Accounting Program Response to AACSB Sixth Year Review Team Report October 11, 2006

Transcription

1 Accounting Program Response to AACSB Sixth Year Review Team Report October 11, 2006 In response to the Sixth Year Review Team Report (hereafter the Report ) dated January 23, 2006 and May 22, 2006, we have prepared this comprehensive response to address the issues and concerns indicated in the report. To facilitate the team s review of our progress to date, this report is organized as follows: within each of the three areas to be addressed (Strategic Planning, Assurance of Learning and Faculty Qualifications), there is narrative discussion of issues/concerns raised in the Report s Additional discussion section (pages 2-4) followed by a reproduction of the three areas of concern and our progress to date on these issues. Overall Comments The May 22, 2006 letter suggests that we acquire an independent consultant to assist us in our maintenance of accreditation process. Through recommendation from Bob Picard, the Continuing Review Team Chair, we arranged for Dr. Michael Tearney, faculty emeritus at the University of Kentucky, to visit on August 23-24, His expertise was of tremendous help in reviewing and refining our strategic planning process and progress with assessment of learning. In addition, the May letter asks the school to assess the allocation of necessary resources and the larger issue of a strategic review of the value and commitment to maintaining accounting accreditation. In discussions with the Provost, the Dean and the Associate Dean during Spring and Summer 2006, several major decisions were made: 1) the absolute necessity of UAF maintaining the only separately-accredited accounting program in the State, including the incremental costs to do so; 2) as part of #1, the Director was funded to attend three AACSB seminars, Accounting Accreditation, Assessment, and Continuous Improvement so that he would be more qualified to lead and guide the accounting program faculty in the decisions to be made and processes developed to get the Accounting Program well on it s way in satisfying the Continuing Review Team s concerns in the limited time leading up to this report; 3) as noted above, funding was provided to bring in our consultant, Dr. Tearney; and 4) the Provost has granted authorization to hire a tenure-track audit/ais faculty to replace the adjunct now teaching our auditing courses.

2 2 Issue #1 Strategic Planning (Business Standard 4) The Report indicated that our previous response (dated October 13, 2005) did not provide evidence of a functioning and effective strategic planning process. Since our report was filed, we have held eight Accounting Program meetings and one Accounting Program Advisory Board meeting (Meeting Minutes attached [Appendix 1], as well as the composition of the Advisory Board [Appendix 2]). For the most part, the meetings focused on our accreditation issues and, as this report indicates, substantial progress has been made. From the Accounting Review Team Sixth Year Report, 1/23/06: Standard Reporting expectation Accomplishment expectation 1. Strategic Planning Business Standard 4 The program will: 1) report on its formalized strategic planning process including the development of (and subsequent resolution of) action items that focus nearterm efforts; 2) report the level of stakeholder involvement. The program will list action items that focus near-term efforts and define the achievements of the next one-to-three years. The advisory board will be an integral part of this process. Background for the Planning Process: Mission Statement, Vision and Core Values Accounting Program Our mission is to: 1. Prepare accounting graduates to be leaders in business, public accounting, private accounting, governmental entities, and not-for-profit organizations 2. Conduct meaningful research that advances accounting and business knowledge. 3. Perform service of benefit to the Accounting Program, School of Management, University of Alaska Fairbanks, profession, and community. 4. Develop a reputation for high quality accounting education for accounting and business students. 5. Foster and develop entrepreneurial abilities of students. Our Vision: We aspire to be a nationally competitive accounting program educating future generations of leaders in collaboration with business, non-profit organizations and the community; the accounting program will produce quality research in support of accounting professionals, accounting researchers and accounting teachers. Our Core Values 1. To pursue continuing improvement in meeting our mission.

3 3 2. To demonstrate teaching excellence that provides students the competencies needed to be successful in accounting and other business careers. 3. To be a valued source for intellectual contributions and information that makes a significant contribution to the profession and education. 4. To support the accounting profession through involvement in professional and academic organizations. 5. To treat students, staff, and faculty with dignity and fairness. 6. To promote a multicultural and diverse environment for our students, staff, and faculty. 7. To foster an awareness of ethical values. 8. To promote and maintain a strong collegial and supportive environment. 9. To foster an atmosphere of free and open inquiry. 10.To develop an understanding and appreciation of entrepreneurship. A. The Planning Process The Accounting Program at UAF is composed of six full-time, tenure-track slots. As a result, most decision-making processes are handled by the faculty as a whole. This saves significant amounts of time, as it avoids an extra layer of approval process. Moreover, all faculty are aware of important issues and decisions that must be made as they unfold, allowing for spontaneous interaction and discussion prior to a formal meeting to resolve or decide on a plan of action. Over the past several years, we have found that this process has worked well. In addition to issues raised by the faculty, we are also sensitive to the needs and concerns of our two major stakeholder groups, students and the Accounting Program Advisory Board. Keeping abreast of student issues is facilitated by the existence of UAF s most-awarded student organization, the Great Alaskan Accounting People, or GAAP, of which the Accounting Program Director is Faculty Advisor. Constant interaction with the officers and members both formal and informal allows for sharing of any significant concerns, as well as successes. In addition, most of the accounting faculty regularly attend GAAP s bi-monthly meetings, creating an environment where students get to know the faculty outside of the classroom and again, fostering easier sharing of concerns. Early in 2006, all members of the Accounting Program Advisory Board which admittedly was not utilized as effectively as it could have been in the past were contacted to determine if they were still willing to serve and all agreed. In addition, the Board was enlarged from ten to fifteen members. These individuals who have a heartfelt desire to see the Accounting Program be the best it can be are from private industry, CPA firms and not-for-profit entities, both in Alaska and in the lower 48. Knowing that these individuals time is valuable, only two meetings per year are normally proposed, but they are carefully planned and orchestrated to utilize the Board s experience and views on the issues facing the Program. As an example, the Agenda for the most recent meeting, held May 12, 2006, is attached (Appendix 1), along with a list of the members (Appendix 2). The date of the next meeting is Friday, October 27, 2006 and will focus primarily on elements of our strategic plan. B. The Strategic Plan After lengthy discussions among ourselves, significant input from our Advisory Board and consideration by the officers of GAAP, we have identified nine major strategic thrusts to

4 4 improve and advance the effectiveness and outreach of the Accounting Program during the next five years. The thrusts will be listed in order of priority and immediacy for action. In order to measure progress on each element of our Strategic Plan, the description will include the following five items: Person primarily responsible Estimated cost Proposed source of funds Markers to indicate meeting the goal Time frame 1. Implement a long-term itemized plan for continuous curriculum development (Mission elements #1 and 4): Historically, changes to curriculum have basically occurred on an ad hoc basis. Moreover, there was little attention paid to assessing outcomes, i.e., were our students learning and retaining the knowledge and thought processes we worked so hard to impart to them. Now, not only do accreditation standards require outcome assessment or assessment of learning, it is obvious to us that this must be a required and regular element of our strategic plan - regardless of accreditation standards in order to insure that we are being as effective as possible in preparing our students for their careers after graduation. As many schools and programs have discovered, however, this is an ambitious and arduous process, as reliable direct measures are difficult to identify. Moreover, success in this area is elusive as the target is constantly moving. Nevertheless, we feel strongly that we need to know how we are doing and have developed what we feel is a reasonable and workable process that is elaborated upon in the section of this report dealing with Issue #2 Assurance of Learning. In summary, it is composed of the following three ongoing measures: a. Performance on the standardized ETS Business Test b. Performance on embedded questions from professional exams in courses in the accounting curriculum c. Performance on professional examinations such as the CPA, CMA or CIA exam. In terms of the five measurement criteria described above: Person primarily responsible: Accounting Program Director Estimated cost: $5,000 Proposed source of funds: School of Management Markers to indicate meeting the goal: o Standardized ETS Business Test: Performance at least equal to other business majors on the general business portion but above the performance of other business majors on the accounting portion of the exam o Embedded questions on course exams: Initially, 60% correct since students are just learning the material, moving towards 75% over 3-5 years o Performance on professional examinations: pass rate per part at least equal to the national average over a 5-year rolling period, with a long-term goal of exceeding the national average

5 5 Time frame: ETS data for two years already available and presented subsequently in the discussion of Issue #2 Assurance of Learning in this report; embedded questions beginning Spring All full-time, tenure-track faculty, per AACSB International accreditation criteria, be either academically qualified (AQ) or professionally qualified (PQ) (Mission elements #1, 2 and 4): Admittedly, prior to submission of our initial 5-year Accounting Program Maintenance Report in December 2004, this seemed an insurmountable hurtle, as several faculty members were neither AQ or PQ. While requiring 100% AQ or PQ status exceeds accreditation standards of 90%, due to our small faculty size, even one non-aq or non-pq faculty puts us below the requirements. However, given the importance of maintaining our separate accounting accreditation, all Program faculty, per the documentation included in Appendix 4 of this report, are currently AQ or PQ. To increase the likelihood of maintaining a 90% AQ/PQ status, we will implement a Faculty Development program to monitor and assess progress of individual faculty towards this goal via: the forward-looking annual Faculty Workload Proposal submitted each Spring for the following academic year the backward-looking annual Activities Report submitted in the Fall for the prior academic year In terms of the five measurement criteria described above: Person primarily responsible: Accounting Program Director Estimated cost: $1,000 (journal submission fees) Proposed source of funds: Individual faculty discretionary spending accounts supplemented by additional funds from the Dean s office as necessary Markers to indicate meeting the goal: Four, blind refereed journal articles per AQ faculty member in a 5-year window Time frame (Faculty Development program): Starting Spring 2007 with review of the Faculty Workload Proposals 3. Increase the number of accounting majors (Mission element #4): Over the last several years, the number of students graduating as an accounting major has been in the range of 10-15/year. Our desire is to increase that to 20-30/year. One primary reason is that employers of our graduates keep asking for more, as they are not able to fill their hiring needs with our current supply. This obviously is a good problem, as it is indicative of our high placement rate normally % within six months of graduation. Since the demand is there and it is not expected to change in the near future we desire to do all we can to meet that need. Specifically, our action steps, including person(s) responsible, include: Visiting senior nights at local high schools members of SOM s Client Services Committee; Sherry Woods-Tiemestra, student, who attended an AICPA Student Leadership Conference in May (She has already visited one high school in Fairbanks.) Attending the annual UAF Career Fair all faculty Consider an accounting-oriented career fair GAAP organization Attend all new student orientations Accounting Program Director

6 6 Encourage Advisory Board involvement and support through classroom visits, GAAP organization attendance, the Annual Awards Ceremony, etc. Manage the drop out rate in introductory accounting classes by having experienced accounting students staff an Accounting Lab where assistance is available Accounting Lab personnel, currently Crystal McGill Develop and distribute an Accounting Major brochure Accounting Program Director in consultation with SOM administration o Insure that Campus tour guides have this available Consider developing a yearbook for accounting majors GAAP organization In terms of the five measurement criteria described above: Person primarily responsible: Individual(s) indicated above Estimated cost: $4,000-5,000/year (brochure, lab workers, yearbook) Proposed source of funds: SOM, GAAP organization Markers to indicate meeting the goal: Self-explanatory for most action steps; for managing the drop out rate: 20% initially, declining to 10% over a 3 year period Time frame: All items within 3 years 4. Increase the number of accounting students taking a part of a professional exam (CPA, CMA, CIA) prior to or within three months of their graduation. (Mission elements #1 and 4): While not all graduates will take a professional examination after graduation, we feel that one measure of a high quality program is success on relevant professional exams for those who choose to take them. In addition, we have been informed by some employers over the lack of willingness of our students to become certified. Primary action steps, with responsibility, include: Continuously encouraging them to take a professional exam Make materials available for taking any of the three certifications (CPA, CMA, CIA) Embedding in examinations for all accounting major courses questions from relevant previous professional examinations all faculty Offering a CPA Exam review course Accounting Program Director with assistance from interested faculty. This would be a non-credit optional course for interested students staffed by faculty on a voluntary and separately remunerated basis. (At this point, the largest percentage of our graduates accept employment with CPA firms.) In terms of the five measurement criteria described above: Person primarily responsible: Individual(s) indicated above Estimated cost: None CPA Exam review course would be self-supporting Proposed source of funds: None Markers to indicate meeting the goal: o Embedded examination questions: Initially, 60% correct since students are just learning the material, moving towards 75% over 3-5 years o CPA Exam review course: Self explanatory offering the course Time frame:

7 7 o Embedded examination questions: Starting Fall 2006 in Intermediate Accounting, other courses to follow in Spring 2007 or when offered o CPA Exam review course: Offer two parts near the end of Spring If successful, offer other two parts in late Summer Maintain 90% placement rate for accounting major graduates within six months of graduation (Mission elements #1 and 4): Encourage attendance and involvement in GAAP Encourage participation in internship program Encourage both on- and off-campus interviewing Encourage participation in annual Spring Break trip to Anchorage to visit firms Have GAAP Faculty Advisor be responsible (with assistance from administrative staff) to send out annual survey to graduates to monitor this rate In terms of the five measurement criteria described above: Person primarily responsible: GAAP Advisor primarily Estimated cost: None Proposed source of funds: None Markers to indicate meeting the goal: o Results from annual survey o Placement rates calculated from the annual exit survey. Time frame: Most items, immediate; Annual survey: Spring/Summer Increase membership and involvement in GAAP (Mission elements #1, 4 and 5): Make students aware of the many benefits to GAAP membership networking, exposure to numerous recruiters and different types of firms Make students aware of all the options available with accounting degree Faculty should make students aware of upcoming GAAP events and activities, not only encouraging involvement but reinforcing the value of membership Write article for ASCPA journal? Allow GAAP members to recruit in intro accounting courses Place ads in UAF student newspaper? SOM newsletter? Encourage GAAP members to write articles for the student newspaper Take attendance at GAAP events In terms of the five measurement criteria described above: Person primarily responsible: GAAP Advisor primarily Estimated cost: None Proposed source of funds: None Markers to indicate meeting the goal: o Have GAAP track membership vs. number of accounting majors o Have GAAP track attendance Time frame: Immediate

