School of Business. Accreditation Maintenance Report AACSB International

Transcription

1 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

2 Table of Contents EXECUTIVE SUMMARY 4 SITUATIONAL ANALYSIS 7 Historical Perspective 7 School of Business and University Governance Structure 8 Internal and Environmental Analysis 8 Page 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 1 P a g e

3 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 TABLE 9.1B Faculty Sufficiency, Fall TABLE 10.1 Faculty Qualifications, Spring 2009 Fall TABLE 10.2 Faculty Deployment, Spring 2009 Fall APPENDIX B AOL ASSESSMENT 52 2 P a g e

4 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 Table 2: Strategic Goals Assessment 18 Table 3: Percent Enrolled by Ethnicity Fall Table 4: Program Enrollment by Major Table 5: Enrollment Changes Since 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 3 P a g e

5 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 , which replaced the 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. 4 P a g e

6 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 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 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. 5 P a g e

7 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 P a g e

8 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 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. 7 P a g e

9 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 11 th president at SC State in June 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 Dr. Cynthia Warrick served as Interim President during the 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 and in 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 Dr. Robert Barrett served as the dean from 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 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 fulltime participating faculty and 2 part-time adjunct supporting faculty members. Internal and Environmental Analyses Enrollment Decline: From , the University s enrollment averaged between 4,200 4,500 students. Enrollment began to decrease in 2009 and in Fall 2012 enrollment dropped to 8 P a g e

10 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 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 to $11.9 million in , 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 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. 9 P a g e

11 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 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 10 P a g e

12 the last six months. In addition, after serving for five years, Dr. Robert Barrett resigned as dean in June Also, in June 2012 five members of the Board of Trustees were replaced. President Thomas Elzey was appointed on June 15, 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 11 P a g e

13 programs. Although four full-time faculty positions were lost in 2012, only one full-time position was approved for hiring in Fall 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, Program Degree Accounting B.S Agribusiness B.S Business Economics B.S Management B.S Marketing B.S MBA MBA TOTAL P a g e

14 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 The MBA was added in 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 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 Universitywide 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. 13 P a g e

15 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 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 The School was challenged in closing the loop on the first round assessment 14 P a g e

16 (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 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 15 P a g e

17 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 ; thus a new strategic plan was adopted for the period The process began with a oneday 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 16 P a g e

18 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) 17 P a g e

19 Table 2: STRATEGIC GOALS ASSESSMENT Strategic Goal / Objectives 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 18 P a g e

20 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 19 P a g e

21 been declining. The appropriation allocated for business programs is $2,159,600 compared to $2,359,976 for the 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 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. 20 P a g e

22 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 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. 21 P a g e

23 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 22 P a g e

24 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 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 Program Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Accounting Agribusiness Bus.Economics Management Marketing MBA TOTAL UNIVERSITY 4,888 4,538 4,362 4,326 3, P a g e

25 Table 5: Enrollment Changes Since 2008 Major Fall 2012 Enrollment %Change Since Fall 2008 Accounting % Agribusiness % Economics % Marketing % Management % MBA Program % Total School Of Business % University % 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 24 P a g e

26 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 statewide 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 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 or Summer 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 25 P a g e

27 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 42 nd 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 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, 26 P a g e

28 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). process has begun. The recruitment 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 27 P a g e

29 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. 28 P a g e

30 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 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 P a g e

31 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 % % Agribusiness % % Business Economics % % Management % % Marketing % % TOTAL FACULTY % % 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 P a g e

32 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 31 P a g e

33 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 32 P a g e

34 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 Specific Learning Objectives (SLOs) General Learning Goals (GLGs) 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 the structure and elements of a MKT 300- class project and demonstrate the ability to business problem. (knowledge) MGT 301- exam questions 1.2 BA 213- exam questions related engage in critical thought Students will be able to apply to probability processes whereby they are able relevant theories and concepts to BA 214- exam questions to skillfully analyze, assess, and resolve business problems. covering hypothesis testing resolve complex business problems. (knowledge & skill) MGT 301- exam questions on organizational environment MGT 308- team project (knowledge and skill) ECON 250- exam questions on aggregate demand and 2. Leadership Business majors will develop and demonstrate leadership skills in their personal and professional lives. (knowledge, skill, & attitude) 1.3 Students will be able to apply problem solving techniques to generate alternative solutions for a given problem. (knowledge & skill) 1.4 Students will be able to critically evaluate alternatives to arrive at the optimal solution. (skill) 2.1 Students will develop and demonstrate the ability to work with others in a team setting. (skill & attitude) 2.2 Students will develop and demonstrate time and resource management skills. (knowledge & skill) 2.3 Students will be able to effectively communicate ideas and information aggregate supply. MGT 320- financial ratio calculations ECON problem solving exercises. BA 214- short case based on data analysis. MGT 310- case study assignment MGT 430- Homework essay questions. Case study. SB 301- multiple choice questions on team work. BA 312- rubric based team project peer evaluations. MGT 308- peer evaluations. SB 400, BA 450- employer survey response to items related to time and resource management skills of the intern. BA 450- student internship report. MGT 430- written responses to 33 P a g e

35 3. Ethics Business majors will demonstrate knowledge of ethical conduct in business and the value of good citizenship. (knowledge, skill, and attitude) 4. Global Perspective Business majors will be cognizant of the global community in which we live and work. (knowledge, skill, and attitude) 5. Technology Business majors will be able to utilize technology to solve business problems. (knowledge and skill) orally and in writing. (skill) 2.4 Students will engage in activities that foster self-confidence and a sense of personal self-worth. (attitude) 3.1 Students will understand and demonstrate appropriate ethical standards and behavior. (knowledge & skill) 3.2 Students will demonstrate that they understand the importance of community involvement. (knowledge, skill & attitude) 4.1 Students should be able to understand and appreciate other cultures and international diversity. (knowledge & attitude) 4.2 Students should be able to integrate the impact of global environmental forces into business decisions in their major areas. (knowledge & skill) 5.1 Students will display familiarity with basic hardware and software. (knowledge) 5.2 Students will be able to apply technology to solve business problems. (knowledge & skill) case study questions. SB 201, 301 and 401-student participation in Executive Speaker Series roundtable discussion. BA 201- case study presenting an ethical dilemma. ACCT 207-case study presenting an ethical dilemma. MGT 430- essay questions on corporate social responsibility. Participation in community projects and service by members of student organizations. Student participation in international events. Student responses on an international diversity survey. BA 301-international business case study. MGT 430-case questions related to impact of global forces on the firm. MGT 310- exam questions on hardware and software 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. 34 P a g e

36 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 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 Comprehension of a business problem 1.2 Application of theories and concepts 1.3 Application of problem solving techniques 1.4 Evaluation of alternatives 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 Short cases Assignments (rubric) Exam (rubric) Analytical assignments (rubric) Cases (rubric) Team project (rubric based peer evaluation) Supervisor evaluations (Employer survey ) Oral Written assignments (rubrics) ESS roundtable participation BA 101 BA 201 MKT 300 MGT 301 BA213, 214 MKT 300 MGT 301, 308, 320 ECON 250 MGT 320 ECON 250, 260 BA 213, 214 MGT 430 SB BA 312 MGT 308 SB 400, BA presentations BA BA 450 MGT 430 SB 201, 301, P a g e

37 3. Ethics 3.1 Ethical concepts 3.2 Community involvement 4. Global Perspective Ethics case (rubric) Service projects 4.1 Global diversity Survey 4.2 Integration of global environment 5. Technology 5.1 Technical knowledge 5.2 Technology utilization Case (rubric) Technology proficiency tests Assignments requiring technology applications BA 201 ACCT 207 MGT 430 Student organizations BA 301 MGT 430 BA 301, MGT 430, ECON 250 MGT 310 BA 213, 214 MGT 310, BA 213, 214, MGT Goal 5 related to technology was added to the learning goals in academic year. 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. 36 P a g e

38 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 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 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 37 P a g e

39 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 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 Other Undergraduate Curriculum Changes 1. Students consistently have problems in the financial accounting course. In the past, ACCT 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 38 P a g e

40 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 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 practicebased 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 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. 39 P a g e

41 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. 2. Leadership MBA graduates will demonstrate effective leadership skills both as a team leader and as a team member. 3. Ethics MBA graduates will develop an understanding of business s ethical responsibility towards various stakeholders 4. Global Awareness MBA graduates will have an understanding of global influences on business decisions. 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. 2.1 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 3.1 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. 4.1 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 P a g e

42 Table 10: MBA Assessment Results Goals Learning Objectives Assessment Scores Strategic Thinking 1.1 Evaluation of key data Analysis of business environment Application of business process knowledge Application of quantitative tools Leadership 2.1 Team-working ability Effective management of team environment Ethics 3.1 Understanding of corporate governance Solution to ethical dilemma Global Awareness 4.1 Integration of global environment Strategy building in global environment 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 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. 41 P a g e

43 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 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. 42 P a g e

44 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 Fall 2013 TABLE 10.2 Faculty Deployment, Spring 2009 Fall P a g e

45 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)** ACCOUNTING Adams, Barbara P 2 Co Garlick, John P 2 Co Onyeocha, Joseph P 5 Co Amount of teaching if S (blank if P) 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. 44 P a g e

46 Appendix A.1 Continued Appendix A: TABLE 9-1 A: SUMMARY OF FACULTY SUFFICIENCY BY DISCIPLINE AND SCHOOL (Spring, 2013) By Courses MANAGEMENT Name Participating or Supporting (P or S) Amount of teaching if P (blank if S)* Brizek, Michael P 4 Co Beraho, Enoch P 4 Co Feng, Keli P 2 Co Amount of teaching if S (blank if P) 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 MARKETING TOTAL MANAGEMENT 35 Co 4 Co (35) / (35 + 4) = (35) /(39) = 89.7% 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% 45 P a g e

47 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) ACCOUNTING Adams, Barbara P 0 Co Davis-Culler, Phebian P 3 Co Garlick, John P 2 Co Onyeocha, Joseph P 3 Co Amount of teaching if S (blank if P) 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. 46 P a g e

48 Appendix A.1 Continued Appendix A: TABLE 9-1 B: SUMMARY OF FACULTY SUFFICIENCY BY DISCIPLINE AND SCHOOL (Fall, 2013), By Courses MANAGEMENT Name Participating or Supporting (P or S) Amount of teaching if P (blank if S) Amount of teaching if S (blank if P) 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 MARKETING TOTAL MANAGEMENT 29 Co 6 Co (29) /( ) = (29) /( 35) = 82.9% 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% 47 P a g e

