Department of Accounting SWOT Analysis - College of Business ...

Appendix 1 - Department of Accounting SWOT Analysis 

Department of Accounting Meeting Minutes 

1:00PM – 3:30 PM 

February 28, 2007 

Revised April 20, 2007 by AAC 

Otto Martinson led the department in a “SWOT” analysis that resulted in the following 

list of Strengths, Weaknesses, Opportunities, and Threats: 

Strengths 

• Dedicated Hard Working Faculty 

• High Quality Faculty in terms of teaching/research/practice 

• Wide range of faculty expertise 

• Relatively newly renovated Buildings 

• Mediated Classrooms 

• Hampton Roads Metropolitan Areas – good climate, high quality of life/family 

friendly, diverse populations 

• