School of Business

LEARN. LEAD. INNOVATE.

Accreditation Maintenance Report

AACSB – International

The Association to Advance Collegiate

Schools of Business

December 2013

Dr. Barbara L. Adams

Interim Dean

School of Business

South Carolina State University

300 College Street, N.E., P. O. Box 7176

Orangeburg, SC 29117

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Table of Contents

Page

EXECUTIVE SUMMARY 4

SITUATIONAL ANALYSIS 7

Historical Perspective 7

School of Business and University Governance Structure 8

Internal and Environmental Analysis 8

Relative Strengths 10

Relative Weaknesses 10

Challenges 11

Degree Programs for Review and Number of Graduates 12

Opportunities to Expand Degree Programs and Enrollment 13

PROGRESS UPDATE ON CONCERNS FROM PREVIOUS REVIEW 14

Criteria for Classification and Maintenance of AQ/PQ Status 14

Strengthening of Intellectual Contribution and Professional Development 14

Enhancement of Assurance of Learning Process 14

STRATEGIC MANAGEMENT 15

The School’s Vision 15

Mission Statement 15

Core Values 15

The Strategic Planning Process and Outcomes 16

The Process 16

Outcomes 17

Financial Strategies 19

State Appropriations 19

Special Legislative Appropriation 20

Competitive Grant Funding 20

Other Support

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PARTICIPANTS 21

Students 21

Advising 21

Demographics 22

Enrollment Trends 22

Student Engagement 24

Faculty 26

Faculty Recruitment and Hiring Process 26

Faculty Changes and Composition 27

Faculty Deployment and Intellectual Contribution Efforts 27

ASSSURANCE OF LEARNING 30

The Process 30

Assessment Committee Structure and Responsibilities 31

Curriculum Committee Structure and Responsibilities 32

Assessment Tools and Procedures 32

Assessment Outcomes 35

Assurance of Learning Impact on Curriculum Development 36

MBA Program Assessment 39

MBA Curriculum Development 42

APPENDIX A – FACULTY SUFFICIENCY, QUALIFICATIONS AND

DEPLOYMENT 43

TABLE 9.1A – Faculty Sufficiency, Spring 2013 44

TABLE 9.1B – Faculty Sufficiency, Fall 2013 46

TABLE 10.1 – Faculty Qualifications, Spring 2009 – Fall 2013 48

TABLE 10.2 – Faculty Deployment, Spring 2009 – Fall 2013 50

APPENDIX B – AOL ASSESSMENT 52

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APPENDIX C – INTELLECTUAL CONTRIBUTION 59

APPENDIX C.1 - Summary of Portfolio of Contributions by Type 60

APPENDIX C.2 - Five Year Summary of Journals 61

APPENDIX C.3 - Summary of Grants Funded 63

APPENDIX C.4 - Faculty Data Sheets 65

APPENDIX D – ORGANIZATIONAL CHARTS 113

APPENDIX D.1 – School of Business Chart 114

APPENDIX D.2 – University Chart 115

APPENDIX E - STRATEGIC PLAN 116

APPENDIX F – OTHER SUPPLEMENTARY INFORMATION 126

APPENDIX F.1 – Comparison of University and School Demographics 127

APPENDIX F.2 - Retention Rate 128

APPENDIX F.3 – Degrees Awarded 129

APPENDIX F.4 – Graduation Rate 130

APPENDIX F.5 – AQ/PQ Statement 132

APPENDIX F.6 – Leadership and Professional Development Program 134

LIST OF TABLES

Table 1: Degrees Awarded by Majors – 2008 – 2012 12

Table 2: 2009- 13 Strategic Goals Assessment 18

Table 3: Percent Enrolled by Ethnicity – Fall 2012 22

Table 4: Program Enrollment by Major – 2008 – 12 23

Table 5: Enrollment Changes Since 2008 24

Table 6a: Comparative Faculty Quality Deployment 29

Table 6b: Comparative Faculty Sufficiency Ratios (by courses) 30

Table 7a: Undergraduate Student Learning Goals and Objectives 33

Table 7b: Undergraduate Assessment Results 35

Table 8: Summary of Undergraduate Curriculum Changes 37

Table 9: MBA Learning Goals and Objectives 40

Table 10: MBA Assessment Results 41

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EXECUTIVE SUMMARY Introduction

Since 1896, South Carolina State University has maintained a legacy of excellence in education

and a commitment to provide affordable and accessible quality undergraduate and graduate

degree programs. The School of Business embraces that legacy.

A reorganization in 2004 merged the School of Business with the School of Applied Professional

Sciences to form a College of Business and Applied Professional Sciences. In October 2013,

under the leadership of a new president, a new reorganization returned the programs back to a

School of Business. Although the University and School of Business have been impacted by

several internal and environmental changes, the School has continued to provide quality

management education. We are committed to access and excellence in learning, leadership

development and innovation as summarized in the narrative that follows.

Strategic Management

A new strategic plan was adopted for the period 2013-2017, which replaced the 2007-12 plan in

effect during the last accreditation visit. The process began with feedback from a focus group

that included various School of Business stakeholders (faculty, students, business community,

alumni, advisory board and career services staff), a SWOT analysis and review of the vision,

mission, guiding principles, goals and objectives from the previous five-year plan.

With a new mantra of LEARN. LEAD. INNOVATE, our strategic plan sets the direction of our

journey for the next five years focusing on achieving four strategic goals as follows:

Recruit and retain quality students; produce productive and quality graduates

Plan, develop and deliver quality management education programs in relation to our peer

institutions

Recruit, develop and retain quality faculty

Pursue alliances and partnerships to strengthen relations with the community, alumni and

other stakeholders

The primary source of funding to carry out the mission of the School comes from state

appropriations through the Education and General (E & G) budget. Additionally, the School of

Business receives a special appropriation of more than $400,000 annually for accreditation of the

business program. Competitive grant funding of almost $5.0 million over the past five years, and

other support from corporate and private donations assist in sustaining the mission of the School.

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Students

Our goal is to prepare and empower students for success. This is accomplished through a

relevant curriculum, which includes a leadership and professional development program, a

diverse and quality faculty, and an array of developmental activities for students to engage in

learning, leadership and entrepreneurial development. A detailed listing and discussion of these

programs are provided in the report. As a result, our graduates are quite competitive and are thus

capable of functioning in a global and diverse setting.

Several factors, such as economic conditions, changes in financial aid requirements, and

unfavorable publicity, among others, have had an impact on enrollment over the past five years.

As a result, the University has experienced a 22.1% decrease in enrollment since 2008,

while the business program has experienced a 34.4% decrease. Since the retention rate for the

School of Business parallels that of the University, a higher graduation rate and change in

majors may account for this difference. The University and the School have implemented

recruitment strategies to reverse this trend for the 2014-15 academic year.

Faculty and Staff

The School of Business strives to maintain a highly qualified faculty to achieve its mission.

Consistent with AACSB’s mandate for continuous improvement, the School is committed to

increasing the number and quality of intellectual contributions of its faculty through formal and

informal processes. We believe that the level of intellectual contributions produced by the

business faculty is consistent with and supportive of our School and institutional mission.

In 2012, one faculty member retired, two members were not tenured, and one faculty and the

dean resigned. In 2013, an additional faculty resigned, while two new faculty members, two

adjunct positions and an MBA Director and data coordinator have been added.

In 2013, as a result of more efficiency in the management of course scheduling and an increase

in intellectual and professional development activities, faculty sufficiency and quality improved

in comparison to our status in 2008. During the most recent five year period, 20 full-time

faculty members produced a portfolio of contributions that includes 62 peer-reviewed journal

(PRJ) articles, an average of 3.1 articles per full-time faculty member and 194 other qualifying

intellectual activities.

Assurance of Learning

The Assurance of Learning process is faculty driven and guided by the Assessment Committee.

The process was first implemented in Spring 2007 and now include five learning goals and

fourteen learning objectives. Courses are mapped to learning objectives and faculty members

teaching those courses are assigned to a Learning Objective cluster to identify measures and

conduct assessments. The results are analyzed and summarized by the Assessment Committee.

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Reports are then made to the dean, faculty and Curriculum Committee to identify corrective

actions, if needed. Corrective actions may include pedagogical changes, course revisions, new

courses and policies. Several actions were implemented since the last visit to address

weaknesses in the written communication objective which resulted in meeting the benchmark

for the first time. More recently, pedagogical changes have been implemented to address the

critical thinking objective. In addition, since 2008, six new courses have been added and four

have been revised.

The Assurance of Learning process for the MBA program was implemented in 2008 and consist

of four goals and ten learning objectives. The Graduate Program Committee, in conjunction with

the Assessment Committee, reviews the assessment vehicles, schedules and coordinates the

assessment process with MBA faculty. Changes have been made to the MBA core curriculum

and a general MBA track was added.

Other

A newly formed Business Advisory Board is a valuable resource. The Board has committed to

assist with recruitment, student development and fundraising. Members are from different

segments and include graduates from South Carolina State University.

INSPIRE, the fundraising campaign for the business program launched in Fall 2013, has a goal

of raising $200,000 for scholarships with support from faculty, staff, alumni and the corporate

community by 2015.

.

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SOUTH CAROLINA STATE UNIVERSITY

I. SITUATIONAL ANALYSIS

Historical Perspective

South Carolina State University, an 1890 land grant, senior comprehensive institution of

approximately 3,500 students, is committed to providing affordable and accessible quality

baccalaureate, masters, educational specialist and doctoral degree programs. Through instruction,

research, technology and service, the University contributes to economic development, enhances

the quality of life of citizens, and prepares highly skilled, competent and socially aware

graduates to meet life’s challenges and demands and enables them to work and live productively

in a dynamic, global society.

Founded in 1896 as the state's sole public college for black youth, SOUTH CAROLINA

STATE UNIVERSITY has played a key role in the education of African-Americans in the state

and nation. It is the only four-year HBCU state supported school in South Carolina. Although

the agricultural program was terminated and the college farm was transformed into a community

recreation center in 1971, the University continues to fulfill its land grant mission through its

1890 research and extension program.

SC State boasts as being ranked number 10 for most enrolled ROTC cadets (No.1 HBCU).

Founded in 1947, SC State’s ROTC “Bulldog Battalion” averages approximately 100 cadets and

is one of the largest producers of minority officers for the U.S.Army. The University also

received No.1 ranking in social mobility for three years (2006, 2007, and 2009) from

Washington Monthly, and is the only HBCU to be ranked as an over performing College in the

U.S. and No. 5 among national public HBCUs by U.S. News and World Report.

Located in Orangeburg, SC State consists of approximately 107 buildings on 160 acres of land

on its main campus in Orangeburg, and an additional 267 acres at Camp Harry E. Daniels in

Elloree, SC.

In 1983, the School of Business was created, which included three departments: The Department

of Accounting, Department of Business Administration, and the Department of Agribusiness and

Economics. The B.S. and M.S. degrees in agribusiness were introduced in 1985 and 1986,

respectively. The MBA program replaced the M.S. in agribusiness in 2005. SC State is unique

among the 1890 land grant institutions to have its agribusiness program housed in a School of

Business. It is the only school in South Carolina to have both an undergraduate and graduate

program in agribusiness.

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As a result of a reorganization of the University in 2004, the School of Business and the School

of Applied Professional Sciences were merged to form the College of Business and Applied

Professional Sciences. Five departments were included under this structure, including the

Department of Accounting, Agribusiness and Economics and the Department of Business

Administration. These two departments were collectively referred to as the Business Program.

Effective October 15, 2013, by order of a restructuring by President Thomas Elzey and

approval by the Board of Trustees, the School of Business was re-established with the

Department of Accounting, Agribusiness and Economics, Department of Business

Administration and the Small Business Development Center. (Appendix D).

School of Business and University Governance Structure

The authority and responsibility for the governance of South Carolina State University is vested

in the Board of Trustees, who elects, at its pleasure, the President of the University to whom it

delegates authority and responsibility to carry out administrative duties.

President Thomas Elzey, became the 11th president at SC State in June 2013. Prior to this

appointment, President Elzey was Executive Vice President for Finance, Administration and

Operations at The Citadel and has more than 29 years in executive administrative roles that

include Drexel University and Howard University. Dr. George Cooper was the president from

2008– 2012. Dr. Cynthia Warrick served as Interim President during the 2012-13 academic

year.

The dean is the chief administrative officer for the School of Business. In July 2012, Dr.

Barbara Adams was appointed as Interim Dean of the College of Business and Applied

Professional Sciences. Prior to this appointment, Dr. Adams served as Chair of the Department

of Accounting and as Interim Associate Vice President for Faculty and Programs. She also

previously served as Interim Dean of the School of Business in 2002- 2004 and in 1994-95. Dr.

Adams has been at the University for 23 years and played a significant role in the initial

accreditation in 2001 and the re-accreditation in 2010. Dr. Robert Barrett served as the dean from

2007 – 2012. Within the School of Business, there are two department chairs. Dr. Haile Selassie

has been Chair of the Department of Accounting, Agribusiness and Economics since 2010 and

Dr. Gerald Gonsalves is Chair of the Department of Business Administration since 2008.

Additionally, there are two program coordinators, an MBA Director and seven standing

committees to carry out the mission of the School of Business. As of Fall 2013, there are 20 full-

time participating faculty and 2 part-time adjunct supporting faculty members.

Internal and Environmental Analyses

Enrollment Decline: From 2001 - 2011, the University’s enrollment averaged between 4,200 –

4,500 students. Enrollment began to decrease in 2009 and in Fall 2012 enrollment dropped to

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below 4,000, which has impacted enrollment in the School of Business. This drop resulted from

a combination of several factors. In 2007 and 2008, enrollment peaked to almost 5,000 students

as a result of the admission of a significant number of students who fell below the admission

requirements. A significant number of these students did not perform well and eventually

dropped out over the next two years. In 2012, financial aid requirements changed in terms of

enrollment status and hours earned. To remain eligible for financial aid, students were required

to earn 67% of total attempted hours for all previous enrollment periods. Repeated courses

in which a passing grade (D and above) has been received would only be counted toward

enrollment status for one repetition after passing the course. Since a “D” is not considered

passing in a business course, some business students lost their eligibility and did not have funds

to return to school.

Another factor that impacted enrollment was the negative publicity surrounding the University

related to the firing of several top administrators, resignation of the president and controversy

among board members. Although enrollment was projected to decrease for Fall 2013, it is

expected that the recent hiring of a new president and replacement of some board members will

result in a more stable environment going forward. In addition, the University and the School of

Business have launched a marketing, recruitment and fundraising campaign. With assistance

from the Business Advisory Board, the Assistant to the Dean for Recruitment and Student

Services, and the MBA Director, the School is actively recruiting students during the 2013-14

academic year.

Competition from other schools is another factor impacting enrollment. Claflin University,

which is located next door has been successful in attracting students. Additional competition

comes from for-profit schools in the area, the technical colleges, which are cheaper as well as

surrounding schools such as the University of South Carolina, Winthrop University, Clemson

University and the College of Charleston, which attract the higher performing minority students

with scholarships.

Budgetary Environment: Appropriations from the State of South Carolina for higher

education have consistently decreased since 2009 due to a declining economy and other factors.

SC State University’s Education and General (E & G) appropriations dropped from $24.3 million

in 2001-02 to $11.9 million in 2010-11, a decrease of 51%. As is the case with other institutions,

a shift had to be made to rely more on tuition and fees and other non-state revenue. This has

resulted in two modest increases in tuition and other fees, more recently in the 2013-14

academic year. Since 2000, however, the Business Program has received a Special

Appropriation from the State legislature of more than $400,000, in addition to the amount

allocated from the E & G budget and is expected to continue to receive these funds. These

funds enable the School of Business to maintain the quality and standards needed to meet

accreditation requirements. (The use of these funds will be discussed in a later section).

Strategic Environment: In Spring 2013, a new five year strategic plan was approved. The

strategic focus of the School of Business is being guided by a new mantra of Learn. Lead.

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Innovate. Our curricula, program and activities are focused on enhancing student learning,

developing leadership skills and creating innovative thinkers. New initiatives are being

developed and implemented to engage, prepare and empower our students for success. For

example, in addition to our Leadership and Professional Development Program, which includes

an Executive Speaker Series and four (4) courses to prepare students to transit to the workplace,

a Business Leadership Institute was launched in the Fall semester. Selected students completed a

series of four seminars focused on four aspects of leadership to include teambuilding,

change management, communication and ethics. Another new initiative recently implemented is

the Bulldog Small Business Consulting Program, whereby students work with small businesses

in conjunction with the Small Business Development Center. An Innovation and

Entrepreneurship minor and certificate program to train students to become more innovative is

expected to be implemented in Spring 2014. New curriculum programs added include minors in

human resource management and international business. In addition, courses are continually

being revised and new majors considered.

Relative Strengths

The School of Business has many strengths that allows it to fulfill its mission to provide a

quality management education program to prepare competitive and innovative graduates for a

global and diverse environment. Among our strengths are the following:

A Leadership and Professional Development Program that prepares students for

transition from the classroom to the workplace.

A nurturing environment, including a low faculty-student ratio.

A successful weekly Executive Speaker Series that allows students to learn and interact

with senior level management across a wide spectrum of industries.

The 1890 legacy which allows faculty to compete for research and capacity building

grant funding through the 1890 research program and USDA.

A diverse and quality faculty.

Relative Weaknesses

Several events have had an impact on the School’s ability to recruit and obtain support as

indicated by the following:

Transitions in leadership resulted in a refocus of priorities and strategies which impacted

continuity. Since the last accreditation review, the University has gone through several

changes in leadership with an interim president for one year and a new president within

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the last six months. In addition, after serving for five years, Dr. Robert Barrett resigned

as dean in June 2012. Also, in June 2012 five members of the Board of Trustees were

replaced.

President Thomas Elzey was appointed on June 15, 2013. With approval from the Board

of Trustees, President Elzey has restructured the Division of Academic Affairs’

administrative officers and academic units. The administrative officers now include a

provost and two associate provosts. The College of Business and Applied Professional

Sciences has been eliminated and replaced with a School of Business and a College of

Graduate and Applied Professional Studies. President Elzey is supportive of having a

strong School of Business; thus it is expected that with the stability of a new

administration and focus on image building, resources and external support will become

more prevalent.

The previous structure as a College of Business and Applied Professional Sciences was

confusing to some. This impacted the identity and perception of the Business Program.

The change to a School of Business means more focus can now be placed on

branding and expanding the business programs.

The University’s brand and image have been affected by negative publicity about the

University. Both the University and the School of Business have implemented a

branding campaign to restore the image in the local community, the state and the nation.

The School has not maintained a strong connection with alumni. The accounting

program has d o n e a good j o b in networking with its alumni. Prior to the current

year, no efforts had been made by the School to gain access to business alumni data from

the University Alumni Relations Office for development, networking and branding

efforts. During the Spring 2013 semester, the School began developing a database and

has subsequently obtained a database from the University Alumni Relations Office.

Several initiatives to connect with alumni have been implemented this year, to include

a bimonthly newsletter to spotlight selected graduates each month, a semester Bulldog

Business magazine, a Facebook page, and website. In addition, this year, an Alumni Day,

which included classroom visitations and a reception were held during the homecoming

weekend and will be an annual event to allow alumni to interact, provide feedback and

socialize with faculty and students. It is expected that these connections will result in an

increase in financial and other means of support.

Challenges

Over the next few years, several challenges from our internal and external environment

will impact the future development of the School of Business.

Funding - The economic recovery has been slow and is likely to continue to affect the

level of state funding. This impacts the ability to hire additional faculty and expand

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programs. Although four full-time faculty positions were lost in 2012, only one full-time

position was approved for hiring in Fall 2013. With the drop in enrollment and reduction

in budget allocations, it is difficult to justify replacements.

As indicated previously, the negative publicity over the past two years, along with the

economic downturn, has affected the climate for giving. Thus, considerable effort is

being spent on branding to gain support for the School of Business.

Enrollment – Along with internal factors, enrollment has been impacted by

competition from other private and public four-year as well as two-year institutions in

South Carolina. In addition, a number of for-profit colleges such as Strayer University

and University of Phoenix offer programs in our service area.

Technology – The market for on-line degree programs has increased substantially.

Currently, only a few courses in the School are taught completely on-line. An on-line

degree completion program in business is being considered; however, faculty need

training on developing and delivering online courses. In addition, more infrastructure is

needed at the University-level to fully support an on-line degree program. The

University’s Weekend College was approved and implemented two years ago, which

included the MBA and accounting programs. These programs were taught using a hybrid

model; however, lack of funding to implement the required infrastructure and changes in

administration, resulted in a halt to the program after the first year.

Degree Programs for Review and Number of Graduates

Bachelor of Science in Accounting

Bachelor of Science in Agribusiness

Bachelor of Science in Business Economics

Bachelor of Science in Management

Bachelor of Science in Marketing

Master of Business Administration

Table 1: Degrees Awarded by Majors, 2008 - 2012 Program Degree 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

Accounting B.S. 24 16 19 18 23

Agribusiness B.S. 3 4 5 2 3

Business Economics B.S. 4 7 7 10 5

Management B.S. 46 48 47 51 37

Marketing B.S. 34 23 14 22 21

MBA MBA 3 0 5 3 9

TOTAL 114 98 97 106 98

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Opportunities to Expand Degree Programs and Enrollment

To be competitive in attracting more students to the School of Business, we realize more degree

offerings are needed. Although, two minor programs have been added within the past five years,

no new undergraduate majors have been added since 1985. The MBA was added in 2005.

Potential programs that may be attractive include majors in finance, management information

systems, and supply chain management. Expansion, however, will require increased resources.

The following are currently being considered:

Inquiries are frequently received regarding a finance major. Since most of our peer

institutions have a major in finance, this is considered the most viable major to add

that could impact enrollment.

The core curriculum of the MBA Program was changed and a 30 semester hours track

was approved for implementation in Fall 2014. This change in the MBA curriculum

has introduced the potential to offer the MBA at the University Greenville Center

where there seems to be a market. It also opens the potential to offer a five-year

degree program that will be especially attractive to accounting majors who require

150 hours to sit for the CPA Exam.

The Innovation Engineering curriculum from the University of Maine is being

reviewed for licensing and implementation as a minor and certificate program in

Innovation and Entrepreneurship. The program will be implemented as a University-

wide program to attract students from all majors across the University. A program

proposal grant has been submitted to the National Collegiate Invention and

Innovative Alliance (NCIIA) for funding to start the program.

Several former business students who are now working full time have inquired about

the possibility of completing their degree program through on-line courses. Thus, an

on-line degree completion program in business is being considered to recapture

students who dropped out for various reasons and to gain additional students who

have associate degrees and are working full-time but would like to obtain a four-year

degree.

Certificate programs present another avenue to generate revenue and increase

enrollment. A certificate program in human resource management has been approved

and a certificate in Innovation and Entrepreneurship is being proposed. Additionally,

a market for certificate programs in executive leadership development and accounting

will be reviewed.

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II. Progress and Update on Concerns from the Previous Review

Criteria for Classification and Maintenance of AQ/PQ Status

During the last accreditation review, concerns were raised regarding the number of alternate

criteria used to classify faculty as academically or professionally qualified (AQ/PQ). Since the

last review, criteria for academic qualifications are reduced from three alternatives to two. For

this review period, continued classification as AQ is based on evidence of the following:

3 peer reviewed journal (PRJ) articles published over the most recent 5 years, or

2 PRJ articles published and 1 other intellectual contribution (OIC) qualifying activity

over the most recent 5 years. (Statement of criteria is provided in Appendix F).

Given the change in the 2013 new accreditation standards, criteria is being reviewed and will be

updated again in the coming year to reflect qualifications under the current standards. In

addition, consideration will be given to using a point system for refereed publications and other

intellectual activities.

Strengthening of Intellectual Contribution and Professional Development

Over the past five years, the overall intellectual productivity and professional development of

faculty have increased. This has been accomplished through various strategies to include: a

research seminar series, summer research grants, more emphasis on grant writing at the

University level, increased opportunities for 1890 research funding, more emphasis on

collaboration among faculty, and funding for paper presentations. In addition, faculty

participated in a summer research and publication institute during the summer 2010, which

included a professional writing consultant and the editor of a journal to provide insights on how

to get published.

To further strengthen the intellectual contribution of faculty, a research incentive program is

being implemented beginning with the 2013-14 academic year as follows:

Acceptance for publication of each PRJ article $300

Acceptance for publication of each peer reviewed proceedings $100

Enhancement of Assurance of Learning Process

The first round of assessment of the Assurance of Learning goals (AOL) did not occur until

Spring 2007. The School was challenged in closing the loop on the first round assessment

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(AOL) by the accreditation review in 2009, so a one-year extension was granted. During the

one-year extension, actions were taken to close the loop on the writing goal. A Title III grant

allowed the implementation of a ‘writing across the business curriculum’ program that resulted

in required writing assignments in selected business core courses, summer writing institutes for

both faculty and students, and publication of a student journal.

Several lessons have been learned as a result of completing the first cycle of assessment.

Although some strengths were observ ed in the assessment process in the first round,

several weaknesses were noted. These have been corrected. For example, more courses are

identified for assessment of some learning objectives and there is equal coverage of goals in

each assessment cycle. In addition, learning objectives are more specific and benchmarking

guidelines are more clearly defined.

Since 2008, six new courses have been added and four courses were revised. In addition, other

curriculum changes were made to improve outcomes from the assessment process. Although

efforts have been made to coordinate assessment with curriculum development, this remains an

area that needs additional attention and is currently being addressed. Lastly, a fifth goal related

to technology was added to extend the range of measured student skills.

III. STRATEGIC MANAGEMENT

The School’s Vision

The vision of the School of Business is “to be known as the best value in the Southeast through

our quality programs and service to our students and other diverse stakeholders.”