49 Appendix A: TABLE 10-1: SUMMARY OF FACULTY QUALIFICATIONS, DEVELOPMENT ACTIVITIES, AND PROFESSIONAL RESPONSIBILITIES (Spring Fall 2013) Name ACCOUNTING 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 Learning & Pedagogical Scholarship Discipline- Based Scholarship Contributions to Practice PRJ OIC PRJ OIC PRJ OIC Normal Professional Responsibilities Adams, Barbara Ph.D., , Yes UG/GR Davis-Culler, Ph.D. Yes UG Phebian candidate (New) Garlick, John Ph.D., , No UG Onyeocha, Joseph MBA, Yes UG AGRIBUSINESS Karemera, David Ph.D., Yes UG/GR Selassie, Haile Ph.D., No UG/GR BUSINESS ECONOMICS Mustafa, Muhammad Ph.D., Yes UG/GR Rienstra, Paul Ph.D., No 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. 48 P a g e

50 Continued Appendix A Appendix A: TABLE 10-1: SUMMARY OF FACULTY QUALIFICATIONS, DEVELOPMENT ACTIVITIES, AND PROFESSIONAL RESPONSIBILITIES (Spring Fall 2013) Name MANAGEMENT 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 Learning & Pedagogical Scholarship Discipline- Based Scholarship Contributions to Practice PRJ OIC PRJ OIC PRJ OIC Normal Professional Responsibilities Austin, Carlson MBA, Yes UG Brizek, Michael Ph.D., Yes UG/GR Beraho, Enoch Ph.D., Yes UG Feng, Keli Ph.D., Yes UG/GR Yes Ford, Sarah (New) Gonsalves, Gerald Ph.D., No UG Lim, Jaejoo Ph.D., Yes UG Ma, Gouhua Ph.D., Yes UG Quinn, Kathy Ph.D., Yes UG Settle, Stacey Ph.D., , Yes UG Spann, Ora Ph.D., Yes UG Winstead, Anne Ph.D., , Yes UG MARKETING Jamison, David Ph.D., Yes UG Singh, Renu Ph.D., Yes UG 49 P a g e

51 Appendix A: TABLE CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTY (Spring Fall 2013) NAME ACCOUNTING QUALIFICATION (ACADEMIC-AQ, PROFESSIONAL-PQ OTHER-O) (FROM TABLE 10-1) AQ faculty- % of time Devoted to Mission (FROM TABLE 10-1) Adams, Barbara AQ 100 Davis-Culler, Phebian AQ 100 Garlick, John AQ 100 PQ faculty- % of time Devoted to Mission (FROM TABLE 10-1) Onyeocha, Joseph PQ 100 OTHER 2 faculty- % of time Devoted to Mission (FROM TABLE 10-1) TOTAL ACCOUNTING AGRIBUSINESS Karemera, David AQ 100 Selassie, Haile AQ 100 TOTAL AGRIBUSINESS BUSINESS ECONOMICS Mustafa, Muhammad AQ 100 Rienstra, Paul AQ 100 TOTAL BUSINESS ECONOMICS QUALIFICATION RATIOS PER STD 10 AQ% = 300 / 400 = 75.0% AQ%+PQ% = 400 / 400 = 100% AQ% = 200 /200 = 100% AQ%+PQ% = 200 /200 = 100% AQ% = 200 / 200 = 100% AQ%+PQ% = 200 / 200=100% Appendix A Continued 50 P a g e

52 Appendix A TABLE CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTY (Spring 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) 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 OTHER 2 faculty- % of time Devoted to Mission (FROM TABLE 10-1) TOTAL MANAGEMENT MARKETING Jamison, David AQ 100 Singh, Renu AQ 100 TOTAL MARKETING OVERALL TOTAL FOR BUSINESS PROGRAM 1, QUALIFICATION RATIOS PER STD 10 AQ% = 800/1,100 = 72.7% AQ%+PQ% = 1,100/1,100 = 100.0% AQ% = 200 / 200 = 100.0% AQ%+PQ% = 200 / 200 = 100.0% AQ% = 1,700 / 2,100 = 81.0% AQ%+PQ% =2,100 / 2,100=100.0% 51 P a g e

53 AOL ASSESSMENT Appendix B Learning Objective Comprehension of a business problem Comprehension of a business 84 problem Over the last four assessment cycles, scores for Learning Objective 1.1 have varied between 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 Application of theories and concepts Application 40 of theories and concepts 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 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 52 P a g e

54 build a unified approach to problem solving. These measures have resulted in 79% of students meeting or exceeding expectations; an 18% increase since Learning Objective Application of problem solving techniques Application of problem 80 solving 75 techniques This objective dealt with the application of quantitative and qualitative tools to generate solutions to a business problem. With the exception of the 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 Evaluation of alternatives Evaluation 20 of alternatives 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 53 P a g e

55 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 , 71% of assessed students met or exceeded expectations on this objective. Learning Objective: Team-working ability Teamworking ability 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 Time and resource management Time and resource 80 management P a g e

56 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) (a) Oral communication (a) Oral 75 communication Learning Objective 2.3 (b) (b) Written communication (b) Written communication 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 , 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 , assessment scores for the learning objective 55 P a g e

