AACSB International Continuous Improvement Review Von ... AACSB Self-Study Final.pdfVon Allmen...

AACSB International Continuous Improvement Review Von Allmen School of Accountancy Carol Martin Gatton College of Business and Economics University of Kentucky Academic Years 2011/2012 – 2015/2016

David W. Blackwell, Ph.D. Dean, Gatton College of Business and Economics

Urton Anderson, Ph.D.

Director, Von Allmen School of Accountancy

February 2017

Table of Contents

1.0 Executive Summary: Engagement, Innovation, and Impact ........................................... 4

2.0 Situational Analysis .......................................................................................................... 7 2.1 Overview of the Von Allmen School ................................................................................................................ 7 2.2 Degree Programs in the Von Allmen School .................................................................................................. 7 2.3 Historical, National, Local and Other Factors Shaping Mission .................................................................. 9 2.4 The Von Allmen School’s Advantages in Reputation, Resources, Sponsors, and Supporters ................. 10 2.5 The VAS’s Disadvantages in Reputation, Resources, Sponsors, and Supporters ..................................... 11 2.6 Internal, Environmental, and Competitive Forces Challenging The VAS’s Future ................................. 12 2.7 Opportunities for New or Enhanced Degree Offerings ............................................................................... 12

3.0 Progress Update on Concerns from Previous Review .................................................... 13

4.0 Strategic Management and Innovation .......................................................................... 15 4.1 Mission Statement and Summary of Strategic Planning ............................................................................. 15 4.2 Strategic Management Planning Process ...................................................................................................... 15 4.3 Strategic Management Planning Outcomes ................................................................................................. 17 4.4 Intellectual Contributions, Impact, and Alignment with Mission .............................................................. 18 4.5 Financial Strategies and Allocation of Resources ........................................................................................ 19 4.6 New Degree Programs .................................................................................................................................... 21

5.0 Participants ..................................................................................................................... 22 5.1 Students ........................................................................................................................................................... 22 5.2 Faculty ............................................................................................................................................................. 22 5.3 Criteria Guiding the Development of Intellectual Contributions ............................................................... 26 5.4 Criteria for Distinguishing Between Participating Faculty Status and Supporting Faculty Status ........ 26 5.5 Criteria for Determining Academic and Professional Qualification .......................................................... 26

6.0 Learning and Teaching ................................................................................................... 29 6.1 Assurance of Learning Assessment Processes and Procedures .................................................................. 29 6.2 Assessment Procedures and Tools ................................................................................................................. 30 6.3 Curriculum Maps ........................................................................................................................................... 32 6.4 Assessment Methods ....................................................................................................................................... 35 6.5 Results .............................................................................................................................................................. 38 6.6 Curricula Development Actions and Closing the Loop ............................................................................... 39

7.0 Academic and Professional Engagement ........................................................................ 42 7.1 Student Academic and Professional Engagement ........................................................................................ 42 7.2 Executive Education ....................................................................................................................................... 43 7.3 Faculty Qualifications and Engagement ....................................................................................................... 43

8.0 Other Material ................................................................................................................ 44 8.1 Information Technology and Data Analytics ............................................................................................... 44 8.2 Improving Student Success and the LEAP Lab ........................................................................................... 44

List of Appendices APPENDIX A: BS PROGRAM REQUIREMENTS

APPENDIX B: MSACC PROGRAM APPLICANTS AND ACCEPTANCE 2012-2016

APPENDIX C: MSACC PROGRAM REQUIREMENTS AND COURSE DESCRIPTIONS

APPENDIX D: MSACC PROGRAM ADMISSION REQUIREMENT SCHEDULE AND APPROVED

ELECTIVES

APPENDIX E: PHD PROGRAM STUDENTS FALL 2016

APPENDIX F: PHD PROGRAM OVERVIEW

APPENDIX G: COURSE DESCRIPTIONS

APPENDIX H: VON ALLMEN SCHOOL ADVISORY BOARD 2016

APPENDIX I: TABLE A9-1 FACULTY SUFFICIENCY AND QUALIFICATIONS SUMMARY AND

TABLE A9-2 DEPLOYMENT OF PARTICIPATING AND SUPPORTING FACULTY

APPENDIX J: 6TH YEAR REVIEW TEAM REPORT AND AACSB ACCEPTANCE LETTER

APPENDIX K: GATTON COLLEGE FACULTY QUALIFICATIONS POLICY

APPENDIX L: VON ALLMEN SCHOOL OPERATING RULES AND PROCEDURES

APPENDIX M: PEER REVIEWED JOURNAL PUBLICATIONS BY YEAR

APPENDIX N: TABLE A2.1 FIVE-YEAR SUMMARY OF INTELLECTUAL CONTRIBUTIONS

APPENDIX O: MSACC STUDENT DATA 2012-2016

APPENDIX P: PHD STUDENT PLACEMENT 2012-2016

APPENDIX Q: LETTER TO PROVOST REGARDING STUDENT SUCCESS IMPROVEMENT PLAN

Von Allmen School of Accountancy - Continuous Improvement Review 4

1.0 Executive Summary: Engagement, Innovation, and Impact The Douglas J. Von Allmen School of Accountancy provides outstanding undergraduate and graduate education and is considered by many to be the flagship accounting program in the Commonwealth of Kentucky. Evidence of our excellence includes placement of our graduates and their subsequent accomplishments, historically strong demand for our programs, as well as the reputation, academic and professional accomplishments and outreach activities of the School’s faculty. As part of the Gatton College of Business and Economics, we are committed to accomplishing the goals set forth in the College’s 2016 strategic plan Building a Community of Leaders, which guides the College over the next five years. This includes improving student success (in terms of retention, completion, and time to degree), enhancing the quality of the student experience, and increasing research productivity. The Von Allmen School also shares the College’s long-term goal to be recognized among the nation’s top public university programs. The Von Allmen School and the Gatton College are fortunate to have strong support from the business community in Kentucky and surrounding states and from dedicated alumni. Evidence of this support is the 100% philanthropic funding of the renovated and expanded Gatton building. A significant portion of the $65 million renovation came from Von Allmen alumni and our public accounting firm constituency. The building provides the space needed to accommodate the 30% increase in enrollment the College has experienced and an excellent location for the collaboration needed to increase student engagement and improve the quality and productivity of our research enterprise, which will enable us to reach our aspiration. Below we highlight some notable examples of our engagement, innovation and impact. Engagement

The Von Allmen School has had an active advisory board for many years. The board is composed of leading accounting professionals from public accounting, industry and government. The board has been instrumental in the development of our degree programs, particularly the Masters of Science in Accounting (MSACC) as well as aiding with faculty and Ph.D. student research.

A faculty member is serving as President of the Society of Corporate Compliance and Ethics/Health Care Compliance, the largest association of compliance professionals with over 17,000 members.

Several faculty members are instructors in the big four public accounting firms’ national training programs in tax and audit.

A faculty member has served a four-year term as chair of the Committee of Research and Education Advisors for the Institute of Internal Auditors.

A number of faculty members have served on committees for the Kentucky Society of CPAs. A faculty member developed a program with Gatton’s Executive Education Center to create and deliver

a custom non-credit course in financial and managerial accounting that is specific to the equine industry. Several faculty members serve on review committees for United Way to evaluate the governance,

financial sustainability and financial controls of organizations requesting support. Beta Alpha Psi has volunteered at Habitat for Humanity and God’s Pantry on an annual basis. They also

instruct financial literacy at local middle and high schools through junior achievement. A number of accounting undergraduate students participate each year in the VITA (Volunteer Income

Tax Assistance) program run by University of Kentucky (UK) College of Law. Honesty, Integrity, and Professionalism (HIP) Event is held biannually to assist students with

understanding the importance of honesty, integrity, and professionalism in both the accountancy professional and in their studies. In fall 2016 over 400 students and business professionals attending a keynote talk by Richard Bowen (Citigroup Whistleblower).

Since Fall 2013, undergraduate and graduate students in the internal audit course have conducted over 70 operation/management audits and consulting projects in the Lexington community as part of their


coursework. These teams are comprised of three to four students who invested 180 to 240 hours of work in executing their projects.

Innovation

The Von Allmen School has introduced an Accounting Scholars Four Year Professional BSBA/MSACC Program degree that allows students the opportunity to earn a bachelor’s and master’s degrees, complete a professional internship, and pass the CPA exam within four years. The program has the same course requirements as the individual BSBA and the MSACC degrees but is structured with summer course work. Admission requires a minimum ACT of 26, high school GPA of 3.6 and two AP courses, which meet UK Core requirements.

Three new elective courses, available to graduates and undergraduate students, have been added and are offered on a regular basis: Forensic Accounting & Fraud Examination, Internal Audit and IT Auditing.

The Von Allmen School has participated with the Martin School of Public Policy and Administration in the development of three courses for their new online Graduate Certificate in Public Financial Management and Masters of Public Financial Management programs. The courses are Governmental Accounting and Financial Condition Analysis, Governmental Auditing and Applications in Governmental Accounting and Audit.

A new two-hour course in Financial Accounting was developed to meet the needs of the new Executive MBA Program offered jointly with the University of Louisville.

Financial Managerial Accounting (ACC 628) was restructured to better serve the needs of the MBA program by putting more emphasis on managerial accounting. A second version of ACC 628 was developed to focus specifically on health care organizations for those students in the Professional MBA (For Leaders in Healthcare). This version of the course also is cross-listed with the College of Public Health for their MHA degree.

The Von Allmen School faculty has taken steps to improve the opportunities for undergraduate accounting major to participate in study abroad. In the summers of 2015 and 2016, ACC 407 Concept of Income Taxation was offer by our faculty in Ireland.

Impact

Over the last five years, over 90% of the MSACC students passed all four parts of the CPA exam in the year of graduation. For the class of 2015, 93.8% passed all four parts of the CPA exam in the year of graduation. For class of 2014, the rate was 90.5% and for the class of 2013 it was 100%.

For the MSACC class of 2016, 95% had accepted job offers by the end of their final semester. For undergraduates, 63% of those seeking employment had accepted offers prior to graduation, with 75% obtaining employment within three months of graduation.

The Von Allmen chapter of Beta Alpha Psi has been recognized internationally once again as a Superior Chapter for the 2015-2016 academic year. The chapter has achieved this distinction each of the past five years.

A Ph.D. student’s dissertation, “What Do Auditors Promise Prospective Audit Clients? Evidence from Governmental Audit Proposals” won the 2016 Outstanding Dissertation Award from the Strategic and Emerging Technologies Section of the American Accounting Section.

The Von Allmen School has increased its rankings on the UT Dallas Index from unranked (2005-2011) to 77 (2012-2017) and is ranked 48th among public universities. In the BYU Accounting Rankings (top 12 accounting journals), it ranks 38th in terms of publications since 1990 and 50th for the last 6 years. In the auditing area, the Von Allmen School ranks 19th.

Two faculty members received the overall best paper award for their paper presented at the 2017 American Accounting Association Mid-Year Auditing meeting.

In January 2015 two Von Allmen School faculty members received the Auditing: A Journal of Practice & Theory Best Paper Award (an award given for the best paper published in the journal for the prior three-year period, 2011-2013).


One faculty member received the Best Reviewer Award for her work as a reviewer for the Auditing: A Journal of Practice and Theory in January 2015.

One faculty member received the Outstanding Accounting Educators Award from the Kentucky CPA Society.

One faculty member was inducted in to the American Hall of Distinguished Audit Practitioners. One faculty member received the Outstanding Service Award from the Financial Accounting and

Reporting section of the American Accounting Association at the 2017 mid-year meeting.


2.0 Situational Analysis 2.1 Overview of the Von Allmen School The Douglas J. Von Allmen School of Accountancy has a long history with the University of Kentucky. It was established in 1965 as a segment of the College of Commerce and accredited as the School of Accountancy in 1988. In 2000, the School was renamed the Douglas J. Von Allmen School of Accountancy following a $7 million gift from Douglas and Linda Von Allmen, which was shared with the Center for Green Marketing, now the Center for Sustainability and Entrepreneurship. The Master of Science in Accounting (MSACC) and the Doctor of Business Administration programs with a concentration in Accountancy began in 1972 and converted to a Ph.D. program in 1990. The Douglas J. Von Allmen School offers three accounting programs: Bachelor of Science in Business Administration, Master of Science in Accounting, and Doctor of Philosophy in Business Administration with a concentration in Accounting. The number of graduates from each degree program varies by year but is between 170 to 215 for the undergraduate program and 38 to 45 for the MSACC program. The Ph.D. program has a target size of 8-10 in residence. Enrollments in the MSACC and Ph.D. programs are based upon the quality of student applicants and faculty capacity. The Von Allmen School is a part of the Gatton College of Business and Economics, the third largest College within the University of Kentucky. The Dean of the Gatton College of Business & Economics reports to the University Provost, and the Provost reports to the President of the University. The University is accredited by the Southern Association of Colleges and Schools and is a Research I University as classified by the Carnegie Foundation. The Director of the Von Allmen School of Accountancy reports to the Dean of the Gatton College of Business & Economics. Within the Gatton College, the Douglas J. Von Allmen School of Accountancy is one of five academic units. The five academic units within the college are The Von Allmen School of Accountancy, and the departments of Economics, Finance & Quantitative Methods, Management and Information Systems, and Marketing & Supply Chain. Within the Gatton College, each of the academic unit heads reports to the Dean of the College and is a member of the Operating Committee of the Gatton College of Business and Economics. The Operating Committee consists of the Dean, the Associate Dean(s), the unit heads, and the Administrative Staff Officer.

