Fifth Year Maintenance Report - Louisiana Tech Web viewMaintenance of Accreditation 2004-2009. ......

Fifth Year Maintenance Report

AACSB InternationalMaintenance of Accreditation 2004-2009

School of AccountancyCollege of Business

Louisiana Tech University

Dr. Thomas J. Phillips, Jr.Director and KPMG Endowed Professor

School of AccountancyP.O. Box 10318

Ruston, LA 71272318.257.2822

[email protected]

FIFTH YEAR MAINTENANCE REPORT

TABLE OF CONTENTS

Situational Analysis

Institutional Background of University, College, and School. . . . . . . . . . . . . . . . . . 1

Accounting Degree Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Competition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Advantages and Disadvantages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Opportunities and Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Student Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Budgetary Circumstances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Recruitment and Retention of Faculty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Mission Statement

Development Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Current Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Strategic Management Process

Development of Strategic Initiatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Initial Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

School’s Current Strategic Initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Accounting Advisory Board’s Initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Policies and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Assessment Tools and Procedures

Undergraduate Accounting Degree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Learning Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Measurement of Undergraduate Learning Goals . . . . . . . . . . . . . . . . . . . . .

Assessment Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Master of Professional Accountancy (MPA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Learning Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Measurement of MPA Learning Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Assessment Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Master of Business Administration (Accounting Concentration . . . . . . . . . . . . . . .

Doctor of Business Administration (DBA) with an Accounting Concentration . . .

Learning Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Measurement of DBA (Accounting) Learning Goals . . . . . . . . . . . . . . . . . .

Assessment Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Financial Strategies

Funding Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

State Funding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Development Assistance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Endowments

Faculty Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Student Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Appendices

Appendix A – Tables 9-1, 10-1, and 10-2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Appendix B – Annual Reports 2004-2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Appendix C – Assessment Rubrics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

SITUATIONAL ANALYSIS

Institutional Background of University, College, and School

Louisiana Tech University was founded in 1894 in North Central Louisiana. The University is a comprehensive public university, categorized as an SREB Four-Year 2 Institution, as a Carnegie Doctoral/Research University, and as a COS/SACS Level VI institution. As a selective admissions university, students are offered a broad range of fully accredited undergraduate degree programs. Additionally, Louisiana Tech has an expanding commitment to graduate-level and interdisciplinary education, with a variety of master’s degrees and doctoral programs in areas of specified expertise. Tech’s enrollment totals around 11,000 students. In area, the main campus consists of 280 acres, with additional farm and forestry acreage. Since 1965, the University has offered an on-base degree program at Barksdale Air Force Base in Bossier City, Louisiana, including a Master of Business Administration degree.

The College of Business is comprised of four units: (1) Department of Economics and Finance; (2) Department of Management and Information Systems; (3) Department of Marketing; and (4) the School of Accountancy. The College was first AACCB accredited in 1955 and offers degrees in business at the undergraduate, masters, and doctoral levels.

The School of Accountancy was established in 1976 by the Board of Trustees for State Colleges and Universities and the Louisiana Board of Regents. The School is a charter member of the Federation of Schools of Accountancy, and the Alpha Chi Chapter of Beta Alpha Psi received its charter in May, 1956. Since 1982, the School of Accountancy has maintained separate AACSB accounting accreditation.

Accounting Degree Programs

The University is comprised of five academic colleges, one of which is the College of Business. The School of Accountancy is part of the College of Business and offers a Bachelor of Science degree in Accounting. With the administrative support and coordination of the Graduate School of the University, the College of Business and the School of Accountancy supervise three graduate programs: (1) Master of Professional Accountancy (MPA); (2) Master of Business Administration (MBA) with an Accounting concentration; and (3) Doctor of Business Administration (DBA) with an Accounting concentration. The MBA program is predominantly a general program, but concentrations in areas such as accounting are available, and with a variety of readily available courses in the MPA program, an accounting concentration for the MBA program is efficient.

Competition

The School of Accountancy has an AACSB accounting accredited doctoral program. In north Louisiana, the University of Louisiana at Monroe maintains separate accounting accreditation by the AACSB at the undergraduate level. Louisiana State University-Shreveport and Grambling State University each have business accreditation by the AACSB, at the MBA and undergraduate levels, respectively. Centenary College is a private school in Shreveport that offers degrees in

business. There are also two community colleges (Shreveport and Monroe) in the immediate area. Additionally, Northwestern State University in Natchitoches, LSU-Alexandria, and Louisiana College (private university in Alexandria) are schools offering business degrees close to our region.

Tech’s College of Business competes for a scarce number of students in a fairly small, rural geographical area. Louisiana State University in Baton Rouge is competitive in regard to social life and successful athletic programs, and many students have an allurement to a large university. Still, Louisiana Tech has a greater focus on student-orientation, maintaining a challenging, yet safe environment with extracurricular and athletic programs that enable student development.

Advantages and Disadvantages

Louisiana Tech University often refers to itself as a public university providing the education found in a private school. The student-orientation of Tech and the reputation of faculty who work closely with their students positively reinforces the advantage of attending a smaller institution. Average class size in the College is 40, with only one classroom that can accommodate 120 students. Very positive is that Louisiana Tech University has one of the highest retention and graduation rates in the state (actually, LSU and Louisiana Tech lead the state).

There are few accounting master’s degrees programs in the state, and only one other institution offers a doctoral degree in accounting. Our faculty have the distinction of being some of the best qualified in the state, active in discipline-based research and other activities that maintain intellectual currency. Specifically, our accounting faculty have strong credentials, with recent hiring of faculty in academic chairs and professorships, as well as a reasonable number of newly-trained faculty from diverse backgrounds and a variety of doctoral programs ranging across the United States. Highly qualified faculty who teach in our doctoral program also enhance the School’s ability to meet the goals and objectives of the undergraduate and master’s programs. Our faculty are devoted to the School’s and College’s Missions and passionate about both their teaching and discipline-based research. Concurrently, we have a cross-section of faculty who are experienced in practical applications of accounting and maintain relationships throughout the profession.

Accounting students from Tech are highly sought by regional and national recruiters. Feedback from employers indicates the School’s graduates are well-educated, well-rounded individuals, able to compete with any graduates across the U.S. Our University’s selective admissions criteria provide us with excellent entering students. On the other hand, our small student numbers result in fewer graduating seniors and MPA students, challenging us to effectively enter into many business partnerships with prospective employers.

Opportunities and Challenges

Many of the opportunities offered Tech’s School of Accountancy are coupled with challenges that must be faced. Factors addressed below are key to our long-run success. These areas deal largely with student enrollment, budget, recruiting and retaining high quality faculty, and maintaining a research focus.

Student Enrollment

Student recruitment in north Louisiana is impacted by the large number of competing business programs in this region. Concurrently, the number of public high school graduates is expected to drop by 25% over the next five years, the largest drop of any state in the next decade. In January 2009, the College of Business filled a new position, Assistant Dean for Student Services, to focus on recruiting and retention of students. Enrollment is a major challenge, and we understand the need for aggressive measures.

The MPA degree program has maintained a reasonable enrollment for many years. However, the School has the capacity to handle a larger enrollment, and we would like to enroll additional students from around the state. In regard to our doctoral program, we have been able to recruit high quality accounting students from across the U.S. and around the world. Our concern has focused on maintaining our doctoral student to faculty ratio, and we have been able to recruit a practical capacity of students. However, a challenge exists in regard to doctoral stipends. As stipends have increased around the U.S., we are challenged to maintain our doctoral student funding relative to other programs.

Budgetary Circumstances

Like the rest of the nation, Louisiana’s state budget began to experience a shortfall during 2008-2009, and additional shortfalls are anticipated. One of the areas where the state has reduced the budget is in higher education. Lower student enrollments exacerbate the budget problem, but a move to formula funding by the state counteracts this problem to some extent by increasing funding in light of performance factors like student retention and graduation rates, the number of graduate programs, and other indications of quality.

The School has received strong support from the University and the College, and we have been able to hire an essential number of high quality accounting faculty, even replacing a late year resignation in Spring 2009. New faculty have received competitive financial packages that include summer research support, and continuing faculty have received limited research funding from the College.

An Accounting Advisory Board was begun a few years ago to assist the School in dealing with a changing environment. The Board’s strategic initiatives focus on areas where the School needs support in meeting both financial and other challenges. This Board is capable of helping the

School increase additional self-generated funds that will assist us in meeting our goals during periods of budgetary shortfalls.

Recruitment and Retention of Faculty

Competitive salaries and aggressive searches for high quality faculty have resulted in successful hiring in the School of Accountancy over the last five years. Following several retirements, the School has hired five new tenure-track faculty. An emphasis has been placed on diversity and has resulted in hiring faculty from a variety of geographically dispersed programs. This year, we were able to hire our first African American tenure-track faculty member in accounting. Considering the difficult market in accounting, we would argue that our recruitment efforts have been great. We have hired from Purdue University, Michigan State University, the University of Houston, and Southern Illinois University. A second Purdue University graduate was hired to replace our first Purdue faculty member who was employed at the University of Houston for Fall 2009. They join faculty with various academic experience who hold doctoral degrees from the Georgia State University, the University of Georgia, the University of South Carolina, and Washington State University.

With the success of hiring excellent faculty candidates comes the challenge of retaining quality faculty. With a highly competitive market, faculty retention becomes a greater problem. Merit pay does not necessarily keep pace with changes in the market for faculty. Our efforts are focused on rewarding faculty, supporting research efforts, and maintaining a comfortable teaching and service workload.

MISSION STATEMENT

Development Process

The School of Accountancy’s Mission Statement was originally developed during the 1999-2000 academic year. Since that time, there have been a series of additions and changes to the statement. The original process primarily involved the accounting faculty, but soon members of the College of Business Advisory Board became involved. Those Board members who were accounting alumni were considered important stakeholders in regard to the School’s mission. They participated in developing the original mission statement.

More recently, the School of Accountancy has started its own Advisory Board. These members meet regularly on matters related to the School’s mission, learning goals, and other areas where they can assist such as assurance of learning. The current Mission Statement has been approved by the Advisory Board, various on-campus stakeholders (e.g., Beta Alpha Psi), the accounting faculty, and College administrators. Since the development of the original mission statement, there have been several revisions. The current Mission Statement continues to be disseminated to a variety of constituents.

Current Mission Statement

School of AccountancyLouisiana Tech University

Mission Statement

The School of Accountancy (SOA) is dedicated to the intellectual growth of its students and to their preparation for successful careers and productive lives. To this end, the SOA offers academic degrees in accounting at the undergraduate, masters, and doctoral levels characterized by extensive, personal faculty-student interaction. The curricula are designed to provide students an understanding of business administration with a focus on accounting.

Our undergraduate program equips students with the knowledge and technological skills for positions in public accounting, industry, and government, and prepares students for graduate programs. The masters’ programs provide continuing professional development for students who desire careers where stronger skills are essential. The doctoral program in accounting prepares students for academic careers primarily in universities that value a balanced emphasis among instruction, research, and service.

STRATEGIC MANAGEMENT PROCESS

Development of Strategic Initiatives

Initial Process The College of Business has focused on revising its strategic plan over the last two years, and the School has followed the College’s progress. In the last several years, much of the management process for the College and the School has focused on policies and procedures (e.g., those related to expectations found in Human Resource Management (HRM) policies) that allow us to operate in a manner that promotes long range intended outcomes supportive of accomplishing what we value most. Some of these outcomes have been written, following faculty and administrative planning retreats and committee meetings over the last six to ten years. While some planned outcomes have been less formal, we have been aware of our needs (e.g., a greater research focus and a system that supports and rewards that focus). Similarly, the School has centered much attention on hiring a well-trained, geographically and otherwise diverse faculty, as well as developing a system that assures that we are accomplishing our learning goals for our programs. Faculty who have been at Tech for several years can attest to these common objectives.

We have been progressing toward a more formalized strategic initiative plan for the School of Accountancy that encompasses our values and guides our behavior. While this process is never complete, we have arrived at a formal list of strategic initiatives (and strategies). Fundamentally related to this process has been the development of the initiatives of our School of Accountancy Advisory Board over the last three years. Those initiatives have taken shape following several meetings of the Board, and the group is now following some of their newly-developed, planned actions. More regarding the Advisory Board is noted below.

In addition to our focus on learning goals and assurance of learning; hiring faculty that meet our goals; working with the Accounting Advisory Board; and other managerial-type activities, we have continued to focus on strategic planning and providing a more formal codification of our strategic process. Dr. Ted Englebrecht, our representative on the College of Business Strategic Planning Committee, has been instrumental in the School’s strategic planning efforts. After an initial draft, additional faculty have considered and approved our strategic goals for the School of Accountancy. We have tried to ensure that these goals are congruent with the missions of the University, College, and the School, as well as the College’s strategic plan. Likewise, these goals are consistent with faculty values.

School’s Current Strategic Initiatives

School of AccountancyLouisiana Tech University

Strategic Initiatives2009-2014

Consistent with the College of Business Mission Statement and Strategic Plan and with the School of Accountancy’s Mission Statement, the School has developed the following strategic initiatives and strategies:

A. Attract Diverse, Motivated, and Highly Qualified Faculty.

Strategies:

1. Recruit faculty from diverse doctoral granting institutions.2. Recruit faculty to emphasize diverse gender and ethnic backgrounds.3. Recruit faculty to emphasize global exposure and diverse experience.4. Recruit faculty with competitive salaries and research support.

B. Maintain a Continuous Improvement Environment with Assurance of Learning Standards for each Accounting Program.

Strategies:

1. Review the undergraduate, Master of Professional Accountancy, and Doctoral Program on a recurring cycle.

2. Develop appropriate metrics and rubrics to assist in the assessment process.3. Evaluate and incorporate responses from the assessment of all accounting programs

into the curriculum.4. Assess needs based on employers, best practices, CPA Exam passing rates, and global

events (i.e., ethics, IFRS, etc.).

C. Strengthen and Nurture Ties with External Constituents.

Strategies:

1. Enhance the level of interaction with Accounting Advisory Board Members.2. Enhance the level of interaction with alumni.3. Enhance the level of fundraising efforts.4. Enhance the level of both intercampus and off campus partnerships.5. Enhance the endowments of both current and new professorships.