57 reached the benchmark for the first time. Efforts are being made to sustain the initiatives and continue on the path of improvement. Learning Objective Self-esteem activities Self-esteem activities 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 Ethical concepts 3.1 Ethical concepts P a g e

58 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 Community involvement Community involvement 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 Global diversity Global diversity 57 P a g e

59 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 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 Integration of global environment Integration 75 of global environment 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 The Assessment committee is presently working on closing the loop actions for this objective. 58 P a g e

60 APPENDIX C 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 59 P a g e

61 Portfolio of Intellectual Contributions of the Faculty by Type ( ) APPENDIX C.1 PRJ* OIC** Dept # 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 BA Total * PRJ: Peer-Reviewed Journal articles **OIC: Other Intellectual Contributions *** Others: Presentation, editorial responsibilities, service as reviewers for conference or journal, book review, etc P a g e

62 APPENDIX C.2 No. List of Journals ( ) 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 61 P a g e

63 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 P a g e

64 APPENDIX C.3 Grants Funded ( ) No. Project Title Source Amount Period David Karemera, NAFTA, The Environment and State Competiveness in Vegetable Production and Exports Muhammad Mustafa (PI), The Potential of Educational Attainment and Investment On Economic Development Adams, Barbara (PI) and S. R. Londhe (Co-PI). Recruitment and Training of Under- Represented Minorities into Agribusiness Careers. 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. USDA, 1890 CBG $ 294, CSRS-1890 $ 475, USDA $ 200, US Department of Education Business and International Education (BIE) Grant $179, Adams, Barbara (PI), Writing Across the Business Curriculum, David Karemera, SC State-Ngozi University Partnership for Strengthening Academic and Rural Development David Karemera, MULTISTATE RESEARCH PROJECT: Economic Impacts of International Trade and Do. Policies on Southern Ag. Haile M. G. Selassie (PI), 2009 Multicultural Scholarship Program Enoch K. Beraho, Examination of South Carolina s Chapter 13 Low Income Bankruptcy Filings Under the New Law of 2005 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 Title III grant $ 94, USAID/HED/ACE $ 529, Research Program/USDA/NIF TA $420, USDA-NIFA $ 150, $ 347, USDA, 1890 CBG $ 499, Singh, Renu, Investigating the Barriers to Export Faced by Small Scale Agribusiness Enterprises in South Carolina 1890 Evans-Allen Research Program $ 300, Feng, Keli (PI), Developing Emergency Evacuation Plans for Nuclear Power Plants Based on Computer Simulation 1890 Research and Extension $ 10, P a g e

65 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, 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, Feng, Keli (PI), Disaster Relief Supply Chain Optimization and Simulation for Rural Communities, USDA $ 200, 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, Feng, Keli (Co-PI), Enhancing the Disaster Resilience for Rural Communities through Better Disaster Preparedness and Improved Emergency Response USDA, 1890 CBG $ 573, Total 17 Projects $4,760, P a g e

66 FACULTY DATA SHEETS APPENDIX C.4 65 P a g e

67 Barbara L. Adams, Ph.D., CPA Interim Dean and Professor of Accounting 106 Belcher Hall Office: South Carolina State University Education Degree Year University Field of Study Ph.D Texas A & M University Accounting M.B.A Atlanta University Accounting B.S 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 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). 66 P a g e

68 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 , $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) 67 P a g e

69 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 Treasurer, South Carolina Association of Accounting Educators 68 P a g e

70 Dissertation Topic A Study of the Relationship Between Employee Turnover and Employee Satisfaction in the Work Context M. B. A 1980 National University M. P. A National University M. Sc University of East Africa B. Sc 1965 University of London Tenured Enoch K. Beraho, Ph.D. Professor of Management 8 Stamport Court Tel.: (home Irmo, SC (cell) eberaho@scsu.edu Degree Year University Education Ph.D United State International University Refereed Journal Publications Enoch K. Beraho (2012). Targeted Bankruptcy Reforms: The Cases of USA, China, UK, 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 (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. 69 P a g e

71 (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 19 th 22 nd, 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 25 th 28 th, 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 20 th 22 nd, 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 5 th - 8 th, 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 Project cost, $347,500 for a three-year period. This projected was concluded and final report handed in May P a g e

72 . 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) Present The Western Academy of Management (WAM) Present The South East Decision Science Institute (SEDSI) 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 2 nd, 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: Recognitions Candidate: Sri K. Srinivasa University: Andhra University, Andhra Pradesh, India Certificate of Funded Research Completion May, 2012 South Carolina State University Recognition for Outstanding Research and Publication accomplishments 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, P a g e

73 Michael G. Brizek, Ph.D. Associate Professor of Management and Entrepreneurship 221 Belcher Hall Office: South Carolina State University FAX: Education Degree Year University Field of Study Ph.D Virginia Tech Management / HTM M.H.R.T.A 1995 The University of South Carolina B.S The University of South Carolina Tenure Track Intellectual Contributions Refereed Journal Publications Brizek, M.G. (2013). Explaining Corporate Entrepreneurship: A Contemporary Literature Investigation, Journal of Management and Marketing Research, Vol. 14 pp 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 Brizek, M.G. (2010). Food Cloning an Ethical Consideration for Business Organizations, Journal of Academic and Business Ethics, Vol.3 Pp Brizek, M.G. (2010). Jet Blue Airlines Trouble in the Sky, Journal of Aviation Management and Education, Vol. 1,Pp 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). 72 P a g e