Mission Statement

The mission of the School of Business is ‘to provide quality management education and

leadership development to produce competitive and innovative graduates for a global and

diverse environment.’

This mission was slightly modified from the mission statement adopted in 2005 and is the result

of the 2013-17 planning process.

In addition, the School has adopted a new mantra of LEARN. LEAD. INNOVATE. As such,

all of our curricula, programs and activities will focus on enhancing student learning, developing

leadership skills and creating innovative thinkers.

Core Values

The mission of the School of Business will be accomplished through quality teaching, research,

instructional development and service activities. Our overall success in accomplishing our

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mission will be measured by the enhancement of our reputation among our students, faculty,

peers, and other stakeholders. To that end, we affirm our values of leadership, customer

satisfaction, teamwork, community outreach, integrity and performance. Therefore:

We value learning and strive to promote the professional and leadership development of

all students to include technological, global, ethical and entrepreneurial skills.

We are supportive of and responsive to the holistic needs of all students.

We value collaborations and partnerships with our diverse stakeholders to work toward

positive outcomes that impact our program and the community.

We strive for continuous improvement in the performance and assessment of our results

while ensuring that our integrity and quality is never compromised

The Strategic Planning Process and Outcomes

The Process

The School of Business’s strategic planning process begins with the Strategic Planning

Committee, which is appointed by the dean and consists of both senior and junior faculty

members. The committee is charged with the responsibility to:

1) Develop a comprehensive plan every five (5) years consistent with the mission of the

School and aligned with the University and Division of Academic Affairs’ goals and

objectives;

2) Review and update the plan each year;

3) Provide guidance in implementing the plan; and

4) Monitor and assess goals and objectives on an annual basis.

The current strategic plan for the University was approved by the Board of Trustees in 2011 for a

five-year period. The School of Business’ prior strategic plan was for the period 2007 – 2012;

thus a new strategic plan was adopted for the period 2013-2017. The process began with a one-

day planning retreat using a focus group approach that included various School of Business

stakeholders (faculty, students, business community, alumni, advisory board and career services

staff). The process included a SWOT analysis and review of the vision, mission, guiding

principles, goals and objectives from the previous five-year plan. The committee used feedback

from the focus groups to draft the new five-year plan. The draft was presented to the faculty for

review and discussion over three working sessions prior to approval.

At the end of each academic year, the strategic plan is reviewed at a faculty retreat (reviewed in

May by faculty at the 2013 School of Business retreat) to determine progress and suggestions for

changes in strategies. The strategic plan is implemented through two departments and several

committees to include: Strategic Planning Committee, Faculty Development & Intellectual

Contributions Committee, Assessment Committee, Curriculum Committee, Special Programs

and Activities Committee, Outreach Committee, Graduate Program Committee and

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Accreditation Committee. In addition, the Strategic Planning Committee meets during the

semester to add, clarify and assess progress made on the plan.

Our strategic plan sets the direction of our journey for the next five years with a focus on

achieving four strategic goals as follows:

Recruit and retain quality students; produce productive and quality graduates

Plan, develop and deliver quality management education programs in relation to our peer

institutions

Recruit, develop and retain quality faculty

Pursue alliances and partnerships to strengthen relations with the community, alumni and

other stakeholders

Outcomes

As a result of budget constraints over the last few years, the School has become more efficient

and effective in the management of limited resources, which in itself is a major outcome. Some

specific outcomes of the School’s strategic management since the last accreditation visit include:

an increase in faculty intellectual productivity, increase in student engagement in leadership and

professional development activities, an increase in alumni and community outreach, and program

enhancements. These accomplishments are noted in spite of a reduction in enrollment, the

number of faculty, and financial resources.

Faculty qualifications have increased as a result of more emphasis on publication and grant

writing to support research. Research funding through the 1890 Research and Extension

Program has provided faculty increased opportunities to fund research. As a result, several junior

faculty members have been successful in obtaining research grants. In addition, the School has

supported research through summer research grants.

A summary of the assessment of strategic goals since the last accreditation review is provided in

Table 2 below. (See Appendix E for the complete Strategic Plan)

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Table 2: 2009-13 STRATEGIC GOALS ASSESSMENT

Strategic Goal / Objectives 2009-13 Accomplishments Goal 1 – Recruit and Retain Quality Students; Produce Received annual corporate scholarship funding from Productive and Quality Graduates Boeing, BMW, Wachovia Bank, AgSouth Farm Credit

Received more than $50,000 committed in Objective 1: Increase scholarship funding Assistantships (graduate and undergraduate) from

grants each year.

Awarded $150,000 Multicultural Scholarships from

USDA

Receive annual funding of two scholarships from the

GiGi Zimmerman Foundation

Launched the INSPIRE fundraising campaign in Fall

2013 for scholarship funding with a goal of $200,000

by end of 2015

Objective 2: Implement Strategies to Appointed an Assistant for Recruitment and Student

increase enrollment Services with specific responsibilities for recruitment

and internships.

Implemented various recruitment strategies to include

high schools and technical colleges

Initiated a 2+2 agreement with O-C Tech

Used USDA grant to sponsor summer camps for high

school students and guidance counselors to increase

enrollment in Agribusiness program

Developed new brochures for all programs

Objective 3: Increase the retention rate of Implemented new advising policies and guidelines

students approved by University

Implemented department group meetings with

students at least once each semester

Implemented a Financial Literacy series with required

attendance for students enrolled in BA 101 –

Introduction to Business

Objective 5: Provide students with skills to Implemented a Leadership Institute for students to

compete enhance leadership skills

Sponsored a Writing Competition to engage students

in writing more

Published a Student Writing Journal

Continued the LAPD Program with weekly Executive

Speaker Series. Students indicate the program has a

positive impact on their business savvy and

preparation for the workplace and the way others

perceive them

Objective 6: Facilitate the transition of Required students in SB 201 and SB301 to register

students into career choices with the Career Center and apply for internships

Developed partnership with INROADS and other

agencies to provide internships

Appointed staff to work directly with students in

finding internships

Goal 2 – Plan, Develop and Deliver Quality

Management Education Programs

Objective 1: Plan, develop, and implement

quality programs

Objective 2: Consider new curricular

initiatives

Objective 3: Evaluate the Effectiveness of

programs

Implemented a minor in human resource management

in Fall 2012

Developed and implemented 4 new courses in

accounting curriculum

Approved a general MBA track for implementation in

Fall 2014

Revised the BA 101 – Introduction to Business course

to focus on mathematical and computer applications.

Evaluated all business curriculums and course

offerings

Continued to assess Assurance of Learning goals

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Goal 3 – Objective 1: Recruit, Develop and Retain

Quality Faculty.

Objective 1: Recruit and retain quality

faculty to maintain AQ/PQ qualifications

Objective 2: Support faculty participation in

faculty development activities

Increase external and internal opportunities

for collaboration in research and scholarly

activities

Goal 4 – Pursue Alliances and Partnership Strengthen

Relations with Community, Alumni

and other Stakeholders

Objective 1: Increase level of outreach and

involvement in community and other

stakeholders

Objective 2: Implement programs to assist

the community

Objective 3: Develop and maintain alumni

relations

Hired two accounting professors. Currently

recruiting for a marketing and economics professor

Support up to 5 summer research grants of $5,000

each annually and 15% of salary for new hires during

first 2 years of contract.

Assess AQ/PQ status each year

Fund faculty travel to professional meetings

Support the faculty seminar series

Implementation of a ‘Brown Bag’ Teaching Series

Faculty participate in University faculty development

workshops

Faculty participate in Management Education

Alliance faculty development activities

Almost $5.0 million awarded in grant funding

The Business Advisory Board consists of alumni,

regional and local business persons. The Executive

Director of the Chamber of Commerce serves on the

board.

Partnered with the Small Business Development

Center to conduct seminars for small business owners

Pursuing a partnership with Boeing to provide human

resource training in their Minority Protégé Program

Currently pursuing partnerships with State Farm

Insurance, Governor’s Office of Minority Outreach

Conducted the Volunteer Income Tax Assistance

Program (VITA) annually.

Implemented a Bulldog Small Business Consulting

Program in collaboration with the SBDC to provide

free consulting services to small businesses

Student organizations engage in various outreach

activities to include Relay for Life, food drives, after

school tutoring, etc.

Sent bi-monthly newsletters to alumni and friends

Distributed Bulldog Business Magazines each

semester to alumni and friends

Hosted a Business Alumni Day during homecoming

weekend to include classroom visitations and an

Alumni Reception. This will be an annual event.

Financial Strategies

The School of Business receives funding from several sources to accomplish our strategic goals

and objectives.

State Appropriations

The primary source of funding for the School of Business comes from funds appropriated to the

University by the state legislative process. Since 2008, E & G appropriations from the state have

20 | P a g e

been declining. The 2013-14 appropriation allocated for business programs is $2,159,600

compared to $2,359,976 for the 2008-09 fiscal year. Allocations are used for personnel cost and

other operating expenses.

The budget process requires the College/School dean to present a budget, which identifies

particular needs for each academic unit. Allocations are then supposed to be made based on

several factors; however, due to shortfalls in the budget over the past four years, budgets have

remained static except for a 3% across the board salary raise for the 2011-12 fiscal year. New

hires are approved as needed.

The University’s budgetary constraints present a challenge to the School to build capacity and

quality in all programs. In spite of this challenge, however, resources h a v e b e e n

efficiently managed to maintain faculty sufficiency and quality through strategic

deployment of faculty and management of course offerings.

Special Legislative Appropriation

Since 2000, the state has provided a special appropriation of more than $400,000 to the Business

Program each year to support efforts to maintain AACSB accreditation. These funds are in

addition to funds allocated from the E & G appropriations and are expected to continue. Funds

are used to support:

Recruitment of faculty

Salary supplements in hiring of qualified faculty by making up the difference between

market salary and what the University can offer until the full salary can be internalized in

the regular state appropriated budget

Faculty development activities

Summer research grants

Research incentives for publications

Student development activities

Technology upgrades

Building improvements

Competitive Grant Funding

Faculty members have taken advantage of increased research funding opportunities through the

1890 research program. As a result of these and other external sources, grant activity over the

past five years total almost $5.0 million for 17 projects. (See Appendix C.3)

Grant funds are used to compensate research faculty up to 25% of salary during the summer,

hiring of undergraduate and graduate research assistants, scholarships, travel and other related

expenses.

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Other Support

The School of Business receives scholarship funds of approximately $25,000 each year

from various sources to include Wachovia, Boeing, BMW, The GiGi Zimmerman

Foundation, AgSouth Farm Credit, and the Business Advisory Board.

In the Fall 2013, the INSPIRE fundraising campaign for the business programs was

launched to raise funds from faculty and alumni. Next year, the campaign will reach out

to corporate sponsors. In addition, the Business Advisory Board will assist with

fundraising events. The goal is to raise $200,000 for scholarships by the end of 2015.

As a member of the Management Education Alliance (MEA), support is provided for

faculty development activities and international travel. Faculty members have been

funded to attend case writing and case teaching workshops at Harvard, faculty

development workshops, and travel to various countries.

IV. PARTICIPANTS

Students

Students are our greatest asset. We are committed to preparing and empowering students for

success by creating an enriching learning environment that emphasizes leadership and innovative

thinking.

Advising

Students may declare a major when they are admitted to the University. There are no admission

requirements to the School of Business. Class schedules, advising and orientation of new

students are conducted by the Student Success and Retention Program (SSRP) prior to the

beginning of the first semester. During the orientation period, department chairs meet with

incoming students to provide curriculum sheets and assign an academic advisor. Undeclared

majors will continue to be advised by SSRP until they declare a major, which must be done by

the end of the Freshman year.

Although students have primary responsibility for their curriculum, the advisor’s responsibility is

to be accessible to guide students throughout the semester and particularly during pre-registration

and registration periods at the beginning and end of semesters. The advisor must be aware of

curriculum requirements for the degree program, curriculum changes, and monitor individual

advisee progress to assist students effectively in making curriculum choices and academic

decisions.

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New advising procedures were implemented in Fall 2012 that require students to meet with their

advisor at least once during the semester prior to obtaining a PIN for registration for the

upcoming semester. In addition, advisors must conduct a degree audit of students once they

complete 90 semester hours and complete a Junior Status Report. The advisor also completes an

Eligibility for Graduation Report a semester prior to the student’s expected graduation date. In

an effort to increase retention, the University has an academic warning system to allow faculty to

refer students who are not performing well to SSRP for tutoring assistance. Tutoring is also

provided by some student organizations.

Student Demographics

The School of Business student body includes students from several states across the United

States as well as several countries; however, 74.5% are from South Carolina, 21.5% are from out

of state, and 4% are international. The gender breakdown is 64% male and 36% female. These

demographics are slightly different from the University. A comparison of the School of

Business and University demographics is provided in Appendix F.1. A summary of the

ethnicity of business students is provided in Table 3 below.

Table 3: Percent Enrolled by Ethnicity - Fall 2012

Ethnicity %

Black 95.7%

Asian .5%

White 2.6%

Other 1.2%

Enrollment Trends

The University experienced a significant decline in enrollment over the past two years that is the

result of a combination of factors. First, the decline in enrollment began in 2009 as a result of

admitting a significant number of students in 2007 and 2008 who did not meet the admission

requirements. Secondly, the failing economy imposed budget cuts and financial constraints that

limited scholarship funding. The enrollment decline was further impacted in 2011 and 2012 by

negative publicity surrounding changes in the administration and Board of Trustees. Financial

aid requirements have also tightened. This has made it harder for some students to obtain enough

funding to pay tuition and other expenses without taking loans, for which they or their parents

may not meet the necessary qualifications. Other students lost their eligibility for financial aid as

a result of not meeting the 67% completion rule.

The enrollment trend tables below (Tables 4 and 5) indicate the University has experienced a

22.1% decline in enrollment in 2012 compared to 2008, while the School of Business has a

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decline of 34.4% for this same period. Since the retention rate for the School is similar to the

University, it is proposed that the higher decline in business student enrollment is attributed to

changes in majors and a higher graduation rate (See Appendix F). Some changes in majors

occur because business majors cannot receive a grade of “D” in any business course.

When enrollment is analyzed by program areas, all programs show a decline except for

agribusiness. One explanation for this is that prior to the current year, agribusiness was the

only program in the School of Business that directly recruited students. In 2008, the program

received a two-year USDA grant to specifically recruit and train under-represented

minorities into agribusiness careers. They also received a grant to provide five (5) full-time

scholarships for four years. Thus, programs and activities were implemented to recruit students

for the agribusiness program.

The other programs have basically relied on the University’s recruitment efforts. This is

currently being addressed with the appointment of Dr. Stacey Settle as the Assistant to the

Dean for Recruitment and Student Services. In addition to working with the University

Admission Office, he is responsible for implementing strategies to directly recruit for

undergraduate business majors. This includes visits to high schools, developing relationships

and articulation agreements with technical colleges, participating in recruitment fairs, following

up with interested students, and holding recruitment forums. In addition to Dr. Settle, the

Business Advisory Board is also developing a comprehensive recruitment strategy, to

include identifying and developing a pipeline of students i n j u n i o r h i g h s c h o o l .

These strategies will be implemented in 2014. The University’s Admission unit has also

been strengthened with the appointment of a Vice President for Enrollment Management and

implementation of an aggressive recruiting program.

Ms. Ellen Ricoma was hired in October as the MBA Director to increase enrollment in the MBA

Program. She has an administrative function only and is primarily responsible for developing

and implementing a marketing and recruitment strategy for the MBA Program to produce a

pipeline of students. Some of her efforts will include participating in recruitment fairs,

developing print and media ads, posters, and billboards, hosting MBA forums, and enhancing

relationships with surrounding colleges and the business community.

Table 4 - Program Enrollment by Major 2008- 2012

Program Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012

Accounting 144 125 128 113 100

Agribusiness 14 18 20 22 30

Bus.Economics 67 57 53 49 48

Management 277 252 205 177 140

Marketing 127 107 115 108 89

MBA 11 10 12 17 13

TOTAL 640 572 536 486 420

UNIVERSITY 4,888 4,538 4,362 4,326 3,807

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Table 5: Enrollment Changes Since 2008

Major Fall 2012 Enrollment %Change Since Fall 2008

Accounting 100 -30.5%

Agribusiness 30 +114.3%

Economics 48 -.28.3%

Marketing 89 -29.9%

Management 140 -49.5%

MBA Program 13 +18.2%

Total School Of Business 420 -34.4%

University 3807 -22.1%

Student Engagement

In addition to the curriculum, several student development programs and activities are integrated

to engage students in developing their professional and leadership skills. A summary

discussion of each is provided:

The Leadership and Development (LAPD) Program – The LAPD component of the

business curriculum is required for all business majors and is designed to equip students

with the ‘soft skills’ necessary to begin and advance in their careers as responsible

corporate and community citizens. This program consists of four professional

development classes, leadership development workshops and the Executive Speaker

Series as follows:

o Professional Development I – a 1-hour credit course taken at the sophomore

level that focuses on self - development.

o Professional Development II – a 1-hour credit course taken at the junior level

that focuses on interpersonal development.

o Professional Development III – a 1-hour credit course taken at the senior level

that focuses on leadership development.

o Experiential Learning – an experiential learning course taken at the senior level

and requires a minimum of 60 hours of hands-on work experience.

o Executive Speaker Series (ESS) – Students enrolled in the professional

development classes must attend a weekly Executive Speaker Series, which

brings industrial and political leaders to campus to provide various perspectives

that form the context for leading in government and business. In addition to the

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lecture session, selected students engage in a roundtable discussion with the speaker. This experience is designed to motivate and challenge students, while at

the same time, build self-esteem, character, and serve as a catalyst in the development of leadership skills.

o Leadership Development Workshops – In addition to the courses and ESS,

various workshops are made available to students and have included workshops

on dining etiquettes, dressing for success, golfing, and writing.

Business Leadership Institute – The institute was implemented in September 2013 to

further develop the leadership skills of students who aspire to become leaders. The

institute consists of a series of four (4) seminars over a period of four months on

different aspects of leadership. The Fall 2013 series focused on teambuilding, change

management, communication and ethics. Twenty-six students received certificates of

completion.

Leadership Forum – Selected students are sponsored to participate in a two-day state-

wide leadership program hosted by Senator Tim Scott.

Internships – Students are encouraged to complete internships in their related area

during the summer. In addition to the Career Center, the Recruitment Coordinator assists

students in locating internships through INROADS and other agencies.

Small Business Student Consulting Program – Working with the Small Business

Development Center and a Faculty Coach, student teams are assisting small businesses

and non-profit organizations in the areas of accounting, sales and marketing strategies.

This program was implemented in Spring 2013.

Business Plan Competition – MBA students participate in the Opportunity Funding

Corporation (OFC) Innovation & Entrepreneurship competition. In preparation for

this competition, they compete with each other in a school business plan competition.

Innovation and Entrepreneurship Program – An Innovation and Entrepreneurship

Program is proposed for implementation in Spring o r Summer 2014. A grant proposal

has been submitted to NCIIA and is currently being reviewed.

Bulldog Business Journal – Students participated in a Writing Institute during the

summer of 2010, which resulted in the development of a writing journal to showcase

student research and writing skills. The journal is published in the Fall semester.

The Volunteer Income Tax Assistance Program – Each year accounting students,

under the supervision of an accounting professor, prepare over 100 tax returns for

students and people in the local community.

Student Organizations – Students engage in community outreach, tutoring and

professional activities through several student organizations to include: National

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Association of Black Accountants, Beta Alpha Psi, Beta Gamma Sigma, Alpha Kappa Psi

Business Fraternity, Toastmasters International, the Economics Club and Society for

Human Resource Management.

Business Student Council – A Business Student Council was formed this year to

provide students with a vehicle to provide input on policies and suggest programs for

student development.

International Travel – Students are provided opportunities and funding for international

travel. The School has supported student travel to China, Brazil, Japan, Europe and

South Korea during the past five years.

Business Week – Each year during the Spring semester, an annual Business Week is

observed, which includes a series of activities centered on a theme. This year will mark

the 42nd Business Week program. In addition to guest speakers, student activities include a writing competition, an international quiz bowl, an international taste testing and an awards dinner.

GMAT Prep – Each year, the faculty provides several GMAT Prep sessions at no cost to

students who plan to attend graduate school. Course materials, including GMAT prep

books, are also provided at no cost.

Aspirant Agent Program – In partnership with State Farm Insurance, students will have

the opportunity to participate in the agency’s Aspirant Agent Program beginning in

Spring 2014. The program will allow students to work with State Farm agents in the

area, who will mentor and groom them to become State Farm agents. Faculty

The School of Business strives to maintain a highly qualified faculty to achieve its mission.

Consistent with AACSB’s mandate for continuous improvement, the School is committed to

increasing the number and quality of intellectual contributions of its faculty through formal and

informal processes. We believe that the level of intellectual contributions produced by the

business faculty is consistent with and supportive of our School and institutional mission.

Faculty Recruitment and Hiring Process

The hiring process begins at the department level. Each year, Chairs identify and provide

justification for faculty needs during the next academic year. Needs are identified based on

recent vacancies, quality of faculty, student demands for courses and the strategic focus of the

School. A request to fill a position (P-2) is sent to the dean and processed through Academic

Affairs and the Human Resource Office for approval. Once approved, the position is posted in

the University system and the School begins the recruiting process to identify potential

candidates. After a candidate is selected from the interviewing process, a personnel action

request (P-4) is forwarded (along with supporting documentation to include application, resume,

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letters of recommendation, and official transcripts) for approval by the Dean, Provost and

President.

Faculty Changes and Composition

In 2012, five positions in the School of Business became vacant, which included four faculty

members and the dean. In 2013, an additional faculty position became vacant. The reduction of

faculty by program area is as follows:

Management (1)

Marketing (1)

Accounting (1)

Law (1)

Business Economics (1)

Dean (Non-teaching)

The replacement of vacant positions and new hiring over the past two years have been curtailed

due to budget cuts and drop in enrollment; however, to counteract these changes, the following

additions/changes were made:

Accounting (2 positions added)

Law (1 Adjunct position added)

Management (1 Adjunct position added)

Marketing (Marketing professor that was split between serving as MBA Director and

teaching was replaced with a full-time MBA Director and is therefore back to teaching

marketing courses full-time). The School has a position posted for Marketing and is

recruiting to fill the position.

Dean (Position is currently being filled on interim basis by accounting professor). A

search process for this position will begin soon.

Business Economics (Position has been approved and is posted). The recruitment

process has begun.

Faculty Deployment and Intellectual Contribution Efforts

As opportunities for hiring new full-time faculty develop, the academic qualifications of

potential faculty members are given high priority. Thus, future hiring in needed areas, such as

marketing, will further strengthen faculty qualifications

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As indicated in attached Table 10-1, the ratio of intellectual contributions of the faculty has

increased since the last accreditation visit. Not only has the ratio of publications increased, but

faculty have been more engaged in research as evidenced by articles accepted for publication and

additional submissions that are under review at refereed journals (see Appendix C). During the

most recent five year period, 20 full-time faculty members have produced a portfolio of

contributions that includes 62 peer-reviewed journal (PRJ) articles for an average of 3.1articles

per full-time faculty member. This is a significant increase over the 2.8 PRJ articles per faculty

reported during the last accreditation visit. In addition, faculties were engaged in 194 Other

Intellectual Contribution (OIC) activities which include presentations at national and

international academic and professional conferences, grant writing, working papers, case writing,

and editorial reviews, among others. In addition, the faculty currently has more than a dozen

papers under review at peer-reviewed journals and has been awarded approximately $5.0 million

in competitive grants.

As a result of a small MBA Program, the business faculty primarily engages in undergraduate

teaching. There are no faculty members who teach only graduate courses. With the exception of

one or two faculty who may teach one graduate course each semester, most will teach no more

than one graduate course per academic year. The AQ/PQ criteria, therefore, has been applied

consistently to all faculty members in accordance with our criteria, which is:

3 peer reviewed journal (PRJ) articles published over the most recent 5 years, or

2 PRJ articles published and 1 other intellectual contribution (OIC) qualifying activity

over the most recent 5 years.

(See full statement of criteria in Appendix F)

On-going strategies to facilitate and encourage the faculty to engage in research include the

following:

Summer Research Support - Summer grants to conduct research will continue to be

available to faculty members. The summer grants allow the faculty to spend

concerted time during the summer to conduct substantive research. Faculty members

who submit research proposals that have the potential for publication in refereed

journals are awarded summer research support. In summer 2013 alone, the School of

Business offered $25,000 in support of research to five faculty members. The research

outputs have been presented in the Research Seminar Series and subsequently submitted to

peer review journals for publication consideration. Special legislative appropriations and

externally funded research grants remain the primary sources of funding for summer research

by the faculty.

Faculty Research Incentive Program – As an incentive to publish, faculty will receive a

stipend for each article accepted for publication during the year. This is a new program.

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Support for Professional Travel – The School of Business will continue to support

faculty travel for paper presentations at professional meetings. Support will also be

provided to enable the faculty to participate in workshops, seminars, and other

professional activities to enhance their research and instructional skills. Again, the

special legislative appropriations and externally funded research grants are the

primary sources of support for professional travel of the business faculty.

Faculty Seminar Series - The in-house Research Seminar Series will continue to

provide the faculty an outlet for making presentations to their colleagues. The

Seminar Series enable faculty members to practice the technique of making

professional presentations. This is also a good forum for the faculty to learn the

application of research methods to a variety of business problems. Presentations are

published in a Working Paper Series.

Release Time - Faculty members who are engaged in research are given 25 percent

release time each semester.

Externally Funded Grants - As a land grant institution, SC State is in a position to

attract external funding. Business faculty will continue to submit proposals to seek

external funds to support research and teaching activities.