2.2 Degree Programs in the Von Allmen School Currently, the Von Allmen School serves over 700 students who are currently enrolled in 3 accounting related degree programs as well as several thousand students each year who are enrolled in accounting courses as part of their BBA, MBA or other undergraduate and master’s degree programs across UK. The following degree programs are included in the accreditation review:

Program Name Level Location Date Established (Year Only)

Bachelors of Science in Accounting

Undergraduate

Accounting

1966

Masters of Science in Accounting

Masters

Accounting

1988

Ph.D. in Business Administration in Accounting

Ph.D.

Accounting

1990


During the most recent academic year (2015-2016), the Von Allmen School graduated 217 undergraduates, 42 MSACCs, and 3 Ph.D. students. A brief general description of each program follows. Bachelor of Science in Accounting The BS in Accounting consists of a traditional undergraduate accountancy curriculum. The degree requires 120 hours; this includes the undergraduate College pre-major curriculum, the College core curriculum, and the accounting major curriculum. The accounting major courses include Intermediate Accounting I and II, Accounting Information Systems, Auditing, Taxation Concepts, and Cost Management. Students are required to take two additional upper-division accounting elective courses and Strategic Management. Please refer to Appendix A: BS Program Requirements for additional information.

Masters of Science in Accounting In response to the need for more CPA-qualified graduates entering the workforce of the Commonwealth, the MS Policy Committee reviewed the MSACC program and decided to consolidate the two then existing tracks of financial accounting and tax accounting with the intent of revising the delivery to better prepare students for entry into the profession. Accordingly, the Masters of Science in Accounting is currently a one-year program designed to assist students in the development of a broader and deeper knowledge of how accounting functions within organizations. Students must complete at least thirty semester hours in courses carrying graduate credit consisting of seven accountancy courses and three electives. The accountancy courses include Advanced Taxation, Research in Accounting Theory, Attest Function, Understanding Financial Statements, and Enterprise Information and Control Systems. For their three electives, most students take a Legal Issues and Business Law course, and then select from additional courses in Corporate Finance, Internal Audit, Fraud Examination, Non-for-profit/Government Accounting, Managerial Accounting for Healthcare Organizations, Controllership, and IT Audit. Students are also permitted to select elective courses offered outside of the Gatton College. An innovative feature of the MSACC program is that students are encouraged to integrate their coursework with preparing for and taking the CPA exam. Through teaching courses lock-step using both semester length classes and more intensive module delivery, students can enroll in a Becker CPA review course that coordinates the timing of the CPA exam sections studied with the MSACC courses. With this delivery format, the School has been successful in attracting high quality students since its inception during the 2008-2009 academic year. Appendix B – MSACC Program Applications and Acceptances 2012-2016 provides summary statistics regarding applicants and admissions for the past five years. The program has experienced notable success on the CPA exam. For the past four years, over 90% of the students who sat for all four parts of the CPA exam have passed all four parts in the year of graduation. Please refer to Appendix C. MSACC Program Requirements and Course Description and Appendix D. MSACC Program Admission Requirement Schedule and Approved Electives for a description of program requirements, scheduling and course description. Ph.D. in Accounting The Von Allmen School of Accountancy (VASOA) Doctoral Program is designed to equip doctoral graduates for successful careers as educators and researchers at major colleges and universities. In addition to formal doctoral-level coursework and dissertation development, the program also gives students first-hand experiences as researchers and college instructors. Appendix E: PhD Program Student Fall 2016 provides summary statistics for applicants and admissions to the program over the last five years as well as statistics on the doctoral students in residence during fall 2016. See Appendix F: PhD Program Overview for more discussion of the VASOA doctoral program. The Ph.D. program includes a close mentoring relationship between research faculty and Ph.D. students. For example, faculty mentors supervise Ph.D. students’ first- and second-year papers. Students and faculty members also meet most weeks for an informal brown-bag lunch to discuss research, teaching, and academic life. Leading accounting academics from well-known schools present and discuss their research at weekly workshops. These scholars also meet with doctoral students to offer advice and information. For the 2015-2016 year, workshop


presenters included David Hay (Auckland), Gary Hecht (Illinois), Mark Nigrini (West Virginia), and Lauren Cunningham (Tennessee). For fall 2016, workshop speakers were Brian White (University of Texas at Austin), Bernard Wong-on-Wing (Washington State), David Piercy (University of Massachusetts-Amherst), and Qing Liao Burke (Miami University – Ohio). Ann Backof (Virginia), Ken Bills (Arkansas), Bob Libby (Cornell), Todd Kravet (University of Connecticut) and Dan Cohen (University of Texas –Dallas) are scheduled to present in spring of 2017. University of Kentucky faculty members and doctoral students also present their research at these workshops. In addition, the Von Allmen School invites leading scholars to participate in daylong research colloquia where presenters provide in-depth workshops on their research areas, papers or projects, and critique doctoral student projects or papers. Presenters in the colloquia series have included Linda Myers (Tennessee), Mark Peecher (University of Illinois), Kathryn Kadous (Emory), Paul Hribar (Iowa), Ted Mock (USC) and Ole-Kristian Hope (Toronto). For Spring 2017, Lisa Koonce (University of Texas at Austin) will be the Colloquium presenter. Brief course descriptions for all accountancy courses, and sections offered for spring 2011 through spring 2017 are available in Appendix G: Course Descriptions. 2.3 Historical, National, Local and Other Factors Shaping Mission The missions of the University and Gatton College drive the Von Allmen School mission. As noted in more detail in the Gatton College Fifth Year Maintenance of Accreditation Report, the University’s mission is significantly influenced by the Kentucky Council on Postsecondary Education and its 2016-2021 Strategic Plan. This plan includes objectives regarding excellence in teaching and learning, increased basic and applied research to create new knowledge to accelerate innovation and promote economic growth, and increase persistence and timely completion of degree for all students at all levels. These objectives and goals have been incorporated in the University’s Strategic Plan 2015-2020 Transforming Tomorrow and in the Gatton College’s 2016-2020 Strategic Plan—Building a Community of Leaders: A Blueprint for Excellence. The Von Allmen School’s Mission statement, described later in this report, was reviewed by the School’s faculty in light of the College’s and University’s plans and found to be consistent with the path we have been pursuing. The primary effect of these plans on the School has been to increase our focus on retention and student success at the undergraduate levels. A second force influencing the Von Allmen School’s mission is the School’s commitment to the accounting profession and our goal of preparing students for leadership roles in the accounting profession in the State of Kentucky, the region, and at the national and global level. This includes roles as accounting professionals in public accounting, industry, and government as well as in the academy as educators and researchers. The Kentucky Society of CPAs (KyCPA) and the State Board of Accountancy have for the past several years been concerned with the current supply of qualified CPAs in the State and a predicted increasing gap between supply and demand as a large portion of practicing CPAs are retiring. The American Accounting Association has also been concerned for the past decade with the shortage of academically qualified accounting Ph.D.s to educate the next generation. These demands have influenced the sizing of our programs at both the undergraduate and graduate levels. The third factor influencing our missions and operations is the University’s resource allocation model. In 2012 and 2013, the University explored and attempted to implement a Responsibility Center Management (RCM) model. However, after several years of effort, the initiative was abandoned. A new model was adopted in fall 2016 but details are still unclear. The current model is a hybrid of incremental budgeting and centralized budgeting. Some new funds have been allocated to the Colleges based on a complex formula of retention, growth and other University strategic goals, but there is no equivalent allocation to the departments. There is also uncertainty as to allocation of funds that previously flowed to the School for summer funding. This has made planning at the department level difficult and provides little motivation for introducing new programs or initiatives and growing existing programs. Finally, in addition to serving Von Allmen School majors, Gatton MBA and undergraduate students in all majors, the Von Allmen School provides courses for non-accounting majors and/or non-business majors across


the university. Students across campus are encouraged to take introductory accounting either as a degree requirement or as a prerequisite for a course within their degree requirement. Some of the non-business programs served include the following:

Agricultural Economics Agribusiness Management and Food Marketing Equine Management Merchandising Apparel and Textiles Hospitality Management School of Human Environmental Sciences Arts Administration

2.4 The Von Allmen School’s Advantages in Reputation, Resources, Sponsors, and Supporters One of the strengths enjoyed by the Von Allmen School and the Gatton College is that the University of Kentucky is the flagship public research university in Kentucky, organized into 17 colleges and professional schools and offering over 200 degree programs. In addition, the University of Kentucky has significant strengths in healthcare and public policy and administration. Another strength is that the Von Allmen School is housed in the recently renovated and expanded Gatton Building, which was completed in fall 2016. This state of the art building significantly expanded the classroom and office space for the College and the Von Allmen School. The renovation also included a new Behavioral Research Lab, the Seale Finance Learning Center, and 42 collaborative study and breakout rooms. The School’s current faculty is also a strength in terms of their dedication to the School, its mission and to the accounting profession. Since the last review, the School has been successful in providing the necessary research environment and support to successfully see two entry-level hires through to tenure and promotion and to attract two new entry-level faculty with high research productivity potential. Finally, the Von Allmen School enjoys tremendous support from its alumni and the professional accounting community. This support was evidenced by the significant contribution the Von Allmen School’s alumni and the public accounting firms made to the Gatton Building campaign. The support is also reflected in the significant endowment of the School and in our strong and active Advisory Board. 2.4.1 Endowments With the naming of the Von Allmen School in 2000, the School added significantly to its endowed funds. The funds support three basic activities (1) scholarships, (2) endowed faculty positions, and (3) research support for faculty and Ph.D. students. The total endowment is currently valued at $12,841,500 and generates an estimated $450,000 annually. The income generated by these endowment funds has made a significant impact on ability to maintain the School’s research productivity and the Ph.D. program. A breakdown of the endowment distribution across purposes is given below.

Designated Use Endowment Amount Estimated Annual Expendable

Funds Scholarships $2,312,000 $81,000Endowed Faculty Positions $6,117,000 $214,000Research Support $4,412,000 $154,000 Total $12,841,000 $449,000

2.4.2 Advisory Board The Von Allmen School uses an advisory board comprised of alumni, firm representatives, and other business community members to assist with strategic planning and evaluation of proposed endeavors. The advisory board meets at least twice per year, in the fall and spring, and the members provide their perspectives on issues facing the School and profession. The Board also provides a resource for faculty regarding the practice of accounting and for perspectives and assistance in research projects. Appendix H: Von Allmen School Advisory Board 2016 provides a listing of the current members.


