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AACSB Fifth Year Maintenance Report
2015 - 2020
January 2020
Central Michigan UniversitySchool of Accounting
Table of Contents
Institutional and Accounting Overview ....................................................................................................1
Situational Analysis ..................................................................................................................................1
Factors Shaping Mission and Operations ........................................................................................................1
Peer, Competitor, and Aspirant Schools ...............................................................................................2
Advantages in Reputation, Resources, Sponsors, and Supporters .................................................2
SAP Integration ........................................................................................................................................................3
Certification Paths ..................................................................................................................................................3
Curriculum Development .....................................................................................................................................3
Advisory Committee ...............................................................................................................................................4
Professor Merit Salary Adjustment Program ...................................................................................................4
Disadvantages in Reputation, Resources, Sponsors, and Supporters ............................................4
Location .....................................................................................................................................................................4
Diversity .....................................................................................................................................................................4
Retirements ...............................................................................................................................................................5
Internal, Environmental or Competitive Challenges .........................................................................5
Funding ......................................................................................................................................................................5
Reputation ................................................................................................................................................................5
Student Recruitment ..............................................................................................................................................5
Faculty Recruitment ...............................................................................................................................................5
Opportunities to Enhance Degree Offerings .......................................................................................5
Degree Programs ......................................................................................................................................6
Graduation Statistics .............................................................................................................................................6
Certification/Licensure Requirements ...............................................................................................................6
Progress Update on Concerns from Previous Review ........................................................................7
Strategic Management ........................................................................................................ 10
Strategic Management Planning Process and Outcomes ...............................................................10
Mission Statement and Summary of Strategic Plan or Framework ..............................................10
Mission ....................................................................................................................................................................10
Core Values ............................................................................................................................................................11
Strategic Plan ........................................................................................................................................................11
Financial Strategies ................................................................................................................................14
Intellectual Contributions .....................................................................................................................15
Support Available to Faculty ............................................................................................................................. 16
Faculty Intellectual Contributions ................................................................................................................... 18
Participants .......................................................................................................................... 22
Students ...................................................................................................................................................22
Students’ Self-Reported Post-Educational Plans and Transformational Experiences ...............23
Faculty .......................................................................................................................................................24
Committee Structure .............................................................................................................................25
Personnel Committee .......................................................................................................................................... 25
Curriculum and Assurance of Learning .........................................................................................................26
External Relations Committee .......................................................................................................................... 26
Faculty Recruitment ...............................................................................................................................26
Review of Probationary Faculty, Promotion, and Tenure ................................................................27
Annual Review of Performance ............................................................................................................27
Standards for Academic and Professional Qualifications ...............................................................27
Academic Qualification Criteria for Regular Faculty ..................................................................................27
Academic Qualification Criteria for Fixed-Term Faculty ............................................................................28
Reappointment Criteria for Fixed-Term Faculty ...........................................................................................29
Participating and Supporting Faculty Classifications ...............................................................................30
Faculty Qualifications.............................................................................................................................30
Accounting Learning and Teaching .................................................................................... 31
School of Accounting Committee Structure ......................................................................................31
Curricular Process ...................................................................................................................................31
Support for Alternative Delivery Methods ........................................................................................31
Assurance of Learning Plan – Process .................................................................................................31
Prior AoL Plan ........................................................................................................................................................32
Revising the AoL Plan .......................................................................................................................................... 32
Assurance of Learning: Semester Cycle for Data Collection and Review ..............................................33
Discussion of Student Learning Goals ............................................................................................................41
Summary ................................................................................................................................................................43
Indirect Measures .................................................................................................................................................44
Accounting Academic, Professional Engagement and Professional Interactions ......... 46
Strategies Supporting Accounting Faculty Engagement ...............................................................46
College and School Events ................................................................................................................................. 46
Financial Support from the School .................................................................................................................46
College AACSB Qualification Criteria ..............................................................................................................47
Appendix 1A: School of Accounting Vision, Mission, and Strategic Plan
Appendix 1B: Andersen Research Call for Proposals
Appendix 1C: Research Credit Guidelines
Appendix 1D: Professional Development Expenditure Guidelines
Appendix 1E: Faculty Vitae
Appendix 2A: Detailed Enrollment Statistics
Appendix 3A: Prior Assurance of Learning Plan
Appendix 3B: Curriculum Map Spring 2017Curriculum Map Spring 2019
Appendix 3C: School of Accounting Assurance of Learning Plan - Current
Appendix 3D: Assessment Report Template – Project ExampleAssessment Report Template – General Course Example
Appendix 3E: School of Accounting Assurance of Learning Plan with Metrics History
Appendix 3F: Exit Exam Cover LetterExit Exam Exit Exam Summary Statistics Fall 2014 – Spring 2019
Appendix 3G: Student Survey and Results
Appendices
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AACSB Fifth Year Report for Central Michigan University’s
School of Accounting
Executive Summary
The following contains a brief description of the School’s mission and strategies along with highlights of activities that demonstrate engagement, innovation. Strengths and weaknesses of the School are also noted.
Mission and Strategic Plan Highlights
The School’s faculty are committed to delivering a quality undergraduate accounting education. Our mission is to nurture student success by providing a transformative educational experience. To support this mission, the Strategic Plan is comprised of three broad imperatives. Underlying each, is a set of strategies for which goals and actions are identified to accomplish each of the strategies, and, ultimately, the imperatives and mission. A brief description follows.
The first imperative addresses nurturing student success. There are five strategies to accomplish this, including student-centered learning, transformational experiences, opportunities to seek employment, success in the curriculum, and diversity. Faculty are encouraged and supported to participate in various programs and workshops to integrate current pedagogical practices and to update curriculum. Students are also encouraged to participate in accounting-related student organizations, internships, and career readiness activities. Further, the School seeks to provide a clear path to graduation through advising, retention, and inclusiveness.
A qualified faculty is crucial because through their expertise, they bring experiences that will help students make the transition to the accounting profession and/or graduate studies. As such, the second imperative speaks to scholarship where faculty are encouraged to have visible research with impact, maintain AACSB qualification status, and pursue research opportunities with students. These activities are supported by the University, College, and School through various incentive programs and resources.
Essential to our mission is to create and strengthen partnerships with constituents. Through these partnerships, the School’s faculty are better prepared to give effective guidance whether in a classroom setting or through advising and other activities. This third imperative, to strengthen partnerships in Michigan and beyond, includes engaging with constituents through professional and academic accounting communities as well as through University, College, and School events.
Engagement, Innovation, and Impact
Activities supporting the School’s mission are consistent with the AACSB’s mission for engagement, innovation, and impact. The following description highlights some of the activities and their outcomes over the maintenance period. It is worth noting that some activities have characteristics that reflect all three of AACSB’s pillars and may reflect more than one of the School’s imperatives. For instance, the first Resume Workshop was hosted in 2017 (innovation), connected students, faculty, and professionals (engagement), and helped students to improve their resumes (impact). This activity nurtures student success through a transformational experience (Imperative I) and strengthens partnerships (Imperative III). To avoid repetition, activities are included in a single category.
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Imperative I: Nurturing Student Success
Engagement
Faculty are encouraged to invite business professionals to their classroom(s). Accounting faculty participate in the College’s “Dialogue Days,” and invite other accounting professionals to the classroom. Approximately 50% of the School’s faculty report hosting an accounting or business professional during the 2018-2019 academic year.
Faculty support two Registered Student Organizations through the School, Beta Alpha Psi (BAP) and the National Association of Black Accountants (NABA). Both organizations invite speakers and host events. During the 2018-2019 academic year, BAP hosted 16 speakers, 6 social events, and organized 2 trips. NABA was also active and hosted 11 speakers, 2 social events, and organized 1 trip.
The School has brought several notable speakers to campus over the maintenance period. These speakers include Jay Hanson, a former PCAOB Member; Thomas Linsmeier, two-term FASB Member; John Borbe, an ethics speaker; Jeffery Tate, the Corporate Auditor for Dow Chemical Company; and Toby Groves, a fraud speaker.
Innovation
Forensic accounting students can spend a Friday actively participating in a mock investigation and ultimately solving a crime with IRS agents and other law enforcement officials.
Students and the professor for the forensic accounting course have worked with the Michigan State Police to solve several fraud cases, some of which have resulted in convictions.
The School created online course offerings for the Principles of Financial and Managerial Accounting courses as part of the newly launched Bachelor of Science in Business Administration degree. This also enhances flexibility for students who reside on campus.
Data Analytics for Accounting was developed in 2018 and first offered during the spring of 2019. Students use Tableau, Power BI, and Macros while practicing their problem-solving and analytical skills as they work with accounting data and concepts. The School’s Advisory Committee was very supportive of this course, and the instructor is working to incorporate RPA and other innovations.
Representatives from the Curriculum and Instructional Support (CIS—formerly CETL) visited School faculty meetings during the 2016-17 academic year to update faculty on topics of interest. Some examples include using classroom response and learning management systems, as well as general classroom management. These interactions set the stage for several teaching innovations such as “clickers,” more extensive use of Blackboard, and flipping the classroom.
The CMA certification pathway was created to illustrate how accounting majors can graduate with the CMA exam completed. The School also received the IMA’s Higher Education Endorsement, which recognizes business curricula that meet the quality educational standards required for students to prepare for the CMA designation.
The Accelerated MBA provides an opportunity for interested accounting majors to double-count some of their undergraduate coursework toward their MBA. During the current maintenance
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period faculty agreed to allow up to 12 credit hours of upper-division (500-level) accounting courses to double-count.
Impact
The School has been able to support student scholarships throughout the maintenance period totaling at least $54,000 annually. The School has also supported students for awards given through the Public Company Accounting Oversight Board (PCAOB) Scholars Program and the Financial Executives Institute.
Beta Alpha Psi members provide tutoring assistance for students in the accounting principles courses. This tutoring is available on several nights each week during the semester and allows opportunities for students to make connections with upper classmen for mentoring as well as to receive help with their studies.
Meet the Recruiters is an annual fall recruiting event sponsored by the School through Beta Alpha Psi. This event’s focus is to connect employers and students for careers and internships in accounting, finance, and information systems. In a typical year, approximately 45 recruiters and 200+ students attend. Many internships and full-time positions are a direct result of this event.
According to Central Michigan University data through Academic Planning and Analysis, over 95% of our graduates are either employed in their field of study, or in graduate studies within 6 months of graduation. The survey has a low response rate however, data gathered through the College exit survey (given in MGT 499) show that 49% of accounting students have received an offer and about 9% plan to pursue graduate studies at the time of the survey.
The School’s curriculum encourages accounting internships. According to the College exit survey, 54% of accounting students had participated in at least 1 internship, and 61% of those who participated report receiving an offer for full-time employment. Employers have noted that the School’s flexibility in scheduling internships creates a competitive advantage for our students. In particular, some schools in the region do not allow students to participate in a spring internship. Hence, our students have less competition for spring internships, translating to a higher likelihood of securing the internship and securing a full-time offer of employment.
Imperative II: Fostering Scholarly Activity
Engagement
Faculty are engaged with academic conferences in leadership positions. For instance, faculty have served in leadership roles for the Michigan Academy of Science, Arts & Letters, progressed through the leadership positions with the Midwest American Accounting Association, and served with the American Accounting Association’s Forensic Accounting Section.
Faculty participate on editorial boards and as reviewers for journals and conferences. Professor Lin has served as Board Member for the Journal of Economics and Public Finance as well as Advances in Accounting while Professor Weirich serves as a Board Member for the Journal of Forensic Accounting Research. Most of the School’s faculty have completed ad hoc reviews for journals and/or conferences.
Innovation
Professors McGilsky and Bromley served as faculty advisors for a capstone research project (2016-2017) addressing students’ perceptions about their career readiness. Among other items,
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this survey asked students whether they felt confident in their Excel skills. Information provided by students was used as an input for faculty to incorporate more Excel in the classroom.
Impact
Faculty have worked with students on various capstone research projects. Two of those projects received the University Provost’s Award for Undergraduate Research and Creative Accomplishments. The first project addressed progression through the accounting curriculum. The second project involved a survey of College of Business students to gain insights into their career goals and perceptions of a career in accounting. The impact for these projects was not limited to the Provost’s Award. Results helped faculty to gain a better understanding of our students to better address their needs.
Imperative III: Strengthening Partnerships
Engagement
The School of Accounting Advisory Committee meetings are held each semester. The purpose of these meetings is to both inform our stakeholders about the status of the program and to ask for input related to developments in the profession and improvements to our program. Meetings have focused on our students’ professional preparation, such as resumes and interview skills, Assurance of Learning, CPA exam preparation, technology, and other topics.
The School assists in making “bus trip” opportunities available to students so that they can visit various employers. Some examples include the annual Detroit Bus Trip where Beta Alpha Psi and other interested students visit accounting firms in Detroit; Dow Day (biennially) where faculty accompany accounting students to Dow’s Midland facility; Ally Financial where accounting and finance students visited Ally Financial (one of our accounting majors received an offer of employment); and the General Motors Conference in Detroit.
Faculty engagement with firms. The School supports travel for faculty to visit firms to learn about their culture and expectations for new hires. Some examples include visits to PwC’s audit site at Borg Warner, PwC office visit in Detroit, Rehmann Group in Detroit, Dow Chemical Corporation in Midland, and Clayton McKervey in Detroit. Recruiters will often reach out to visit with faculty when they are on campus for recruiting.
Faculty are involved with professional organizations on the local, regional, and national level. Some examples include Phil Kintzele’s involvement with the Institute of Management Accountants, Saginaw Valley Chapter; Financial Executives International-Western Michigan Chapter as a Board Member; and the Michigan Association of CPA’s, Educators Committee; while also engaging with the community as a member of the City of Mount Pleasant’s Audit Committee. Judy DeWitt also serves the local community through her position as Secretary on the Isabella County Building Authority and as a Member of the Finance Committee for the Mount Pleasant Community Foundation. Professor Weirich’s engagement includes serving on the National Association of State Boards of Accountancy and with the American Institute of Certified Public Accountants.
Innovation
The School’s Advisory Board and faculty worked together to create a Resume Workshop for accounting majors. The workshop takes place prior to Meet the Recruiters. A resume template is distributed to students before the workshop. During the workshop, accounting professionals help students prepare for the interview and edit their resumes. Surveys show that most
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students agree that the Resume Workshop helped improve their resumes and that the School should continue to offer the event. Recruiters have mentioned that they notice an improvement in CMU accounting students’ resumes. The first workshop took place in fall 2017.
The School began hosting an “Underclassmen Night” which pairs employers with freshmen and sophomores from the School. The event is held in early spring, prior to the typical application deadlines for firms’ summer leadership programs. Consequently, these interactions typically lead to summer leadership experiences which in turn, pave the way for internship opportunities. The first Underclassmen Night event was held in 2014-15 and is an ongoing event. There are on average, approximately 8-10 firms and 40-50 students in attendance.
Impact
Accounting students have the opportunity to learn about different career paths in accounting and network with professionals during the “Mentor Event,” held in the spring semester. This event had impact on how students perceived a career in accounting, and several student internships resulted. The concept of making student connections with external mentors was brought about in 2014-15 but the first mentor event occurred in January 2019.
Our mission, imperatives, and strategies are interwoven and provide a framework to guide the School and its faculty in continuous improvement, creating a cycle. Through strengthening partnerships and maintaining a qualified faculty, we can nurture student success and provide experiences that transform students for the profession and/or graduate studies. But also, it is through engagement and a qualified faculty that we innovate, and when appropriate, adjust our strategies for continuous improvement.
Self-Assessed Strengths and Weaknesses
A more detailed discussion of strengths and weaknesses is included in the Situational Analysis.
Strengths
Alumni who are committed to the success of the program and our students.
Flexibility for students’ timing of internships.
Support and incentives for faculty to maintain AACSB qualification status.
Opportunities for accounting majors to complement their education with technologies such as SAP and TS 410 certification.
Weaknesses
A significant proportion of upcoming faculty retirements coupled with a historically competitive market for recruiting new faculty.
Central Michigan University is located in a non-urban area, several hours from Michigan’s major metropolitan areas. This can make it more challenging to engage with constituents and to attract both qualified faculty and students.
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AACSB Fifth Year Report for Central Michigan University’s
School of Accounting
Institutional and Accounting Overview
Situational Analysis
Factors Shaping Mission and Operations
Central Michigan University, founded in 1892, was the second university in the state of Michigan to
receive AACSB Accounting accreditation. Central Michigan is among the nation’s largest public
universities, with approximately 16,000 students on its Mount Pleasant Campus. The University is
committed to providing students with a superior learning environment and global perspective to
compete in an increasingly complex world. Central Michigan’s mission states, “We are a community
committed to the pursuit of knowledge, wisdom, discovery and creativity. We provide student-centered
education and foster personal and intellectual growth to prepare students for productive careers,
meaningful lives and responsible citizenship in a global society.”
The School of Accounting is housed within the College of Business Administration, which is home to
approximately 3,460 undergraduate students (2,270 majors, 1,190 minors), 16 undergraduate BSBA
majors, four graduate programs, and approximately 130 regular and fixed-term faculty. The School of
Accounting has existed as a separate academic unit since 1970, is a member of the Federation of Schools
of Accountancy, and has held separate AACSB accounting accreditation since 1989.
The College of Business Administration offers the Bachelor of Science in Business Administration.
Students apply for admission to the upper division of the College and choose a major upon completion
of the University’s core curriculum. Approximately fifteen percent, or 350 of the 2,720 signed College
majors were accounting majors at the end of fall 2018 semester.
The School of Accounting has coordinated with the College of Graduate Studies to offer an opportunity
for accounting students to pursue an accelerated path for the MBA, as one means to attain the 150
credit-hour CPA licensure requirement. Through this program, accounting majors can apply up to twelve
credit hours toward both their undergraduate BSBA and graduate MBA degrees. Only a handful of
accounting students pursue the accelerated MBA path; conversations with students suggest that they
prefer to double major or pursue minor(s). These options allow students to expand their professional
certification opportunities and to remain eligible for non-loan financial aid.
The University is located in Mount Pleasant, which is in the heart of central lower-Michigan. Mount
Pleasant is home to 26,000 of Isabella County’s more than 70,000 people. Over 90 percent of the
University’s on-campus students come from Michigan. Over half of the students come from the Detroit
metropolitan area and the I-75 corridor from Detroit to Saginaw.
The University is primarily a residential campus. This helps to create opportunities for the School’s
faculty to engage students both inside and outside of the classroom and to foster bonds among
accounting majors. Further, given the relatively small-size of Mount Pleasant, students are likely to see
their faculty members out-and-about town, as well as at various university events, adding to the
familiarity of faculty to students. Finally, the proximity of the student population allows the School to
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have two thriving accounting-related student organizations; Beta Alpha Psi (founded 1985), and the
National Association of Black Accountants (reinstated 2017), both of which help to promote and develop
accounting majors.
The School focuses on preparing students with the knowledge and skills needed to pass relevant
certification examinations, find entry-level accounting positions, and develop as professional
accountants. Students are encouraged strongly to map out their academic paths from their first day as
accounting majors.
Peer, Competitor, and Aspirant Schools
A list of the School’s aspirant, peer, and competitor schools follows:
Central Michigan University
Peer, Competitive, and Aspirant Programs
2018-2019
Peer Competitive Aspirant Ball State University Eastern Michigan University Miami University
Bowling Green University Grand Valley State University Northern Illinois University
Middle Tennessee State
University Michigan State University Illinois State University
Minnesota-Duluth University Michigan Technological University
Minnesota State University Northern Michigan University
Ohio University Oakland University
St. Cloud State University Saginaw Valley State University
University of Wisconsin—
Whitewater University of Michigan
Western Kentucky University University of Michigan—Dearborn
Wichita State University University of Michigan—Flint
University of Toledo
Wayne State University
Western Michigan University
Advantages in Reputation, Resources, Sponsors, and Supporters
The School of Accounting possesses several characteristics that provide a competitive advantage in reputation, resources, sponsors, and supporters. One characteristic that provides the School’s graduates leverage in the marketplace is the propensity for graduates to desire to stay in the state of Michigan. Firms often express that CMU graduates are more likely to stay with a Michigan-based office than desire to be transferred to another state (e.g., New York, Chicago, or Atlanta). This Michigan-centric desire has provided recruiters with greater confidence that hired students will be beneficial to their local offices for longer periods of time.
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SAP Integration
As one of the first SAP Alliance Universities, the School leverages the emphasis placed on enterprise resource planning systems by the BSBA core courses. The School attempts to repeatedly expose students to transaction processing and internal controls in SAP such that their proficiency in SAP is seen as a competitive advantage in the marketplace. Recruiters, typically public accounting firms and large industry organizations (e.g., PwC, Dow Chemical, General Motors), place significant value on SAP knowledge when recruiting. The School’s integration of SAP into its curriculum has not only benefited students, but also faculty as some have taken the opportunity to earn TS 410 certification. Further, the School’s historical emphasis on SAP integration has paved the way to include emerging technologies into the curriculum.
Certification Paths
The School, in-line with the College’s focus on certifications, encourages certification paths for accounting majors. Students who graduate with a BSBA in accounting are eligible to sit for the CPA Exam in Michigan. Consequently, some of our accounting graduates who choose to enroll in the accelerated MBA program will sit for the CPA Exam while completing their MBA degree. Students who wish to pursue the Certified Management Accountant (CMA) certificate can look to the CMA Elite Program to adjust the timing of their coursework to facilitate taking the CMA Exam efficiently. Further, the School has begun to leverage scholarships offered through the Institute of Management Accountants for CMA Exam fees and materials.
Many accounting majors pursue a complementary major or minor to reach the 150-hour requirement, allowing accounting graduates to enter the workforce with secondary disciplines on their resumes. One of the most common second majors is information systems. In concert with the overall strategy of the School and the College, the faculty encourage students to pursue certification in their secondary disciplines. Toward that end, the School sees students who intend to not only become a CPA or CMA, but also pursue other certifications prior to graduation such as the TS 410 (formerly, TERP-10). The TS 410 certification covers the basic structures, organizational elements, and master data used throughout the SAP ERP environment. Accounting students also study finance as a second area, and accordingly, some pursue Bloomberg Certification.
Curriculum Development
The School has developed and maintained a curriculum that has continuously met the needs of the practicing profession. In recent years, the School has taught a popular elective course in forensic accounting, which offers hands-on investigative experience and for some, a true service-learning opportunity through assisting authorities in fraud investigation. In addition to basic Excel, the School’s faculty have also introduced various technologies in the classroom through auditing (Tableau, Artificial Intelligence, and Drones), information systems (Excel and Excel macros), and data analytics for accounting (Power BI, Tableau, and Alteryx). Faculty also discuss RPA and Blockchain, and they are currently investigating how to enhance this coverage in courses.
The curriculum has evolved into one that consistently engages students and provides them with life-long learning skills that are crucial to their future professional success. The University’s Curriculum and Instructional Support (CIS) has provided faculty development programs for teaching pedagogy and the use of technology in the curriculum for several faculty. Interactions with CIS have resulted in some courses being delivered using contemporary pedagogical strategies (e.g., flipping the classroom, use of classroom response systems, providing short video clips, and delivery of the principles courses in an
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online format for the online BSBA). Stakeholders often comment that accounting students enter the workforce with exceptional technical accounting knowledge.
As an artifact of curriculum, employers also note that our students have a competitive advantage because our program allows flexibility in internships. Specifically, students can take a winter internship, which is not the case for some of the other schools in Michigan. Consequently, our students who can participate in a winter internship have a higher probability of being offered the internship, enhancing their likelihood of receiving an offer for full-time employment.
Advisory Committee
The School of Accounting has had an Advisory Committee since 1980. Currently the committee consists of approximately 25 active members who are either practicing or retired from the accounting and business communities. Just prior to the last review, the School expanded the Advisory Committee to include more recent alumni. This has been very successful and as a consequence, the committee has provided a diversity of input and has been energized to help with School initiatives, such as the Resume Workshop and Mentor Event as well as being receptive to engage in classroom visits.
Professor Merit Salary Adjustment Program
The University offers a unique professor merit salary adjustment to aid in recruitment of faculty and retention of high-performing full professors. As frequently as every four years, a full professor may receive an additional salary increment equal to that given for attaining the rank of full professor. Each time a faculty requests the professor merit salary adjustment, the faculty must demonstrate the quality of their contributions to teaching, research, and service since their last promotion or professor salary adjustment. The program has allowed high-performing faculty to stay in a competitive range of salaries, has encouraged faculty to stay active post-promotion to full professor, and has been an effective tool for recruiting new faculty. This is important because unlike most other schools, annual salary adjustments are completely across the board, with no merit component.
Disadvantages in Reputation, Resources, Sponsors, and Supporters
Location
Being located approximately two hours from the two major metropolitan areas of the state (Detroit and Grand Rapids), requires the School to be mindful of stakeholders’ travel commitments for visits to campus and that the School also be creative in its recruiting efforts. While the accounting student organizations do not have difficulty finding speakers for their meetings, planning and executing additional recruiting and professional events on campus is often hindered by the firm’s cost (particularly round-trip travel time) to host such events.
Diversity
Mt. Pleasant is a non-urban location which is likely a factor in the University’s student profile. Though minority representation has modestly increased, the diversity of the School’s student body is still minimal. For example, the most recent University-wide enrollment data (fall 2018) shows a 7.6 percent decrease in international students to 708 overall, while minority enrollment increased by 1.4 percent to 18.5 percent and 3,103 students. The School’s enrollment is comprised of about 18 percent nonwhite students, for which approximately 5 percent are international students and the other 13 percent represent students with other minority backgrounds. The School has recognized the lack of diversity within the program and is optimistic that the recent invigoration of the NABA chapter, in concert with the University and College diversity initiatives will encourage a more diverse population.
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Retirements
The School has had several retirements over the last few years and still, approximately one-third of the regular faculty are at traditional retirement age. While discussed more in the subsequent section, the incremental cost of replacing these faculty members and providing competitive teaching loads along with summer support will be significant. Although the School was successful in recruiting three new faculty members who started during the fall of 2018, there remains a significant challenge in the coming years as more faculty retire.
Internal, Environmental or Competitive Challenges
Funding
The School needs to increase donations towards both scholarships and general School activities and/or programs by continuing to seek external funding. Such funding is necessary for the School to provide the competitive levels of professional development, scholarship, and other program support needed to attract and maintain high-quality faculty and students.
Reputation
The School needs to continue to strengthen its national reputation and to increase the number of opportunities for students to find internships and full-time employment in locations outside the metropolitan Detroit and Grand Rapids markets. This is especially important as CMU extends student recruiting beyond Michigan.
Student Recruitment
While the School’s past reputation and prestige have resulted in a great deal of success in attracting high-quality students, competition for the best students remains high, particularly within the state. A decline in the number of graduating high school students has created an extremely competitive environment. The College and the School have weathered declines in overall university enrollment without compromising academic standards, and the School is optimistic about the University’s recent investments in recruitment and retention.
Faculty Recruitment
There has been a shortage of academically-qualified accounting faculty. During the 2018-2019 academic year, the School was fortunate to onboard three highly qualified faculty who represent international ethnicities. The School is able to offer reasonably competitive salaries to newly hired faculty. However, minimal summer support and the normal teaching load of 18 hours per academic year put the School at a competitive disadvantage. Specifically, many peer/competing universities have teaching loads of 15 hours per academic year, and some have teaching loads of 12 hours per academic year. Further, keeping pace with the market in terms of salary for new hires creates salary compression and potential inversion issues.
Opportunities to Enhance Degree Offerings
During the 1970’s and 1980’s the School offered a Masters of Accounting program, but due to the small size of the program, the program was deleted in 1989. The School’s faculty often discuss potential for reinstating the program. Several potential advantages are recognized but there are also significant potential disadvantages. A short description follows.
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Potential Advantages:
Offering an opportunity similar to the School’s peer, competitive, and aspirant universities which have masters programs.
Providing a clear pathway and increased technical competencies for students attempting to meet the 150-hour requirement, and allowing faculty to disperse some of the curriculum that has been condensed into the undergraduate curriculum into the graduate program.
Attracting faculty members who are interested in focusing on graduate students.
Improving the University’s and the School’s four-year graduation rate; many accounting students choose to elongate undergraduate coursework over five years to minimize the financial burden from losing non-loan financial aid.
Potential Disadvantages:
Losing flexibility for students to pursue a second major or minor in their area of interest, as well as program flexibility to leverage complementary undergraduate courses in other disciplines such as finance and business information systems; which have been advantageous to accounting majors.
Creating internal competition with the MBA program which is currently at minimum enrollments for many of the on-campus courses.
Securing sufficient resources to recruit and retain faculty to teach in the graduate program.
Providing financial support to encourage students to graduate and forgo their non-loan financial aid for the final year.
Degree Programs
Graduation Statistics
The faculty of the School are primarily responsible for designing, delivering, and reviewing courses in the undergraduate accounting major. The number of students graduating from the program during the most recent years are reported in the table below:
2014-2015 2015-2016 2016-2017 2017-2018 2018-2019
Majors 391 405 423 387 350
August Graduation 13 5 14 3 1
December Graduation 33 27 38 28 44
May Graduation 60 55 50 54 78
Total Graduates 106 87 102 85 123
Certification/Licensure Requirements
The undergraduate degree program is designed to allow students to meet the State of Michigan requirements to sit for the CPA exam. Yet the state does require 150 hours for licensure, and consequently many accounting students either pursue second majors or take another year of elective accounting and other coursework to get close to the 150-hour requirement. This contention is substantiated by the mean number of hours accounting students have at the completion of their undergraduate degrees, and the percent of students who graduate with an additional minor or major. Although statistics vary from year to year, accounting students typically graduate with approximately 147 credits while a significant majority (over 60%) graduate with at least one minor or a second major.
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Progress Update on Concerns from Previous Review
(1) “The School of Accounting must act more quickly with continuous improvement. When
weaknesses are noted from the AoL process, the ability to make changes and see the impact of those
changes has to take place much sooner. Seeking input from various constituent groups is good, but
when a problem is uncovered in an upper level financial accounting course, it should not take 3+ years
to investigate and decide what to do.”
At the time of the last AACSB visit, the School’s Assurance of Learning (AoL) Plan included seven learning
goals, six of which were assessed at a rate of two per year, with the seventh assessed every semester.
This assessment schedule for the six learning goals did not promote timely changes and precluded our
closing the loop for all goals within the specified five-year review cycle.
During the 2015-2016 academic year, the School faculty revised its AoL program. First, the seven
learning goals were revised, resulting in five goals that were better aligned with the AACSB Accounting
Standards, as well as the College’s vision, mission, and learning goals. Appropriate measures were
identified for each of the School’s learning goals, and the faculty were conscious of making sure that
they could close the loop (measure twice, change once) for each goal.
To illustrate the process, for the first learning goal there were six different measures in five separate
courses. To complicate matters, the target performance also varied where for some measures,
performance was considered acceptable at 50% and for another it was 60%, with the ranges for
excellent performance also varying. Faculty chose to focus on areas central to the accounting
curriculum, and to enhance consistency for performance metrics. As noted later in this report:
Performance Goals are more consistent, for example metrics require achievement at a 75% level to be considered acceptable.
Descriptions for the learning goals, learning objectives, and the assessment measures are simplified to enhance clarity.
Student Learning Goals were reduced from 7 to 5.
Student Learning Objectives were reduced from 19 to 12.
Actual course measures for the Student Learning Objectives were reduced from 29 to 13.
The exit exam is given for class credit to incentivize students’ performance.
(2) “It will be critical for the School to address curriculum management, AoL, and loop closings over
the next review cycle. This was an issue from your previous visit so it will be incumbent on the school
to work toward achieving substantial progress. The peer review team and the committee will closely
examine this area during your next CIR visit. The school will also be expected to demonstrate that
progress has been made in its next CIR application.”
The SOA implemented a revised Assurance of Learning Plan during the 2015-2016 academic year. Data
have been gathered and analyzed at least twice for all student learning goals. The School has worked to
address areas of weak performance, such as Excel and problem solving/critical thinking skills.
Several steps have been taken to enhance Excel skills: (1) To aid the school in directing efforts and
resources appropriately, the School has asked its advisory committee, consisting largely of recruiters, to
identify specific Excel abilities important for interns and new hires. (2) The School has identified
accounting courses that introduce, reinforce, and/or emphasize Excel. This curriculum mapping has
8
provided insight. It appears that students develop acceptable Excel skills in 200-level courses. However,
indirect measures (student and employer surveys) show a need to better reinforce and emphasize Excel
skills in upper-level courses. Faculty have worked together to help those who feel less confident in their
Excel skills so they can explore ways to incorporate Excel into their courses. (3) The accounting faculty
worked with an Information Systems professor to develop a new course covering advanced Excel
features. BIS 323, Spreadsheet-Based Modeling for Business, has been approved by the accounting
faculty and added as an elective for the accounting major. The new course uses Excel intensively and
emphasizes many of the skills identified by the SOA advisory committee. (4) Excel instruction in ACC 370,
Accounting Systems and Controls, has been enhanced.
Faculty have also worked to address weaknesses in problem solving/critical thinking skills through
several avenues: (1) The School worked with the College to develop rubrics. Faculty began to adapt the
College rubrics to their course content. (2) The School organized a workgroup for problem-solving issues
related to assessment. This workgroup met regularly during the 2017-2018 academic year to discuss
rubrics, and other actions that could be implemented. (3) Professionals from the University’s CIS were
invited to participate in School faculty meetings during the 2016-2017 academic year to touch on topics
of interest to faculty. Topics included teaching methods directed toward student engagement, which
could ultimately enhance problem-solving/critical thinking skills such as think/pair/share, and a flipped
classroom.
(3) “The School needs to ensure quality documents are submitted to better assist the peer review
team and committee with the evaluation of the school. When submitting the CIR application and the
CIR Report for the next visit, all documents should be clear and concise, organized and provide
accurate data in tables and any appendices.”
The school takes very seriously continuous improvement and transparent reporting. Our past AoL plan
and the tracking and implementing of changes was complicated and cumbersome. We have reduced this
complexity.
Further, the chair of the School and other critical faculty have participated in relevant accreditation and
AoL training sponsored by the AACSB. The School will also make a good faith effort to ensure that the
CIR report submitted is clear and concise, with accurate tables and appendices. The School is working
closely with the Director of Assurance of Learning for the College to bring more consistency in reports
and in procedures across the College.
(4) “The School of Accounting is expected to initiate activities to address reporting expectations and
internal policies, procedures, strategies, and expected outcomes to move the School into alignment
with AACSB’s 2013 accreditation standards.”
The School demonstrated proper migration from the 2003 Standards to the 2013 Standards in the CIR
report.
The School as part of the College has worked to move policies, procedures, and strategies to align with
2013 AACSB accreditation standards. A significant effort focused on Standard 15 faculty qualifications.
The College created new faculty qualification standards since the last accreditation visit that align with
the AACSB 2013 standards. The College efforts are outlined in the CIR Business Application. The School
chair has met with all School faculty to determine which of the four categories they are qualified in: SA,
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PA, SP, or IP. Each year, the faculty database is updated with accomplishments and professional
activities, and faculty are evaluated to see that they have maintained their qualified status. School
faculty who have moved or will be moving into the “other” category have met with both the School
chair and/or either the Dean or Associate Dean.
Since the School had a significant number of senior faculty retiring, the College received approval to hire
three new accounting faculty who joined the faculty during the 2018-2019 academic year. To invigorate
research amongst the faculty, these new faculty members were given a reduced teaching load for an
extended period (up to five years) and as part of their offer were expressly asked to collaborate with
existing faculty when research interests coincide.