D. Maintain an Environment that Results in Highly Regarded Research.

Strategies:

1. Encourage faculty to publish in journals on the College’s Elite and Category I lists.2. Foster flexible teaching schedules that enhance research productivity.3. Provide resources to support regional and national conference research papers.4. Foster Accounting Brown Bag Sessions where accounting faculty and doctoral

students engage in sharing and evaluating research ideas.5. Provide summer financial support for research-active faculty.

Accounting Advisory Board’s Initiatives

The first meeting of the new School of Accountancy Advisory Board occurred in October, 2006. Earlier College and Accounting Advisory Boards had been dissolved over 25 years ago (no other history is really known). Hence, the initial meeting of this new Board mostly accomplished getting to know one another and educating the newly-formed group about its role related to the School of Accountancy. In order to accelerate progress, the Board decided to meet twice a year until they could get through the earlier stages of determining initiatives and developing tactics (or strategies). Board members have progressed rapidly, and they have already instituted some plans of action regarding some of their tactics.

Several faculty have been present at every Advisory Board meeting. They provide great support, and they are a valuable resource, particularly in working with Board members in smaller, breakout groups. They assist Board members in understanding higher education and the constraints found in our environment. Additionally, their understanding of the School’s values assists with a greater understanding and realization of the Board’s purpose.

The Advisory Board’s initiatives (or strategic goals), tactics, and activities (some undertaken, others underway) are shown below. Only those items currently being considered are shown.

Strategic Goal 1: Cultivate a closer professional relationship between Businesses/Firms and the School/Students

Tactic 1.2: Presentations by Professionals 1.2.1: Accounting Professor for the Day

Tactic 1.3: Plan Activities with Professionals/Students 1.3.1: Small Business Reception for Students

1.3.2: Tailgate with College when hosted by Accounting

Activities for above: 1. Planning a “Meet the Firm’s Night” with Beta Alpha Psi to visit with students and discuss career opportunities.

2. Tailgating with the College is in its second year.

Strategic Goal 2: Facilitate the Marketing of the School of Accountancy

Tactic 2.1: Accreditation used as a Marketing Tool

Tactic 2.3: Board letter to students who make an “A” in ACCT 201

Activities for above: 1. Board has made some suggestions regarding marketing.2. Letter was written by Board and distributed to students each quarter.

Strategic Goal 3: Assist with Alumni involvement and cultivation

Tactic 3.3: Alumni Outreach – Regional Gatherings

Tactic 3.4: Candidate Referral Process (including internships out of region)

Activities for above: 1. CPE/Social Event is being planned for Shreveport.2. Several of the Advisory Board members are working on Internship Opportunities

These goals, tactics, and activities relate to stronger professional relationships between the business community and students, which also fosters a better relationship with the School of Accountancy. They are also designed to assist in marketing the School and helping with alumni interaction and cultivation. Such activities are compatible with the School’s initiatives, and some are directly related.

Policies and Procedures

Each fall, there is a planning meeting for the College administrators. Additionally, we make budget requests based upon foreseen needs. For example, a need to replace or add another faculty member is considered by the College Dean and the Director.

Noted above are the Policies and Procedures such as HRM documents that establish expectations, merit pay decisions, workload requirements, and other policies that assist the day-to-day management of the College in a manner that results in intended outcomes. A delineation of Policies and Procedures can be seen on the College website (see http://www.business.latech.edu/site).

http://www.business.latech.edu/site

ASSESSMENT TOOLS AND PROCEDURES

Undergraduate Accounting Degree

Learning Goals

As part of our focus on the core values of the College, and in meeting the missions of the College and the School of Accountancy, we provide the educational goals that enhance the development of our accounting students.

Our accounting undergraduates will: Have basic knowledge of key concepts in major business disciplines Have in-depth knowledge of accounting Be able to apply accounting principles to solve problems Be aware of ethical issues in the discipline Be effective communicators Be proficient with technology related to the accounting discipline

Measurement of Undergraduate Learning Goals Core Courses – Knowledge in Major Business DisciplinesThe College has a core business knowledge that is assessed through course-embedded questions in the core business courses required of all students (ACCT 201 & 202; ECON 201,202, & 312; CIS 310; FINC 318; MGMT 310 & 333; and MKTG 300). These questions are administered as a portion of the course examinations or, as in the case of Accounting Principles (ACCT 201 & 202), as part of the final examination. The intent of these questions is to assure, via the measuring of five basic learning objectives for each of core course, that students are gaining essential business knowledge across the College.

ACCT 303 (Intermediate Accounting I) Systems Understanding Aid (SUA) ProjectThe Systems Understanding Aid project is a lengthy problem/case/practice set that helps studentsunderstand the flow of information within an organization in a manner that the student can visualize many aspects from transaction analysis to recording information to preparing financial statements. The purpose of this project is to help the students learn to integrate their accounting knowledge and make real world applications where data and instructions are often not linear or well organized (i.e., the project relates to in-depth accounting knowledge and problem solving). This assignment is completed in five parts with feedback and check figures after each assignment. The students are assessed on six criteria, the ability to follow basic instructions, follow more detailed instructions, to select the proper journals, to complete basic calculations, complete more detailed calculations, and to make proper adjusting journal entries and ledger entries.

ACCT 303/305 (Intermediate Acct I/III) Pretest/Posttest – Financial Accounting QuestionsIn the first and third Intermediate Accounting courses, the same financial accounting questions are used to measure progress toward a greater knowledge of accounting and how to solve problems. In Intermediate I (ACCT 303), these questions are given as a pretest at the beginning of the course to assess students’ knowledge, noting weaknesses that should be addressed in the class. These identical questions are embedded in Intermediate III (ACCT 305) to provide feedback after a significant passage of time. Hence, the goal of these embedded questions is to offer an evaluation of how well the financial accounting concepts have been learned by our students.

ACCT 304 (Intermediate Accounting II) Ethical AssessmentEthical issues are considered in most accounting courses. In ACCT 304 (Intermediate Accounting II), we began in Winter 2008-09 to assess student learning regarding ethics and compliance issues. An increased emphasis on ethics is the result, in part, of the College’s 2007-08 assessment noting that student’s ethical perspectives show a weakness across all areas in the College. The students are assessed largely on identifying the ethical issues, determining the facts that influence one’s decision, identifying those affected, and determining a course of action. However, students are also judged grammatically for their written presentation.

ACCT 305 (Intermediate Accounting III) Application of Analytical SkillsStudents in ACCT 305 (Intermediate Accounting III) complete a workbook entitled “Understanding Corporate Annual Reports—A Financial Analysis Project”. Analytical skills are an essential part of accounting knowledge and problem-solving ability. Originally, each student was to make a five to ten minute presentation about a company based on annual report information. Presentation skills assessment was moved to ACCT 413 (Auditing).

ACCT 305 (Intermediate Accounting III) Effective CommunicationPrior to the financial analysis project above, students in ACCT 305 (Intermediate Accounting III) made individual presentations as part of the assurance of learning process. Each student selected a company, gathering financial information from various sources and incorporating this information in their report.

ACCT 413 (Auditing) Effective CommunicationIn Winter 2007-08, we moved student presentations regarding annual reports to ACCT 413 (Auditing). The project focuses students’ attention on annual reports and Form 10-K of publically traded companies. Students look at practical applications of certain steps in the audit process, experiencing a team process similar to an actual audit. However, while this annual report project uses a team approach, presentations are made by each individual student (i.e., students are assessed individually on presentations, not by group presentations). They are assessed on a number of important characteristics identified in an oral communication rubric, and students are rated as exceeding expectations, meeting expectations, or failing to meet expectations on each of these characteristics.

Assessment Results

Core Courses – Knowledge in Major Business DisciplinesResults from the College’s knowledge assessment in core business courses indicate that students understand and are knowledgeable of the basic business concepts. Additionally, over a four year period, the percentage of correct answers increased by almost twenty percent. Examples of actions taken to enhance students’ knowledge are as follows:

After noting a weakness in financial analyses, a decision was made to include financial ratios and analysis in ACCT 201. It is too early to measure the effect of this change that was made in the Winter 2008-09 quarter.

CIS faculty believed that a case in CIS 310 would improve students’ understanding of the information systems life cycle (the area that received the lowest score). Following the change, subsequent results improved marginally.

Economics faculty were concerned with students knowledge of fiscal vs. monetary policies. A decision was made to spend more time reinforcing these fundamental concepts, and students’ understanding of the differences in these policies has improved significantly.

In Operations Management, students should be able to apply Pareto Analysis to inventory management. Since results were weak in this area, students were asked to work a problem specifically focused on this concept. A vast majority of the students were successful, leading to the recognition that the embedded question was poorly worded and students did actually understand the analysis.

For a more detailed analysis of the core assessment, please see the College of Business report.

ACCT 303 (Intermediate Accounting I) Systems Understanding Aid (SUA) ProjectWith the exception of one section with few students (Winter 2007), the results have been acceptable over all six criteria (noted under Measurement above). While many of the students struggle with even the basic instructions on the first assignment, they almost all learn to follow the majority of the basic and detailed instructions on the later assignments. As expected, the detailed calculations, such as calculating income tax withholding, FICA deductions, and net payroll using the IRS Publication 15 challenge even the better students. In cases where the students fail to improve over the five assignments, it can most often be traced to situations where the student has not incorporated the feedback and check figures they received on the earlier assignments (e.g., they incorrectly calculate cost of goods sold in assignment four and then use the incorrect number again when preparing the financial statements in assignment five).

Some of the specific factors that we are using to help the students succeed on this project, in addition to the timely and detailed feedback, include: (1) Going over payroll accounting in detail, working an example problem with three employees in class, and then assigning a second three employee example that the students work before doing the payroll portion of the SUA. (2) Discussing the calculation of cost of goods sold, bad debt expense, and bank reconciliations including examples and in-class assignments before the parts of the SUA that cover these topics are due. (3) Answering questions and helping students find errors before the assignment due

dates. As a result, students have a deeper understanding of these concepts because they are covered prior to the project and illustrated via a practical application.

ACCT 303/305 (Intermediate Acct I/III) Pretest/Posttest – Financial Accounting QuestionsFive years of data have been collected using the pretest/posttest in the two Intermediate Accounting courses (ACCT 303 & 305). While there has been some variation from quarter to quarter, perhaps due to variation among students (or even a change in professors), the results have been positive. Most of the areas have shown significant improvement, and the few areas where limited or no improvement is seen are being addressed in the coverage during Intermediate I (ACCT 303), the course containing the material. Additionally, most of the areas that show little improvement have reasonably high scores in both the pretest and posttest (i.e., there is not much room for improvement). In essence, maintaining the same level of understanding on items covered solely in Intermediate I (ACCT 303) is good given the passage of time (at least two quarters). A higher level of performance on areas addressed in greater detail in Intermediates II & III (ACCT 304 & 305) is expected.

ACCT 304 (Intermediate Accounting II) Ethical AssessmentThe initial assessment results (Winter 2008-09) were excellent, with almost all students meeting or exceeding expectations on each characteristic assessed using an ethics rubric. This is an indication the College’s and the School’s increased emphasis on ethical awareness is an improvement. Only a single judged trait for one individual score did not meet expectations, along with a few other students with lower (but acceptable) scores on this trait. The trait centered on the students’ design of their documentation of their decision development (i.e., it involved the written communication part of the assignment). This trait will be monitored closely in the future, but it is believed that this initial effort shows that additional guidance is necessary regarding students’ written communication.

ACCT 305 (Intermediate Accounting III) Application of Analytical SkillsWe have two years of results (over three quarters – one quarter the first year and two quarters in year two) using the financial analysis project and presenting information regarding a company based on annual report information. Faculty expectations were met in 2007-08 regarding the application of analytical skills. However, faculty agreed that students’ understanding of the use of financial ratios should be better, and it was decided to take measures to improve performance in this area. Among our changes was the introduction of additional material on ratio analysis in Accounting 201 (Principles of Financial Accounting). While the following year students’ scores improved on four of five evaluative criteria contained in our rubric (greatest improvement in Balance Sheet Analysis), faculty indicate that it may be another year before the change in Accounting 201 (made during the 2008-09 year) will result in improved performance toward analyzing annual reports.

ACCT 305 (Intermediate Accounting III) Effective CommunicationDuring the 2004-05 and 2005-06 years, three quarters of assessment data on oral communication skills were collected in ACCT 305 (Intermediate Accounting III). The first year’s data (2004-05) only included a single quarter. Presentations judged to meet or exceed expectations amounted to 71 percent of the students. For the second year, two quarters were collected with 91 and 90 percent of the students rated as meeting or exceeding expectations. While the first year’s results were good, the next two quarters were significantly better. The professor believes the difference was the result of a minor change in expectations. Presentation skills assessment has now been moved to ACCT 413 (Auditing).

ACCT 413 (Auditing) Effective CommunicationThree quarters of assessment data on oral presentation skills were collected in ACCT 413 (Auditing) during Winter 2007-08, Summer 2008, and Winter 2008-09. The data were the results of group projects in auditing where students considered practical applications in the audit process of publically traded companies. The actual oral communication data were based on individual presentations contained in an oral communication rubric. For each quarter, students were judged to meet or exceed expectations.

Master of Professional Accountancy (MPA)

Learning Goals

Our Master of Professional Accountancy students will: Retain the accounting knowledge to pass accounting certification examinations Be able to focus on accounting issues and apply theory and principles in developing

solutions to problems Be capable of employing essential technology in the accounting field Be effective, professional communicators regarding accounting issues, with an ability to

find and present solutions Be aware of professional and ethical issues, knowing how to handle issues faced by

accounting professionals

Measurement of MPA Learning Goals

ACCT 507 (Contemporary Accounting Theory) Oral Presentation SkillsProfessional oral presentation skills are considered important by the accounting faculty. Hence, we began to assess the oral presentation skills of our graduate students as early as 2003. We incorporated the measurement of these skills in several courses, but we have since decided that formal assessment during one course is sufficient (and efficient given that other learning goals must also be measured). An oral communication rubric is used in ACCT 507 (Contemporary Accounting Theory) to assess skills in making a required presentation during the course.

ACCT 507 (Contemporary Accounting Theory) Written Communication Skills Similarly, professional writing skills are considered critical by the accounting faculty. Hence, we began to assess the writing skills of our graduate students as early as 2003. We incorporated research papers and the measurement of writing skills in almost all graduate accounting courses, but we have since decided that formal assessment during one course is sufficient (and efficient given other essential learning goals). A written communication rubric is used in ACCT 507 (Contemporary Accounting Theory) to assess writing skills used in a required research paper.

