Issue link: http://www.e-digitaleditions.com/i/61380
Big S Small schools offer warm, close-knit communities that appeal to local stu- dents—and give professors a chance to shine. Payoffs an opportunity for deans and professors to make a real difference in a defined world. "If you want to have a major influence on the entire organization, be mall schools, like small towns, have a very specific appeal. While they don't operate at the same pace or intensity as big schools—or big cities—they offer a distinct experience, defined by exceptional quality of life, a deep sense of com- munity, and a chance to develop close personal and profes- sional relationships. Most important, small schools present there are small universities that boast significant business schools and large universities with tiny business colleges. According to the Small School Network Affinity Group associated with AACSB International, a small school is one with 35 or fewer full-time faculty, though schools with up to 45 full-time facultymem- bers are allowed to join the group. "The number of full-time faculty basically sets the parameters for everything else you have to work with," says Doug Grider, co-chair of the group, and dean and profes- sor at the School of Business Administration, Lander University, Greenwood, South Carolina. "That defines the resource base, operations budgets, and the funds for research." While they have fewer faculty and, often, more a dean at a small school," says Danny Arnold, dean of the College of Business, Frostburg State University in Maryland. The precise definition of a "small school" is difficult to pin down, for by Sharon Shinn illustration by John Patrick learned how to recruit and deploy faculty, work within their regions to attract students—and mobilize their resources to achieve big goals like accreditation. In essence, they've learned to exploit all their advantages. limited resources than their larger counterparts, deans and administrators at small schools have Sources of Strength Most small-school deans consider their greatest strength the close rela- tionship that often develops between faculty and students. Because many small schools don't employ teaching assistants or large numbers of adjunct faculty, students have constant interaction with their principal instructors and feel comfortable addressing them inside and outside the classroom. "It's much easier for faculty at a small school to imprint a program and have an impact on student performance," says Grider. "Individual BizEd MAY/JUNE 2004 39