Management Education Alliance (MEA) - Support from for the MEA is expected

to continue to enhance faculty development. In the past the MEA has supported

faculty participation in topical seminars and workshops at the Harvard Business

School and other leading institutions, as well as international travel.

Professional Qualifications

There are a few faculty members who meet the criteria for PQ status. Their inclusion as PQ

faculty takes into account their recent and ongoing professional experience related to their area

teaching assignment and their role within the program as primarily teaching faculty in the

specialty areas of Professional Development, Business Communications and Business Law. The

faculty members identified as PQ in Table 10-1 have recent or continuing professional activities

as consultants in these areas or in the case of the business law instructor, as a practitioner.

(See criteria in Appendix F.5).

Tables 6a and 6b below compares faculty sufficiency and quality in 2008 to our status in 2013.

As noted we have either maintained or improved overall and in all of the program areas.

Table 6a: Comparative Faculty Quality Deployment Year %AQ %PQ %O %AQ+PQ

2008-09 69.3 17.2 86.5

2012-13 81.0 19.0 100.0

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Faculty sufficiency has improved as a result of more efficiency in course scheduling. Over the

last two years, the University has scrutinized course scheduling across campus as a means of

utilizing resources more efficiently by reducing the number of adjunct positions. Low

enrollment classes are eliminated and some course offerings are rotated in a predictable pattern

to assure students meet degree requirements.

Table 6b: Comparative Faculty Sufficiency Ratios (by courses)

Program #Participating #Supporting Total %Participating

Accounting 3

1

4

91.7% 2008-09

2013-14 4 0 4 100%

Agribusiness 3

0

3

100% 2008-09

2013-14 2 0 2 100%

Business Economics 2

0

2

100% 2008-09

2013-14 2 0 2 100%

Management 9

4

13

83.3% 2008-09

2013-14 10 2 12 86.3%

Marketing 4

1

5

73.3% 2008-09

2013-14 2 0 2 100%

TOTAL FACULTY 21

6

27

85.3% 2008-09

2013-14 20 2 22 92.4%

V. ASSURANCE OF LEARNING

The Process

In Fall 2004, the School of Business began the process of developing a robust assurance of

learning plan that would be reflective of the School and University’s mission, as well as

congruent with AACSB Assurance of Learning standards. A committee consisting of faculty

members from all program areas was given the charge to spearhead efforts towards this

objective. The assessment committee developed four general learning goals and twelve specific

learning objectives, which were voted on and approved by the Business faculty. Thereafter, each

learning objective assessment criteria, assessment vehicles, and sample frames were established.

As a result of this process, the first round of assessment was implemented in Spring of 2007.

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The AOL process is faculty driven. The Assessment Committee develops a sampling plan each

academic year to determine which undergraduate and graduate courses are to be evaluated. A

team of faculty members with primary responsibility for teaching courses that are mapped to a

specific objective is then assigned to a Learning Objective cluster. The cluster develops the

assessment vehicle, a rubric for evaluation, and conduct assessment of the assigned learning

objective in their respective classes. Once the assessment has been performed, the Assessment

Committee collects, compiles, analyzes and summarizes all data from participating classes. The

results are then presented to the dean, chairs, faculty and the Curriculum Committee for further

review.

Data collection is geared towards identifying performance gaps and measuring the effectiveness

of implemented corrective actions. Thus, when learning gaps on an objective are identified by

the assessment result, the Curriculum Committee makes recommendations for improvements,

which may include pedagogical changes, course content changes or proposals for new courses.

In addition, the learning objective cluster may also make recommendations for corrective

actions. In Spring 2013, the critical thinking cluster worked on designing new in-class critical

thinking activities to encourage critical thinking among students.

Over the past five years, the Assurance of Learning plan continues to improve, both in terms of

content and process as exemplified by the addition of a fifth goal related to technology to

extend the domain of measured student skills. Since 2008, six new courses have been added

and four courses underwent revisions. In addition, other curriculum changes were made to

improve outcomes from the assessment process. Efforts have also focused on faculty

development activities related to learning objectives where student performance was below par.

Assessment Committee Structure and Responsibilities

The Assessment Committee is responsible for designing, coordinating, and monitoring the

assurance of learning activities of the undergraduate and graduate business programs.

Committee appointments are made by the dean and are term limited to ensure broad faculty

participation. The committee presents results from the AOL process to the curriculum

committee, dean, and business faculty to ensure a broad dissemination of information emerging

from assessment activities. The key tasks of the Assessment Committee include the following:

Outlining and reviewing:

learning goals and objectives

benchmarks for success

course maps for objectives

assessment vehicles and rubrics

assessment schedule

Managing assessment data:

collection

formatting and storage

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analyses and dissemination.

Reviewing and analyzing:

assessment results

proposed curriculum modifications

closing the loop activities

Curriculum Committee Structure and Responsibilities

The Curriculum Committee is a standing committee appointed by the dean charged with

facilitating the curriculum review process. The Committee reviews all curriculum proposals

from program areas initiated by departmental committees or individual faculty members and

engages in collaborative decision-making. In addition, the Committee conducts a periodic

assessment of the business core curriculum to assess relevancy of courses and content based on

the AOL assessment results to ensure that students are engaged in learning through a rigorous,

challenging, meaningful curriculum that is designed to prepare them for a career in business.

Recommendations from the Committee are subjected to a vote of the entire faculty before

moving to the University level for approval.

Assessment Tools and Procedures

Undergraduate Programs

The Assurance of Learning plan for the undergraduate program in this review cycle is based on

five general learning goals and fourteen specific learning objectives as presented in Table 7a.

Each learning objective is mapped to a series of courses that introduce and build upon the

knowledge, skill or attitude related to the objective. Twelve of the learning objectives are

measured through assessment instruments that serves as direct measures, whereas two objectives

are measured indirectly. Since we rely primarily on course-embedded assessments, assessment

vehicles such as exams, cases, projects, essays etc. are determined by instructors of the courses

being assessed and are submitted to the Assessment Committee for approval. Whenever a rubric

is utilized to evaluate student performance, the faculty cluster associated with the particular

objective engages in the rubric development. Examinations and rubrics developed for assessment

are reviewed by the Assessment Committee on a regular basis.

Assessment of the business core curriculum takes place in accordance with a predetermined

schedule. Data collection is geared towards identifying performance gaps and measuring the

effectiveness of corrective actions. Once collected, the data is analyzed by the Assessment

Committee and benchmarked against formal criteria. Student performance on the measured

objectives is formatted into reports that are disseminated using multiple channels, which include

the dean, department chairs, and Curriculum Committee. Results of the assessment process are

33 | P a g e

used to identify gaps in learning and to generate corrective actions for closing the assessment

loop.

Detailed information concerning assessment is provided in Appendix B.

Table 7a: Undergraduate Student Learning Goals and Objectives

General Learning Goals

(GLGs)

Specific Learning Objectives

(SLOs)

Participating Courses and

Assessment Vehicles

1. Critical Thinking 1.1 BA 101-brief case study

Students will be able to comprehend BA 201- brief legal case

Business majors will develop

and demonstrate the ability to

the structure and elements of a

business problem. (knowledge)

MKT 300- class project

MGT 301- exam questions

1.2 Students will be able to apply

relevant theories and concepts to

resolve business problems.

(knowledge & skill)

BA 213- exam questions related

to probability

BA 214- exam questions

covering hypothesis testing

MGT 301- exam questions on

organizational environment

MGT 308- team project

ECON 250- exam questions on

aggregate demand and

aggregate supply.

engage in critical thought

processes whereby they are able

to skillfully analyze, assess, and

resolve complex business

problems.

(knowledge and skill)

1.3 Students will be able to apply

problem solving techniques to

generate alternative solutions for a

given problem. (knowledge & skill)

MGT 320- financial ratio

calculations

ECON 250 - problem solving

exercises.

BA 214- short case based on

data analysis. MGT 310- case study

assignment

1.4 Students will be able to critically

evaluate alternatives to arrive at the

optimal solution. (skill)

MGT 430- Homework essay

questions.

Case study.

2. Leadership

Business majors will develop

and demonstrate leadership

skills in their personal and

professional lives.

(knowledge , skill, & attitude)

2.1 Students will develop and

demonstrate the ability to work with

others in a team setting. (skill &

attitude)

SB 301- multiple choice

questions on team work.

BA 312- rubric based team

project peer evaluations.

MGT 308- peer evaluations.

2.2 Students will develop and

demonstrate time and resource

management skills. (knowledge &

skill)

SB 400, BA 450- employer

survey response to items related

to time and resource

management skills of the intern.

2.3 Students will be able to effectively

communicate ideas and information

BA 450- student internship

report.

MGT 430- written responses to

34 | P a g e

orally and in writing. (skill) case study questions. 2.4 Students will engage in activities

that foster self-confidence and a

sense of personal self-worth.

(attitude)

SB 201, 301 and 401-student

participation in Executive

Speaker Series roundtable

discussion.

3. Ethics

Business majors will

demonstrate knowledge of

ethical conduct in business and

the value of good citizenship.

(knowledge, skill, and attitude)

3.1 Students will understand and

demonstrate appropriate ethical

standards and behavior. (knowledge

& skill)

BA 201- case study presenting

an ethical dilemma.

ACCT 207-case study

presenting an ethical dilemma.

MGT 430- essay questions on

corporate social responsibility.

3.2 Students will demonstrate that they

understand the importance of

community involvement.

(knowledge, skill & attitude)

Participation in community

projects and service by

members of student

organizations.

4. Global Perspective

Business majors will be

cognizant of the global

community in which we live

and work.

(knowledge, skill, and attitude)

4.1 Students should be able to

understand and appreciate other

cultures and international diversity.

(knowledge & attitude)

Student participation in

international events.

Student responses on an

international diversity survey.

4.2 Students should be able to integrate

the impact of global environmental

forces into business decisions in

their major areas. (knowledge &

skill)

BA 301-international business

case study.

MGT 430-case questions related

to impact of global forces on the

firm.

5. Technology

Business majors will be able to

utilize

technology to solve business

problems.

(knowledge and skill)

5.1 Students will display familiarity

with basic

hardware and software.

(knowledge)

MGT 310- exam questions on

hardware and software

5.2 Students will be able to apply

technology to

solve business problems.

(knowledge & skill)

BA 101- lab exercises.

BA 213, 214- excel based

assignments.

MGT 310- team projects.

The primary method by which learning objectives are assessed is via course embedded measures

related to course assignments.

Successful implementation of the Business Program's AOL plan depends upon communication

of elements of the assessment plan and results among stakeholders to create 'buy in' and a unified

approach towards learning goals. This communication is facilitated by provision of multiple

opportunities for discussion and engagement among the administration and faculty members on

topics related to Assurance of Learning. AOL is a regular agenda item at each faculty meeting.

35 | P a g e

Furthermore, an entire day is spent on assessment results and closing the loop plans during the

end of year faculty retreat.

Assessment Outcomes

Undergraduate Programs

A summary of the assessment results for 2009-2013 assessment cycles is presented in Tables 7b.

Table 7b: Undergraduate Assessment Results

General Learning Goals/

Objectives

Assessment

& Evaluation

Instrument

Course

Mapping

% Students Meeting or Exceeding

Expectations

(Benchmark = 70%)

1. Critical Thinking 2009-10 2010-11 2011-12 2012-13

1.1 Comprehension of a

business problem

Short cases

Assignments

(rubric)

BA 101

BA 201

MKT 300

MGT 301

85 88 84 86

1.2 Application of

theories

and concepts

Exam

(rubric)

BA213, 214

MKT 300

MGT 301,

308, 320

ECON 250

62 74 73 79

1.3 Application of

problem

solving techniques

Analytical

assignments

(rubric)

MGT 320

ECON 250,

260

BA 213, 214

93 82 81 84

1.4 Evaluation of

alternatives

Cases

(rubric) MGT 430

54 65 68 71

2. Leadership

2.1 Team-working ability

2.2 Time and resource

management

2.3(a) Oral communication

2.3 (b) Written

communication

2.4 Self-esteem activities

Team project

(rubric based

peer

evaluation)

SB 301-01

BA 312

MGT 308

100 94 94 90

Supervisor

evaluations

(Employer

survey )

SB 400, BA

450

82 80 85 89

Oral

BA 311

84 73 82 86

presentations 62 64 68 70

Written

assignments

BA 450

MGT 430

(rubrics)

ESS

roundtable

participation

SB 201, 301,

401

100 100 100 100

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3. Ethics

3.1 Ethical concepts

Ethics case

(rubric)

BA 201

ACCT 207

MGT 430

86 82 79 83

3.2 Community

involvement

Service

projects

Student

organizations

100 100 100 100

4. Global Perspective

4.1 Global diversity Survey BA 301

MGT 430

100 90 82 86

4.2 Integration of global

environment

Case

(rubric)

BA 301,

MGT 430,

ECON 250

89 76 84 84

5. Technology

5.1 Technical knowledge

Technology

proficiency

tests

MGT 310

BA 213, 214

Goal 5 related to technology was added to the

learning goals in 2013-14 academic year.

5.2 Technology utilization

Assignments

requiring

technology

applications

MGT 310,

BA 213, 214,

MGT 430.

Detailed year by year data along with graphs showing longitudinal trends for each objective is

presented in Appendix B.

Assurance of Learning Impact on Curricula Development

Undergraduate Programs

Curriculum changes may be initiated by an individual faculty member, department chair, dean or

the committee itself as a result of the AOL process. If the change involves a new

course/program or a major revision of an existing course, the approval process begins with the

program area and goes through the Curriculum Committee, School of Business faculty, the

University’s Educational Policies Council and the Faculty Senate for approval prior to

implementation. Once approved by these bodies, new programs must also be approved by the

Board of Trustees, the SC Commission on Higher Education and the Southern Association of

Colleges and Schools (SACS) prior to implementation.

Results from each assessment cycle have been used to identify strategies for closing the

performance gap on learning objectives. A number of "closing the loop" initiatives were

undertaken, which includes pedagogical as well as curriculum changes. A brief summary of

changes arising as a response to assessment data from the undergraduate curriculum is presented

in Table 8 below.

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Table 8: Summary of Undergraduate Curriculum Changes

Goal 1: Business majors will develop and demonstrate the ability to engage in critical thought

processes whereby they are able to skillfully analyze, assess, and resolve complex business

problems.

Identified Problem

Assessment scores indicate the need for improvement in student's ability to arrive at an optimal decision based on

the analysis of a given problem.

Corrective Action

All courses mapped for Goal 1 are required to conduct in class critical thinking activities such as case

discussions, problem solving, debates, reflective writing exercises etc. to engage students in cognitive skills

related to synthesis and evaluation. (Examples of such exercises are provided in the document room).

Faculty members attended workshops related to critical thinking to strengthen their skills in teaching critical

thinking.

Introduction to Business (BA 101) was redesigned to cover problem solving using mathematical and

technological tools. Emphasis is placed on logical reasoning in interpretation of results. The course will be

available to students in Fall 2014.

Impact of Correction Students are exposed to multiple pedagogical techniques across classes aimed at facilitating critical thinking

amongst students. Improvement on all dimensions of critical thinking have been observed; new course structures

and pedagogical tools are expected to improve critical thinking scores further.

Goal 2: Business majors will develop and demonstrate leadership skills in their personal and

professional lives.

Identified Problem Assessment scores for written communication are below the 70% benchmark mark.

Corrective Action

English proficiency exam is moved to the second semester of the freshman year. Student must pass both the oral

and written component of the exam or complete an additional English course.

BA 400 and BA 450 were revised to include a written report after the completion of internship experience.

New course ACCT 210 was introduced to prepare accounting students in report writing.

A Writing Across the Business Curriculum (WABC) program was implemented in 2010 to require writing

assignments in selected business core courses.

A two-day faculty institute was held in (2010) for all Business faculty which focused on issues related to

developing and evaluating writing assignments.

A Student Journal was instituted to encourage and engage students in scholarly writing activities.

A Writing competition is held each year to encourage and showcase good writing

In Spring 2014, a content analysis of BA 311 will be conducted with an emphasis on enhancing the content to include more report writing.

Impact of Correction Although student performance on written communication skills is not at a high level, there has been a steady

improvement. An in-depth analysis of the results suggests ‘grammar, sentence structure and critical analysis are the

weak points. It is expected that corrective actions related to critical thinking skills will result in an improvement.

Goal 3: Business majors will demonstrate knowledge of ethical conduct in business and the value of

good citizenship.

Identified Problem Assessment scores on Ethics component of the goal has marginally declined since 2009. Assessment was mainly

conducted in introductory accounting and business law classes.

Corrective Action

ACCT 312 which focuses on ethical and legal environment in accounting was added as a required course for

accounting majors

A new course 'Fraud Examination' (ACCT 316) was added to Accounting curriculum as an elective

All students enrolled in MKT 424 are required to complete the training and certification in Ethical Treatment of

38 | P a g e

Human Research Participants.

The Business Code of Conduct is required to be attached to all course outlines.

Impact of Correction A wider coverage of Ethics and Corporate Social Responsibility in courses at all levels. Emphasis on Ethical

conduct and decision making is also placed in Leadership and Professional Development (LAPD) classes and

speaker series.

Goal 4: Business majors will be cognizant of the global community in which we live and work.

Identified Problem Lack of objective measure for assessing learning objective related to global diversity. After the introduction of a

revised assessment vehicle, assessment scores exhibit a decrease since 2009. Additionally, assessment scores for

objective 4.2 indicated weaknesses related to the ability of students to recognize their own ethnocentric biases when

considering problems in the global context and a difficulty in drawing comparisons outside of their own direct

experience. These issues are likely related to a lack of personal international exposure among the student body.

Corrective Action

Survey measuring student's attitude towards global diversity was developed to provide a better measure than

mere attendance in events with international focus.

A new course 'Export Management' was developed and introduced under Special Topics in Business (BA 499) as an elective.

International day was made a permanent feature of the annual Business Week program to highlight issues and

opportunities related to globalization.

Faculty is considering incorporating major-specific international content in core course

Impact of Correction A moderate improvement in student performance on objective 4.2 is noted. Faculty continue to provide increased

international exposure through the use of case studies and examples incorporated in lectures to reduce ethnocentric

biases.

Goal 5: Business majors will be able to utilize technology to solve business problems.

Identified Problem

Students are deficient in the use of spreadsheet applications. Although professors in some classes may make

assignments in excel, there is currently no course in the business curriculum that teach students how to use

spreadsheets or databases. This goal has not been assessed.

Actions to Promote Technological Competence

BA 101 is being revised to include student training in basic technological skills such as use of spreadsheets,

word processing, and PowerPoint presentations

In Spring 2014, a content analysis of MGT 310 will be conducted with a focus on changing the content to

include systems as well as some computer application.

A new course MGT 418 (E-commerce) was developed as an elective.

Impact of Actions To be measured in 2013-14.

Other Undergraduate Curriculum Changes

1. Students consistently have problems in the financial accounting course. In the past, ACCT 207 -

Financial Accounting was a three credit hour course. Considering the amount of contact hours

needed to enhance student learning, the course was changed to a four credit hour course to

include a lab. No assessment results are available to measure the impact of this change.

2. The Accounting Curriculum was enhanced with two new required courses: ACCT 210 – Writing

and Computer Applications in Accounting and ACCT 312- The Ethical and Legal Environment

of Accounting. In addition, two elective courses, Special Topics in Accounting (ACCT 499) and

39 | P a g e

Fraud Examination (ACCT 316) were was added to provide coverage of emerging issues in the

field.

3. The Economics curriculum was revised to add two additional required courses (Business and

Economics Forecasting (ECON305) and Managerial Economics (ECON425)), which had

previously been taken as electives.

4. A new minor and certificate program in Human Resource Management was developed and

implemented.

5. A monthly Financial Literacy Seminar series was implemented and is required for students

enrolled in BA 101.

6. Beginning Spring 2014, computer aided business simulations are required in MGT 430 and MKT

425, to provide hands-on problem solving experience to students.

The curriculum changes summarized are designed to strengthen student competencies in a

number of key areas. Quantitative reasoning skills and the ability to use and interpret

quantitative methods have been re-emphasized in the curriculum through the change in credit

hours for ACCT 207 and in the redesign of the BA 101 course. Technological competency is

being enhanced via the new BA 101 format and through the increased use of simulations in

capstone courses. Other changes are designed to expose students to more specialized topics in

their chosen fields (ACCT 312, 316 and 499; ECON 305 and the HRM minor) thereby giving

them a greater depth of awareness and knowledge of the theoretical, conceptual and practice-

based issues in their fields.

The impact of these curriculum changes on specific learning goals will be assessed in future

rounds using course embedded direct measures developed by the faculty in conjunction with the

Assessment Committee as indicted in the description of the assessment process.

MBA Program Assessment

Learning goals and specific objectives for the MBA program were developed and adopted in Fall 2008.

These goals and objectives are presented in Table 9. Faculty members adopted a common benchmark

standard that requires at least 80% of students to meet or exceed expectations on each learning objective.

The assessment process for the MBA program began in Spring 2009 and by the end of Fall 2013, three

rounds of assessment on each of the ten learning objectives have been completed. Course-embedded

measures were employed for the assessment of all objectives.

The Assessment Committee in conjunction with the Graduate Program Committee develops the timeline

for the assessment of learning objectives. At the beginning of each semester, the Graduate Program

Committee in conjunction with Assessment committee reviews the assessment vehicles, schedules and

coordinates the assessment process with MBA faculty.

40 | P a g e

Table 9: MBA Assurance of Learning Goals and Objectives

General Learning Goals (GLGs) Specific Learning Objectives (SLOs)

1. Strategic Thinking

MBA graduates will develop an understanding of

the strategic management process and will be able

to develop, implement, assess, and refine a

strategic plan in a business setting.

1.1 Graduate students will be able to evaluate business

data to identify key facts and arguments.

1.2 Graduate students will be able to analyze the

business environment and its impact on business

decisions.

1.3 Graduate students will be able to apply business

process knowledge from a variety of business

disciplines.

1.4

Graduate students will be able to apply quantitative

and qualitative tools to arrive at alternate solutions.

2. Leadership

MBA graduates will demonstrate effective

leadership skills both as a team leader and as a

team member.

2.1 Graduate students will be able to assess the

challenges and benefits of working in a team setting.

2.2 Graduate students will be able to effectively

organize, manage, and lead in a team environment

3. Ethics

MBA graduates will develop an understanding of

business’s ethical responsibility towards various

stakeholders

3.1

Graduate students will understand the importance of

corporate governance.

3.2 Graduate students will be able to identify, evaluate,

and generate solutions to an ethical dilemma.

4. Global Awareness MBA graduates will have an understanding of

global influences on business decisions.

4.1 Graduate students will be able to assess and integrate

the impact of the global environment on business

decisions.

4.2 Graduate students will be able to develop strategies

in a global environment.

MBA Outcomes - The results of three rounds of MBA assessment is presented in Table 10. Students

achieved the benchmark on all learning objectives except Objective 1.4.

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Table 10: MBA Assessment Results

Goals Learning Objectives Assessment Scores

2009 2011 2013

1. Strategic Thinking

1.1 Evaluation of key data 100 100 86

1.2 Analysis of business environment 100 83 100

1.3 Application of business process knowledge 82 83 100

1.4 Application of quantitative tools 50 67 71.4

2. Leadership

2.1 Team-working ability 85 100 100

2.2 Effective management of team environment 100 100 100

3. Ethics

3.1 Understanding of corporate governance 100 89 89

3.2 Solution to ethical dilemma 100 89 89

4. Global Awareness

4.1 Integration of global environment 100 100

4.2 Strategy building in global environment 87 100

Given the small size of the MBA program and the resulting small student sample, satisfactory

achievement of learning goals as determined by an analysis of course embedded direct measures

is perhaps not surprising. Future assessments of the program will include additional external

measures, such as student performance on ETS field tests, to further analyze student

performance. The inclusion of specific external measures will be determined by the Assessment

and Curriculum Committees prior to the beginning of the 2014-15 academic year.

In this round of evaluation, learning objective 1.4 (quantitative reasoning) is the one area of

evaluation which showed significant variation in student performance across the three years

measured. In order to further analyze this trend, beginning fall 2014, MBA students enrolling in

the required quantitative analysis course (BA 519) will be required to take a pre-test to measure

quantitative ability at the beginning of the course and a post-test at the end of the course. The

results of the pre-test will help determine whether the content of BA 519 should be enhanced to

include more exercises and classroom activities that are designed to ameliorate potential student

deficiencies in this area. Additionally, results of the post-test will help determine whether

additional changes to the curriculum or other aspects of student learning are needed.

42 | P a g e

MBA Curriculum Development - The most significant curriculum change during this review

period has been a revision of the MBA core curriculum from 15 credit hours to 24 credit hours

and the addition of a general MBA track. These changes will be implemented in Fall 2014. As a

result of increasing the core requirements, the Agribusiness and Entrepreneurship concentration

courses have been reduced from 21 credit hours to 12 credit hours so that the total requirements

remain at 36 credit hours. The general MBA track includes the same core courses, however, it is

a fast track and only requires a total of 30 credit hours.

Specific changes related to MBA learning goals include the inclusion of Global Business

Perspectives (BA 563) and Management Information Systems (MGT 575) as core requirements

for all MBA students. The Global Business Perspectives course is expected to reinforce global

awareness learning outcomes among all students. The class was previously taught as an MBA

elective and includes case studies and a term project, which require students to demonstrate

critical thinking and strategic insight in the global context. The globalization requirement will

also incorporate additional ethical decision making elements into the curriculum within the

context of global business strategy and decision making.