2.5 The VAS’s Disadvantages in Reputation, Resources, Sponsors, and Supporters Unfortunately, the University of Kentucky, the Gatton College, and the Von Allmen School suffer slightly from the stereotype associated with being in a poor state with a substantial region of poverty. During the past decade, the Commonwealth of Kentucky has continued to make progress in improving primary and secondary education, and the state has considered higher education essential to the success of the Commonwealth. Many of these disadvantages are the direct result of the statewide economic challenges that have created uncertainty in the University’s budget. The greatest disadvantage to the College is necessary funding to increase the size of the faculty and to keep summer support for faculty competitive with peer institutions. Faculty summer support tends to be a flat amount that is guaranteed for a period of time. Most of our peer institutions provide 2/9ths of base salary to all research active faculty. Financial constraints have also led to less competitive financial support for doctoral students and an inability to grow the staff in response to increased student enrollment. 2.5.1 Faculty Shortage The Von Allmen School has continued to grow in enrollments in the BS and MSACC programs while the Ph.D. program has been intentionally kept at its current size of ten due to the limited number of senior faculty. While the number of participating faculty has increase from 19 at the last review to 20, the teaching capacity has not as one of the Schools faculty members serves as the executive associate dean. The increased teaching needs from the growth in undergraduate and master’s programs has been met by increasing class size and the use of part time adjunct faculty. The student to faculty ratio of the College remains the highest on campus. This has resulted in our ratio of hours generated by participating faculty to be above the AACSB target of 60% in the 2015-2016 academic year. As Appendix I: Table A9-1 Faculty Sufficiency and Qualification Summary and Table A9-2 Deployment of Participating and Supporting Faculty shows, the ratio in the Academic Year 2015-2016 was 69%. The Office of Institutional Research, Planning, & Effectiveness at the University of Kentucky reported that the Gatton College has historically possessed the highest average student-to-faculty ratio amongst the 17 colleges and professional schools since 2002. Furthermore, this metric has been increasing over the years. Since the 2010-2011 academic year the Gatton College’s student body has increased 21% with similar growth in the accounting introductory courses. The growth among accounting majors has been 16%. As noted in the College’s Maintenance Report, the 2009-2010 student-to-faculty ratio was 33:1 and today it is 35:1. This ratio is roughly 9% higher than that reported by benchmark institutions and 59% higher than our aspirational schools. Using comparative data from the University of Kentucky, the Gatton Colleges’ student to faculty ratio is 37.72% higher than Engineering, the college on campus with the next largest ratio. The shortage in faculty has directly resulted in an inability for the College and the Von Allmen School to keep teaching loads competitive relative to our benchmark institutions. We have increased class sizes significantly for the introductory accounting courses and have become dependent on adjuncts to deliver both upper and lower level undergraduate courses. 2.5.2 Staff Shortage Support staff for the Von Allman School has recently decreased from two FTEs to .5 FTEs. Some of this is the result of centralization of operational activities such as travel reimbursements and accounting record keeping and the efficiencies gained from increased use of technology. However, it has also shifted additional clerical work on to the School Director, the MSACC Director and the Ph.D. Director as well as to the faculty. Two of these three are research active faculty and the increased workload is expected to have adverse effects on their productivity and ability to work with Ph.D. students.


2.5.3 Financial Support for Doctoral Students As noted in the College’s Maintenance Report, Ph.D. student funding trails that of our peer institutions. While our endowment for Ph.D. support has allowed the Von Allmen School to be at the upper end of the College ($27,000 for accounting versus the $20,000 average for the college), it is still well below that offered by other schools in our peer group. 2.6 Internal, Environmental, and Competitive Forces Challenging The VAS’s Future Given the Commonwealth and University’s financial condition, it is unlikely that the School will see any significant growth in funding. To date, the College and the School have been successful in keeping our current salaries competitive. However, as a larger portion of the School’s faculty are achieving the level of research productivity to which we aspire, it will be increasing difficult to keep their salaries and research support competitive. For example, the market in accounting for productive researcher faculty now requires summer funding of 2/9 for both pre and post tenure faculty. The School currently has three faculty receiving approximately that level of funding, but it is not clear this is sustainable for much longer or if additional faculty could be added. As explained in the College’s Maintenance Report, revenue growth through expansion of programs seems limited. While our endowment resources have allowed the School to meet these needs in the past, addressing these increased resource needs will be a significant challenge going forward. 2.7 Opportunities for New or Enhanced Degree Offerings Over the past five years the Von Allmen School has explored several opportunities to expand our programs, including an evening Masters of Taxation in the Northern Kentucky/Cincinnati area, an on-line Masters of Taxation program, an online MSACC program, an Executive DBA program, and expansion of our MSACC program. The demand for these offerings is high and the School possesses expertise in the topical areas. Given the pressure on teaching resources in meeting the needs of our current programs as well as the increased demand on our faculty to supply courses in other new or expand Gatton/University programs, the faculty has elected not to pursue these opportunities. The demand from other programs include one course for the joint Executive MBA, three course for Martin School On-line Financial Management Program, one course for the new MS in Finance, and one course for the Professional MBA-For Leaders in Healthcare. Recently there has been some indication the School may be able to negotiate a new revenue sharing model for the MSACC. Currently, the MSACC program receives no direct share of tuition revenue as the program commenced in 1931 before the current 40/60% revenue sharing model that currently exists for new graduate programs. The College does receive the program fee of $1300 per semester which is used to pay the MSACC program director’s stipend (approximately $20,000) and for program orientation and a graduation event. At one point in time, the fees also paid 50% of the salary for an administrative assistant, but that 1/2 FTE was absorbed into the Dean’s office as part of the staff reorganization and centralization. If the College was successful in negotiating a new revenue sharing model for the program, the School would increase the current program size from 45 to 80. The anticipated growth would come from adding a track that would be for students who do not have an accounting degree or the equivalent number of accounting courses. This track would require several additional courses taught in the summer before and after the current MSACC program calendar to provide the non-accounting students to prepare for the existing MSACC courses. A track of this nature would require giving them the material equivalent of Intermediate Accounting, Introductory Auditing, and Introductory Tax. Course work would be structured to allow these students to complete the program in 12 rather than 9 months. As this expansion would nearly double our current enrollment, we would need to add additional sections of the existing core MSACC courses. Additional teaching resources are estimated to be 1.5 FTEs.


3.0 Progress Update on Concerns from Previous Review Four issues were of concern in the prior five-year review, which occurred in November 2011. At that time, our Maintenance of Accreditation Committee and Review Team determined that our maintenance review should be extended for one year. In January of 2012, the Gatton College addressed the following four topics in writing with the Review Team and AACSB. The 6th year review team report indicates that these issues had been satisfactorily resolved. A copy of the letter stating that all concerns were sufficiently addressed may be found in Appendix J: AACSB 6th Year Review Report and AACSB Acceptance Letter. The Acceptance Letter did indicate that these four issues need to be monitored.

1. The School of Accountancy needs to work to improve overall research productivity of faculty to ensure that the current ratios are sufficient to maintain quality overall. (Standard 2: Intellectual Contributions and Standard 10: Faculty Qualifications)

Since the Review team’s visit in 2011 and 2012, we have revised our qualification criteria definitions for faculty. The new model was adopted in February of 2014. The current qualification model covers our teaching faculty who are in tenured lines as well as our lecturer series. Based on data from the 2015-2016 academic year, approximately 65 percent of faculty in in the School meet the qualifications for Scholarly Academic (SA). The model is summarized in Appendix K: Gatton College Faculty Qualifications.

2. The School of Accountancy should continue to develop and implement its financial plan to assure that the mission and goals of the School are adequately supported. (Standard 5: Financial Strategies).

As part of the Schools response in the sixth-year review, a table linking strategic expenditures to the mission Statement objectives was prepared for 2012 and 2013. A similar report for the current year is included in section 4.4 of this report

3. The School of Accountancy’s new assurance of learning plan is well designed and the School is progressing towards assessment that is more robust. The School should continue to collect and evaluate the data and implement changes as needed. The effectiveness of the new plan should be demonstrated in the next maintenance plan. (Standard 39: Accounting Undergraduate Education Goals, Standard 41: Accounting Master’s Educational Goals, and Standard 43: Accounting Doctoral Educational Goal.

After the 5th year, review additional modifications were made to the assessment programs, particularly in putting in place an improved assessment process for the upper-division courses in the accounting major, the MSACC program and the doctoral program. Since that time the assessment program for the MSACC has been enhanced with the inclusion of the customized CPA Exam Performance Report. This report allows us to monitor the performance of each MSACC cohort on each specific content area of the exam. The MSACC Policy Committee and the other faculty teaching in the MSACC make appropriate adjustments to the curriculum based on this data.

4. The School of Accountancy should continue to report on the success of alumni through the data collected from the survey. The survey schedule should be included as well as any survey changes. (Standard 33: Accounting Student Placement).

The Graham Office of Career Management of the Gatton College tracks placement for graduates of the undergraduate, master’s and Ph.D. students. This is done at the point of graduation and at three months after graduation. In response to the prior accreditation report, the Von Allmen School conducted a web-based survey of the alumni of the undergraduate program in 2012. This covered alumni graduating in the prior ten years. Initially, the plan was to repeat this survey every five years. With the expected addition of a staff member at the College


to address alumni affairs, it is anticipated that we will conduct another survey in the near future, once that position is in place. It should be noted that with the revision to the AACSB standards effective 2013, this is no longer a requirement.


4.0 Strategic Management and Innovation 4.1 Mission Statement and Summary of Strategic Planning The Douglas J. Von Allmen School of Accountancy exists to prepare accounting graduates for leadership roles in the accounting profession by offering high-quality, fully accredited academic programs, conduct research that advances the body of accounting knowledge and inevitably has implications for accounting practice, and provide service to local and state institutions, the accounting profession, the Gatton College of Business and Economics, and the University of Kentucky.

The goals and objectives of the mission statement of the Von Allmen School can be easily summarized – the Von Allmen School strives for excellence (continuous improvement) in instruction, research, and service. Since the University of Kentucky is a land grant institution, a Carnegie I Research Institution, and the Gatton College aspires to be considered a top 30 public business school, the Gatton College and the Von Allmen School of Accountancy continue to pursue excellence by playing to its strengths and improving on its weaknesses. Through its continuous efforts to strengthen the personal and professional development of its students, faculty, staff, alumni, and other stakeholders, the Douglas J. Von Allmen School of Accountancy will fulfill its mission

by: Preparing its undergraduate students for graduate education or productive careers by

establishing the foundation for lifelong learning, Preparing its master's level students for positions of leadership in the accounting profession, Preparing its doctoral students for successful careers in accounting education and research, Developing innovative and effective instructional methods that stimulate accounting learning, Providing significant intellectual contributions in basic and applied accounting scholarships, Providing significant service and leadership to the accounting profession, the college, the

university, and to professional and academic organizations, Organizing and seeking advice from a formal advisory group made up primarily of prominent

alumni of all accounting programs. As a part of the Gatton College of Business, the above strategies for achieving the School’s mission are consistent with and support the College’s five Strategic Initiatives as stated in its 2015-2020 Strategic Plan—Building a Community of Leaders: A Blueprint for Excellence, see Appendix G: Gatton College 2015-2020 Strategic Plan of the College’s Maintenance Report. 4.2 Strategic Management Planning Process There are seven standing committees within the School that are charged with various tasks and responsibilities essential for the School to achieve its mission:

Undergraduate Studies Committee MS Policy Committee Ph.D. Policy Committee Scholarship Committee Learning Outcomes and Assessment Committee Merit Review Advisory Committee Faculty Recruiting Committee (if needed)

In addition to the standing committees, temporary committees and task forces are used when there is a need either at the School or at College level. The Von Allmen School faculty members also serve as coordinators and advisors in many capacities for the School. These charges include:

Brown Bag Coordinator Research Workshop Coordinator(s) Beta Alpha Psi Advisor


Accounting Club Advisor National Association of Black Accountants (NABA) Advisor Lab for Economic and Accounting Proficiency Lab Coordinator Experiential Learning Liaison (Internships)

Von Allmen school faculty members also regularly serve on the following Gatton College committees:

MBA Policy Committee Undergraduate Studies Committee Graduate Studies Committee Ph.D. in Business Administration Strategic Planning and Review Committee Learning Outcomes Assessment Committee Merit Appeals Committee Faculty Advisory Committee on Promotion and Tenure Diversity Committee (Staff and Faculty Development) Strategic Planning and Quality Improvement Committee

Members of the Accounting faculty have served as College representative to the UK Faculty Senate. The College and School committees assist in numerous ways to ensure that the Von Allmen School of Accountancy accomplishes its mission of providing high quality education, research, and service. The Director, with consideration of the strengths and interests of the faculty and the needs of the School, appoints Von Allmen School committee members. The Von Allmen School uses a distributed responsibility model where faculty committees provide items for discussion and adoption by the faculty through the faculty governance process. Strategic issues or concerns and pragmatic operating items or issues are identified by the committee or referred to the committee for discussion and action (by the School Director, the faculty, other committees of the Von Allmen School, or College committees). Items requiring further deliberation and adoption by the faculty are then presented for faculty discussion and voted on at a School faculty meeting. The committee and/or the administration of the School implement items that do not require a faculty vote for adoption into the formal operating rules. There is no set agenda for committee deliberations, and committees are free to develop new ideas or strategies according to the committee’s charge. The committee chair schedules meetings. This organizational structure has been effective in ensuring that the Von Allmen School of Accountancy accomplishes its mission and in achieving quality and continuous improvement. The School Director assumes much of the responsibility for day-to-day decision making in the School. Responsibilities of the Director include teaching assignments, faculty evaluation and appraisal, committee assignments, and financial support requests. The Ph.D. Policy Committee, the Undergraduate Studies Committee, and the Masters Policy Committee are responsible for making recommendations to the faculty concerning issues related to their respective academic areas. Their responsibilities include, but are not limited to, consideration of curriculum changes and additions, resource requirements and allocation issues, continuous review of the mission statement, objectives, goals and strategies as well as appropriate related assessment measures. In addition, the two graduate program committees review and make recommendations regarding admission requirements to their respective programs. The Ph.D. Policy Committee, the Undergraduate Studies Committee, and the Masters Policy Committee continuously review and monitor their respective degree programs, requirements, and outcomes. These committees examine the curriculum and make recommendations to the faculty and the Director regarding curriculum changes to better fulfill the School’s mission of preparing accounting graduates for leadership roles in the accounting profession. They also evaluate and recommend changes in the admission requirements to their respective


programs and examine resource requirements and allocation issues (See Appendix L: Von Allmen School Operating Rules and Procedures).

