accreditation maintenance report aacsb international · learn. lead. innovate. accreditation...
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School of Business
LEARN. LEAD. INNOVATE.
Accreditation Maintenance Report
AACSB – International
The Association to Advance Collegiate
Schools of Business
December 2013
Dr. Barbara L. Adams
Interim Dean
School of Business
South Carolina State University
300 College Street, N.E., P. O. Box 7176
Orangeburg, SC 29117
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Table of Contents
Page
EXECUTIVE SUMMARY 4
SITUATIONAL ANALYSIS 7
Historical Perspective 7
School of Business and University Governance Structure 8
Internal and Environmental Analysis 8
Relative Strengths 10
Relative Weaknesses 10
Challenges 11
Degree Programs for Review and Number of Graduates 12
Opportunities to Expand Degree Programs and Enrollment 13
PROGRESS UPDATE ON CONCERNS FROM PREVIOUS REVIEW 14
Criteria for Classification and Maintenance of AQ/PQ Status 14
Strengthening of Intellectual Contribution and Professional Development 14
Enhancement of Assurance of Learning Process 14
STRATEGIC MANAGEMENT 15
The School’s Vision 15
Mission Statement 15
Core Values 15
The Strategic Planning Process and Outcomes 16
The Process 16
Outcomes 17
Financial Strategies 19
State Appropriations 19
Special Legislative Appropriation 20
Competitive Grant Funding 20
Other Support
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PARTICIPANTS 21
Students 21
Advising 21
Demographics 22
Enrollment Trends 22
Student Engagement 24
Faculty 26
Faculty Recruitment and Hiring Process 26
Faculty Changes and Composition 27
Faculty Deployment and Intellectual Contribution Efforts 27
ASSSURANCE OF LEARNING 30
The Process 30
Assessment Committee Structure and Responsibilities 31
Curriculum Committee Structure and Responsibilities 32
Assessment Tools and Procedures 32
Assessment Outcomes 35
Assurance of Learning Impact on Curriculum Development 36
MBA Program Assessment 39
MBA Curriculum Development 42
APPENDIX A – FACULTY SUFFICIENCY, QUALIFICATIONS AND
DEPLOYMENT 43
TABLE 9.1A – Faculty Sufficiency, Spring 2013 44
TABLE 9.1B – Faculty Sufficiency, Fall 2013 46
TABLE 10.1 – Faculty Qualifications, Spring 2009 – Fall 2013 48
TABLE 10.2 – Faculty Deployment, Spring 2009 – Fall 2013 50
APPENDIX B – AOL ASSESSMENT 52
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APPENDIX C – INTELLECTUAL CONTRIBUTION 59
APPENDIX C.1 - Summary of Portfolio of Contributions by Type 60
APPENDIX C.2 - Five Year Summary of Journals 61
APPENDIX C.3 - Summary of Grants Funded 63
APPENDIX C.4 - Faculty Data Sheets 65
APPENDIX D – ORGANIZATIONAL CHARTS 113
APPENDIX D.1 – School of Business Chart 114
APPENDIX D.2 – University Chart 115
APPENDIX E - STRATEGIC PLAN 116
APPENDIX F – OTHER SUPPLEMENTARY INFORMATION 126
APPENDIX F.1 – Comparison of University and School Demographics 127
APPENDIX F.2 - Retention Rate 128
APPENDIX F.3 – Degrees Awarded 129
APPENDIX F.4 – Graduation Rate 130
APPENDIX F.5 – AQ/PQ Statement 132
APPENDIX F.6 – Leadership and Professional Development Program 134
LIST OF TABLES
Table 1: Degrees Awarded by Majors – 2008 – 2012 12
Table 2: 2009- 13 Strategic Goals Assessment 18
Table 3: Percent Enrolled by Ethnicity – Fall 2012 22
Table 4: Program Enrollment by Major – 2008 – 12 23
Table 5: Enrollment Changes Since 2008 24
Table 6a: Comparative Faculty Quality Deployment 29
Table 6b: Comparative Faculty Sufficiency Ratios (by courses) 30
Table 7a: Undergraduate Student Learning Goals and Objectives 33
Table 7b: Undergraduate Assessment Results 35
Table 8: Summary of Undergraduate Curriculum Changes 37
Table 9: MBA Learning Goals and Objectives 40
Table 10: MBA Assessment Results 41
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EXECUTIVE SUMMARY Introduction
Since 1896, South Carolina State University has maintained a legacy of excellence in education
and a commitment to provide affordable and accessible quality undergraduate and graduate
degree programs. The School of Business embraces that legacy.
A reorganization in 2004 merged the School of Business with the School of Applied Professional
Sciences to form a College of Business and Applied Professional Sciences. In October 2013,
under the leadership of a new president, a new reorganization returned the programs back to a
School of Business. Although the University and School of Business have been impacted by
several internal and environmental changes, the School has continued to provide quality
management education. We are committed to access and excellence in learning, leadership
development and innovation as summarized in the narrative that follows.
Strategic Management
A new strategic plan was adopted for the period 2013-2017, which replaced the 2007-12 plan in
effect during the last accreditation visit. The process began with feedback from a focus group
that included various School of Business stakeholders (faculty, students, business community,
alumni, advisory board and career services staff), a SWOT analysis and review of the vision,
mission, guiding principles, goals and objectives from the previous five-year plan.
With a new mantra of LEARN. LEAD. INNOVATE, our strategic plan sets the direction of our
journey for the next five years focusing on achieving four strategic goals as follows:
Recruit and retain quality students; produce productive and quality graduates
Plan, develop and deliver quality management education programs in relation to our peer
institutions
Recruit, develop and retain quality faculty
Pursue alliances and partnerships to strengthen relations with the community, alumni and
other stakeholders
The primary source of funding to carry out the mission of the School comes from state
appropriations through the Education and General (E & G) budget. Additionally, the School of
Business receives a special appropriation of more than $400,000 annually for accreditation of the
business program. Competitive grant funding of almost $5.0 million over the past five years, and
other support from corporate and private donations assist in sustaining the mission of the School.
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Students
Our goal is to prepare and empower students for success. This is accomplished through a
relevant curriculum, which includes a leadership and professional development program, a
diverse and quality faculty, and an array of developmental activities for students to engage in
learning, leadership and entrepreneurial development. A detailed listing and discussion of these
programs are provided in the report. As a result, our graduates are quite competitive and are thus
capable of functioning in a global and diverse setting.
Several factors, such as economic conditions, changes in financial aid requirements, and
unfavorable publicity, among others, have had an impact on enrollment over the past five years.
As a result, the University has experienced a 22.1% decrease in enrollment since 2008,
while the business program has experienced a 34.4% decrease. Since the retention rate for the
School of Business parallels that of the University, a higher graduation rate and change in
majors may account for this difference. The University and the School have implemented
recruitment strategies to reverse this trend for the 2014-15 academic year.
Faculty and Staff
The School of Business strives to maintain a highly qualified faculty to achieve its mission.
Consistent with AACSB’s mandate for continuous improvement, the School is committed to
increasing the number and quality of intellectual contributions of its faculty through formal and
informal processes. We believe that the level of intellectual contributions produced by the
business faculty is consistent with and supportive of our School and institutional mission.
In 2012, one faculty member retired, two members were not tenured, and one faculty and the
dean resigned. In 2013, an additional faculty resigned, while two new faculty members, two
adjunct positions and an MBA Director and data coordinator have been added.
In 2013, as a result of more efficiency in the management of course scheduling and an increase
in intellectual and professional development activities, faculty sufficiency and quality improved
in comparison to our status in 2008. During the most recent five year period, 20 full-time
faculty members produced a portfolio of contributions that includes 62 peer-reviewed journal
(PRJ) articles, an average of 3.1 articles per full-time faculty member and 194 other qualifying
intellectual activities.
Assurance of Learning
The Assurance of Learning process is faculty driven and guided by the Assessment Committee.
The process was first implemented in Spring 2007 and now include five learning goals and
fourteen learning objectives. Courses are mapped to learning objectives and faculty members
teaching those courses are assigned to a Learning Objective cluster to identify measures and
conduct assessments. The results are analyzed and summarized by the Assessment Committee.
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Reports are then made to the dean, faculty and Curriculum Committee to identify corrective
actions, if needed. Corrective actions may include pedagogical changes, course revisions, new
courses and policies. Several actions were implemented since the last visit to address
weaknesses in the written communication objective which resulted in meeting the benchmark
for the first time. More recently, pedagogical changes have been implemented to address the
critical thinking objective. In addition, since 2008, six new courses have been added and four
have been revised.
The Assurance of Learning process for the MBA program was implemented in 2008 and consist
of four goals and ten learning objectives. The Graduate Program Committee, in conjunction with
the Assessment Committee, reviews the assessment vehicles, schedules and coordinates the
assessment process with MBA faculty. Changes have been made to the MBA core curriculum
and a general MBA track was added.
Other
A newly formed Business Advisory Board is a valuable resource. The Board has committed to
assist with recruitment, student development and fundraising. Members are from different
segments and include graduates from South Carolina State University.
INSPIRE, the fundraising campaign for the business program launched in Fall 2013, has a goal
of raising $200,000 for scholarships with support from faculty, staff, alumni and the corporate
community by 2015.
.
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SOUTH CAROLINA STATE UNIVERSITY
I. SITUATIONAL ANALYSIS
Historical Perspective
South Carolina State University, an 1890 land grant, senior comprehensive institution of
approximately 3,500 students, is committed to providing affordable and accessible quality
baccalaureate, masters, educational specialist and doctoral degree programs. Through instruction,
research, technology and service, the University contributes to economic development, enhances
the quality of life of citizens, and prepares highly skilled, competent and socially aware
graduates to meet life’s challenges and demands and enables them to work and live productively
in a dynamic, global society.
Founded in 1896 as the state's sole public college for black youth, SOUTH CAROLINA
STATE UNIVERSITY has played a key role in the education of African-Americans in the state
and nation. It is the only four-year HBCU state supported school in South Carolina. Although
the agricultural program was terminated and the college farm was transformed into a community
recreation center in 1971, the University continues to fulfill its land grant mission through its
1890 research and extension program.
SC State boasts as being ranked number 10 for most enrolled ROTC cadets (No.1 HBCU).
Founded in 1947, SC State’s ROTC “Bulldog Battalion” averages approximately 100 cadets and
is one of the largest producers of minority officers for the U.S.Army. The University also
received No.1 ranking in social mobility for three years (2006, 2007, and 2009) from
Washington Monthly, and is the only HBCU to be ranked as an over performing College in the
U.S. and No. 5 among national public HBCUs by U.S. News and World Report.
Located in Orangeburg, SC State consists of approximately 107 buildings on 160 acres of land
on its main campus in Orangeburg, and an additional 267 acres at Camp Harry E. Daniels in
Elloree, SC.
In 1983, the School of Business was created, which included three departments: The Department
of Accounting, Department of Business Administration, and the Department of Agribusiness and
Economics. The B.S. and M.S. degrees in agribusiness were introduced in 1985 and 1986,
respectively. The MBA program replaced the M.S. in agribusiness in 2005. SC State is unique
among the 1890 land grant institutions to have its agribusiness program housed in a School of
Business. It is the only school in South Carolina to have both an undergraduate and graduate
program in agribusiness.
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As a result of a reorganization of the University in 2004, the School of Business and the School
of Applied Professional Sciences were merged to form the College of Business and Applied
Professional Sciences. Five departments were included under this structure, including the
Department of Accounting, Agribusiness and Economics and the Department of Business
Administration. These two departments were collectively referred to as the Business Program.
Effective October 15, 2013, by order of a restructuring by President Thomas Elzey and
approval by the Board of Trustees, the School of Business was re-established with the
Department of Accounting, Agribusiness and Economics, Department of Business
Administration and the Small Business Development Center. (Appendix D).
School of Business and University Governance Structure
The authority and responsibility for the governance of South Carolina State University is vested
in the Board of Trustees, who elects, at its pleasure, the President of the University to whom it
delegates authority and responsibility to carry out administrative duties.
President Thomas Elzey, became the 11th president at SC State in June 2013. Prior to this
appointment, President Elzey was Executive Vice President for Finance, Administration and
Operations at The Citadel and has more than 29 years in executive administrative roles that
include Drexel University and Howard University. Dr. George Cooper was the president from
2008– 2012. Dr. Cynthia Warrick served as Interim President during the 2012-13 academic
year.
The dean is the chief administrative officer for the School of Business. In July 2012, Dr.
Barbara Adams was appointed as Interim Dean of the College of Business and Applied
Professional Sciences. Prior to this appointment, Dr. Adams served as Chair of the Department
of Accounting and as Interim Associate Vice President for Faculty and Programs. She also
previously served as Interim Dean of the School of Business in 2002- 2004 and in 1994-95. Dr.
Adams has been at the University for 23 years and played a significant role in the initial
accreditation in 2001 and the re-accreditation in 2010. Dr. Robert Barrett served as the dean from
2007 – 2012. Within the School of Business, there are two department chairs. Dr. Haile Selassie
has been Chair of the Department of Accounting, Agribusiness and Economics since 2010 and
Dr. Gerald Gonsalves is Chair of the Department of Business Administration since 2008.
Additionally, there are two program coordinators, an MBA Director and seven standing
committees to carry out the mission of the School of Business. As of Fall 2013, there are 20 full-
time participating faculty and 2 part-time adjunct supporting faculty members.
Internal and Environmental Analyses
Enrollment Decline: From 2001 - 2011, the University’s enrollment averaged between 4,200 –
4,500 students. Enrollment began to decrease in 2009 and in Fall 2012 enrollment dropped to
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below 4,000, which has impacted enrollment in the School of Business. This drop resulted from
a combination of several factors. In 2007 and 2008, enrollment peaked to almost 5,000 students
as a result of the admission of a significant number of students who fell below the admission
requirements. A significant number of these students did not perform well and eventually
dropped out over the next two years. In 2012, financial aid requirements changed in terms of
enrollment status and hours earned. To remain eligible for financial aid, students were required
to earn 67% of total attempted hours for all previous enrollment periods. Repeated courses
in which a passing grade (D and above) has been received would only be counted toward
enrollment status for one repetition after passing the course. Since a “D” is not considered
passing in a business course, some business students lost their eligibility and did not have funds
to return to school.
Another factor that impacted enrollment was the negative publicity surrounding the University
related to the firing of several top administrators, resignation of the president and controversy
among board members. Although enrollment was projected to decrease for Fall 2013, it is
expected that the recent hiring of a new president and replacement of some board members will
result in a more stable environment going forward. In addition, the University and the School of
Business have launched a marketing, recruitment and fundraising campaign. With assistance
from the Business Advisory Board, the Assistant to the Dean for Recruitment and Student
Services, and the MBA Director, the School is actively recruiting students during the 2013-14
academic year.
Competition from other schools is another factor impacting enrollment. Claflin University,
which is located next door has been successful in attracting students. Additional competition
comes from for-profit schools in the area, the technical colleges, which are cheaper as well as
surrounding schools such as the University of South Carolina, Winthrop University, Clemson
University and the College of Charleston, which attract the higher performing minority students
with scholarships.
Budgetary Environment: Appropriations from the State of South Carolina for higher
education have consistently decreased since 2009 due to a declining economy and other factors.
SC State University’s Education and General (E & G) appropriations dropped from $24.3 million
in 2001-02 to $11.9 million in 2010-11, a decrease of 51%. As is the case with other institutions,
a shift had to be made to rely more on tuition and fees and other non-state revenue. This has
resulted in two modest increases in tuition and other fees, more recently in the 2013-14
academic year. Since 2000, however, the Business Program has received a Special
Appropriation from the State legislature of more than $400,000, in addition to the amount
allocated from the E & G budget and is expected to continue to receive these funds. These
funds enable the School of Business to maintain the quality and standards needed to meet
accreditation requirements. (The use of these funds will be discussed in a later section).
Strategic Environment: In Spring 2013, a new five year strategic plan was approved. The
strategic focus of the School of Business is being guided by a new mantra of Learn. Lead.
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Innovate. Our curricula, program and activities are focused on enhancing student learning,
developing leadership skills and creating innovative thinkers. New initiatives are being
developed and implemented to engage, prepare and empower our students for success. For
example, in addition to our Leadership and Professional Development Program, which includes
an Executive Speaker Series and four (4) courses to prepare students to transit to the workplace,
a Business Leadership Institute was launched in the Fall semester. Selected students completed a
series of four seminars focused on four aspects of leadership to include teambuilding,
change management, communication and ethics. Another new initiative recently implemented is
the Bulldog Small Business Consulting Program, whereby students work with small businesses
in conjunction with the Small Business Development Center. An Innovation and
Entrepreneurship minor and certificate program to train students to become more innovative is
expected to be implemented in Spring 2014. New curriculum programs added include minors in
human resource management and international business. In addition, courses are continually
being revised and new majors considered.
Relative Strengths
The School of Business has many strengths that allows it to fulfill its mission to provide a
quality management education program to prepare competitive and innovative graduates for a
global and diverse environment. Among our strengths are the following:
A Leadership and Professional Development Program that prepares students for
transition from the classroom to the workplace.
A nurturing environment, including a low faculty-student ratio.
A successful weekly Executive Speaker Series that allows students to learn and interact
with senior level management across a wide spectrum of industries.
The 1890 legacy which allows faculty to compete for research and capacity building
grant funding through the 1890 research program and USDA.
A diverse and quality faculty.
Relative Weaknesses
Several events have had an impact on the School’s ability to recruit and obtain support as
indicated by the following:
Transitions in leadership resulted in a refocus of priorities and strategies which impacted
continuity. Since the last accreditation review, the University has gone through several
changes in leadership with an interim president for one year and a new president within
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the last six months. In addition, after serving for five years, Dr. Robert Barrett resigned
as dean in June 2012. Also, in June 2012 five members of the Board of Trustees were
replaced.
President Thomas Elzey was appointed on June 15, 2013. With approval from the Board
of Trustees, President Elzey has restructured the Division of Academic Affairs’
administrative officers and academic units. The administrative officers now include a
provost and two associate provosts. The College of Business and Applied Professional
Sciences has been eliminated and replaced with a School of Business and a College of
Graduate and Applied Professional Studies. President Elzey is supportive of having a
strong School of Business; thus it is expected that with the stability of a new
administration and focus on image building, resources and external support will become
more prevalent.
The previous structure as a College of Business and Applied Professional Sciences was
confusing to some. This impacted the identity and perception of the Business Program.
The change to a School of Business means more focus can now be placed on
branding and expanding the business programs.
The University’s brand and image have been affected by negative publicity about the
University. Both the University and the School of Business have implemented a
branding campaign to restore the image in the local community, the state and the nation.
The School has not maintained a strong connection with alumni. The accounting
program has d o n e a good j o b in networking with its alumni. Prior to the current
year, no efforts had been made by the School to gain access to business alumni data from
the University Alumni Relations Office for development, networking and branding
efforts. During the Spring 2013 semester, the School began developing a database and
has subsequently obtained a database from the University Alumni Relations Office.
Several initiatives to connect with alumni have been implemented this year, to include
a bimonthly newsletter to spotlight selected graduates each month, a semester Bulldog
Business magazine, a Facebook page, and website. In addition, this year, an Alumni Day,
which included classroom visitations and a reception were held during the homecoming
weekend and will be an annual event to allow alumni to interact, provide feedback and
socialize with faculty and students. It is expected that these connections will result in an
increase in financial and other means of support.
Challenges
Over the next few years, several challenges from our internal and external environment
will impact the future development of the School of Business.
Funding - The economic recovery has been slow and is likely to continue to affect the
level of state funding. This impacts the ability to hire additional faculty and expand
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programs. Although four full-time faculty positions were lost in 2012, only one full-time
position was approved for hiring in Fall 2013. With the drop in enrollment and reduction
in budget allocations, it is difficult to justify replacements.
As indicated previously, the negative publicity over the past two years, along with the
economic downturn, has affected the climate for giving. Thus, considerable effort is
being spent on branding to gain support for the School of Business.
Enrollment – Along with internal factors, enrollment has been impacted by
competition from other private and public four-year as well as two-year institutions in
South Carolina. In addition, a number of for-profit colleges such as Strayer University
and University of Phoenix offer programs in our service area.
Technology – The market for on-line degree programs has increased substantially.
Currently, only a few courses in the School are taught completely on-line. An on-line
degree completion program in business is being considered; however, faculty need
training on developing and delivering online courses. In addition, more infrastructure is
needed at the University-level to fully support an on-line degree program. The
University’s Weekend College was approved and implemented two years ago, which
included the MBA and accounting programs. These programs were taught using a hybrid
model; however, lack of funding to implement the required infrastructure and changes in
administration, resulted in a halt to the program after the first year.
Degree Programs for Review and Number of Graduates
Bachelor of Science in Accounting
Bachelor of Science in Agribusiness
Bachelor of Science in Business Economics
Bachelor of Science in Management
Bachelor of Science in Marketing
Master of Business Administration
Table 1: Degrees Awarded by Majors, 2008 - 2012 Program Degree 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012
Accounting B.S. 24 16 19 18 23
Agribusiness B.S. 3 4 5 2 3
Business Economics B.S. 4 7 7 10 5
Management B.S. 46 48 47 51 37
Marketing B.S. 34 23 14 22 21
MBA MBA 3 0 5 3 9
TOTAL 114 98 97 106 98
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Opportunities to Expand Degree Programs and Enrollment
To be competitive in attracting more students to the School of Business, we realize more degree
offerings are needed. Although, two minor programs have been added within the past five years,
no new undergraduate majors have been added since 1985. The MBA was added in 2005.
Potential programs that may be attractive include majors in finance, management information
systems, and supply chain management. Expansion, however, will require increased resources.
The following are currently being considered:
Inquiries are frequently received regarding a finance major. Since most of our peer
institutions have a major in finance, this is considered the most viable major to add
that could impact enrollment.
The core curriculum of the MBA Program was changed and a 30 semester hours track
was approved for implementation in Fall 2014. This change in the MBA curriculum
has introduced the potential to offer the MBA at the University Greenville Center
where there seems to be a market. It also opens the potential to offer a five-year
degree program that will be especially attractive to accounting majors who require
150 hours to sit for the CPA Exam.
The Innovation Engineering curriculum from the University of Maine is being
reviewed for licensing and implementation as a minor and certificate program in
Innovation and Entrepreneurship. The program will be implemented as a University-
wide program to attract students from all majors across the University. A program
proposal grant has been submitted to the National Collegiate Invention and
Innovative Alliance (NCIIA) for funding to start the program.
Several former business students who are now working full time have inquired about
the possibility of completing their degree program through on-line courses. Thus, an
on-line degree completion program in business is being considered to recapture
students who dropped out for various reasons and to gain additional students who
have associate degrees and are working full-time but would like to obtain a four-year
degree.
Certificate programs present another avenue to generate revenue and increase
enrollment. A certificate program in human resource management has been approved
and a certificate in Innovation and Entrepreneurship is being proposed. Additionally,
a market for certificate programs in executive leadership development and accounting
will be reviewed.
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II. Progress and Update on Concerns from the Previous Review
Criteria for Classification and Maintenance of AQ/PQ Status
During the last accreditation review, concerns were raised regarding the number of alternate
criteria used to classify faculty as academically or professionally qualified (AQ/PQ). Since the
last review, criteria for academic qualifications are reduced from three alternatives to two. For
this review period, continued classification as AQ is based on evidence of the following:
3 peer reviewed journal (PRJ) articles published over the most recent 5 years, or
2 PRJ articles published and 1 other intellectual contribution (OIC) qualifying activity
over the most recent 5 years. (Statement of criteria is provided in Appendix F).
Given the change in the 2013 new accreditation standards, criteria is being reviewed and will be
updated again in the coming year to reflect qualifications under the current standards. In
addition, consideration will be given to using a point system for refereed publications and other
intellectual activities.
Strengthening of Intellectual Contribution and Professional Development
Over the past five years, the overall intellectual productivity and professional development of
faculty have increased. This has been accomplished through various strategies to include: a
research seminar series, summer research grants, more emphasis on grant writing at the
University level, increased opportunities for 1890 research funding, more emphasis on
collaboration among faculty, and funding for paper presentations. In addition, faculty
participated in a summer research and publication institute during the summer 2010, which
included a professional writing consultant and the editor of a journal to provide insights on how
to get published.
To further strengthen the intellectual contribution of faculty, a research incentive program is
being implemented beginning with the 2013-14 academic year as follows:
Acceptance for publication of each PRJ article $300
Acceptance for publication of each peer reviewed proceedings $100
Enhancement of Assurance of Learning Process
The first round of assessment of the Assurance of Learning goals (AOL) did not occur until
Spring 2007. The School was challenged in closing the loop on the first round assessment
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(AOL) by the accreditation review in 2009, so a one-year extension was granted. During the
one-year extension, actions were taken to close the loop on the writing goal. A Title III grant
allowed the implementation of a ‘writing across the business curriculum’ program that resulted
in required writing assignments in selected business core courses, summer writing institutes for
both faculty and students, and publication of a student journal.
Several lessons have been learned as a result of completing the first cycle of assessment.
Although some strengths were observ ed in the assessment process in the first round,
several weaknesses were noted. These have been corrected. For example, more courses are
identified for assessment of some learning objectives and there is equal coverage of goals in
each assessment cycle. In addition, learning objectives are more specific and benchmarking
guidelines are more clearly defined.
Since 2008, six new courses have been added and four courses were revised. In addition, other
curriculum changes were made to improve outcomes from the assessment process. Although
efforts have been made to coordinate assessment with curriculum development, this remains an
area that needs additional attention and is currently being addressed. Lastly, a fifth goal related
to technology was added to extend the range of measured student skills.