Additionally, the School Bylaws are reviewed every three years. As a result, tenure and promotion
guidelines reflect the spirit of engagement, innovation, and impact for teaching, research, and service.
Applicants must submit a narrative with their application that describes how they have contributed to
the mission of the school, the college, and the university. The bylaws provide suggestions for
documentation and metrics, which align with AACSB’s 2013 Accreditation Standards. Further, the
school’s strategic plan metrics are being updated to more clearly reflect the 2013 AACSB standards.
The School also takes very seriously the need to maintain a curriculum which meets the needs of the
profession. In particular, faculty have worked with the Advisory Committee to identify technologies and
employer expectations for new hires relating to student’s awareness and agility for those technologies.
In efforts to upskill, the School has supported faculty to participate in training opportunities offered by
PwC and through the American Accounting Association. Currently, faculty incorporate technologies in
their classroom to create student awareness (Drones, RPA) and for others such as Tableau, Alteryx, and
Power BI, to provide hands-on experience. During the 2018-2019 academic year, Data Analytics for
Accounting was developed and first offered. The School will continue to expand instruction related to
emerging technologies in accounting.
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Strategic Management
Strategic Management Planning Process and Outcomes
The strategic planning process of the School involves faculty, students, the School’s Advisory Committee,
recruiters, the College, the University, and alumni. Considerations for updates to the Strategic Plan can
originate from any of these constituents. Sources include, but are not limited to following:
Exit Interview where two or three faculty members would meet with a group of four to six
students.
Employer Internship Surveys.
Students’ Internship Reports.
Comments from recruiters and business professionals, as well as profession updates and trends.
College Exit Survey (distributed in Management 499).
Employer Surveys (general).
Student Surveys (general).
The School’s process for making changes involves multiple steps. Discussion will often be initiated at a
faculty meeting and if appropriate, the Strategic Planning Taskforce will investigate and make
recommendations to the School’s faculty. Constituent input is often sought.
Final changes are approved by a formal faculty vote. The Strategic Plan and updates are shared at the
School’s semi-annual Advisory Committee meetings. As an integral part of the process, the School works
to align its vision, mission, and imperatives with those of the University and College.
In June of 2017, the University’s Board of Trustees voted to approve updates to the strategic plan
(https://www.cmich.edu/about/Strategic_Planning/Pages/default.aspx). In concert with the College, the
School also worked to harmonize its strategic plan with the University’s new strategic plan. During this
process, the School’s Strategic Planning Taskforce utilized the existing School of Accounting strategic
plan to identify primary areas that complemented the College’s and University’s imperatives (e.g.,
Nurturing Student Success, Fostering Scholarly Activity, and Strengthening Partnerships). Once
identified, the committee reorganized and where appropriate, modified the existing strategic initiatives
to better reflect the presentation and to align with the University and College strategic plans.
Mission Statement and Summary of Strategic Plan or Framework
The following discussion details the School’s updated strategic plan. For continuity, an overview of the
initiatives and accomplishments immediately follows the imperatives and strategies.
Mission
Central Michigan University’s mission states: “At Central Michigan University, we are a community
committed to the pursuit of knowledge, wisdom, discovery, and creativity. We provide student-centered
education and foster personal and intellectual growth to prepare students for productive careers,
meaningful lives, and responsible citizenship in a global society.”
The College’s mission states: “We nurture student success by providing transformative learning
experiences.”
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Reflecting the focus of the College, the School’s mission states: “We nurture student success by
providing a transformative educational experience.” Consistent with this mission, the School maintains
the following core values:
Core Values
Student-centered Learning. We value rigorous, active, lifelong learning.
Business Connected. We value ongoing engagement with the business community and
adaptable programs designed to meet current and future business needs.
Broadly Educated. We value a broad educational background that cultivates critical thinking and
innovation.
Integrity. We value ethical and socially responsible behavior.
Relevant Research. We value intellectual contributions that impact accounting and business
practices, policy, theory, and pedagogy.
Diversity and Inclusion. We value collegiality, diversity, and inclusion where ideas are judged on
the strength of their intellectual merit.
Strategic Plan
The School’s faculty recognize that the strategies ought to be interconnected and at all times directed
toward nurturing student success (Imperative I). Integral to student success is a strong network of
alumni, employers, and other professionals who can share their knowledge and experiences to help
prepare our students for the profession (Imperative III). Finally, a faculty who actively participate in
intellectual endeavors through diverse research activities (Imperative II) facilitate continuous curriculum
enhancements, in turn contributing to student success. For reference, the School’s Strategic Plan is
detailed in Appendix 1A.
Imperatives:
Imperative I: Nurturing Student Success The School values active, rigorous, student-centered learning. It provides a transformative education to prepare students for successful careers in accounting, business, and/or postgraduate studies while helping them to complete their program of study in a reasonable amount of time. We seek to meet the changing educational needs of students with a curriculum that encompasses the current demands of the accounting profession. Imperative I Strategies: Strategy 1: We offer rigorous, active, student-centered learning in courses. Strategy 2: We engage students in transformational experiences: a. Promote internship opportunities. b. Assist students to obtain professional certifications. c. Encourage students to participate in Registered Student Organizations (RSOs). Strategy 3: We provide opportunities for students to seek and secure employment in accounting-
related fields upon graduation (including admission to graduate school) and maintain communication with alumni.
Strategy 4: We invest in retaining our students and graduating them in a timely manner: a. Facilitate student success in the accounting curriculum. b. Facilitate minimizing the number of credit hours to graduation.
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Strategy 5: We commit to increasing diversity in the SOA.
Strategies 1, 2, and 3 are interwoven in the sense that rigorous, active, student-centered learning along with transformational experiences lay a foundation for opportunities to seek and secure employment.
Strategy 1: The faculty continue to update courses and adapt new pedagogy to achieve rigorous, active, and student centered learning. Through participation in the University’s CIS and other workshops, conferences, and/or professional events, faculty have acquired the skills to move toward a more “flipped” classroom, use classroom response systems such as TopHat, and introduce current technologies including Artificial Intelligence, Tableau, Alteryx, Power BI, Drone Technology, etc.
Strategy 2: As an integral part of the School’s advising, students are encouraged to participate with Registered Student Organizations as well as to pursue internship and certification opportunities. In part, this is accomplished through School emails to accounting majors, course announcements, information included with the accounting major advising folder, and curriculum requirements for students to participate in career service events. The curriculum requirements are administered in our Intermediate Accounting courses where students are required to attend two (2) career service events, engage in a mock interview, and identify two (2) employers and discuss in writing, the employers’ attributes, which are attractive for the respective student’s career. The School also distributes a resume template, which was developed with the help of the Advisory Committee, and sponsors a Resume Workshop for accounting majors. The School also supports Meet the Recruiters, where students present their resume and meet recruiters who are seeking interns and full-time hires. This event occurs each September. For students earlier in their academic career, the School is hosting the second Mentor Event in January 2020; this event is directed toward students who may be considering an accounting major and/or interested in a applying for a summer accounting leadership experience.
The School’s faculty are currently assessing how to help better prepare our students for the Certified Public Accountant (CPA) Exam. The School has prepared an information sheet to guide students who are applying to sit for the exam. Although the School’s pass rate is at national average and better than some schools in the region, faculty are committed to enhancing student success. How to operationalize this has been discussed at our advisory committee, curriculum and assurance of learning, and faculty meetings. The advisory committee’s input suggests that we should try to find ways to integrate CPA exam expectations in the classroom, and throughout the curriculum. During the October 4, 2019, faculty meeting, a representative from Gleim shared a relatively inexpensive option to enhance awareness and to introduce students to CPA Exam questions while in their accounting courses. Several faculty teaching the Intermediate courses are pursuing this option.
Strategy 3: Faculty also recognize the importance of “keeping in touch” and to this end, the School is in the process of setting up a centralized School of Accounting LinkedIn account for which one thought is to ask students to join during their first Intermediate accounting course. The intent is to encourage current and future professional connections, and to share relevant School updates. Previously, Professor Bromley had established a LinkedIn account for accounting alumni, and he has since retired. Professor Bromley has been sharing School updates with the members, and he has recently given the School administrative privileges for this account. The account has approximately 700 members. Updates will be shared through this venue and in the near future, members of this LinkedIn page will be invited to join the official School of Accounting LinkedIn group.
Strategy 4: Faculty believe that progression entails both success in the classroom and being able to complete the course of study in a reasonable amount of time. Faculty assist success in the classroom in various ways. Faculty have invited mentors from CIS to their classroom, sought student input, and have
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also worked amongst each other to discuss problem-solving, and to share teaching strategies. Currently, the principles of accounting faculty are meeting regularly to share materials and experiences with the end goal being able to create more harmonization across the course. Through this and similar work groups along with open discussion, the School hopes to prepare students for upper-level courses by aligning expectations across the curriculum.
Through faculty input and working with student advising, the School has illustrated several pathways to earn an accounting major. Some examples are the accounting scholar track which allows majors to begin their accounting coursework a semester earlier. The CMA Elite track shows an alternative organization of student coursework to facilitate taking the CMA Exam while a student. Faculty also advise students to consider taking the integrated business core during summer term to accommodate a spring internship.
In addition to guidance, faculty have also voted to allow certain substitutions of (similar) courses so that students can “double-count” those courses as both a general education requirement and a business core requirement (e.g., Economics 203). Faculty have also approved the option for accounting majors to double-count up to four upper-level accounting courses toward both their undergraduate degree and the MBA. In effect, this accelerates their MBA, so students can complete both the undergraduate degree and the MBA within 150 credit hours.
Strategy 5: Diversity broadens the experiences for all participants and accordingly, the School supports opportunities that have potential to enhance diversity in the program. The National Association of Black Accountants (NABA) became active in 2017 and earned their national charter in the spring of 2019. Through this organization employers and other stakeholders can share opportunities directed toward underrepresented populations. PwC’s Women in Leadership and various internship opportunities such as PwC’s Start internship program are examples. Through the University’s diversity and inclusion initiatives, NABA has received a grant for the 2019-2020 academic year to defray national membership fees and to support students’ conference travel costs.
Imperative II: Fostering Scholarly Activity The School encourages a scholarly environment. Scholarship is essential to the intellectual life of the School and its accreditation. We embrace a broad view of scholarship, recognizing the value of theoretical and applied research, field-study and interdisciplinary research, and pedagogical inquiry.
Imperative II Strategies: Strategy 1: Faculty are engaged in quality research that is visible to the public. Strategy 2: Faculty present and publish research that has impact. Strategy 3: Faculty continue to meet AACSB standards for faculty qualifications and scholarly activity. Strategy 4. Faculty offer opportunities to work with students on scholarly activities.
A more detailed discussion of scholarly activities is included in the intellectual contributions section.
Strategy 1: Faculty had 49 publications of which some were co-authored and thus represent 43 distinct publications, and had 51 presentations at peer-reviewed academic and professional meetings during the maintenance period. To enhance visibility, the College and School now require that faculty create a Google Scholar Profile and upload their work to Social Sciences Research Network (SSRN) before their research incentive awards are disbursed.
Strategy 2: This strategy is directly related to strategy 1 because google scholar tracks citations while downloads and abstract views are recorded through SSRN; each can imply a degree of impact and hence, quality. Faculty profiles show that their work is being cited and manuscripts are being downloaded. These accomplishments are discussed further in Intellectual Contributions.
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Strategy 3: Currently the research faculty as a whole meet the AACSB standards for being scholarly active (SA), and all faculty categorized as instructional practitioners (IP) meet the criteria. In sum 72.5% of faculty were SA, while combining those who are SA and IP qualified represents 93.3% of faculty. The faculty member who did not achieve SA qualification status will retire after the 2019-2020 academic year.
Strategy 4: Advising student research projects provides a unique learning experience for both faculty and students. Faculty who work with students on these projects receive a small professional development award as an incentive. Through these activities, students have presented at the advisory committee meetings, to the faculty at large, and have earned Provost Research Awards.
Imperative III: Strengthening partnerships in Michigan and Beyond The SOA values and seeks partnerships with professional accounting firms, corporations, government agencies, nonprofit organizations, and alumni to form strong stakeholder commitments with the SOA.
Imperative III Strategies: Strategy 1: Faculty engage employers and partners in SOA events. Strategy 2: Faculty participate with the professional and academic accounting communities. Strategy 3: Faculty engage in events and activities that connect them with potential SOA students.
To stay abreast of professional developments and to provide opportunities for students it is important
for faculty to be involved with the professional community and to involve students.
Strategies 1, 2, and 3: Faculty commitment to being engaged with various communities is addressed in
these strategies. Strategy 1 addresses our direct stakeholders whereas the Strategy 2 encompasses the
broader professional and academic communities and Strategy 3 speaks to engaging with potential
students. To this end, the faculty are engaged with each of these groups through bringing in classroom
speakers, participating in advisory committee meetings, supporting Meet the Recruiters, holding
memberships and leadership positions in various professional and academic organizations, and
participating in College events that connect faculty with potential students and their families. Some
examples of the latter include visiting with potential students and families when they are on campus for
CMU and You Day, CBA Day, and other campus visits while also participating in the University’s calling
campaign aimed at reaching out to accepted, but non-committed CMU applicants.
Financial Strategies
The School has four designated objectives for enhanced funding:
1. Continued funding required to replace senior faculty and support summer research. Increased
funding necessary to replace the senior faculty expected to retire over the next two to five
years. While the University has been supportive in terms of base salary, the School needs to
work with the College and University to convey, and remedy, the competitive disadvantage the
School is in to attract new faculty members due to the minimal summer support provided to
new hires. The College has a policy to fund summer research grants to all new tenure-track
faculty for two to three years. Most recently, that number has been $7,500 per summer – well
below the support provided by other universities. Additionally, an Arthur Andersen endowment,
which produces approximately $9,000 in annual spending, is available on an application basis to
fund faculty members for summer research support grants. The research grant amount is equal
to the compensation for teaching one course (plus benefits) in the summer. Currently, summer
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teaching compensation is capped by the collective bargaining agreement at $9,000 plus benefits
for each course.
2. Scholarship funding. The School currently has 11 endowed scholarships that fund scholarships
for accounting students ranging from freshmen to seniors, as well as transfer students. The
annual spending amounts range from $900 to $3,500. In any given year, there are additional
annually-funded scholarships awarded to accounting students. Currently, there are two
endowed scholarships that are awarded to accounting students who will graduate with an
accounting major, and pursue their MBA. It is in the students’ best interest that the School and
College increase the amount of scholarships awarded, particularly as college-related expenses
rise. During the maintenance period much of the College Development efforts were directed
toward Grawn Hall renovations. Currently efforts are being redirected toward enhancing
scholarship opportunities, and the School continues to work with the College Development
Office. Scholarships awarded in the past five years are as follows:
Year Scholarships
Awarded Amount Awarded
2018-2019 31 $71,900
2017-2018 37 $76,982
2016-2017 34 $58,650
2015-2016 44 $54,250
2014-2015 46 $74,050
3. Continued funding for faculty development. The School currently has two endowments that
support faculty development. The endowments currently have balances of approximately
$100,000 and $48,000, these balances have remained stable over the maintenance period. The
current University spending rate is 4.5 percent. It is likely that newer faculty hires will desire to
travel to conferences so they can present their research and promote the School. Funding is also
necessary as faculty seek to upskill and maintain currency. The College has enhanced
professional development and conference travel support through quality incentives and these
increases are expected to encourage quality research and enhance the School’s visibility.
However, the School should work with the College to ensure that funds are available for faculty
participation in conferences and continuing education that are not supported through the other
enhanced awards.
4. Database support. Continued support by the College of research databases such as WRDS,
Compustat, CRSP, IBES, and Audit Analytics will help in recruiting efforts. Being able to provide
discipline-based researchers the opportunity to pursue their research agendas will broaden the
potential candidate pools and allow for easier recruitment. Moreover, providing adequate
database support for new faculty increases the likelihood that they will achieve tenure.
Intellectual Contributions
The School bylaws provide the following guidance concerning intellectual contribution - “Specifically, every faculty member should be engaged in research and in scholarly activities in the broad sense... They
16
should keep abreast of current literature in their fields of specialization, and they should be aware of important new research activities in these fields. In addition, they should be actively engaged in research endeavors of their own which will comprise, or result in, contributions to knowledge… The School holds that a demonstration of quality of research/scholarship is important... The School will judge each publication with regards to its scholarly contribution to the discipline. Indicators of quality could include, but not be limited to, such factors as the reputation of the journal or publisher or the acceptance rate of the journal...”
The School and the College provide resources, support, and incentives to facilitate faculty in their
pursuit of intellectual activities. Objectives are two-fold: recruiting and then retaining quality faculty are
crucial to the sustainability of the School of Accounting. The following will first provide a brief overview
of support available to faculty and then follow up with a discussion of intellectual contributions.
Support Available to Faculty
Data and Analysis Resources: Data and analysis software are available at the University and College
level. Most data can be accessed through Wharton WRDS with subscriptions to CRSP, Eventus,
Compustat, IBES, and Audit Analytics. Analysis software includes SAS, STATA, and SPSS. For faculty
interested in surveys and other research involving human subjects, Qualtrics is available through both
the College and University, and the University has a formal process to review human subject research
proposals through the Institutional Review Board. The College also has 12 Bloomberg terminals.
New Faculty Support: To support new faculty in pursuing their research agenda, the College generally
provides a reduced teaching load for the initial years of appointment, allowing the faculty member to
teach two classes each semester, instead of three. The School works with the new faculty members to
keep the number of preparations minimal and the teaching schedule organized in a way to facilitate
research productivity. The College also provides a modest summer research stipend of $7,500 for new
faculty for the first three years.
Andersen Summer Research Award: The School’s Andersen Endowment provides funds for summer
research. Each fall semester, the School distributes a call for research proposals amongst the accounting
faculty, see Appendix 1B for a sample call for proposals. Once the proposals are received, proposals are
evaluated by a committee consisting of two accounting faculty, a representative from the Dean’s office,
and an outside constituent. If a faculty member’s proposal is supported by the committee, the faculty is
awarded a research grant for the following summer. The award is equal to the amount a faculty would
receive if that faculty were teaching one course during a summer term.
Professor Salary Adjustment: One objective of the Professor Salary Adjustment (PSA) is to encourage
faculty who have achieved the rank of full professor to remain research active. This incentive provides
that a faculty member is eligible to apply for a professor salary adjustment every four years. If the
faculty member meets the criteria and is approved for the PSA, the faculty member will be awarded an
increase in base salary equal to the increase when advancing from the rank of associate to full professor,
which is currently $7,250. The criteria for a PSA are set forth in the School bylaws and are the same as
the criteria for promotion from associate to full professor. In short, the faculty must be SA, and have a
minimum of four publications plus some other scholarly activity since his or her last promotion, and
demonstrate quality teaching and service. During the current maintenance period, three accounting
faculty have been awarded a PSA adjustment.
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Professional Development Funds Incentives: Faculty can obtain professional development funds
through both the College and the School. Once a faculty member has a paper accepted for publication,
the faculty member can submit a memo requesting funds be set aside in the faculty member’s College
professional development account. The faculty will submit along with the memo, evidence of
manuscript acceptance, information about the journal, and the actual manuscript.
To encourage faculty to target higher quality journals, award amounts are a function of journal quality.
The award amounts and quality indicators are recommended to the Dean by the College Faculty
Development Committee, which consists of a representative from each of the College’s departments.
Please see Appendix 1C for a description of the College Research Award categories and amounts. Briefly,
there are four award levels: outstanding, premier, enhanced, and regular with awards ranging from
$5,000 to $1,000 per accepted manuscript.
In addition to the College Professional Development Funds, School of Accounting faculty will receive a
“match” of up to $500 for an accepted manuscript. Once the faculty receives the memo from the Dean’s
office granting the College award, the School will set aside funds from the School’s Discretionary
Account for that faculty member’s professional development. Currently, School of Accounting faculty
have an aggregate professional fund ‘balance’ of approximately $32,000.
The School follows the expenditure guidelines for professional development funds set by the College.
The guidelines can be found in Appendix 1D. To summarize, the guidelines allow funds to be used for
travel, conferences, and other research and/or professional development activities.
Targeted Conference Support: To encourage faculty participation at top-tier conferences, the College
supports expenditures of up to $3,300 when a faculty presents in a concurrent session at a premier
conference. For the School of Accounting, the premier conference is the Annual American Accounting
Association’s conference.
General Financial Support from the School: In addition to professional development funds, at the
beginning of the fiscal year the School allocates a fixed amount of travel funding to each fixed-term and
tenured/tenure-track faculty member. This funding sets aside $800 from the annual budget and $800
from the School’s discretionary account, for a total of $1,600. Faculty have used these funds to attend
professional meetings, conferences, and other related events. A separate departmental allocation is also
available for dues and professional certifications. Unlike professional development funds, amounts
unused during the fiscal year are returned to the School.
SOA Excellence Fund: The SOA Excellence Fund is an endowed fund with a balance of approximately
$100,000 which provides about $4,500 annually to be used in support of faculty and students. If funds
are not available from other sources and the proposal will provide value to the faculty/department,
these funds can be used to support the endeavor at the discretion of the chair.
College and School Workshops: Brown bags and workshops have been organized on the College level
and in various departments. The School of Accounting did experiment with a brown bag session in the
2018-2019 academic year and several of the School’s faculty did participate and attend the College
Research Workshops.
The structure, support, and incentives lay the foundation for faculty to be active scholars and to
maintain currency in their disciplines.
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Faculty Intellectual Contributions
Table A2-1 shows that during the period September 1, 2014 through May 15, 2019 faculty have made
147 total intellectual contributions. Of those, 49 are peer-reviewed publications and 51 are peer-
reviewed conference presentations.
Peer-Reviewed Publications
Faculty have 43 distinct publications in 19 peer-reviewed journals. These journals represent outlets that
span the traditional target audiences of academics, professionals, and educators.
The following table provides a summary for the quality of these publications by showing several widely-
accepted metrics for each of the journals, where available. These metrics are also used by the College to
determine the professional development incentive award level and amount, for a publication.
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Journals and Quality Metrics September 1, 2014 through May 15, 2019
Scimago Metrics
Journal Title N AJG Impact Factor
Quartile H-
Index W&L
Award Category
Accounting & Finance 1 2 1.741 Q3 40 Enhanced
Accounting Horizons 1 3 1.873 Q1 64 Premier
Accounting Research Journal
1 2 0.615 Q3 11 Enhanced
Advances in Accounting 7 2 .0958 Q3 24 Enhanced
Contemporary Accounting Research
1 4 2.60 Q1 81 Outstanding
Current Issues in Auditing 1 2 0.588 Q3 8 Enhanced
Journal of Business Finance & Accounting
2 3 1.933 Q1 64 Premier
The Journal of Corporate Accounting & Finance
16 9 Regular
Journal of Emerging Technologies in Accounting (2)
1 1.308 Q3 8 Regular
Journal of Forensic Accounting Research 1
New Publication - Forensic Accounting Section of the American Accounting Association. Initial publication year is 2016. Metrics
not available. Regular
Journal of International Accounting Research
1 1.220 Q2 16 Premier
Journal of International Accounting, Auditing and Taxation
1 3 1.250 Q2 34 Regular
Journal of Leadership and Organizational Studies
1 2.060 Q1 32 Enhanced
Research in Accounting Regulation
1 2 1.00 Q3 15 Enhanced
Tax Notes 2 10.1 Enhanced
Taxes 1 1 1.1 Enhanced
The CPA Journal 1 13 Regular
The International Trade Journal
2 Regular
The Journal of Hospitality Financial Management
1 0.542 Q2 9 Enhanced
N = Number of Publications appearing in that outlet.
AJG = Academic Journal Guide of the Association of Business Schools with rankings ranging from 1 to 4
where 4 is the highest (https://charteredabs.org).
Impact Factor = Scimago 2-year cites per document factor for 2018. Scimago asserts that this calculation
is equivalent to the Thomson Reuters metric (https://www.scimagojr.com).
Quartile = Scimago Quartile ranking for 2018 with a range of 1 to 4 where 1 is the highest
(https://www.scimagojr.com).
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H-Index = Scimago’s count of the number of articles (H) that have received at least (H) citations over the
3-year period ending 2018 (https://www.scimagojr.com). When not available in Scimago, the H-Index
from Google Scholar is noted.
W&L = Washington & Lee University law journal database
https://managementtools4.wlu.edu/lawjournals).
Award Category = Professional development incentive award category where award amounts are:
Outstanding, $5,000; Premiere, $3,000; Enhanced, $1,500; and Regular, $1,000.
AJG rankings of 2 or higher represent 47% (9/19) of the outlets and 37.2% (16/43) of faculty
publications.
Scimago metrics indicate that 68.4% (13/19) of the outlets and 48.8% (21/43) of faculty
publications have a Scimago Quartile ranking of 3 or better.
H-Indices are available for all but 2 of the journals. To provide a frame of reference, H-Indices
reported in Scimago under the Accounting category indicate that Contemporary Accounting
Research has the 11th highest H-Index at 81, Accounting Horizons and Journal of Business
Finance, & Accounting are ranked 20th and 22nd, respectively with their H-Indices of 64.
College of Business Professional Development Incentives would fall into either the Outstanding,
Premier, or Enhanced categories for 63.2% (12/19) of the journals and 48.8% (21/43) of the
publications.
Publications are predominantly in accounting but some appear in related disciplines. Using
Scimago classifications: Journal of Leadership and Organizational Studies appears in Business
and International Management; Accounting & Finance appears in Economics, Econometrics and
Finance; and, The Journal of Hospitality Financial Management appears in Finance.
Publication outlets are directed toward academics, educators, and professionals and span
multiple accounting specialties (e.g., financial, managerial, tax, auditing, and emerging
technology).
Faculty who have joined the School since 2010 contributed to 100% of the publications accepted
in journals having an AJG ranking of 2 or better.
The school also encourages conference participation and other intellectual activities. As a result, peer-
reviewed conference presentations span geographic regions having a local, regional, and
national/international focus. Other intellectual contributions are comprised of participation on
conference committees, participation on professional boards and organizations, and review activities for
journals as well as for conferences. These activities show faculty participation in Michigan and beyond
while exhibiting both breadth and quality for faculty intellectual contributions.
The previous outlines aggregate quality of intellectual contributions. The following speaks to individual
faculty as it relates to the quality of intellectual contributions. Faculty Vitae are shown in Appendix 1E. A
few highlights include:
Google Scholar shows that Thomas Weirich has 690 citations with an H-Index of 14, and an i10-
index of 18 over his career. Lori Olsen has a citation count of 340 with an H-Index of 8, and an
i10-index of 8 over her career.
Several publications appearing in 2018 and 2019, have been cited, indicating promise. For
example, Keejae Hong’s 2019 publication in Journal of International Accounting Research and KC
Lin’s publication in Advances in Accounting.
21
Download information available from SSRN shows that manuscripts for Keejae Hong, Lori Olsen,
Kuan-Chen Lin, and Amy Swaney have total downloads of 676, 562, 257, and 198, respectively.
Faculty are represented on Editorial Boards for The Journal of Forensic Accounting Research
(Thomas Weirich), Journal of Economics and Public Finance (Kuan-Chen Lin), and Advances in
Accounting (Kuan-Chen Lin).
Faculty consistently perform ad-hoc review activities for conferences and journals. Examples
include Vernon Kwiatkowski’s review for the Journal of International & Interdisciplinary Business
Research and Amy Swaney’s reviewer contributions to Journal of Management Accounting
Research.
Nearly all scholarly active faculty have both reviewed manuscripts for and presented at either
local, regional, or national academic conferences.
Faculty are active on academic conference committees. For instance: Lori Olsen progressed
through the leadership roles for the Midwest American Accounting Association and is
completing her service as Past-President during 2019 and Steve Harrast served as Session Chair
for the Michigan Academy of Science, Arts & Letters from 2013-2018.
Faculty contribute to professional organizations on the national, regional and local level. For
example, one faculty member served as Chair for the Michigan Board of Accountancy, is a
member of the CPA Examinations Committee for NASBA, and has assisted the state with several
fraud investigations. Another faculty member was appointed to the City of Mt. Pleasant Audit
Committee and is an active member of Financial Executives International – Western Michigan as
well as the Institute of Management Accountants – Saginaw Valley Chapter. Faculty have also
served as treasurers for organizations in the community, and served in the capacity of expert
witness. Faculty members are regularly invited to attend the Deloitte Foundation FSA Faculty
Consortium, the PwC Faculty Symposium, and the Deloitte Trueblood Conference.
In aggregate, these activities evidence faculty quality through their impact and involvement with the
academic and professional communities.
Beginning September 1, 2019, the College is requiring faculty to maintain a Google Scholar account and
to upload their manuscripts to Social Science Research Network (SSRN) to be eligible for a professional
development research incentive award. The school expects that these measures will provide additional
means to quantify quality of faculty intellectual contributions and will enhance the impact of research by
making contributions more visible for readership and citations.
22
Participants
Students
Undergraduate students progress through a two-tier process to be admitted to the College’s
Professional Business Studies program. Specifically, Tier 1 admission is granted to students who have
earned a 2.0 cumulative grade point average in BUS 100 (Essential Business Skills), BIS 101WI (Essential
Business Communication Skills, Writing Intensive), and ECO 202 (Principles of Microeconomics).
Tier 2 (full admission) to the College is awarded to students who complete at least 42 credit hours with a
minimum cumulative grade point average of 2.50. Students must have completed ECO 204 (Principles of
Macro- and Global Economics), ACC 250 (Introduction to Financial Accounting), BLR 235 (Business Law),
MTH 217 (Business Calculus) or 132 (Calculus I), STA 282QR (Introduction to Statistics) or 382QR
(Elementary Statistical Analysis), as well as maintained a 2.0 cumulative grade point average in the Tier 1
and Tier 2 business courses listed above, excluding MTH 217 or 132. It is recommended that students
meet with a departmental advisor once achieving Tier 2 Admission.
Similar to the University and College, the School’s enrollment has declined since the last maintenance
review. Specifically, the number of accounting majors has decreased by approximately 10.4 percent
from 391 majors in the fall of 2014 to 350 majors in the fall of 2018. The School attributes some of this
decline to the 150-hour requirement to be a licensed CPA along with less competitive starting salaries at
CPA Firms. Yet, as a point of reference, the University’s on-campus enrollment declined approximately
15.6 percent over the same time period; from 19,680 to 16,770 students, and the College experienced a
6.1 percent decline in authorized majors moving from 2,420 to 2,272.
Appendix 2A shows the School’s detailed enrollment statistics for the previous five years. Of note is that
the School has been able to attract students of relatively high academic quality. In particular, the
School’s average high school GPA has increased slightly from 3.44 to 3.51, compared to 3.33 for the
College and 3.42 for the University. The ACT Composite mean for accounting majors also increased
slightly over the maintenance period from 23.4 to 24.2 (the University’s and College’s overall ACT score
is 22.9 and 22.5, respectively). The School has seen a slight increase in students’ average cumulative GPA
as well, moving from 3.17 to 3.27. The average accounting major takes 14 hours per semester, is
typically an in-state student (89 percent of students), and has passed approximately 100 credit hours
(students with more than 85 credits are considered seniors).
The School’s enrollment exhibits a slightly lower proportion of female students and modest ethnic
diversity. The School’s diversity profile highlights opportunities, but at the same time it is important to
note that the diversity is comparable with similar schools around the state. Details follow.
23
Graduating Class Statistics
Characteristic CMU Grand Valley
Western Oakland
Gender
Female 37 (43.5%) 75 (44.4%) 52 (49.5%) 30 (39.0%)
Male 48 (56.5%) 94 (55.6%) 53 (50.5%) 47 (61.0%)
Ethnicity
American Indian or Alaska Native
1 (1.2%) 1 (0.6%) 0 (0.0%) 0 (0.0%)
Asian 2 (2.4%) 6 (3.6%) 2 (1.9%) 5 (6.5%)
Black/African American 2 (2.4%) 5 (3.0%) 5 (4.8%) 0 (0.0%)
Hispanic/Latino 5 (5.8%) 2 (1.2%) 6 (5.7%) 2 (2.6%)
Native Hawaiian or Other Pacific Islander
0 (0.0%) 0 (0.0%) 0 (0.0%) 2 (2.6%)
White 68 (80.0%) 150 (88.7%) 82 (78.0%) 65 (84.4%)
Two or more races 0 (0.0%) 1 (0.6%) 5 (4.8%) 1 (1.3%)
Race/ethnicity unknown 5 (5.8%) 1 (0.6%) 0 (0.0%) 2 (2.6%)
Nonresident Alien 2 (2.4%) 3 (1.7%) 5 (4.8%) 0 (0.0%)
Diversity has been brought up in faculty and Advisory Committee meetings. The School believes that
there are several factors that will ultimately enhance the diversity profile:
The National Association of Black Accountants (NABA) became active in 2017 (fall) and earned
their national charter in 2019 (spring). This organization has been active over the last couple of
years through inviting speakers, networking, engaging in study sessions/tables, and participating
in regional conferences.
The Society for Women in Business became an active student organization within the College
during the 2018-19 academic year. Accounting students and faculty have participated in their
meetings.
CMU accounting students have taken part in the diversity initiatives of employers, in particular,
several have participated in PwC’s Start internship program.
The University created a Center for Diversity and Inclusion during the 2017-18 academic year;
the Center provides guidance and supports diversity initiatives throughout the University. For
example, NABA received a grant from this Center to help support national membership fees and
conference attendance during the 2019-20 academic year.
The proportions of both female tenured/tenure-track and nonwhite accounting faculty have increased with the recent hiring(s), ultimately raising visibility for diversity within the School.
The School is optimistic that the presence of organizations focused on diversity and the visibility of a
more diverse faculty will encourage students with varied backgrounds to pursue accounting.
Students’ Self-Reported Post-Educational Plans and Transformational Experiences
The College administers an Exit Survey to students who are enrolled in Management 499 (MGT 499),
which is the capstone course for the BSBA Degree and taken near the end of a student’s academic
24
career. To enhance survey participation, students are given extra credit for completing this survey. The
survey is intended to provide contextual information about students’ experiences.
The first survey was administered in the fall of 2015 yielding a low response rate, and then administered
each semester commencing spring 2017. To provide context, responses show that 63% of accounting
majors were in their last semester of study when they participated in the survey, and over that period of
time, there were a total of 249 responses from accounting students. Survey highlights include:
Only 9% of accounting majors indicated that they intend to immediately pursue a graduate
degree and 64% of those indicated that they plan to attend CMU for their graduate education.
In part, the low proportion of accounting students intending to pursue a graduate degree is
partially explained by University-gathered CMU Student Profile data showing that for 2018-19,
approximately 60% of accounting majors have either a minor, a second major, or multiple
minors.
More than half of accounting students reported participating in an internship (54%) although
many of these students (47%) did not take the internship for course credit. Some of these
students participated in several internships.
More than half of accounting students (55%) reported participating in a transformational
experience, such as student organizations, ERPsim competition, or study abroad.
Approximately 49% of accounting students reported that they have received a full-time offer at
the time they completed the survey, of those, 92% agreed that the offer was in their field of
study while 91% will be working in Michigan.
Of those who reported securing an offer of employment, 42% indicated they would be working
for one of the “Big-Four” accounting firms. The top three employers were Plante Moran, EY, and
PwC.
Of the students who secured employment, 88% indicated that they intend to become a CPA.
Most students strongly agree or agree (67%) that the benefit of the College of Business
Administration degree outweighs its cost, while 74% of accounting students would recommend
accounting to others.