The School’s Director assigns faculty members to committees based upon their interests and the practicality of filling all the committees. Committee chairs are asked to recommend faculty for inclusion on committees and to identify their interest in serving as the chair. In addition to the use of committees to study issues and make recommendations to the faculty and to the Director, the Von Allmen School of Accountancy faculty as a whole act as a decision-making body on all substantive issues recommended to them by the committees and other issues as they arise. As noted above, the Von Allmen School uses an advisory board comprised of alumni, firm representatives, and other business community representatives to assist with strategic planning and evaluation of proposed endeavors. The advisory board meets at least twice per year. 4.3 Strategic Management Planning Outcomes In our prior Maintenance Report, the Von Allmen School set out the following strategic initiatives:

1. Increase the number of accounting majors to meet the State and Region’s demand for accounting professionals.

2. Improve the effectiveness of the introductory accounting class for accounting majors and for non-majors by developing a non-major service course. This would allow a more rigorous course for those intending to purse degrees in accounting and finance and better serve the needs of students who would be primarily users rather than preparers of accounting information.

3. Increase the success rate for students in ACC 301 and ACC 302 (Intermediate Accounting I and II). 4. Restructure the MSACC program to facilitate students’ ability to complete the CPA simultaneously with

the program. 5. Expand the MSACC to allow completion of the degree by non- accounting and non-business majors. 6. Improve faculty research productivity.

The School has been successful in implementing four of these six initiatives. We have seen an increase of more than 16% in the accounting majors. We have taken some steps to improve the success rates in ACC 301 and 302, although not to the extent we would like. The School has been able to carry out its planned modifications to the curriculum of the MSACC program, which has allowed the MSACC students to successfully complete the exam. Since the changes consistently well over 90% have been able to complete the exam within the year of graduation, (most have completed all but the final section prior the end of their course work). In terms of research productivity, The School has made significant progress. The Von Allmen School has increased its rankings on the UT Dallas Index from 110 (2005-2011) to 77 (2011-2017) and to 48th among public universities. In the BYU Accounting Rankings (top 12 accounting journals) we now are ranked 38th in terms of publication productivity since 1990 and ranked 50th in the last 6 years. In the auditing area, BYU Rankings place the Von Allmen School at 19th. Both the UT Dallas and BYU rankings only consider a subset of accounting journals. UT Dallas considered The Accounting Review, Journal of Accounting and Economics and the Journal of Accounting Research. The BYU rankings include those three journals as well as other highly regarded general and field journals. However, despite several attempts we have been unable to implement the changes to the Introductory accounting courses. Our proposals have been rejected by the College’s Undergraduate Studies Committee and have not been well received in other parts of campus where the introductory accounting sequence is used in their programs. We have also not been able to get sufficient resource commitments in terms of faculty lines or revenue sharing to undertake the MSACC expansion.


4.4 Intellectual Contributions, Impact, and Alignment with Mission Academically qualified faculty in the Von Allmen School of Accountancy are expected to contribute to the research mission of the School, College, and University through research activities including journal publications, presentations at conferences, meetings, and other universities, service as reviewers for journals and meetings, journal editors, editorial board members, as well as service as chairs and members of doctoral dissertations. Of these activities, it is assumed that the major activity demonstrating intellectual contribution is research journal publications. The production of intellectual contributions such as publications in peer-reviewed and academically respected journals represents a core set of responsibilities of accounting faculty. Such contributions improve accounting theory and practice, and support the quality of instruction in the classroom. Since the University of Kentucky is a land grant institution and a Carnegie I Research Institution, and the Gatton College aspires to become recognized among the top thirty public universities in the United States, the Von Allmen School of Accountancy has placed increased emphasis on publications in scholarly journals, particularly those that are considered top tier journals in accounting and those that are considered top specialized journals in each discipline (audit, information systems, tax, and managerial). For the 2011-2016 period, the faculty have published 75 articles in refereed journal (compared to 53 articles in the period from 2006-2011). The journal set includes some of the top general journals and top specialization journals – The Accounting Review (1), Accounting, Organizations and Society (1), Contemporary Accounting Research (5), Review of Accounting Studies (2), Journal of Accounting Research (1), Behavioral Research in Accounting (4), Auditing: A Journal of Practice and Theory (3), Accounting Horizons (4), and Journal of Accounting, Auditing, and Finance (1), please refer to Appendix M: Peer Reviewed Journal Publications by Year. For 2017, there have been three acceptances for forthcoming publication – the Accounting Review (2). Journal of Management Accounting Research (2), and Review of Accounting Studies (1). Nine tenure-track faculty members (excluding the assistant professors) published at least two refereed articles during the last five years and eight faculty members published at least four refereed articles during the period. Two examples of additional evidence regarding intellectual contributions include faculty papers or publications chosen for noteworthy awards. The article titled “The audit of fair values and other estimates: The effects of underlying environmental, task, and auditor-specific factor” coauthored by Von Allmen School faculty members Professors Brian Bratten and Lina McDaniel (deceased) and three scholars at other institutions published in Auditing: A Journal of Practice and Theory (2013) received the AJPT Best Paper Award in 2015 (selected from papers published in AJPT between 2011 and 2013). The AJPT Best Paper was established to recognize “a paper published in AJPT that has had a significant influence on, or the potential to significantly influence, audit research or practice.” As a working paper, the study was cited in the transcript of a 2012 speech by Securities and Exchange Commission Deputy Chief Accountant Brian Croteau on “Policy Choices Informed by Root Cause Analysis.” It was included on several recent top download lists in the Accounting, Corporate Governance, and Economics Research Networks on SSRN, and was translated into Spanish by Columbian CPA and blogger Samuel Mantilla. Subsequent to publication, the paper was cited by the PCAOB staff in their August 19, 2014 Staff Consultation Paper. Another example is the paper "Ties that bind: Knowledge sharing networks and auditor performance" coauthored by Von Allmen faculty members Monika Causholli and Nicole Jenkins with Gatton management Professor Scott Soltis. This paper received the overall best paper award at the 2017 American Accounting Association Audit Mid-year meeting in Orlando. In addition to publishing in scholarly journals, a number of faculty members in the Von Allmen School of Accountancy serve as associate editors or on journal editorial boards. Service on editorial boards indicates that the board member is nationally recognized as a scholar in his/her field. The intellectual contributions of accounting faculty members are recognized not only by their service on the editorial boards of academic journals, but also when editors of academic journals request that they review papers submitted to the journals for publication. Moreover, the quality of the reviews of research submitted to journals and hence their contribution to the advancement of research in accounting is associated with increases in the number of journals and journal submissions that a faculty member is asked to review.


The faculty members of the Douglas J. Von Allmen School of Accountancy recognize that the growth, development, and quality of a faculty member’s research output is enhanced when he/she presents research findings to the academic community. Such exchanges provide a forum to improve research design and increase the likelihood of eventual publication of research findings in top accounting journals. They are also recognized as achievements in and of themselves, because of the competitive nature of the review process for acceptance of papers that are presented at most academic conferences. As a result, the School encourages faculty members to make presentations at conferences, particularly annual meetings of the American Accounting Association (AAA) and at Section meetings of the AAA. Faculty members of the Von Allmen School of Accountancy are dedicated to enhancing the quality of the accounting education of our students. In addition to their research output, faculty members provide intellectual contributions that advance the learning environment and the art of accounting pedagogy. Some of the faculty members of the Von Allmen School of Accountancy develop materials that enhance student learning. Much of this material is used in their own classrooms. In addition, four faculty members were involved in publishing textbooks while three faculty members published chapters in books or texts during the 2012-2016 period (See Appendix N: Table A2.1 Five-Year Summary of Intellectual Contributions). 4.5 Financial Strategies and Allocation of Resources Most of the financial strategies of the Von Allmen School are currently determined through the College and University budgeting process with the Von Allmen School having additional autonomy in determining the use of endowment earnings, fund raising dedicated to the Von Allmen School, and a portion of the income from summer school offerings. The strategic expenditures are linked to our mission as follows: Preparing its undergraduate students for graduate education or productive careers by establishing the foundation for lifelong learning. This objective is supported through:

Undergraduate Scholarships Undergraduate program events expenditures Support for NABA, Beta Alpha Psi and the Accounting Club Expenditures to Drive Student Success

Preparing its master's level students for positions of leadership in the accounting profession. This objective is supported through:

MSACC Scholarships MSACC Assistantships MSACC Program Marketing and Related expenditures MSACC Orientation/Graduation

Preparing its doctoral students for successful careers in accounting education and research. This objective is supported through:

Ph.D. Stipends Ph.D. Scholarships Ph.D. Fellowships Ph.D. travel awards Ph.D. colloquium expenditures DBA/Ph.D. alumni development


Developing innovative and effective instructional methods that stimulate accounting learning. This objective is supported through:

Faculty Summer Course Development Grants Teaching Excellence Awards

Providing significant intellectual contributions in basic and applied accounting scholarships. This objective is supported through:

Research Workshops Faculty Summer Research Grants Faculty Development - travel, conferences, submission fees, subject fees, etc. Research Excellence Awards

Providing significant service and leadership to the accounting profession, the College, the University, and to professional and academic organizations. This objective is supported through:

Faculty Development - travel, conferences, submission fees, subject fees, etc. Organizing and seeking advice from a formal advisory group made up primarily of prominent alumni of all accounting programs. This objective is supported through:

School Advisory Board expenditures.


Category Current

2015/2016 Budgeted 2016/2017

Funding Source

Preparing its undergraduate students for graduate education or productive careers by establishing the foundation for lifelong learning

Undergraduate Scholarships $16,250 $20,000 Endowment Undergraduate program events

expenditures $6,000 $6,000 Firm Contributions

Support for NABA $1,500 $1,500 PWC Grant, Summer Funds

Expenditures to Drive Student Success (LEAP)

$25,000 $28,000 College, Summer

Preparing its master's level students for positions of leadership in the accounting profession MSACC Scholarships $51,000 $60,000 Graduate School

Endowments Annual Giving

MSACC Assistantships $35,000 $35,000 Summer MSACC Program Marketing and

Related expenditures $500 $500 Annual Giving

Orientation/Graduation $2,8000 $3,200 Fees Preparing its doctoral students for successful careers in accounting education and research

Ph.D. Stipends $109,000 $112,000 College Ph.D. Scholarships $13,800 $15,000 Endowment, Summer Ph.D. Fellowships $70,000 $70,000 Endowment Ph.D. travel awards $8,000 $8,000 Endowment Ph.D. colloquium expenditures $4,000 $4,000 Endowment DBA/Ph.D. alumni development $1,200 $1,200 Annual Giving

Developing innovative and effective instructional methods that stimulate accounting learning, Faculty Summer Course Development

Grants $0 $9,000 College, University

Providing significant intellectual contributions in basic and applied accounting scholarships, Research Workshops $11,000 $12,000 Endowment Faculty Summer Research Grants $178,000 $223,000 Endowed, Summer Faculty Development - travel,

conferences, submission fees, subject fees, etc.

$12,500 $18,000 Endowment, Summer

Providing significant service and leadership to the accounting profession, the college, the university, and to professional and academic organizations.

Faculty Development - travel, conferences, submission fees, subject fees, etc.