8 8 7. Strive for a portfolio of faculty to have relevant professional certification or have relevant professional interaction (Mission elements #1, 2 and 3): We desire to have a faculty that is current with developments within their particular specialty. To that end, we will: encourage faculty without professional certification in their field, if available, to consider obtaining it encourage faculty to obtain some type of relevant work experience in their field of expertise every five years encourage faculty to participate in professional/practitioner meetings in Fairbanks on a regular basis Encourage faculty to maintain their certification(s) through continuing education activities. In terms of the five measurement criteria described above: Person primarily responsible: Accounting Program Director Estimated cost: <$250/year/faculty member Proposed source of funds: Individual faculty discretionary spending accounts per School of Management policy Markers to indicate meeting the goal: o Professional certification: 50% of the faculty within 3 years o Relevant work experience: 50% of the faculty within 5 years o Participation in meetings: 100% of faculty within 1 year Time frame: As indicated above 8. Formalize various options for students to meet 150-hour requirement for certification (Mission elements #1 and 4): While no specific academic plan is specified in Alaska s 150-hour requirement, our desire is for students pursuing this objective to utilize those extra 30 hours beyond the bachelor s degree to enhance their educational preparation for a successful career in public accounting and eventual passing of the CPA exam and obtaining their CPA certificate Moreover, at some point either Alaska or another entity may specify more definitely the composition of those 30 hours and we want to be ready to meet those demands. To that end, we will: Advise students to consider obtaining their MBA degree Develop a guidebook to use in counseling students on various options on how best to utilize those hours if a specialized degree is not desired Should licensing requirements change and a specific structure be implemented, study the feasibility of offering a specialized masters degree in accounting In terms of the five measurement criteria described above: Person primarily responsible: All accounting faculty Estimated cost (of masters degree in accounting): Indeterminate at this time Proposed source of funds: University of Alaska budgeting process Markers to indicate meeting the goal:

9 9 o Accounting students pursuing MBA degree: Observing increasing percentage of undergraduate accounting majors pursuing an MBA o Specialized masters degree in accounting: No markers at this time o Keep track of the number of accounting students taking various options. Time frame: o Accounting students pursuing MBA degree: Begin collecting data Fall Increase the number of accounting faculty as necessary to meet the needs of the Program (Mission elements #1 and 3): In addition to having all full-time, tenure-track faculty either AQ or PQ, there is a desire amongst all of our faculty to be on 2-2 teaching loads. Per SOM requirements, five referred publications in the previous five years is required (AQ status requires less than this). In addition, should a masters degree in accounting become a potential reality, existing faculty are insufficient to offer additional accounting courses. Finally, given current budget constraints, there is currently little or no ability for faculty to offer additional elective courses. This is because current full-time, tenure-track faculty are teaching nearly all accounting courses and sections offered each semester. Therefore, should a new course be proposed, hiring of adjunct faculty would be necessary to teach the normal course the full-time faculty member would have taught. Therefore, we have a goal of gradually increasing faculty size as more faculty move to a 2-2 load, provide incentive for new course offerings and prepare for potential implementation of a specialized masters degree in accounting. In the short run (the next academic year): Hire auditing/ais faculty member to bring the full-time, tenure track accounting faculty size to six. We are currently utilizing a PQ adjunct to teach our auditing courses but desire a full-time, tenure track faculty member. However, given that accounting already faces a faculty shortage with auditing the most severe success in this endeavor will be difficult to predict. In terms of the five measurement criteria described above: Person primarily responsible: Accounting Program Director Estimated cost: $150,000 (salary and benefits) per faculty member Proposed source of funds: University of Alaska budgeting process Markers to indicate meeting the goal: o % of faculty on 2-2 load. o Student to full-time faculty ratios for accounting classes o Successful hiring of an auditing/ais faculty member Time frame: Hire an auditing/ais faculty member during to start in Fall 07. Add one new faculty slot in the next five years

10 Issue #2 - Assurance of Learning (Accounting Standards 39 and 40) 10 The Report indicated that the Team found little evidence that the accounting program faculty understood the assurance of learning standards and the role of direct measures in that process. To remedy this deficiency, the Program Director, Professor Michael Davis, attended several AACSB seminars (Assessment Seminar, Accounting Accreditation Seminar and Continuous Improvement Seminar) to learn more about this process so that he could guide the faculty in developing learning goals as well as measurement metrics. In addition, we brought in a consultant in August 2006 to help us in this process. As indicated below, significant progress has been made, including identification of our five learning goals, as well as objectives, criteria and measurement metrics, with direct measures whenever possible. Moreover, some benchmarking measurements are being made during Fall Regarding utilization of the ETS Business Exam as one of our direct measures, we have provided evidence below of undergraduate accounting major performance versus all other undergraduate business majors. This is also being used as benchmark data as we move forward in the assessment process. From the Accounting Review Team Sixth Year Report, 1/23/06: 2. Assurance of learning Standards 39 and 40 The program will report on learning objectives as addressed in Accounting Standards 39 and 40 along with the programs plan for assessing the student learning outcomes related to these objectives. The program will develop learning objectives focused on the development, measurement, analysis, validation, and communication of financial and other information along with a plan for assessing the outcomes of those objectives. As discussed in the Strategic Plan portion of this Report, it is critical for us to insure that we are being as effective as possible in preparing our students for their careers after graduation. While we as a faculty are getting a relatively late start in this process, with the help of a consultant, we feel that we have made great strides in this area since our last report. Not only have we adopted five specific learning goals, we have identified specific objectives and assessment measures for each goal. As indicated on the following pages, we plan to use direct measures whenever possible. Our learning goals are as follows (presentation in tabular format follows):

11 11 Goal #1: Personalized Education The BBA degree in Accounting will be responsive to the distinct goals, experiences and talents of our diverse student body. Goal #1 Objectives Criteria Measures Personalized Education: The BBA degree in Accounting will be responsive to the distinct goals, experiences and talents of our diverse student body. 1a. Students will have direct access to faculty, administration and staff for advisement and mentoring regarding their academic and professional career. Students will be satisfied with academic and career advising. Students will be satisfied with the service provided by the SOM administration. Items in the senior survey a. An item in the senior survey. Students will be satisfied with the availability of career counseling and placement services. An item in the senior survey. 1b. Students will have access to small classes, a low student/faculty ratio, and direct interaction with faculty. Students will be satisfied with the class sizes for their business courses. Class sizes will be capped to foster interaction. An item in the senior survey. Class size distribution The school will have a small student/professor ratio. Student/professor ratio. Student satisfaction with their ability to develop a close relationship with the faculty outside the classroom. An item in the senior survey. 1c. Students will have opportunities to develop professional relationships and undertake career development through extracurricular organizations and activities. Student satisfaction with co-curricular and extracurricular organizations and activities available to them Students will participate in co-curricular and extracurricular organizations and events that contribute to their learning. Senior Survey To be assessed using an online (Blackboard based) survey to be administered to all senior students mid-way through the SPRING semester each year. Items in the senior survey. Count of students participating in co-curricular and extracurricular organizations and events (such as GAAP and the many events sponsored by GAAP).

12 1. Educational Goals, Objectives, and Student Learning Outcomes: 12 The definition of this goal and development of its various objectives, desired outcomes and measurement metrics were developed over a span of several months in 2006 involving all of the program faculty and consultation with the Accounting Program Advisory Board and officers of the student accounting organization, GAAP. Input from employers was indirectly obtained via the Advisory Board, as many of its members are owners and/or employees of firms that hire UAF accounting graduates. We feel that this is a critical competitive goal for our Program, as most state schools tend to have fairly large and therefore primarily impersonal classes. We strive to keep our classes in the student range, with all upper level classes taught by AQ or PQ faculty. 2. Assessment Methods and Activities: In addition to indirect measures of personalized education to be included in the senior survey, we will use more direct measures such as average class size (compared to other state universities), student/professor ratios and tallies of student involvement in GAAP activities throughout the academic year. 3. Assessment Results and Evidence: To be collected starting Spring/Summer Uses of Assessment: The results of the student survey will be shared with the Dean, the Associate Dean, the Student Advisor in the Dean s Office, the officers of GAAP and the Advisory Board. Issues raised will be handled expeditiously so that graduates will indeed feel like they received inexpensive yet personalized education

13 Goal #2: Competent Communication Skills Accounting graduates will be able to communicate effectively both orally and in writing. 13 Goal #2 Objectives Criteria Measures Communication Skills: Accounting graduates will be able to communicate effectively both orally and in writing. 1a. Accounting graduates will have the ability to make professionalquality presentations using modern technology. Students' oral presentations will be succinct, organized, well reasoned and coherent, and will demonstrate disciplinary understanding. In addition they will demonstrate an awareness of the audience, use appropriate body language and voice qualities and create enthusiasm about the topic in others. Analysis of student presentations using an oral presentation rubric. ACCT 361 Intermediate Accounting (Davis) - FALL ACCT 401 Advanced Accounting (Davis) - FALL 1b. Accounting graduates will have the ability to write clear and comprehensive memos, internal and external reports. Students' writing will be succinct, organized, well reasoned and coherent, and will demonstrate disciplinary understanding. Analysis of student writing samples using a writing rubric. ACCT 452 Auditing (Wilson) FALL 1. Educational Goals, Objectives, and Student Learning Outcomes: The MBA faculty as well as the faculty as a whole decided during the academic year that both oral and written presentation skills were very desirable characteristics we wanted our graduates to possess. This issue was also discussed extensively by our Accounting Program Advisory Board during the Spring 2006 meeting. Finally, the issues and concerns have been shared with the GAAP officers and they concur. 2. Assessment Methods and Activities: The MBA Committee of which the Director of the Accounting Program was a member - began work on these issues during Fall 2005 and progressed steadily in determining desirable characteristics in both oral and written presentation skills. Once those issues were resolved, efforts were then directed to developing practical and relatively straightforward rubrics to consistently and comprehensively measure and provide valuable feedback to the student. These rubrics were first class tested in our MBA courses during Spring 2006, with all faculty strongly encouraged to utilize them. The writing rubric will also be used with some modifications in our undergraduate writing intensive courses starting in Fall The writing intensive course in the accounting program is ACCT 452 Auditing, although use of the rubric is encouraged in any class where significant amounts of writing are required. The oral presentation rubric at least in the Accounting Program is being utilized in both ACCT 361 Intermediate Accounting (Junior level) and ACCT 401

14 14 Advanced Accounting (Senior level), Since all students in ACCT 401 will have taken ACCT 361 a year earlier, we will be able to measure if any improvement has occurred. Appendix 3 contains samples of the rubrics used to assess writing proficiency and oral presentation skills at the undergraduate level. The minimum competency level was set at Level 2 Meets Expectations for the writing samples and Satisfactory for oral presentations. 3. Assessment Results and Evidence: Collection of data for accounting majors will begin during Fall Uses of Assessment: Due to long-standing concerns both from faculty and recruiters, minimum proficiency and hopefully significant progress beyond that level over time is considered essential for satisfactory performance in our graduates chosen careers. Moreover, all accounting majors are required to take 9 credits of writing and oral intensive courses as part of their undergraduate education, in addition to an English Department course in technical writing. Should we find that overall performance is below the minimum proficiency, we will consult with the appropriate department heads to formulate a plan for improvement.

15 Goal #3: Technical Proficiency Accounting graduates will possess advanced and current knowledge in the field of accounting. Goal #3 Objectives Criteria Measures Technical Proficiency: 1a. Students will have the ability to Representative authoritative sources use databases to explore tax code utilized and cited, with appropriate Accounting graduates will possess advanced and current authorities and audit, financial and conclusions drawn knowledge in the field of governmental standards to draw accounting. well-reasoned conclusions on accounting issues. 15 Analysis of skills in tax using a sample of student performance on tax cases via an evaluation rubric. ACCT 330 Income Tax (Abramowicz) Every other FALL starting Fall 06 Analysis of skills in audit, financial and governmental standards using a sample of student performance in writing assignment via an evaluation rubric. ACCT 452 Auditing (Wilson) Every other FALL starting Fall 08 1b. Students will have the ability to utilize generic accounting packages. Proficiency with Quickbooks Evaluation of skills in ACCT 262 Accounting Concepts & Uses II (Zhao) SPRING 1c. Students will be knowledgeable about fundamental concepts of financial, managerial and cost accounting, auditing, taxation and accounting information systems. Performance on professional exam questions and standardized exams At least 60% correct answers on professional exam questions embedded in course exams. FALL SPRING ACCT 361 Davis ACCT 362 Davis ACCT Berry AIS 316 LAN ACCT 330 Abramowicz ACCT 452 Wilson Performance exceeding all SOM BBA graduates on the accounting portion of the ETS Business Exam BA 462 Business Strategy - SPRING (Collins)

16 1. Educational Goals, Objectives, and Student Learning Outcomes: 16 The faculty, officers of GAAP and the Advisory Board members all agreed that it is essential that accounting graduates from UAF must possess competency in certain essential skills in order to be able to perform effectively in their chosen specialty in accounting. Those basic skills are listed above as the objectives of our Accounting Program, along with criteria and measurement metrics. In essence, we desire that our graduates are not only familiar with current accounting and tax rules but that they know how to access authoritative sources to research current issues or proposed new rules. In addition, we desire that our students are familiar with basic computerized accounting packages for two reasons: 1) Since most firms utilize computerized accounting software, graduates need to be familiar with how they work and the output they produce, both from a utilization and audit perspective; and 2) a significant percentage of the local employment market, where a large percentages of our graduates accept employment, have expressed a desire that our graduates have this exposure. 2. Assessment Methods and Activities: Due to the constantly changing nature of accounting and tax rules, we will assess student skills in utilizing appropriate data bases and research skills via performance in cases or writing assignments. We will assess knowledge of current rules by performance on CPA, CMA or CIA exam questions embedded in course exams as well as performance on accounting questions in the ETS Business Exam administered in BA 462 Corporate Strategy, the SOM senior capstone course. The minimal standard on embedded questions will be 60% with a goal of moving towards 75% within 3-5 years. The criteria on the ETS exam will be performance exceeding all SOM BBA graduates. The criteria for competency with computerized software packages will be proficiency using Quickbooks in ACCT 262 Accounting Concepts and Uses II. 3. Assessment Results and Evidence: Collection of data to begin in Fall Uses of Assessment: Outcomes will be shared with all Accounting Program faculty and the Advisory Board members. In areas where performance is below desired minimums, efforts will be made to identify the cause of the weakness and the development of solutions.

17 Goal #4: Professionalism Accounting graduates will be equipped to function professionally in a business environment. 17 Goal #4 Objectives Criteria Measures Professionalism: Accounting graduates will be equipped to function professionally in a business environment. 1a. Students will have the ability to identify ethical issues. 1b. Students will demonstrate a professional work ethic and demeanor. Students will demonstrate adequate levels of learning regarding ethical issues and principles to resolve them satisfactorily, Employer satisfaction with professional work ethic of student interns and graduates Analysis of student responses on ethical issue questions to a case containing ethical issues. BA 323 Business Ethics (Lehman) - SPRING Survey of internship supervisors (FALL) and employers of graduates (one year out surveys) 1. Educational Goals, Objectives, and Student Learning Outcomes: Unlike other business majors, accounting is viewed as more than just a major by employers and the business world. Similar to law, accounting is viewed as a profession, especially for those entering public accounting. Irrespective of one s chosen field, we desire that our graduates be equipped to function as professionals. To that end, our objectives are for our graduates to be able to identify ethical issues and possess a professional work ethic. 2. Assessment Methods and Activities: We generally believe that, although desirable, it is difficult to teach students to be ethical. However, it is possible to determine if students can identify ethical situations and at least provide a response to those situations. Hopefully, this will also impact future behavior. We will measure this ability by using cases that incorporate ethical issues. We will use surveys from internship supervisors and employers of our graduates given one year after graduation. 3. Assessment Results and Evidence: Collection of data to begin in Spring Uses of Assessment: Results will be shared with all Accounting Program faculty, GAAP officers and the Advisory Board. As less-than-satisfactory results with this goal can have far reaching and potentially long-lasting impact; well-reasoned solutions will need to be generated quickly.