III. STRATEGIC MANAGEMENT
The School’s Vision
The vision of the School of Business is “to be known as the best value in the Southeast through
our quality programs and service to our students and other diverse stakeholders.”
Mission Statement
The mission of the School of Business is ‘to provide quality management education and
leadership development to produce competitive and innovative graduates for a global and
diverse environment.’
This mission was slightly modified from the mission statement adopted in 2005 and is the result
of the 2013-17 planning process.
In addition, the School has adopted a new mantra of LEARN. LEAD. INNOVATE. As such,
all of our curricula, programs and activities will focus on enhancing student learning, developing
leadership skills and creating innovative thinkers.
Core Values
The mission of the School of Business will be accomplished through quality teaching, research,
instructional development and service activities. Our overall success in accomplishing our
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mission will be measured by the enhancement of our reputation among our students, faculty,
peers, and other stakeholders. To that end, we affirm our values of leadership, customer
satisfaction, teamwork, community outreach, integrity and performance. Therefore:
We value learning and strive to promote the professional and leadership development of
all students to include technological, global, ethical and entrepreneurial skills.
We are supportive of and responsive to the holistic needs of all students.
We value collaborations and partnerships with our diverse stakeholders to work toward
positive outcomes that impact our program and the community.
We strive for continuous improvement in the performance and assessment of our results
while ensuring that our integrity and quality is never compromised
The Strategic Planning Process and Outcomes
The Process
The School of Business’s strategic planning process begins with the Strategic Planning
Committee, which is appointed by the dean and consists of both senior and junior faculty
members. The committee is charged with the responsibility to:
1) Develop a comprehensive plan every five (5) years consistent with the mission of the
School and aligned with the University and Division of Academic Affairs’ goals and
objectives;
2) Review and update the plan each year;
3) Provide guidance in implementing the plan; and
4) Monitor and assess goals and objectives on an annual basis.
The current strategic plan for the University was approved by the Board of Trustees in 2011 for a
five-year period. The School of Business’ prior strategic plan was for the period 2007 – 2012;
thus a new strategic plan was adopted for the period 2013-2017. The process began with a one-
day planning retreat using a focus group approach that included various School of Business
stakeholders (faculty, students, business community, alumni, advisory board and career services
staff). The process included a SWOT analysis and review of the vision, mission, guiding
principles, goals and objectives from the previous five-year plan. The committee used feedback
from the focus groups to draft the new five-year plan. The draft was presented to the faculty for
review and discussion over three working sessions prior to approval.
At the end of each academic year, the strategic plan is reviewed at a faculty retreat (reviewed in
May by faculty at the 2013 School of Business retreat) to determine progress and suggestions for
changes in strategies. The strategic plan is implemented through two departments and several
committees to include: Strategic Planning Committee, Faculty Development & Intellectual
Contributions Committee, Assessment Committee, Curriculum Committee, Special Programs
and Activities Committee, Outreach Committee, Graduate Program Committee and
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Accreditation Committee. In addition, the Strategic Planning Committee meets during the
semester to add, clarify and assess progress made on the plan.
Our strategic plan sets the direction of our journey for the next five years with a focus on
achieving four strategic goals as follows:
Recruit and retain quality students; produce productive and quality graduates
Plan, develop and deliver quality management education programs in relation to our peer
institutions
Recruit, develop and retain quality faculty
Pursue alliances and partnerships to strengthen relations with the community, alumni and
other stakeholders
Outcomes
As a result of budget constraints over the last few years, the School has become more efficient
and effective in the management of limited resources, which in itself is a major outcome. Some
specific outcomes of the School’s strategic management since the last accreditation visit include:
an increase in faculty intellectual productivity, increase in student engagement in leadership and
professional development activities, an increase in alumni and community outreach, and program
enhancements. These accomplishments are noted in spite of a reduction in enrollment, the
number of faculty, and financial resources.
Faculty qualifications have increased as a result of more emphasis on publication and grant
writing to support research. Research funding through the 1890 Research and Extension
Program has provided faculty increased opportunities to fund research. As a result, several junior
faculty members have been successful in obtaining research grants. In addition, the School has
supported research through summer research grants.
A summary of the assessment of strategic goals since the last accreditation review is provided in
Table 2 below. (See Appendix E for the complete Strategic Plan)
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Table 2: 2009-13 STRATEGIC GOALS ASSESSMENT
Strategic Goal / Objectives 2009-13 Accomplishments Goal 1 – Recruit and Retain Quality Students; Produce Received annual corporate scholarship funding from Productive and Quality Graduates Boeing, BMW, Wachovia Bank, AgSouth Farm Credit
Received more than $50,000 committed in Objective 1: Increase scholarship funding Assistantships (graduate and undergraduate) from
grants each year.
Awarded $150,000 Multicultural Scholarships from
USDA
Receive annual funding of two scholarships from the
GiGi Zimmerman Foundation
Launched the INSPIRE fundraising campaign in Fall
2013 for scholarship funding with a goal of $200,000
by end of 2015
Objective 2: Implement Strategies to Appointed an Assistant for Recruitment and Student
increase enrollment Services with specific responsibilities for recruitment
and internships.
Implemented various recruitment strategies to include
high schools and technical colleges
Initiated a 2+2 agreement with O-C Tech
Used USDA grant to sponsor summer camps for high
school students and guidance counselors to increase
enrollment in Agribusiness program
Developed new brochures for all programs
Objective 3: Increase the retention rate of Implemented new advising policies and guidelines
students approved by University
Implemented department group meetings with
students at least once each semester
Implemented a Financial Literacy series with required
attendance for students enrolled in BA 101 –
Introduction to Business
Objective 5: Provide students with skills to Implemented a Leadership Institute for students to
compete enhance leadership skills
Sponsored a Writing Competition to engage students
in writing more
Published a Student Writing Journal
Continued the LAPD Program with weekly Executive
Speaker Series. Students indicate the program has a
positive impact on their business savvy and
preparation for the workplace and the way others
perceive them
Objective 6: Facilitate the transition of Required students in SB 201 and SB301 to register
students into career choices with the Career Center and apply for internships
Developed partnership with INROADS and other
agencies to provide internships
Appointed staff to work directly with students in
finding internships
Goal 2 – Plan, Develop and Deliver Quality
Management Education Programs
Objective 1: Plan, develop, and implement
quality programs
Objective 2: Consider new curricular
initiatives
Objective 3: Evaluate the Effectiveness of
programs
Implemented a minor in human resource management
in Fall 2012
Developed and implemented 4 new courses in
accounting curriculum
Approved a general MBA track for implementation in
Fall 2014
Revised the BA 101 – Introduction to Business course
to focus on mathematical and computer applications.
Evaluated all business curriculums and course
offerings
Continued to assess Assurance of Learning goals
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Goal 3 – Objective 1: Recruit, Develop and Retain
Quality Faculty.
Objective 1: Recruit and retain quality
faculty to maintain AQ/PQ qualifications
Objective 2: Support faculty participation in
faculty development activities
Increase external and internal opportunities
for collaboration in research and scholarly
activities
Goal 4 – Pursue Alliances and Partnership Strengthen
Relations with Community, Alumni
and other Stakeholders
Objective 1: Increase level of outreach and
involvement in community and other
stakeholders
Objective 2: Implement programs to assist
the community
Objective 3: Develop and maintain alumni
relations
Hired two accounting professors. Currently
recruiting for a marketing and economics professor
Support up to 5 summer research grants of $5,000
each annually and 15% of salary for new hires during
first 2 years of contract.
Assess AQ/PQ status each year
Fund faculty travel to professional meetings
Support the faculty seminar series
Implementation of a ‘Brown Bag’ Teaching Series
Faculty participate in University faculty development
workshops
Faculty participate in Management Education
Alliance faculty development activities
Almost $5.0 million awarded in grant funding
The Business Advisory Board consists of alumni,
regional and local business persons. The Executive
Director of the Chamber of Commerce serves on the
board.
Partnered with the Small Business Development
Center to conduct seminars for small business owners
Pursuing a partnership with Boeing to provide human
resource training in their Minority Protégé Program
Currently pursuing partnerships with State Farm
Insurance, Governor’s Office of Minority Outreach
Conducted the Volunteer Income Tax Assistance
Program (VITA) annually.
Implemented a Bulldog Small Business Consulting
Program in collaboration with the SBDC to provide
free consulting services to small businesses
Student organizations engage in various outreach
activities to include Relay for Life, food drives, after
school tutoring, etc.
Sent bi-monthly newsletters to alumni and friends
Distributed Bulldog Business Magazines each
semester to alumni and friends
Hosted a Business Alumni Day during homecoming
weekend to include classroom visitations and an
Alumni Reception. This will be an annual event.
Financial Strategies
The School of Business receives funding from several sources to accomplish our strategic goals
and objectives.
State Appropriations
The primary source of funding for the School of Business comes from funds appropriated to the
University by the state legislative process. Since 2008, E & G appropriations from the state have
20 | P a g e
been declining. The 2013-14 appropriation allocated for business programs is $2,159,600
compared to $2,359,976 for the 2008-09 fiscal year. Allocations are used for personnel cost and
other operating expenses.
The budget process requires the College/School dean to present a budget, which identifies
particular needs for each academic unit. Allocations are then supposed to be made based on
several factors; however, due to shortfalls in the budget over the past four years, budgets have
remained static except for a 3% across the board salary raise for the 2011-12 fiscal year. New
hires are approved as needed.
The University’s budgetary constraints present a challenge to the School to build capacity and
quality in all programs. In spite of this challenge, however, resources h a v e b e e n
efficiently managed to maintain faculty sufficiency and quality through strategic
deployment of faculty and management of course offerings.
Special Legislative Appropriation
Since 2000, the state has provided a special appropriation of more than $400,000 to the Business
Program each year to support efforts to maintain AACSB accreditation. These funds are in
addition to funds allocated from the E & G appropriations and are expected to continue. Funds
are used to support:
Recruitment of faculty
Salary supplements in hiring of qualified faculty by making up the difference between
market salary and what the University can offer until the full salary can be internalized in
the regular state appropriated budget
Faculty development activities
Summer research grants
Research incentives for publications
Student development activities
Technology upgrades
Building improvements
Competitive Grant Funding
Faculty members have taken advantage of increased research funding opportunities through the
1890 research program. As a result of these and other external sources, grant activity over the
past five years total almost $5.0 million for 17 projects. (See Appendix C.3)
Grant funds are used to compensate research faculty up to 25% of salary during the summer,
hiring of undergraduate and graduate research assistants, scholarships, travel and other related
expenses.
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Other Support
The School of Business receives scholarship funds of approximately $25,000 each year
from various sources to include Wachovia, Boeing, BMW, The GiGi Zimmerman
Foundation, AgSouth Farm Credit, and the Business Advisory Board.
In the Fall 2013, the INSPIRE fundraising campaign for the business programs was
launched to raise funds from faculty and alumni. Next year, the campaign will reach out
to corporate sponsors. In addition, the Business Advisory Board will assist with
fundraising events. The goal is to raise $200,000 for scholarships by the end of 2015.
As a member of the Management Education Alliance (MEA), support is provided for
faculty development activities and international travel. Faculty members have been
funded to attend case writing and case teaching workshops at Harvard, faculty
development workshops, and travel to various countries.
IV. PARTICIPANTS
Students
Students are our greatest asset. We are committed to preparing and empowering students for
success by creating an enriching learning environment that emphasizes leadership and innovative
thinking.
Advising
Students may declare a major when they are admitted to the University. There are no admission
requirements to the School of Business. Class schedules, advising and orientation of new
students are conducted by the Student Success and Retention Program (SSRP) prior to the
beginning of the first semester. During the orientation period, department chairs meet with
incoming students to provide curriculum sheets and assign an academic advisor. Undeclared
majors will continue to be advised by SSRP until they declare a major, which must be done by
the end of the Freshman year.
Although students have primary responsibility for their curriculum, the advisor’s responsibility is
to be accessible to guide students throughout the semester and particularly during pre-registration
and registration periods at the beginning and end of semesters. The advisor must be aware of
curriculum requirements for the degree program, curriculum changes, and monitor individual
advisee progress to assist students effectively in making curriculum choices and academic
decisions.
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New advising procedures were implemented in Fall 2012 that require students to meet with their
advisor at least once during the semester prior to obtaining a PIN for registration for the
upcoming semester. In addition, advisors must conduct a degree audit of students once they
complete 90 semester hours and complete a Junior Status Report. The advisor also completes an
Eligibility for Graduation Report a semester prior to the student’s expected graduation date. In
an effort to increase retention, the University has an academic warning system to allow faculty to
refer students who are not performing well to SSRP for tutoring assistance. Tutoring is also
provided by some student organizations.
Student Demographics
The School of Business student body includes students from several states across the United
States as well as several countries; however, 74.5% are from South Carolina, 21.5% are from out
of state, and 4% are international. The gender breakdown is 64% male and 36% female. These
demographics are slightly different from the University. A comparison of the School of
Business and University demographics is provided in Appendix F.1. A summary of the
ethnicity of business students is provided in Table 3 below.
Table 3: Percent Enrolled by Ethnicity - Fall 2012
Ethnicity %
Black 95.7%
Asian .5%
White 2.6%
Other 1.2%
Enrollment Trends
The University experienced a significant decline in enrollment over the past two years that is the
result of a combination of factors. First, the decline in enrollment began in 2009 as a result of
admitting a significant number of students in 2007 and 2008 who did not meet the admission
requirements. Secondly, the failing economy imposed budget cuts and financial constraints that
limited scholarship funding. The enrollment decline was further impacted in 2011 and 2012 by
negative publicity surrounding changes in the administration and Board of Trustees. Financial
aid requirements have also tightened. This has made it harder for some students to obtain enough
funding to pay tuition and other expenses without taking loans, for which they or their parents
may not meet the necessary qualifications. Other students lost their eligibility for financial aid as
a result of not meeting the 67% completion rule.
The enrollment trend tables below (Tables 4 and 5) indicate the University has experienced a
22.1% decline in enrollment in 2012 compared to 2008, while the School of Business has a
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decline of 34.4% for this same period. Since the retention rate for the School is similar to the
University, it is proposed that the higher decline in business student enrollment is attributed to
changes in majors and a higher graduation rate (See Appendix F). Some changes in majors
occur because business majors cannot receive a grade of “D” in any business course.
When enrollment is analyzed by program areas, all programs show a decline except for
agribusiness. One explanation for this is that prior to the current year, agribusiness was the
only program in the School of Business that directly recruited students. In 2008, the program
received a two-year USDA grant to specifically recruit and train under-represented
minorities into agribusiness careers. They also received a grant to provide five (5) full-time
scholarships for four years. Thus, programs and activities were implemented to recruit students
for the agribusiness program.
The other programs have basically relied on the University’s recruitment efforts. This is
currently being addressed with the appointment of Dr. Stacey Settle as the Assistant to the
Dean for Recruitment and Student Services. In addition to working with the University
Admission Office, he is responsible for implementing strategies to directly recruit for
undergraduate business majors. This includes visits to high schools, developing relationships
and articulation agreements with technical colleges, participating in recruitment fairs, following
up with interested students, and holding recruitment forums. In addition to Dr. Settle, the
Business Advisory Board is also developing a comprehensive recruitment strategy, to
include identifying and developing a pipeline of students i n j u n i o r h i g h s c h o o l .
These strategies will be implemented in 2014. The University’s Admission unit has also
been strengthened with the appointment of a Vice President for Enrollment Management and
implementation of an aggressive recruiting program.
Ms. Ellen Ricoma was hired in October as the MBA Director to increase enrollment in the MBA
Program. She has an administrative function only and is primarily responsible for developing
and implementing a marketing and recruitment strategy for the MBA Program to produce a
pipeline of students. Some of her efforts will include participating in recruitment fairs,
developing print and media ads, posters, and billboards, hosting MBA forums, and enhancing
relationships with surrounding colleges and the business community.
Table 4 - Program Enrollment by Major 2008- 2012
Program Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012
Accounting 144 125 128 113 100
Agribusiness 14 18 20 22 30
Bus.Economics 67 57 53 49 48
Management 277 252 205 177 140
Marketing 127 107 115 108 89
MBA 11 10 12 17 13
TOTAL 640 572 536 486 420
UNIVERSITY 4,888 4,538 4,362 4,326 3,807
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Table 5: Enrollment Changes Since 2008
Major Fall 2012 Enrollment %Change Since Fall 2008
Accounting 100 -30.5%
Agribusiness 30 +114.3%
Economics 48 -.28.3%
Marketing 89 -29.9%
Management 140 -49.5%
MBA Program 13 +18.2%
Total School Of Business 420 -34.4%
University 3807 -22.1%
Student Engagement
In addition to the curriculum, several student development programs and activities are integrated
to engage students in developing their professional and leadership skills. A summary
discussion of each is provided:
The Leadership and Development (LAPD) Program – The LAPD component of the
business curriculum is required for all business majors and is designed to equip students
with the ‘soft skills’ necessary to begin and advance in their careers as responsible
corporate and community citizens. This program consists of four professional
development classes, leadership development workshops and the Executive Speaker
Series as follows:
o Professional Development I – a 1-hour credit course taken at the sophomore
level that focuses on self - development.
o Professional Development II – a 1-hour credit course taken at the junior level
that focuses on interpersonal development.
o Professional Development III – a 1-hour credit course taken at the senior level
that focuses on leadership development.
o Experiential Learning – an experiential learning course taken at the senior level
and requires a minimum of 60 hours of hands-on work experience.
o Executive Speaker Series (ESS) – Students enrolled in the professional
development classes must attend a weekly Executive Speaker Series, which
brings industrial and political leaders to campus to provide various perspectives
that form the context for leading in government and business. In addition to the
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lecture session, selected students engage in a roundtable discussion with the speaker. This experience is designed to motivate and challenge students, while at
the same time, build self-esteem, character, and serve as a catalyst in the development of leadership skills.
o Leadership Development Workshops – In addition to the courses and ESS,
various workshops are made available to students and have included workshops
on dining etiquettes, dressing for success, golfing, and writing.
Business Leadership Institute – The institute was implemented in September 2013 to
further develop the leadership skills of students who aspire to become leaders. The
institute consists of a series of four (4) seminars over a period of four months on
different aspects of leadership. The Fall 2013 series focused on teambuilding, change
management, communication and ethics. Twenty-six students received certificates of
completion.
Leadership Forum – Selected students are sponsored to participate in a two-day state-
wide leadership program hosted by Senator Tim Scott.
Internships – Students are encouraged to complete internships in their related area
during the summer. In addition to the Career Center, the Recruitment Coordinator assists
students in locating internships through INROADS and other agencies.
Small Business Student Consulting Program – Working with the Small Business
Development Center and a Faculty Coach, student teams are assisting small businesses
and non-profit organizations in the areas of accounting, sales and marketing strategies.
This program was implemented in Spring 2013.
Business Plan Competition – MBA students participate in the Opportunity Funding
Corporation (OFC) Innovation & Entrepreneurship competition. In preparation for
this competition, they compete with each other in a school business plan competition.
Innovation and Entrepreneurship Program – An Innovation and Entrepreneurship
Program is proposed for implementation in Spring o r Summer 2014. A grant proposal
has been submitted to NCIIA and is currently being reviewed.
Bulldog Business Journal – Students participated in a Writing Institute during the
summer of 2010, which resulted in the development of a writing journal to showcase
student research and writing skills. The journal is published in the Fall semester.
The Volunteer Income Tax Assistance Program – Each year accounting students,
under the supervision of an accounting professor, prepare over 100 tax returns for
students and people in the local community.
Student Organizations – Students engage in community outreach, tutoring and
professional activities through several student organizations to include: National
26 | P a g e
Association of Black Accountants, Beta Alpha Psi, Beta Gamma Sigma, Alpha Kappa Psi
Business Fraternity, Toastmasters International, the Economics Club and Society for
Human Resource Management.
Business Student Council – A Business Student Council was formed this year to
provide students with a vehicle to provide input on policies and suggest programs for
student development.
International Travel – Students are provided opportunities and funding for international
travel. The School has supported student travel to China, Brazil, Japan, Europe and
South Korea during the past five years.
Business Week – Each year during the Spring semester, an annual Business Week is
observed, which includes a series of activities centered on a theme. This year will mark
the 42nd Business Week program. In addition to guest speakers, student activities include a writing competition, an international quiz bowl, an international taste testing and an awards dinner.
GMAT Prep – Each year, the faculty provides several GMAT Prep sessions at no cost to
students who plan to attend graduate school. Course materials, including GMAT prep
books, are also provided at no cost.
Aspirant Agent Program – In partnership with State Farm Insurance, students will have
the opportunity to participate in the agency’s Aspirant Agent Program beginning in
Spring 2014. The program will allow students to work with State Farm agents in the
area, who will mentor and groom them to become State Farm agents. Faculty
The School of Business strives to maintain a highly qualified faculty to achieve its mission.
Consistent with AACSB’s mandate for continuous improvement, the School is committed to
increasing the number and quality of intellectual contributions of its faculty through formal and
informal processes. We believe that the level of intellectual contributions produced by the
business faculty is consistent with and supportive of our School and institutional mission.
Faculty Recruitment and Hiring Process
The hiring process begins at the department level. Each year, Chairs identify and provide
justification for faculty needs during the next academic year. Needs are identified based on
recent vacancies, quality of faculty, student demands for courses and the strategic focus of the
School. A request to fill a position (P-2) is sent to the dean and processed through Academic
Affairs and the Human Resource Office for approval. Once approved, the position is posted in
the University system and the School begins the recruiting process to identify potential
candidates. After a candidate is selected from the interviewing process, a personnel action
request (P-4) is forwarded (along with supporting documentation to include application, resume,
27 | P a g e
letters of recommendation, and official transcripts) for approval by the Dean, Provost and
President.
Faculty Changes and Composition
In 2012, five positions in the School of Business became vacant, which included four faculty
members and the dean. In 2013, an additional faculty position became vacant. The reduction of
faculty by program area is as follows:
Management (1)
Marketing (1)
Accounting (1)
Law (1)
Business Economics (1)
Dean (Non-teaching)
The replacement of vacant positions and new hiring over the past two years have been curtailed
due to budget cuts and drop in enrollment; however, to counteract these changes, the following
additions/changes were made:
Accounting (2 positions added)
Law (1 Adjunct position added)
Management (1 Adjunct position added)
Marketing (Marketing professor that was split between serving as MBA Director and
teaching was replaced with a full-time MBA Director and is therefore back to teaching
marketing courses full-time). The School has a position posted for Marketing and is
recruiting to fill the position.
Dean (Position is currently being filled on interim basis by accounting professor). A
search process for this position will begin soon.
Business Economics (Position has been approved and is posted). The recruitment
process has begun.
Faculty Deployment and Intellectual Contribution Efforts
As opportunities for hiring new full-time faculty develop, the academic qualifications of
potential faculty members are given high priority. Thus, future hiring in needed areas, such as
marketing, will further strengthen faculty qualifications
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As indicated in attached Table 10-1, the ratio of intellectual contributions of the faculty has
increased since the last accreditation visit. Not only has the ratio of publications increased, but
faculty have been more engaged in research as evidenced by articles accepted for publication and
additional submissions that are under review at refereed journals (see Appendix C). During the
most recent five year period, 20 full-time faculty members have produced a portfolio of
contributions that includes 62 peer-reviewed journal (PRJ) articles for an average of 3.1articles
per full-time faculty member. This is a significant increase over the 2.8 PRJ articles per faculty
reported during the last accreditation visit. In addition, faculties were engaged in 194 Other
Intellectual Contribution (OIC) activities which include presentations at national and
international academic and professional conferences, grant writing, working papers, case writing,
and editorial reviews, among others. In addition, the faculty currently has more than a dozen
papers under review at peer-reviewed journals and has been awarded approximately $5.0 million
in competitive grants.
As a result of a small MBA Program, the business faculty primarily engages in undergraduate
teaching. There are no faculty members who teach only graduate courses. With the exception of
one or two faculty who may teach one graduate course each semester, most will teach no more
than one graduate course per academic year. The AQ/PQ criteria, therefore, has been applied
consistently to all faculty members in accordance with our criteria, which is:
3 peer reviewed journal (PRJ) articles published over the most recent 5 years, or
2 PRJ articles published and 1 other intellectual contribution (OIC) qualifying activity
over the most recent 5 years.
(See full statement of criteria in Appendix F)
On-going strategies to facilitate and encourage the faculty to engage in research include the
following:
Summer Research Support - Summer grants to conduct research will continue to be
available to faculty members. The summer grants allow the faculty to spend
concerted time during the summer to conduct substantive research. Faculty members
who submit research proposals that have the potential for publication in refereed
journals are awarded summer research support. In summer 2013 alone, the School of
Business offered $25,000 in support of research to five faculty members. The research
outputs have been presented in the Research Seminar Series and subsequently submitted to
peer review journals for publication consideration. Special legislative appropriations and
externally funded research grants remain the primary sources of funding for summer research
by the faculty.
Faculty Research Incentive Program – As an incentive to publish, faculty will receive a
stipend for each article accepted for publication during the year. This is a new program.
29 | P a g e
Support for Professional Travel – The School of Business will continue to support
faculty travel for paper presentations at professional meetings. Support will also be
provided to enable the faculty to participate in workshops, seminars, and other
professional activities to enhance their research and instructional skills. Again, the
special legislative appropriations and externally funded research grants are the
primary sources of support for professional travel of the business faculty.
Faculty Seminar Series - The in-house Research Seminar Series will continue to
provide the faculty an outlet for making presentations to their colleagues. The
Seminar Series enable faculty members to practice the technique of making
professional presentations. This is also a good forum for the faculty to learn the
application of research methods to a variety of business problems. Presentations are
published in a Working Paper Series.
Release Time - Faculty members who are engaged in research are given 25 percent
release time each semester.