74 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 Editorial Responsibilities and Reviews Manuscript Reviewer: Meyer, S., Entrepreneurship, 3rd Edition, Sage Publications, New York Refereed Manuscript Reviewer, Entrepreneurship/ Strategic Management Track: Southern Management Association (SMA) Conference, New Orleans, LA Refereed Manuscript Reviewer, Entrepreneurship/ Strategic Management Track: Southern Management Association (SMA) Conference, Ft. Lauderdale, FL Refereed Manuscript Reviewer, Entrepreneurship/ Strategic Management Track: Southern Management Association (SMA) Conference, Nashville, TN Associate Editor and Track Chair: International Council of Hotel, Restaurant, and Institutional Educators (I-CHRIE)Annual Conference, Puerto Rico Case Study Track Editorial Chair: Troy University Annual Business Research Symposium, Montgomery Alabama Refereed Manuscript Reviewer, Entrepreneurship/ Strategic Management Track: Southern Management Association (SMA) Conference, Ashville, North Carolina Refereed Manuscript Reviewer, Food and Beverage Management Track: International Council of Hotel, Restaurant, and Institutional Educators (I-CHRIE) Conference, San Francisco, California, Editor in Chief, Zenith Business Review, 2013-present 73 P a g e

75 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 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.) (paid) Herzing University, Milwaukee, WI- program developer / advisor for M.B.A. program on-line (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) 74 P a g e

76 Phebian Davis-Culler, ABD Assistant Professor of Accounting Rm 418 Belcher Hall Office: (803) 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 Refereed Journal Publications Intellectual Contributions 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) Attended the American Accounting Association Annual Meetings 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 Attended the 2012 ABO Research Conference o Participated in the Doctoral Consortium ABO 2012 Attended The Florida McKnight Doctoral Research Conference Attended the McKnight Summer Research and Writing Institute, Tampa, FL Summers 2010 and P a g e

77 Keli Feng, Ph.D. Associate Professor (Room 224) Belcher Hall Office: (803) South Carolina State University address: Education Degree Year University Field of Study Ph.D University of Cincinnati Operations Mgt. M.S University of Cincinnati Quantitative Analysis B.A Nankai University (China) Economics B.A Nankai University (China) Laws (Second degree) Tenured Intellectual Contributions 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 8 th 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 8 th International Congress on Logistics and SCM Systems (ICLS 2013), August 5-7, 2013 Tokyo, Japan 76 P a g e

78 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 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 Feng, Keli and Guohua Ma, Evaluating Two Online Simulation Games in An 77 P a g e

79 Undergraduate Supply Chain Management Course, Annual meeting of the International Academy of Business and Economics, Las Vegas, NV, October 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, Reviewer for International Academy of Business and Economics, Professional Development Activities Title Place Date Summer 2013 Faculty Development Student Center, SC State Academy University June 10 & 11, 2013 Tenure & Promotion Workshop, Turner Hall, SC State Participant University September 24, 2012 Professional Development and Training workshops, Stanley Hall, SC State SCSU 1890 Research & Extension: University Supporting our Legacy of Research and January 25, 2012 Outreach, Participant Professional Development and Training workshops, 2011 research Forum: 50 Million by 2015 Initiative, Participant Professional Development and Training workshops, Utilizing Blackboard Grade Center, Participant Professional Development and Training workshops Writing-To-Learn, Participant Global Supply Chain Management Seminar, (Faculty Development International Business Seminar Series), Participant State room, SC State University Belcher Hall, Training lab, SC State University September 30, 2011 October 28, Research Auditorium, SC State University November 18, 2010 University of Memphis June P a g e

80 John Garlick, Ph.D. Visiting Associate Professor of Accounting Room 422 Belcher Hall Office: (803) South Carolina State University address: 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 Refereed Publications Intellectual Contributions 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 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, 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, Professional Development Activities KPMG: Online faculty seminars, various dates IRS VITA Site Coordinator, P a g e

81 Gerald C. Gonsalves, Ph.D. Chair and Associate Professor of Business Administration 228 Belcher Hall Office: South Carolina State University FAX: Education Degree Year University Field of Study Ph.D University of Kentucky Decision Science & Information Systems M.B.A Xavier University Business Administration M.S University of Louisville Mechanical Engineering Tenure Track Refereed Journal Publications Intellectual Contributions 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 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) 40 th Annual Meeting Proceedings, New Orleans, LA, November 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) 40 th Annual Meeting Proceedings, New Orleans, LA, November 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 ( 80 P a g e

82 Editorial Board/ Review Activities Editorial: Reviewed manuscripts for the Journal of Information Privacy and Security (JIPS) Text Book Invited Reviewer: Reviewer for Introduction to Information Systems by James O Brien and George Marakas 14 th 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 Attended 10 th Annual National HBCUs Business Deans Roundtable Summit at Washington DC June 7-9, P a g e