ACCT 508 (Advanced Managerial Accounting) Case AnalysisCase assignments have been assessed over three years. The purpose of these projects is to help students learn to use their accounting knowledge to support business decisions in a real world environment where no fully acceptable solution exists. Students are required to calculate certain accounting information (e.g., budgeted income, budgeted ending balances, cost of capital), interpret this information and use it to determine a specific course(s) of action, communicating their recommendations to a superior or a client.

ACCT 513/542 (Advanced Auditing/Seminar in Professional Development) Ethics EvaluationEthics understanding has been evaluated in ACCT 513 (Advanced Auditing) and ACCT 542 (Seminar in Professional Development) in 2006, 2007, and 2008. Ethics is integrated throughout most accounting courses. An assessment has been performed in these two courses because ACCT 513 is a required course, and while ACCT 542 concentrates largely on ethical issues, it is an elective course. We want all students to be evaluated during the graduate phase of their education (i.e., taking 513 is a certainty, although most students take 542, too). Assessment focuses on the students’ ability to identify ethical dilemmas, consider the stakeholders who are impacted, analyze alternative behaviors and consequences, and choose an action(s). Our goal is for our graduates to know how to handle such issues as accounting professionals.

ACCT 513 (Advanced Auditing) Audit Case ExperienceNew for 2009 is a case study in ACCT 513 (Advanced Auditing) that focuses on students being able to apply their knowledge to an auditing case. The primary emphasis in the case centers on working paper organization and various uses of audit tick marks (such as items noted, explanation, and other communication-related items). This was the first year to fully implement the audit case. Pretest measures and posttest measures were used to assess prior knowledge, followed by students’ ability to apply what was learned during the case. The case study measures our goal that graduates be able to apply theory and principles to solve issues in the accounting field.

CPA Exam PerformanceThe AICPA’s Uniform Certified Public Accounting Exam results (from the National Association of State Boards of Accountancy – NASBA, relating to candidates with advanced degrees who passed all or some of the exam) are used to assess our students’ performance and offer a comparison of five regional accounting programs. Louisiana Tech’s results are compared with

the University of Arkansas, Louisiana State University (competitive peer institution), the University of Mississippi (peer institution), and Mississippi State University (peer institution). This comparison offers external evidence regarding our preparation of Tech’s accounting students to pass a key accounting certification examination, thus demonstrating their knowledge in the field. The CPA exam provides us with an external assessment concerning our goal to have our students apply their knowledge to solve problems, as well as our goal that students retain the knowledge to pass certification exams.

Assessment Results

ACCT 507 (Contemporary Accounting Theory) Oral Presentation SkillsResults for oral presentations beginning in 2003 were excellent, exceeding the faculty member’s expectations. Since that time, the scale for the oral communication rubric has been adjusted upward twice (i.e., expectations for oral presentations has been raised considerably). Students continue to excel in their oral presentations, with eighty percent or more of the presentations continuing to meet or exceed expectations. No changes have been made to enhance this area because of the student success rate. Oral communication has also been assessed in ACCT 513 (Advanced Auditing) and ACCT 542 (Seminar in Professional Development). In each of these classes, almost all of the students met or exceeded expectations. It was decided that oral communication assessment would occur only in ACCT 507 (Contemporary Accounting Theory) in the future.

ACCT 507 (Contemporary Accounting Theory) Written Communication SkillsIn 2003 (Winter 2003-04), we collected data for the first written communication assessment. Research papers were assessed using a written communication rubric. Results have been good, and expectations have been adjusted upward (i.e., making it more difficult to meet expectations and extremely difficult to exceed expectations). While results have been adequate, it has been our goal for students to continue to improve their written communication skills. As a result, several years ago a change was made in the research paper. An initial paper of no more than two pages was required in addition to the longer research paper. This paper does little more than introduce an area in financial accounting that is being addressed (or needs to be addressed) by the profession. The goal of this short paper is to offer extensive feedback regarding writing expectations. The professor grades these papers critically, followed by one-on-one consultation with each student. Selected unidentified papers are also critically appraised in class so that students can “fine-tune” their writing skills. This is accomplished by using a document reader and marking sections of several papers.

This exercise has continued because it helps students to focus on pitfalls to good writing, and the assessment of students’ writing skills has shown significant improvement. While all graduate accounting classes require research papers and/or other forms of written communication, the emphasis on writing and feedback provided students in this course have improved writing skills.

Written communication has also been assessed in ACCT 513 (Advanced Auditing) in 2006 and 2007 and in ACCT 521 (Tax Research) in 2007, ranging from 88 to 100 percent of the students

being rated as meeting or exceeding expectations. Hence, it was determined that assessment would only be performed in one course each year (ACCT 507 – Contemporary Accounting Theory).

ACCT 508 (Advanced Managerial Accounting) Case AnalysisSeveral actions have been taken following the 2006 assessment to help students be more successful in completing these assignments. Students are given little leeway in reaching the “exceeds expectations” for writing. They can only lose two of a possible 24 points over the four case assignments. More explicit feedback on the first case assignment seems to have improved performance on this metric. Additional review coupled with assigned practice problems covering the various calculations used in each case prior to the due date appear to have improved performance on the second metric. Additional class discussion on interpreting data and turning it into recommendations and additional feedback on the early cases seemed to have made some impact on the final metric.

ACCT 513/542 (Advanced Auditing/Seminar in Professional Development) Ethics EvaluationEthical understanding as measured in ACCT 513 (Advanced Auditing) and ACCT 542 (Seminar in Professional Development) has shown that accounting graduate students have an excellent appreciation and understanding of ethical issues. Class assessment scores in ACCT 513 have ranged from 87 to 95 percent in regard to meeting or exceeding expectations. In ACCT 542, an elective course that focuses largely on ethical issues, 91 to 100 percent of the students have met or exceeded expectations. While one would expect the scores to be higher in the latter class, the scores in ACCT 513 are very positive.

ACCT 513 (Advanced Auditing) Audit Case ExperienceThis is the first year of a fully implemented case study in auditing (ACCT 513). The students seem to do fine with working paper organization, but they had difficulty when using tick marks. In the pretest, 24 percent met or exceeded expectations, but after additional instruction and experience in working with the case, the posttest indicated 100 percent met or exceeded expectations. This has assisted in improving the course in that we know what coverage needs greater emphasis either in this course or an earlier auditing course. While we have worked to coordinate ACCT 413 (Auditing) and ACCT 513 (Advanced Auditing), our experience with this case raises the question on how and where certain practical applications (such as tick mark usage) should be primarily (or extensively) covered. Perhaps primary coverage in ACCT 513 is appropriate, but this is an issue that is yet to be decided. Additionally, it may also be that future activities in ACCT 513 should focus on the overall documentation of decision processes in an audit context (i.e., with a reduced emphasis on specific details of how one documents such processes in practice).

CPA Exam PerformanceNASBA results for the Uniform CPA examination show that Louisiana Tech’s students with advanced accounting degrees are doing well in comparison to area universities, two of which are

peer institutions and a third is a competitive peer institution. Exam results for the past five years have placed Louisiana Tech as second among the five programs for each of the first four years and fourth this past year (second overall for the five-year period). A simple average over the five year period shows that our students are passing all or some of the exam at the average rate of 69.8 percent. A further comparison of the four parts of the exam attempted by Tech students does not provide sufficient consistency to focus our attention on any particular part of the exam. In summary, this external assessment of our students does not support making changes in particular areas of our accounting training, but does offer positive feedback that our students are successful in passing an external examination that allows our students entry into a field of recognized accounting professionals (hence, indicating that we are meeting our goal).

Master of Business Administration (Accounting Concentration)

Please note that the Master of Business Administration (MBA) students who are earning an accounting concentration are evaluated in the same courses as the MPA students above. The number of MBA students with an accounting concentration is very small, and it is our intention that they are accomplishing most (or all) of the learning goals as our MPA students. Hence, they are not considered separately in regard to our assurance of learning procedures. Of course, these students are considered by the College of Business learning standards for MBA students.

Doctor of Business Administration (DBA) with an Accounting Concentration

Learning Goals

Related to the learning goals of the College of Business, our accounting doctoral graduates will:

Be proficient with essential research tools to perform original research. Display an in-depth understanding of accounting thought in their area of interest. Be able to critically appraise research and design proposals to further knowledge in the

field. Be effective communicators (written and oral).

Measurement of DBA (Accounting) Learning Goals

Research Tools -- Statistics QualifierKnowledge and understanding of the use of statistical analysis in performing research is important to doctoral student development. Hence, we believe that assessment in this area is a key ingredient in determining how our students are progressing in regard to an essential research tool. At the end of their first year in the program, doctoral students are required to pass a statistical tool qualifying examination. This follows the completion of the quantitative analysis sequence (all doctoral students must take the sequence). Accounting faculty, in cooperation with quantitative analysis faculty, prepare the qualifier exam using data relevant to the accounting discipline.

Summer Research PaperAn oral comprehensive exam (formerly required at the end of all coursework) was replaced in 2007 with a summer research paper. This research paper is in the student’s area of accounting and is judged by accounting faculty, providing feedback on the student’s understanding of accounting thought in an area and on their ability to design a research proposal. The paper is typically in the summer following the student’s second year of coursework. Faculty believe that student research and writing performance will improve as a result of this effort.

Accounting Knowledge -- Comprehensive ExamAccounting doctoral students are required to take a written comprehensive examination in the accounting area. The exam’s focus is on accounting research knowledge, but a solid foundation regarding accounting thought and leading-edge theory in various areas in the field is also essential. Students are allowed to attempt the exam twice (if necessary).

Proposal Defense PresentationA presentation of one’s doctoral dissertation proposal requires both written and oral communication skills. Once the dissertation committee believes the written proposal meets or exceeds expectations, the student is allowed to present the proposal. The dissertation committee

judges the student on their oral presentation, making an assessment of the student’s oral communication and the student’s ability to design a viable research proposal.

Dissertation Defense/PresentationThe dissertation defense is the culmination of several processes, including but not limited to one’s ability to synthesize accounting theory in a specific area of accounting, develop and complete an acceptable research thesis, and effectively present the research results both in writing and orally. Once again, the dissertation committee provides an assessment of the student.

Assessment Results

Research Tools -- Statistics QualifierUntil this summer, only one accounting student had attempted the statistical tools qualifier since it was instituted (formerly students took a quantitative analysis exam prepared by the faculty in that area). The accounting student failed to completely meet the accounting doctoral faculty’s expectations. This was due largely to the student’s misunderstanding of faculty expectations and a lack of explanation provided in the student’s analyses. The faculty decided to allow the doctoral student to take an oral examination based on the materials covered in the statistics qualifier. During the examination, the student was able to adequately express their understanding of the concepts tested in the qualifier and address questions that had not been adequately covered in the student’s written analysis. This initial experience suggested that accounting doctoral faculty need to stress the importance of the statistical tool qualifier, the need for students to perform a complete analysis on the data provided, and the essentiality of appropriate documentation and explanation by students. We did not believe that this experience supports changes in the required courses, but rather a better communication of our expectations.

This summer (2009) a second student attempted the statistical qualifier. Faculty expectations regarding appropriate documentation and explanation were expressed prior to the examination. The student’s qualifier was judged to meet or exceed expectations, and the student’s responses were organized, easy to follow, and had an excellent amount of explanation. Her knowledge and application of that knowledge to the accounting field were judged quite acceptable.

In a follow up interview with the student, she was asked if she was given ample preparation regarding our expectations. Her response was that she was not fully aware that our questions would require some statistical analyses beyond what was covered in her quantitative analysis classes. Although she handled these situations very well and we intend to continue our testing of knowledge application in this manner, in the future we will clarify this aspect of the examination.

Summer Research PaperSince instituting the use of a summer research paper, only one student has been required to complete a research paper (although traditionally our students have worked with faculty on research projects in the past). The student’s summer paper was judged to meet expectations.

Accounting Knowledge -- Comprehensive ExamOur doctoral students continue to take an accounting comprehensive examination. Largely, students meet or exceed faculty expectations, indicating an adequate knowledge of key concepts concerning research and theory. Over the last ten years, a very small number of the students have not met faculty expectations and have taken the exam a second time.

Proposal Defense PresentationStudents have met expectations concerning dissertation proposal defenses, including their oral communication of their research proposal. The preparation for the proposal such as the conceptual analysis and choice of methodology has considerable assistance from and approval by the dissertation committee. Hence, the focus is on the presentation which has generally met or exceeded expectations.

Dissertation/PresentationThe final presentation of the doctoral candidate’s research generally meets faculty expectations. Following the dissertation defense, students normally have some changes to make in the written documentation, but the dissertation defense presentations have been acceptable over the last ten years. One student in the last three years did not make satisfactory progress on the dissertation, failing to reach the completion of the dissertation in a timely manner and, thus, left the program. This circumstance was not related to substandard work, but was rather the student’s failure to offer any work product concerning the dissertation. We believe that there will be limited attrition in the doctoral program and no changes are warranted by this situation.

FINANCIAL STRATEGIES

Funding Sources

State Funding

The School of Accountancy has received additional funding from the University and College to hire faculty to assist with the doctoral program in accounting. With this funding, two accounting faculty have been hired above the number of School of Accountancy faculty at our last accreditation visit. The commitment to hire these additional faculty came specifically from Dr. Reneau, President of Louisiana Tech University. The President’s and the Dean’s support for the School has been solid, and we believe that the new people we have hired will continue to improve our research and add support to the School at all program levels.

Recently, we studied the contribution of the doctoral program in the College, resulting in a positive commitment to the program (see link for: A Strategic Review of the Doctor of Business Administration Program, January 5, 2007). The marginal cost of hiring well qualified doctoral graduate faculty increases the quality of all programs and helps distinguish Louisiana Tech from regional universities in the state. Our present accounting faculty have the strongest research record in the history of the School, and our potential for research is just beginning to be realized. This activity is congruent with our strategic initiatives for the School.

Development Assistance

The School of Accountancy continues to receive funding from Tech alumni. Establishing the new Accounting Advisory Board should assist in fundraising, and some of the activities of the Board are directed toward improving alumni relations. As noted below, accounting development funds are most helpful in assisting the School in faculty support, particularly focused on assisting research.

