survey.

Question Type	Scholarship	Education	Community	Impact
UserID: 14 Area: Accounting
Theme: When life gives you a bowl of lemons, make lemonade. (Regulation is given to us --> learn from it and help to shape it and the users for the future) Theme: NA
aspirational	We strive to understand the ways in which firms measure and communicate an economic activities, regulators set standards, and investors use the resulting information.	The Accounting Program’s mission is to promote scholarship in accounting, to offer distinctive and innovative educational opportunities that contribute to professional success, and to advance ethical leadership in a rapidly changing business environment. To that end, the AMIS department is committed to fostering a community that: • Attracts, retains and cultivates excellent teachers and forward-thinking academic leaders. • Challenges students with educational experiences and leading-edge technology to develop their passion for life-long learning. • Empowers students to identify and understand ethical dilemmas and uphold their professional responsibilities. • Collaborates to solve problems effectively and creatively with respect and understanding, promoting a transparent platform for diverse opinions and cultural perspectives. • Promotes programs and opportunities designed for students to positively impact their organizations and communities, locally and globally. • Partners with business entities and professional firms to explore emerging topics to enrich student experiences and strengthen the relevance of faculty scholarship.	The research faculty in the accounting area, whether CT or TT tend to overlap better than CT and TT faculty in other areas. We will remain motivated by changes to the profession, particularly technological changes, and research problems that emerge as the profession shifts much of its work from human evaluation to big data. We engage with our professional advisory board to gauge the need for new skills and learn from them what they are developing for use in the profession.	We will train the students of today to be adaptable accountants of the future, with an understanding that rules change and technologies change, but firms always need financial advisors they can rely upon. We would like to be able to disseminate our research to industry leaders in a way which they can understand and appreciate. We would like to influence policy makers and regulators.
current	Our department has strengths in empirical capital markets research, empirical cost accounting research, theoretical research and qualitative research. One strength is the use of data and text analysis, allowing us to address questions based on many of the non-numerical disclosures made by firms.	Our students are successful at getting jobs at the Big 4 as well as other national and regional firms. Our students do well at passing the CPA exam; many take our free prep class and leave school with one section passed prior to graduation. We incorporate accounting information systems into our core. We hope to add courses on ESG (possibly collaborating with Environmental Sciences), internal audit (to expand our coverage for the ISR section of the CPA exam) and increase the number of AIS related courses (which may be listed as MIS courses).	Our communities interact well -- we have a very good connection with our alumni, recruiters, and our students who return from their summer internships with relevant experiences. An example of responsiveness to the market is the recent inclusion of Robotic Process Automation courses in both the graduate and undergraduate programs. We will similarly be responding to the changes in the CPA exam by adding more material on IT audit.	Our students work at the most prestigious accounting firms; we have strong ties to alums at each of the major firms as well as local firms. We have excellent advisors and instructors who engender loyalty from our students.
gap	Additional recruiting of highly research engaged scholars, increasing our budget for travel to conferences and academic seminars, hosting our own conference, increasing summer support, sharing our work with our departmental colleagues and other colleagues in overlapping areas, etc.	We have a limited number of faculty and we teach a lot of service courses. We might consider having larger lectures with student led recitations for going over problems. Ideally we can create an accounting course for all students, to help them understand the importance of financial reporting regardless of their course of study.	We do not do a good job of staying connected to all of our alumni/alumnae. Those that choose to remain engaged will certainly do so, but we could do a better job tracking our students and encouraging them to mentor new students or interact with our faculty.	Sometimes working with our communications department is difficult and there are too many rules and restrictions on how we can share our information. There is no social media presence and we don't have enough time or energy to maintain sites unless it is personally valuable to do so.

Question Type	Scholarship	Education	Community	Impact
UserID: 26 Area: Accounting
Theme: Respice In Posterum (Latin for "Look to the Future") Theme: NA
aspirational	To produce research and creative work at the highest levels while also providing opportunities for study and collaboration with the accounting profession	Build on our tradition of outstanding teaching, scholarship, and service by attracting, retaining, and rewarding a diverse faculty who are committed to excellence in teaching, research, and creativity; Recruit, retain, and graduate an academically excellent and diverse student body; Strengthen the undergraduate core curriculum to reflect the role that artificial intelligence is going to play in the very near future (enough of all these stats requirements – AI will be generating and interpreting the analytics – our kids need to know how to write prompts to get what they need)	NA	NA
current	We must work on pioneering research that LEADS practice. This will also result in better relationships with industry, who used to be very generous with our Department. We do basic research well, but this research lies strongly in finance or economics & is of no interest to our constituents.	Technology is moving so fast our curriculum is already outdated - we need a greater focus on interacting with AI & NOT more classes running stats models and interpreting data - industry already has AI platforms that do this for them. The key is to know how to generate the prompt you need to get the information you want	NA	NA
gap	Reward outcomes other than just the top 3 journals. We are now in a place that if you don't have an unequivocal top hit, you can kiss tenure and/or even promotion good bye. Do you have any idea how much money it takes to support a culture like that?!?! I know that administrators don't think about these things but they should. 90% of our cost structure is salaries and benefits - really?! Research expectations should match the resources - you don't just declare yourself a top business school and say publish this many new papers - that takes MILLIONS of dollars (forget that we are now in dire financial straits). Have we negotiated a deal with Universities ranked higher than us to stop doing research for a few years so we can pass them in the rankings?	See Current Education answer	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 29 Area: Accounting
Theme: NA Theme: NA
aspirational	Become better known and more visible in the Accounting and MIS research communities. We should aspire to host research conferences for local and regional research-active colleagues. For example, Villanova's accounting department hosted its inaugural research conference, where about 100 faculty from local and regional universities attended.	NA	NA	NA
current	We have some productive researchers, but as a group, we are not well known or visible in research circles.	NA	NA	NA
gap	Money is the primary constraint. We have research-active faculty who can plan and organize research events aimed at raising our visibility, but we need the money to do so.	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 34 Area: Accounting
Theme: We need to decide what we want to be. The Accounting Department has no remaining graduate programs to speak of and primarily serves the core business courses and our undergraduate business majors. As a parent I would no longer recommend our department despite having a graduate and current student. If our strategic plan is to increase our College/University ranking then resources have to be committed to hire research faculty who are not going to teach. Concurrently we have to pay closer attention our curriculum (which hasn't changed significantly in over 20 years) and to to the CT hiring process and monitoring to ensure quality education. In our (and probably other) department(s) hiring CT's is something to get out of the way, not a carefully vetted process. At the end of the day our strategic plan should reflect not just what we aspire to be, but what we can accomplish. Otherwise this whole exercise is just a huge waste of time. Theme: NA
aspirational	We wish to prepare continuous learners who have the knowledge base to pass the CPA exam upon graduation with a technological foundation sufficient for them to continue to adapt to changing technolongies	1) Hire tenure track faculty with a background in accounting and a connection with industry to ensure our students are well trained and well placed, or 2) Hire additional research tenure track faculty to improve the quality of research output and establish a doctoral program so that they have something to do at the University rather than simply maximizing their personal equity in their CV's.	NA	NA
current	Poor. We do not have a departmental vision of any specific areas for which we wish to be known	We are in decline. Two major employers have stopped interviewing our students on campus, students are increasingly being put into larger sections taught by newly hired CT faculty and our certification pass rates are declining,	NA	NA
gap	There is a complete disconnect between what our stakeholders want from our Accounting students and what the administration wants from the Accounting Department faculty. If the administration wants to pursue academic excellence as defined by research output then additional resources are required. To think that you can increase academic ranking without increasing faculty resources is a fools dream.	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 37 Area: Accounting
Theme: Impacting the accounting profession Theme: NA
aspirational	Thought leaders whose scholarship guides the profession through its technological innovations.	Thought leaders of today who teach the thought leaders of the future.	Thought leaders who inform the future of the accounting community.	Leaders who collaborate with businesses, regulators, and professional groups to improve accounting as a profession.
current	We are good at pioneering scholarship related to accounting standard setting, economic & psychological decision-making, accounting information ontologies, and accounting information's role in debt markets.	Rigorous academic expectations, personalized advising resources for majors, strong ties to the employers, and professional development opportunities (e.g., community audits, CPA preparation assistance).	Strong advisory boards that engage with employers, alumni, and students	Innovative teaching programs, research on topics relevant to the profession, and rigorous standards for students graduating from our program
gap	Support for research output that is useful to the accounting profession whose firms are the top employers of Lerner accounting majors (and Lerner overall).	Invest in programs to help undergraduate students be successful. Explore areas where course requirements can be altered to incorporate more elective interests in data analytics and double majors.	Increased engagement with employers and alumni to promote student professional success at graduation and beyond	Increase in the value placed on positive relationships with business and societal groups.

Question Type	Scholarship	Education	Community	Impact
UserID: 46 Area: Accounting
Theme: It would be leadership and a commitment to moving in a similar/same general direction. I believe we have that, in terms of leadership, and commitment. Theme: NA
aspirational	To encourage scholarship that addresses the developing and new issues in financial accounting and auditing that both government actors (SEC; PCAOB; etc.) and private standard setters would refer to in adopting rules. That scholarship would also be of use to creators and auditors of financial statements.	To inspire, prepare and focus our students for the professional lives they have chosen. Auditing is a calling, a profession, like law, nursing or others. It is "more than a major".	NA	In my view, this section is largely driven by the research profile. It is also a product of externally focused activities like Centers and sponsored research.
current	NA	NA	NA	NA
gap	I believe the current state of scholarship is moving in this direction, and in many cases has achieved impact. This does not address MIS scholarship which is probably similarly situated and likely as or more impactful.	This comment is not addressed to accounting specifically but to Lerner more generally. While we often state that teaching is important, I believe it can a back seat to scholarship. Which is fine and understandable for a research institution like ours. But having a student centric focus is, in my view important. When we inspire students, we not only create successful business leaders, but grateful and ultimately engaged alumni who contribute to the college and University more generally. Lerner should encourage and enable those faculty who are stars in the classroom by letting them do what they love and do best, and by exposing them to more students.	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 99 Area: Accounting
Theme: NA Theme: NA
aspirational	I envision the accounting department to continue its prolific scholarly activities, and increase collaboration within.	NA	NA	NA
current	1-Attracting faculty 2-Sustaining faculty 3-Teaching quality	industry involvement and firm connections; advisory board support, CPA firm educational resources, educational resources for students (beyond classes, e.g., CPA prep), tutor programs.	NA	-The department has strong ties with the industry, through the advisory board.
gap	Given the faculty profile, the department can host a local-regional conference to create research and networking opportunities.	Classroom sizes are increasing-making it hard to create a connection with students; classes that need computers are limited and not large enough to support current class sizes.	NA	Research papers (esp. ones with high citations) could also be re-written for practitioner outlets to increase our visibility.

Question Type	Scholarship	Education	Community	Impact
UserID: 115 Area: Accounting
Theme: NA Theme: NA
aspirational	Regarded as one of the top Undergraduate Accounting Programs in the Mid-Atlantic (or Northeastern US) based on student success (CPA Pass rate, Employment, Compensation).	To be considered one of the top Accounting Programs in the Mid-Atlantic (or Northeast) region based on student success (CPA Pass Rate, employment, compensation)	NA	NA
current	Providing resources for students to succeed (CPA Boost type program, Tutoring for Intro Classes) Actively engaged faculty High standards for acceptance to major Ability to graduate in 4 years with 150 Credit hours (vs 4+1 Programs at other schools) Good connections with firms that recruit our students	See Scholarship	NA	NA
gap	Consider offering the Intro Courses (207 and 208) separately for Accounting specific vs. All other business majors. Re-invigorate the Accounting Student Association (due to COVID became irrelevant, but has begun to re-emerge on campus) I see no issue with Accounting & MIS being in the same department, but would there be any advantage to separating?	See Scholarship	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 116 Area: Accounting
Theme: NA Theme: NA
aspirational	NA	NA	Lerner Grads Leading Globally	With strong Leadership come Strong foundations which gives way to expediential growth.
current	NA	NA	Listen to student needs. Understand our failings. Access to support systems. Create individual community within our college for our program. Create opportunities.	Listen to student needs. Understand our failings. Access to support systems. Create individual community within our college for our program. Create opportunities.
gap	NA	NA	Create real Graduate Program Leadership where resources are not taken and given to one program above all others. Dr. Everard has grown BAIM organically and healthily and this is possible for all programs. Her example of honest and open communication coupled with hard work and dedication for Lerner college and programs shows and pays off. BAIM has grown through word of mouth and hard work while holding true to Lerner standards. This should be all graduate program standards. All MS PHD program directors now look to Dr. Everard for guidance in a time when they have been abandoned by Lerner GMBA offices.	Lerner Grad Programs are growing and will grow immensely within the next five years. Currently there is no leadership for Lerner Grad as a whole. The MS programs and PHD programs have been left by the wayside while the MBA department has used all funding, resources, and leadership. In the next five years, with the right Grad leadership Lerner could be leading UD in size and revenue of Grad programs. We need to offer choices, pathways, and options as well as resources for international students and support to departments to grow the programs. MS Accounting and MS BAIM have grown enormously since covid, but the department has been left without extra resources. Other departments see this and will not be willing to see the vision to grow if they feel unsupported.

Resp#28
Resp#108

Question Type	Scholarship	Education	Community	Impact
UserID: 28 Area: Alumni / Advisory boards
Theme: NA Theme: NA
aspirational	I envision the College to move forward and continue to build a curriculum that prepares students for our ever-evolving and quickly changing world.	I believe that we need to continue to education students on the benefits of a DEI.	I would like to see more people acknowledge and join the LDC.	NA
current	We have stood up and continued to invest in the Lerner Diversity Council. We have done a great job of fostering both student and faculty involvement from the College. We have also done a great job in partnering with Admissions and other stakeholders in terms of our work.	I think we are doing a great job through our current LDC programming and events of educating students and faculty alike.	I believe we do a great job of including partners/stakeholders through the entire University community in the LDC.	NA
gap	I don't see any gaps as it relates to this right now.	I would like to see more classes such as Race in Business that prepare students for life after graduation and corporate settings.	I do not see any gaps here.	NA

Question Type	Scholarship	Education	Community	Impact	FromBoard
UserID: 108 Area: Alumni / Advisory boards
Theme: NA Theme: While I recognize the general importance of scholarship as one way of evaluating a university and ensuring that our educators remain relevant and current, I don't believe that the research and scholarship of our faculty is a primary focus or factor of potential students considering whether or not to attend Delaware.
aspirational	NA	NA	NA	NA	For purposes of undergraduate business education, we should be known for providing distinctive education that focuses on preparing our graduates to be successful post-graduation at a cost that clearly equates with the value being provided. We should equip our students with the skills that they need currently as well as the skills that will be needed in the future. This includes educating on emerging topics and technologies as well as ensuring that all students have relevant internships or similar experiential learning prior to graduation.
current	NA	NA	NA	NA	Our graduates are very well regarded when they enter the workplace. However, from a cost standpoint, Delaware is a smaller state surrounded by states with much larger public universities (Maryland, Pennsylvania, New Jersey). As a result, in many cases it is challenging to justify paying out-of-state tuition at Delaware when in-state tuition in the home state is more affordable.
gap	NA	NA	NA	NA	I was confused by the Flywheel aspect of the strategic planning process. From the presentation, it sounded like we were going to start with the population of those areas where we believed we currently had a particular strength and then narrow down those competencies for which we believe we can have momentum. However, I would have thought that we would consider holistically those competencies that we believe are important to achieve our aspirations, and then determine whether we currently possess them or whether we need to build or acquire them.

Question Type	Scholarship	Education	Community	Impact
UserID: 70 Area: BAIM
Theme: NA Theme: NA
aspirational	Business analytics will continue to guide the decision-making process for the next decade. Optimization method will find numerous applications in AI and quantum computing. We aspire to be at the forefront of pioneering research that not only advances the frontiers of knowledge but also directly addresses the evolving needs of our society and industry.	deliver impactful education that equips students with a deep understanding of data-driven decision-making, critical thinking, and problem-solving capabilities	Aim to become a hub for innovative thinkers, a place where diverse ideas flourish and interdisciplinary collaborations are standard practice. Our goal is to foster strong connections with the engineering department to collaborate on proposals and secure funding. Additionally, we strive to cultivate industry partnerships that enable us to undertake projects with professionals, enhancing the practical application and impact of our work.	NA
current	Optimization problems emerging from federated learning, quantum computing, learning in optimization algorithm, inverse optimization, sparse learning.	NA	NA	NA
gap	Enhance Research Funding and Support Foster Industry and Academic Partnerships	To bridge the gaps between our current educational offerings and our aspirational vision, we must enhance students' coding and analytical skills.	Prioritize enhancing analytical skills in teaching and increase research funding and support.	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 117 Area: BAIM
Theme: NA Theme: NA
aspirational	NA	NA	Lerner Grads Leading Globally	With strong Leadership come Strong foundations which gives way to expediential growth.
current	NA	NA	Lacking in Leadership. We need new Graduate Leadership effective immediately - Create real Graduate Program Leadership where resources are not taken and given to one program above all others. Dr. Everard has grown BAIM organically and healthily and this is possible for all programs. Her example of honest and open communication coupled with hard work and dedication for Lerner college and programs shows and pays off. BAIM has grown through word of mouth and hard work while holding true to Lerner standards. This should be all graduate program standards. All MS PHD program directors now look to Dr. Everard for guidance in a time when they have been abandoned by Lerner GMBA offices.	BAIM students are sought after university wide for positions. BAIM students want to help grow this program. BAIM is a caring community that wants to learn, share, and grow.
gap	NA	NA	Listen to student needs. Understand our failings. Access to support systems. Create individual community within our college for our program. Create opportunities.	Lerner Grad Programs are growing and will grow immensely within the next five years. Currently there is no leadership for Lerner Grad as a whole. The MS programs and PHD programs have been left by the wayside while the MBA department has used all funding, resources, and leadership. In the next five years, with the right Grad leadership Lerner could be leading UD in size and revenue of Grad programs. We need to offer choices, pathways, and options as well as resources for international students and support to departments to grow the programs. MS Accounting and MS BAIM have grown enormously since covid, but the department has been left without extra resources. Other departments see this and will not be willing to see the vision to grow if they feel unsupported.

Question Type	Scholarship	Education	Community	Impact
UserID: 144 Area: BAIM
Theme: NA Theme: NA
aspirational	NA	The growth of the program has, in the last 9 years, gone from around 20 students to just under 200. This is due to the ever-innovative curriculum and course offerings. This will continue in the next 5 years and the BAIM program will remain the largest MS program at UD and one of the most successful in terms of student placement.	NA	NA
current	NA	NA	NA	NA
gap	NA	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 12 Area: Business Analytics
Theme: NA Theme: NA
aspirational	Business analytics major must adopt current AI tools such as R packages for AI algorithms.	Data Science in a growing field and dynamic teaching and learning both are crucial for forward thinking in a long-run. Data Scientist are extensively using generative AI tools to make decisions. We must adapt these new tools slowly in our curriculum to create good leaders.	NA	NA
current	We are good at teaching core concepts in Business Analytics. We wish to add new job requirements for Data Scientists in our syllabus.	NA	NA	NA
gap	Students and parents care about jobs. We must help students to prepare for technical interviews and their course curriculum must aligned with recent job advertisement on indeed for Data Scientist. I usually discuss current topics where rational data driven decisions are used for revenue generation from wsj, financial times, economist etc. In addition, I use yahoo finance or Quandl package in R to use current datasets for Data Science. I added NSF funded Dartmouth College modules in my classroom to teach different business analytics case studies.	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 69 Area: Business Analytics
Theme: Spin the wheel: showcase existing analytics impact, advertise expansion, expand the educational programs, expand the analytics impact. Theme: NA
aspirational	UD is uniquely poised in the State of Delaware to create the nation's strongest and deepest connections to industry for its burgeoning Business Analytics program(s). A full pipeline to connect students and researchers to business needs and their backlog of underutilized data can become the business department's strongest program.	UD is uniquely poised in the State of Delaware to create the nation's strongest and deepest connections to industry for its burgeoning Business Analytics program(s). A full pipeline to connect students and researchers to business needs and their backlog of underutilized data can become the business department's strongest program.	See Scholarship	NA
current	- We are good at creating new initiatives, but we do a poor job of maintaining them (good at planting roses, bad at pruning) - We are gradually improving the accessibility of computing resources, but more could be done - The current curriculum for Business Analytics is very accessible, but more could be done to offer and encourage more mathematically rigorous program for students - We offer a lot of collaboration events, but teaching staff are stretched thin with large class sizes and course-overload semesters - The Business Analytics capstone runs well with a wide variety of business industry representation and internal UD clients - Entrepreneurship and Analytics form a startup/work group	- Currently very accessible analytics program within business college. - Business Analytics capstone is very hands-on and offers unique and valuable experience to students - Variety of introductory analytics courses are offered - Strong business sense faculty and course focus - Student focused course offerings - we meet the needs of the students	- Capstone course has a few strong local connections - Existing (non-analytics) programs/initiatives are targeted at local businesses/nonprofits	NA
gap	- Darwin (and/or other a new computing cluster) sponsor/spokesperson to present how to access these resources to individual classes that could use them - More teaching faculty to foster student innovation and form Business Analytic undergrad lab group(s) - similar to the Investing Club, but more akin to a physical science lab group - Combine or better align existing groups/initiatives/programs to not compete with each other for resources (human capital, money, etc).	- Offer more advanced ML and programming analytics courses - current issues, etc. - Analytics Study Abroad program would be revenue generating and offer students to see the ethical and operational complexities of business practices in other countries - Support and encourage a mathematical/programming rigorous business analytics program. Analytics (second) concentration mathematics? computing? etc. - More teaching staff to facilitate Business Analytics minor to non-business majors - Advertise Double major in business analytics and STEM	- More broadly offer introductory analytics - Got data? We can help!	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 79 Area: Business Analytics
Theme: Extracting ever-increasing value from data. Theme: NA
aspirational	Lerner college should be known for extracting ever-increasing value from data. Innovation should largely be translational, focused on exploring how novel ideas and bleeding-edge data science might become engines of value-creation for business. Lerner should excel a filling the gap between theory and application, building and leveraging open-source software while working with middle-Atlantic industry/government to prove that new ideas can generate value.	Let's define a data pipeline as import -> tidy -> understand(transform/visualize/model) -> communicate. Lerner students should be experts in data pipelines for the purpose of prediction, insight, and causal understanding. Education should emphasize communication, coding, modern tool usage, and engaging in value-generating experiential learning. The curriculum should be highly adaptable so that all degrees easily can keep pace with the rapid change of technology. Professors should be constantly upgrading their skills and abilities to keep pace.	Lerner needs a community where we engage with industry/govt at the frontier of data science. I imagine a Lerner-based analytics consultancy where all levels of skills get engaged. Easier problems, say creating a dashboard for a small local business, get handled by undergrads and harder problems bubble up to Ph.D. students/faculty. Maybe its software as a service - all cloud-based solutions that business can subscribe to .... becomes like a Vita Nova or Courtyard Marriott but for analytics students. This community might be through UD Data Science with a much larger Lerner-presence. Probably also need a student club focused on data science in business.	UD (Lerner-led) should be thought of as the go-to eco-system to get involved in for anyone who participates or wants to participate in how data science creates business value. I would like to see a vibrant, economically self-sustaining, Lerner-led community of over 1,000 active participants.
current	I think we have strength in decision making, mathematical modelling, and optimization.	Curriculum has many modern elements. There is no over-arching distinctive theme to the experience, but it is solid.	IFSA and UD Data Science are two communities to build on.	n/a
gap	The value system for scholarship needs to reward working with industry/government at the frontier. The academic process rewards paper-publishing only which may no longer be the best mechanism for getting bleeding-edge data science to have impact on business or society.	The largest gaps I see are causal ideas are absent, but needed for people to not jump to wrong conclusions (https://www.hsph.harvard.edu/miguel-hernan/wp-content/uploads/sites/1268/2024/01/hernanrobins_WhatIf_2jan24.pdf). I also think the curriculum can be streamlined to have coding (probably R and Python) taught right at the beginning and then all classes can build from that base. Quarto, an open-source scientific and technical publishing system, should be made standard within the education... no other system compares in communicating data science output.	Need infrastructure to support community growth. Maybe something like hivebrite can help us do this digitally. Lerner events should be much busier :-) Need a student-club.	Need to align MIS/Operations and all analytics offerings around core idea of value-creation through prediction, insight, and causal understanding.

Question Type	Scholarship	Education	Community	Impact
UserID: 16 Area: Business Undeclared
Theme: Stay engaged internally and externally, open the students eyes to more than the walls of the classroom Theme: NA
aspirational	Continue to increase awareness of Lerner Major, Minor and Certificate programs prior to campus arrival and them in freshman year	Learning in the classroom and real business situations, balance the two for optimization	Providing the foundation for student knowledge of Lerner offerings and match their expectations and ambitions, keeping one eye on the real business world as we grow together	Engaging our diverse student body with colleagues, faculty and real world business, and talk about the impact we can make now and post college
current	1. Sharing majors with alumni, video, articles and class discussion 2. Updated faculty and alumni videos to link to current students interest areas 3. Solid BUAD 110 program, strong leader and great instructors and TAs 4. Engaging students with real world business models as freshman, really motivating 5. Learn to build teams, engage in projects and present business case recommendations	1. Great program leader and engaged faculty and TA 2. Need better classrooms and technology to make even more impact 3. Students are very high quality and we need to exceed their expectations 4. Live faculty much more powerful and engaging than distance learning especially for freshman 5. Need to invest to keep course content relevant to the real business world	1. Strong program leader and faculty 2. Engage well with the business community 3. Bring real world content and people to the students	1. Interacts with the business community 2. Engages to get alums to share career paths
gap	1. Continue to attract and retain strong faculty that are aware of the current business world 2. Continue to directly engage the local business community to develop students breath of knowledge in and out of class 3. Address the age and quality of the classrooms, as they are over 50 years old, and need refresh and updated technology. We lag in this area. 4. Share and engage students in faculty research to being real world examples for the students and show impact to the business community	1. Keep on current path wand update class tools and technology 2. Engage more with the local and regional business community (alums and non)	1. Keep course material (video, articles, slides and faculty education) current with eye to the future 2. Renovate and enhance classroom experience and technology 3. Keep faculty (part timers) better engaged with Lerner strategy	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 17 Area: Business Undeclared
Theme: NA Theme: NA
aspirational	Empowering students to find their career path	NA	NA	NA
current	BUAD110 is good, need more resources and opportunities for business undeclared to try new things before deciding	NA	NA	NA
gap	NA	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 18 Area: Business Undeclared
Theme: NA Theme: NA
aspirational	Recognized by US News & World Report as a Top 20 Undergraduate Business School in the USA.	Recognized by US News & World Report as a Top 20 Undergraduate Business program in the US.	Recognized by businesses across the country as a place to recruit top undergraduate business students, who want to add-value to the world while preserving the planet.	NA
current	International Exchange, Professional Sales, J-term opportunities	International Exchange, Professional Sales, J-term opportunities	Local Business have affinity for UD. Local Financial firms have an affinity for Lerner.	NA
gap	Professional Sales Intro should be a required course for all Lerner students. Professional Sales & Sales Management should be a full Major. My belief it sales is in every aspect of business; selling an idea, selling a customer, selling an employee to align with the strategy, etc.	Professional Sales Intro should be a required course for all Lerner students. Offer a full Major in Professional Sales & Sales Management.	UD needs to raise its image as a stronger academic institution.	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 27 Area: Business Undeclared
Theme: Add more structure and leverage instructors, UD Lerner Alumni and local businesses to assist undeclared majors' decision on a major and/or minor. Theme: NA
aspirational	To provide best in class suppport and a clear path for undeclared students to optimize their decision on major(s) and minor(s) in a timely manner.	NA	Consider having more outside speakers who work in the major related industries present to the class in person or virtually. Also, leverage the wealth of experience and knowledge of all instructors to enhance the major presentations. For example, I worked in benefits plan consulting for many years and can address the educational requirements for these jobs	We create a win win situation where local firms get help and are introduced to future job applicants. Firms perception of UD students is enhanced by their involvement with the local business community
current	1)BUAD empowers business undeclared majors by presenting all 17 majors, major/major and major/minor combinations acress Lerner. 2) We frequently remind students to meeting with their academic advisor and career services to help decide on a major. 3) We introduce teams of students to actual local busineses in a consulting relationship to obtain hands on experience. 4) We refer students to internships that are available through Lerner 5) We over in-class activities to supplement the written and video content.	NA	1) Each BUAD110 class requires teams of students help local firms solve a research problem. This project exposes students to actual business challenges in actual busineses. 2) We have instructors with a wealth of experience and education in the husiness world 3) Our mento program is expanding each year 4) We have outside speakers talk about their careers 5) We have an early assignment for students to watch alumnit videos to expose them to what the work is like in the business commuity	1) A key goal for this course is to introduce students to the 17 majors offered at Lerner. We do an ok job with that 2) Students experience expertise and advice from multiple sources including alumni videos, Upper class student panels, department chair videos and presentations prepared by the full-time instructors in each major. 3) We have built a strong bench of instructors who have experience and expertise across most of the majors. 4)Students are required to interact with Career Services to finalize their resumes. 5) The RSO fair is another opportunitiy for students to learn about NSO's that ar related to their interests and may help them decide on a major.
gap	There is a significant gap from BUAD110 class presentasions on 17 majors and students leveraging other Lerner resources to help make a final decision. Step one: Set up planning sessions including career services and academic advising with a goal of creating a clear path with specific steps to decide on a major(s) and minor(s) Step two: build into the BUAD110 curriculum focused sessions for undeclared students Step three:Then require undeclared majors to attend these session	NA	Invite more speakers into our classroom from actual businesses For repeat research project firms, consider builing on the previous year(s)' research project to build out a portfolio of projects for these firms. Consider having the teams visit the firms at their place of business. We provide transportation. Ask students that are on or have been on internships speak to the class about their experiences.	Students still continue to struggle to arrive at a major that is at the nexus of their passion and skill set. Their are many "moving parts" that an undeclared student has to navigate to decide on a career: WE need to have a more coherent path for undeclared students to make an informed major and minor decision

Question Type	Scholarship	Education	Community	Impact
UserID: 38 Area: Business Undeclared
Theme: NA Theme: NA
aspirational	The Business Undeclared program at UD will be one of the top destinations for students who know they want to be involved in business but are unsure of how that takes shape. The program will give students exposure, immersion, and guidance on how to select the areas of business they should specialize in.	NA	NA	NA
current	BUAD110 provides all freshman with a grounding of what different areas of business entail and how the majors are structured at UD. The freshman client project is a unique idea that provides students with real world exposure while also increasing the prominence of our program to regional employers and organizations.	NA	NA	NA
gap	The BUAD110 experience ends after the first semester. Many students are not yet ready to select a major at this point. Is there a way to increase student immersion and learning after the first semester until they select their major? Horn has done a great job of spearheading their talk series with Free Lunch Friday which seems to resonate with students. Can a similar concept be done for Business Undeclared program? There could potentially be opportunities to work with current client participants and provide their insights into their respective professions to those students who truly are interested in developing their understanding of an area before committing to a major.	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 45 Area: Business Undeclared
Theme: NA Theme: NA
aspirational	Regionally and nationally recognized for producing high impact business and economic research that builds better, global societies through its technology led, interdisciplinary innovative and disruptive thought leadership.	Top-rated, transformational business and economic curriculum and experiential learning opportunities that build future leaders, best known for building better societies through their high impact innovation, entrepreneurship, and technology-led competencies, grounded with global perspective, to the businesses they serve.	Should any of my ideas shared in Research and Education make sense, I would be happy to expand a bit more here. For now, I will defer, due to my newness to the University.	Should any of my ideas shared in Research and Education make sense, I would be happy to expand a bit more here. For now, I will defer, due to my newness to the University.
current	I am a bit too new to the University to have a perspective here ( less than 6 months).	- Helping FY undeclared business students transition from high school to college; assimilating to UD; being a professional student, and socially responsible adult on/off campus; providing structure for optimized time management; decide on a major or major/minor combination; establishing a professional profile and voice to begin the important, life-time skill of marketing oneself and networking for continuous success throughout their professional /personal life; providing a safe haven to learn and gain exposure to business functions / fundamentals; offering a Lerner specific career services support team to help them with development of professional resume and social media presence. By way of inspirational education, we provide each freshman class section with a peer advisor - someone on their level who they can tap for questions, help with navigating the University system, clubs, professional networking, etc.; adjunct faculty who's primary role is to use class time to " bring business to life" ( not lecture), to help students find a specific area of interest that excites them most: provide experiential opportunity to work on a real business problem with a real business leader. Last, there are also an abundance of opportunities for students to explore personal interests - with alumni, other UD colleges, clubs and greek life.	I am a bit too new to the University to have a perspective here ( less than 6 months).	I am a bit too new to the University to have a perspective here ( less than 6 months).
gap	- Deliberately and purposefully align BUAD 110 Adjunct Professors to faculty researchers /research fields decided upon in 2024 strategic planning process. - Identify areas in curriculum framework where concepts, theory and/or breakthroughs can be showcased or tested generally with FYS students. -Expand this deliberate and purposeful alignment beyond the current FYS format, to also do the same within individual, specific disciplines and upper classmen (undergrad (years 2-4), graduate and PHD) - In high collaboration with Research Field leads and global business communities , hire Adjunct Professors to develop and/or facilitate experiential learning opportunities to test, showcase or validate efficacy of research for and with all level of academic students and business models.	- Revise curriculum to align with strategic plan / research focus - If ideas from my research section make sense - change BUAD 11O from a a required FYS to a required multi-year, interdisciplinary seminar series, aligned to strategic plan. - Incorporate technology competencies into curriculum - Identify ways for adjunct faculty to collaborate, share ideas, work together - Identify ways for FT department faculty and adjunct faculty to collaborate, share ideas, work together on moving the stratgic plan forward.	Should any of my ideas shared in Research and Education make sense, I would be happy to expand a bit more here. For now, I will defer, due to my newness to the University.	Should any of my ideas shared in Research and Education make sense, I would be happy to expand a bit more here. For now, I will defer, due to my newness to the University.

Question Type	Scholarship	Education	Community	Impact
UserID: 48 Area: Business Undeclared
Theme: NA Theme: NA
aspirational	NA	NA	NA	NA
current	NA	1. Getting the students hands-on experience with companies, 2. exposing 1st yrs to all-things-Lerner, 3. getting the opportunity to share the importance of networking with students right away - not too early to start networking, 3. introducing RSO and campus involvement	NA	1. Connecting students with employers during in-class presentations, 2. Connecting students with employers for project, 3. Connecting students with employers with mandatory networking events
gap	NA	BUAD110 has a LOT of great information and I'm not sure how much of it the students retain or brush off. Coming in as 1st years, some of the students are bright-eyed and bushy-tailed, and the others are deers-in-headlights. Also, I'm noticing a large discrepancy between students who begin UD as a Lerner student and students who become Lerner students in 2nd and beyond years. They're significantly behind in knowing that there's much more to becoming successful in the field (and on their resume) than just good grades. Not exactly sure how to implement changes. There are a lot of different factors.	NA	Discrepancy between Lerner student who transfer in and Lerner 1st year's who've been introduced and immersed into Lerner and all its resources. Lerner students who transfer into UD and/or Lerner College would benefit from a BUAD110 type course.