18 Goal #5: General Business Knowledge - Accounting graduates will possess understanding of all business disciplines within the BBA degree. 18 Goal #5 Objectives Criteria Measures General Business Knowledge: Accounting graduates will possess understanding of all business disciplines within the BBA degree. Graduates will be knowledgeable about fundamental concepts in business and economics, including integrating knowledge within those disciplines. Performance at least equal to all SOM BBA graduates. Educational Testing Service (ETS) Business Test BA 462 Business Strategy (Collins) - SPRING 1. Educational Goals, Objectives, and Student Learning Outcomes: Similar to other majors in SOM, accounting majors are expected to possess a basic understanding of all business disciplines within the BBA degree (economics, finance, business law, marketing and management), including how to integrate that knowledge into a functional and comprehensive whole. 2. Assessment Methods and Activities: The primary assessment tool utilized is the ETS Business Exam administered in BA 462 Business Strategy, which is the senior capstone course. The criteria is performance by accounting majors at least equal to that of all SOM BBA majors. 3. Assessment Results and Evidence: As a benchmark, the exam was given in Spring 2005 and 2006: In Spring 2005, 32 students took the exam, ten of them accounting majors. In Spring 2006, 32 students took the exam with seven of them being accounting majors. Average scores on the exams were as follows: Accounting Majors All Other SOM Majors Spring Spring Uses of Assessment: With Spring 2005 and 2006 forming the benchmark, we will monitor the results in later years and identify areas for investigation and resolution.

19 19 Issue #3 - Faculty Qualifications (Business Standard 10) The Report requested information on academic and professional qualifications, as well as development contributions brought to the Program by each faculty member. In addition, the Report indicates that there was a lack of clarity in our PQ qualifications: From the Accounting Review Team Sixth Year Report, 1/23/06: 3. Faculty Qualifications Business Standard 10 The program will provide information on academic and professional qualifications for each faculty member with sufficient detail as to actions, impacts and timing to support an understanding of faculty development activities. Documentation must clearly identify which of the three areas of contributions is represented in each faculty member s development activities. The program should provide detail of the qualifications and development contributions brought to the program by each faculty member including a list of publications by faculty member indicating the name of the journal, the title of the article and the publication date. 50% of faculty resources are academically qualified. 90% of faculty resources are either academically qualified or professionally qualified. An aggregated portfolio of current capabilities is sufficient to support high quality performance of all activities in support of the program s mission. The program demonstrates a clearly defined process by which it evaluates how faculty members contribute to the mission and maintain their qualifications. To facilitate presentation of our response, this section is organized as follows: 1) a presentation of the SOM Intellectual Contributions Policy for Academically Qualified and Professionally Qualified Faculty, passed by the SOM s Executive Management Committee on February 28, 2005 and which applies to all SOM faculty, including Accounting Program faculty; 2) a direct response to the PQ Qualifications issue; 3) further information on faculty AQ/PQ status by presentation of standard accreditation review tables II and IIA followed by a brief description of each faculty member and AQ/PQ status (supplemented by Appendix 4 which provides an extensive narrative description of each faculty member s intellectual contributions and professional involvements during the period to justify determination of their AQ or PQ status); and 4) a discussion of our faculty development process and 5) further detailed information on each Accounting Program faculty member to justify their AQ or PQ status.

20 20 SOM Intellectual Contributions Policy for Academically Qualified and Professionally Qualified Faculty The SOM has developed and vetted a written AQ and PQ policy that is commensurate with the schools rededication to research in its tripartite mission of teaching, research and service. Moreover, this policy applies to all faculty with the SOM, including accounting program faculty. In general, the AQ policy calls for four refereed journal articles over the previous 5 years for the faculty member to be deemed AQ in his/her area. The complete adopted AQ and PQ policy is provided below: University of Alaska-Fairbanks School of Management Passed by Executive Management Committee 2/28/05 Intellectual Contributions Policy for Academically Qualified and Professionally Qualified Faculty 1. Introduction and History Intellectual contributions sometimes referred to as academic scholarship, have been an integral component of the work of the SOM. The objective of this document is to describe and interpret the faculty's scholarship responsibilities as specified by our school's mission and the AACSB standards for intellectual contributions. This process does not establish guidelines for the awarding of tenure or promotion. 2. Mission and Standards The school's mission statement and the AACSB standards both prescribe intellectual contributions as a vital part of our professional responsibilities. School's Mission and Vision Statement Adding value to Alaska, the North and their diverse peoples, by creating, sharing and promoting business knowledge in a cooperative environment. The purpose of the School of Management is to achieve recognized excellence in programs of teaching, research, and service. The School of Management is the oldest and only fully accredited business school in Alaska and strives to be the first choice for students, AACSB Standards Standard 2: Mission Appropriateness The school s mission statement is appropriate to higher education for management and consonant with the mission of any institution of which the school is a part. The mission includes the production of intellectual contributions that advance the knowledge and practice of business and management. Standard 9: Faculty Sufficiency The school maintains a faculty sufficient to provide stability and ongoing quality improvement for the instructional programs offered. The deployment of faculty resources reflects the mission and programs. Students in all programs, majors, areas of emphasis, and locations have the opportunity

21 21 employers, and management faculty. The School of Management will be a state and regional leader in research and education through the delivery of creative, innovative programs that enhance the effectiveness of businesses, especially those with operations in Alaska. We will create learning environments that allow participants to exceed their expectations, and we will be known for providing significant added value for our Alaskan constituencies. to receive instruction from appropriately qualified faculty. Standard 10: Faculty Qualifications The faculty has, and maintains, intellectual qualifications and current expertise to accomplish the mission and to assure that this occurs; the school has a clearly defined process to evaluate individual faculty member s contributions to the school s mission. 3. School of Management Expectations of Academically Qualified Faculty The AACSB Standards require that... "Academic qualification requires a combination of original academic preparation (degree completion) augmented by subsequent activities that maintain or establish preparation for current teaching responsibilities. The School s designation of a faculty member s current academic qualification is based upon academic preparation, current teaching assignment and record of intellectual contributions. Original academic preparation defines the minimum set of requirements for maintaining academic qualification as follows: a. A doctoral degree in the area in which the individual teaches and 1. Maintains a current research record normally including 4 refereed journal articles published within discipline-based, professional, or pedagogical journals within the last five years in the faculty s area of teaching and academic expertise determined by the Executive Management Committee. 2. Maintains a current research record normally including at least 3 refereed journal articles published within discipline-based, professional, or pedagogical journals within the last five years in the faculty s area of teaching and academic expertise and sufficient other appropriate scholarship activities (e.g., grants) determined by the Executive Management Committee. b. A doctoral degree in a business field, but primary teaching responsibility in a business field that is not the area of academic preparation 1. Maintains active involvement in the area of teaching responsibility through writing, participation in professional meetings or related activities. 2. Maintains a current research record normally including 4 refereed journal articles published within discipline-based, professional, or pedagogical journals within the last five years in the faculty s area of teaching and academic expertise determined by the Executive Management Committee. 3. Maintains a current research record normally including at least 3 refereed

22 22 journal articles published within discipline-based, professional, or pedagogical journals within the last five years in the faculty s area of teaching and academic expertise and sufficient other appropriate scholarship activities (e.g., grants) determined by the Executive Management Committee. c. A doctoral degree outside of business, but primary teaching responsibilities that incorporate the area of academic preparation 1. Maintains active involvement in the area of teaching responsibility through writing, participation in professional meetings or related activities. 2. Maintains a current research record normally including 4 refereed journal articles published within discipline-based, professional, or pedagogical journals within the last five years in the faculty s area of teaching and academic expertise determined by the Executive Management Committee. 3. Maintains a current research record normally including at least 3 refereed journal articles published within discipline-based, professional, or pedagogical journals within the last five years in the faculty s area of teaching and academic expertise and sufficient other appropriate scholarship activities (e.g., grants) determined by the Executive Management Committee. d. A doctoral degree outside of business and primary teaching responsibilities that do not incorporate the area of academic preparation 1. Has completed course work or personal study sufficient to provide a base for participation in the mix of teaching, intellectual contributions, and service sought by the school. 2. Maintains active involvement in the area of teaching responsibility through writing, participation in professional meetings or related activities. 3. Maintains a current research record normally including 4 refereed journal articles published within discipline-based, professional, or pedagogical journals within the last five years in the faculty s area of teaching and academic expertise determined by the Executive Management Committee. 4. Maintains a current research record normally including at least 3 refereed journal articles published within discipline-based, professional, or pedagogical journals within the last five years in the faculty s area of teaching and academic expertise and sufficient other appropriate scholarship activities (e.g., grants) determined by the Executive Management Committee. e. A specialized graduate degree in law or taxation (Must teach only within the boundaries of the specialized degree or in general education courses in the school.) 1. Maintains a current research record normally including 4 refereed journal articles published within discipline-based, professional, or pedagogical journals within the last five years in the faculty s area of teaching and academic expertise determined by the Executive Management Committee.

23 23 2. Maintains a current research record normally including at least 3 refereed journal articles published within discipline-based, professional, or pedagogical journals within the last five years in the faculty s area of teaching and academic expertise and sufficient other appropriate scholarship activities (e.g., grants) determined by the Executive Management Committee. f. Substantial specialized coursework in the field of primary teaching responsibilities, but no research doctoral degree. (The number of faculty that fall into this category will be strictly limited). 1. Maintains active involvement in the area of teaching responsibility through writing, participation in professional meetings or related activities. 2. Maintains a current research record normally including 4 refereed journal articles published within discipline-based, professional, or pedagogical journals within the last five years in the faculty s area of teaching and academic expertise determined by the Executive Management Committee. 3. Maintains a current research record normally including at least 3 refereed journal articles published within discipline-based, professional, or pedagogical journals within the last five years in the faculty s area of teaching and academic expertise and sufficient other appropriate scholarship activities (e.g., grants) determined by the Executive Management Committee. The School also considers faculty members to be academically qualified for five years after completing a doctoral degree. 4. School of Management Expectations of Professionally Qualified Faculty Faculty members who are professionally qualified may engage in different activities to maintain currency and relevance than academically qualified faculty members. The AACSB Standards require that... Both relevant academic preparation and relevant professional experience will be required to establish a faculty member as professionally qualified. Normally, the academic preparation should consist of a master s degree in a field related to the area of teaching assignment. Normally, the professional experience should be relevant to the faculty member s teaching assignment, significant in duration and level of responsibility, and current at the time of hiring. The School s designation of a faculty member s current professional qualification is based upon academic preparation, current teaching assignment and record of professional experience and contributions. To be selected as a Professionally Qualified Faculty Member the individual should normally have: 1. At least a master s degree in a field related to the area of the teaching assignment. 2. Professional experience at a substantial level of responsibility that is relevant to teaching assignment at the time of hire.

24 24 In order to maintain professional qualifications, the individual should maintain active currency/involvement in the area of teaching responsibility. This currency may be demonstrated through a variety of efforts including current employment, publication, participation in professional meetings or workshops, consulting or related activities. In addition, Participating (Full-time) Professionally Qualified Faculty Members are expected to maintain a record of professional output. Faculty members who are selected to the faculty because of their professional qualifications may engage in different activities to maintain currency and relevance than academically qualified faculty members. Since the professionally qualified members have been appointed to bring in a different set of qualifications, it is reasonable to expect that those qualifications will be maintained differently. 5. School of Management Expectations for the Intellectual Contributions of the Aggregate Faculty According to AACSB Standards, At least 90 percent of the faculty are either academically or professionally qualified, At least 50 percent of the faculty are academically qualified and Qualified faculty resources are distributed across programs and disciplines consistent with the school s mission. According to AACSB standards, In the aggregate, the portfolio of current capabilities for all faculty members is sufficient to support high quality performance of all activities in support of the school s mission. 6. School of Management Process for Designating Faculty Qualification In order to demonstrate that these standards are maintained, the Executive Management Committee will serve as a faculty qualification committee and on a case-by-case basis, designate the academic or professional qualification of all full-time and part-time faculty. This committee will complete this task at least once each year and their decisions will be inputs used to help make faculty and course scheduling decisions. 7. Aggregate Faculty Intellectual Contributions in Support of Mission According to AACSB standards, Maintenance of knowledge and expertise supports faculty performance through an appropriate balance, given the school s mission, through contributions over the past five years in all of the following areas: 1. Learning and pedagogical research, 2. Contributions to practice 3. Discipline-based scholarship While not every faculty member must contribute in each of the three categories, the aggregate faculty must provide sufficient development in the past five years. The following outputs are included, respectively, in discipline-based scholarship, contributions to practice, and learning and pedagogical research: Discipline-based Scholarship Contributions to practice Learning and pedagogical research publication in refereed journals research monographs scholarly books publication in refereed professional journals professional presentations textbooks publications in refereed pedagogical journals

25 chapters in scholarly books proceedings from scholarly meetings papers presented at academic meetings publicly available research working papers papers presented at faculty research seminars 25 public/trade journals in-house journals book reviews papers presented at faculty workshops consulting reports written cases with instructional materials instructional software publicly available materials describing the design and implementation of new courses Although the above three lists differ in orientation, they are not exclusive. Work in instructional development, for example could be published in refereed journals. Similarly, papers in applied research could be presented at academic meetings, and so on. The key to these outputs is availability of written materials to the external community. In other words, an intellectual contribution cannot simply be an oral presentation. Since SOM has both undergraduate and graduate (Masters level) degree programs, our emphasis of intellectual contributions is in the area of contributions to practice, with both learning and pedagogical research and disciplined-based scholarship also expected. 8. Aggregate Faculty Intellectual Contributions Recordkeeping According to AACSB standards, The school has a clearly defined process by which it evaluates how faculty members contribute to the mission and maintain their qualifications. This document forms the basis of the annual qualification decision made by the Executive Management Committee. An up-to-date record of scholarly output is maintained in the School s SEDONA database. Only scholarly output that is verified and included in this database will be considered by the Executive Management Committee in its annual qualification and workload decisions. Direct response to the PQ Qualifications issue As indicated in item #4 above, the Intellectual Contributions Policy for Academically Qualified and Professionally Qualified Faculty, indicates that for a faculty member to be classified as PQ, the individual should normally have: 1. At least a master s degree in a field related to the area of the teaching assignment. 2. Professional experience at a substantial level of responsibility that is relevant to teaching assignment at the time of hire. Moreover, our policy indicates that these individuals should maintain active currency or involvement in the area of teaching responsibility. Regarding the Report s statement as to whether the PQ faculty member must be currently employed or merely have experience as an executive in industry, the expectation is current employment for adjunct faculty and recent experience for full-time faculty. At the present time, the Accounting Program does not employ any full-time PQ faculty. Our sole PQ faculty (Sandy Wilson) teaches one course per semester (Auditing and Advanced Auditing) and is a founding partner in a Fairbanks CPA firm. Further details on her background are provided in Appendix 4 to this report.