Many additional development activities have been undertaken by the College, with financial strategies directed toward initiatives that help the College and the School. For details on these strategic goals, please see the College’s Financial Strategies section of the Fifth Year Maintenance Report.

Endowments

The School of Accountancy is fortunate to have an endowment supporting the Smolinski Eminent Scholar’s Chair. This endowment provides a portion of the chairholder’s salary, along with support for research and professional development. We also have five endowed professorships that are specifically allocated to the School of Accountancy. These are:

George E. Breazeal Family Endowed Professorship

Charles L. Farrar Endowed Professorship

Humana/Mike McCallister Accounting Endowed Professorships Nos. 1 & 2 (i.e., two professorships)

KPMG Endowed Professorship

The College of Business has other endowed professorships that may be awarded to accounting faculty. For example, the Max Watson Endowed Professorship No. 3 is currently held by an associate professor in accounting. Endowed professorship funds can be spent by the faculty for research needs, travel to conferences and other meetings, and for other items used by faculty (e.g., an additional computer such a laptop for travel).

There are also endowments to be used in funding student scholarships. Funding students is indirectly related to our strategic initiatives and more directly related to our Advisory Board’s initiatives and our Mission Statement. The College and School have numerous scholarship endowments. Those specific to the School are:

William Roy and Maxine R. Adams, Jr. Scholarship

Louis R. Brill Family Endowed Scholarship

Eugene L. Gill Scholarship

Travis E. Melton Scholarship

W. R. “Reggie” Rives ScholarshipCynthia Ann Clark Thompson Memorial Scholarship

Other non-endowed scholarship funds are regularly provided to our students.

Faculty Support

A considerable portion of the School’s spendable funds are used supporting faculty. Tenured and tenure-track faculty are provided research support above other types of assistance. This would include financial assistance on research projects, funding to attend academic meetings, and other assistance related to research. Such support is vital to fulfilling our mission, particularly since we have a doctoral program. As a result, our research in the last five years has included publications in journals such as The Accounting Review; the Journal of Accounting and Economics; Accounting, Organizations and Society; Behavioral Research in Accounting; Advances in Accounting; the Journal of Management Accounting Research; Advances in Taxation; and other refereed journals.

Presenting papers at the annual meeting (AAA) has been well supported, as well as sectional and other meetings. For instance, the School generally has at least one person presenting a paper at the annual meeting each year. Also, a recent publication in the Journal of Accounting and Economics was facilitated by presenting the research at various meetings, including workshops at Louisiana State University and Purdue University. Such presentations were requested by the journal because the editor believed the additional reviews (and suggestions) would strengthen the paper.

Similarly, the College assisted the School in funding a presentation in London at the International Association for Accounting Education and Research (IAAER) in March, 2009. International meetings are very expensive, and university budgets are currently strained across the United States. Still, we believed the tenure-track faculty member would benefit from the presentation, particularly with feedback from those attending, such as academic representatives from the International Accounting Standards Board (IASB) and the Financial Accounting Standards Board (FASB). The College and the University’s central administration were supportive of this effort.

We are committed to supporting faculty research and will do everything we can to continue such assistance towards maintaining our ongoing research productivity. We also support our faculty in regard to continuing education. In addition to the annual meeting, we have representatives at the joint meeting of the Accounting Programs Leadership Group (APLG) and the Federation of Schools of Accountancy (FSA), the Deloitte/FSA meeting in Chicago, and sectional (e.g., the ABO midyear conference) and regional meetings. Additionally, we provide funding for faculty to attend professional meetings and for faculty to become actively involved in professional organizations. For example, we currently have a faculty member on the Board of Directors of the Society of Louisiana CPAs (State), and we have supported faculty in similar positions in the past such as a faculty member on the Board of Governors of the Institute of Internal Auditors (Monroe Chapter). We also support our professional-in-residence faculty at meetings such as the Auditing Conference and the Tax Conference of the Society of Louisiana CPAs.

In addition to the support above, the College offers summer research funds (salary) to doctoral graduate faculty each year. This funding includes new hires who are given a specified amount of research salary for a determined period. It also includes summer salary to all other doctoral faculty who have an ongoing record of discipline-based research. Additionally, College research funding extends to software and databases, as well as support for an active research workshop for faculty and doctoral students. A limited amount of the School’s development funds is available for similar assistance.

Student Support

Doctoral and masters students receive financial support from the College and the School. The College has a budget for doctoral and masters-level graduate assistantships. There are also funds available each year for doctoral students to travel for the purpose of presenting their research. Additionally, the School supports a doctoral student to attend the AAA doctoral student

consortium each year. Limited research funds for doctoral students are available when students are engaged in particularly costly projects.

Beta Alpha Psi (BAP) is considered by the School of Accountancy to be an important organization for our students. While BAP raises its own funds through various projects, the School assists by covering certain travel costs so that representatives of the organization can attend the national and regional meetings. The Chapter also engages in activities such as Volunteer Income Tax Assistance program (VITA) that can be considered a service learning activity for our accounting students. Our participation in VITA receives recognition from the United Way and the U.S. Department of the Treasury. As of August, 2009, our BAP Alpha Chi Chapter has received a Superior Chapter Award for seven years in a row.

APPENDICES

Appendix ATables 9-1, 10-1, 10-2

Activities DatabaseAACSB Table 9-1: Summary of Faculty Sufficiency Using Student Credit

HoursDate Range: August 1, 2004 - July 31, 2005

NameParticipating or

Supporting (P or S)Amount of teaching

if P (blank if S)Amount of teaching

if S (blank if P)School of Accountancy

Melissa Aldredge P 1149.0 schMary Anderson S 144.0 schTracy Bundy S 426.0 schTed Englebrecht P 102.0 schGene Johnson P 468.0 schMichael Luehlfing P 180.0 schJo Ann McGee P 393.0 schLaurie Parks S 144.0 schThomas Phillips P 87.0 schClyde Posey P 588.0 schCarol Shaver P 813.0 schWilliam Stammerjohan P 420.0 sch

Pavani Tallapally S 138.0 sch

Total School of Accountancy 4200.0 sch 852.0 sch

>= 60% requirement for P for AACSB met (83.1%)







Melissa Aldredge P 1041.0 schWei-Chih Chiang S 279.0 schTed Englebrecht P 102.0 schSteven Hanke S 285.0 schGene Johnson P 585.0 schGreg Jones S 261.0 schMichael Luehlfing P 231.0 schJo Ann McGee P 378.0 schTimothy Morse S 156.0 schThomas Phillips P 90.0 schKaren Pierce S 159.0 schCarol Shaver P 729.0 schWilliam Stammerjohan P 327.0 sch









Melissa Aldredge P 999.0 schTed Englebrecht P 150.0 schSteven Hanke S 285.0 schGene Johnson P 765.0 schMichael Luehlfing P 282.0 schJo Ann McGee P 435.0 schBenjamin McMillan S 141.0 schThomas Phillips P 99.0 schKaren Pierce S 135.0 schCarol Shaver P 600.0 schWilliam Stammerjohan P 369.0 schYing Wang S 138.0 schJinyoung Wynn P 165.0 sch









Wei-Chih Chiang S 111.0 schAndrea Drake P 357.0 schTed Englebrecht P 225.0 schSteven Hanke S 210.0 schYingxu Kuang S 114.0 schMichael Luehlfing P 255.0 schBenjamin McMillan S 393.0 schThomas Phillips P 138.0 schKaren Pierce S 231.0 schCarol Shaver P 651.0 schWilliam Stammerjohan P 300.0 schMacil Wilkie P 654.0 schJinyoung Wynn P 228.0 sch









Andrea Drake P 396.0 schTed Englebrecht P 117.0 schJudy Guilbeau P 693.0 schCathy Liu P 405.0 schMichael Luehlfing P 327.0 schRebecca Martin S 72.0 schBenjamin McMillan S 72.0 schAllen Montgomery S 228.0 schThomas Phillips P 66.0 schKaren Pierce S 93.0 schCarol Shaver P 702.0 schWilliam Stammerjohan P 372.0 schJinyoung Wynn P 273.0 sch



Activities DatabaseAACSB Table 10-1: Summary of Faculty Intellectual Contributions and Qualifications

Date Range: August 1, 2004 - July 31, 2009

Number of Contributions

Name Highest Earned Degree & Year

Date of First Appointment to

School

Percent of Time Dedicated to the School's Mission

Acad Qual Prof Qual Other

Learning & Pedagogical

Research

Discipline-Based Scholarship

Contributions to Practice

NormalProfessional

ResponsibilitiesPRJ OIC PRJ OIC PRJ OIC

School of Accountancy

Andrea Drake Ph.D., 1999September 1,

2007 100.0 YES 0 0 4 19 0 0 UG and GR

Ted Englebrecht Ph.D., 1976September 1,

2001 100.0 YES 2 14 7 6 16 3 GR

Judy Guilbeau MBA, 2007September 1,

2008 100.0 YES 0 1 0 10 0 2 UG

Cathy Liu 1 Ph.D., 2007September 1,

2008 100.0 YES 0 3 0 32 0 0 UG and GR

Michael Luehlfing Ph.D., 1990September 1,

1998 100.0 YES 2 0 4 2 2 1 UG and GR

Rebecca Martin 3 MS, 2003September 1,

2008 9.0 YES 0 0 0 0 0 0 UG

Benjamin McMillan 4 MS, 2007September 1,

2006 18.0 YES 0 0 0 0 0 0 UG

Allen Montgomery 3 MPA, 1992September 1,

2008 18.0 YES 0 0 0 0 0 0 UG

Thomas Phillips Ph.D., 1984September 1,

1987 100.0 YES 1 0 5 6 0 1 GR and ADM

Karen Pierce 4 MBA, 2001September 1,

2005 9.0 YES 0 0 0 0 0 2 UG

Carol Shaver MBA, 1985September 1,

2002 100.0 YES 0 5 0 14 0 4 UG

Number of Contributions

Name Highest Earned Degree & Year

Date of First Appointment to

School

Percent of Time Dedicated to the School's Mission

Acad Qual Prof Qual Other

Learning & Pedagogical

Research

Discipline-Based Scholarship

Contributions to Practice

NormalProfessional

ResponsibilitiesPRJ OIC PRJ OIC PRJ OIC

William Stammerjohan Ph.D., 1995

September 1, 2004 100.0 YES 1 2 10 14 0 0 UG and GR

Jinyoung Wynn 1 Ph.D., 2005September 1,

2006 100.0 YES 0 0 2 6 0 0 UG and GRTotal School of Accountancy 6 25 32 109 18 13

The footnotes below correspond to the footnote markers indicated in the table above.

1: Doctoral degree attained within the past five years

2: Adjunct faculty member

3: Doctoral student

4: Doctoral Student - ABD

Activities DatabaseAACSB Table 10-2: Calculations Relative to Deployment of Qualified Faculty


Name Qualification

AQ Faculty - % of time devoted

to mission

PQ Faculty - % of time devoted

to mission

Other Faculty - % of time devoted to

missionQualification

RatiosSchool of Accountancy

Melissa Aldredge PQ 100.0Mary Anderson AQ 9.0Tracy Bundy AQ 27.0Ted Englebrecht AQ 100.0Gene Johnson AQ 100.0Michael Luehlfing AQ 100.0Jo Ann McGee AQ 100.0Laurie Parks PQ 9.0Thomas Phillips AQ 100.0Clyde Posey AQ 100.0Carol Shaver PQ 100.0William Stammerjohan AQ 100.0Pavani Tallapally AQ 9.0

Total School of Accountancy 745.0 (78.1%) 209.0 (21.9%) 0.0 (0.0%)

>= 50% requirement for AQ for AACSB met (78.1%) >= 90% requirement for AQ + PQ for AACSB met (100.0%)



Name Qualification


to mission


to mission




Melissa Aldredge PQ 100.0Wei-Chih Chiang O 18.0Ted Englebrecht AQ 100.0Steven Hanke PQ 18.0Gene Johnson AQ 100.0Greg Jones PQ 18.0Michael Luehlfing AQ 100.0Jo Ann McGee AQ 100.0Timothy Morse O 9.0Thomas Phillips AQ 100.0Karen Pierce O 9.0Carol Shaver PQ 100.0William Stammerjohan AQ 100.0





Name Qualification


to mission


to mission




Melissa Aldredge PQ 100.0Ted Englebrecht AQ 100.0Steven Hanke AQ 18.0Gene Johnson AQ 100.0Michael Luehlfing AQ 100.0Jo Ann McGee AQ 100.0Benjamin McMillan PQ 9.0Thomas Phillips AQ 100.0Karen Pierce O 9.0Carol Shaver PQ 100.0William Stammerjohan AQ 100.0Ying Wang AQ 9.0Jinyoung Wynn AQ 100.0





Name Qualification


to mission


to mission




Wei-Chih Chiang AQ 9.0Andrea Drake AQ 100.0Ted Englebrecht AQ 100.0Steven Hanke AQ 18.0Yingxu Kuang AQ 9.0Michael Luehlfing AQ 100.0Benjamin McMillan 7 AQ 27.0Thomas Phillips AQ 100.0Karen Pierce AQ 18.0Carol Shaver PQ 100.0William Stammerjohan AQ 100.0Macil Wilkie AQ 90.0Jinyoung Wynn AQ 100.0

Total School of Accountancy 771.0 (88.5%) 100.0 (11.5%) 0 (0.0%)




Name Qualification


to mission


to mission




Andrea Drake AQ 100.0Ted Englebrecht AQ 100.0Judy Guilbeau PQ 100.0Cathy Liu AQ 100.0Michael Luehlfing AQ 100.0Rebecca Martin PQ 9.0Benjamin McMillan AQ 18.0Allen Montgomery O 18.0Thomas Phillips AQ 100.0Karen Pierce AQ 9.0Carol Shaver PQ 100.0William Stammerjohan AQ 100.0Jinyoung Wynn AQ 100.0



Appendix BAnnual Reports 2004-2009

School of Professional Accountancy

College of Administration and Business


AACSB Accreditation MaintenanceAnnual Report for 2004-2005

1

2004-2005 Progress

The School of Professional Accountancy’s (SPA) strategic management focused on issues relating to areas that needed strengthening, particularly those relating to the new accounting accreditation standards. Representatives of the SPA also participated in the continuing development of the College of Administration and Business Strategic Plan. The College’s Strategic Plan addresses four areas related to: (1) employment of human resource management; (2) development of partnerships directed toward obtaining financial resources; (3) expansion of partnerships that enhance instruction, research, and service goals; and (4) development of program management strategies and systems that fully embody instructional aims. The College’s Strategic Plan is discussed in the College’s accreditation maintenance report and is not considered below except when it is central to the SPA’s efforts this year.