Question Type	Scholarship	Education	Community	Impact
UserID: 86 Area: Business Undeclared
Theme: Experiential learning + bridging gaps with the community and beyond Theme: NA
aspirational	There is limited scholarship as far as business undeclared. Ideally we look at research that looks at how to help first-year students advance and adjust, but in reality, our students may not be representative of many researched populations.	Students have experiential hands-on opportunities that teach them basics of business, networking, leadership, resilience, problem solving, presentation skills and set them up for success.	While trying to figure out their major and career interest, students really begin to understand society problems and think about strategies and how organizations can help solve them.	Lerner is known, starting w/freshman class, as the place where businesses and societies go for help w/issues and problems - and ultimately results in the organizations mentoring our students, providing internships, and the folks at the organizations taking our students under their wing.
current	n/a for scholarship	We are good at helping students adjust, and explaining some basic business concepts - helping them make the transition. We provide them with companies to work with experientially, but don't fully train them on how to do it - it's more of a sink or swim given the quick timeline of the course. We have a really great supportive team of instructors, TAs and Peer Mentors.	NA	W/business undeclared, not as much of business/ societal impact except we really engage the community w/our first year projects.
gap	NA	It might be good to have more dedicated upperclassman student involvement (even more than now). More smaller group time w/instructor and TA (we used to have coffee chats, but resources have limited that). We work closely w/career services, but ideally would be good to have the students do something in the Spring and something else throughout their time at UD that really links back to their first year as we help them make decisions about their future. Perhaps an upperclassman and advisor and professor and mentor as they figure it out.	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 88 Area: CEEE
Theme: This is a unified effort to PUSH towards a better UD. (My brainpower is a little bit low right now - sorry!) Theme: NA
aspirational	NA	In five years, the Center will have developed an appropriately vertically aligned K-12 curriculum that prioritizes diversity, equity, and inclusion. As technology and society change, this curriculum will be flexible enough to adapt as needed.	The Center will foster strong relationships with K-12 educators throughout the state. We will see increased attendance and participation in our teacher workshops and student events.	NA
current	NA	1. We develop engaging curriculum that teachers around the state know and trust. 2. We prioritize inclusivity and cultural responsiveness. 3. We welcome and regularly seek out constructive feedback and adapt as needed. 4. We work well as a team when it comes to promoting economic literacy in Delaware; we play off each other's respective strengths to create the best resources we can for Delaware teachers and students. 5. We have a strong desire and commitment to continue learning and growing in our roles and refuse to become complacent.	1. We make an effort to provide offerings downstate; for example, we are working to recruit schools for a Meaningful Economics event in Georgetown. 2. Kim has created a clever marketing strategy to increase attendance at our summer conference. Hopefully, this will attract new attendees and increase interest in future offerings hosted by the Center.	NA
gap	NA	Being able to attend conferences has been invaluable, but with the budget so tight, I know this will be something we have to cut back on. These conferences allow me to meet professionals in the same line of work from all over the country, and I always walk away with new ideas and inspiration I can bring back to the Center. For example, a session we are presenting at our summer conference is on the topic of inclusivity in economics education, and it was inspired by a session we saw at the annual CEE conference in Florida. The sessions also provide inspiration for the new curriculum we're writing. I wish there were a way to avoid cutting professional learning opportunities even when we're in the midst of a tight budget.	Right now, we see far more participation from teachers and students in New Castle County. We need to continue brainstorming ways to engage teachers and students downstate. We also need to make our presence known by going on a downstate tour and visiting as many schools as we can. Personally inviting teachers to an upcoming event goes a lot further than an email in their inbox (I think).	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 89 Area: CEEE
Theme: Dynamic engagement leading to economic literacy Theme: NA
aspirational	N/A	The CEEE will have a significant impact on society by equipping students with the knowledge and skills needed to navigate economic decision making in their lives. By fostering critical thinking, problem-solving, and ethical decision-making, the center can contribute positively to our community and the global economy.	In the next five years, the CEEE will have strengthened our relationships with the teaching community in southern Delaware, English language learner communities, low income communities, and minority communities.	N/A
current	N/A	The CEEE welcomes opportunities for growth in our work. The CEEE provides personalized and customizable training options for individual teachers and school districts. The CEEE recognizes the need for cultural responsiveness in creating educational materials. The CEEE values collaboration with community partners to elevate the quality of the educational experiences presented to teachers and students. The CEEE develops high quality curriculum materials that are easy for teachers of economics to use.	The CEEE values the input and perspectives of all members of the community. The CEEE conducts student events at schools with large minority and low income populations. The CEEE offers Zoom trainings that are easily accessible for teachers in all areas. The CEEE is willing to travel to meet with districts and teachers in southern Delaware.	N/A
gap	N/A	Just as it is best practice for school teachers to continue professional learning throughout their careers, members of the center must have access to resources and the time to use those resources in order to continually grow. Examples of worthwhile opportunities include training on new software applications and attending conferences related to our content.	The CEEE must increase the amount of in-person contact with school districts and teachers in southern Delaware. The CEEE must establish strong relationships with specific individuals in southern Delaware to increase the likelihood of using the center's resources. The CEEE should host more teacher events that take place in southern Delaware.	N/A

Question Type	Scholarship	Education	Community	Impact
UserID: 98 Area: CEEE
Theme: NA Theme: NA
aspirational	CEEE's mission does not currently include research in personal finance or economics education. Published research does guide our work with curriculum and professional learning. Partnering with researchers (academics at UD, Federal Reserve, etc.) would potentially advance CEEE's status/reputation.	Become better acquainted with the C3 Inquiry framework. Investigate the possibility of problem-based learning curriculum for DE Economics. Continue our own professional learning about teaching and learning strategies and providing high quality professional learning/coaching for others.	Providing training opportunities for DE schools/districts that would like to have Family Fin Lit nights. Continue to advocate for personal finance and economic education for all. Work with DE K-12 schools (especially in HS) for a "pipeline" to Lerner. Collaborate with Federal Reserve Bank of Phila. on more than just Keys. Partner with other Councils in our region (Maryland).	Increased impact/outreach, especially to southern DE schools. Increased attendance in teacher and student programs. Increased impact in private schools. Increased time spent coaching teachers.
current	Carlos periodically publishes personal finance and economics education research in various journals. CEEE staff write innovative lessons for teachers that (anecdotally) have tremendous impact in the classroom across Delaware. With Keys we reach a wider audience than just Delaware teachers and students.	We know the DE Economics Standards and the DE Personal Finance Standards better than anyone. We (Carlos) were involved in writing the national standards. We have been contracted to write 7th, 5th, 3rd, and 2nd grade Economics curriculum. Next year will be 1st grade and high school.	NA	We are good at curriculum. We are good at seeing the big picture for students and teachers. We know economics and personal finance content better than anyone. We get along very well together and complement each others' strengths.
gap	Let researchers know we are willing to partner in the field of personal finance and/or economic education (in K-12). Contact former UD Econ Ed PhD students to inquire about opportunities.	Be in the schools/classrooms more. Develop relationships with more teachers in more buildings. Time (and possibly travel) needed to attend continuing professional development for ourselves.	NA	We are rarely in the schools (in-person or virtually) currently. We need to reestablish personal relationships with teachers and departments in charter schools and our public school districts. We need to have more fun with teachers, continue to advocate for them, and show them how we can help reduce their load.

Question Type	Scholarship	Education	Community	Impact
UserID: 134 Area: CEEE
Theme: Impactful work promoting community growth and stability Theme: NA
aspirational	Increased recognition of CEEE research's impact on economic educators and teachers in Delaware and across US.	The CEEE will grow its impact and continue as the leading center transforming the educational landscape in Delaware and across the US.	Acknowledgement of CEEE's impactful and growing commitment to the education community and stakeholders by using innovative approaches and for increasing an awareness of UD as a community builder.	Exceed expectations in preparing today's youth to be economically literate and financial sound citizens leading to stronger communities.
current	Recognized as a leader in research in the field of economic education Ongoing updating of research Unique ability to develop research practice partnerships with teachers/schools/districts	The CEEE is good at: adhering to its mission adjusting its teaching approach based on the most recent pedagogical research staying abreast of the needs of its constituents working with a range of cultures and ethnic groups reflecting on and implementing findings of research practice partnerships	Engage a variety of communities in CEEE work Explore ways to insure involvement of a wide range of constituents Ongoing work with schools/districts/ and business community to further mission	Ground teachers in knowledge and materials to prepare today's youth for a productive adult life.
gap	Providing time and support for future research, recognition within UD for the prominence of CEEE's ongoing research.	The CEEE is a dynamic unit that could be expanding its reach to further its mission if additional resources were available both in personnel and funding.	Reassess what we've done well in building communities and expand on what works. Look for innovative ways to expand the reach to a range of communities.	Advocacy promoting the importance learning economics and personal finance in today's K-12 arena.

Question Type	Scholarship	Education	Community	Impact
UserID: 143 Area: CEEE
Theme: Working together with our teachers and people in their communities to see students graduate as economically literate and productive citizens. Theme: NA
aspirational	Being the national leader in the scholarship of teaching and assessment methods in economics via the national quinquennial survey. Contributing, significantly, to the body of pedagogical contributions in economic education at the state, national, and international levels.	Leading state efforts to provide an economic and personal finance education to all students in Delaware.	Offer programs that bring together families, educators, and community leaders to improve the lives of all Delawareans via educational efforts.	Mission and Vision: To prepare K-12 educators and students in economics, personal finance, and entrepreneurship by providing dynamic, effective, and standards-based professional learning, resources and programs to, ultimately, see all students graduate as economically literate and productive citizens.
current	a. Co-own (Asarta and Harter), distribute, and analyze data from the National Quinquennial Survey on teaching and assessment methods in economics. b. Produce several peer-reviewed articles per year c. Create economics lessons and curriculum used at the state, national, and international levels. d. Contract with the State of Delaware to create culturally responsive lessons to be used in classroom across the state. e. Collaborate with other units at UD and statewide in our scholarship efforts.	a. We conduct over 150 educational sessions a year. b. More than 2,000 educators attend our workshops yearly. c. Our Keys to Financial Success curriculum is used by approximately 5,000 DE students every year. d. Our state competitions (e.g., Stock Market Game or Personal Finance Challenge) involve more than 10,000 students a year. e. We lead the Teach Children to Save Day/Week programing, reaching more than 4,000 students every year. Our annual report, with all of our programs, can be found here: https://drive.google.com/file/d/1iGx4l1RywW4psBMnh4J2kTUU0tKslkuu/view	https://drive.google.com/file/d/1iGx4l1RywW4psBMnh4J2kTUU0tKslkuu/view	https://drive.google.com/file/d/1iGx4l1RywW4psBMnh4J2kTUU0tKslkuu/view
gap	We are doing everything that we need to do in the areas of scholarship. The CEEE is a national leader when it comes to scholarship in economic and personal finance education.	Not all schools in Delaware offer the education we provide. Not all teachers in Delaware take advantage of our services. We are currently working on HB203, which will require all HS students to take a personal finance course before they graduate.	NA	We are doing what we need to do in this area

Question Type	Scholarship	Education	Community	Impact
UserID: 149 Area: CEEE
Theme: NA Theme: NA
aspirational	NA	NA	NA	NA
current	NA	1. We are good at providing teachers with workshops that correlate to the state standards and are relevant to what they are currently teaching. 2. I feel we are good at adjusting the workshop materials based on feedback given by teachers of what works and doesn't. 3. We have a good working relationship with a lot of the NCC and Kent county schools.	NA	NA
gap	NA	Reaching more teachers and getting them to attend the workshops that we offer. We have a hard time getting downstate teachers to attend. We need a way to offer more downstate workshops do that we need to build more of a presence with those school districts. This may required more time spent in the schools.	NA	NA

Resp#127

Question Type	Scholarship	Education	Community	Impact
UserID: 127 Area: Development
Theme: NA Theme: NA
aspirational	NA	NA	NA	I'd like Lerner College of Business and Economics to consistently raise $10 million or more and continue to increase engagement from our alumni, companies and friends to support the great work happening all over the college.
current	NA	NA	NA	Raising funds, engaging donors/prospects
gap	NA	NA	NA	More staff, culture of philanthropy across the college

Question Type	Scholarship	Education	Community	Impact
UserID: 3 Area: Economics (B.A. and B.S.)
Theme: faculty recruitment and retention Theme: NA
aspirational	We will stop losing productive faculty and be able to hire productive faculty to replace retirements.	major that attracts students	NA	NA
current	development, policy relevant and academically engaging scholarship	an adequate major	NA	engagement with government partners in developing countries
gap	hiring, faculty retention, not taxing the most productive members of the department with service that can be completed by others, getting all faculty to engage in service, paying market salaries, competitive raises at promotion	hiring faculty so we can offer more innovative electives, faculty retention	faculty retention--all of the productive faculty in my area have at least one foot out the door at all times	faculty retention

Question Type	Scholarship	Education	Community	Impact
UserID: 119 Area: Economics (B.A. and B.S.)
Theme: N/A Theme: NA
aspirational	According to https://ideas.repec.org/top/top.inst.all.html, UD's Economics research currently ranks No. 329. With the current reduction in faculty (retirements, non-replacements, and attrition), we would be lucky if we could maintain the current position. Ideally, we aspire to break into the top 300.	In the past, UD was known as a public Ivy school. We have moved away from that aspiration as a college and University. The College and the University need to focus back on its core business: generating critical thinkers through deep learning. Flashy majors and buzzwords will not substitute hard work and lasting learning outcomes.	N/A	N/A
current	N/A	This applies to Lerner in general: Not public Ivy. Little to no focus on deep learning. Too little effort on core business, i.e., education.	An incoherent cluster of individuals.	N/A
gap	N/A	Focus on Lerner's long-term reputation rather than short-term revenue. UD's grades and degrees have suffered significantly from grade inflation due to short-term revenue pressures. With a sound reputation for educational excellence, revenue will follow. Conversely, meeting short-term revenue needs at the expense of educational excellence will lead to years of revenue problems.	Identify unambiguous and transparent objectives for Lerner's core business: education and scholarship. Generate buy-in from all stakeholders; invest in your people (Lerner's main asset) so they can invest in the objectives and the college.	Focus on your core business! More educational excellence, less buzzwords. Form follows function!

Question Type	Scholarship	Education	Community	Impact
UserID: 120 Area: Economics (B.A. and B.S.)
Theme: NA Theme: NA
aspirational	NA	providing a critical thinking framework; experience in applying data analytical tools to real world policies; understanding, interpreting and explaining the implications of different policies.	NA	NA
current	NA	We teach hundreds of UD UGRDS in our large intro classes, and our faculty continue to improve that learning experience. We strive to teach students how to think, not just memorize and pass exams. We give them an opportunity to apply the economic tools to different fields (international, development, health, regulation, game theory, etc). This gives them a persepective and knowledge of various policies and their societal impact.	With the retirements and other faculty departures, morale and enthusiasm is very low. The recent cutbacks, disbelief/no confidence in the UD financial leadership, and the focus on athletics instead of academics (research and teaching) has only compounded the low morale in the department. Many/most of our faculty come to campus to teach and then leave. It is typical to have only a handful of faculty in the department on any one business day.	NA
gap	NA	Given our massive number of retirements and departures, our ability to offer a wide range of interesting upper level electives each term has plummeted. Department morale and enthusiasm is at an all-time low. Step: Hire and retain faculty. We are losing majors and are trying to think of ways to retain and share the benefits of an economics major. Step: Help us advertise the benefits of the economics major, both with advising and career center. Anedoctal student comments include that they are advised toward other Lerner majors and that there are few jobs listed for economics majors (including at the job fairs). In general the classrooms and technology are outdated. Teaching and learning in these classrooms is challenging. Cords are broken, outlets do not work, projectors have to be rebooted by Central IT (delay of 10 minutes of class), just to name a few. Step: Invest in classroom technology.	Hire and retain faculty. Fund department event - give us ideas!	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 133 Area: Economics (B.A. and B.S.)
Theme: NA Theme: NA
aspirational	NA	NA	NA	NA
current	empirical work == labor, development, household finance	graduate classes are providing excellent education to grad students; empirically oriented classes are service undergrads well	NA	NA
gap	we need to replace lost faculty and hire research active scholars; we need to incentivize people who are still here to continue provide service as they currently feel disengaged, unvalued and discouraged as they are underpaid.	we are lacking in course offerings to undergrads -- as we are short on staff to teach new and exciting subjects since current faculty are forced to cover required courses	we need to increase diversity in econ -- both gender and racial/ethnic	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 152 Area: Economics (B.A. and B.S.)
Theme: "Advancing economic research for impact" The Department faculty have a strong research culture. Students are interested in research, and we can aspirationally build community around research, too. Theme: NA
aspirational	The Economics Department at UD aspires to consistently advance the frontier of economic knowledge, especially in the fields of economic development, household finance, macroeconomics, labor economics, and industrial organization. We aim to be a premier department at public universities in the region, with recognition and impact around the country and world.	The Department of Economics provides exceptional training in theory and empirics, preparing students for versatile workplace roles and informed civil participation.	NA	NA
current	We have particular strength in these areas: economic development; the economics of education; household finance; macroeconomics; and industrial organization. We also have abundant expertise in econometrics, and pending/deferred hires would solidify strength in domestic public and labor economics.	Five strengths: How to think like an economist / undergraduate core courses; econometrics and analytics skills; how to understand current events through the lens of economics; how to make predictions in light of incentives; and how to train new PhDs, to whom we entrust the free inquiry of future generations.	NA	This is the main, excellent pathway for impact: Faculty conduct policy-relevant research.
gap	The most important strategic steps are faculty recruitment and retention. Some aspects of these steps require only clear, proactive thinking, and might save money. Some aspects of these steps do not require increased spending in expectation, but do require some appetite for risk.	Many class sizes could grow. We could experiment with new courses more often.	For community-building, most of all I think the Department could use some time. We are still going through a major demographic transition, with many retirements and new hires, and it takes time to get to know one another.	Econ faculty have tremendous expertise on many policy-relevant topics, but we have had no department-wide interaction with public officials at the city, county, or state level. Perhaps this would be worth exploring, to enhance impact and also to explore partnerships that can advance research.

Question Type	Scholarship	Education	Community	Impact
UserID: 5 Area: Entrepreneurship
Theme: NA Theme: NA
aspirational	NA	NA	NA	NA
current	NA	NA	NA	NA
gap	NA	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 44 Area: Entrepreneurship
Theme: NA Theme: NA
aspirational	Our entrepreneurship academic unit has the potential to be a leading entity for thought leadership in many areas, including entrepreneurship education.	We are a national model for entrepreneurship education.	NA	Entrepreneurship can be a gateway for Lerner students to reflect on their role to create societal impact through their work.
current	1. We have some strong peer reviewed publications from D. Phillips and D. Lee, in particular. 2. Entrepreneurship education is increasingly a unit area of focus for several faculty. 3. Social entrepreneurship has increasing had more potential for scholarly outputs, with two faculty members having either under review or in draft publications in this area and an additional faculty member in an adjacent area. 4. Having more unit faculty is helping to slowly create more attention for scholarship, including a monthly seminar for faculty to present and share early-stage work. 5. We have some faculty who are getting university and external grant support for their research, which is encouraging.	1. We have several nationally recognized academic programs, including our Delaware Innovation Fellows (DIF) Program and our Social Entrepreneurship Initiative (SEI). 2. We have a strength in the interdisciplinary reach of business curricula. 3. We have strong class enrollment numbers. 4. We are nationally ranked in the top 50 undergraduate entrepreneurship programs (currently top 35). 5. We have great venture development support though curricular and co-curricular pathways.	NA	1. Our social entrepreneurship program was nationally recognized in 2023 for its curricular innovation. 2. Our eco entrepreneurship program is well-funded by its award by the Ratcliffe Foundation. 3. Our entrepreneurial leadership program has started to center on character leadership development and it is well supported through the Siegfried donation. 4. We offer academic courses abroad exploring the intersection of social entrepreneurship and disability studies. 5. We have had good course options on campus that center on the social and environmental aspects of business and entrepreneurship.
gap	In entrepreneurship, we have two opportunities to support the prioritization of research: (1) creating more support for scholarship and (2) increasing longer-term impact and visibility. These two elements consider the current unit composition as a CT-dominant unit with mostly early career faculty. As such, prioritizing scholarship outcomes will be more challenging for this unit compared to others. Therefore, we need to centralize supports that help CT research productivity and success (Item 1) and find ways to bolster research in the longer term (Item 2). ITEM 1-CREATE MORE SCHOLARSHIP SUPPORT: We are presently sitting the potential to capture excellent programmatic data to publish in entrepreneurship outlets, and we need more staff support for data collection/management and grant writing. An investment of a part-time staff member and/or the reallocation of part of a current staff member’s time could likely help us yield two publications a year more as a collective faculty to build a solid reputation in entrepreneurship education scholarship outlets. Having grant writing support could help us capture more program-based grants, which would also support our faculty's research pipeline. While this might seem like a specific ask at the unit level, entrepreneurship programming has a lot of grant potential across many buckets, and entrepreneurship programming scholarship is a topic of interest for several A-level journals. Again, focusing on central entrepreneurship supports to get our CT faculty better access to program data. ITEM 2-INCREASE LONGER-TERM IMPACT AND VISIBILITY: We have a few opportunities in the medium- to long-term to foster more research productivity at the unit level. Bringing in more TT faculty lines, including tenured faculty, into ENTR would be one option, and continuing to hire CT faculty with strong scholarship pipelines is another good strategy. At the College level, keeping the Lerner Research Grant in place would continue to support more data collection efforts and cross-unit collaboration. Another area that could be bolstered at the college level would be providing more training on finding and identifying grants for business faculty. Beyond the college, we should consider liaising with OCM to request more media coverage for our business faculty (both in their contact for expertise and to share their research). This lever would help to bolster the existing research and profiles of faculty across the college.	1. We need more encouragement/structure to team teach and bring business into other disciplines and into the community. This could help us build more innovative classes and cross-college and cross-campus partnerships (to extend the reach of business). 2. We have the opportunity to think about how we bring business into society for our students. We have the opportunity to reflect on how our curriculum is preparing the next generation of innovative and responsible leaders. In entrepreneurship, we have social entrepreneurship, eco entrepreneurship, and entrepreneurial leadership (focus on character leadership) that could all add more value across our undergraduate curricula for all business majors to think about their roles in society. This would help us with AACSB Standard 9 as well.	NA	1. Add a college-wide business and society requirement. The majority of our business students are siloed in their majors and may not have the ability to engage with topics, like social entrepreneurship, that address matters of societal impact. The college would have an easy AACSB Standard 9 win by adding a one or two course requirement for all UG business majors to take a course that addresses social or environmental challenges in its curriculum.

Question Type	Scholarship	Education	Community	Impact
UserID: 68 Area: Entrepreneurship
Theme: NA Theme: NA
aspirational	If provided with adequate resources, Horn Entrepreneurship is well positioned to play an important role in the Delaware Entrepreneurial Ecosystem. We have the ability to train students and teach them an innovative mindset which will drive the creation of new business and social ventures. The market is reaping the benefit of a well positioned workforce to add value to existing businesses as well as new enterprises. As our success continues, the funding streams to support new businesses will grow and create more opportunities for graduates.	I hope Horn Entrepreneurship alumni will start and lead market changing entities within Delaware and the mid-Atlantic.	NA	NA
current	NA	1.We are good at creating an inclusive environment for students to learn problem based entrepreneurship. 2. We are good at providing real-world opportunities for students to learn by doing and accelerate their learning. 3. We give students the opportunity to learn what they care about by challenging them to identify problems they would like to solve. 4. We are good at providing students an opportunity to network outside of the University and make connections to industry leaders. 5. We require collaboration between students and feel that this helps them learn how to be good coworkers, teammates and classmates.	NA	NA
gap	Horn Entrepreneurship could benefit from more clarity on the funding stream as well as a clearer identity within the University. Are we a division of Lerner College, a stand alone center or part of a larger College of Innovation.	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 92 Area: Entrepreneurship
Theme: School of Innovation - a University-wide nexus for bringing people together (leadership) to pursue new ideas (entrepreneurship) and make transformative, sustainable and broader impacts (sustainable design). Theme: NA
aspirational	This unit will establish a reputation as a national thought leader for entrepreneurship education and training, including entrepreneurial leadership and the cultivation of entrepreneurial agency/empowerment and innovative cultures.	Horn Entrepreneurship currently engages about 10% of UD undergrads from 100 different majors each year and ranks #31 among UGRD programs (in North America according to Princeton Review, ENTR Magazine). Our vision is to establish a School of Innovation to serve as a nexus for education and training pertaining to entrepreneurship, leadership and sustainable design. This school would have the development and delivery of relevant and accessible curricular and co-curricular offerings for all UD students as its #1 strategic goal. By expanding current offerings to include more robust and integrated opportunities pertaining to ENTR, LEAD and SDGN, the School of Innovation could be expected to grow engagement to approximately 25% of UD undergrads and 10% of UD graduate students, representing nearly all majors/degree programs each year. This would undoubtedly propel the University into a top-25 ranking while generally positioning us as a national thought leader for innovation & entrepreneurship.	Horn Entrepreneurship will continue to cultivate five vibrant communities, all of which are distinct but interrelated, including 3 internal communities and 2 external communities. Internally, we will cultivate: (1) a diverse and inclusive community of student innovators and entrepreneurs, (2) a community of inventors and innovators who are interested in research translation, and (3) a community of scholars and program leaders with interests pertinent to entrepreneurial leadership. Externally, we will cultivate: (4) a community of business, government and community leaders who are interested in directly engaging with students to enrich their learning experiences, and (5) a community of innovative secondary school leaders and educators who are interested in unleashing the creative capacities of young people and helping them to develop the mindsets, skillsets and means needed to adapt and thrive amidst rapid change.	Horn Entrepreneurship currently serves as the University's creative engine for entrepreneurship education and advancement. It has the potential to emerge as a nexus for the state and region's innovation economy for the state and region by: (1) enhancing the University's reputation as a national thought leader for I&E, (2) cultivating strong and impactful internal and external communities, (3) developing innovative human capital at all levels - K thru 12, university student, and continuing education, and (4) inspiring and supporting business and social innovators who are seeking to develop and launch new programs, policies, processes, projects, startups and social ventures.
current	Our unit currently exhibits a diverse range of interests and expertise pertaining to entrepreneurial identities, venture mentorship and acceleration, incorporation of market logics into social ventures, family businesses, entrepreneurship education & training, character development and more.	Horn Entrepreneurship excels at experiential education, creating synergies between curricular and co-curricular programs, working across disciplines, leveraging external engagement to benefit student learning and means, and delivering high impact, cost-effective educational programming. We inspire students by generally eliminating the walls of the class room, focusing on real world creative problem solving, and engendering agency.	Heretofore, we have been adept at building communities #1 and 4 above and have initiated efforts to build the other communities. We are good and getting better at utilizing relationship management tools (e.g., Salesforce) to support these efforts. We are also good at identifying opportunities to offer unique community-based value propositions. Ultimately, the key to building sustainable communities is cultivating a strong sense of belonging and offering compelling value propositions for community membership. Building community is a continuous work in progress.	Horn Entrepreneurship is a recognized national leader in youth entrepreneurship. We are also good at bringing people together around a shared vision, cultivating an entrepreneurial culture within our unit, delivering experiential learning, working across disciplines, developing financially sustainable programming models and supporting early stage innovators and entrepreneurs. We are also good at leveraging our available means and persistently challenging our own status quo.
gap	The unit needs to develop a coherent, shared vision for the area(s) in which we'd like to be recognized as national thought leaders. This vision needs to be aligned with our current means, which includes faculty interests and expertise as well as stakeholder interests that can be effectively monetized to provide robust and sustainable resources. For example, we have succeeded in generating external funding for research pertaining to entrepreneurial leadership and perceive opportunities for generating resources to support work on entrepreneurship education/training and the cultivation of entrepreneurial agency/empowerment and innovative cultures. Importantly, the mechanism for establishing thought leadership needs to leverage means beyond those of UD faculty holding appointments in ENTR. To reach our full potential we need to be convening interested researchers from across campus AND offering mechanisms for supporting/leveraging/cultivating a national community of scholars in defined areas that are aligned with our vision. For example, we could aim to support annual, invitation only gatherings focused on unanswered questions in claimed domains of thought leadership. For example, how can we best determine whether an individual has been "empowered" by entrepreneurship education? What are the definitive hallmarks of an organization that has succeeded in cultivating an entrepreneurial culture? How can we best train "entrepreneurial leaders"? Ideally, these annual gatherings would take advantage of Delaware's geography - e.g., think hosting a two-pizza gathering of scholars at a beach house or hotel during UD's spring break when rates are low but walking on the boardwalk is still pretty awesome - and yield a series of white papers and peer-reviewed journal articles with UD faculty members as lead authors and co-authors. This form of engaged and collaborative scholarship around interesting research questions seems much more likely to establish/bolster UD's scholarship reputation than traditional approaches involving the recruitment and rewarding of individual contributors who publish a lot of top tier journal articles in a given area (thereby establishing/bolstering their individual brand equity).	We need to move away from ever-expanded central control and the imposition of disincentives for doing anything innovative. The School of Innovation is readily feasible and promises consequential, strategically aligned impact. However, the high friction, micro-managing, rigid hierarchical institutional environment will preclude its pursuit. Until we actually take steps to cultivate an innovative culture at the University and College level and devise organizational and funding models that promotes innovation, entrepreneurship, agency/autonomy and ownership mindsets, the University and College should expect to remain on its status quo path (which is unlikely to lead to achievement of any more attractive future vision).	Horn Entrepreneurship has devised and implemented a sustainable financial model for generating the resources (people, time, space, IT infrastructure, etc) for cultivating strong communities over the last 10+ years. Regrettably, current budget limitations threaten to do significant harm to our existing communities and our community cultivation efforts. What we need to achieve our vision is something that is at least roughly akin to a revenue-based budget model (rather than the cost-based one that seems to be preferred by Lerner). Such a model would encourage innovation by providing predictable support that can be allocated autonomously to support ENTR priorities pertaining to teaching, scholarship, service, co-curricular/student experience programs and community building efforts. We also need University leadership to act act in a strategic manner, allocating funding on a priority basis according to strategic plan objectives and unit performance metrics. Imposing universal restrictions and across the board cuts when funding is limited is demoralizing to high growth, high impact and highly cost effective units because it essentially asks them to make more damaging cuts than declining, low impact and inefficient units. We need University leaders to lead, not simply administer from leadership positions.	We need to do more than simply say that creativity, innovation and entrepreneurship are strategic priorities. We need to actually work toward cultivating an innovative and entrepreneurial culture, which will require: (1) decentralization of authority and decision making, (2) granting autonomy and authority that is aligned with job responsibilities - for example, implement Gore's waterline concept, (3) removing disincentives for experimenting with ideas for generating new revenues, (4) supporting experimentation with new organizational and programming models instead of trying to make everything fit into the status quo of siloed disciplines sitting in siloed departments sitting in siloed colleges, (5) generally reducing administrative/operational friction, (6) considering how best to enable faculty and staff to spend more of their time on value creating activities instead of administrivia, and (7) visibly recognizing and rewarding the pursuit of new ideas, even when those new ideas result only in lessons learned.

Question Type	Scholarship	Education	Community	Impact
UserID: 151 Area: Entrepreneurship
Theme: NA Theme: NA
aspirational	NA	We want to be a reference for everyone looking to innovate and create businesses, using our position within DE to become a more attractive business school.	NA	NA
current	1) We are currently excellent at training and preparing young entrepreneurs to innovate and create new businesses. One of the best in the country. 2) Students are eager and enjoy working with the team at Horn Entr. 3) We now have a diverse team with multiple strengths and fields of expertise.	Students appear to be inspired by topics such as eco and social entr.	We already foster a very strong community around Horn Entr. Our VDC space helps, the staff and offerings associated with the center are excellent, and there is a feeling of community between everyone who enters our space.	NA
gap	Ideally, we would have more balance between our practitioner-oriented approach and scholarly productivity, i.e., we need to become more productive in the other dimension (for example, more time for writing and collaboration in publishing)	I wonder if a lot more can be done regarding executive education, graduate level programs, etc. Unfortunately, UD's revenue share make these a very unattractive proposition. I come from a school where both of these have become an important revenue-generating source.	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 19 Area: Finance / Fintech(pending senate approval)
Theme: successful transfer of financial knowledge to future finance leaders Theme: NA
aspirational	The UD finance faculty will continue producing high level academic and practitioner research combined with excellence in teaching.	Continue providing an elite & rigorous education to UD finance students.	NA	continue instilling the principles of finance in our finance majors so that they can make a positive impact in society
current	academic research, practitioner research, department cohesion	rigorous course content, high expectations for students, A's are earned, passionate professors	NA	UD finance graduates are finding excellent employment opportunities
gap	NA	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 20 Area: Finance / Fintech(pending senate approval)
Theme: NA Theme: NA
aspirational	The Finance Department should aim to strengthen its research capabilities, attract top scholars and expand research funding. It may also focus on offering cutting-edge programs that are aligned with industry needs and trends.	We could update our curriculum to include the latest advancements - e.g., offering more learning opportunities such as internships or co-op programs, and forging partnerships with industry leaders for recruitment initiatives.	I am not sure about this one.	NA
current	1) We conduct cutting-edge research in corporate governance 2) We conduct cutting-edge research in fixed income securities. 3) We offer reasonable teaching load to faculty allowing them to conduct high-impact research. 4) We provide support to research-active faculty members. 5) We provide funding for data/conferences, etc.	1) We offer a solid foundation in finance to our students. 2) We have developed courses that includes some of the latest advancements in finance. 3) We are going to offer a new major/minor in FinTech. 4) We have done a great job to attract students to our masters program in finance (given the country-wide reduction in international applicants in such programs).	NA	NA
gap	1) Hire top researchers with high potential for publishing in top-tier journals (especially in areas that we lack expertise) 2) Maintain(provide) summer support for research-productive faculty	We need to make sure that all faculty maintain high standards when it comes to the deliverables for every course we offer. We need to continue to look for niche opportunities to develop new courses and programs that could attract top students.	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 21 Area: Finance / Fintech(pending senate approval)
Theme: Focus on core competencies (research published only in the very top journals; quality education) and stop wasting time on all of the other stupid things that we keep wasting time on (useless committees, programs that will lose lots of money, sports, etc). Theme: NA
aspirational	We should publish more in the very top Finance journals, specifically the Journal of Finance, Journal of Financial Economics, and the Review of Financial Studies.	Faculty should actually care about their teaching and spend time teaching students real skills and how to think about the topics that they are learning.	We are one of the largest majors on campus. I think we are fine.	We need to educate our students so that we do not see the next Silicon Valley Bank. The most important thing we can do is to teach our students the basics so that they do not make fundamental mistakes that create systemic problems.
current	We are doing reasonably well as our faculty tend to work on scholarship with an aim of publishing in the very best journals in the field.	Some of our faculty are very dedicated to helping students. Others, not so much.	We have lots of students despite being a relatively small faculty.	We are fine here.
gap	More money to purchase data as most of our faculty are empiricists. The current model of writing proposals for $5000 research grants shows a complete lack of understanding of how empirical research is done as that buys roughly 1/3 of the typical dataset. Keep in mind that some of our projects require multiple datasets.	There is not enough commitment from faculty across the college to actually educate students. I have heard stories of faculty not even replying to students' emails (mostly outside our department)!	Generally, be more pragmatic about resource allocation and allocate more to areas where there is student demand.	There is too much (mostly from above) about redesigning everything. We need to stick to our core competencies and stop wasting so much time on programs that will not generate a lot of revenue.