$4,500 $5,000 Summer

Organizing and seeking advice from a formal advisory group made up primarily of prominent alumni of all accounting programs

School Advisory Board expenditures $1,500 $1,500 Annual Giving Alumni research 0 $4,000 College, Summer

4.6 New Degree Programs There are no new degree programs to report.


5.0 Participants 5.1 Students Over the past five academic years, the number of graduates in the undergraduate accountancy major (BS degree) has averaged 178 with a low of 149 in 2011-2012 and a high of 217 in 2015-2016. Over a ten-year window, academic year 2006-2007 through academic year 2015-2016, the average number of graduates from the BS program has been 161. The 2015-2016 graduation of 217 majors exceeds the five-year average by 22% and the ten-year average by 35%. The current enrollment numbers indicate that the number of graduates in 2016-2017 will exceed 230. Continuation of this upward trend provides further justification for recruiting additional accountancy faculty and is consistent with the increasing student-to-faculty ratio of the Gatton College. The Gatton College Undergraduate Resource Center provides academic advising for undergraduate accounting majors. The number of graduates from the MSACC program (47 for 2015-2016) is at a high relative to both the five year and ten year averages of 38 and 30, respectively. The most recent number of graduates is about 57% larger than the ten-year averages. The average over the last five-year period is 73% above the average for the prior five-year period (2006 to 2001). This trend demonstrates the significant growth in the program. The MSACC program has dramatically increased its size while maintaining the quality of admitted students. Average GMAT scores for 2012 to 2014 were slightly over 600 compared to an average of 580 for admitted students in 2007-2008. In 2014, the MSACC Policy committee dropped the GMAT requirement for admission for applicants with an overall GPA and an accounting GPA of 3.5. Our experience has been that the GMAT did not provide us with any additional information regarding student success for students with this GPA or higher. However, the GMAT requirement was deterring students from applying, especially those from our own undergraduate program. Historically, the Master’s in Accounting program required Gatton undergraduate Accounting majors to have a 3.0 in each of a select group of classes to gain admission. This requirement has changed to an average of a 3.0 in those same courses. The MSACC Program Director and the Von Allmen faculty provide advising to the MSACC students. Appendices B: MSACC Program Applicants and Acceptance 2012-20116 and O: MSACC Student Data 2012-2016 provides summary statistics for applicants, acceptances, graduation and placement rates for the MSACC program for the 2012 through 2016 period. Due to senior faculty constraints (as discussed in the prior section regarding concerns from the previous review), the doctoral program has constrained admissions to a norm of ten students in residence in comparison to a previous norm of twelve students in residence. Initial placements since 2012 include University of Alabama, SUNY Binghamton, Eastern Kentucky, Valdosta State, Louisiana Tech, National Chungchi University, New Mexico State and Western University. Application, admission, and enrollment data as well as attributes of the 2016 students in residence are provided in Appendix E: Program Students Fall 2016. Placement data for 2012-2016 is presented in Appendix P: PhD Student Placement 2012-2016. Changes in the delivery of the MSACC program as well as a discussion of the changes in the undergraduate advising process were discussed in sections 1.0, 2.1 and 2.7. 5.2 Faculty The Von Allmen School of Accountancy was comprised of four full professors, ten associate professors, two assistant professors, two senior lecturers, two lecturers, and four adjunct instructors during 2015-2016. Of the twenty regular (non-adjunct) faculty members, fifteen are CPA qualified. One of the full professors holds an endowed research chair and six of the faculty hold endowed professorships or endowed faculty fellowships. See the Faculty Roster for 2015-2016 below: Professor Urton Anderson – EY Professor of Accountancy Ph.D. – University of Minnesota-Twin Cities; MA – University of Minnesota-Twin Cities; BA – St. Olaf College; CIA, CRMA, CFSA, CGAP, CCEP


Professor Jeff Payne – KPMG Professor Ph.D. – University of Florida; MBA – University of Arkansas; BSBA – University of Tulsa; CPA

Professor Dan Stone – Gatton Endowed Chair of Accountancy Ph.D. – University of Texas at Austin; MPA – Washington State University; BBA – University of Oregon; CPA Professor David Ziebart – PWC Endowed Professor of Accountancy Ph.D. – Michigan State University; MS – Northern Illinois University; BA – Aurora College; CPA

Associate Professor Brian Bratten - Clark Material Handling Company Associate Professor of Accountancy Ph.D. – University of Texas at Austin; MS – Texas A&M University; BBA – Texas A&M University; CPA Associate Professor Monika Causholli - Deloitte Endowed Associate Professor of Accountancy Ph.D. – University of Florida; MA – University of Texas at Arlington; BS – Oregon State University

Associate Professor Myrtle Clark Ph.D. – University of South Carolina; MS – University of South Carolina; BSBA – University of South Carolina; CMA Associate Professor David Hulse Ph.D. – Penn State University; MS – Louisiana State University; BSBA – Shippensburg State University Associate Professor Nicole Thorne Jenkins – EY Research Fellow Ph.D. – University of Iowa; BS – Drexel University; CPA Associate Professor Sean Peffer Ph.D. – Indiana University; BS – Miami University; CPA Associate Professor Thomas Pope DBA – University of Kentucky; MS – University of Kentucky; BS – University of Kentucky; CPA; CFP Associate Professor Cynthia Vines Ph.D. – University of Southern California; MST – University of Texas at Arlington; BBA – Texas A&M University; CPA Associate Professor Jane Wells MSACC – University of Kentucky; BS – University of Kentucky; CPA Associate Professor Hong Xie Ph.D. – University of Iowa; MBA – University of British Columbia; BS – Shanghai Jiao Tong University Assistant Professor Ben Commerford Ph.D. – University of Alabama; MSAcc. – Colorado State University; BSBA – Colorado State University; CPA Assistant Professor Sean Dennis Ph.D. – University of Wisconsin-Madison; MS – University of Notre Dame; BBA – University of Notre Dame: CPA Senior Lecturer John Smigla MS – Kent State University; BBA – Pennsylvania State University (Capitol Campus); CPA Lecturer Raymond Burgess


MBA – Utah State University; BS – Brigham Young University; CPA Lecturer Cynthia Miller MBA – University of Michigan; BBA – University of Michigan; CPA Senior Lecturer Jennifer Siebenthaler MPA – Indiana University at Indianapolis; BS – University of Kentucky; CPA Adjunct Instructor C. Canzos Ph.D. – University of Wales; MBA – City University of New York; BA – San Francisco State University Adjunct Instructor David Osborne MBA – University of Cincinnati; BBA – Marshall University: CIA Adjunct Instructor Stephen Weissmueller Ed.D - University of Kentucky; MBA- Xavier University; BA- University of Kentucky: CPA, CGMA, CVA

Adjunct Instructor Jana Wilhelm MBA – Wayne State University; BSBA – University of Missouri: CPA

5.2.1 Faculty management policies The Director of the Douglas J. Von Allmen School of Accountancy is responsible for the process of faculty development and continuous improvement. Toward the end of each semester, teaching evaluations are administered on-line for all faculty members for each class taught. The results of the teaching evaluations are continuously monitored by the Director and are used in merit evaluations as well as input for discussion when faculty members meet with the Director to discuss their performance. The frequency of performance evaluation for faculty is dependent upon rank. Lecturers and assistant professors are evaluated annually; tenured faculty and senior lecturers are evaluated every two years. All on the two-year cycle are evaluated in the same year. Prior to each review faculty members must submit a completed Faculty Activities Report (FAR) and an updated vita and their information in Digital Measurers. The FAR summarizes faculty activities and accomplishments during the review period. In addition, faculty must provide a teaching portfolio that includes a statement of his/her teaching philosophy, copies of teaching evaluations, statements and examples of any teaching innovations and strategies employed, and examples of student work, exams, and syllabi. The Director and an annual review committee composed of three tenured faculty members review the materials individually and then meet to determine a consensus score. The Director then meets with the Dean and Executive Associate Dean to review the scores and discuss each faculty member. In addition to the annual review with the School’s Director, untenured faculty members undergo a comprehensive two-year and four-year review. The purpose of these reviews is to assess the progress of untenured faculty toward promotion and tenure and to make constructive recommendations for improvement. To facilitate the review, the untenured faculty member makes available a curriculum vita, a teaching portfolio, and copies of published papers, and other evidence of scholarly research. Tenured faculty members are required to provide appraisals of the untenured faculty member’s work and to make recommendations for improvement. The Director provides a summary of these appraisals and recommendations to the untenured faculty member and makes a recommendation to the Dean regarding continuation of the appointment. The University of Kentucky has well defined policies and procedures dealing with appointment, promotion, granting of tenure, and termination of appointment of faculty. The University’s Administrative Regulations (AR) require significant faculty input into the appointment, promotion and granting of tenure, and termination process. For example, in the Douglas J. Von Allmen School of Accountancy, the decision to promote and grant tenure requires all tenured faculty members to submit a letter of evaluation regarding the case, which can be


interpreted as a vote of the tenured faculty in the academic unit. The Director summarizes the faculty letters, makes a recommendation and develops a recommendation letter, and forwards the file to the Dean. The Dean must then submit the file to a College-wide promotion and tenure committee for their review and recommendation. After receiving the file back from the College Promotion and Tenure Committee, and gathering other input as appropriate, the Dean makes a recommendation and forwards the file to the Provost. The Provost, in turn, sends the file to a University faculty committee for further evaluation, input, and a recommendation. The Provost then seeks other additional input as desired and makes a recommendation to the President. The President provides a recommendation to the Board of Trustees, with the Board having final approval. Evidences to be used in faculty appointment, reappointment, promotion, and the granting of tenure decisions in the Von Allmen School are discussed in Appendix Q: Letter to Provost Regrading Student Success Improvement Plan. Faculty members in the Von Allmen School are expected to maintain their academic and/or their professional expertise through a portfolio of scholarly and continuous improvement activities. These activities include attending brown bag presentations; in-house presentations of papers by graduate students, other faculty members, and invited scholars; workshops; conferences to enhance their teaching effectiveness, research productivity, and technology competence; and active involvement in academic and professional activities at the local, state, and national levels. Accordingly, faculty teaching loads are determined by the level of published research and the faculty member’s Distribution of Effort (DOE) which is adjusted to weigh more heavily on instruction for faculty not engaged in significant research. Given the University’s standard teaching load, research-active faculty are provided a reduced teaching load while less-research-active faculty are expected to be more involved in instruction (i.e., teach a larger number of classes or larger section classes). All the lecturers (Burgess and Miller), the senior lecturers (Siebenthaler and Smigla), along with associate professors Pope, and Wells are assigned more instructional responsibilities.

The Von Allmen School of Accountancy expects the faculty to be engaged in scholarship, research, instruction, and service. Accordingly, all faculty members are provided some level of funding for travel and scholarly expenses. The level of funding is based upon scholarly performance, primarily research. A base level of funding is provided to promote continued attendance at professional and research conferences. New tenure-track hires are provided a start-up package that can be used to fund research expenses, database acquisitions, software, or travel that is beyond the normal travel and scholarly expenses allotment. Faculty recruitment in the School of Accountancy is conducted using two faculty recruiting committees – one for senior level faculty member searches (associate professor and full professor rank) and one for entry and/or lecturer faculty rank. The recruiting committee is chosen by the Director after soliciting input from the faculty regarding School and College committees on which they prefer to serve. The recruiting committee is responsible for assisting in the development of the advertisement for the position, setting up the timetable for the recruitment process, evaluating and screening potential candidates, making recommendations and choosing the candidates to invite to campus, assisting with planning the campus visits, reviewing faculty feedback regarding the candidates, and making hiring recommendations to the Director. The Director then makes recommendations to the Dean. Starting in the fall of 2016, members of recruiting committees are required to participate in Unconscious Bias Training before the search process begins. Research active faculty members are eligible for College summer research support funding which is awarded on a competitive basis. Tenured faculty who have published or had "A" level articles accepted in the past three years have received 1 to 2 months of funding subject to fund availability.

As previously described, the Von Allmen School has an active research workshop program in addition to the Colloquium program. Both are intended to allow our faculty and doctoral students to interact with active researchers outside of our School. Our own faculty are encouraged to present their papers and projects either


during a research workshop (usually, Friday mornings 11-12:30) or a ‘brown-bag’ session (usually, Friday at noon). 5.3 Criteria Guiding the Development of Intellectual Contributions The mission statements of the Gatton College and the Von Allmen School of Accountancy guide the criteria used in the selection of intellectual contribution works. Given the University’s, College’s, and School’s strong commitment to research, emphasis is placed on the production and dissemination of peer reviewed articles in highly regarded scholarly journals. In addition to journal article publication, intellectual contributions can also be made through research grants, publications such as monographs, books, or book chapters, presentations at research seminars and significant academic meetings and conferences, dissertation committee participation or supervision, editorial board membership, and academic journal reviews. 5.4 Criteria for Distinguishing Between Participating Faculty Status and Supporting Faculty Status

Participating Faculty Criteria Faculty members are considered to be “Participating Members” within the College and School if they are actively engaged in activities of the University, College, and School beyond instruction. Gatton considers its fulltime faculty as participating members within the College. “Participating” faculty members participate in a variety of ways through involvement in curricula matters, committee assignments, and/or other activities requiring faculty input and participation in recommendations, decisions, and faculty governance.

Supporting Faculty Criteria

Faculty members are considered to be “Supporting Members” within the College if they are not actively supporting the mission of the University, College, and School other than through their teaching assignments. Adjunct instructors and Ph.D. students are considered to be “Supporting Members” within the College.

5.5 Criteria for Determining Academic and Professional Qualification The criteria for determining both academic and professional qualification standings for faculty of the Gatton College of Business and Economics and the Von Allmen School of Accountancy are guided by AACSB standards and the importance of the intellectual contributions that reflect the mission of the University, College, and School. The criteria for determining each standing are identified below.