The SPA’s progress this year focused on (1) assessment methods; (2) technology in the curriculum; and (3) intellectual contributions (as part of human resource management).

1.Assessment Methods

The mission and objectives of the SPA were reviewed in the fall with no resulting changes. However, we began to refine some of the objectives into specific intended outcomes (or learning goals – assurance of learning standards). Our plan is to look at goals that we can start assessing and follow up next year with additional intended outcomes. This year we continued working with our intended outcomes at the principles level, using course-embedded assessment in these courses (second year). We also began pretest/posttest review of intermediate accounting students and their understanding of key concepts(first year). One goal is to gauge student retention of the accounting knowledge. As we refine our learning objectives into assurance of learning standards, we intend to use more of these types of assessment measures. Additionally, we have been using oral and written communication rubrics for the last two years to help assess each of these communication areas in two undergraduate and one graduate course (all courses must have 10 percent of the grade determined by written communication).

We formed the SPA Assessment Committee which is charged with (1) developing new assessment techniques; (2) monitoring current assessment; and (3) reviewing accounting syllabi. Committee members include accounting representatives on the undergraduate and graduate policies and assessment committees for the College (UPAC and GPAC). Also, one of our faculty members attended an AACSB assessment seminar. Our assessment methods to date include the following:

Student evaluation of individual courses (UG & G)* College-wide oral exit interviews of graduating seniors (UG) CAB written survey of graduating seniors (UG) SPA written survey of graduating seniors (UG) SPA written survey of MPA students (G) CAB written survey of DBA students (G) One-year CAB alumni written survey (with SPA addendum) (UG & G) Six-year CAB alumni written survey (with SPA addendum) (UG & G)

Employer survey conducted by CAB (UG & G) Employer of intern survey conducted by SPA (UG & G) Analysis of available CPA examination scores (UG & G) Other certification results by alumni survey addendum (UG & G) Advisory Board Review (Acct members - CAB Bd.) (UG & G) Evaluation of oral presentations (including periodic outside evaluation) (UG

& G) Evaluation of written communication skills (UG & G) CAB & SPA-administered course-embedded assessment in core courses (UG) SPA pretest/post test review of intermediate students (UG) Syllabi review by SPA assessment committee (undergraduate & graduate) (UG &

G) Critiqued presentations of DBA students (Acct. 601, video-taped) (G) SPA-administered written comprehensive examination of DBA students (G) CAB-administered oral comprehensive examination of DBA students (G) DBA minor field comprehensive exam (G) DBA students’ dissertations (G) Publications by DBA students and graduates (G)

*UG = Undergraduate, G = Graduate

Our focus over the next few years will be less on some of the assessments above that are made up largely of perceptions and greater focus on implementing direct assessment measures. We also plan to hire consultants over the next three-years (CAB has approved the funding) to assist in better refining our learning goals and assessing those goals (and other matters related to the new accounting accreditation standards).

Recent changes arising from assessment have affected each of our accounting programs. The following is a list of recent changes resulting from a variety of assessment means including SPA formal assessment, faculty suggestions, benchmarking/observations of other institutions, information gathered from meetings/training sessions (AACSB and other organizations, recommendations of the accounting members of the CAB Advisory Board, and AACSB review team recommendations. These changes can be broadly summarized as follows:

Emphasis on learning objectives in every course Inclusion of relevant technology in accounting courses Increased written communication in every course Stronger emphasis on oral communication skills Scheduled periodic review of missions and objectives Enhanced faculty research expectations Measures to ensure consistent coverage in courses taught by a variety of

instructors

The SPA Assessment Committee also assisted in the assessment process and with making

recommended changes. Their largest commitment this year was in reviewing all syllabi with an emphasis on learning objectives for all courses. Committee recommendations for content changes were considered by the entire accounting faculty.

2.Technology in the Curriculum

Improved technology usage across program curricula resulted from assessment as well as the AACSB visit team’s suggestions. Data from our alumni surveys (one-year and six-year) and from oral and written surveys of graduating seniors indicated concerns over the level of applicable technology in accounting courses. We have invested considerable time in discussing technology with faculty at other universities, sent our faculty to technology seminars (general and course specific technology) on multiple occasions, and met with the accounting members of the CAB Advisory Board. A direct result of our efforts is the inclusion of applicable technology in many of our courses. We are already receiving positive feedback from exit surveys of program graduates and from employer surveys, both full-time positions and internships.

Assessment data and other feedback have indicated the need for student experiences with profession-related technology such as general ledger software and tax preparation software. The general ledger software was added to our Accounting 303 (Intermediate I) class during Fall Quarter 2003 and was used in Accounting 304 (Intermediate II) beginning in the Winter 2003-04. Prior to this addition, we talked with accounting alumni on the CAB’s Advisory Board, asking their opinions about requiring the use of QuickBooks Pro in our intermediate accounting courses. They agreed that our students would benefit, and the software usage would develop skills that are transferable to other accounting software packages. Students have gained greater confidence and been positive about the addition. Likewise, employers (of interns and graduates) have indicated the value of these experiences.

This year, we continued with professional software and database use from last year and added TurboTax to our individual income tax course. Student feedback has indicated that the experience of using TurboTax provides a better understanding of tax preparation software. Area CPA firms also have given us positive feedback, noting that the knowledge gained is transferable to other, more sophisticated tax software. MS Visio is used in selected graduate classes (such as tax). KPMG made their Accounting Research Online available to accounting faculty for use in and out of the classroom. We added this year an interactive tool in undergraduate auditing designed for teaching detection, evaluation, and designing application controls within business processes.

Other technology related tools have been well received and their value is already being noted by students in exit surveys and by employers. These include increased usage of Excel, an introduction to SAP, and the increased use of research databases (such as EDGAR, FARS, Lexis-Nexis, RIA Checkpoint, and the CCH Network Research Site). Graduates and employers have provided positive feedback related to skills students have gained as a result of the restructuring of two Computer Information Systems courses in 2004 that now include computer usage tools and, most recently, ACCESS. Especially noteworthy is the improved graduating senior student satisfaction this year with the teaching of technology related skills. Only a short time ago,

technology exposure was viewed as a program weakness. While the inclusion of technology skills requires continuous monitoring and updating, the School has made great strides in this area and now both students and employers express greater satisfaction with the technological skills gained.

3.Intellectual Contributions

In an effort to increase high quality research, we are strengthening our emphasis on basic research by faculty and doctoral students. The faculty have developed a new journal list to serve as our targeted outlets for research. Faculty are directing their efforts toward these journals and we anticipate improvement over the next few years. Periodic assessment of our doctoral program has also indicated the need for stronger research agendas by our doctoral students and doctoral alumni. We believe that stronger intellectual contributions will enhance the quality of our faculty for instruction in all our programs, particularly for teaching in the doctoral program. Likewise, improved research agendas and enhanced research skills will assist doctoral alumni throughout their academic careers.

As part of the effort to increase research productivity of doctoral students, we have reduced the teaching assignments for doctoral teaching assistants. We have a target teaching load for doctoral students of no more than two courses per calendar year. Students will work more closely with doctoral graduate faculty as part of their doctoral assistantships to develop a research agenda that will lead to publications. An increased emphasis on research projects (in addition to projects in doctoral seminars and normal dissertation requirements) will increase the value of our doctoral students, providing them with a stronger research background prior to graduation.

An assessment of doctoral students’ (and graduates’) research productivity is now provided annually. A strengthened emphasis on research in doctoral seminars, engaging students in research projects with faculty, and reducing students’ teaching loads should improve the future research productivity of our graduates. Last year, the two accounting doctoral students at the dissertation stage had multiple publications, each with applied research publications (including The CPA Journal) and with discipline-based research in progress (one with a published article in Advances in Taxation). Meeting the objective of increased research productivity should improve graduate placement, a factor that is an assessment outcome.

The School has also developed (and twice revised) a Policies and Procedures Manual that formally establishes the role of intellectual contributions in human resource management (HRM) decisions such as tenure and promotion, merit pay increases, faculty workload assignments, and doctoral faculty status. While the new journal list contains one “Contributions to Practice” journal and two journals categorized as “Learning and Pedagogical,” the “Discipline-Based” journals are used in critical HRM decisions such as determining doctoral faculty status. Articles categorized as “Learning and Pedagogical” will supplement one’s teaching evaluation under an annual performance appraisal (i.e., not as part of one’s research evaluation). Changes in the CAB’s HRM Policies and Procedures during the last three months have impacted these decisions, too.

Related to the goal of higher quality research is the hiring of new faculty. The University committed funding for hiring a new doctoral faculty member in December 2004, and we started negotiating that month with a well-qualified individual we had tried to hire during the previous year. Unfortunately, this prospective faculty member selected another doctoral granting university, and we have continued with our recruitment process. Our goal now is to hire someone for the Fall 2006.

In April, Dr. Dan Reneau, the President of Louisiana Tech University, demonstrated his commitment and continuing support by agreeing to hire a second accounting faculty member. These two faculty additions will add to our core group of doctoral faculty and give other faculty (who hold the doctorate, but do not meet current doctoral faculty criteria) time to improve their intellectual contributions through higher quality research. In addition, it should be noted that we have a reasonable time period remaining before any current doctoral students reach the dissertation stage.

The College is also revising the Human Resource Management (HRM) system. The CAB HRM Committee completed revisions of the Promotion and Tenure and the Graduate Faculty Appointment Policies and Procedures. Both are ready for faculty hearings and faculty vote in the 2005-2006 school year. The Annual Faculty Review Policies and Procedures that were approved in the previous year were implemented. The HRM Committee also continued its meetings regarding the revision of the College’s journal lists. This revision impacts the new journal list recently developed by the SPA. After soliciting faculty input through hearings and informally, the lists were revised. The revised lists and associated Policies/Procedures were adopted by the CAB Council in February 2005 and posted on the CAB website.

Also related to quality research is the CAB’s continued encouragement to faculty to apply for sabbaticals in both in the U.S. and internationally. A professor in economics is on sabbatical leave at the University of Sharjah in the United Arab Emirates this year. An assistant professor in finance spent the summer at Arizona State University to facilitate his research agenda. Both received financial support from the CAB. Sabbaticals are available for accounting faculty.

Other Activities Relevant to Success

The SPA has continued to engage in a number of activities that are vital to our success. One of those activities involves development work. The SPA Director and representatives from the School and the CAB have attended accounting alumni receptions during the year as part of our outreach efforts to work with those who provide financial support, as well as those who hire our students. During the year, an accounting alumnus decided to begin funding an endowed professorship for accounting. When this new professorship is completely funded will bring our total in accounting to five (along with one endowed chair). Other professorships in the College can also be awarded to accounting professors.

This year we decided to establish a separate Accounting Advisory Board. We have selected the initial board member who will be the initial chair of the Board (Managing Partner of Shreveport office of KPMG). 2005-2006 Priorities

During 2005-2006, we will continue to focus on the efforts considered above, particularly concentrating upon:

(1) Refinement of learning goals and outcome assessment(2) Establishment of a separate Accounting Advisory Board(3) Assist the College in the approval process and further development of HRM policies

and procedures(4) Assist the College in the selection of prospective peers (including finding peers for

the SPA

School of Professional Accountancy




1

2005-2006 Progress

The School of Professional Accountancy’s (SPA) strategic management focused on issues relating to areas that needed strengthening, particularly those relating to the new accounting accreditation standards. Representatives of the SPA also participated in the continuing development of the College of Administration and Business (CAB) Strategic Plan. This year the College’s strategic management efforts centered on: (1) the investing in the future capital campaign including achieving campaign funding goals and planning renovations possible with funding secured; (2) finalizing the approval process and development of HRM policies and procedures; and (3) refinement of outcomes assessment policies and procedures. The College’s Strategic Plan is discussed in the College’s accreditation maintenance report and is not considered below except when it is central to the SPA’s efforts this year.

The SPA’s progress this year focused on (1) further implementation of outcome assessment methods and policies; (2) research emphasis (and related human resource management issues); and (3) establishment of the Accounting Advisory Board.

4.Outcome Assessment Implementation

There were no changes to the mission and objectives of the SPA this fall. This year we established specific intended outcomes for the accounting programs. Our learning outcomes for the accounting programs as of January 2006 are as follows:

Undergraduate Accounting Program

Our accounting undergraduates will: Have basic knowledge of key concepts in major business disciplines Have in-depth knowledge of accounting Be able to apply accounting principles to solve problems Be aware of ethical issues in the discipline Be effective communicators Be proficient with technology related to the accounting discipline

Masters of Professional Accountancy

Our Masters of Professional Accountancy graduates will:

Retain the accounting knowledge to pass accounting certification examinations Be able to focus on accounting issues and apply theory and principles in developing

solutions to problems Be capable of employing essential technology in the accounting field Be effective, professional communicators regarding accounting issues, with an ability to

find and present solutions Be aware of professional and ethical issues, knowing how to handle issues faced by

accounting professionals

Doctorate of Business Administration (Accounting)

Our accounting doctoral graduates will: Be proficient with essential research tools to perform original reseach. Display an in-depth understanding of accounting thought in their area of interest. Be able to critically appraise research and design proposals to further knowledge in the

field. Be effective communicators (written and oral).

We hired a consultant this year and plan to hire a consultant(s) for two additional years to assist in outcome assessment and other matters related to accounting accreditation standards. During the winter quarter, we brought in Dr. Kathryn Martel as a consultant to assist with our learning goals and assessment (she was sent a copy of the plan we had developed prior to her visit). She spoke to the SPA faculty, addressing our progress and providing some useful suggestions. Later in the winter quarter, she gave a favorable review of our revised assessment plan for all of the accounting programs.

The current assessment of our intended outcomes (shown above) uses a variety of measures as follows:

Course-embedded questions Oral and written communication rubrics Unstructured real-world simulations (via practice sets) Pass rates on CPA examination Course-embedded technology-related assignments using general ledger and tax software,

as well as Excel (e.g., solver) Course-embedded cases and exercises (managerial, ethics, tax, GAAP, and GAAS) Demonstrations of research capability via projects Comprehensive examinations.