Externally Funded Grants - As a land grant institution, SC State is in a position to
attract external funding. Business faculty will continue to submit proposals to seek
external funds to support research and teaching activities.
Management Education Alliance (MEA) - Support from for the MEA is expected
to continue to enhance faculty development. In the past the MEA has supported
faculty participation in topical seminars and workshops at the Harvard Business
School and other leading institutions, as well as international travel.
Professional Qualifications
There are a few faculty members who meet the criteria for PQ status. Their inclusion as PQ
faculty takes into account their recent and ongoing professional experience related to their area
teaching assignment and their role within the program as primarily teaching faculty in the
specialty areas of Professional Development, Business Communications and Business Law. The
faculty members identified as PQ in Table 10-1 have recent or continuing professional activities
as consultants in these areas or in the case of the business law instructor, as a practitioner.
(See criteria in Appendix F.5).
Tables 6a and 6b below compares faculty sufficiency and quality in 2008 to our status in 2013.
As noted we have either maintained or improved overall and in all of the program areas.
Table 6a: Comparative Faculty Quality Deployment Year %AQ %PQ %O %AQ+PQ
2008-09 69.3 17.2 86.5
2012-13 81.0 19.0 100.0
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Faculty sufficiency has improved as a result of more efficiency in course scheduling. Over the
last two years, the University has scrutinized course scheduling across campus as a means of
utilizing resources more efficiently by reducing the number of adjunct positions. Low
enrollment classes are eliminated and some course offerings are rotated in a predictable pattern
to assure students meet degree requirements.
Table 6b: Comparative Faculty Sufficiency Ratios (by courses)
Program #Participating #Supporting Total %Participating
Accounting 3
1
4
91.7% 2008-09
2013-14 4 0 4 100%
Agribusiness 3
0
3
100% 2008-09
2013-14 2 0 2 100%
Business Economics 2
0
2
100% 2008-09
2013-14 2 0 2 100%
Management 9
4
13
83.3% 2008-09
2013-14 10 2 12 86.3%
Marketing 4
1
5
73.3% 2008-09
2013-14 2 0 2 100%
TOTAL FACULTY 21
6
27
85.3% 2008-09
2013-14 20 2 22 92.4%
V. ASSURANCE OF LEARNING
The Process
In Fall 2004, the School of Business began the process of developing a robust assurance of
learning plan that would be reflective of the School and University’s mission, as well as
congruent with AACSB Assurance of Learning standards. A committee consisting of faculty
members from all program areas was given the charge to spearhead efforts towards this
objective. The assessment committee developed four general learning goals and twelve specific
learning objectives, which were voted on and approved by the Business faculty. Thereafter, each
learning objective assessment criteria, assessment vehicles, and sample frames were established.
As a result of this process, the first round of assessment was implemented in Spring of 2007.
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The AOL process is faculty driven. The Assessment Committee develops a sampling plan each
academic year to determine which undergraduate and graduate courses are to be evaluated. A
team of faculty members with primary responsibility for teaching courses that are mapped to a
specific objective is then assigned to a Learning Objective cluster. The cluster develops the
assessment vehicle, a rubric for evaluation, and conduct assessment of the assigned learning
objective in their respective classes. Once the assessment has been performed, the Assessment
Committee collects, compiles, analyzes and summarizes all data from participating classes. The
results are then presented to the dean, chairs, faculty and the Curriculum Committee for further
review.
Data collection is geared towards identifying performance gaps and measuring the effectiveness
of implemented corrective actions. Thus, when learning gaps on an objective are identified by
the assessment result, the Curriculum Committee makes recommendations for improvements,
which may include pedagogical changes, course content changes or proposals for new courses.
In addition, the learning objective cluster may also make recommendations for corrective
actions. In Spring 2013, the critical thinking cluster worked on designing new in-class critical
thinking activities to encourage critical thinking among students.
Over the past five years, the Assurance of Learning plan continues to improve, both in terms of
content and process as exemplified by the addition of a fifth goal related to technology to
extend the domain of measured student skills. Since 2008, six new courses have been added
and four courses underwent revisions. In addition, other curriculum changes were made to
improve outcomes from the assessment process. Efforts have also focused on faculty
development activities related to learning objectives where student performance was below par.
Assessment Committee Structure and Responsibilities
The Assessment Committee is responsible for designing, coordinating, and monitoring the
assurance of learning activities of the undergraduate and graduate business programs.
Committee appointments are made by the dean and are term limited to ensure broad faculty
participation. The committee presents results from the AOL process to the curriculum
committee, dean, and business faculty to ensure a broad dissemination of information emerging
from assessment activities. The key tasks of the Assessment Committee include the following:
Outlining and reviewing:
learning goals and objectives
benchmarks for success
course maps for objectives
assessment vehicles and rubrics
assessment schedule
Managing assessment data:
collection
formatting and storage
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analyses and dissemination.
Reviewing and analyzing:
assessment results
proposed curriculum modifications
closing the loop activities
Curriculum Committee Structure and Responsibilities
The Curriculum Committee is a standing committee appointed by the dean charged with
facilitating the curriculum review process. The Committee reviews all curriculum proposals
from program areas initiated by departmental committees or individual faculty members and
engages in collaborative decision-making. In addition, the Committee conducts a periodic
assessment of the business core curriculum to assess relevancy of courses and content based on
the AOL assessment results to ensure that students are engaged in learning through a rigorous,
challenging, meaningful curriculum that is designed to prepare them for a career in business.
Recommendations from the Committee are subjected to a vote of the entire faculty before
moving to the University level for approval.
Assessment Tools and Procedures
Undergraduate Programs
The Assurance of Learning plan for the undergraduate program in this review cycle is based on
five general learning goals and fourteen specific learning objectives as presented in Table 7a.
Each learning objective is mapped to a series of courses that introduce and build upon the
knowledge, skill or attitude related to the objective. Twelve of the learning objectives are
measured through assessment instruments that serves as direct measures, whereas two objectives
are measured indirectly. Since we rely primarily on course-embedded assessments, assessment
vehicles such as exams, cases, projects, essays etc. are determined by instructors of the courses
being assessed and are submitted to the Assessment Committee for approval. Whenever a rubric
is utilized to evaluate student performance, the faculty cluster associated with the particular
objective engages in the rubric development. Examinations and rubrics developed for assessment
are reviewed by the Assessment Committee on a regular basis.
Assessment of the business core curriculum takes place in accordance with a predetermined
schedule. Data collection is geared towards identifying performance gaps and measuring the
effectiveness of corrective actions. Once collected, the data is analyzed by the Assessment
Committee and benchmarked against formal criteria. Student performance on the measured
objectives is formatted into reports that are disseminated using multiple channels, which include
the dean, department chairs, and Curriculum Committee. Results of the assessment process are
33 | P a g e
used to identify gaps in learning and to generate corrective actions for closing the assessment
loop.
Detailed information concerning assessment is provided in Appendix B.
Table 7a: Undergraduate Student Learning Goals and Objectives
General Learning Goals
(GLGs)
Specific Learning Objectives
(SLOs)
Participating Courses and
Assessment Vehicles
1. Critical Thinking 1.1 BA 101-brief case study
Students will be able to comprehend BA 201- brief legal case
Business majors will develop
and demonstrate the ability to
the structure and elements of a
business problem. (knowledge)
MKT 300- class project
MGT 301- exam questions
1.2 Students will be able to apply
relevant theories and concepts to
resolve business problems.
(knowledge & skill)
BA 213- exam questions related
to probability
BA 214- exam questions
covering hypothesis testing
MGT 301- exam questions on
organizational environment
MGT 308- team project
ECON 250- exam questions on
aggregate demand and
aggregate supply.
engage in critical thought
processes whereby they are able
to skillfully analyze, assess, and
resolve complex business
problems.
(knowledge and skill)
1.3 Students will be able to apply
problem solving techniques to
generate alternative solutions for a
given problem. (knowledge & skill)
MGT 320- financial ratio
calculations
ECON 250 - problem solving
exercises.
BA 214- short case based on
data analysis. MGT 310- case study
assignment
1.4 Students will be able to critically
evaluate alternatives to arrive at the
optimal solution. (skill)
MGT 430- Homework essay
questions.
Case study.
2. Leadership
Business majors will develop
and demonstrate leadership
skills in their personal and
professional lives.
(knowledge , skill, & attitude)
2.1 Students will develop and
demonstrate the ability to work with
others in a team setting. (skill &
attitude)
SB 301- multiple choice
questions on team work.
BA 312- rubric based team
project peer evaluations.
MGT 308- peer evaluations.
2.2 Students will develop and
demonstrate time and resource
management skills. (knowledge &
skill)
SB 400, BA 450- employer
survey response to items related
to time and resource
management skills of the intern.
2.3 Students will be able to effectively
communicate ideas and information
BA 450- student internship
report.
MGT 430- written responses to
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orally and in writing. (skill) case study questions. 2.4 Students will engage in activities
that foster self-confidence and a
sense of personal self-worth.
(attitude)
SB 201, 301 and 401-student
participation in Executive
Speaker Series roundtable
discussion.
3. Ethics
Business majors will
demonstrate knowledge of
ethical conduct in business and
the value of good citizenship.
(knowledge, skill, and attitude)
3.1 Students will understand and
demonstrate appropriate ethical
standards and behavior. (knowledge
& skill)
BA 201- case study presenting
an ethical dilemma.
ACCT 207-case study
presenting an ethical dilemma.
MGT 430- essay questions on
corporate social responsibility.
3.2 Students will demonstrate that they
understand the importance of
community involvement.
(knowledge, skill & attitude)
Participation in community
projects and service by
members of student
organizations.
4. Global Perspective
Business majors will be
cognizant of the global
community in which we live
and work.
(knowledge, skill, and attitude)
4.1 Students should be able to
understand and appreciate other
cultures and international diversity.
(knowledge & attitude)
Student participation in
international events.
Student responses on an
international diversity survey.
4.2 Students should be able to integrate
the impact of global environmental
forces into business decisions in
their major areas. (knowledge &
skill)
BA 301-international business
case study.
MGT 430-case questions related
to impact of global forces on the
firm.
5. Technology
Business majors will be able to
utilize
technology to solve business
problems.
(knowledge and skill)
5.1 Students will display familiarity
with basic
hardware and software.
(knowledge)
MGT 310- exam questions on
hardware and software
5.2 Students will be able to apply
technology to
solve business problems.
(knowledge & skill)
BA 101- lab exercises.
BA 213, 214- excel based
assignments.
MGT 310- team projects.
The primary method by which learning objectives are assessed is via course embedded measures
related to course assignments.
Successful implementation of the Business Program's AOL plan depends upon communication
of elements of the assessment plan and results among stakeholders to create 'buy in' and a unified
approach towards learning goals. This communication is facilitated by provision of multiple
opportunities for discussion and engagement among the administration and faculty members on
topics related to Assurance of Learning. AOL is a regular agenda item at each faculty meeting.
35 | P a g e
Furthermore, an entire day is spent on assessment results and closing the loop plans during the
end of year faculty retreat.
Assessment Outcomes
Undergraduate Programs
A summary of the assessment results for 2009-2013 assessment cycles is presented in Tables 7b.
Table 7b: Undergraduate Assessment Results
General Learning Goals/
Objectives
Assessment
& Evaluation
Instrument
Course
Mapping
% Students Meeting or Exceeding
Expectations
(Benchmark = 70%)
1. Critical Thinking 2009-10 2010-11 2011-12 2012-13
1.1 Comprehension of a
business problem
Short cases
Assignments
(rubric)
BA 101
BA 201
MKT 300
MGT 301
85 88 84 86
1.2 Application of
theories
and concepts
Exam
(rubric)
BA213, 214
MKT 300
MGT 301,
308, 320
ECON 250
62 74 73 79
1.3 Application of
problem
solving techniques
Analytical
assignments
(rubric)
MGT 320
ECON 250,
260
BA 213, 214
93 82 81 84
1.4 Evaluation of
alternatives
Cases
(rubric) MGT 430
54 65 68 71
2. Leadership
2.1 Team-working ability
2.2 Time and resource
management
2.3(a) Oral communication
2.3 (b) Written
communication
2.4 Self-esteem activities
Team project
(rubric based
peer
evaluation)
SB 301-01
BA 312
MGT 308
100 94 94 90
Supervisor
evaluations
(Employer
survey )
SB 400, BA
450
82 80 85 89
Oral
BA 311
84 73 82 86
presentations 62 64 68 70
Written
assignments
BA 450
MGT 430
(rubrics)
ESS
roundtable
participation
SB 201, 301,
401
100 100 100 100
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3. Ethics
3.1 Ethical concepts
Ethics case
(rubric)
BA 201
ACCT 207
MGT 430
86 82 79 83
3.2 Community
involvement
Service
projects
Student
organizations
100 100 100 100
4. Global Perspective
4.1 Global diversity Survey BA 301
MGT 430
100 90 82 86
4.2 Integration of global
environment
Case
(rubric)
BA 301,
MGT 430,
ECON 250
89 76 84 84
5. Technology
5.1 Technical knowledge
Technology
proficiency
tests
MGT 310
BA 213, 214
Goal 5 related to technology was added to the
learning goals in 2013-14 academic year.
5.2 Technology utilization
Assignments
requiring
technology
applications
MGT 310,
BA 213, 214,
MGT 430.
Detailed year by year data along with graphs showing longitudinal trends for each objective is
presented in Appendix B.
Assurance of Learning Impact on Curricula Development
Undergraduate Programs
Curriculum changes may be initiated by an individual faculty member, department chair, dean or
the committee itself as a result of the AOL process. If the change involves a new
course/program or a major revision of an existing course, the approval process begins with the
program area and goes through the Curriculum Committee, School of Business faculty, the
University’s Educational Policies Council and the Faculty Senate for approval prior to
implementation. Once approved by these bodies, new programs must also be approved by the
Board of Trustees, the SC Commission on Higher Education and the Southern Association of
Colleges and Schools (SACS) prior to implementation.
Results from each assessment cycle have been used to identify strategies for closing the
performance gap on learning objectives. A number of "closing the loop" initiatives were
undertaken, which includes pedagogical as well as curriculum changes. A brief summary of
changes arising as a response to assessment data from the undergraduate curriculum is presented
in Table 8 below.
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Table 8: Summary of Undergraduate Curriculum Changes
Goal 1: Business majors will develop and demonstrate the ability to engage in critical thought
processes whereby they are able to skillfully analyze, assess, and resolve complex business
problems.
Identified Problem
Assessment scores indicate the need for improvement in student's ability to arrive at an optimal decision based on
the analysis of a given problem.
Corrective Action
All courses mapped for Goal 1 are required to conduct in class critical thinking activities such as case
discussions, problem solving, debates, reflective writing exercises etc. to engage students in cognitive skills
related to synthesis and evaluation. (Examples of such exercises are provided in the document room).
Faculty members attended workshops related to critical thinking to strengthen their skills in teaching critical
thinking.
Introduction to Business (BA 101) was redesigned to cover problem solving using mathematical and
technological tools. Emphasis is placed on logical reasoning in interpretation of results. The course will be
available to students in Fall 2014.
Impact of Correction Students are exposed to multiple pedagogical techniques across classes aimed at facilitating critical thinking
amongst students. Improvement on all dimensions of critical thinking have been observed; new course structures
and pedagogical tools are expected to improve critical thinking scores further.
Goal 2: Business majors will develop and demonstrate leadership skills in their personal and
professional lives.
Identified Problem Assessment scores for written communication are below the 70% benchmark mark.
Corrective Action
English proficiency exam is moved to the second semester of the freshman year. Student must pass both the oral
and written component of the exam or complete an additional English course.
BA 400 and BA 450 were revised to include a written report after the completion of internship experience.
New course ACCT 210 was introduced to prepare accounting students in report writing.
A Writing Across the Business Curriculum (WABC) program was implemented in 2010 to require writing
assignments in selected business core courses.
A two-day faculty institute was held in (2010) for all Business faculty which focused on issues related to
developing and evaluating writing assignments.
A Student Journal was instituted to encourage and engage students in scholarly writing activities.
A Writing competition is held each year to encourage and showcase good writing
In Spring 2014, a content analysis of BA 311 will be conducted with an emphasis on enhancing the content to include more report writing.
Impact of Correction Although student performance on written communication skills is not at a high level, there has been a steady
improvement. An in-depth analysis of the results suggests ‘grammar, sentence structure and critical analysis are the
weak points. It is expected that corrective actions related to critical thinking skills will result in an improvement.
Goal 3: Business majors will demonstrate knowledge of ethical conduct in business and the value of
good citizenship.
Identified Problem Assessment scores on Ethics component of the goal has marginally declined since 2009. Assessment was mainly
conducted in introductory accounting and business law classes.
Corrective Action
ACCT 312 which focuses on ethical and legal environment in accounting was added as a required course for
accounting majors
A new course 'Fraud Examination' (ACCT 316) was added to Accounting curriculum as an elective
All students enrolled in MKT 424 are required to complete the training and certification in Ethical Treatment of
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Human Research Participants.
The Business Code of Conduct is required to be attached to all course outlines.
Impact of Correction A wider coverage of Ethics and Corporate Social Responsibility in courses at all levels. Emphasis on Ethical
conduct and decision making is also placed in Leadership and Professional Development (LAPD) classes and
speaker series.
Goal 4: Business majors will be cognizant of the global community in which we live and work.
Identified Problem Lack of objective measure for assessing learning objective related to global diversity. After the introduction of a
revised assessment vehicle, assessment scores exhibit a decrease since 2009. Additionally, assessment scores for
objective 4.2 indicated weaknesses related to the ability of students to recognize their own ethnocentric biases when
considering problems in the global context and a difficulty in drawing comparisons outside of their own direct
experience. These issues are likely related to a lack of personal international exposure among the student body.
Corrective Action
Survey measuring student's attitude towards global diversity was developed to provide a better measure than
mere attendance in events with international focus.
A new course 'Export Management' was developed and introduced under Special Topics in Business (BA 499) as an elective.
International day was made a permanent feature of the annual Business Week program to highlight issues and
opportunities related to globalization.
Faculty is considering incorporating major-specific international content in core course
Impact of Correction A moderate improvement in student performance on objective 4.2 is noted. Faculty continue to provide increased
international exposure through the use of case studies and examples incorporated in lectures to reduce ethnocentric
biases.
Goal 5: Business majors will be able to utilize technology to solve business problems.
Identified Problem
Students are deficient in the use of spreadsheet applications. Although professors in some classes may make
assignments in excel, there is currently no course in the business curriculum that teach students how to use
spreadsheets or databases. This goal has not been assessed.
Actions to Promote Technological Competence
BA 101 is being revised to include student training in basic technological skills such as use of spreadsheets,
word processing, and PowerPoint presentations
In Spring 2014, a content analysis of MGT 310 will be conducted with a focus on changing the content to
include systems as well as some computer application.
A new course MGT 418 (E-commerce) was developed as an elective.
Impact of Actions To be measured in 2013-14.
Other Undergraduate Curriculum Changes
1. Students consistently have problems in the financial accounting course. In the past, ACCT 207 -
Financial Accounting was a three credit hour course. Considering the amount of contact hours
needed to enhance student learning, the course was changed to a four credit hour course to
include a lab. No assessment results are available to measure the impact of this change.
2. The Accounting Curriculum was enhanced with two new required courses: ACCT 210 – Writing
and Computer Applications in Accounting and ACCT 312- The Ethical and Legal Environment
of Accounting. In addition, two elective courses, Special Topics in Accounting (ACCT 499) and
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Fraud Examination (ACCT 316) were was added to provide coverage of emerging issues in the
field.
3. The Economics curriculum was revised to add two additional required courses (Business and
Economics Forecasting (ECON305) and Managerial Economics (ECON425)), which had
previously been taken as electives.
4. A new minor and certificate program in Human Resource Management was developed and
implemented.
5. A monthly Financial Literacy Seminar series was implemented and is required for students
enrolled in BA 101.
6. Beginning Spring 2014, computer aided business simulations are required in MGT 430 and MKT
425, to provide hands-on problem solving experience to students.
The curriculum changes summarized are designed to strengthen student competencies in a
number of key areas. Quantitative reasoning skills and the ability to use and interpret
quantitative methods have been re-emphasized in the curriculum through the change in credit
hours for ACCT 207 and in the redesign of the BA 101 course. Technological competency is
being enhanced via the new BA 101 format and through the increased use of simulations in
capstone courses. Other changes are designed to expose students to more specialized topics in
their chosen fields (ACCT 312, 316 and 499; ECON 305 and the HRM minor) thereby giving
them a greater depth of awareness and knowledge of the theoretical, conceptual and practice-
based issues in their fields.
The impact of these curriculum changes on specific learning goals will be assessed in future
rounds using course embedded direct measures developed by the faculty in conjunction with the
Assessment Committee as indicted in the description of the assessment process.
MBA Program Assessment
Learning goals and specific objectives for the MBA program were developed and adopted in Fall 2008.
These goals and objectives are presented in Table 9. Faculty members adopted a common benchmark
standard that requires at least 80% of students to meet or exceed expectations on each learning objective.
The assessment process for the MBA program began in Spring 2009 and by the end of Fall 2013, three
rounds of assessment on each of the ten learning objectives have been completed. Course-embedded
measures were employed for the assessment of all objectives.
The Assessment Committee in conjunction with the Graduate Program Committee develops the timeline
for the assessment of learning objectives. At the beginning of each semester, the Graduate Program
Committee in conjunction with Assessment committee reviews the assessment vehicles, schedules and
coordinates the assessment process with MBA faculty.
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Table 9: MBA Assurance of Learning Goals and Objectives
General Learning Goals (GLGs) Specific Learning Objectives (SLOs)
1. Strategic Thinking
MBA graduates will develop an understanding of
the strategic management process and will be able
to develop, implement, assess, and refine a
strategic plan in a business setting.
1.1 Graduate students will be able to evaluate business
data to identify key facts and arguments.
1.2 Graduate students will be able to analyze the
business environment and its impact on business
decisions.
1.3 Graduate students will be able to apply business
process knowledge from a variety of business
disciplines.
1.4
Graduate students will be able to apply quantitative
and qualitative tools to arrive at alternate solutions.
2. Leadership
MBA graduates will demonstrate effective
leadership skills both as a team leader and as a
team member.
2.1 Graduate students will be able to assess the
challenges and benefits of working in a team setting.
2.2 Graduate students will be able to effectively
organize, manage, and lead in a team environment
3. Ethics
MBA graduates will develop an understanding of
business’s ethical responsibility towards various
stakeholders
3.1
Graduate students will understand the importance of
corporate governance.
3.2 Graduate students will be able to identify, evaluate,
and generate solutions to an ethical dilemma.
4. Global Awareness MBA graduates will have an understanding of
global influences on business decisions.
4.1 Graduate students will be able to assess and integrate
the impact of the global environment on business
decisions.
4.2 Graduate students will be able to develop strategies
in a global environment.
MBA Outcomes - The results of three rounds of MBA assessment is presented in Table 10. Students
achieved the benchmark on all learning objectives except Objective 1.4.
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Table 10: MBA Assessment Results
Goals Learning Objectives Assessment Scores
2009 2011 2013
1. Strategic Thinking
1.1 Evaluation of key data 100 100 86
1.2 Analysis of business environment 100 83 100
1.3 Application of business process knowledge 82 83 100
1.4 Application of quantitative tools 50 67 71.4
2. Leadership
2.1 Team-working ability 85 100 100
2.2 Effective management of team environment 100 100 100
3. Ethics
3.1 Understanding of corporate governance 100 89 89
3.2 Solution to ethical dilemma 100 89 89
4. Global Awareness
4.1 Integration of global environment 100 100
4.2 Strategy building in global environment 87 100
Given the small size of the MBA program and the resulting small student sample, satisfactory
achievement of learning goals as determined by an analysis of course embedded direct measures
is perhaps not surprising. Future assessments of the program will include additional external
measures, such as student performance on ETS field tests, to further analyze student
performance. The inclusion of specific external measures will be determined by the Assessment
and Curriculum Committees prior to the beginning of the 2014-15 academic year.
In this round of evaluation, learning objective 1.4 (quantitative reasoning) is the one area of
evaluation which showed significant variation in student performance across the three years
measured. In order to further analyze this trend, beginning fall 2014, MBA students enrolling in
the required quantitative analysis course (BA 519) will be required to take a pre-test to measure
quantitative ability at the beginning of the course and a post-test at the end of the course. The
results of the pre-test will help determine whether the content of BA 519 should be enhanced to
include more exercises and classroom activities that are designed to ameliorate potential student
deficiencies in this area. Additionally, results of the post-test will help determine whether
additional changes to the curriculum or other aspects of student learning are needed.
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MBA Curriculum Development - The most significant curriculum change during this review
period has been a revision of the MBA core curriculum from 15 credit hours to 24 credit hours
and the addition of a general MBA track. These changes will be implemented in Fall 2014. As a
result of increasing the core requirements, the Agribusiness and Entrepreneurship concentration
courses have been reduced from 21 credit hours to 12 credit hours so that the total requirements
remain at 36 credit hours. The general MBA track includes the same core courses, however, it is
a fast track and only requires a total of 30 credit hours.
Specific changes related to MBA learning goals include the inclusion of Global Business
Perspectives (BA 563) and Management Information Systems (MGT 575) as core requirements
for all MBA students. The Global Business Perspectives course is expected to reinforce global
awareness learning outcomes among all students. The class was previously taught as an MBA
elective and includes case studies and a term project, which require students to demonstrate
critical thinking and strategic insight in the global context. The globalization requirement will
also incorporate additional ethical decision making elements into the curriculum within the
context of global business strategy and decision making.