83 David Jamison, Ph.D. Associate Professor and Coordinator of Marketing 239 Belcher Hall Office: ( ) South Carolina State University Education Degree Year University Field of Study Ph.D University of Florida, Gainesville, FL M.A University of Florida, Gainesville, FL B.A Howard University Drexel University Anthropology Minor: African Studies Anthropology Minor: African Studies Anthropology Minor: Political Science Business Management Minor: Economics Graduate Certificate in Marketing (18 hours) Tenured Ellis College of the New York Institute of Technology Refereed Journal Publications Intellectual Contributions Jamison, David (2010) Leadership and Professional Development: An Integral Part of the Business Curriculum. Business Education Innovation Journal, Vol. 2, No. 2, pp Jamison, David (2013) Assessing Student Learning in International Business through a Foreign Internship Scenario Exercise." Business Education Innovation Journal, Vol. 5, no. 1, pp 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). 82 P a g e

84 Grants and Awards ( ) 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 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 83 P a g e

85 David Karemera, Ph.D. Professor of Agribusiness 310 Belcher Hall Office: South Carolina State University address Education Degree Year University Field of Study Ph.D University of Nebraska AG. Economics, Math and Statistics Tenured Refereed Journal Publications Intellectual Contributions , 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 , The Intertemporal stability of the US money demand function, new evidence from switching regressions, Applied Economics, V.1-6, January, Trade, the Environment, and Impacts on State Agricultural Exports the Journal of Management Policy and Practice (ISSN# ), January 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: ), December 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 The Impact of Exchange Rate Volatility on Vegetable Trade Flows, Applied Economics, Vol. P1-10, 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: , 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 85 P a g e

86 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 2. SC State-Ngozi University Partnership for Strengthening Academic and Rural Development SCSU Business Program Research Seed Grant $ June 1 June 30, 2013 USAID/HED/ACE $529, ,2009 to 5-31, MULTISTATE RESEARCH PROJECT: 1890 Research $420, 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 $5, May 30-June 3, 2011 Writing Program 5. NAFTA, The Environment and State USDA-Capacity Bldg $294, , 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 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 86 P a g e

87 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 presentation at the Workshop organized by the S-1043 Research group in New Orleans, LA; March 29, 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, The Impacts of Trade on the Environment, Queensland University of Technology, Brisbane, Australia, April 24-29, Trade, the Environment, and the Impacts on State Exports paper presented at the Annual Conference on Global Business, Hawaii, My 24-28, 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 Chaired a STUDENT FORUM and Presentation by Dr. Won Koo and Dr. Chiwon Lee of North Dakota State University at Ngozi University, Burundi 87 P a g e

88 Jaejoo Lim, Ph. D. Assistant Professor of Management 218 Belcher Hall Office: ( ) South Carolina State University Education Degree Year University Field of Study Ph.D Clemson University Management (MGT Information Systems) M.S Georgia State University Computer Information Systems B.A Seoul National University French Linguistics & Literature Tenure Track Refereed Journal Publications Intellectual Contributions 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, Transactions on Engineering Management, 59 (3), 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), IEEE 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, Lim, J., and Kim, Y., An Exploratory Study of Computational Simulations for Latency Periods, The Proceedings of 9 th Applied Business and Entrepreneurship Association International (ABEAI) Conference, Lihue, HI, pp.43-52, Lim, J., and Gonsalves, G., The Determinants of IT Assimilation at the Individual Level: From the Perspective of Double-Loop Processes, The Proceedings of 40 th Annual Meeting of Decision Sciences Institute, New Orleans, LA, P a g e

89 Presentation at Conferences 4. Richardson, J., Lim, J., and Y. Kim, Computing Applications in the Field of Computational Epidemiology, 17 th Biennial Research Symposium, Jacksonville FL, 2013 Grants 5. (Proposed for) NSF Grant (NSF , Expeditions in Training, Research, and Education for Mathematics and Statistics through Quantitative Explorations of Data), Awarded a 1890 Evans-Allen Research Program Grant ($257,098), ( ): 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, 21 st European Conference on Information Systems, Utrecht, The Netherlands (2013) 15. Reviewer, International Conference on Information Systems, Shanghai, China (2011) 16. Reviewer, 41 st Annual Meeting of Decision Sciences Institute, San Diego, CA (2010) 17. Reviewer, 16 th Americas Conference on information Systems, Lima, Peru (2010) 18. Reviewer, 40 st Annual Meeting of Decision Sciences Institute, New Orleans, LA (2009) 19. Session chair, 40 th 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/ Promoting Deep Learning by Enhancing Critical Thinking SCSU 3/25/ NIH training, "Protecting Human Research Participants" SCSU 3/23/ Research Forum SCSU 10/25/ Tenure and Promotion Workshop SCSU 9/26/ P a g e

90 6 Project Financial Management Training 1890 Research 5/31/ Faculty Development Institute: Using Skype as a Tool for Collaboration SCSU 1/5/ Microsoft Sharepoint/Lync Training SCSU 1/5/ Research Forum : "50 Million by 2015" Initiative SCSU 9/30/ Cyber-Security SCSU 3/3/ Writing-To-Learn SCSU 11/18/ Blackboard Grade Center - Creating Assessments SCSU 7/14/ Developing Assessments SCSU 7/12/ Developing & Evaluating Written Assignments SCSU 2/16/ Blackboard Grade Center - Creating Assessments SCSU 2/2/ FDIB Globalization Seminars University of Memphis 6/5-8/ P a g e