26 26 Further information on each Accounting Program faculty member to justify their AQ or PQ status To facilitate the Review Team s audit of our assignment of AQ or PQ status to each faculty member, standard accreditation Tables II and IIA follow, covering the period A brief listing of individual faculty members follows, including their AQ/PQ status. Appendix 4 provides an extensive narrative description of each faculty member s intellectual contributions and professional involvements during the period to justify determination of their AQ or PQ status.

27 27 Faculty Name (Click on faculty member to enter/view explanatory remarks - highlighted cells indicate saved remarks) UAF School of Management Accounting Program TABLE II: Summary of Faculty Qualifications, Intellectual Contributions, and Professional Responsibilities ( ) Highest Earned Degree & Year Date of First Appointment to School Accounting Percent of Number of Contributions Time during the period ( ) Dedicated Learning & to the Pedagogical Qualifications Scholarship School's Mission Acad Prof Oth PRJ OIC PRJ OIC PRJ OIC Discipline- Based Contributions Scholarship to Practice Abramowicz, Ken Ph.D., % Yes 4 Bartlett, Thomas M.B.A., % Yes Berry, Kevin T. Ph.D., % Yes 1 5 Davis, Michael Ph.D., % Yes Lan, Ping Ph.D., % Yes Wichmann, Henry Ph.D., % Yes 5 11 Wilson, Sandra R. B.A., % Yes Zhao, Yijiang Ph.D., % Yes 4 Accounting: (September 26, 2006: Information from School of Management Sedona Database.) Normal Professional Responsibilities

28 28 UAF School of Management Accounting Program TABLE IIA: Calculations Relative to Deployment of Qualified Faculty ( ) Faculty Name (Click on faculty member to enter/view explanatory remarks - highlighted cells indicate saved remarks) Accounting % of Time Dedicated to the School's Mission Qualifications Acad Prof Other Abramowicz, Ken AQ 100 Bartlett, Thomas Neither AQ/PQ 20 Berry, Kevin T. AQ 100 Davis, Michael AQ 100 Lan, Ping AQ 100 Wichmann, Henry AQ 100 Wilson, Sandra R. PQ 20 Zhao, Yijiang AQ 100 Accounting: AQ/(AQ+PQ+O) : % (AQ+PQ)/(AQ+PQ+O) : % (September 26, 2006: Information from School of Management Sedona Database.) ABRAMOWICZ, KENNETH: Date Hired: Employment Status: Permanent, Participating, Full-time, Associate. AQ/PQ Status: AQ. Comment: Dr. Abramowicz is AQ based on three refereed journal articles in his field, another acceptance for 2007 and another journal article submission. The SOM has focused much of its efforts to get all faculty academically qualified on Dr. Abramowicz and we are pleased with his renewed research efforts. BARTLETT, TOM: Date Hired: Employment Status: Temporary, Supporting, 20% time, Adjunct. AQ/PQ Status: none. Comment: Dr. Bartlett is neither AQ or PQ but has taught Accounting 262 (Accounting Concepts and Uses II) many times. Tom is a Professor Emeritus at UAF having been an Accounting Program faculty member at UAF for 20 years and has taught Accounting 262 several times. BERRY, KEVIN: Date Hired: Employment Status: Permanent, Participating, Full-time, Associate. AQ/PQ Status: AQ. Comment: Dr. Berry is AQ based on six refereed journal articles in his field.

29 29 DAVIS, MIKE: Date Hired: Employment Status: Permanent, Participating, Full-time, Associate. AQ/PQ Status: AQ. Comment: Dr. Davis is AQ based on five refereed journal articles in his field. LAN, PING: Date Hired: Employment Status: Permanent, Participating, Full-time, Associate. AQ/PQ Status: AQ. Comment: Dr. Lan is AQ based on eight refereed journal articles in his field. WICHMANN, HENRY: Date Hired: Employment Status: Permanent, Participating, Fulltime, Professor. AQ/PQ Status: AQ. Comment: Dr. Wichmann is AQ based on five refereed journal articles in his field. WILSON, SANDRA: Date Hired: Employment Status: Temporary, Supporting, 20% time, Adjunct. AQ/PQ Status: PQ. Comment: Although Professor Wilson s terminal degree is a BA she is highly qualified to teach Accounting 452 (Auditing) and 472 (Advanced Auditing) and has been determined by the Executive Management Committee to be PQ due not only to her top level management experience (Sandra has been a CPA in Alaska for over 20 years and is a founding partner of Wilson and Wilson, CPAs, in Fairbanks) but also to her numerous professional involvements with the CPA profession in Alaska. ZHAO, YIJIANG: Date Hired: Employment Status: Permanent, Participating, Full-time, Assistant. AQ/PQ Status: AQ. Comment: Dr. Zhao is AQ based on having earned his doctorate degree in Dr. Zhao does not have an accepted journal article to date however has submitted five articles for publication. Faculty Development Process Our Faculty Development process consists of three facets: 1) soon after arrival at UAF, the new faculty member is assigned a mentor (after consultation with both the new faculty member and the proposed mentor to insure a productive relationship; 2) an annual creation of a Faculty Workload Proposal document that summarizes proposed faculty efforts in teaching, research and service during the next academic year. This proposal is submitted to the Director of the Accounting Program who reviews it for reasonableness. In addition, the Director verifies progress on research projects listed in previous Proposals. Once accepted, the proposal is forwarded to the Dean for his approval, and once approved, becomes the contractual agreement between the faculty member and SOM; and 3) An annual Activity Report is submitted by each faculty member to the Director and the Dean, summarizing their performance and accomplishments during the previous academic year. This is reviewed by reference to the faculty member s Faculty Workload Proposal for that same academic year to monitor progress and utilized to evaluate the reasonableness of the next year s Faculty Workload Proposal. We have found that this process works reasonably well, as new faculty are guided through the process by an experienced faculty member, while regular faculty are given annual feedback at a minimum of how they are progressing. This feedback is, of course, supplemented by feedback given during the normal tenure and promotion review process.

30 30 Summary and Conclusions: This report has summarized our responses to the Sixth Year Review Team Report s three primary issues: 1. The Strategic Planning Process and Stakeholder Involvement: The Accounting Program at UAF has refined significantly both the strategic planning process as well as its Strategic Plan. The process and Plan have incorporated input from our three major stakeholder groups: the faculty, the students and the employers of our graduates (through the Advisory Board). Furthermore, the Plan is in operation. 2. Assurance of Learning: As a faculty, we have made significant progress, including development of a comprehensive set of learning goals, assessment of those goals, initial benchmarking on one of them, and initial collection of data on two additional goals. 3. Faculty Qualifications: Per review of Tables II and IIA, as supplemented by Appendix 4, we are pleased to be able to report that the Accounting Program faculty meet and exceed the AQ/PQ percentage guidelines. Admittedly, when the Sixth Year Review Team issued its report, we were unsure whether we would be able to show sufficient progress or even if we would be able to meet the Report s requirements in the first place. However, through numerous faculty meetings, assistance from a highly qualified consultant, discussions with our Advisory Board, consultations with the GAAP officers, and determined and persistent work by all involved, we are confident that we have fully satisfied the Review Team s issues and concerns on issues #1 and #3 above. Regarding issue #2, given the comprehensiveness of the assessment process, we believe that we have made - and continue to make - significant progress. The difficult process of setting goals and identifying appropriate measurement metrics has been completed. Moreover, initial benchmarking has begun, as well as data gathering on other learning goals. What remains is continued benchmarking on the remaining goals during the next year so that comparison to those goals and an assessment of learning can occur in subsequent years. If the Review Team is not yet sufficiently satisfied on our progress to date on this issue, we are confident that they will be by the end of our third year of continuing review.

31 Appendix 1: Agendas and Minutes of Accounting Program Faculty Meetings 31 Draft Minutes Account Program Faculty Meeting Tuesday, February 14, 2006 A. Mike Davis called the meeting to order at 1:00 p.m. B. Present: Mike Davis, Hank Wichmann, Ken Abramowicz, Yijiang Zhao, Sandy Wilson, Will Finley, Ike Charlton, and Debbie Fristoe. Agenda 1. Agenda Item: Auditing Proposal Discussion: Brandon Maitlan (recent UAF graduate) and Glenna Baca from LOVE, Inc. proposed that an accounting auditing class or possibly a student (for credit) do an audit on this organization. Outcome: After a lengthy discussion it was decided that Brandon should write up a 1-2 paragraph summary of the proposal and give it to Mike. 2. Agenda Item: General Thoughts of Mike s Memo on Accounting Firm Visits Discussion: Mike recently visited 9 accounting firms in Fairbanks and Anchorage. His purpose was to establish face-to-face contact with key individuals at each firm; have them share their thoughts about UAF accounting program and graduates; and seek input regarding future involvements with and recommendations for the UAF accounting program. Committee members discussed several points including: Some interviewees have no intent of leaving Fairbanks and are a waste of recruiter s time (if from Anchorage). Outcome: Students need to be taught the appropriate way to express this to interviewee. Students are weak in the fundamentals debit and credit. Outcome: Intro courses (261 and 262) teach accounting; Intermediate and upperlevel courses teach more debit and credit. 3. Agenda Item: Internships for Academic Credit What Should be Required? Outcome: This item was put on hold. 4. Agenda Item: Consideration of Offering Some Type of CPA Review Course Discussion: Several ideas came out of this discussion. For example: Offer a no-credit review to students Offer 4 one-unit components (one each month) Offer one week intensive review for one part of exam and schedule part of exam immediately following review Use Gleim manuals Incorporate into existing classes Outcome: There is an interest in offering some type of review course. This will be pursued and discussed further by the committee members. Comments should be ed to Mike.

32 32 Agenda Item: Update on Recruiting Process Discussion: The ad for hiring a managerial accounting position is listed on 4 sites: AAA, AACSB, Academic Keys, and Chronicle of Higher Education (with all sites directing the applicant to the UAK job web site). We are recruiting for a tenure track faculty member with the first review of applicants on April 24 th. The position is open until filled with a visiting position hire a possibility. The hiring committee is composed of Mike Davis, Hank Wichmann, Ken Abramowicz, and Yijiang Zhao. Committee members reviewed the list of telephone interview questions and made suggested changes (which Mike noted on the form). Outcome: Any more thoughts on questions should be sent to Mike via . Outcome: Debbie will check AACSB s web site to see if they have standard interview questions for accounting applicants. 5. Agenda Item: Accreditation Issues and Timetable Discussion: Mike recently attended an AACSB Accreditation seminar. He spent time with Jerry Trapnell and Bob Picard. Mike and committee members went over the AACSB s expectations for resolution listed in the Sixth Year Review Team Report ( ): Standard Reporting expectation Accomplishment expectation 1. Strategic Planning Business Standard 4 The program will: 1) report on its formalized strategic planning process including the development of (and subsequent resolution of) action items that focus near-term efforts; 2) report the level of stakeholder involvement. The program will list action items that focus near-term efforts and define the achievements of the next one-to-three years. The advisory board will be an integral part of this process. 2. Assurance of learning Standards 39 and Faculty Qualifications Business standard 10 The program will report on learning objectives as addressed in accounting standards 39 and 40 along with the programs plan for assessing the student learning outcomes related to these objectives. The program will provide information on academic and professional qualifications for each faculty member with sufficient detail as to actions, impacts and timing to support an understanding of faculty development activities. Documentation must clearly identify which of the three areas of contributions is represented in each faculty member s development activities. The program should provide detail of the qualifications and development contributions brought to the program by each faculty member including a list of publications by faculty member indicating the name of the journal, the title of the article and the publication date. The program will develop learning objectives focused on the development, measurement, analysis, validation, and communication of financial and other information along with a plan for assessing the outcomes of those objectives. 50% of faculty resources are academically qualified. 90% of faculty resources are either academically qualified or professionally qualified. An aggregated portfolio of current capabilities is sufficient to support high quality performance of all activities in support of the program s mission. The program demonstrates a clearly defined process by which it evaluates how faculty members contribute to the mission and maintain their qualifications.

33 33 Mike stressed that faculty research must be done in the faculty members area of expertise and as a co-author; you must be able to present the paper at a conference. Because we have such a small (6-member) faculty ALL faculty must be AQ or PQ or we must show progress toward meeting that. Outcome: Mike will get the minutes that David Porter prepared from the Fall 05 Accounting Program meetings. He will confirm approval of the Accounting Program s Mission Statement. Mike will faculty the accreditation time table. Note: On February 24 th (first review of applicants) the Accounting Faculty Hiring Committee will meet to conduct preliminary screening (does applicant meet requirements?) and set up Intermediate Screening (phone interviews). Meeting adjourned at 2:17 p.m.