Faculty
As of May 2019, the School has eleven tenure-track faculty of which, seven are full professors, one is an
associate professor, and three are assistant professors. There are also four fixed-term positions. The
normal teaching load for a tenure-track faculty member is 3 sections each semester, while a fixed-term
faculty member normally teaches 4 sections per semester. A significant proportion of accounting faculty
have contributed many years of service to the School. Since the last visit, two tenure-track (Robert
Bromley and James Damitio) and one fixed-term (James Neurath) faculty have retired while an assistant
professor, Jomsurang Rangrapupun resigned effective fall 2017. An additional retirement from the rank
of full professor, Phil Kintzele is effective August 2019.
Further, the chairperson, Chad Stefaniak resigned effective fall 2016 and Lori Olsen took on the role of
interim chairperson for the academic year. In August of 2017, Lori Olsen began a 3-year term as
chairperson. During the fall of 2018, three new tenure-track faculty joined the School as follows: Keejae
Hong as an untenured associate professor; Kuan-Chen Lin as an experienced, untenured assistant
professor; and Yan (Tricia) Sun as an inexperienced, untenured assistant professor. There are several
25
retirements on the immediate horizon for both tenure-track and fixed-term, and the need to recruit
faculty is being assessed.
There was one promotion and several professor salary adjustments during the maintenance period. In
2014-2015, Lori Olsen was promoted to full professor. During 2016-2017, Thomas Weirich received a
professor salary adjustment, followed by Steve Harrast in 2017-2018, and Lori Olsen in 2018-2019.
Debbie McGilsky submitted a successful application for a sabbatical in fall of 2018 for the subsequent
fall semester. Amy Swaney submitted her tenure package in the fall of 2019.
The School has made some progress in enhancing faculty diversity in gender and ethnicity yet, similar to
the student profile, the faculty profile shows a higher proportion of male and white participants.
School of Accounting Faculty
Characteristic Fixed-Term Faculty Tenure/Tenure-track
Faculty Spring 2014 Spring 2019 Spring 2014 Spring 2019
Gender:
Female 1 (25%) 1 (25%) 4 (33.3%) 4 (36.4%)
Male 3 (75%) 3 (75%) 8 (66.7%) 7 (63.6%)
Ethnicity:
White 4 (100%) 4 (100%) 11 (91.7%) 8 (72.7%)
Non-white 0 (0.0%) 0 (0.0%) 1 (8.3%) 3 (27.3%)
The School’s personnel are governed by the Faculty Bargaining Agreement between the University and
the Faculty Association
(https://www.cmich.edu/office_provost/academic_administration/FPS/Pages/bargaining_agreement.as
px).
The School’s bylaws describe how the School operationalizes the requirements of the Faculty Bargaining
Agreement. The bylaws address, among other items, faculty appointment, reappointment, tenure,
promotion, professor salary adjustments, teaching responsibilities, research expectations, and career
development. Important features of the School’s operations follow.
Committee Structure
Much of the work of the School is initiated by small committees and ad-hoc task forces. The faculty are
encouraged to join committees and task forces based on interest and availability.
Personnel Committee
The Personnel Committee is the only standing committee and is tasked with developing procedures,
criteria, and recommendations for recruitment and selection of new faculty. The committee also
ensures compliance relating to faculty reappointment, tenure, promotion, and retrenchment policies
(and grievances that result from these activities). Finally, the committee is tasked with reviewing the
26
expenditures of discretionary and travel funds, appointments for summer session teaching, hearing
faculty grievances regarding these matters, and receiving faculty requests for review of the School’s
bylaws.
Curriculum and Assurance of Learning
Faculty must sit on either the Curriculum and Assurance of Learning Committee or the External Relations
Committee. Faculty on the Curriculum and Assurance of Learning Committee meet regularly to address
learning outcomes and assessment of learning plan matters, propose modifications to the existing
curriculum, and oversee the presentation of the curricular proposals to the remainder of the faculty,
when appropriate.
External Relations Committee
Faculty not on the Curriculum and Assurance of Learning Committee participate on the External
Relations Committee. This committee makes a concerted effort to attend all functions, and help to plan
events that interface the School with external stakeholders and students. While faculty members not on
the committee can participate, it is expected that faculty on the External Relations Committee will make
their best effort to attend as many functions as possible.
Faculty Recruitment
A search committee is only used when searching externally for a new department chair. When a chair
search is initiated, a Departmental Chairperson Search Committee comprised of five faculty members, of
which three must be tenured in the School of Accounting, will be formed by direct election of the
departmental faculty, in which a simple majority decides. A search will be conducted and a list of three
to five candidates will be submitted to the department, after consultation with the Dean of the College,
for direct departmental consideration.
When recruiting non-chair tenure-track faculty, once permission to hire is obtained, the chair reviews
received resumes and makes recommendations to the Personnel Committee concerning which
candidates to invite to campus. The recommendations are forwarded to the faculty, who vote on which
candidates to bring on campus. The faculty’s recommendations are then forwarded to the Dean’s office
and the Affirmative Action office for review and approval before candidates are invited to campus. After
candidate visits are completed, the faculty members make a recommendation to the Dean regarding the
preferred candidate. Assuming the Dean approves, permission is sought to extend an offer at a given
range of salary. The salary range is established by Faculty Personnel Services.
Tenure-track faculty members not initially hired as a tenured professor experience a probationary
period of up to five years. Untenured faculty members have an annual conference with the chair and the
College’s Associate Dean regarding progress toward tenure and are offered assistance in meeting the
necessary criteria. Depending on their experience level when hired, tenure-track faculty members may
apply for tenure during their third, fourth, or fifth year at CMU.
Non-tenure track faculty members are typically offered a contract of up to a three-year term. Policies
with non-tenure track faculty are governed by the Union of Teaching Faculty Agreement. Their
performance is evaluated annually by the chair and they are counseled regarding their AACSB
qualification status annually.
27
Review of Probationary Faculty, Promotion, and Tenure
When an applicant is seeking tenure or promotion the following procedures are observed. The
candidate will submit a narrative and relevant documentation citing how the tenure and/or promotion
criteria are met. The documentation can include but is not limited to copies of resumes, transcripts,
annual personnel data sheets, summaries of student evaluations, and previous personnel
recommendations. The Chairperson and Personnel Committee will evaluate the material individually
and as a group. The Chairperson will make a recommendation and draft a report to the Personnel
Committee citing how the candidate meets each criterion.
The Personnel Committee votes to support or reject the Chairperson’s recommendation. A minority
statement may be affixed to the report. The recommendations of the chair and the Personnel
Committee are submitted to the School’s faculty for approval or rejection. A secret ballot is distributed
to all tenured departmental faculty and counted by the Personnel Committee. Approval requires a
simple majority of those casting ballots. No faculty member may vote on any recommendation involving
his or her own tenure or promotion.
Non-tenured, tenure-track faculty members hold a probationary appointment, subject to annual review
and reappointment. Only tenure and promotion recommendations will be submitted to the department
faculty for approval or rejection. Recommendations of the chair and the Personnel Committee
concerning reappointment will be forwarded without a department faculty vote.
Annual Review of Performance
Annual reviews are only conducted for probationary and fixed-term faculty members. The chair reviews
the performance of staff following procedures and using a form provided by the College and/or
University.
Standards for Academic and Professional Qualifications
The School follows the College’s standards for academic and professional qualifications. Consistent with
AACSB academic qualification categories, the College has separate criteria for the Scholarly Academic
(SA), Scholarly Practitioner (SP), Instructional Practitioner (IP), and Practicing Academic (PA) categories.
Because faculty in the School are currently categorized as either SA or IP, only these designations are
addressed.
Academic Qualification Criteria for Regular Faculty
To be considered Scholarly Active (SA) requires a combination of original academic preparation
(terminal degree completion) and intellectual activities that maintain or establish preparation for
current teaching responsibilities. To be SA, a regular faculty member is expected to have published (or
had accepted for publication) some combination of two (2) peer refereed journal articles or peer
refereed law review articles plus at least three (3) scholarly activities in at least two of the categories
below in the last five (5) years. The scholarly activities can include, but are not limited to:
Publish a peer-reviewed journal article
Publish a journal article
Publish a non-referred article in a journal with significant readership
28
Publish an ABA accredited law school review article
Publish a book chapter
Publish a book
Publish a significant revision of a book
Publish an invited paper
Publish a teaching case
Publish textbook ancillary materials
Publish a monograph
Serve as an active editorial review board member
Serve as an ad hoc journal reviewer
Serve as a workshop presenter at a professional conference
Serve on a conference program review committee
Present and/or publish an article in proceedings at state, regional, national, or international
conference
Obtain a certification directly related to classroom teaching
Be awarded a funded external research grant
Be granted a patent from the United States Patent & Trademark Office or from a country that is
a signatory to the Agreement on Trade-Related Aspects of Intellectual Property
Rights
Recognizing books, monographs and textbooks as a peer-reviewed journal article will be considered on a
case-by-case basis and if there is uncertainty surrounding a particular activity, the Associate Dean can be
consulted.
Faculty members who are ABD when hired will be considered SA for up to 3 years. “This status will apply for no more than three years beyond their most recently completed graduate comprehensive examination or other milestone that puts the student in the dissertation stage.” Faculty members who have earned a doctoral degree in the discipline in which they teach will be considered SA for five years from their graduation.
An article will not qualify as a peer reviewed journal article if one or more of the following provisions
apply:
1. The publication is essentially a conference proceeding. That is, the publication is the primary
publication for papers presented at a conference, such that a majority of the presentations at a
conference are contained as papers in this publication.
2. If the applicant is unable to provide evidence of a rigorous review process.
3. The applicant is the editor or co-editor of the journal.
Academic Qualification Criteria for Fixed-Term Faculty
AACSB International standards require that all faculty members maintain their competence through
efforts to be involved in continuous professional development and constant learning activity throughout
their careers. College fixed-term faculty are usually either SA or IP. Terminally qualified (Ph.D. or DBA)
fixed-term faculty will typically seek the SA track and will meet the same SA criteria as regular faculty.
Fixed-term faculty who have a master’s degree and have relevant and current professional experience
will typically seek the IP track.
29
Professional Qualification Criteria
A fixed-term faculty member in the College will be considered initially qualified as IP if he/she (1) Has
earned a master’s degree in a business or other discipline related to the field of the teaching
assignment, and (2) Has significant professional, technical, or managerial experience, which is current at
the time of hiring (in the last five (5) years prior to hire), substantial in terms of duration (normally at
least five (5) years) and responsibility and connected to the field of teaching. Fixed-term faculty who
maintain full-time employment in a professional position in the area of their teaching, will maintain IP
status. Other fixed-term faculty, can maintain IP status if they have normally accomplished one or more
of the following activities each year over the previous five years (activities can be repeated):
Consult in College-approved activities that are significant in terms of time and substance in the
field of teaching (50 hours per year).
Develop and deliver professional programs or continuing education [two (2) in one year].
Serve in a significant, active, and sustained leadership position or as a committee member in
discipline-appropriate and instruction-related professional associations.
Sustain active service on the board of directors of a corporation, nonprofit organization,
discipline organization, or advocacy group.
Participate in a faculty internship.
Obtain a new and appropriate professional/technical certification (e.g., CPA, CMA, TERP10 (TS
410) certification, etc.).
Serve as an invited speaker, panelist, or expert witness of a discipline relevant academic,
regulatory, or professional institution.
Organize and coordinate other significant activities that place faculty and/or students in direct
contact with business or other organizational leaders.
Be granted a patent from the United States Patent & Trademark Office or from a country that is
a signatory to the Agreement on Trade-Related Aspects of Intellectual Property Rights.
Employed on a regular part-time basis or own or manage a profitable business with substantial
annual revenues (not a hobby activity).
As the expectations in terms of teaching assignments increase, the length and quality of the professional
experience will also increase. For example, the professional qualifications expected of a faculty member
to teach introductory level courses is less than a faculty member teaching upper level or graduate
courses.
Reappointment Criteria for Fixed-Term Faculty
To be reappointed for the next academic year, all College fixed-term faculty on the SA track will (1) be
either SA or have demonstrated satisfactory progress during the previous academic year towards
reaching SA status and (2) demonstrate evidence of teaching effectiveness. College fixed-term faculty on
the IP track will have to demonstrate both relevant and current professional experience and/or
continued professional development and evidence of teaching effectiveness to be re-appointed for the
next academic year.
30
Participating and Supporting Faculty Classifications
Participating faculty actively engage in the activities of the school in matters beyond direct teaching
responsibilities whereas supporting faculty does not participate beyond the performance of teaching
responsibilities.
All regular faculty are considered to be participating faculty.
Fixed-term faculty are considered to be participating faculty if they perform at least three of the
following on an annual basis:
Engage in academic advising.
Engage in research activities.
Serve on a department, college, or university committee.
Direct extracurricular activities.
Vote in department matters.
Participate in professional development activities.
Develop or revise a course or curriculum.
Engage in student learning assessment.
Represent the department or college at recruiting or other external events.
Fixed-term faculty will also be considered participating faculty if they are formally assigned any one of
the above duties and these duties take up a significant amount of the faculty member’s time. (e.g., a
fixed-term faculty member who is the exclusive academic advisor for a major or program, an internship
coordinator for a program or department, or a program director).
Faculty Qualifications
Table A9-1 identifies School of Accounting faculty members as participating or supporting, and also
shows faculty qualification status. Faculty deployment met the AACSB thresholds of SA ≥ 40% (SA =
73.3%) and 93.3% of faculty meet the qualification criteria for either SA or IP which exceeds the 90%
guideline for AACSB. The non-qualified faculty member will be retiring as of May 2020.
Table A9-2 shows that when using student credit hours, SA faculty taught 59.13% of the student credit
hours during the 2018-2019 academic year. The non-qualified faculty member who is retiring as of May
2020 taught over 7% of the student credit hours. It is also worth noting that each of the three newly-
hired faculty, who are SA, receive a two-course reduction in their teaching load per academic year for up
to five years. This is to allow time for these faculty to engage in research.
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Accounting Learning and Teaching
School of Accounting Committee Structure
The School has a single committee for curriculum and assurance of learning. During the 2015-2016 academic year, the School formed two separate committees, one for curriculum and the other for assurance of learning. Subsequently, the faculty agreed that with the synergies between curriculum and assurance of learning, these issues would be better administered under a single-committee structure. The current committee is comprised of a chairperson/director and interested accounting faculty, with representation typically spanning across fixed-term, tenured, and non-tenured faculty.
Curricular Process
There are several steps to effect a curricular change. Normally, a potential need for change is identified by a faculty member, the committee, the broader CMU community, or an external constituent. If the need can be addressed by a curricular change, the initial proposal can be brought to the School’s Curriculum and Assurance of Learning Committee or placed on the School’s faculty meeting agenda.
If a curricular change is thought to meet the desired objective:
The curricular documents are prepared.
The School’s faculty will vote, where a majority is required for approval.
Approved proposals move forward to the College’s Curriculum Committee, where the School has a faculty representative. A majority vote by the College Curriculum Committee is required for approval.
Approved proposals move forward to the University Committee on which the College has a representative.
Support for Alternative Delivery Methods
Faculty are supported for developing and teaching online courses. Through CIS, workshops are held for faculty who are developing an existing course for online delivery. Through these workshops, faculty are taken through the process on a step-by-step basis over a period of time. The end result is a course shell that is ready for online delivery. Faculty who wish to teach an online course will usually first enroll in an online course for teaching online, also offered through CIS. This course allows a student experience for the faculty. For faculty currently teaching online courses, resources are available to support recordings, and alternative methods to reach out to students.
Assurance of Learning Plan - Process
Developing and updating the School’s Assurance of Learning Plan (AoL Plan) is a collaborative process engaging the School’s faculty as a whole, the School’s Advisory Committee, Employers, and the College while also considering the broader objectives of CMU and outcomes for our students. Similar to our curricular process, a formal AoL Plan update can be initiated by a faculty member, or the committee. The initiator will request that the item be placed on the School’s faculty or the Curriculum and Assurance of Learning meeting agenda for discussion, and any final changes are made by a majority vote of the faculty. When making any changes, faculty work to facilitate congruence with both our mission and the College’s AoL Plan. During the process, external constituents such as the advisory committee and/or recruiters are consulted, if appropriate.
32
Prior AoL Plan
As a point of reference, the AoL Plan in place during the last team visit is included in Appendix 3A. This plan contains 6 Student Learning Goals, and 24 distinct Student Learning Objectives, with some of the objectives being measured across several courses. Each spring semester two of the student learning goals were formally measured. This was done on a staggered basis, resulting in each of the goals being measured triennially. In addition, each semester, an exit exam was administered to senior-level accounting students. The exit exam was the 6th out of 7 total learning goals, and will be discussed separately.
Assurance of Learning Timeline Prior AoL Plan
Year 1 Year 2 Year 3 Year 4 Year 5
First Measure for SLG’s: 1 and 2
First Measure for SLG’s: 3 and 7
First Measure for SLG’s: 4 and 5
Second Measure for
SLG’s: 1 and 2
Second Measure for
SLG’s: 3 and 7
Hence, using the structure in place, the School could not close the loop on all of the learning goals within the 5-year maintenance period.
Consequently, during the last visit the AACSB peer review team noted that the School must close the loop at least once during the maintenance period and ultimately reduce the period of time required to respond to deficiencies. Another less obvious difficulty for this structure is that a faculty ‘routine’ is not reinforced for the data collection and review activities.
Revising the AoL Plan
Subsequent to the AACSB team visit during the 2014-15 academic year, and with input from the School’s Advisory Committee and the College, the School revised the AoL Plan. As part of the process, a Curriculum Map was developed during the 2016-17 academic year and then updated during the 2018-19 academic year. This was to ensure learning goals are addressed and to identify appropriate courses for assessment of those learning goals. The Curriculum Maps are found in Appendix 3B.
The School’s AoL Plan is now comprised of 4 Student Learning Goals with 10 Student Learning Objectives, measured across the required courses for the accounting major. There is a 5th Student Learning Goal that is measured via the exit exam, administered in a course that students typically take during their last academic year. The following highlights some of the changes from the previous to the current AoL Plan:
Performance Goals are more consistent, for example metrics require achievement at a 75% level to be considered acceptable.
Descriptions for the learning goals, learning objectives, and the assessment measures were simplified to enhance clarity.
Student Learning Goals were reduced from 7 to 5.
Student Learning Objectives were reduced from 19 to 12.
Actual course measures for the Student Learning Objectives were reduced from 29 to 13.
The exit exam is given for class credit to incentivize students’ performance.
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The current AoL Plan in detail can be found in Appendix 3C. For completeness, a synopsis of the plan’s Student Learning Goals is shown here:
Upon completion of the accounting program, the student will be able to:
1. Apply technology to solve accounting problems.
2. Use critical thinking/problem-solving skills to make appropriate accounting decisions.
3. Analyze and communicate business and financial information effectively.
4. Understand the professional responsibilities, ethical standards, and regulatory environment of
accountants.
5. Demonstrate competency in core accounting concepts and knowledge.
Reducing the number of SLG’s to 4, plus the exit exam, allows the following staggered formal review schedule, which also allows each SLG to be measured twice within the maintenance period. Recall that SLG 5 is the measured using the exit exam, which is administered each semester.
Year 1 (2014-15)
Year 2 (2015-16)
Year 3 (2016-17)
Year 4 (2017-18)
Year 5 (2018-19)
First Measure for SLG’s: 1 and 2
First Measure for SLG’s: 3 and 4
Second Measure for
SLG’s: 1 and 2
Second Measure for
SLG’s: 3 and 4
Third Measure for SLG’s: 1 and 2
The School continually reviews both the plan and the process. Most recently, during the fall 2019 Advisory Committee meeting, faculty engaged with committee members to ask for input about which technology applications would be most relevant to the profession, for considering whether future assessment measures should be adjusted.
Assurance of Learning: Semester Cycle for Data Collection and Review
Assurance of learning data is gathered by the Curriculum and Assurance of Learning Committee. All faculty submit a formal assurance of learning report at the end of the semester. To facilitate, at the beginning of the semester, faculty are given a copy of the report that they will be asked to complete. Faculty who are to provide direct measures for any of the student learning goals are also asked to submit the assignment they intend to use along with related grading rubrics/criteria.
Once the information is received from faculty, the committee meets to review projects and rubrics to determine whether they are sufficient and effective for assessing the respective SLG. If not, faculty are asked to make changes. This approval process was implemented beginning in 2015-16 in response to comments received from the AACSB accounting reaccreditation team.
Projects and related materials for the student learning goals are gathered within the courses required for the accounting major. Faculty teaching other courses are asked to complete a less involved report at semester’s end. Examples of the reports are included in Appendix 3D. Faculty submitting projects are asked to provide the following information at the end of the semester:
1. A copy of the assignment; 2. The grading key or grading rubric used to score the assignment; 3. The final grade distribution for the assignment;
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4. A representative sample of the students' work for each achievement level; and 5. A conclusion as to whether the target for the measure was met.
The reports and additional supporting data are analyzed by the Assurance of Learning Committee and the School’s Chair at the start of the next semester.
The Committee’s conclusions and recommendations are presented to the faculty and again at the School’s Advisory Committee semi-annual meeting. The goal for this process is to develop action plans to improve any student learning deficiencies noted. Approved action plans are implemented during the rest of the academic year.
The School has measured the proxies for each of the student learning goals at least twice, and closed the loop at least once for each of the student learning objectives. More detailed information is shown in Appendix 3E and the following table represents a summary:
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Assessment Plan and Results School of Accounting
2014-2019
Competency Perf.
Target* How Assessed
Where Assessed
When Assessed
Results Improvements process (P) or
curriculum (C)
SLG 1 Apply Technology
New technologies introduced in courses such as Visio, SAP, Power BI, Alteryx, Drone Technology, Artificial Intelligence, and Audit Control Language (C) Data Analytics for Accounting added as an accounting elective (P)
Use Excel 75% Excel Assignment
ACC 321 2014-2015 2016-2017 2018-2019
2014-2015: 88% 2016-2017: 94% 2018-2019: 75%
SOA faculty enhanced excel coverage across numerous courses (C) Consulted with Advisory Committee to determine “essential” Excel topics, worked with BIS to develop course, and approved the resulting course as an accounting elective (C) Excel presentation at faculty meeting, guest lecturer providing Excel instruction visited class, curriculum mapping for Excel (C)
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Professional Databases:
FASB Codification 75% Research Project
ACC 501** ACC 302
2014-2015 2016-2017 2018-2019
2014-2015: 78% 2016-2017: 87% 2018-2019: 76%
Enhanced FASB codification assignment in prerequisites course (C) Created handout/guide for codification research(C) Adopted rubric and broke assignment into two parts to help identify areas for improvement such as (a) finding correct codification reference and (b) application of the codification reference (C) Allocated more class time (C)
Tax Law Sources 75% Research Project
ACC 311 2014-2015 2016-2017 2018-2019
2014-2015: 80% 2016-2017: 77% 2018-2019: 80%
More class time and handouts (C) Adapted the College rubric and distributed rubric to students (C) Changed the focus to more projects but less involved to create more opportunity for practice (C)
Visualization Software 75% Visualization Project
ACC 531 2014-2015 2016-2017 2018-2019
2014-2015: N/A 2016-2017: 91% 2018-2019: 95%
PwC Grant received to incorporate Tableau in the classroom, SLO added in 2015-2016 (P) Added more assignments and increased complexity of tasks (C)
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SLG 2 Problem-Solving
Problem-solving and analysis work group met over 2017-2018 academic year to adjust rubrics and address teaching hurdles (P) Faculty started to incorporate teaching strategies such as asking why, using top hat, flipping the classroom, and extending accountability past the initial exam (C)
Apply financial accounting literature
75% Research Project
ACC 501** ACC 302
2014-2015 2016-2017 2018-2019
2014-2015: 78% 2016-2017: 80% 2018-2019: 77%
Worked with project group to adapt rubric, and distributed rubric to students (C) Gave more practice opportunities (C) Enhanced instruction on terminology and business contexts (C)
Apply tax literature 75% Research Project
ACC 311 2014-2015 2016-2017 2018-2019
2014-2015: 80% 2016-2017: 98% 2018-2019: 82%
Enhanced rubric and adapted the College rubric (C) Distributed rubric to students and reviewed problem-solving steps (C) Adjusted assignments to focus on analysis (C) Provided opportunities for students to identify issues (C)
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Analyze data 75% Data Analytics Case
ACC 531 2014-2015 2016-2017 2018-2019
2014-2015: N/A 2016-2017: 96% 2018-2019: 95%
2015-2016 Data Analytics project incorporated as SLO (P) Recalibrated complexity of the assignment to include presentations with ‘on the spot’ questions, and to identify less obvious interruptions with the data (C,P)
SLG 3 Analyze and Communicate
Reinforce accounting cycle information with the systems understanding aid in ACC 370 (C) Memos and writing assignments to help students synthesize information (C)
Accounting Cycle and Financial Statements
75% Acc. Cycle Case ACC 301 2015-2016 2017-2018
2015-2016: 93% 2017-2018: 85%
Instructor noted that students seemed unprepared, requiring a significant amount of time to review; faculty developed a list of required topics to be taught in the prerequisite course (C,P) Adjusted organization of material, and strategically emphasized certain topics (C)
Managerial Analysis Project
75% Variance Analysis
ACC 321 2014-2015 2016-2017 2017-2018
2014-2015: 55% 2016-2017: 49% 2017-2018: 67%
Moved measurement from SLG 2 to SLG 3 in 2017-2018 (P) More emphasis on problems for class (C) More timely feedback (C)
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More practice in Excel to emphasize critical thinking/analysis (C)
Advanced Accounting Analysis
75% Business Combinations Project
ACC 501 2014-2015 2017-2018
2014-2015: 78% 2017-2018: 90%
Adapted the CBA problem-solving and writing rubric (C) Required project to be completed in smaller increments to allow preliminary feedback for guidance (C) Explicitly reiterate and clarify expectations (C)
SLG 4 Professional Responsibilities
Regulatory Environment
75% Internal Control Case
ACC 370 2015-2016 2017-2018
2015-2016: 74% 2017-2018: 76%
Peer writing evaluations to improve written portion (C) Edited case to increase relevance (P) Introduced and adjusted rubric (C) Enhanced focus and provided examples (C)
Ethical Issues 75% Ethics Project ACC 321 2015-2016 2017-2018
2015-2016: 78% 2017-2018: 36%* *This result is the average of both ethics case components. For
Provided more ethical scenarios (C) New instructor who separated the ethics case into two components (a) identifying whether there was a violation and (b) identifying the category
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the first component, 71% of students met the 80% benchmark whereas for the second component, 0% of students met the 80% benchmark. Note: The performance target requires that 75% of the students perform at a correct response rate of 80%.
of violation; it is noted that students did well with identifying whether there was a violation but not in identifying the category (P) Future plans are to continue to find more ways to illustrate ethics standards and their violations (C) Ethics cases introduced in earlier courses (C)
SLG 5 Competency in Core Accounting Concepts
Exit Exam 75% Exit Exam ACC 531 See Appendix 3F, measured each semester
*The performance target percentage indicates the proportion of students who achieve a satisfactory score. For some items, a satisfactory score is defined as a percent average on a project. For instance, a satisfactory score on the ethics case is 85% hence the performance target would be met if 75% of students achieve a score of at least 80%. For the exit exam, a satisfactory score is considered 50%. Please see the full AoL Plan with results in Appendix 3E for detail. **The assessment was completed in ACC 501 during the 2014-2015 academic year and then in ACC 302 for the remaining assessments.
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Discussion of Student Learning Goals
Although the table provides a summary, the following expands on items listed in the table and addresses
some of the initiatives of the SOA and faculty, briefly for each of the SLG’s.
Student Learning Goal 1
Faculty recognize that in today’s professional accounting environment, the ability for students to use
technology when solving accounting problems is critical. The School formally measures this in a limited
number of courses and for limited technologies. However, faculty intellectual curiosity and support for
technologies has helped to integrate various applications throughout the curriculum. Faculty have
worked with the School’s Advisory Committee to gather information about what our stakeholders
consider value-added and have participated in various workshops and conferences to gain knowledge to
share with students and colleagues. The following highlights some of the efforts and outcomes:
Professor Weirich was awarded a PwC Grant of $10,000 for “Utilization of Tableau Software in
Audit Education” (2015-2016). Tableau was integrated into the auditing course during 2015-
2016 and included as a SLO with the first formal measurement in 2016-2017.
For a period of time, Excel certification opportunities were afforded to students through
certification ‘scholarships’ provided by the College. However, the program was discontinued
because certification level 1 was very easy and level 2 was nuanced, thus faculty agreed that the
certification did not do a good job of distinguishing skills (2016-2017).
Spreadsheet-Based Modeling for Business (BIS 323) was approved in 2016-2017 as an elective II
category option for the accounting major. The School worked with Business Information
Systems and the Advisory Committee to identify desired content for this course.
Excel demonstrations were given during faculty meetings to encourage use in instruction (2016-
2017), after which faculty began to incorporate Excel in the classroom to a greater extent.
Tableau, Audit Control Language, Drone Technology, and Artificial Intelligence are all either used
or addressed in the required auditing course.
Several faculty have earned TERP-10 (now TS 410) certification.
Data Analytics for Accounting was developed and offered during the 2018-2019 academic year,
this elective course provides experience with Tableau, Power BI, and Alteryx while also requiring
students to clean data, apply statistical techniques, and analyze findings. The course was
approved as a permanent course by the College of Business Administration during fall 2019.
Excel Macros are used in the required accounting systems course.
At most all levels of the curriculum, faculty discuss the implications various emerging
technologies have for the field of accounting.
The School has supported faculty to attend PwC’s Analytics and Automation Academy and other
opportunities to gain expertise related to emerging technologies.
KPMG representatives visited campus to present to Dr. Weirch’s auditing class about data
analytics.
The College has hosted two Data Analytics conferences attended by School faculty and students.
As the School moves forward, assurance of learning metrics to assess technology are being evaluated.
Through continuous engagement and education of faculty, as it relates to integration of emerging
technologies, the School is making significant progress toward incorporating technologies to facilitate
both faculty and students’ agility with technology.
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Student Learning Goals 2 and 3
Both critical thinking/problem-solving skills (SLG #2) and analysis (a component of SLG #3) are somewhat related, so the discussion will be combined.
In addressing problem-solving and analysis skills, faculty have made general improvements for example:
Providing additional practice opportunities with more complex situations.
Asking “why” and requiring students to formulate the questions(s).
Providing a focus on components of problem-solving.
At a higher-level, the School and College have also encouraged adoption of rubrics to reinforce and clarify the problem-solving process. Rubrics were formally introduced at the College level during the 2015-2016 academic year. In 2016-2017, some School faculty began adapting the College rubrics with adoption being more wide-spread during 2017-2018 through the School’s faculty work group. The faculty work group was comprised of the School’s faculty who were responsible for any assessment measurements implementing a problem-solving rubric. This group met to share what they have done, and to discuss ways to improve. The group meetings occurred over the entire 2017-2018 academic year.
Student Learning Goal 3 Communication Component
Communication is measured via students’ ability to communicate financial information through completing the accounting cycle up through preparing financial statements. Although measures reflect communication of information through the financial statements, faculty have also worked with students to improve written communication. Some of these efforts include:
Adapting the College writing rubric when appropriate.
Providing detailed examples for expectations in terms of format, and writing.
Experimenting with peer writing evaluations.
Student Learning Goal 4
Overall, performance suggests that students could identify ethics violations and professional standards. Yet, students seemed to have difficulty identifying which standard applied to the ethics violation. The College Development Office worked with the School to secure an endowed gift, for which the annual proceeds will be used to raise ethics awareness across the College. Currently, the College is working toward supporting an ethics case competition to spark interest and raise awareness for ethics in business.
Student Learning Goal 5
Student Learning Goal #5 (concepts knowledge) is assessed using a comprehensive exit exam taken by students enrolled in ACC 531, Auditing and Assurance. This course was chosen because it is most often taken during the last semester by majors, and hence is likely to capture competency in core accounting concepts and knowledge gained throughout the accounting curriculum. The exit exam is administered each semester thus absent irregularities, all accounting majors will sit for the exam. This exam consists of 75 multiple choice questions and is administered in a proctored setting outside of class.
Upon recommendation by the previous AACSB reaccreditation team, students now receive course credit, based on their exit exam performance. The exam is reviewed at least annually by faculty and adjustments can be made. The current version of the exit exam was given to the School’s Advisory Committee in fall 2018, and feedback suggests that the committee felt the exam is appropriate. Currently, the exit exam results indicate that students meet expectations however, the Curriculum and
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Assessment Committee plans to address areas for teaching improvements during spring 2020. The current exit exam and statistics can be found in Appendix 3F.
Summary
Each of the measures provides a snapshot, and although distinct proxies are used for measurement, the concepts are not mutually exclusive. For instance, problem solving and/or analysis often occurs when using or choosing a particular software application or when assessing ethical implications for a particular scenario; and all are incorporated into the exit exam. Faculty have continuously sought to improve teaching and enhance student learning in ways that apply in a more holistic manner.
Faculty have engaged with various constituents to gain knowledge about both pedagogy and content, in particular faculty have:
Engaged with the profession through advisory committee meetings, visits to firms, conversations with employers, participation in professional meetings such as the MICPA, participation in symposiums and workshops offered by our professional partners, and review of employer feedback from internships.
Engaged with colleagues through School project work groups, participation on panels at regional academic meetings, as well as participation in teaching and learning sessions at various conferences sponsored by the academy.
Engaged with teaching and learning experts through University sponsored programs; CIS at CMU has presented on various topics at School faculty meetings, visited faculty classrooms and provided feedback, and supported faculty in enhancing their classroom management and delivery methods.
These activities have been instrumental in faculty innovations in the classroom such as:
Incorporating more technologies to enhance awareness and agility for our students.
Moving toward a more “flipped” classroom to encourage problem-solving and transform students through a more engaged classroom experience.
Creating short videos to aid students when they are outside of class.
Implementing classroom response systems and homework management systems to provide immediate feedback.
Bringing professionals into the classroom, and in several instances, taking students to the work site to engage with professionals.
Bringing real-world examples to the classroom which can be used to illustrate the issue, inclusive of ethical considerations.
Holding students accountable for material after the initial examination to encourage continued exposure and enhanced retention.
The engagement and innovation activities pursued by faculty help meet our mission of nurturing student success by providing transformational classroom experiences.
Continuous Improvements
Through the School’s Assurance of Learning process, faculty have commented that problem-solving skills in upper-division accounting courses, although acceptable, should be improved. To this end, the School faculty are working together to address this concern. The dialogue will continue and faculty have suggested that we revisit the topics and pedagogy in our earlier courses, work to ensure consistency in
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rigor and expectations across the curriculum, consider requiring a minimum performance level to progress, and find ways to overtly incorporate more analysis opportunities in the coursework.
Indirect Measures
Consistent with our mission to nurture student success, we seek constituents’ input on student performance to identify opportunities for improvement. One source is our students’ employers.
Employer Evaluation Survey
An employer survey was administered in fall of 2016, and responses were received from 15 employers. Employers were asked to assess their perception of our graduates’ performance, relative to graduates from other universities on 14 different skill metrics. The scale ranges from 1 to 5 where 1 is high and 5 is low, note that a value lower than 3.00 indicates above average:
Employer Evaluation Surveys General (Fall 2016)
Skill Mean 1. Use of SAP or other ERP systems 1.92 2. Motivation/work ethic 1.93 3. Adaptability to new technology 2.07 4. Understanding of accountants’ professional responsibilities 2.07 5. General accounting knowledge 2.20 6. Interpersonal skills 2.20 7. Time management skills 2.33 8. Use of Excel to solve accounting problems 2.50 9. Leadership skills 2.53 10. Use of problem solving skills to analyze accounting issues 2.53 11. Use of research databases to solve accounting problems 2.54 12. Oral communication skills 2.57 13. Written communication skills 2.60 14. Presentation/PowerPoint skills 2.67
Overall the employers’ responses indicate that they perceive CMU accounting graduates to be above average on all metrics. Note that presentation/PowerPoint skills (2.67), written communication skills (2.60), and oral communication skills (2.57) ranked closest to “average” in comparison to students from other universities. However, faculty felt these skills were best addressed in the required University and College communication courses, This information was considered when addressing Excel, problem-solving, and research databases through our assurance of learning activities, as previously discussed.