2. Research Emphasis/HRM

We continued to work on our journal list this year. Following last year’s development of the new list, it was decided that some additional input was needed. We do not anticipate a major change from the journal list that is currently in effect, but we were not able to complete the revision this year. The primary change that we anticipate is that the journal list will no longer have any category I “contributions to practice” or “learning and pedagogical” journals. Faculty continue to direct their efforts toward high quality, discipline-based research.

During the year, Dr. Doyle Williams, Dean of the College of Business at the University of Arkansas and former Chair of the AACSB’s Board of Directors, was hired as a consultant by the CAB. His report considered the CAB’s journal lists and recommended that certain areas (such as tax) needed additional quality research outlets. Otherwise, Dr. Williams applauded our efforts toward enhanced research agendas and resulting publications. The CAB is continuing the

journal list process by collecting information from other institutions. After the new journal lists are again finalized, they will be sent to peer institutions (currently working on selecting peer institutions for business and accounting – to be completed early next year).

Several of our current doctoral students continued to work with faculty this year. A number of manuscripts are underway, with some that have been submitted to discipline-based journals. We have followed through with our policy to limit classroom teaching for doctoral student assistants. We anticipate excellent placement of several students who will be entering the job market within the next year.

On selected Fridays throughout the year, the CAB had research presentations where individuals present their research before a group of faculty. Doctoral students are also required to attend. The meetings provide a forum for discussing research projects of faculty from other universities and some from the College. These presentations help promote a cooperative research culture, providing exposure to a wide range of topics across several business disciplines.

We were successful in hiring a new faculty member who will join us in Fall 2006. Our new assistant professor has completed her doctorate at Purdue and has three promising working papers. Two have been submitted to journals, with one of these at the revision stage of a top-three accounting journal. Additionally, the President has committed funds for us to hire another tenure-track faculty member. We will have representatives at the annual meeting in Washington, D.C. to assist in recruiting faculty. The individual that we intend to hire will need an established record of publication and teaching experience, capable of directing or assisting with doctoral dissertation research.

Other issues related to Human Resource Management are also being addressed at the college level. A Faculty Credentials and Staffing document, including definitions for Academically Qualified and Professionally Qualified Faculty, was drafted this year and should be completed early next year.

3. Establishment of Accounting Advisory Board

Following last year’s decision to establish a separate Accounting Advisory Board, we completed the selection of the initial members by June 2006. Additionally, the Executive Committee (Chair, Chair-Elect, and Secretary) met twice to consider the membership selection and to develop a Charter that will be approved at the Fall 2006 meeting. Also discussed was the agenda for the first official Board meeting. The total number of board members is currently set at 20, but may be increased. Our plan is for the Board to be in full operation for the 2006-07 year.

The SPA continued to engage activities vital to our success, such as development work. The SPA Director and representatives from the School and the CAB attended accounting alumni receptions to help maintain our relationship with those who provide financial support and/or hire our students, as well as build relationships with other firms and corporations. During the year, the CAB had 18 alumni receptions.

2006-2007 Priorities

During 2006-2007, we will continue to focus on the efforts considered above, particularly concentrating upon:

(5) Further refinement of outcome assessment policies and procedures, followed with continuous improvement changes

(6) Accounting Advisory Board should become fully functional(7) Development of a strategic plan for the SPA(8) Review of the SPA’s vision and mission(9) Assist the College in the completion of HRM policies and procedures, including

policies and procedures related to academically and professionally qualified faculty and participating and supporting faculty

(10) Assist the College in the final selection of prospective peers (including peers for the SPA).





1

2006-2007 Progress

The School of Accountancy’s (SOA) strategic management focused on issues relating to areas that needed strengthening, particularly those relating to learning goal assessment and the staffing of qualified faculty. Representatives of the SOA also participated in the strategic management goals of the College of Business. This year the College’s strategic management efforts centered on: (1) finalizing the development of HRM policies and procedures, including policies related to Academically Qualified and Professionally Qualified Faculty: (2) the investing in the future capital campaign, carrying out renovations possible with funding secured; (3) refinement of outcomes assessment policies and procedures; and (4) the review of the College vision and mission statements in preparation of the next strategic plan. The College’s Strategic Plan is discussed in the College’s accreditation maintenance report and is not considered below except when it is central to the SOA’s efforts.

The SOA’s progress this year focused on (1) further refining and implementing outcome assessment; (2) developing the new Accounting Advisory Board into a fully functional resource; (3) developing a strategic plan for the School; (4) assisting the College in the completion of HRM policies focused on research emphasis (and related human resource management issues); and (5) selecting peer institutions for the School of Accountancy and assisting the College in the selection of peer schools.

1. Outcome Assessment Implementation

This year, the School continued to refine outcome assessment, adding additional assessments as appropriate to the current learning outcomes for the programs and modifying other assessments as necessary. For example, the scale for oral communication assessment has been adjusted to match (or exceed) student performance that has been above expectations. We tend to have realistic learning goals, but want to set goals that will result in an increase in student performance, even if a percentage of the students cannot attain such goals.

We have also made changes in classes that we believe will result in better performance. An example is written communication in a graduate class. Written communication is an area where we would like to accomplishment further improvement. Over the past two years (refined this year), an additional assignment has been added at the start of the quarter. Students are given a short written assignment that has an intensive grading, followed by individual consultation by the professor. The next written assignment has greatly improved, indicating that students can better employ principles of good writing when given additional assignments along with increased explanation and supervision.

Most assessments have occurred at least once. We are beginning to make year-to-year comparisons with several assessments, and we are at the point where changes can be made that should offer improvement in student performance. Refining our assessments and developing new assessments is ongoing. For instance, this year the Graduate Policies and the Graduate Policies and Assessment Committee (GPAC) developed embedded assessments of the doctoral

student learning goal of effectively using appropriate statistical tools. The doctoral program was revised to require every student to pass a statistical tool qualifying exam at the end of their quantitative analysis (QA) sequence (typically in June of their first year in the program). Accounting and QA Faculty are currently evaluating the results of the first statistical tool qualifying exam regarding a student’s understanding of and application of appropriate statistical tools. Future students will also be required to complete a formal research project their second year. Their written and oral reports of these projects will be evaluated with rubrics.

2. Activities with the Accounting Advisory Board

The Accounting Advisory Board met in October 2006 and again in May 2007. At the first meeting, the Board began to consider strategic initiatives that would assist the School of Accountancy. Additionally, the Board considered a change in the name of the School of Professional Accountancy to simply the School of Accountancy. This suggestion was taken to central administration and later considered by the Board of Regents. The Board of Regents made the final decision to change the name of the School.

Following the second meeting, the overall strategic plan is beginning to take shape. One of the Board’s goals is cultivate a closer relationship between the profession/business and faculty/students. Several ideas have been considered ranging from the establishments of an Accountants’ Day to increasing the number of internships to receptions for students (and even greater involvement in tailgate activities on game days).

Another goal that the Board has begun to discuss is the facilitation of the marketing of the School. Board members are considering becoming involved in visiting high schools on career days, networking with high schools, and working with high school counselors. They are also discussing the possibility of speaking to high school students and writing letters to both high school and college students.

The third strategic goal that is currently being considered is assisting with alumni outreach and cultivation. Promoting and overseeing regional gatherings of alumni has been proposed as an area where Board members can be useful, as are school/business partnerships (similar to those of the College). Assisting the School in a Candidate Referral Process and in a School of Accountancy newsletter are also being considered.

We view the Accounting Advisory Board as a group of advocates and friends who are talented, well-connected with business/accounting profession, and financially capable to assist the School and help us with goals that will improve our image and help us focus on maintaining relevant curricula that will assist our graduates in becoming successful. The strategic initiatives of this Board are consistent with goals of the School of Accountancy.

3. Development of a Strategic Plan

Strategic management of the School of Accountancy has centered on staffing a faculty position, establishing the Accounting Advisory Board and its goals, continued refinement of learning goals and assessment, human resource management (HRM) for the College and the School that will assist in maintaining a higher quality faculty, the review of the doctoral program, and policies related to academic and professional qualification. Such issues have required much of our focus this year.

Staffing issues continue to be a primary focus. While this is an on-going, routine function of any unit, it closely relates to our strategy for the School and has long-term implications for our initiatives. We see the development of a highly-qualified faculty as crucial to our desire to recognized as a quality School of Accountancy that graduates with strong research capabilities. Since hiring new faculty will expand/limit our future capabilities, the existing faculty have been committed to hiring new faculty with research credentials and capabilities.

Among items listed above, we have also worked on a report that is a strategic review of our doctoral program, considering the reasons for and against maintaining and strengthening the program. We have also worked to hire an additional faculty member that would assist us in teaching and research related to the doctoral program. These and other items will be considered in the interim report that will be provided to the Accounting Accreditation Committee in January 2008. A brief summary of the strategic review of the doctoral program indicates the following conclusions:

As requested by the Accounting Accreditation Committee, the College of Business completed a strategic review of the role and value of the DBA program. The College believes that the doctoral program should be retained and that the program be changed from a DBA to a Ph.D. It is recognized that the doctoral program is expensive; however, the marginal costs are not significantly more than the costs are for staffing strong undergraduate/masters level programs.(College of Business Annual Report 2006-2007)

4. HRM Activities/Research Emphasis

One of our goals regarding human resource management is to assure that our research is at a level commensurate with faculty in other doctoral programs. Our research emphasis has been changed substantially, with a focus on high-level discipline-based publications. As such, HRM policies and procedures are at the core of our efforts to improve our research. This year, the College HRM Committee (with representation of the School) worked on the completion of journal lists for each of the disciplines. Deans from potential peer and aspirant schools were contacted and asked if they had journal lists used for HRM purposes that they were willing to share. Information received from these Deans was incorporated via a selected metric developed earlier by the HRM Committee. The Committee is still reconciling all differences, and an

external review will be forthcoming in the Fall 2007 quarter.

Additionally, a Faculty Credentials and Staffing document was developed (includes our definitions of Academically Qualified and Professionally Qualified). This document still needs some revisions, but is almost completed.

Some of our new HRM policies and procedures concerning faculty evaluation have been in place for a few years. With increased experience in applying these policies, we are seeing some needs for revision in certain instances. As with program curricula and teaching methods, human resource management is a process that requires ongoing change.

5. Selection of Peers

During the Summer 2006, the College’s Peer Institution Committee made recommendations regarding aspirant peers. The College’s Administrative Council also took previous work completed by the Peer Institution Committee and recommendations were made to visit a list of potential peer institutions. Following the visits, the Administrative Council made a final selection. SOA faculty considered the Peer Institution Committee’s recommendations, along with other information collected by the visits to potential peer institutions. The final list of peer institutions selected by the SOA was similar to the College’s list and included as comparable peers the following universities: University of Hawaii-Manoa, University of Mississippi, Mississippi State University, New Mexico State University, Southern Illinois University, University of Texas-San Antonio, and Virginia Commonwealth University. We selected Louisiana State University as the only competitive peer (not initially selected as a competitor by the College, but now a competitive peer for the College as well). Finally, we selected the same aspirant peers as the College, Oklahoma State University and Texas Tech University.

The selection process took into account factors such as budget, program size, and location similarity. We also considered universities in our conference, the Western Athletic Conference, and whether the universities’ college had separate accounting accreditation. All but one of the universities have doctoral programs in the accounting area that have certain similar characteristics to the doctoral program at Tech. Additionally, we found that certain characteristics of the universities may be similar to us, while other considerations are not similar. The selection above was completed by the School by early June, 2007.


During 2007-2008, our main focus will concentrate upon the following:

(1) HRM – Journal Lists, Faculty Evaluation, Workload, AQ-PQ Document. Some of the focus will primarily be the refinement of documents that have been developed in the last few years.

However, the draft regarding academically and professionally qualified will be developed further into a final document.

(2) Further streamline the assessment process and focus on the results, determining what changes should be made to improve student learning

(3) Continue to work with the School of Accountancy Advisory Board on strategic goals of the Board

(4) Assist the College with its strategic goals and work on School strategy

(5) Hire an additional faculty member to see that the School is fully staffed


College of Business



1

2007-2008 Progress

The School of Accountancy’s (SOA) strategic management focused on issues relating to areas that needed strengthening, particularly those relating to learning goal assessment and the continued staffing of qualified faculty. Representatives of the SOA also participated in the strategic management plan of the College of Business. This year the College’s strategic management efforts centered on: (1) the development of mutually beneficial partnerships; (2) development of initiatives/activities that enhance the reputation of the College; (3) improvement of student enrollment and student success; and (4) the development of programs that create meaningful learning experiences and create an advantage for the College. The College’s Strategic Plan is discussed in the College’s accreditation maintenance report and is not considered below except when it is central to the SOA’s efforts.

The SOA’s progress this year focused on (1) assisting the College in its ongoing processes through representation by faculty from the School; (2) further streamlining our own assessment process, focusing more on results, but still revising certain assessments as needed; (3) working with our Accounting Advisory Board on further development of their strategic goals; (4) continuing to develop a strategic plan for the School and assisting the College with its revised strategic plan; (5) hiring an additional faculty member, and (6) reexamining and adding to our peer/competitive/aspirant institutions for the School of Accountancy.

1. Outcome Assessment Implementation

The School continued to refine outcome assessment, adding additional assessments as appropriate to the current learning outcomes for the programs, modifying some of our older assessment procedures that can be improved. For example, the scale for oral communication assessment has been adjusted to match (or exceed) student performance that has been above expectations. We tend to have realistic learning goals, but want to set goals that will result in an additional increase in student performance.

We have also monitored changes in classes that we believe have resulted in better performance. For example, written communication is an area where we are working on further improvement. Over the past three years (refined again this year), an additional assignment has been added at the start of the quarter. As a result of individual consultation by the professor regarding an initial written assignment, the next written assignment has greatly improved, indicating that students can employ principles of good writing when given additional assignments along with increased explanation and supervision. We believe our graduate’s writing is much better due to these efforts.