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APPENDIX A
FACULTY SUFFICIENCY, QUALIFICATIONS AND DEPLOYMENT
TABLE 9.1A – Faculty Sufficiency, Using Courses, Spring 2013
TABLE 9.1B – Faculty Sufficiency, Using Courses, Fall 201
TABLE 10.1 – Faculty Qualifications, Spring 2009 - Fall 2013
TABLE 10.2 – Faculty Deployment, Spring 2009 – Fall 2013
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Appendix A: TABLE 9-1 A: SUMMARY OF FACULTY SUFFICIENCY BY DISCIPLINE AND SCHOOL
(Spring, 2013)
Name Participating or
Supporting
(P or S)*
Amount of
teaching if P
(blank if S)**
Amount of
teaching if S
(blank if P)
ACCOUNTING Adams, Barbara P 2 Co
Garlick, John P 2 Co Onyeocha, Joseph P 5 Co
TOTAL ACCOUNTING 9 Co 0 Co (9) /(9) = 100.0%
AGRIBUSINESS Karemera, David P 3 Co
Selassie, Haile P 4 Co
TOTAL AGRIBUSINESS 7 Co 0 Co (7) /(7) = ) =100.0%
BUSINESS ECONOMICS Miley, Harry P 2 Co Mustafa, Muhammad P 4 Co
Rienstra, Paul P 4 Co TOTAL BUSINESS ECONOMICS 10 C0 0 Co (10) / 10) = 100%
* Participating faculty members are committed to teaching, research, community services including various committee tasks whereas Supporting
faculty members are only committed to teaching tasks.
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Appendix A.1 Continued
Appendix A: TABLE 9-1 A: SUMMARY OF FACULTY SUFFICIENCY BY DISCIPLINE AND SCHOOL
(Spring, 2013) By Courses
Name Participating or
Supporting (P or S)
Amount of
teaching if P
(blank if S)*
Amount of
teaching if S
(blank if P)
MANAGEMENT
Brizek, Michael P 4 Co
Beraho, Enoch P 4 Co
Feng, Keli P 2 Co
Ford, Sarah S 3 Co
Gonsalves, Gerald P 2 Co
Jasper, Jan S 1 Co
Lim, Jaejoo P 4 Co
Ma, Gouhua P 3 Co
Quinn, Kathy P 4 Co
Settle, Stacey P 5 Co
Spann, Ora P 4 Co
Winstead, Anne P 3 Co
TOTAL MANAGEMENT 35 Co 4 Co (35) / (35 + 4) = (35) /(39) = 89.7%
MARKETING
Jamison, David P 3 Co
Singh, Renu P 3 Co
TOTAL MARKETING 6 Co 0 Co (6) /(6) = 100.0%
TOTAL, BUSINESS PROGRAM 67 Co 4 Co (67) / (67 + 4) = (67) / (71) =94.4%
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Appendix A: TABLE 9-1 B: SUMMARY OF FACULTY SUFFICIENCY BY DISCIPLINE AND SCHOOL
(Fall, 2013), By Courses
Name Participating or
Supporting
(P or S)*
Amount of
teaching if P
(blank if S)
Amount of
teaching if S
(blank if P)
ACCOUNTING Adams, Barbara P 0 Co
Davis-Culler, Phebian P 3 Co
Garlick, John P 2 Co Onyeocha, Joseph P 3 Co
TOTAL ACCOUNTING 8 Co 0 Co (8) / (8) = 100.0%
AGRIBUSINESS Karemera, David P 3 Co
Selassie, Haile P 4 Co
TOTAL AGRIBUSINESS 7 Co 0 Co (7) /(7) = ) =100.0%
BUSINESS ECONOMICS Mustafa, Muhammad P 4 Co
Rienstra, Paul P 3 Co TOTAL BUSINESS ECONOMICS 7 Co 0 Co (7) / (7) = 100%
* Participating faculty members are committed to teaching, research, community service including various committee tasks whereas Supporting
faculty members are only committed to teaching tasks.
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Appendix A.1 Continued
Appendix A: TABLE 9-1 B: SUMMARY OF FACULTY SUFFICIENCY BY DISCIPLINE AND SCHOOL
(Fall, 2013), By Courses
Name Participating or
Supporting (P or S)
Amount of
teaching if P
(blank if S)
Amount of
teaching if S
(blank if P)
MANAGEMENT
Austin, Carlson S 3 Co
Brizek, Michael P 4 Co
Beraho, Enoch P 2 Co
Feng, Keli P 3 Co
Ford, Sarah S 3 Co
Gonsalves, Gerald P 2 Co
Lim, Jaejoo P 3 Co
Ma, Gouhua P 3 Co
Quinn, Kathy P 3 Co
Settle, Stacey P 3 Co
Spann, Ora P 3 Co
Winstead, Anne P 3 Co
TOTAL MANAGEMENT 29 Co 6 Co (29) /( 29 + 6) = (29) /( 35) = 82.9%
MARKETING
Jamison, David P 3 Co
Singh, Renu P 3 Co
TOTAL MARKETING 6 Co 0 Co (6) / (6) = 100.0%
TOTAL, BUSINESS PROGRAM 57 Co 6Co (57) / (57 + 6) = (57) /(63) =90.5%
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Appendix A:
TABLE 10-1: SUMMARY OF FACULTY QUALIFICATIONS, DEVELOPMENT ACTIVITIES, AND PROFESSIONAL
RESPONSIBILITIES (Spring 2009 - Fall 2013)
Name
Highest
Earned
Degree &
Year
Date of First
Appointment
to School
% Time
School’s
Mission
Acad
Qual
Prof
Qual
Other
Number of Contributions during the last five years
Normal
Professional
Responsibilities Learning &
Pedagogical
Scholarship
Discipline-
Based
Scholarship
Contributions
to Practice
PRJ OIC PRJ OIC PRJ OIC
ACCOUNTING
Adams, Barbara Ph.D., 1981 1971-75, 1990 100 Yes 0 0 5 11 0 0 UG/GR
Davis-Culler, Phebian
Ph.D. candidate
8-2013 100 Yes
(New) 0 0 1 0 0 0 UG
Garlick, John Ph.D., 1989 1995-02, 2012 100 No 0 0 1 2 0 0 UG
Onyeocha, Joseph MBA, 1982 1991 100 Yes 0 0 1 2 0 1 UG
AGRIBUSINESS
Karemera, David Ph.D., 1989 1997 100 Yes 0 0 7 13 0 0 UG/GR
Selassie, Haile Ph.D., 1983 1984 100 No 0 0 0 6 0 0 UG/GR
BUSINESS ECONOMICS
Mustafa,
Muhammad Ph.D., 1988 1989 100 Yes 0 0 14 46 0 0 UG/GR
Rienstra, Paul Ph.D., 2004 2008 100 No 0 0 0 9 0 0 UG
* As a minimal qualification for consideration as academically qualified, over the last 5 years a faculty member must:
(a) have published or accepted at least 3 quality Peer Reviewed Journal articles (PRJ), OR
(b) have published or accepted 2 quality PRJ articles and at least 1 additional Other Intellectual Contributions (OIC) qualifying activity, **To be considered professionally qualified, the faculty member should have a master’s degree in the area of teaching assignment and current professional
experience that is relevant to the teaching assignment with a minimum of five years of continuing professional experience. Additionally, a
professionally qualified faculty is expected to maintain his/her professional qualifications through active participation in professional activities.
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Continued Appendix A
Appendix A:
TABLE 10-1: SUMMARY OF FACULTY QUALIFICATIONS, DEVELOPMENT ACTIVITIES, AND PROFESSIONAL
RESPONSIBILITIES (Spring 2009 - Fall 2013)
Name
Highest
Earned Degree
& Year
Date of First
Appointment
to School
% Time
School’s
Mission
Acad
Qual
Prof
Qual
Other
Number of Contributions during the last five years
Normal
Professional
Responsibilities Learning &
Pedagogical
Scholarship
Discipline-
Based
Scholarship
Contributions
to Practice
PRJ OIC PRJ OIC PRJ OIC
MANAGEMENT
Austin, Carlson MBA, 1969 1969 50 Yes UG
Brizek, Michael Ph.D., 2002 2008 100 Yes 0 0 6 22 0 0 UG/GR
Beraho, Enoch Ph.D., 1978 1981 100 Yes 0 0 6 12 0 0 UG
Feng, Keli Ph.D., 2006 2008 100 Yes 0 0 3 17 0 0 UG/GR
Ford, Sarah 2012 50 Yes (New)
Gonsalves, Gerald Ph.D., 2002 2008 100 No 0 0 1 5 0 0 UG
Lim, Jaejoo Ph.D., 2007 2007 100 Yes 0 0 2 19 0 0 UG
Ma, Gouhua Ph.D., 2007 2007 100 Yes 0 0 3 6 0 0 UG
Quinn, Kathy Ph.D., 1998 2000 100 Yes 0 0 3 7 0 0 UG
Settle, Stacey Ph.D., 1994 1997-01,2008 100 Yes 0 0 0 0 0 0 UG
Spann, Ora Ph.D., 1991 2000 100 Yes 0 0 2 3 0 0 UG
Winstead, Anne Ph.D., 1978 1972-75,2005 100 Yes 0 0 2 5 0 0 UG
MARKETING
Jamison, David Ph.D., 1993 2000 100 Yes 0 0 2 3 0 0 UG
Singh, Renu Ph.D., 2005 2005 100 Yes 0 0 3 6 0 0 UG
50 | P a g e
Appendix A: TABLE 10-2. CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTY
(Spring 2009 - Fall 2013)
NAME QUALIFICATION
(ACADEMIC-AQ,
PROFESSIONAL-PQ
OTHER-O)
(FROM
TABLE 10-1)
AQ faculty-
% of time
Devoted
to Mission
(FROM TABLE 10-1)
PQ faculty-
% of time
Devoted
to Mission
(FROM TABLE 10-1)
OTHER2
faculty- % of time
Devoted to
Mission
(FROM
TABLE 10-1)
QUALIFICATION
RATIOS PER STD 10
ACCOUNTING
Adams, Barbara AQ 100
Davis-Culler, Phebian AQ 100
Garlick, John AQ 100
Onyeocha, Joseph PQ 100
TOTAL ACCOUNTING
300 100 0 AQ% = 300 / 400 = 75.0%
AQ%+PQ% = 400 / 400 = 100%
AGRIBUSINESS Karemera, David AQ 100
Selassie, Haile AQ 100
TOTAL AGRIBUSINESS
200 0 0 AQ% = 200 /200 = 100%
AQ%+PQ% = 200 /200 = 100%
BUSINESS ECONOMICS Mustafa, Muhammad AQ 100
Rienstra, Paul AQ 100
TOTAL BUSINESS
ECONOMICS
200 0 0 AQ% = 200 / 200 = 100%
AQ%+PQ% = 200 / 200=100%
Appendix A Continued
51 | P a g e
Appendix A TABLE 10-2. CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTY
(Spring 2009 - Fall 2013)
NAME
QUALIFICATION
(ACADEMIC-AQ,
PROFESSIONAL-PQ
OTHER-O)
(FROMTABLE 10-1)
AQ faculty-
% of time
Devoted
to Mission
(FROM
TABLE 10-1)
PQ faculty-
% of time
Devoted
to Mission
(FROM
TABLE 10-1)
OTHER2
faculty- % of time
Devoted to
Mission
(FROM
TABLE 10-1)
QUALIFICATION
RATIOS PER STD 10
MANAGEMENT Austin, Carlson PQ 50 Beraho, Enoch AQ 100 Brizek, Michael AQ 100 Feng, Keli AQ 100 Ford, Sarah PQ 50 Gonsalves, Gerald AQ 100 Lim, Jaejoo AQ 100 Ma, Gouhua AQ 100 Quinn, Kathy AQ 100 Settle, Stacey PQ 100 Spann, Ora AQ 100 Winstead, Ann PQ 100
TOTAL MANAGEMENT
800 300 0 AQ% = 800/1,100 = 72.7%
AQ%+PQ% = 1,100/1,100 = 100.0%
MARKETING Jamison, David AQ 100 Singh, Renu AQ 100
TOTAL MARKETING
200 0 0 AQ% = 200 / 200 = 100.0%
AQ%+PQ% = 200 / 200 = 100.0%
OVERALL TOTAL FOR
BUSINESS PROGRAM
1,700 400 0 AQ% = 1,700 / 2,100 = 81.0%
AQ%+PQ% =2,100 / 2,100=100.0%
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AOL ASSESSMENT Appendix B
Learning Objective 1.1
1.1 Comprehension of a business problem
90
88
1.1 86 Comprehension
of a business 84 problem
82
09-10 10-11 11-12 12-13
Over the last four assessment cycles, scores for Learning Objective 1.1 have varied between 84-88
percent of students meeting or exceeding expectations. The objective was measured through short case
studies which were evaluated using a comprehension rubric. Emphasis on learning through business
problem solving techniques have been placed in all business courses. Since 2008, an increase of 10% is
observed in the comprehension level of students.
Learning Objective 1.2
100
1.2 Application of theories and concepts
80
60 1.2 Application
40 of theories and concepts
20
0
09-10 10-11 11-12 12-13
A significant improvement is observed in Learning Objective 1.2, which measures student's ability to
apply business theories and concepts to solve problems. In 2008, only 61% of students met or exceeded
expectations on this objective, which was below the expected level of 70% of students meeting or
exceeding expectations. Learning Objective 1.2 was an emphasis area during fall 2009. Since then,
revision of previously learned concepts is a regular feature in all classes in the beginning of each course.
Faculty also strives to strengthen linkages between materials learned in other courses in class lectures to
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build a unified approach to problem solving. These measures have resulted in 79% of students meeting or
exceeding expectations; an 18% increase since 2008.
Learning Objective 1.3 1.3 Application of
problem solving techniques
95
90 1.3
85 Application of problem
80 solving
75 techniques
09-1010-1111-1212-13
This objective dealt with the application of quantitative and qualitative tools to generate solutions to a
business problem. With the exception of the 09-10 assessment cycle, the scores have been in the 80%
range. Homework assignments and exam problems are used as the assessment vehicle for this objective.
A rubric-based evaluation was conducted to assign scores for student work. An in-depth analysis of the
data suggests that student face maximum difficulty in making connections between the results and
managerial decision making. Improving quantitative skills of students is an emphasis area going forward
which is reflected in closing the loop activities as presented in the report.
Learning Objective 1.4
1.4 Evaluation of alternatives
80
60
40 1.4 Evaluation
20 of alternatives
0
09-10 10-11 11-12 12-13
Objective 1.4 deals with the ability to arrive at an optimal solution by evaluating alternative solutions of a
business problem. In 2009, only 54% of students met or exceeded expectation on this objective. The
assessment took place in the capstone class using case study as the assessment vehicle. Over the course of
three years, emphasis has been placed in increasing the number of critical thinking activities during class
54 | P a g e
and also on providing a variety of opportunities for students to engage in critical thinking. For example,
case discussions, reflective essay writing, 1 minute papers, debates, and analysis of an argument. At
present, all business courses are required to list and implement critical thinking as one of their course
objectives. In 2012-13, 71% of assessed students met or exceeded expectations on this objective.
Learning Objective: 2.1
105
2.1 Team-working ability
100
95 2.1 Team- working ability
90
85
09-10 10-11 11-12 12-13
Learning Objective 2.1 measures students' ability to work in a team setting. Until 2010, the measurement
was based on peer evaluations and structured observations during a team work exercise. In 2011,
measures of teamwork were refined to include a rubric based evaluation by team members over the course
of a semester long project. The evaluations for each student were averaged to arrive at the final score for
the student; thus, increasing the validity of the measurement. Although assessment results of the objective
show a decrease in team working ability, the scores remain above the 90% level.
Learning Objective 2.2
2.2 Time and resource management
90
85 2.2 Time and resource
80 management
75
09-10 10-11 11-12 12-13
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Learning Objective 2.2 measures the ability of student to utilize time and resources. All students enrolled
in SB 400 and BA 450 (experiential learning courses) undergo a supervisory evaluation after completing
their internship experience. Specific items on the Employer survey measures supervisor's perceptions of
the ability of intern to adequately manage time and resources. These surveys are returned to the course
instructor and the scores on those items serve as assessment scores for this objective. Over the past four
cycles, an increase in student's skills related to the objective is noticed.
Learning Objective 2.3(a)
2.3 (a) Oral communication 90
85
80 2.3 (a) Oral
75 communication
70
65
09-10 10-11 11-12 12-13
Learning Objective 2.3 (b)
2.3 (b) Written communication
75
70
65 2.3 (b) Written communication
60
55
09-10 10-11 11-12 12-13
Learning Objective 2.2 (a) and (b) deals with oral and written communication skills. All classes having
presentations evaluate student presentations on the basis of oral presentation rubric. With the exception of
2010-11, scores for oral communication have been above 80%. Significant effort will be placed to
provide meaningful feedback to presenters on improvement areas. Extremely low scores on written
communication skills in 2008(46.7%) galvanized the faculty to place significant emphasis on writing in
all business courses. Several actions have been taken towards improvement as mentioned in the impact on
curricula section of the report. As a result, in 2012-13, assessment scores for the learning objective
56 | P a g e
reached the benchmark for the first time. Efforts are being made to sustain the initiatives and continue on
the path of improvement.
Learning Objective 2.4
120
100
80
60
40
20
0
2.4 Self-esteem activities
2.4 Self-esteem activities
09-10 10-11 11-12 12-13
This objective deals with the ability to provide opportunities to foster students’ self- confidence and a
sense of personal self-worth. The Executive Speaker Series (ESS) of the LAPD program is specifically
geared towards achieving this objective. The objective of ESS is to promote leadership development
through interaction with senior level executives who provide various perspectives that form the context
for leading in the business world. The experience is designed to motivate and challenge students, build
self-esteem, strengthen character, and serve as a catalyst in the development of soft skills. During ESS
students attend the seminar, participate in a round table discussion with the guest and also attend a
business luncheon. Attendance and participation in the ESS roundtable event provide scores for this
objective, therefore a constant 100% scoring is observed. This objective will be revised with an objective
measure in the next assessment cycle.
Learning Objective 3.1
3.1 Ethical concepts 88
86
84
82 3.1 Ethical
80 concepts
78
76
74
09-10 10-11 11-12 12-13
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This objective measures students’ understanding and demonstration of appropriate ethical behavior.
Students enrolled in Legal Environment of Business (BA201), Financial Accounting (ACCT 207), and
Business Policy (MGT 430) generally participate in the assessment of this objective. An ethics case
serves as the vehicle for measurement. The Assessment Committee is currently working on mapping
more courses for learning objective 3.1 in an effort to ensure a wider coverage of ethics in the business
curriculum.
Learning Objective 3.2
120
100
80
60
40
20
0
3.2 Community involvement
3.2 Community involvement
09-10 10-11 11-12 12-13
Through various community projects initiated by student organizations, business majors work with the
local community and demonstrate their understanding of the importance of community service. Student
participation in such projects serve as the subjective measure for this objective. This objective will be
revised to include an objective measure for the next assessment cycle.
Learning Objective 4.1
120
100
80
60
40
20
0
4.1 Global diversity
4.1 Global diversity
09-10 10-11 11-12 12-13
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Learning Objective 4.1 deals with student appreciation and understanding of other cultures and
international diversity. Since the majority of students are African -American, efforts are placed
throughout the curriculum to develop a globalized perspective. For example, one full day of activities
related to internationalization is a staple of Business Week. Assessment scores in 2009-10 were subjective
and reflected mere participation of students in such events. Thereupon, since 2010, an objective survey
based measure of appreciation of global diversity has been adopted as the assessment vehicle for this
objective.
Learning Objective 4.2
4.2 Integration of global environment
90
85
80 4.2 Integration
75 of global environment
70
65
09-10 10-11 11-12 12-13
Learning Objective 4.2 measures student ability to integrate the impact of global environment in problem
solving. Traditionally, students enrolled in Introduction to International Business (BA 301) have served as
the sample for the measurement of this objective. Since the scores may be influenced by the context
effect, efforts are being made to map more courses throughout the curriculum to assess Learning
Objective 4.2. It is observed that assessment scores have fallen since 2009-10. The Assessment committee
is presently working on closing the loop actions for this objective.
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INTELLECTUAL CONTRIBUTIONS
APPENDIX C.1 - Summary of Portfolio of Contributions by Type
APPENDIX C.2 - Five Year Summary of Journals
APPENDIX C.3 - Summary of Grants Funded
APPENDIX C.4 - Faculty Data Sheets
APPENDIX C
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APPENDIX C.1
Portfolio of Intellectual Contributions of the Faculty by Type (2009-2013)
Dept
PRJ*
OIC**
# of F/T Faculty
Members
PR
Jour.
# of
PRJ's
per
faculty
member
PR
Conference
Proceeding
Funded
Grant
Conference Presentations
Other
*** OIC
Total
# of OIC's
per F/T
faculty
member
AAE
8
29
3.6
9
9
50
2
1
89
11.1
BA
12
33
2.4
12
13
20
6
0
105
8.7
5 Total
20
62
3.1
21
22
70
8
1
194
9.7
* PRJ: Peer-Reviewed Journal articles
**OIC: Other Intellectual Contributions
*** Others: Presentation, editorial responsibilities, service as reviewers for conference or journal, book review, etc.
61 | P a g e
APPENDIX C.2
List of Journals (2009-2013)
No. Title of the Journal # of
publications
1 Academy of Economics and Finance Journal 1
2 Accounting Today 1
3 Administration and Society 1
4 Agribusiness: An International Journal 1
5 American Journal of Business Education 2
6 Applied Economics 3
7 Bulldog Business Student Journal 2
8 Business Education Innovation Journal 3
9 Global Business and Finance Review 1
10 IEEE Transactions on Engineering Management 1
11 Internal Auditing 1
12 International Journal of Advertising Research 1
13 International Journal of Critical Accounting 1
14 International Journal of Economics and Research 2
15
International Journal of Money, Banking, and Finance 1
16 International Journal of Problems and Perspectives in Management 1
17 International Journal of Production Research 1
18 International Journal of Strategic Change Management 1
19 International Journal of Management & Information Systems 1
20 International Review of Applied Financial Issues and Economics 1
21 Journal of Academic and Business Ethics 1
22 Journal of Academy of Business and Economics 2
23 Journal of Aviation Management and Education 1
24 Journal of Business and Economics Research 1
25 Journal of Case Research in Business and Economics 2
26 Journal of Culinary Science and Technology 1
27 Journal of Economics Integration 1
28 Journal of International Finance and Economics 2
29 Journal of Management and Marketing Research 1
30 Journal of Management Policy and Practice 1
31 Journal of Modern Accounting and Auditing 1
32 Journal of Operations Management 1
33 Journal of Practical Global Business 1
34 Journal of the Annals of the University of Bucharest 1
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35 Journal of Trade and Global Markets 1
36 Management Research Review 1
37 New York Economic Review 1
38 Psychometrika 1
39 Review of Business Research 8
40 Review of Pacific Basin Financial Markets and Policies 1
41 The CPA Journal 1
42
The International Journal of Diversity in Organizations, Communities &
Nations
1
43 The International Journal of Knowledge, Culture, & Change Management 1
44 The International Journal of Learner Diversity and Identities 1
45 The Journal of American Academy of Business, Cambridge 1
Total 62
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APPENDIX C.3
Grants Funded (2009-2013)
No. Project Title Source Amount Period
1
David Karemera, NAFTA, The Environment
and State Competiveness in Vegetable
Production and Exports
USDA, 1890 CBG
$ 294,818
2006-2009
2
Muhammad Mustafa (PI), The Potential of
Educational Attainment and Investment On
Economic Development
CSRS-1890
$ 475,000
2007-2011
3
Adams, Barbara (PI) and S. R. Londhe (Co-PI).
“Recruitment and Training of Under-
Represented Minorities into Agribusiness
Careers.”
USDA
$ 200,000
2008-2010
4
Jamison, David (PI), Renu Singh (Co-PI), and
Guohua Ma (Co-PI), “Engaging Globalization
through Curriculum Development: A Proposal
to Introduce an International Business Minor at
SCSU.”
US Department of
Education Business
and International
Education (BIE)
Grant
$179,428
2008-2010
5 Adams, Barbara (PI), “Writing Across the
Business Curriculum,” Title III grant $ 94,000 2009-2011
6
David Karemera, SC State-Ngozi University
Partnership for Strengthening Academic and
Rural Development
USAID/HED/ACE
$ 529,461
2009-2013
7
David Karemera, MULTISTATE RESEARCH
PROJECT: Economic Impacts of International
Trade and Do. Policies on Southern Ag.