Employer Internship Evaluation Surveys
The School also collects employer evaluation surveys for students after they have completed an internship. This survey asks employers to rate their perception of the students’ performance on numerous metrics which include technology skills, oral communication, written communication, teamwork, integrity, professionalism and prospects for a successful career in accounting. The results over the period 2014-2019 for 158 responses are shown below where the scale ranges from 1 to 5; 1 is high and 5 is low:
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Employer Evaluation Surveys from Internships 2014 - 2019
Skill Mean
1. Technology 1.65 2. Oral communication 1.55 3. Written communication 1.61 4. Teamwork 1.20 5. Integrity 1.30 6. Professionalism 1.37 7. Prospects for a successful career in accounting 1.21
These results confirm the findings of the Employer Survey and reinforce the School’s initiatives to enhance focus on technology applications.
Student Survey
Students’ perceptions are also important. As part of an honors project, during fall 2016, accounting students conducted a survey of College of Business Administration students and asked students’ confidence level and perceptions about their abilities to understand and/or perform certain tasks. Excerpts from the survey show that students’ perceptions were similar to those of the employers. However, students did not perceive that they were familiar with all of the accounting career opportunities. Please see Appendix 3G for the survey summary.
Given the information gathered from the student survey, the School has taken actions to provide information about career opportunities above and beyond the opportunities provided by student organizations. Some actions are to include a career opportunities information sheet in the packet distributed to accounting students when they sign their major, provide an information sheet about the certification exam opportunities, organize a resume workshop where students work with professionals to enhance their resumes and to prepare for recruiting, and organize a mentor event for students to learn about accounting careers by speaking with professionals from different accounting career paths. Faculty continue to incorporate Excel and other technologies in the classroom to help boost students’ confidence and performance.
The SOA faculty plan to distribute each of these surveys in the future (tentatively 2020-2021) to assess changes and reveal additional opportunities for improvement.
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Accounting Academic, Professional Engagement and Professional Interactions
Strategies Supporting Accounting Faculty Engagement
The School recognizes that faculty engagement with the profession is essential to fulfilling our mission of nurturing student success and providing a transformative educational experience. Imperative III of the School’s strategic plan addresses actions to foster faculty engagement, and consistently, the School and College support and encourage these activities in multiple ways. From a broad perspective, there are three types of incentives; College and School events, School financial support as either written in the Bylaws or customary, and College criteria for AACSB qualification status. These will be noted in turn.
College and School Events
The College sponsors Dialogue Days where business professionals are invited to campus. These professionals visit classrooms to share their experiences with students. Faculty are asked to work with these individuals prior to the classroom visit. Most accounting faculty have engaged with professionals through this event.
The School holds Accounting Advisory Committee meetings semi-annually. These meetings provide a venue for faculty to engage with alumni and recruiters to gain insight into some of our constituents’ observations and viewpoints.
The School, and Registered Student Organizations (Beta Alpha Psi and National Association of Black Accountants) create several event-type opportunities for faculty and professionals to engage. During a typical academic year the activities include the Mentor Event, Resume Workshop, Meet the Recruiters, Underclassmen Night, and the Registered Student Organization meetings.
Faculty have brought professionals to the classroom to help with educational material and have also taken students on site. The School has provided modest financial support when needed. Some examples include covering the fraud speaker’s travel costs for forensic accounting and refreshments when the IRS stages a mock investigation/arrest with the forensic accounting students. Other examples include travel costs for faculty to take students to attend a General Motors conference and to visit Dow Chemical Corporation. Each of these activities represent instances where faculty have engaged with members of the profession.
Financial Support from the School
The School Bylaws state that discretionary funds may be used for the following items:
Seventy-five (75) percent of dues and professional membership fees, where faculty can be reimbursed up to $600 per year.
Re-certification fees for one accounting-related professional certification, annually.
Reimbursement of American Accounting Association Dues.
Attendance to professional meetings.
The School typically supports faculty for engagement activities, some examples are:
Annually, the Deloitte Foundation FSA Faculty Consortium.
Annually, PwC’s Accounting and Tax Symposium.
Deloitte’s Trueblood Seminar.
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College AACSB Qualification Criteria
The College incentivizes professional engagement through its criteria for AACSB qualification status. Examples noted for either Instructional Practitioner (IP), Practicing Academic (PA), Scholarly Academic (SA), or Scholarly Practitioner (SP) follow:
Serve as a workshop presenter at a professional conference. (SA)
Obtain a certification directly related to classroom teaching. (SA)
Consult in CBA-approved activities that are significant in terms of time (50 hours per year) and substance and related to the field of study. Faculty have participated in mentoring students for the New Venture Competition which engages business professionals. (PA, IP)
Participate in a faculty internship. (PA, IP)
Develop and deliver continuing education, executive education, or professional program. (PA, IP)
Maintain sustained professional work supporting qualified status. (PA)
Participate at a significant, active, and sustained level in discipline-appropriate and instruction related professional associations. (PA)
Serve in a relevant, active role on a board of directors. (PA, IP)
Document continuing professional education experiences. (PA)
Provide leadership and/or management of significant and ongoing professional activities and events that focus on the practice of business, management, and related issues. (PA)
Sustain active service on the board of directors of a corporation, nonprofit organization, discipline organization, or advocacy group. (IP)
Obtain a new and appropriate professional/technical certification. (IP)
Serve as an invited speaker, panelist, or expert witness of a discipline relevant academic, regulatory, or professional institution. (IP)
Organize and coordinate other significant activities that place faculty and/or students in direct contact with business or other organizational leaders. (IP)
The School of Accounting continues to seek ways to improve curriculum and make certain students graduate with knowledge and skills necessary to be successful in careers. The School supports the key values of the College and University and seeks continuous improvement in help the College reach its vision: “We aspire to be recognized as a business college of choice, preparing our graduates to become business professionals who significantly impact their organizations and communities.”
School of Accounting
AACSB Maintenance Report
Appendix 1A
School of Accounting Vision,
Mission, and Strategic Plan
Appendix 1A - School of Accounting Vision, Mission, and Strategic Plan
School of Accounting Vision, Mission, Core Values,
SOA Student Learning Goals, and Strategic Plan
Reflecting Central Michigan University’s Strategic Plan: Advancing Excellence (2017-2022) and the College of Business Administration’s Strategic Plan (2019-2020)
Vision Statement
We prepare our graduates to become accounting professionals who significantly impact their organizations and communities.
Mission Statement
We nurture student success by providing a transformative educational experience.
Core Values
1. Student-centered Learning. We value rigorous, active, lifelong learning.
2. Business Connected. We value ongoing engagement with the business community and adaptable programs designed to meet current and future business needs.
3. Broadly Educated. We value a broad educational background that cultivates critical thinking and innovation.
4. Integrity. We value ethical and socially responsible behavior.
5. Relevant Research. We value intellectual contributions that impact accounting and business practices, policy, theory, and pedagogy.
6. Diversity and Inclusion. We value collegiality, diversity, and inclusion where ideas are judged on the strength of their intellectual merit.
SOA Student Learning Goals
1. Apply technology to solve accounting problems.
2. Use critical thinking/problem-solving skills to make appropriate accounting decisions.
3. Analyze and communicate business and financial information effectively.
4. Understand the professional responsibilities, ethical standards, and regulatory environment of accountants.
5. Demonstrate competency in core accounting concepts and knowledge.
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CMU Imperative I: Nurturing Student Success
“CMU provides a transformative education to prepare students for successful careers and fulfilling lives. Successful students complete their programs of study in a reasonable amount of time and are well prepared for careers and/or postgraduate study. Alumni perceive their CMU education as a sound investment” (from Advancing Excellence: CMU’s Strategic Plan, 2017-2022—see https://www.cmich.edu/about/Strategic_Planning/Documents/AcademicExcellenceStrategicPlan.pdf).
The SOA values active, rigorous, student-centered learning. It provides a transformative education to prepare students for successful careers in accounting, business, and/or postgraduate studies while helping them to complete their program of study in a reasonable amount of time. We seek to meet the changing educational needs of students with a curriculum that encompasses the current demands of the accounting profession.
SOA Strategies for Imperative I (Nurturing Student Success)
Strategy 1. We offer rigorous, active, student-centered learning in courses.
Target/Outcome Actions Metrics/Measures (Data Sources)
Maintain or increase the proportion of faculty participating in at least one teaching-oriented program each year (e.g., CETL program, AAA workshop, AACSB symposium, or other activity)
Provide financial support for faculty to attend training programs (ongoing)
SOA brown bag for best practices in teaching and for updates in curriculum (2020)
Monitor currency of curriculum and teaching strategies used (ongoing)
OFIS Assurance of Learning data RPT review material and UTF
evaluation forms SOA Faculty Survey
Strategy 2. We engage students in transformational experiences:
a. Promote internship opportunities. b. Assist students to obtain professional certifications. c. Encourage students to participate in Registered Student Organizations (RSOs).
Strategy 2(a). Promote internship opportunities.
Target/Outcome Actions Metrics/Measures (Data Sources)
Maintain or increase the proportion of accounting majors participating in an internship opportunity
Foster relationships with employers (ongoing)
Educate students about the importance of internships (ongoing)
Inform students of internship and leadership opportunities (ongoing)
CBA Exit Survey, (e.g., Mgt. 499)
SOA Faculty Survey SOA Exit Exam Survey Major Signing Packet
Materials SOA Chair Worksheet (2020)
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Advise Students when to apply for internships and how to arrange coursework (ongoing)
Strategy 2(b). Assist students to obtain professional certifications.
Target/Outcome Actions Metrics/Measures (Data Sources)
Maintain or increase the proportion of accounting majors intending to pursue a professional certification (e.g., CMA, CPA)
Include relevant certification information in the SOA advising packet (ongoing)
Hold an annual Professional Certification Information Session for accounting majors (2020)
Leverage CMA Exam Scholarship opportunities through the IMA (ongoing)
CBA Exit Survey (e.g., Mgt. 499)
SOA Exit Exam Survey Major Signing Packet
Materials
Strategy 2(c). Encourage students to participate in Registered Student Organizations (RSOs).
Target/Outcome Actions Metrics/Measures (Data Sources)
Maintain or increase the proportion of accounting students involved in an accounting or business-related RSO
Support student organizations (ongoing)
Include student organization information in the major signing packet materials (ongoing)
Inform students of accounting organization activities in major signing packet materials (2020)
CBA Exit Survey (e.g., Mgt. 499)
Faculty Survey SOA Exit Exam Survey Major Signing Packet
Materials
Strategy 3. We provide opportunities for students to seek and secure employment in accounting-related fields upon graduation (including admission to graduate school) and maintain communication with alumni.
Target/Outcome Actions Metrics/Measures (Data Sources)
Maintain or increase the proportion of graduating accounting majors who have secured full-time employment in an accounting-related field and remain connected to the SOA
Support Career Fairs (e.g., Meet the Recruiters) (ongoing)
Encourage classroom visits by recruiters (ongoing)
Support employer networking events (ongoing)
Require students to use College and Career Development Services (e.g., mock interviews, resume review) and to attend other
CBA Exit Survey (e.g., Mgt. 499)
Survey Data from Career Development Center
SOA Exit Exam Survey Academic, Planning, and
Analysis (APA) Data SOA Faculty Survey SOA LinkedIn Page
4
Career Development events (ongoing)
Encourage participation in the SOA Resume Workshop (ongoing)
Encourage students to join LinkedIn (2020)
Survey Alumni one and five years after graduation (2021)
Strategy 4. We invest in in retaining our students and graduating them in a timely manner:
a. Facilitate student success in the accounting curriculum. b. Facilitate minimizing the number of credit hours to graduation.
Strategy 4(a). Facilitate student success in the accounting curriculum.
Target/Outcome Actions Metrics/Measures (Data Sources)
Maintain or increase student retention for accounting majors
Hold faculty workshops to discuss and share successful teaching strategies (2020)
Inform CBA Student Services of preferred pathways for timely graduation for accounting majors (ongoing)
Educate faculty on best practices for accounting advising (ongoing)
Enhance consistency in expectations across accounting courses (ongoing)
Require each accounting major meet at least once (e.g. at end of junior year) with an accounting faculty advisor to review degree progress (2020)
Facilitate student tutoring (ongoing)
Academic Planning and Analysis (APA) Retention Data
SOA Faculty Survey CBA Student Services
Materials SOA Exit Exam Survey
Strategy 4(b). Facilitate minimizing the number of credit hours to graduation.
Target/Outcome Actions Metrics/Measures (Data Sources)
Maintain or reduce the average number of credit hours students complete at graduation
Inform CBA Student Services of preferred pathways for timely graduation for accounting majors (ongoing)
Update accounting major maps to facilitate timely graduation (ongoing)
Curricular Actions Academic Planning and
Analysis Major Signing Packet
Materials SOA Exit Exam Survey SOA Faculty Survey
5
Require each accounting major meet at least once (e.g. at end of junior year) with an accounting faculty advisor to review degree progress (2020)
Provide student advising to maximize ‘double-counting’ toward degree requirements (ongoing)
Monitor trends in hours to graduation for accounting majors (2020)
Promote accelerated MBA Program (ongoing)
Strategy 5. We commit to increasing diversity in the SOA.
Target/Outcome Actions Metrics/Measures (Data Sources)
Recruit and support students and faculty from underrepresented groups
Target recruitment material and social media to underrepresented groups (ongoing)
Support NABA (ongoing) Track demographic differences
between SOA and CBA (2020)
Academic Planning & Analysis (APA)
Demographic Data Faculty Personnel Services
6
CMU Imperative II: Fostering Scholarly Activity
“CMU encourages a scholarly environment that attracts and fosters talented and diverse students, faculty and staff. Scholarship is essential to the intellectual life of a university and its accreditation. We embrace a broad view of scholarship, recognizing the value of theoretical and applied research, field-specific and interdisciplinary research, creative efforts, artistic performances, and pedagogical inquiry” (from Advancing Excellence: CMU’s Strategic Plan, 2017-2022)
The SOA encourages a scholarly environment. Scholarship is essential to the intellectual life of the SOA and its accreditation. We embrace a broad view of scholarship, recognizing the value of theoretical and applied research, field-study and interdisciplinary research, and pedagogical inquiry.
SOA Strategies for Imperative II (Fostering Scholarly Activity)
Strategy 1. Faculty are engaged in quality research that is visible to the public.
Target/Outcome Actions Metrics/Measures (Data Sources)
All research active faculty will have a Google Scholar profile and upload scholarly work into SSRN
Provide training and support for creating Google Scholar and SSRN accounts (2020)
Require a Google Scholar profile and an SSRN manuscript upload of research for professional development funds (ongoing)
Google Scholar (track percentage of faculty with profiles and total SOA citations)
SSRN (track percentage of faculty with profiles, and total SOA downloads)
Strategy 2. Faculty present and publish research that has impact.
Target/Outcome Actions Metrics/Measures (Data Sources)
Increase or maintain the percentage of faculty who publish in academic, practitioner, and pedagogical journals
Support faculty to present at conferences (ongoing)
Support research that impacts theory, policy, practice, and pedagogy (ongoing)
Hold SOA faculty brown bags to informally share ideas and insights (2020)
OFIS Research Credit Awards SOA Faculty Survey
Strategy 3. Faculty continue to meet AACSB standards for faculty qualifications and scholarly activity.
Target/Outcome Actions Metrics/Measures (Data Sources)
Maintain AACSB requirements for accreditation in the four qualification areas: SA ≥ 40%, SA + PA + SP ≥ 60%, and SA + PA + SP + IP ≥ 90%
Review faculty status in all Article 6 and all reappointment, promotion, and tenure (RPT) decisions as well as UTF Evaluation Forms (annually) (ongoing)
OFIS AACSB Short Vita AACSB Tables Article 6 & RPT
Documentation UTF Evaluation Forms
7
Strategy 4. Faculty offer opportunities to work with students on scholarly activities.
Target/Outcome Actions Metrics/Measures (Data Sources)
Maintain or increase the number of Honors contracts and capstones completed with students
Support faculty who participate in Honors contracts and capstones (ongoing)
Promote relationships with Honors Department (ongoing)
OFIS SOA Faculty Survey Honors Department Data SOA Exit Exam Survey
8
CMU Imperative III: Strengthening Partnerships in Michigan and Beyond
“CMU values community partnerships. We will emphasize partnerships with alumni, communities, corporations, government agencies and nonprofit organizations that lead to mutual growth and enhancement, starting with those in Michigan and going beyond to our country and the world” (from Advancing Excellence: CMU’s Strategic Plan, 2017-2022).
The SOA values and seeks partnerships with professional accounting firms, corporations, government agencies, nonprofit organizations, and alumni to form strong stakeholder commitments with the SOA.
SOA Strategies for Imperative III (Strengthening Partnerships)
Strategy 1. Faculty engage employers and partners in SOA events.
Target/Outcome Actions Metrics/Measures (Data Sources)
All faculty participate in at least one activity or event annually that engages faculty, students, and other constituents
Support SOA professional and social events (ongoing)
Encourage participation of stakeholders in SOA activities (e.g., classroom presentations, RSO speaker) (ongoing)
Hold annual/biannual Advisory Board Meetings (ongoing)
Survey alumni (2021) Support Meet the Recruiter
event (ongoing)
OFIS SOA Faculty Surveys
Strategy 2. Faculty participate the professional and academic accounting communities.
Target/Outcome Actions Metrics/Measures (Data Sources)
Maintain or increase the proportion of faculty who participate in accounting-related organizations
Support faculty membership in professional accounting and business organizations (ongoing)
Support faculty attendance at professional conferences (ongoing)
OFIS SOA Faculty Survey
Strategy 3. Engage potential SOA students in events and activities that connect them with the SOA.
Target/Outcome Actions Metrics/Measures (Data Sources)
Maintain or increase the percentage of faculty who participate in events to engage non-SOA students
Participate in events such as CBA Day, Fire-up Fridays, CMU and You Day (2022)
OFIS SOA Faculty Survey
School of Accounting
AACSB Maintenance Report
Appendix 1B
Andersen Research Call for
Proposals
Appendix 1B - Andersen Research Call for Proposals
College of Business Administration School of Accounting
Arthur Andersen Summer Research Grant Summer 2020
Because of the need to encourage continued output of scholarly activity in the form of published articles, the Personnel Committee is continuing the following program for Summer 2020. The process
below is in compliance with the endowment agreement.
Eligibility Requirements
1. Member of the regular faculty of the School of Accounting.
2. Not engaged in instructional activities for remuneration by Central Michigan University during the period May 15 to August 15, 2020.
Application Process
1. Submit a 3-5 page research proposal of a research project that describes the methodology and expected output of the project, including target publication outlets.
2. Document the results of any research grants received from the School of Accounting since 2010.
3. Submission deadline is MONDAY, NOVEMBER 4, 2019.
4. The Review Committee will be comprised of two members of the accounting faculty, one School of Accounting alumnus, and a representative from the College of Business Administration Dean’s office.
Award Process
1. Grant recipients will receive a $3,000 cash payment (treated as additional compensation) on June 30, 2020.
2. Grant recipients will receive an additional payment to equal compensation for one summer course minus $3,000 (treated as additional compensation) upon evidence of submission of a manuscript to a refereed journal (as defined by the College of Business Administration research credit policy) no later than November 30, 2020.
Other Relevant Items
1. Grant recipients may collaborate on projects with other CMU faculty or faculty at other institutions.
2. No more than one Accounting faculty member may receive funding for a given project.
3. In the spirit of causing increased productivity for scholarly output, proposals must be for new projects. Papers presented at conferences and manuscripts developed and/or out for review will not be funded by a summer research grant.
Violation of Item 2 in the Eligibility Requirements or Items 2 or 3 in the Other Relevant Items will cause the award to be canceled.
School of Accounting
AACSB Maintenance Report
Appendix 1C
Research Credit Guidelines
Appendix 1C - Research Credit Guidelines
Research Credit Guidelines for Publication in the CBA
To receive research credit, the items listed below must be assembled in the following order and presented to the Dean’s Office.
1. A copy of the faculty member’s AACSB Short Vita (OFIS system) with the journal article for which the credit is being requested listed on the short vita. All previously published articles on the vita must include appropriate issue, volume, and publication dates.
2. Proof of acceptance for publication in the form of a letter or email from the editor or actual journal publication.
3. A screen shot showing paper has been uploaded to your SSRN account. This may occur subsequent to journal acceptance.
4. A screen shot of your Google Scholar Profile (Just your active account, not of this paper in it; it will be picked up automatically)
5. Documentation identifying the award category and evidence showing which of the criteria are satisfied.
Guidelines
• Request must be submitted within one calendar year of acceptance.
• An award given for publication is not eligible for any other development award offered by the CBA.
• If more than one CBA faculty member authors the publication, the award will be split equally among the authors.
• If more than one CBA faculty member publishes the article, all authors must agree which award incentive category they will apply for. One author may not apply for award in one award category while the other author(s) apply for a different credit amount in a different award category.
• If the applicant is the editor/co-editor of the journal or the journal is edited/co-edited by a faculty member at Central Michigan University, applicant must sufficiently demonstrate to the Dean’s office that the publication process was followed as would be at a journal without such relationships.
• These guidelines do not replace, alter, or otherwise influence research requirements in department bylaws for Reappointment, Promotion, or Tenure.
• Applicants who are denied research credit or feel a publication should be in a different category may provide evidence in support of their request to the CBA Associate Dean.
Outstanding: $5,000
The criteria for Outstanding Paper Award has been designed to include truly outstanding, almost universally regarded “A” journals. These tend to be the most highly regarded journals within each discipline, usually requiring the greatest contribution level and effort. Any journal that meets at least one of the following criteria is defined as Outstanding for the sole purpose of qualifying for the CBA Outstanding Paper Award and research credit:
• Any journal rated AJG 4 in the most-recent Academic Journal Guide of the Association of Business Schools (https://charteredabs.org).
• Any journal listed in the current year Financial Times 50 ranking.
• Publications listed in the current Washington & Lee University law journal database with a Combined Score of 50 or higher (https://managementtools4.wlu.edu/lawjournals).
Approved by CBA DAC March 11, 2019
Premiere: $3,000
Premiere journals are intended to encompass leading field journals in each discipline. Generally, these include well recognized journals that consistently publish quality work. For purposes of the premiere research credit award, a “Premiere” journal is defined as a publication that meets one of the following criteria:
• Any journal rated AJG 3 in the most-recent Academic Journal Guide of the Association of Business Schools (https://charteredabs.org).
• Any journal listed as Quartile 1 (Q1) in the Scimago Journal & Country Rank (https://www.scimagojr.com).
• Any journal with a Journal Citation Report (JCR) five-year journal impact factor greater than 3.0 (https://jcr.incites.thomsonreuters.com).
• Publications listed in the current Washington & Lee University law journal database with a Combined Score of 16 or higher (https://managementtools4.wlu.edu/lawjournals).
• Publications with a Combined Score in the top 10% of their “Subject” in the Washington & Lee University law journal database (e.g., as of this writing, Economics Law has 42 journals, the top 4 would qualify).
Enhanced: $1,500
Enhanced journals are intended to quantify the highly regarded, high quality journals not captured above. For purposes of the enhanced research credit award, an “Enhanced” journal is defined as a publication that meets one of the following criteria:
• Any journal rated AJG 1 or 2 in the most-recent Academic Journal Guide of the Association of Business Schools (https://charteredabs.org).
• Any journal listed as Quartile 2 (Q2) in the Scimago Journal & Country Rank (https://www.scimagojr.com).
• Any journal with a Journal Citation Report (JCR) five-year journal impact factor greater than 0.50 (https://jcr.incites.thomsonreuters.com).
• Publications listed in the current Washington & Lee University law journal database with a Combined Score 1.0 or higher (https://managementtools4.wlu.edu/lawjournals).
Regular: $1,000
Regular journals are intended to reflect all legitimate, peer-reviewed journal publications not identified above. For purposes of the regular research credit award, a “Regular” journal is defined as a publication that is peer reviewed with a minimum of two external reviewers or published by an ABA accredited law school. Conference proceedings, where the majority of the presentations at a conference are contained as papers, shall not count.
School of Accounting
AACSB Maintenance Report
Appendix 1D
Professional Development
Expenditure Guidelines
Appendix 1D - Professional Development Expenditure Guidelines
College of Business Administration Expenditure Guidelines
Records are maintained in Grawn 250, Office of the Dean, for faculty members who are entitled to use research credit funds granted by the Associate Dean.
Expenditures may apply to the following: A. Computer software, data, and data storage to support researchB. Office supplies to support researchC. Professional books or journals (excludes textbooks)D. Student assistance to support researchE. Travel to professional meetings, workshops, and seminarsF. Membership dues in professional organizationsG. Communications charges related to researchH. Fees charged by copyeditors and proofreaders
1. Disbursements for travel to make professional presentations (Other IntellectualContribution for AACSB academic qualification standards) require a hard copy of thefaculty member’s short AACSB vita documenting the OIC. Requests for travelreimbursement must follow the same procedures as for any University-approved travel.The University requires that all purchases follow the normal purchasing requirements.
2. A CMU credit card should not be used to purchase something that is being reimbursedwith research credit funds or CBA teaching awards. Such items should be charged to apersonal credit card that will then be reimbursed.
3. All expense vouchers for data, software, or equipment must first be prepared by thedepartment and then forwarded to Grawn 250 to be approved by the Associate Deanbefore items can be purchased. Equipment and equipment upgrades for personalownership may not be purchased from this fund. Equipment and equipment upgradeswhich will remain the property of CMU may be purchased if approved by the departmentchairperson in advance. Ordinarily, faculty should seek department funding for equipmentpurchases.
This award program is strictly and solely for the research credit program established through the Office of the Dean. Payment considerations are only considered and authorized through the CBA Dean’s Office. The Faculty Development Committee emphasizes that this research credit in no way is meant to compete with, supersede, interfere with, or serve as a model for CBA individual department Bylaws. The determination of journal quality for promotion and tenure decisions is most comprehensively understood and determined at the department level, independent of any program established by the FDC. This document is not intended to serve as a model for AACSB academic qualification standards.
No reimbursement may be made for personal expenditures incurred prior to the receipt of research credit funds. Rev. 3/20/19 jmf
School of Accounting
AACSB Maintenance Report
Appendix 1E
Faculty Vitae
Appendix 1E - Faculty Vitae
Mrs. Judy L. DeWitt Central Michigan University
School of Accounting (989) 774-6967
Email: [email protected]
Education MBA, Central Michigan University, 2008. BS, Central Michigan University, 1992.
Major: Accounting Supporting Areas of Emphasis: Business Administration
CMU Position Fixed-Term Faculty, Central Michigan University. (August 15, 2008 - Present).
Professional Experience Professional
Consultant, Isabella County Transportation Commission. (October 30, 2014 - Present). Financial Advisor, Central Michigan Orthodontics, DDS, MS, PC. (January 2013 - Present). Consultant, Judy DeWitt, CPA. (September 29, 2015 - October 13, 2015). Staff Accountant, Page Olson & Co, CPA's. (October 2010 - November 2014).
Licensures and Certifications Certified Public Finance Officer. (October 2003 - Present). Certified Public Accountant, State of Michigan. (December 1995 - Present). Regulatory Ethics, Michigan Association of CPAs. (November 5, 2018). Michigan Specific Ethics, Michigan Association of CPAs. (September 26, 2018). Data Analytics & Business Intelligence, Michigan Association of CPAs. (June 29, 2018). Winning the Fraud Battle in the Digital Age, Michigan Association of CPAs. (June 28, 2018). New Choice of Entity Decision After Tax Reform, Michigan Association of CPAs. (June 27, 2018). Proper Financial Acctg for Tax Driven Entities, Michigan Association of CPAs. (June 27, 2018). Preparing Financial Statements for Small/Med Bus, Michigan Association of CPAs. (June 8,
2018). Preparation, Compilation & Review Standards, Michigan Association of CPAs. (June 7, 2018). What a CPA in Business needs to know, MI Association of CPAs. (June 5, 2018).
Report Generated on November 15, 2019 Page 2 of 38
The High Cost of Turnover, Michigan Association of CPAs. (April 30, 2018).
Tax & Forensic Accounting & Ethics Update, Michigan Association of CPAs. (June 30, 2017).
Non-Profit Financial Statements, Michigan Association of CPAs. (June 29, 2017).
Best Practices for Payroll Taxes & 1099 Issues, Michigan Association of CPAs. (June 28, 2017).
Understanding the Complexities of Fraud, Michigan Association of CPAs. (June 27, 2017).
Implementing & Maintaining Internal Control Systems, Michigan Association of CPAs. (June 26, 2017).
Take your Excel Spreadsheets to the Next Level, Michigan Association of CPAs. (June 30, 2016).
Current Accounting & Attest Service Update, Michigan Association of CPAs. (June 29, 2016).
A Practical Alternative to GAAP, Michigan Association of CPAs. (June 28, 2016).
Financial Accounting Standards for Small/Medium-sized businesses, Michigan Association of CPAs. (June 10, 2016).
Tax Considerations & Consequences for Closely Held Businesses, Michigan Association of CPAs. (June 10, 2016).
Federal Income Tax Accounting, Michigan Association of CPAs. (June 9, 2016).
Cases in Corporate Ethics, Michigan Association of CPAs. (April 21, 2016).
IRA, Roth IRA, SEP, SIMPLE Plans, Michigan Association of CPAs. (June 30, 2015).
Core Issues Related to Properly Assessing/Responding to Financial Statement Audit Risk, Michigan Association of CPAs. (June 29, 2015).
Cash Management Techniques, Michigan Association of CPAs. (June 26, 2015).
Ethics in Action, Michigan Association of CPAs. (June 26, 2015).
Small GAAP: New AICPA Standards, Michigan Association of CPAs. (June 25, 2015).
Engagement Essentials: Preparation of Financial Statements, Michigan Association of CPAs. (June 24, 2015).
TEACHING
Teaching Experience
Central Michigan University ACC 201, Concepts Financial Accounting, 3 courses. ACC 210, Acc Info Entrep Dec Mkng, 6 courses. ACC 250, Intro to Financial Accounting, 25 courses. ACC 255, Managerial Accounting & Decision Making, 11 courses. ACC 301, Intermediate Accounting I, 2 courses.
Report Generated on November 15, 2019 Page 3 of 38
ENT 210, Acc Info Entrep Dec Mkng, 11 courses.
Academic Advising
2016-2017
Number of Undergraduate Students: 6 Approx. Number of Hours Spent for the Year: 6
Discuss classes and path to graduation
Number of Undergraduate Students: 8 Approx. Number of Hours Spent for the Year: 10
Discuss classes and path to graduation
2017-2018
Number of Undergraduate Students: 10 Approx. Number of Hours Spent for the Year: 10
Discuss classes and path to graduation
2018-2019
Number of Undergraduate Students: 5 Approx. Number of Hours Spent for the Year: 5
Discuss classes and path to graduation
AWARDS AND HONORS
Teaching
Dean's Teaching Award, College of Business Administration. (April 15, 2015).
Report Generated on November 15, 2019 Page 4 of 38
Dr. Steven A. Harrast Central Michigan University
School of Accounting (989) 774-6574
Email: [email protected]
Education
PHD, The University of Memphis, 1999. Major: Accounting Dissertation Title: An Examination of the Merits of Inductive Reasoning in Accounting Research (a fundamental analysis using data mining)
BS, Brigham Young University, 1989. Major: Accounting
CMU Position
Professor, Central Michigan University, Mount Pleasant, MI. (2013 - Present).
TEACHING
Teaching Experience
Central Michigan University ACC 201, Concepts Financial Accounting, 2 courses. ACC 202, Concepts of Managerial Accounting, 2 courses. ACC 203, Essentials of Acc for Business, 1 course. ACC 250, Intro to Financial Accounting, 12 courses. ACC 255, Managerial Accounting & Decision Making, 5 courses. ACC 255A, Manage Acctg & Dec Mkng, 1 course. ACC 255B, Manage Acctg & Dec Mkng, 1 course. ACC 370, Accounting Systems & Controls, 2 courses. ACC 370S, Accounting Systems & Controls, 9 courses. ACC 597J, Data Analytics for Accounting, 1 course. ACC 730, Cfg, Ctrl & Impl Gl Acc Sys/GRC, 5 courses. MBA 620, Managerial Acctg: Management Perspective, 2 courses.
PUBLICATIONS AND CREATIVE ACTIVITY
Published Intellectual Contributions
Refereed Journal Articles
Harrast, S. A., Swaney, A. (2017). Understanding the New International Ethics Standards. The Journal of Corporate Accounting & Finance, 28(6), 9-13.
Report Generated on November 15, 2019 Page 5 of 38
Harrast, S. A., Olsen, L. M. (2016). Climate Change Disclosures are Getting Hotter. The Journal of Corporate Accounting & Finance, 27(5), 21-28.
Harrast, S. A., Hayes, G. W., McGilsky, D. A. (2014). Integrating an ERP System into an Accounting Curriculum at Central Michigan University. International Journal for Quality & Productivity Management, 11(1), 43-55.
Harrast, S. A., McGilsky, D. A. (2014). Cyber Incidents and Disclosure Controls. Today's CPA, 42(2), 10-11.
Intellectual Contributions Accepted for Publication
Refereed Journal Articles
Harrast, S. A., Swaney, A. The Technology Committee’s Identity Crisis. Journal of Corporate Accounting & Finance.
PRESENTATIONS
Presentations Given
Accepted
Harrast, S. A., Swaney, A., AAA Midwest Meeting, "The Technology Committee's Identity Crisis," American Accounting Association, Indianapolis, IN. (October 6, 2018).
Harrast, S. A., Swaney, A., Michigan Academy of Science, Arts and Letters, "The Technology Committee's Identity Crisis," MASAL, Mt. Pleasant, MI. (March 9, 2018).
Harrast, S. A., Swaney, A., Michigan Academy of Science, Arts and Letters, "Many U.S. Accounting Professionals will be Affected by International Ethics Standard." (March 10, 2017).
Harrast, S. A., Michigan Academy of Science, Arts and Letters, "Writing Apps as an Introduction to Big Data in Accounting." (March 4, 2016).
Invited
Harrast, S. A., AAA Midwest Meeting, "Advising Accounting Student Organizations," Indianapolis, IN. (October 6, 2018).
Report Generated on November 15, 2019 Page 6 of 38
Gary W. Hayes Central Michigan University
School of Accounting (989) 774-3142
Email: [email protected]
Education
DBA, Mississippi State University, 1995. Major: Accounting
MBA, Central Michigan University, 1981. Major: Accounting
BS, Central Michigan University, 1973. Major: Accounting and Mathematics
CMU Position
Assistant Professor, Central Michigan University. (1993 - Present).
Licensures and Certifications
Certified Public Accounting Certificate, MACPA. (January 1980 - Present).