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APPENDIX A

FACULTY SUFFICIENCY, QUALIFICATIONS AND DEPLOYMENT

TABLE 9.1A – Faculty Sufficiency, Using Courses, Spring 2013

TABLE 9.1B – Faculty Sufficiency, Using Courses, Fall 201

TABLE 10.1 – Faculty Qualifications, Spring 2009 - Fall 2013

TABLE 10.2 – Faculty Deployment, Spring 2009 – Fall 2013

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Appendix A: TABLE 9-1 A: SUMMARY OF FACULTY SUFFICIENCY BY DISCIPLINE AND SCHOOL

(Spring, 2013)

Name Participating or

Supporting

(P or S)*

Amount of

teaching if P

(blank if S)**

Amount of

teaching if S

(blank if P)

ACCOUNTING Adams, Barbara P 2 Co

Garlick, John P 2 Co Onyeocha, Joseph P 5 Co

TOTAL ACCOUNTING 9 Co 0 Co (9) /(9) = 100.0%

AGRIBUSINESS Karemera, David P 3 Co

Selassie, Haile P 4 Co

TOTAL AGRIBUSINESS 7 Co 0 Co (7) /(7) = ) =100.0%

BUSINESS ECONOMICS Miley, Harry P 2 Co Mustafa, Muhammad P 4 Co

Rienstra, Paul P 4 Co TOTAL BUSINESS ECONOMICS 10 C0 0 Co (10) / 10) = 100%

* Participating faculty members are committed to teaching, research, community services including various committee tasks whereas Supporting

faculty members are only committed to teaching tasks.

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Appendix A.1 Continued

Appendix A: TABLE 9-1 A: SUMMARY OF FACULTY SUFFICIENCY BY DISCIPLINE AND SCHOOL

(Spring, 2013) By Courses

Name Participating or

Supporting (P or S)

Amount of

teaching if P

(blank if S)*

Amount of

teaching if S

(blank if P)

MANAGEMENT

Brizek, Michael P 4 Co

Beraho, Enoch P 4 Co

Feng, Keli P 2 Co

Ford, Sarah S 3 Co

Gonsalves, Gerald P 2 Co

Jasper, Jan S 1 Co

Lim, Jaejoo P 4 Co

Ma, Gouhua P 3 Co

Quinn, Kathy P 4 Co

Settle, Stacey P 5 Co

Spann, Ora P 4 Co

Winstead, Anne P 3 Co

TOTAL MANAGEMENT 35 Co 4 Co (35) / (35 + 4) = (35) /(39) = 89.7%

MARKETING

Jamison, David P 3 Co

Singh, Renu P 3 Co

TOTAL MARKETING 6 Co 0 Co (6) /(6) = 100.0%

TOTAL, BUSINESS PROGRAM 67 Co 4 Co (67) / (67 + 4) = (67) / (71) =94.4%

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Appendix A: TABLE 9-1 B: SUMMARY OF FACULTY SUFFICIENCY BY DISCIPLINE AND SCHOOL

(Fall, 2013), By Courses

Name Participating or

Supporting

(P or S)*

Amount of

teaching if P

(blank if S)

Amount of

teaching if S

(blank if P)

ACCOUNTING Adams, Barbara P 0 Co

Davis-Culler, Phebian P 3 Co

Garlick, John P 2 Co Onyeocha, Joseph P 3 Co

TOTAL ACCOUNTING 8 Co 0 Co (8) / (8) = 100.0%

AGRIBUSINESS Karemera, David P 3 Co

Selassie, Haile P 4 Co

TOTAL AGRIBUSINESS 7 Co 0 Co (7) /(7) = ) =100.0%

BUSINESS ECONOMICS Mustafa, Muhammad P 4 Co

Rienstra, Paul P 3 Co TOTAL BUSINESS ECONOMICS 7 Co 0 Co (7) / (7) = 100%

* Participating faculty members are committed to teaching, research, community service including various committee tasks whereas Supporting

faculty members are only committed to teaching tasks.

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Appendix A.1 Continued

Appendix A: TABLE 9-1 B: SUMMARY OF FACULTY SUFFICIENCY BY DISCIPLINE AND SCHOOL

(Fall, 2013), By Courses

Name Participating or

Supporting (P or S)

Amount of

teaching if P

(blank if S)

Amount of

teaching if S

(blank if P)

MANAGEMENT

Austin, Carlson S 3 Co

Brizek, Michael P 4 Co

Beraho, Enoch P 2 Co

Feng, Keli P 3 Co

Ford, Sarah S 3 Co

Gonsalves, Gerald P 2 Co

Lim, Jaejoo P 3 Co

Ma, Gouhua P 3 Co

Quinn, Kathy P 3 Co

Settle, Stacey P 3 Co

Spann, Ora P 3 Co

Winstead, Anne P 3 Co

TOTAL MANAGEMENT 29 Co 6 Co (29) /( 29 + 6) = (29) /( 35) = 82.9%

MARKETING

Jamison, David P 3 Co

Singh, Renu P 3 Co

TOTAL MARKETING 6 Co 0 Co (6) / (6) = 100.0%

TOTAL, BUSINESS PROGRAM 57 Co 6Co (57) / (57 + 6) = (57) /(63) =90.5%

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Appendix A:

TABLE 10-1: SUMMARY OF FACULTY QUALIFICATIONS, DEVELOPMENT ACTIVITIES, AND PROFESSIONAL

RESPONSIBILITIES (Spring 2009 - Fall 2013)

Name

Highest

Earned

Degree &

Year

Date of First

Appointment

to School

% Time

School’s

Mission

Acad

Qual

Prof

Qual

Other

Number of Contributions during the last five years

Normal

Professional

Responsibilities Learning &

Pedagogical

Scholarship

Discipline-

Based

Scholarship

Contributions

to Practice

PRJ OIC PRJ OIC PRJ OIC

ACCOUNTING

Adams, Barbara Ph.D., 1981 1971-75, 1990 100 Yes 0 0 5 11 0 0 UG/GR

Davis-Culler, Phebian

Ph.D. candidate

8-2013 100 Yes

(New) 0 0 1 0 0 0 UG

Garlick, John Ph.D., 1989 1995-02, 2012 100 No 0 0 1 2 0 0 UG

Onyeocha, Joseph MBA, 1982 1991 100 Yes 0 0 1 2 0 1 UG

AGRIBUSINESS

Karemera, David Ph.D., 1989 1997 100 Yes 0 0 7 13 0 0 UG/GR

Selassie, Haile Ph.D., 1983 1984 100 No 0 0 0 6 0 0 UG/GR

BUSINESS ECONOMICS

Mustafa,

Muhammad Ph.D., 1988 1989 100 Yes 0 0 14 46 0 0 UG/GR

Rienstra, Paul Ph.D., 2004 2008 100 No 0 0 0 9 0 0 UG

* As a minimal qualification for consideration as academically qualified, over the last 5 years a faculty member must:

(a) have published or accepted at least 3 quality Peer Reviewed Journal articles (PRJ), OR

(b) have published or accepted 2 quality PRJ articles and at least 1 additional Other Intellectual Contributions (OIC) qualifying activity, **To be considered professionally qualified, the faculty member should have a master’s degree in the area of teaching assignment and current professional

experience that is relevant to the teaching assignment with a minimum of five years of continuing professional experience. Additionally, a

professionally qualified faculty is expected to maintain his/her professional qualifications through active participation in professional activities.

49 | P a g e

Continued Appendix A

Appendix A:

TABLE 10-1: SUMMARY OF FACULTY QUALIFICATIONS, DEVELOPMENT ACTIVITIES, AND PROFESSIONAL

RESPONSIBILITIES (Spring 2009 - Fall 2013)

Name

Highest

Earned Degree

& Year

Date of First

Appointment

to School

% Time

School’s

Mission

Acad

Qual

Prof

Qual

Other

Number of Contributions during the last five years

Normal

Professional

Responsibilities Learning &

Pedagogical

Scholarship

Discipline-

Based

Scholarship

Contributions

to Practice

PRJ OIC PRJ OIC PRJ OIC

MANAGEMENT

Austin, Carlson MBA, 1969 1969 50 Yes UG

Brizek, Michael Ph.D., 2002 2008 100 Yes 0 0 6 22 0 0 UG/GR

Beraho, Enoch Ph.D., 1978 1981 100 Yes 0 0 6 12 0 0 UG

Feng, Keli Ph.D., 2006 2008 100 Yes 0 0 3 17 0 0 UG/GR

Ford, Sarah 2012 50 Yes (New)

Gonsalves, Gerald Ph.D., 2002 2008 100 No 0 0 1 5 0 0 UG

Lim, Jaejoo Ph.D., 2007 2007 100 Yes 0 0 2 19 0 0 UG

Ma, Gouhua Ph.D., 2007 2007 100 Yes 0 0 3 6 0 0 UG

Quinn, Kathy Ph.D., 1998 2000 100 Yes 0 0 3 7 0 0 UG

Settle, Stacey Ph.D., 1994 1997-01,2008 100 Yes 0 0 0 0 0 0 UG

Spann, Ora Ph.D., 1991 2000 100 Yes 0 0 2 3 0 0 UG

Winstead, Anne Ph.D., 1978 1972-75,2005 100 Yes 0 0 2 5 0 0 UG

MARKETING

Jamison, David Ph.D., 1993 2000 100 Yes 0 0 2 3 0 0 UG

Singh, Renu Ph.D., 2005 2005 100 Yes 0 0 3 6 0 0 UG

50 | P a g e

Appendix A: TABLE 10-2. CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTY

(Spring 2009 - Fall 2013)

NAME QUALIFICATION

(ACADEMIC-AQ,

PROFESSIONAL-PQ

OTHER-O)

(FROM

TABLE 10-1)

AQ faculty-

% of time

Devoted

to Mission

(FROM TABLE 10-1)

PQ faculty-

% of time

Devoted

to Mission

(FROM TABLE 10-1)

OTHER2

faculty- % of time

Devoted to

Mission

(FROM

TABLE 10-1)

QUALIFICATION

RATIOS PER STD 10

ACCOUNTING

Adams, Barbara AQ 100

Davis-Culler, Phebian AQ 100

Garlick, John AQ 100

Onyeocha, Joseph PQ 100

TOTAL ACCOUNTING

300 100 0 AQ% = 300 / 400 = 75.0%

AQ%+PQ% = 400 / 400 = 100%

AGRIBUSINESS Karemera, David AQ 100

Selassie, Haile AQ 100

TOTAL AGRIBUSINESS

200 0 0 AQ% = 200 /200 = 100%

AQ%+PQ% = 200 /200 = 100%

BUSINESS ECONOMICS Mustafa, Muhammad AQ 100

Rienstra, Paul AQ 100

TOTAL BUSINESS

ECONOMICS

200 0 0 AQ% = 200 / 200 = 100%

AQ%+PQ% = 200 / 200=100%

Appendix A Continued

51 | P a g e

Appendix A TABLE 10-2. CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTY

(Spring 2009 - Fall 2013)

NAME

QUALIFICATION

(ACADEMIC-AQ,

PROFESSIONAL-PQ

OTHER-O)

(FROMTABLE 10-1)

AQ faculty-

% of time

Devoted

to Mission

(FROM

TABLE 10-1)

PQ faculty-

% of time

Devoted

to Mission

(FROM

TABLE 10-1)

OTHER2

faculty- % of time

Devoted to

Mission

(FROM

TABLE 10-1)

QUALIFICATION

RATIOS PER STD 10

MANAGEMENT Austin, Carlson PQ 50 Beraho, Enoch AQ 100 Brizek, Michael AQ 100 Feng, Keli AQ 100 Ford, Sarah PQ 50 Gonsalves, Gerald AQ 100 Lim, Jaejoo AQ 100 Ma, Gouhua AQ 100 Quinn, Kathy AQ 100 Settle, Stacey PQ 100 Spann, Ora AQ 100 Winstead, Ann PQ 100

TOTAL MANAGEMENT

800 300 0 AQ% = 800/1,100 = 72.7%

AQ%+PQ% = 1,100/1,100 = 100.0%

MARKETING Jamison, David AQ 100 Singh, Renu AQ 100

TOTAL MARKETING

200 0 0 AQ% = 200 / 200 = 100.0%

AQ%+PQ% = 200 / 200 = 100.0%

OVERALL TOTAL FOR

BUSINESS PROGRAM

1,700 400 0 AQ% = 1,700 / 2,100 = 81.0%

AQ%+PQ% =2,100 / 2,100=100.0%

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AOL ASSESSMENT Appendix B

Learning Objective 1.1

1.1 Comprehension of a business problem

90

88

1.1 86 Comprehension

of a business 84 problem

82

09-10 10-11 11-12 12-13

Over the last four assessment cycles, scores for Learning Objective 1.1 have varied between 84-88

percent of students meeting or exceeding expectations. The objective was measured through short case

studies which were evaluated using a comprehension rubric. Emphasis on learning through business

problem solving techniques have been placed in all business courses. Since 2008, an increase of 10% is

observed in the comprehension level of students.

Learning Objective 1.2

100

1.2 Application of theories and concepts

80

60 1.2 Application

40 of theories and concepts

20

0

09-10 10-11 11-12 12-13

A significant improvement is observed in Learning Objective 1.2, which measures student's ability to

apply business theories and concepts to solve problems. In 2008, only 61% of students met or exceeded

expectations on this objective, which was below the expected level of 70% of students meeting or

exceeding expectations. Learning Objective 1.2 was an emphasis area during fall 2009. Since then,

revision of previously learned concepts is a regular feature in all classes in the beginning of each course.

Faculty also strives to strengthen linkages between materials learned in other courses in class lectures to

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build a unified approach to problem solving. These measures have resulted in 79% of students meeting or

exceeding expectations; an 18% increase since 2008.

Learning Objective 1.3 1.3 Application of

problem solving techniques

95

90 1.3

85 Application of problem

80 solving

75 techniques

09-1010-1111-1212-13

This objective dealt with the application of quantitative and qualitative tools to generate solutions to a

business problem. With the exception of the 09-10 assessment cycle, the scores have been in the 80%

range. Homework assignments and exam problems are used as the assessment vehicle for this objective.

A rubric-based evaluation was conducted to assign scores for student work. An in-depth analysis of the

data suggests that student face maximum difficulty in making connections between the results and

managerial decision making. Improving quantitative skills of students is an emphasis area going forward

which is reflected in closing the loop activities as presented in the report.

Learning Objective 1.4

1.4 Evaluation of alternatives

80

60

40 1.4 Evaluation

20 of alternatives

0

09-10 10-11 11-12 12-13

Objective 1.4 deals with the ability to arrive at an optimal solution by evaluating alternative solutions of a

business problem. In 2009, only 54% of students met or exceeded expectation on this objective. The

assessment took place in the capstone class using case study as the assessment vehicle. Over the course of

three years, emphasis has been placed in increasing the number of critical thinking activities during class

54 | P a g e

and also on providing a variety of opportunities for students to engage in critical thinking. For example,

case discussions, reflective essay writing, 1 minute papers, debates, and analysis of an argument. At

present, all business courses are required to list and implement critical thinking as one of their course

objectives. In 2012-13, 71% of assessed students met or exceeded expectations on this objective.

Learning Objective: 2.1

105

2.1 Team-working ability

100

95 2.1 Team- working ability

90

85

09-10 10-11 11-12 12-13

Learning Objective 2.1 measures students' ability to work in a team setting. Until 2010, the measurement

was based on peer evaluations and structured observations during a team work exercise. In 2011,

measures of teamwork were refined to include a rubric based evaluation by team members over the course

of a semester long project. The evaluations for each student were averaged to arrive at the final score for

the student; thus, increasing the validity of the measurement. Although assessment results of the objective

show a decrease in team working ability, the scores remain above the 90% level.

Learning Objective 2.2

2.2 Time and resource management

90

85 2.2 Time and resource

80 management

75

09-10 10-11 11-12 12-13

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Learning Objective 2.2 measures the ability of student to utilize time and resources. All students enrolled

in SB 400 and BA 450 (experiential learning courses) undergo a supervisory evaluation after completing

their internship experience. Specific items on the Employer survey measures supervisor's perceptions of

the ability of intern to adequately manage time and resources. These surveys are returned to the course

instructor and the scores on those items serve as assessment scores for this objective. Over the past four

cycles, an increase in student's skills related to the objective is noticed.

Learning Objective 2.3(a)

2.3 (a) Oral communication 90

85

80 2.3 (a) Oral

75 communication

70

65

09-10 10-11 11-12 12-13

Learning Objective 2.3 (b)

2.3 (b) Written communication

75

70

65 2.3 (b) Written communication

60

55

09-10 10-11 11-12 12-13

Learning Objective 2.2 (a) and (b) deals with oral and written communication skills. All classes having

presentations evaluate student presentations on the basis of oral presentation rubric. With the exception of

2010-11, scores for oral communication have been above 80%. Significant effort will be placed to

provide meaningful feedback to presenters on improvement areas. Extremely low scores on written

communication skills in 2008(46.7%) galvanized the faculty to place significant emphasis on writing in

all business courses. Several actions have been taken towards improvement as mentioned in the impact on

curricula section of the report. As a result, in 2012-13, assessment scores for the learning objective

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reached the benchmark for the first time. Efforts are being made to sustain the initiatives and continue on

the path of improvement.

Learning Objective 2.4

120

100

80

60

40

20

0

2.4 Self-esteem activities

2.4 Self-esteem activities

09-10 10-11 11-12 12-13

This objective deals with the ability to provide opportunities to foster students’ self- confidence and a

sense of personal self-worth. The Executive Speaker Series (ESS) of the LAPD program is specifically

geared towards achieving this objective. The objective of ESS is to promote leadership development

through interaction with senior level executives who provide various perspectives that form the context

for leading in the business world. The experience is designed to motivate and challenge students, build

self-esteem, strengthen character, and serve as a catalyst in the development of soft skills. During ESS

students attend the seminar, participate in a round table discussion with the guest and also attend a

business luncheon. Attendance and participation in the ESS roundtable event provide scores for this

objective, therefore a constant 100% scoring is observed. This objective will be revised with an objective

measure in the next assessment cycle.

Learning Objective 3.1

3.1 Ethical concepts 88

86

84

82 3.1 Ethical

80 concepts

78

76

74

09-10 10-11 11-12 12-13

57 | P a g e

This objective measures students’ understanding and demonstration of appropriate ethical behavior.

Students enrolled in Legal Environment of Business (BA201), Financial Accounting (ACCT 207), and

Business Policy (MGT 430) generally participate in the assessment of this objective. An ethics case

serves as the vehicle for measurement. The Assessment Committee is currently working on mapping

more courses for learning objective 3.1 in an effort to ensure a wider coverage of ethics in the business

curriculum.

Learning Objective 3.2

120

100

80

60

40

20

0

3.2 Community involvement

3.2 Community involvement

09-10 10-11 11-12 12-13

Through various community projects initiated by student organizations, business majors work with the

local community and demonstrate their understanding of the importance of community service. Student

participation in such projects serve as the subjective measure for this objective. This objective will be

revised to include an objective measure for the next assessment cycle.

Learning Objective 4.1

120

100

80

60

40

20

0

4.1 Global diversity

4.1 Global diversity

09-10 10-11 11-12 12-13

58 | P a g e

Learning Objective 4.1 deals with student appreciation and understanding of other cultures and

international diversity. Since the majority of students are African -American, efforts are placed

throughout the curriculum to develop a globalized perspective. For example, one full day of activities

related to internationalization is a staple of Business Week. Assessment scores in 2009-10 were subjective

and reflected mere participation of students in such events. Thereupon, since 2010, an objective survey

based measure of appreciation of global diversity has been adopted as the assessment vehicle for this

objective.

Learning Objective 4.2

4.2 Integration of global environment

90

85

80 4.2 Integration

75 of global environment

70

65

09-10 10-11 11-12 12-13

Learning Objective 4.2 measures student ability to integrate the impact of global environment in problem

solving. Traditionally, students enrolled in Introduction to International Business (BA 301) have served as

the sample for the measurement of this objective. Since the scores may be influenced by the context

effect, efforts are being made to map more courses throughout the curriculum to assess Learning

Objective 4.2. It is observed that assessment scores have fallen since 2009-10. The Assessment committee

is presently working on closing the loop actions for this objective.

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INTELLECTUAL CONTRIBUTIONS

APPENDIX C.1 - Summary of Portfolio of Contributions by Type

APPENDIX C.2 - Five Year Summary of Journals

APPENDIX C.3 - Summary of Grants Funded

APPENDIX C.4 - Faculty Data Sheets

APPENDIX C

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APPENDIX C.1

Portfolio of Intellectual Contributions of the Faculty by Type (2009-2013)

Dept

PRJ*

OIC**

# of F/T Faculty

Members

PR

Jour.

# of

PRJ's

per

faculty

member

PR

Conference

Proceeding

Funded

Grant

Conference Presentations

Other

*** OIC

Total

# of OIC's

per F/T

faculty

member

AAE

8

29

3.6

9

9

50

2

1

89

11.1

BA

12

33

2.4

12

13

20

6

0

105

8.7

5 Total

20

62

3.1

21

22

70

8

1

194

9.7

* PRJ: Peer-Reviewed Journal articles

**OIC: Other Intellectual Contributions

*** Others: Presentation, editorial responsibilities, service as reviewers for conference or journal, book review, etc.

61 | P a g e

APPENDIX C.2

List of Journals (2009-2013)

No. Title of the Journal # of

publications

1 Academy of Economics and Finance Journal 1

2 Accounting Today 1

3 Administration and Society 1

4 Agribusiness: An International Journal 1

5 American Journal of Business Education 2

6 Applied Economics 3

7 Bulldog Business Student Journal 2

8 Business Education Innovation Journal 3

9 Global Business and Finance Review 1

10 IEEE Transactions on Engineering Management 1

11 Internal Auditing 1

12 International Journal of Advertising Research 1

13 International Journal of Critical Accounting 1

14 International Journal of Economics and Research 2

15

International Journal of Money, Banking, and Finance 1

16 International Journal of Problems and Perspectives in Management 1

17 International Journal of Production Research 1

18 International Journal of Strategic Change Management 1

19 International Journal of Management & Information Systems 1

20 International Review of Applied Financial Issues and Economics 1

21 Journal of Academic and Business Ethics 1

22 Journal of Academy of Business and Economics 2

23 Journal of Aviation Management and Education 1

24 Journal of Business and Economics Research 1

25 Journal of Case Research in Business and Economics 2

26 Journal of Culinary Science and Technology 1

27 Journal of Economics Integration 1

28 Journal of International Finance and Economics 2

29 Journal of Management and Marketing Research 1

30 Journal of Management Policy and Practice 1

31 Journal of Modern Accounting and Auditing 1

32 Journal of Operations Management 1

33 Journal of Practical Global Business 1

34 Journal of the Annals of the University of Bucharest 1

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35 Journal of Trade and Global Markets 1

36 Management Research Review 1

37 New York Economic Review 1

38 Psychometrika 1

39 Review of Business Research 8

40 Review of Pacific Basin Financial Markets and Policies 1

41 The CPA Journal 1

42

The International Journal of Diversity in Organizations, Communities &

Nations

1

43 The International Journal of Knowledge, Culture, & Change Management 1

44 The International Journal of Learner Diversity and Identities 1

45 The Journal of American Academy of Business, Cambridge 1

Total 62

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APPENDIX C.3

Grants Funded (2009-2013)

No. Project Title Source Amount Period

1

David Karemera, NAFTA, The Environment

and State Competiveness in Vegetable

Production and Exports

USDA, 1890 CBG

$ 294,818

2006-2009

2

Muhammad Mustafa (PI), The Potential of

Educational Attainment and Investment On

Economic Development

CSRS-1890

$ 475,000

2007-2011

3

Adams, Barbara (PI) and S. R. Londhe (Co-PI).

“Recruitment and Training of Under-

Represented Minorities into Agribusiness

Careers.”

USDA

$ 200,000

2008-2010

4

Jamison, David (PI), Renu Singh (Co-PI), and

Guohua Ma (Co-PI), “Engaging Globalization

through Curriculum Development: A Proposal

to Introduce an International Business Minor at

SCSU.”

US Department of

Education Business

and International

Education (BIE)

Grant

$179,428

2008-2010

5 Adams, Barbara (PI), “Writing Across the

Business Curriculum,” Title III grant $ 94,000 2009-2011

6

David Karemera, SC State-Ngozi University

Partnership for Strengthening Academic and

Rural Development

USAID/HED/ACE

$ 529,461

2009-2013

7

David Karemera, MULTISTATE RESEARCH

PROJECT: Economic Impacts of International

Trade and Do. Policies on Southern Ag.