1890 Research
Program/USDA/NIF
TA
$420,000
2009-2013
8 Haile M. G. Selassie (PI), 2009 Multicultural
Scholarship Program USDA-NIFA $ 150,000 2009-2014
9
Enoch K. Beraho, Examination of South
Carolina’s Chapter 13 Low Income Bankruptcy
Filings Under the New Law of 2005
$ 347,500
2010-2012
10
Hong, Jae dong (PI), Keli Feng (Co-PI), Hailey
Selassie (Co-PI), and Judith Mwakalonge (Co-
PI), “Optimization and Simulation of Integrated
Biomass and Bio-energy Logistics Networks”
USDA, 1890 CBG
$ 499,921
2010-2013
11
Singh, Renu, “Investigating the Barriers to
Export Faced by Small Scale Agribusiness
Enterprises in South Carolina”
1890 Evans-Allen
Research Program
$ 300,000
2011-2014
12
Feng, Keli (PI), “Developing Emergency
Evacuation Plans for Nuclear Power Plants
Based on Computer Simulation”
1890 Research and
Extension
$ 10,000
2011
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13
Jaejoo Lim (Co-PI) & Young Kim (PI), “A
Computer Simulation Model for Livestock
Emergency Response in South Carolina”
1890 Evans-Allen
Research Program
$ 257,099
2012-2014
14
Rienstra-Munnicha, P. (PI), Quantifying
Economic Impact of Climate Change on the
U.S. Southeast Coastal Regional
The SC Joint
Venture (SCJOVE)
Program /NASA
EPSCoR
$ 30,000
2012-2014
15
Feng, Keli (PI), “Disaster Relief Supply Chain
Optimization and Simulation for Rural
Communities”,
USDA
$ 200,000
2012-2014
16
Ma, Guohua (PI), "Impact of Panama Canal
Expansion on Corn Exports in the Southeast
Region of the United States"
United States
Department of
Agriculture
$ 200,000
2012-2014
17
Feng, Keli (Co-PI), “Enhancing the Disaster
Resilience for Rural Communities through
Better Disaster Preparedness and Improved
Emergency Response”
USDA, 1890 CBG
$ 573,643
2012-2015
Total
17 Projects
$4,760,870
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FACULTY DATA SHEETS
APPENDIX C.4
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Barbara L. Adams, Ph.D., CPA
Interim Dean and Professor of Accounting
106 Belcher Hall Office: 803-536-8980
South Carolina State University
Education
Degree Year University Field of Study
Ph.D. 1981 Texas A & M University Accounting
M.B.A. 1971 Atlanta University Accounting
B.S. 1969 Fort Valley State College Business Administration
(Accounting)
1979 Certified Public Accountant State of Texas
Certificates of Completion
2007 Certificate of Completion – The Art & Craft of Discussion Leadership (Case
Teaching) Harvard University
2005 Certificate of Completion – The Experiential Classroom VI (Entrepreneurship)
Syracuse University
Primary Teaching Area: Accounting Year Hired: 1990
Tenured
Intellectual Contributions – 2009 - 2013
Refereed Journal Publications
Adams, Barbara (2013), “Increasing Diversity and Developing a Pipeline of Minority CPAs,’
(Forthcoming in The CPA Journal).
Adams, Barbara (2013), “The Communication Gap: User Perceptions Of Assurance
Communicated in the Standard Audit Report,” (Under review at Accounting, Auditing and
Accountability Journal).
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Adams, Barbara (2013), “The Internal Control Management Plan: Key Phases of the SOX
Compliance Process, (Under review at The CPA Journal).
Adams, Barbara (2010), “Using Game-Based Learning (GBL) to Enhance the Ethical
Awareness of Business Students,” Business Education Innovation Journal, Vol.2, No. 2,
(December).
Masino, Anthony and Barbara Adams (2010), “The Revised CPA Exam: What Can Be Said
After 5 Years?” Accounting Today, (July 27, 2010).
Isaac, Tana, Ruth Uthman and Barbara Adams (2011), “Perceptions of Corruption and
Financial Transparency in Nigerian Banks,” Bulldog Business Student Journal, Fall 2011,
Vol.2.
Winstead, Ann, Barbara Adams and Marion Sillah (2009) ,“A Curriculum to Enhance the
Employability Skills of Business Graduates: The Case of a Leadership and Professional
Development Program at a Southeast University,” American Journal of Business Education,
September/October, Volume 2, Number 5.
Other Intellectual Activities
Research in Progress
“Organizational Governance and Assurance Model: An Examination of Approaches
Used by Different Organizations.” Funded Grants
Adams, Barbara (PI), “Writing Across the Business Curriculum,” Title III grant. Duration:
October 2009-2011, $94,000.
Adams, Barbara (PI) and S. R. Londhe (Co-PI). “Recruitment and Training of Under-
Represented Minorities into Agribusiness Careers.” Funded by the Cooperative State Research,
Education and Extension Service (CSREES) of the U.S. Department of Agriculture. Duration:
09/01/2008 to 08/31/2010. $200,000.
Applied Grants
Adams, Barbara (PI), (2013), “Developing an Innovation and Entrepreneurship Program,”
NCIIA Course and Program Grants, $50,000 (currently under review)
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Adams, Barbara and Evelyn Anderson (PIs) (2011), “Organizational Governance and
Assurance Model: An Examination of Approaches Used by Different Organizations,”
Institute of Internal Auditors, $50,000 (not funded)
Editorial Boards and Reviewer
2010 – present Executive Editor – The Bulldog Business Student Journal
2008 – present Editorial Review Board – Accounting Educators Journal
2010 – present Reviewer - Journal of Business Ethics
2007 – present Reviewer – Journal of Education for Business
Professional Memberships
2008 – present Institute of internal Auditors
2006 – present Association of Fraud Examiners
1977 – present American Accounting Association
1988 – present South Carolina Association of Accounting Educators
1988 – present South Carolina Association of Certified Public Accountants
1979 – present American Institute of Certified Public Accountants
Participation with Professional Organizations
2012 -2013 Treasurer, South Carolina Association of Accounting Educators
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M. B. A 1980 National University
M. P. A. 1979 National University
M. Sc. 1971 University of East Africa B. Sc 1965 University of London
Tenured
Refereed Journal Publications
Enoch K. Beraho (2012). Targeted Bankruptcy Reforms: The Cases of USA, China, UK,
Enoch K. Beraho, Ph.D.
Professor of Management
8 Stamport Court Tel.: 803-407-1617 (home
Irmo, SC 29063 803-727-8443 (cell)
Education
Degree Year University
Ph.D. 1978 United State International University
Dissertation Topic A Study of the Relationship Between Employee
Turnover and Employee Satisfaction in the Work Context
Germany, France, pain and Romania. Journal of the Annals of the University of Bucharest,
Economic and Administrative Sciences, Number 6.
(2011). A Comparative Review of Bankruptcy Reforms in USA, UK, China and
Malaysia. International Journal of Problems and Perspectives in Management. Volume 9,
Issue 3.
(2010). Influence of Country Culture on Bankruptcy and Insolvency Legal
Reform Management. The Journal of American Academy of Business, Cambridge (JAABC)
(Part 2) December.
(2010). The History and Evolution of Bankruptcy as an International Strategic
Management Tool. International Journal of Strategic Change Management. Vol. 2 #1, 2010
pp 1-17.
(2010). Influence of African Growth and Opportunity Act (AGOA) on Sub-
Saharan Strategic and Economic Development. Journal of Practical Global Business. January
Volume X, Issue #1.
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(2010) Influence of Country Culture on Bankruptcy and Insolvency Legal
Reform Management. International Journal of Management & Information Systems. Spring
(Part 1) (Volume 14, Number 1).
Papers Presented at Professional Conferences
Enoch K. Beraho. Targeted Bankruptcy Reforms in Europe, USA and China. The International
Conference in Economics and Administration (ICEA), Bucharest, Romania. June 2 – 24, 2012
and (students: Tana, Isaac & Deedee Agu). Targeted Bankruptcy Reforms:
The Cases of USA, China and Malaysia. Presented at the International Academy of
Business and Public Administration Disciplines (IABPAD), in Dallas Texas,
April 19th – 22nd, 2012
. A Comparative Review of Bankruptcy Reforms in USA, UK, China and
Malaysia. The International Academy of Business and Public Administration Disciplines
(IABPAD), Honolulu, Hawaii, July 25th – 28th, 2011
. Strategic Focus of Bankruptcy Reforms: The Cases of USA, China and
Malaysia. The Global Business and Social Sciences Research Conference (GBSSRC)
In Beijing, China, June 20th – 22nd, 2011
. Influence of Country Culture on Bankruptcy and Insolvency Legal Reform
Management. The Global Business, Economics and Finance Research Conference (Part 2),
London, England, July 14 – 17, 2010
Influence of Country Culture on Bankruptcy and Insolvency Legal Reform
Management. International Conference on Business and Finance,
October 5th- 8th, 2009 Las Vegas, Nevada (part 1)
Funded Research Projects in Business/Management Area
South Carolina State University 1890 Research and Extension:
1) Current Funded Federal Research Project. (Started May 16, 2009)
Title: Examination of South Carolina’s Chapter 13 Low Income Bankruptcy Filings
Under the New Law of 2005. Project cost, $347,500 for a three-year period.
This projected was concluded and final report handed in May 2012
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.
Membership in Scholarly Organizations
1. A member of the Editorial Advisory Board of the International Journal of self-Governance
(indexed in International Registries: Cabell Publishing, Ulrich, ProQuest, and others)
2. 1988 -- Present The Western Academy of Management (WAM)
3. 2001 – Present The South East Decision Science Institute (SEDSI)
4. 1998 – Present The Literati Club of Publishers, UK
Books Reviewed
1. Essentials of Modern Business Statistics, by Anderson, Sweeney and Williams, 2010,
Pearson Learning Publishers
2. International Business 2nd, Edition, 2010, by Cavusgil., Pearson Learning Publishers.
(reviewing and teleconference discussions about the book manuscript)
Doctorial Thesis Refereed, June 2010
Title: Problems Relating to Nature of Work and Work-Life Balance in the banking industry.
Candidate: David Kaijuka
University; University of Diego, CA. June, 2009
Title: Performance of Small and Medium Enterprises in Indian Information Technology
Industry:
Candidate: Sri K. Srinivasa
University: Andhra University, Andhra Pradesh, India 2010
Recognitions
1890 Certificate of Funded Research Completion May, 2012
South Carolina State University Recognition for Outstanding Research and Publication
accomplishments 2012.
Key Note Speaker and Paper presenter award by the International Conference in Economics and
Administration (ICEA) June, 2012 in Bucharest, Romania.
The Best Paper/Presenter Award at the Global Business, Economics and Finance Conference, ,
London, England. July 14 – 17, 2010.
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Michael G. Brizek, Ph.D.
Associate Professor of Management and Entrepreneurship
221 Belcher Hall Office: 803-516-4465
South Carolina State University FAX: 803-516-4651
Education
Degree Year University Field of Study
Ph.D. 2003 Virginia Tech Management / HTM
M.H.R.T.A 1995 The University of South Carolina B.S. 1994 The University of South Carolina
Tenure Track
Intellectual Contributions – 2009 - 2013
Refereed Journal Publications
Brizek, M.G. (2013). Explaining Corporate Entrepreneurship: A Contemporary Literature
Investigation, Journal of Management and Marketing Research, Vol. 14 pp. 1-13.
Brizek, M.G. (2013). Coffee Wars- The Big Three: Starbucks, McDonald’s, and Dunkin’
Donuts, Journal of Case Research in Business and Economics, Vol.5, pp. 1-12.
Brizek, M.G. (2010). Food Cloning an Ethical Consideration for Business Organizations,
Journal of Academic and Business Ethics, Vol.3 Pp. 1-11.
Brizek, M.G. (2010). Jet Blue Airlines – Trouble in the Sky, Journal of Aviation Management
and Education, Vol. 1,Pp. 1-13.
Brizek, M.G. (2009). “It’s More Than Just the Perceived Exploitation of Women”:
Contemporary Issues Facing Hooters Restaurants, Journal of Case Research in Business and
Economics, Under Review
Brizek, M.G. (2009). Teaching Case Study: Jack in the Box Attempts to Take on the “Big
Three” Hamburger Chains Through Franchising and Diversification, Journal of Culinary Science
and Technology, Vol. 9(1), (In Publication).
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Other Intellectual Activities
Proceedings
Brizek, Michael G., (2013), An Investigation of Common “Friction Points” amongst
Hospitality Sector Operators within the Franchise Relationship, 2nd World Research Summit for
Hospitality and Tourism, University of Central Florida, Orlando, Florida.
Brizek, Michael G. (2009), “Understanding Entrepreneurial Opportunity Recognition through
the use of Rural Recreation Development”, 2009 Southern Academy of Entrepreneurship Annual
Research Conference Proceedings.
Chapters in Books
Brizek, M.G., Partlow, C.G., Nguyen, L.A. (2009). “Chapter 17: S. Truett Cathy: From Young
Entrepreneur to a Foodservice Industry Leader. In ”Pioneers of the Hospitality Industry: Lessons from
Leaders, Innovators and Visionaries,Shea and Roberts (eds.). International CHRIE Publishing, Richmond,
Virginia. Pp. 177-185.
Editorial Responsibilities and Reviews
Manuscript Reviewer: Meyer, S., Entrepreneurship, 3rd Edition, Sage Publications, New York. 2013.
Refereed Manuscript Reviewer, Entrepreneurship/ Strategic Management Track: Southern Management
Association (SMA) Conference, New Orleans, LA. 2013.
Refereed Manuscript Reviewer, Entrepreneurship/ Strategic Management Track: Southern Management
Association (SMA) Conference, Ft. Lauderdale, FL. 2012.
Refereed Manuscript Reviewer, Entrepreneurship/ Strategic Management Track: Southern Management
Association (SMA) Conference, Nashville, TN. 2011.
Associate Editor and Track Chair: International Council of Hotel, Restaurant, and Institutional Educators
(I-CHRIE)Annual Conference, Puerto Rico. 2010.
Case Study Track Editorial Chair: Troy University Annual Business Research Symposium, Montgomery
Alabama. 2010.
Refereed Manuscript Reviewer, Entrepreneurship/ Strategic Management Track: Southern Management
Association (SMA) Conference, Ashville, North Carolina. 2009.
Refereed Manuscript Reviewer, Food and Beverage Management Track: International Council of Hotel,
Restaurant, and Institutional Educators (I-CHRIE) Conference, San Francisco, California, 2009.
Editor in Chief, Zenith Business Review, 2013-present
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Editor in Chief, Open Journal of Leadership, 2013-present
Editorial Board Member, Open Journal of Business and Management, 2013-present
Ad-hoc Reviewer, African Business Journal, 2012-present.
Editorial Board Member, The Small Business Institute Journal, 2011-present.
Editorial Board Member, The Southern Journal of Entrepreneurship, 2008-present.
Editorial Board Member, Journal of Culinary Science and Technology, 2006-present.
Editorial Board Member, European Journal of Tourism Studies, 2006-present.
Ad-hoc Reviewer, Journal of Foodservice Business Research, 2004-present.
Grants
“Principal Investigator: Research / Economic Development Grant, College of Business and Applied
Professional Sciences, South Carolina State University.” Patriot’s Point Development Authority , $20,000
(Unsecured)
“Co-PI: Research Grant, School of Business, South Carolina State University.” 1890 Research Extension,
$325,000 (awarded, 2011)
Professional Development Activities
Consulting
Education Management Corporation (EDMC), Pittsburgh, PA- course developer / advisor for
Competency Based Program in Entrepreneurship and Innovation Management (M.B.A.). 2013. (paid)
Herzing University, Milwaukee, WI- program developer / advisor for M.B.A. program on-line. 2011.
(paid).
Professional Activities
Member, The United States Association for Small Business and Entrepreneurship (USASBE) (2001-
present)
Member, The Southern Association of Entrepreneurship (2008-present)
Member, Southern Management Association (2008-present)
Member, World Research Organization, (2006-present)
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Phebian Davis-Culler, ABD
Assistant Professor of Accounting
Rm 418 Belcher Hall Office: (803) 536-
8300
South Carolina State University
Education
Degree Year University Field of Study
Ph.D Expected 2014 Florida Atlantic University Business Administration
(Accounting) MPAcc 1996 Clemson University Accounting
B.S.
Tenure Track
1994 SC State University Accounting
Intellectual Contributions – 2009 - 2013
Refereed Journal Publications
Davis, P., Higgs, J. and Daugherty, B., “The Role of Corporate Governance and Internal
Auditors in Embedding Sustainability in an Organization,” Internal Auditing. April 2013
Other Intellectual Activities Work in Progress:
Dissertation “An examination of regulatory policy on capital investments: The Case
of the EPA Self-Audit Policy”
Professional Development Activities
Student member of the American Accounting Association (AAA) 2008-2013
Attended the American Accounting Association Annual Meetings 2008-2012
Attended the 2009 American Accounting Association Auditing Midyear Meeting
o Participated in the Doctoral Consortium – Auditing 2009
Attended the 2009 ABO Research Conference
o Participated in the Doctoral Consortium – ABO 2009
Paper discussant at the 2011 PhD Project Annual Doctoral Conference
Planning committee member for the PhD Project Accounting Doctoral Student
Association Annual Conference 2011-2012
Attended the 2012 ABO Research Conference
o Participated in the Doctoral Consortium – ABO 2012
Attended The Florida McKnight Doctoral Research Conference 2008-2013
Attended the McKnight Summer Research and Writing Institute, Tampa, FL
Summers 2010 and 2012
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Keli Feng, Ph.D.
Associate Professor
(Room 224) Belcher Hall Office: (803)533-3689
South Carolina State University
Email address: [email protected]
Education
Degree Year University Field of Study
Ph.D. 2005 University of Cincinnati Operations Mgt.
M.S. 2005 University of Cincinnati Quantitative Analysis
B.A. 1997 Nankai University (China) Economics
B.A. 1997 Nankai University (China) Laws (Second degree)
Tenured Intellectual Contributions – 2009 - 2013
Refereed Journal Publications
(May include articles accepted but not yet published, as well as articles that are currently under
review by a journal)
Feng, Keli, U. S. Rao, and A. Raturi (2011), “Setting Planned Orders in Master Production
Scheduling under Demand Uncertainty”, International Journal of Production Research, Volume
49, number 13.
Feng, Keli, and G. Gonsalves (2010), “An Integrated Conceptual Framework for Project
Management in Pharmaceutical New Product Development”, Review of Business Research,
Volume 10, number 3.
Feng, Keli, and G. Ma (2009) “Evaluating Two Online Simulation Games in An Undergraduate
Supply Chain Management Course”, Review of Business Research, Volume 9, number 2.
Other Intellectual Activities
Proceedings
Feng, Keli (2013), F. Tebyanian, J.D. Hong, “Evaluating and Analyzing a Biomass and
Biofuel Supply Chain: A simulation Approach”, Proceedings of the 8th International
Congress on Logistics and SCM Systems (ICLS 2013), August 5-7, 2013 Tokyo, Japan
Feng, Keli (2013), F. Tebyanian, J.D. Hong, “A Robust and Optimal Biorefinery Location
Model for the Integrated Bio-energy Logistics Network”, Proceedings of the 8th
International Congress on Logistics and SCM Systems (ICLS 2013), August 5-7, 2013
Tokyo, Japan
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Feng, Keli (2013), “Optimization and Simulation Modeling of Disaster Relief Supply
Chain: A Literature Review”, Proceedings of Southeast Decision Science Institute
Feng, Keli and U.S. Rao (2012), “Evaluating Two Replenishment Policies in Master
Production Scheduling with Demand Uncertainty”, Proceedings of Southeast Decision
Science Institute
Funded Grants: Feng, Keli (PI), “Disaster Relief Supply Chain Optimization and Simulation for Rural
Communities”, Funded by U.S. Department of Agriculture. Duration: 5/16/2012 to 5/15/2014. $200,000.
Feng, Keli (PI), “Developing Emergency Evacuation Plans for Nuclear Power Plants Based
on Computer Simulation”, Funded by 1890 Research and Extension, South Carolina State University. Duration: 5/16/2011 to 7/31/2011. $10,000.
Hong, Jae dong (PI), Keli Feng (Co-PI), and Judith Mwakalonge (Co-PI), “Optimization
and Simulation of Integrated Biomass and Bio-energy Logistics Networks”, Funded by U.S. Department of Agriculture, Capacity Building Program, Duration: 9/1/10 to 8/31/13, $499,921
Feng, Keli (Co-PI), “Enhancing the Disaster Resilience for Rural Communities through
Better Disaster Preparedness and Improved Emergency Response”, Funded by U.S. Department of Agriculture, Capacity Building Program, Duration: 10/2012 to 10/2015, $573,643
Conference Presentations Feng, Keli, “Network Design of Disaster Relief Supply Chain”, Annual meeting of the
Institute for Operations Research and Management Science (INFORMS), Minneapolis MN,
October 2013
Feng, Keli (2013), F. Tebyanian, J.D. Hong, “Evaluating and Analyzing a Biomass and
Biofuel Supply Chain: A simulation Approach”, International Congress on Logistics and
SCM Systems (ICLS 2013), August 5-7, 2013 Tokyo, Japan
Feng, Keli (2013), F. Tebyanian, J.D. Hong, “A Robust and Optimal Biorefinery Location
Model for the Integrated Bio-energy Logistics Network”, International Congress on
Logistics and SCM Systems (ICLS 2013), August 5-7, 2013 Tokyo, Japan
Feng, Keli, Yuanchang Xie, Jaedong Hong, Kaiguang Zhao, “GIS-Based Decision Support
Tool for Finding Optimal Biorefinery Locations”, Annual meeting of Transportation
Research Board, Washington, D.C. January 2012.
Feng, Keli and Uday Rao, “Evaluating Two Replenishment Policies in Master Production
Scheduling with Demand Uncertainty”, Annual meeting of Southeast Decision Science
Institute, Columbia, SC, February 2012.
Feng, Keli and Guohua Ma, “Evaluating Two Online Simulation Games in An
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Undergraduate Supply Chain Management Course”, Annual meeting of the International
Academy of Business and Economics, Las Vegas, NV, October 2009.
Working Papers “Evaluating Order-up-to Level Inventory Policy in an MRP Environment with Demand
Uncertainty and Supply Capacity” “GIS-Based Decision Support Tool for Finding Optimal Biorefinery Locations”,
Membership:
INFORMS- The Institute of Operations Research & Management Sciences
DSI – Decision Science Institute
Editorial Reviews:
Committee Member of Master Thesis, Transportation center of SCSU, 2012
Reviewer for International Journal of Production Research, 2011-2012
Reviewer for International Academy of Business and Economics, 2011-2012 Professional Development Activities
Title Place Date
“Summer 2013 Faculty Development
Academy”
Student Center, SC State
University June 10 & 11, 2013
“ Tenure & Promotion Workshop”,
Participant
Turner Hall, SC State
University September 24, 2012
Professional Development and Training
workshops,
“SCSU 1890 Research & Extension:
Supporting our Legacy of Research and
Outreach”, Participant
Stanley Hall, SC State
University
January 25, 2012
Professional Development and Training
workshops, “ 2011 research Forum: “
50 Million by 2015” Initiative”,
Participant
State room, SC State
University
September 30, 2011
Professional Development and Training
workshops, “Utilizing Blackboard
Grade Center”, Participant
Belcher Hall, Training lab,
SC State University
October 28, 2010
Professional Development and Training
workshops “Writing-To-Learn”,
Participant
1890 Research Auditorium,
SC State University
November 18, 2010
Global Supply Chain Management
Seminar, (Faculty Development
International Business Seminar Series),
Participant
University of Memphis
June 2010
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John Garlick, Ph.D.
Visiting Associate Professor of Accounting
Room 422 Belcher Hall Office: (803)
536-8214
South Carolina State University
Email address: [email protected]
Education
Degree Year University Field of Study BBA 1975 Augusta College Management
MBA 1980 University of South Carolina Management
PhD 1989 University of South Carolina Accounting/Int’l Business
Non-Tenure Track
Intellectual Contributions – 2009 - 2013
Refereed Publications
Garlick, John R., Susan Shurden, and Mike Shurden, (2013), “Can the Dominant Trait Indicator
Predict Success in a Financial Accounting Principles Course? A Preliminary Look.” Journal of
Modern Accounting and Auditing, Volume 9, Number 5, (Serial Number 96).
Shurden, Michael C., Santandreu, R Juan, and John Garlick, (2013), “Issues in Academic
Integrity: Improving Academic Honor Codes, American Society of Business and Behavioral
Sciences Proceedings, Volume 20 Number 1, pages 417 - 422.
Other Intellectual Activities
Shurden, Mike, Susan Shurden, and John Garlick (2012), A Study of The Impact of
Unethical Behavior Among Business Students in an Educational Environment, 2012
Southeastern INFORMS Conference Proceedings, October 4-5, 2012.
Garlick, John., Shurden, S. B., & Shurden, M. C. (2012). Can the Dominant Trait
Indicator Predict Success in A Financial Accounting Principles Course? A Preliminary
Look.” Clute Institute Proceedings, January 12, 2012.
Professional Development Activities
KPMG: Online faculty seminars, various dates. 2010 - 2011 IRS
VITA Site Coordinator, 2013.
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Gerald C. Gonsalves, Ph.D.
Chair and Associate Professor of Business Administration
228 Belcher Hall Office: 803-516-4834
South Carolina State University FAX: 803-536-8078
Education
Degree Year University Field of Study
Ph.D. 2002 University of Kentucky Decision Science & Information Systems
M.B.A. 1983 Xavier University Business Administration
M.S. 1971 University of Louisville Mechanical Engineering
Tenure Track
Intellectual Contributions – 2009 - 2013
Refereed Journal Publications
K. Feng and G. Gonsalves (2010). “An Integrated Conceptual Framework for Project Management in
Pharmaceutical New Product Development” Review of Business Research, Vol.10, No.3, pp 100-108.
Other Intellectual Activities
Proceedings
J. Lim and G. Gonsalves, “The Determinants of IT Assimilation at the Individual Level: From the
Perspective of Double-Loop Processes” Decision Sciences Institute (DSI) 40th Annual Meeting
Proceedings, New Orleans, LA, November 2009.
Presentations
J. Lim and G. Gonsalves, “The Determinants of IT Assimilation at the Individual Level: From the
Perspective of Double-Loop Processes” Decision Sciences Institute (DSI) 40th Annual Meeting Proceedings, New Orleans, LA, November 2009.
Memberships
Current/Past Member of Decision Sciences Institute (DSI), Association for Information Systems (AIS),
Association for Computing Machinery (ACM), and Association of Information Technology Professionals (
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Editorial Board/ Review Activities
Editorial: Reviewed manuscripts for the Journal of Information Privacy and Security (JIPS) 2009-2012.
Text Book Invited Reviewer: Reviewer for “Introduction to Information Systems” by James O’Brien
and George Marakas 14th Edition.