91 Guohua Ma, Ph.D. Associate Professor of Finance 225 Belcher Hall Office: South Carolina State University Education Degree Year University Field of Study Ph.D University of Cincinnati Finance M.I.B Norwegian School of Economics International Business and Business Administration B.S Shandong Finance Institute Economics Tenured Refereed Journal Publications Intellectual Contributions 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 May 2014 Jamison, David (PI), Renu Singh (Co-PI) and Guohua Ma (Co-PI), Globalization, United States Department of Education, $179,428, Fall Fall P a g e

92 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, present Member, Academy of Economics and Finance, present Member, Financial Education Association, present Member, South East Decision Science Institute, Member, Beta Alpha Psi (BAP), present Member, Beta Gamma Sigma, 2007-present 92 P a g e

93 Muhammad Mustafa, Ph.D. Professor of Economics 321 Belcher Hall Office: South Carolina State University Fax: EDUCATION Degree Year University Field of Study Ph.D Wayne State University Economics M.EC University Of New England Economics M.A Dhaka University Economics B.A. (hons) 1967 Dhaka University Economics Tenured Refereed Journal Publications Intellectual Contributions 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 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 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 Mustafa, M. and Anoruo, E.. Volatility Spillovers Between Foreclosures and Housing Prices. Journal of International Finance and Economics, Volume 11, Number 1, 2011, pages 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 ,. 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 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 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 P a g e

94 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 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 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 Mustafa, M. and others. Accounting Scandals and Stock Performance: Life after Enron. Journal of Business and Economics Research, Volume 7, Number 3, March 2009, pages 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 Mustafa M. and Rahman M. Does U.S. Consumer Confidence Influence Us Stock Market? Review of Business Research, Volume 9, Number 1, June 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, 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, Mustafa, M. and Anoruo, E. Factors Affecting Foreclosure: An Empirical Analysis Academy of Economics and Finance, Papers and Proceedings, Pages 216, February 11-14, SELECTED PROFESSIONAL PRESENTATIONS ( ) 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 40 th Annual Conference of Academy of Economics and Finance, Mobile, AL, February 13-16, Mustafa, M. and Rahman, M. U.S. Australia Bilateral Trade Balance and Australia Dollar-US Dollar Exchange Rate: Evidence of J-Curve? 40 th Annual Conference of Academy of Economics and Finance, Mobile, AL, February 13-16, Mustafa, M. and Rahman, Influences of changes in Exchange Rate and M2 on Russian Stock Market Returns 40 th Annual Conference of Academy of Economics and Finance, Mobile, AL, February 13-16, Mustafa, M. and Rahman, Dynamic Effects of US Budget Deficit and Labor Productivity on US Stock Market Performance 40 th Annual Conference of Academy of Economics and Finance, Mobile, AL, February 13-16, 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, P a g e

95 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, 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, 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, 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, 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, Mustafa, M., Anoruo, E. Housing Price, Unemployment Rate and Foreclosure: An Empirical Investigation Southeast Decision Sciences, Columbia, SC, February 29 March 2, 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, Mustafa, M., Emmanuel, A. Volatility Spillover Across Housing Prices and Unemployment Rate : An Empirical Investigation 39 th Annual Conference of Academy of Economics and Finance, Charleston, SC, February 8-11, 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, Mustafa, M. Influence of Investment, and Business Climate Variables on Employment and Income: An Empirical Investigation Southwestern Society of Economics, Houston, March 9-12, 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, 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, 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, Mustafa, M. Dynamic Linkages among Investment Outlays, Business Climate, Employment and Income Growth in South Carolina: An Empirical Analysis 16 th 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 38 th Annual Conference of Academy of Economics and Finance, Jacksonville, FL, February 9-12, P a g e

96 21. Mustafa, M. and Starostyuk, L. Factors Affecting Employment in Major Sectors of South Carolina: An Empirical Investigation 38 th Annual Conference of Academy of Economics and Finance, Jacksonville, FL, February 9-12, 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, 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, RESEARCH: FUNDED GRANTS The Potential of Educational Attainment and Investment On Economic Development, CSRS 1890, $475,000, October September 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, : 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, 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 P a g e

97 Joseph Onyeocha, MBA, CPA Assistant Professor of Accounting 419 Belcher Hall Office: 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 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, 8 th Edition, 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 P a g e

98 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-forprofit organizations Present Joseph s Accounting and Tax Practice: Provides professional accounting and tax services to individuals and small to medium size businesses 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, , 2013 President, South Carolina Association of Accounting Educators, P a g e

99 Kathy S. Quinn, Ph.D. Associate Professor of Business Administration Room 414, Belcher Hall Office: South Carolina State University address: Education Degree Year University Field of Study Doctor of Education Augus t t 1998 University of South Carolina Columbia, SC Curriculum and Instruction M.A. Anticipated Graduation Date: Webster University Information Technology Management St. Louis, MO Completed 18 graduate semester hours in Information Technology Management (ITM): M.S. Augus t t 2005 University of Maryland University College 3501 University Boulevard East Adelphi, MD hour e-commerce program Electronic Commerce Tenured Refereed Journal Publications Intellectual Contributions 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 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 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 99 P a g e