34 34 Draft Minutes Accounting Faculty Tuesday, April 18, 2006 Attending: Hank Wichmann, Ike Charlton, Ken Abramowicz, Yijiang Zhao, Sandra Wilson, Mike Davis, and Kelly Williams. I. Discussion of Overall impression of Candidate, Kevin Berry II. III. Student Awardsa) Plaques- will get out of display case, want to have the names on the plaques by the time of awards presentation- Individually, recipients will get certificates. b) Candidates: Auditing/Systems: SW recommends 1 st choice Andy Pugh, 2 nd choice Lori Allen Outstanding Student of the year: Scott Seigmund Concepts of accounting: YZ Kathleen Just Cost/Managerial: MD: Toby, Emily, Andrea Geraud, Terra Delayna Tax: KA:Tobias Stoeber, Andrea Geraud (but gave it to her last year) Intermediate Financial Accounting: Emily, Andrea Geraud, Terra, Advanced Acct/Governmental: HW: Tobey, Emily Lan Advisory Boarda) Members Heard from all but Jim Lynch- Ken will call people on board consisting of 50/50 ratio of men to women on the board from private firms, governmental & non-profit agencies. b) Social: Friday May 12 golf in the afternoon, wrap-up afterwards This will be just a fun day/social event, (has found this to be common in other arenas) GAAP will be involved, and board members have already shown some interest Sandy has offered to sponsor a social event, but running out of time c) Agenda items to discuss with board: HW- AACSB, fund-raising, input on the curriculum, helping with assessment Survey of firms- questionnaire to firms- do our students know their accounting, (an alumni survey was done during last accreditation.) Reiterate that the board has an important role with SOM Include people from lower 48. (KA suggested: Kim Robinson- Deloitte in Portland, and now with Alyeska) KA- Educate the board of the vision of our program: what it s about, the career paths of grads, what our role is & our vision of future placements Compare their views of SOM Request input from advisory board of where our students could go, where would the board see our students moving on to. Ask the board to think of what ways they feel they could assist the accounting dept. IV. Accreditation May need to meet 2 Tuesday s prior to the end of the semester What the faculty need to think of & prepare for the next semester: What are you main, measurable goals? a. Learning goals for courses i. Need to have 4-6 key learning goals per course ii. Faculty needs to demonstrate how you are meeting those goals b. Outcomes assessmenti. how are you measuring those goals ii. Need direct measures for assessment- like how MBA is using ETS for assessment. iii. Grades alone will not cut it, Alumni info is too indirect for assessment

35 35 iv. Mike will forward examples (There used to be AICPA exam for elementary I & II (for 261/262) V. Letter is going out to alumni to find out where they are now, what they re doing. Respectfully Submitted, Kelly Williams

36 36 Draft Minutes Accounting Faculty Thursday, May 4, 2006 A. Mike Davis called the meeting to order at 1:00 p.m. B. Present: Mike Davis, Hank Wichmann, Will Finley, Ike Charlton (left at 1:55 p.m.), Ken Abramowicz, Sandy Wilson, Yijiang Zhao (arrived at 1:35 p.m.), and Debbie Fristoe. Agenda 1. Agenda Item: CPA Refresher Course Discussion: Mike would like to offer a CPA exam refresher course for students and accountants in the community. Committee members discussed the pros and cons for offering the course at different times of the year. Outcome: Mike Davis will survey the firms and get their input on when the review course should be offered. (Members agreed that offering two sessions in July could work for testing in July or August.) 2. Agenda Item: Recruitment Discussion: Mike reported that Kevin Berry has accepted the Cost/Managerial position in the Accounting Program. Discussion: Mike will check with Greg and Mark to see if the Accounting Program can hire the Audit person. If we can, Mike will go to the AAA Conference in August in Washington D.C. to do a preliminary interviewing of potential candidates. 3. Agenda Item: Accounting Program Advisory Board Meeting Discussion: Mike handed out the draft agenda for the Accounting Program s Advisory Board meeting that is scheduled for next Friday, May 12 th at the Fairbanks Riverside Princess Lodge. Committee members discussed the agenda items at length, especially the Breakout session from 11:00 11:30 a.m. Mike stated that we are soliciting information from our stakeholders we re asking our Advisory Board members what their thoughts are on several items listed on the agenda. Outcome: Mike will finalize the agenda and send out to faculty. 4. Agenda Item: AACSB Seminar Discussion: Mike Davis recently attended the AACSB Assessment Seminar in Tampa, Florida. He stated that since the Accounting Program has separate accreditation from the School of Management, it must develop separate Outcomes Assessments from the School. The Accounting Program must come up with 4 7 measurable learning goals (not necessary to do all each year). He stated that the AACSB presentation was very good! They said to make it easy. Outcome: He would like all faculty to think about basic fundamental learning goals for each of their classes. This will be discussed in a couple of weeks. Meeting adjourned at 1:10 p.m.

37 37 Draft Minutes Accounting Faculty Thursday, May 18, 2006 A. Mike Davis called the meeting to order at 1:00 p.m. B. Present: Mike Davis, Will Finley, Ike Charlton, Yijiang Zhao, Hank Wichmann, Ken Abramowicz, and Debbie Fristoe. C. Absent: Sandy Wilson Agenda 1. Agenda Item: Course Learning Goals Discussion: The following course learning goals were discussed in great detail: AACT 330 Income Tax ACCT 430 Advanced Taxes ACCT 261 Accounting Concepts and Uses I ACCT 262 Accounting Concepts and Uses II ACCT 361 Intermediate Accounting ACCT 362 Intermediate Accounting ACCT 414 Governmental and Nonprofit Accounting ACCT 602 Accounting for Managers* ACCT 605 Contemporary Topics in Accounting* * To be included in the MBA Program s Learning Goals not the Accounting Program s these will be passed on to Laura Milner. Outcome: Program goals included: Improve writing skills (i.e., memos to clients) Learn how to do basic research Read and interpret a corporation s annual report Know how accounting can be used and abused (ethics and fraud) Be proficient in Excel Improve presentation skills Outcome: Mike will summarize the learning goals and to faculty members. 2. Agenda Item: Accounting Program s Strategic Plan Discussion: Mike asked the question, Where should this program be in 3-5 years? We must be able to measure the results. Outcome: Committee members came up with several possible goals including: Enrollment increase Graduate students who firms want to hire CPA pass rate (70% over past 5 years) Increase number of majors and graduates Increase program credits 30 hours (total 150 hours) Every faculty member have a professional certification All faculty AQ or PQ Intellectual Contributions by each faculty to get on a 2/2/ teaching load Implement a long-term plan for curriculum development (mapping it on a calendar)

38 38 Increase membership in GAAP and define role of GAAP Outcome: The Program will get closure on these items before the October 15, 2006 AACSB report is due. Outcome: Hank will look for the Accounting Program s past strategic goals and them to the faculty. 3. Agenda Item: Review Advisory Board Meeting Summary Discussion: The Accounting faculty met with the Accounting Program s Advisory Board members on Friday, May 12 th from 9:00 noon at the Princess Hotel. Chancellor Jones also attended the meeting. Mike passed out his summary of the meeting to each faculty member. Some comments about the meeting included the following: First class meeting 2-1/2 hours good length for the meeting Good that the Chancellor attended Off campus location was good (maybe hold in Anchorage or Chena Hot Springs?) If held in Anchorage invite SOM alumni to attend the meeting Give Advisory Board members things to do so that they can see results Advertising: second video ad on the Accounting Program with new students and graduates Outcome: Mike would like to send a summary of the meeting to Accounting Firms and the Advisory Board members and invite their feedback. Note: Mike will re-do his rubric using the MBA s recently re-done oral and written rubrics. Note: Mike stated that the response is good from the Accounting Program s recent alumni survey. Note: Mike re-emphasized that we re tying to make good progress continuous improvement! 4. Agenda Item: Next Meeting Outcome: The next Accounting Program meeting will be on Thursday, June 1 st at 1:00 p.m. in Room 201. Meeting adjourned at 3:50 p.m.

39 39 Draft Minutes Accounting Program Thursday, June 1, 2006 A. The meeting was called to order at 1:00 p.m. by Mike Davis. B. Present: Mike Davis, Hank Wichmann, Yijiang Zhao, Sandy Wilson, Ike Charlton, and staff members Jennifer Addison (until 1:30) and Debbie Fristoe (1:30 2:45 p.m.) C. Absent: Ken Abramowicz and Will Finley. Agenda A. Agenda Item: Synthesis of learning goals from individual course learning goals: 1. Competent writing skills. Specific Objectives: Able to write clear and comprehensive memos, internal and external reports Evaluation Techniques: Term papers Essay questions on tests (concern that exam essays graded for content not writing quality) MBA rubric 2. Competent presentation skills. Specific Objectives: Able to make professional-quality presentation that is educational and entertaining, using modern technology. Important for accounting majors to learn to communicate Evaluation Techniques: Students attend assembly meetings, non-profits, etc. Students would then present about meetings to class Students attend meetings where audit reports are presented, bring back copy of audit report and analyze in class Students can do presentations on end-of-chapter case studies 3. Capable in doing basic research to identify issues, solutions and develop recommendations in accounting or tax issues. Specific Objectives: Familiar with (original) sources of GAAP and tax law Evaluation Techniques: Students look up laws and legal organizations on-line; 4 weeks on how to research standards. Students researched and wrote report 4. Develop technical competence in the major topical areas of accounting. Specific Objectives: Be able to read and interpret corporate annual report; know how accounting can be used and abused (ethics and fraud), calculate basic financial ratios and interpret Know appropriate disclosures and how to include Know about taxes Should be included in 261 & 262 as all students in SOM should be able to read, interpret and apply financial ratios in technical reports CPA exam of ten used for competence evaluation but not all students take Accountants should write financial statements, make journal entries, and can find abnormal balance Evaluation Techniques:

40 40 In all courses include CMA and CPA review questions keep track of how students do on them 5. Proficient in knowledge and use of Excel (and QuickBooks?). Specific Objectives: Proficiency in developing worksheets, macros and linked cells and spreadsheets, manipulating large data sets It is useful for all students to learn QuickBooks Evaluation Techniques: Rubrics (Mike passed out a copy of his rubric) B. Agenda Item: Elements of Strategic Plan: 1. Increase enrollments. Action Steps: Visit senior nights at high schools Attend UAF career fair Attend new student orientations Keep drop-out rate low in beginning classes by working with students Accounting brochures Campus tours give tour guide accounting handouts Yearbook of accounting program with students 2. All faculty AQ or PQ (get all faculty to 2-2 teaching load?). Action Steps: Work on faculty attaining this goal in the next 5 years 3. All faculty have relevant professional certification. Action Steps: Within certain time period all faculty will be professionally certified 4. Have CPA Exam pass rate averaging 70% or better over a 5-year rolling period. Action Steps: Offer CPA review course Change percent rate to equal or better than national exam pass rate (Mike will find out the national norms) 5. Implement long-term itemized plan for continuous curriculum development. Action Steps: Put specific courses/content areas on a calendar Review 2 courses a year report back to faculty 6. Increase membership and involvement in GAAP. Action Steps: Define role of GAAP Change increase to maintain Have GAAP members recruit in elementary accounting Place ad in journal (i.e., Accounting Education) to promote best club on campus? % placement rate of accounting graduates. Action Steps: Change to Maintain at least 90% placement rate of accounting graduates within 6 months of graduation

41 41 8. Increase faculty? Action Steps: Related to No. 2, if faculty are AQ or PQ and on a 2-2 teaching load, would need more faculty to teach 9. Study feasibility of formalized 5 th year program. Action Steps: 120 hours required now for BBA Accounting Degree; Extra 30 hours may not be a degree Develop a guide for students on how to use those extra 30 hours? Is this feasible? Is this in AACSB requirements? C. Agenda Item: Comments on AACSB May 22, 2006 Accounting Accreditation letter Discussion: The letter stated that After reviewing your Sixth Year Review report and the Sixth Year Review Team s report, the Accounting Accreditation Committee concurs with the sixth year review team recommendation that the maintenance of accreditation review of the undergraduate degree programs in accounting offered by the School of Management of the University of Alaska Fairbanks be continued for up to two additional years. Continuing review does not change the current accredited status of your degree programs in accounting. The Continuing Review Team will complete its review by March 1, th Mike will be meeting with Wayne, Greg, and Mark on Thursday, June 8 to discuss the accreditation issues including recommendations from AACSB that the Accounting Program: Acquire an independent consultant Ongoing assessment and commitment to continuous improvement, including the allocation of financial resources to fulfill the mission and strategic plan Conduct a strategic review of the value of and commitment to maintaining accounting accreditation. Outcome: Mike will let the Accounting faculty know what happens in the meeting. He will also let the Accounting faculty know if another meeting will be required this summer. Note: Mike stated that the final decision from AACSB on the Accounting Program s accreditation status will be made on March 1, Meeting adjourned at 2:45 p.m.

42 8/29/06 ACCT Accreditation Meeting 42 AACSB- Mike Tierney Discussion: Mike Tierney was very productive, for cheap- his fee was $1000. It was suggested that we work with him on an annual basis. It would be wise to schedule an event for him (set up a visit for him- have Art Warbelow to fly him somewhere ) Academic Qualified- 90% of the Accounting faculty are AQ This is a 5 year rolling process, Accounting is the crown jewel of SOM STRATEGIC PLAN Resuming at #4 Discussion of wording: Should change to *Strive to have* CPA Exam pass rate averaging 70% *or at least equal to the National average* or better over a 5-year rolling period. Resuming at #5 Implement long-term itemized plan for continuous curriculum development. Discussion of how to encourage students to attempt the CPA exam: Offer CPA review study course.- had zero response to the August offerings we sent out. Encourage students to take the CPA exam in last semester of their senior year &/or encourage students to take 1 section/year. It was thought that we had 80% in 1995 via alumni. We will need to continue with surveys, stay current with GAAP members. Faculty should include CPA questions in their exams (Mike uses 5-7 CPA exam questions in his Intermediate Acct. tests) Do we have access to the pass/fail rates for those who attempt the CPA exam? Who would be the person responsible for maintaining information Cost of funds How to know when met Time frame/parameters

43 43 Accounting Faculty Tuesday, September 5, :00 p.m., Room 201 A. Mike Davis called the meeting to order at 1:08 p.m. B. Present: Mike Davis, Hank Wichmann, Yijiang Zhao, Ken Abramowicz, Kevin Berry and Debbie Fristoe. Agenda 1. Agenda Item: Review AACSB Accounting Accreditation Report (Draft 9/5/06) The final Accounting report is due to AACSB on October 15, 2006 (it will be ed to them on Friday, October 13, 2006). Committee members discussed the following items in the draft report. I. Strategic Management Planning Process and Strategic Plan (Business Standard 4) A. The Planning Process: The Accounting Program Advisory Board was revitalized (is this the right word?). B. The Strategic Plan: 4. For those students taking professional examinations, strive for pass rates/part at least equal to national averages within 5 years after graduation. Kevin will rewrite to include a sentence similar to: increase the number of students sitting for part of the exam before graduation. 5. Maintain 90% placement rate for accounting major graduates within six months of graduation. Discussed ways to monitor job placements after graduation {i.e., have GAAP advisor be responsible (with assistance from staff person) to send out survey to monitor these numbers; after each graduation, send letters out to each graduate.} 6. Increase (maintain?) membership and involvement in GAAP. Additional items discussed included: Taking attendance at meetings Develop policy for club Allow GAAP to recruit in introduction accounting courses Encourage members to write articles on club for SOM newsletter 9. Increase the number of accounting faculty reworded to something like, Increase the number of accounting faculty to meet the needs of the Accounting Program. Outcome: Any additional comments, changes, or suggestions must be ed to Mike in the next 2 days. Mike will make changes and corrected copy to Accounting faculty for their review. Note: The next meeting will be on Tuesday, September 12 th at 1:00 p.m., Room 201. Meeting adjourned at 1:55 p.m.