5.5.1 Qualification Category I: Scholarly Academic (SA) Gatton College faculty members are considered Scholarly Academics (SA) by maintaining an active and ongoing research program or engaging in other meaningful scholarly activity.

Initial SA Appointment

All faculty members receiving a research doctorate in their field within the last five years are automatically considered to be Scholarly Academics. Faculty members hired into tenure-track or tenured positions with prior academic experience will meet the criteria for maintenance of SA status.

Maintenance Criteria for SA Status Faculty members receiving their doctorate more than five years ago are expected to maintain currency in the fields in which they teach. SA status is maintained within a five-year review period through: 1. Publishing at least one peer reviewed intellectual contribution or receiving at least one competitive research grant

AND


2. Engaging in at least one other significant scholarly activity including, but not limited to the following activities: authoring scholarly books and/or textbooks, director of a research center, academic journal editor, active editorial review board member, academic association officer, academic fellow designation, invited presenter at academic conferences or at other universities, and/or research award recipient.

Any evidence cited to demonstrate currency must be consistent with the faculty member’s area of teaching responsibilities as determined by the department chair/unit head. Such contributions ensure that Gatton faculty members continue to develop scholarly advances in research while maintaining the expertise, relevance, and currency needed to fulfill the mission of the College.

Maintenance of SA Status for Faculty Administrators Faculty administrators are considered Scholarly Academics if they meet the SA criteria at the time of initial appointment. Additionally, faculty administrators are considered SA for an additional three years beyond the end of their administrative appointment.

SA Status for Doctoral Students Doctoral students in a teaching role and designated as a “Type I TA” are considered to be Scholarly Academics upon successful completion of their comprehensive examinations. However, this status expires at three years beyond successful examination completion.

SA Status for Faculty Members with Graduate Degrees in Law and Taxation Initial SA status is granted to faculty with a Juris Doctor (JD) that deliver business law and legal environment of business courses. Initial SA status is also granted to faculty members with a graduate degree in taxation or an appropriate combination of graduate degrees in law and accounting to teach taxation. Criteria for maintenance of SA status is as described above for all other faculty members.

5.5.2 Qualification Category II: Practice Academic (PA) Gatton College faculty members are considered Practice Academics (PA) by maintaining currency in their fields through professional activities, continuing education, or discipline-relevant publications.

Initial PA Appointment Normally, there would be no initial appointments of PA faculty members into tenure-track or tenured positions. Experienced hires into non-tenure track positions are expected to meet the maintenance criteria for PA status. A newly appointed faculty member into a non-tenure track position who received a research doctorate in their field within the prior five years would be considered SA.

Maintenance Criteria for PA Status Faculty members receiving their doctorate more than five years ago are expected to maintain currency in the fields in which they teach. PA status is maintained within a five year review period through professional engagement activities including, but not limited to: consulting activities, board memberships, faculty internships, earning or maintaining professional certifications such as CPA or CFA, sustained professional work supporting qualified status, publications relevant to the discipline (including, but not limited to, articles in practitioner publications, articles on pedagogy, textbooks, etc.), and/or development and presentation of executive education programs. Any evidence cited to demonstrate currency must be consistent with the faculty member’s area of teaching responsibilities as determined by the department chair/unit head.


5.5.3 Qualification Category III: Scholarly Practitioner (SP) Initial SP Appointment

For initial appointment as a Scholarly Practitioner the faculty member shall hold at a minimum a master’s degree relevant to the field in which they have teaching responsibilities. Additionally, the faculty member’s professional experience must also be consistent with their teaching assignment, significant in duration and responsibility, and current at the time of hire. In limited cases, initial SP status may be granted for a faculty member that does not have a master’s degree if the “depth, duration, sophistication, and complexity of their professional experience at the time of hiring outweigh their lack of master’s degree qualifications”.

Maintenance Criteria for SP Status SP status is maintained within a five-year review period through: 1. Publishing at least one peer reviewed intellectual contribution or receiving at least one competitive research grant AND 2. Engaging in at least one other significant scholarly activity including, but not limited to the following activities: authoring books and/or textbooks, director of a research center, academic journal editor, active editorial review board member, academic association officer, academic fellow designation, invited presenter at academic conferences or at other universities, and/or research award recipient. Any evidence cited to demonstrate currency must be consistent with the faculty member’s area of teaching responsibilities as determined by the department chair/unit head.

5.5.4 Qualification Category IV: Instructional Practitioner (IP) Gatton College faculty members are considered Instructional Practitioners (IP) by maintaining currency in their fields through professional activities, continuing education, or discipline-relevant publications.

Initial IP Appointment

For initial appointment as an Instructional Practitioner the faculty member shall hold at a minimum a master’s degree relevant to the field in which they have teaching responsibilities. Additionally, the faculty member’s professional experience must also be consistent with their teaching assignment, significant in duration and responsibility, and current at the time of hire. In limited cases, initial IP status may be granted for a faculty member that does not have a master’s degree if the “depth, duration, sophistication, and complexity of their professional experience at the time of hiring outweigh their lack of master’s degree qualifications”.

Maintenance Criteria for IP Status IP status is maintained within a five year review period through professional engagement activities including, but not limited to: consulting activities, board memberships, faculty internships, earning or maintaining professional certifications such as CPA or CFA, sustained professional work supporting qualified status, publications relevant to the discipline (including, but not limited to, articles in practitioner publications, articles on pedagogy, textbooks, etc.), and/or development and presentation of executive education programs. Any evidence cited to demonstrate currency must be consistent with the faculty member’s area of teaching responsibilities as determined by the department chair/unit head. Appendix P contains Table 9-1 Faculty Sufficiency and Qualifications Summary and Table A9–2 Deployment of Participating and Supporting Faculty.


6.0 Learning and Teaching

Curricula Development As previously described, the Von Allmen School MS Policy Committee has continued to modify MSACC program to better prepare students for entry to the profession. As noted in the situational analysis section, since 2000, the Commonwealth of Kentucky had experienced a very significant decline in the number of certified-ready entrants to the profession and the Von Allmen School Advisory Board recommended that the Von Allmen School consider ways to assist in providing more entrants to the profession that had passed the CPA exam. The Von Allmen School responded with an innovative MSACC program that provided students with the option to integrate their coursework with preparing for and taking the CPA exam. Through teaching courses lock-step using both semester length classes and more intensive module delivery, students can enroll in a Becker CPA review course that coordinates the timing of the CPA exam sections studied with the MSACC courses. Originally, the Becker course was taught in the traditional classroom format and through the computer assisted version. Two years ago, we dropped the live class sessions on campus as students preferred the flexibility to work on their own. This does not seem to have had any effect on their pass rate at completing the exam.

6.1 Assurance of Learning Assessment Processes and Procedures The University, College and the Von Allmen School, recognize the importance of evaluating its teaching through an ongoing process of collecting and analyzing information about student learning in relation to curriculum expectations. Assessment activities are supported within the College and throughout the University. Evidence that the University and College value and support a culture of assessment can be seen through the work of the Provost’s University Assessment Council (UAC), and Director of Assessment position within the College. The Office of the Provost established the University Assessment Council (UAC) on September 10, 2010. The UAC is a representative group of faculty and staff who support student learning assessment and continuous improvement in the colleges, programs, and units in the provost Area. The Director of Assessment is a council member and provides representation for the College. The council will represent the aims and preferences of faculty and staff, by performing the following activities:

Review and provide feedback on program/unit assessment plans, results, and learning improvement initiatives;

Provide advice on priority and feasibility of college/program/unit learning improvement action plans to the Office of the Provost;

Provide feedback, suggestions, and recommendations concerning ongoing OA assessment initiatives and resources (e.g., workshop topics and content, speakers, materials, e-resources, etc.) and on assessment reporting structures and systems to the Vice Provost for Faculty Affairs.


Keep the respective college/program/unit administrators, faculty and staff well informed regarding the University's student learning assessment program.

Results are also shared with internal college committees including the College and Von Allmen School Undergraduate Studies Committees, the College Graduate Studies Committee and the Von Allmen School Ph.D. Policy Committee and the MSACC Policy Committee. These committees review the performance of student mastery of learning goals in addition to instructor feedback. In the event assessment findings suggest a need for curriculum or course revisions, these committees are asked to participate in the development of such program improvements.

6.2 Assessment Procedures and Tools The assessment plan is intended to guide the implementation of a systematic process for assessing student learning in the University of Kentucky Gatton College of Business and Economics. The primary goal of the assessment plan is to assist in improving, as well as assuring, the quality of the College’s academic programs. The academic programs encompassed in this assessment plan includes the undergraduate programs, the Masters of Business Administration degree program, the Masters in Accountancy program, and the doctoral program. These includes the: BS programs in Accountancy and Economics; the BBA programs in Finance, Management, and Marketing; the One Year Accelerated MBA, Professional Evening MBA, Professional Greek MBA, and the Executive MBA; the Ph.D. program in Economics; and the Ph.D. program in Business Administration with majors in Finance, Management, Accounting and Marketing. 6.2.1 Assessment Procedure Following the College's procedures, the Von Allmen School uses a five-step assessment process (see Figure below) approved by the college faculty in December 2007. Since that time, the college and the Von Allmen School have completed this assessment process annually.

The Five-Step Assessment Process involves the following: Step 1: Define Goals and Objectives

Establish learning goals and measurable objectives for each degree program. Step 2: Align Curriculum with Goals

Review curriculum to determine where students will acquire skills necessary to achieve goals and objectives.

Step 3: Identify Assessment Methods

Decide where in the curriculum the goals and objectives will be assessed and what measurement instrument will be used.

Step 4: Establish a Process for Implementation

Develop assessment schedule. Articulate the expected outcomes. Develop guidelines and checklists for evaluation or scoring.

Step 5: Data Dissemination and Feedback Process

Develop and Assessment Report to disseminate assessment data to programs and committees, analyze and discuss findings, and make improvements or changes to the curriculum.


Student Learning Outcomes Assessment Process The first step of the process involves establishing, for each degree program, student learning goals and then translating these goals into measurable objectives. During this step, learning goals and their related objectives are defined for the academic programs in the College and the Von Allmen School. These goals and objectives for the three Von Allmen School degree programs are summarized below. The second step of the process involves reviewing the curriculum of each program to determine where in the curriculum students require the skills necessary to achieve the respective learning goals and objectives. Doing so required developing a curriculum map that aligns the courses with the learning goals and objectives addressed in the different courses. The third step involves identifying appropriate assessment methods for use during the assessment process. This requires deciding where in the curriculum the learning goals and objectives would be assessed and subsequently hat instruments will be used to determine achievement of the objectives. The result is the development of an assessment matrix. Four assessment methods or instruments were selected: (1) embedded questions; (2) written papers or assignments; (3) oral presentations; and (4) case studies. Two years ago, a fifth method was added to assessment of the MSACC program - the detail analysis of the CPA exam performance. This analysis is done for each MSACC cohort using the customized NASBA CPA Report that reports performance of the cohort for each subtopic area of the exam. According to the AACSB, program assessment does not require that every student be assessed. Sampling is acceptable as long as an appropriate and representative sampling methodology is utilized. For the Gatton College assessment process, a sampling procedure of assessing at least 40 percent of students in a course is used. In the MSACC program all students sitting for the exam during the program are included, this is usually in excess of 90% of the students. There is a potential bias in that the students not sitting for all four parts during the program are the weaker students who, because they are struggling with course work, are advised to focus on completing the degree. However, even given this problem, this has been an excellent tool for when we find performance issues in an area it is clearly a curriculum problem. For ease and simplicity, the expected outcomes for which embedded questions are defined as either “deficient,” “proficient,” or “exemplary” based on the percentage of embedded questions answered correctly. For assessment methods that include written papers / assignment; oral presentations; and/or case studies, the expected outcomes are defined as “deficient,” “proficient,” or “exemplary.” For each learning objective at the doctoral level, the assessment process involves determining the percentage of cases where student learning was either “deficient,” “proficient,” or “exemplary.” The final and ongoing step of the assessment process involves data dissemination and feedback. This is achieved through the development of an Assessment Report which provides a standardized reporting mechanism that addresses key assessment issues such as who and what is being assessed, the assessment results, and what is being done with the assessment findings. For each degree program, courses have been identified for assessment and assessment report templates have been created. These templates serve as a mechanism to provide consistent complete reporting throughout the process. The assessment report template includes the following elements:

Couse Number, Section Number and Semester Instructor name Total number of students enrolled in all section and the number of students assessed Learning Goals and Objectives Assessment methods Results


Findings Proposed Improvement Action Plans

6.2.2 Assessment Tools Several tools are used within the assessment process to ensure the assessment of each accredited program is both thorough and meaningful. Specifically, learning goals and objectives, curriculum maps, and methods of assessment have been established. 6.2.3 Learning Goals and Objectives Learning goals and objectives were formulated for each accredited program in Accounting. These goals and objectives depict the specific abilities and knowledge student should be able to demonstrate as a result of the program. Student learning goals and objectives are summarized below for each accredited undergraduate, master and doctoral degree programs. 6.2.4 Undergraduate Degree Programs Learning Goals and Objectives Student learning goals and objectives were developed for the Bachelor of Science in Accounting. The goals and objectives for the undergraduate program are structured around five core curriculum goals and objectives. All students pursuing the BS in Accounting must complete the core-curriculum. In addition to the core curriculum goals and objectives, the BS in Accounting program is supplemented by program-specific goals and objectives. 6.3 Curriculum Maps A curriculum map was developed for each accredited program illustrating a methodical assessment strategy. The curriculum for each program was reviewed together with the identified program learning goals and objectives. The map provides a thorough assessment through the assignment of courses in which learning goals and objectives are met within each program. Each curriculum map serves as a visual aid to clarify the relationship between what is being assessed at the program level and what is being taught within the courses. The maps for the three Von Allmen School programs are presented below. Core Curriculum and Program Specific Learning Goals and Objectives for Bachelor of Science in Accounting:


Core Curriculum and Program Specific Learning Goals and Objectives for Master of Science in Accounting:

Core curriculum and Program Specific Learning Goals and Objectives for Ph.D. in Business Administration – Accounting:

Ph.D. in Business Administration 2015-2018 SLO Reporting Cycle

Cycle Learning Outcome

(LO) #

Stated Student Learning Outcome Academic Year

Reporting Year

Year 1

LO 1 Demonstrate the mastery of research methodologies. Demonstrate appreciation of philosophies of academic enquiry. Demonstrate the mastery of dialectic skills/logical consistency.