1890 Research

Program/USDA/NIF

TA

$420,000

2009-2013

8 Haile M. G. Selassie (PI), 2009 Multicultural

Scholarship Program USDA-NIFA $ 150,000 2009-2014

9

Enoch K. Beraho, Examination of South

Carolina’s Chapter 13 Low Income Bankruptcy

Filings Under the New Law of 2005

$ 347,500

2010-2012

10

Hong, Jae dong (PI), Keli Feng (Co-PI), Hailey

Selassie (Co-PI), and Judith Mwakalonge (Co-

PI), “Optimization and Simulation of Integrated

Biomass and Bio-energy Logistics Networks”

USDA, 1890 CBG

$ 499,921

2010-2013

11

Singh, Renu, “Investigating the Barriers to

Export Faced by Small Scale Agribusiness

Enterprises in South Carolina”

1890 Evans-Allen

Research Program

$ 300,000

2011-2014

12

Feng, Keli (PI), “Developing Emergency

Evacuation Plans for Nuclear Power Plants

Based on Computer Simulation”

1890 Research and

Extension

$ 10,000

2011

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13

Jaejoo Lim (Co-PI) & Young Kim (PI), “A

Computer Simulation Model for Livestock

Emergency Response in South Carolina”

1890 Evans-Allen

Research Program

$ 257,099

2012-2014

14

Rienstra-Munnicha, P. (PI), Quantifying

Economic Impact of Climate Change on the

U.S. Southeast Coastal Regional

The SC Joint

Venture (SCJOVE)

Program /NASA

EPSCoR

$ 30,000

2012-2014

15

Feng, Keli (PI), “Disaster Relief Supply Chain

Optimization and Simulation for Rural

Communities”,

USDA

$ 200,000

2012-2014

16

Ma, Guohua (PI), "Impact of Panama Canal

Expansion on Corn Exports in the Southeast

Region of the United States"

United States

Department of

Agriculture

$ 200,000

2012-2014

17

Feng, Keli (Co-PI), “Enhancing the Disaster

Resilience for Rural Communities through

Better Disaster Preparedness and Improved

Emergency Response”

USDA, 1890 CBG

$ 573,643

2012-2015

Total

17 Projects

$4,760,870

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FACULTY DATA SHEETS

APPENDIX C.4

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Barbara L. Adams, Ph.D., CPA

Interim Dean and Professor of Accounting

106 Belcher Hall Office: 803-536-8980

South Carolina State University

badams@scsu.edu

Education

Degree Year University Field of Study

Ph.D. 1981 Texas A & M University Accounting

M.B.A. 1971 Atlanta University Accounting

B.S. 1969 Fort Valley State College Business Administration

(Accounting)

1979 Certified Public Accountant State of Texas

Certificates of Completion

2007 Certificate of Completion – The Art & Craft of Discussion Leadership (Case

Teaching) Harvard University

2005 Certificate of Completion – The Experiential Classroom VI (Entrepreneurship)

Syracuse University

Primary Teaching Area: Accounting Year Hired: 1990

Tenured

Intellectual Contributions – 2009 - 2013

Refereed Journal Publications

Adams, Barbara (2013), “Increasing Diversity and Developing a Pipeline of Minority CPAs,’

(Forthcoming in The CPA Journal).

Adams, Barbara (2013), “The Communication Gap: User Perceptions Of Assurance

Communicated in the Standard Audit Report,” (Under review at Accounting, Auditing and

Accountability Journal).

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Adams, Barbara (2013), “The Internal Control Management Plan: Key Phases of the SOX

Compliance Process, (Under review at The CPA Journal).

Adams, Barbara (2010), “Using Game-Based Learning (GBL) to Enhance the Ethical

Awareness of Business Students,” Business Education Innovation Journal, Vol.2, No. 2,

(December).

Masino, Anthony and Barbara Adams (2010), “The Revised CPA Exam: What Can Be Said

After 5 Years?” Accounting Today, (July 27, 2010).

Isaac, Tana, Ruth Uthman and Barbara Adams (2011), “Perceptions of Corruption and

Financial Transparency in Nigerian Banks,” Bulldog Business Student Journal, Fall 2011,

Vol.2.

Winstead, Ann, Barbara Adams and Marion Sillah (2009) ,“A Curriculum to Enhance the

Employability Skills of Business Graduates: The Case of a Leadership and Professional

Development Program at a Southeast University,” American Journal of Business Education,

September/October, Volume 2, Number 5.

Other Intellectual Activities

Research in Progress

“Organizational Governance and Assurance Model: An Examination of Approaches

Used by Different Organizations.” Funded Grants

Adams, Barbara (PI), “Writing Across the Business Curriculum,” Title III grant. Duration:

October 2009-2011, $94,000.

Adams, Barbara (PI) and S. R. Londhe (Co-PI). “Recruitment and Training of Under-

Represented Minorities into Agribusiness Careers.” Funded by the Cooperative State Research,

Education and Extension Service (CSREES) of the U.S. Department of Agriculture. Duration:

09/01/2008 to 08/31/2010. $200,000.

Applied Grants

Adams, Barbara (PI), (2013), “Developing an Innovation and Entrepreneurship Program,”

NCIIA Course and Program Grants, $50,000 (currently under review)

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Adams, Barbara and Evelyn Anderson (PIs) (2011), “Organizational Governance and

Assurance Model: An Examination of Approaches Used by Different Organizations,”

Institute of Internal Auditors, $50,000 (not funded)

Editorial Boards and Reviewer

2010 – present Executive Editor – The Bulldog Business Student Journal

2008 – present Editorial Review Board – Accounting Educators Journal

2010 – present Reviewer - Journal of Business Ethics

2007 – present Reviewer – Journal of Education for Business

Professional Memberships

2008 – present Institute of internal Auditors

2006 – present Association of Fraud Examiners

1977 – present American Accounting Association

1988 – present South Carolina Association of Accounting Educators

1988 – present South Carolina Association of Certified Public Accountants

1979 – present American Institute of Certified Public Accountants

Participation with Professional Organizations

2012 -2013 Treasurer, South Carolina Association of Accounting Educators

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M. B. A 1980 National University

M. P. A. 1979 National University

M. Sc. 1971 University of East Africa B. Sc 1965 University of London

Tenured

Refereed Journal Publications

Enoch K. Beraho (2012). Targeted Bankruptcy Reforms: The Cases of USA, China, UK,

Enoch K. Beraho, Ph.D.

Professor of Management

8 Stamport Court Tel.: 803-407-1617 (home

Irmo, SC 29063 803-727-8443 (cell)

eberaho@scsu.edu

Education

Degree Year University

Ph.D. 1978 United State International University

Dissertation Topic A Study of the Relationship Between Employee

Turnover and Employee Satisfaction in the Work Context

Germany, France, pain and Romania. Journal of the Annals of the University of Bucharest,

Economic and Administrative Sciences, Number 6.

(2011). A Comparative Review of Bankruptcy Reforms in USA, UK, China and

Malaysia. International Journal of Problems and Perspectives in Management. Volume 9,

Issue 3.

(2010). Influence of Country Culture on Bankruptcy and Insolvency Legal

Reform Management. The Journal of American Academy of Business, Cambridge (JAABC)

(Part 2) December.

(2010). The History and Evolution of Bankruptcy as an International Strategic

Management Tool. International Journal of Strategic Change Management. Vol. 2 #1, 2010

pp 1-17.

(2010). Influence of African Growth and Opportunity Act (AGOA) on Sub-

Saharan Strategic and Economic Development. Journal of Practical Global Business. January

Volume X, Issue #1.

70 | P a g e

(2010) Influence of Country Culture on Bankruptcy and Insolvency Legal

Reform Management. International Journal of Management & Information Systems. Spring

(Part 1) (Volume 14, Number 1).

Papers Presented at Professional Conferences

Enoch K. Beraho. Targeted Bankruptcy Reforms in Europe, USA and China. The International

Conference in Economics and Administration (ICEA), Bucharest, Romania. June 2 – 24, 2012

and (students: Tana, Isaac & Deedee Agu). Targeted Bankruptcy Reforms:

The Cases of USA, China and Malaysia. Presented at the International Academy of

Business and Public Administration Disciplines (IABPAD), in Dallas Texas,

April 19th – 22nd, 2012

. A Comparative Review of Bankruptcy Reforms in USA, UK, China and

Malaysia. The International Academy of Business and Public Administration Disciplines

(IABPAD), Honolulu, Hawaii, July 25th – 28th, 2011

. Strategic Focus of Bankruptcy Reforms: The Cases of USA, China and

Malaysia. The Global Business and Social Sciences Research Conference (GBSSRC)

In Beijing, China, June 20th – 22nd, 2011

. Influence of Country Culture on Bankruptcy and Insolvency Legal Reform

Management. The Global Business, Economics and Finance Research Conference (Part 2),

London, England, July 14 – 17, 2010

Influence of Country Culture on Bankruptcy and Insolvency Legal Reform

Management. International Conference on Business and Finance,

October 5th- 8th, 2009 Las Vegas, Nevada (part 1)

Funded Research Projects in Business/Management Area

South Carolina State University 1890 Research and Extension:

1) Current Funded Federal Research Project. (Started May 16, 2009)

Title: Examination of South Carolina’s Chapter 13 Low Income Bankruptcy Filings

Under the New Law of 2005. Project cost, $347,500 for a three-year period.

This projected was concluded and final report handed in May 2012

71 | P a g e

.

Membership in Scholarly Organizations

1. A member of the Editorial Advisory Board of the International Journal of self-Governance

(indexed in International Registries: Cabell Publishing, Ulrich, ProQuest, and others)

2. 1988 -- Present The Western Academy of Management (WAM)

3. 2001 – Present The South East Decision Science Institute (SEDSI)

4. 1998 – Present The Literati Club of Publishers, UK

Books Reviewed

1. Essentials of Modern Business Statistics, by Anderson, Sweeney and Williams, 2010,

Pearson Learning Publishers

2. International Business 2nd, Edition, 2010, by Cavusgil., Pearson Learning Publishers.

(reviewing and teleconference discussions about the book manuscript)

Doctorial Thesis Refereed, June 2010

Title: Problems Relating to Nature of Work and Work-Life Balance in the banking industry.

Candidate: David Kaijuka

University; University of Diego, CA. June, 2009

Title: Performance of Small and Medium Enterprises in Indian Information Technology

Industry:

Candidate: Sri K. Srinivasa

University: Andhra University, Andhra Pradesh, India 2010

Recognitions

1890 Certificate of Funded Research Completion May, 2012

South Carolina State University Recognition for Outstanding Research and Publication

accomplishments 2012.

Key Note Speaker and Paper presenter award by the International Conference in Economics and

Administration (ICEA) June, 2012 in Bucharest, Romania.

The Best Paper/Presenter Award at the Global Business, Economics and Finance Conference, ,

London, England. July 14 – 17, 2010.

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Michael G. Brizek, Ph.D.

Associate Professor of Management and Entrepreneurship

221 Belcher Hall Office: 803-516-4465

South Carolina State University FAX: 803-516-4651

mbrizek@scsu.edu

Education

Degree Year University Field of Study

Ph.D. 2003 Virginia Tech Management / HTM

M.H.R.T.A 1995 The University of South Carolina B.S. 1994 The University of South Carolina

Tenure Track

Intellectual Contributions – 2009 - 2013

Refereed Journal Publications

Brizek, M.G. (2013). Explaining Corporate Entrepreneurship: A Contemporary Literature

Investigation, Journal of Management and Marketing Research, Vol. 14 pp. 1-13.

Brizek, M.G. (2013). Coffee Wars- The Big Three: Starbucks, McDonald’s, and Dunkin’

Donuts, Journal of Case Research in Business and Economics, Vol.5, pp. 1-12.

Brizek, M.G. (2010). Food Cloning an Ethical Consideration for Business Organizations,

Journal of Academic and Business Ethics, Vol.3 Pp. 1-11.

Brizek, M.G. (2010). Jet Blue Airlines – Trouble in the Sky, Journal of Aviation Management

and Education, Vol. 1,Pp. 1-13.

Brizek, M.G. (2009). “It’s More Than Just the Perceived Exploitation of Women”:

Contemporary Issues Facing Hooters Restaurants, Journal of Case Research in Business and

Economics, Under Review

Brizek, M.G. (2009). Teaching Case Study: Jack in the Box Attempts to Take on the “Big

Three” Hamburger Chains Through Franchising and Diversification, Journal of Culinary Science

and Technology, Vol. 9(1), (In Publication).

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Other Intellectual Activities

Proceedings

Brizek, Michael G., (2013), An Investigation of Common “Friction Points” amongst

Hospitality Sector Operators within the Franchise Relationship, 2nd World Research Summit for

Hospitality and Tourism, University of Central Florida, Orlando, Florida.

Brizek, Michael G. (2009), “Understanding Entrepreneurial Opportunity Recognition through

the use of Rural Recreation Development”, 2009 Southern Academy of Entrepreneurship Annual

Research Conference Proceedings.

Chapters in Books

Brizek, M.G., Partlow, C.G., Nguyen, L.A. (2009). “Chapter 17: S. Truett Cathy: From Young

Entrepreneur to a Foodservice Industry Leader. In ”Pioneers of the Hospitality Industry: Lessons from

Leaders, Innovators and Visionaries,Shea and Roberts (eds.). International CHRIE Publishing, Richmond,

Virginia. Pp. 177-185.

Editorial Responsibilities and Reviews

Manuscript Reviewer: Meyer, S., Entrepreneurship, 3rd Edition, Sage Publications, New York. 2013.

Refereed Manuscript Reviewer, Entrepreneurship/ Strategic Management Track: Southern Management

Association (SMA) Conference, New Orleans, LA. 2013.

Refereed Manuscript Reviewer, Entrepreneurship/ Strategic Management Track: Southern Management

Association (SMA) Conference, Ft. Lauderdale, FL. 2012.

Refereed Manuscript Reviewer, Entrepreneurship/ Strategic Management Track: Southern Management

Association (SMA) Conference, Nashville, TN. 2011.

Associate Editor and Track Chair: International Council of Hotel, Restaurant, and Institutional Educators

(I-CHRIE)Annual Conference, Puerto Rico. 2010.

Case Study Track Editorial Chair: Troy University Annual Business Research Symposium, Montgomery

Alabama. 2010.

Refereed Manuscript Reviewer, Entrepreneurship/ Strategic Management Track: Southern Management

Association (SMA) Conference, Ashville, North Carolina. 2009.

Refereed Manuscript Reviewer, Food and Beverage Management Track: International Council of Hotel,

Restaurant, and Institutional Educators (I-CHRIE) Conference, San Francisco, California, 2009.

Editor in Chief, Zenith Business Review, 2013-present

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Editor in Chief, Open Journal of Leadership, 2013-present

Editorial Board Member, Open Journal of Business and Management, 2013-present

Ad-hoc Reviewer, African Business Journal, 2012-present.

Editorial Board Member, The Small Business Institute Journal, 2011-present.

Editorial Board Member, The Southern Journal of Entrepreneurship, 2008-present.

Editorial Board Member, Journal of Culinary Science and Technology, 2006-present.

Editorial Board Member, European Journal of Tourism Studies, 2006-present.

Ad-hoc Reviewer, Journal of Foodservice Business Research, 2004-present.

Grants

“Principal Investigator: Research / Economic Development Grant, College of Business and Applied

Professional Sciences, South Carolina State University.” Patriot’s Point Development Authority , $20,000

(Unsecured)

“Co-PI: Research Grant, School of Business, South Carolina State University.” 1890 Research Extension,

$325,000 (awarded, 2011)

Professional Development Activities

Consulting

Education Management Corporation (EDMC), Pittsburgh, PA- course developer / advisor for

Competency Based Program in Entrepreneurship and Innovation Management (M.B.A.). 2013. (paid)

Herzing University, Milwaukee, WI- program developer / advisor for M.B.A. program on-line. 2011.

(paid).

Professional Activities

Member, The United States Association for Small Business and Entrepreneurship (USASBE) (2001-

present)

Member, The Southern Association of Entrepreneurship (2008-present)

Member, Southern Management Association (2008-present)

Member, World Research Organization, (2006-present)

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Phebian Davis-Culler, ABD

Assistant Professor of Accounting

Rm 418 Belcher Hall Office: (803) 536-

8300

South Carolina State University

pdavis20@scsu.edu

Education

Degree Year University Field of Study

Ph.D Expected 2014 Florida Atlantic University Business Administration

(Accounting) MPAcc 1996 Clemson University Accounting

B.S.

Tenure Track

1994 SC State University Accounting

Intellectual Contributions – 2009 - 2013

Refereed Journal Publications

Davis, P., Higgs, J. and Daugherty, B., “The Role of Corporate Governance and Internal

Auditors in Embedding Sustainability in an Organization,” Internal Auditing. April 2013

Other Intellectual Activities Work in Progress:

Dissertation “An examination of regulatory policy on capital investments: The Case

of the EPA Self-Audit Policy”

Professional Development Activities

Student member of the American Accounting Association (AAA) 2008-2013

Attended the American Accounting Association Annual Meetings 2008-2012

Attended the 2009 American Accounting Association Auditing Midyear Meeting

o Participated in the Doctoral Consortium – Auditing 2009

Attended the 2009 ABO Research Conference

o Participated in the Doctoral Consortium – ABO 2009

Paper discussant at the 2011 PhD Project Annual Doctoral Conference

Planning committee member for the PhD Project Accounting Doctoral Student

Association Annual Conference 2011-2012

Attended the 2012 ABO Research Conference

o Participated in the Doctoral Consortium – ABO 2012

Attended The Florida McKnight Doctoral Research Conference 2008-2013

Attended the McKnight Summer Research and Writing Institute, Tampa, FL

Summers 2010 and 2012

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Keli Feng, Ph.D.

Associate Professor

(Room 224) Belcher Hall Office: (803)533-3689

South Carolina State University

Email address: kfeng1@scsu.edu

Education

Degree Year University Field of Study

Ph.D. 2005 University of Cincinnati Operations Mgt.

M.S. 2005 University of Cincinnati Quantitative Analysis

B.A. 1997 Nankai University (China) Economics

B.A. 1997 Nankai University (China) Laws (Second degree)

Tenured Intellectual Contributions – 2009 - 2013

Refereed Journal Publications

(May include articles accepted but not yet published, as well as articles that are currently under

review by a journal)

Feng, Keli, U. S. Rao, and A. Raturi (2011), “Setting Planned Orders in Master Production

Scheduling under Demand Uncertainty”, International Journal of Production Research, Volume

49, number 13.

Feng, Keli, and G. Gonsalves (2010), “An Integrated Conceptual Framework for Project

Management in Pharmaceutical New Product Development”, Review of Business Research,

Volume 10, number 3.

Feng, Keli, and G. Ma (2009) “Evaluating Two Online Simulation Games in An Undergraduate

Supply Chain Management Course”, Review of Business Research, Volume 9, number 2.

Other Intellectual Activities

Proceedings

Feng, Keli (2013), F. Tebyanian, J.D. Hong, “Evaluating and Analyzing a Biomass and

Biofuel Supply Chain: A simulation Approach”, Proceedings of the 8th International

Congress on Logistics and SCM Systems (ICLS 2013), August 5-7, 2013 Tokyo, Japan

Feng, Keli (2013), F. Tebyanian, J.D. Hong, “A Robust and Optimal Biorefinery Location

Model for the Integrated Bio-energy Logistics Network”, Proceedings of the 8th

International Congress on Logistics and SCM Systems (ICLS 2013), August 5-7, 2013

Tokyo, Japan

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Feng, Keli (2013), “Optimization and Simulation Modeling of Disaster Relief Supply

Chain: A Literature Review”, Proceedings of Southeast Decision Science Institute

Feng, Keli and U.S. Rao (2012), “Evaluating Two Replenishment Policies in Master

Production Scheduling with Demand Uncertainty”, Proceedings of Southeast Decision

Science Institute

Funded Grants: Feng, Keli (PI), “Disaster Relief Supply Chain Optimization and Simulation for Rural

Communities”, Funded by U.S. Department of Agriculture. Duration: 5/16/2012 to 5/15/2014. $200,000.

Feng, Keli (PI), “Developing Emergency Evacuation Plans for Nuclear Power Plants Based

on Computer Simulation”, Funded by 1890 Research and Extension, South Carolina State University. Duration: 5/16/2011 to 7/31/2011. $10,000.

Hong, Jae dong (PI), Keli Feng (Co-PI), and Judith Mwakalonge (Co-PI), “Optimization

and Simulation of Integrated Biomass and Bio-energy Logistics Networks”, Funded by U.S. Department of Agriculture, Capacity Building Program, Duration: 9/1/10 to 8/31/13, $499,921

Feng, Keli (Co-PI), “Enhancing the Disaster Resilience for Rural Communities through

Better Disaster Preparedness and Improved Emergency Response”, Funded by U.S. Department of Agriculture, Capacity Building Program, Duration: 10/2012 to 10/2015, $573,643

Conference Presentations Feng, Keli, “Network Design of Disaster Relief Supply Chain”, Annual meeting of the

Institute for Operations Research and Management Science (INFORMS), Minneapolis MN,

October 2013

Feng, Keli (2013), F. Tebyanian, J.D. Hong, “Evaluating and Analyzing a Biomass and

Biofuel Supply Chain: A simulation Approach”, International Congress on Logistics and

SCM Systems (ICLS 2013), August 5-7, 2013 Tokyo, Japan

Feng, Keli (2013), F. Tebyanian, J.D. Hong, “A Robust and Optimal Biorefinery Location

Model for the Integrated Bio-energy Logistics Network”, International Congress on

Logistics and SCM Systems (ICLS 2013), August 5-7, 2013 Tokyo, Japan

Feng, Keli, Yuanchang Xie, Jaedong Hong, Kaiguang Zhao, “GIS-Based Decision Support

Tool for Finding Optimal Biorefinery Locations”, Annual meeting of Transportation

Research Board, Washington, D.C. January 2012.

Feng, Keli and Uday Rao, “Evaluating Two Replenishment Policies in Master Production

Scheduling with Demand Uncertainty”, Annual meeting of Southeast Decision Science

Institute, Columbia, SC, February 2012.

Feng, Keli and Guohua Ma, “Evaluating Two Online Simulation Games in An

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Undergraduate Supply Chain Management Course”, Annual meeting of the International

Academy of Business and Economics, Las Vegas, NV, October 2009.

Working Papers “Evaluating Order-up-to Level Inventory Policy in an MRP Environment with Demand

Uncertainty and Supply Capacity” “GIS-Based Decision Support Tool for Finding Optimal Biorefinery Locations”,

Membership:

INFORMS- The Institute of Operations Research & Management Sciences

DSI – Decision Science Institute

Editorial Reviews:

Committee Member of Master Thesis, Transportation center of SCSU, 2012

Reviewer for International Journal of Production Research, 2011-2012

Reviewer for International Academy of Business and Economics, 2011-2012 Professional Development Activities

Title Place Date

“Summer 2013 Faculty Development

Academy”

Student Center, SC State

University June 10 & 11, 2013

“ Tenure & Promotion Workshop”,

Participant

Turner Hall, SC State

University September 24, 2012

Professional Development and Training

workshops,

“SCSU 1890 Research & Extension:

Supporting our Legacy of Research and

Outreach”, Participant

Stanley Hall, SC State

University

January 25, 2012

Professional Development and Training

workshops, “ 2011 research Forum: “

50 Million by 2015” Initiative”,

Participant

State room, SC State

University

September 30, 2011

Professional Development and Training

workshops, “Utilizing Blackboard

Grade Center”, Participant

Belcher Hall, Training lab,

SC State University

October 28, 2010

Professional Development and Training

workshops “Writing-To-Learn”,

Participant

1890 Research Auditorium,

SC State University

November 18, 2010

Global Supply Chain Management

Seminar, (Faculty Development

International Business Seminar Series),

Participant

University of Memphis

June 2010

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John Garlick, Ph.D.

Visiting Associate Professor of Accounting

Room 422 Belcher Hall Office: (803)

536-8214

South Carolina State University

Email address: jgarlick@scsu.edu

Education

Degree Year University Field of Study BBA 1975 Augusta College Management

MBA 1980 University of South Carolina Management

PhD 1989 University of South Carolina Accounting/Int’l Business

Non-Tenure Track

Intellectual Contributions – 2009 - 2013

Refereed Publications

Garlick, John R., Susan Shurden, and Mike Shurden, (2013), “Can the Dominant Trait Indicator

Predict Success in a Financial Accounting Principles Course? A Preliminary Look.” Journal of

Modern Accounting and Auditing, Volume 9, Number 5, (Serial Number 96).

Shurden, Michael C., Santandreu, R Juan, and John Garlick, (2013), “Issues in Academic

Integrity: Improving Academic Honor Codes, American Society of Business and Behavioral

Sciences Proceedings, Volume 20 Number 1, pages 417 - 422.

Other Intellectual Activities

Shurden, Mike, Susan Shurden, and John Garlick (2012), A Study of The Impact of

Unethical Behavior Among Business Students in an Educational Environment, 2012

Southeastern INFORMS Conference Proceedings, October 4-5, 2012.

Garlick, John., Shurden, S. B., & Shurden, M. C. (2012). Can the Dominant Trait

Indicator Predict Success in A Financial Accounting Principles Course? A Preliminary

Look.” Clute Institute Proceedings, January 12, 2012.

Professional Development Activities

KPMG: Online faculty seminars, various dates. 2010 - 2011 IRS

VITA Site Coordinator, 2013.

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Gerald C. Gonsalves, Ph.D.

Chair and Associate Professor of Business Administration

228 Belcher Hall Office: 803-516-4834

South Carolina State University FAX: 803-536-8078

Ggonsalv@scsu.edu

Education

Degree Year University Field of Study

Ph.D. 2002 University of Kentucky Decision Science & Information Systems

M.B.A. 1983 Xavier University Business Administration

M.S. 1971 University of Louisville Mechanical Engineering

Tenure Track

Intellectual Contributions – 2009 - 2013

Refereed Journal Publications

K. Feng and G. Gonsalves (2010). “An Integrated Conceptual Framework for Project Management in

Pharmaceutical New Product Development” Review of Business Research, Vol.10, No.3, pp 100-108.

Other Intellectual Activities

Proceedings

J. Lim and G. Gonsalves, “The Determinants of IT Assimilation at the Individual Level: From the

Perspective of Double-Loop Processes” Decision Sciences Institute (DSI) 40th Annual Meeting

Proceedings, New Orleans, LA, November 2009.

Presentations

J. Lim and G. Gonsalves, “The Determinants of IT Assimilation at the Individual Level: From the

Perspective of Double-Loop Processes” Decision Sciences Institute (DSI) 40th Annual Meeting Proceedings, New Orleans, LA, November 2009.

Memberships

Current/Past Member of Decision Sciences Institute (DSI), Association for Information Systems (AIS),

Association for Computing Machinery (ACM), and Association of Information Technology Professionals (

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Editorial Board/ Review Activities

Editorial: Reviewed manuscripts for the Journal of Information Privacy and Security (JIPS) 2009-2012.

Text Book Invited Reviewer: Reviewer for “Introduction to Information Systems” by James O’Brien

and George Marakas 14th Edition.