44 44 SOM Accounting Faculty Tuesday, September 12, :00 p.m., Room 201 A. Mike Davis called the meeting to order at 1:05 p.m. B. Present: Mike Davis, Hank Wichmann, Yijiang Zhao, Ken Abramowicz, Kevin Berry, and Debbie Fristoe. C. Agenda 1. Agenda Item: Recruitment Questions Discussion: Committee members reviewed the 4 sets of questions for hiring an accounting assistant/associate professor position. Outcome: Committee members finalized the following sets of questions: Preliminary Selection Form Intermediate Level Questions Vita Review Interview Questions Phone Interview Reference Questions Final Candidates Outcome: Debbie will update the forms with the changes and then them to Mike and Melissa. 2. Agenda Item: Review AACSB Accounting Accreditation Report (Draft 9/5/06) Discussion: The final Accounting report is due to AACSB on October 15, 2006 (it will be ed to them on Friday, October 13, 2006). Mike had ed his latest version of the AACSB Accounting report to committee members for their review prior to the meeting. Changes from the last meeting are highlighted in green. No one had comments about the report. Outcome: Mike asked that committee members read the report again and mail any corrections or suggestions to him by Thursday, September 14 th. He will incorporate comments into the report. Outcome: Mike will the report to the Accounting Advisory Board and GAAP members on Thursday afternoon for their comments. Note: Mike Davis left the meeting at 1:55 p.m. to teach a class. Note: Kevin Berry left the meeting at 2:08 p.m. 3. Agenda Item: Next Meeting Outcome: Next Tuesday s (September 19 th ) meeting will be cancelled because Mike Davis will be out of town meeting with the accounting consultant Mike Tierney. They will discuss the AACSB Accounting Accreditation Report among other items. Outcome: The committee will meet on Tuesday, September 26 th at 1:00 p.m. in Room 201. Meeting adjourned at 2:15 p.m.

45 45 Accounting Program Advisory Board May 12, 2006 Fairbanks Princess Riverside Lodge 4477 Pikes Landing Road, Fairbanks, AK :30 9:00 Continental Breakfast Agenda 9:00 10:15 Introductory Comments and Brief Introductions Overview of the current Accounting Program Role of the Advisory Board How You Can Help Us Concerns you have about the Accounting Program 10:15 10:30 Break 10:30 11:00 Status of Accreditation Process and Progress Review of Strategic Planning Process and Prior Plan (see attachment #1) Evaluation 11:00 11:30 Breakout: Discuss Possible Elements of Updated Strategic Plan: Initiatives to increase # of accounting majors Where should the Program be in 3-5 years? Should we have a formal 5th year program? Should we offer a live CPA Review course? What accounting classes, if any, should be allowed to be taken via distance learning (i.e., LSU)? What accounting classes should be electives? Required? 11:30 11:50 Recommendations and Wrap-up 11:50 12:30 Lunch 1:00 Golf at Fairbanks Golf and Country Club for those participating: Starting times: 1:10, 1:20 and 1:30 Map on Reverse

46 46 (Attachment #1 from Advisory Board Meeting - From the Accreditation Report filed with the AACSB) Strategic Plan 1. Situational Analysis Background Accounting Program School of Management University of Alaska Fairbanks The University of Alaska Fairbanks (UAF) School of Management (SOM) Accounting Program has consistently been recognized within the University, the local community, and the State of Alaska as the leading quality provider of undergraduates for the CPA (Certified Public Accountant) profession, primarily within the State of Alaska. The Accounting Undergraduate Program typically attracts top individuals from within the SOM student body. As such, the Accounting Program is able to offer a rigorous curriculum for its undergraduate BBA (Bachelors in Business Administration) with a major in Accounting, as well as sophomore introductory accounting courses for all SOM majors. In addition, the Accounting Program provides core and elective course support for the SOM MBA (Masters in Business Administration) program. The Accounting Program attracts a diverse array of interactions among practicing professionals who invest time and effort in the program s educational efforts. Examples of professional interactions include special forums where recent alumni hired into local CPA firms intermingle with current students in faculty sponsored social events, presentations to student organizations, particularly the Great Alaskan Accounting People (GAAP) student club, participation by students and faculty on a Spring Break trip to visit various firms in Anchorage, an Accounting Week held in October of each year when a full week is set aside for accounting firms to come to campus to interview and recruit UAF accounting students, and an Accounting Advisory Board. Plan Overview The strategic plan focuses first on advantages, disadvantages, and a review of progress toward past strategic initiatives. Next, the plan presents current year initiatives that identify priorities, guide faculty and administrative activities, and inform the distribution of resources all in the context of addressing new and continuing opportunities to the achievement of the program s stated mission and educational objectives. Advantages A dedicated faculty (current listing presented on page 12) committed to achieving the program s mission through * Individual and joint efforts in teaching and research, and * Cooperative efforts within an Accounting Program committee and governance structure

47 47 An outstanding student body (incoming student data on page 12). Accounting students perform very well at UAF and in the employment market. One particular student organization the Great Alaskan Accounting People (GAAP) student club actively provides professional, academic, service, and social interactions for the student body. The faculty is committed to enhancing its efforts in scholarly publications and participation in scholarly dialogues at all levels. An active SOM faculty research workshop series within which the Accounting Program faculty participates. Administration and SOM support in the form of provision of Accounting and Finance research databases (such as CRSP and Compustat). Direct faculty involvement in curriculum assessment and improvement. Strong recent hiring at the senior professor and associate professor levels evidencing solid support from UAF Administration with respect to the Accounting Program. Outstanding external relationships with professional service firms, the Accounting Advisory Board, and alumni. Frequent and meaningful professional interaction involving a variety of activities. Disadvantages The faculty is sometimes strained by the demands of an active research, teaching, curriculum maintenance, and service load. The absence of a Ph.D. program provides a particular challenge in attracting and recruiting scholarly faculty talent. Geographic location provides unusual challenges with regard to recruitment of faculty, including adjuncts. Constrained financial resources limit research-related travel. In addition, higher than normal costs, given distance considerations, result in restrictions on conference attendance for paper presentations, networking, and general faculty development activities. Inconsistent past evidence of scholarly publications, in part driven by some of the disadvantages noted above and in part by a dichotomy of opinion, in the relatively recent past, among the Accounting Program Faculty as to the future direction of the program. Prior (2001) Strategic Plan The strategic plan from the 2001 NWACS Self-Study identified several opportunities and challenges. Below, the goals, strategies, and evaluations are briefly discussed.

48 Goals and Strategies of the Accounting Program: Short-term goal: Update the Accounting Program s curricula to reflect the impact of information technology and changing business practices. Strategy: Work with Accounting Program s advisory board to identify competencies. Evaluate our existing curricula in light of the needs identified. Revise courses and degree requirements as necessary. Evaluation: Review assessment and response activities with advisory board and other program constituents. Interaction with the State Board of Accountancy in reference to accreditation bodies and curricula has been ongoing and needs to be reassessed related to the computerized CPA examination. The advisory board has not been involved proactively and needs to be revisited, revitalized, and reactivated. 2. Short-term goal: To increase the number of accounting majors. Strategy: Undertake a comprehensive recruiting program involving faculty, the student club (GAAP), and Alaska Society of CPAs to market the Accounting Program and the AIS (Accounting & Information Systems) program minors to both traditional and nontraditional students. Evaluation: Review the implementation and effectiveness of the recruiting efforts by tracing enrollments and retention rates of accounting majors in courses. The SOM, through the Client Services Committee, has utilized accounting majors in interactions with high school counselors, administrators, and educators on the opportunities available in the accounting field and the positive demand for our graduates. These activities were held both on campus and at the high schools. These activities are continuing. 3. Short-term goal: To encourage increased student participation in the Great Alaskan Accounting People (GAAP) student organization, which educates students about career opportunities in accounting and helps prepare students for professional careers. Strategy: Promote the organization and encourage membership through class announcements, s, and Accounting Program functions. Evaluation: Continuously monitor the success of GAAP by reviewing the program for the year as well as membership and attendance. The GAAP program has been fortunate to have well-organized and dedicated officers to expand and enhance their on campus footprint. Additionally the advisor, Professor Ken Abramowicz, has greatly facilitated the club s activities. The club is involved in a number of positive activities with the efforts in running the annual tax-payer assistance VITA (Volunteer Income Tax Assistance) program as one example. The GAAP organization was recognized in the spring of 2004 as the inaugural recipient of the Academic Achievement Award, presented by the UAF Leadership Program. 4. Short-term goal: To increase the number of internships for accounting majors.

49 49 Strategy: Contact local organizations about internship positions. Evaluation: Track the number of internships each year and students evaluations of their experiences. SOM has been most fortunate to have available a wide variety of excellent internships through the Alaska Permanent Fund Corporation. The expansion of the internship programs and the successful involvement of numerous accounting majors has been recognized and documented in relation to goals 2 and 3 above. There has been reluctance by many interns to incorporate their activities into course credit. This is being addressed and should help all aspects of the program including ongoing documentation efforts. 5. Long-term goal: Develop an Information Systems degree emphasis/specialty. Information technology continues to affect the accounting profession. The Accounting Program must be responsive to the professional opportunities created by electronic commerce and the expanded use of computer technologies to support traditional functional business activities. Strategy: Recruit at least one traditional tenure track faculty member with an information systems background, and encourage professional development of current faculty through sabbatical leaves and summer support on emerging information technologies. Acquire computer resources necessary to meet instructional needs. Evaluation: In the past, the Accounting Program faculty had requested funding to support the resource needs identified for an Information Systems (IS) degree specialty via the UAF FY02 initiative process as well as via solicitations by the Accounting Advisory Board. The Accounting Program s efforts in this area have been limited for various reasons, not the least of which have included inconsistent demand on the part of students with respect to signing up and taking Information Systems courses and limitations with respect to budgetary support. Discussions continue at the SOM level as to the proper approach to address this area. Should the Information Systems be contained within the Accounting Program? Should there be a separate MIS area within the BA Program? And so forth. 6. Long-term goal: To encourage increased intellectual contributions. Strategy: Provide an environment conductive to research, such as additional financial and administrative support. Hire research-productive faculty. Evaluation: Review the support for intellectual contributions per faculty member over a five-year period with an eye toward creatively acquiring additional support. The faculty in the Accounting Program have performed marginally well when using a portfolio approach in addressing SOM guidelines with regard to scholarly output (See SOM AACSB Maintenance Report for Faculty Sufficiency and Intellectual Contribution Tables; and also the Tables below that break out specifically the Accounting Program s faculty).

50 50 (Response to the AACSB re: Strategic Planning-Part of Advisory Board Handouts) The Strategic Planning Process (Business Standards 1, 2, and 3) Oversight of the strategic planning process is carried out by the faculty in the accounting program organized as a Committee of the Whole, implementing the concepts of total quality management (TQM). The Director of the Accounting Program functions as the facilitator for the Committee of the Whole, promoting an environment of continuous improvement. The TQM concept is used to articulate and foster an environment of continuous high quality. Achievement of goals and objectives is monitored through 1) periodic meetings of the Accounting Program faculty throughout the academic year and 2) semi-annual meetings with the External Advisory Board. This board is comprised of top professional people in organizations that have a history of hiring our graduates and alumni with a demonstrated interest in the success of the Accounting Program. Strategic Focus Areas 1. People To recruit and retain quality faculty and staff, capable of success in offering a nationally competitive accounting program and able to support other business and campus programs. 2. Students To recruit and retain high quality students capable of learning accounting, business, and general education subjects necessary for success in the business world. 3. Research To foster research where faculty are actively involved in the generation of new knowledge and/or the extension and improvement of existing knowledge. 4. Instruction To continuously improve the curriculum and course delivery by considering innovative ideas, new technology, ethical conduct, global issues, entrepreneurship spirit, diversity issues, and successes in supporting disciplines. 5. External Relations To maintain and enhance relationships with alumni, donors, students, employers, and other stakeholders by promoting a favorable image of the Accounting Program. 6. Internal Relations To apply the principles of TQM to faculty governance within the Accounting Program in order to establish spirited cooperation, encourage high productivity, and foster strong esprit de corps. 7. Community To provide service expertise to the local, regional, and national communities of professionals, academics, and others. 8. Small Businesses To develop an appreciation for the entrepreneurial spirit and free enterprise economy since the business community in Alaska is primarily composed of small businesses.

51 Detail on each time slot: 51 9:00 10:15 Introductory Comments and Brief Introductions Thank them for being here, importance of their involvement, how their input will be used Have each person introduce themselves: When graduated, first job post UAF, where now and job title + duties Overview of the current Accounting Program Ken to provide overview of changes in program over last 10 or so years, then to provide info on current program ( handout???) Role of the Advisory Board How You Can Help Us We seek to keep program on leading edge as much as possible. We need your input on: 1. How our graduates are doing, both on the job and whether adequately prepared to start 2. How our academic training is sufficient/not sufficient 3. How our graduates are doing regarding oral/written communication skills 4. Anything else? Concerns you have about the Accounting Program 10:30 11:00 Status of Accreditation Process and Progress Mike to give overview and update Review of Strategic Planning Process and Prior Plan (see attachment #1) Evaluation Note: We don t really have an up-to-date strategic plan we need your input and assistance to guide our thinking 11:00 11:30 Breakout: Discuss Possible Elements of Updated Strategic Plan: Will form groups of 2-3 to discuss one of these topics suggest 3-5 bullet point evaluation considerations or action steps Initiatives to increase # of accounting majors Where should the Program be in 3-5 years? Should we have a formal 5th year program? Should we offer a live CPA Review course? What accounting classes, if any, should be allowed to be taken via distance learning (i.e., LSU)?