Question Type	Scholarship	Education	Community	Impact
UserID: 30 Area: Finance / Fintech(pending senate approval)
Theme: NA Theme: NA
aspirational	NA	NA	NA	NA
current	NA	NA	NA	NA
gap	NA	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 35 Area: Finance / Fintech(pending senate approval)
Theme: I cannot comment as I feel I haven't been in my department long enough to make an educated decision Theme: NA
aspirational	I cannot comment as I feel I haven't been in my department long enough to make an educated decision	I cannot comment as I feel I haven't been in my department long enough to make an educated decision	I cannot comment as I feel I haven't been in my department long enough to make an educated decision	I cannot comment as I feel I haven't been in my department long enough to make an educated decision
current	I cannot comment as I feel I haven't been in my department long enough to make an educated decision	I cannot comment as I feel I haven't been in my department long enough to make an educated decision	I cannot comment as I feel I haven't been in my department long enough to make an educated decision	I cannot comment as I feel I haven't been in my department long enough to make an educated decision
gap	I cannot comment as I feel I haven't been in my department long enough to make an educated decision	I cannot comment as I feel I haven't been in my department long enough to make an educated decision	I cannot comment as I feel I haven't been in my department long enough to make an educated decision	I cannot comment as I feel I haven't been in my department long enough to make an educated decision

Question Type	Scholarship	Education	Community	Impact
UserID: 75 Area: Finance / Fintech(pending senate approval)
Theme: NA Theme: NA
aspirational	Become a top 50 department in terms of top-tier publications.	NA	NA	NA
current	consistently publish in top-tier journals;	NA	NA	NA
gap	add more standard databases; funding for seminars and conference participation;	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 76 Area: Finance / Fintech(pending senate approval)
Theme: NA Theme: NA
aspirational	NA	NA	NA	NA
current	NA	NA	NA	NA
gap	After years of striving to transform our department into a research-focused institution with faculty capable of delivering high-quality teaching, we have regressed. We continue to lose tenure-track faculty due to demanding expectations coupled with inadequate research support. Conversely, there is no turnover among non-tenure faculty, as there are no mechanisms in place.	We must thoroughly examine our educational mission and programs. Are we prioritizing maximizing enrollment at the expense of educational quality? The current culture is concerning, with students complaining when challenged academically. When did this shift in attitude occur? Are we going to continue to ignore this and give out degrees to students who do not know the basic finance concepts? Also, our faculty require clearer guidance and stronger incentives to ensure the delivery of high-quality teaching. Currently, there is a lack of recognition for effective teaching, and there are no consequences for subpar teaching efforts.	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 109 Area: Finance / Fintech(pending senate approval)
Theme: Quality over quantity - the Lerner College and the Finance Department care more about the quality of our graduates than the quantity of our graduates. Theme: NA
aspirational	NA	The Lerner Finance Department produces top-notch graduates who become valuable employees at companies from Main Street to Wall Street.	NA	NA
current	NA	My sense is that we deliver a mediocre Finance education to our students as evidenced by poor exit exam scores and the general quality of the students observed in upper level Finance classes.	NA	NA
gap	NA	If we genuinely want to improve the quality of our Finance graduates we should consider changes such as: 1) moving from an 18 credit major requirement to at least 24 credits (which more closely aligns to other majors); 2) be harder graders (e.g., don't be afraid to give Cs, Ds and Fs if that is what student's deserve); 3) requiring Finance majors to earn a B- grade in FINC311 as suggested by the external review committee a few years ago.	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 118 Area: Finance / Fintech(pending senate approval)
Theme: NA Theme: NA
aspirational	I expect this department to continue to grow its scholarship over the next five years, assuming we don't lose a lot of our top TT faculty, which is a risk given our budget situation. This department underwent a big structural change in 2015 with the addition of two strong research active tenured faculty. We have since then hired several research-active faculty, many at the assistant level. our productivity has increased dramatically since 2015. Between 2015-2022, the Finance faculty published 23 top-four articles (in JF, JFQA, RFS, and JFE). In the seven years before 2015, we published only 6 articles in these outlets. We expect this trajectory to continue in the next 5 years.	Finance is the most popular major in the college and second-most in the University. I hope to continue our strong enrollments. One thing I think we need to do is to work on making our courses more cohesive (across sections), and to start offering the core class to finance/financial planning/fintech majors together so we can ratchet up the rigor in FINC311. They need a stronger foundation than they've been getting.	NA	NA
current	We are good at asset pricing and corporate finance. We do both of these areas well.	We have strong teachers across our department. We don't have a single faculty member who does not take teaching seriously. We care a great deal about the quality of our courses. We are starting to work together to provide consistency across core courses - this can continue to improve.	NA	NA
gap	We need money for datasets and for travel. We need to make sure we can support our faculty. Also a 3-0 load is standard for research active faculty in finance, we need to continue to offer that load to keep our faculty. Not being able to offer seminars nor allow our faculty to attend conferences, even to discuss a paper (unless they have a paper on the program) is a HUGE PROBLEM. We are going to lose faculty if we continue like this. We are signaling that WE DO NOT VALUE SCHOLARSHIP.	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 137 Area: Finance / Fintech(pending senate approval)
Theme: NA Theme: NA
aspirational	(For FinTech, not Finance) Over the next five years, the FinTech area will establish leading scholarship connecting finance and technologies in the digital age. Our focus will be on pioneering research in the fast-evolving landscapes of finance and technologies (e.g., open banking and AI). We will cultivate a vibrant academic community where innovation, interdisciplinary collaboration, and a deep commitment to addressing grand challenges set the standard for excellence. Our group will establish ourselves as a regional leader and authority for contributing transformative insights to the FinTech and related fields. Moreover, we will strive for broader impacts by preparing students with rigor and knowledge of cutting-edge technologies, strengthening ties with business organizations, and empower local communities.	NA	NA	NA
current	(For FinTech, not Finance) 1) The FinTech building is a great harbor of scholars with diverse research interests. 2) The bi-weekly FinTech lunch provides an opportunity for potential collaborations between scholars and/or between scholars and other parties (e.g., firms) in the building. 3) Certain funding opportunities for supporting research. 4) this seems a very new area and the points above are all I can think of for now.	NA	NA	NA
gap	(For FinTech, not Finance) Currently, only a few scholars have involved in the FinTech area. Some steps we need to take to push a good starting point to an excellent place: 1) Encourage scholars to host/attend research-focused events (either formal or informal). The goals are to 1) have more scholars involving in this area; 2) provide a platform for scholars to know each other better regarding their research areas; and 3) facilitate research collaboration. Such services by scholars should be recognized and encouraged in various ways (e.g., research funding opportunity, annual evaluation for services). 2) A series of matching markets can be hosted to connect scholars with firms. During the matching process, firms can share specific problems that they want to solve. And scholars who are interested can be connected to firms and start to discuss potential collaboration. Additional supporting resources are needed here (e.g., organizing team).	(For FinTech, not Finance) Courses/Programs related to the digitalization strategies in the Banking Industry can be developed.	NA	NA

Resp#55
Resp#114

Question Type	Scholarship	Education	Community	Impact
UserID: 55 Area: Financial Planning and Wealth Management
Theme: It's a combination of education and real-world preparation for a successful career in financial planning. Theme: NA
aspirational	NA	To provide specialized courses in investments, insurance, income tax, retirement planning and estate planning. The ultimate goal is for our graduates to pass the CFP Exam.	We aspire to create a financial planning center on campus to provide services to UD students and the broader community.	We will continue to host guest speakers from industry. A financial planning center will also impact the local community by serving low income households.
current	NA	We have focused the five core courses to be taught by full time finance faculty. The major has grown to 177 students since its inception in 2015.	NA	Currently we utilize a 14 member advisory board comprised of successful UD Alumni to mentor our students.
gap	NA	The growth of the major has created constraints on teaching. There are only two full time faculty which means three course are offered ONLY once a year. We need to hire additional full time faculty who can teach these courses.	Funding and faculty support for the new financial planning center will be a gap to implementation. We are currently working with Charles Schwab on a proposal.	We currently do not engage with the UD community. By creating a center, we can fill the gap in our societal impact. The center would be a win-win as it would (1) help those in need while (2) giving real-world experience to current financial planning students

Question Type	Scholarship	Education	Community	Impact
UserID: 114 Area: Financial Planning and Wealth Management
Theme: NA Theme: NA
aspirational	This is not really an area where I believe we should invest in enhancing the scholarship, as it would require us to invest in research faculty who produce in less than top-notch research journals. That is, financial planning is not a true academic field, in that there are no UTD24 journals that typically publish Financial Planning research. Not sure it would make sense for us to try to hire TT faculty to do research in this area (as it is not respected in the field of finance generally).	The Financial Planning major will continue on its current trajectory. We currently have about 40-60 students in a cohort. We cannot expand further without hiring faculty, so the only way we could grow this major would be to double the number of course offerings, which would require 2 more faculty hires. If we want to be aspirational, we would need to hire at least 2 more faculty who are experts in the area of financial planning. We recently had one faculty member, Christ Lynch, take sabbatical to take courses in financial planning. He is now teaching retirement and insurance, which is a new addition to our full-time faculty teaching these courses. We'd had adjuncts teaching before, but we were having issues with them being overwhelmed and not doing well in the classroom, which is why we had Chris take the sabbatical and tool up. One more important point: many of our financial planning majors are double majors with finance.	It could possibly offer more community building if they offered financial plans to individuals as part of their learning experience. This would, again, require more faculty resources to get this off the ground and to manage it. Probably need staff to manage such a program as well.	NA
current	We have no faculty doing scholarship in Financial Planning. If we were to hire faculty who do such scholarship, we would have to lower our tenure standards, as financial planning is not a field where they publish in UTD24 journals.	We are good at providing experiential learning with financial planning. The problem we are about to face is we are hitting the limit on our ability to offer projects to our students, as the major is growing almost too large. We are working on figuring this out.	NA	NA
gap	We would have to change our business model to where we want faculty to publish outside of UTD24 if we wanted financial planning. It is not a field where scholarship is top-notch.	We are doing pretty well with Financial Planning. If we want to grow financial planning we would have to hire at least 2 more full-time faculty. We have tried adjuncts, and we have not had great outcomes. Note: we have used adjuncts for many years, it's not like we haven't tried. But time and time again, we end up with situations where their businesses take precedence over their teaching. We already have plenty of knowledge, passion/commitment for this major. What we lack is resources in terms of faculty if we want to continue to offer experiential learning to these students and/or grow the major any bigger than it currently is.	NA	NA

Resp#54

Question Type	Scholarship	Education	Community	Impact
UserID: 54 Area: Geltzeiler Lab
Theme: Experiential Learning Theme: NA
aspirational	The GTC will continue to support faculty instruction and research, per the original mission of the center.	To create and maintain an environment that fosters experiential learning opportunities for various audiences	The GTC will continue to provide a space for diverse internal and external participants to collaborate.	The GTC will continue to support our students through experiential learning and exposure to industry professionals.
current	1 - Faculty use Bloomberg and other supported data resource's for research	1 - Lerner courses are taught in the GTC 2 - Other Lerner and non-Lerner courses utilize the center as a lab component to their course 3 - Local high schools visit the GTC for lessons on investments	1 - The GTC hosts Decision Days, Blue and Golden Days, and other recruiting events 2 - The GTC hosts local high schools throughout the year 3 - The GTC host the Blue Hen Investment Club	1- The GTC hosts guest speakers from industry 2 -The GTC hosts special events
gap	It's important that the GTC secures funding to maintain and expand data resources such as Bloomberg.	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 47 Area: Global Enterprise Management / International Business Studies
Theme: Greater interconnections through partnerships to draw in and support globalized education. Theme: NA
aspirational	With a five year window, we can look at the editorial calls over the past 2-4 years to highlight topics that will be emphasized in the top journals of JIBS, JWB, MIR, GSJ, etc. Later in the 5 year window and beyond, you will likely see research addressing the rise of digitization, automation, and AI and it's implications for global decision making in the face of shifting divides across political ideological, economic distribution, sociocultural appropriateness, and distributed organizations.	Growing global partnerships to teach students from other countries and provide them with semi-customized curriculum to maximally optimize unique student value while maintaining operational efficiency. Be the organizational, thematic backbone to support the extensive interdisciplinarity needed to solve the coming global challenges. Also, the majors are a fantastic complement to other functional majors as well. Further, the study abroad programs provide exceptional opportunities for students to experience global challenges.	Integrative practical applications built into the curriculum where students can solve real world problems that exist today for real companies across borders. A global practicum/internship study abroad offered during Winter and Summer plus dynamic cases in the coursework.	Begin to support the resolution of global initiatives as described in earlier questions.
current	Internationalization, framing the IB literature landscape, gender leadership.	The coursework is designed to be flexible. It draws across the courses the university as a whole has to offer. There are courses built to empower and support customization. UD has a strong reputation and infrastructure to facilitate study abroads.	Existing case studies are used and real world examples are brought in through speakers, faculty and student experiences, and self application.	See previous "community"
gap	Scholarship in this areas is highly constrained by workload with high demands on teaching and administrative needs. Prime outlets for publications have become extremely constricted and homogenized. International can be a part of other fields, but cross-border projects tend to be more challenging and costly to execute.	We are beyond the contractual limits just meeting the courses we need to offer today. Managing the global demand requires significant coordination. Cost of education in the US can be extremely high and difficult to demonstrate the ability to pre-pay to gain visas.	Managing and coordinating global problems and internships for students to complete is more than a full time job for someone with extensive network relationships that span the globe. I'm uncertain of the potential for that option to be sustainable.	See previous "community"

Question Type	Scholarship	Education	Community	Impact
UserID: 101 Area: Global Enterprise Management / International Business Studies
Theme: To be perfectly honest I am an adjunct with another work responsibility, so I only have mental space for one aspirational pushpoint. However, to build on concepts that Suresh is already doing through his study abroad programs to make the international business program more directly connected to the corporate world with apprenticeships programs that generate revenue is a connective theme in itself because all departments in Lerner (and over UD itself: Political Science, Public Policy, Languages, Communications, etc.) can all benefit from this idea. It is also positive to see that two other European universities have implemented some aspects of this suggesting that the idea has merit. Theme: NA
aspirational	We have been working to increase the applied and experiential aspects of international business learning. Our goal is to reimagine Study Abroad programs with foreign and domestic companies as partners to increase faculty exchange, research collaboration and internship and other work experiences. The model is intended to work in two ways. One is to provide internship experiences for majors and offer required classes in study abroad programs to encourage more students to participate. The second is to identify apprenticeship partners where companies provide funding in exchange for project work that is overseen by faculty in an internship or via short term assignments in international business classes. The value of this is experiential learning for students and funding to reduce the expense for students, thus encouraging more to engage with international study (and access those with financial need).	NA	NA	NA
current	Our program is good at 1) applying practical content in classes and teaching about the diversity of international communities and corporations. 2) We (well Daniel Sullivan) have develop a valuable text book that can be used for international business (and hopefully can be continually updated and improved) 3) our continuing track faculty use their broad network to provide students engagement with practitioners who give students insight into career paths, how to leverage academic knowledge in a career and refine their career goals 4) Along with the text the research skills of the team are valuable in defining and evaluating the relationships of the theories of international business.	NA	NA	NA
gap	One of the gaps is outlined in the aspiration statement: connecting the theories in international business tighter with the application of them in the corporate world. Using the students to create that connection will help them develop deeper understanding of the concepts and provide experience for their future careers. It will also connect corporations closer to UD for partnerships and donations to the University. For that we need to follow a three step process. That will require time and financial investment from UD up front but will eventually become a profit center: 1) develop pilot programs and case studies to show potential corporate partners what the benefits will be. 2) Expand the global network and create experiential opportunities through corporate partners where students act as interim project consultants 3) The last phase will be to facilitate pathways for international experiences in more disciplines in the business school to allow for domestic and International collaboration that corporations will pay Lerner to engage in via a structured business institute that coordinates internationally focused apprenticeships.	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 128 Area: Global Enterprise Management / International Business Studies
Theme: Global citizenship, awareness and reflection of our place in the world Theme: NA
aspirational	NA	In the next five years, I envision the GEM/IBS area as a leader and innovator with a focus on experiential learning, encouraging metacognition and reflection by students, and instilling a solid global mindset in them. I envisage courses in the GEM/IBS area that build a strong foundation of internationally embedded thinking, which is especially important in an era of global political and economic volatility, uncertainty, complexity and ambiguity, where the US must remain outward-looking and build on its global leadership role, and needs a new generation of business leaders who have a truly global outlook, cross-cultural sensitivity and capability for purposeful, critical and reflective thinking.	NA	NA
current	NA	In my opinion, we are good at: 1) Inspiring students to go on Study Abroad programs to build international exposure; 2) Getting students to take classes with an international focus (such as BUAD 384, 386, 415 and 475) even if they do not major in GEM/IBS; 3) Having syllabi with a strong applied (as opposed to purely theoretical) focus; 4) Highlighting connections and cognitive overlaps among courses; and 5) Cultivating and maintaining a sense of excitement and high perceived value of learning about international topics among students.	NA	NA
gap	NA	Some of the ways that I think we can improve and work towards our aspirations as an area include: 1) More expectation of reflection among students, both in Study Abroad programs and courses held at UD, by structuring assessments in a way that affords scaffolding of learning and clarity for students about the progress they are making; 2) More experiential learning - such as business simulations, applied projects, having student teams compete for company projects - and clear assessment relating to these; 3) More virtual options for international immersion, such as virtual global projects, for students who are not in a position to study abroad - this would also contribute to diversity, equity and inclusion (DEI) criteria; 4) Better preparation and follow-up of reflective learning from Study Abroad programs; 5) Figuring out how to embrace AI in teaching and learning without compromising on academic integrity, i.e. focusing on assignments that minimize incentives for academic malpractice while also teaching students to work with AI in a purposeful and mindful way (which they will be increasingly expected to do in their jobs); 6) Increasing student engagement and a sense of individual attention and tailoring learning to their needs; 7) Making it more explicit what underlying skills they are learning in each class, regardless of the specific topic - e.g. critical thinking, reflection skills, confidence in moving between theory and practice, cultivating a growth mindset, intellectual curiosity and an aspiring global mindset regardless of whether they end up working in the US or abroad.	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 129 Area: Global Enterprise Management / International Business Studies
Theme: Global citizenship, awareness and reflection of our place in the world Theme: NA
aspirational	NA	In the next five years, I envision the GEM/IBS area as a leader and innovator with a focus on experiential learning, encouraging metacognition and reflection by students, and instilling a solid global mindset in them. I envisage courses in the GEM/IBS area that build a strong foundation of internationally embedded thinking, which is especially important in an era of global political and economic volatility, uncertainty, complexity and ambiguity, where the US must remain outward-looking and build on its global leadership role, and needs a new generation of business leaders who have a truly global outlook, cross-cultural sensitivity and capability for purposeful, critical and reflective thinking.	NA	NA
current	NA	In my opinion, we are good at: 1) Inspiring students to go on Study Abroad programs to build international exposure; 2) Getting students to take classes with an international focus (such as BUAD 384, 386, 415 and 475) even if they do not major in GEM/IBS; 3) Having syllabi with a strong applied (as opposed to purely theoretical) focus; 4) Highlighting connections and cognitive overlaps among courses; and 5) Cultivating and maintaining a sense of excitement and high perceived value of learning about international topics among students.	NA	NA
gap	NA	Some of the ways that I think we can improve and work towards our aspirations as an area include: 1) More expectation of reflection among students, both in Study Abroad programs and courses held at UD, by structuring assessments in a way that affords scaffolding of learning and clarity for students about the progress they are making; 2) More experiential learning - such as business simulations, applied projects, having student teams compete for company projects - and clear assessment relating to these; 3) More virtual options for international immersion, such as virtual global projects, for students who are not in a position to study abroad - this would also contribute to diversity, equity and inclusion (DEI) criteria; 4) Better preparation and follow-up of reflective learning from Study Abroad programs; 5) Figuring out how to embrace AI in teaching and learning without compromising on academic integrity, i.e. focusing on assignments that minimize incentives for academic malpractice while also teaching students to work with AI in a purposeful and mindful way (which they will be increasingly expected to do in their jobs); 6) Increasing student engagement and a sense of individual attention and tailoring learning to their needs; 7) Making it more explicit what underlying skills they are learning in each class, regardless of the specific topic - e.g. critical thinking, reflection skills, confidence in moving between theory and practice, cultivating a growth mindset, intellectual curiosity and an aspiring global mindset regardless of whether they end up working in the US or abroad.	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 66 Area: Graduate Programs Office / Graduate student association
Theme: NA Theme: NA
aspirational	I envision us expanding our focus on being more forward-thinking with regard to innovation in the development of new majors, concentrations, and certificates to meet market demand. I think we need to continually analyze our offerings to keep pace with what is trending in higher education MBA programs. Apart from this, I would like to see our marketing expand to focus on students from a broader array of countries and a plan to attract more domestic students, especially UD undergraduates. Specifically, I think we should look into: 1. Adding another STEM-designated major with possibly bringing back the Marketing Analytics major and an Artificial Intelligence/IT major. 2. Forming some type of partnership with Chemours to offer a tailored Certificate program for them since they are right next door to FinTech. 3. Look into designing more industry-specific majors and concentrations such as: - Banking - commercial/retail - Non-Profit management - Diversify the Finance major/concentration into specific niche areas such as Investment Management, Taxation, etc. and eliminate the Quantitative, Corporate, and General options. - Consulting - Operations Management/Logistics/Supply Chain Management - Human Resource Management - Entrepreneurship/Family Business Management 4. Continue to develop more 4+1 programs and market them to the undergraduates perhaps at their undeclared major event and any other type of on-campus event. 5. Continue to partner with more departments to add additional dual degree programs. 6. Re-instate the Sports Management concentration. 7. Diversify the Strategic Leadership major into specific niche areas: - Strategic Leadership for STEM undergrads (Engineering) - Strategic Leadership for Corporate Executives - Strategic Leadership for Healthcare Executives - Strategic Leadership for Non-Profit Executives	NA	NA	NA
current	1. We are doing extremely well with the Business Analytics major, partly because it is STEM-designated. 2. We also have very strong interest and have a well-designed Strategic Leadership major. 3. I think we provide excellent advising services to our students in that we get to know our students without them being just a UD ID number. 4. We are a responsive and cohesive team. 5. We are always seeking to improve processes and make adjustments where and when needed. 6. We are flexible and responsive and can quickly implement new initiatives/ideas.	NA	NA	NA
gap	I think we need to expand our marketing/recruitment of the programs that we currently offer which may require adding a new position since this is a big initiative. This new position would have a large travel component. We need to move a little more quickly in implementing new programs with possibly streamlining the Curriculog/Approval process.	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 78 Area: Graduate Programs Office / Graduate student association
Theme: Intentional, purposeful engagement Theme: NA
aspirational	n/a	It will be important to continue to lead the way in experiential learning and keeping our course offerings current with industry needs.	As a LCBE team we need to be intentional on valuing each other and what we each bring individually to the Lerner College and the University at large and take responsibility to participate in events when they are offered.	LCBE can continue to play a role in impacting business and society by providing top notch courses for students and keeping current on the fast-changing technology.
current	n/a	n/a	NA	NA
gap	n/a	n/a	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 82 Area: Graduate Programs Office / Graduate student association
Theme: NA Theme: NA
aspirational	We will seek and build capacity for research-based experiential learning and leadership-building with in-class and out-of-class opportunities. Our graduate alumni will carry the identifiable Lerner brand (capable, competent leaders with excellent content knowledge and presentation skills) in local and regional settings.	Provide graduate alumni with opportunities to pick up/polish skills in new technologies in short course format that engages alums in a hybrid format.	NA	NA
current	None that I'm aware of.	I need to come back to this one!	NA	NA
gap	Ensure the Lerner brand (capable, competent leaders with excellent content knowledge and presentation skills) are found in the MBA/MS curricula for in-class learning; engage alums to address brand traits in experiential events such as the case competition; promote student-led organizations such as MBASA, LISA, MSBAIM, and Toastmasters (or similar presentation-focused opportunity), and other groups/opportunities that address the diverse student body.	Somewhere in this university, someone is doing research in teaching adults/technology and this format could provide them with an opportunity to teach, collect relevant research data, etc. while also refreshing our alums' content knowledge. We will need to engage with our alums to find out what it is they wish to learn and/or what they have to offer us.	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 83 Area: Graduate Programs Office / Graduate student association
Theme: NA Theme: NA
aspirational	NA	Offering competitive and challenging academic programs that reflect current business needs and give students the tools needed to succeed in their chosen field.	Bringing together diverse groups of students with differing perspectives and areas of expertise to foster creativity and community.	NA
current	NA	NA	NA	NA
gap	NA	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 87 Area: Graduate Programs Office / Graduate student association
Theme: 1. Advancing knowledge and research through cutting-edge research and thought leadership. 2. Empowering students with the requisite knowledge, skills, and mindset to emerge as effective and ethical leaders in their respective domains. 3. Promoting diversity, equity, and inclusion within its student body, faculty, and curriculum to create an inclusive learning environment that equips students to thrive in a globalized and multicultural world. 4. Building robust connections and partnerships with industry stakeholders, including corporations, nonprofits, government agencies, and alumni networks will ensure the relevance and currency of its programs and enhance the career prospects of its graduates. Theme: NA
aspirational	A good graduate business school should adapt its goals to meet the evolving needs of students and the business world in today's dynamic environment. Here are some key goals that a graduate business school should strive to achieve: 1. Relevance and Responsiveness: The school should aim to offer programs and curricula that are aligned with current industry trends, emerging technologies, and global business challenges. It should be responsive to changes in the business environment and regularly update its offerings to remain relevant. 2. Excellence in Education: Providing high-quality education should be a primary goal. This involves recruiting top faculty members who are experts in their fields and fostering an environment that promotes innovative teaching methods, experiential learning, and critical thinking skills. 3. Global Perspective: In today's interconnected world, business schools need to foster a global mindset among students. This includes offering international study opportunities, multicultural experiences, and coursework that addresses global issues such as sustainability, ethics, and cross-cultural management. 4. Entrepreneurship and Innovation: Encouraging entrepreneurship and innovation should be a priority. Business schools should provide resources and support for students interested in starting their ventures, as well as opportunities to engage with entrepreneurial ecosystems, incubators, and startup accelerators. 5. Diversity, Equity, and Inclusion: Promoting diversity, equity, and inclusion within the student body, faculty, and curriculum is crucial for preparing future business leaders who can thrive in diverse environments and contribute positively to society. 6. Ethical Leadership: Emphasizing the importance of ethical behavior and responsible leadership should be woven throughout the curriculum. Business schools should equip students with the knowledge and skills to make sound ethical decisions and lead with integrity. 7. Career Development and Placement: Supporting students in their career development and helping them secure meaningful employment opportunities post-graduation is essential. This includes providing career counseling, networking opportunities, internships, and connections to potential employers. 8. Research and Thought Leadership: Contributing to the advancement of knowledge in business-related fields through research and thought leadership is another important goal. Business schools should encourage faculty and students to engage in cutting-edge research and disseminate their findings through publications, conferences, and other channels. 9. Technology Integration: Incorporating technology into teaching and learning processes is increasingly important. Business schools should leverage digital tools, data analytics, and online platforms to enhance the educational experience and prepare students for the digital business landscape. 10. Continuous Improvement: Finally, a good graduate business school should have a culture of continuous improvement, regularly soliciting feedback from stakeholders and implementing changes to enhance the quality of its programs and services.	NA	NA	The aspirational impact of Lerner College Graduate Programs spans various dimensions, influencing students, society, and the business world positively. Here's how we can aspire to make a significant impact: 1. Empowering Future Leaders: Lerner College should aim to empower students with the requisite knowledge, skills, and mindset to emerge as effective and ethical leaders in their respective domains. Through rigorous academic programs, experiential learning opportunities, and mentorship, the college can nurture a new cohort of leaders capable of driving positive change and contributing meaningfully to their organizations and communities. 2. Fostering Innovation and Entrepreneurship: The college needs to foster a culture of innovation and entrepreneurship among its students, faculty, and alumni. By encouraging creativity, risk-taking, and collaboration, Lerner College can inspire aspiring entrepreneurs to pursue their ventures and provide them with the necessary support to transform their ideas into successful businesses, thereby catalyzing economic growth and innovation. 3. Promoting Diversity, Equity, and Inclusion: As an aspirational institution, Lerner College should prioritize promoting diversity, equity, and inclusion within its student body, faculty, and curriculum. By embracing diverse perspectives, backgrounds, and experiences, the college can create an inclusive learning environment that equips students to thrive in a globalized and multicultural world. 4. Advancing Knowledge and Research: Lerner College should aspire to advance knowledge and research in the field of business and management through cutting-edge research and thought leadership. By supporting faculty research initiatives, fostering interdisciplinary collaboration, and forming partnerships with industry and academia, the college can contribute to developing innovative solutions to complex business challenges and shaping best practices in the field. 5. Driving Social Impact and Responsibility: Lerner College must prioritize driving social impact and responsibility through its education, research, and outreach efforts. By integrating principles of sustainability, ethics, and corporate social responsibility into its curriculum and programs, the college can prepare students to be responsible stewards of the environment and advocates for social justice and equity in the business world. 6. Building Strong Industry Connections: Lerner College should aim to build robust connections and partnerships with industry stakeholders, including corporations, nonprofits, government agencies, and alumni networks. By engaging with industry leaders, sharing best practices, and facilitating networking opportunities, the college can ensure the relevance and currency of its programs and enhance the career prospects of its graduates. 7. Cultivating Lifelong Learning and Professional Development: Finally, as an aspirational institution, Lerner College should instill a commitment to lifelong learning and professional development among its students and alumni. By providing ongoing support, resources, and opportunities for continuing education and skill-building, the college can empower individuals to adapt to evolving market trends and excel in their careers over the long term.
current	NA	NA	NA	NA
gap	Technology Integration: Despite an increasing acknowledgment of technology's importance in business, our college still faces challenges in fully integrating it into our curricula. There exists a disparity between the rapid pace of technological advancements in the business world and our ability to keep pace with these changes and effectively incorporate them into our programs. Experiential Learning Opportunities: While experiential learning, such as internships, consulting projects, and simulations, remains crucial for fostering practical skills and real-world experience, we currently lack sufficient opportunities in this domain. This gap between the demand for experiential learning and its availability within our curriculum needs to be addressed. Global Perspective and Diversity: Given the increasing interconnectedness of the global economy, we must place a strong emphasis on cultivating a global mindset among our students. Ethical Leadership and Social Responsibility: With a growing emphasis on ethical leadership and corporate social responsibility in the business world, our curriculum must equip students to lead with integrity and a robust sense of social responsibility. Entrepreneurship and Innovation: Recognizing the vital role of entrepreneurship and innovation in driving economic growth and competitiveness, we need to provide enhanced support and resources for students interested in launching their ventures. Industry Relevance and Collaboration: Establishing industry partnerships and fostering collaboration are essential to ensuring the ongoing relevance and currency of our graduate business programs. We must strengthen connections with industry stakeholders to bridge the gap between the demand for programs aligned with industry needs and our engagement with businesses, organizations, and alumni to inform our curricula and offerings. Continuous Improvement and Adaptation: Given the dynamic nature of the business environment, Lerner College must cultivate a culture of continuous improvement and adaptation. This entails addressing the gap between the need for agility and innovation in graduate business education and our capacity to adapt and evolve in response to evolving demands and challenges.	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 91 Area: Graduate Programs Office / Graduate student association
Theme: NA Theme: NA
aspirational	N/A	A true leader in this tristate area as a business college imparting globally relevant, forward thinking, research- based education which instills love and passion for business.	Will be well known in the area as a community that nurtures each and every member and treats them with dignity and respect. It will become a safe and comfortable space for all its citizens. No discrimination in any form will be tolerated.	Creating responsible business leaders and entrepreneurs who bring in social change in a sustainable way.
current	N/A	We try to see what the market demands are and incorporate new courses which help our students to ultimately get good jobs and shine in their field of work. We help our students be ready for the challenges they face when they are introduced to new technology, new concepts and difficult work environments. We as a team try to make their educational journey in UD a positive one.	We as a team try our best to be inclusive in every way. At our NSO events we warmly welcome our new students and communicate to them clearly that we are here to help every step of the way. We keep our doors open for any sort of communications. We host networking events and encourage our student organizations to create a safe informal space for students to foster friendship and create lifetime bonds.	NA
gap	N/A	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 96 Area: Graduate Programs Office / Graduate student association
Theme: NA Theme: NA
aspirational	N/A	I see the Lerner GMBA office working closely and cohesively with Lerner graduate program personnel across all departments to ensure a smooth admissions process, to anticipate and proactively meet evolving market demands for graduate degrees, to develop additional degree programs when needed, to continuously evaluate and improve curriculum, and to continue to prepare graduates well for their career paths.	I envision the GMBA programs continuing to attract quality students domestically and internationally (the former being more needed at present). I envision continued community building with local corporate partners to 1) give students/graduates quality internships and career options; and 2) to benefit businesses in the UD region. The GMBA programs will be recognized for excellence and effectiveness to the communities they serve.	The GMBA programs will be recognized for benefitting and building up the businesses where graduates work and serve. Programs will also be praised for being energetic and inclusive to all students.
current	N/A	1) All staff members - leaders, academic advisors, and administrative assistants - give current graduate students excellent customer service. Questions and needs are responded to promptly and with courtesy. 2) We provide a robust New Student Orientation for incoming students. 3) We consistently provide course offerings that enable students to efficiently complete a degree in a reasonable timeframe. 4) Student associations and competitions are in place for extracurricular social and learning opportunities. 5) In addition to degree requirements, MBA students have a number of concentrations and electives to select from.	1) The GMBA staff works collaboratively and congenially together, both within the unit and across other units of Lerner College. 2) The GMBA staff strives for excellence but does not create a tense environment. 3) The students are given opportunities to join clubs to create community among themselves. 4) The staff volunteers to help at Lerner College events. 5) The staff attends club events to engage with current students.	1) Serving all students well and without discrimination. 2) Advising students effectively to manage the sequencing of their courses. 3) Helping students navigate challenges encountered in or out of the classroom during their time at UD. 4) Working across other units at Lerner and UD to provide space reservations for classes and events. 5) Serving all students well during the admissions process.
gap	N/A	1) The graduate director who is hired to replace Jack Baroudi should consult with the current staff to understand and support their roles. This person would do best not to micro manage the staff, letting them do what they do well. Yet at the same time s/he should evaluate best practices and work to proactively evaluate and improve graduate programs across Lerner College.	1) Continue to evaluate and incorporate effective practices to recruit quality students. 2) Continue to collaborate with Lerner Career Services to ensure effective partnerships with local businesses. 2) Consider and create ways for online students to connect with and develop a positive relationship with UD. 3) Consider and create ways for on campus students to have enhanced connections during their time at UD.	Both students and the community (Delaware, the region, and beyond) need to be aware of the positive impacts of a UD Lerner Graduate education; the GMBA Programs need to continue to work to enhance their reputation and build this awareness (through media, communication of outcomes, etc). The GMBA programs should have the reputation for providing quality education and outcomes to students of all ages, races, religions, and socio-economic status.

Question Type	Scholarship	Education	Community	Impact
UserID: 100 Area: Graduate Programs Office / Graduate student association
Theme: We need to stay well-informed about the forthcoming technological revolution, while also maintaining strategic communications on a local and global level. Theme: NA
aspirational	Not Applicable	Pioneering the path of innovation and spearheading the technology revolution, while placing a strong focus on sustainability and global influence.	Combining expertise with collaborative endeavors to foster forward-looking approaches. Establishing a feeling of inclusion and significance at both personal and societal levels.	Provide departments with qualified, talented, innovative students who are passionate about advancing themselves and our interconnected world. Provide support to our state of Delaware, encompassing both small-scale enterprises and local businesses
current	Not Applicable	1. Our staff excels in collaborating to bridge knowledge gaps. 2. We prioritize regular meetings to exchange ideas and educate each other on policies and procedures. 3. We make effective use of agencies to stay informed about current market trends. 4. We ensure our websites and digital resources are constantly updated. 5. We actively participate in regular meetings across various departments within the University. 6. We maintain a strong presence at annual conferences, such as NAGAP and GMAC.	1. Organizing frequent social gatherings, such as First Fridays. 2. Attending weekly staff meetings to discuss ongoing events and deadlines. 3. Engaging various departments in the process of graduate admissions decisions and funding. 4. Embracing fresh ideas and recommendations for existing policies. 5. Providing support to staff members during challenging times.	1. Collaborating with both local and international agencies to expand our graduate programs. 2. Establishing a standard of academic excellence by accepting the most highly qualified students. 3. Partnering with local businesses to offer support for the annual Case Competition. 4. Creating a shared workspace in FinTech for various departments within the University and the surrounding area. 5. Offering graduate assistants and scholarships to enhance the educational experience of graduate students.
gap	Not Applicable	We need to organize training sessions for our staff members on our CRM platforms, in addition to incorporating the latest software updates. Adequate resources should be assigned to review international applications and foster collaboration with international agencies.	We need to evaluate the collaborative dynamic between Lerner Graduate College and the University Graduate College. This can be achieved through meeting regularly with staff and area heads. We should be setting expectations up front and providing clear communications between all parties.	We should consider enhancing our presence at nearby recruitment fairs in order to motivate employers to send graduate students to the University of Delaware. Additionally, it is crucial for us to remain proactive and stay ahead in the fields of generative AI, sustainability, and global politics.