All assessments have occurred at least once, with some occurring multiple years. We are beginning to make year-to-year comparisons that will point to areas where changes can be made to offer additional improvement in performance. Refining our assessments and developing new assessments is ongoing. For instance, this year the Graduate Policies and the Graduate Policies and Assessment Committee (GPAC) developed embedded assessments of the doctoral student learning goal of effectively using appropriate statistical tools. The doctoral program was revised

last year to require every student to pass a statistical tool qualifying exam at the end of their quantitative analysis (QA) sequence. Accounting and QA Faculty are evaluated the results of the first statistical tool qualifying exam regarding a student’s understanding of and application of appropriate statistical tools. After some minor adjustments, future students will also participate in this qualifying examination. We feel confident that the combined effort by the accounting and QA faculty does a better job in ensuring that the accounting students are able to perform the statistical analysis that they are most likely to encounter in their careers. We believe that the original “statistical qualifier” was a success in accounting. This year, the same student was required to complete a formal research project her second year. This effort was completed during the Summer 2008 and will be discussed in the next report.


The Accounting Advisory Board met in October 2007 and again in May 2008. At the first meeting, the Board revisited their strategic initiatives that would assist the School of Accountancy, reducing the number of initiatives and focusing on those.

Following the second meeting, the overall strategic plan taken shape, and we are focusing on implementation of certain initiatives that we continued to refine. One of the Board’s goals is cultivate a closer relationship between the profession/business and faculty/students. Several ideas have been considered ranging from the establishments a day for accounting professionals to meet our students prior to fall interviews. We also further considered beginning alumni events in the area to develop a closer relationship with our alumni (alumni cultivation). The details of implementation are not yet complete, but should be better defined during our next October meeting (2008).

Another goal that the Board is still considering is the facilitation of the marketing of the School. Board members are considering becoming involved in visiting high schools on career days, networking with high schools, and working with high school counselors. This area needs additional planning. However, a letter was developed to give to college students who are successful in introductory accounting courses. The intent of the letter is to inspire those students to major in accounting who show an aptitude to succeed in accounting. One of the Board members also wrote a letter to high school students that seem to show accounting aptitude.

We view the Accounting Advisory Board as a group of advocates and friends who are talented, well-connected with business/accounting profession, and financially capable to assist the School, help improve our image, and assist with relevant curricula issues.

3. Development of a Strategic Plan

Strategic management continued to focus on staffing faculty positions, establishing the Accounting Advisory Board’s goals and beginning to focus on implementation, continued

refinement of the assessment process, human resource management (HRM) for the College and the School, making certain changes in the doctoral program (e.g., changing some of our class offerings) and its assessment (via a stat qualifier and summer research paper), and policies related to academic and professional qualification. Such issues have required much of our focus again this year.

We have started to consider more formally our strategic goals. In recent years, faculty staffing and assessment have dominated our focus. While a formal plan is currently under development, we have centered ourselves on hiring and maintaining a diverse, quality faculty with a strong interest in research. Likewise, we have spent considerable time in developing, implementing, and revising an assessment plan in recent years. Now our concern is starting to shift toward considering the outcomes of our assessment effort, and seeing what changes are essential for improving our programs.

In essence, we have spent a greater amount of time in implanting strategy than in getting our strategic plan in writing (with the exception of the College’s Strategic Plan). We do have a representative on the College’s Strategy Committee and he is heading the School’s Strategy Committee. Hopefully, the School will complete its plan during the 2008-2009 year. Among items listed above, we have also completed a report that is a strategic review of our doctoral program, considering the reasons for and against maintaining and strengthening the program. We have also worked to hire an additional faculty member this year that would assist us in teaching and research related to the doctoral program (she has been hired for Fall 2008). These and other items were considered in the interim report provided to the Accounting Accreditation Committee in January 2008. A brief summary of the strategic review of the doctoral program indicates the following conclusions:

As requested by the Accounting Accreditation Committee, the College of Business completed a strategic review of the role and value of the DBA program. The College believes that the doctoral program should be retained and that the program be changed from a DBA to a Ph.D. It is recognized that the doctoral program is expensive; however, the marginal costs are not significantly more than the costs are for staffing strong undergraduate/masters level programs.(College of Business Annual Report 2006-2007)

4. HRM Activities/Research Emphasis

One of our goals regarding human resource management is to assure that our research is at a level commensurate with faculty in peer doctoral programs. Our research emphasis has been changed substantially, and we are beginning to see this change through faculty research that is underway or forthcoming. For instance, one of our new faculty was published in The Accounting Review during January 2008, others have been published or have forthcoming papers in Category I journals. As such, HRM policies and procedures are at the core of our efforts to improve our research. This year, the College HRM Committee (with representation of the School) worked on

reexamining some of the policies. We are seeing that this is an on-going process that will continue to require our attention. The Committee refines certain aspects of the process each year.

A new tenure-track faculty member from the University of Houston was hired and will join us in Fall 2008. Likewise a new instructor was hired for Fall 2008.

Additionally, a Faculty Credentials and Staffing document was developed (includes our definitions of Academically Qualified and Professionally Qualified). This document has been finished for now.

Some of our new HRM policies and procedures concerning faculty evaluation have been in place for a few years and the revision process is beginning. With increased experience in applying these policies, we are seeing areas where the policies and procedures are functioning well, while others need revising. As with other processes, human resource management is a area that requires ongoing change.

6. Reexamining/Updating Our Peers/Aspirants

This year, the School considered additional peers and aspirants. Clemson University was selected as an additional aspirant. The current list of peer institutions selected by the SOA is similar to the College’s list and included as comparable peers the following universities: University of Hawaii-Manoa, University of Mississippi, Mississippi State University, New Mexico State University, Southern Illinois University, University of Texas-San Antonio, and Virginia Commonwealth University. Louisiana State University is the only competitive peer. The School has the same aspirant peers as the College. These are Clemson University, Oklahoma State University, and Texas Tech University.

We have two universities in our conference, the Western Athletic Conference, and most have separate accounting accreditation. All but two (one comparable and one aspirant) of the universities have doctoral programs in the accounting area that have certain similar characteristics to the doctoral program at Tech.



(1) HRM – Journal Lists, Faculty Evaluation, Workload (at least on the College level)

(2) Continuing to focus on assessment results, making additional changes to improve student learning

(3) Hiring an additional faculty member to replace a departing professor

(4) Continuing to work on strategic planning

(5) Working with the School of Accountancy Advisory Board in Alumni Outreach (part of the Board’s, the School’s, and the College’s strategy)


College of Business



1

2008-2009 Progress

The School of Accountancy’s (SOA) strategic management focused largely on issues relating to assessment of learning (including the implementation of changes to improve our programs), formalizing the School’s Strategic Plan, and the staffing of high quality faculty. Representatives of the SOA also participated in the strategic management plan of the College of Business. This year the College’s strategic management efforts centered on: (1) approval of the Center for Entrepreneurship and Innovation building renovation and the designing of the new business building; (2) approval of the Center for Information Assurance; (3) creation of the Center for Executive and Professional Development; (4) establishment of a full-time Student Services staff member to focus on enrollment management; (5) development and initiation of programs in the Shreveport/Bossier area; (6) development of a distance education program, and (7) the creation of new majors in Supply Chain Management and Sports Marketing. The College’s Strategic management efforts are discussed in the College’s accreditation maintenance report and are not considered below except when it is central to the SOA’s efforts.

The SOA’s progress this year included assisting the College in its ongoing processes through representation by faculty from the School; and more specifically focused on (1) implementing improvements and monitoring our assurance of learning process; (2) furthering the development and implementation of our Accounting Advisory Board’s strategic goals; (3) completing the development of a formal strategic plan for the School; and (4) hiring additional faculty members.

1. Assurance of Learning Process and Resulting Changes

This year we modified our Accounting 201 (Principles of Financial Accounting) to include greater coverage of ratio analysis to improve our students’ application of analytical skills in Accounting 305 (Intermediate Accounting III). Our assessment of our students’ understanding of financial ratio analysis in Accounting 305 showed a need for improvement. We believe that the earlier coverage in the financial principles will improve understanding. However, Accounting 305 is one to two years later in our accounting students’ curriculum (i.e., it will be up to two years before we know if the change is improving student performance).

We also began to monitor students’ ethics knowledge in Accounting 304 (Intermediate Accounting II). Our assessment showed ethical awareness to be very good, but the written communication portion of the project showed some weakness. We believe that additional guidance in terms of project instructions will improve students’ communication.

Also new for 2009 was the assignment of an audit case designed to offer practical audit applications such as tick mark usage. This new case was offered in Accounting 513 (Advanced Auditing). Our initial trial showed that additional coverage of these practical applications may be needed in Accounting 413 (Auditing). We tried using a pretest in Accounting 513, followed by additional training and a follow up examination. The posttest showed great improvement after the added instruction. A final decision on where to cover the practical applications is forthcoming.

We continue to work on assurance of learning. Assessment across the curriculum is standard now, and we continue to add assessment of learning goals and make changes where it is deemed appropriate.


The Accounting Advisory Board met in October 2008. The Board revisited their strategic initiatives that would assist the School of Accountancy, focusing on action plans that would lead to implementation of certain selected initiatives. First, the Board is now providing a letter to students who make an “A” grade in Accounting 201 (Principles of Financial Accounting). The letter congratulates these students and tells them about the accounting field. Second, the Board is assisting with networking opportunities for alumni. A Shreveport event will be planned that offers CPE followed by a social event for accounting alumni in the Shreveport area. Depending upon the outcome, other events will be planned in other cities (e.g., Dallas and Houston). Other initiatives are also being considered such as tailgating opportunities at football games, particularly when the School of Accountancy is host of the College’s tailgate activities.

Our Advisory Board’s initiatives are similar to some of the School’s goals, and we believe that this congruence of goals will result in a stronger School of Accountancy.

3. Completion of the School’s Strategic Plan

Strategic management continued to focus on staffing faculty positions. This year was the fourth year in a row that we have been in the market to hire a new faculty member. In part, this has happened because of retirements, but we have also added two positions over the last several years. Our administration is committed to supporting the School of Accountancy in this regard. Hence, part of our long range plan centers on the people we choose to meet our mission and objectives. As of this fall, we are fully staffed, and our focus now will be in maintaining a strong, productive faculty. This is a major part of our strategy.

In addition to hiring faculty, assurance of learning, and other managerial activities, we have continued to focus on strategic planning and providing a more formal codification of our strategic process. Dr. Ted Englebrecht, our representative on the College Strategic Planning Committee, has been instrumental in the strategic planning effort in the School. After an initial draft, additional faculty have considered and approved our strategic goals for the School of Accountancy. These goals are consistent with the missions of the University, College, and the School, as well as the College’s strategic plan. Our strategic initiatives are as follows:

(1) Attract Diverse, Motivated, and Highly Qualified Faculty;(2) Maintain a Continuous Improvement Environment with Assurance of Learning Standards

for each Accounting Program;(3) Strengthen and Nurture Ties with External Constituents; and

(4) Maintain an Environment that Results in Highly Regarded Research.

These initiatives also include several strategies that focus on successfully completing our goals of the School (for more information see the School’s strategic initiatives document).

4. HRM Activities with continued Diversity and Research Emphasis

Two additional faculty members were hired this year. The first hire is a female, African-American doctoral candidate from Southern Illinois University. She is a member of the PhD Project and is next year’s KPMG liaison of the PhD Project Accounting Doctoral Students Association. Her graduation was delayed due to scheduling problems regarding data collection (data are to be collected from a Big-4 firm soon – changes made by the firm caused some of the previously collected data to be replaced). Additionally, her dissertation chairman and a committee member left Southern Illinois, but this should not delay her progress. The second hire this year replaces a faculty member who was hired by the University of Houston. She is a female doctoral graduate of Purdue University. She is originally from Taiwan.

Our current faculty comes from geographically diverse universities with no two people from the same institution. We have eight tenured or tenure-track individuals, evenly divided by gender. Two of our faculty are from outside the United States. We also have two female instructors with master’s degrees from other accounting programs than any of the other faculty. Hence, we have been successful in improving faculty diversity through the variety of programs represented, gender, and ethnicity.

We are seeing some results from our hiring practices over the last ten years. This year, one of our new faculty was published in The Accounting Review (the second faculty to publish in this journal within a year), and additional faculty have been published or have forthcoming papers in other Category I journals. We believe that diversity is making our faculty stronger in terms of teaching and research.



(1) Increasing our student enrollment (particularly as we assist the College)

(2) Continued focus on assurance of learning and ways to improve student learning via program improvement

(3) Maintaining and supporting a diverse, high quality faculty in the School

(4) Working with the School of Accountancy Advisory Board in Alumni Outreach (part of the Board’s, the School’s, and the College’s strategy)

Appendix CAssessment Rubrics

Accounting 303 - Systems Understanding Aid - Assessment Rubric

Student Name: Example based on maximum points possible

Assignment Number Results vs. Expectations1 2 3 4 5 Total Exceeds Meets Fails

BI 6.0 7.0 7.0 0.0 4.0 24.0 22-24 19-21 <19DI 9.0 5.0 4.0 0.0 0.0 18.0 15-18 11-14 <11PJI 3.0 4.0 3.0 0.0 0.0 10.0 9-10 7-8 <7BAC 1.0 1.0 1.0 7.0 9.0 19.0 17-19 13-16 <13CAC 1.0 3.0 5.0 8.5 4.5 22.0 18-22 13-17 <17PE 0.0 0.0 0.0 4.5 2.5 7.0 7 5-6 <6

Totals20.0 20.0 20.0 20.0 20.0 100.0

BI Following basic instructions such as cover sheet, name, date, company name, and items like signatures and complete forms on later assignments. These items are easy enough that with attention to very basic details they should be completed correctly by most students.

DIFollowing detailed (complex) instructions such as date shipped, shipped via, endorsing checks on the early assignments and adding deposits in transit to the bank reconciliation. These instructions are spread throughout the documentation, are not necessarily in an easy order to find, and present a bigger challenge to the students.

PJIProper journal identifications involve making the entry in the proper journal. The students struggle with this on the first assignments but become generally proficient over the later assignments.

BAC Basic accounting calculations involve extensions in the early assignments and carrying the result of more complex calculations forward in the later assignments, e.g., cost of goods sold is considered complex on assignment 4 and basic on assignment 5.

CACDetailed (complex) accounting calculations that include calculating bad debt expense, cost of goods sold with returns and discounts, and calculating the cash flow numbers for the statement of cash flows. The calculations also include calculating payroll expense using the actual IRS tables, overtime, and year end bonuses.