52 52 What accounting classes should be electives? Required? Other possible items? 11:30 11:50 Recommendations and Wrap-up Each group will make a short report Mike to wrap up summarize, thanks for valuable input 11:50 12:30 Lunch 1:00 Golf at for those participating Location (Fairbanks Golf and Country Club)

53 53 Thoughts from Meeting with Accounting Program Advisory Board Friday, May 12, 9-12, Fairbanks Princess Hotel In attendance: In person: Doug Bishop, Brian Freeman, Dave Owen, Catherine Persinger, Karen Rogers, Ben Shilling, Kevin Walsh, Elaine Williamson, Ron Woolf, and by phone: Charlie Kazak. From Chancellor Jones regarding the Role of the Advisory Board 1. Provide advice 2. Be a sounding board 3. Hire our students 4. Champions for UAF and the accounting program 5. Extend the network and opportunities 6. Philanthropy Ideas we heard: 1. Send Ken s list of graduates and where they went to work to H.S. guidance counselors 2. Emphasize 100% placement results 3. Utilize Sherry Wood s (student) experience at the AICPA Leadership Conference 4. Consider H.S. presentations and emphasize demand for accountants Karen Rogers wouldn t mind doing this if someone set it up Charlie Kozak liked this also My thoughts advertising in H.S. newspapers? Someone else Movie theatre ads? 5. (Ron Woolf): Can H.S. students get college credit by taking elementary accounting courses at the college level? If so, have them come to UAF to do so. 6. (Ron Woolf): Likes students to have as much breadth as possible 7. Possible to have one section of 261, 262 specifically for non-accountants? 8. (Karen Rogers): Amazed by success of GAAP over time Have GAAP invite partner-level reps to talk about what they need regarding specific skills 9. (Kevin Walsh): Thinks the Fairbanks firms would also be interested in having students come visit, similar to the GAAP Spring Break trip to Anchorage. 10. (Kevin Walsh): Will feel much better about serving on the Board if he senses there is output from all the input. 11. (Kevin Walsh): Feedback loop: ask for info from the graduates regarding CPA, CMA, etc., pass rates, job satisfaction, whether or not adequately trained or prepared what was missing, what was adequate. Ask employers also for much of the same info Other comments: Provided by Joacim Trybom, D&T, Portland, via 5th year - create an MBA with accounting focus. This will allow widening the students knowledge outside accounting. Students from 5 year accounting programs tend to be very deep in accounting or the CPA exam and doesn't have the overall business understanding

54 54 How to spice up current program - add one or two classes about Sarbanes Oxley - use outside people that actually work with it to teach it. Should be possible with three weekends per semester with a project going through the entire semester. To make students more attractive - tell them about their options way before accounting week so they can make up their minds. We have had three years in a row with students being unsure of their future plans during the second interview event. Other schools drill their students from early years so when recruiting comes along they are much more goal oriented. Teach the core classes at UAF and let students take up to 3 elective classes at other schools. Teach intermediate, audit for sure at UAF. * * * * * Assignments to provide input on possible elements of a strategic plan: Initiatives to increase # of accounting majors Where should the Program be in 3-5 years? Ron, Doug, Karen Should we have a formal 5th year program? Should we offer a live CPA Review course? Elaine, Charlie, Catherine, Dave What accounting classes, if any, should be allowed to be taken via distance learning (i.e., LSU)? What accounting classes should be electives? Required? Brian, Ben, Karen What have I missed??? Mike

55 Appendix 2: Composition of Accounting Program Advisory Board 55 Doug Bishop, Senior Accounting Supervisor Flint Hills Resources Alaska, LLC 1150 H & H Lane North Pole, AK [email protected] Brian Freeman, Controller Usibelli Coal Mine Inc. PO Box Fairbanks, AK [email protected] Charlie Kozak, Manager with KPMG - Anchorage KPMG LLP 701 W. 5 th Ave. Suite 600 Anchorage, AK (907) [email protected] James Lynch, Director, Human Resources, Fairbanks Memorial Hospital 1650 Cowles Street Fairbanks, AK [email protected] Dave Owen, Controller Alkan Shelter LLC 1701 S. Cushman Fairbanks, AK (C) Catharine Persinger c/o CITC CSFS 3600 San Jeronimo Drive, Suite 410 Anchorage, AK [email protected] Kimberly Robinson Temp Address 1219 NW 20th Ave Portland, OR April, 2006 Karen Rogers, Partner Altman & Rogers CPA's 425 G St. Suite 500 Anchorage, AK (907) [email protected] Ben Shilling, Partner, Schneider & Shilling CPAs, LLC Wolf Run Fairbanks, AK [email protected] Linda Thomas, Chief Executive Officer Alaska Brewing Co Shaune Dr. Juneau, AK (907) [email protected] Joacim Trybom Deloitte & Touche LLP Mailing Address: PO Box 1038 Oregon City, OR (503) Cell: (503) Kevin Walsh, Partner Walsh, Kelliher & Sharp CPA's PO Box Fairbanks, AK [email protected] Elaine R. Williamson, CPA Kohler, Schmitt & Hutchison, PC 714 4th Avenue Suite 303 Fairbanks, Alaska [email protected] Ron Woolf Director, Finance Department City of Fairbanks 800 Cushman St. Fairbanks, AK [email protected]

56 Appendix 3: Sample Written Project Rubric and Oral Presentation Rubric Written Project Rubric: 56 Written Component Dimension Coherence Clarity Conciseness English-language Usage Organization/Format Style Rating Feedback Key: 3=Exceeds expectations 2=Meets expectations 1=Does not meet expectations Scoring: 0-7 Does not meet expectations 7-11 Meets expectations Score Exceed expectations Additional Comments (continued next page)

57 Case Study Writing Performance Levels Defined 57 A. Coherence 1: Does not meet expectations. Lack of logical organization and does not maintain focus on a clear purpose. 2: Meets expectations. Establishes and maintains focus on a clear purpose, providing transitions to clarify relationships "between most points of development. 3: Exceeds expectations. Without digression from the focus of the work. Consistently articulates relationships between the "points of development." B. Clarity 1: Does not meet expectations. Inappropriate or imprecise word choice and sentence structure. 2: Meets expectations. Uses language that shows general awareness of concrete and precise word choice and sentence structure. 3: Exceeds expectations. Uses language that demonstrates a refined awareness of concrete and precise word choice and sentence structure. C. Conciseness 1: Does not meet expectations. Significant unnecessary detail and/or digressions. 2: Meets expectations. Generally avoids digressions and includes only relevant detail and content. 3: Exceeds expectations. Writing contains no unnecessary elements (words, phrases, sentences, or paragraphs). D. English-language Usage 1: Does not meet expectations. There are some grammar, punctuation, and spelling errors. 2: Meets expectations. There are few grammar, punctuation, and spelling errors. 3: Exceeds expectations. There are none, if any, grammar, punctuation, and spelling errors. E. Organization/Format Style 1: Does not meet expectations. Many component parts are missing and student lacks competence in following standard business writing conventions. 2: Meets expectations. Paper does not have some of the component parts or the manner in which it is presented is somewhat flawed. 3: Exceeds expectations. Paper has all of the component parts presented in a professional manner. Component parts are the following: executive summary, table of contents, introduction, body, conclusion, clearly documented references/bibliography, and exhibits (graphs, tables, appendices) which are specific to the case, referenced in narrative, relevant to key points, clearly labeled, and easy to understand. The paper is left justified, double-spaced, and using an indent-paragraph style with an appropriate use of headings. The paper needs to follow the style specified by the faculty member be it APA style, Turabian-Chicago style, or MLA style. Ultimately a case study paper that exceeds expectations will show a particularly clear and creative approach to the topic, an approach that is rarely seen, and written in such a style that it is of publishable quality so that a naive, thirdparty objective reviewer could read the paper, follow the contents, and recommend publication. A paper that meets expectations is competent, clear, well-organized, and well written. A paper that does not meet expectations shows poor insight, organization, and writing. Sources: Kwangseek Choe, Amal Arunaratna, Mike Davis, Robert Picard, and California State University, Fresno.

58 Oral Presentation Rubric: 58 Item # Dimensions Inadequate Needs Improvement Satisfactory Excellent 1 Purpose Ill-defined or none Vague or multiple purposes Clear, coherent thesis Insightful, creative or skillfully presented purpose 2 Sense of Audience No sense of audience Wavering sense of audience Audience interested and engaged Audience attentive and interactive 3 Organization and/or development Inadequate Evident but inconsistent Sticks to the purpose and provides adequate transitions among ideas Effective organization contributes to full development of presentation 4 Details to support ideas Inappropriate or insufficient Adequate but does not advance argument Advances argument with sound evidence and references Innovatively or expertly advances the presentation with well-researched evidence and documentation 5 Understanding of topic Surface level Some, but does not make connections across ideas Good understanding of topic demonstrated by use of topical and disciplinary knowledge and vocabulary Deep understanding of the topic 6 Mannerism of presentation Looks only at notes or away from audience Little eye contact Appropriate eye contact is made with audience Eye contact is used to gauge reactions and understanding 7 Clarity of speech* Detracts from the content Interferes some with content Supports the content Reinforces and enhances the content 8 9 Enthusiasm for the topic Optional (up to instructors) Dress for presentation Lacks interest in the topic Shows some interest Shows enthusiasm for topic Creates enthusiasm about topic in others Jeans with holes; sloppy Neat but in casual street clothes Business casual Formal, suit and tie 10 Creative efforts/use of technology Off the cuff (no materials) Some transparencies but bland Transparencies/power point and handouts Power point, handouts and engaging exercise/participation *(Vocal qualities - pace, inflection, volume, and enunciation) Comments:

59 59 Appendix 4: Narrative Description of Faculty Intellectual Contributions and Professional Involvements, ABRAMOWICZ, KENNETH: Date Hired: Employment Status: Permanent, Participating, Full-time, Associate. AQ/PQ Status: AQ. Comment: Dr. Abramowicz is AQ based on three refereed journal articles in his field, another acceptance for 2007 and another journal article submission. The SOM has focused much of its efforts to get all faculty academically qualified on Dr. Abramowicz and we are pleased with his renewed research efforts. Intellectual Contributions Peer Reviewed Journals 1. Grow Your Clients SBAs 8(a) Business Development Program, (H. Charles Sparks), forthcoming, The CPA Journal. The 8(a) program is of interest to CPA firms interested in developing their consulting services, as well for CPAs employed by private businesses interested in expanding into government sales. This article provides an overview of the 8(a) program including its eligibility requirements, and strategies for taking advantage of the tremendous opportunities federal contracting provides to small businesses. 2. SBA Helps New and Existing Small Businesses, (with Henry Wichmann and H. Charles Sparks), forthcoming, Strategic Finance. This article is designed to help accountants learn about the SBA programs offered to help start new businesses and improve existing businesses. The accountant can help a client (or one s own organization) acquire an SBA loan by preparing a basic loan package or comprehensive business plan. 3. Career Plateauism: End of the Road or Just Another Fork? (with J. Joseph, B. Simmons, and T Girardi), Journal of the Australia and New Zealand Academy of Management, Vol. 8, No. 2 (2002), pp This paper examines the importance of career plateauism, the condition whereby employees find that opportunities for promotions are limited or non-existent. Content plateauism is contrasted with structural plateauism, and the implications of each are discussed. 4. The Effects of Internet Commerce on the Revenue Base of State and Local Governments, (with Randy Serrett and Hank Wichmann), Journal of Internet Commerce, No. 1, 2002, pp This article explores the debate of whether sales from internet transactions should be subject to state/local taxes. It also discusses the various problems associated with taxing internet transactions and current developments related thereto. (Note: This research project helped me develop a much better understanding of one of the most cutting-edge areas in the field of taxation.)

60 Professional Development American Taxation Association Mid-Year Meeting, Washington DC, March, March 4-5, This meeting was comprised of 15 hours of professional meetings related to both technical tax issues and new developments in tax education, plus networking at lunches/receptions. It helped me stay current in my field and learn about new teaching methods being used by faculty at other universities. 2. American Taxation Association Mid-Year Meeting, New Orleans, LA, February 15-16, This meeting also helped me stay current with new developments in tax law and tax education. 3. Grant Writing Workshop, 6-hour UAF faculty development workshop presented by Dr. Robert Lucas, March 12, This seminar discussed research strategies, general information related to grant requirements, and strategies for writing successful grant proposals. 4. March 11, 2004, Advisors Lead Training Seminar, Wood Center, hosted by UAF Leadership Program. This meeting, sponsored by the UAF Leadership Program, was held to help advisors of student organizations (at the time I was advisor to GAAP, our accounting student organization) understand many of the legal aspects related to the operation of student organizations. It also provided strategies to assist in the development and growth of student organizations. 5. November 1, 2004, Student Organization Advisors Meeting, Wood Center, hosted by UAF Leadership Program. This meeting focused on the responsibilities of advisors to student organizations and changes in the rules/regulations governing student organizations. This meeting assisted me in my role as GAAP Advisor. BERRY, KEVIN: Date Hired: Employment Status: Permanent, Participating, Full-time, Associate. AQ/PQ Status: AQ. Comment: Dr. Berry is AQ based on six refereed journal articles in his field. Intellectual Contributions Peer Reviewed Journals 1. The Relative Information Content of the Components of the Reserve Disclosures: Reserve Quantities vs. The Standardized Measure, (with William Wilcox, and Charlotte Wright), International Journal of Accounting, Auditing and Performance Evaluation, Vol. I, No. 3 (2004): pp This study examines the information content of reserve quantity disclosures versus reserve value disclosures. Further, this study examines the information content of disclosure of the components of the year-to-year changes in reserve quantities relative to the changes in reserve values. Discrimination methodology and the Davidson-MacKinnon s J test for nonnested models are used to test the two hypotheses. The results provide no evidence to reject the null hypotheses in favor of the alternatives that the reserve value disclosures provide more information than the reserve quantity disclosures and do not support the current FASB statement requiring reserve value disclosures.

61 61 2. High School Business Educators Perceptions of the Knowledge, Skills, and Abilities Needed by Accounting Majors Relative to Other Business Majors, (with David O Bryan and Paul Swanson), Accounting Instructors Report, Spring This paper examines perceptions of high school business educators regarding knowledge, skills, and abilities (KSAs) needed by accounting majors relative to finance, information systems, management, and marketing majors. The results indicate that many of the KSAs needed for success in the accounting profession would not be deemed particularly important for an accounting major. Hence, a student with these desirable attributes might be advised to select an alternative major within their business degree. Armed with this knowledge, accounting faculty that recruit will have a better understanding of their audience and the obstacles that must be overcome in order to successfully recruit the best and brightest students into accounting. 3. Secondary School Business Educators Perceptions of the Knowledge, Skills, and Abilities Needed by Information Systems Majors Relative to Other Business Majors, (with David O Bryan and Maeve Cummings), Journal of Information Technology Education, Vol.3 (2004): pp This paper reports the results from a survey of 248 high school business educators in Illinois regarding their perceptions of the knowledge, skills, and abilities (KSAs) needed by the following business majors: information systems, accounting, finance, management, and marketing. The survey results suggest that high school business educators generally have an incomplete and inaccurate opinion of the skills necessary to succeed in the IS profession. IS was not rated highest on any KSA and on nine out of fourteen KSAs, IS was rated lowest in some cases by quite a large margin. 4. Fundamental Information Analysis, Future Earnings, and Future Cash Flows: Evidence from the Oil and Gas Industry, (with Arthur Allen and Jeffrey Quirin), Oil, Gas & Energy Quarterly. Vol. 52 No. 2 (December 2003): pp This is the first study to examine the value-relevance of oil and gas financial statement fundamentals when predicting future earnings and cash flows. The results indicate that past, changes in earnings is not very useful in predicting future changes in earnings or cash flows. However, oil and gas fundamentals are useful in predicting future earnings and very useful in predicting future cash flows. 5. What to Know About State CPA Reciprocity Rules, (with Paul Swanson and John Gillett), The New Accountant.(Issue # 702, 2003): pp Accounting students who wish to become a CPA are concerned with meeting requirements of the state in which they intend to sit for the CPA exam. The importance of knowing the state requirements has increased because of the 150 Hour rule and how it has resulted in different educational requirements by states. In addition, if a student plans to practice in another jurisdiction they must meet the reciprocity rules of that state.