Question Type	Scholarship	Education	Community	Impact
UserID: 113 Area: Graduate Programs Office / Graduate student association
Theme: I would use thought leadership. We are recognized as top thought leaders helping to improve business, organizations, society and our communities. Theme: NA
aspirational	Our scholarship identifies us among the top thought leaders regarding how to best structure and lead organizations and people. This thought leadership is recognized by industry and government leaders. I imagine linking scholarship to graduate education in such a way that it better prepares our students to assume leadership roles in industry, healthcare, government and non-profits.	Lerner Graduate Programs will be consistently ranked among the top 20 Business Programs in the nation. Lerner's graduate programs will be recognized as leading to outstanding jobs and positions. Lerner Graduate programs will be able to attract the top students in the nation and from around the world.	Who I think of community building I think of serving the major businesses in the area and making us their first stop to get new ideas as wells being their first choice for recruiting new staff. I also think of better serving our alumni so they are committed to the college and willing to support us both with dollars and their time. This means we need to provide continuing value to them. I can also think of our graduate students and being better at building a sense of community for them.	I hope we can be seen as having positive impact on business and society. I would aspire to be seen as one of the top 20 schools that contributes positively to business and society.
current	I think we do a good job of linking scholarship to our doctoral programs. I think most of our pioneering scholarship is related to FSAN and Women's Leadership. I also think we are good at corporate governance but we don't link it to or scholarship or degree programs. I don't think we do a good job of linking scholarship to our masters level degrees. I can't think of five items which says something.	We are good at online MBA education. We have expertise in Women's Leadership, Both/And Thinking, Corporate Governance, FSAN. We have good international agents who can bring us quality students. We have many faculty who are committed to delivering high quality education. We have strong instructional design resources.	I think we do a marginal job of serving our alumni. I think we do a marginal job of serving our area businesses I think we do a marginal job of building a graduate student community. I think we do a better job of helping place our students but this is still problematic given the number of international students.	I think we do a good job with regards to corporate governance, women's leadership and FSAN. If I keep this answer focused on graduate programs I am not sure that we have impact except through our teaching. I know several of our courses help make a difference in the lives of our graduate students.
gap	In order to be thought leaders we need to have scholarship that is relevant and interesting beyond just the academic audience. We need to be able to convincingly articulate the importance of what we do to the practice of business and leadership. Senior leaders need to see what we do as important and seek us out as thought leaders and partners. I am not sure we can actually do this given the current state of our budget. We would need to hire more senior faculty who are already identified as thought leaders like Adam Grant and who can make a name for the Lerner College. We also need more recognized research centers and institutes that have robust funding. We need to recognize that scholars like this will teach very few courses. The only current faculty member we have that fits into this category is Wendy Smith. We need a dozen Wendy Smith's. We also need to more closely align our faculty scholarship and research to our curriculum. We should find areas of distinction and nurture them into graduate degrees. I am thinking about things like Women's Leadership, FSAN, and Generative AI.	We need to continue to invest in more resources in our graduate programs both dollars and people. We need to centralize recruiting and admissions so that we can provide a high touch experience to our applicants and provide a fast turnaround. This would require at least oneif not two more people in our graduate admissions team. If we are going to move the recruiting of the online MBA program into the college we need to hire more recruiters and customer/student service reps. We ned to hire a dedicated recruiter who can travel throughout the US and globally to bring us top students. We need to be able to pay our top faculty to develop courses and hold them accountable for quality. We need all our faculty to take student service and quality education seriously. This means we need to place a higher value on teaching that is currently done.	I think the biggest obstacles are the lack staffing to support these areas. We need people who are passionate about this and who are committed to this full-time. Too many of our people are trying to do too many things and are not able to focus on anything well. It is also harder to build a sense of community when so many of our students are online and part-time.	WE don't have enough people - faculty and staff - focused on this. Staff is trying to do too many things at the same time given the limited resources and the faculty are focused on what enhances their career but sometimes at the expense of helping to build the institution.

Question Type	Scholarship	Education	Community	Impact
UserID: 145 Area: Graduate Programs Office / Graduate student association
Theme: NA Theme: NA
aspirational	NA	NA	NA	NA
current	NA	NA	NA	NA
gap	NA	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 4 Area: Horn Entrepreneurship
Theme: NA Theme: NA
aspirational	I'd like to see us continue to grow the horn faculty with a new senior line, I'd like us to establish a seminar series, and I'd like to have more "deep thinking" classes	NA	NA	NA
current	Our faculty (mostly CT with lower research obligations) are crushing it. We're good at gender studies in entrepreneurship, we're good at social and eco, good at strategic entrepreneurship	NA	NA	NA
gap	We're lacking in innovation/science of science--would like to see more people publishing in outlets like Research Policy	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 8 Area: Horn Entrepreneurship
Theme: Tough to create a theme without knowing the content it is describing! Theme should come later. Theme: NA
aspirational	Horn Entrepreneurship advances its status as a regional leader in entrepreneurial education, attracting a larger pool of student applicants, contributing economic value in the form of new businesses and expanding our footprint by attracting public and private funding of our educational efforts.	NA	Frankly, this is confusing as to who are we defining as our competitors. At our core we compete for and educate students within a fairly small geographic area. (I'm using a 80/20 rule here, not exceptions.) Community on the one hand is literally the state of DE and drawing a 50/100/150 mile circles around our campus. Being a world level expert or center is possible in some research area, for example, but our customers are students primarily in the mid-atlantic to NYC/CT areas. Of those... Do we understand, AT DEPTH, how the recent Lerner students, classes of 2026/27 chose our school over others? Did they look to the research of our faculty? Did they see which schools offered the best discounts? Did they look at rankings? Did they like our campus and housing options? In my business experience, a company like Apple, Honda, Hershey, P&G, etc., knows these answers for about every band they offer. Again, in depth. Do we? It feels a bit like we're only asking ourselves what we need to do without our customer's input! I hope a parallel outreach is taking place.	NA
current	1. Our ENTR majors gain highly practical experience in and out of the classroom, via start-up training and internship experience, resulting in 100% job placement over the past ?? years. (I recall >2-3 years in a row of 100%) 2. Public perception of our program is very high at #31 nationally and #3 regionally in the Princeton Review rankings. This allows us to attract a pipeline of future students. (A great program without recognition is not good.) 3. We have built a community of supporters beyond our campus, lending their expertise in the form of advisors and in offering internship opportunities. We can provide numbers in terms of Horn alums who have experienced post-grad success and UD grads who have employed our students in their businesses. 4. Our number of classroom hours taught has grown significantly over our 11+ years in existence. This can be broken out by non-Lerner student hours taught, as we educate students across campus. Sorry, as an adjunct here, these are the strongest areas of value I see!	NA	NA	NA
gap	Two weaknesses/gaps come to mind. One is clarity over our status on campus, what "are we" vs. other areas using "entrepreneurship" in their name/title. Second is public appreciation for what value we generate, the second being a possibly self-inflicted gap!? Re #1, both UD (President Assanis) and Lerner (current and past Deans) use the words "innovation" and "entrepreneurial" as present and aspirational strengths for UD. However, I do not clarity regarding Horn vs. the rest of UD, highlighted for its role in helping to generate this skill across campus. . For example: in completing this survey we were asked to ID what area we work in and both "Entrepreneurship" and "Horn Entrepreneurship" were offered. We have a "Center for Economic Education and Entrepreneurship" (with 9 employees listed) and Horn Entr has 30 employees listed, NOT including faculty. This should be clarified, explained, merged or not! Secondly, as an example, I don't believe our Diamond Challenge program receives the recognition it should as a globally reaching youth education program. We invest many resources, supported 100% by funds outside UD, and bring HS students to our campus from literally all over the world. But this program does not receive UD or beyond recognition for its impact.	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 11 Area: Horn Entrepreneurship
Theme: NA Theme: NA
aspirational	Horn has the capacity to become thought leaders within the higher ed entrepreneurship community, specifically in the areas of women/URM-related entrepreneurship, K-12 entrepreneurship, entrepreneurial leadership, and social entrepreneurship.	Horn will be its own department (entrepreneurship) or school of innovation within Lerner, and be in the top 20 schools for entrepreneurial studies as ranked by the Princeton Review and ranked in US News.	Horn will be recognized by all UD students and, external to UD, viewed as an integral part of the mid-Atlantic innovation ecosystem.	Entrepreneurship alumni with startups will have notable economic and social impact through jobs created and revenue generated. Alumni working in a company will be working in an innovative role and feel fulfilled/energized in their career.
current	1. Our faculty have a service requirement in addition to teaching (not a bad idea, but decreases time spent on scholarship). 2. Most faculty publish in tier 2 (or below) journals. 3. Faculty have relevant and interesting research studies that have a wider reach than a strictly academic audience. 4. Horn does a lot, but we don't study or write about what we do, how we do it, or outcomes.	1. Students love our faculty! Faculty take a personal interest in their students. 2. Classes are engaging and experiential. 3. Many classes are full with a waitlist. 4. Outcomes are fantastic (employment/self-employment rate). 5.Students address real-world challenges.	1. Offering relevant programming to appeal to students with different interests - curricular and cocurricular programming. 2. Have partnerships with other Delaware-based higher ed institutions and innovation-focused community partners.	1. Supporting students as they build their ventures. 2. Offering alternative career pathways for entrepreneurship degrees and programs. 3. Tracking alumni milestones and achievements. 4. Connecting students to resources.
gap	1. Time to research and publish, or collaborations to facilitate scholarship (time allocation). 2. Greater presence at entrepreneurship conferences - attendance and presenting (budget). 3. More faculty (budget). 4. Increased data collection focusing on internal programs/initiatives (time).	1. Lerner needs to create a new space for Horn as a department or school (shift resources). 2. Increase networking/communication with other entrepreneurship centers/deans (time). 3. Expand entrepreneurship-focused course options (time, resources). 4. Expand co-curricular entrepreneurship offerings (time, resources). 5. Create more collaborations - data analytics and entrepreneurship, HRIM and entrepreneurship.	1. Deepen current partnerships and develop regional partnerships (time, resources). 2. Pursue diversity in everything (doesn't really relate to the aspirational statement, but it is always a good practice). 3. Strengthen connections within UD.	1. Better tracking at 5 years and 10 years post graduation. Maintaining the relationship with Alumni. 2. Expand our portfolio of companies seeking graduates from an entrepreneurship program. 3. Enhanced programming for early-stage companies as they near and just after they launch.

Question Type	Scholarship	Education	Community	Impact
UserID: 64 Area: Horn Entrepreneurship
Theme: Fueling the Fire of Innovation. Theme: NA
aspirational	I feel that Horn Entrepreneurship will continue to ascend in national and regional rankings and be one of the top schools for entrepreneurship in this country. Its scholarship will continue to grow and influence others in the entrepreneurship educational community. HORN will continue to inspire and support young entrepreneurs find their way to creating successful companies and managing innovative and creative solutions to our worlds problems, HORN entrepreneurship will be part of the solution to the problems of our future.	I feel that Horn Entrepreneurship will continue to ascend in national and regional rankings and be one of the top schools for entrepreneurship in this country. Its scholarship will continue to grow and influence others in the entrepreneurship educational community. HORN will continue to inspire and support young entrepreneurs find their way to creating successful companies and managing innovative and creative solutions to our worlds problems, HORN entrepreneurship will be part of the solution to the problems of our future.	I feel that Horn is fully motivated and capable of becoming THE top Entrepreneurial School in the region and top 25 in the Nation.	I feel that HORN could be a flagship department at the University of Delaware as a school of entrepreneurship.
current	NA	1. Provide a realistic assessment of the current state of Entrepreneurial businesses. 2. Inspire young Entrepreneurs to follow through with their goals and aspirations. 3. Give Entrepreneurs a solid framework for moving forward with their ideas and businesses. 4. Motivate high school students to pursue Entrepreneurial Business. 5. Bring entrepreneurs, business leaders and students together to motivate, inspire and create a better world.	1. We have increased high school participation in the EntreX program and Diamond Challenge program significantly. 2. We have increased the number of entrepreneur majors exponentially. 3. We have increased income from donors and sponsorships. 4. We have award-winning educators teaching our classes. 5. We are publishing more research than ever before.	NA
gap	NA	We need proper signage on our building at One South Main. We need to be better funded so that we can expand our reach.	We are currently operating with the majority of our staff on a part-time basis. Our impact and results would improve significantly with more funding, so that more of these individuals could do their jobs better and more impact with a full-time status.	We need more funding, and we need more tenured professors.

Question Type	Scholarship	Education	Community	Impact
UserID: 103 Area: Horn Entrepreneurship
Theme: Unleash the potential for entrepreneurship education to integrate disciplines, innovate education, convene leaders, and grow capacity at UD. Theme: NA
aspirational	In 5 years, our scholarship in entrepreneurship will encompass an even greater breadth of the evidence-based literature, pedagogy, and practices in growing research areas of social entrepreneurship, entrepreneurial leadership, eco-sustainable entrepreneurship, venture development, ethical considerations of entrepreneurs, economics of start-ups, and more.	Horn Entrepreneurship - its educational practices, graduates, entrepreneur leadership - will be nationally recognized, not just regionally known, as one of the preeminent centers of innovation and entrepreneurial endeavors.	Horn Entrepreneurship will continue to convene regional and national change makers who seek to take action on the world's toughest challenges in eco-sustainability, corporate and non-profit environments as well as fintech and venture capital.	In 5 years, the outgrowth of our scholarship, education, and community in entrepreneurship will create a nationally recognized, not just regionally experienced, ecosystem for business and societal impact.
current	Entrepreneurship scholarship is akin to the Wild West. It is unruly without cohesion. Thus, there is no central place of authority. Our faculty have significant experience in the following areas: Social Entrepreneurship, Entrepreneurial Leadership, Venture Development, and the Economics of Start-Ups.	We are looked to for curricular innovation in social entrepreneurship, entrepreneurial leadership and venture development - linking our region to resources, conferences, and trainings on entrepreneurship education and pedagogy.	Horn Entrepreneurship via the Venture Development Center is a natural convener of undergraduate UD students, youth programs across Delaware, start-up founders and C-Suite executives, alumni entrepreneurs, and business leaders.	We draw high quality regional and national leaders, executives, and entrepreneurs to collaborate and partner with Horn Entrepreneurship. We have direct ties to major industry and funders of this work.
gap	Greater integration (application, connection, and synthesis) of faculty, staff, grant writing, undergraduate research opportunities, and convening on entrepreneurship topics for all who are researching the scholarship and literature base in entrepreneurship.	Our financial resources have been stymied not allowing us to fully leverage our capacities for the university, local entrepreneurial community, and undergraduates at UD.	We take pride in creating programs the generate self-sustaining revenues. We are disincentivized under the current budgetary model from attracting additional resources, programs, and curricular offerings.	Honestly, I'm unsure.

Question Type	Scholarship	Education	Community	Impact
UserID: 140 Area: Horn Entrepreneurship
Theme: NA Theme: NA
aspirational	NA	I aspire for Horn to become a beacon of co-curricular and experiential learning, setting the standard not only within our University but also nationwide. I envision us leading the way in shaping exceptional learning experiences for undergraduates while also pioneering community engagement and support frameworks for high school students and adults alike. Let us redefine education and empower learners of all ages to thrive in an ever-changing world.	I imagine cultivating distinct, focused communities under the overarching Horn umbrella. These communities would not only be recognized and valued by their members but also by the wider university community and beyond. This strong sense of identity would serve as the foundation for lasting connections to the university, extending far beyond graduation.	Be recognized as a the leader in a youth enterpenruship space - exposing and providing access to rich opporutnities to students around the world. Providing the platform and supports for educators to create an environment for students to discover their passions and unlock their creative potential and the opporutnites this can create. Additionally, empowering leaders across industries to cultivate innovative cultures within their organizations, enabling adaptability and growth in an ever-evolving landscape.
current	NA	We're redefining dual enrollment partnerships with high schools, reshaping the landscape of meaningful academic engagement for students. Simultaneously, we're leveraging these partnerships to showcase the opportunities our university offers, serving as a powerful recruitment tool for innovative students. Our student community is deeply engaged, fostering a strong sense of belonging among its members. We provide courses that are not only relevant but also deeply engaging for our students, ensuring their learning experience is both meaningful and enjoyable. We prioritize forward-thinking in our field, carefully considering which topics hold the most significance and relevance for the future. We go beyond traditional classroom settings, offering experiential opportunities that allow students to learn and grow outside the confines of a traditional curriculum.	Foster engagement and involvement of external parties in student learning experiences. Cultivate an environment that nurtures students' personal growth and self-discovery. Provide the necessary space and support for students to experience failure and initiate fresh starts.	-Building self sustainable programs with significant societal impact in the youth department. -Engaging diverse set of external professionals to support and provide meaningful feedback to students as a part of their learning and development.
gap	NA	-Identify synergistic opportunities within our unit, across the college, and throughout the university. -Develop (or enhance) and implement an external communications and marketing strategy aimed at presenting a unified narrative of our work. Potential need to hire additional resources or align those that exisit beyond the department in order to complete this work.	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 150 Area: Horn Entrepreneurship
Theme: Creative engine for entrepreneurship education, scholarship, and advancement for a better world. Theme: NA
aspirational	I envision Horn Entrepreneurship faculty generating high impact, reputable research that will benefit the University, the students, the practitioners, and the overall society and advance the field of entrepreneurship and scholarship. I envision Horn Entrepreneurship to be one of the leading institutions in entrepreneurship research by investigating diverse phenomena, contributing to theory and practice in various contexts, joining ongoing conversations and employing novel datasets and methodologies.	Horn Entrepreneurship will be a leading institution in entrepreneurship education.	I envision Horn Entrepreneurship as an inclusive community that is driven by Horn’s passion to add value to the society.	I envision Horn Entrepreneurship to contribute to practice and the society in general by supporting and empowering students as they pursue their ideas for a better world, as well as by generating high impact research that informs and guides businesses and the society.
current	Horn faculty actively conduct high impact research in the area of entrepreneurship, focusing on diverse topics and implementing robust methodologies. The faculty have published their research in top tier and reputable entrepreneurship and management journals. Each faculty has diverse expertise in theories and contexts that are relevant and current and participate in ongoing conversations in their fields. The faculty actively participate and present their research in reputable conferences and workshops where they represent the University of Delaware and build upon its reputation in research and contribute to the field of entrepreneurship. Horn Entrepreneurship has valuable connections and resources for data collection and empirical studies including students’ entrepreneurship presentations and pitches as well as connections with entrepreneurial companies.	Horn Entrepreneurship provides hands-on learning experiences and engagement opportunities to students. The Venture Development Center offers a unique and creative environment for students to collaborate and receive support for their entrepreneurial ideas from faculty and professionals. Horn Entrepreneurship program also offers many events, programs, and competitions that provide opportunities for students to grow an entrepreneurial mindset, network, and to receive both financial and intellectual support. The academic programs are tailored towards student success and current trends and societal needs. Horn faculty, including both PhDs and adjuncts, are experts in their areas and provide exceptional education to students as well as mentoring. Horn Entrepreneurship team is composed of highly experienced professionals working towards student success and community engagement.	Horn Entrepreneurship is composed of a strong and well-connected team of expert professionals, faculty, and students. The programs are constantly updated to respond to the changing needs and trends to provide the most innovative solutions and inspirational education to students. The Venture Development Center welcomes every student of the University of Delaware to help them grow an entrepreneurial mindset and succeed in their entrepreneurial endeavors. The team provides opportunities for mentorship, financial support, and professional support to every student. Horn Entrepreneurship plans and organizes many events to engage students and motivate them to become members of the Horn’s inclusive community by providing them opportunities to network. Through its youth programs, Horn Entrepreneurship extends its reach beyond college students to inspire younger generations and support and help K-12 educators. Other inspirational and inclusive programs include the Delaware Innovation Fellows (DIF) Program that selects students from any major who demonstrate passion, creativity and leadership, NSF I-Corps grants, Summer Founders which is a 12-week program for students with early stage startups providing them mentorship, education and a stipend, Ventureon which provide all UD students support and mentoring as they pursue their business ideas with 24-hour access to the VDC, Lead Mentoring Program designed for the most developed UD startups, connecting them with a team of mentors from the corporate and entrepreneurial communities, Expert Connect program which supports early stage founders. Horn Entrepreneurship also organizes several competitions including Pitch Party that provide students with the opportunities to win prizes and acquire funding for their business ideas. In addition, We Hatch program provides support, mentorship, education to entrepreneurial women, extending its reach beyond the university.	Horn Entrepreneurship offers a variety of programs that serve the current societal needs (i.e., social entrepreneurship, eco entrepreneurship) as well as student success through courses specifically tailored towards the needs of students to make them more successful in the real world. Horn’s inspirational education is a result of the passion and expertise that the Horn team possesses. Horn entrepreneurship has been ranked among the top undergraduate entrepreneurship programs (#31) by Princeton Review. This is another strong indication and proof of Horn’s inspirational education.
gap	As a relatively newer field, entrepreneurship scholarship has its innate challenges. Our journals keep acquiring more impact and recognition. While we have three indisputably top-tier journals (listed in FT50), there are other journals that have been proving their legitimacy and acquiring more popularity and increased reputation in the field. Even though Horn entrepreneurship faculty currently conduct valuable and high impact research published in top-tier journals, hiring more Tenure-Track entrepreneurship faculty that can focus their time more on research would help improve and even further Horn's scholarly productivity and success in publishing in top-tier journals. In addition, given the opportunity to create its own institutionalized documents and procedures, Horn Entrepreneurship would be better able to produce high impact research. This would also help establish better recognition of entrepreneurship journals, which in turn will support and grow the Horn's scholarly impact as well as the entrepreneurship field further. In addition, entrepreneurship faculty should continue to represent the university at more major conferences in the field. As a result, Horn Entrepreneurship scholarship would help further strengthen the university's reputation in entrepreneurship research.	Horn Entrepreneurship can expand its offerings to attract more students to the program. Increased autonomy would provide Horn Entrepreneurship better means to expand its offerings and to display its contribution to the College and the University.	Horn Entrepreneurship’s dynamic and innovative model would benefit from more autonomy and support that would allow Horn to develop more programs that will serve the existing community and further grow it.	Horn Entrepreneurship can extend its reach, develop its community further, and impact given more autonomy as it already has the resources and the team it needs.

Resp#52
Resp#136

Question Type	Scholarship	Education	Community	Impact
UserID: 52 Area: Hospitality and Event Experience Management / Hospitality Industry Management
Theme: NA Theme: NA
aspirational	I think our department can continue to develop both theoretical and practical research with a focus on analytics and our branding.	I hope the program can differentiate itself to prospective students by delivering an innovative curriculum that is focused on key skills and knowledge that translates to successful careers and employment prospects. I also hope we continue to brand our analytical standing and develop career paths with a partners for the Industry Management major.	I would like our departement to foster deeper relationships with some of our regional corporations (Aramark - PA, Marriott - VA etc.) for student opportunities, outreach, research projects and training/education. I would also personally like to develop a relationship with the National Restaurant Association in Delaware to see if we can help the greater community answer some important challenges facing the restaurant industry (service, succcess, business plans).	NA
current	NA	NA	NA	NA
gap	I think we're progressing in the right direction here	I think we should consider meeting as a department to evaluate the current curriculum (courses, topics) and consider making some adjustments regarding learning outcomes and student projects/accomplishments in these courses.	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 136 Area: Hospitality and Event Experience Management / Hospitality Industry Management
Theme: The common thread across the pushpoints is to be impactful through rigorous research, excellent teaching and vibrant engagement with industry and society at large. Theme: NA
aspirational	Advance a culture that supports and values excellence in educational programming and research in hospitality and event business management that benefits students, industry, and society.	Deliver robust experience-driven educational programs that are informed by cutting-edge research and industry engagement.	Advance a culture that supports and values participation in the community and excellence in educational programming that benefits students, industry, and society.	Become known nationally known for creating great educational programming that blends hospitality experience delivery and hospitality business analytics.
current	As an academic unit, the current state of scholarship is above average and has the potential to go higher. 1. We are good in scholarship when it comes to the areas of revenue management, consumer psychology in hospitality, data analytics in the restaurant food-service sector, event management and technology-oriented marketing in the hospitality sector. 2. We have developed pioneering works in the top journals that are impactful and widely accepted. 3. We have developed and employed novel research methods that complement the data-rich environment we are in, while also working on relevant research problems that address the problems faced by the industry and the average consumer. 4. We partner with industry and related entities to draw data and test models that we eventually publish.	1. Excellence in experiential education. 2. Strong study-abroad programs. 3. We support pedagogical best-practices and high-quality teaching. 4. Develop outreach programs to attract underrepresented students to the hospitality majors. 5. We work well with industry and alumni who return to our classes every semester.	1. Work well with industry at the local level for events such as Newark Live. 2. Expand programs for industry similar to the patient experience academy.	Serve as subject matters experts in our fields of expertise and respond to press inquiries as and when possible. Vita Nova has a strong impact on the community and maintains great standards.
gap	1. Recruit more research-oriented faculty who will strengthen the scholarly standing of the department. 2. Strengthen the Ph.D. program. 3. Establish key interdisciplinary research areas to create research synergies across hospitality and sport management. 4. Elevate research expectations that leads to increased numbers of high-quality publications in top hospitality and sport management journals.	1, Engage with industry and alumni to elicit contributions that will enable us to become a school or attain "school" status. 2. Develop international partnerships that can serve as gateways to attract talented students. 3. Integrate the role of emerging technologies into curricula that will effectively prepare students to meet and manage change in the future. 4. Advance a global perspective in students through opportunities such as study-abroad and on-campus activities.	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 74 Area: IFSA/FSAN
Theme: We train PhD students via teaching and research to solve problems in financial institutions using data and analytics. Theme: NA
aspirational	A leading research productive PhD program in the nation, in FSAN area.	Most popular and well-known PhD program in FSAN	Most problem-solving oriented PhD program in FSAN	We help local banks to solve their problems via data and analytics
current	1. Good research productivity from both students and faculty members	1. Rigorous curriculum and education. 2. Good graduation rate.	1. 30% of FSAN students do internship before graduating	1. Known to all local banks.
gap	1. More research collaboration between Lerner and COE faculty members. 2. Higher student research productivity in quantity and quality.	1. Higher quality and more uniform quality dissertations	1. Need to actively work with local banks and financial institutions to identify and help them for problem solving via research projects. 2. Increase student internships.	1. Need to organize and open up our seminars and conferences to local financial institutions.

Question Type	Scholarship	Education	Community	Impact
UserID: 90 Area: IFSA/FSAN
Theme: I aspire Lerner to be a top-25 public business school, in terms of research, education, and doctoral student training and placements. Theme: NA
aspirational	My aspiration for FSAN is to become a national leader in FinTech research and education. I also expect MIS to be a national leader in MIS research and education, particularly in the areas of AI for Business and information security.	NA	NA	NA
current	First PhD program in Financial Services Analytics in the Nation Good quality doctoral students Research productive MIS faculty Faculty members serve as senior editors at MIS Quarterly	Few FSAN graduates secured tenure-track positions in academia	NA	NA
gap	Needs to hire more faculty in MIS and FinTech areas Needs to provide resources such as summer support, research funds, and course reductions to research-active faculty	Needs to place more emphasis on academic placements of FSAN graduates. This needs more resources for the FSAN program. For example, it currently takes a doctoral student 5-6 years in his/her Ph.D. program to develop a competitive research profile for the academic job market. Current 4-year support for FSAN students in not financially sufficient to prepare a student that is competitive in the academic job market.	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 124 Area: IFSA/FSAN
Theme: NA Theme: NA
aspirational	I envision the FSAN program being a thought-leader conducting relevant research that helps to drive and shape industry decisions	NA	I envision the FSAN Program	NA
current	FSAN faculty seem to be involved in real-world research that has a direct impact on the financial services industry By working with the FSAN PhD students, these students are also involved in these important, relevant research areas too. Through their scholarship and faculty guidance, FSAN students are well placed in the industry when they graduate	1. The FSAN faculty are very knowledgeable and share that knowledge with the students. 2. Program encourages real world experience through internships and job opportunities. 3. Faculty is constantly working to adjust their courses to keep relevant and on top of the quickly changing trends/technology 4. Small faculty to student ratio allows for close interaction and sharing of knowledge 5. Interdisciplinary aspect of the FSAN education experience is/can be something that sets program apart.	1) Small program leads to good community 2) Willingness of alumni to engage with the program once gone from UD 3) Very involved faculty 4) The space the grad students occupy helps create/maintain a sense of community and its proximity to the faculty helps this as well. 5) Events like picnics, lunches, dissertation proposal defense presentations, seminars help facilitate the building of community	NA
gap	NA	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 33 Area: Lerner Advising
Theme: Student-centered advising that incorporates major-dedicated advisors for all 4 years Theme: NA
aspirational	I would love for Lerner Advising to be more student-focused. This might look look having professional advisors who work with specific majors for all 4 years. This would provide continuity of "care" for our students. I would love for there to be a more user friendly way for students to view their degree audit and take responsiblity for monitoring their progress toward graduation.	Lerner Advising should prioritize advisor professional development so that we advisors are better equipped to meet the needs of our students appropriately.	I would love for Lerner Advisor to do more to build community with UD students. This might include having tables in the lobby of Purnell or Lerner Hall to reach out to students and educate them on what our office does and how their advisor can help them.	I would love to see our office become more of a student hub for advising and helping our students for all 4 years of their UD experience. The impact could be that students may be more confident that they are on track with degree progression. They might have an overall better UD experience thus desiring to stay more connected as alumni. This could result in them giving back to UD through financial means, by mentoring students or connecting students with professional opportunities.
current	The professional advisors in the Lerner Advising office are hard working and dedicated to their advisees. We work to keep up with curriculum changes and policy changes that impact our students. We communicate important deadlines to students. We meet one on one with students to help them with any issues regarding their academic progress and to plan for future semesters. We direct them to UD resources that are appropriate for their needs. We are often the first point of contact for any concerns they have related to their UD experience.	Professional development is optional and not encouraged in our area. Many advisors take their own initiative to attend UD Advisor Network programs and NACADA (national professional advising organiziation) events when possible (and when there is funding)	We are good at doing this one on one in our appointments. I like to ask personal questions to get to know my students and I remember those for the next time we meet. But depending on how full my schedule is, I may or may not have time for this personal connnection. Sometimes the focus is just on the issue at hand (whatever brings the student into my office)	We are not advising for all 4 years in any of our majors (in our office). Hospitality majors and Entrepreneurship majors do have advisors for all 4 years (but they are not in our office). From what I can tell, those students seem to benefit from having the same advisor all 4 years.
gap	Many students build relationships with their advisors and are disappointed to find they will get a new advisor when they become a junior. I also think "high need" (eg. DSS or probation students) need more support than the current ratio of advisees to advisors can support.	The gaps are that advisors prioritize students needs and time with students over professional development. Also, advisors have loads of 250-300 students (depending on staffing at the time) and so the time to help these students dictates the amount of time left for professional development.	Our current state is a one on one approach and not a community building approach.	The gap is we are not seeing students through to their graduation (the system is not set up this way) and so our impact on the future is limited. Once students become a junior, we have no idea what happens to them. We are disconnected from their last 2 years and therefore from the longer term business and societal impact.

Question Type	Scholarship	Education	Community	Impact
UserID: 62 Area: Lerner Advising
Theme: Communities collaborate for the benefit of everyone. Theme: NA
aspirational	Perform academic advising studies aimed to assess and determine the effectiveness of various advising practices/interventions/resources/methods. These studies will measure, student's perceptions/satisfaction with the support and resources, academic outcomes, retention rates, and graduation rates.	The Lerner Advising team will provide leading-edge Academic Advising to their students that will incorporate personalized advising, integration of campus resources, data-informed outreach, and innovative techniques and programs.	A community (students/faculty/staff/alumni) that works together to support and promote each other's goals (build a synergy). Students can be trained by advisors to help other students. Professors and get students more involved in academic research/study. Events to encourage more interaction between different groups in the community such as networking events where there are presentations to the community by each group about something going on within their area of expertise (students- presentation on what an RSO is doing, Faculty could present research, alumni could provide information on information on trends in their industry, alumni request support of students and faculty to assist with real-world problem/opportunities)	Helping to provide graduating students that have the confidence, skills, and moral compass to make a positive impact on businesses and society.
current	Currently, there is minimal analysis occurring in the area of academic advising within Lerner. The Advising Office does not provide the resources or time to make this analysis happen. Some of the members of the staff are in NACADA, the Global Association for Academic Advising, which can provide training and guidance in this area, but overall investment of time and money needs to occur if we want to move forward with this kind of analysis.	Availability of advisors for personalized advising. UDREAM program for additional access to academic coaching, peer mentors, and campus resources. 1st year seminar to help incoming Freshmen adjust to the college experience. Proactive outreach based on data. Staff members are all active in Advisors network.	I am not sure the Advising Office specifically does things that promote community other than being available for the students and promoting other Lerner activities/organizations (LDC, WLI, UDREAM, Networking Events, Study Abroad programs, Mentors, Career Services, Lerner RSO's).	Making sure students graduate in a timely fashion. Provide info on requirements needed for graduation. Helping students to navigate the resources needed to succeed. Encourage students to try new things and expand their capabilities. Show students how to find information, solve problems, be resilient Make sure students are aware of opportunities. Provide students with an understanding of the types of skills needed to find success. Help students to find their career aspirations. Helping students understand that their academic pathway is not just the classes they take. Encourage students to explore interdisciplinary coursework and take classes they have an interest in.
gap	First, we need to determine if this is an area that we would like to invest in and, if it is a good use of the time and capital. If it is determined that this is something worth pursuing then we need to define the end goal, assign accountability and provide resources to make it happen.	Additional training resources with a specific focus per team member, so that each team member can then train the rest of the group on a given topic. Resources include time and money needed to attend additional training/conferences. Creation of best practices. Formalized advisor training material. Standardized documentation/videos that can provide students with a basic understanding of various Academic Resources and Tools that they will utilize on campus. Better coordination with BUAD110 class to provide students with the knowledge of basic resources needed to understand majors, registration, and requirements for graduation.	Peer Mentors to support freshmen with registration tools and resources. Group advising on specific topics - registration, DLE requirements, internship process... Rooms/locations for team meetings, group projects, student/staff/faculty interactions Networking events that promote interaction between different groups (students/faculty/staff/alumni) in the community.	Need more cross-community engagement with Students/faculty/staff/alumni/community to work on things that help to build relationships and benefit all groups. (Facilitate personal and professional development) Promote ethical leadership and social responsibility.

Question Type	Scholarship	Education	Community	Impact
UserID: 93 Area: Lerner Advising
Theme: I envision Lerner Advising consisting of a student-focused team whose passions are to provide clear, consistent, timely, and correct advising information to students that will be uniquely tailored to each individual student’s situation. Advisors learn cutting-edge advising techniques by participating in professional development. Students and advisors have a strong working relationship that continues from initial recruitment through post-graduation when alums happily return to Lerner to share their professional experience and knowledge with current students. Theme: NA
aspirational	I envision Lerner Advising consisting of a student-focused team whose passions are to provide clear, consistent, timely, and correct advising information to students that will be uniquely tailored to each individual student’s situation. I envision an advising structure where all team members report to the Senior Assistant Dean. APMs are assigned a department where they are utilized as consultants for departmental advising issues and are supervisors of full-time advisors who provide advising for a specific major for all 4 years of the student’s career in Lerner. Business-Undeclared students are advised by a sub-team of advisors until they declare their major. Advisors’ caseloads do not exceed 300 (per NACADA professional society recommendations) to allow for continuity in advising should an advisor be out for an emergency; projects/assignments are given to advisors based on their strengths. International students are advised by a specific advisor (regardless of major) for their first 1-2 semesters and then transition to their major-specific advisor. I envision the advising team utilizing a platform with leading-edge technology that provides real-time data with immediate updates (advisor assignments, course search for open seats, etc.) and allows advisors to provide personalized degree progress plans/pathways based on each student’s unique situation. The platform allows for proactive advising, record-keeping, and degree progress plans/pathways that are correct, timely, and easy for the student to understand.	I envision the Lerner Advising team being able to participate in leading-edge professional development opportunities, including presenting at NACADA regional or national conferences.	I envision Lerner Advising fostering strong relationships between advisors and advisees by facilitating opportunities for those relationships to form and grow. Continuity in advising by having the same advisor for 4 years allows for students to get to know their advisors better and vice versa. Advisors could feel a sense of accomplishment, purpose, and ownership by “travelling” with a student from NSO through graduation. Professors providing mentoring relationships is critical. Having a physical place where students/faculty/staff can gather for community (such as a coffee shop) would foster better relationships. Advisors working a table at the Lerner RSO Fair would allow students to get to know advisors better. Having “Lerner Nights” at sporting events would provide an out-of-the-classroom experience for students/faculty/staff to gather. Advisors given the opportunity to get to know each other by participating in community-building activities, attending conferences together, and off-site meetings would foster an inclusive advisor community.	I envision all graduates reflecting on their exceptional advising experience that created a strong connection to Lerner and was the impetus for them to give back, both with their time and their resources (such as submitting surveys; participating in panel discussions, guest speakers, and the Lerner Executive Mentors program).
current	1.) Our team members are passionate, compassionate, and want our students to succeed. 2.) We are willing to do what it takes when we have to take on more advisees due to emergencies and turnover. 3.) We provide proactive advising on many topics. 4.) We provide different formats for advising students where & how they want to meet with us (in-person and virtual appointments and walk-ins). 5.) We are willing to solve student issues as best as we can without them escalating to the next level. 6.) We participate in recruitment events with great attitudes that shows how proud we are to be a part of the Lerner team and UD overall. 7.) We provide an NSO experience that helps new students to feel welcomed and that they belong to Lerner. 8.) We take graduating on time seriously and encourage our students to progress in their degree completion at a steady rate. 9.) We personalize our advising for each student, making sure to understand their individual situations.	1.) With recent budget restrictions, we are not permitted to attend any professional development that incurs an expense. 2.) We can attend a virtual conference (Univ. of Pittsburgh) that is free but it is in a busy pre-registration advising time, so some of us are choosing not to attend. 3.) We attend the free Advisor Network monthly meetings. 4.) We have had and currently have Lerner representation on the Advisor Network Steering Committee so that topics that are important to Lerner Advisors can be addressed. 5.) We have had advisors interested in presenting at the NACADA regional conference, but we were not permitted to continue due to lack of funding.	1.) We hold staff meetings with just our Lerner Undergraduate Office members virtually once a month. 2.) We hold advising meetings with our Lerner Undergraduate Office members AND a few departmental advisors once a month in-person. 3.) After the in-person meetings, we have lunch together. 4.) We don’t participate in any off-site community-building activities. 5.) We don’t attend any professional development conferences which undoubtedly fosters closer relationships between advisors. 6.) It is difficult to foster community with our students if we have them for only 2 years and then they move on to a department advisor. 7.) We try to get to know our students better but we really only have the advising appointment to do so and that time is full of the nuts-and-bolts business that needs to be covered.	1.) Some alums give back to Lerner by participating in panel discussions, as guest speakers, and Lerner Executive Mentors. 2.) Some alums submit surveys (Poets & Quants, etc.).
gap	1.) Not all advisors report to the Senior Assistant Dean. This can make consistent communication and procedures difficult to attain and maintain. All advisors should report to the Senior Assistant Dean. 2.) Our advisors’ caseloads are above the NACADA-suggested level of 300, which is for advisors who “just” advise and do not have additional projects/assignments. 3.) We don’t have a caseload-capacity plan of what to do when an advisor is out for an emergency or if we have turnover. 4.) Basic procedures, such as updating checksheets and storing them in our advising platform, need to be consistent so advisors doing walk-ins/drop-ins have access to updated information when meeting with students. 5.) We need to have advisors who have attention to detail and follow consistent advising procedures, as well as being given the freedom to advise to their personal style.	1.) Attending and/or presenting at professional development conferences needs to be an expectation of all advisors. 2.) Advisors should be encouraged to investigate other professional development conferences (other than NACADA) that would be helpful in their additional projects/assignments portion of their job. 3.) When advisors return from a conference, they should share what they learned with the rest of the team, if appropriate.	1.) Keep the staff meetings in-person and virtual as is, but maybe include different activities afterward, including off-site community-building opportunities. 2.) Attend professional development conferences that will promote community within our Lerner Advising team. 3.) Let’s call ourselves the “Lerner Advising Team” to promote a sense of community and cooperation. After all, teams have one common vision and that is to WIN! 4.) Advise students for all 4 years so we can get to know them better. 5.) Professors providing mentoring relationships is critical. Either have a few professors assigned to this in each department, or let it be a part of all faculty expectations so it is more organic. 6.) Having a physical place where students/faculty/staff can gather for community (such as a coffee shop) would foster better relationships. 7.) Advisors working a table at the Lerner RSO Fair would allow students to get to know advisors better. 8.) Having “Lerner Nights” at sporting events would provide an out-of-the-classroom experience for students/faculty/staff to gather.	We need to encourage students throughout their Lerner career that giving back is expected and will make them “feel good” to contribute to the Lerner community.