2015-2016

31-Oct-16

Year 2

LO 2 Demonstrate the depth of understanding of theoretical foundations. Demonstrate the depth of understanding of the latest research in the discipline.

2016-2017

31-Oct-17

Year 3

LO 3 Demonstrate the ability to orally communicate research outcomes. Demonstrate the quality of written communication.

2017-2018

31-Oct-18


6.3.1 Undergraduate Degree Programs Learning Objectives A curriculum map was created for each of the accredited undergraduate degree programs. For each of the degree programs, there is a college-wide core curriculum with specific goals and objectives for all undergraduate students. All students seeking one of the three above mentioned degree programs must complete the core-curriculum. The goals and objectives used include:

Learning Goal 1: Critical Thinking Learning Objective: Possess the ability to understand and think creatively and strategically about business problems. Learning Goal 2: Identification of Ethical Issues Learning Objective: Possess an appreciation of ethical and societal responsibilities. Learning Goal 3: Multidisciplinary Competence Learning Objective: Possess a multidisciplinary and global perspective. Learning Goal 4: Structured Reasoning Skills Learning Objective: Possess analytical, critical, and logical reasoning skills. Learning Goal 5: Communications Skills Learning Objective: Possess strong written and oral communication skills.

In addition to the core curriculum, students within each of the three-degree programs will be assessed according to their respective program’s learning goals and objectives. Those specific to the BS in Accounting Program are included in the second panel of the map above. 6.3.2 Master of Science in Accounting Degree Program Learning Objectives A curriculum map was created for the Master of Science in Accounting program. The goals and objectives used include:

Accounting—Master Learning Goal 1: Structured Reasoning Skills Learning Objective: Demonstrate the ability to apply analytical and/or logical reasoning skills to complex accounting and/or accounting-related issues. Learning Goal 2: Accounting Skills Learning Objective: Demonstrate advanced accounting and/or accounting-related technical knowledge and application skills. Learning Goal 3: Research Skills Learning Objective: Demonstrate the ability to research complex accounting and/or accounting-related issues. Learning Goal 4: Communication Skills Learning Objective: Demonstrate strong written and/or oral communication skills.

6.3.3 Ph.D. in Business Administration - Accounting The corresponding student learning goals and objectives for the Ph.D. in Business Administration program are assessed during the dissertation defense process. The dissertation and its corresponding defense employ cumulative learning throughout the Ph.D. program and together serve as the final representation of achieved program objectives.


6.4 Assessment Methods Multiple assessment methods are distributed over a broad spectrum of courses. These methods include embedded questions, written papers, oral presentation and case studies.

6.4.1 Embedded Questions Embedded questions are incorporated into exams or other assignments. These questions assess student-learning outcomes and are evaluated by the course instructor. The instructor collects data for each of the embedded questions and provides statistics regarding the percentage of students that provided the correct response for each question and the percentage of student that provided an incorrect response for each question. Students who correctly answer 90-100 percent of the questions are considered exemplary, 70-89 percent are proficient and below 70 percent is considered deficient. 6.4.2 Written Papers, Oral Presentations, and Case Studies Assessment methods that include written papers, oral presentations, and case studies are also used to assess student-learning outcomes and are evaluated by the course instructor. A sample rubric is available for all instructors to use for each of these methods. Performance to student learning outcomes for these assessment methods is reported as “Exemplary”, “Proficient”, or “Deficient”. Sample rubrics are included in Appendix T: Sample Assessment Report Template and Assessment Rubric of the College’s Maintenance Report. 6.4.3 External Assessment - NASBA Report NASBA offers a service to Colleges and Universities to provide a custom report regarding the performance of their students on the CPA exam. Originally this was for the students from a school sitting for any given exam period. However, for several years, NASBA has offered custom reports, which could be run for a specific set of students for a fee. The Von Allmen School has been using the service since its inception three years ago. Each year, the MSACC Director submits the names of all MSACC students to NASBA and they run a report specifically analyzing the performance of that set of students in the appropriate period. For our reports this covers the fall in which they enter the program and the subsequent 12 months.


The analysis gives results for the following subject areas of the exam:


The performance on these content areas for out Class of 2016 (graduate in summer 2016) is given below:


The last row in each chart reports the performance for the 2016 cohort. The rows above reflect performance for earlier classes as well as the performance nationwide for the 12-month period. 6.4.4 Ph.D. Assessment Method Doctoral students are assessed during the dissertation defense process within their program of interest. The three program related goals and objectives in the Ph.D. programs of Business Administration and Economics are assessed as part of the dissertation defense. Up to five reviewers complete the doctoral dissertation defense assessment forms, consisting of a 5-point rating scale, where 5 is “Exemplary”, 4 is “Admirable”, and 3 is “Proficient”, 2 is “Marginal” and 1 is “Deficient”. A copy of this form can be found in Appendix U: Sample Dissertation Assessment Form of the College’s Maintenance Report. 6.5 Results The Gatton College of Business and Economics assurance of learning activities operates on a three-year academic cycle assessment schedule for undergraduate, MBA, and MS in Accounting programs. Ph.D. programs are assessed every year during the dissertation process for the program related goals and objectives. Please refer to the table below for assessment results by program for the most recent assessment cycle in academic year 2015-2016. Undergraduate Student Learning Outcome 1: Critical Thinking

Program Exemplary (90-100%) Proficient (70-89%) Deficient (<70%) Accounting 81 Students 50 Students 19 Students Finance 99 Students 52 Students 40 Students Marketing 35 Students 48 Students 44 Students Management 66 Students 64 Students 40 Students Economics 18 Students 16 Students 9 Students Total: 299 (43%) 230 (33.7%) 152 (22%)

Undergraduate Student Learning Outcome 2: Identification of Ethical Issues

Program Exemplary (90-100%) Proficient (70-89%) Deficient (<70%) Accounting 80 Students 13 Students 1 Student

Finance 75 Students 9 Students 2 Students Marketing 76 Students 7 Students 2 Students

Management 68 Students 14 Students 0 Students Economics 75 Students 9 Students 2 Students

Total: 374 (86%) 52 (12%) 7 (2%) Masters of Science in Accounting Learning Outcome 1: Structured Reasoning Skills

Program Exemplary (90-100%) Proficient (70-89%) Deficient (<70%) Accounting 31 Students 4 Students 2 Students

Total: 31 (84%) 4 (11%) 2 (5%)

Masters of Science in Accounting Learning Outcome 2: Accounting Skills Program Exemplary (90-100%) Proficient (70-89%) Deficient (<70%)

Accounting 16 Students 26 Students 0 Students Total: 16 (38%) 26 (62%) 0 (0%)


Ph.D. in Business Administration Learning Outcome 2: Research Skills Dissertation Rubric Average Scores by Year (Due to the low numbers in doctoral programs, three years of data are included for review)

2013-2014 2014-2015 2015-2016 3-Year Overall Number of students 7 6 3 16 Mastery of research methodologies

4.44 4.44 4.60 4.45

Depth of understanding of the theoretical foundations in the discipline

4.33 4.60 4.40 4.45

Depth of understanding of the latest research in the discipline

4.44 4.68 4.60 4.55

Appreciation of the philosophies of academic inquiry

4.33 4.51 4.20 4.39

Logical consistency 4.30 4.45 4.20 4.36Ability to orally communicate research outcomes

4.43 4.32 4.00 4.35

Quality of written communication

4.41 4.23 4.00 4.31

Scale: 5 is “Exemplary,” 4 is “Admirable”, 3 is “Proficient”, 2 is “Marginal” and 1 is “Deficient” 6.6 Curricula Development Actions and Closing the Loop After the competition of the second three-year assessment cycle in the Gatton College of Business and Economics, the assessment results were shared with the appropriate academic departments and committees, including the Undergraduate and Graduate Studies Committees and the MSACC Policy Committee, for further evaluation. Based on these evaluations, the committees and the academic departments determined adjustments that could be made to improve the outcomes and learning achievements of students in the courses assessed. Opportunities for improvement that were given by faculty and academic departments are listed below. Furthermore, the second cycle of assessment by the Gatton College of Business and Economics has provided additional insight to support the data collection methods of the assessed learning outcomes. The data collection has allowed for increased analysis by program. Instructors are committed to provide first-rate teaching in support of the mission of the College and have been motivated to improve the performance of the associated student learning outcomes. 6.6.1 Undergraduate Degree Programs

Learning Outcome 1: Critical Thinking Faculty shared in their reflections the importance of providing applicable resources to the students for engagement in the course content. A faculty member noted that to improve class attendance they would provide assigned roles to students for case discussions to ensure the content was being read. Another similar reflection by a faculty member noted the importance of in-class activities and discussions to help develop critical thinking skills. Faculty members aim to use more videos and other methods of teaching so that a wide range of methods could be used to learn. Faculty members discussed more opportunities to read current events in publications such as the Wall Street Journal or The New York Times as well. Finally, several faculty members mentioned the increase of short essay questions on exams so that students can demonstrate their critical thinking skills. The course faculty will implement these suggestions for improvement during the 16-17 academic school year.


Learning Outcome 2: Identification of Ethical Issues For improvement, faculty shared in their reflections the importance of providing applicable resources to the students for engagement in the course content. The faculty engaged in the Management 340 Ethical and Regulatory Environment of Business course sought to increase student’s analytical capabilities by focusing on how to identify ethical dilemmas and their solutions. This would be applied to commercial practices such as a business’s decisions on stakeholders, government regulation, and the free market. The course faculty will implement these suggestions for improvement during the 2016-2017 academic school year.

6.6.2 Master of Science in Accounting

Learning Outcome 1: Structured Reasoning Skills For improvement, faculty shared in their reflections the importance of providing applicable resources to the students for engagement in the course content. A reflection by a faculty member noted the importance of in-class activities and discussions to help develop structured reasoning skills. This might include breaking up assignments into smaller elements throughout the course and allowing students to share their progress in class to receive feedback from peers and the faculty teaching the course. Faculty noted that 60 percent of students answered all ten of the embedded questions correctly. The recommendations for improvement are directed towards improving the deficiency results of the accounting students. These suggestions for improvement will be implemented during the 2016-17 academic school year.

Learning Outcome 2: Accounting Skills For improvement, faculty shared in their reflections the importance of providing applicable resources to the students for engagement in the course content. This could include additional in-class assignments, where students work together and provide feedback to each other regarding the application of specific accounting principles. In many cases, if the initial foundation principle is applied incorrectly, the entire assignment goes awry. By getting feedback from class peers and the instructor, students can work through the best way to apply the specific accounting principles. Faculty provided improvement actions. The recommendations for improvement are directed towards improving the deficient results of the accounting students. These suggestions for improvement will be implemented during the 2016-2017 academic school year.