Note: Currently using the 15th Edition in teaching MGT 310, Management Information Systems.

Editorial Boards: Current positions on Editorial Boards for the International Journal of Applied Decision

Sciences, and for the Journal of Information Privacy and Security.

Professional Development Activities

Faculty Technical Institute: Attended Faculty Technical Institute at SC State held annually 2009-2013

Attended 10th Annual National HBCUs Business Deans Roundtable Summit at Washington DC June 7-

9, 2010

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David Jamison, Ph.D.

Associate Professor and Coordinator of Marketing

239 Belcher Hall Office: (803-536-8209)

South Carolina State University

djamison@scsu.edu

Education

Degree

Ph.D.

Year

1993

University

University of Florida, Gainesville, FL

Field of Study

Anthropology

M.A.

1898

University of Florida, Gainesville, FL

Minor: African Studies

Anthropology

B.A.

1987

Howard University

Minor: African Studies

Anthropology

Drexel University

Minor: Political Science

Business Management

Minor: Economics

Graduate Certificate Ellis College of the New York Institute of Technology

in Marketing (18 hours)

Tenured

Intellectual Contributions – 2009 - 2013

Refereed Journal Publications

Jamison, David (2010) “Leadership and Professional Development: An Integral Part of the

Business Curriculum.” Business Education Innovation Journal, Vol. 2, No. 2, pp. 102-11.

Jamison, David (2013) “Assessing Student Learning in International Business through a Foreign

Internship Scenario Exercise." Business Education Innovation Journal, Vol. 5, no. 1, pp. 105-

114.

Other Intellectual Activities Research Presentations

“Supporting the Assurance of Learning Program through Active Learning: Business Week at

SCSU.” Presented at the Annual Meeting of the Southeastern Chapter of the Institute for

Operations Research and the Management Sciences (SE-INFORMS), Myrtle Beach, SC (October 2010).

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Grants and Awards

(2008-2010) US Department of Education Business and International Education (BIE) Funded

Grant (Principal investigator with Renu Singh and Hanas Cader) entitled “Engaging

Globalization through Curriculum Development: A Proposal to Introduce an International

Business Minor at SCSU.”

Reviewer and Editorial Experience

Journal of African Business Editorial Review Board (2003 – present)

International Fieldwork

- Long term ethnographic fieldwork in Kenya (summer 1989, summer 1990, January 1991-

March 1992). Activities included participant observation, survey design and

implementation, depth interviewing, focus group interviews and archival research among

others. This work resulted in a doctoral dissertation in anthropology at the University of

Florida.

- Ethnographic fieldwork in Ghana. Activities included participant observation, depth

interviews, field observation and data collection of price points and brand variety in

several categories of personal care products.

Professional Affiliations

American Anthropological Association

Association of Consumer Research

American Marketing Association

Society for Marketing Advances

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David Karemera, Ph.D.

Professor of Agribusiness

310 Belcher Hall Office: 803 536-7136

South Carolina State University

Email address

Karemera@scsu.edu

Education

Degree Year University Field of Study

Ph.D. 1989 University of Nebraska AG. Economics, Math and Statistics

Tenured

Intellectual Contributions – 2009 - 2013

Refereed Journal Publications

1., The Impact of Exchange rate volatility on poultry trade; co-authored with Chris Davis, and Andrew

Muhammad, forthcoming in the Agribusiness: An International Journal, Special Issue-

September 2013.

2.., The Intertemporal stability of the US money demand function, new evidence from switching

regressions , Applied Economics, V.1-6, January, 2013.

3. Trade, the Environment, and Impacts on State Agricultural Exports the Journal of Management

Policy and Practice (ISSN# 1913-8067), January 2012.

4. A Search for Long Memory and its Source in some European Foreign Exchange Rates, accepted for

publication in the International Review of Applied Financial Issues and Economics, (ISSN:

9210 – 1737), December 2011.

5. Fractional Integration, Unit Root, and Market Efficiency Tests in Emerging Exchange Rate Markets,

accepted for publication in the Review of Pacific Basin Financial Markets and Policies, March

2010.

6. The Impact of Exchange Rate Volatility on Vegetable Trade Flows, Applied Economics, Vol. P1-10,

2009

7. Free Trade Effects of NAFTA and the Impact of Exchange Rate Volatility on Vegetable & Fruit

Trade Flows, Journal of Economics Integration, vol.24 no1 pp:116-134, 2009.

8. “Trade Creation and Diversion Effects of Selected Bilateral and Regional Free Trade Agreements and

Exchange Rate Volatility in the Global Meat Trade submitted to the Journal of Economic Integration

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Other Intellectual Activities

Grant funded: SPONSORED RESEACH: The table below provides a summary of major and minor grants by title,

agency, award, and duration. Grants Received in the last 5 years:

Title Agency/Source Award Duration

1. The Impacts of a US-EU Transatlantic Free

Trade Agreement on US Production, Exports and

Trade

SCSU Business

Program Research

Seed Grant

$5000.00 June 1 –June 30, 2013

2. SC State-Ngozi University Partnership for

Strengthening Academic and Rural Development

USAID/HED/ACE $529,461.00 2-09,2009 to 5- 31, 2013

3. MULTISTATE RESEARCH PROJECT: 1890 Research $420,000.00 9-30- 2009 to Economic Impacts of International Trade and Do. Program/USDA/NIFT 12-31, 2013 Policies on Southern Ag. A

4. SCSU Business Program’s Summer Writing

Institute: Faculty Research Coach SCSU Business

Program Summer

Writing Program

$5,000.00 May 30-June 3, 2011

5. NAFTA, The Environment and State USDA-Capacity Bldg $294,818.00 08-31, 2006 to Competiveness in Vegetable Production and Program/NIFA 09-30, 2009

Exports

Professional membership S-1043 Regional Trade Research Group

Center for International Economics

Western Economic Association International

Global Business Association

North American Economics and Finance Association

Member of s-1043’s new national Proposal Writing Committee

Papers under review for resubmission

1. Free Trade Effects of NAFTA and the Impact of

Exchange Rate Volatility on Vegetable & Fruit Trade Flows, submitted to Agribusiness: An

International Journal, July 2012

2. The Impacts of International Free Trade Policy Changes on South Carolina Agriculture, completed

paper to be submitted

3. A Generalized Gravity Model of Vegetable Trade and Impacts of Bilateral and regional free

agreements and Exchange rate Volatility on Vegetable trade: A gravity model analysis.

Working papers AND CURRENT RESEARCH

1. The Impacts of the US-EU Transatlantic Trade and Investment Partnerships

2. Long Memory, Return Anomalies, and Forecasts of stock Returns in Emerging Markets ",

3. An Application of the Markov Probability Models for Market

4. Share Analysis in the North American Automobile Markets", presented at the Western

Economic Association meetings

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5. Regional Productivity, Efficiency, and Technological Change: South Carolina’s Chicken, hog,

and tobacco industries

Professional Development Activities

A. PAPER PRESENTATION

1. “Trade Creation and Diversion Effects of Selected Bilateral and Regional Free Trade

Agreements and Exchange Rate Volatility in the Global Meat Trade”, the 2012

Conference: Emerging Issues in Global Animal Product Trade in Washington DC

September 27-28.

2. presentation at the Workshop organized by the S-1043 Research group in New Orleans,

LA; March 29, 2012

3. A Gravity Model Analysis of the Impacts of Regional Free Trade Agreements and

Exchange Rate Volatility on World Vegetable Trade Flows, San Antonio, TX,

November 8-9, 2011

4. The Impacts of Trade on the Environment, Queensland University of Technology, Brisbane,

Australia, April 24-29, 2011.

5. Trade, the Environment, and the Impacts on State Exports

paper presented at the Annual Conference on Global Business, Hawaii, My 24-28, 2010

6. Free Trade Effects of NAFTA and the Impact of Exchange Rate Volatility on

Vegetable & Fruit Trade Flows, paper presented at the Annual Conference on Global

Business, Hawaii, My 24-28, 2009

B. Other Professional Accomplishments: COLLABORATIONS WITH OTHER INSTITUTIONS:

Joint Research Collaboration maintained with the institutions below:

1).North Dakota State University: Dr. W. Koo, Chamber of Commerce Distinguished Professor. 2) North

Dakota State University: Dr. Chiwon Lee, Horticulture and plant genetics.3) Michigan State University:

Dave Weatherspoon, Agribusiness and Supply Chain.4) Florida &AM University: Dr. Bobby Davis,

Crop Marketing.

C• International Conf erence Chair

•Chaired a Conference Presentation by Dr. Won Koo and Dr. Chiwon Lee of North Dakota State

University on Rural Development for Burundi at USAID Burundi in December 2011.

•Chaired a STUDENT FORUM and Presentation by Dr. Won Koo and Dr. Chiwon Lee of North

Dakota State University at Ngozi University, Burundi

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Jaejoo Lim, Ph. D.

Assistant Professor of Management

218 Belcher Hall Office: (803-536-8209)

South Carolina State University

jlim@scsu.edu

Education

Degree Year University Field of Study

Ph.D. 2007 Clemson University Management (MGT Information Systems)

M.S. 2002 Georgia State University Computer Information Systems

B.A.

Tenure Track

1989 Seoul National University French Linguistics & Literature

Intellectual Contributions – 2009 - 2013

Refereed Journal Publications

1. Lim, J., Grover, V., and Purvis, R.L., “The Consumer Choice of E-Channels as a Purchasing

Avenue: An Empirical Investigation of the Communicative Aspects of Information Quality,” IEEE

Transactions on Engineering Management, 59 (3), 2012.

2. Kim, Y., and Lim, J., “A POS System Based On the Remote Client-Server Model in the Small

Business Environment,” Management Research Review, 34 (12), 2011.

Other Intellectual Activities

Conference Proceedings

1. Lim, J., and Kim, Y., “Exploring Computing Frameworks in the Simulation Studies,” The

Proceedings of the International Journal of Arts & Sciences (IJAS) Conference, Cambridge,

MA, 2013.

2. Lim, J., and Kim, Y., “An Exploratory Study of Computational Simulations for Latency

Periods,” The Proceedings of 9th Applied Business and Entrepreneurship Association

International (ABEAI) Conference, Lihue, HI, pp.43-52, 2012.

3. Lim, J., and Gonsalves, G., “The Determinants of IT Assimilation at the Individual Level: From

the Perspective of Double-Loop Processes”, The Proceedings of 40th Annual Meeting of

Decision Sciences Institute, New Orleans, LA, 2009.

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Presentation at Conferences 4. Richardson, J., Lim, J., and Y. Kim, “Computing Applications in the Field of Computational

Epidemiology”, 17th Biennial Research Symposium, Jacksonville FL, 2013

Grants 5. (Proposed for) NSF Grant (NSF 12-606, Expeditions in Training, Research, and Education for

Mathematics and Statistics through Quantitative Explorations of Data), 2013

6. Awarded a 1890 Evans-Allen Research Program Grant ($257,098), (2011-2014): “A

Computer Simulation Model for Livestock Emergency Response in South

7. Carolina”

8. (Proposed for) the NIMHD (National Institute on Minority Health and Health Disparities)

grant, 2011: “A Multimedia Approach to Community Prevention and Intervention Program”

9. (Proposed for) the NIMHD grant, 2011: “Increasing Access to Care in Rural South Carolina

Using Information Technology.”

Editorial Service to Journals

10. Editor, Internet Technologies and Applications Research (Jan.2013~current)

11. Editor, International Research Journal of Marketing (Jan.2013~current)

Peer-Review Service to Academic Journals

12. Reviewer, Management Research Review (2011)

13. Reviewer, Journal of the Association of Information Systems (2010)

Peer-Review service to Academic Con ferences

14. Reviewer, 21st European Conference on Information Systems, Utrecht, The Netherlands (2013) 15. Reviewer, International Conference on Information Systems, Shanghai, China (2011)

16. Reviewer, 41st Annual Meeting of Decision Sciences Institute, San Diego, CA (2010)

17. Reviewer, 16th Americas Conference on information Systems, Lima , Peru (2010)

18. Reviewer, 40st Annual Meeting of Decision Sciences Institute, New Orleans, LA (2009)

19. Session chair, 40th Annual Meeting of Decision Sciences Institute, New Orleans, LA (2009)

Professional Development Activities

No. Course Name Place Date

1 Campus Security Authority (CSA) SCSU 8/16/2013

2 Promoting Deep Learning by Enhancing

Critical Thinking SCSU 3/25/2013

3 NIH training, "Protecting Human Research

Participants" SCSU 3/23/2013

4 2012 Research Forum SCSU 10/25/2012

5 Tenure and Promotion Workshop SCSU 9/26/2012

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6 Project Financial Management Training 1890 Research 5/31/2012

7 Faculty Development Institute: Using Skype

as a Tool for Collaboration SCSU 1/5/2012

8 Microsoft Sharepoint/Lync Training SCSU 1/5/2012

9 2011 Research Forum : "50 Million by 2015"

Initiative SCSU 9/30/2011

10 Cyber-Security SCSU 3/3/2011

11 Writing-To-Learn SCSU 11/18/2010

12 Blackboard Grade Center - Creating

Assessments SCSU 7/14/2010

13 Developing Assessments SCSU 7/12/2010

14 Developing & Evaluating Written

Assignments SCSU 2/16/2010

15 Blackboard Grade Center - Creating

Assessments SCSU 2/2/2010

16 FDIB Globalization Seminars University of

Memphis 6/5-8/2009

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Guohua Ma, Ph.D.

Associate Professor of Finance

225 Belcher Hall Office: 803-536-8173

South Carolina State University Email: gma@scsu.edu

Education

Degree Year University Field of Study

Ph.D. 2007 University of Cincinnati Finance

M.I.B. 2000 Norwegian School of Economics International Business

and Business Administration B.S. 1995 Shandong Finance Institute Economics

Tenured

Intellectual Contributions – 2009 - 2013

Refereed Journal Publications

Ma, Guohua, Tianyu Zhu and XuShen Zhou (2011), “Weighing the Evidence of Dividend Initiations”,

Global Business and Finance Review (GBFR), Vol. 16, Issue 1, Spring 2011

Ma, Guohua and Steve B. Wyatt (2009), “The Cross-sectional Behavior of Trading Volume”, Journal of

Academy of Business and Economics (JABE), Vol. 9, No. 1, June 2009

Feng, Keli and Guohua Ma (2009), “Evaluating Two Online Simulation games in An Undergraduate

Supply Chain Management Course”, Review of Business Research, vol. 9, No. 2, 2009

Other Intellectual Activities

PROCEEDINGS Ma, Guohua, LaKeethia M. Curry and Austin James (2013), "Impact of Panama Canal Expansion on Corn Exports

in the Southeast Region of the United States", Southeast Decision Sciences (SEDSI) Annual Meeting, Charleston,

2013

Ma, Guohua and Steve B. Wyatt (2008), “Does Investor Trade on Heterogeneous Beliefs?—Evidence from Trading

Volume on Analyst Recommendation Dates”, Southeast Decision Sciences (SEDSI) Annual Meeting, Orlando,

2008

FUNDED GRANT

Ma, Guohua (PI), "Impact of Panama Canal Expansion on Corn Exports in the Southeast Region of the

United States", United States Department of Agriculture, $200,000, May 2012 - May 2014

Jamison, David (PI), Renu Singh (Co-PI) and Guohua Ma (Co-PI), “Globalization”, United States

Department of Education, $179,428, Fall 2008 - Fall 2011.

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CONFERENCE PRESENTATIONS

"Impact of Panama Canal Expansion on Corn Exports in the Southeast Region of the United States", Academy of

Economics and Finance (AEF) Annual Meeting, Mobile, AL, Spring 2013

"An Innovative Method to Teach Time Value of Money", Academy of Economics and Finance (AEF) Annual

Meeting, Charleston, SC, Spring 2012

WORKING PAPER

“Does Investor Trade on Heterogeneous Beliefs? –Evidence from Trading Volume on Analyst

Recommendation Dates”

“The Impact of Regulation Fair Disclosure on the Price Discovery Process”

"An Innovative Method to Teach Time Value of Money"

PROFESSIONAL MEMBERSHIPS

Member, Financial Management Association, 2003 - present

Member, Academy of Economics and Finance, 2008- present

Member, Financial Education Association, 2011 - present

Member, South East Decision Science Institute, 2008 - 2009

Member, Beta Alpha Psi (BAP), 2011 - present

Member, Beta Gamma Sigma, 2007-present

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Muhammad Mustafa, Ph.D.

Professor of Economics

321 Belcher Hall Office: 803-536-7949

South Carolina State University Fax: 803-533-3639 E-mail: mmustafa@scsu.edu

EDUCATION

Degree Year University Field of Study

Ph.D. 1988 Wayne State University Economics

M.EC. 1984 University Of New England Economics M.A. 1968 Dhaka University Economics

B.A. (hons) 1967 Dhaka University Economics

Tenured

Intellectual Contributions- 2009 -2013

Refereed Journal Publications

1. Mustafa, M. and Rahman, M, “Influences of U.S. Real GDP growth and labor Productivity on Manufacturing

Real Wages”, International Journal of Economics & Business Research, volume 5, Number 3, 2013, pages

337-346.

2. Rahman, M. and Mustafa, “ Effects of Changes in US Unemployment Rate, 30-Year Fixed Mortgage Rate, and

the Number of Long-Term Unemployed on changes in US House Price Index ”, Wealth -International

Journal of Money, Banking, and Finance, volume 1, Number 1,2012, pages 4- 8.

3. Mustafa, M. . “Dynamic Linkages Among Gross State Product, Investment Outlays, Export, and Educational

Attainment: An Empirical Analysis” Review of Business Research, volume 11, Number 2, 2011, pages 118-

127.

4. Mustafa, M. and Anoruo, E.. “Volatility Spillovers Between Foreclosures and Housing Prices.” Journal of

International Finance and Economics, Volume 11, Number 1, 2011, pages 117-125 .

5. Mustafa, M.. “Determinants of Poverty In Metropolitan And Non-Metropolitan Areas: An Empirical Study “

Journal of Academy of Business and Economics, Volume 11, Number 2, 2011, pages 135- 142, .

6. Mustafa, M. and Anoruo, E “An Empirical Investication into the Home Foreclosure-Subprime Loan Nexus”

Review of Business Research, Volume 10, Number 5, October 2010, pages 202-210.

7. Mustafa, M. and Matiur. R. “Volatility Spillover Across Mexico’s Equity and Foreign Exchange Markets: A

Post-NAFTA Analysis, Journal of International Finance and Economics, Volume 10, Number 4, October

2010, , pages 107-114.

8. Mustafa, M. “Business Climate, Educational Attainment and Economic Development: Evidence from Sectors

of South Carolina” Review of Business Research., Volume 10, Number 5, October 2010, , pages 172-178.

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9. Mustafa, M. and Matiur R. “Trade-emigration Nexus: Evidence from Bangladesh.” International Journal of

Trade and Global Markets, 2010, Volume 3, Number 4, pages 172-178.

10. Mustafa, M. and Singh R., “Socioeconomic Factors and Educational Attainment: Evidence from South

Carolina” Academy of Economics and Finance Journal, 2010, Volume 1, Number 6, pages 55-60.

11. Mustafa, M., Rahman, M. “Genesis of Recent U.S. Financial Crises and Transformation into Global Crisis.”

International Journal of Economics and Research, 2010, Volume 01, Issue 01, pages 69-85.

12. Mustafa, M. and others. “Accounting Scandals and Stock Performance: Life after Enron.” Journal of Business

and Economics Research, Volume 7, Number 3, March 2009, pages13-21.

13. Mustafa, M., and Rahman, M. “The Slope of U.S. nominal Treasury Yield Curve and the Exchange Rate.”

New York Economic Review, Volume XL, 3-12, Fall 2009 .

14. Mustafa M. and Rahman M. “Does U.S. Consumer Confidence Influence Us Stock Market?” Review of

Business Research, Volume 9, Number 1, June 2009.

Other Intellectual Activities

1. Mustafa, M. and Starostyuk, L,. “Factors Affecting Employment in Major Sectors of South Carolina: an

Empirical Investigation.” Academy of Economics and Finance, Papers and Proceedings, Pages 61-68,

February 9-12, 2011.

2. Mustafa, M. and Selassie, H. “Influence of Quality of Life and Business Climate Variables on Employment:

An Empirical Analysis.” Academy of Economics and Finance, Papers and Proceedings, Pages 20, February

11-14, 2009.

3. Mustafa, M. and Anoruo, E. “Factors Affecting Foreclosure: An Empirical Analysis” Academy of Economics

and Finance, Papers and Proceedings, Pages 216, February 11-14, 2009.

SELECTED PROFESSIONAL PRESENTATIONS (2009 - 2013)

1. Mustafa, M., Emmanuel, A. “Causal Linkages and Spillover Among Housing Price, Unemployment Rate, 30-

Year Fixed Mortgage Rates and the Number of Long-Term Unemployed : An Empirical Investigation” 40th

Annual Conference of Academy of Economics and Finance, Mobile, AL, February 13- 16, 2013.

2. Mustafa, M. and Rahman, “M. U.S. Australia Bilateral Trade Balance and Australia Dollar-US Dollar

Exchange Rate: Evidence of J-Curve?” 40th Annual Conference of Academy of Economics and Finance,

Mobile, AL, February 13- 16, 2013.

3. Mustafa, M. and Rahman, “Influences of changes in Exchange Rate and M2 on Russian Stock Market

Returns” 40th Annual Conference of Academy of Economics and Finance, Mobile, AL, February 13- 16, 2013. 4. Mustafa, M. and Rahman, “ Dynamic Effects of US Budget Deficit and Labor Productivity on US Stock

Market Performance” 40th Annual Conference of Academy of Economics and Finance, Mobile, AL, February

13- 16, 2013.

5. Mustafa, M. and Rahman, M. “ Financial Vulnerability of U.S. Households in Selected Southern States and the

Great Recession”, Annual Conference of Academy of Economics and Finance, Charleston, SC, February 8- 11,

2012.

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6. Mustafa, M. Adrian, M. and Rahman, M , “Vietnamese stock Market and VIND-Dollar Exchange Rate: A

Causal Nexus” Academy of International Business- U.S. South west Chapter, New Orleans , February 29 -

March 2, 2012.

7. Rahman, M, Capes, S. and Mustafa, M. “ Exchange Rate Pass-Through into Bangladesh Import Prices

:Evidence for Bangladesh” Academy of International Business- U.S. South west Chapter, New Orleans ,

February 29 -March 2, 2012.

8. Mustafa, M. and Rahman, M. “ Exchange Rate Pass-Through into Import Prices of Vietnam and Spillovers

into Its Consumer Price Index” Academy of International Business- U.S. South west Chapter, New Orleans ,

February 29 -March 2, 2012.

9. Rahman, M, and ustafa, M. “ Effects of Credit Standards and Unemployment on U.S. Housing Price Index”

Academy of International Business- U.S. South west Chapter, New Orleans , February 29 -March 2, 2012

10. Mustafa, M. “Capital Investment, Export, Education, and Economic Growth in South Carolina: An Empirical

Analysis” 42 Annual conference of Southeast Decision Sciences, Columbia, SC, February 29 – March 2,

2012..

11. Mustafa, M., Anoruo, E. “Housing Price, Unemployment Rate and Foreclosure: An Empirical Investigation”

Southeast Decision Sciences, Columbia, SC, February 29 – March 2, 2012..

12. Mustafa, M.. “Gross State Product, Investment Outlays and Business Climate in South Carolina: An Empirical

Analysis”, Annual Conference of Academy of Economics and Finance, Charleston, SC, February 8- 11, 2012.

13. Mustafa, M., Emmanuel, A. “Volatility Spillover Across Housing Prices and Unemployment Rate : An

Empirical Investigation” 39th Annual Conference of Academy of Economics and Finance, Charleston, SC,

February 8- 11, 2012

14. Mustafa, M. Langer, R., and Sloucome, S. “Linkages among Gross State Product, Investment Outlays and

Business Climate in South Carolina: An Empirical Investigation” Annual Conference of Academy of

Economics and Finance, Jacksonville, February 9- 12, 2011.

15. Mustafa, M. “Influence of Investment, and Business Climate Variables on Employment and Income: An

Empirical Investigation” Southwestern Society of Economics, Houston, March 9-12, 2011.

16. Mustafa, M. and Rahman, M., “Influences of U.S. Real GDP Growth and Labor Productivity on Non-Farm

Civilian Wages” Southwestern Society of Economics, Houston, March 9-12, 2011.

17. Mustafa, M. and Rahman, M, and Capes, S. “Comparative Stock Performances of Two U.S. Pharmaceutical

Companies” Acedemy of International Business- U.S. South,west Chapter, Houston, March 9-12, 2011.

18. Mustafa, M. and Rahman, M , “Cyclicality and Market Influence in Casino-Stock Performance” Academy of

International Business- U.S. South west Chapter, Houston, March 9-12, 2011.

19. Mustafa, M. “Dynamic Linkages among Investment Outlays, Business Climate, Employment and Income

Growth in South Carolina: An Empirical Analysis” 16th Biennial Research Symposium of Association of Research Director, April 9 – 13, 2011, Atlanta, GA

20. Mustafa, M., Emmanuel, A. “Foreclosures, Housing Prices, Uenemployment Rate and Adjustable Mortgage

Rates: A Multivariate. E-Garch Investigation” 38th Annual Conference of Academy of Economics and Finance, Jacksonville, FL, February 9- 12, 2011.

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21. Mustafa, M. and Starostyuk, L. “Factors Affecting Employment in Major Sectors of South Carolina: An

Empirical Investigation” 38th Annual Conference of Academy of Economics and Finance, Jacksonville, FL, February 9- 12, 2011.

22. Mustafa, M., Kisha, G., and Shavone, S. “Factors Influence Employment and Income: Evidence From South

Carolina.” Annual Conference of Academy of Economics and Finance, Huston, February 11- 14, 2010.