Question Type	Scholarship	Education	Community	Impact
UserID: 112 Area: Lerner Advising
Theme: Since we mainly provide advising resources and services to Freshmen /sophomores and transfer students..... A theme could be Igniting (the) Futures: through... Pioneering Scholarship (scholarship may need to be defined more), inspiring education, Inclusive communities, there by having a lasting impact via business and societal influence by shaping a better future! Together, we can make a lasting difference! Theme: NA
aspirational	I think that a forward thinking statement as it pertains to Aspirational scholarship from a academic advising/programming perspective would be collaboration. Collaboration will be at the core of our approach. We will foster interdisciplinary partnerships within and outside our institutions, creating a network of resources that extends beyond departmental boundaries. This collaborative ecosystem will ensure comprehensive support for our students, drawing on the expertise of educators, researchers, mental health professionals, career counselors, and other stakeholders.	With respect to innovation and market leadership and impact, academic advising center and its programming will empower students through personalized approaches, advanced technologies, and collaborative partnerships. It can and will shape future leaders, bridge departments, and foster lifelong learning. Academic advising/programming is indispensable, driving student success and institutional excellence.	A dynamic HUB. Lerner academic advising center would be a dynamic hub for inclusive community building with academic support program/services. This HUB will foster a welcoming and diverse environment that would be impactful and where students and thrive!	Through personalized guidance, innovative programming, and meaningful partnerships, academic advising center and supported programming will equip students with the skills, knowledge, and ethical mindset to create sustainable solutions and drive positive change in the business world and society at large. Together, (with faculty and larger campus community) we will help shape the future by nurturing socially responsible leaders who make a lasting and meaningful difference in their communities and beyond.
current	Five things we do well. 1) We make data driven decisions 2) Advising and leveraging Technology (online/communication tools) and its integration 3) Holistic Student Support 4) Partnership with Academic departments and university departments 5) Professional development.	Holistic approach: Advising considers students' overall well-being, providing support for personal, social, and emotional growth. Curriculum planning: Advisors assist students in navigating degree requirements and selecting courses that align with their academic interests. Academic success strategies: Advising programs equip students with study skills, time management techniques, and access to academic resources. Career exploration: Advisors guide students in exploring career options, connecting them with internships and experiential learning opportunities.	The five items are: Professionalism, Experience, Knowledge base, Friendly environment & our personalized approach: These strengths form a foundation for academic advising center , and building upon them will pave the way for further advancements in creating inclusive and impactful communities within academic support programs - as read recently a scaffolding approach.	1) Individualized Support: 2) Professionalism (respect, confidentiality etc) 3. Experience and expertise ( business professional experience and small business ownership) 4. Scaffolding support, helping students build essential skills such as time management, study strategies, and goal setting 5) Resource connection we simply bridge the gap to added resources and services on campus.
gap	Elaborating on the above, technological infrastructure needs to be supported as it support our data analytical tools. I think there is room to leverage our Data Utilization and Analytics...and to support training to(advisors) to ensure consistent and reliable data-driven practices and decisions, and more collaboration would help from an interdisciplinary perspective. In addition, since students/parents are our number 1 clients, we should have a more student centered approach to approach such gaps. Finally, all this is not possible without adequate professional development opportunities. I think it's important to establish a culture of continuous improvement and innovation of our resources and services. possible through assessment!	Some gaps maybe, limited integration of technology in order to have a personalized and proactive approach to programming and advising. Limited professional development limits our(advisors) ability to provide cutting edge guidance and support. Siloed approach is an ongoing gap, which limits a holistic approach to student support and success in and out of the classroom.	i think our approach would be to enhance training and professional development. Invest and enhance our use of innovative technology - which will improve efficiency, accessibility, and data-driven decision-making. Furthermore, collaborative initiatives with campus stakeholders - we are all not just one thing! - workshops, mentoring to name a few collaborative initiatives. In addition, expand outreach efforts to a diverse range of students, which will (in my opinion) cultivate a culture of inclusivity.	Create and set clear expectations, develop and foster a holistic approach to student development at the college level. Continue to strengthen partnerships with alumni and faculty - experimental learning is key and in some cases vital.

Question Type	Scholarship	Education	Community	Impact
UserID: 125 Area: Lerner Advising
Theme: Empowering student success through academic advising practices, student engagement, technology and advising innovations, partnerships, advising networks, and more. Theme: NA
aspirational	I envision the Lerner Undergraduate Advising unit as a nationally recognized business-advising community that is committed to fostering a supportive and collaborative environment. The unit honors the culture of holistic advising by identifying and focusing on students' personal and academic goals. The foundation of the community is built on centralized advising and a shared vision of academic success between student and advisor. What’s most notable is that this advising committee is well-equipped with cutting-edge skills and knowledge to prepare, empower, and promote student success in any avenue of a student's personal, academic, or career journey.	In five years, students would view the LUA unit as more than a place they can go to for course selection and help with registration, but a place with advisors that inspire them to discover and explore new academic opportunities. Advisors will know how to confidently and competently tailor their advising approach to help each advisee make informed decisions about their academic paths. Mentorship would be integral to the LUA advising model to teach students how to navigate challenges and stay motivated throughout their college careers. The impact would mean helping students with their educational aspirations and focusing on ways to achieve them.	The LUA's office space should be a bright, vibrant and welcoming space where students have space to chat, network, and collaborate. The space will be used for peer advising, group advising, and a hub for student-centered advising communities where students feel connected and empowered to thrive in their college environment.	NA
current	1. Work with other units across campus to identify ways we can work together to better serve our students. 2. Implement ideas and create services that aid in centralized advising. 3. Promote advising services at major UD recruitment events to stand out as a college that emphasizes the importance of advising during a student's academic career. 4. Share advising best practices with Lerner colleagues and other advising units across campus. 5. When possible, participate and attend academic advising conferences to discover and share new perspectives and insights. 6. Academic coaching and educational outreach.	1. The LUA unit offers a coaching and mentoring program named UDREAM. 2. The LUA unit encourages interdisciplinary learning discussing other major and minors that align with interests. 3. The LUA unit shares information about programs and opportunities with all or specific students based on interests.	a. The UDREAM program has done a great job of fostering community engagement for a specific population of students. b. Lerner Communications publishes student success stories and highlights on different UD social media platforms spreading awareness of the many opportunities Lerner students are involved in.	Helping students stay on track to graduate within four years. Increased support for students who are at risk of failing out.
gap	An important strategic step is supporting advising professional development opportunities. Advisors should be allowed to attend national conferences to learn about innovative ways to move the unit forward and offer funding/support to do so.	We can evolve by: - Developing advisor training programs that support strategies for mentoring students. - Utilizing technology tools and platforms for student engagement (university or Lerner-specific opportunities.) We should work towards hiring more professional advisors to reduce advisors' caseloads so they can focus on building more meaningful relationships with Lerner students. The high number of advisees per advisor makes it challenging to develop relationships with students that support inspirational education.	Organize more advising-related events and social gatherings. Create a functional, modern and inviting advising space.	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 49 Area: Lerner Career Services
Theme: Personalized Support - Professional Success Theme: NA
aspirational	The Lerner Career Services Center has a commitment to advancing knowledge and understanding in the field of career development, offering relevant resources, conducting research on market trends, and providing up-to-date information to students to enhance their career readiness and success.	Professional development should be embedded in the Lerner curriculum	We aspire to cultivate a community of future business leaders who, having benefited from our services, are inspired to give back and support the next generation of students on their own professional journeys.	Lerner Career Services Center is committed to empowering undergraduate and graduate students and alumni throughout their professional journey. Our mission is rooted in delivering comprehensive and personalized support, equipping students with the essential skills, knowledge, and connections required to excel in their chosen careers.
current	1. We are staying current with industry demands and emerging job markets 2. We implement innovative programs to serve the professional needs of students. 3. We work with IRE for career outcomes data	It would be good if we had a series of courses that built on professional development as the student advances through their college career.	We excel at building relationships with alumni, business members, employers, recruiters, students, Board members.	1. We already deliver quality 1:1 personalized career coaching to students
gap	We need more resources in order to implement these innovative programs with quality and scale. we also need more resources to be able to better track our students from internships to first jobs out of college to 5-10 years out.	We need more partnerships and support from faculty who are in positions to push this through curriculum committees.	We need more people in order to build, maintain and strengthen those relationships.	More resources to be able to offer 1:1 coaching to students as well as alumni. We should have a dedicated team that is working directly with our alum.

Question Type	Scholarship	Education	Community	Impact
UserID: 51 Area: Lerner Career Services
Theme: Need to reflect upon further conversation for this answer. Theme: NA
aspirational	In the top-5 of business career centers in the country based on qualitative service	NA	Need to reflect upon further conversation for this answer.	Need to reflect upon further conversation for this answer.
current	1. Lerner Professional Attire Fund	1. Involved in multiple networking opportunities for student, 2. Provide multiple professional development resources for career-seeking students and alum, 3. Make ourselves available to the Lerner community for increased awareness of our resources, 4. Becoming more educated in AI as a tool, 5. Collaborate with Lerner SOs and UD SOs for direct communication and feedback with students	Need to reflect upon further conversation for this answer.	Need to reflect upon further conversation for this answer.
gap	Need to reflect upon further conversation for this answer.	Need to reflect upon further conversation for this answer.	Need to reflect upon further conversation for this answer.	Need to reflect upon further conversation for this answer.

Question Type	Scholarship	Education	Community	Impact
UserID: 71 Area: Lerner Career Services
Theme: NA Theme: NA
aspirational	I'm not in a unit that regularly does scholarship.	Five years from now, Lerner will have a nationally recognized, leading career services program. Professional development principles and education will be fully integrated into the curriculum, so that every Lerner graduate will have a fundamental understanding of how to succeed as a professional in the workplace, and possess the skills required to do so. Lerner graduates will be sought after by top employers for their intellect, capacity, innovation, problem-solving and adaptability.	NA	In 5 years, Lerner graduates will be recognized and sought after as top recruits by Delaware Valley employer, and able to successfully compete in the job search process, getting offers for the jobs they want.
current	I am not on the faculty, so I cannot speak to this question except to say that the scholarship in career development is lacking. There are opportunities to do more substantive research into what distinguishes people who identify themselves as "successful" in their careers, as well as how various metrics of success can be predictably achieved. What are the variables? What strategies can be used to enhance one's ability to achieve career goals? These topics would seem quite clearly aligned with the work of a college focused on business and economics. Lerner faculty will seek out opportunities to collaborate with Career Services staff to research workplace trends, hiring practices, keys to career advancement and other workplace issues, taking advantage of combining the academic and program staff expertise to provide insightful and actionable data on how careers can be successfully managed and pursued.	1. We are lagging behind other land-grant state institutions when it comes to integrating career services support into the curriculum 2. We are ahead on our programming, including the Lerner Edge, the Lerner Executive Mentoring Program, and the Graduate Internship Program, all of which are models of innovation. 3. We are the top among UD colleges when it comes to direct student service in Career Services and support in professional development. 4. We provide excellent career services support for graduate students and alumni 5. Our staff is cross-trained, innovative, and regularly experiments with new ideas and approaches.	NA	NA
gap	I suppose faculty and staff could see one another as partners more consistently, which would not cost a penny :-)	1. The desire and interest is there, but other business schools of our size have triple our career services staff.	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 146 Area: Lerner Career Services
Theme: With dedicated IT staff, expand the Salesforce implementation across LCS (and other Lerner groups) with targeted system integrations for improved management of relationships (LCS with students/alumni/employers/community members) across the life cycle, stronger/more consistent data standards, streamlined business processes, and improved communications and analytics to grow the Lerner relationships. Theme: NA
aspirational	Recognized as a leader in Career Services that collaborates with undergrad and graduate students, alumni, employers, UD Faculty and Staff, and community members to provide a diverse range of high-quality services (including personalized professional and career development guidance for students and alumni) and premier programs (including the Lerner Executive Mentoring Program, Graduate Internship Program, and Lerner Edge Program).	NA	NA	NA
current	1. Conduct 1:1 professional/career development guidance and peer coaching sessions for over 1,500 undergrad/grad students and alumni. 2. Matched ~320 undergrad/grad students 1:1 with an Advisor (alumni) for a one-time, 30 minute meeting with a business professional through the Lerner Edge Program. 3. Maintained and managed >500 1:1 undergrad&grad student/Mentor (alumni/community members) matches in the formal Lerner Executive Mentoring Program. 4. Continue to offer semester and year-long Graduate Internship Program opportunities in collaboration with local companies and UD units. 5. Successfully organized large-scale career fair/networking events.	NA	NA	NA
gap	Implement coordinated CRM/data management across Lerner Career Services that includes college and university system integrations. The Lerner Executive Mentoring Program and Edge Programs have started this process with coordinated CRM and basic data standards utilizing Salesforce. These two LCS Programs as well as the Graduate Internship Program would find efficiencies using a single CRM platform (Salesforce) with coordinated data standards for managing and expanding these programs. This would also provide coordinated communications and overview reporting across all programs via a single system that would include a complete picture on student, alumni, employer, and community engagement in these programs. Major efficiencies would also be gained by these three programs and other processes/programs within LCS and programs across the college (ie, WLI, Alumni Relations) by integrating other college and university systems (including UDSIS and Alumni Relations CRM) with LCS Salesforce. A current, major gap between the vision and current state is the lack of a focused technical support and strategy team for Salesforce administration and development within the Lerner College. There is also a gap in that there are no Graduate level classes that teach Salesforce administration and development. With this education and online certifications, our graduate students could be a pipeline for LCS/Lerner Salesforce support (in addition to a full-time IT Salesforce team/manager).	NA	NA	NA

Resp#57

Question Type	Scholarship	Education	Community	Impact
UserID: 57 Area: Lerner Communications
Theme: Elevating Awareness of Lerner's Impact on Business and Society Theme: NA
aspirational	Becoming a source for media outlets seeking experts to comment on issues OR coming to UD's business college to cover innovations in business research and thought leadership	To be able to promote UD Lerner's graduate and undergraduate educational programs among the best in the nation and top in the region	Communications is helping with management of Lerner's reputation and ensuring that messaging to Lerner's constituents is consistent.	Lerner communications will be the go to for recommending experts for thought leadership.
current	1. trickling pipeline of information coming in about research and innovative classes 2. story turnaround in UDaily and Lerner blog is 7-10 days from when we are notified 3. coverage has yielded some media inquiries 4. professors/researchers are proactively reaching out with 'news' 5. better positions Lerner in web searches	1. Develop informative and engaging recruitment materials (videos, powerpoint presentations, emails) 2. Develop engaging student experiential learning experiences through photos, videos and stories. 3. Maintain timely and accurate course information on the Lerner website working with subject matter experts 4. Work with students to develop authentic student generated content 5. Showcase uncommon caring across Lerner units to show how these groups differentiate Lerner's educational experience.	1. We work well with various units across the college 2. Our colleagues are respectful of our process 3. We are transparent about when things go well and when they don't 4. Our project turnaround time is very good. 5. Colleagues across the University recognize the work we do.	1. Good relationship with Delaware State Chamber of Commerce 2. Good relationship with Delaware Prosperity Partnerships 3. Good relationship with local media to share information 4. Good relationship with AACSB accrediting board to identify ops for Lerner leadership 5. Promote stories where Lerner is involved in helping the community - CEEE; Tax Clinic, et.
gap	1. have a timely flow of information about accepted and published research - not sure what this process looks like but seeing coming from academic dept > dean's office > lerner comms or professor notifies all three groups at once 2. no changes to story turnaround time other than timely responses from sources 3. More media coverage by better aligning efforts with office of communications and marketing 4.Professors who are submitting information encourage colleagues to submit 5. Continue to enhance SEO efforts so Lerner is top of mind in searches	1. To make sure we are delivering the educational experience that we are promoting. 2. Develop MORE student experiential learning content. 3. Enable subject matter experts to take ownerships of pages and maintain content. 4. Provide resources to make it easy for students to generate content. 5. Continue to tell great stories focusing on the human interaction between Lerner's support units and students and highlight successful outcomes.	We need to be better aligned with leadership communications to ensure consistency across university facing and internal facing communications.	Need to better enhance relationships with influencers such as UD Government Relations and OCM to elevate awareness of Lerner leaders and societal programs

Resp#67
Resp#130

Question Type	Scholarship	Education	Community	Impact
UserID: 67 Area: Lerner Deans office administrative team
Theme: Departments need to take more responsibility for work that always resided with them. Since COVID, a new attitude of, "Not my job" has emerged, pushing everything to the Dean's Office staff. Chair's are hesitant to address it, because the work gets done. However, this leaves the Dean's Office staff little to no time to do what they were hired to do? Theme: NA
aspirational	The website on Grants is being redone (for Lerner only). It needs to be more concise and clean. All feedback is welcome. In 5 years, I would hope that obtaining and moving through the scholarship process would be a much easier process, rather than a hurdle that faculty despise and try to get around.	The Dean's Office is a hard-working, motivated team who you can rely on to answer questions. We are dedicated to the University's mission and the College's mission and put these two things at the top of our priority list.	NA	The Lerner College Dean's Office is an office that prioritizes the Lerner College mission by making time for our business and societal partners.
current	Good turnaround time from the Dean's Office. I can't come up with five answers to this question.	NA	NA	We do not have time to do these things.
gap	Listed a bit in first question. Make our current website more concise and clear. I'm working on this now. More transparency from department doing most research in college.	Everyone in our office needs to be respected at the same level. I don't mean we all need to be treated like the Dean. I mean that departments need to recognize that they need to do their work with precision.	NA	There is no time in our day to do these things.

Question Type	Scholarship	Education	Community	Impact
UserID: 130 Area: Lerner Deans office administrative team
Theme: NA Theme: NA
aspirational	NA	NA	NA	NA
current	NA	NA	NA	NA
gap	I think in the Dean's office, we need to take a look at where we are, and where we want to be, and streamline responsibilities/duties within the team to increase efficiency.	NA	At my last organization there was a huge push for community involvement/philanthropy. I was very surprised when I came here to learn that we don't do much? At JPMC, we would cook dinner at Ronald McDonald house twice a year, as a team. It was awesome team building for us, while doing something good in the community. We would clean parks, volunteer at Special Olympics (I ran an area called the Olympic Village, a fun place for athletes and their families to gather in-between events) or join bigger initiatives like Habit for Humanity. I was really surprised Lerner does do more. I would be happy to help organize projects if we did want to do more!	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 32 Area: Lerner Diversity Council
Theme: NA Theme: NA
aspirational	I hope to see research collaboration among LDC members to study and show the effectiveness of our initiations.	Hope to continue more educational sessions. I think Anu is amazing driving the change!	NA	NA
current	NA	1-Different session formats 2-Variety of speakers 3-Appreciation of diverse cultures and norms 4-Appreciation of different views 5-Level of inclusiveness	NA	NA
gap	NA	LDC could connect with the classroom better	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 77 Area: Lerner Diversity Council
Theme: NA Theme: NA
aspirational	Our board and affiliates will be presenting and publishing regularly on the importance of having and how to build inclusive business communities.	Diversity and inclusivity are a core component of all business programs and many courses.	LDC has high visibility and functions as a differentiating factor for prospective students.	UD/Lerner/LDC is known by recruiters for producing graduates and employees educated about and sensitive to the nature and strengths of DEIB.
current	1. We have diversity in our board (academic, personal, experiential) 2. Board members and general membership is passionate. 3. Effective and dedicated leadership 4. Incentives are aligned to undertake these projects. 5. Well-trained researchers available	1. Some faculty have experience teaching types of diversity courses. 2. Faculty are passionate. 3. Good support from the EDI office	1. Incentives are aligned. 2. Members are passionate 3.We already have a awards/recognition as a leg up on competitor schools.	Already well positioned- location, reputation/awards
gap	Need more time and specific goals/guidance to work on. Maybe more formalized work groups to ensure progress is made.	Need to convince more instructors to incorporate these components. Need to get more students interested/excited (maybe by showing the rationale and payoffs)	Need more activity / publicity / buy-in from administration. Maybe course release to focus on development. Conference attendance to make connections incorporate best practices.	More company outreach

Question Type	Scholarship	Education	Community	Impact
UserID: 104 Area: Lerner Diversity Council
Theme: The theme across all these responses is the integration of diversity, equity, inclusion, and belonging (DEIB) within the unit/area/major. Each section discusses the current state, aspirational goals, gaps, and strategic steps to be taken to advance DEI in scholarship, education, community-building, and overall impact. The focus is on fostering an inclusive environment, leveraging diverse perspectives within Lerner and the University and having positive societal impact regionally/nationally. Theme: NA
aspirational	Setting up a group/center that focuses on generating and sharing impactful, multidisciplinary research and educational outreach focusing on the significance of DEIB for businesses and stakeholders. Its aim would be to advance practical, practice-oriented knowledge that is accessible to organizations, with a specific focus on enhancing inclusivity. Example: https://kelley.iu.edu/faculty-research/centers-institutes/advancing-diversity-equity-inclusion-and-belonging-in-business/index.html. Here are some suggestions on how we can encourage scholarship in the DEI domain. * Faculty Development & Cross-Collaboration Initiatives: Invest in faculty development programs focused on the methodologies and theories relevant to business strategy and DEIB. Encourage faculty from diverse departments to collaborate on research projects through workshops/seminars, fostering a holistic approach to scholarship * Research Grants and Awards: Create an internal system that incentivizes and recognizes faculty research excellence in this area. Provide competitive research grants and awards to stimulate and celebrate impactful contributions. * Student Involvement: The Undergraduate research program is still under explored and it can cultivate a dynamic learning environment that bridges theory and practice. Our students have already demonstrated their high level of interest in DEIB topics. Integrate students into research initiatives, providing them with opportunities to engage in meaningful projects at the intersection of business strategy and DEIB.rrently directed in this direction.	Building upon the foundation set by the Lerner Diversity Council, I envision a future where DEIB principles are woven into the fabric of our business curriculum. A forward-thinking approach includes the implementation of a comprehensive set of DEIB courses embedded within the business curriculum, fostering a deep understanding of these critical concepts among our students. These courses will empower future leaders to navigate diverse environments with empathy, cultural competence, and strategic acumen. Additionally, faculty and staff learning events will serve as forums for continuous growth and development, ensuring that our educators remain at the forefront of DEIB scholarship and pedagogy. By fostering a culture of lifelong learning and reflection, we will cultivate a community of leaders committed to advancing DEIB within and beyond the classroom. Our commitment to DEIB extends beyond the university walls, with initiatives such as an early start camp for admitted students and a high school pipeline program. These programs will provide access to free college credit courses, introducing prospective students to the Lerner and Business school curriculum.	In the next five years, our unit is set to evolve into a vibrant and inclusive community at the forefront of innovation, market leadership, and societal impact. At the heart of this transformation lies the Lerner Diversity Council (LDC), weaving a fabric of belonging for faculty, staff, and students alike. Through open dialogue, shared experiences, and a commitment to embracing diversity, the LDC cultivates a sense of ownership and unity. When every member feels valued and connected, they're empowered to champion the collective vision of the Lerner College, driving positive change and achieving common goals together.	* Enhanced innovation and creativity through diverse perspectives and experiences. * Improved decision-making and problem-solving by considering a broader range of viewpoints. * Increased market competitiveness by better reflecting and understanding diverse customer needs. * Enhanced reputation and attractiveness to prospective students, faculty, and corporate partners. * Positive societal impact by promoting inclusivity, equity, and social justice within the business community and beyond.
current	None of our activities are currently directed in this direction.	What is working for us now: Active engagement and willingness to learn among faculty, staff, and students Unwavering administrative support for fostering a dynamic and inclusive learning environment * Student body serving as a catalyst for change through feedback and engagement * Alumni offering invaluable support and mentorship, including contributions to fundraising initiatives	What we are good at now: * Some faculty actively integrate DEIB-related issues into discussions of business strategy, fostering awareness and understanding among students. * We know it's important to include everyone and treat them fairly, but we need to do better at making sure everyone feels included. We know that some students who are people of color or from other countries might feel like they don't belong here. We want to help them feel more welcome and supported.	We are working toward the items in the previous section bits and pieces.
gap	Currently, we have no bandwidth/manpower to create a core group that focuses on scholarship in this area. There is potential for WLI and LDC to work together to foster this research focus since gender is one of the spokes in the diversity wheel.	* Lack of formal integration of DEIB principles into the business curriculum * Limited opportunities for faculty and staff to engage in DEIB-focused learning events and professional development * Absence of dedicated initiatives to introduce DEIB principles to prospective students through early start camps or high school pipeline programs * Minimal structured framework for alumni involvement in supporting DEIB initiatives and fundraising efforts We need to invest resources into filling these gaps. While the DEI minor/certificate programs etc can be designed to be expense-neutral, other initiatives like the pipeline program and the early start camps are less likely to be expense-neutral. Directing fundraising activities toward these initiatives.	Gaps between aspirational and current: * Lack of a structured approach to fostering inclusivity and belonging beyond individual faculty efforts. * Insufficient progress in ensuring everyone feels included and valued within the unit. * Limited cohesion and collaboration among different groups within the community. * Persistent challenges faced by students of color and international students in feeling welcomed and supported. Addressing the gaps: * Implement a comprehensive diversity, equity, and inclusion (DEI) strategy, led by the Lerner Diversity Council, to systematically address inclusivity issues. * Provide ongoing training and resources for faculty, staff, and students to enhance their understanding of DEI principles and practices. * Foster greater community cohesion through inclusive events, workshops, and initiatives that promote cross-cultural understanding and collaboration. * Develop targeted support programs and resources for students of color and international students to address their specific needs and enhance their sense of belonging.	NA

Resp#2
Resp#31

Question Type	Scholarship	Education	Community	Impact
UserID: 2 Area: Lerner Events
Theme: NA Theme: NA
aspirational	I envision Lerner Events maintaining its University wide leadership while increasing student attendance and involvement in events College wide while incorporating more Alumni and industry leaders.	NA	Lerner Events could bridge the gap between students by providing more student focused events of interest to young adults and other cultures.	NA
current	1) Lerner Events consistently provides events with excellence, providing events/programs that are impactful and meaningful to students, staff and faculty. 2) Lerner Events always listens to our clients and provides them with the programs/events they envisioned. 3) Lerner Events is inclusive and promotes diversity. 4) Lerner Events supports all Lerner College departments and programs. 5) Lerner Events guides how events/programs are planned and run in other UD Colleges by setting a high expectation.	NA	1) Lerner Events sends a biweekly email blast to all Lerner students in an attempt to engage students. 2) Lerner Events works with LDC, WLI and other programs to encourage equity, diversity and inclusion. 3) Lerner Events employs student workers and asks for their input when planning events in order to encourage more student attendance. 4) Lerner Events utilizes Eventbrite to offer an ease of registering for events for students, faculty, staff and community members. 5) Lerner Events works closely with Lerner IT and Lerner Communications to create well rounded events.	NA
gap	Lerner Events gaps are as follows: 1) Amount of events compared to the amount of time the team has available 2) Events that do not line up with the Lerner Events mission statement which take time away from College wide event planning and running. 3) Lack of appropriate venues on campus to host events.	NA	1) More faculty involvement in promoting events within their classrooms would help with student attendance and involvement. (ex- CANVAS) 2) Diversifying venues and activities at events to meet the needs of a diverse group of students offering events in different locations and at different times.	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 31 Area: Lerner Events
Theme: NA Theme: NA
aspirational	N/a	NA	NA	NA
current	N/a	NA	NA	NA
gap	N/a	NA	NA	NA

Resp#1

Question Type	Scholarship	Education	Community	Impact
UserID: 1 Area: Lerner Global Programs and Partnerships
Theme: Building an open network of global, borderless learning experiences. Theme: NA
aspirational	NA	We aspire to globalize the Lerner educational experience by creating borderless learning environments that facilitate a multi-directional flow of international and domestic students within a network of Lerner campuses and experiences here and abroad, undergraduate and graduate.	We endeavor to create an integrated cross-border community of Lerner students at the undergraduate and graduate level that can be leveraged to enhance the Lerner experience.	We endeavor to create global programs and international partnerships that promote an understanding of and tolerance for diverse cultures, beliefs and practices through the thoughtful integration of individuals from diverse backgrounds who share a common goal-- to learn and grow and contribute to peace and prosperity.
current	NA	We are good at sending domestic students abroad, receiving international students for Newark-based programs, sending Lerner faculty abroad to teach in China, educating Lerner students in a 4-year residential program in China. We have strong majors in international business studies and global enterprise management.	We have greater geographic diversity in our international student population at the undergrad level, we're rebuilding out international pipelines at the graduate level. Lerner students participate in the World Scholars program. We have a community of Lerner students in China who are about to spread out across the globe for graduate school. Many Lerner students study abroad for winter/summer or a semester.	We have developed meaningful and mutually beneficial relationships with important international partners, we've learned to negotiate effectively and respectfully, and to cooperate for a common good.
gap	NA	International programs function independently of one another, limiting their impact on the learning opportunities available to domestic and international students, here and abroad. We have a committed and passionate team of individuals with the knowledge necessary to break down the barriers that artificially separate global programs that educate international students and those that educate domestic students. What's needed is time, support from other units on campus, a unifying vision, and a clearly articulated and focused strategy to take our efforts to the next level.	We need to break down the walls that separate Lerner domestic and international students, here and abroad. We need to tap into the desire expressed by global-minded faculty and staff to engage in community building activities that create a distinctive Lerner experience. We will be in a better position to do this when the international team is fully up and running (as soon as Summer 2024) and can provide a central point to support and champion these efforts.	We need to keep learning through doing. With a strong team in place, we can move out of survival mode to develop ever more thoughtful and proactive approaches to community and relationship building.

Resp#110

Question Type	Scholarship	Education	Community	Impact
UserID: 110 Area: Lerner IT
Theme: Build on the Lener experience by establishing impactful technology services in close partnership with students, faculty, and partners. Theme: NA
aspirational	Partnering with Lerner research faculty and students to access data services and support innovative and impactful research methods such as AI. Provide easy access to resources that will enable students to explore existing research and develop their own scholarship goals.	Working closely with faculty and students to develop and support them with a structured technology stack that enables our students to scaffold their education using knowledge and resources from all of their Lerner courses.	Support additional experiential learning spaces and distribute IT support across student spaces. Providing Lerner students with easy access to people and resources where they meet and study.	Increase the visibility of Lerner College as a leader among peers and our community partners through access to technical resources, documentation, and partnerships.
current	Manage access and oversight of data services enabling researchers to better find and use financial datasets. Provide managed services for faculty using unique research computing systems Coordinate with researchers, data providers, and IT security to meet secure data management requirements	Provide students equitable access to technology resources for their curriculum, reducing the financial and technical burden on students Develop customized learning environments that simulate real world IT services or resources such as relational database systems Management of physical learning spaces across campus, providing our faculty and students access to a consistent and controlled learning environment	IT is increasingly providing support for student, alumni, and other engagement through events and program support Standardized digital signage platform, allowing for consistent and scheduled messaging across our Lerner footprint Student workers provide peer support and tier I support to our entire College, giving them both experience and allowing them to build connections with peers, faculty, and staff Engaged with IT leadership across business schools through the Technology and Business School roundtable. Community of peers that provides networking and knowledge sharing opportunities	Lerner IT is integrated into the decision making of software and services ensuring that areas such as accessibility are being considered and addressed. Lerner IT has provided hardware and resources to units supporting societal efforts such as tax preparation Lerner has reduced the number of duplicate computing systems by phasing out the majority of desktops, lowering our environmental impact
gap	Strategic acquisition and evaluation of data services. Identifying the usage of existing data, coordinating with faculty to source requests for new data services, building governance to evaluate and remove data services that are not contributing to research. Improve the accessibility of impactful and relevant computing/technology resources, such as generative AI, to all Lerner researchers (faculty and student)	Scaffolding core technology such as programming languages or visualization tools. By building on base technical knowledge we can lead our students towards mastery of key technology tools for analysis, programming, and research. Equal access to Generative AI resources for experimentation and experiential learning. This should be supported by informed experts as well as staff committed to fostering intellectual curiosity in this space. Modernizing our learning spaces to improve the quality of multi-modal and non-traditional teaching styles. This becomes a resource to develop and deliver unique programs inside and outside of the classroom.	Identify and highlight our faculty research and teaching initiatives. Capture it and present it back to Lerner and the University in a way that allows us to find common interests and relevant experts. Create a space dedicated to experiential opportunities and peer support outside of the classroom in the content area of Generative AI, Data Visualization, and Data Analytics. Students can work alongside peers to explore current issues and develop answers using specialized tools and equipment introduced through their classroom curriculum. Develop information sharing strategies across our distributed systems that are capturing and storing information about College constitutents, alumni, and engaged partners. Strategically plan and manage events across the College, reducing workload and allowing the College to elevate events and make them more impactful	Foster partnerships with industries to create experiential technology resources that can be used inside and outside of the classroom. Coordinate with researchers and others to develop services, processes, or documentation that informs or provides experiences for those outside of higher education

Resp#123
Resp#141

Question Type	Scholarship	Education	Community	Impact
UserID: 123 Area: Lerner Staff (focus on community and impact)
Theme: NA Theme: NA
aspirational	NA	NA	I envision the graduate program staff playing a key role in developing and maintaining tight-knit, supportive communities for the graduate students in their own programs and across other graduate programs in the college. I think the graduate staff can help add the "extra" things (excellent personal support, advising, career prep, etc. that can help a program truly stand out.	NA
current	NA	NA	1. We have relatively small programs, so it is easy to give the one-on-one attention and support to the grad students. 2. Staff is good at what they do and are knowledgeable and willing and wanting to help and also create that community atmosphere. 3. We provide high quality service to the students and work together to share information and help each other do the same in terms of grad programs. Staff are forward thinking, looking out for new opportunities to help and create programs/procedures to help grad students. 4. Staff has a good resource and support network. 5. Grad students are a great group of students to work with.	NA
gap	NA	NA	Hire a graduate program dean sooner rather than later (despite the hiring freeze) who wants to work with and support all of the graduate programs.	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 141 Area: Lerner Staff (focus on community and impact)
Theme: NA Theme: NA
aspirational	N/A	Over the next five years, I envision the Lerner Staff to continue to provide exceptional support to the mission of Lerner College.	I envision in the next five years that the Lerner Staff will work as a community to build a diverse and collaborative environment for the students.	By fostering an innovative environment at Lerner, the staff will play a pivotal role and have a huge business and societal impact in the community.
current	N/A	Lerner staff is highly professional. They understand the needs of the college.	I see the Lerner Staff having a big impact on the strategic planning process of the college through their functional expertise and their ability to work together as a community toward the common goal of educating students.	NA
gap	N/A	There needs to be a focus on data-driven decision-making. Processes should be electronic such as student files, graduation forms, and admissions.	More resources should be provided to make the learning process more engaging for the students.	NA

Resp#131

Question Type	Scholarship	Education	Community	Impact
UserID: 131 Area: MBA programs
Theme: NA Theme: NA
aspirational	NA	The MBA program is based on an integrated curriculum.	NA	NA
current	NA	The courses in the MBA program are taught in silos. Most students are unable to connect the content of the courses on their own and don't understand how the various components fit together. Concentrations and majors were created bottom up based on existing courses that are assembled to create something that resembles a major, instead of top down reflecting courses, that based on required learning outcomes should be developed and assembled to form the major or concentration.	NA	NA
gap	NA	Department chairs, area heads and instructors of the core MBA courses need to synchronize the curriculum and integrate individual course syllabi. Annual check-ins and updates could be coordinated after initial workshop. Additionally, each major could have a faculty "champion" who would be in charge of the curriculum for the major. That curriculum would be redesigned if necessary to include courses that need to be in the major/concentration, thereby breaking with the practice of designing the major/concentration base don what current courses we have available.	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 7 Area: Management
Theme: we aspire to be at the forefront of pioneering scholarship that not only advances theoretical understanding but also applies practical wisdom to solve contemporary challenges in the business world while cultivating next generation of management leaders. Theme: NA
aspirational	We strive to foster a culture of intellectual curiosity, diversity, and interdisciplinary collaboration, driving discoveries that address the most pressing challenges facing industries and societies worldwide.	Be the leader of education of Foresight and strategic decision making	NA	Lead the AI revolution research and take it to the business communities
current	1. Strong in behavioral side of management 2. with a diverse talent pool at different areas of management research. 3. behavioral lab	1. management major with a few concentrations	1. very good group of colleagues in helping each other out	We have limited outreach to business communities in our area.
gap	1. Lack of coherent theme for the department, even the management area. 2. embracing AI could be a direction to unify the group.	1. Create more innovative concentrations/minors: for example, Competitive Intelligence with AI, corporate foresight, etc	1. more interaction opportunities among faculties within management area and across departments.	1. Executive education in forms of certificated, EMBA, Workshops, etc.