TEACHING
Teaching Experience
Central Michigan University ACC 202, Concepts of Managerial Accounting, 1 course. ACC 255, Managerial Accounting & Decision Making, 16 courses. ACC 255A, Manage Acctg & Dec Mkng, 1 course. ACC 321, Managerial Cost Accounting, 6 courses. ACC 521S, Managerial Cost Control, 5 courses. MBA 620, Managerial Acctg: A Mgmt Persptv, 1 course.
Academic Advising
2015-2016
Number of Undergraduate Students: 20 Approx. Number of Hours Spent for the Year: 20
Sign accounting majors, advise students on courses and career paths. The number of students is approximate, however students walk in and we are assigned students to advise through the SOA.
2016-2017
Number of Undergraduate Students: 20 Approx. Number of Hours Spent for the Year: 20
Report Generated on November 15, 2019 Page 7 of 38
Sign accounting majors, advise students on courses and career paths. The number of students is approximate, however students walk in and we are assigned students to advise through the SOA.
2017-2018
Number of Undergraduate Students: 20 Approx. Number of Hours Spent for the Year: 20
Sign accounting majors, advise students on courses and career paths. The number of students is approximate, however students walk in and we are assigned students to advise through the SOA.
2018-2019
Number of Undergraduate Students: 20 Approx. Number of Hours Spent for the Year: 20
Sign accounting majors, advise students on courses and career paths. The number of students is approximate, however students walk in and we are assigned students to advise through the SOA.
PUBLICATIONS AND CREATIVE ACTIVITY
Published Intellectual Contributions
Refereed Journal Articles
Harrast, S. A., Hayes, G. W., McGilsky, D. A. (2014). Integrating an ERP System into an Accounting Curriculum at Central Michigan University. International Journal for Quality & Productivity Management, 11(1), 43-55.
PRESENTATIONS
Presentations Given
Accepted
Hayes, G. W. (Presenter & Author), Michigan Academy, "Does Data Analytics Really Matter," Central Michigan University, Mt. Pleasant, MI. (March 9, 2018).
Hayes, G. W. (Presenter & Author), Michigan Academy, "Is the cost savings that results from adopting cloud computing for your business really worth it considering the risks such as security for your data that increases dramatically with the clouds?," Western Michigan University, Kalamazoo, MI. (March 10, 2017).
Hayes, G. W. (Presenter & Author), Michigan Academy Conference, "What Really is Data Analytics and Would This Be Useful for All Organizations?," Saginaw Valley State University, Saginaw, MI. (March 4, 2016).
Hayes, G. W. (Presenter & Author), Michigan Academy Conference, "Is ERP Software Going to be Used in the Future by Smaller Entities to Better Manage Them?," Andrews University. (March 13, 2015).
Report Generated on November 15, 2019 Page 8 of 38
Report Generated on November 15, 2019 Page 9 of 38
Professor Philip K. Hong Central Michigan University
School of Accounting Email: [email protected]
Education
PHD, University of Illinois, 2006. Major: Accounting Dissertation Title: Smoothing of Pension Costs, Choice of Expected Rate of Return and Capital Market Consequences
MS, University of Maryland, 1993. Major: Business and Management
BBA, Florida International University, 1991. Major: Accounting
Professional Experience
Academic
Assistant Professor, University of North Carolina. (August 15, 2011 - June 30, 2018).
Visiting Assistant Professor, Texas Tech University. (August 15, 2016 - July 15, 2017).
Licensures and Certifications
Certified Public Accountant, State of North Carolina. (January 1, 2016 - Present).
TEACHING
Teaching Experience
Central Michigan University ACC 250, Intro to Financial Accounting, 2 courses. ACC 501, Advanced Accounting, 2 courses.
PUBLICATIONS AND CREATIVE ACTIVITY
Published Intellectual Contributions
Refereed Journal Articles
Blankley, A., Hong, P. K., Roland, K. (Ed.) (2018). Expected Benefit Payments and Asset Allocation in Defined Benefit Plans Post-SFAS 132(R). Accounting Horizons.
Report Generated on November 15, 2019 Page 10 of 38
Hong, P. K., Paik, D. G., Smith, J. V. (2018). A study of long-lived asset impairment under U.S. GAAP and IFRS within the U.S. institutional environment. Journal of International Accounting, Auditing and Taxation, 31, 74-89. http://dx.doi.org/10.1016/j.intaccaudtax.2018.05.001
Hong, P. K., Hwang, S. (2018). Fair value disclosure of pension plan assets and audit fees. Advances in Accounting, 41, 88-96. http://dx.doi.org/10.1016/j.adiac.2018.01.002
Hansen, J. C., Hong, K. P., Park, S.-H. (2018). Accounting conservatism: A life cycle perspective. Advances in Accounting, 40, 76-88. http://dx.doi.org/10.1016/j.adiac.2017.10.001
Cathey, J., Hong, K. P., Pak, S. J. (2018). Estimates of undervalued import of EU Countries and the U.S. from the Democratic Republic of Congo during 2000–2010. The International Trade Journal, 32(1), 116-128. http://dx.doi.org/10.1080/08853908.2017.1377650
Hong, K. P., Pak, S. J. (2017). Estimating Trade Misinvoicing from Bilateral Trade Statistics: The Devil is in the Details. The International Trade Journal, 31(1), 3-28. http://dx.doi.org/10.1080/08853908.2016.1202160
Da, Z., Hong, K. P., Lee, S. (2016). What Drives Target Price Forecasts and Their Investment Value?. Journal of Business Finance & Accounting, 43(3-4), 487-510. http://dx.doi.org/10.1111/jbfa.12176
Blankley, A. I., Hong, K. P., Kerr, D., Wiggins, C. E. (2014). A note on the effect of PCAOB inspections on the audit quality of triennial CPA firms. Research in Accounting Regulation, 26(2), 212-216. http://dx.doi.org/10.1016/j.racreg.2014.09.004
Invited Paper
Hong, P. K., Pak, S. J. (2018). Cross-reference of PFM and PCM : The U.S. trade with its partner countries.
Hong, P. K., Pak, S. J. (2018). Estimating IFFs/TM :Price Filter Method.
Intellectual Contributions Accepted for Publication
Refereed Journal Articles
Hong, P. K., Ma, T., Zhang, G. (2019). Accruals Quality and Cost of Capital: Evidence from Chinese Stock Market. Journal of International Accounting Research.
Hong, P. K., Lee, S., Mynatt, P., Ramakrishnan, R. (2019). Value Relevance of Non-Accounting Financial Information. Advances in Accounting.
PRESENTATIONS
Presentations Given
Accepted
The 8th Japanese Accounting Review Conference, "An Analysis of the Sources of Value Loss Following Financial Restatements." (January 2018).
Report Generated on November 15, 2019 Page 11 of 38
P. K., The American Accounting Association Annual Meeting, "Information Disaggregation andPost-Earnings Announcement Drift: Evidence from Monthly Comparable Store SalesDisclosures," . The American Accounting Association, San Diego, CA. (August 2017).
P. K., The American Accounting Association Mid-Atlantic Region Meeting,, "An Analysis of theSources of Value Loss Following Financial Restatements," The American AccountingAssociation, Arlington, VA. (May 2017).
P. K., The Annual Western Hemispheric Trade Conference, "Estimates of Undervalued Import ofthe EU Countries and the US from the Democratic Republic of Congo (DRC) during 2000-2010," Texas International A&M University, Laredo, TX. (April 2017).
K. P., The American Accounting Association Annual Meeting, "Value Relevance of Non-Accounting Financial Information," The American Accounting Association, New York, NY.(August 2016).
Hong, P. K., The Journal of Business, Accounting and Finance Conference, "What Drives Target Price Forecasts and Their Investment Value?," Milan, Italy. (May 2015).
Invited
Hong, P. K., Global Conference on Illicit Financial Flows and Trade Mis-Invoicing, "Estimating IFFs/TM :Price Filter Method," World Customs Organization, Brussels, Belgium. (May 2018).
Report Generated on November 15, 2019 Page 12 of 38
Professor William C. Hood Central Michigan University
School of Accounting (989) 774-4466
Email: [email protected]
Education
JD, Thomas M Cooley Law School, 1986.
MS, Grand Valley State College, 1980. Major: Taxation
BS, Central Michigan University, 1975. Major: Business Administration, Accounting
CMU Position
Professor, Central Michigan University, School of Accounting. (1995 - Present).
Licensures and Certifications
Michigan Bar Exam, State of Michigan. (1987 - Present).
CPA, State of Michigan. (1975 - Present).
TEACHING
Teaching Experience
Central Michigan University ACC 203, Essentials of Acc for Business, 9 courses. ACC 204, Acctg Not-For-Profit Entities, 10 courses. ACC 250, Intro to Financial Accounting, 12 courses. ACC 311, Federal Income Tax I, 13 courses. ACC 511, Federal Income Tax II, 7 courses.
PUBLICATIONS AND CREATIVE ACTIVITY
Published Intellectual Contributions
Refereed Journal Articles
Hood, W. C. (2017). Asset Basis Adjustments upon the Transfer of an LLC Interest. Tax Notes, 157, Number 12(December 18, 2017), Pages 1771-1781.
Hood, W. C. (2017). When Installment Sales Go Bad: Section 1038 Reacquisition Gains. Taxes(January 2017), 49-54.
Report Generated on November 15, 2019 Page 13 of 38
PRESENTATIONS
Presentations Given
Accepted
Hood, W. C., Michigan Academy of Science, Arts, and Letters, "Installment Sales of Depreciable Assets," CMU, Mount Pleasant, MI. (March 9, 2018).
Hood, W. C. (Presenter & Author), Annual Meeting of the Michigan Academy of Science, Arts, and Letters, "Can an Innocent Spouse Save a Marital Home from IRS Foreclosure," Saginaw Valley State University, Saginaw Michigan. (March 27, 2016).
Report Generated on November 15, 2019 Page 14 of 38
Dr. Philip L. Kintzele Central Michigan University
School of Accounting (989) 774-3798
Email: [email protected]
Education
DBA, Indiana University, 1973. Major: Accounting
MBA, Indiana University, 1971. Major: Accounting
BS, Indiana University, 1969. Major: Accounting
CMU Position
Professor, Central Michigan University, School of Accounting. (1981 - Present).
TEACHING
Teaching Experience
Central Michigan University ACC 501, Advanced Accounting, 17 courses. ACC 543, Fund Accounting, 10 courses. ACC 597G, UK Culture in Business & Accounting, 1 course.
PUBLICATIONS AND CREATIVE ACTIVITY
Published Intellectual Contributions
Refereed Journal Articles
Kintzele, P. L., Kwiatkowski, V., McGilsky, D. A. (2017). Scholarships Are Increasing: Is It Time to Withhold?. Tax Notes, 157(3).
Damitio, J., Kintzele, P. L., Kwiatkowski, V. (2014). Hotel/Gaming Companies and Corporate Governance. The Journal of Hospitality Financial Management, 22(1).
Other
Kintzele, P. L. (2017). Performed a review and evaluation of Dr. William VanDenburgh's (College of Charleston) research and intellectual contribution for the purpose of his promotion and tenure decision..
Report Generated on November 15, 2019 Page 15 of 38
PRESENTATIONS
Presentations Given
Accepted
Kwiatkowski, V. (Presenter & Author), Kintzele, P. L. (Presenter & Author), Annual meeting of Michigan Academy of Science, Arts, & Letters, "Extraordinary Items Still Exist in Financial Reporting by State and Local Governments," Central Michigan University. (March 9, 2018).
Kwiatkowski, V. (Presenter & Author), Philip, K. L. (Presenter & Author), Michigan Academy, "New Requirements for Pension Disclosures by State and Local Governments," Western Michigan University, Kalamazoo, MI. (March 10, 2017).
Kintzele, P. L. (Presenter & Author), Kwiatkowski, V. (Presenter & Author), Annual Meeting of Michigan Academy of Science, Arts & Letters, "Current Status of the Management Report in Corporate Annual Reports," Saginaw Valley State University, Saginaw, Michigan. (March 2016).
Kintzele, P. L. (Presenter & Author), Kwiatkowski, V. (Presenter & Author), Annual Meeting of Michigan Academy of Science, Arts & Letters, ""Audit Committees in Michigan Public Universities"," Andrews University, Buchanan, Michigan. (March 2015).
Report Generated on November 15, 2019 Page 16 of 38
Dr. Vernon Kwiatkowski Central Michigan University
School of Accounting (989) 774-3557
Email: [email protected]
Education
DBA, University of Kentucky, 1986. Major: Business Administration
MS, Ohio University, 1975. Major: Accounting
BA, Edinboro University of Pennsylvania, 1970. Major: Mathematics
CMU Position
Professor, Central Michigan University, School of Accounting. (2000 - Present).
TEACHING
Teaching Experience
Central Michigan University ACC 202, Concepts of Managerial Accounting, 11 courses. ACC 255, Managerial Accounting & Decision Making, 17 courses. ACC 255D, Manage Acctg & Dec Mkng, 1 course. ACC 255E, Manage Acctg & Dec Mkng, 1 course.
PUBLICATIONS AND CREATIVE ACTIVITY
Published Intellectual Contributions
Refereed Journal Articles
Kintzele, P. L., Kwiatkowski, V., McGilsky, D. A. (2017). Scholarships Are Increasing: Is It Time to Withhold?. Tax Notes, 157(3).
Damitio, J., Kintzele, P. L., Kwiatkowski, V. (2014). Hotel/Gaming Companies and Corporate Governance. The Journal of Hospitality Financial Management, 22(1).
PRESENTATIONS
Report Generated on November 15, 2019 Page 17 of 38
Presentations Given
Accepted
Kwiatkowski, V. (Presenter & Author), Kintzele, P. L. (Presenter & Author), Annual meeting of Michigan Academy of Science, Arts, & Letters, "Extraordinary Items Still Exist in Financial Reporting by State and Local Governments," Central Michigan University. (March 9, 2018).
Kwiatkowski, V. (Presenter & Author), Philip, K. L. (Presenter & Author), Michigan Academy, "New Requirements for Pension Disclosures by State and Local Governments," Western Michigan University, Kalamazoo, MI. (March 10, 2017).
Kintzele, P. L. (Presenter & Author), Kwiatkowski, V. (Presenter & Author), Annual Meeting of Michigan Academy of Science, Arts & Letters, "Current Status of the Management Report in Corporate Annual Reports," Saginaw Valley State University, Saginaw, Michigan. (March 2016).
Kintzele, P. L. (Presenter & Author), Kwiatkowski, V. (Presenter & Author), Annual Meeting of Michigan Academy of Science, Arts & Letters, ""Audit Committees in Michigan Public Universities"," Andrews University, Buchanan, Michigan. (March 2015).
Report Generated on November 15, 2019 Page 18 of 38
Dr. Kuan-Chen Lin Central Michigan University
School of Accounting Email: [email protected]
Education
PHD, Arizona State University, 2007. Major: Accounting
MBA, National Taiwan University, 2006. Major: Finance
BA, National ChengChi University, 2000.
CMU Position
Assistant Professor of Accounting, Central Michigan University. (August 2018 - Present).
Professional Experience
Academic
Assistant Professor of Accounting, Oregon State University. (September 2012 - June 2018).
TEACHING
Teaching Experience
Central Michigan University ACC 250, Intro to Financial Accounting, 4 courses.
PUBLICATIONS AND CREATIVE ACTIVITY
Published Intellectual Contributions
Refereed Journal Articles
Lin, K.C. (2018). Corporate social responsibility engagement of financially distressed firms and their bankruptcy likelihood. Advances in Accounting.
Lin, K.-C. (2017). Quality concerns over managers' quarterly earnings guidance. Advances in Accounting, 38. https://doi.org/10.1016/j.adiac.2017.07.002
Lin, K.-C. (2017). The Effect of Other Comprehensive Income on Cash Expenditure. Journal of Business Finance & Accounting, 45(1-2), 72-91.
Report Generated on November 15, 2019 Page 19 of 38
Lin, K.-C. (2016). Why do analysts issue forecast revisions inconsistent with prior stock returns? Determinants and consequences. Accounting & Finance, 56(2), 363-391. https://doi.org/10.1111/acfi.12101
Lin, K.-C. (2014). Are inter-segment revenues informative about future performance?. Advances in Accounting, 30(2), 298-308. https://doi.org/10.1016/j.adiac.2014.09.002
Intellectual Contributions Accepted for Publication
Refereed Journal Articles
Lin, K.-C. (2018). How will the New Lease Accounting Standard affect the Relevance of Lease Asset Accounting?. Advances in Accounting.
PRESENTATIONS
Presentations Given
Accepted
Lin, K.-C. (Presenter & Author), American Accounting Association Southwest Region Meeting, "Analyst Reaction to Non-articulation Between the Balance Sheet and the Statement of Cash Flows." (March 2019).
Lin, K.-C. (Presenter & Author), Advances in Accounting Conference, "Corporate social responsibility engagement of financially distressed firms and their bankruptcy likelihood." (April 2018).
Lin, K.-C. (Presenter & Author), Accounting & Finance Association of Australia and New Zealand Conference, "The Effect of Other Comprehensive Income on Cash Expenditure." (July 1, 2017).
Lin, K.-C. (Presenter & Author), Advances in Accounting Conference, "Quality Concerns over Managers’ Quarterly Earnings Guidance." (April 2017).
Lin, K.-C. (Presenter & Author), American Accounting Association Annual Meeting, "Analyst Reaction to Nonarticulation in the Statement of Cash Flows." (April 6, 2017).
Lin, K.-C. (Presenter & Author), Accounting & Finance Association of Australia and New Zealand Conference, "The Effect of Other Comprehensive Income on Cash Expenditure." (July 3, 2016).
Lin, K.-C. (Presenter & Author), Accounting & Finance Association of Australia and New Zealand Conference, "The Implication of Window Dressing Corporate Social Responsibility on Long-Term Earnings Growth." (July 3, 2016).
Lin, K.-C. (Presenter & Author), Canadian Academic Accounting Association Annual Conference, "The Implication of Window Dressing Corporate Social Responsibility on Long-Term Earnings Growth." (June 2016).
Lin, K.-C. (Presenter & Author), Chartered Professional Accountants of Manitoba Accounting Research Conference, "How will the new lease accounting standard affect the relevance of lease asset accounting?." (April 2015).
Report Generated on November 15, 2019 Page 20 of 38
Invited
Lin, K.-C. (Presenter & Author), CMU College of Business Administration Research Workshop, "Board Interlock and Corporate Social Performance." (November 2018).
Lin, K.-C. (Presenter & Author), Central Michigan University School of Accounting Research Workshop, "Tax Policy Uncertainty and the Perceived Riskiness of Tax Savings." (September 2017).
Lin, K.-C. (Presenter & Author), Portland State University Research Workshop, "Tax Policy Uncertainty and the Perceived Riskiness of Tax Savings." (December 6, 2016).
Report Generated on November 15, 2019 Page 21 of 38
Dr. Debra A. McGilsky Central Michigan University
School of Accounting (989) 774-3476
Email: [email protected]
Education
PHD, Michigan State University, 1986. Major: Accounting Supporting Areas of Emphasis: Statistics and Taxation Dissertation Title: An Empirical Study of a Ratemaking Issue: Determining the Federal Income Tax Allowance of an Affiliated Utility
BSBA, Drake University, 1973. Major: Accounting
CMU Position
Professor, Central Michigan University, School of Accounting. (1989 - Present).
TEACHING
Teaching Experience
Central Michigan University ACC 250, Intro to Financial Accounting, 9 courses. ACC 311, Federal Income Tax I, 10 courses. ACC 511, Federal Income Tax II, 9 courses. ACC 512, Tax Research & Administration, 2 courses.
Directed Student Learning
Supervised Research - Undergraduate Honors Thesis, "Exploration of Income Tax Treaties and Tax Consequences for Non-Resident U.S. Aliens," School of Accounting. (August 2017 - December 2017). Advised: Kaitlynn Frayre (Knight)
Supervised Research - Undergraduate Honors Thesis, "Student Self-confidence Levels in Business and Accounting Skills," School of Accounting. (April 2016 - December 2016). Advised: Nicole Collins, Mary Geib, Morgan Jenks
Supervised Research - Undergraduate Honors Thesis, "Best Practices for an IRS Volunteer Income Tax Assistance (VITA) Program," School of Accounting. (May 2015 - December 2015). Advised: Megan Hall
AWARDS AND HONORS
Report Generated on November 15, 2019 Page 22 of 38
Teaching
2015 Outstanding Teacher of the Year Award, CMU School of Accounting. (April 2015).
PUBLICATIONS AND CREATIVE ACTIVITY
Published Intellectual Contributions
Refereed Journal Articles
Kintzele, P. L., Kwiatkowski, V., McGilsky, D. A. (2017). Scholarships Are Increasing: Is It Time to Withhold?. Tax Notes, 157(3).
Harrast, S. A., Hayes, G. W., McGilsky, D. A. (2014). Integrating an ERP System into an Accounting Curriculum at Central Michigan University. International Journal for Quality & Productivity Management, 11(1), 43-55.
Harrast, S. A., McGilsky, D. A. (2014). Cyber Incidents and Disclosure Controls. Today's CPA, 42(2), 10-11.
PRESENTATIONS
Presentations Given
Accepted
McGilsky, D. A., Michigan Academy of Arts and Sciences, "The Impact of the 2017 Jobs and Tax Cut Act on Businesses," Alma, Michigan. (March 1, 2019).
McGilsky, D. A. (Presenter & Author), Olsen, L. M. (Presenter & Author), Michigan Academy of Science, Arts & Letters, "How the Technology Revolution is Changing the Accounting Profession and the Implications for Accounting Programs." (March 9, 2018).
McGilsky, D. A., 2016 Michigan Academy of Science, Arts & Letters, "The “Cadillac” Excise Tax and its Impact on Quality of Health Coverage," Michigan Academy of Science, Arts & Letters, Saginaw Valley State University. (March 4, 2016).
McGilsky, D. A., 2015 Michigan Academy of Science, Arts & Letters, "A New Option for Stretching Retirement Plan Distributions," Michigan Academy of Science, Arts & Letters, Andrews University, Berrien Springs, Michigan. (March 13, 2015).
Invited
McGilsky, D. A., CMU First Annual Assessment Conference, ""Closing the Assessment Loop" - Panel of Provost Assessment Incentive 2014 Award Winners," CMU Provost Office and CMU Assessment Council, CMU. (January 2015).
CONTRACTS, GRANTS AND SPONSORED RESEARCH
Report Generated on November 15, 2019 Page 23 of 38
Internal Grant
McGilsky, Debra A, "CMU Provost Assessment Incentive Award," Sponsored by CMU Provost Office, $6,000.00. (January 2014 - January 2016).
Report Generated on November 15, 2019 Page 24 of 38
Dr. Lori M. Olsen Central Michigan University
School of Accounting (989) 774-3796
Email: [email protected]
Education
PHD, University of Oklahoma, 2001. Major: Accounting Supporting Areas of Emphasis: Finance
MS, Ferris State University, 1991. Major: Accounting
BS, Ferris State University, 1985. Major: Accounting
TEACHING
Teaching Experience
Central Michigan University ACC 250, Intro to Financial Accounting, 4 courses. ACC 301, Intermediate Accounting I, 3 courses. ACC 302, Intermediate Accounting II, 8 courses. ACC 489, Accounting Intern/Co-Op, 9 courses. ACC 491, Independent Studies, 12 courses. ACC 492, Practicum in Small Business, 1 course. ACC 501, Advanced Accounting, 2 courses. ACC 689, Internship, 11 courses. ACC 791, Independent Studies, 11 courses. MBA 620, Managerial Acctg: Management Perspective, 4 courses.
PUBLICATIONS AND CREATIVE ACTIVITY
Published Intellectual Contributions
Refereed Journal Articles
Olsen, L., Mattingly, J. (2018). Performance Outcomes of Investing Slack Resources in Corporate Social Responsibility. Journal of Leadership and Organizational Studies, 25(4), 481-498. http://journals.sagepub.com/toc/jlob/0/0
Olsen, L. M., Francis, R., Mubako, G. (2018). Archival research considerations for CRSP data. Accounting Research Journal, 31(3), 360-370. http://www.emeraldinsight.com/journals.htm?issn=1030-9616
Report Generated on November 15, 2019 Page 25 of 38
Harrast, S. A., Olsen, L. M. (2016). Climate Change Disclosures are Getting Hotter. The Journal of Corporate Accounting & Finance, 27(5), 21-28.
Francis, R. N., Olsen, L. M. (2015). The Out-of-Sample Prediction of Annual Operating Cash Flow: A Comparison of Regression and Naive Forecast Models. Advances in Financial Planning and Forecasting, 6, 65-93.
Intellectual Contributions Accepted for Publication
Refereed Journal Articles
Weirich, T. R., Olsen, L. M. (2016). An Analysis & Taxonomy of Disclosure Controls & Procedures Effectiveness. Current Issues in Auditing.
PRESENTATIONS
Presentations Given
Accepted
McGilsky, D. A. (Presenter & Author), Olsen, L. M. (Presenter & Author), Michigan Academy of Science, Arts & Letters, "How the Technology Revolution is Changing the Accounting Profession and the Implications for Accounting Programs." (March 9, 2018).
Olsen, L. (Presenter & Author), Ruangprapun, J. (Author Only), Midwest American Accounting Association, "An Investigation of Earnings Management and Restatements from the Pre- to the Post- Sarbanes Oxley Period," Midwest American Accounting Association, Chicago, IL. (October 27, 2017).
Olsen, L. M. (Presenter & Author), Ruangprapun, J. (Author Only), American Accounting Association's Annual Meeting, "An Investigation of Earnings Management and Restatements from the Pre- to the Post- Sarbanes Oxley Period," American Accounting Association, San Diego, CA. (August 2017).
Olsen, L. M., Midwest American Accounting Association, "Archival research considerations for CRSP data," American Accounting Association, St. Louis, MO. (October 16, 2015).
Invited
Midwest American Accounting Association, "Anatomy of a Semester," American Accounting Association, Indianapolis, Indiana. (October 5, 2018).
Report Generated on November 15, 2019 Page 26 of 38
Michael J. Roethlisberger Central Michigan University
School of Accounting (989) 774-1520
Email: [email protected]
Education
MBA, Central Michigan University, 2000. Major: MBA Program
BS, Central Michigan University, 1989. Major: Accounting
CMU Position
Director of Internal Auditor, Central Michigan University. (2001 - October 31, 2014).
Professional Experience
Professional
Owner/Business Manager, Ace of Diamonds. (November 1, 2014 - Present).
TEACHING
Teaching Experience
Central Michigan University ACC 201, Concepts Financial Accounting, 5 courses. ACC 202, Concepts of Managerial Accounting, 1 course. ACC 250, Intro to Financial Accounting, 11 courses.
Academic Advising
2018-2019
Number of Undergraduate Students: 5 Number of Graduate Students: 0 Approx. Number of Hours Spent for the Year: 2
Advise student as to which classes to take along with establishing their major in Accounting
AWARDS AND HONORS
Service, Community
City of Mt. Pleasant Proclamation, City of Mt. Pleasant. (October 22, 2018).
Report Generated on November 15, 2019 Page 27 of 38
Report Generated on November 15, 2019 Page 28 of 38
Yan Sun Central Michigan University
School of Accounting Email: [email protected]
Education
PHD, The University of Texas at Dallas, 2018. Major: Accounting
MS, University of Notre Dame, 2009. Major: Accounting
BBA, University of Oklahoma, 2008. Major: Accounting
CMU Position
Assistant Professor, Central Michigan University. (August 16, 2018 - Present).
TEACHING
Teaching Experience
Central Michigan University ACC 250, Intro to Financial Accounting, 3 courses.
Other Teaching
ACC250, "Introduction to Financial Accounting", 3 credit hours, Central Michigan University, Mount Pleasant, MI. (Fall 2018).
ACCT2301, "Introduction to Financial Accounting", 3 credit hours, The University of Texas at Dallas, Richardson, TX. (Spring 2018).
ACCT2301, "Introduction to Financial Accounting", 3 credit hours, University of Texas at Dallas, Richardson, TX. (Fall 2016).
ACCT2301, "Introduction to Financial Accounting", 3 credit hours, University of Texas at Dallas, Richardson, TX. (Fall 2015).
AWARDS AND HONORS
Other
Finalist for PHD STUDENT OF YEAR Category in the OWLIE (Outstanding Worthy Leaders Involved Exceptionally) Award, University of Texas at Dallas. (2018).
Dean’s Excellence Scholarship, University of Texas at Dallas. (2017).
Report Generated on November 15, 2019 Page 29 of 38
American Accounting Association Financial Accounting and Reporting Section Midyear Meeting Doctoral Consortium, American Accounting Association. (2016).
Graduate Studies Scholarship, University of Texas at Dallas. (2016).
Graduate Studies Scholarship, University of Texas at Dallas. (2015).
Graduate Studies Scholarship, University of Texas at Dallas. (2014).
Report Generated on November 15, 2019 Page 30 of 38
Dr. Amy Swaney Central Michigan University
School of Accounting (989) 774-3038
Email: [email protected]
Education
PHD, Michigan State University, 2014. Major: Accounting Dissertation Title: Employee Selection Practices and Performance Pay
MBA, Michigan State University, 2009. Major: Accounting
BS, University of Michigan, 1992. Major: Mathematics
Professional Experience
Academic
Research Assistant, Michigan State University. (2009 - 2014).
Licensures and Certifications
Certified Management Accountant, Institute for Management Accountants. (October 19, 2017 - Present).
TEACHING
Teaching Experience
Central Michigan University ACC 250, Intro to Financial Accounting, 3 courses. ACC 250H, Intro to Financial Accounting, 1 course. BUS 629, Corp Governance & Social Responsibities, 3 courses. MBA 620, Managerial Acctg: Management Perspective, 26 courses.
AWARDS AND HONORS
Scholarship/Research
CBA Dean's Enhanced Research Award, CMU CBA. (July 29, 2015).
Teaching
Rogers MBA Faculty Excellence Award, College of Business Administration. (April 27, 2018).
Report Generated on November 15, 2019 Page 31 of 38
PUBLICATIONS AND CREATIVE ACTIVITY
Published Intellectual Contributions
Refereed Journal Articles
Harrast, S. A., Swaney, A. (2017). Understanding the New International Ethics Standards. The Journal of Corporate Accounting & Finance, 28(6), 9-13.
Sedatole, K., Swaney, A., Woods, A. (2016). The implicit incentive effects of horizontal monitoring and team member dependence on individual performance. Contemporary Accounting Research, 33(3), 889-919. http://onlinelibrary.wiley.com/wol1/doi/10.1111/1911-3846.12178/full
Intellectual Contributions Accepted for Publication
Refereed Journal Articles
Harrast, S. A., Swaney, A. The Technology Committee’s Identity Crisis. Journal of Corporate Accounting & Finance.
PRESENTATIONS
Presentations Given
Accepted
Harrast, S. A., Swaney, A., AAA Midwest Meeting, "The Technology Committee's Identity Crisis," American Accounting Association, Indianapolis, IN. (October 6, 2018).
Harrast, S. A., Swaney, A., Michigan Academy of Science, Arts and Letters, "The Technology Committee's Identity Crisis," MASAL, Mt. Pleasant, MI. (March 9, 2018).
Harrast, S. A., Swaney, A., Michigan Academy of Science, Arts and Letters, "Many U.S. Accounting Professionals will be Affected by International Ethics Standard." (March 10, 2017).
Jain, P. (Author Only), Kumar, A. (Author Only), Swaney, A. (Presenter & Author), AAA Annual Meeting, "Do organizational values matter to investors?," American Accounting Association, New York City, NY. (August 9, 2016).
Swaney, A. (Discussant), Chen, C. (Author Only), Lill, J. (Author Only), Vance, T. (Author Only), AAA Management Accounting Section Meeting, "A discussion of: Empirical evidence on work motivation and the effects of MCS design on work motivation," American Accounting Association. (January 9, 2015).
Invited
Sedatole, K. (Author Only), Swaney, A. (Presenter & Author), Woods, A. (Author Only), CMU Faculty Excellence Exhibition, "The Effect of Team Characteristics on Individual Performance," Central Michigan University. (March 25, 2015).
Report Generated on November 15, 2019 Page 32 of 38
Report Generated on November 15, 2019 Page 33 of 38
Dr. Thomas R. Weirich Central Michigan University
School of Accounting (989) 774-3314
Email: [email protected]
Education
PHD, University of Missouri-Columbia, 1976. Major: Accountancy
MBA, Northern Illinois University, 1970. Major: Accounting
BS, Northern Illinois University, 1968. Major: Accounting
CMU Position
Professor, Central Michigan University, School of Accounting. (1976 - Present).
Professional Experience
Professional
Board Chair, Michigan State Board of Accountancy. (July 1, 2010 - Present).
TEACHING
Teaching Experience
Central Michigan University ACC 201, Concepts Financial Accounting, 4 courses. ACC 250, Intro to Financial Accounting, 3 courses. ACC 301, Intermediate Accounting I, 5 courses. ACC 531, Auditing & Assurance Services, 21 courses. ACC 536, Forensic Accounting, 5 courses.
AWARDS AND HONORS
Scholarship/Research
2016 Distinguished Achievement in Accounting Education Award, Michigan Association of CPAs. (October 5, 2016).
Service, Community
Challenge Coin, Michigan State Police. (August 28, 2015).
Report Generated on November 15, 2019 Page 34 of 38
Service, Professional
Sustained Contribution Award, American Institute of Certified Public Accountants. (October 20, 2015).
PUBLICATIONS AND CREATIVE ACTIVITY
Published Intellectual Contributions
Refereed Journal Articles
Weirich, T. R., Churyk, N. T. (2018). AIM Corporation: A Business Fraud Case. Journal of Forensic Accounting Research.
Weirich, T. R. (2018). Auditors' Increased Responsibilities under the PCAOB's New Audit Reporting Standards. The CPA Journal(Feb 2018), 42-47.
Weirich, T. R. (2017). Teaching Data Analytrics Using ACL. Journal of Emerging Technologies in Accounting, 14(2).
Weirich, T. R., Andera, F. (2017). Managing IT Change-Program Governance. The Journal of Corporate Accounting & Finance, 28(5), 53-60.
Weirich, T. R., Andera, F. (2017). Managing IT Change- Return on Investsment (ROI) as a Motivational Tool. The Journal of Corporate Accounting & Finance, 28(4), 58-64.
Weirich, T. R. (2017). Untaxed Foreign Earnings- Keep Growing!. The Journal of Corporate Accounting & Finance, 28(2), 71-79.
Weirich, T. R. (2016). Current Issues and Concerns of the SEC and PCAOB. The Journal of Corporate Accounting & Finance, 28(1), 8-18.
Weirich, T. R., Andera, F. (2016). Managing IT Change- The Business Leader's Role in IT Strategy Development. The Journal of Corporate Accounting & Finance, 69-75.
Weirich, T. R. (2016). Managing IT Change- Training and Education. In Andera, F. (Ed.), The Journal of Corporate Accounting & Finance, 27(6), 72-79.
Weirich, T. R., Andera, F. (2016). Managing IT Change- Tools and Programs. The Journal of Corporate Accounting & Finance, 27(5), 45-51.
Weirich, T. R., Andera, F. (2016). Managing IT Change-Sales, Marketing, and Distribution. The Journal of Corporate Accounting & Finance, 27(4), 37-42.
Weirich, T. R., Andera, F. (2016). Managing IT Change- Financial Management. The Journal of Corporate Accounting & Finance, 27(3), 67-73.
Weirich, T. R., Andera, F. (2016). Managing IT Change- Fully Integrated Manufacturing Impacts on Manufacturing. The Journal of Corporate Accounting & Finance, 27(2), 89-95.
Weirich, T. R., Andera, F. (2015). Managing IT Change- A new Role for HR. The Journal of Corporate Accounting & Finance, 27(1), 63-69.