6.6.3 Ph.D. in Business Administration

Learning Outcome 1: Structured Reasoning Skills Given that all students met the target benchmark of “proficient – 3”, the College Graduate Studies Committee plans little change to the curriculum or to the dissertation evaluation process. While all scores are above the target benchmark, the lowest scored items were in the areas of oral and written communication. Resources, such as the Robert E. Hemenway Writing Center are available on campus to assist all students with composition and various modes of communication (writing, speaking, and multimedia). All students will be made aware of these resources and students with previous concerns in the areas of communication will be highly encouraged to take advantage of them. Emphasizing the utilization of campus resources will begin during the 2016-17 academic year.

6.6.4 Continuous Improvement Activities for Faculty Teaching Within the past year, the College has implemented a new Gatton College Teaching Excellence Initiative to enhance and support teaching and learning. The second strategic initiative of the Gatton College Strategic Plan with regard to learning and career outcomes states that the College will, “Improve the learning and career outcomes of all students through more rigorous and relevant academic programs and meaningful enrichment activities. Our actions across the College will reflect our commitment to student success.” Likewise, the University’s strategic objective for undergraduate student success states our goal, “to be the University of choice for aspiring undergraduate students within the Commonwealth and beyond, seeking a transformational education that promotes self-discovery, experiential learning, and life-long achievement.” High quality teaching


is paramount to student learning and academic success and is at the heart of the Teaching Excellence Initiative in the Gatton College of Business and Economics. The specific goals guiding this initiative include the following:

Enhance teaching quality in the College with subsequent enhancement of classroom effectiveness, student engagement, and student learning.

Provide teaching development and enrichment opportunities available to all faculty members. Provide teaching support and guidance for new faculty members to help improve teaching success and

efficiency so new faculty members can effectively achieve an effective teaching/research balance. Encourage the incorporation of elements of community engagement and service learning into Gatton

courses and support and guide instructors in these endeavors. Provide teaching support and teaching-related job market preparation for graduate students. Form a Teaching Excellence Team with representation from each department and find systematic ways

for the college to benefit from presence of the many teaching specialists in the college. Provide training, support, and cohesive structure for adjunct instructors hired each semester. Work with college’s technology team to increase awareness and use of new classroom technologies

available in B&E. Increase awareness and facilitate use of university Center for Enhanced in Learning and Teaching

(CELT) resources and personnel by B&E faculty. Encourage excellence in teaching by annually rewarding teaching accomplishment in the college.

The Teaching Excellence Team was formed in the fall of 2016. Short-term initiatives for the 2016-17 academic year include the establishment of three annual faculty and one graduate student teaching awards; teaching brown bag workshops and speaker series; teaching and curricular enhancement mini-grant awards; enhancement of the teaching component of promotion and review dossiers; and a new faculty teaching-related mentoring program including class observations.


7.0 Academic and Professional Engagement 7.1 Student Academic and Professional Engagement 7.1.1 Exemplary Practices The Gatton College of Business and Economics has built upon efforts to attract and retain the best students and prepare them for careers in a globalizing economy. Such an economy requires meaningful research, leadership, and experiential opportunities at all levels. As part of this effort, the Von Allmen School participates in several of those identified in the College Report as well as having several of its own including:

A. Global Scholars The Global Scholars Program is one of two highly selective signature program for incoming freshmen. This program provides students the opportunity to select the business major of their choosing while also providing enrichment opportunities in their studies. These opportunities focus on preparing students to work in culturally diverse environments and enhance leadership and professionalism skills. The faculty of the Von Allmen School teach two courses (Financial Accounting ACC 201 and Managerial Accounting ACC 202) each year in this program. These sections are restricted to students in the program and the materials are specifically tailored to the programs objectives.

B. Gatton Education Abroad Education Abroad provides students with the opportunity to spend a semester abroad, collaborating with more than ten top business schools, to help them prepare for their career and life in an ever-increasing global society and economy. The past two summers Von Allmen School faculty offered ACC 407 Concepts of Taxation in the program. Both years the courses were conducted in Ireland.

C. Honesty, Integrity, and Professionalism (HIP) Honesty, Integrity, and Professionalism (HIP) Event. To assist students with understanding the importance of honesty, integrity, and professionalism in both the accountancy professional and in their studies, a committee of students worked with the School Director to develop the HIP Event, which has been held biannually since its inception in the fall of 2010. The HIP Event was held again in 2012 in partnership with the School’s new Student Chapter of The Center for the Public Trust, which is organized by the National Association of State Boards of Accounting. Professionals from accounting firms participate in panel discussions on a variety of topics related to HIP. Due to the Gatton Building renovation, no event was held in 2014. With the opening of the new facility, HIP Event 2016 was held this fall and is slated to resume its normal rotation. The fall 2016 event was a great success with over 400 students and business professionals attending a keynote talk by Richard Bowen (Citigroup Whistleblower) and five breakout session conducted by members of the Kentucky accounting professional and business community focused on the various aspects of business ethic.

D. Graham Office of Career and Management The Gatton College Graham Office of Career Management is named in memory of 2nd Lt. Jeffery C. Graham who died of injuries from Operation Iraqi Freedom in 2004. A 2003 graduate of the University of Kentucky, Graham looked forward to using the skills and knowledge he acquired at the University. The Graham Office of Career Management is dedicated to assisting students and alumni in their career development process and employment success. The office offers career services to prepare students for the competitive job market and works closely with employers who seek to hire ready graduates.

The assistant director of the Graham Center has a particular focus on accounting students in the BS Accounting and MSACC programs and works with public accounting firms and other employers specifically looking to hire accountants. The Center provides career counselling to students through one on one advising sessions, workshops, classroom presentations, testing and assessment and interview preparation. In addition, the Graham Center hosts a fall and spring career fair that welcomes over 150 employers to campus.


E. Lab for Economic and Accounting Proficiency (LEAP) The Lab for Economic and Accounting Proficiency was established in 2001 to provide tutoring services to undergraduate students in accounting and economics courses. Total visits for tutoring services have increased significantly over the review period from 291 in fall 2011 to 994 in the fall of 2016 for the two introductory courses. Intermediate Accounting, I was added in fall of 2015 and attendance course has increased from 96 to 127 in 2016. Overall there has been a 285% increase in accounting related tutoring in the last five years.

F. Experiential Learning - Internal Audit Projects Since Fall 2013 undergraduate and graduate students in the Internal Audit course have conducted over 70 operation/management audits and consulting projects in Lexington community as part of their course work. These teams are comprised of three to four students who invested 180 to 240 hours of work in executing their projects. 7.2 Executive Education

7.2.1 Don and Cathy Jacobs Executive Education Center The mission of the Don and Cathy Jacobs Executive Education Center can be divided into three main components:

Outreach programming in support of the community Custom programming for regional organizations Programming support in support of faculty within the Gatton College

Von Allmen School faculty are active participants in these programs:

Open Enrollment Certificate in Business Administration: This ten session, non-credit certificate program covers business fundamentals and is open to the community at large. Topics include marketing, management, finance, economics, entrepreneurship, and operations and is staffed by faculty from across the Gatton College. Typically, the class enrolls 20 people each fall. One Von Allmen faculty member developed and taught a session on risk management and internal control in the program.

Kentucky K-12 School Personnel Educational Programs: Two programs (Kentucky Association of School Business Officials (KASBO) and School Financial Management Institute (SFMI)) are delivered to educate individuals who have primary responsibility for business management of a school district. Two Von Allmen School faculty participate in this program teaching risk management and internal control.

Custom programming is available through the center for both internal constituents from the UK community as well as external organizations. A significant area of interest for both audiences is training on best practices for negotiations. Several sessions are typically held every year covering this topic. One Von Allmen faculty member developed program with Gatton’s Executive Education Center to create and deliver a custom non-credit course in financial and managerial accounting that is specific to the equine industry

7.2.2 Martin School Graduate Certificate and Masters of Public Financial Management Two faculty members from the Von Allmen School have participated with the Martin School of Public Policy and Administration in the development of three courses for their new online Graduate Certificate in Public Financial Management and Masters of Public Financial Management program. The courses are (1) Governmental Accounting and Financial Condition Analysis, (2) Governmental Auditing, and (3) Applications in Governmental Accounting and Audit.

7.3 Faculty Qualifications and Engagement Von Allmen School faculty are engaged with students, the profession and the broader community. In particular, faculty serve as editors, on editorial boards of journals, volunteer in professional organizations and provide expertise to citizens of the Commonwealth and beyond. In particular, one faculty member is serving as President


of the Society of Corporate Compliance and Ethics/Health Care Compliance, the largest association of compliance professionals with over 17,000 members while others instruct in the big four public accounting firms’ national training programs in tax and audit. Faculty serve in leadership roles in the American Accounting Associations with one having chaired the Committee of Research and Education Advisors for the Institute of Internal Auditors. Many of our faculty are CPAs and are active in the Kentucky Society of CPAs. As instructors in Gatton’s Executive Education Center, our faculty are creating and delivering custom courses to the community in the areas of financial and managerial accounting with an emphasis on the equine industry. In addition, faculty members serve on the boards of both for profit and nonprofit entities. See discussion of this topic in the Gatton College Report for additional information. 8.0 Other Material 8.1 Information Technology and Data Analytics Standard A7 Accounting Accreditation Standards states the need for accounting degree programs to include learning experiences that develop skills and knowledge related to integration of information technology in business and accounting, including the development of skills in data analytics, data mining and general management of data collection, sharing and storage. While the Von Allmen School has long had a focus on accounting information systems in its BS and MSACC programs, the rapidly changing role of data analytics, data mining and “big data” in the business environment has presented a significant challenge for our curriculum to keep pace. In the BS program, the required accounting systems course provide students with a solid foundation with the use of Excel and exposure to basic accounting software (i.e., Quick Books). The students also have exposure to a lower and upper division statistical courses—STA 296, Statistical Methods and Motivations and ECO 391, Economics and Business Statistics. However, at this point, their required course curriculum does not yet include the “data analytic” and “data visualization” concepts and tools. Students are able to get some exposure in several of the elective offerings: ACC 590 – Internal Audit and ACC 590 IT Audit. In the MSACC program, the Von Allmen School has been more successful in including these tools and concepts. IDEA and TeamMate Analytics are used in three of the MSACC courses—ACC 605, Internal Audit; ACC 603, Attest Function; and ACC 624 Enterprise Information and Control Systems. These courses have primarily used “data analytic” tools and concepts in the delivery of subject specific content. In the current spring 2017 semester “data visualization” has been added as a topic covered in ACC 624. 8.2 Improving Student Success and the LEAP Lab The College has historically experienced high levels of D and E grades and withdrawals (DEW) rates in ACC 201, Financial Accounting and ACC 301, Intermediate Accounting I. A memorandum to Provost Riordan dated October 7, 2014 outlined the steps the College would need to take to reduce the DEW rates for the two undergraduate courses (See Appendix Q: Letter to Provost Regrading Student Success Improvement Plan). The DEW rates continue to increase in ACC 201, Financial Accounting (37% in AY2015), while DEW rates in ACC 301, Intermediate Accounting I (27% in AY2015) remain high, but steady after a slight decline in AY2014. The Accounting faculty developed a plan to address the DEW rate, which required new financial resources from the University to implement; however, this initiative was not funded. The plan included actions such as smaller class sizes, introduction of accounting course for non-majors, expansion of the ACC 201 LEAP Lab, implementation of ACC 301, Intermediate Accounting I LEAP Lab, and development of a course for community college transfer students intending to study accounting and/or finance. The proposed non-major course was also not implemented because of opposition from faculty in the College and across campus. However, the Von Allmen School with the assistance of the College undertook a part of the plan. We expanded the hours of operations for the LEAP lab and expanded coverage to include ACC 301, Intermediate Accounting I. The purpose of LEAP is to assist students who struggle with the introductory economics and accounting courses. The Gatton College of Business & Economics, in conjunction with the Department of Economics and the Von Allmen School of Accountancy, provide this tutoring lab for students enrolled in ECO 201, Principles


of Economics I; ECO 202, Principles of Economics II; ECO 39, Economics and Business Statistics; ACC 201, Financial Accounting; ACC 202 Managerial Accounting and now ACC 301, Intermediate Accounting I. Upper level students in the respective majors staff the Lab. The ACC 301, Intermediate Accounting I portion of the LEAP lab is staff by students from the MSACC program. The table below shows the dramatic increase in use of the Lab by students in accounting courses

Fall 2016 Spring 2016 Fall 2015* Spring 2015

Number % Number % Number % Number %

ACC 201 826 392 552 154

ACC 202 168 260 29 205

ACC 301 127 156 96

Accounting Total 1,121 78% 808 71% 677 84% 359 73%

ECO 201 140 165 88

ECO 202 72 65 44

ECO 391 104 106

Economics Total 316 22% 336 29% 127 16% 132 27%

Grand Total 1,437 100% 1,144 100% 804 100% 491 100%

*1st semester ACC 301 and ECO 391 were offered.

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