100 July 2013 Dates Professional Organizational Service 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 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 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 South Africa, Tanzania, Kenya 23 day trip to visit various businesses in South June 2009 Africa, Tanzania, and Kenya University of Memphis Centers for International Business Education and Research Faculty Development in International Business Memphis Supply Chain Management Memphis, TN PROFESSIONAL ASSOCIATIONS: PROFESSIONAL CERTIFICATIONS: American Educational Research Association Association for Psychological Type Myers Briggs Professional Organization Doctorate Level Grade A, Class 8 Teaching Certificate Data Processing Certification No Myers-Briggs Type Indicator Certified Professional Certification No. C P a g e

101 Paul Rienstra-Munnicha, Ph.D. Assistant Professor of Economics 317 Belcher Hall Office: South Carolina State University address: Education Degree Ph.D. Year 2004 University University of Guelph (CANADA) Field of Study Econometrics & Resource Economics M.A McMaster University (CANADA) Economics B.A University of Waterloo (CANADA) Economics B.A York University (CANADA) Applied Mathematics Tenure Track Intellectual Contributions 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 D. Karemera, G. Small and Rienstra-Munnicha (2009). Trade, the Environment, and Their Impacts on Technological Productivity, Proceeding of the 15 Th Biennial Research Symposium of the Association of Research Directors in Atlanta, Georgia, March Work in Progress: Examining the Additionality of the U.S. Export Credit Programs on the Import Demands of Importing Countries 101 P a g e

102 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, Impact of Climate (SCJOVE) Program of (Extended to April Change on the U.S. South Carolina Space 2014) Southeast Coastal Regional Grant Consortium/NASA EPSCoR Unfunded Grant Proposals: Project Title The Welfare Impacts of U.S. Export Credit Guarantee Programs on South Carolina Agricultural Producers Source Research Innovation Grant of SC State University 1890 Research & Extension Amount Period $200, Can Export Credit Guarantees U. S. Department of Agriculture- Enhance More Export 1890 Institution Teaching, Opportunities for Small Research, and Extension Capacity $296, 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, Economic Development of Extension South Carolina Can Export Credit Guarantees Enhance Small Agricultural U. S. Department of Agriculture- $ 343, 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, 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 102 P a g e

103 Professional Development Activities Title Place Date How Students Learn and How Can We Apply Developing and Evaluating Written Assignment SC State University, Orangeburg, SC SC State University, Orangeburg, SC February, 2010 February, 2010 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 President s State Room, South Carolina State University Orangeburg, SC 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 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. 103 P a g e

104 Haile M. G. Selassie, Ph.D. Professor of Agribusiness and Interim Chair Education Degree Year University Field of Study Ph.D Oklahoma State University Agricultural Economics M.S Oklahoma State University Agricultural Economics B.Sc Haremaya University Agriculture/Business (Former Alemaya College, Ethiopia) Tenured Intellectual Contributions ( 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 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, 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, 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, P a g e

105 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) 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, 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, Attended Teaching Workshop, Sponsored by Academy of Economics and Finance. Annual Conference of Academy of Economics and Finance, Huston, February 11-14, P a g e

106 Stacey E. Settle, Ph.D. Assistant Professor Assistant to the Dean for Recruitment and Student Services 116 Belcher Hall Office: (803) South Carolina State University address: 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 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, P a g e

107 Renu Singh, Ph.D. Associate Professor of Marketing (220) Belcher Hall Office: ( ) 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 1994 Meerut University Chemistry Tenured Refereed Journal Publications Intellectual Contributions 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, 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), 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), 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. 107 P a g e

108 Funded Grant Investigating the Barriers to Export Faced by Small Scale Agribusiness Enterprises in South Carolina , 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, P a g e

109 Ora Spann, Ph.D. Professor of Management Education Degree Year University Field of Study December, 1991 March, 1989 August, 1974 June, 1973 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 M.L.H.R.-Labor and Human Resource Management,--The Ohio State University, Columbus, Ohio M.S., Counselor Education and Human Services University of Dayton, Dayton, Ohio B.S., Sociology-Wilberforce University, Wilberforce, Ohio Primary Teaching Area: Year Hired: Human Resource Management March, 2000 Tenured Refereed Journal Publications Intellectual Contributions ( ONLY) David Karemera, S., Managi, L. Rueben, & O. Spann. (2009) The impacts of exchange rate volatility on vegetable trade flow. Applied Economics 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 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 109 P a g e

110 June, 2012 June, 2009 June, 2009 June, Qualitative Intensive Program---Chapel Hill, North Carolina Qualitative Intensive Program---Long Island, New York International Management Moore School of Business 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) 110 P a g e

111 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 University of Illinois Education/Research/Evaluation M.Ed University of Illinois Education B.S 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 Refereed Journal Publications: Intellectual Contributions ( ) 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 ). 111 P a g e

112 Editorial Review Board, The Bulldog Business Student Journal, Volume 2, fall 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 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 112 P a g e

113 APPENDIX D ORGANIZATIONAL CHARTS APPENDIX D.1 APPENDIX D-2 School of Business Chart University Chart 113 P a g e

114 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 Chair Dept. of Accounting, Agribusiness & Economics MBA Director MBA Program Faculty Administrative Assistant Faculty Administrative Assistant Regional Director Small Business Development Center SBDC State Director SBDC Staff 114 P a g e

115 APPENDIX D P a g e

116 APPENDIX E South Carolina State University Business Program Strategic Plan The Best Value in the Southeast 116 P a g e

117 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 117 P a g e

118 SOUTH CAROLINA STATE UNIVERSIT Y 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. 118 P a g e