Note: Currently using the 15th Edition in teaching MGT 310, Management Information Systems.
Editorial Boards: Current positions on Editorial Boards for the International Journal of Applied Decision
Sciences, and for the Journal of Information Privacy and Security.
Professional Development Activities
Faculty Technical Institute: Attended Faculty Technical Institute at SC State held annually 2009-2013
Attended 10th Annual National HBCUs Business Deans Roundtable Summit at Washington DC June 7-
9, 2010
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David Jamison, Ph.D.
Associate Professor and Coordinator of Marketing
239 Belcher Hall Office: (803-536-8209)
South Carolina State University
Education
Degree
Ph.D.
Year
1993
University
University of Florida, Gainesville, FL
Field of Study
Anthropology
M.A.
1898
University of Florida, Gainesville, FL
Minor: African Studies
Anthropology
B.A.
1987
Howard University
Minor: African Studies
Anthropology
Drexel University
Minor: Political Science
Business Management
Minor: Economics
Graduate Certificate Ellis College of the New York Institute of Technology
in Marketing (18 hours)
Tenured
Intellectual Contributions – 2009 - 2013
Refereed Journal Publications
Jamison, David (2010) “Leadership and Professional Development: An Integral Part of the
Business Curriculum.” Business Education Innovation Journal, Vol. 2, No. 2, pp. 102-11.
Jamison, David (2013) “Assessing Student Learning in International Business through a Foreign
Internship Scenario Exercise." Business Education Innovation Journal, Vol. 5, no. 1, pp. 105-
114.
Other Intellectual Activities Research Presentations
“Supporting the Assurance of Learning Program through Active Learning: Business Week at
SCSU.” Presented at the Annual Meeting of the Southeastern Chapter of the Institute for
Operations Research and the Management Sciences (SE-INFORMS), Myrtle Beach, SC (October 2010).
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Grants and Awards
(2008-2010) US Department of Education Business and International Education (BIE) Funded
Grant (Principal investigator with Renu Singh and Hanas Cader) entitled “Engaging
Globalization through Curriculum Development: A Proposal to Introduce an International
Business Minor at SCSU.”
Reviewer and Editorial Experience
Journal of African Business Editorial Review Board (2003 – present)
International Fieldwork
- Long term ethnographic fieldwork in Kenya (summer 1989, summer 1990, January 1991-
March 1992). Activities included participant observation, survey design and
implementation, depth interviewing, focus group interviews and archival research among
others. This work resulted in a doctoral dissertation in anthropology at the University of
Florida.
- Ethnographic fieldwork in Ghana. Activities included participant observation, depth
interviews, field observation and data collection of price points and brand variety in
several categories of personal care products.
Professional Affiliations
American Anthropological Association
Association of Consumer Research
American Marketing Association
Society for Marketing Advances
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David Karemera, Ph.D.
Professor of Agribusiness
310 Belcher Hall Office: 803 536-7136
South Carolina State University
Email address
Education
Degree Year University Field of Study
Ph.D. 1989 University of Nebraska AG. Economics, Math and Statistics
Tenured
Intellectual Contributions – 2009 - 2013
Refereed Journal Publications
1., The Impact of Exchange rate volatility on poultry trade; co-authored with Chris Davis, and Andrew
Muhammad, forthcoming in the Agribusiness: An International Journal, Special Issue-
September 2013.
2.., The Intertemporal stability of the US money demand function, new evidence from switching
regressions , Applied Economics, V.1-6, January, 2013.
3. Trade, the Environment, and Impacts on State Agricultural Exports the Journal of Management
Policy and Practice (ISSN# 1913-8067), January 2012.
4. A Search for Long Memory and its Source in some European Foreign Exchange Rates, accepted for
publication in the International Review of Applied Financial Issues and Economics, (ISSN:
9210 – 1737), December 2011.
5. Fractional Integration, Unit Root, and Market Efficiency Tests in Emerging Exchange Rate Markets,
accepted for publication in the Review of Pacific Basin Financial Markets and Policies, March
2010.
6. The Impact of Exchange Rate Volatility on Vegetable Trade Flows, Applied Economics, Vol. P1-10,
2009
7. Free Trade Effects of NAFTA and the Impact of Exchange Rate Volatility on Vegetable & Fruit
Trade Flows, Journal of Economics Integration, vol.24 no1 pp:116-134, 2009.
8. “Trade Creation and Diversion Effects of Selected Bilateral and Regional Free Trade Agreements and
Exchange Rate Volatility in the Global Meat Trade submitted to the Journal of Economic Integration
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Other Intellectual Activities
Grant funded: SPONSORED RESEACH: The table below provides a summary of major and minor grants by title,
agency, award, and duration. Grants Received in the last 5 years:
Title Agency/Source Award Duration
1. The Impacts of a US-EU Transatlantic Free
Trade Agreement on US Production, Exports and
Trade
SCSU Business
Program Research
Seed Grant
$5000.00 June 1 –June 30, 2013
2. SC State-Ngozi University Partnership for
Strengthening Academic and Rural Development
USAID/HED/ACE $529,461.00 2-09,2009 to 5- 31, 2013
3. MULTISTATE RESEARCH PROJECT: 1890 Research $420,000.00 9-30- 2009 to Economic Impacts of International Trade and Do. Program/USDA/NIFT 12-31, 2013 Policies on Southern Ag. A
4. SCSU Business Program’s Summer Writing
Institute: Faculty Research Coach SCSU Business
Program Summer
Writing Program
$5,000.00 May 30-June 3, 2011
5. NAFTA, The Environment and State USDA-Capacity Bldg $294,818.00 08-31, 2006 to Competiveness in Vegetable Production and Program/NIFA 09-30, 2009
Exports
Professional membership S-1043 Regional Trade Research Group
Center for International Economics
Western Economic Association International
Global Business Association
North American Economics and Finance Association
Member of s-1043’s new national Proposal Writing Committee
Papers under review for resubmission
1. Free Trade Effects of NAFTA and the Impact of
Exchange Rate Volatility on Vegetable & Fruit Trade Flows, submitted to Agribusiness: An
International Journal, July 2012
2. The Impacts of International Free Trade Policy Changes on South Carolina Agriculture, completed
paper to be submitted
3. A Generalized Gravity Model of Vegetable Trade and Impacts of Bilateral and regional free
agreements and Exchange rate Volatility on Vegetable trade: A gravity model analysis.
Working papers AND CURRENT RESEARCH
1. The Impacts of the US-EU Transatlantic Trade and Investment Partnerships
2. Long Memory, Return Anomalies, and Forecasts of stock Returns in Emerging Markets ",
3. An Application of the Markov Probability Models for Market
4. Share Analysis in the North American Automobile Markets", presented at the Western
Economic Association meetings
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5. Regional Productivity, Efficiency, and Technological Change: South Carolina’s Chicken, hog,
and tobacco industries
Professional Development Activities
A. PAPER PRESENTATION
1. “Trade Creation and Diversion Effects of Selected Bilateral and Regional Free Trade
Agreements and Exchange Rate Volatility in the Global Meat Trade”, the 2012
Conference: Emerging Issues in Global Animal Product Trade in Washington DC
September 27-28.
2. presentation at the Workshop organized by the S-1043 Research group in New Orleans,
LA; March 29, 2012
3. A Gravity Model Analysis of the Impacts of Regional Free Trade Agreements and
Exchange Rate Volatility on World Vegetable Trade Flows, San Antonio, TX,
November 8-9, 2011
4. The Impacts of Trade on the Environment, Queensland University of Technology, Brisbane,
Australia, April 24-29, 2011.
5. Trade, the Environment, and the Impacts on State Exports
paper presented at the Annual Conference on Global Business, Hawaii, My 24-28, 2010
6. Free Trade Effects of NAFTA and the Impact of Exchange Rate Volatility on
Vegetable & Fruit Trade Flows, paper presented at the Annual Conference on Global
Business, Hawaii, My 24-28, 2009
B. Other Professional Accomplishments: COLLABORATIONS WITH OTHER INSTITUTIONS:
Joint Research Collaboration maintained with the institutions below:
1).North Dakota State University: Dr. W. Koo, Chamber of Commerce Distinguished Professor. 2) North
Dakota State University: Dr. Chiwon Lee, Horticulture and plant genetics.3) Michigan State University:
Dave Weatherspoon, Agribusiness and Supply Chain.4) Florida &AM University: Dr. Bobby Davis,
Crop Marketing.
C• International Conf erence Chair
•Chaired a Conference Presentation by Dr. Won Koo and Dr. Chiwon Lee of North Dakota State
University on Rural Development for Burundi at USAID Burundi in December 2011.
•Chaired a STUDENT FORUM and Presentation by Dr. Won Koo and Dr. Chiwon Lee of North
Dakota State University at Ngozi University, Burundi
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Jaejoo Lim, Ph. D.
Assistant Professor of Management
218 Belcher Hall Office: (803-536-8209)
South Carolina State University
Education
Degree Year University Field of Study
Ph.D. 2007 Clemson University Management (MGT Information Systems)
M.S. 2002 Georgia State University Computer Information Systems
B.A.
Tenure Track
1989 Seoul National University French Linguistics & Literature
Intellectual Contributions – 2009 - 2013
Refereed Journal Publications
1. Lim, J., Grover, V., and Purvis, R.L., “The Consumer Choice of E-Channels as a Purchasing
Avenue: An Empirical Investigation of the Communicative Aspects of Information Quality,” IEEE
Transactions on Engineering Management, 59 (3), 2012.
2. Kim, Y., and Lim, J., “A POS System Based On the Remote Client-Server Model in the Small
Business Environment,” Management Research Review, 34 (12), 2011.
Other Intellectual Activities
Conference Proceedings
1. Lim, J., and Kim, Y., “Exploring Computing Frameworks in the Simulation Studies,” The
Proceedings of the International Journal of Arts & Sciences (IJAS) Conference, Cambridge,
MA, 2013.
2. Lim, J., and Kim, Y., “An Exploratory Study of Computational Simulations for Latency
Periods,” The Proceedings of 9th Applied Business and Entrepreneurship Association
International (ABEAI) Conference, Lihue, HI, pp.43-52, 2012.
3. Lim, J., and Gonsalves, G., “The Determinants of IT Assimilation at the Individual Level: From
the Perspective of Double-Loop Processes”, The Proceedings of 40th Annual Meeting of
Decision Sciences Institute, New Orleans, LA, 2009.
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Presentation at Conferences 4. Richardson, J., Lim, J., and Y. Kim, “Computing Applications in the Field of Computational
Epidemiology”, 17th Biennial Research Symposium, Jacksonville FL, 2013
Grants 5. (Proposed for) NSF Grant (NSF 12-606, Expeditions in Training, Research, and Education for
Mathematics and Statistics through Quantitative Explorations of Data), 2013
6. Awarded a 1890 Evans-Allen Research Program Grant ($257,098), (2011-2014): “A
Computer Simulation Model for Livestock Emergency Response in South
7. Carolina”
8. (Proposed for) the NIMHD (National Institute on Minority Health and Health Disparities)
grant, 2011: “A Multimedia Approach to Community Prevention and Intervention Program”
9. (Proposed for) the NIMHD grant, 2011: “Increasing Access to Care in Rural South Carolina
Using Information Technology.”
Editorial Service to Journals
10. Editor, Internet Technologies and Applications Research (Jan.2013~current)
11. Editor, International Research Journal of Marketing (Jan.2013~current)
Peer-Review Service to Academic Journals
12. Reviewer, Management Research Review (2011)
13. Reviewer, Journal of the Association of Information Systems (2010)
Peer-Review service to Academic Con ferences
14. Reviewer, 21st European Conference on Information Systems, Utrecht, The Netherlands (2013) 15. Reviewer, International Conference on Information Systems, Shanghai, China (2011)
16. Reviewer, 41st Annual Meeting of Decision Sciences Institute, San Diego, CA (2010)
17. Reviewer, 16th Americas Conference on information Systems, Lima , Peru (2010)
18. Reviewer, 40st Annual Meeting of Decision Sciences Institute, New Orleans, LA (2009)
19. Session chair, 40th Annual Meeting of Decision Sciences Institute, New Orleans, LA (2009)
Professional Development Activities
No. Course Name Place Date
1 Campus Security Authority (CSA) SCSU 8/16/2013
2 Promoting Deep Learning by Enhancing
Critical Thinking SCSU 3/25/2013
3 NIH training, "Protecting Human Research
Participants" SCSU 3/23/2013
4 2012 Research Forum SCSU 10/25/2012
5 Tenure and Promotion Workshop SCSU 9/26/2012
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6 Project Financial Management Training 1890 Research 5/31/2012
7 Faculty Development Institute: Using Skype
as a Tool for Collaboration SCSU 1/5/2012
8 Microsoft Sharepoint/Lync Training SCSU 1/5/2012
9 2011 Research Forum : "50 Million by 2015"
Initiative SCSU 9/30/2011
10 Cyber-Security SCSU 3/3/2011
11 Writing-To-Learn SCSU 11/18/2010
12 Blackboard Grade Center - Creating
Assessments SCSU 7/14/2010
13 Developing Assessments SCSU 7/12/2010
14 Developing & Evaluating Written
Assignments SCSU 2/16/2010
15 Blackboard Grade Center - Creating
Assessments SCSU 2/2/2010
16 FDIB Globalization Seminars University of
Memphis 6/5-8/2009
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Guohua Ma, Ph.D.
Associate Professor of Finance
225 Belcher Hall Office: 803-536-8173
South Carolina State University Email: [email protected]
Education
Degree Year University Field of Study
Ph.D. 2007 University of Cincinnati Finance
M.I.B. 2000 Norwegian School of Economics International Business
and Business Administration B.S. 1995 Shandong Finance Institute Economics
Tenured
Intellectual Contributions – 2009 - 2013
Refereed Journal Publications
Ma, Guohua, Tianyu Zhu and XuShen Zhou (2011), “Weighing the Evidence of Dividend Initiations”,
Global Business and Finance Review (GBFR), Vol. 16, Issue 1, Spring 2011
Ma, Guohua and Steve B. Wyatt (2009), “The Cross-sectional Behavior of Trading Volume”, Journal of
Academy of Business and Economics (JABE), Vol. 9, No. 1, June 2009
Feng, Keli and Guohua Ma (2009), “Evaluating Two Online Simulation games in An Undergraduate
Supply Chain Management Course”, Review of Business Research, vol. 9, No. 2, 2009
Other Intellectual Activities
PROCEEDINGS Ma, Guohua, LaKeethia M. Curry and Austin James (2013), "Impact of Panama Canal Expansion on Corn Exports
in the Southeast Region of the United States", Southeast Decision Sciences (SEDSI) Annual Meeting, Charleston,
2013
Ma, Guohua and Steve B. Wyatt (2008), “Does Investor Trade on Heterogeneous Beliefs?—Evidence from Trading
Volume on Analyst Recommendation Dates”, Southeast Decision Sciences (SEDSI) Annual Meeting, Orlando,
2008
FUNDED GRANT
Ma, Guohua (PI), "Impact of Panama Canal Expansion on Corn Exports in the Southeast Region of the
United States", United States Department of Agriculture, $200,000, May 2012 - May 2014
Jamison, David (PI), Renu Singh (Co-PI) and Guohua Ma (Co-PI), “Globalization”, United States
Department of Education, $179,428, Fall 2008 - Fall 2011.
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CONFERENCE PRESENTATIONS
"Impact of Panama Canal Expansion on Corn Exports in the Southeast Region of the United States", Academy of
Economics and Finance (AEF) Annual Meeting, Mobile, AL, Spring 2013
"An Innovative Method to Teach Time Value of Money", Academy of Economics and Finance (AEF) Annual
Meeting, Charleston, SC, Spring 2012
WORKING PAPER
“Does Investor Trade on Heterogeneous Beliefs? –Evidence from Trading Volume on Analyst
Recommendation Dates”
“The Impact of Regulation Fair Disclosure on the Price Discovery Process”
"An Innovative Method to Teach Time Value of Money"
PROFESSIONAL MEMBERSHIPS
Member, Financial Management Association, 2003 - present
Member, Academy of Economics and Finance, 2008- present
Member, Financial Education Association, 2011 - present
Member, South East Decision Science Institute, 2008 - 2009
Member, Beta Alpha Psi (BAP), 2011 - present
Member, Beta Gamma Sigma, 2007-present
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Muhammad Mustafa, Ph.D.
Professor of Economics
321 Belcher Hall Office: 803-536-7949
South Carolina State University Fax: 803-533-3639 E-mail: [email protected]
EDUCATION
Degree Year University Field of Study
Ph.D. 1988 Wayne State University Economics
M.EC. 1984 University Of New England Economics M.A. 1968 Dhaka University Economics
B.A. (hons) 1967 Dhaka University Economics
Tenured
Intellectual Contributions- 2009 -2013
Refereed Journal Publications
1. Mustafa, M. and Rahman, M, “Influences of U.S. Real GDP growth and labor Productivity on Manufacturing
Real Wages”, International Journal of Economics & Business Research, volume 5, Number 3, 2013, pages
337-346.
2. Rahman, M. and Mustafa, “ Effects of Changes in US Unemployment Rate, 30-Year Fixed Mortgage Rate, and
the Number of Long-Term Unemployed on changes in US House Price Index ”, Wealth -International
Journal of Money, Banking, and Finance, volume 1, Number 1,2012, pages 4- 8.
3. Mustafa, M. . “Dynamic Linkages Among Gross State Product, Investment Outlays, Export, and Educational
Attainment: An Empirical Analysis” Review of Business Research, volume 11, Number 2, 2011, pages 118-
127.
4. Mustafa, M. and Anoruo, E.. “Volatility Spillovers Between Foreclosures and Housing Prices.” Journal of
International Finance and Economics, Volume 11, Number 1, 2011, pages 117-125 .
5. Mustafa, M.. “Determinants of Poverty In Metropolitan And Non-Metropolitan Areas: An Empirical Study “
Journal of Academy of Business and Economics, Volume 11, Number 2, 2011, pages 135- 142, .
6. Mustafa, M. and Anoruo, E “An Empirical Investication into the Home Foreclosure-Subprime Loan Nexus”
Review of Business Research, Volume 10, Number 5, October 2010, pages 202-210.
7. Mustafa, M. and Matiur. R. “Volatility Spillover Across Mexico’s Equity and Foreign Exchange Markets: A
Post-NAFTA Analysis, Journal of International Finance and Economics, Volume 10, Number 4, October
2010, , pages 107-114.
8. Mustafa, M. “Business Climate, Educational Attainment and Economic Development: Evidence from Sectors
of South Carolina” Review of Business Research., Volume 10, Number 5, October 2010, , pages 172-178.
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9. Mustafa, M. and Matiur R. “Trade-emigration Nexus: Evidence from Bangladesh.” International Journal of
Trade and Global Markets, 2010, Volume 3, Number 4, pages 172-178.
10. Mustafa, M. and Singh R., “Socioeconomic Factors and Educational Attainment: Evidence from South
Carolina” Academy of Economics and Finance Journal, 2010, Volume 1, Number 6, pages 55-60.
11. Mustafa, M., Rahman, M. “Genesis of Recent U.S. Financial Crises and Transformation into Global Crisis.”
International Journal of Economics and Research, 2010, Volume 01, Issue 01, pages 69-85.
12. Mustafa, M. and others. “Accounting Scandals and Stock Performance: Life after Enron.” Journal of Business
and Economics Research, Volume 7, Number 3, March 2009, pages13-21.
13. Mustafa, M., and Rahman, M. “The Slope of U.S. nominal Treasury Yield Curve and the Exchange Rate.”
New York Economic Review, Volume XL, 3-12, Fall 2009 .
14. Mustafa M. and Rahman M. “Does U.S. Consumer Confidence Influence Us Stock Market?” Review of
Business Research, Volume 9, Number 1, June 2009.
Other Intellectual Activities
1. Mustafa, M. and Starostyuk, L,. “Factors Affecting Employment in Major Sectors of South Carolina: an
Empirical Investigation.” Academy of Economics and Finance, Papers and Proceedings, Pages 61-68,
February 9-12, 2011.
2. Mustafa, M. and Selassie, H. “Influence of Quality of Life and Business Climate Variables on Employment:
An Empirical Analysis.” Academy of Economics and Finance, Papers and Proceedings, Pages 20, February
11-14, 2009.
3. Mustafa, M. and Anoruo, E. “Factors Affecting Foreclosure: An Empirical Analysis” Academy of Economics
and Finance, Papers and Proceedings, Pages 216, February 11-14, 2009.
SELECTED PROFESSIONAL PRESENTATIONS (2009 - 2013)
1. Mustafa, M., Emmanuel, A. “Causal Linkages and Spillover Among Housing Price, Unemployment Rate, 30-
Year Fixed Mortgage Rates and the Number of Long-Term Unemployed : An Empirical Investigation” 40th
Annual Conference of Academy of Economics and Finance, Mobile, AL, February 13- 16, 2013.
2. Mustafa, M. and Rahman, “M. U.S. Australia Bilateral Trade Balance and Australia Dollar-US Dollar
Exchange Rate: Evidence of J-Curve?” 40th Annual Conference of Academy of Economics and Finance,
Mobile, AL, February 13- 16, 2013.
3. Mustafa, M. and Rahman, “Influences of changes in Exchange Rate and M2 on Russian Stock Market
Returns” 40th Annual Conference of Academy of Economics and Finance, Mobile, AL, February 13- 16, 2013. 4. Mustafa, M. and Rahman, “ Dynamic Effects of US Budget Deficit and Labor Productivity on US Stock
Market Performance” 40th Annual Conference of Academy of Economics and Finance, Mobile, AL, February
13- 16, 2013.
5. Mustafa, M. and Rahman, M. “ Financial Vulnerability of U.S. Households in Selected Southern States and the
Great Recession”, Annual Conference of Academy of Economics and Finance, Charleston, SC, February 8- 11,
2012.
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6. Mustafa, M. Adrian, M. and Rahman, M , “Vietnamese stock Market and VIND-Dollar Exchange Rate: A
Causal Nexus” Academy of International Business- U.S. South west Chapter, New Orleans , February 29 -
March 2, 2012.
7. Rahman, M, Capes, S. and Mustafa, M. “ Exchange Rate Pass-Through into Bangladesh Import Prices
:Evidence for Bangladesh” Academy of International Business- U.S. South west Chapter, New Orleans ,
February 29 -March 2, 2012.
8. Mustafa, M. and Rahman, M. “ Exchange Rate Pass-Through into Import Prices of Vietnam and Spillovers
into Its Consumer Price Index” Academy of International Business- U.S. South west Chapter, New Orleans ,
February 29 -March 2, 2012.
9. Rahman, M, and ustafa, M. “ Effects of Credit Standards and Unemployment on U.S. Housing Price Index”
Academy of International Business- U.S. South west Chapter, New Orleans , February 29 -March 2, 2012
10. Mustafa, M. “Capital Investment, Export, Education, and Economic Growth in South Carolina: An Empirical
Analysis” 42 Annual conference of Southeast Decision Sciences, Columbia, SC, February 29 – March 2,
2012..
11. Mustafa, M., Anoruo, E. “Housing Price, Unemployment Rate and Foreclosure: An Empirical Investigation”
Southeast Decision Sciences, Columbia, SC, February 29 – March 2, 2012..
12. Mustafa, M.. “Gross State Product, Investment Outlays and Business Climate in South Carolina: An Empirical
Analysis”, Annual Conference of Academy of Economics and Finance, Charleston, SC, February 8- 11, 2012.
13. Mustafa, M., Emmanuel, A. “Volatility Spillover Across Housing Prices and Unemployment Rate : An
Empirical Investigation” 39th Annual Conference of Academy of Economics and Finance, Charleston, SC,
February 8- 11, 2012
14. Mustafa, M. Langer, R., and Sloucome, S. “Linkages among Gross State Product, Investment Outlays and
Business Climate in South Carolina: An Empirical Investigation” Annual Conference of Academy of
Economics and Finance, Jacksonville, February 9- 12, 2011.
15. Mustafa, M. “Influence of Investment, and Business Climate Variables on Employment and Income: An
Empirical Investigation” Southwestern Society of Economics, Houston, March 9-12, 2011.
16. Mustafa, M. and Rahman, M., “Influences of U.S. Real GDP Growth and Labor Productivity on Non-Farm
Civilian Wages” Southwestern Society of Economics, Houston, March 9-12, 2011.
17. Mustafa, M. and Rahman, M, and Capes, S. “Comparative Stock Performances of Two U.S. Pharmaceutical
Companies” Acedemy of International Business- U.S. South,west Chapter, Houston, March 9-12, 2011.
18. Mustafa, M. and Rahman, M , “Cyclicality and Market Influence in Casino-Stock Performance” Academy of
International Business- U.S. South west Chapter, Houston, March 9-12, 2011.
19. Mustafa, M. “Dynamic Linkages among Investment Outlays, Business Climate, Employment and Income
Growth in South Carolina: An Empirical Analysis” 16th Biennial Research Symposium of Association of Research Director, April 9 – 13, 2011, Atlanta, GA
20. Mustafa, M., Emmanuel, A. “Foreclosures, Housing Prices, Uenemployment Rate and Adjustable Mortgage
Rates: A Multivariate. E-Garch Investigation” 38th Annual Conference of Academy of Economics and Finance, Jacksonville, FL, February 9- 12, 2011.
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21. Mustafa, M. and Starostyuk, L. “Factors Affecting Employment in Major Sectors of South Carolina: An
Empirical Investigation” 38th Annual Conference of Academy of Economics and Finance, Jacksonville, FL, February 9- 12, 2011.
22. Mustafa, M., Kisha, G., and Shavone, S. “Factors Influence Employment and Income: Evidence From South
Carolina.” Annual Conference of Academy of Economics and Finance, Huston, February 11- 14, 2010.