PE Proper entries include selecting the correct ledger account and proper adjusting journal entries.

Exceeds Exceeds expectations.

Meets Meets expectations.

Accounting 303 - 305 - Pre/Post Test Summary Results for Fall 2004 through Fall 2005

303 Fall 04

303 Spr. 05

303 Fall 05

305 Win 05

305 Spr. 05

303 Results

305 Results

? # Per. Per. Per. Per. Per. Avg Avg Description Most Common Error(s)1 73 72 69 94 96 71 95 Purpose of depreciation 2 40 56 47 47 83 48 65 Calculation of gross profit Subtract total exp. from total rev.3 59 54 59 76 71 57 74 Correcting error in bank reconciliation 4 73 69 80 94 88 74 91 Transaction not effecting cash 5 54 44 33 24 83 44 54 Cash flow classification of office equipment purchase Cash out flow from operating act.6 65 77 69 82 83 70 83 Generally accepted accounting principles are? 7 50 62 61 76 92 58 84 Common characteristic of assets 8 88 100 92 94 100 93 97 Balance sheet reflects 9 75 77 92 71 88 81 80 Cash effects on accrual based accounting 10 83 87 88 94 96 86 95 2/10 n/30 means? 11 80 72 59 59 71 70 65 FOB shipping point means 12 43 51 47 29 50 47 40 Calculation of cost of goods sold Omit both freight in and discount13 55 56 53 71 92 55 82 Calculation of depreciation expense 14 45 51 37 35 33 44 34 Maintenance expense Capitalize normal maintenance exp.15 58 72 69 88 75 66 82 Primary objective of financial reporting (as per FASB) 16 90 79 88 100 92 86 96 B/S classification of merchandise inventory 17 88 85 82 76 79 85 78 Net realizable value of accounts receivable 18 53 49 37 53 83 46 68 Benefit of debt financing Int. & prin. must be paid when due 19 80 74 76 88 100 77 94 Stock holders' equity includes 20 88 72 78 82 100 79 91 Shares outstanding 21 25 41 33 47 54 33 51 Accumulated depreciation represents Helps get to fair market value22 55 54 65 65 79 58 72 In accrual accounting, revenue is recognized when 23 53 46 47 41 71 49 56 Calculation of A/R and allowance after write off Fail to adjust A/R, allowance, both24 45 64 31 53 50 47 52 FASB is? Gov. agency with enforcement pow.25 85 67 71 94 83 74 89 Book value of plant assets equals?

N 40 39 51 17 24 130 41

Date____________________________________ Course________________________

Name___________________________________________________________________

ACCT 304 ETHICAL ISSUES/WRITING RUBRIC

Trait 0-1 2-4 5-7Identifies the ethical issues or problems

Does not understand the ethical issues or problems involved in the case

Able to identify most of the ethical issues and problems

Identifies the ethical issues and problems in detail and is able to state with clarity

Lists the facts that influence the decision

Unable to correctly list the facts

Lists some of the facts

Lists all or most of the facts that would influence an ethical decision

Identifies those who might be affected by the decision

Cannot identify Identifies most Clearly identifies all who would be impacted by the decision

Determines a course of action

Has difficulty identifying an acceptable course of action

Identifies an acceptable course of action

Identifies a course of action and is able to explain why this approach would be best

Design document so that information is easily accessible

Does not use paragraphs to develop decision and information is not easily accessible

Paragraphs are used but information is not organized in a logical manner

Paragraphs are used and information is arranged in a logical order to persuasively develop decision

Language Uses words that are unclear. Sentence structure is inadequate. Errors are distracting.

Sentence structure is adequate

Employs words with fluency, develops concise sentences

Spelling and Grammar

Writing contains numerous errors in spelling and grammar which interfere with understanding.

Minor errors in spelling and grammar.

The writing is essentially error free in terms of spelling and grammar.

ACCOUNTING 305 – Assessment Rubric

Student Name:______________________________________ Date: ____________

Evaluation Criteria

Fails to Meet Expectations (1)

Meets Expectations (2)

Exceeds Expectations (3) Score

1. Balance Sheet Analysis

Incorrect or inappropriate data used

Correct data used with minimal errors

Correct data used without any errors

2. Income Statement Analysis




3. Statement of Cash Flows Analysis




4. Notes/ Supporting Schedules Analysis

Unable to identify information and issues needed

Mostly able to identify information and issues needed

Able to identify information and issues needed

5. Ratio Analysis Incorrect or inappropriate data used for ratio calculation; vague and minimal knowledge of financial ratios

Correct data used with minimal errors; mostly accurate interpretation of financial ratios

Correct data used without any errors, or assumption(s) made for unavailable data;accurate interpretation of financial ratios

6. Industry Comparison

Inappropriate competitor identified; incorrect comparison and conclusion drawn

Correct competitor identified; generally correct comparison and conclusion drawn

Correct competitor identified; correct comparison and conclusion drawn

Total score: _______

Scoring: 18 ~ 16: Exceeds expectations 15 ~ 12: Meets expectations 11 ~ : Fails to meet expectations

Date________________________________ Course________________________

Rater___________________________________________________________________

ACCT 413EXPLANATION OF EVALUATION TRAITS FOR AUDIT TEAM PRESENTATIONS

(Each team member is individually assessed)

TRAIT EXCEEDS EXPECTATIONS

MEETS EXPECTATIONS

DOES NOT MEET EXPECTATIONS

Presentation was organized and coherent

Opening statement clearly explains objectives. Presenter stays focused throughout.

Opening statement is relevant to topic. Mostly organized. Presenter loses focus only once or twice.

No opening relevant statement. Loses focus throughout the presentation.

Presenter was well-prepared andconfident

Excellent delivery of material. Uses body language effectively to maintain interest.

Average delivery of material. No distracting mannerisms.

Below average delivery of material. Demonstrates one or more distracting mannerisms.

Communication aids were clear and useful

PowerPoint is used to enhance presentation.

Has to look at PowerPoint to keep on track with presentation.

Relies heavily on PowerPoint or notes. Makes little eye contact. Some key points not on PowerPoint.

Information was useful and informative

Information provided goes beyond expected requirements.

Provides information that would be helpful in making decisions.

Does not meet assignment requirements. Information is not current.

Voice quality and pace

Modulates voice and projects enthusiasm.

Can be easily understood—appropriate pace and volume.

Hard to understand. Speaks too fast, too soft, etc.

Rating Scale:

9-10 Exceeds Expectations6-8 Meets ExpectationsBelow 6 Does Not Meet Expectations

ACCT 507Oral Communication Evaluation Checklist

Traits Point Values(3) (2) (1) (0)

1. Opening Statement with Purpose ___ ___ ___ ___

2. Organization ___ ___ ___ ___

3. Content:a. Currency ___ ___ ___ ___

b. Relevance ___ ___ ___ ___

4. Quality of Conclusion ___ ___ ___ ___

5. Voice Quality, Pace ___ ___ ___ ___

6. Mannerisms ___ ___ ___ ___

7. Professionalism ___ ___ ___ ___

8. Use of Media, Technology ___ ___ ___ ___

9. Ability to Persuade ___ ___ ___ ___

10. Display of Confidence ___ ___ ___ ___

Scoring

0-20 Does not meet expectations21-29 Meets expectations30-33 Exceeds expectations

ACCT 507Written Communication Assessment

Paper Characteristics (Score Superior to Poor -- 10 to 1)

1. Introduction shows paper’s purpose (offers guidance to reader)

2. General guidance throughout paper (use of headings, subheadings, abstract, page numbers, table of contents, as needed)

3. Grammatically Correct

4. Writing Clarity (general expression, word choice, structure)

5. Logical Flow of Paper

6. Logical Reasoning in Paper (e.g. – illustration of arguments)

7. Currency & Relevancy of Topic

8. Technical Accuracy & Level of Paper

9. Creativity (Originality)

10. Quality of Conclusion

Total (Range 10 – 100)

Scoring

10-84 Does not meet expectations85-93 Meets expectations94-100 Exceeds expectations

Accounting 508 Case Grading Rubric

Assessment AreaCase Number

Pts. Expectations

1 2 3 4 Excds. Meets FailsTitle Bill's Custom Planters Ruston Trailer Company Louisiana Wood Products Ruston Techtronics Company

Case Description

Case 1 involves preparing a quarterly production budget and cash budget for a company with credit and cash flow problems. Although no perfect solutions exist, there are several viable alternatives. Case 1 also requires the use of impounded "what-if" statements in Excel.

Case 2 involves calculating and analyzing standard costing variances. These variances must be used to support manager evaluations. This case also includes missing inventory and a correct solution will alert the owners to this fact.

Case 3 requires the use of "solver" in Excel to solve a system of linear constraints and determine the optimal product mix flowing from a "joint product" process. This case also includes discussion on quantitative and qualitative issues and the determination of "committed" vs. "discretionary" fixed costs.

Case 4 is a capital budgeting problem that includes tax effects on interest expense and MACRS cost recovery. This case also deals with a range based sales forecast and decreasing expected prices over the production life of the product.

memo format - same on all cases, includes to:, from:, date:, re: numbers formatted - same on all cases, includes $5,000, $2.53, 4,951, etc.

Writing labels and headings - must be descriptive and applies to all tables on all cases 24 22-24 19-21 ≤20 complete sentences - applies to all cases spelling, punctuation, & neatness - same on all cases

Numbers

Production and Hardware Order schedules (2) Cash Budget including cash collections, hardware payments, direct labor, var. overhead, & interest expense (5) Schedule of CGM including dm, dl, overhead (2) Income Statement including rev. & cost of goods sold (2) Balance Sheet including cash, ar (net), & equity (3)

Income Statement: revenue; cost of goods sold at std. cost including missing finished goods; dm, dl, & overhead variances; other expenses; & income tax expense (benefit) (10) Balance Sheet: cash; accounts receivable; finished goods & dm inv; ppe (net); liabilities; & equity (4)

Solver Solution: including optimal quantities and total contribution margin (10) Income Statement: including total revenue and total costs. Total cost includes the capitalized costs of the trees, variable costs, and fixed costs (4)

Weighted Average Cost of Capital: (2) Net Present Value: including tax effects, expected revenue, variable costs, fixed cost, working capital invest. & recovery, and salvage value (10) Internal Rate of Return: (2)

56 50-56 43-49 ≤42

Interpretations & Recommendations

Production Schedule: meet desired end inv. or meet credit limit. (3) Hardware Schedule: must meet production schedule without excess end inv. (2) Direct Labor: defend overtime or temps. pro and con (2) Credit-Line: must not exceed credit limit without a workable plan and must meet compensating balance (3)

Manager Evaluation: provide evaluations of each of three managers based on at least two variances per manager (3) Variance Interactions: discuss variance interactions (2) Adjustments: adjusts. made by managers (1) Recommendations: improve profitability (2) Control Issues: identify both control issues (2)

Recommendations: must be consistent with numbers and in original units (2) Binding Constraints: ID (2) Profitable: (1) Committed vs. Discretionary: consistent discussion (2) Sensitivity: (1) Recommendations: improve profitability (1) Qualitative Issues: (1)

Recommendations and Sensitivity (4) Early Abandonment: (2) Qualitative Issues: (1) Recommendations: improve profitability (1) Advantages vs. Disadvantages of Debt vs. Equity Capital: (2)

40 36-40 31-37 ≤30

Ethical Considerations Rubric—Accounting 513/542

TRAIT Unacceptable (0 points) Acceptable (1 point) Exemplary (2 points) ScoreIdentifies Dilemma Has a vague idea of what the

dilemma is and is uncertain what must be decided.

Identifies the dilemma, including pertinent facts, and ascertains what must be decided.

Describes the dilemma in detail having gathered pertinent facts. Ascertains exactly what must be decided.

Considers Stakeholders

Is unsure as to who should be involved in the decision-making process.

Determines who should be involved in the decision making process and accurately identifies all the stakeholders.

Determines who should be involved in the decision making process and thoroughly reflects on the viewpoints of the stakeholders.

Analyzes Alternatives and Consequences

Begins to appraise the relevant facts and assumptions and identifies some alternatives.

Clarifies at least two alternatives and predicts their associated consequences in detail.

Clarifies a number of alternatives and evaluates each on the basis of whether or not there is interest and concern over the welfare of all stakeholders.

Chooses an Action Has difficulty identifying and appropriate course of action from among alternatives.

Formulates an implementation plan that delineates the execution of the decision.

Formulates an implementation plan that delineates the execution of the decision and that evidences a thoughtful reflection on the benefits and risks of action.

Student: ________________ Overall Score: __________________

Overall Scoring: 0 – 3 Unacceptable; 4 – 6 Acceptable; 7 - 8 Exemplary

PEACH BLOSSOM Audit Case Evaluation Rubric—Accounting 513—2009

TRAIT Unacceptable (0 points) Acceptable (1 point) Exemplary (2 points) ScoreWorking Paper Organization

Little, if any, apparent organization.

Somewhat inefficient, but sufficient organization.

Efficient and effective organization.

Tick Mark Usage—Appropriate Items

Few, if any, tick marks noted.

Some “over auditing” noted (i.e., some tick marks were not needed).

Efficient use of tick marks noted.

Tick Mark Usage—Appropriate Spelling

Several items not spelled correctly.

No spelling errors noted but word selection could be improved.

No spelling errors noted and word selection was excellent.

Tick Mark Usage—Appropriate Grammar

Several grammatical errors noted.

No grammatical errors noted. Grammar was generally excellent.

Tick Mark Usage—Appropriate Explanations

Explanations, if any, were inadequate.

Explanations were generally adequate. Explanations were generally excellent (effective).

Student: ________________ Overall Score: __________________

Overall Scoring: 0 – 4 Unacceptable; 5 – 7 Acceptable; 8 - 10 Exemplary

Check One: _____ Winter Quarter _____ Spring Quarter Check One: _____ PRE-TEST _____ POST-TEST

D.B.A. RESEARCH PAPER ASSESSMENT

Student Name __________________________________ Evaluator Name _______________________________________

Performance Level (check one for each performance dimension)

Evaluator CommentsExceeds Expectation

s

Meets Expectations

Does Not Meet

Expectations

Conceptual Adequacy/Mastery of Literature

Coherence and Organization of

Presentation

Technical Adequacy

Significance of Contribution to

the Field

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