Question Type	Scholarship	Education	Community	Impact
UserID: 10 Area: Management
Theme: Creating social value through research, teaching, and community Theme: NA
aspirational	I hope that we are known as a faculty that does high-quality, impactful work.	I hope we are known for providing personalized, high-quality teaching.	I hope we are known throughout the Academy of Management as a department that seeks to build community within Lerner, UDel, and the broader academy.	I hope we do research and educate students in a way that makes managers, employees, and our students better citizens of the world
current	1. We generally publish in high caliber research journals; 2. We protect journey faculty from service; 3. We hire collegial faculty who want to talk research; 4. We provide research resources as-needed; 5. We have excellent admin support!	I don't know!	I think our unit is very cohesive and collegial.	NA
gap	I think keeping summer support for research productivity is important. I have friends who have stopped working as hard over the summer because they are no longer being paid after a certain number of years with research support, and it just kills their momentum to continue publishing good research. We could also think differently about how we use our resources for a seminar series.	NA	We could be better at socializing new faculty members	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 24 Area: Management
Theme: The management area is all about PEOPLE. Leading them, coordinating them, understanding them, developing relationships with them, etc. Theme: NA
aspirational	We will develop new understanding and cutting-edge ideas related to management and human resources in organizations.	We will likely increase our focus on leadership and human resources. I think it's also helpful to highlight how the management major gives students a broad understanding of people and organizations, providing flexibility to students for their career.	I think we should reach out more to our alumni, in terms of advisory committees, speaking opportunities, etc. This will help to establish a stronger identity, like other areas do better (e.g., Accounting).	We will be highly connected with the business community and partner with them in many ways (e.g., research, speaking engagements, etc.).
current	We have a diverse range of management topics that are studied.	For many years, the management major has struggled with having a defined identity. The tracks within the major have helped a lot, but more is needed.	Our community is not very well-defined, but establish a stronger identity will be helpful.	Some faculty have done presentations to local businesses, which would be good to highlight (e.g., on our website, etc.). We have also partnered for research projects as well.
gap	We could increase our focus on human resources, and we could collectively identify some broad focus areas to identify connections among research areas.	Pushing forward with our plan to develop concentrations in the major will be helpful. I also think we should target Leadership and Human Resources as key aspects to the Major's identity, and then sub-topics underneath each of these.	We should establish Management student clubs and an alumni advisory board	We need to reach out to businesses and develop stronger relationships with them.

Question Type	Scholarship	Education	Community	Impact
UserID: 40 Area: Management
Theme: There is no theme connecting these in my responses, but we should pay more attention to what we can and should do with corporate governance, given that DE is the center of CG in the US and around the world, that we have the Weinberg Center, which, under new leadership was supposed to be less disjointed than it was before. Over 60+% of Fortune 500 companies have their HQ in DE, we have the Court of Chancery, and both of these present a lot of untapped potential. Another theme we could explore include competitive intelligence. Both CG and CI are interdisciplinary, so several departments or groups could be part of building up research and programs around these topics. Theme: NA
aspirational	Continue to publish in top journals in our area, top journals being defined based on evidence (e.g., impact factor, citation counts, and other metrics, not a randomly selected index like UTD24).	People teaching in a major or in the same core program, coordinate their syllabi.	My aspiration for management scholarship is that our accomplishments be recognized and acknowledged by all members of the P&T committee as equal to those of others from other departments, specifically, econ, finance and accounting. My aspirational goal is to foster a culture of respect for each others' research, without special "marketing" or PR to get in front of the dean or other leaders. People's work should be noticed for what it is, not adjusted upwards or downwards based on biased perceptions. A mutually accepted list of journals could help in this process, as would the elimination of the college P&T committee. As far as inclusivity, I would like to see real deep-seated inclusivity, that is reflected in people feeling less marginalized and excluded. Events to promote inclusivicy are nice but only the first step, and generally garner an audience of people who are already inclusive. Those who need it most don't show up.	If our tenure is measured, across all disciplines, so that it's not just the number of A pubs that counts, we will start making impact on business and society. People will work towards the goals they are given. Change the goals, and the outcome will also change. If you want business and societal impact make it so that such impact truly counts in our evaluations. Incentivize us to do research and teach in a way that is impactful.
current	The TT members of the management area produce top notch research that is regularly published in our journals with 4-5% acceptance rate. We would like to continue this with an increase in our TT faculty, however in recent years approval for hiring has come too late for us to be able to find top notch candidates. Our search failed as a result this year. And with new austerity measures we will not be able to have a search at all to boost our numbers and to even have faculty to cover the existing classes.	I think we are all individually pretty good at teaching our classes but we do not talk to each other. This results in students experiencing classes in silos and don't make the connection between what they learn in different courses. "Business" never becomes an integrated whole for them.	I think we are on average pretty professional and easy to get along with. Apart from that, I can list a number of things we are doing extremely poorly. These things hurt the community. Both in my department and area as well as in Lerner there is an undercurrent of gender, race, ethnic background and functional area discrimination. While these things, as well as nepotism all exist at other universities, they reach disappointingly high levels at Lerner. One of my faculty members wrote an anonymous note about ethical violations that go unnoticed leading faculty to adopt unethical behaviors themselves thinking it is the norm.	Business and societal impact does not come into play in evaluating anyone for teaching (CT) or research (TT).
gap	Approve the lines we request for CT and TT strategy and OB faculty. The Dean's Office has been aware of the dire straits we have been in for years. They have seen the numbers of retiring faculty and are aware of faculty who left for other reasons. If we can't hire faculty to replace those who left, and can't staff classes with adjuncts because of AACSB, the only option is S contracts to TT faculty. If people's time goes to teaching, they can't do research at the level expected in this strategic reorganization. Additionally, several of the research active faculty are underpaid and have been making up the shortfall in their salaries by teaching extra classes. UD has no incentive plan in place to reward top scholarship like some other institutions do. Therefore, tenured faculty are not incentivized to perform scholarship beyond the bare minimum. Bringing wages to market levels would help. Asking to do more with less will probably not.	We should start talking to each other and taking pride in our teaching. CT faculty should lead the charge on this as their unique contribution is teaching excellence.	The changes to reach aspirational level at the community level require a culture change. I don't know how to change culture from the outside, because a lot of that has to come from within. People occupying positions of formal and informal power probably don't think there is a need to change or would see change as a threat. People who are not in positions of power don't have the wherewithal to change culture. Given the current state of the college P&T committee, I think disbanding until further notice might be the best idea to reduce the bias in the promotion process. If that is not possible, a more balanced demographic would be preferred. Last year there were 9 men and one female on the committee. This year there are 8 mean and 2 women. There is barely any to no racial diversity and minimal ethnic diversity.	Please see above - I think I answered this earlier.

Question Type	Scholarship	Education	Community	Impact
UserID: 41 Area: Management
Theme: Value, celebrate, and reward work regardless of workload and discipline, and provide resources (staff labor) to support grand impact work of faculty. Many of us could do soooo much more with more time, and time can be awarded with supplemental labor (expensive pipe dream, I know, just sharing thoughts). Theme: NA
aspirational	Management area research has demonstrated impact in addition to premier academic journals that is accessible by practitioners and the faculty are respected by stakeholders as leading experts on identifiable topics (not so academic that non-academics don't understand it).	Undergraduate students understand and appreciate the value of a major in management and the management major will no longer be among the smallest in the college at graduation. Graduates with a Management major are known by their employers as high-potential leaders who are critical thinkers with effective solutions and strategies.	There is no class division between TT and CT faculty, no exclusionary practices. All faculty have the same voting power and respect equally the expertise each other brings in their domains .	The Management area values impact that extends beyond pubs in top journals, current students, and alumni donors, to include underserved communities in the area and abroad.
current	Scholars and our department do really great research grounded specifically in OB and strategy.	NA	NA	NA
gap	Value and celebrate research with practical/broad impact outside of acceptance in a top pub. Provide communications support to work with faculty to translate academic pubs into practitioner pubs and create and promote a practitioner focused journal/online outlet for these.	more experiential learning and staff resources for adding professionals from industry into our courses so students can practice what they learning in real time in the real world. Currently this isn't done as much as it could be because it takes so much time. Labor would help.	NA	Little to no credit is given to faculty toward promotion or annual performance reviews making an impact on special groups outside of current students and alumni, like in other countries. We need to find a way to make this value in one of the three Research, Teaching, and Service, regardless of the weights assigned. Currently, if someone makes terrific impact in these ways, it is shown no value because it only falls under 5-10% of someone's workload. It should matter and be rewarded (promotion, performance scores,) and celebrated (media attention, invited internal talks, etc.) regardless of weight.

Question Type	Scholarship	Education	Community	Impact
UserID: 43 Area: Management
Theme: NA Theme: NA
aspirational	NA	NA	NA	Center of Excellence in Advance management training at Post Graduate level.
current	NA	NA	NA	1. We have a Pocket MBA program with PCS and it has been quite successful with Incyte Corp. We started with one cohort with them in 2022, now we have two cohorts in 2023-2024. There will be another two cohorts in 2025.
gap	NA	NA	NA	1. For the PocketMBA program, we still have a open market out there with Christiana Hospital, Gore, Dupont, Bank of America, PMC, etc. One of the change I am envisioning is to change the Case study presentation to a competitive simulation. Based on my teaching/training experience, it will truly help working professionals to know the operation of a business and appreciate how all the different functions/area we cover in the teaching portion relate to the competition and how their decisions will save or kill an enterprise. 2. I would like to gradually set up a center of excellence in Competitive Intelligence training for working professional at Lerner. A preliminary market analysis based real market job data suggests a significant potential market for CI course/certificate/degree in northeast and mid-Atlantic area. I have taught CI course at senior undergraduate level twice and will start to offer a MBA CI course this summer. We can design a CI certificate with three or four courses for working professionals. Collaborating with Council of Competitive Intelligence Fellows will give us a boost in recognition, teaching materials, guess lectures, etc.

Question Type	Scholarship	Education	Community	Impact
UserID: 65 Area: Management
Theme: The four pushpoints could be configured to resemble a diamond. Delaware is known as the "diamond state". All four pushpoints are connected in various ways, with the faculty, administration, and staff as the bridge facilitating the connections (i.e., at the center of the diamond). Underlying that is the theme that we are responsible for ensuring these connections continue. To be honest, the more I typed out this idea the worse it sounded, but I wanted to offer something. Theme: NA
aspirational	I envision a management group that is continuing to contribute to knowledge regarding various aspects of business, at a high level (in terms of publishing outlet), with high impact (both among scholars and practitioners), and embracing the multi-disciplinary nature that is management research (i.e., organizational behavior, HR, and strategy).	Providing students with educational offerings that reflect the current business landscape, without constantly shifting to chase the next new buzzword or trendy topic--focusing on the core, fundamental aspects of knowledge necessary for business leaders, but combined with newer offerings to also provide students with knowledge on the most current topics and trends.	NA	I envision an area that is providing significant and meaningful impact on both the scholarly and business community through both research and engagement such that the faculty not only conduct the research, but serve as a bridge between the scholarly and business communities.
current	1. Having a strong push for publishing research in the most prestigious outlets; 2. Having a group comprised of scholars conducting research across various disciplinary divides (e.g., I/O Psych, OB, HR, and Strategy); 3. Scholars who are engaged with businesses (either in terms of data collection or consultation); 4. Scholars who are engaged in the broader scholarly community (e.g., engagement at conferences by presenting or attending, reviewing, serving on editorial boards, involvement in leadership role within the scholarly community); 5. Accepting and supportive of different research designs and approaches (e.g., qualitative, quantitative, lab-based research, archival, interview, survey).	I don't think I've been here long enough to provide an educated assessment of this.	NA	1. Publishing research that utilizes real-world data (e.g., surveys, archival data, interviews); 2. Supporting each others research; 3. Disseminating research through presentations, conferences, etc. 4. Incorporating our own research into the courses we teach.
gap	1. 2-3 more hiring lines, but at the senior (Associate/Full) level. We had a lot of retirements among senior faculty, which placed a lot of pressure on the current group of senior faculty to take on significantly more leadership and service roles. 2. Maintain the current level of financial research support. The research support has been great, so I would want to see it maintained. 3. Think through a way to reduce time required for teaching, without reducing teaching load. Having smaller sections of a class will allow for us to provide more value to students by allowing them to not just be someone sitting in a lecture hall, but also allowing us to not get bogged down in teaching, which comes at the expense of research time.	1. For some courses, we could provide 2-3 different versions of the course. For instance, a few sections could be structured to provide a course that is primarily lecture-based, while another could be discussion-based (e.g., covering research articles, Harvard cases), and another could be applied (e.g., consulting, business simulation).	NA	Greater emphasis on our potential to serve as mediators and bridges between the scholarly and corporate contexts.

Question Type	Scholarship	Education	Community	Impact
UserID: 73 Area: Management
Theme: The Importance of People (or Workers) to Organizations Theme: NA
aspirational	Just FYI, I'm filling this out off the top of my head and don't have anything formally prepared. That being said... I think with our core group of young(er) faculty including Sal, Stacy, Scott, and Beth, we are set to compete with many aspirational management departments across the country in terms of publications and impact (however it is measured). In terms of areas, we are set to lead in women's issues or diversity more broadly, as well as HR (even though we don't have a formal undergraduate major yet).	I think we have the faculty to create a very nice HR major. I also think teaching business history is important and neglected.	NA	NA
current	It is very good. We are good at: 1. Gender Issues 2. Strategic HR 3. Teams 4. Greed 5. Methods	NA	NA	NA
gap	Honestly, it's all about resources for research-active faculty - less teaching, more funding (RAs, equipment, travel).	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 95 Area: Management
Theme: NA Theme: NA
aspirational	I would like to see Lerner as a top research program focused on addressing critical global challenges through interdisciplinary research	What if we shifted our focus from disciplinary training to interdisciplinary problem solving - helping students identify problems that are important for them to solve and then build teams of scholars that can help guide them in those solutions. I think doing that would be tremendously inspiring to studnets. Instead of having students ask - 'when am I going to use this"? They would be asking 'what do I need to learn in order to have an impact on this problem?".	How could we expand our definition of excellence and our metrics for promotion and tenure? I still believe that we want our faculty to strive for EXCELLENCE, but I think that what constitutes excellence in scholarship, education and service can be a much broader definition. I think doing so requires shifting our metrics, as well as shifitng the kinds of activities that we ask people to engage with and how they do so.	NA
current	We currently have fantastic faculty that are doing amazing research. What would it look like to bring that faculty together to do some problem centered research - rather than looking for gaps int heories, what could we do to identify key problems in the world and build world class/interdisciplinary teams to address these problems. I think that could be tremendously inspiring, build community among faculty, and allow us to see the impact of our work more directly.	NA	NA	NA
gap	NA	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 106 Area: Management
Theme: NA Theme: NA
aspirational	On the OBHR and research side, I envision us being a leader in terms of teams and workplace relationships research. We will continue attracting and retaining high-quality faculty and maintaining and expanding our culture of high-quality scholarship. I want UD to be the place my external colleagues want to work. When we have the people who do innovative research, this translates to innovative teaching, and sets us apart from our peer institutions.	Tying back to our faculty scholarship, I see us differentiating ourselves in terms of experiential learning and team experiences. I could also see us developing an HR minor or major.	I think a lot of my scholarship answers apply here - I want our area to be a place where my external colleagues want to work.	Our students to continue to be employed. I also want UD to be the university businesses think of when they want to partner with a university for research. I want our research to be disseminated to the public and the university.
current	1) We have faculty who have produced some really cool theory pieces (#goals), 2) We have a number of faculty who do interesting and innovative teams research (utilizing multiple methods), 3) We have multiple faculty who do research on workplace relationships, 4) We have faculty who excel in multiple methods (quantitative, qualitative, and mixed methods), 5) Our faculty generally like to help each other develop research and talk about research when we get together which is fun and comes across during our job talks with candidates, 6) Faculty are involved outside of UD (e.g., Academy of Management), 7) We have generated some buzz with external colleagues because we generally have great people who work in our area, 8) we have the BUAD behavioral lab	1. We have some great teachers! 2) I'm still learning about others' methods, but our faculty engage in innovative teaching methods, 3) faculty are willing to help other faculty improve their methods and courses, 4) faculty use experiential methods, 5) we have support for our teaching (e.g., Lerner IT, Canvas support)	These overlap with my previous answers, but I think we do a good job of helping each other (although people have to be proactive) with research and teaching.	1) This is not my area, but the Women's Leadership Initiative does a great job of partnering with the community and businesses, 2) Some faculty work with businesses with their research, 3) faculty prepare students for the workforce
gap	To continue to attract and retain amazing faculty who do cool research, I think we need to continue to think of ways to support research in a way that aligns with some of our peer institutions. I'm not sure entirely what this looks like yet, but for example, it might make sense to have individual research funds for faculty and/or to continue to have course reductions/reduced teaching loads for research active faculty. Because our area doesn't have a PhD program (and I agree that is good because they take a lot of resources), we might need to be creative to think about how we can cultivate a similar research environment without doc students (e.g., post docs?). I'm not sure how this fits with the current budget situation, but I think we have to continue to support research if want to keep attracting and retaining good people (can you tell I'm in OBHR? :)).	We need to hire more OB and strategy faculty. I believe all classes are full and it will be hard to do a lot of experiential teaching with large class sizes. If we develop an HR minor, we would need another HR faculty (although we do have faculty who can teach a lot of the classes).	I think we might need to do better at the socialization process with newer faculty. When new faculty come, we might need to think more about how to onboard faculty into our area.	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 126 Area: Management
Theme: NA Theme: NA
aspirational	I envision this area to be engaged in a wide variety of research efforts.	I envision the Management area to become much more relevant and inclusive as an undergraduate major area. I think currently we've taken traditional areas that all fit together and broken them up into separate fiefdoms. I see a Management (or call it Organizational Leadership, or whatever) department that offers a host of majors that all focus on strategically aligning and orienting business. The degree would be tailored to the environment that the students aspire to join. There would generalist programs like Management, Global Enterprise Management, & Entrepreneurship. There would also be targeted programs like Human Resource Management or Sports Management. To accomplish this, I envision us updating and meshing together our course offerings around specific knowledge, skills, and abilities that we want for our undergraduate students. I envision us offering a management minor for non-Lerner students. This would allow students all across the University to be able to develop similar skillsets to be more effective more quickly in their own chosen profession (e.g., art history with a minor in management for those interested in running museums or studios).	I hope to see more vibrant student organizations around management, that are student run and focused on building a community for like-minded students at UD. I see the BUAD department re-unifying around our core programs rather than creating fiefdoms where we each own classes and scheduling to promote self-interest. I see the college becoming more collegial around our mission of research and teaching.	I believe each major at the university should be developing advisor committees made up of local businesses and UD alumni who have a vested interest in the University's success. This could be due to recruiting and hiring, or due to shared identity with UD students .
current	This area is engaged in a wide variety of research efforts.	Currently, we exist in silos based around fiefdoms that more senior faculty have built up to create autonomy and control for themselves and their personal interests. We offer great classes, but with little thought about how students view our programs and what each one offers. We develop new courses, but with little thought to how it relates to other courses being taught in the college. I do not believe this is unique to UD, I believe this is the norm for colleges to date.	I believe our area has a great community within the area, and a strong community within our department.	NA
gap	none	We have fantastic faculty that are great at delivery course content, but to go to the next level we need people dedicated to programmatic enhancements and refinements. I believe our curriculum is still largely anchored in the 1900's style of business education. I believe a review of specific course requirements are due for each major to make sure we have the right base of courses, including breadth requirements, supporting and foundational knowledge (e.g., communications, writing, society and social issues, etc.) I believe this will require a rather extensive list of possible changes to our degree requirements. I also think this opens up the opportunity for our department to engage with other departments on campus to offer compelling classes.	Student groups will require faculty advisors with vested interest in the success of the groups. It will take considerable effort to build these groups. More than any faculty members current workload allows. This may mean altering workloads to give more time for service. Developing advisory committees for our major programs, expanding our community to those companies and alumni who have a vested interested in helping us deliver world class educational opportunities.	To develop stronger ties with the business community, I believe specific faculty resources have to be dedicated to that success. It will take considerable efforts to build and maintain these relationships. More than any faculty members current workload allows. This may mean altering workloads to give more time for service.

Question Type	Scholarship	Education	Community	Impact
UserID: 138 Area: Management
Theme: NA Theme: NA
aspirational	Management research at the Lerner College of B&E is shaping management behavior in the US in ways that reduce income inequality, improving the path to prosperity for millions	Students earning management degrees at the Lerner College of B&E are fluent in the language of business, ready to use evidence-based best practices while also willing to create new solutions by thinking outside the box.	NA	The income inequality gap in the US is beginning to shrink, thanks in part to the research conducted by Lerner B&E management faculty in collaboration with the Weinberg Center, and public policy experts at the Biden School. (and probably many more - but you get my drift)
current	I don't have 5 items to list. But it seems to me our management faculty has significant expertise in OB, particularly with regard to leadership and team dynamics. If we wanted to tackle income inequality Smith's work on paradox could be helpful (answer the question "how can a CEO define personal success as both individual wealth AND employee wealth; Takacs-Haynes work on greed could be helpful; how could we cross it all with the expertise of the governance group - how to promote comp committees that look out for all stakeholders, not just the C suite? (Sorry to ramble)	I find few inspired students. Most of the management major seniors that I teach struggle with business basics: the importance of a strong value proposition, the concepts inherent in a value chain or any real understanding of how raw materials get turned into finished products, financials (like profit margins) and the necessity of being able to talk through a business' numbers. Or maybe they're not struggling - maybe they just have little confidence - which is also a problem for business people. They don't have basic research skills - which is our fault for not assigning research projects that make them go use the library and its resources.	NA	Strong OB expertise in leadership & teams Strong expertise in "both/and" thinking
gap	Wow - I don't know the answer. The first step is to develop the motivation to collaborate on this topic. (Or if not this topic - any topic that we chose). I'm not a career academic, as you know, and one of the peculiarities of academia (it seems to me) is that tenured professors can research anything that interests them, and tenure track professors need to tackle increasingly obscure niches that no one else has explored. So how to motivate people who are both high achievers and highly individualistic to identify and work together on a common area - I think that that is the challenge.	Assign research projects to build competency in the idea of evidence based research, competency in understanding industry and macro dynamics. What can we learn from Horne - those students have great grasp of value prop. What can we learn from finance - in general, these students seem to me to be better prepared as business people, better knowledge integration.	NA	Probably answered earlier - how to motivate people to align research efforts. As far as I know, there are no big problems toward which the group is working a solution.

Question Type	Scholarship	Education	Community	Impact
UserID: 9 Area: Management Information Systems
Theme: NA Theme: NA
aspirational	Fintech is at an amazing innovation speed. I envision the MIS department to grow (with more hires) and be in synch with the Fintech. Marriage between (strong behavioral) MIS research and FinTech can generate productive outcomes.	I envision the unit to be in collaboration with more firms, and enhance the classroom-firm ties.	NA	I hope to see researchers' work be more visible in the media.
current	1-Attracting faculty 2-Sustaining faculty 3-Teaching quality 4-Breadth of courses offered 5-Chair's (C. Levine) support in faculty's success	1-Breadth of courses offered 2-Placement rate of graduates 3-Great advisory board to provide feedback	-Have members within LDC -Support for international students (mentoring and advising) -Serve nearby communities (tax clinic) -Include various forms of participation for students to express themselves and feel included. -Action Promise wall	NA
gap	-One strategic step we could take is enhanced collaboration. This will enable us to use resources and time efficiently, and also enhance scholarship. -Class sizes are getting larger which impacts not only teaching effectiveness but balance between teaching and research. -We could differentiate among TT who publish premier journals better (e.g., teaching load reduction, monetary, etc)	1-More MIS faculty hires can help alleviate the increasing class size (at least enough to replace retired faculty) 2-More manageable class sizes enhance the teaching faculty's passion/commitment in the classroom. 3-In addition to research seminars, we could have firm seminars to keep ties strong.	Inclusiveness within can be even stronger. Faculty can embed the importance of inclusiveness in classes, or via the help of LDC members. An inclusive community can be even cross departments/colleges. Bringing colleges together can not only eliminate barriers among students with different training but also can benefit faculty.	The scholarly work findings do not seem to reach their potential to impact society/businesses. I think shorter HBR-like papers of high-quality work can enhance the visibility of school, and department. It doesn't (heavily) count towards tenure, so faculty may face trade off.

Question Type	Scholarship	Education	Community	Impact
UserID: 36 Area: Management Information Systems
Theme: NA Theme: NA
aspirational	I envision the Accounting and MIS department being split to allow for the creation of a new department for MIS, Business Analytics, and Operations Management. This will allow for more collaborations between faculty for research and teaching. In addition, I believe MIS should create a new programming core course for all business majors to increase their technical abilities and remain more competitive on the job market.	NA	NA	NA
current	NA	NA	NA	NA
gap	A new department would need to be created and resources allocated accordingly from prior departments that housed these programs. The combination of the three areas (MIS, Business Analytics, and Operations Management) will put us in a stronger position to sell the value of our students to companies and fundraise on the skills and programs we offer.	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 53 Area: Management Information Systems
Theme: NA Theme: NA
aspirational	Over the next five years, the MIS area will redefine scholarship in the digital age. Our focus will be on pioneering research that enhances the connection between theoretical knowledge and business applications in the fast-evolving landscape of information technologies (e.g., digital platforms and AI). We will cultivate a vibrant academic community where innovation, interdisciplinary collaboration, and a deep commitment to addressing grand challenges set the standard for excellence. Our group will establish ourselves as a regional leader and authority for contributing transformative insights to the MIS and related fields. Moreover, we will strive for broader impacts by preparing students with rigor and knowledge of cutting-edge technologies, strengthening ties with business organizations, and empower local communities.	NA	NA	NA
current	1). We have a few top and productive researchers hired over the past years; 2) Our faculty members have an array of diverse research interests and methodologies; 3) The department has been protecting research active scholars, especially assistant professors, by reducing teaching loads/preps and encouraging internal research discussion and collaboration; 4) We are inviting world-class researchers outside UD for seminars; 5) Hard to think of the fifth one.	NA	NA	NA
gap	1) hire one or two well-established, openminded, and visionary researchers to boost our research productivity and leadership; 2) rewards for conducting top research; 3) help establish an environment where scholars can interact with business organizations; 4) initiate new centers to promote high-impact research projects and collaborations; 5) provide guidance and incentives for a more community-engaged scholarship to increase impacts within local, regional and national communities.	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 72 Area: Management Information Systems
Theme: NA Theme: NA
aspirational	More publications	More innovative courses	NA	More connection with industry
current	Good collaboration environment	Developing good course and delivering in good quality	It's very good currently	Publications and grants
gap	Enhanced research support (e.g., computing resources, experiment support, conference travel). To make our name and academic influence known in the field, elevating conference travel support is important.	NA	NA	Bring more business connections to the college

Question Type	Scholarship	Education	Community	Impact
UserID: 107 Area: Management Information Systems
Theme: Enhancing academic and educational excellence by providing more supports, IT resources, and opportunities of working with industry. Theme: NA
aspirational	MIS will consistently be one of the pioneering areas that explore the intersection between information technologies, businesses, and society. As artificial Intelligence is reshaping businesses and organizations, there are more MIS related topics need to be investigated. Therefore, MIS area will have many innovative outputs and exert impact on various facets.	The number of students in MIS or choose MIS courses will stably increase.	We will have a more diverse and inclusive group of students and faculty. Also, we will work more closely with local businesses in DE.	More specialized data skills that could be provided by MIS programs , such as cybersecurity, financial modeling, healthcare analytics, will be increasingly important .
current	Encouraging ideas exchange and collaboration, many research active faculty, good publication records, insightful seminars, connecting with the broad research community,	High-quality courses, connections with several financial institutes, active students, career support, good placements.	We have connections with local businesses so that the capstone projects allow students to solve real businesses problems with them by using some technologies.	We have several specialized courses, faculty have various research area, interdisciplinary nature (Accounting and MIS), connections with industry, research active
gap	1. Having regular and in-depth discussions about specific areas and IT applications, such as e-commerce, social media, healthcare, cybersecurity. 2. Providing more technical resources, such as high performance computing and its workshop, can be instrumental in advancing research.	More advanced courses might be needed to enhance the students' analytical skills.	More communications with local residents and businesses. Having some workshops or webinar about how IT or data analytics can improve performances and wellness.	More collaborations with local businesses. For instance, researchers can work with businesses to design experiment, collect data, and do analyses.