Report Generated on November 15, 2019 Page 35 of 38
Weirich, T. R., Andera, F. (2015). IT Applications and Managing Change. The Journal of Corporate Accounting & Finance, 26(6), 87-93.
Weirich, T. R. (2015). Current Accounting Issues Facing Chief Accounting & Chief Financial Officers. The Journal of Corporate Accounting & Finance, 26(5), 63-72.
Weirich, T. R. (2015). Revenue Recognition: Howq It will Impact Three Key Sectors. The Journal of Corporate Accounting & Finance, 26(3), 31-39.
Intellectual Contributions Accepted for Publication
Refereed Journal Articles
Weirich, T. R., Olsen, L. M. (2016). An Analysis & Taxonomy of Disclosure Controls & Procedures Effectiveness. Current Issues in Auditing.
PRESENTATIONS
Presentations Given
Accepted
Weirich, T. R., AICPA Board of Examiners Meeting, "Fair Value Measurement & Professional Skepticism," AICPA, Las Vegas,NV. (January 2018).
Weirich, T. R., Annual Meeting of the American Accounting Association, "Implications of Data Analytics/Big Data in the Accounting Academy," American Accounting Association, New York City. (August 7, 2016).
Weirich, T. R., Indiana Society of CPA's Accounting Education Conference, "Data Analytics/Big Data in Accounting Education," Indiana Society of CPAs, Indianapolis. (May 6, 2016).
Weirich, T. R., 2016 Midyear Auditing Conference, "Data Analytics in Auditing Education," American Accounting Association, Scottsdale, Arizona. (January 14, 2016).
CONTRACTS, GRANTS AND SPONSORED RESEARCH
External Grant
Weirich, Thomas R, "Utilization of Tableau Software in Audit Education," Sponsored by PriceWaterhouse Coopers, Private Grant, $10,000.00. (June 2015 - December 2015).
Report Generated on November 15, 2019 Page 36 of 38
Mr. Edward C. Woelfert Jr. Central Michigan University
School of Accounting (989) 774-1255
Email: [email protected]
Education
BUS 301 - SAP Coursework, Central Michigan University, 2016.
MBA, Central Michigan University, 2010.
BS, Central Michigan University, 2009. Major: Accounting Supporting Areas of Emphasis: CPA
BS, Central Michigan University, 1987. Major: Finance
CMU Position
Lecturer II, Central Michigan University. (January 2011 - Present).
Professional Experience
Professional
President, Smart Money, LLC. (July 2018 - June 2019).
President, Smart Money, LLC. (July 2017 - June 2018).
President, Smart Money, LLC. (July 1, 2016 - June 30, 2017).
President, Smart Money, LLC. (July 1, 2015 - June 30, 2016).
President, Smart Money, LLC. (July 1, 2014 - June 30, 2015).
Licensures and Certifications
SAP Terp 10, SAP. (May 20, 2016 - Present).
Certified Public Accountant License, American Association of CPAs. (December 31, 2017 - December 31, 2019).
Certified Public Accountant License, American Association of CPAs. (December 31, 2015 - December 31, 2017).
Data and safety monitoring module for human subjects research, CITI. (December 29, 2016).
Certified Public Accountant License, American Association of CPAs. (December 31, 2013 - December 31, 2015).
Report Generated on November 15, 2019 Page 37 of 38
TEACHING
Teaching Experience
Central Michigan University ACC 101, Introduction to Accounting, 7 courses. ACC 201, Concepts Financial Accounting, 2 courses. ACC 250H, Intro to Financial Accounting, 1 course. ACC 255, Managerial Accounting & Decision Making, 13 courses. ACC 255B, Manage Acctg & Dec Mkng, 1 course. ACC 255C, Manage Acctg & Dec Mkng, 1 course. ACC 255H, Manage Acctg & Dec Mkng, 6 courses. ACC 255I, Manage Acctg & Dec Mkng, 1 course. ACC 302, Intermediate Accounting II, 14 courses. ACC 491, Independent Studies, 1 course. ACC 551, Advanced Seminar for Public Accounting, 1 course. ACC 597B, CPA Fast Track, 2 courses. BUS 301S, Integrated Business Experience, 1 course.
Directed Student Learning
Capstone, "Downtown Mount Plesant Business Consulting," Marketing and Hospitality Services Administration. (August 2017 - January 2018). Advised: Analisa, Samantha and Matthew Guido, Berryhill and Booth
Directed Individual/Independent Study - Undergraduate, "Honors credit," Honors Program. (January 2017 - April 2017). Advised: Claire Thelen
Capstone, "Effects of Recession on Major League Baseball Attendance," Honors Program. (February 2016 - February 2017). Advised: Ryan Merring
Capstone, "Factors Affecting Business Major Selection," Honors Program. (March 2014 - November 2015). Advised: Nicholas Martin, Alex Smith
Academic Advising
2014-2015
Number of Undergraduate Students: 50 Number of Graduate Students: 2 Approx. Number of Hours Spent for the Year: 100
Discussions regarding coursework, degree mapping and the CPA exam.
2015-2016
Number of Undergraduate Students: 50 Number of Graduate Students: 2 Approx. Number of Hours Spent for the Year: 100
Discussions regarding coursework, degree mapping and the CPA exam.
Report Generated on November 15, 2019 Page 38 of 38
2016-2017
Number of Undergraduate Students: 50 Number of Graduate Students: 2 Approx. Number of Hours Spent for the Year: 100
Discussions regarding coursework, degree mapping and the CPA exam.
2017-2018
Number of Undergraduate Students: 75 Number of Graduate Students: 1 Approx. Number of Hours Spent for the Year: 100
Discussions regarding coursework, degree mapping and the CPA exam.
AWARDS AND HONORS
Teaching
Accounting Teaching Excelence Award, Michigan Association of CPAs. (January 2019).
Honors Professor of the Year, CMU Honors Program. (May 5, 2017).
Alumni Teaching Award, Beta Alpha Psi School of Accounting. (April 28, 2017).
PUBLICATIONS AND CREATIVE ACTIVITY
PRESENTATIONS
Presentations Given
Accepted
Woelfert, E. C. (Presenter & Author), AAA, "Flipping the Intrmediate Acounting Class." (October 27, 2017).
School of Accounting
AACSB Maintenance Report
Appendix 2A
Detailed Enrollment Statistics
Appendix 2A - Detailed Enrollment Statistics
Academic Year
Characteristics N % N % N % N % N %Total Students 391 100% 405 100% 423 100% 387 100% 350 100%
Gender
Female 149 38.1 % 162 40.0 % 176 41.6 % 151 39.0 % 129 36.9 %
Male 242 61.9 % 243 60.0 % 247 58.4 % 236 61.0 % 221 63.1 %
Ethnicity
Asian/Pacific Is./Native Ha. 4 1.0 % 10 2.5 % 10 2.4 % 5 1.3 % 4 1.1 %
Black/African American 27 6.9 % 24 5.9 % 25 5.9 % 21 5.4 % 24 6.9 %
Hispanic/Latino 8 2.0 % 11 2.7 % 12 2.8 % 15 3.9 % 12 3.4 %
International Student 6 1.5 % 10 2.5 % 20 4.7 % 17 4.4 % 17 4.9 %
Native American/Alaskan 4 1.0 % 8 2.0 % 6 1.4 % 7 1.8 % 3 0.9 %
Unknown 16 4.1 % 8 2.0 % 8 1.9 % 7 1.8 % 3 0.9 %
White 326 83.4 % 334 82.5 % 342 80.9 % 315 81.4 % 287 82.0 %
Minority
Minority 43 53 53 48 43
Academic Year Age
<20 67 17.1 % 80 19.8 % 70 16.5 % 56 14.5 % 6 1.7 %
20 to 24 293 74.9 % 293 72.3 % 326 77.1 % 307 79.3 % 314 89.7 %
25 to 29 20 5.1 % 16 4.0 % 17 4.0 % 16 4.1 % 22 6.3 %
30 to 39 9 2.3 % 11 2.7 % 6 1.4 % 5 1.3 % 5 1.4 %
40 to 49 2 0.5 % 5 1.2 % 3 0.7 % 2 0.5 % 3 0.9 %
50 and above 0 0.0 % 0 0.0 % 1 0.2 % 1 0.3 % 0 0.0 %
Mean Age 21 22 21 21 23
Academic Year Class
1. Freshmen 42 10.7 % 23 5.7 % 27 6.4 % 19 4.9 % 7 2.0 %
2. Sophomore 62 15.9 % 88 21.7 % 77 18.2 % 56 14.5 % 47 13.4 %
3. Junior 101 25.8 % 103 25.4 % 136 32.2 % 119 30.7 % 95 27.1 %
4. Senior 186 47.6 % 191 47.2 % 183 43.3 % 193 49.9 % 201 57.4 %
FTIAC 38 9.7 % 21 5.2 % 27 6.4 % 22 5.7 % 7 2.0 %
Admission Category
Freshmen 274 70.1 % 281 69.4 % 298 70.4 % 281 72.6 % 268 76.6 %
Other 7 1.8 % 11 2.7 % 19 4.5 % 17 4.4 % 16 4.6 %
Transfer 110 28.1 % 113 27.9 % 106 25.1 % 89 23.0 % 66 18.9 %
Student Enrollment Profiles PROGRAM SUMMARY UNDERGRAD AUTHORIZED MAJOR
(FALL SEMESTER 2018)2014-15 2015-16 2016-17 2017-18 2018-19
Academic Year
Characteristics N % N % N % N % N %Entering GPAs
High School GPA Mean 3.46 3.48 3.49 3.49 3.51
High School GPA N 332 348 363 339 313
Transfer GPA Mean 3.16 3.17 3.24 3.24 3.15
Transfer GPA N 71 76 68 67 53
ACT Score
ACT Composite Mean 23.4 23.7 23.8 23.8 24.2
ACT Composite N 332 344 352 328 288
- English 22.2 22.7 22.7 23 23.4
- Math 24.1 24.3 24.3 24.1 24.2
- Reading 22.8 23.1 23.4 23.6 24.3
- Science 23.8 24 24 24.1 24.4
FullPartTime Status
- 12 to 14 cr. hrs. 121 30.9 % 119 29.4 % 111 26.2 % 87 22.5 % 88 25.1 %
- 15 or more cr. hrs. 251 64.2 % 269 66.4 % 291 68.8 % 278 71.8 % 243 69.4 %
FTE (full time equivalent) 378.3 393.7 409 372.3 337.3
Full-time (>=12 cr. hrs) 372 95.1 % 388 95.8 % 402 95.0 % 365 94.3 % 331 94.6 %
Part-Time(<12 cr. hrs) 19 4.9 % 17 4.2 % 21 5.0 % 22 5.7 % 19 5.4 %
Teacher Edu Program Admit
Teacher Edu 0 0.0 % 0 0.0 % 0 0.0 % 0 0.0 % 0 0.0 %
Student Athlete
Student Athlete 11 2.8 % 7 1.7 % 10 2.4 % 10 2.6 % 9 2.6 %
Other Programs
Students with a Minor 96 24.6 % 110 27.2 % 110 26.0 % 118 30.5 % 115 32.9 %
Students with Multiple Majors 46 11.8 % 65 16.0 % 68 16.1 % 55 14.2 % 66 18.9 %
Students with Multiple Minors 9 2.3 % 18 4.4 % 31 7.3 % 30 7.8 % 28 8.0 %
Average Total SCH Attempted
- Global campus-FTF 0 0 0 0 0
- Main campus 13.6 13.6 13.7 13.6 13.3
- Online 0.7 0.7 0.8 0.9 1
Term Credit Hours Attempted 14.3 14.3 14.5 14.4 14.3
Term GPA
Term GPA Mean 2.99 3.04 3.05 3.14 3.13
Term GPA N 389 399 416 383 347
Cumulative Hours GPA
Cumulative Credit Hours Passed 92.51 92.69 93.67 97.9 105.81
Cumulative GPA Mean 3.17 3.2 3.2 3.24 3.27
Cumulative GPA N 390 402 420 386 349
2015-16 2016-17 2017-18 2018-192014-15
Academic Year
Characteristics N % N % N % N % N %Residence
Foreign Country 6 1.5 % 10 2.5 % 20 4.7 % 18 4.7 % 17 4.9 %
In-State 370 94.6 % 382 94.3 % 382 90.3 % 345 89.1 % 310 88.6 %
Out-of-State 15 3.8 % 13 3.2 % 21 5.0 % 24 6.2 % 23 6.6 %
Campus of Enrollment
Global Campus-FTF 0 0.0 % 0 0.0 % 0 0.0 % 0 0.0 % 0 0.0 %
Main Campus 388 99.2 % 401 99.0 % 422 99.8 % 386 99.7 % 347 99.1 %
Online 61 15.6 % 72 17.8 % 80 18.9 % 89 23.0 % 84 24.0 %
2014-15 2015-16 2016-17 2017-18 2018-19
School of Accounting
AACSB Maintenance Report
Appendix 3A
Prior Assurance of Learning
Plan
Appendix 3A - Prior Assurance of Learning Plan
1
School of Accounting
Central Michigan University
Updated Assurance of Learning Plan with Measurement Methods and Metrics
March 2012
Global Student Learning Outcomes
Upon completion of the accounting program, the student will
be able to:
Page
1. Apply technology to solve accounting problems
2
2. Display effective problem-solving and critical
thinking when making accounting, tax, systems, and
auditing decisions
5
3. Develop, measure, analyze, validate, interpret, and
communicate financial and other business information
8
4. Understand the professional responsibilities, ethical
standards, and regulatory environment of accountants
9
5. Demonstrate an understanding of international
accounting issues and practices, including the role
accountants play within a global context
11
6. Demonstrate a satisfactory understanding of financial
accounting, managerial accounting, taxation, systems,
and auditing concepts
12
7. Understand the role accountants play in society in
providing and ensuring the integrity of financial and
other business information in society
13
2
1. Apply technology to solve accounting problems.
Student Performance
Indicator (SPI)
Course
Accountable
for SPI
Measurement
Method and
Performance
Metric
Achievement
Expectation
Target
Primary
Responsibility
for Assessment
- use appropriate software to
solve accounting problems
and report results
ACC 301, 321,
370
ACC 301 Method:
Solve a financial
accounting
problem using an
electronic
spreadsheet
Metric:
Number of students
who produce the
correct answer
Excellent: >75% of
students solve for
the correct answer
Acceptable:
between 50% and
75% solve for the
correct answer
Unacceptable:
< 50% solve for the
correct answer
Faculty teaching
the course section
ACC 321 Method:
Solve a managerial
accounting
homework problem
using an electronic
spreadsheet
Metric:
Number of students
who produce the
correct answer
Excellent: >75% of
students solve for
the correct answer
Acceptable:
between 50% and
75% solve for the
correct answer
Unacceptable:
< 50% solve for the
correct answer
Faculty teaching
the course section
ACC 370 Method:
SAP Query Case
requiring students
to conduct a cutoff
test of purchases.
This test verifies
the financial
statement’s
completeness
assertion that all
receipts of goods
are recorded as
liabilities in the
correct period.
Metric: Number of
students who arrive
at the correct
conclusion
Excellent: > 75%
of students arrive at
the correct
conclusion
Acceptable:
between 50% and
75% of students
arrive at the correct
conclusion
Unacceptable:
< 50% of students
arrive at the correct
conclusion
Faculty teaching
the course section
3
-use professional databases
to research and solve
accounting issues
ACC 311, 501,
531
ACC 311 Method:
Research project
requiring students
access an online
tax service (e.g.,
CCH, RIA) and use
search procedures
to find the
applicable sources
of tax law (i.e.,
IRC, Treas. Reg.,
IRS ruling, and /or
court case) that
solve a tax issue
Metric: Number of
students who find
the correct source
of tax law
Excellent: >75% of
students find
correct source of
tax law
Acceptable:
between 50% and
75% find correct
source of tax law
Unacceptable:
< 50% find correct
source of tax law
Faculty teaching
the course section
ACC 501 Method:
Research project
requiring students
to access the FASB
Codification
Research database
websites for
Federal Trade
Commission and
Department of
Justice
Metric:
Number of students
who find the
correct reference
sources
Excellent:
>80% of students
find correct
literature sources
Acceptable:
Between 60% and
79% find correct
literature sources
Unacceptable:
<60% find correct
literature sources
Faculty teaching
the course section
ACC 531 Method: Research
project requiring
students use the
FASB Codification
Research database
and the AICPA’s
Professional
Standards database
and apply search
procedures to find
the correct
reference source(s)
that solve an
auditing issue
Metric: Number of
students who find
the correct
reference source
Excellent: >80% of
students find
correct literature
source
Acceptable:
between 60% and
79% find correct
literature source
Unacceptable:
< 60% find correct
literature source
Faculty teaching
the course section
4
- configure the financial and
managerial accounting
modules of SAP R/3
enterprise resource planning
systems
ACC 370 Method: SAP R/3
case(s) requiring
students configure
portions of R/3 to
effectively and
efficiently process
information
regarding the sales,
cash receipts,
purchases, and cash
disbursements
cycles
Metric:
Number of students
who complete 95%
of the case(s)
correctly
Excellent: >75%
of students meet or
exceed the metric
Acceptable:
between 50% and
75% of students
meet or exceed the
metric
Unacceptable:
< 50% of students
meet or exceed the
metric
Faculty teaching
the course section
- design and implement
NetWeaver portals
ACC 370 Method: Case
requiring students
integrate structured
and unstructured
data from the
internet, a
corporate intranet,
and SAP R/3 to
improve security
and user
productivity
through integrated
user roles and
groups
Metric:
Number of students
who complete 95%
of the assignment
correctly
Excellent: >75%
of students meet or
exceed the metric
Acceptable:
between 50% and
75% of students
meet or exceed the
metric
Unacceptable:
< 50% of students
meet or exceed the
metric
Faculty teaching
the course section
5
2. Display effective problem-solving and critical thinking when making accounting, tax,
systems, and auditing decisions.
Student Performance
Indicator (SPI)
Course
Accountable
for SPI
Measurement
Method
Performance
Metric
Achievement
Expectation
Target
Primary
Responsibility
for Assessment
-analyze complex
unstructured financial
accounting issues, provide
written responses using the
relevant accounting
literature, and interpret this
literature to formulate an
appropriate accounting and
reporting resolution for the
issue
ACC 302, 501
ACC 302 Method: Case
requiring students
apply ACC 302
topical material
Metric:
Number of students
who complete the
case correctly
Excellent: >75%
of students meet or
exceed the metric
Acceptable:
between 50% and
75% of students
meet or exceed the
metric
Unacceptable:
< 50% of students
meet or exceed the
metric
Faculty teaching
the course section
ACC 501 Method:
Research project
requiring students
provide the correct
resolution to an
advanced financial
accounting issue
using appropriate
literature sources in
the FASB
Codification
Research database
websites for
Federal Trade
Commission and
Department of
Justice
Metric:
Number of students
who provide a
correct answer to
the issue
Excellent:
>80% of students
provide a correct
answer
Acceptable:
Between 60% and
79% provide a
correct answer
Unacceptable:
<60% provide a
correct answer
Faculty teaching
the course section
6
- apply managerial
accounting concepts to
appropriately analyze
business decisions relating
to planning, implementation
of plans, and measuring and
comparing performance to
planned performance
ACC 321 Method:
Problem given in
exam setting
analyzing variances
from budgets
Metric: Number of
students who
achieve a
satisfactory score
of 75% or better on
the problem
Excellent: >75%
of students achieve
a satisfactory score
Acceptable:
between 50% and
75% achieve a
satisfactory score
Unacceptable:
< 50% achieve a
satisfactory score
Faculty teaching
the course section
- apply tax law to analyze
individual and business
transactions and prepare
appropriate tax returns
related to these transactions
ACC 311 Method:
Tax return
project(s) requiring
students analyze
transactions and
complete
appropriate tax
return forms
Metric: Number of
students who
achieve a
satisfactory score
of 75% or better on
the project(s)
Excellent: >75%
of students achieve
a satisfactory score
Acceptable:
between 50% and
75% achieve a
satisfactory score
Unacceptable:
< 50% achieve a
satisfactory score
Faculty teaching
the course section
-analyze complex
unstructured tax issues,
obtain and evaluate relevant
sources of tax law, and
formulate an appropriate
resolution to the issues
ACC 311 Method:
Research project
requiring students
provide the correct
resolution to a tax
issue using
appropriate sources
of tax law (i.e.,
IRC, Treas. Reg.,
IRS ruling, and /or
court case)
Metric: Number of
students who
provide a correct
answer to the issue
Excellent: >75% of
students provide a
correct answer
Acceptable:
between 50% and
75% provide a
correct answer
Unacceptable:
< 50% provide a
correct answer
Faculty teaching
the course section
7
- apply attestation standards
and auditing skills to
provide evidence and work
paper documentation on the
efficacy of accounting and
reporting treatment of
accounting transactions
ACC 531 Method:
Questions given in
exam setting
Metric:
For each question,
the number of
students who
provide a correct
answer
Excellent:
>85% of students
provide a correct
answer to the exam
questions
Acceptable:
between 65% and
84% provide a
correct answer to
the exam questions
Unacceptable:
< 65% provide a
correct answer to
the exam questions
Faculty teaching
the course section
- analyze complex
unstructured auditing issues,
gather evidence, and provide
a written report discussing
the relevant literature and
interpret this literature to
formulate an appropriate
resolution for the issue
ACC 531 Method:
Research project
requiring students
analyze complex
unstructured
auditing issues,
gather evidence,
and provide a
written report
discussing the
relevant literature,
and interpret this
literature to
formulate an
appropriate
resolution for the
issue
Metric: Number of
students who
formulate an
appropriate
resolution to the
issue
Excellent:
>80% of students
provide an
appropriate
resolution
Acceptable:
between 60% and
79% provide an
appropriate
resolution
Unacceptable:
< 60% provide an
appropriate
resolution
Faculty teaching
the course section
8
3. Develop, measure, analyze, validate, interpret, and communicate financial and other
business information.
Student Performance
Indicator (SPI)
Course
Accountable
for SPI
Measurement
Method
Performance
Metric
Achievement
Expectation
Target
Primary
Responsibility
for Assessment
-display the ability to
maintain a basic system of
double-entry accounting,
know the accounting cycle,
construct the four financial
statements according to
GAAP, and analyze the
results
ACC 301, 302
ACC 301
Method:
Accounting cycle
case
Metric:
Number of students
who achieve a
satisfactory score
of 75% or better on
the case
Excellent: >75%
of students achieve
a satisfactory score
Acceptable:
between 50% and
75% achieve a
satisfactory score
Unacceptable:
< 50% achieve a
satisfactory score
Faculty teaching
the course section
ACC 302 Method:
Problem given in
exam setting
integrating
accounting and
reporting of
business events
Metric:
Number of students
providing a correct
answer
Excellent: >75%
of students provide
a correct answer
Acceptable:
between 50% and
75% provide a
correct answer
Unacceptable:
< 50% provide a
correct answer
Faculty teaching
the course section
9
4. Understand the professional responsibilities, ethical standards, and regulatory
environment of accountants.
Student Performance
Indicator (SPI)
Course
Accountable
for SPI
Measurement
Method
Performance
Metric
Achievement
Expectation
Target
Primary
Responsibility
for Assessment
-understand the regulatory
environment and roles of the
AICPA, SEC, FASB, IMA,
IASB, and the PCAOB.
ACC 301, 321,
531
ACC 301 Method:
Questions given in
exam setting
Metric:
For each question,
the number of
students who
provide a correct
answer
Excellent: >75%
of students provide
a correct answer
Acceptable:
between 50% and
75% provide a
correct answer
Unacceptable:
< 50% provide a
correct answer
Faculty teaching
the course section
ACC 321 Method:
Question(s) given
in exam setting
concerning the
IMA
Metric:
For each question,
the number of
students who
provide a correct
answer
Excellent: >75%
of students provide
a correct answer
Acceptable:
between 50% and
75% provide a
correct answer
Unacceptable:
< 50% provide a
correct answer
Faculty teaching
the course section
ACC 531 Method:
Questions given in
exam setting
Metric:
For each question,
the number of
students who
provide a correct
answer
Excellent:
>85% of students
provide a correct
answer to the exam
questions
Acceptable:
between 65% and
84% provide a
correct answer to
the exam questions
Unacceptable:
< 65% provide a
correct answer to
the exam questions
Faculty teaching
the course section
10
-understand and apply the
professional ethical
standards issued by the
above organizations
ACC 531 Method:
Questions given in
exam setting
Metric:
For each question,
the number of
students who
provide a correct
answer
Excellent: >85% of
students provide a
correct answer to
the exam questions
Acceptable:
between 65% and
84% provide a
correct answer to
the exam questions
Unacceptable:
< 65% provide a
correct answer to
the exam questions
Faculty teaching
the course section
-analyze ethical issues
facing the accounting
profession
ACC 321, 531
ACC 321 Method:
Analyze a case
involving ethical
issues facing
managerial
accountants
Metric:
Number of students
demonstrating a
clear understanding
of the issues
Excellent:
>75% of students
can provide
reasonable
answers.
Acceptable:
between 50% and
75%
Unacceptable:
<50%
Faculty teaching
the course
ACC 531 Method:
Questions given in
an exam setting
Metric:
For each question,
the number of
students who
provide a correct
answer
Excellent: >85% of
students provide a
correct answer to
the exam questions
Acceptable:
between 65% and
84% provide a
correct answer to
the exam questions
Unacceptable:
< 65% provide a
correct answer to
the exam questions
Faculty teaching
the course section
11
5. Demonstrate an understanding of international accounting issues and practices, including
the role accountants play within a global context.
Student Performance
Indicator (SPI)
Course
Accountable
for SPI
Measurement
Method
Performance
Metric
Achievement
Expectation Target
Primary
Responsibility
for Assessment
-display an understanding of
the convergence process for
GAAP and IFRS
ACC 501 Method:
Question(s) given
in exam setting
Metric:
For each question,
the number of
students who
provide a correct
answer
Excellent: >85%
of students provide a
correct answer
Acceptable:
between 65% and
84% provide a
correct answer
Unacceptable:
< 65% provide a
correct answer
Faculty teaching
the course
section
-apply appropriate processes to
translate or remeasure account
balances and financial
statements from one currency
to another
ACC 501 Method:
Question(s) given
in exam setting
Metric:
For each question,
the number of
students who
provide a correct
answer
Excellent:
>85% of students
provide a correct
answer
Acceptable:
between 65% and
84% provide a
correct answer
Unacceptable:
<65% provide a
correct answer
Faculty teaching
the course
section
12
6. Demonstrate a satisfactory understanding of financial accounting, managerial
accounting, taxation, systems, and auditing concepts.
Student Performance
Indicator (SPI)
Item
Accountable
for SPI
Measurement
Method
Performance
Metric
Achievement
Expectation
Target
Primary
Responsibility
for Assessment
-achieve a satisfactory score
on the School of Accounting
comprehensive exit exam
Accounting
Exit Exam
Method:
Accounting Exit
Exam taken by
students enrolled in
ACC 531
Metric:
Number of students
who achieve a
satisfactory score
of 50% or better on
the exam
Excellent: >75%
of students achieve
a satisfactory score
Acceptable:
between 50% and
75% achieve a
satisfactory score
Unacceptable:
< 50% achieve a
satisfactory score
School of
Accounting
Assessment
Director
13
7. Understand the role accountants play in society in providing and ensuring the
integrity of financial and other business information in society.
Student Performance
Indicator (SPI)
Course
Accountable
for SPI
Measurement
Method
Performance
Metric
Achievement
Expectation
Target
Primary
Responsibility
for Assessment
-display satisfactory
knowledge of Sarbanes
Oxley Act and risk
management
ACC 370, 531
ACC 370 Method:
Case requiring
students evaluate a
company’s internal
control over
financial reporting
and organize their
assessment based
on the components
of the COSO
Internal Control -
Integrated
Framework and
incorporate the
requirements of the
Sarbanes–Oxley
Act
Metric:
Number of students
who complete 80%
of the assignment
correctly
Excellent: >75%
of students meet or
exceed the metric
Acceptable:
between 50% and
75% of students
meet or exceed the
metric
Unacceptable:
< 50% of students
meet or exceed the
metric
Faculty teaching
the course section
14
ACC 531
Method:
Questions given in
exam setting
Metric:
For each question,
the number of
students who
provide a correct
answer
Excellent: >85% of
students provide a
correct answer to
the exam questions
Acceptable:
between 65% and
84% provide a
correct answer to
the exam questions
Unacceptable:
< 65% provide a
correct answer to
the exam questions
Faculty teaching
the course section
-display satisfactory
knowledge of revenue
recognition and asset
valuation
ACC 301, 302
ACC 301 Method:
Question(s) given
in exam setting on
asset valuation
Metric:
For each question,
the number of
students who
provide a correct
answer
Excellent: >75%
of students provide
a correct answer
Acceptable:
between 50% and
75% provide a
correct answer
Unacceptable:
< 50% provide a
correct answer
Faculty teaching
the course section
ACC 302 Method:
Problem given in
exam setting on
revenue
recognition
Metric:
Number achieving
satisfactory
performance
Excellent : >75%
of students achieve
satisfactory
performance on the
problem
Acceptable:
between 50% and
75% of students
achieve satisfactory
performance
Unacceptable:
< 50%
Faculty teaching
the course section
-attend BAP/SAS
professional meetings
School of Accounting
AACSB Maintenance Report
Appendix 3B
Curriculum Map Spring 2017
Curriculum Map Spring 2019
Appendix 3B - Curriculum Map Spring 2017
Curriculum Map of SOA Student Learning Outcomes - January, 2017 (as identified by SOA faculty) Key: I = Introduced; E = Emphasized; R = Reinforced.
ACC 301 301 301 ACC 302 302 ACC 311 311 311 ACC 321
SLO 1: Apply technology to solve accounting problems
Excel I, R (PV function; others)
R R I R R
Professional research databases
I (FASB Codification)
I (FASB Codification)
R (FASB Codification)
R (FASB Codification)
I, E (Checkpoint)
I, E (Checkpoint)
I, E (Checkpoint)
SAP
Data analytics
Other
SLO 2: Display effective problem-solving and critical thinking when making accounting, tax, systems, and auditing decisions
Problem-solving skills (i.e., student solves a problem using relevant provided information)
E I E, R E, R E E E E E
Critical thinking skills (i.e., student must determine what is relevant and not relevant when provided with a wealth of information)
I, R I E, R E, R E E E E
SLO 3: Develop, measure, analyze, validate, interpret, and communicate financial and other business information
Written communication skills
I R R R R R R
Oral communication skills I R
Develop and measure information
E R E, R E, R E
Analyze information E R E, R E, R E E E E R
Interpret information E R E, R E, R E E E E R
Validate information R R E, R E, R E
SLO 4: Demonstrate an understanding of the professional responsibilities, ethical standards, and regulatory environment of accountants
Professional responsibilities
I I I, R I, R R I I, E I
Ethical standards I I, R I, R R R I R
Regulatory environment I I I, R I, R E I I I R
Curriculum Map of SOA Student Learning Outcomes - January, 2017 (as identified by SOA faculty) Key: I = Introduced; E = Emphasized; R = Reinforced.
ACC 370 ACC 501 ACC 531
ACC 511
511 ACC 512 ACC 521 ACC 536 ACC 543
SLO 1: Apply technology to solve accounting problems
Excel R R R I,R (Report-Making)
Professional research databases
R (FASB Codification)
I, E E (Checkpoint)
R (GASB)
SAP E E
Data analytics I I I
Other
I (Governance, Risk & Compliance; Net Weaver Portal
I (FTC, DOT websites)
SLO 2: Display effective problem-solving and critical thinking when making accounting, tax, systems, and auditing decisions
Problem-solving skills (i.e., student solves a problem using relevant provided information)
R E R E E E R R E
Critical thinking skills (i.e., student must determine what is relevant and not relevant when provided with a wealth of information)
E E R E E E E R E
SLO 3: Develop, measure, analyze, validate, interpret, and communicate financial and other business information
Written communication skills E R R R E E R R
Oral communication skills R R
Develop and measure information R R R
Analyze information R R R E E E R R R
Interpret information R R R E E E R R R
Validate information R R R R R R
SLO 4: Demonstrate an understanding of the professional responsibilities, ethical standards, and regulatory environment of accountants
Professional responsibilities I R R R E
Ethical standards R R R R E R R
Regulatory environment E or R E R R R E E
Appendix 3B - Curriculum Map Spring 2019
Curriculum Map of SOA Student Learning Goals - April 2019 (as identified by SOA faculty) Key: I = Introduced; E = Emphasized; R = Reinforced.
ACC 301 301 301 ACC 302 302 ACC 311 311 311 ACC 321
SLG 1: Apply technology to solve accounting problems
Excel I, E, R (PV function; others)
R I, R I R R
Professional research databases
I (FASB Codification)
I (FASB Codification)
R (FASB Codification)
R (FASB Codification)
I, E (Checkpoint)
I, E (Checkpoint)
I, E (Checkpoint)
SAP
Data analytics (Visualization Software)
Other
SLG 2: Use critical thinking/problem-solving skills to make appropriate accounting decisions
Problem-solving skills (i.e., student solves a problem using relevant provided information)
I, E, R I E, R E, R E E E E E
Critical thinking skills (i.e., student must determine what is relevant and not relevant when provided with a wealth of information)
I, E, R I E, R E, R E E E E
SLG 3: Analyze and communicate business and financial information effectively
Written communication skills
R R R R R R
Oral communication skills I R
Develop and measure information
E, R R E, R E, R E
Analyze information E, R R E, R E, R E E E E R
Interpret information E, R R E, R E, R E E E E R
Validate information E, R R E, R E, R E
SLG 4: Understand of the professional responsibilities, ethical standards, and regulatory environment of accountants
Professional responsibilities
I I I, R I, R R I, E I, E I
Ethical standards I I, R I, R R R I R
Regulatory environment I I I, R I, E, R E I I I R
Curriculum Map of SOA Student Learning Outcomes - April, 2019 (as identified by SOA faculty) Key: I = Introduced; E = Emphasized; R = Reinforced.