23. Mustafa, M., Rahul Singh. “Socioeconomic Factors and Educational Attainment: Evidence from South
Carolina.” Annual Conference of Academy of Economics and Finance, Huston, February 11- 14, 2010.
RESEARCH: FUNDED GRANTS
“The Potential of Educational Attainment and Investment On Economic Development,” CSRS 1890, $475,000,
October 2007- September-2011.
RESEARCH PROPOSALS SUBMITTED FOR FUNDING:
Dr. Muhammad Mustafa (PI), Dr. Rafida Idris (CO-PI), and Dr. Matiur Rahman (CO-PI) – “Socio-Economic
Impact of Childhood Obesity: Cost Effective Preventive Strategies”; amount $500,000.00 , submitted to USDA/
NIFA; March 23, 2012.
: Dr. Muhammad Mustafa (PI), Dr. Rafida Idris (CO-PI), and Dr. Matiur Rahman (CO-PI) – Capacity Building
Grant (CBG) “Socio-Economic Impact of Childhood Obesity: Cost Effective Preventive Strategies”; amount
$500,000.00 , submitted to USDA/ NIFA; March 14, 2011.
Dr. Muhammad Mustafa (PI), Dr. Moreen Joseph (CO-PI), and Dr. Rafida Idris (CO-PI) – Part of the Research
Project “ Interdisciplinary and Collaborative approach to Address Obesity, and Diabetes among Minorities in South
Carolina” Total amount for the project $4.5 million, submitted to NIMHD ( National Institute of Minority Health);
April 7. 2011.
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Joseph Onyeocha, MBA, CPA
Assistant Professor of Accounting
419 Belcher Hall Office: 803-536-8457
South Carolina State University
Education
Degree Year University Field of Study
MBA 1982 Wright State University, Dayton Ohio Accounting
MS 1982 Wight State University, Dayton, Ohio Quantitative Analysis –
BSC 1979 Wilberforce University, Wilberforce Accounting
OND 1975 College of Technology, Nigeria Accountancy
Tenured
Intellectual Contributions – 2009 – 2013
Refereed Journal Publications
Karemera, David, Reinstra-Munnicha, and Onyeocha Joseph, “Impacts of Free Trade Agreements on U.S. State
Vegetable and Fruit Trade Flows.” Journal of Economic Integration, March 2009
Guah, Matthew & Onyeocha Joseph, “Auditing Within Service-Oriented Architecture: The Dutch Experience:
International Journal of Critical Accounting: Inderscience Publishers, 2012
Other Intellectual Activities
Moving Beyond Repair: Perfecting Health Care: International Journal of Healthcare Delivery Reform
Initiative, July-September 2011
Reviewed “Contemporary Auditing: Real Issues & Cases, Michael C. Knapp, 8th Edition, 2012.
Columnist: Zest Traveller: Small Business Series, 2012 to present
Funded Grants Path to Financial Independence: A Sub-grant of the Center for Social Research – Southern University and
A&M College, Baton Rouge, LA
Presentations Financial Basics: Small Business Bookkeeping & Accounting- North Eastern Corridor of Orangeburg
Community Development Corporation – Training & Technical Assistance – Small Minority Business
Workshop Series – March 2013
Small Business Record Keeping: Small Business Bookkeeping & Accounting- North Eastern Corridor
of Orangeburg Community Development Corporation – Training & Technical Assistance – Small
Minority Business Workshop Series – March 2013
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Accounting Curriculum Challenges & Changes at South Carolina State University at the Annual
Meeting of the South Carolina Association of Accounting Educators, Orangeburg, March 1-2, 2013
Professional Experience
Murdaugh & Associates, CPA: Engage in audits, assurance services, accounting, and tax
services of local and surrounding cities, governments, municipalities, and other not-for-
profit organizations. 2006 – Present
Joseph’s Accounting and Tax Practice: Provides professional accounting and tax
services to individuals and small to medium size businesses. 2000 – Present
Professional Development Activities
Attended: Case Writing Workshop, Harvard University, 2013
Attended: Promoting Deep Learning By enhancing Critical Thinking Workshop, March
2013
Coordinated the VITA Program at SC State, 2007 – 2009, 2013
President, South Carolina Association of Accounting Educators, 2012 – 2013
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Kathy S. Quinn, Ph.D.
Associate Professor of Business Administration
Room 414, Belcher Hall Office: 803-536-8379
South Carolina State University E-mail address: [email protected]
Education
Degree Year University Field of Study
Doctor of
Education
Augus
t t
1998
University of South Carolina Curriculum and Instruction
Columbia, SC 29208
M.A. Anticipated
Graduation
Date: 2014
2011-
2013
Webster University Information Technology Management
St. Louis, MO 63119-3141
Completed 18 graduate semester hours in Information Technology Management (ITM):
M.S.
August t
2005
University of Maryland University College Electronic Commerce
3501 University Boulevard East
Adelphi, MD 20783
36 hour e-commerce program
Tenured
Intellectual Contributions – 2009 - 2013
Refereed Journal Publications
1. Quinn, K.S. (2013). “Psychological Types and Learner Diversity,” The International Journal of
Learner Diversity and Identities. (In press)
2. Quinn, K.S. (2012). “Psychological Type as a Dimension of Diversity: A Different Approach to
Diversity,” The International Journal of Diversity in Organizations, Communities & Nations,
Volume 11, Issue 5, pp. 149-162
3. Quinn, K.S. (2012). “Analysis of Differences between Management Information Systems and Decision
Support Systems and the Psychological Types of Technology Professionals Attracted to Different Kinds
of Systems,” The International Journal of Knowledge, Culture, & Change Management, Volume
11, Issue 4, pp. 33-44
Other Intellectual Activities
1. Quinn, K.S. (2011). Personality Type: A Value-Added, Liberating Experience, Bulletin of
Psychological Type, Volume 34, No. 1 Professional publication of the Association for Psychological
Type and Myers Briggs professional organization
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Dates Professional Organizational Service
July 2013 Associate Editor, The International Journal of Learner Diversity and
Identities, Volume 19, Issue 2
Journal listed in Cabell’s Directory in Learning
February 2012 Associate Editor, The International Journal of Learning, Volume 18, Issue 3
Journal listed in Cabell’s Directory in Learning
January 2012 Associate Editor, The International Journal of Knowledge, Culture and
Change Management, Volume 11, Issue 1
Journal listed in Cabell’s Directory in Management
January 2012 Associate Editor, The International Journal of Diversity in Organizations,
Communities and Nations, Volume 11, Issue 2
Journal listed in Cabell’s Directory in Management
Dates Presentations
03/30/2009 Work Life Balance Today – Presented to Business Program Seminars Series
Dates Grant Awarded
05/3/2013 Summer research project approved for funding. Grant for $5,000
Professional Development Activities (Seminars, Workshops, Training Programs Attended)
Dates Title Location
May 2010 University of South Carolina Centers for International Business Education and
Research
2010 Faculty Development in International Business –
Africa
23 day trip to visit various businesses in South
Africa, Tanzania, and Kenya
South Africa,
Tanzania, Kenya
June 2009 University of Memphis Centers for International Business Education and
Research
Faculty Development in International Business –
Memphis
Supply Chain Management
Memphis, TN
PROFESSIONAL
ASSOCIATIONS: American Educational Research Association
Association for Psychological Type – Myers Briggs Professional
Organization
PROFESSIONAL
CERTIFICATIONS: Doctorate Level Grade A, Class 8 Teaching Certificate
Data Processing Certification No. 903527
Myers-Briggs Type Indicator Certified Professional Certification
No. C10389
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Paul Rienstra-Munnicha, Ph.D.
Assistant Professor of Economics
317 Belcher Hall Office: 803-536-8090
South Carolina State University
Email address: [email protected]
Education
Degree
Ph.D.
Year
2004
University
University of Guelph (CANADA)
Field of Study
Econometrics & Resource
Economics
M.A. 1997 McMaster University (CANADA) Economics
B.A. 1996 University of Waterloo (CANADA) Economics
B.A. 1989 York University (CANADA) Applied Mathematics
Tenure Track
Intellectual Contributions – 2009 - 2013
Refereed Journal Publications
Rienstra-Munnicha, P., Selassie, H., and C. Turvey (2013). “An Analysis of Welfare Effects of
Export Credit Insurance and Guarantees on the Exporting and Importing Countries” is pending for
publication with the International Journal of Business and Economics Perspectives. This paper
won the research award which means it has the potential to be published with one of the IABPAD
affiliated journals, according to the publication policy of the IABPAD
Other Intellectual Activities
Proceedings:
Rienstra-Munnicha, P., Selassie, H., and C. Turvey (2013). “An Analysis of Welfare Effects of
Export Credit Insurance and Guarantees on the Exporting and Importing Countries”. Proceedings
of the conference of the International Academy of Business and Public Administration Disciplines
(IABPAD): Dallas, Texas April 18-21.
D. Karemera, G. Small and Rienstra-Munnicha (2009). “Trade, the Environment, and Their
Impacts on Technological Productivity,” Proceeding of the 15Th Biennial Research Symposium
of the Association of Research Directors in Atlanta, Georgia, March 2009.
Work in Progress:
Examining the Additionality of the U.S. Export Credit Programs on the Import Demands of
Importing Countries
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Examining the factors that influence decisions of the companies to rebuild or not after the natural
disaster.
Funded Grant:
Name of Grant Source Amount Period
Quantifying Economic The SC Joint Venture $30,000 2012-2013 Impact of Climate (SCJOVE) Program of (Extended to April Change on the U.S. South Carolina Space 2014) Southeast Coastal Grant Regional Consortium/NASA
EPSCoR
Unfunded Grant Proposals:
Project Title Source Amount
Period
The Welfare Impacts of U.S. Research Innovation Grant of SC $200,000
2010-2013 Export Credit Guarantee State University 1890 Research &
Programs on South Carolina Extension Agricultural Producers
Can Export Credit Guarantees U. S. Department of Agriculture-
Enhance More Export 1890 Institution Teaching, Opportunities for Small Research, and Extension Capacity $296,196 2011-2014
Agricultural Business and Building Grants Program Small Farmer?
Analysis of the Impact of U.S. Research Innovation Grant of SC
Export Credit Programs on the State University 1890 Research & $338,489 2012-2015
Economic Development of Extension South Carolina
Can Export Credit Guarantees
Enhance Small Agricultural U. S. Department of Agriculture- $ 343,836 2012-2015
Business and Farmers in South NIFA 1890 Institution Teaching, Carolina to Become More Research, and Extension Capacity Competitive in the 21st Building Grants Program Century?” Re-submitted
Developing Export Credit- U. S. Department of Agriculture- $316, 000 2013-2016
Base Research and Extension 1890 Institution Teaching,
Programs to Promote Research, and Extension Capacity
Economic Development in Building Grants Program
South Carolina Utilizing U.S.
Export Credit Programs
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Professional Development Activities
Title Place Date
How Students Learn and How
Can We Apply
Developing and Evaluating
Written Assignment
Technology in the Classroom
Technology in the Classroom
“StarBoard”
Tenure and Promotion
Workshop
2012 Faculty Institute
Proposal Writing Workshop
SC State University,
Orangeburg, SC
SC State University,
Orangeburg, SC
SC State University,
Orangeburg, SC
SC State University,
Orangeburg, SC
SC State University,
Orangeburg, SC
President’s State Room,
South Carolina State
University
Orangeburg, SC
February, 2010
February, 2010
May, 2012
September, 2012
September, 2012
October 29, 2012-November
2, 2012
Oral Presentation:
Rienstra-Munnicha, P. (2011). A Snap Short of Laotian Cultural to the SC State University
nursing students on their special cultural orientation event, South Carolina State University,
Orangeburg, SC, July 2011.
Creative Works
Rienstra-Munnicha, P. (2010). “Construct teaching materials for the Agricultural production
Analysis course” in support the project “SC State ~ Ngozi University Partnership for
Strengthening Educational Capacity and Rural Development” by D. Karemera.
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Haile M. G. Selassie, Ph.D. Professor of Agribusiness and Interim Chair
Education
Degree Year University Field of Study
Ph.D. 1983 Oklahoma State University Agricultural Economics
M.S. 1977 Oklahoma State University Agricultural Economics
B.Sc. 1972 Haremaya University
(Former Alemaya College, Ethiopia)
Agriculture/Business
Tenured
Intellectual Contributions
(2009 – 2013 ONLY)
Refereed Proceedings
Rienstra-Munnicha, P., Selassie, H., and C. Turvey (2013). “An Analysis of Welfare Effects of
Export Credit Insurance and Guarantees on the Exporting and Importing Countries”. Proceedings
of the conference of the International Academy of Business and Public Administration
Disciplines (IABPAD): Dallas, Texas April 18-21.
Mustafa, M. and Selassie, H. “Influence of Quality of Life and Business Climate Variables on
Employment: An Empirical Analysis.” Academy of Economics and Finance, Papers and
Proceedings, Pages 20, February 11-14, 2009.
Presentations
Selassie, Haile M. Enhancing Quality of Education by Developing a Culture of Academic
Program Assessment. Presentation at the Joint ED-REAP and Mekelle University Workshop.
Mekelle University. Dec. 21, 2012.
Mustafa, M. and Selassie, H. “Influence of Quality of Life and Business Climate Variables on
Employment: An Empirical Analysis.” Academy of Economics and Finance, Papers and
Proceedings, Pages 20, February 11-14, 2009.
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Other Intellectual Activities
Funded Grants:
Optimization and Simulation of Integrated Biomass and Bio-energy Logistics Networks with Dr. Jae-
Dong Hong as PI and Drs. Haile M. G. Selassie and Yuanchang Xie as Co-PIs. USDA-NIFA
$499, 921, (09/01/2010 to 08/31/2013)
.
2009 Multicultural Scholarship Program. Funded by USDA-NIFA
Selassie, Haile as the Principal Investigator or Project Director, USDA-NIFA, $150,000. (01/15/2009 to
01/14/2014).
Professional Development Activities:
Organized workshop in Ethiopia (Mekelle University) late December of 2012 and early January,
2013 to link the Ethiopian diaspora with research and development ndeavors of Ethiopia in
collaboration with a non-profit organization known as ED-REAP (Ethiopian Diaspora for
Research and Education Advancement Partnership). The goal was to outline a roadmap for
engaging Ethiopian Diaspora in Research and Development in Higher Education Institutions in
Ethiopia. The workshop focused on key challenges and opportunities and discussed on a process
to engage Ethiopian Diaspora to identify key factors in fostering collaborative research among
universities, industry and government.
Thesis read: Masters’ Thesis by Marvin President. The topic is “Analysis of the Economic Impact
of Deer-Vehicle Collisions in South Carolina - a partial requirement for the Master in
Transportation. Fall, 2010.
Participated in various professional developments by the University’s Professional Development
Office including Faculty Institute every semester
Participated in various Planning Workshops by the Business Program South Carolina Every
semester
Attended Teaching Workshop, Sponsored by Academy of Economics and Finance, February 9-12, 2011
Jacksonville, FL
Attended Teaching Workshop, Sponsored by Academy of Economics and Finance. Annual Conference of
Academy of Economics and Finance, Huston, February 11- 14, 2010.
Attended Teaching Workshop, Sponsored by Academy of Economics and Finance. Annual Conference of
Academy of Economics and Finance, Huston, February 11- 14, 2009.
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Stacey E. Settle, Ph.D.
Assistant Professor
Assistant to the Dean for Recruitment and Student Services
116 Belcher Hall Office: (803) 516-4777
South Carolina State University
Email address: [email protected]
Education
Degree Year University Field of Study
PhD 1996 Howard University Communications
MBA 1991 Howard University General Business
BS 1977 Cheyney State College Marketing
Tenure Track
Intellectual Contributions – 2009 - 2013
Refereed Journal Publications
N/A
Other Intellectual Activities
Settle, Stacey E., Quinn, Kathy, and Brizek, Michael (2013), Longitudinal Study of Differences in
College Students’ Perception About Internships. (Working Paper).
Settle, Stacey E., and Spann, Ora, (2013), A Case Study on the BI-LO, LLC, Supermarket Chain
Internship Program with South Carolina State University. (SOB Working Paper Series). Presented at
Seminar Series.
Memberships:
National Black MBA
Orangeburg Chamber of Commerce National Urban League
Professional Development Activities
Attend annual National Black MBA Conference, September 2013 Attend annual PhD Pipeline Opportunity Program’s fall workshops at Duke University,
2012, 2013.
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Renu Singh, Ph.D.
Associate Professor of Marketing
(220) Belcher Hall Office: (8035368981)
South Carolina State University
Education
Degree Year University Field of Study
Ph.D 2006 Florida State University Marketing
MIBM 1997 Indian Institute of International Business & Research International Business
PGDIFM 1995 University of Pune Investments B.Sc
Tenured
1994 Meerut University
Intellectual Contributions – 2009 - 2013
Chemistry
Refereed Journal Publications
Brusco, M.J., Steinley, D., Cradit, J.D., and Singh, R. (2012), “Emergent Clustering Methods for Empirical
OM Research". Journal of Operations Management, Vol. 30, 454-466.
Brusco Michael, Singh Renu (2010), “Assigning Television Commercial Videotapes to Time Slots under
Alternative Message Spacing Policies”. International Journal of Advertising Research, Vol.29 (4), 431-
450.
Brusco Michael, Singh Renu and Doug Steinley (2009), “ Variable Neighborhood Search Heuristics for
Selecting a Subset of Variables in Principal Component Analysis”. Psychometrika, Vol. 74 (4), 705-726.
Other Intellectual Activities
Peer Reviewed Conference Proceedings
Singh, Renu (2014) " Investigating the Role of Exports Promotion Programs in Augmenting Export Related
Resources and Capabilities of Small Scale Enterprises" United States Association of Small Business &
Entrepreneurship, Fort Worth, Texas. (Forthcoming)
Singh, Renu and Barrett R. T.,. (2011) " Challenges in Implementing the Assurance of Learning Program",
Proceedings of the 2011 South East Decision Sciences Institute, Columbia, SC.
Barrett, R.T., Belanger, K.L. and Singh Renu (2010) “Experiences with Assurance of Learning
Introduction” Proceedings of the 2010 Southeast Decision Sciences Institute Wilmington, N.C.
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Funded Grant “Investigating the Barriers to Export Faced by Small Scale Agribusiness Enterprises in South
Carolina”. 2011-14, Evans-Allen Research Grant Funded by 1890 Research & Extension. Total
Award 300,000.
“Engaging Globalization through Curriculum Development (with Dr. Jamison and Dr. Ma), Funded by
Department of Education. Total Award $89,648.
Dean’s Research Grant, Summer 2009, College of Business & Applied Professional Sciences, South
Carolina State University. Total Award $5,000.
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Ora Spann, Ph.D.
Professor of Management
Education
Degree Year University Field of Study
December, 1991 Doctor of Philosophy, Education Studies: Specializing in Human Resource
Development (T&D) Labor and Human Resource Management & Higher
Education
The Ohio State University, Columbus, Ohio
March, 1989 M.L.H.R.-Labor and Human Resource Management,--The Ohio State
University, Columbus, Ohio
August, 1974 M.S., Counselor Education and Human Services—University of Dayton,
Dayton, Ohio
June, 1973 B.S., Sociology-Wilberforce University, Wilberforce, Ohio
Primary Teaching Area: Year Hired:
Human Resource Management March, 2000
Tenured
Refereed Journal Publications
Intellectual Contributions (2009 – 2013 ONLY)
David Karemera, S., Managi, L. Rueben, & O. Spann. (2009) “ The impacts of exchange rate volatility on
vegetable trade flow.” Applied Economics 1466-4283.
Isaiah O. Ugboro, Kofi Obeng & Ora Spann (2009). Strategic Planning as an Effective Tool of
Management in Public Sector Organizations: Evidence from Public Transit Organizations.
Administration and Society, Vol. 42.
.
Presentations Settles, Stacey. & Spann, Ora (2013) “Bi-Lo Internship/Co-operative Education Program (Case Study),
South Carolina State University Seminar Series.
Spann, Ora (2012)“Strategic Planning and African American Businesses” NAAAS Conference.
Other Intellectual Activities
Submitted a consulting proposal to the Boeing Protégé Program to provide Consulting to a small
business (Victory Solutions) (pending)
Professional Development Activities
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June, 2012 Qualitative Intensive Program---Chapel Hill, North Carolina
June, 2009 Qualitative Intensive Program---Long Island, New York
June, 2009 International Management—Moore School of Business
June, 2007-09 Leadership Institute–National Association of State
Universities and Land Grant Colleges (2 years) FLSI Fellow
Participation with Professional Organizations
Society for Advancement of Management (SAM) (Campus Advisor)
Society for Human Resource Management (SHRM) (Campus Advisor)
Academy of Management (AOM)
The International Management Review (Editorial Review Board Advisor)
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Ann Shepard Winstead, Ph.D. Assistant Professor and Coordinator of Leadership and Professional Development
Program (LAPD)
Education
Degree Year University Field of Study
Ph.D. 1978 University of Illinois Education/Research/Evaluation
M.Ed. 1972 University of Illinois Education
B.S. 1971 South Carolina State University Business Education
6 hours 1973 Northeastern University Cooperative Education/Internship
12 hours ’74,’89,’90 University of South Carolina Certification in Administration
3 hours 1986 Clemson University Education
Primary Teaching Area: Leadership/Professional Development Courses
Year Hired: Fall 2006
Tenure Status: Non Tenure Track
Intellectual Contributions
(2009 – 2013)
Refereed Journal Publications:
Winstead, Ann, Barbara Adams, Marion Sillah (2009), “Teaching the Soft Skills: A Curriculum to
Enhance the Employability Skills of Business Graduates,” American Journal of Business Education,
September/October, Volume 2, Number 5.
Kershaw, David, Daria Sekerina and Ann Winstead (2011), “Joint Ventures: Ethical and Cultural Issues
Between Russian and American Companies,” The Bulldog Business Journal, Fall 2011, Vol. 2.
.
Other Intellectual Activities:
Presentations:
Palmetto Chapter of the Institute of Internal Auditors (2010), “Report Writing: Creating a SMART
Internal Audit Report,” (March 17).
South Carolina State University Faculty Development Seminar (2009), “How to Plan and Deliver an
Effective Presentation,” (December 9).
South Carolina State University, Business Faculty Summer Writing Institute (2010), “How to Detect
Grammar and Mechanics Problems in Student Writings.” (June).
South Carolina State University, Business School, Student Leadership Institute, fall 2013, “Leadership
and Team Building”. (September ).
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Editorial Review Board, The Bulldog Business Student Journal, Volume 2, fall 2011.
Participation with Professional Organizations: 2007 – present International Leadership Association
2007 – present Association of Business Communication
2008 – present National Association of Business Educators
2009 – present Toastmasters International
2009 – Proposal Review for the International Leadership Conference in Prague, Czech Republic
Consulting Experience:
The faculty qualification of Ann Shepard Winstead is professionally qualified based on the standard of
achieving:
25 years professional experience in state government prior to hiring at SCSU in 2006
1 PRJ article published in the last 5 years
Certification in Leadership by the Center of Creative Leadership, Greensboro, NC
Professional presentations
Participation in Professional Organizations
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APPENDIX D
ORGANIZATIONAL CHARTS
APPENDIX D.1 School of Business Chart
APPENDIX D-2 University Chart
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Chair
Dept. of Accounting,
Agribusiness & Economics
Faculty
Administrative Assistant
Regional Director
Small Business
Development Center
SBDC Staff
SOUTH CAROLINA STATE UNIVERSITY
SCHOOL OF BUSINESS
APPENDIX D.1
Business
Advisory Board
Dean
SCHOOL OF BUSINESS
Business Student
Council
Assistant to the Dean for
Recruitment and Student
Services
Administrative
Coordinator
LAPD Coordinator Technology Manager
Data and Communications
Coordinator
Chair
Dept. of Business
Administration
MBA Director
MBA Program
Faculty
Administrative Assistant
SBDC State Director
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APPENDIX D.2
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South Carolina State
University
Business Program Strategic Plan
2013 - 2017
“The Best Value in the Southeast”
APPENDIX E
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Message from the Dean’ Office
The Business Programs in the College of Business and Applied Professional Sciences is on a
journey to fulfill our vision to be known as “the best value in the Southeast” through our quality
programs, students and faculty.
Students are our greatest asset. To that end, we have set the course and developed a roadmap to
prepare and empower our students for success. Our goal is to create an enriching learning
environment, which emphasizes leadership and entrepreneurial development. This is
accomplished through an innovative and relevant curriculum, which includes a leadership and
professional development program, a diverse and quality faculty, and an array of activities for
students to gain leadership and entrepreneurial experience. As a result, our graduates are quite
competitive and are thus capable of functioning in a global and diverse setting. We have
produced graduates who hold key positions in all aspects of society to include certified public
accountants, investment bankers, corporate and bank executives, government administrators,
lawyers, politicians, entrepreneurs, college professors, and military officers among others.
A newly approved strategic plan sets the direction of our journey for the next five years with a
focus on achieving four strategic goals as follows:
Recruit and retain quality students; produce productive and quality graduates
Plan, develop and deliver quality management education programs in relation to our peer
institutions
Recruit, develop and retain quality faculty
Pursue alliances and partnerships to strengthen relations with the community, alumni and
other stakeholders
In addition to our more traditional undergraduate programs in accounting, economics, finance,
marketing and management, we offer a specialty in agribusiness We are unique in the fact that
the agribusiness program is housed in the College of Business & Applied Professional Sciences.
This program emphasizes the marketing and distribution of products to agribusiness related
companies, rather than the production of products. Our MBA program includes tracks in
agribusiness and entrepreneurship.