62 62 6. Forecasting Cash Flow from Operations For Oil and Gas Firms: Full Cost Versus Successful Efforts, (with Jeffrey Quirin and David O Bryan), Oil, Gas & Energy Quarterly. Vol. 51 No.4 (June 2003): pp This study investigates whether full cost firms and successful efforts firms differentially relate the relative ability of earnings-based and cash flow-based measures to predict one year ahead operating cash-flows. Results indicate that both earnings-based and cash flowbased measures were differently related. This result was unexpected and leaves unsolved why analysts focus on cash flow. Relevance of my research: The importance of the research could be divided into two different areas. The three articles that are education related were important because they increased my understanding of the issues surrounding the recruitment and advisement of students. The other three articles relate to my interest on the oil and gas industry. They increase my understanding of industry specific topics as well as the use of accounting information and my understanding of the conceptual framework which are topics that can be discussed in any accounting class. Professional Development 1. Attended Association of Certified Fraud Examiners seminar on Professional Interviewing Skills. Montreal, October Attended the Atlantic Schools of Business Conference Accounting Track in Halifax, Nova Scotia, November, Attended Federation of Schools of Accountancy (FSA)/ Deloitte 2005 faculty consortium Risk Management in the Sarbanes-Oxley Era. 4. Completed Institute of Internal Auditors course Value-added business controls: The right way to manage risk, May Completed part three of the CMA exam Management Reporting, Analysis and Behavioral Issues. June Completed and passed the Certified Fraud Exam, August Completed Certified Fraud Exam Prep Course. Summer Attended the Federation of Schools of Accountancy Faculty Consortium on Forensic Accounting and Corporate Governance, Chicago, IL May Attended IMA meeting November 2002 Speaker, Mike Marchildon, FBI Agent Relevance: The majority of my professional activities have to do with the recent changes in the accounting environment since the Enron scandal. This scandal highlighted many possible problems in the area of accounting education. The development activities were done so that I was better aware of the professional problems that future accounting professionals would

63 63 encounter and would be able to incorporate this material into accounting classes and curriculum if appropriate. DAVIS, MIKE: Date Hired: Employment Status: Permanent, Participating, Full-time, Associate. AQ/PQ Status: AQ. Comment: Dr. Davis is AQ based on five refereed journal articles in his field. Intellectual Contributions Peer Reviewed Journals 1. SOX Compliant But Not Safe! (with Gordon Smith and Chris Schroeder), Journal of Corporate Accounting and Finance, September/October 2006, pp This article which flowed out of a consulting project - documents some of the major shortcomings of Sarbanes-Oxley (SOX) procedures, leaving firms open to both financial statement manipulation as well as asset misappropriation. 2. The Consolidation Dilemma Understanding the Issues (with James A. Largay III), forthcoming, Journal of Theoretical Accounting Research. This is a high level theoretical discussion of the issues involved in consolidation theory. It also uses examples to illustrate the trade-offs involved in the various theories. 3. Control Premiums: Minimizing the Cost of Your Next Acquisition, Management Accounting Quarterly [Institute of Management Accounting], Spring 2005, pp This article flowed from my involvement as a Faculty Fellow at the Financial Accounting Standards Board during and deals with a troubling issue in the long-running Consolidations project. This article discusses how firms can utilize the theory to potentially reduce the cost of acquiring another business. 4. Goodwill Impairment: Improvement or Boondoggle? The Journal of American Academy of Business, Cambridge, March 2005, pp This article, one of several being generated from a major study on goodwill impairment issues, documents the large amount of goodwill impairments around the release of SFAS 142 and provides initial evidence on whether they were predictable. 5. R&D Entities: Is Control Possible Without Owning a Single Share of Stock? Issues in Accounting Education, May 2004, pp This case study also flowed from my involvement at the Financial Accounting Standards Board. Based on actual situations, it presents an interesting scenario regarding the potential to control another entity without owning any of its stock the same issue the FASB is still struggling with in the Consolidations project.

64 64 Relevance: As all of the issues covered by these articles are topics in either my Intermediate or Advanced Accounting classes, I include them in presentation of the material at the appropriate time. Other Intellectual Contributions 1. Control: Worth Paying For But Worth Recording? ICFAI Journal of Accounting Research, October This article was published in a foreign journal (India) and hard copies have not been attainable. It discusses another facet of control theory, arguing that if it is separately identifiable and measurable, it ought to be separately recorded. 2. Monthly column titled Mike s Money Minute for church newsletter. The articles discuss financial issues from a Biblical perspective. Professional Activities 1. I teach 1-2 times per year for an executive MBA program based in China, teaching either Financial or Managerial Accounting. 2. Attended AACSB Continuous Improvement Seminar, Minneapolis, MN, September 2006 as part of learning more about the accreditation process. 3. Attended American Accounting Association Annual Meeting, Washington, D.C., August Recruited potential new faculty and attended presentations of interest. 4. Attended AACSB Assessment Seminar, Tampa, FL, May 2006 as part of learning more about the accreditation process. 5. Along with Toby Stoeber, a student, presented a paper, Financial Performance Reporting by Business Enterprises at the 6th Annual Hawaii Conference on Business, Honolulu, HI, May This paper flowed out of an honors class. 6. Attended AACSB Accounting Accreditation Seminar, San Antonio, TX, February 2006 as part of learning more about the accreditation process. 7. Attended AAA Management Accounting Conference, Clearwater Beach, FL, January 2006, to recruit faculty and attend presentations of interest. 8. Presented a paper, A Shortcoming and Solution in SOX Audits, (with Gordon E. Smith and Chris Schroeder), at the Seventeenth Asian-Pacific Conference on International Accounting Issues, Wellington, New Zealand, November Attended AAA Annual Meeting, San Francisco, August 2005, to attend presentations of interest.

65 10. Presented a paper, R&D Entities: Is Control Possible Without Owning a Single Share of Stock, at the 2003 Western Decision Sciences Annual Meeting, Kauai, HI, April Throughout the period , I have consulted with various firms, either in the Fairbanks or Los Angeles area. Relevance: As indicated, the numerous meetings I attended were for the purpose of presenting current research, recruiting faculty or attending presentations of interest to maintain my currency and develop new research ideas. LAN, PING: Date Hired: Employment Status: Permanent, Participating, Full-time, Associate. AQ/PQ Status: AQ. Comment: Dr. Lan is AQ based on eight refereed journal articles in his field. Intellectual Contributions Peer Reviewed Journals 1. A New Vision of Innovation Management: Towards an Integrated Paradigm, International Journal of Technology Marketing, Vol. 1, No. 4 (2006): pp This article is an overall structure about the new innovation paradigm. It is the foundation of information and information system management. 2. A Framework for Innovation Decision Making in the Internet Age, International Journal of Management and Decision Making, Vol. 7, No. 1 (2006): pp This article highlights the practices of managing innovation at information age. 3. Learning Solutions for Career Plateaus, (with Jacob Joseph), International Journal of Learning and Intellectual Capital, Vol. 2, No. 4 (2005): pp This article deals with managerial problem by using knowledge management skills. 4. Commercialising Wireless Sensor Networks Technologies, International Journal of Technology Marketing Vol. 1, No. 1 (2005): pp This discusses how to promote wireless sensor network technology at current stage. It is the application of IT and innovation management. 5. Super-convergence: the driving force for the shift of marketing in the biotech age, International Journal of Technology Marketing, Vol. 1, No. 1 (2005): pp This predicts the forthcoming changes of marketing practices in marketing bio-tech related products.

66 66 6. E-innovation: An Emerging Platform for a Networked Economy, International Journal of E-business, Vol. 2, No.1 (2004): pp This discusses the features of digital innovation or open innovation. 7. Three New Features of Innovation Bought About by Information and Communication Technology, International Journal of Information Technology and Management, Vol.3, No.1 (2004): pp This deals with a development cycle drive by technology innovation. 8. Presentation: A Platform-Dependent View of Innovation Changes, International Journal of Information Technology and Management.Vol.3, No.1 (2004): pp.1-2. This presents a concept of digital platform and its usage. 9. Challenges Ahead E-innovation, (with Howard H. Du), Technovation Vol. 22, No. 12 (2002): pp This analyses the possible traps in adopting new tools and new methods in conducting innovation. 10. An Interface between Digital Platform and Innovation Progress, Journal of E-Business, Vol. 2 (2002), Issue 2: pp This article discusses the relationship between product platform and innovation practices with particular reference to internet age. Relevance: All of the intellectual contributions above relate to my fields of expertise. Professional Development Self taught Since emerging technology is part of my teaching and research portfolio, I keep learning the new skills in different areas such as e-business and biotech. Conferences Attended Since July 2002, I attended fourteen conferences and meetings, which offer me good opportunities to learn from peers. Editorial work Through conducting various editing and reviewing jobs, I trace the development of research in my areas of expertise. Company visits I spent time to visit several companies which are good at e-commerce, e-learning, wireless sensor network technology, and biotech which greatly helps my professional research.

67 67 WICHMANN, HENRY: Date Hired: Employment Status: Permanent, Participating, Fulltime, Professor. AQ/PQ Status: AQ. Comment: Dr. Wichmann is AQ based on five refereed journal articles in his field. Intellectual Contributions Peer Reviewed Journals 1. Grow Your Clients! Government Contracting 101, (with Charles Sparks), forthcoming, Journal of Accountancy. This article is about government contracting and small business opportunities made available by the Federal government. 2. SBA Helps New and Existing Small Businesses, (with Ken Abramowicz and Charles Sparks), forthcoming, Strategic Finance. This manuscript explains the eligibility and feasibility criteria of obtaining a small business loan. I use this article in undergraduate and graduate courses to give an example of small business finance and government leadership. 3. Small Business Administration Business and Disaster Loans, (with DJ Kilpatrick), The CPA Journal, Vol. 72, No. 9, (September 2002): pp This article gives an explanation of the SBA business and disaster loan programs, giving an example of the largest loan program in the nation. I use the article in Governmental & Nonprofit Accounting, plus at the graduate level. 4. Tax Incentives for a Child s Education, National Public Accountant, July This article is about the tax incentives allowed for education. This relates to an important current issue about education, which accountants should know about. I use the article in a graduate accounting course. 5. The Effect of Internet Commerce on the Revenue Base of State and Local Governments, (with Ken Abramowicz and Randy Serrett), Journal of Internet Commerce, Vol. 1, No. 1, (Spring 2002): pp This article explains how internet commerce affects the tax base of state and local government. This relates to Governmental & Nonprofit Accounting. Other Intellectual Contributions Proceedings and Presentations: Presented and published eleven manuscripts to local, national, and international meetings of accountants and business professionals on topics as follows: small business finance, income taxes, bankruptcy, government contracting, and Foreign Corrupt Practices Act. These manuscripts relate to the small business and government emphasis in accounting courses taught by me at the undergraduate and graduate level.

68 68 Relevance: All of my publications relate to my expertise in the areas of small business and governmental and nonprofit accounting. Whenever relevant, I introduce this research into my Governmental accounting class or my graduate accounting course. Professional Development 1. Chairman of Finance Committee at local church, which relates to the not-for-profit area I teach in Governmental & Nonprofit Accounting. 2. Served on the Board of Directors of Wichmann s International Trading Company, a Taiwan company. 3. I help keep books and do tax returns for Nilda s Home Interior Decorators. Other professional development activities include: attended local, national, and international meetings, chairing sessions, and, as indicated above, presenting papers at meetings. Relevance: As indicated, I try to serve the community in areas of my expertise, as well as continuing to remain active in the profession by presenting contemporary research and attending presentations that interest me. WILSON, SANDRA: Date Hired: Employment Status: Temporary, Supporting, 20% time, Adjunct. AQ/PQ Status: PQ. Comment: Although Sandra s terminal degree is a BA she is highly qualified to teach Accounting 452 (Auditing) and 472 (Advanced Auditing) and has been determined by the Executive Management Committee to be PQ due not only to her top level management experience (Sandra has been a CPA in Alaska for over 20 years and is a founding partner of Wilson and Wilson, CPAs, in Fairbanks) but also to her numerous professional involvements with the CPA profession in Alaska: she is a Certified Fraud Examiner (CFE), current chair of NASBA Audit Committee, current member of Exam Review Board (ERB), past Pacific Director on the NASBA Board of Directors ( ), past chair of the NASBA Relations with Member Board Committee ( ; only member of Alaska to ever hold position on national board). Furthermore, with the Alaska Society of CPAs, she is current chair of the Relations with Education Committee, current member of Accounting and Auditing Committee, current member (and past Chair) of the Continuing Professional Education Committee. Finally, within the Alaska State Board of Accountancy, she has been a member of the Board and Treasurer ( ). Intellectual Contributions Other Intellectual Contributions 1. Business Planning for Rural Alaska Utilities, published by Alaska Department of Community and Economic Development Rural Utility Business Advisor Program, This project encompassed a guidebook, planning template, sample plan and Excel workbook used to complete the business plan. The plan can be accessed online at State of Alaska RUBA site at

69 69 ZHAO, YIJIANG: Date Hired: Employment Status: Permanent, Participating, Full-time, Assistant. AQ/PQ Status: AQ. Comment: Dr. Zhao is AQ based on having earned his doctorate degree in Dr. Zhao does not have an accepted journal article to date however has submitted five articles for publication. Intellectual Contributions Other Intellectual Contributions Proceedings 1. Do Staggered Boards Prevent Earnings Management? Mid-Atlantic AAA Philadelphia, March This study tests the association between directors protection from removal and earnings management. A staggered board can substantially protect the board from removal via a hostile acquisition or proxy contest, and many U.S. firms have installed staggered boards to deter takeovers. This study finds that staggered boards are associated with lower levels of performance-matched abnormal accruals, earnings variability and total accruals. The results suggest that directors protection from removal reduces earnings management and improves earnings quality. 2. Directors Protection from Removal and Earnings Quality: Evidence from State Antitakeover Statutes. AAA San Francisco, August This study uses the introduction of state business combination laws in the mid- to late-1980s as a natural treatment of raising protection of incumbents to test the association between protecting incumbents from removal and earnings quality. The results of data analysis from the period show that post-passage earnings quality is higher than that of prepassage periods. The results suggest that protecting incumbents from removal may mitigate earnings manipulation and enhance earnings quality. Relevance: These two papers illustrate my expertise in the topic of corporate governance.