23. Mustafa, M., Rahul Singh. “Socioeconomic Factors and Educational Attainment: Evidence from South

Carolina.” Annual Conference of Academy of Economics and Finance, Huston, February 11- 14, 2010.

RESEARCH: FUNDED GRANTS

“The Potential of Educational Attainment and Investment On Economic Development,” CSRS 1890, $475,000,

October 2007- September-2011.

RESEARCH PROPOSALS SUBMITTED FOR FUNDING:

Dr. Muhammad Mustafa (PI), Dr. Rafida Idris (CO-PI), and Dr. Matiur Rahman (CO-PI) – “Socio-Economic

Impact of Childhood Obesity: Cost Effective Preventive Strategies”; amount $500,000.00 , submitted to USDA/

NIFA; March 23, 2012.

: Dr. Muhammad Mustafa (PI), Dr. Rafida Idris (CO-PI), and Dr. Matiur Rahman (CO-PI) – Capacity Building

Grant (CBG) “Socio-Economic Impact of Childhood Obesity: Cost Effective Preventive Strategies”; amount

$500,000.00 , submitted to USDA/ NIFA; March 14, 2011.

Dr. Muhammad Mustafa (PI), Dr. Moreen Joseph (CO-PI), and Dr. Rafida Idris (CO-PI) – Part of the Research

Project “ Interdisciplinary and Collaborative approach to Address Obesity, and Diabetes among Minorities in South

Carolina” Total amount for the project $4.5 million, submitted to NIMHD ( National Institute of Minority Health);

April 7. 2011.

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Joseph Onyeocha, MBA, CPA

Assistant Professor of Accounting

419 Belcher Hall Office: 803-536-8457

South Carolina State University

jonyeocha@scsu.edu

Education

Degree Year University Field of Study

MBA 1982 Wright State University, Dayton Ohio Accounting

MS 1982 Wight State University, Dayton, Ohio Quantitative Analysis –

BSC 1979 Wilberforce University, Wilberforce Accounting

OND 1975 College of Technology, Nigeria Accountancy

Tenured

Intellectual Contributions – 2009 – 2013

Refereed Journal Publications

Karemera, David, Reinstra-Munnicha, and Onyeocha Joseph, “Impacts of Free Trade Agreements on U.S. State

Vegetable and Fruit Trade Flows.” Journal of Economic Integration, March 2009

Guah, Matthew & Onyeocha Joseph, “Auditing Within Service-Oriented Architecture: The Dutch Experience:

International Journal of Critical Accounting: Inderscience Publishers, 2012

Other Intellectual Activities

Moving Beyond Repair: Perfecting Health Care: International Journal of Healthcare Delivery Reform

Initiative, July-September 2011

Reviewed “Contemporary Auditing: Real Issues & Cases, Michael C. Knapp, 8th Edition, 2012.

Columnist: Zest Traveller: Small Business Series, 2012 to present

Funded Grants Path to Financial Independence: A Sub-grant of the Center for Social Research – Southern University and

A&M College, Baton Rouge, LA

Presentations Financial Basics: Small Business Bookkeeping & Accounting- North Eastern Corridor of Orangeburg

Community Development Corporation – Training & Technical Assistance – Small Minority Business

Workshop Series – March 2013

Small Business Record Keeping: Small Business Bookkeeping & Accounting- North Eastern Corridor

of Orangeburg Community Development Corporation – Training & Technical Assistance – Small

Minority Business Workshop Series – March 2013

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Accounting Curriculum Challenges & Changes at South Carolina State University at the Annual

Meeting of the South Carolina Association of Accounting Educators, Orangeburg, March 1-2, 2013

Professional Experience

Murdaugh & Associates, CPA: Engage in audits, assurance services, accounting, and tax

services of local and surrounding cities, governments, municipalities, and other not-for-

profit organizations. 2006 – Present

Joseph’s Accounting and Tax Practice: Provides professional accounting and tax

services to individuals and small to medium size businesses. 2000 – Present

Professional Development Activities

Attended: Case Writing Workshop, Harvard University, 2013

Attended: Promoting Deep Learning By enhancing Critical Thinking Workshop, March

2013

Coordinated the VITA Program at SC State, 2007 – 2009, 2013

President, South Carolina Association of Accounting Educators, 2012 – 2013

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Kathy S. Quinn, Ph.D.

Associate Professor of Business Administration

Room 414, Belcher Hall Office: 803-536-8379

South Carolina State University E-mail address: kquinn@scsu.edu

Education

Degree Year University Field of Study

Doctor of

Education

Augus

t t

1998

University of South Carolina Curriculum and Instruction

Columbia, SC 29208

M.A. Anticipated

Graduation

Date: 2014

2011-

2013

Webster University Information Technology Management

St. Louis, MO 63119-3141

Completed 18 graduate semester hours in Information Technology Management (ITM):

M.S.

August t

2005

University of Maryland University College Electronic Commerce

3501 University Boulevard East

Adelphi, MD 20783

36 hour e-commerce program

Tenured

Intellectual Contributions – 2009 - 2013

Refereed Journal Publications

1. Quinn, K.S. (2013). “Psychological Types and Learner Diversity,” The International Journal of

Learner Diversity and Identities. (In press)

2. Quinn, K.S. (2012). “Psychological Type as a Dimension of Diversity: A Different Approach to

Diversity,” The International Journal of Diversity in Organizations, Communities & Nations,

Volume 11, Issue 5, pp. 149-162

3. Quinn, K.S. (2012). “Analysis of Differences between Management Information Systems and Decision

Support Systems and the Psychological Types of Technology Professionals Attracted to Different Kinds

of Systems,” The International Journal of Knowledge, Culture, & Change Management, Volume

11, Issue 4, pp. 33-44

Other Intellectual Activities

1. Quinn, K.S. (2011). Personality Type: A Value-Added, Liberating Experience, Bulletin of

Psychological Type, Volume 34, No. 1 Professional publication of the Association for Psychological

Type and Myers Briggs professional organization

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Dates Professional Organizational Service

July 2013 Associate Editor, The International Journal of Learner Diversity and

Identities, Volume 19, Issue 2

Journal listed in Cabell’s Directory in Learning

February 2012 Associate Editor, The International Journal of Learning, Volume 18, Issue 3

Journal listed in Cabell’s Directory in Learning

January 2012 Associate Editor, The International Journal of Knowledge, Culture and

Change Management, Volume 11, Issue 1

Journal listed in Cabell’s Directory in Management

January 2012 Associate Editor, The International Journal of Diversity in Organizations,

Communities and Nations, Volume 11, Issue 2

Journal listed in Cabell’s Directory in Management

Dates Presentations

03/30/2009 Work Life Balance Today – Presented to Business Program Seminars Series

Dates Grant Awarded

05/3/2013 Summer research project approved for funding. Grant for $5,000

Professional Development Activities (Seminars, Workshops, Training Programs Attended)

Dates Title Location

May 2010 University of South Carolina Centers for International Business Education and

Research

2010 Faculty Development in International Business –

Africa

23 day trip to visit various businesses in South

Africa, Tanzania, and Kenya

South Africa,

Tanzania, Kenya

June 2009 University of Memphis Centers for International Business Education and

Research

Faculty Development in International Business –

Memphis

Supply Chain Management

Memphis, TN

PROFESSIONAL

ASSOCIATIONS: American Educational Research Association

Association for Psychological Type – Myers Briggs Professional

Organization

PROFESSIONAL

CERTIFICATIONS: Doctorate Level Grade A, Class 8 Teaching Certificate

Data Processing Certification No. 903527

Myers-Briggs Type Indicator Certified Professional Certification

No. C10389

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Paul Rienstra-Munnicha, Ph.D.

Assistant Professor of Economics

317 Belcher Hall Office: 803-536-8090

South Carolina State University

Email address: Prienstr@scsu.edu

Education

Degree

Ph.D.

Year

2004

University

University of Guelph (CANADA)

Field of Study

Econometrics & Resource

Economics

M.A. 1997 McMaster University (CANADA) Economics

B.A. 1996 University of Waterloo (CANADA) Economics

B.A. 1989 York University (CANADA) Applied Mathematics

Tenure Track

Intellectual Contributions – 2009 - 2013

Refereed Journal Publications

Rienstra-Munnicha, P., Selassie, H., and C. Turvey (2013). “An Analysis of Welfare Effects of

Export Credit Insurance and Guarantees on the Exporting and Importing Countries” is pending for

publication with the International Journal of Business and Economics Perspectives. This paper

won the research award which means it has the potential to be published with one of the IABPAD

affiliated journals, according to the publication policy of the IABPAD

Other Intellectual Activities

Proceedings:

Rienstra-Munnicha, P., Selassie, H., and C. Turvey (2013). “An Analysis of Welfare Effects of

Export Credit Insurance and Guarantees on the Exporting and Importing Countries”. Proceedings

of the conference of the International Academy of Business and Public Administration Disciplines

(IABPAD): Dallas, Texas April 18-21.

D. Karemera, G. Small and Rienstra-Munnicha (2009). “Trade, the Environment, and Their

Impacts on Technological Productivity,” Proceeding of the 15Th Biennial Research Symposium

of the Association of Research Directors in Atlanta, Georgia, March 2009.

Work in Progress:

Examining the Additionality of the U.S. Export Credit Programs on the Import Demands of

Importing Countries

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Examining the factors that influence decisions of the companies to rebuild or not after the natural

disaster.

Funded Grant:

Name of Grant Source Amount Period

Quantifying Economic The SC Joint Venture $30,000 2012-2013 Impact of Climate (SCJOVE) Program of (Extended to April Change on the U.S. South Carolina Space 2014) Southeast Coastal Grant Regional Consortium/NASA

EPSCoR

Unfunded Grant Proposals:

Project Title Source Amount

Period

The Welfare Impacts of U.S. Research Innovation Grant of SC $200,000

2010-2013 Export Credit Guarantee State University 1890 Research &

Programs on South Carolina Extension Agricultural Producers

Can Export Credit Guarantees U. S. Department of Agriculture-

Enhance More Export 1890 Institution Teaching, Opportunities for Small Research, and Extension Capacity $296,196 2011-2014

Agricultural Business and Building Grants Program Small Farmer?

Analysis of the Impact of U.S. Research Innovation Grant of SC

Export Credit Programs on the State University 1890 Research & $338,489 2012-2015

Economic Development of Extension South Carolina

Can Export Credit Guarantees

Enhance Small Agricultural U. S. Department of Agriculture- $ 343,836 2012-2015

Business and Farmers in South NIFA 1890 Institution Teaching, Carolina to Become More Research, and Extension Capacity Competitive in the 21st Building Grants Program Century?” Re-submitted

Developing Export Credit- U. S. Department of Agriculture- $316, 000 2013-2016

Base Research and Extension 1890 Institution Teaching,

Programs to Promote Research, and Extension Capacity

Economic Development in Building Grants Program

South Carolina Utilizing U.S.

Export Credit Programs

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Professional Development Activities

Title Place Date

How Students Learn and How

Can We Apply

Developing and Evaluating

Written Assignment

Technology in the Classroom

Technology in the Classroom

“StarBoard”

Tenure and Promotion

Workshop

2012 Faculty Institute

Proposal Writing Workshop

SC State University,

Orangeburg, SC

SC State University,

Orangeburg, SC

SC State University,

Orangeburg, SC

SC State University,

Orangeburg, SC

SC State University,

Orangeburg, SC

President’s State Room,

South Carolina State

University

Orangeburg, SC

February, 2010

February, 2010

May, 2012

September, 2012

September, 2012

October 29, 2012-November

2, 2012

Oral Presentation:

Rienstra-Munnicha, P. (2011). A Snap Short of Laotian Cultural to the SC State University

nursing students on their special cultural orientation event, South Carolina State University,

Orangeburg, SC, July 2011.

Creative Works

Rienstra-Munnicha, P. (2010). “Construct teaching materials for the Agricultural production

Analysis course” in support the project “SC State ~ Ngozi University Partnership for

Strengthening Educational Capacity and Rural Development” by D. Karemera.

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Haile M. G. Selassie, Ph.D. Professor of Agribusiness and Interim Chair

Education

Degree Year University Field of Study

Ph.D. 1983 Oklahoma State University Agricultural Economics

M.S. 1977 Oklahoma State University Agricultural Economics

B.Sc. 1972 Haremaya University

(Former Alemaya College, Ethiopia)

Agriculture/Business

Tenured

Intellectual Contributions

(2009 – 2013 ONLY)

Refereed Proceedings

Rienstra-Munnicha, P., Selassie, H., and C. Turvey (2013). “An Analysis of Welfare Effects of

Export Credit Insurance and Guarantees on the Exporting and Importing Countries”. Proceedings

of the conference of the International Academy of Business and Public Administration

Disciplines (IABPAD): Dallas, Texas April 18-21.

Mustafa, M. and Selassie, H. “Influence of Quality of Life and Business Climate Variables on

Employment: An Empirical Analysis.” Academy of Economics and Finance, Papers and

Proceedings, Pages 20, February 11-14, 2009.

Presentations

Selassie, Haile M. Enhancing Quality of Education by Developing a Culture of Academic

Program Assessment. Presentation at the Joint ED-REAP and Mekelle University Workshop.

Mekelle University. Dec. 21, 2012.

Mustafa, M. and Selassie, H. “Influence of Quality of Life and Business Climate Variables on

Employment: An Empirical Analysis.” Academy of Economics and Finance, Papers and

Proceedings, Pages 20, February 11-14, 2009.

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Other Intellectual Activities

Funded Grants:

Optimization and Simulation of Integrated Biomass and Bio-energy Logistics Networks with Dr. Jae-

Dong Hong as PI and Drs. Haile M. G. Selassie and Yuanchang Xie as Co-PIs. USDA-NIFA

$499, 921, (09/01/2010 to 08/31/2013)

.

2009 Multicultural Scholarship Program. Funded by USDA-NIFA

Selassie, Haile as the Principal Investigator or Project Director, USDA-NIFA, $150,000. (01/15/2009 to

01/14/2014).

Professional Development Activities:

Organized workshop in Ethiopia (Mekelle University) late December of 2012 and early January,

2013 to link the Ethiopian diaspora with research and development ndeavors of Ethiopia in

collaboration with a non-profit organization known as ED-REAP (Ethiopian Diaspora for

Research and Education Advancement Partnership). The goal was to outline a roadmap for

engaging Ethiopian Diaspora in Research and Development in Higher Education Institutions in

Ethiopia. The workshop focused on key challenges and opportunities and discussed on a process

to engage Ethiopian Diaspora to identify key factors in fostering collaborative research among

universities, industry and government.

Thesis read: Masters’ Thesis by Marvin President. The topic is “Analysis of the Economic Impact

of Deer-Vehicle Collisions in South Carolina - a partial requirement for the Master in

Transportation. Fall, 2010.

Participated in various professional developments by the University’s Professional Development

Office including Faculty Institute every semester

Participated in various Planning Workshops by the Business Program South Carolina Every

semester

Attended Teaching Workshop, Sponsored by Academy of Economics and Finance, February 9-12, 2011

Jacksonville, FL

Attended Teaching Workshop, Sponsored by Academy of Economics and Finance. Annual Conference of

Academy of Economics and Finance, Huston, February 11- 14, 2010.

Attended Teaching Workshop, Sponsored by Academy of Economics and Finance. Annual Conference of

Academy of Economics and Finance, Huston, February 11- 14, 2009.

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Stacey E. Settle, Ph.D.

Assistant Professor

Assistant to the Dean for Recruitment and Student Services

116 Belcher Hall Office: (803) 516-4777

South Carolina State University

Email address: ssettle@scsu.edu

Education

Degree Year University Field of Study

PhD 1996 Howard University Communications

MBA 1991 Howard University General Business

BS 1977 Cheyney State College Marketing

Tenure Track

Intellectual Contributions – 2009 - 2013

Refereed Journal Publications

N/A

Other Intellectual Activities

Settle, Stacey E., Quinn, Kathy, and Brizek, Michael (2013), Longitudinal Study of Differences in

College Students’ Perception About Internships. (Working Paper).

Settle, Stacey E., and Spann, Ora, (2013), A Case Study on the BI-LO, LLC, Supermarket Chain

Internship Program with South Carolina State University. (SOB Working Paper Series). Presented at

Seminar Series.

Memberships:

National Black MBA

Orangeburg Chamber of Commerce National Urban League

Professional Development Activities

Attend annual National Black MBA Conference, September 2013 Attend annual PhD Pipeline Opportunity Program’s fall workshops at Duke University,

2012, 2013.

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Renu Singh, Ph.D.

Associate Professor of Marketing

(220) Belcher Hall Office: (8035368981)

South Carolina State University

Rsingh2@scsu.edu

Education

Degree Year University Field of Study

Ph.D 2006 Florida State University Marketing

MIBM 1997 Indian Institute of International Business & Research International Business

PGDIFM 1995 University of Pune Investments B.Sc

Tenured

1994 Meerut University

Intellectual Contributions – 2009 - 2013

Chemistry

Refereed Journal Publications

Brusco, M.J., Steinley, D., Cradit, J.D., and Singh, R. (2012), “Emergent Clustering Methods for Empirical

OM Research". Journal of Operations Management, Vol. 30, 454-466.

Brusco Michael, Singh Renu (2010), “Assigning Television Commercial Videotapes to Time Slots under

Alternative Message Spacing Policies”. International Journal of Advertising Research, Vol.29 (4), 431-

450.

Brusco Michael, Singh Renu and Doug Steinley (2009), “ Variable Neighborhood Search Heuristics for

Selecting a Subset of Variables in Principal Component Analysis”. Psychometrika, Vol. 74 (4), 705-726.

Other Intellectual Activities

Peer Reviewed Conference Proceedings

Singh, Renu (2014) " Investigating the Role of Exports Promotion Programs in Augmenting Export Related

Resources and Capabilities of Small Scale Enterprises" United States Association of Small Business &

Entrepreneurship, Fort Worth, Texas. (Forthcoming)

Singh, Renu and Barrett R. T.,. (2011) " Challenges in Implementing the Assurance of Learning Program",

Proceedings of the 2011 South East Decision Sciences Institute, Columbia, SC.

Barrett, R.T., Belanger, K.L. and Singh Renu (2010) “Experiences with Assurance of Learning

Introduction” Proceedings of the 2010 Southeast Decision Sciences Institute Wilmington, N.C.

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Funded Grant “Investigating the Barriers to Export Faced by Small Scale Agribusiness Enterprises in South

Carolina”. 2011-14, Evans-Allen Research Grant Funded by 1890 Research & Extension. Total

Award 300,000.

“Engaging Globalization through Curriculum Development (with Dr. Jamison and Dr. Ma), Funded by

Department of Education. Total Award $89,648.

Dean’s Research Grant, Summer 2009, College of Business & Applied Professional Sciences, South

Carolina State University. Total Award $5,000.

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Ora Spann, Ph.D.

Professor of Management

Education

Degree Year University Field of Study

December, 1991 Doctor of Philosophy, Education Studies: Specializing in Human Resource

Development (T&D) Labor and Human Resource Management & Higher

Education

The Ohio State University, Columbus, Ohio

March, 1989 M.L.H.R.-Labor and Human Resource Management,--The Ohio State

University, Columbus, Ohio

August, 1974 M.S., Counselor Education and Human Services—University of Dayton,

Dayton, Ohio

June, 1973 B.S., Sociology-Wilberforce University, Wilberforce, Ohio

Primary Teaching Area: Year Hired:

Human Resource Management March, 2000

Tenured

Refereed Journal Publications

Intellectual Contributions (2009 – 2013 ONLY)

David Karemera, S., Managi, L. Rueben, & O. Spann. (2009) “ The impacts of exchange rate volatility on

vegetable trade flow.” Applied Economics 1466-4283.

Isaiah O. Ugboro, Kofi Obeng & Ora Spann (2009). Strategic Planning as an Effective Tool of

Management in Public Sector Organizations: Evidence from Public Transit Organizations.

Administration and Society, Vol. 42.

.

Presentations Settles, Stacey. & Spann, Ora (2013) “Bi-Lo Internship/Co-operative Education Program (Case Study),

South Carolina State University Seminar Series.

Spann, Ora (2012)“Strategic Planning and African American Businesses” NAAAS Conference.

Other Intellectual Activities

Submitted a consulting proposal to the Boeing Protégé Program to provide Consulting to a small

business (Victory Solutions) (pending)

Professional Development Activities

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June, 2012 Qualitative Intensive Program---Chapel Hill, North Carolina

June, 2009 Qualitative Intensive Program---Long Island, New York

June, 2009 International Management—Moore School of Business

June, 2007-09 Leadership Institute–National Association of State

Universities and Land Grant Colleges (2 years) FLSI Fellow

Participation with Professional Organizations

Society for Advancement of Management (SAM) (Campus Advisor)

Society for Human Resource Management (SHRM) (Campus Advisor)

Academy of Management (AOM)

The International Management Review (Editorial Review Board Advisor)

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Ann Shepard Winstead, Ph.D. Assistant Professor and Coordinator of Leadership and Professional Development

Program (LAPD)

Education

Degree Year University Field of Study

Ph.D. 1978 University of Illinois Education/Research/Evaluation

M.Ed. 1972 University of Illinois Education

B.S. 1971 South Carolina State University Business Education

6 hours 1973 Northeastern University Cooperative Education/Internship

12 hours ’74,’89,’90 University of South Carolina Certification in Administration

3 hours 1986 Clemson University Education

Primary Teaching Area: Leadership/Professional Development Courses

Year Hired: Fall 2006

Tenure Status: Non Tenure Track

Intellectual Contributions

(2009 – 2013)

Refereed Journal Publications:

Winstead, Ann, Barbara Adams, Marion Sillah (2009), “Teaching the Soft Skills: A Curriculum to

Enhance the Employability Skills of Business Graduates,” American Journal of Business Education,

September/October, Volume 2, Number 5.

Kershaw, David, Daria Sekerina and Ann Winstead (2011), “Joint Ventures: Ethical and Cultural Issues

Between Russian and American Companies,” The Bulldog Business Journal, Fall 2011, Vol. 2.

.

Other Intellectual Activities:

Presentations:

Palmetto Chapter of the Institute of Internal Auditors (2010), “Report Writing: Creating a SMART

Internal Audit Report,” (March 17).

South Carolina State University Faculty Development Seminar (2009), “How to Plan and Deliver an

Effective Presentation,” (December 9).

South Carolina State University, Business Faculty Summer Writing Institute (2010), “How to Detect

Grammar and Mechanics Problems in Student Writings.” (June).

South Carolina State University, Business School, Student Leadership Institute, fall 2013, “Leadership

and Team Building”. (September ).

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Editorial Review Board, The Bulldog Business Student Journal, Volume 2, fall 2011.

Participation with Professional Organizations: 2007 – present International Leadership Association

2007 – present Association of Business Communication

2008 – present National Association of Business Educators

2009 – present Toastmasters International

2009 – Proposal Review for the International Leadership Conference in Prague, Czech Republic

Consulting Experience:

The faculty qualification of Ann Shepard Winstead is professionally qualified based on the standard of

achieving:

25 years professional experience in state government prior to hiring at SCSU in 2006

1 PRJ article published in the last 5 years

Certification in Leadership by the Center of Creative Leadership, Greensboro, NC

Professional presentations

Participation in Professional Organizations

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APPENDIX D

ORGANIZATIONAL CHARTS

APPENDIX D.1 School of Business Chart

APPENDIX D-2 University Chart

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Chair

Dept. of Accounting,

Agribusiness & Economics

Faculty

Administrative Assistant

Regional Director

Small Business

Development Center

SBDC Staff

SOUTH CAROLINA STATE UNIVERSITY

SCHOOL OF BUSINESS

APPENDIX D.1

Business

Advisory Board

Dean

SCHOOL OF BUSINESS

Business Student

Council

Assistant to the Dean for

Recruitment and Student

Services

Administrative

Coordinator

LAPD Coordinator Technology Manager

Data and Communications

Coordinator

Chair

Dept. of Business

Administration

MBA Director

MBA Program

Faculty

Administrative Assistant

SBDC State Director

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APPENDIX D.2

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South Carolina State

University

Business Program Strategic Plan

2013 - 2017

“The Best Value in the Southeast”

APPENDIX E

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Message from the Dean’ Office

The Business Programs in the College of Business and Applied Professional Sciences is on a

journey to fulfill our vision to be known as “the best value in the Southeast” through our quality

programs, students and faculty.

Students are our greatest asset. To that end, we have set the course and developed a roadmap to

prepare and empower our students for success. Our goal is to create an enriching learning

environment, which emphasizes leadership and entrepreneurial development. This is

accomplished through an innovative and relevant curriculum, which includes a leadership and

professional development program, a diverse and quality faculty, and an array of activities for

students to gain leadership and entrepreneurial experience. As a result, our graduates are quite

competitive and are thus capable of functioning in a global and diverse setting. We have

produced graduates who hold key positions in all aspects of society to include certified public

accountants, investment bankers, corporate and bank executives, government administrators,

lawyers, politicians, entrepreneurs, college professors, and military officers among others.

A newly approved strategic plan sets the direction of our journey for the next five years with a

focus on achieving four strategic goals as follows:

Recruit and retain quality students; produce productive and quality graduates

Plan, develop and deliver quality management education programs in relation to our peer

institutions

Recruit, develop and retain quality faculty

Pursue alliances and partnerships to strengthen relations with the community, alumni and

other stakeholders

In addition to our more traditional undergraduate programs in accounting, economics, finance,

marketing and management, we offer a specialty in agribusiness We are unique in the fact that

the agribusiness program is housed in the College of Business & Applied Professional Sciences.

This program emphasizes the marketing and distribution of products to agribusiness related

companies, rather than the production of products. Our MBA program includes tracks in

agribusiness and entrepreneurship.