Question Type	Scholarship	Education	Community	Impact
UserID: 13 Area: Marketing
Theme: NA Theme: NA
aspirational	I think/hope we will be still in the top 100 schools based on UT Dallas rankings (my area is marketing). I envision that we will be leaders in the Delaware community.	NA	NA	NA
current	1. we publish papers in the top 4 marketing journals 2. we have a strong location which helps us recruit great scholars 3. we have a behavioral lab that is great for gathering data 4. we have a great IT department that helps with gathering data 5. we have started to give faculty 3-0 teaching loads to encourage higher quality scholarship	NA	NA	NA
gap	Recruiting more faculty will allow us to enact policies such as reduced teaching load as a reward for publishing in A journals. Recruiting more TT faculty will also improve our scholarship culture.	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 23 Area: Marketing
Theme: NA Theme: NA
aspirational	Marketing traditionally is a "two-sided" field with the quant side analyzing archival data and the behavioral side running experiments. However in the last several years the borders have been blurred and now everyone is analyzing archival data and everyone is running experiments and field studies. The quant people traditionally had more training in economics and statistics and the behavioral people more training in psychology, sociology, etc. However that is also being blurred with PhD programs training everyone in both (to some degree). Hence my prediction is that the two sides of marketing will become more and more similar in terms of methods, theory, and data collection methods. So where do I see marketing in five years? Doing research on impactful problems related to consumers in the broadest possible definition, using both archival data and experiments (field or lab), and analyzing the data with sophisticated ML and AI tools that will allow both interpretation and causation inferences. I predict that the subject matters that will be more palatable to our researchers will be about the triple bottom line: consumer welfare, firm's financial success, and society/environmental protection. For example, donations, healthcare, financial decision making, privacy.	The following comments are about our undergrad program and how to make it more unique given everyone and their brother are teaching marketing: 1. in general, be more quant oriented because this is what the marketplace wants and needs. I've heard the econ students are taking the best quant marketing jobs, and I am not surprised (and good for them!), but it shouldn't be that way! 2. related to (1): teach statistics for bschool majors and incorporate the needs of marketing students specifically into the class syllabus. While we do some of that already, the reality is that students don't have a good grasp of the basic stat concepts. Maybe consider not accepting any alternative courses except for what we teach. 3. create more unique marketing classes teaching cutting edge material. Bring top industry people to teach them. It will also help with engagement, future opportunity for our students, and perhaps even development down the road. For example, current AI trends in marketing. This course will undoubtedly be oversubscribed. We can also think about cutting edge courses our faculty can teach, for example a quant advertising/digital class that will center around the attribution model and other measuring methods. Another example can be a pricing class that will cover both quant and behavioral methods and can be in collab with econ. While it is unlikely that our UG students will go on to price anything in the near future after graduation, having the knowledge to understand organizational decisions is important. In my MBA class, pricing is often the topic most of them mentioned as most enlightening/relevant (I realize this comment makes me identifiable, but that's okay!). 3. along the same lines, build the sales minor as it is a unique hands-on program (Suresh is really amazing!), and build collaborations with other majors such as business analytic because likely many students are already double majors. 4. sections of the intro class for marketing majors. The intro class is required for many uni majors and therefore the background of students in this class vary a lot. Having dedicated major only sections should prepare students for the next courses in the sequence better. 5. to summarize: maybe we need two marketing majors: quant and sales/advertising. Everyone will start the same (intro, marketing research) and then split. There will be overlapping electives, but the required courses will be different. 6. I'd like to see the marketing club do more and engage more with students, faculty and alumni. Perhaps more resources should be allocated to that. It is so impressive what the investment club has done, we should learn from them (regarding the hierarchy among students). Some half baked ideas include using our resources to help small local businesses and perhaps charging them for that. As for the grad programs: 1. We tried offering a concentration in marketing but failed to garner interest, so we're collaborating with business analytics to offer the marketing course as elective. A bunch of students have asked me where is the next marketing class and were astonished to learn there isn't any. Increasing the number of students taking the marketing class is a good first step. 2. We have to do something with the in person MBA. I wish we could have a flourishing program with a good mix of international and domestic students, but this is the puzzle of most bschools that are not top schools. One potential solution is to turn it into a master program that will be a feeder into top PhD programs because they now require active research experience. More generally, I wish we had a center for teaching excellence in the bschool. Many of us grapple with the same issues: how to get students more engaged in the classroom, should we allow laptops, how to design and carry out engaging activities, what are the best exams/grading formats and schemes etc. After teaching for so many years I kinda know what works for me and what doesn't but I am always looking for new ideas. I think that bschool students are unique in the sense that we prepare them for work not research (although unfortunate, this is the reality) and everything we teach is and should be applied. Hence a university center that caters to everyone might not be so relevant for us. I am also less interested in hearing how one person is doing one thing that works for them in their class. I would like to learn about practices that transcend subject matters and styles.	NA	There are lots of business in Delaware, and many more online, so there is an opportunity to offer certain certificates based on our expertise. The uni already took one away from us--there is a social media/digital marketing certificate that we're not involved in. All businesses need marketing, even those that traditionally haven't used it like hospitals. My MBA students who are doctors are amazed how relevant the course is to them because they thought it would not be. Capitalize on that and offer workshops. Not everything needs to be charged--maybe offer some initial workshops for goodwill and then they'll see the value in coming to our MBA program.
current	1. We have a strong group of TT assistant professors who consistently publish in top journals. We also have a strong senior faculty, each in their own niche--transformative consumer behavior, theories about the self, and text mining. 2. We've seen very strong collaborations inside the group and with other groups in the business school and on campus. Besides formal research collaborations, there is a lot of help and goodwill. We support each other wrt research (and teaching), through discussions but more importantly through actions such as help with programing, reading each other's papers, recommending relevant literature, online talks, conferences etc. I am fortunate to have very productive and knowledgable colleagues as my office neighbors, which makes coming to the office regularly extremely worthwhile! 3. After many years in which our behavioral side was strong, we're now building the quant side, which is important because like mentioned above, the border between the two sides became blurry. 4. The marketing camp--our one-day conference in which we bring four researchers and engage in a stimulating day of research. We also do other seminars, mostly online, and present our own research. 5. This comment is about the school and resources: we provide really good resources for our researchers: the behavioral lab (both the space and the quantity of participants), computing power, plenty of UG/G research assistance, and access to niche conferences that allow more intimate interactions with other productive faculty in the field.	1. marketing is a desirable major and evidently we are the second largest major in the bschool. 2. our faculty are super engaged teachers, who genuinely care about their courses and students and make consistent effort to improve. We collaborate (share materials and ideas) both among instructors of the same class and across courses. 3. I do two activities in my undergrad class that are hands-on, memorable, and conversation starters in job interviews (so I am told). I am sure my colleagues have such activities as well. They break the rhythm and keeps students engaged. Some courses are ALL about that (like in the sales minor). 4. we teach the basic relevant stuff in our curriculum (since we added marketing analytics). 5. we keep in touch with our alumni, both personally (like individual faculty with their former students) and through the marketing club.	NA	NA
gap	1. Hire more TT faculty. Best if we can hire advanced AP. This will help stimulate the research environment, bring new knowledge and connections. It will also help with teaching as we are relying on many adjuncts in marketing now. If we have more TT faculty we can offer unique courses that other marketing programs don't have, thus making our UG program more unique. Some ideas include prosocial marketing, an advanced analytics class, a quantitative advertising/digital class (which will come after marketing analytics), a financial decision making class (in collab with finance). 2. More seminars, both in person and online. We don't do too many of those because sometimes it is embarrassing that we are such a small group of active researchers who come to these talks. But honestly, we shouldn't be embarrassed and just invite whoever we want. I'd like to have a school-wide website with all talks, dates, and reminders. Marketing draws on other fields so going to talks in statistics, psychology, and other areas in the bschool (econ, finance, OB...) can bring new ideas, collaborations, and resources. I get that doing it at the uni level may be overwhelming, but maybe at the school level? 3. The junior faculty teach three courses a year in one semester. That gives them time to work on their research the rest of the year. Consider rewarding senior faculty for top publication in a similar fashion (like finance is doing). It would be both motivating and helpful to continuous productivity. 4. An idea I am against: starting a phd program. We will not get good research students, and it will suck our resources (time and money).	1. split the major into two tracks to attract better students for each track 2. hire faculty and specialized adjuncts to offer advanced cutting edge courses 3. direct more resources to the marketing club, perhaps open a small consulting shop or a "digital marketing department" for small businesses that don't have it in house. Build a hierarchy such that seniors are project leads, juniors are specialized associates (like in digital/social media or data analysis), and sophomores are research associates (that help with things that don't require knowledge from advanced classes and experience). Treat it as a course for the faculty advisor due to the time commitment needed. 4. teach a major only sections of intro and do it on a faculty rotation (assuming many would like to teach those sections) 5. fundraise among alumni and companies that take many of our students for class activities, marketing club activities, and underprivileged students. Development should engage faculty to come up with activities that can be funded. asking for small donations is the way to go here, because it seems way more feasible, not to mention fast. 6. open a bschool center for teaching excellence (that should also be in charge of the teaching awards)	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 60 Area: Marketing
Theme: NA Theme: NA
aspirational	I hope the area continues to get stronger in terms of publication quality (UTD, FT50 pubs), research impact, and editorial status.	I hope that we can improve the placements of our undergraduate students, that is get more of them into the jobs they want.	NA	NA
current	We are a relatively young group that already has some good pubs. There is the potentially for a very strong group if we continue to do interesting and relevant research.	NA	NA	NA
gap	High quality research takes time and energy. If time is adequately protected and one's energy spent on valuable activities, that will go a long way to making the envisioned future a reality.	Having a more cohesive curriculum which includes a feedback loop from advisors (faculty, alumni) that helps keep content relevant.	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 63 Area: Marketing
Theme: NA Theme: NA
aspirational	Grow our focus on high quality research in both quant and behavioral marketing; be on par with institutions like Penn State re: research productivity and support	I don't have strong feelings here	NA	NA
current	Resources are there when I ask for them; some colleagues engage in interesting, high quality research	Professors are passionate and put a lot of effort into creating engaging content	NA	NA
gap	To be competitive with high caliber institutions for faculty research quality, we need to offer research semesters (3-0 teaching load) as a given, continuing summer support, and firmer guarantees of research support. It would also help to create a marketing seminar to improve visibility.	We could encourage more cohesion in material taught across sections and uniformity in programming/statistics and other software use	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 84 Area: Marketing
Theme: NA Theme: NA
aspirational	NA	NA	NA	NA
current	Impactful publication; public presentations at academic conferences; collaboration with companies; research that has potential for policy implications; interdisciplinary research	Increase code-infused classes, more hands-on case studies, provide opportunities to explore different career paths, provide more opportunities to connect with alumni, more discussions on the real life business discussions	pursue diversity in hiring, host inclusive activities, many opportunities for conversations	NA
gap	If budget permits, support/encourage more conference presentations and encourage more interdisciplinary research projects	Provide students with more training in coding and in quantitative methods; if possible, invite alumni back and share more about their recent work experience and skills involved	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 85 Area: Marketing
Theme: I personally agree with Dean Yao that expanding our research and education to include generative AI is crucial for the continued success of Lerner Business School. Generative AI has great potential, but it's most effective when grounded in theory. So, it would be ideal to pursue generative AI in research and teaching under the umbrella of our faculty’s interdisciplinary collaboration across areas and departments. I believe that one of Lerner’s strengths is our faculty’s interdisciplinary research and collaboration across departments. We can leverage this strength when pursuing generative AI. For example, generative AI can help marketers create images and messages, but it's more effective when we incorporate marketing theories in various contexts such as brand management, hotel management, or sport management. When revising our program to incorporate generative AI, I propose offering team-taught courses by faculty across different areas and departments. This will allow students to learn fundamental theories, AI skills, and their applications in various contexts. Theme: NA
aspirational	Proposed a theme at the end.	NA	NA	NA
current	I believe that one of Lerner’s strengths is our faculty’s interdisciplinary research and collaboration across areas and departments.	NA	NA	NA
gap	NA	I think expanding our education to include generative AI is crucial for the continued success of Lerner Business School	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 105 Area: Marketing
Theme: NA Theme: NA
aspirational	* Encourage research that integrates AI, ML, AR, and blockchain into current methodologies. * Encourage collaboration with sociology, CS, and data analytics for fresh insights. * Lead the way in promoting sustainable business practices and ethical marketing strategies, addressing pressing societal issues such as environmental conservation, social responsibility, and consumer well-being. * Forge industry partnerships for relevance, fostering continuous learning. * Champion diversity and inclusion within the academic community, fostering an environment where diverse perspectives are valued, and underrepresented voices are heard, leading to more comprehensive and impactful research outcomes. * Utilize social media for broad dissemination, engaging stakeholders. These strategies will establish marketing as a trailblazer, driving innovation and societal impact in the coming years.	In the next five years, our marketing education program will pioneer cutting-edge teaching methods integrating AI, AR, and blockchain, lead in agile curriculum development, and champion sustainability, fostering responsible leadership for a dynamic, ethical marketplace.	- Create online platforms: Develop virtual communities and forums where members can collaborate, share ideas, and seek mentorship or advice. - Promote campus-wide events: Marketing lectures, workshops, and cultural events to encourage participation from diverse groups within the university and regional community. - Amplify success stories: Showcase achievements of students, faculty, and alumni through newsletters, social media, and website features to foster pride and engagement among the university community.	* Thought leadership: We'll lead the way in a specific area of marketing, shaping its future. * Industry relationships: Through partnerships and collaborations with industries, we'll create more opportunities for our students. * Reputation boost: By sharing our success stories and showing how we make a difference, we'll make our unit and university more attractive to talented people, funding, and partnerships, helping us make even more positive changes. * Empowerment & positive change: Everyone's voice matters. We'll create a welcoming community where all backgrounds can contribute, fostering innovation and social responsibility.
current	While our area consistently produces high-quality research, we lack a distinctive reputation in any specific domain. Unlike some institutions renowned for their expertise in branding or quantitative methodologies etc. , our department has yet to establish a distinct identity or specialization within the field of marketing.	- We are not flexible enough to execute innovative courses/teaching methodologies. - Our curriculum/workload doesn’t allow for experimentation with courses - Insufficient industry involvement in our classrooms/curriculum	We have the marketing camp that we do once a year. We don’t have any kind of online platforms where we get together and share info or develop community. A simple WhatsApp group would be a good start. While we have our research series during the semester (when we are not hiring), It doesn't elicit interest campus wide.	NA
gap	Strategic Steps to Bridge the Gap: Establish Specialization: Identify key areas of strength and interest within the department, and allocate resources towards building recognized expertise in those domains, whether it be branding, consumer behavior, or digital marketing. Enhance Interdisciplinary Collaboration: Foster a culture of collaboration with departments outside of traditional marketing disciplines, encouraging joint research projects, seminars, and workshops to stimulate cross-pollination of ideas and methodologies. Integrate Sustainability Across Research: Embed sustainability and ethical considerations into research agendas, incentivizing faculty and students to explore topics related to environmental conservation, social responsibility, and consumer well-being. Strengthen Industry Partnerships: Develop strategic partnerships with industry leaders, leveraging their expertise and resources to inform research questions, access data, and facilitate knowledge exchange, ensuring that our research remains relevant and impactful.	* Integrate innovative teaching methodologies integrating AI, AR, and blockchain into marketing education. * Industry-relevant curriculum development, adapting swiftly to industry changes. * Champion sustainability and ethical marketing practices, inspiring responsible leadership. * Hire enough faculty to teach courses so that at least occasionally faculty can have the bandwidth to try new courses	See previous answer.	* Build online communities: Create virtual spaces for students, faculty, alumni, and industry experts to connect, share knowledge, and offer mentorship. * Increase campus involvement: Host inclusive events, workshops, and cultural activities that encourage everyone to participate and work together on important social issues. * Share success stories: Use social media, newsletters, and website features to celebrate the achievements of individuals and projects, highlighting the positive impact of our community. * Develop a distinctive reputation: Aim to become known for excellence in a specific area of marketing, guiding our hiring and research efforts to support this goal.

Question Type	Scholarship	Education	Community	Impact
UserID: 122 Area: Marketing
Theme: NA Theme: NA
aspirational	The marketing area at Lerner College doesn't just exploring the latest trends—we help set them. With a strong team focused on collaborative innovation in terms of research and teaching scholarship, we aim to drive every facet of marketing, from consumer behavior to marketing analytics to digital marketing to sales and beyond!	The marketing are needs to prioritize staying ahead of the curve in terms of technological advancements and emerging trends in marketing. This could involve developing undergraduate and graduate programs in marketing analytics. We need to foster a culture of creativity and experimentation that incentivizes faculty to experiment with new courses and programs. We need to embark on new initiatives aimed at increasing student enrollment and retention, fostering alumni engagement, and strengthening partnerships with external stakeholders.	NA	NA
current	We have a strong team of academic researchers that have been focused on delivering quality research. As a department with a number of younger faculty, we have been able to foster an environment of collaboration across disciplines. We have had good support for research in terms of small research grants, especially for junior faculty, and good support for dissemination of research in terms of attending conferences, etc.	We have a committed team of faculty who are all excellent teachers focused on student engagement and growth. We updated our curriculum a few years ago to bring a stronger focus on analytics. We offer a number of electives giving our students more options in terms of selecting an area of focus. We offer a number of options for students to minor in different areas within marketing - advertising, sales, business analytics, entrepreneurship, etc.	NA	NA
gap	While our research has been fairly strong, we are not yet at the level where we can attract and retain talent from the top research schools. We need lower teaching loads with greater support in terms of research funding for purchasing data, conducting field research, etc. We also need to encourage teaching scholarship by creating incentives for faculty who are adopting innovative methods in the classroom (both online and in person) to publish peer-reviewed research on pedagogy.	We need to cater to the needs of the industry job market. The greatest growth in terms of entry-level positions for fresh college grads (both undergraduate and graduate) is in Sales and Marketing Research / Analytics. Marketing Research / Analytics job are expected growth at 13% by 2032 according to BLS (https://www.bls.gov/ooh/business-and-financial/market-research-analysts.htm). I do believe we have an opportunity to offer an MS in Marketing Analytics. The only major school offering an MS in Marketing Analytics in the area is from University of Maryland and they have been very successful. I also believe there is an opportunity to offer a sales certification program at the graduate level.	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 132 Area: Marketing
Theme: Experiential opportunities + impact on society Theme: NA
aspirational	Conducting meaningful research for both industry and public policy makers, picked up by relevant news outlets, sharing insights with others - more than incremental.	Opportunities for students to develop their own pathways with course selection, internships, and other experiential opportunities as guided by industry needs.	Students feel like a cohesive community (similar to ENTR and Horn)	Giving back to local organizations such as non-profits.
current	Focus is more on A or other level pubs, often with small contributions that don't have as much impact / relevance for industry.	Current program is not significantly guided by industry and there is fairly limited selection in terms of courses offered as electives. Unclear whether students out of a general Marketing major feel truly prepared to enter most career paths in Marketing.	A lot of majors and less of a community feel - even with Blue Hen Marketing Club which is quite large.	NA
gap	NA	Provide students with more direct links from courses they take to the jobs they could have (e.g., tracks/ suggested coursework combinations), industry input as guest speakers or a board to have more input into curriculum, case competitions, trips/ hands-on. Need to really revisit what other schools in the area are doing, and where our strengths are, and potential to leverage alum and adjuncts to create a unique program. Opportunities for cross-disciplinary collaboration both within Lerner (MIS/ Analytics) and outside of Lerner (Comm, Fashion, Public Policy, etc.)	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 142 Area: Marketing
Theme: The best business education and research for the best world for all Theme: NA
aspirational	Considered THE place for scholarship developing theory, methodology, and applications with positive societal impact	attract and maintain students who engage with their companies and communities to enhance the triple bottom line	Diverse, respectful, multi-faceted, inclusive area where all can succeed	Research and graduates renowned for directly and indirectly making the world a better place. Directly by developing and implementing solutions to grand challenges. Indirectly by working with companies and NGOs, at all levels (e.g., board members, entry to C-suite employees, volunteers, donors) to develop and implement on-the-ground approaches to address key issues facing individuals, communities, and the planet
current	consumer decision making, transformative consumer research, developing marketing metrics, individual differences, multimethod approaches,	NA	collaborative	Our courses often emphasize sustainable, long-term marketing
gap	hire some faculty with proven track records to augment the current group	offer enough sections to enable students with interest in marketing to try it out and engage with us.	Build engagement with external community, provide opportunities for students who do not normally consider college to come to UD (Bigger than area), recruit more broadly - e.g., with less emphasis on our personal networks.	Representation on corporate boards. Students in C-suites. Recognition of big issues

Question Type	Scholarship	Education	Community	Impact
UserID: 15 Area: Operations Management
Theme: The OM area should help students equipping quantitative mindset and philosophical thought process so that they can contribute to various business sectors and society by providing valuable, actionable, and well-balanced insights. Theme: NA
aspirational	Based on the rapid growth of analytics, I believe the OM area should find a way to establish a great business analytics program by closely collaborating with MISY area.	I would like to have my students learn a lot more about modeling skills that are understandable and interpretable. These methods can potentially provide valuable business insights, but often considered outdated. Nowadays, many analytics methodologies tend to follow the trend of machine learning / AI, i.e., black box models. I strongly believe that Lerner students should receive comprehensive education through a well-balanced curriculum.	I don't have a clear idea on this aspect, but I want Lerner students to become Data Philosophers. Not technicians, philosophers. I strongly believe that being a quantitative philosopher is possible.	NA
current	Statistics; Optimization; Operations Research; Process Modeling; Supply Chain	Optimization; systematic problem solving skills; hands-on experience; probability modeling; key theories in OM	NA	NA
gap	I personally believe that empirical research might be a bit weak in our area at the moment. Empirical OM studies tell a great story showing that actionable insights can be successfully cultivated from datasets. It fits very well to the theme of analytics.	Like I mentioned previously, we may need to emphasize the importance of having a model that can provide knowledge. Coding skills, advanced computing, and AI tools are all very important, but a fantastic story-telling is often possible only through well-designed interpretable models.	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 80 Area: Operations Management
Theme: Pushing the frontier of process excellence. Theme: NA
aspirational	Lerner should be known for "pushing the frontier of process excellence". Collaboration between researchers, business practitioners, and policymakers to bridge the gap between theory and application should be encouraged.	Under the theme of "pushing the frontier of process excellence", we can parse the words to identify aspirational education. Students who can "push" must be excellent at communicating, persuasion, and project management. Students at the "frontier" use code, data, modern tools, methodologies, and technology; they also are engaged through experience at the frontier. Students who focus on "process" know about systems thinking and embrace "The Goal". And "Excellence" implies students can optimize and AUTOMATE; and are business-savvy enough to add value to processes in any business discipline.	Need more engagement and easier engagement with industry. Possibly a "process excellence" consultancy (maybe as part of a data science consultancy) that is comparable to Vita Nova, but for operations management students. All engagements would require some aspect of being on the frontier (maybe tech or method or some other attribute that is untested in the field).	1,000 community members engaged in Lerner's drive for tech-driven process excellence with a focus on automation and optimization of processes/decisions. (probably need more thought on this).
current	Areas of traction include: 1) Aligning behaviors of supply chain participants, 2) optimization, 3) modelling, 4) decision-making under uncertainty.	Lacks thematic distinction and strategic alignment, but students are happy and the major and MBA courses are delivered by very well-received professors.	Nice OM club for students. Need to tie OM to larger academic communities, maybe data science? or Horn?	NA
gap	Let's make sure we are at the frontier by engaging industry/govt, using modern tools, and trying to get innovations into practice.	not sure.	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 97 Area: Operations Management
Theme: Relevance Theme: NA
aspirational	I honestly haven't thought much about this part of the loop (and to be honest, haven't contributed much to it lately), but I passionately believe business research should be relevant with real-world applications.	We are the predominant second/third major in Lerner, along with a variety of concentrations, certificates, and special programs. (NB I am focusing mostly on UG education in my answers)	We are a touchpoint for students from many majors across Lerner (as well as the whole university).	We have regular interaction with organizations to inform impactful research and classroom topics.
current	NA	1. Lerner is large enough (and UD has the reputation) to leverage broad opportunities and options for students, but small enough for personal attention to students and their development. This is a competitive advantage over other public institutions. 2. We have passionate teachers in our group. 3. Employers everywhere demand the skills we teach. Graduates can work in any type of company or industry.	NA	1. Our group has a variety of interests and training which makes us able to work in a variety of contexts. 2. We have great outreach with Lerner comms and career services 3. Our OM graduates are a tight/loyal community who will be interested in working with us 4. We have a really desirable (geographic) location for an R1, as well as being the most powerful research organization in the state 5. Students seem interested in experiential learning and meaningful work, so they could be easily convinced to join projects
gap	NA	Create more focus in the curriculum, specifically by refining our major/courses/programs to support service operations. While we should definitely maintain some coverage of supply chains and traditional mfg ops, these are not the markets we're pulling students from or placing graduates into. Core curriculum should be around project management, process improvement, and spreadsheet design and analytics. I also have a ton of ideas about electives, special programs, or maybe certificates (e.g., a project management certificate that includes a course on projects, a course on processes, and a business communications course). We absolutely need more teaching capacity. We need more awareness/publicity of what we do and what we can offer students. Susan already does great work on this (and is working with Caroline this semester to do even more). But this may involve more aggressive tactics...maybe even talking to high school students? None of us is surprised that no one comes in with a declared OM major, but this may require outreach beyond Decision Days and BUAD 110. This also overlaps with the business & society aspect.	1. Rework curriculum (from previous page) and publicize accordingly to make OM the most popular second major. 2. Keep good alumni connections to bring them back for projects and hiring.	How do we incentivize this over safer, more publishable research (apparently I am tasking the 10 of us to solve the publish or perish trap) Smart outreach and publicity

Question Type	Scholarship	Education	Community	Impact
UserID: 147 Area: Operations Management
Theme: NA Theme: NA
aspirational	Produce significant, academically recognized scholarship on topics important to businesses in terms of achieving and sustaining competitive advantage while being aligned with societal and environmental needs.	Operations Management can be helpful to students in many business majors by increasing their abilities to think logically about challenges and develop effective solutions. The major has strong potential to be the leading choice for a second major (among students who choose to double major).	NA	NA
current	NA	Teaching students to use math tools and logical thinking to address problems, design processes, and improve processes. Teaching students how to align decision making with strategic priorities. Helping students be well-positioned to get good employment.	NA	NA
gap	NA	We could do more to help students learn to understand, shape and frame complex problems so they can develop solutions that are more effective. We need to structure our curriculum (especially the breadth courses) to make it easy to students to pick up OM as a second major without significantly lengthening their path to graduation. We also need to look for additional opportunities to promote the major to help students see how it adds value to their resume and their ability to be successful on the job.	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 153 Area: Operations Management
Theme: None Theme: NA
aspirational	We have new faculty publishing in the field's top-tier journals, I would the area to continue to recruit and retain more such faculty	OM area faculty are doing well teaching both OM and Analytics classes. But a large portion of OM is being taught by just one instructor (for various reasons). It is my hope that going forward we will have more resources (faculty who are expert teachers in different OM and Analytics areas)	Hoping for the department to be more diverse in terms of future faculty / staff hires	In terms of business impact, I expect students learning from various majors (like OM, Analytics, etc.) to be applicable in the workplace, which would be a wonderful business impact to have
current	Recent TT hires are very productive A senior faculty member who is also very productive and publishes in top-tier outlets	Excellent teachers (at least two faculty have won MBA Teaching awards in the last 5 years) Passionate about teaching relevant material Faculty willing to share their experience and knowledge	We have a good department with excellent colleagues, especially important given our size	NA
gap	Need to provide better support (reduced teaching load, creative teaching schedule that allows more time for research)	Resources -- the one instructor unfortunately has to take on multiple overload sections to help cater to demand; having one / two more faculty will make for a better learning experience	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 50 Area: Sales / Lerner Sales Advisory Board
Theme: Sales is a life skills that everyone needs to use/develop. The UD Sales Minor program allows our students who want to have a career in sales to be better prepared than any other university in the country by injecting real-world education. For those students not wanting to go into a career in sales it prepares them to sell themselves via the interview and also prepares them to have the confidence to sell themselves for a future raise/promotion. If resourced correctly, this program should increase full-time job/internship selections along with getting much more business community sponsorship revenue/involvement leading to increase revenue dollars to the UD. Theme: NA
aspirational	Everyone sells irrespective of your major. I believe the sales minor program should: 1. Increase in terms of students from 120 to close to 300-500 students in the next 5 years. 2. 50% of the sales minor students should come from majors/schools outside of the Lerner business school-Need a better branding/marketing plan to extend our reach within the University and by also educating high-school/middle school business education students. 3. 90% of all sales minor students should have obtained multiple job offerings before they graduate 4. Outside sales minor sponsorships should increase 3X compared to today and revenue to the University increase to over $1M via 3 year commitments to the program	UD should be in the Top 10 Universities in the country in terms of offering a unique Sales Minor program (Currently there are 150+ sales programs in the US)	We are very Lerner business school based with many marketing/finance students. We have branched out to include Entrepreneurial Students. We need to go further with 50% of our students being majors outside of Lerner. We also need to do a better job of educating minority students to choose our sales minor program.	As stated earlier, I think we can bring in significant revenue to the university (over $1M in business sponsorships on a yearly basis). This would allow us to be 100% self-funded and also bring additional, real dollars to UD's Lerner business school. We should also have the goal that we will teach/help every student on how they can better "sell" themselves for a full-time job upon graduation whether they go into sales or not. Every students needs to be better prepared to interview (sell themselves) when they graduate from UD!
current	1. Students are very engaged in real-world sales related topics (Elevator pitches/roles plays/sales calls, etc)- UD is now of 150 Universities in the U.S to offer some form of sales major/minor program (out of 4000+). 2. Adjunct Professors/Instructors have a ton of real-world experience and spend a lot of time outside of the classroom helping students grow (resume reviews/interviewing, LinkedIn work, etc) 3. We are starting to see non-business majors (ex. behavioral science students) take the sales minor which is great! 4. Outside businesses are starting to understand the value of our program and are hiring UD students actively for full-time positions/internships. Very large companies (Ex. BASF/Paypal/State Farm/Stanley Black & Decker) are now active partners and extremely engaged with our students/programs. 5. A very high-number of students enroll in the sales minor and finish the sales minor (very little attrition/defections)	1. Students are excited/very much engage with the real-world sales education they obtain 2. Students love the current sales competitions and are excited to compete for the financial prizes awarded based on the judging of outside industry sales experts 3. We offer numerous courses with different venues (ex. Negotiation, Sales 101 Role Playing, Sales Management-elevator pitches-Why someone should hire them?, Sales Operations-use of sales apps, etc 4. Recents Sales minor graduates come back to UD to explain the value they obtained from the major and get involved in our program-They are excited to give back! 5. We have numerous outside companies engaged with our students and being offered internships, etc.	1. We are starting to target UD communities outside of Lerner with our branding/marketing 2 We are starting to educate high-school/middle school students about the sales minor program-Going to the DE middle/high school business education conferences, etc 3. We have done a great job of building an initial business community to support our sales minor students via the Sales Minor sponsorship program 4. The small adjunct faculty within the sales minor program is very tight/supportive team and works extremely close with Suresh Sundaram.	1. We have over 12+ current sales minor sponsors committed to over $300K over 3 years (numbers might not be 100% accurate-See Suresh Sundaram for details) 2. We have plans to add more, higher level sponsors in the near future 3. We have a very high full-time job rate for our senior sales minor students-Most have jobs a few months before they graduate 4. Our sales competitions really promote student engagement/excitement and also teach them life skills (ex. interviewing, asking for a raise/promotion/public speaking/time management, etc) irrespective of major. 5. UD students are engaged during their sales minor and also are engaged with us after they graduate. UD students who have graduated want to help other current UD students....
gap	1. Better/more branding and marketing within the University-need to make contact with UD freshman and sophomores and educated them on the fact that 50% of all students (regardless of their majors) will have some type of customer service job (ex. sales) when they graduate. Need to also contact various UD clubs other majors outside of Lerner to educate all. "An interview is selling oneself!" Everyone sells! Sales is a life skill. Get the word out.... 2. Mores support/involvement of UD leaders/faculty from both Lerner and outside of Lerner in support of the sales minor. Get involved in our sales competitions with outside industry leaders along with attending our Sales Banquets honoring our high achievers and graduates 3. Create a small sales lab for our students to have a central place at the University to establish a community on Campus. This is where they can practice sales skills with each other and with their professors	A lot is the same provided in the earlier answer. We are just starting to evolve the program for basic sales concepts to include sales operations education as well. The sales operations/tools area (including use of social media tools and AI tools) is where we need to go. In summary, the sales basics are covered very well now and some of the back-end processes/tools is where we need to move forward.	As stated earlier, we need resources to help us brand/market our program both inside and outside of Lerner to the rest of UD. We also need resources to market us to local middle school/high school groups.	Suresh Sundaram is doing a lot of the sales minor work as a part-time professor who is also teaching other business courses and doing the J-term internship program. If we want toe program to grow in terms of student numbers/revenue then having a dedicated Staff is required. I don't believe the staff needs to be large but have suresh do this full-time with some admin/marketing support along with some student TAs.

Question Type	Scholarship	Education	Community	Impact
UserID: 56 Area: Sales / Lerner Sales Advisory Board
Theme: How do we create the next leaders of tomorrow. Theme: NA
aspirational	I see the Lerner sales minor as the foremost program of its kind in the country.	They create a foundation that large companies see as the gold standard for sales.	NA	NA
current	The University has great competitions. They are really promoting the trade overall. Alumni are getting fantastic jobs. They are able to grow the faculty with great mentors, They can create well rounded students.	They give the students a strong foundation.	NA	NA
gap	They could create more mentorship programs with Alumni as well as get a sales lab for student to perfect their skills.	Bring in more alumni to guide the students through the current environment.	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 58 Area: Sales / Lerner Sales Advisory Board
Theme: Elevate, innovate, and prepare. Theme: NA
aspirational	The Lerner Sales Program will feature the use of CRM technology in driving sales results so that the Sales program is viewed an an integral part of UDs innovative reputation. Right now, the sales program is viewed as backseat passenger and not really part of technological innovation. I think this is a mistake. In the next 5 years, the Sales program would feature an innovation lab equipped with HubSpot CRM and telephony technology so that students could do more than memorize for a test. I can't speak as much to scholarships as I'm an Adjunct Facilitator who knows less about our current state of scholarships.	We have to feature the use of technology in sales in order to win more innovation respect. The truth is, the future of sales in mostly online, so it has a huge tech component. But, because it has the word sales in it, it is seen as less innovative. Here's my forward thinking, aspirational statement. The Lerner Sales program includes an Innovation Lab providing students with state of the art technology that is changing the way people buy.	We should be furthering our partnerships with business and with high schools.	Not sure.
current	In the Sales program, we offer cash prizes to students who win our competitions. This is not a scholarship, but it's what we have.	We are good at bringing in smart people (Adjuncts) and encouraging them to do as much as they can for students while they work a full time job elsewhere. We are pretty good at bringing in Corporate Sponsors. We are good at flipping the University "script" and making our classes very hands on. Again, I can see this having negative connotations similar to vo-tech. However, it's just the opposite. The internet has and is changing they way people buy. It's all online. We need to stop thinking of sales as our step-sibling and embrace it as the technological powerhouse that it's becoming.	I'm not sure.	Not sure.
gap	Most of the Sales Minor are Adjunct Facilitators. While they are top-notched professionals. having another full time job means less may be given to the University.	Make the use of HubSpot CRM our primary partner and engage them to build our vision of the sales future with us. Bring in a Business Development employee to the Lerner Sales team who spends the majority of his/her time working with our corporate partners to further their involvement in the student's learning and continue innovating with the Sales minor.	This question seems redundant.	Not sure.

Question Type	Scholarship	Education	Community	Impact
UserID: 59 Area: Sales / Lerner Sales Advisory Board
Theme: NA Theme: NA
aspirational	I believe that the Professional Sales Minor program is the gold standard for sales programs in the local universities within the Mid-Atlantic Region (PA/ NJ/ Delaware). Our company has found students to have a solid foundation in the fundamentals of sales that set them up for success in a sales related career path, which is why we have continued to sponsor the minor program for several years. As you continue to market and grow the program, I can easily envision expansion for marketing to projective students and continuing to broaden the scope of coursework for the field to include multiple industries and sales opportunities unique to each industry.	The sales profession is constantly evolving in terms of our perception of sales. Continuing to focus on best practices and areas such as ethics will continue to be important.	I think that the program still has opportunities for expansion to a greater student body, so looking at marketing opportunities and advertising the program more is recommended.	NA
current	Networking opportunities with alumni/ employers; challenging students through various competitions and challenging tasks (Sales Comp/ Elevator Pitches) working on sales skills and pushing comfort zones; providing student body with various industries and opportunities; providing a relatively unique minor program that other universities do not offer/ or not to the same capacity and degree as U-Del; Panel Discussions appear to help students with various career building skills (interviewing/ handling rejection, etc.) all from the employer's perspective.	Challenging students with uncomfortable tasks/ encouraging growth in areas such as effective and straightforward communication/ looking at a holistic approach to selling/ focus on fundamentals/ practicing on these fundamentals through multiple opportunities and projects.	Observed diversity within the current student body to an extent. Having employer partnerships with a variety of different organizations to assist with internship opportunities/ learning and exposure to different industries/ future employment opportunities.	Perhaps more opportunities to with more employers. Students who have more exposure to more industries can make more informed decisions out of college about what is the best fit for them as they transition into a new career.
gap	Some of the events were changed last minute last semester due to a lack of space, which impacts employer's schedules as well. Ultimately, I would say providing an adequate space and communication among the different departments to ensure that events are not rescheduled. This prevented me from making some of the events in the past due to be out at other campuses.	NA	Always looking for growth in terms of diversity and inclusion possibilities to ensure that all students have an opportunity and exposure to sales fundamentals and skills.	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 61 Area: Sales / Lerner Sales Advisory Board
Theme: NA Theme: NA
aspirational	Regionally recognized program where students are looking to come gain knowledge on sales skills	Turning the Sales Minor into a Sales Major and being recognized Nationally as a Top 10 Sales School in the Nation with leading courses in sales, sales enablement, sales management, and more.	Working with Regional and National corporations in having them hire our students, employee them as interns, and be a part of the development of the sales minor into a major.	NA
current	Gaining current Business School Majors to consider Sales as a Minor, as well as some other Majors within the University.	Very limited course selection, but good foundation for sales fundamentals and learning about sales as a part of an overall career. Great for any and all majors to gain the benefit of learning how to sell and the importance of sales in all careers...or life in general.	Some national support and large companies, but need a more diverse group of companies in different vertical markets and industries. A lot more local support than regional or national.	NA
gap	Getting the word out to HS Senior that we have a best-in-class regional sales program	Need support of the University, community, and businesses. Need the marketing machine to ramp up and promote the current minor regionally, and then turn it into a major.	Need the educational content and vision to become a major where we are deploying students that are ready to tackle entry level sales and sales enablement positions.	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 81 Area: Sales / Lerner Sales Advisory Board
Theme: No idea.... Theme: NA
aspirational	The Lerner Sales Program will be the leading business minor at UD, providing students with valuable academic and hands on sales experience. Importantly, it will provide organizations with a source of high quality undergraduate students for their sales roles.	Tie this back to growth opportunities. I am not familiar with state of the art SALES courses, techniques. We are off to an outstanding start but can use a review of "best practices" at other competing academic institutions.	?? Maybe a tie into other majors? A technology specific sales class for ENG or hard science students? A healthcare related course for those interested in Pharma, Medical device or diagnostic sales careers.	Maybe.... offering a course for non-matriculated individuals who are interested in sales careers? This could be a certificate program, night class, etc. to generate more revenue.
current	1. A growing list of meaningful courses, which provide hands on experiences for our students. 2. A good number of students engaged in our Minor, with more upside possible. 3. A good number of sponsoring businesses who provide important funding and are actively looking to hire our students. 4, 5?	Both RNMKRS and UD Sales Competition are very valuable programs in providing sales training. I think RNMKRS may need a technology re-fresh in order for it to remain relevant to our students.	Sorry, no idea.	NA
gap	1. I believe our sponsors can grow significantly to include more national brands in industries our students gravitate to. 2. Given the revenue we generate for Lerner/UD, I think some dedicated admin support would alleviate some stresses on our group.	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 102 Area: Sales / Lerner Sales Advisory Board
Theme: NA Theme: NA
aspirational	Sales program should strive to provide unique, realistic opportunities to prepare students for dynamic careers, regardless of whether they pursue so-called 'sales' roles. The program should challenge students to think critically about how the sales process comes to life in the real world and prioritize experiences to practice making these skills their own.	The program should continue to prioritize balancing both hard sales skills and soft skills that apply to nearly everyone's professional life. Relationship building, negotiating, and the like serve us well in our daily lives, whether we think about it or not, and this program is an exceptional opportunity to build these invaluable skills.	The sales program should foster a collaborative community passionate about this field so students considering taking these courses can feel supported, those in the program feel they are best preparing themselves for their careers, faculty feel energized to share their knowledge, and industry partners can get behind the initiative.	The program expertly prepares students to sell themselves in the workforce, and for those who want to pursue sales careers, provides a comprehensive foundation of skills they will need on a daily basis
current	Faculty sharing their own experiences is great, but speaking events/panels with alumni and industry partners, networking events, are better. Bringing more industry professionals into the classroom would further round out students' experience with this minor.	Lerner Sales Competition is the prime example of aspirational education. I cannot think of another initiative so comprehensive - bring so many students together in a mock sales scenario with dozens of industry partners donating hundreds of hours of their time (and thousands in prize money).. all in service of providing students the closest experience they could ever have in school. The other competitions, including the elevator pitch and Shark Tank assignment are further fostering that experiential learning environment we should keep up.	The program leaders do a great job garnering industry support from highly engaged, hands-on partners. These partners are the 'faces' of sales to students and it's clear they learn a lot from their interactions. The advisory board is also quite engaged.	The multitude of mock sales experiences students go through in this program and the constructive feedback that is emphasized throughout is exceptional. There's no better way to learn how to sell than to just do it, get feedback, and try again.
gap	It'd be great to double down on the variety of course offerings to develop a sales major curriculum. For example, offer an internship or fellowship program specific to sales. Perhaps we can study curriculum at other research universities for inspiration - not just for sales but other programs.	The Learner Sales Competition an incredible feat that doesn't receive enough attention from the college. Students spend months preparing, partners come in person, faculty and staff work with several TA and advisory board members to put on the event and awards ceremony. It would be nice to have the Dean present to say a few words and or the UDaily promote these student's achievements. We should prioritize finding other ways to showcase these hands-on experiences students have with this program to others to encourage more non-sales and non-business students to declare the minor.	We should establish an alumni community (if one exists, I'm not aware of it). It would be nice for graduates of the program to share their experiences of how the program helped get them where they are, say 3 years post graduation. When I was an undergrad student at Lerner, it was very challenging for me to envision what my day-to-day was actually going to look like after graduation. It would have been immensely helpful to connect with someone who had recently graduated from the very program I was in.	We should find a better way to track where alumni end up working and their experiences in those roles, and then compare that to some benchmark- maybe other Lerner students- to assess just how well all of this great curriculum is actually doing. It's hard for me to say. It is promising that the number of program graduates is rising - as a testament to growing interest in sales in general. On another note, it's impressive we have signed on and renewed so many industry partners. That alone is a testament to the program's value.