The stamp of approval for excellence in management education is accreditation by the
Association to Advance Collegiate Schools of Business – AACSB-International. This stamp of
approval from the premier accrediting body demonstrates the high quality of faculty, programs,
and students in the Business Program at S C State University.
Barbara L. Adams, Interim Dean
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Y
SOUTH CAROLINA STATE UNIVERSIT
BUSINESS PROGRAM
STRATEGIC PLAN Vision Statement
The vision of the Business Program at South Carolina State University is to be recognized as the
Best Value in the Southeast through our quality programs and service to our students and other
diverse stakeholders.
Mission Statement
The mission of the Business Program at South Carolina State University is to provide quality
management education and leadership development to produce competitive and innovative
graduates for a global and diverse environment.
Core Values
The mission of the Business Program will be accomplished through quality teaching, research,
instructional development and service activities. Our overall success in accomplishing our
mission will be measured by the enhancement of our reputation among our students, faculty,
peers, and other stakeholders. To that end, we affirm our values of leadership, customer
satisfaction, teamwork, community outreach, integrity and performance. Therefore:
We value learning and strive to promote the professional and leadership development of
all students to include technological, global, ethical and entrepreneurial skills.
We are supportive of and responsive to the holistic needs of all students.
We value collaborations and partnerships with our diverse stakeholders to work toward
positive outcomes that impact our program and the community.
We strive for continuous improvement in the performance and assessment of our results
while ensuring that our integrity and quality is never compromised.
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Guiding Principles
We continue to focus on critical success factors that the Business Program has identified for continuous
improvement. Thus, the values of the Business Program are based on developing and maintaining
quality students, quality management programs, quality faculty and community service. We
are guided by the following principles:
1. Providing a supportive environment to develop quality students
2. Providing quality management education programs
3. Maintaining a quality faculty through teaching, research, professional development,
and service.
4. Maintaining a strong relationship with the community through outreach and service.
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BUSINESS PROGRAM GOAL 1: Recruit and Retain Quality Students;
Produce Productive and Quality Graduates.
Supports University Strategic Goals #1 and # 3
and Academic Affairs Goal #1
OBJECTIVE 1: The Business Program will recruit quality students by increasing
scholarships to incoming freshmen by 10% incrementally each year
and graduate students by 20% incrementally each year through
2017.
ACTION: 1. The Business Program will work closely with the Office of
Institutional Advancement to develop relationships with
executive speakers to increase corporate funding sources
2. Faculty will be encouraged to explore external funding sources 3. The Business Program will establish a scholarship funding campaign
with Advisory Board members, alumni, faculty and friends.
OBJECTIVE 2: The Business Program will develop and implement strategies to
increase undergraduate enrollment by 10% incrementally and
graduate enrollment by 20% incrementally through 2017.
ACTION: 1. The Dean will appoint a Director of Undergraduate Studies 2. The Director will collaborate with the University’s Admission Office
on recruiting activities at high schools, technical colleges and in
underserved areas
3. The Director will identify, develop and implement activities to attract
non-traditional and graduate students
4. The Business Program will enhance recruitment and promotional
materials
5. The Business Program will develop online and off-site programs of
study
OBJECTIVE 3: The Business Program will retain quality students by increasing the
retention rate of students by 10% incrementally each year through 2017.
ACTION: 1. Faculty will provide test taking workshops and
tutorials for students with academic difficulty
2. Each academic department will review and improve
the student advisement process
3. The Director of Undergraduate Studies will implement a degree
completion program
OBJECTIVE 4: The Business Program will increase the percentage of high performing incoming
students to 25% incrementally by 2017.
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ACTION: 1. Faculty will develop and implement a Summer Institute to target high performing rising seniors in South Carolina, North Carolina,
Georgia and Florida
OBJECTIVE 5: Through various initiatives, the Business Program will provide students with the
necessary skills to compete in a constantly changing business environment.
ACTION: 1. Each academic department in business will develop and implement
programs and activities to enhance ethical, global, technological and
entrepreneurial skills
2. The Business Program will provide support to enhance participation in
student professional organizations.
3. The Business Program will support and enhance the LAPD program and
develop/support initiatives for a leadership institute.
OBJECTIVE 6: The Business Program will facilitate the transition of students into
career choices and/or graduate programs by insuring that all
students register and utilize the Career Development Center by 2017
ACTION: 1. The Business Program will collaborate with the Career Development
Center
2. Students will be required to use the Career Development Center to assist
with career exploration, internships and permanent job placements prior
to graduation
OBJECTIVE 7: The Business Program will measure the quality of our students learning through
our Assurance of Learning goals.
ACTION: 1. The Business Program will maintain and assess the Assurance of
Learning plan
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BUSINESS PROGRAM GOAL 2: Plan, Develop, and Deliver Quality Management
Programs in Relation to our Peer Institutions
Supports University Strategic Goal # 3
and Academic Affairs Goal #3
OBJECTIVE 1: The Business Program will plan, develop and implement quality
management programs.
ACTION: 1. The Business Program will increase the focus on business
ethics in the curriculum
2. The Business Program will increase web-enhanced courses to 100% by
2017
3. The Business Program will increase computer-supported learning and
assessment to 50% of courses by 2017
4. The Business Program will assess the productivity of all programs
OBJECTIVE 2: The Business Program will study and consider new curricular initiatives in
relations to our peer institutions.
ACTION: 1. The Business Program will assess the viability of a major in Finance, and a minor in Decision Sciences for implementation by 2017
2. The Business Program will develop and implement academic programs
and activities that will take advantage of synergies across disciplines in
the College (e.g., health management; leadership development)
3. The Business Program will continue to emphasize agribusiness in its
core curriculum
4. The Business Program will seek funding to implement a college and
University-wide emphasis on entrepreneurship.
5. The Business Program will review and develop elective based courses
in the field of Supply Chain Management by 2017
OBJECTIVE 3: The Business Program will evaluate the productivity and effectiveness and of
programs.
ACTION: 1. Faculty will implement and assess the Assurance of Learning
goals annually
2. A program review will be conducted to determine the productivity and
viability of all business programs
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BUSINESS PROGRAM GOAL 3: Recruit, Develop and Retain Quality Faculty
Supports University Strategic Goals 3, and 5
and Academic Affairs Goal #3
OBJECTIVE 1: The Business Program will recruit quality faculty to increase and maintain the
level of academically or professionally qualified faculty to at least 90%
ACTION: 1. The Business Program will assess faculty hiring needs
and actively recruit to fill vacancies on a continuous basis
OBJECTIVE 2: The Business Program will develop and support quality faculty by insuring
faculty participation in professional development activities.
ACTION: 1. Faculty will be required to engage in at least one faculty development
activity during each academic year
2. The Business Program will continue to enhance the in-house
faculty research seminars and working paper series
3. The Business Program will enhance the reward and recognition system
to motivate productive and innovative behavior
OBJECTIVE 3: The Business Program will develop quality faculty by increasing
internal and external opportunities for collaboration in research and
scholarly publications.
ACTION: 1. The Business Program faculty will be encouraged to seek
collaborative internal and external research opportunities
OBJECTIVE 4: The faculty will demonstrate quality in teaching, scholarship and service.
ACTION: 1. The Business Program will assess faculty AQ/PQ qualifications
annually
2. The Business Program will assess faculty progress toward tenure and
promotion requirements annually
3. Faculty will demonstrate scholarship through research and publication
in refereed journals, conference presentations, case writing, grant
writing, editorships and memberships on editorial boards, etc.
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BUSINESS PROGRAM GOAL 4: Pursue Alliances and Partnerships to Strengthen
Relations with the Community, Alumni and
Other Stakeholders
Supports University Strategic Goal #5
and Academic Affairs Goal #5
OBJECTIVE 1: The Business Program will increase the level of outreach and
involvement with the business community and other stakeholders.
ACTION: 1. The Business Program will maintain an active Business Advisory
Board consisting of persons from local, regional and national
businesses
2. The Business Program will pursue corporate alliances with executives
participating in the Executive Series and others to enhance
opportunities for internships and student placement
3. The Business Program will develop an alliance with the Orangeburg
County Chamber of Commerce
4. Faculty will develop and implement workshops and training for
business executives and other groups in the community
5. The Dean will appoint a committee for Community Outreach
OBJECTIVE 2: The Business Program will develop and implement programs through the
Small Business Development Center and the Executive Development Center
to assist the local business community.
ACTION: 1. Faculty and students will form consulting teams to provide technical
assistance to local businesses and enhance economic development in
collaboration with the Small Business Development Center
2. Faculty will increase the use of class projects and student organizations
to interact with small businesses
3. An Executive Development Center will be created to address academic
program development and training needs of businesses and non/profit
organizations
OBJECTIVE 3: The Business Program will develop and maintain alumni relations.
ACTION: 1. The Business Program will conduct an alumni and other
stakeholders survey every 3 years
2. The Business Program will develop and distribute an annual magazine
to alumni and friends in the community
3. The Business Program will involve alumni in on-campus
activities related to the Business Program (i.e., tutoring, programs,
mentorships, etc.)
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STRATEGIC PLANNING COMMITTEE
Ora Spann, Ph.D., Chairperson
Department of Business Administration
Michael Brizek, Ph.D.
Department of Business Administration
Gerald Gonsalves, Ph.D.
Department of Business Administration
David Karemera, Ph.D.
Department of Accounting, Agribusiness & Economics
Muhammad Mustafa, Ph.D.
Department of Accounting, Agribusiness & Economics
Haile Selassie, Ph.D.
Department of Accounting, Agribusiness & Economics
ADMINISTRATIVE TEAM
Barbara L. Adams, Ph.D.
Interim Dean
Gerald Gonsalves, Ph.D.
Chair, Department of Business Administration
Haile Selassie, Ph.D.
Chair, Department of Accounting, Agribusiness & Economics
STRATEGIC PLANNING CONSTITUENT COMMITTEE
Ms. Traci Abraham, Business Owner
Dr. Barbara Adams, Interim Dean
Mr. James Bradley, Student
Dr. Michael Brizek, Faculty/Facilitator
Ms. Shikara Brown, Staff (SBDC)
Mr. Takis T. Cook, Alumni/Businessman
Mr. Quenten Davis, Student
Ms. Kathy Renia Edwards, Staff/Athletics
Dr. Frederick Evans, Graduate Studies
Mrs. Pamela Free, Staff/Facilitator (SBDC)
Mr. Sidney Fulton, Business Owner
Dr. John Garlick, Faculty/Facilitator
Mr. John Goodwin, SBDC Director
Dr. Gerald Gonsalves, Chair
Mr. Chaz Hedges, Student
Mr. Adolphus Johnson, Alumni/Businessman
Mrs. Evelyn Mayes, Business Owner
Mr. Joseph Onyeocha, Faculty/Facilitator
Ms. Alisha Oriola, Student
Dr. Kathy Quinn, Faculty/Facilitator
Dr. Haile Selassie, Chair
Ms. Nadia Weldon, Student
Dr. William Whittaker, FCS Faculty
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APPENDIX F
OTHER SUPPLEMENTARY INFORMATION
APPENDIX F.1 – Comparison of University and School Demographics
APPENDIX F.2 - Retention Rate
APPENDIX F.3 – Degrees Awarded
APPENDIX F.4 – Graduation Rate
APPENDIX F.5 – AQ/PQ Statement
APPENDIX F.6 – Leadership and Professional Development Program
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Comparative Demographics
APPENDIX F.1
Degree CIP Code Program Fall 2012
BS 520301 Accounting 100
BS 10102 Agribusiness 30
MBA 520101 Agribusiness & Entrepreneurship 13
BS 520601 Economics/Business Economics 48
BS 520201 Management 140
BS 521401 Marketing 89
Total School of Business 420
Total University 3807
Fall 2012 Demographics School of Business University
Male 268 63.8% 1621 42.6%
Female 152 36.2% 2186 57.4%
Total 420 3807
In-State* 313 74.5% 3033 79.7%
Out-of-State* 107 25.5% 774 20.3%
Total 420 3807
International** 17 4.0% 75 2.0%
*Based on Residency Code
**Based on Citizenship
Ethnicity
Black/African American 402 95.7% 3577 94.0%
White 11 2.6% 146 3.8%
Hispanic 0 26 .7%
American Indian 0 5 .13%
Asian 2 .5% 25 .65%
Unknown 5 1.2% 19 .5%
Non-Resident Alien 0 3 .07%
Two or More Races 0 6 .15%
Total 420 3807
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APPENDIX F.2
School of Business
First-Time Freshmen Retention by Program
Deg Program Fall Enrolle Retenti Fall Enrolle Retenti Fall Enrolle Retenti Fall Enrolle Retenti
2008 Fall Rate % 2009 Fall Rate % 2010 Fall Rate % 2011 Fall Rate %
BS Accounting 45 30 67% 20 12 60% 34 23 68% 14 9 64% BS Agribusiness 0 0 0% 5 3 60% 5 2 40% 5 3 60% BS Economics/Busines 27 19 70% 5 4 80% 13 6 46% 15 9 60% BS Management 45 29 64% 44 29 66% 28 14 50% 37 24 65% BS Marketing 23 13 57% 16 10 63% 23 13 57% 21 15 71%
School of Business 140 91 65% 90 58 64% 103 58 56% 92 60 65%
University 966 634 66% 723 459 63% 826 555 67% 829 507 61%
Fall Semesters 2008-2011 Retained Fall 2009-2012
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APPENDIX F.3
University Degrees Awarded
School of Business
Degre Program 2008-
2009-
2010-
2011-
2012- Total
Average
BS Accounting 16 19 18 23 17 93 18.60 BS Agribusiness 4 5 2 3 7 21 4.20 BS Business Economics 7 7 10 5 8 37 7.40 BS Management 48 47 51 37 31 214 42.80 BS Marketing 23 14 22 21 20 100 20.00 School of Business 98 92 103 89 83 465 93.00 University 52
1 565 548 583 546 2758 552.60
APPENDIX F.4
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Graduation Rate for Fall 2002 First-Time Freshmen Cohort by Program
Graduating in 6 Years or Less
Degre
Program
Fall
Graduate
GRS -
Graduate
Graduate
GRS -
2002 Orig. Orig. Diff. Total Universi
BS Accounting 35 10 29% 8 18 51%
BS Agribusiness 2 0 0% 0 0 0%
BS Business Economics 9 3 33% 2 5 56%
BS Management 52 16 31% 8 24 46%
BS Marketing 16 12 75% 1 13 81%
School of Business 114 41 36% 19 60 53%
University 716 188 26% 135 323 45%
Graduation Rate for Fall 2003 First-Time Freshmen Cohort by Program
Graduating in 6 Years of Less
De Program Fall Graduate GRS - Gradua Graduat GRS - 2003 Orig. Orig. Diff. Total University
BS Accounting 27 7 26% 3 10 37% BS Agribusiness 3 2 67% 0 2 67% BS Business Economics 11 2 18% 1 3 27% BS Management 77 20 26% 7 27 35% BS Marketing 30 9 30% 4 13 43%
School of Business 148 40 27% 15 55 37%
University 810 152 19% 130 282 35%
Graduation Rate for Fall 2004 First-Time Freshmen Cohort by
Program Graduating in 6 Years of Less
Degr Program Fall Graduate GRS - Gradua Graduate GRS -
2004 Orig. Orig. Diff. Total University
BS Accounting 34 15 44% 4 19 56% BS Agribusiness 1 0 0% 1 1 100% BS Business Economics 18 2 11% 6 8 44% BS Management 63 19 30% 11 30 48% BS Marketing 36 13 36% 3 16 44%
School of Business 152 49 32% 25 74 49%
University 960 183 19% 188 371 39%
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Graduation Rate for Fall 131 First-Time Freshmen Cohort by
Program Graduating in 6 Years of Less
Degre Program Fall Graduate GRS - Graduate Graduate GRS -
2005 Orig. Orig. Diff. Total University
BS Accounting 37 5 14% 4 9 24%
BS Agribusiness 3 2 67% 0 2 67%
BS Business Economics 23 3 13% 4 7 30%
BS Management 61 17 28% 9 26 43%
BS Marketing 29 8 28% 3 11 38%
School of Business 153 35 23% 20 55 36%
University 1013 212 21% 148 360 36%
Graduation Rate for Fall 2006 First-Time Freshmen Cohort by
Program Graduating in 6 years or less
Degre Program Fall Graduate GRS - Graduate Graduate GRS -
2006 Orig. Orig. Diff. Total University
BS Accounting 35 9 26% 4 13 37%
BS Agribusiness 5 1 20% 1 2 40%
BS Business Economics 19 5 26% 2 7 37%
BS Management 75 24 32% 8 32 43%
BS Marketing 33 7 21% 3 10 30%
School of Business 167 46 28% 18 64 38%
University 881 201 23% 98 299 34%
Graduation Rate for Fall 2007 First-Time Freshmen Cohort by
Program Graduating in 6 years or less
Degre Program Fall Graduate GRS - Graduate Graduate GRS -
2007 Orig. Orig. Diff. Total University
BS Accounting 42 9 21% 3 12 29%
BS Agribusiness 2 1 50% 0 1 50%
BS Business Economics 24 4 17% 5 9 38%
BS Management 95 24 25% 11 35 37%
BS Marketing 39 15 38% 3 18 46%
School of Business 202 53 26% 22 75 37%
University 1318 268 20% 194 462 35%
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AQ/PQ STATEMENT
APPENDIX F.5
As a primary teaching institution, qualifications for academic preparation are meant to reflect the
expectations for quality teaching, research and service. A record of intellectual contributions is
consistent with the premise that faculty members who are actively and consistently engaged in
scholarly activities bring to the classroom a level of academic preparation and currency that
enhances and provides additional context to the learning experience.
Academic Qualifications (AQ) To be academically qualified, a faculty member must have a
terminal degree or otherwise meet the criteria for initial qualifications as defined in Standard 10
of the AACSB faculty qualifications. Continued classification as academically qualified is based
on evidence of faculty development, intellectual contributions, and professional experience
relevant to the teaching area within the most recent five year period. Faculty members
demonstrate academic qualifications in any one of the following ways:
have published 3 Peer Reviewed Journal (PRJ) articles over the last 5 years, OR
have published 2 PRJ articles and completed 1 Other Intellectual Contribution
(OIC) qualifying activity over the last 5 years
. Evidence of OIC qualifying activities resulting in continued scholarly productivity includes, but
is not limited to, the following:
successful grant writing resulting in funding related to teaching, curriculum
development, or research
publication in peer reviewed conference proceedings
publication of a book or a chapter in a book or textbook
non-refereed publications
member of an editorial review board of a journal or practitioner periodical
research presentations at academic or professional conferences
The greater the disparity between the field of academic preparation and the area of teaching, the
greater the need for supplemental preparation in the form of professional development.
Therefore, a faculty member who has a doctoral degree in a field of business, but primary
teaching responsibility in a business field that is not in the area of academic preparation OR a
doctoral degree outside of business, but primary teaching responsibilities that incorporate the
area of academic preparation, is expected to have a minimum of two PRJ and two other
intellectual and professional development activities over the last 5 years.
(ii) Professional Qualifications (PQ): To be considered professionally qualified, the faculty
member should have a master’s degree in the area of teaching assignment and current
professional experience that is relevant to the teaching assignment with a minimum of five years
of continuing professional experience. Additionally, a professionally qualified faculty is
expected to maintain his/her professional qualifications through active participation in
professional activities.
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Initial classification as PQ requires that the faculty member:
has a minimum five years of professional experience as a business owner or
employment in an industry, business, government agency, or non-profit
organization with job responsibilities related to the field of teaching (or an
equivalent time accumulated over a longer period while working part-time).
has professional experience that was discontinued no more than five years prior to
appointment
retains professional qualifications through a portfolio of activities to maintain
currency in the field
Maintenance of PQ Activities may include, but is not limited to the following:
professional development activities (i.e., continuing education credits, workshops,
seminars, etc.)
activities that would qualify as OIC activities under the academic qualifications
standard
publication of scholarly articles
grant writing related to scholarship or teaching
service on one or more boards of directors
professional internships
on-going consulting or related professional business activities
officer in a professional organization
PQ faculty members are expected to have engaged in a minimum of three of the above
activities within the most recent five-year review period.
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R
APPENDIX F.6
THE LAPD MODEL
SB 400
Experiential
Learning
(Workplace Experience)
Sophomore Level Senior Level SB 201 Prof. Dev. I
Self Development Self-Awareness
Time Management
Career Marketing
Image Consciousness
Business Ethics
EXECUTIVE
SPEAKER SERIES
&
LEADERSHIP
DEVELOPMENT
WORKSHOPS
SB 401 Prof. Dev. III
Leadership Development Leadership Dynamics
Communications
Negotiation Strategies
Managing Diversity
Strategic Planning
Business Ethics
Activities Activities Portfolio Dining Out
Self-Assessment Image Analysis
Service Learning Project Mock Interviews Professional Resume Role Playing
Roundtable Discussion
Internship Application
Company/Career Analysis
SB 301 – Prof. Dev. II Interpersonal Development
Networking
Team Building
Business Protocol
Business Etiquette
Business Ethics
Team Project
Mentoring Program
Team Building Exercises
Junior Level
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Courses and Competencies
SB 201 – Professional Development I – Self-Development
Competency Description Self-Awareness
Ability to identify personal interests, values, strengths and
weaknesses, and preferences
Time Management Ability to prioritize assignments and manage time effectively
Career Marketing
Ability to market one’s skill sets and abilities through effective
resume writing and interviewing skills
Image Consciousness Ability to project a professional image through attire and
demeanor
Business Ethics Ability to build trust and internalize honesty and integrity
SB 301 – Professional Development II – Interpersonal Development
Competency Description Networking Ability to build lucrative internal and external relationships
Team Building Ability to understand group dynamics and work effectively
within a team
Business Protocol
Ability to understand formal and informal organizational
structures and cultures
Business Etiquette Ability to apply accepted business etiquette in dining and other
situations
Business Ethics Ability to build trust and internalize honesty and integrity
SB 401 – Professional Development III – Leadership Development
Competency Description Leadership Dynamics,
Responsibilities and
Development
Ability to define leadership, recognize leadership
styles/personalities and internalize leadership characteristics
and roles
Leadership Communications Ability to apply effective communication and persuasion
strategies
Negotiation Strategies Ability to apply successful negotiation strategies
Managing Diversity Ability to effectively embrace and utilize differences for
common gain
Management and Strategic
Planning
Ability to apply management and planning strategies
Business Ethics Ability to build trust; to internalize honesty and integrity
SB 400 – Experiential Learning
Competency Description
Workplace Experience Ability to perform as a professional in a work
place setting
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SOUTH CAROLINA STATE UNIVERSITY
SCHOOL OF BUSINESS
About the Executive Speaker Series
The School of Business has sponsored the Executive Speaker Series (ESS) since the
spring of 1996. ESS brings government, business, and political leaders from across the
nation to the campus of South Carolina State University. The diversity of speakers assists in
carrying out the mission of the School of Business to produce competitive graduates for a
global and diverse workplace, consistent with the University’s 1890 land grant mission.
Students get the opportunity to interact with role models, mentors, and people who
are successful in the business world and government. The goal is to facilitate their
knowledge of perspectives that form the context of business in a global and diverse
workplace. Moreover, the Series helps to motivate students by building self-esteem and
developing leadership skills. By meeting executives who represent various sectors, students
get the opportunity to add value to their growth and development as they enhance their
overall collegial experience.
As graduates compete for fewer jobs, business schools must develop creative and
innovative ways to provide graduates with the soft skills that will give them the competitive
edge. So, in addition to students, ESS also benefits the business faculty and administration.
Speakers meet with the faculty/administrative team to provide insights into what is trending
in a particular sector that may have implications for the taught curricula. Assuring that the
business curricula are current and relevant to 21st century needs, this informal assessment
serves to benchmark the challenges as well as new opportunities.
A Typical Day
Each Wednesday, the program begins at 10:00 AM in Belcher Hall on the campus of
SCSU. The visiting executive meets with the Dean for an overview of the business program
and the day’s agenda. The executive then meets with the faculty administrative team (10:30
– 11:00 AM). From 11:00 – 11:45 AM, faculty and about 25 students meet with the
executive for an executive-student exchange, where information about world events and
business issues is shared. The highlight of the day is the assembly program - approximately
two hundred (200) students usually attend this program (12:00 – 12:50 PM). During this
session, the speaker presents information on business topics, such as current business issues,
current research, his/her life experiences, job responsibilities, and important business
tips/opportunities. A question/answer session concludes the session. At 1:00 PM, the
speaker joins invited faculty and students for a luncheon. The day concludes with an
interview for WSSB.90.3 FM, followed by an exit meeting.
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Business Dress Code
Professional business attire is required for all students interacting with business or corporate
persons or at any other specified times, as required by the faculty or administrators.
FEMALES
Suit or tailored dress in solid or subtle color, no extreme slits.
Polished and closed toe shoes, basic dark pumps with medium or low heels, no run-
over heels.
Nails subtle if polished, clean and not chipped.
Make-up should be minimal.
Clutch or small shoulder bag, choose between an attaché` case or handbag (not both).
Simple and basic jewelry.
Always wear hosiery and keep color neutral.
Perfume should be subtle if worn.
MALES
Navy, charcoal gray, pinstripe, or black suit.
Shined black shows with no run-over heels. Tassel loafers or lace shoes
preferred.
Clean nails.
Conservative red or navy stripe or solid tie, simple and neat.
Solid white or light colored shirt; small pinstriped shirt; not dark shirts.
Avoid flashy cuff links, rings or neck chains; no earrings.
Over-the-calf dark socks.
Cologne should be subtle if worn.
BOTH
No smoking or chewing gum.
If rings are worn, wear them on only one finger on each hand.
Quality pen
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