The stamp of approval for excellence in management education is accreditation by the

Association to Advance Collegiate Schools of Business – AACSB-International. This stamp of

approval from the premier accrediting body demonstrates the high quality of faculty, programs,

and students in the Business Program at S C State University.

Barbara L. Adams, Interim Dean

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Y

SOUTH CAROLINA STATE UNIVERSIT

BUSINESS PROGRAM

STRATEGIC PLAN Vision Statement

The vision of the Business Program at South Carolina State University is to be recognized as the

Best Value in the Southeast through our quality programs and service to our students and other

diverse stakeholders.

Mission Statement

The mission of the Business Program at South Carolina State University is to provide quality

management education and leadership development to produce competitive and innovative

graduates for a global and diverse environment.

Core Values

The mission of the Business Program will be accomplished through quality teaching, research,

instructional development and service activities. Our overall success in accomplishing our

mission will be measured by the enhancement of our reputation among our students, faculty,

peers, and other stakeholders. To that end, we affirm our values of leadership, customer

satisfaction, teamwork, community outreach, integrity and performance. Therefore:

We value learning and strive to promote the professional and leadership development of

all students to include technological, global, ethical and entrepreneurial skills.

We are supportive of and responsive to the holistic needs of all students.

We value collaborations and partnerships with our diverse stakeholders to work toward

positive outcomes that impact our program and the community.

We strive for continuous improvement in the performance and assessment of our results

while ensuring that our integrity and quality is never compromised.

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Guiding Principles

We continue to focus on critical success factors that the Business Program has identified for continuous

improvement. Thus, the values of the Business Program are based on developing and maintaining

quality students, quality management programs, quality faculty and community service. We

are guided by the following principles:

1. Providing a supportive environment to develop quality students

2. Providing quality management education programs

3. Maintaining a quality faculty through teaching, research, professional development,

and service.

4. Maintaining a strong relationship with the community through outreach and service.

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BUSINESS PROGRAM GOAL 1: Recruit and Retain Quality Students;

Produce Productive and Quality Graduates.

Supports University Strategic Goals #1 and # 3

and Academic Affairs Goal #1

OBJECTIVE 1: The Business Program will recruit quality students by increasing

scholarships to incoming freshmen by 10% incrementally each year

and graduate students by 20% incrementally each year through

2017.

ACTION: 1. The Business Program will work closely with the Office of

Institutional Advancement to develop relationships with

executive speakers to increase corporate funding sources

2. Faculty will be encouraged to explore external funding sources 3. The Business Program will establish a scholarship funding campaign

with Advisory Board members, alumni, faculty and friends.

OBJECTIVE 2: The Business Program will develop and implement strategies to

increase undergraduate enrollment by 10% incrementally and

graduate enrollment by 20% incrementally through 2017.

ACTION: 1. The Dean will appoint a Director of Undergraduate Studies 2. The Director will collaborate with the University’s Admission Office

on recruiting activities at high schools, technical colleges and in

underserved areas

3. The Director will identify, develop and implement activities to attract

non-traditional and graduate students

4. The Business Program will enhance recruitment and promotional

materials

5. The Business Program will develop online and off-site programs of

study

OBJECTIVE 3: The Business Program will retain quality students by increasing the

retention rate of students by 10% incrementally each year through 2017.

ACTION: 1. Faculty will provide test taking workshops and

tutorials for students with academic difficulty

2. Each academic department will review and improve

the student advisement process

3. The Director of Undergraduate Studies will implement a degree

completion program

OBJECTIVE 4: The Business Program will increase the percentage of high performing incoming

students to 25% incrementally by 2017.

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ACTION: 1. Faculty will develop and implement a Summer Institute to target high performing rising seniors in South Carolina, North Carolina,

Georgia and Florida

OBJECTIVE 5: Through various initiatives, the Business Program will provide students with the

necessary skills to compete in a constantly changing business environment.

ACTION: 1. Each academic department in business will develop and implement

programs and activities to enhance ethical, global, technological and

entrepreneurial skills

2. The Business Program will provide support to enhance participation in

student professional organizations.

3. The Business Program will support and enhance the LAPD program and

develop/support initiatives for a leadership institute.

OBJECTIVE 6: The Business Program will facilitate the transition of students into

career choices and/or graduate programs by insuring that all

students register and utilize the Career Development Center by 2017

ACTION: 1. The Business Program will collaborate with the Career Development

Center

2. Students will be required to use the Career Development Center to assist

with career exploration, internships and permanent job placements prior

to graduation

OBJECTIVE 7: The Business Program will measure the quality of our students learning through

our Assurance of Learning goals.

ACTION: 1. The Business Program will maintain and assess the Assurance of

Learning plan

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BUSINESS PROGRAM GOAL 2: Plan, Develop, and Deliver Quality Management

Programs in Relation to our Peer Institutions

Supports University Strategic Goal # 3

and Academic Affairs Goal #3

OBJECTIVE 1: The Business Program will plan, develop and implement quality

management programs.

ACTION: 1. The Business Program will increase the focus on business

ethics in the curriculum

2. The Business Program will increase web-enhanced courses to 100% by

2017

3. The Business Program will increase computer-supported learning and

assessment to 50% of courses by 2017

4. The Business Program will assess the productivity of all programs

OBJECTIVE 2: The Business Program will study and consider new curricular initiatives in

relations to our peer institutions.

ACTION: 1. The Business Program will assess the viability of a major in Finance, and a minor in Decision Sciences for implementation by 2017

2. The Business Program will develop and implement academic programs

and activities that will take advantage of synergies across disciplines in

the College (e.g., health management; leadership development)

3. The Business Program will continue to emphasize agribusiness in its

core curriculum

4. The Business Program will seek funding to implement a college and

University-wide emphasis on entrepreneurship.

5. The Business Program will review and develop elective based courses

in the field of Supply Chain Management by 2017

OBJECTIVE 3: The Business Program will evaluate the productivity and effectiveness and of

programs.

ACTION: 1. Faculty will implement and assess the Assurance of Learning

goals annually

2. A program review will be conducted to determine the productivity and

viability of all business programs

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BUSINESS PROGRAM GOAL 3: Recruit, Develop and Retain Quality Faculty

Supports University Strategic Goals 3, and 5

and Academic Affairs Goal #3

OBJECTIVE 1: The Business Program will recruit quality faculty to increase and maintain the

level of academically or professionally qualified faculty to at least 90%

ACTION: 1. The Business Program will assess faculty hiring needs

and actively recruit to fill vacancies on a continuous basis

OBJECTIVE 2: The Business Program will develop and support quality faculty by insuring

faculty participation in professional development activities.

ACTION: 1. Faculty will be required to engage in at least one faculty development

activity during each academic year

2. The Business Program will continue to enhance the in-house

faculty research seminars and working paper series

3. The Business Program will enhance the reward and recognition system

to motivate productive and innovative behavior

OBJECTIVE 3: The Business Program will develop quality faculty by increasing

internal and external opportunities for collaboration in research and

scholarly publications.

ACTION: 1. The Business Program faculty will be encouraged to seek

collaborative internal and external research opportunities

OBJECTIVE 4: The faculty will demonstrate quality in teaching, scholarship and service.

ACTION: 1. The Business Program will assess faculty AQ/PQ qualifications

annually

2. The Business Program will assess faculty progress toward tenure and

promotion requirements annually

3. Faculty will demonstrate scholarship through research and publication

in refereed journals, conference presentations, case writing, grant

writing, editorships and memberships on editorial boards, etc.

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BUSINESS PROGRAM GOAL 4: Pursue Alliances and Partnerships to Strengthen

Relations with the Community, Alumni and

Other Stakeholders

Supports University Strategic Goal #5

and Academic Affairs Goal #5

OBJECTIVE 1: The Business Program will increase the level of outreach and

involvement with the business community and other stakeholders.

ACTION: 1. The Business Program will maintain an active Business Advisory

Board consisting of persons from local, regional and national

businesses

2. The Business Program will pursue corporate alliances with executives

participating in the Executive Series and others to enhance

opportunities for internships and student placement

3. The Business Program will develop an alliance with the Orangeburg

County Chamber of Commerce

4. Faculty will develop and implement workshops and training for

business executives and other groups in the community

5. The Dean will appoint a committee for Community Outreach

OBJECTIVE 2: The Business Program will develop and implement programs through the

Small Business Development Center and the Executive Development Center

to assist the local business community.

ACTION: 1. Faculty and students will form consulting teams to provide technical

assistance to local businesses and enhance economic development in

collaboration with the Small Business Development Center

2. Faculty will increase the use of class projects and student organizations

to interact with small businesses

3. An Executive Development Center will be created to address academic

program development and training needs of businesses and non/profit

organizations

OBJECTIVE 3: The Business Program will develop and maintain alumni relations.

ACTION: 1. The Business Program will conduct an alumni and other

stakeholders survey every 3 years

2. The Business Program will develop and distribute an annual magazine

to alumni and friends in the community

3. The Business Program will involve alumni in on-campus

activities related to the Business Program (i.e., tutoring, programs,

mentorships, etc.)

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STRATEGIC PLANNING COMMITTEE

Ora Spann, Ph.D., Chairperson

Department of Business Administration

Michael Brizek, Ph.D.

Department of Business Administration

Gerald Gonsalves, Ph.D.

Department of Business Administration

David Karemera, Ph.D.

Department of Accounting, Agribusiness & Economics

Muhammad Mustafa, Ph.D.

Department of Accounting, Agribusiness & Economics

Haile Selassie, Ph.D.

Department of Accounting, Agribusiness & Economics

ADMINISTRATIVE TEAM

Barbara L. Adams, Ph.D.

Interim Dean

Gerald Gonsalves, Ph.D.

Chair, Department of Business Administration

Haile Selassie, Ph.D.

Chair, Department of Accounting, Agribusiness & Economics

STRATEGIC PLANNING CONSTITUENT COMMITTEE

Ms. Traci Abraham, Business Owner

Dr. Barbara Adams, Interim Dean

Mr. James Bradley, Student

Dr. Michael Brizek, Faculty/Facilitator

Ms. Shikara Brown, Staff (SBDC)

Mr. Takis T. Cook, Alumni/Businessman

Mr. Quenten Davis, Student

Ms. Kathy Renia Edwards, Staff/Athletics

Dr. Frederick Evans, Graduate Studies

Mrs. Pamela Free, Staff/Facilitator (SBDC)

Mr. Sidney Fulton, Business Owner

Dr. John Garlick, Faculty/Facilitator

Mr. John Goodwin, SBDC Director

Dr. Gerald Gonsalves, Chair

Mr. Chaz Hedges, Student

Mr. Adolphus Johnson, Alumni/Businessman

Mrs. Evelyn Mayes, Business Owner

Mr. Joseph Onyeocha, Faculty/Facilitator

Ms. Alisha Oriola, Student

Dr. Kathy Quinn, Faculty/Facilitator

Dr. Haile Selassie, Chair

Ms. Nadia Weldon, Student

Dr. William Whittaker, FCS Faculty

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APPENDIX F

OTHER SUPPLEMENTARY INFORMATION

APPENDIX F.1 – Comparison of University and School Demographics

APPENDIX F.2 - Retention Rate

APPENDIX F.3 – Degrees Awarded

APPENDIX F.4 – Graduation Rate

APPENDIX F.5 – AQ/PQ Statement

APPENDIX F.6 – Leadership and Professional Development Program

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Comparative Demographics

APPENDIX F.1

Degree CIP Code Program Fall 2012

BS 520301 Accounting 100

BS 10102 Agribusiness 30

MBA 520101 Agribusiness & Entrepreneurship 13

BS 520601 Economics/Business Economics 48

BS 520201 Management 140

BS 521401 Marketing 89

Total School of Business 420

Total University 3807

Fall 2012 Demographics School of Business University

Male 268 63.8% 1621 42.6%

Female 152 36.2% 2186 57.4%

Total 420 3807

In-State* 313 74.5% 3033 79.7%

Out-of-State* 107 25.5% 774 20.3%

Total 420 3807

International** 17 4.0% 75 2.0%

*Based on Residency Code

**Based on Citizenship

Ethnicity

Black/African American 402 95.7% 3577 94.0%

White 11 2.6% 146 3.8%

Hispanic 0 26 .7%

American Indian 0 5 .13%

Asian 2 .5% 25 .65%

Unknown 5 1.2% 19 .5%

Non-Resident Alien 0 3 .07%

Two or More Races 0 6 .15%

Total 420 3807

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APPENDIX F.2

School of Business

First-Time Freshmen Retention by Program

Deg Program Fall Enrolle Retenti Fall Enrolle Retenti Fall Enrolle Retenti Fall Enrolle Retenti

2008 Fall Rate % 2009 Fall Rate % 2010 Fall Rate % 2011 Fall Rate %

BS Accounting 45 30 67% 20 12 60% 34 23 68% 14 9 64% BS Agribusiness 0 0 0% 5 3 60% 5 2 40% 5 3 60% BS Economics/Busines 27 19 70% 5 4 80% 13 6 46% 15 9 60% BS Management 45 29 64% 44 29 66% 28 14 50% 37 24 65% BS Marketing 23 13 57% 16 10 63% 23 13 57% 21 15 71%

School of Business 140 91 65% 90 58 64% 103 58 56% 92 60 65%

University 966 634 66% 723 459 63% 826 555 67% 829 507 61%

Fall Semesters 2008-2011 Retained Fall 2009-2012

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APPENDIX F.3

University Degrees Awarded

School of Business

Degre Program 2008-

2009-

2010-

2011-

2012- Total

Average

BS Accounting 16 19 18 23 17 93 18.60 BS Agribusiness 4 5 2 3 7 21 4.20 BS Business Economics 7 7 10 5 8 37 7.40 BS Management 48 47 51 37 31 214 42.80 BS Marketing 23 14 22 21 20 100 20.00 School of Business 98 92 103 89 83 465 93.00 University 52

1 565 548 583 546 2758 552.60

APPENDIX F.4

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Graduation Rate for Fall 2002 First-Time Freshmen Cohort by Program

Graduating in 6 Years or Less

Degre

Program

Fall

Graduate

GRS -

Graduate

Graduate

GRS -

2002 Orig. Orig. Diff. Total Universi

BS Accounting 35 10 29% 8 18 51%

BS Agribusiness 2 0 0% 0 0 0%

BS Business Economics 9 3 33% 2 5 56%

BS Management 52 16 31% 8 24 46%

BS Marketing 16 12 75% 1 13 81%

School of Business 114 41 36% 19 60 53%

University 716 188 26% 135 323 45%

Graduation Rate for Fall 2003 First-Time Freshmen Cohort by Program

Graduating in 6 Years of Less

De Program Fall Graduate GRS - Gradua Graduat GRS - 2003 Orig. Orig. Diff. Total University

BS Accounting 27 7 26% 3 10 37% BS Agribusiness 3 2 67% 0 2 67% BS Business Economics 11 2 18% 1 3 27% BS Management 77 20 26% 7 27 35% BS Marketing 30 9 30% 4 13 43%

School of Business 148 40 27% 15 55 37%

University 810 152 19% 130 282 35%

Graduation Rate for Fall 2004 First-Time Freshmen Cohort by

Program Graduating in 6 Years of Less

Degr Program Fall Graduate GRS - Gradua Graduate GRS -

2004 Orig. Orig. Diff. Total University

BS Accounting 34 15 44% 4 19 56% BS Agribusiness 1 0 0% 1 1 100% BS Business Economics 18 2 11% 6 8 44% BS Management 63 19 30% 11 30 48% BS Marketing 36 13 36% 3 16 44%

School of Business 152 49 32% 25 74 49%

University 960 183 19% 188 371 39%

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Graduation Rate for Fall 131 First-Time Freshmen Cohort by

Program Graduating in 6 Years of Less

Degre Program Fall Graduate GRS - Graduate Graduate GRS -

2005 Orig. Orig. Diff. Total University

BS Accounting 37 5 14% 4 9 24%

BS Agribusiness 3 2 67% 0 2 67%

BS Business Economics 23 3 13% 4 7 30%

BS Management 61 17 28% 9 26 43%

BS Marketing 29 8 28% 3 11 38%

School of Business 153 35 23% 20 55 36%

University 1013 212 21% 148 360 36%

Graduation Rate for Fall 2006 First-Time Freshmen Cohort by

Program Graduating in 6 years or less

Degre Program Fall Graduate GRS - Graduate Graduate GRS -

2006 Orig. Orig. Diff. Total University

BS Accounting 35 9 26% 4 13 37%

BS Agribusiness 5 1 20% 1 2 40%

BS Business Economics 19 5 26% 2 7 37%

BS Management 75 24 32% 8 32 43%

BS Marketing 33 7 21% 3 10 30%

School of Business 167 46 28% 18 64 38%

University 881 201 23% 98 299 34%

Graduation Rate for Fall 2007 First-Time Freshmen Cohort by

Program Graduating in 6 years or less

Degre Program Fall Graduate GRS - Graduate Graduate GRS -

2007 Orig. Orig. Diff. Total University

BS Accounting 42 9 21% 3 12 29%

BS Agribusiness 2 1 50% 0 1 50%

BS Business Economics 24 4 17% 5 9 38%

BS Management 95 24 25% 11 35 37%

BS Marketing 39 15 38% 3 18 46%

School of Business 202 53 26% 22 75 37%

University 1318 268 20% 194 462 35%

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AQ/PQ STATEMENT

APPENDIX F.5

As a primary teaching institution, qualifications for academic preparation are meant to reflect the

expectations for quality teaching, research and service. A record of intellectual contributions is

consistent with the premise that faculty members who are actively and consistently engaged in

scholarly activities bring to the classroom a level of academic preparation and currency that

enhances and provides additional context to the learning experience.

Academic Qualifications (AQ) To be academically qualified, a faculty member must have a

terminal degree or otherwise meet the criteria for initial qualifications as defined in Standard 10

of the AACSB faculty qualifications. Continued classification as academically qualified is based

on evidence of faculty development, intellectual contributions, and professional experience

relevant to the teaching area within the most recent five year period. Faculty members

demonstrate academic qualifications in any one of the following ways:

have published 3 Peer Reviewed Journal (PRJ) articles over the last 5 years, OR

have published 2 PRJ articles and completed 1 Other Intellectual Contribution

(OIC) qualifying activity over the last 5 years

. Evidence of OIC qualifying activities resulting in continued scholarly productivity includes, but

is not limited to, the following:

successful grant writing resulting in funding related to teaching, curriculum

development, or research

publication in peer reviewed conference proceedings

publication of a book or a chapter in a book or textbook

non-refereed publications

member of an editorial review board of a journal or practitioner periodical

research presentations at academic or professional conferences

The greater the disparity between the field of academic preparation and the area of teaching, the

greater the need for supplemental preparation in the form of professional development.

Therefore, a faculty member who has a doctoral degree in a field of business, but primary

teaching responsibility in a business field that is not in the area of academic preparation OR a

doctoral degree outside of business, but primary teaching responsibilities that incorporate the

area of academic preparation, is expected to have a minimum of two PRJ and two other

intellectual and professional development activities over the last 5 years.

(ii) Professional Qualifications (PQ): To be considered professionally qualified, the faculty

member should have a master’s degree in the area of teaching assignment and current

professional experience that is relevant to the teaching assignment with a minimum of five years

of continuing professional experience. Additionally, a professionally qualified faculty is

expected to maintain his/her professional qualifications through active participation in

professional activities.

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Initial classification as PQ requires that the faculty member:

has a minimum five years of professional experience as a business owner or

employment in an industry, business, government agency, or non-profit

organization with job responsibilities related to the field of teaching (or an

equivalent time accumulated over a longer period while working part-time).

has professional experience that was discontinued no more than five years prior to

appointment

retains professional qualifications through a portfolio of activities to maintain

currency in the field

Maintenance of PQ Activities may include, but is not limited to the following:

professional development activities (i.e., continuing education credits, workshops,

seminars, etc.)

activities that would qualify as OIC activities under the academic qualifications

standard

publication of scholarly articles

grant writing related to scholarship or teaching

service on one or more boards of directors

professional internships

on-going consulting or related professional business activities

officer in a professional organization

PQ faculty members are expected to have engaged in a minimum of three of the above

activities within the most recent five-year review period.

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R

APPENDIX F.6

THE LAPD MODEL

SB 400

Experiential

Learning

(Workplace Experience)

Sophomore Level Senior Level SB 201 Prof. Dev. I

Self Development Self-Awareness

Time Management

Career Marketing

Image Consciousness

Business Ethics

EXECUTIVE

SPEAKER SERIES

&

LEADERSHIP

DEVELOPMENT

WORKSHOPS

SB 401 Prof. Dev. III

Leadership Development Leadership Dynamics

Communications

Negotiation Strategies

Managing Diversity

Strategic Planning

Business Ethics

Activities Activities Portfolio Dining Out

Self-Assessment Image Analysis

Service Learning Project Mock Interviews Professional Resume Role Playing

Roundtable Discussion

Internship Application

Company/Career Analysis

SB 301 – Prof. Dev. II Interpersonal Development

Networking

Team Building

Business Protocol

Business Etiquette

Business Ethics

Team Project

Mentoring Program

Team Building Exercises

Junior Level

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Courses and Competencies

SB 201 – Professional Development I – Self-Development

Competency Description Self-Awareness

Ability to identify personal interests, values, strengths and

weaknesses, and preferences

Time Management Ability to prioritize assignments and manage time effectively

Career Marketing

Ability to market one’s skill sets and abilities through effective

resume writing and interviewing skills

Image Consciousness Ability to project a professional image through attire and

demeanor

Business Ethics Ability to build trust and internalize honesty and integrity

SB 301 – Professional Development II – Interpersonal Development

Competency Description Networking Ability to build lucrative internal and external relationships

Team Building Ability to understand group dynamics and work effectively

within a team

Business Protocol

Ability to understand formal and informal organizational

structures and cultures

Business Etiquette Ability to apply accepted business etiquette in dining and other

situations

Business Ethics Ability to build trust and internalize honesty and integrity

SB 401 – Professional Development III – Leadership Development

Competency Description Leadership Dynamics,

Responsibilities and

Development

Ability to define leadership, recognize leadership

styles/personalities and internalize leadership characteristics

and roles

Leadership Communications Ability to apply effective communication and persuasion

strategies

Negotiation Strategies Ability to apply successful negotiation strategies

Managing Diversity Ability to effectively embrace and utilize differences for

common gain

Management and Strategic

Planning

Ability to apply management and planning strategies

Business Ethics Ability to build trust; to internalize honesty and integrity

SB 400 – Experiential Learning

Competency Description

Workplace Experience Ability to perform as a professional in a work

place setting

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SOUTH CAROLINA STATE UNIVERSITY

SCHOOL OF BUSINESS

About the Executive Speaker Series

The School of Business has sponsored the Executive Speaker Series (ESS) since the

spring of 1996. ESS brings government, business, and political leaders from across the

nation to the campus of South Carolina State University. The diversity of speakers assists in

carrying out the mission of the School of Business to produce competitive graduates for a

global and diverse workplace, consistent with the University’s 1890 land grant mission.

Students get the opportunity to interact with role models, mentors, and people who

are successful in the business world and government. The goal is to facilitate their

knowledge of perspectives that form the context of business in a global and diverse

workplace. Moreover, the Series helps to motivate students by building self-esteem and

developing leadership skills. By meeting executives who represent various sectors, students

get the opportunity to add value to their growth and development as they enhance their

overall collegial experience.

As graduates compete for fewer jobs, business schools must develop creative and

innovative ways to provide graduates with the soft skills that will give them the competitive

edge. So, in addition to students, ESS also benefits the business faculty and administration.

Speakers meet with the faculty/administrative team to provide insights into what is trending

in a particular sector that may have implications for the taught curricula. Assuring that the

business curricula are current and relevant to 21st century needs, this informal assessment

serves to benchmark the challenges as well as new opportunities.

A Typical Day

Each Wednesday, the program begins at 10:00 AM in Belcher Hall on the campus of

SCSU. The visiting executive meets with the Dean for an overview of the business program

and the day’s agenda. The executive then meets with the faculty administrative team (10:30

– 11:00 AM). From 11:00 – 11:45 AM, faculty and about 25 students meet with the

executive for an executive-student exchange, where information about world events and

business issues is shared. The highlight of the day is the assembly program - approximately

two hundred (200) students usually attend this program (12:00 – 12:50 PM). During this

session, the speaker presents information on business topics, such as current business issues,

current research, his/her life experiences, job responsibilities, and important business

tips/opportunities. A question/answer session concludes the session. At 1:00 PM, the

speaker joins invited faculty and students for a luncheon. The day concludes with an

interview for WSSB.90.3 FM, followed by an exit meeting.

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Business Dress Code

Professional business attire is required for all students interacting with business or corporate

persons or at any other specified times, as required by the faculty or administrators.

FEMALES

Suit or tailored dress in solid or subtle color, no extreme slits.

Polished and closed toe shoes, basic dark pumps with medium or low heels, no run-

over heels.

Nails subtle if polished, clean and not chipped.

Make-up should be minimal.

Clutch or small shoulder bag, choose between an attaché` case or handbag (not both).

Simple and basic jewelry.

Always wear hosiery and keep color neutral.

Perfume should be subtle if worn.

MALES

Navy, charcoal gray, pinstripe, or black suit.

Shined black shows with no run-over heels. Tassel loafers or lace shoes

preferred.

Clean nails.

Conservative red or navy stripe or solid tie, simple and neat.

Solid white or light colored shirt; small pinstriped shirt; not dark shirts.

Avoid flashy cuff links, rings or neck chains; no earrings.

Over-the-calf dark socks.

Cologne should be subtle if worn.

BOTH

No smoking or chewing gum.

If rings are worn, wear them on only one finger on each hand.

Quality pen

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