ACC 370 ACC 501 ACC 531
ACC 511
511 ACC 512 ACC 521 ACC 536 ACC 543 ACC 597J
SLO 1: Apply technology to solve accounting problems
Excel R E R R I,R (Report-Making)
E
Professional research databases
I, E I, E E (Checkpoint)
R (GASB)
SAP E E
Data analytics I I I R
Other
SLO 2: Display effective problem-solving and critical thinking when making accounting, tax, systems, and auditing decisions
Problem-solving skills (i.e., student solves a problem using relevant provided information)
E E, R R E E E R R E E
Critical thinking skills (i.e., student must determine what is relevant and not relevant when provided with a wealth of information)
E E R E E E E R E E
SLO 3: Develop, measure, analyze, validate, interpret, and communicate financial and other business information
Written communication skills E E R R R E E R R E
Oral communication skills R R R
Develop and measure information R R R
Analyze information R E R E E E R R R R
Interpret information R E R E E E R R R R
Validate information R R R R R R
SLO 4: Demonstrate an understanding of the professional responsibilities, ethical standards, and regulatory environment of accountants
Professional responsibilities I R R R E
Ethical standards R R R R E R R
Regulatory environment E I R R R E E
School of Accounting
AACSB Maintenance Report
Appendix 3C
School of Accounting Assurance
of Learning Plan-Current
Appendix 3C - School of Accounting Assurance of Learning Plan - Current
School of Accounting Assurance of Learning Plan with
Measurement Methods and Metrics Updated April 2019
Global Student Learning Goals Upon completion of the accounting program, the student will be able to:
Page
1. Apply technology to solve accounting problems.
2
2. Use critical thinking/problem-solving skills to make appropriate accounting decisions.
3
3. Analyze and communicate business and financial information effectively.
4
4. Understand the professional responsibilities, ethical standards, and regulatory environment of accountants.
5
5. Demonstrate competency in core accounting concepts and knowledge.
6
2
Student Learning Goal #1: Apply technology to solve accounting problems. Student Learning
Outcome (SLO)
Course Accountable for
SLO
Measurement Method and
Performance Metric
Performance Target
- students will use Excel to solve accounting problems and report results
ACC 321 Method: Excel problem Metric: Proportion of students who provide the correct answer
Excellent: > 90% of students provide the correct answer Acceptable: Between 75% and 89% provide the correct answer Unacceptable: < 75% provide the correct answer
- students will use databases to solve accounting issues
ACC 302, 311
ACC 302
Method: FASB Codification Research project Metric: Proportion of students who find the correct source(s)
Exceed: > 90% of students find the correct source(s) Acceptable (Met): Between 75% and 89% find the correct source(s) Unacceptable: < 75% find the correct source(s)
ACC 311 Method: Tax Research project Metric: Proportion of students who find the correct source of tax law
Exceed: > 90% of students find the correct source(s) Acceptable (Met): Between 75% and 89% find the correct source(s) Unacceptable: < 75% find the correct source(s)
- students will use appropriate visualization software to solve accounting issues
ACC 531 Method: Data analytics case
Metric: Proportion of students who complete 95% of the assignment correctly
Exceed: ≥ 90% of students complete 95% of the assignment correctly Acceptable (Met): Between 75% and 89% of students complete 95% of the assignment correctly Unacceptable: < 75% of students complete 95% of the assignment correctly
3
Student Learning Goal #2: Use critical thinking/problem-solving skills to make appropriate accounting decisions. Student Learning Outcome
(SLO) Course
Accountable for SLO
Measurement Method and
Performance Metric
Performance Target
- students will provide the correct resolution to financial accounting issues using relevant literature
ACC 302
Method: Research project Metric: Proportion of students who provide a correct answer to the issue
Exceed: ≥ 90% of students provide a correct answer Acceptable (Met): Between 75% and 89% of students provide a correct answer Unacceptable: < 75% provide a correct answer
- students will provide the correct resolution to a tax issue using appropriate sources of tax law (i.e., IRC, Treas. Reg., IRS ruling, and /or court case)
ACC 311 Method: Research project Metric: Proportion of students who provide a correct answer to the issue
Exceed: ≥ 90% of students provide a correct answer Acceptable (Met): Between 75% and 89% of students provide a correct answer Unacceptable: < 75% provide a correct answer
- students will analyze data to resolve an accounting issue
ACC 531 Method: Data analytics case Metric: Proportion of students who provide an appropriate resolution to an issue
Exceed: ≥ 90% of students provide an appropriate resolution Acceptable (Met): Between 75% and 89% of students provide an appropriate resolution Unacceptable: < 75% provide an appropriate resolution
4
Student Learning Goal #3: Analyze and communicate business and financial information effectively. Student Learning Outcome
(SLO) Course
Accountable for SLO
Measurement Method and
Performance Metric Performance Target
- students will display the ability to maintain a basic system of double-entry accounting, know the accounting cycle, and construct financial statements according to GAAP
ACC 301
Method: Accounting cycle case Metric: Proportion of students who achieve a score of 75% or better
Exceed: ≥ 90% of students provide achieve a satisfactory score Acceptable (Met): Between 75% and 89% of students achieve a satisfactory score Unacceptable: < 75% achieve a satisfactory score
- students will apply managerial accounting concepts to appropriately analyze business decisions relating to planning, implementation of plans, and measuring and comparing performance to planned performance
ACC 321 Method: Budget variance analysis project Metric: Proportion of students who provide an appropriate analysis
Exceed: ≥ 90% of students provide an appropriate analysis Acceptable (Met): Between 75% and 89% of students provide an appropriate analysis Unacceptable: < 75% provide an appropriate analysis
- students will analyze financial accounting issues to formulate an appropriate accounting and reporting resolution
ACC 501 Method: Case project Metric: Proportion of students who provide a correct solution
Exceed: ≥ 90% of students provide a correct answer Acceptable (Met): Between 75% and 89% of students provide a correct answer Unacceptable: < 75% provide a correct answer
5
Student Learning Goal #4: Understand the professional responsibilities, ethical standards, and regulatory environment of accountants.
Student Learning Outcome
(SLO)
Course Accountable
for SLO
Measurement Method and
Performance Metric
Performance Target
- students will demonstrate an understanding of the regulatory environment
ACC 370 Method: Internal control case Metric: Proportion of students who complete 80% of the assignment correctly
Exceed: ≥ 90% of students complete 80% of the assignment correctly Acceptable (Met): Between 75% and 89% of students complete 80% of the assignment correctly Unacceptable: < 75% of students complete 80% of the assignment correctly
- students will analyze ethical issues facing the accounting profession
ACC 321 Method: Ethics case Metric: Proportion of students who complete 80% of the case correctly
Exceed: ≥ 90% of students earn at least 80% of the assigned points for the case Acceptable (Met): Between 75% and 89% of students earn at least 80% of the assigned points for the case Unacceptable: < 75% earn at least 80% of the assigned points for the case
6
Student Learning Goal #5: Demonstrate competency in core accounting concepts and knowledge.
Student Learning Outcome
(SLO)
Course Accountable
for SLO
Measurement Method and
Performance Metric
Performance Target
ACC 531 Method: Accounting Exit Exam taken by students enrolled in ACC 531 Metric: Proportion of students who achieve a score of 50% or better
Exceed: ≥ 90% of students achieve a satisfactory score Acceptable (Met): Between 75% and 89% of students achieve a satisfactory score Unacceptable: < 75% of students achieve a satisfactory score
School of Accounting
AACSB Maintenance Report
Appendix 3D
Assessment Report Template - Project Example
Assessment Report Template - General Course
Example
Appendix 3D - Assessment Report Template - Project Example
ACC 302 Assurance of Learning Report - Fall 2018
Instructor:__________________________________________________
PART 1
Measurement Method:*
Yes
No**
Overall Student
Performance:
(See table in “Request for
Supporting Data” below)
1. (SLO 1) Did students complete a research project
requiring them to access the FASB Codification
Research database and use search procedures to
find the applicable source(s) that solve an
accounting issue?
Note: Please submit your Fall 2018 supporting
data for this measurement method. The
required data is explained in the attached
Request for Supporting Data.
2. (SLO 2) Did students complete a research project
requiring them to provide the correct resolution
to an advanced financial accounting issue using
appropriate literature sources in the FASB
Codification Research database?
Note: Please submit your Fall 2018 supporting
data for this measurement method. The
required data is explained in the attached
Request for Supporting Data.
*Criteria for supporting data, materials, measurements, and performance are given on pages 4&5.
**If you answer "no," explain why.
2
ACC 302 Assurance of Learning for F’18
Please briefly answer the following questions in regard to your teaching of ACC 302 this semester:
1. What discoveries did you make regarding how your students performed on the measurements in #1 and #2
above?
2. Did your students' performance lead you to make any changes in the course during this semester? Will it
lead to any changes the next time you teach this course?
3. What other changes, if any, did you make this semester in your teaching pedagogy, materials used, projects
assigned, etc.?
4. In assessing the changes you identified in #2 and #3, what discoveries did you make in regard to their
effectiveness?
5. For purposes of “closing the loop,” were any changes you identified above, changes you stated in a previous
assessment report you planned to make the next time you taught this course? If so, how did the change
work out this semester? What did you find?
3
ACC 302 Assurance of Learning for F’18
PART II
The Global Student Learning Outcomes (SLOs) for the accounting major are:
"Upon completion of the accounting program, the student will be able to:
1. Apply technology to solve accounting problems.
2. Use critical thinking/problem-solving skills to make appropriate accounting decisions.
3. Analyze and communicate business and financial information effectively.
4. Understand the professional responsibilities, ethical standards, and regulatory environment of
accountants.
5. Demonstrate competency in core accounting concepts and knowledge.”
Please briefly answer the following questions concerning the above SLOs based on what you observed or did in
any accounting course you taught during fall 2018.
1. Identify any area(s) you believe accounting majors need help with to ensure they achieve the above five SLOs.
What led you to this conclusion?
2. Did you do anything in the accounting course(s) you taught this year (other than what you already explained in
Part 1) to help accounting majors improve the area(s) you identified in #1? What effect did those actions have
on helping students achieve the SLO(s)?
3. Will your discovery lead to changes the next time you teach an accounting course? If so, what changes are you
considering? In which course(s)?
4. Provide any suggestion(s) you have as to how the accounting program might be modified or changed to ensure
accounting majors achieve the above five SLOs.
4
ACC 302 Assurance of Learning for F’18
Request for Supporting Data Used to Assess Student Learning Outcomes 1 and 2
for AACSB and University Assessment Purposes
The two student learning outcomes selected by the SOA Assessment Committee to assess during Fall 2018
are: "Upon completion of the accounting program, the student will be able to:
SLO 1: Apply technology to solve accounting problems; and
SLO 2: Use critical thinking/problem-solving skills to make appropriate accounting decisions.”
To assess SLOs 1 and 2, the Committee is requesting you submit the following data from your Fall 2018
sections of ACC 302 for any case/paper/project you assign that is also used as a SOA assessment measure (as
set forth in the ACC 302 SLO Measures Table below):
a. a copy of the case/paper/project assignment;
b. the grading key or grading rubric used to score the assignment;
c. the final point distribution for the assignment;
d. a representative sample (about three to five cases/papers/projects) of the students' work for each
"Performance Target" category (e.g., exceed, acceptable, unacceptable assignments) as defined by
using the metric and the "Performance Target" categories shown in the ACC 302 SLO Measures
Table below; and
e. record the overall level of performance achieved by the students on the assignment (e.g., exceed,
acceptable, unacceptable) based on the respective metric and the performance target listed in the
ACC 302 SLO Measures Table. Record the performance achieved in the last column of the table
found in Part 1 of the Assurance of Learning Report.
5
ACC 302 Assurance of Learning for F’18
SLO Measures for ACC 302
SLO #1
Student Performance
Indicator
Measurement Method
Performance Metric
Performance Target
- students will use
databases to solve
accounting issues
Method:
FASB codification research
project
Metric:
Proportion of students who find
the correct source(s)
Exceed: > 90% of students find
the correct source(s)
Acceptable: Between 75% and
89% provide the correct
source(s)
Unacceptable: < 75% provide
the correct source(s)
SLO #2
Student Performance
Indicator
Measurement Method
Performance Metric
Performance Target
-students will provide the
correct resolution to
financial accounting
issues using relevant
literature
Method:
Research project
Metric:
Proportion of students who
provide a correct answer to the
issue
Exceed: > 90% of students
provide a correct answer
Acceptable: Between 75% and
89% of students provide a
correct answer
Unacceptable: < 75% provide a
correct answer
Appendix 3D - Assessment Report Template - General Course Example
ACC 250, 255, 511, 521 and 543 Assurance of Learning Report - Fall 2018
Instructor:_____________________________________________________________
Accounting Course(s) Taught:_____________________________________________
The Global Student Learning Outcomes (SLOs) for the accounting major are:
"Upon completion of the accounting program, the student will be able to:
1. Apply technology to solve accounting problems.
2. Use critical thinking/problem-solving skills to make appropriate accounting decisions.
3. Analyze and communicate business and financial information effectively.
4. Understand the professional responsibilities, ethical standards, and regulatory environment of
accountants.
5. Demonstrate competency in core accounting concepts and knowledge.”
Please briefly answer the following questions concerning the above SLOs based on what you observed or did in
any 200-, 300-, or 500-level required or elective accounting course you taught during the fall 2018 semester.
1. Identify any area(s) you believe accounting majors need help with to ensure they are able to achieve the above
five SLOs. What led you to this conclusion?
2. Did you do anything in the accounting course(s) you taught this year to help accounting majors improve the
area(s) you identified in #1? What effect did those actions have on helping students achieve the SLO(s)?
3. Will your discovery lead to changes the next time you teach an accounting course? If so, what changes are you
considering? In which course(s)?
4. Provide any suggestion(s) you have as to how the accounting program might be modified or changed to ensure
accounting majors achieve the above five SLOs.
School of Accounting
AACSB Maintenance Report
Appendix 3E
School of Accounting Assurance of Learning
Plan with Metric History
Appendix 3E - School of Accounting Assurance of Learning Plan with Metrics
School of Accounting Assurance of Learning Plan with
Measurement Methods and Metrics Updated April 2019
Global Student Learning Goals Upon completion of the accounting program, the student will be able to:
Page
1. Apply technology to solve accounting problems.
2
2. Use critical thinking/problem-solving skills to make appropriate accounting decisions.
3
3. Analyze and communicate business and financial information effectively.
4
4. Understand the professional responsibilities, ethical standards, and regulatory environment of accountants.
5
5. Demonstrate competency in core accounting concepts and knowledge.
6
2
Student Learning Goal #1: Apply technology to solve accounting problems. Student Learning
Outcome (SLO)
Course Accountable
for SLO
Measurement Method and
Performance Metric
Performance Target
Year Formally Assessed and
Findings
- students will use Excel to solve accounting problems and report results
ACC 321 Method: Excel problem Metric: Proportion of students who provide the correct answer
Excellent: > 90% of students provide the correct answer Acceptable: Between 75% and 89% provide the correct answer Unacceptable: < 75% provide the correct answer
2014-15: Target of "acceptable" met with conditions. Although this measure was assigned in ACC 321, assessment data for the actual metric, “number of students who produce the correct answer,” was not officially collected by the faculty. Instead, only the average score achieved on the problem was collected; the average score was 88%. 2016-17: Target of “excellent” met; 94% of students arrived at the correct answer. 2018-19: Target of “acceptable” met; 75% of students used Excel appropriately.
- students will use databases to solve accounting issues
ACC 302, 311
ACC 302 Note: 2015-16 AOL Revision moved this SPI from ACC 501 to ACC 302
Method: FASB Codification Research project Metric: Proportion of students who find the correct source(s)
Exceed: > 90% of students find the correct source(s) Acceptable (Met): Between 75% and 89% find the correct source(s) Unacceptable: < 75% find the correct source(s)
2014-15: Target of "acceptable" met with conditions (in ACC 501). Assessment data for the metric, “number of students who find the correct reference sources,” was not officially collected by the faculty; only the mean and the median scores achieved on the project, which was 78% and 75%, respectively, with a range of 70% - 88% for the scores was tabulated. ACC 501 faculty's opinion, however, was that more than 80% of the students did find the correct reference source. 2016-17: Target of “excellent” met. 87% found the correct financial reference source. 2018-19: Target of “acceptable” met. 76% found the correct financial reference
ACC 311 Method: Tax Research project Metric: Proportion of students who find the
Exceed: > 90% of students find the correct source(s)
2014-15: Target of "acceptable" met with conditions. Assessment data for the actual metric, “number of students who find the correct source of tax law,” was not officially collected by either
3
correct source of tax law
Acceptable (Met): Between 75% and 89% find the correct source(s) Unacceptable: < 75% find the correct source(s)
faculty member; only the mean and median scores achieved on the project were collected. Based on the combined mean and median scores achieved, as well as the range of scores achieved (i.e., average score of 80%; median score of 90%; range of scores of 40% - 100%), it was concluded a target of at least “acceptable” was met. 2016-17: Target of "acceptable" met. 77% of the students found the correct source of tax law. 2018-19: Target of “acceptable” met. 80% found the correct source of tax law.
- students will use appropriate visualization software to solve accounting issues
ACC 531 Method: Data analytics case
Metric: Proportion of students who complete 95% of the assignment correctly
Exceed: ≥ 90% of students complete 95% of the assignment correctly Acceptable (Met): Between 75% and 89% of students complete 95% of the assignment correctly Unacceptable: < 75% of students complete 95% of the assignment correctly
2015 AOL Revision: Added as new SPI in 2015-16; first assessment will be done in Spring 2017. 2016-17: Target of "excellent” met; 91% of students used the software appropriately. . 2018-19: Target of ‘excellent” met, 95% of the students used the software appropriately.
4
Student Learning Goal #2: Use critical thinking/problem-solving skills to make appropriate accounting decisions. Student Learning
Outcome (SLO)
Course Accountable
for SLO
Measurement Method
and Performance Metric
Performance
Target
Year Formally Assessed and
Findings
- students will provide the correct resolution to financial accounting issues using relevant literature
ACC 302 Note: 2015-16 AOL Revision moved this SPI from ACC 501 to ACC 302
Method: Research project Metric: Proportion of students who provide a correct answer to the issue
Exceed: ≥ 90% of students provide a correct answer Acceptable (Met): Between 75% and 89% of students provide a correct answer Unacceptable: < 75% provide a correct answer
2014-15: Target of "acceptable" met with conditions. Data for “number of students who find a correct answer to the issue” was not officially collected by the faculty. The faculty only collected the mean and the median scores achieved on the project, which was 78% and 75%, respectively, with a range of 70% - 88% for the scores. Based on the mean and median scores and the range of scores achieved, as well as anecdotal evidence provided by the ACC 501 faculty, the Assessment Committee concluded a target of at least “acceptable" was met based on an average score of 78%, a median score of 75%, and a range of scores of 70% - 88% on the research project being achieved. 2016-17: Target of "excellent" met; 80% of students provided a correct conclusion to the case. 2018-19: Target of “acceptable” met, 77% of students provided a correct conclusion to the case.
- students will provide the correct resolution to a tax issue using appropriate sources of tax law (i.e., IRC, Treas. Reg., IRS ruling, and /or court case)
ACC 311 Method: Research project Metric: Proportion of students who provide a correct answer to the issue
Exceed: ≥ 90% of students provide a correct answer Acceptable (Met): Between 75% and 89% of students provide a correct answer Unacceptable: < 75% provide a correct answer
2014-15: Target of "acceptable" met with conditions. "Number of students who provide a correct answer to the issue” was not officially collected by the faculty. However, based on the average and median scores, and the range of scores achieved (i.e., average score of 80%; median score of 90%; range of scores of 40%-100%), a target of at least “acceptable” was met since an acceptable number of students must have provided a correct answer to the issue, otherwise they would not have achieved a combined average score of 80% on their respective section’s research project. 2016-17: Target of "excellent" met; 98% of those students who found the
5
correct source of tax law, provided a correct answer to the research issue. 2018-19: Target of “acceptable” met; 82% of students provided a correct solution to the research issue.
- students will analyze data to resolve an accounting issue
ACC 531 Method: Data analytics case Metric: Proportion of students who provide an appropriate resolution to an issue
Exceed: ≥ 90% of students provide an appropriate resolution Acceptable (Met): Between 75% and 89% of students provide an appropriate resolution Unacceptable: < 75% provide an appropriate resolution
2015 AOL Revision: Added as new SPI in 2015-16; first assessment will be done in Spring 2017. 2016-17: Target of "excellent” met; 96% provided an appropriate resolution to a data analytics case. 2018-19: Target of “excellent” met; 95% of students provided an appropriate resolution to a data analytics case.
6
Student Learning Goal #3: Analyze and communicate business and financial information effectively. Student Learning
Outcome (SLO)
Course Accountable
for SLO
Measurement Method
and Performance Metric
Performance Target
Year Formally Assessed and
Findings
- students will display the ability to maintain a basic system of double-entry accounting, know the accounting cycle, and construct financial statements according to GAAP
ACC 301
Method: Accounting cycle case Metric: Proportion of students who achieve a score of 75% or better
Exceed: ≥ 90% of students provide achieve a satisfactory score Acceptable (Met): Between 75% and 89% of students achieve a satisfactory score Unacceptable: < 75% achieve a satisfactory score
2015-16: Target of “acceptable” met; 93% achieved a satisfactory score. 2017-18: Target of “acceptable” met; 85% of students achieved a satisfactory score.
- students will apply managerial accounting concepts to appropriately analyze business decisions relating to planning, implementation of plans, and measuring and comparing performance to planned performance
ACC 321 Note: 2017-18 Revision, moved to SLO #3 from SLOs 1 and 2, Analyze
Method: Budget variance analysis project Metric: Proportion of students who provide an appropriate analysis
Exceed: ≥ 90% of students provide an appropriate analysis Acceptable (Met): Between 75% and 89% of students provide an appropriate analysis Unacceptable: < 75% provide an appropriate analysis
2014-15: Target of "acceptable" met; 55% of the students achieved a score of 75% or better on the problem. 2016-17: Target was not met (i.e., "unacceptable"); 49% of students achieved a score of 75% or better on the problem. However, with change in satisfactory score to 70%: Target of "acceptable" met (“between 50% and 75% of students achieve a satisfactory score of 70% or better on the problem”); 62% of students achieved a score of 70% or better on the budget variance problem. 2017-18: Not measured in Spring of 2018, new faculty teaching the course. However, measured in Fall 2018 with the following results: Target was not met, thus performance was ‘unacceptable.’ There are 3 areas of measurement; Planning & Implementation 92.1%, Measuring 96%, and Analyzing which is comparing performance to planned performance 31.2%. On average the results were
7
67.2% however results represent excellent performance on 2 of the 3 dimensions. 2018-19: Target was not met, thus performance was “unacceptable.” Overall, 65.7% of students achieved a score of 75% or better on the problem. This problem can be segregated into planning & implementation, measuring, and analyzing. Results for each of the areas are: planning and implementation, 74.1%, measuring, 75%, and analyzing, 53.4%.
- students will analyze financial accounting issues to formulate an appropriate accounting and reporting resolution
ACC 501 Method: Case project Metric: Proportion of students who provide a correct solution
Exceed: ≥ 90% of students provide a correct answer Acceptable (Met): Between 75% and 89% of students provide a correct answer Unacceptable: < 75% provide a correct answer
2014-15: Target of "acceptable" met. Assessment data for “number of students who find a correct answer to the issue” was not collected by the faculty; only the mean and the median scores, which was 78% and 75%, respectively, with a range of 70% - 88% for the scores was tabulated. However, based on the average and median scores achieved on the project, the range of scores achieved, as well as anecdotal evidence provided by the ACC 501 faculty, the Assessment Committee concluded a target of at least “acceptable” (“between 60% and 79% provide a correct answer to the issue”) was met. 2016-17: 2017-18: Target of “acceptable” met; between 79% and 100% of students met expectations across the varying dimensions of the rubric. For the analysis/problem-solving components, 90% of the students met expectations and for the writing components, 88.5% of students met expectations.
8
Student Learning Goal #4: Understand the professional responsibilities, ethical standards, and regulatory environment of accountants. Student Learning
Outcome (SLO)
Course Accountable
for SLO
Measurement Method and
Performance Metric
Performance Target
Year Formally Assessed and
Findings
- students will demonstrate an understanding of the regulatory environment
ACC 370 Method: Internal control case Metric: Proportion of students who complete 80% of the assignment correctly
Exceed: ≥ 90% of students complete 80% of the assignment correctly Acceptable (Met): Between 75% and 89% of students complete 80% of the assignment correctly Unacceptable: < 75% of students complete 80% of the assignment correctly
2015-16: Target of “acceptable” met; 74% of students met or exceeded the expectations on the COSO case and 72% met or exceeded the expectations on the Sarbanes-Oxley case (i.e.,74% of students completed at least 80% of the COSO case correctly and 72% of students completed at least 80% of the Sarbanes-Oxley case correctly.) 2017-18: Target of “acceptable” met; 75.9% of students met or exceeded the expectations on the COSO case.
- students will analyze ethical issues facing the accounting profession
ACC 321 Method: Ethics case Metric: Proportion of students who complete 80% of the case correctly
Exceed: ≥ 90% of students earn at least 80% of the assigned points for the case Acceptable (Met): Between 75% and 89% of students earn at least 80% of the assigned points for the case Unacceptable: < 75% earn at least 80% of the assigned
2015-16: Target of “acceptable” met; 93% of the students earned at least 80% of the assigned points for the case. More specifically, percentage of students who found/identified the correct IMA Ethics Standards was 85% ("acceptable"); but percentage of students who applied the Standards correctly to the set of facts was 72% ("unacceptable"). 2017-18: Target was not met, ‘unacceptable.’ This case was given in 2 parts. Students were to identify whether a violation occurred and then were asked to relate the violation to a specific standard. For identifying whether a violation occurred, 71% of the students identified 87.5% of the violations but 91% of students identified 75% of the violations. The overall average for this
9
points for the case
portion was 87%. Part of the difficulty is that there are 8 parts to this problem so the scores are either 87.5% or 75% which is either significantly above or below the target of 80%. Part 2, where students are asked to identify the correct ethical violation category provides difficulty. Only 6% of the students correctly categorized 75% of the violations and no students categorized more than 80% of the violations correctly. On average, students’ earned a 53% score on this portion, indicating that students correctly categorized 4 of 8 violations correctly, on average.
10
Student Learning Goal #5: Demonstrate competency in core accounting concepts and knowledge. Student Learning
Outcome (SLO)
Course Accountable
for SLO
Measurement Method and
Performance Metric
Performance Target
ACC 531 Method: Accounting Exit Exam taken by students enrolled in ACC 531 Metric: Proportion of students who achieve a score of 50% or better
Exceed: ≥ 90% of students achieve a satisfactory score Acceptable (Met): Between 75% and 89% of students achieve a satisfactory score Unacceptable: < 75% of students achieve a satisfactory score
The following results by semester were attained for the semesters when the Exit Exam was a requirement in ACC 531 with no extra credit offered in ACC 531: Spring 2009: Excellent Fall 2009: Acceptable Spring 2010: Acceptable Fall 2010: Acceptable Spring 2011: Acceptable Fall 2011: Excellent Spring 2012: Excellent Fall 2012: Acceptable Spring 2013: Excellent Fall 2013: Excellent Spring 2014: Acceptable Fall 2014: Excellent (85%) Spring 2015: Excellent (95%) The following results by semester were attained since the Exit Exam became a requirement in ACC 501 with varying extra credit offered in ACC 501 based on score achieved: Fall 2015: Excellent (81%) Spring 2016: Acceptable (72%) Fall 2016: Acceptable (70%) Spring 2017: Excellent (81%) The following results by semester were attained for the semesters when the Exit Exam was administered outside of class while students were enrolled in ACC 531. Students received up to 10 points, based on the score received: Fall 2017: Acceptable (73%) Spring 2018: Acceptable (89.6%) Fall 2018: Acceptable (86.2%) Spring 2019: Acceptable (80.4%)
School of Accounting
AACSB Maintenance Report
Appendix 3F
Exit Exam Cover Letter
Exit Exam
Exit Exam Summary Statistics Fall 2014-
Spring 2019
Appendix 3F - Exit Exam Cover Letter
Central Michigan University School of Accounting
ACCOUNTING EXIT EXAM
FALL 2019
NAME: _____________________________________________________ E-MAIL ADDRESS: ___________________________________________
By including your cmich email address, you will get your results faster.
DATE: __________________________
Please check () which of the following courses you have either taken or are currently taking as of the Fall 2019 Semester:
ACC 301 ACC 370
ACC 302 ACC 501
ACC 311 ACC 531
ACC 321
Results of this Exit Exam will be available after TUESDAY, DECEMBER 3, 2019, and
will be sent in an email to your cmich account. Students who take this no later than
MONDAY, November 25, 2019 during the regularly scheduled times, will be awarded
extra-credit in ACC 531 for exam performance as listed below:
Score Extra Points
Below 30% 0 points
30% - 39% 4 points
40% - 49% 5 points
50% - 59% 6 points
60% - 69% 7 points
70% - 79% 8 points
80% - 89% 9 points
90% and above 10 points
Your name, global ID, and answers must be entered on the answer sheet using a
#2 pencil.
GOOD LUCK!
Appendix 3F - Exit Exam
1
ACCOUNTING EXIT EXAMINATION – Fall 2019 SCHOOL OF ACCOUNTING
CENTRAL MICHIGAN UNIVERSITY
NAME: ______________________________________________________ DATE:_________________________ 1. Financial accounting standard-setting in the United States:
a. is a social process which reflects political actions of various interested user groups as well as a product of research and logic.
b. is based solely on research, observation and experience. c. is a law setting process based on rules set forth by governmental agencies. d. is democratic and must be agreed upon by a majority of accountants before it becomes enforceable.
2. The six steps in the accounting cycle are listed. Identify the proper order in which these steps occur.
1) preparing financial statements 2) recording transactions 3) obtaining data from business activities 4) posting to accounts 5) closing the books 6) making end-of-period adjustments
a. 3, 2, 5, 4, 1, 6 b. 4, 3, 2, 1, 6, 5 c. 4, 3, 2, 6, 5, 1 d. 3, 2, 4, 6, 1, 5
3. The balance sheet is useful for analyzing all of the following except: a. liquidity b. solvency c. profitability d. financial flexibility 4. In valuing inventory utilizing the Lower-of-Cost-or-Net Realizable Value method, net realizable value refers to: a. the cost minus estimated cost of disposal. b. the net amount that the company expects to receive from the sale of the inventory. c. the replacement cost of the inventory. d. none of the above. 5. In periods of rising prices and inventory levels, the inventory method which tends to give the highest reported
cost of goods sold is: a. FIFO. b. Average cost. c. LIFO.
d. NIFO.
2
6. Which of the following most accurately reflects the concept of depreciation as used in accounting?
a. The process of charging the decline in value of an asset to income in the period in which the decline occurred.
b. The process of allocating the cost of an asset to expense in a systematic and rational manner to those periods expected to benefit from the asset’s use.
c. A method of allocating asset cost to an expense account in a manner which closely matches the physical deterioration of the asset.
d. An accounting concept that allocates the portion of an asset used up during the year to properly record the asset’s fair market value.
7. “Revenue Recognition Principle” states that revenue generally should be recognized: a. at the signing of the contract with a customer.
b. at the time of cash collection. c. when the performance obligation is satisfied.
d. when the transaction price is determined.
8. Stone, Inc. issued bonds with a maturity amount of $200,000 and a maturity ten years from date of issue. If the bonds were issued at a premium, this indicates that a. the effective yield or market rate of interest exceeded the (stated) nominal rate. b. the nominal rate of interest exceeded the market rate. c. the market and nominal rates coincided. d. no necessary relationship exists between the two rates.
9. Debt securities acquired by a corporation which are accounted for by recognizing unrealized holding gains or losses that are included as other comprehensive income and as a separate component of stockholders’ equity are
a. held-to-maturity debt securities. b. trading debt securities. c. available-for-sale debt securities. d. never-sell debt securities. 10. At December 31, 2017, Marshall Company had 425,000 shares of common stock issued and outstanding
throughout the year. Marshall also had 30,000 shares of 4%, $100 par cumulative preferred stock outstanding throughout the year. Net income for the year ended December 31, 2017, was $885,000. What should be Marshall's 2017 earnings per common share, rounded to the nearest penny? a. $1.53. b. $1.90. c. $1.80. d. $1.70.
11. How should a “gain” from the sale of treasury stock be reflected when using the cost method of recording treasury stock transactions?
a. As ordinary earnings shown on the income statement b. As paid-in capital from treasury stock transactions c. As an increase in the amount shown for common stock d. As an other revenue and gain shown on the income statement.
3
12. Easton Co. at the end of 2017, its first year of operation, prepared a reconciliation between pretax financial income
and taxable income as follows: Pretax financial income $ 400,000 Estimated litigation expense 1,000,000 Installment sales (800,000) Taxable income $ 600,000
Which temporary difference has a tax effect reported as a deferred tax asset and which results in a deferred tax liability? Installment Sales Litigation Expense a. Deferred Liability Deferred Liability b. Deferred Liability Deferred Asset c. Deferred Asset Deferred Asset d. Deferred Asset Deferred Liability
13. The computation of pension expense includes all of the following except:
a. service cost component measured using future salary levels.
b. interest on projected benefit obligation. c. expected return on plan assets. d. All of these are included in the computation.
14. Equipment was sold for $72,000, which resulted in a recognized gain of $8,000. This transaction should be
shown on the statement of cash flows (indirect method) as a(n):
a. $72,000 cash inflow from financing activities and an addition of $8,000 to net income.
b. $64,000 cash inflow from investing activities and a $8,000 deduction from net income. c. $72,000 cash inflow from investing activities and a $8,000 deduction from net income. d. $64,000 cash inflow from financing activities and a $8,000 addition to net income.
15. Which of the following sources of tax law has the highest level of authority?
a. Tax Court decision b. Treasury Regulation Section c. IRS Instructions to Form 1040 d. Internal Revenue Code Section
16. Sam earned the following income this year: Interest income on corporate bonds $300 Interest income on state and local bonds 100 The amount Sam will include in taxable income is: a. $400. b. $300. c. $100. d. $0.
4
17. Which of the following statement(s) about adjusted gross income (AGI) is/are correct?
1. AGI is used to calculate floor limitations and ceiling amounts for certain itemized deductions. 2. AGI is calculated by subtracting itemized deductions from gross income. 3. AGI is part of the calculation for an individual’s taxable income, but not for a corporation.
a. Only statement 1 is correct. b. Only statement 3 is correct. c. Statements 2 and 3 are correct. d. Statements 1 and 3 are correct.
18. Which of the following is/are categorized as itemized deductions? 1. Trade or business expenses of a sole proprietor 2. Interest expense on a home mortgage loan 3. Contributions paid to charitable organizations
a. Items 2 and 3 are itemized deductions. b. Items 1 and 3 are itemized deductions. c. Only item 1 is an itemized deduction. d. Only item 3 is an itemized deduction.
19. Kim is a 10% partner in ABC Partnership. ABC reported $100,000 of ordinary income this year, and Kim
received a $5,000 cash withdrawal from ABC during the year. The amount Kim will include in taxable income this year is:
a. $0. b. $15,000. c. $10,000. d. $5,000.
20. Which of the following is an example of tax evasion?
a. Beth invests money in municipal bonds instead of corporate bonds. b. Bertha won $500 cash in an amateur boxing contest, but does not report it on her tax return. c. Bryan uses the cafeteria plan offered by his employer to fund pension plan contributions for his retirement. d. Frank, a very wealthy 87-year old individual, gives bonds to each of his grandchildren so that the interest
income on them would be taxed at a lower rate.
21. The following assets were each held for five years and sold for a gain this year. Which gain will NOT be
classified as a long-term capital gain for tax purposes? a. Gain on sale of stock held for investment purposes
b. Gain on sale of an automobile used only for personal-use purposes c. Gain on sale of factory equipment used for business purposes d. Gain on sale of bonds held for investment purposes
5
22. The determination of whether a cost is direct or indirect depends upon: a. the accounting system. b. the allocation system. c. the ability to trace a cost to the cost object. d. the requirements of the Institute for Management Accountants (IMA). 23. Indirect costs, like manufacturing overhead costs
a. are easy to determine when calculating total cost. b. are allocated, and if not handled correctly, can lead to poor decision-making. c. can be treated as direct costs in some situations. d. are accurately, not arbitrarily, included in total cost.
24. Cost behavior concerns classifying costs as a. direct and indirect costs. b. product and period costs. c. selling and administrative costs. d. variable and fixed costs. 25. Budgeting is done for all of the following reasons except: a. to quantify future plans of the organization. b. to help communicate future goals of the organization. c. to help identify poor managers and demote or fire them. d. to control the operations of the organization. 26. The break-even point in cost-volume-profit analysis is defined as:
a. the point where output units equal input units.
b. the point where contribution margin equals fixed costs.
c. where revenues less variable costs equal operating income. d. where the unit contribution margin equals the selling price less the unit fixed cost.
27. A flexible budget is different from a master (static) budget, because it is a. a budget that is prepared after the actual output is known for the budget period. b. a budget that only changes the fixed costs at different volume levels. c. a budget that can be adjusted at any time to reflect a manager’s desires. d. of little use in evaluating how managers controlled costs under their control. 28. A variance is: a. the gap between an actual result and benchmark cost per unit. b. the required number of inputs for one standard output. c. the difference between an actual result and a budgeted amount. d. the difference between a budgeted amount and a standard amount.
29. Select the item below that is false regarding accounting controls.
a. They are preventive and detective in nature. b. An objective is to protect the company’s data. c. They should relate to financial statement assertions. d. An objective is to promote accuracy and reliability of the financial statements.
6
e. All of the items above are true regarding accounting controls.
30. Which of the following is not an internal control procedure? a. authorization b. management’s operating style c. independent verification d. accounting records 31. Separation of duties is an important aspect of organizational control. Select the task below that is not a major
organizational category that should be segregated: a. Custody of assets b. Supervision c. Recording d. Authorization e. Execution
32. Organizational control within data processing in a batch oriented electronic data processing system should
include all of the items below except:
a. Systems development and program maintenance should be separated from data processing. That is programmers should not have direct access to programs that are currently being used by the business.
b. The data control department should record receipt of input data in a control log, track the progress of data being processed and distribute reports to authorized users.
c. Transactions and other changes to master records should be authorized by the user departments. d. Transaction coding errors made by user departments should be corrected by data processing to improve
efficiency and timeliness of the reports. e. A data and program library should control and record access to master files and programs that are used by
computer operations.
33. Which of the following is a preventive control? a. credit check before approving a sale on account b. bank reconciliation c. physical inventory control d. comparing the accounts receivable subsidiary ledger to the control account
34. When certain customers made cash payments to reduce their accounts receivable, the bookkeeper embezzled
the cash and wrote off the accounts as uncollectible. Which control procedure would most likely prevent this irregularity?
a. segregation of duties b. accounting records c. accounting system d. access controls 35. Among the many changes instituted by the Sarbanes-Oxley Act, the following entity was created: a. The PCAOB b. The FASB c. The ASB d. The Congressional Audit Office
7
36. Which of the following accounts would not be found in the year-end General Fund balance sheet of a city?
a. Cash b. Allowance for Uncollectible Taxes c. Land d. Taxes Receivable - Current
37. When goodwill is created in a corporate acquisition, the goodwill should be a. amortized over a 40-year period. b. amortized over a 15-year period. c. checked for impairment each year. d. written off by charging it to retained earnings in the year of acquisition. 38. If Oakland Company owned 51% of the outstanding common stock of Redding Company and it consolidates
Redding Company, what reporting method would be appropriate?
a. Cost Method b. Equity Method c. Cost or Equity Method could be used d. Merger Method
39. The material sale of inventory items by a parent company to an affiliated company:
a. enters the consolidated revenue computation only if the transfer was the result of arm's length bargaining. b. affects consolidated net income under a periodic inventory system but not under a perpetual inventory
system. c. does not result in consolidated income until the merchandise is sold to outside entities. d. does not require a working paper adjustment if the merchandise was transferred at cost.
40. The purchase of outstanding subsidiary bonds by the parent company has the same impact on consolidated
statements as:
a. the subsidiary retiring its own debt with the proceeds of new debt issued to outside parties. b. the subsidiary retiring the debt with the proceeds of a loan from the parent.
c. the subsidiary retiring the debt with the proceeds of a new stock issue. d. allowing the bonds to continue to be held by outside interests.
41. A local government, Blufton City, purchased a new fire truck for $80,000. The debit entry in the General Fund
would be:
a. Debit Equipment
b. Debit Expenditure c. Debit Other Financing Uses d. No entry would be made.
42. If the functional currency is the local currency of a foreign subsidiary, what exchange rates should be used to
translate the items below, assuming the foreign subsidiary is in a country which has not experienced hyperinflation over three years?
8
COMMON STOCK
PREMIUM ON BONDS
PAYABLE
SALES a.
Current Rate
Historical Rate
Average Rate
b.
Historical Rate
Current Rate
Average Rate
c.
Historical Rate
Historical Rate
Current Rate
d.
Current Rate
Current Rate
Current Rate
43. The essence of the attest function is to:
a. Offer assurance about subject matter that is the responsibility of another party.
b. Examine individual transactions and certify as to the validity of each.
c. Ensure the consistent application of correct accounting principles.
d. Detect fraud in the client's financial statements.
44. The concept of Audit Risk is defined as
a. the risk that the auditor will not detect a material misstatement.
b. the risk that a financial statement assertion is materially misstated.
c. the risk that the auditor expresses an inappropriate audit opinion when the financial statements are materially misstated.
d. the risk that the auditor is not independent and expresses an inappropriate audit opinion on the audited financial statements.
45. Under which of the following sets of circumstances might an auditor disclaim an opinion?
a. The financial statements contain a departure from GAAP which is material.
b. The principal auditor decides to make reference to the report of another auditor who audited a subsidiary.
c. There has been a material change between periods in the method of the application of accounting principles.
d. There were significant limitations on the scope of the audit.
46. When financial statements are presented that are not in conformity with generally accepted accounting
principles, an auditor may issue a(n)
Qualified Adverse opinion opinion
a. Yes No
b. Yes Yes
c. No Yes
d. No No
47. Audit documentation (working papers):
9
a. facilitates the planning, performance, and supervision of the engagement. b. becomes the property of the client once the opinion is issued.
c. is required for public company audits and recommended, but not required, for non-public company audits.
d. does not need to contain evidence that an understanding of internal control was obtained.
48. According to the AICPA Code of Professional Conduct, a member who has a financial interest in a partnership
that invests in a potential client is considered to have
a. an indirect financial interest in the client.
b. a direct financial interest in the client.
c. no financial interest in the client.
d. a partial financial interest in the client.
49. Which of the following should an auditor obtain from the predecessor auditor prior to accepting an audit
engagement?
a. Analysis of balance sheet accounts.
b. Analysis of income statement accounts.
c. All matters of continuing accounting significance.
d. Facts that might bear on the integrity of management.
50. A correct valuation is a. available-for-sale at amortized cost. b. held-to-maturity at amortized cost. c. held-to-maturity at fair value. d. none of these. 51. When sales are made with a right of return, the company a. should not recognize any revenue. b. should recognize revenue for the full sales price. c. records the returned asset in a separate inventory account. d. records the estimated returns in the Sales Returns account. 52. Santo Corporation declares and distributes a cash dividend that is a result of current earnings. How will the
receipt of those dividends affect the investment account of the investor under each of the following accounting methods?
Fair Value Method Equity Method a. No Effect Decrease b. Increase Decrease c. No Effect No Effect d. Decrease No Effect 53. The first step in the process for revenue recognition is to a. determine the transaction price. b. identify the contract with customers. c. allocate transaction rice to the separate performance obligations. d. identify the separate performance obligations in the contract.
10
54. Which internal control framework is widely accepted as the authority on internal controls? a. COBIT b. COSO Integrated Control c. ISACA framework d. Sarbanes-Oxley control framework 55. Which of the following organizations has NOT been instrumental in the development of financial accounting
standards in the United States? a. AICPA b. FASB c. IASB d. SEC
11
56. The ______________ passes the tax law; the ______________ administers and enforces the tax law. a. Internal Revenue Service; Internal Revenue Service b. Congress; Congress c. Internal Revenue Service; FBI d. Congress; Internal Revenue Service 57. GASB is the primary standards setting body for all the entities below except for a. the state of Michigan. b. the American Cancer Society. c. the city of Midland. d. the Detroit Public Schools. 58. The purpose of the International Accounting Standards Board is to a. issue enforceable standards which regulate the financial accounting and reporting of multinational
corporations. b. develop a uniform currency in which the financial transactions of companies through-out the world would be
measured. c. promote uniform accounting standards among countries of the world. d. arbitrate accounting disputes between auditors and international companies. 59. The Public Company Accounting Oversight Board’s role is to a. conduct the final review of auditors’ work before the auditor’s opinion is issued. b. oversee the auditors of public companies in order to protect the interest of investors. c. conduct audits of governmental entities. d. sanction auditors who fail to follow General Accepted Auditing Standards. 60. The principle of selecting and developing controls that might help mitigate risks to an acceptable level belongs
to which of the COSO’s Internal Control Model’s component? a. Control environment b. Risk assessment c. Control activities d. Information and communication 61. The Financial Accounting Standards Board employs a “due process” system which: a. is an efficient system for collecting dues from members. b. enables interested parties to express their views on issues under consideration. c. identifies the accounting issues that are the most important. d. requires that all accountants must receive a copy of financial standards. 62. Which of the entities listed below is primarily responsible for state and local government accounting standards? a. FASB b. PCAOB c. FASAB d. none of the above. 63. State which of the following publications is issued by the AICPA-Accounting Principles Board? a. Statements of Financial Accounting Concepts b. Staff Accounting Bulletins
12
c. Technical Bulletins. d. Opinions 64. Which of the following statements is NOT true about the IMA? a. It is a professional group of financial accountants that issues financial accounting rules. b. It is a professional group of accountants that issues publications on best practices within management
accounting. c. It offers certification for management accountants through its CMA credential. d. It has a code of ethics for conduct in the workplace.
65. Which of the following is NOT a requirement of the Sarbanes-Oxley Act? a. Audit firms cannot provide most types of nonaudit services to their public company auditees. b. Audit firms are required to rotate audit partners off audit engagements every five years for public company audits. c. Firms that audit public companies are subject to inspection by the PCAOB. d. A certain number of hours, which is based on the size of the company being audited, must be spent on each audit engagement. 66. Who establishes general accepted auditing standards? a. Auditing Standards Board and the Public Company Accounting Oversight Board b. Only the Auditing Standards Board c. Financial Accounting Standards Board and the Governmental Accounting Standards Board d. The SEC 67. Which of the following bodies ordinarily would have the authority to suspend or revoke a CPA’s license to
practice public accounting? a. The SEC b. The AICPA c. A state CPA society d. A state board of accountancy
68. Due professional care requires a. auditors to plan and perform their duties with the skill and care that is commonly expected of accounting professionals. b. the examination of all available corroborating evidence. c. the exercise of error-free judgment. d. a study and review of internal controls that includes tests of controls
69. Which of the following statements best describes why the profession of certified public accountants has deemed
it essential to promulgate a code of conduct and to establish a mechanism for enforcing observance of the code?
a. A distinguishing mark of a profession is its acceptance of responsibility to the public. b. A prerequisite to success is the establishment of an ethical code that stresses primarily the professional’s
responsibility to clients and colleagues. c. A requirement of most state laws calls for the profession to establish a code of conduct. d. An essential means of self-protection for the profession is the establishment of flexible ethical standards by
profession. 70. A CPA’s retention of client records as a means of enforcing payment of an overdue audit fee is an action that is
13
a. considered acceptable by the AICPA Code of Professional Conduct. b. ill-advised because it would impair the CPA’s independence with respect to the client c. considered discreditable to the profession. d. a violation of generally accepted auditing standards. 71. Which of the following is NOT a Principle of Professional Conduct as defined by the Code of Professional
Conduct? a. Integrity b. Due care c. Reporting d. Scope and nature of services 72. Which of the following ratios measures long-term solvency of a business? a. Acid-test ratio b. Accounts receivable turnover c. Debt to assets d. Current ratio 73. The return on common stockholders’ equity is calculated by dividing a. net income by average common stockholders’ equity. b. net income less preferred dividends by average common stockholders’ equity. c. net income be ending common stockholders’ equity. d. net income less preferred dividends by ending common stockholders’ equity. 74. When accountants are analyzing a business, when should they use an average amount for the numerator or
denominator of the financial ratios they are calculating? a. When the numerator is a balance sheet item or items b. When the numerator is an income statement item or items c. When the denominator is a balance sheet item or items d. When a ratio consists of an income statement item and a balance sheet item 75. Some of the steps for problem-solving are as follows: 1) Identify Relevant Alternatives 2) Communicate Results 3) Define the Problem/Issue 4) Select Proper Alternatives Which of the following most closely resembles the appropriate order for these problem-solving steps? a. 1, 4, 2, 3 b. 1, 3, 4, 2 c. 3, 1, 4, 2 d. 3, 4, 2, 1
Appendix 3F - Exit Exam Summary Statistics Fall 2014-Spring 2019
Exit Exam Summary Statistics Fall 2014 - Spring 2019
Semester Number
of Questions
Mean Score N (%)
Median Score N (%)
Range For
Number of Correct Responses
Number of
Students
Students Scoring ≥ 50% N (%)
Students Scoring 50% - 59%
N (%)
Students Scoring 60% - 69%
N (%)
Students Scoring 70% - 79%
N (%)
Students Scoring > 79% N (%)
Fall 2014 50 28.4
(56.8%) 28
(56.0%) 17 - 36 27
23 (85.1%)
11 (40.7%)
10 (37.0%)
2 (7.4%)
0 (0.0%)
Spring 2015
50 30.9
(61.8%) 30
(60.0%) 17 - 46 59
56 (94.9%)
23 (39.0%)
17 (28.8%)
12 (20.3%)
4 (6.8%)
Fall 2015 43 25.1
(58.4%) 24
(55.8%) 11 - 40 42
34 (81.0%)
18 (42.9%)
12 (28.6%)
3 (7.1%)
1 (2.4%)
Spring 2016
43 24.1
(56.0%) 25
(58.1%) 13 - 35 46
33 (71.7%)
18 (39.1%)
12 (26.1%)
1 (2.2%)
2 (4.3%)
Fall 2016 43 24.3
(56.5%) 24
(55.8%) 15 - 34 42
31 (73.8%)
15 (35.7%)
11 (26.2%)
5 (11.9%)
0 (0.0%)
Spring 2017
43 25.9
(60.2%) 27
(62.8%) 15 - 33 31
25 (80.7%)
7 (22.6%)
12 (38.7%)
6 (19.4%)
0 (0.0%)
Fall 2017 45 25.6
(56.9%) 26
(57.8%) 15 - 35 59
43 (72.9%)
17 (28.8%)
22 (37.3%)
4 (6.8%)
0 (0.0%)
Spring 2018
75 47.5
(63.3%) 47.5
(63.3%) 35 - 66 48
46 (95.8%)
11 (22.9%)
27 (56.2%)
7 (14.6%)
1 (2.1%)
Fall 2018 75 47.8
(63.7%) 47
(62.7%) 35 - 64 52
46 (88.5%)
11 (21.2%)
19 (36.5%)
12 (23.1%)
4 (7.7%)
Spring 2019
75 44.4
(59.2%) 45
(60.0%) 33 - 62 51
44 (86.3%)
17 (33.3%)
23 (45.1%)
3 (5.9%)
1 (2.0%)
School of Accounting
AACSB Maintenance Report
Appendix 3G
Student Survey and Results
Appendix 3G - Student Survey and Results
Student Survey and Results
Fall 2016: Conducted and Analyzed Student Survey (Indirect Measure)
An online survey of students enrolled in some of the sophomore, junior, and senior-level accounting
courses was conducted in Fall 2016. The survey was part of an honors capstone project completed by
three accounting students. Students were asked to rate their perceived level of confidence in having
attained various skills including those in the employer survey. The three honor students also provided
suggestions on how the BSBA and accounting curriculum could be modified to ensure accounting
students receive the skills employers are looking for in graduates.
The applicable scales for the survey responses are listed below:
Scale for 1-5 Level Responses:
Extremely confident 5
Confident 4
Neither confident nor unconfident 3
Unconfident 2
Extremely unconfident 1
Scale for 1-3 Level Responses:
Extremely confident 3
Somewhat confident 2
Not at all confident 1
Scale for 1-2 Level (Yes/No) Responses:
Yes 1
No 2
The means to the responses and the specific scale used to answer the respective question are listed below:
Means of CMU
Accounting Majors and
Minors
Means of Other CMU
Business Majors and
Minors
Scale
Used*
Responses for Questions Using 1-5 Scale:
Teamwork 4.33 4.28 1-5
Interpersonal Skills 4.13 4.18 1-5
Leading Others to Complete 4.13 4.23 1-5
Projects
Willingness to Pursue Continuous
Learning
4.02 3.23 1-5
Use of Excel to Solve Accounting
Problems
3.90 3.00 1-5
Professional Writing Skills 3.85 3.73 1-5
Presenting Information to
Business Professionals
3.80 3.90 1-5
Interpret Financial Information 3.62 3.33 1-5
Develop Financial Statements 3.50 3.30 1-5
Use of Research Databases to
Solve Accounting Problems
3.25 2.38 1-5
Use of SAP to Solve Accounting
Problems
2.95 2.23 1-5
Responses for Questions Using 1-3 Scale:
General Accounting Knowledge 2.10 1.68 1-3
Understand Professional
Responsibilities of an Accountant
1.52 1.78 1-3
Adequate IT Skills 1.48 2.25 1-3
Problem-Solving Skills to
Analyze Accounting Issues
1.44 1.70 1-3
Understanding of the Business
World
1.41 1.63 1-3
Responses for Questions Using 1-2 Scale:
Adaptability to New Technology
(Y/N)
1.03 1.18 1-2
Motivated to Complete
Assignments (Y/N)
1.06 1.03 1-2
Organization and Planning Skills
(Y/N)
1.07 1.13 1-2
Full Understanding of Importance
of Ethics (Y/N)
1.08 1.18 1-2
Adequate Opportunities to
Interact with CMU Faculty (Y/N)
1.10 1.13 1-2
Adequate Opportunities to 1.15 1.15 1-2
Interact with Professionals (Y/N)
Successfully Prepared Through
Accounting Courses (Y/N)
1.20 1.45 1-2
Successfully Prepared for
Certification Exams (Y/N)
1.23 1.38 1-2
Successfully Prepared Through
Accounting Activities? (Y/N)
1.29 1.50 1-2
Aware of All Career
Opportunities (Y/N)
1.48 1.63 1-2
The findings were presented to the faculty in November 2016 and the SOA Advisory Board in April
2017. Advisory Board members were also asked for their suggestions on how, if at all, the SOA could
improve student learning in the identified skills.
Table 2-1 Intellectual Contributions
Part A: Five-Year Summary of Intellectual Contributions
Portfolio of Intellectual Contributions Types of Intellectual Contributions
Percentages of Faculty Producing ICs
Basic or Discovery Scholarshi
p
Applied or Integration/Application Scholarshi
p
Teaching and
Learning Scholarshi
p
Peer-Reviewed Journals
Peer-Reviewed
Academic/Professional
Meeting Proceeding
s
Peer-Reviewed
Academic/Professional
Meeting Presentatio
ns
Competitive Research
Awards Received Textbooks
Case Studies
Other Teaching Materials
Professional Practice Standards, or Public
Policy
Other IC Type
Selected by the School
Percent of Participating Faculty
Producing ICs
Percent of total Full
Time Equivalent
(FTE) faculty
producing ICs
School of Accounting
DeWitt, Judy 0 2 1 0 0 0 0 0 0 0 3 0 * 100
Harrast, Steven 2 7 1 2 0 4 0 0 0 0 4 0 * 100
Hayes, Gary 0 4 0 0 0 4 0 0 0 0 0 0 * 100
Hong, Philip 1 18 0 0 10 0 6 0 0 0 0 0 2 * 50
Hood, William 0 5 0 2 0 2 0 0 0 0 1 0 * 100
Kintzele, Philip 1 10 2 2 0 4 0 0 0 0 6 1 * 100
Kwiatkowski, Vernon 2 5 1 2 0 4 0 0 0 0 2 0 * 100
Lin, Kuan-Chen 2 0 21 1 6 0 9 0 0 0 0 7 0 * 50
McGilsky, Debra 2 3 4 1 0 4 1 0 0 0 3 0 * 100
Olsen, Lori 11 2 1 4 0 4 0 0 0 0 6 0 * 100
Roethlisberger, Michael 3 0 0 0 0 0 0 0 0 0 0 0 0 * 60
Sun, Yan 4 3 0 0 0 0 0 0 0 0 0 3 0 * 50
Swaney, Amy 7 4 0 2 0 5 0 0 0 0 4 0 * 100
Weirich, Thomas 1 17 8 18 0 4 1 0 0 0 3 0 * 100
Woelfert Jr., Edward 0 0 1 0 0 1 0 0 0 0 0 0 * 100
Total School of Accounting
47 80 20 49 0 51 2 0 0 0 42 3 93.3% 95.4%
Grand Total 47 80 20 49 0 51 2 0 0 0 42 3 93.3% 95.4%
* After each group of faculty, in the two columns on the right, please indicate the percentage of total full time equivalent (FTE) faculty producing ICs. Intellectual contributions for faculty who are included on Table 15-1 should be included. Peer reviewed journals and editorial board reviewed journals should be included. Include all faculty employed during the year of record. Do not include faculty who are no longer employed and have left during the reporting period, or will be joining the faculty in the future.
Part B: Alignment with Mission, Expected Outcomes, and Strategy
Provide a qualitative description of how the portfolio of intellectual contributions is aligned with the mission, expected outcomes, and strategy of the school. The portfolio of intellectual contributions aligns with the School’s mission to nurture student success through transformative experiences ins several ways. Publications and conference presentations represent knowledge faculty have gained and share with constituents. This knowledge is incorporated in their teaching and in the curriculum, thus contributing to Imperative I nurturing student success. Through intellectual contributions, faculty interact with academics and professionals and thus strengthen partnerships in Michigan and beyond (Imperative III). Intellectual contributions are an essential element of a qualified faculty which represents Imperative II. A more detailed discussion of Intellectual Contributions is contained within the body of the report in Section 1, Strategic Management.
Part C: Quality of Five-Year Portfolio of Intellectual Contributions
Provide evidence demonstrating the quality of the above five-year portfolio of intellectual contributions. Schools are encouraged to include qualitative descriptions and quantitative metrics and to summarize information in tabular format whenever possible. Some indicators of quality include: Academic Journal Guide rankings of 2 or higher represent 47% of the publication outlets Scimago metrics indicate that 68.4% of the publication outlets have a Scimago Quartile ranking of 3 or better Publication outlets are directed toward academics, educators, and professionals while also spanning multiple accounting specialties such as financial, managerial, tax, auditing, and emerging technology Faculty who have joined the School since 2010 have contributed to 100% of the publications accepted in journals having an Academic Journal Guide ranking of 2 or better A more detailed discussion of Intellectual Contributions is contained within the body of the report in Section 1, Strategic Management.
Part D: Impact of Intellectual Contributions
Provide evidence demonstrating that the school's intellectual contributions have had an impact on the theory, practice, and/or teaching of business and management. The school is encouraged to include qualitative descriptions and quantitative metrics and to summarize the information in tabular format whenever possible to demonstrate impact. Evidence of impact may stem from intellectual contributions produced beyond the five-year AACSB accreditation review period. Google Scholar metrics show that Thomas Weirich has 690 citations and an H-index of 14 and an i10-index of 18 over his career; Lori Olsen has a citation count of 340 with an H-index of 8, and an i10-index of 8 over her career Several publications appearing in 2018 and 2019 have been cited, indicating promise SSRN download information shows that manuscripts for Keejae Hong, Lori Olsen, Kuan-Chen Lin, and Amy Swaney have total downloads of 676, 562, 257, and 198 Faculty are represented on Editorial Boards for several journals Faculty are asked to perform ad-hoc reviews for conferences and journals A more detailed discussion of Intellectual Contributions is contained within the body of the report in Section 1, Strategic Management.
Note: Please add a footnote to this table summarizing the school's policies guiding faculty in the production of intellectual contributions. The data must also be supported by analysis of impact/accomplishments and depth of participation by faculty across disciplines. The data presented in Table 2-1 should be supported by faculty vitae that provide sufficient detail to link individual citations to the information provided here. Interdisciplinary outcomes may be presented in a separate category but the disciplines involved should be identified. 1 Hong, Philip Note: In 2016-2017, has no administrative data record. Note: In 2015-2016, has no administrative data record. Note: In 2014-2015, has no administrative data record. 2 Lin, Kuan-Chen Note: In 2016-2017, has no administrative data record. Note: In 2015-2016, has no administrative data record. Note: In 2014-2015, has no administrative data record. 3 Roethlisberger, Michael Note: In 2014-2015, in Uncategorized Department. 4 Sun, Yan Note: In 2016-2017, has no administrative data record. Note: In 2015-2016, has no administrative data record. Note: In 2014-2015, has no administrative data record.
Table 2-2: Five-Year Summary of Peer Reviewed Journals and Number of Publications in Each
Peer Reviewed Journals Number of Publications
School of Accounting
Accounting & Finance 1
Accounting Horizons 1
Accounting Research Journal 1
Advances in Accounting 7
Contemporary Accounting Research 1
Current Issues in Auditing 1
Journal of Business Finance & Accounting 2
Journal of Emerging Technologies in Accounting 1
Journal of Forensic Accounting Research 1
Journal of International Accounting Research 1
Journal of International Accounting, Auditing and Taxation 1
Journal of Leadership and Organizational Studies 1
Research in Accounting Regulation 1
Tax Notes 2
Taxes 1
The CPA Journal 1
The International Trade Journal 2
The Journal of Corporate Accounting & Finance 16
The Journal of Hospitality Financial Management 1
Total School of Accounting 43
Grand Total 43
AACSB TABLE 9-1: FACULTY SUFFICIENCY AND QUALIFICATIONS SUMMARY FOR THE MOST RECENTLY COMPLETED NORMAL ACADEMIC YEAR USING STUDENT CREDIT HOURS1 Date Range: September 1, 2018 - May 15, 2019
Faculty Portfolio Faculty Sufficiency Related to
Teaching Percent of Time Devoted to Mission for Each Faculty Qualification Group
Faculty Member's Name
Date of First Appointment to
the School
Highest Degree,
Year Earned
Participating Faculty
Teaching Productivity
(P)2
Supporting Faculty
Teaching Productivity
(S)2
Normal Professional
Responsibilities3
Scholarly Academic
(SA)4
Practice Academic
(PA)4
Scholarly Practitioner
(SP)4
Instructional Practitioner
(IP)4 Other (O)4 Brief Description of Basis for Qualification
School of Accounting
DeWitt, Judy September 23, 2007 MBA, 2008 891 sch UT 100
MBA & CPA with 2 years of public accounting and 11 years of governmental accounting experience prior to joining faculty. Judy has continuing professional engagement activities and CPE for re-certification.
Harrast, Steven August 1, 2008 PHD, 1999 531 sch UT, RES and
SER 100
Publishes in peer reviewed journals, presents at professional conferences, and engages in other professional and academic activities.
Hayes, Gary August 1, 1993 DBA, 1995 570 sch UT 100 Publishes in peer reviewed journals, presents at professional conferences and engages in other professional and academic activities.
Hong, Philip July 1, 2018 PHD, 2006 372 sch UT, RES and
SER 100
Publishes in peer reviewed journals, presents at professional conferences, and engages in other professional and academic activities.
Hood, William August 16, 1981 JD, 1986 627 sch UT, RES and
SER 100
Publishes in peer reviewed journals, presents at professional conferences, and engages in other professional and academic activities.
Kintzele, Philip August 16, 1981 DBA, 1973 357 sch UT, RES and
SER 100
Publishes in peer reviewed journals, presents at professional conferences, and engages in other professional and academic activities.
Kwiatkowski, Vernon August 20, 1979 DBA, 1986 639 sch UT, RES and
SER 100
Publishes in peer reviewed journals, presents at professional conferences, and engages in other professional and academic activities.
Lin, Kuan-Chen August 16, 2018 PHD, 2007 375 sch UT, RES and
SER 100
Publishes in peer reviewed journals, presents at professional conferences, and engages in other professional and academic activities.
McGilsky, Debra August 6, 1989 PHD, 1986 609 sch UT, RES and
SER 100
Publishes in peer reviewed journals, presents at professional conferences, and engages in other professional and academic activities.
Olsen, Lori 1 August 16, 2010 PHD, 2001 0 sch UT, ADM, RES
and SER 100
Publishes in peer reviewed journals, presents at professional conferences and engages in other professional, and academic activities.
Roethlisberger, Michael
December 1, 1992 MBA, 2000 741 sch UT 100
MBA 2000. Public Accounting 2 years, Internal Auditor 7 years, Director of Internal Audit 13 years and Business Owner 5 years. Maintenance of IP Status is met by continuing ownership of and involvement in a profitable business.
Sun, Yan August 16, 2018 PHD, 2018 258 sch UT, RES and
SER 100 PhD 2018.
Faculty Portfolio Faculty Sufficiency Related to
Teaching Percent of Time Devoted to Mission for Each Faculty Qualification Group
Faculty Member's Name
Date of First Appointment to
the School
Highest Degree,
Year Earned
Participating Faculty
Teaching Productivity
(P)2
Supporting Faculty
Teaching Productivity
(S)2
Normal Professional
Responsibilities3
Scholarly Academic
(SA)4
Practice Academic
(PA)4
Scholarly Practitioner
(SP)4
Instructional Practitioner
(IP)4 Other (O)4 Brief Description of Basis for Qualification
Swaney, Amy 2 May 16, 2014 PHD, 2014 0 sch UT, MT, RES and
SER 100
PhD 2014, publishes in peer-reviewed journals, presents at conferences and engages in other scholarly activities.
Weirich, Thomas August 23, 1970 PHD, 1976 546 sch UT, RES and
SER 100
Publishes in peer reviewed journals, presents at professional conferences, and engages in other professional and academic activities.
Woelfert Jr., Edward August 23, 2009 MBA, 2010 780 sch UT 100
MBA 2010. CPA, and prior to joining the faculty, 20 years of experience as a VP in banking and as a Loan Officer. Continuing involvement in Smart Money, LLC, & Continuing Professional Education to maintain CPA Certification
Total School of Accounting 7296 sch 0 sch 1100 (73.3%) 0 (0.0%) 0 (0.0%) 300 (20.0%) 100 (6.7%)
P ≥ 60% guideline for AACSB met (100.0%)
SA ≥ 40% guideline for AACSB met (73.3%)
SA + PA + SP ≥ 60% guideline for AACSB met (73.3%) SA + PA + SP + IP ≥ 90% guideline for AACSB met (93.3%)
Grand Total 7296 sch 0 sch 1100 (73.3%) 0 (0.0%) 0 (0.0%) 300 (20.0%) 100 (6.7%)
P ≥ 75% guideline for AACSB met (100.0%)
SA ≥ 40% guideline for AACSB met (73.3%)
SA + PA + SP ≥ 60% guideline for AACSB met (73.3%) SA + PA + SP + IP ≥ 90% guideline for AACSB met (93.3%)
Faculty Sufficiency Indicators1:
• Overall guideline: P/(P+S) ≥ 75%
• By discipline, location, delivery mode, or program: P/(P+S) ≥ 60%
Faculty Qualifications Indicators1:
• SA guideline: SA/(SA + PA + SP + IP + O) ≥ 40%
• SA + PA + SP guideline: (SA + PA + SP)/(SA + PA + SP + IP + O) ≥ 60%
• SA + PA + SP + IP guideline: (SA + PA + SP + IP)/(SA + PA + SP + IP + O) ≥ 90%
1. This summary information is useful in assisting the peer review team in its initial assessment of alignment with Standards 5 and 15. The summary information allows the team to effectively focus its in-depth review of individual faculty vitae or other documents supporting the conclusions presented in the table. List all faculty contributing to the mission of the school including participating and supporting faculty, graduate students who have formal teaching responsibilities, and administrators holding faculty rank. For faculty not engaged in teaching, leave columns 4 and 5 (Faculty Sufficiency) blank. Faculty who left during the time frame represented in the table should not be included. Faculty members who joined the school for any part of the time frame are to be included. The school must explain the "normal academic year" format/schedule. Peer review teams may request documentation for additional years; for individual terms; or by programs, location, delivery mode, and/or discipline.
2. The measure of "teaching productivity" must reflect the operations of the business school, e.g. student credit hours (SCHs), European Credit Transfer Units (ECTUs), contact hours, individual courses, modules, or other designations that are appropriately indicative of the teaching contributions of each faculty member. Concurrence of the metric must be reached with the peer review team early in the review process. If a faculty member has no teaching responsibilities, he or she must be listed and reflected in the qualifications section of the table. Online courses should use the same teaching metric being used for in-person courses and the manner in which this is calculated should be described.
3. Indicate the normal professional responsibilities of each faculty member using the following guide: UT for undergraduate teaching; MT for master's level teaching; DT for doctoral level teaching/mentoring; ADM for administration; RES for research; ED for executive education; SER for other service and outreach responsibilities. A faculty member may have more than one category assigned. Individuals who teach only in non-credit executive education programs should not be listed in this table.
4. For faculty qualifications based on engagement activities, faculty members may be Scholarly Academic (SA), Practice Academic (PA), Scholarly Practitioner (SP), Instructional Practitioner (IP), or Other (O). Faculty members should be assigned one of these designations based on the school's criteria for initial qualifications and continuing engagement activities that support currency and relevance in the teaching field and to support other mission components. Faculty may meet the school's criteria for more than one category (e.g. SA and PA), but must be listed in only one category. Doctoral students who have obtained ABD status are normally considered SA or PA (depending on the nature of the doctoral degree) for 3 years. Faculty who have earned a doctoral degree will normally be considered SA or PA (depending on the nature of the doctoral degree) for 5 years from the date the degree is awarded. The "Other" category should be used for those individuals holding a faculty title but whose qualifications do not meet the criteria established by the school for SA, PA, SP, or IP status.
5. The "percent of time devoted to mission" reflects each faculty member's contributions to the school's overall mission during the period of evaluation. Reasons for less than 100 percent might include part-time employment, shared appointment with another academic unit, or other assignments that make the faculty member partially unavailable to the school. A full-time faculty member's percent of time devoted to mission is 100 percent. For doctoral students who have formal teaching duties, the percent of
time devoted to mission should reflect their teaching duties only and not any other activities associated with their roles as a student, e.g. work on a dissertation. For example, a doctoral student who teaches one class over the normal academic year and a part-time faculty member whose responsibilities are limited to the same level of activity should be assigned the same "percent of time devoted to mission." A faculty member teaching in more than one discipline may be listed multiple times, but the percent of time devoted to mission should be reflected proportionally in each discipline and not be more than 100 percent. For part-time faculty the expected percentage is less than 100 percent and should reflect the amount of time devoted to the mission. If a school used a full-time equivalent (FTE) human resources system then the FTE may be a reasonable approximation for "percent of time devoted to mission." In the absence of an FTE system, the school should have a rational manner of assigning the percentage to part-time faculty that is agreed to by the Peer Review Team well in advance of the submission of the report.
1 Olsen, Lori Note: In 2018-2019, did not teach any courses. 2 Swaney, Amy Note: In 2018-2019, did not teach any courses.
AACSB TABLE 9-2: DEPLOYMENT OF FACULTY BY QUALIFICATION STATUS IN SUPPORT OF DEGREE PROGRAMS FOR THE MOST RECENTLY COMPLETED NORMAL ACADEMIC YEAR USING STUDENT CREDIT HOURS1
Date Range: September 1, 2018 - May 15, 2019
Percent of teaching by degree program (measured by student credit hours)
Scholarly
Academic (SA) % Practice Academic
(PA) % Scholarly
Practitioner (SP) % Instructional
Practitioner (IP) % Other (O) % Total %
Bachelor's 59.13% 0% 0% 33.06% 7.81% 100%
MBA 0% 0% 0% 0% 0% 0%
Specialized Master's
0% 0% 0% 0% 0% 0%
Doctoral 0% 0% 0% 0% 0% 0%