Question Type	Scholarship	Education	Community	Impact
UserID: 121 Area: Sales / Lerner Sales Advisory Board
Theme: NA Theme: NA
aspirational	The UD Sales Minor program will be viewed by major and mid-market employers throughout the Mid-Atlantic region as a go-to resource for high quality, entry-level sales talent. Students leaving the program will be recognized for the skills they’ve developed in the program and for their professional readiness (as measured by successful on-boarding program completion and first full year goal attainment on the job).	NA	NA	NA
current	We're good at the following: • Building professional selling skills • Network building for students • Instruction by real-world practitioners • Preparing students to compete in the real world, on the job • Readying students to receive and respond positively to feedback	NA	NA	NA
gap	Establish and communicate a clear vision of what great corporate - university partnership looks like. Go further than define sponsorship levels and get into dialogue with major employers about what they are trying to achieve and how partnership with UD will help them get there.	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 135 Area: Sales / Lerner Sales Advisory Board
Theme: NA Theme: NA
aspirational	The top 20% of your Sales Minor program should have a solid path through sponsored internship experience to join a sponsoring company upon graduation and enter the workforce above the norm in both experience and compensation.	NA	NA	NA
current	You are doing a good job of giving your students real world instruction in sales and sales management with a focus on the selling process with coaching and presentation skills. The elevator pitch / shark tank / and role play are excellent experiences in the development of the students. Keep this up and do not stop.....simply keep expanding . Having Sales as a minor is perfect, it gives your students from a wide array of disciplines access and gives the Lerner college a tremendous opportunity to pull in talent from engineering , science , health, etc.	NA	NA	NA
gap	Tell your story of a Lerner students great experience to all students and recruit! You have engaged some industry leaders to sponsor and engage the program you will need to double what you already have with sponsor ship / teaching faculty with industry experience / and talented students.	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 139 Area: Sales / Lerner Sales Advisory Board
Theme: NA Theme: NA
aspirational	I would like to see the sales minor with a ratio of students comparable to the ratio of business majors that end up in sales. While I don't have the statistics, I believe that sales is one of the largest occupations in business. I don't think that the number of students that minor in this is comparable.	NA	NA	NA
current	Students enrolled seem strong The fact that we have a sales program is a strength	NA	NA	NA
gap	My company has not ended up hiring many sales students. This may be my fault but I think that our company is perfect for students looking in to sales yet we have not had success hiring any of them.	NA	NA	NA

Resp#25

Question Type	Scholarship	Education	Community	Impact
UserID: 25 Area: Sport Management
Theme: NA Theme: NA
aspirational	With addition of tenure track faculty who are engaged in scholarship, the sport management program has the potential to be an international leadeer in academic scholarship given the current landscape of academic research in sport management. Given the current faculty workloads and engagement in research, that is currently impossible.	The sport management program is outstanding in providing innovative and impactful educational oppportunities at the undergraduate level. We are actively developing experientail education opportunities for our students through course projects and internship/practicum opportunities. That is a strength of our program. In the future, we would like to develop more experiential education opportunities. We would also like to have a presence at the graduate level in the future, currently we only offer courses and programs at the undergraduate level.	Sport Management is already quite active in the community and we foresee this growing in the future. Through our internship program we work with sport organizations in the local community and also on a regional basis. We envision more community outreach in the future with the addition of our newest CT instructor who has been given community outreach as part of his service responsibilities.	I grouped this topic on prior page with community impact. We work with dozens of sport organizations, mostly regional, to help educate our students and provide experiential education opportunties through the required senior internship program. We envision strengthening these industry ties in the future.
current	Given that we currently only have 1 faculty member engaged in scholarship in our area, it is difficult to produce pioneering scholarship. Sport finance and economics is probably the area where are program is producing the most scholarship along with work related to sport analytics and sport marketing.	The current state of our education in sport management is strong. In the last 8 years we have doubled the number of majors which is a testament to students' perception of the education that they are receiving through our program.	We are doing a good job of reaching out to community groups and working with them on student internships and job placements. We have also worked with several community groups, especially non profits, on projects that will aid their organization and educate our students.	NA
gap	In short, we need more faculty engaged in scholarship. Only 1 current faculty member is regularly engaged in scholarship .	The current gap is a lack of breadth in the course offerings that we have. Given our staffing level, we can only cover the classes that are required in our curriculum. It would be great to offer a more varied group of courses to our students that cover aspects of the sport industry that are currently not being covered, such as sport analytics. Our current student to full time faculty ratio is about 70:1 and most of our classes are at or over capacity, and that is with limiting most classes only to our majors and minors.	NA	NA

Resp#148

Question Type	Scholarship	Education	Community	Impact
UserID: 148 Area: Strategic Plan
Theme: NA Theme: NA
aspirational	NA	NA	NA	NA
current	NA	NA	We are asked to share our aspirations and turn Lerner around. Simultaneously, the President's recent message restricts resources available to faculty, in ways that are diametrically opposed to what is necessary to accomplish our goals. It is important to face reality and manage expectations. Strategic reorganization takes resources, inspiration, passion and commitment from all parties involved. It is significantly more complex than 'optimization'. The community that is being asked to stretch beyond its limits is made up of human beings. We have been asked to become lean in past years and we did what we could. However, pushing faculty to close the loop between our aspirations while simultaneously taking away the resources we need to accomplish our goals will not lead to faculty buy-in into the process. This process will only succeed if Lerner faculty and staff buy into it. Is Lerner leadership able and willing to explain to faculty and staff who have gone for years without any pay raise why they should support the strategic plan in the first place, and what the reward will be if they do and what the consequences will be if they don't.	NA
gap	NA	NA	Conversation about growth and quality improvement relay on the assumption that we we will be given human resources that at a minimum bring us back to the level we were before a series of retirements and other departures. This is in direct contradiction to the President's message about hiring. For years, we have been going with no pay raises. Prior to that, our raises were below the rate of inflation. If we continue to only be pushed to operate in a resource poor environment, instead of doing more and better, our best talent will leave and only those for whom leaving is not an option will remain. Quality of teaching and research will decrease and morale will suffer. The solution is for the Dean's Office to help us by securing the positions we want to fill and to bring our pay to market levels. At a bare minimum, after setting goals, we should be informed what the "reward" will be if we meet those goals. Being chronically underpaid and underappreciated will not get us there.	NA

Resp#6

Question Type	Scholarship	Education	Community	Impact
UserID: 6 Area: The greater "flywheel" ... thoughts and views from an adjunct
Theme: Theme: "Investing in our students ... in order to provide positive career outcomes through engaging scholarship and experiential learning with the hope of creating positive social impacts on our various community constituencies." Theme: NA
aspirational	(I wish to remain anonymous) - Please accept my apologies in advance for this lengthy "stream of consciousness" - I am an adjunct faculty member - so I have very little standing in the greater university community - and I am admittedly ignorant of the inner workings of our College and university - my entire purpose at UD is to educate and actively support my undergraduate students in their professional goals - What I lack in many areas of academia - I might make up for in that I bring 35 + years of business experience as an entrepreneur to the equation - I also bring a very different perspective to the world of higher education. To this end - I am trying to look big picture - and I hesitate to be department specific because I do not wish to draw any attention to myself in, either a positive or negative regard -and if I ramble - forgive me - please, also, forgive my grammar should it go astray. This is not an inspirational statement but rather a preamble to my thoughts and ideas. I took the day to write this entirely too long missive because I care about UD - I care about our students - I deeply care about education in our country - and I LOVE teaching - in all my life - this has been the best thing I have ever endeavored!! Right off the bat - I am thrilled that Lerner is engaging in the strategic planning process. I believe Adam was an exceptional presenter - thoughtful - approachable - easy to follow and well-versed on the subject of strategic planning. The Amazon flywheel example presented was excellent - and it forms the foundation of what I write today. Working off that example are my thoughts on the "greater flywheel" of UD - and I will begin with this professional baseball analogy: Assume a professional baseball coach (UD research professor) has conducted research (scholarship) and arrived at new way to significantly improve a professional baseball players (UD student) batting average (education) from .250 to .300 (hitting being the hardest thing to do in sport - it serves as a world-class benchmark - as a .300 batting average gets players on the all star team and possibly the HOF) - Now let's assume the fans (the community) of this particular professional baseball team have been uninspired by their team over the past many years on account of a mediocre record. But with this new coach with their new research - the team now has many players hitting the ball at .300 - they start winning - so much so that they are now consistently making the playoffs - fan (community) support blossoms and becomes ENGAGED - as fan (community) support grows - the owners (Deans, etc.) of said team now have a unique opportunity to leverage their greater income (impact). This impact turns into a new stadium, new jobs, new tv contracts, a thriving charitable foundation, growth in the greater community that leads to better schools, standards of living etc. This improved "community" and it's positive "impact" drive new and even better coaches (professors) to the team - this in turn drives new and even better players (students) to the team - winning begets winning - the fans (community) continues to grow and the "impact" on all involved is leveraged. Bringing it back to UD Right now - there seems to be a disconnect between scholarship and education (this is just my opinion) - at least from the undergraduate student perspective. To over simplify - the majority of students want the following outcomes before attending UD, during their tenure at UD and upon graduation: a good job that pays well in their desired geographic location. I see and hear this every single day when I lecture. What students do not see (oftentimes) is whether a professors research (scholarship) will help them get the job and the salary they want in their desired location. Put another way - students do not view professors as a "coach" who can help them significantly improve their "batting average." Whilst it is true MANY professors go out of their way to support student growth and career development - this is not a result of scholarship - but rather a good person helping another person. Here is an unrealistic but very forward thinking "aspirational" statement in this regard: "ALL UD scholarship/research will be conducted with at least one outcome of said research/scholarship being the career placement and/or advancement of some or most students within one's academic discipline"	My statement will come at the end - But it has to address the following conundrum facing the overwhelming majority of students who repeatedly say the following to me in my many, many encounters with them in and out of class: "I have absolutely no idea what I want to do when I graduate" ... or something very, very similar. I give 8 - 10 keynote addresses per year to various student organizations. I leave the last 20 - 30 minutes open to any questions the audience would like to ask - and they ask questions for nearly 1 hour every time. Invariably - the MAJORITY of the questions have to do with a students "fear" and "anxiety" and everything else having to do with "when I graduate" - in addition to the above question I get the following "what should I do if I hate my chosen career path" - "should I change my major if I am already a junior" - "what internships should I get to secure the best job" - "does my gpa really matter" - "what if I want to take a job outside my major ... is that a mistake ... have I wasted 4 years of tuition" etc., etc., etc. I look to the European model of collegiate education (having had a child educated in such) - 3 years of college - all of which is directly and deeply involved within one's major - tuition capped at all institutions (at least in the UK) for non-citizens at around 22,000 pounds per year. The model is affordable and efficient - But obviously - this model would not work in the USA for reasons too many to list here - but consider this thought: if we MUST have students attend a full 4 years - why not make the 1st year EXCLUSIVELY about educating our students in the various pathway careers in business in an effort to given them substantive career direction whilst assuaging their fears and anxieties - and - For example - instead of allowing them to declare a specific business major (save accounting) - make the first year all about ENGAGING in the great business "community" whilst taking s series of "pathway" classes in their first 2 semesters - Classes might be: Opportunities in Business Analytics and Finance Opportunities in Operations Management and Sports Management Opportunities in Marketing and MIS International Business Students and Global Enterprise Management Entrepreneurship and Wealth and Financial Management By combining compatible (complimentary) majors - team-teaching the courses - and requiring students to "engage" in related clubs and opportunities - and actively requiring students to confront their future - we begin to openly and honestly address their fears and anxiety - whilst at the same time opening their eyes to the business world in front of them. And these pathway courses should not just highlight the scholarly work of the professor (they absolutely should) - but these classes should also highlight the actual careers, salaries, etc. that a student can realistically expect with a degree in that particular major. Too often we relegate career planning to the good people at Lerner Career Services - but thorough and thoughtful career planning should not be a side offering at the dinner table of a collegiate education - it should be the entree - with Lerner leading the charge. Side note: accounting might be the only major that requires students to take 4 years exclusively within the major. Does this "idea" solve the problems of all fears and anxieties - no - does it guarantee a great job - of course not. It's a 2 way street and students have to meet us halfway - But many of them DO want to meet us halfway - they just don't know how or are hesitant to commit because of career uncertainty. Anyhow - here's a forward-thinking aspiration statement: "Lerner College will endeavor to educate every student on the many meaningful career options inside or outside their chosen academic path with the hope of reducing career anxiety and leveraging positive outcomes upon graduation."	My focus is on the UD alumni community - as I believe this core group has the most leverage when it comes to moving the greater UD Flywheel. When I look back at my undergraduate studies - I am driven to give back (time and money) because of the incredible experiences I had at both institutions - I am not sure I see that sense of "fanaticism" at UD - I certainly do not see it when it comes to supporting our sports teams (and sports played a HUGE roll in my love of both of my alma maters - Clemson and Penn State) I regularly attend many UD sports (mostly vball, softball, field hockey and soccer) - student attendance is uniformly poor. Just the overall "UD spirit" is underwhelming - I see a completely different "spirit" at my son's university: University of Oregon - EVERYONE wears the colours - everyone attends every sporting event - they sell out every volleyball, baseball, softball game every home match - when my son leaves Oregon - he will bleed green (he already does and he's a sophomore) - We don't bleed blue at UD - not the overwhelming student population - not by a long shot. And when we go back to the greater UD flywheel - successful and fanatical UD alumni DRIVE the economic engine - they "sell" UD to potential students (I regularly interview and promote students to attend Clemson and Penn State many times throughout the year) - Alumni give back - they bring a higher profile - they self-perpetuate a feeling of pride - more active alumni begets more active alumni - My statement: "Lerner College will create a new "Lerner Alumni Association" aimed at promoting the college, it's students and alumni to leverage our marketplace and community impact."	"Lerner College will provide socially conscious and responsible leadership in order to serve as a benchmark for ethically responsible businesses" I'm probably one of the few who care less about money and more about the environment, social causes and the sort - but I have to believe Lerner can be a business leader with a socially and environmentally forward thinking head and heart.
current	I think this is a great question to ask 100 or 1000 undergraduates. If scholarship is to impact education - and education is to positively impact career opportunities for our students (in my thought experiment) - then I think my thoughts on the current state of scholarship are not noteworthy - I would, instead, ask 1000 undergraduates the following: "What specific research or scholarship is currently being undertaken in your major that you believe is directly and positively impacting your current and/or future career goals (helping you get the job of your choice)?" And my guess (rather anecdotally because I ask my students a very similar question in many of my classes) is that the overwhelming majority would answer somewhere along the lines of "I don't know" - and/or - "why should I care ... research has nothing to do with me and my career goals" And there is no shame on the professors or the students regarding the current state of scholarship - and whilst there are definitely outliers (professors whose research positively and directly impacts the lives of some students- and the students are VERY well aware of such) - I see the overwhelming majority of my business students over the past 8 years simply disengaged, either because the scholarship truly does not impact them - or - the scholarship that could or might impact them in a positive manner has not been conveyed to them and/or they have not been adequately exposed to the scholarship loop to which they do not even know exists (and I teach 3 - 4 classes per semester averaging 100+ students per semester - so my anecdotal observations are at least somewhat relevant). What UD is good at now (from my perspective) is: hiring exceptional scholars, providing these scholars with excellent resources, giving them a greater Newark community within which to live and raise a family (if so desired), a forward-thinking university community of like-minded good people who care about positive, human outcomes based upon scholarly research.	Two of my favourite areas of what we do well at UD involve HORN and the UD investment club. These are SHINING examples where the student sees a 200% DIRECT outcome of their involvement in such groups and their future career plans. First - they can see firsthand if either of these areas are of any career interest to them - aspiring entrepreneurs can see and talk with living breathing peers and others - they may be inspired but equally important - they may find that "life on the edge" is not for them and finding out what you do NOT want to do is a GREAT thing! Similarly with the investment club - you are managing real money with real outcomes - with people (peers) working with you - rewarding you and most importantly - holding you to account - it cannot get more realistic. The UD study abroad programme is another home run endeavor - I will be co-leading my first study abroad in January 2025 - I am already thinking about how I can leverage my life experiences living abroad to make this trip memorable for my students - what little flywheel can I put in motion WELL before we get on the plane to create the greatest positive momentum upon arrival - How can study abroad leverage Lerner - or vice versa? Another great example is Vita Nova - but admittedly - this needs a significant update in its overall curriculum and programme delivery in order to better reflect today's real-world needs and demands within hospitality (especially within the restaurant setting). Overall - the more experiential learning we can provide - the more students can engage with professionals in all the business fields - the more students can actively see how a professor's research will leverage their career (directly or indirectly), the more a student can clearly see how a specific class, club or academic endeavor ties directly to their own professional future - the better positioned our college will be going forward and it will be another piece of inertia in the greater UD flywheel.	Again - we have the alumni community in place - it simply needs greater engagement and active participation post graduation of our upcoming graduates and greater participation from our current graduates. I find it crazy that I meet people all the time who know I am on faculty at UD and never mention to me that THEY are UD graduates. I do not know if it's a lack of pride or ambivalence - it's just odd. For example - I meet other people who (sometimes rather awkwardly and for no given reason) bring up their PSU connection - as if they are so proud of PSU they cannot help themselves - they have to say it out loud. So what are we good at now: I think our athletics department is showing incredible growth and are endeavoring to engage the students - The addition of woman's hockey - and the football teams new involvement with Conference USA - are two endeavors that expand our community and our overall alumni awareness efforts - we are finally seeing big crowds at UD football games again (after a fall from grace many years ago). I have always liked our greater City of Newark town community - there seems to be a real synergy between the college and the city of Newark. As for the Colleges - the structure is in place across the entire university - but I am not sure how much it drives alumni involvement and giving back	This is hard to answer. On one hand - we (our students) provide many positive impacts to the world at-large through UDance, our Global Studies programming, how they represent the college post graduation, etc. On the other hand - are these impacts measurable, meaningful in the sense of "do they contribute to the greater UD Flywheel?" - I am not altogether sure. Whatever macro impacts are achieved - using the flywheel model - the impacts have to continue the forward inertia - they have to drive more students to the university - they have to drive more forward thinking, cutting edge scholars to the university - the have to drive greater alumni involvement - all these things drive more money to the university - nothing can happen in a vacuum - everything has to have a momentum building outcome (or at least an expected outcome). But I like to look at "impact" on a micro level - since I cannot control what happens outside my class or outside my department - Going back to my baseball analogy - can we today - identify who, specifically, are our coaches who are giving players the ability to hit the ball better? Put another way - who in our university (College) are the "impact" players - "impact" coaches - "impact" alumni - Who is moving the flywheel - who among us can, with minimum financial investment or reallocation of resources - reinvent ourselves so that we, too, can become "impact" coaches and join the flywheel movement - how can we identify those students (outside of Honors college) who, with minimal financial investment, can become "impact" players. What are we good at now: Student recruitment - but it can be much better Industry engagement - but, again, it can be better Our overall engagement with and impact on the City of Newark (we've come a long way - all positive!!)
gap	Since this question brings up the terms revenue and expenses - Here is that thought experiment (going back to baseball and the greater UD flywheel idea). What if UD could point out to prospective students and their parents the many examples of its research and scholarly endeavors and tie them DIRECTLY to students making $10,000 to $20,000 more per year upon graduation versus similar universities. To this end - let's bring another constituency to our greater UD community - the parents (or in our baseball analogy - the player's Agent). A player's agent is ALWAYS and ONLY looking for the most money for their player. Parents are the same - YES - we want our kids to be healthy and happy first and foremost - but take that aside - we parents also want to get "bang for our tuition buck" - If the option is to pay $57,358 per year out of state tuition for the possibility of an average starting salary of $58,565 - VERSUS - the same tuition with the possibility of an average starting salary $10,000 to $20,000 higher BECAUSE of the scholarship - it's a game changer. Now the economics and the flywheel start to take over - parents WILL pay more tuition if they see a better financial outcome for their student - more students will want to apply and attend if they see a better financial outcome for themselves. Students become part of the greater UD alumni community willing to GIVE more back to the university - as the university becomes more financially successful - its impact on professors (more resources, funding, etc.) and students (better jobs with even high pay) and the many constituency communities grows - the great UD flywheel is now in full perpetual motion.	Getting students engaged is a big gap. And what I mean is that UD has MANY opportunities for students - but students oftentimes do not take advantage of these opportunities. I'll use a real-life example from my classes to "force" engagement. No computers or cell phones of any kind in class - no unexcused absences - meaningful assignments due EVERY class - required attendance to career fairs - enrollment (or attempted enrollment) in at least 1 club of their choice for extra credit. In short - "Forcing" engagement ensures that students have an "experience" that they would otherwise miss if not required - it's fun and entertaining to be sure for the students - but if I left my students to their own devices the sad realty of today is that most would opt to do something other than come to class - and when they do - most would default many times during class to their cell phone or computer. For example - I give a lecture on "loops" - the loop you are in - the loop you are out of - and the look you do not even know exists. And the loops that students do not know exists are HUGE loops. Most students do not know about the scholarly research loop, the clubs loop, the Horn loop (YES - I have a majority of business students who are completely unaware of Horn as sophomores!!! that's crazy to me) - Using Horn as an example of a gap that can easily be fixed - EVERY student at UD during their freshman year should be REQUIRED go to at least 1-3 Horn events or pizza nights - at a minimum it's free food, possible new friends and damn interesting at the very least ... and they give away money for great ideas!! So the gap is not really a gap at all - the resources are almost all there - but we simply cannot put out the water and think the students will drink - we need to drag them to the water - "tie" them to the figurative trough and require them to engage.	Again - no real gaps - unless you consider the gap to greater student engagement. UD is about more than just the academics and the scholarship - both are incredibly important - but what separates US colleges from the European is the US "college experience" - and community (all UD communities) are part of that greater "experience" - but, again - if students are not engaged - the "experience" within the greater alumni community goes lacking. But here is a crazy idea - Lerner College can take a new approach - given our sports management degree - and the importance of "business" and "money" in sports - Lerner can adopt a UD sport - say Woman's Hockey - Lerner can provide students who will engage in marketing the team - students can start selling the team - student interns can manage the financial aspects of the team (no different from Blue Hen Investment club - which by the way - could invest in the team - not sure out the ROI in terms of money - but philanthropy is a WONDERFUL lesson to teach our Lerner students) - student will keep game data and providr analytics - students will promote the team on social media in order to recruit new team members - the UD Woman's hockey team can be a little UD Flywheel - as the team is increasingly supported by Lerner - team attendance grows on account of making game attendance required by all business majors - recruitment improves - wins accumulate - the program grows into a national powerhouse - UD Lerner Alumni are proud of their hockey team - they give back - the games continue to sell-out and on an on it goes - the greater UD flywheel at work.	Again - hard to say - But if I look at my "Aspirational Statement" - and the current state of our college and university - we are moving, slowly but surely in a forward manner - but absent THIS strategic planning initiative - our forward movement is more reactionary versus visionary - and this is not a fault - in fact it's quite common - but if the Lerner goal is to be a benchmark of excellent - to "set the standard" - to create this great UD flywheel - then (as in business) risks must be taken - change at our core must take place - we need to break (or at least significantly modify or update) the current educational model that has consumed the collegiate system for the past 100 years - we need to put the student's career goals first - we need to align our research and scholarly efforts around the greater good and the student's outcomes - we cannot fear failure - we need to leverage the best of ourselves with the idea of greatness but also the acceptance that we might fall short and falling short is OK - so long as we are always falling forward and not backward.

Resp#39

Question Type	Scholarship	Education	Community	Impact
UserID: 39 Area: Vita Nova
Theme: NA Theme: NA
aspirational	Vita Nova will be in the vanguard of (hospitality) industry trends while remaining true to our roots of classical basics and inspiration. Our students will be positioned competitively to secure the top jobs in the industry and continue to connect with the University as active Alumni.	Vita Nova will be in the vanguard of (hospitality) industry trends while remaining true to our roots of classical basics and inspiration. Our students will be positioned competitively to secure the top jobs in the industry and continue to connect with the University as active Alumni.	Vita Nova will continue to and increase our community presence by being known for excellence in the local and national community of fine dining education and offerings. Will be ranked as the top experiential learning environment nationally and have an international presence while maintaining our existing excellence in both UD and local communities. Be known as a community resource for all fine dining education within our communities.	Vita Nova will run at capacity with bookings and student engagement throughout our semesters. Vita Nova will be sought out by recruiters and businesses as the premier source of the best and most employable experts in the hospitality industry.
current	1. Excellent experiential learning at the highest level of industry standards 2. Accomplished current and insightful hands-on instruction of students 3. Balanced and thoughtful approach to student involvement 4. Excellent student learning environment with meaningful and impactful launch-point into their careers. 5. Connect students with our considerable professional community.	1. Excellent experiential learning at the highest level of industry standards 2. Accomplished current and insightful hands-on instruction of students 3. Balanced and thoughtful approach to student involvement 4. Excellent student learning environment with meaningful and impactful launch-point into their careers. 5. Connect students with our considerable professional community.	1. Top five Open Table ranking 2. Private event excellence 3. Highlight (crown jewel) of the Department and Lerner demonstration of experiential learning. 4. Highly popular Cooking camps and local community engagement 5. Alumni engagement and UD community support by offering an experience of excellence for entertaining.	1. Great demand for dining options at Vita Nova 2. Students are sought after by businesses and recruiters with a high placement rate
gap	1. Include in depth, hands on managerial experience in Vita Nova 2. Increase student enrollment to allow for diversity of experiences 3.	1. Include in depth, hands on managerial experience in Vita Nova 2. Increase student enrollment to allow for diversity of experiences	1. Cast a wider recruitment net to encourage greater diversity within the student community 2. Offer more frequent private events along with encouragement of local business community use of Vita Nova 3. Offer more learning opportunities to the local community through courses and camps	Need to be at full student enrollment capacity

Resp#22

Question Type	Scholarship	Education	Community	Impact
UserID: 22 Area: Weinberg Center
Theme: I would like to propose launching a Directors Education Program (DEP) which would help building a community, bringing visibility to the Lerner College and the University of Delaware, providing a significant societal impact and generating revenue. My Alma Mater (Rotman School of Management at University of Toronto) has been conducting such a program successfully for 20 years. I would like to propose modeling the program after the Rotman School's Directors Education Program. That said, we have a comparative advantage over any other Business School in the US when it comes to DEP. This is due to the unique role the state of Delaware plays in corporate governance. Over 60% of S&P500 firms are incorporated in the state of Delaware. Thus, conditional on getting support from scholars who used to be associated with the Delaware Court of Chancery, we are well suited to launch a successful DEP that could be attractive to corporate directors. We also benefit from Corporate Governance Scholars here at the Lerner College/Weinberg Center (e.g., Laura Field and Fei Xie). I would also be happy to bring in the experience of my PhD supervisor, Professor Alexander Dyck (University of Toronto), who is a renowned scholar in corporate governance and has been involved in the Rotman School DEP for many years. Below, I provide you with a brief description/links for the Rotman School DEP. Please see below the link to the ICD-Rotman School Directors Education Program (DEP). The program is delivered in four modules over four weekends (12 days in total). The program is supported by the Institute of Corporate Directors (ICD). Please also see the link to the program on ICD website below. The link below has a detailed breakdown of the content covered in each class (under "Curriculum Overview"). Here you can also find the program/fees/structure, etc. The program has expanded since the last time I remember (2012). They are now offering it in 4 major cities in Canada. They are charging $20,950 per person plus $600 application fee. From my recollection, the program had around 40 directors(participants) back in 2012. The participants are corporate directors of publicly traded corporations. That said, their website indicates "Since the launch of the DEP, 7,300 directors have successfully completed the program, taking the first step towards acquiring their ICD.D designation." Therefore, there exists an opportunity to generate significant revenue from a UD DEP. The program also takes advantage of guest lecturers for some of the topics covered. These guest lecturers are usually well-known practitioners such as compensation consultants, auditors, etc. I should also be able to reach out to compensation consultants whom I personally know (e.g., Ira Kay - managing partner of Pay Governance LLC) to provide us with guest lectures if needed. Link: https://www.icd.ca/Education/ICD-Courses/Business-School-Partner-Programs/ICD-Rotman-Directors-Education-Program Structure: Module I: Strategy Oversight and Foresight Module I provides a comprehensive overview of fundamental board tasks and processes, including director legal duties and responsibilities, overseeing strategic decisions, as well as managing group dynamics and decision-making in the boardroom. Module II: Financial and Relevant Party Oversight Module II focuses on the board's responsibility to oversee and monitor financial performance, health and disclosure, as well as how to effectively organize and run audit committees. The module also covers the board's role in overseeing relevant party and shareholder issues, including social media and competitive intelligence. Module III: Value-Added Boards and Organizations Module III focuses on the board's role in enhancing human performance, including the appointment, evaluation, compensation and renewal of the executive team. This module also examines how to improve board effectiveness through board selection, director skill development and director evaluation. Module IV: Risk Management Module IV covers oversight of risk, including enterprise risk, cybersecurity and reputational risk. Additionally, the board's role in mergers and acquisitions is addressed. The program ends by integrating the learning across the four modules into an interactive and engaging exercise. Rotman School's DEP Link: https://www.rotman.utoronto.ca/ProfessionalDevelopment/Executive-Programs/Programs-Individuals/Directors-Education#:~:text=The%20ICD%2DRotman%20Directors%20Education,deliver%20excellence%20in%20governance%20practices. Theme: NA
aspirational	NA	NA	NA	NA
current	NA	NA	NA	NA
gap	NA	NA	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 42 Area: Women's Leadership Iniaitive
Theme: NA Theme: NA
aspirational	NA	The Women's Leadership Initiative is the preeminent world leader for teaching cases on women leaders, having impacted 100,000 learners in 100 countries with provided by 100 different contributing authors (and counting).	The Women's Leadership Initiative is the preeminent world leader for teaching cases on women leaders, having impacted 100,000 learners in 100 countries with provided by 100 different contributing authors (and counting).	The Women's Leadership Initiative is the preeminent world leader for teaching cases on women leaders, having impacted 100,000 learners in 100 countries with provided by 100 different contributing authors (and counting).
current	NA	NA	NA	NA
gap	translating to lay audience, and staff writing resources to do this	think outside current undergraduate students to underserved communities, domestically and abroad; think about ways to do this in mass distribution ways	NA	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 94 Area: Women's Leadership Iniaitive
Theme: NA Theme: NA
aspirational	Women's leadership has the potential to support world class research on gender and gender equity. Much of the research on women's leadership focuses on entry level or senior level women. Our connections with mid-career women can offer scholars the possibilities of asking novel questions about where it is in women's careers that women fall off the success ladder and stall in their careers. We could also be a center that convenes great research across the spectrum of issues of gender equity.	WLI is on the cutting edge advancing opportunities to enable all students that identify as female to feel confident, bold and empowered to be their best self on campus and beyond. We offer robust, inspirational programs for executives to advance their leadership journey. We connect students with executives to inform their work. In an ideal world, WLI provides programming to touch ALL students on campus - both advancing skills for women while helping men create more inclusive leadership opportunities - and therefore differentiating UD as a campus that invests heavily in student leadership.	WLI could be the source to inspire more creativity, engagement and connection to Lerner College. Currently, if you walk through Purnell, it feels very 'male'. While the JPMC Innovation Center and Geltzeiler Trading Lab are all very exciting, they do not necessarily engage the more creative or the more female energy. WLI can connect women more broadly to Lerner, and to business.... changing the face of Lerner students, while also advancing business to be more creative and engaging.	We have big problems to address in the world. We need all the voices and insights we can get to address these problems. We also need people doing a much better job of collaborating across different perspectives and working together to better address these problems - rather than competitively defending their turf. WLI has the potential to create opportunities that invite out students to bring their best selves to the table and to create opportunity for engaging cooperatively.
current	Currently, we focus on three things 1) creating connections across female faculty to support their work overall and 2) hosting fellows of the center and 3) holding a gender equity research consortium wice a yera.	1) STudent programming - we offer cocurricular programs targeted at students that identify as female to gain skills, experience, access and insight that they don't get in the class. 2) We provide cutting edge online and in person programs to enable mid career executives that identify as female to advance their leadership journey.	WLI has fostered significant community amoung our undergraduates that have gone through our ASCEND program, and our executives that have gone through our RiseUP program and our Women's Leadership Online Certificate Program. We would love to connect more with the alums of these programs.	NA
gap	We need to decide if we are going to suppor this kind of research more fully - and then find the funds to do so, given that this work is soft funded.	We would need to be a fully funded center that can sustain our programming opportunities, connect with more executives and students.	In an ideal world, WLI hosts an active HUB, a space where students feel welcome, included and engaged in Lerner, offering a vision of inspiration and creativity. While we have the space, we need the resources to build out this HUB to be more effectively designed AND to host programs.	NA

Question Type	Scholarship	Education	Community	Impact
UserID: 111 Area: Women's Leadership Iniaitive
Theme: ensuring that all genders are attaining leadership roles in all areas Theme: NA
aspirational	The Women's Leadership Initiative will lead research and scholarship efforts to examine gender and leadership, servings as a platform for scholars to advance the field and contribute quality research that effects positive change.	WLI will offer course(s) for undergraduates and graduate students where they will examine the history, current status, and potential of gender equity in leadership. WLI will continue to expand its executive education offerings that catapult women to impactful leadership positions.	WLI will create inclusive communities by creating welcoming spaces, building the confidence of participants, and demonstrating its commitment for all genders to confidently, competently, and collectively advance to leadership roles.	WLI will be the recognized leader in providing leadership training and serve as a resource for business and organizations seeking to increase the number and quality of women leaders.
current	convening scholars who examine gender and leadership; cultivating awareness of existing and forthcoming scholarship on the topic; inspiring scholars to incoroporate gender themes and topics into their reseach; featuring research conducted by scholars on our social media platform occassionally; highlighting the need to increase the scholarship on gender in leadership in order to advance equity	WLI has built a consistent track record of providing quality and inspiring education to undergraduate students as well as to professional women in mid-career and executive stages. WLI has survived the pandemic with resilience by sustaining the in-person education offerings to professional women and continuing to enhance the quality and inspirational content. WLI has demonstrated adaptability by pivoting during lock down to offering online education to undergraduate students seeking to bolster their leadership skills. WLI has incorporated digital badges to affirm industry standard quality in the educational content. WLI has expanded its partnership with student organizations and other campus units to increase awareness of the educational programs.	Using the 3C framework to build the confidence of participants: Clarity; Competence; Community Creating environments that welcome and affirm the participants who complete the program feeling empowered to advance their leadership journey	We work hard to sustain relationship with businesses who recognize the quality and relevance WLI programs as they address their gender and leadership goals and challenges. We have forged relationships between individuals from business with students seeking professional advancement. We have built a reputation for the education offered to women from businesses who enroll in the programs Sstudents who complete the educational programs adcance in their careers with confidence as they seek opportunities in business and society.
gap	identify measurable goals; track impact and metrics of the research symposium; clarify the relevane of the scholarship to various communities and stakeholders (campus, local, regional, academic, national)	Resources needed: dedicated professional to manage and execute and expand the student educational component. consistent funding to staff the programming long term commitment to the success of WLI, through financial and operational resources	do a better job training participants to be allies and recognize their own biases	NA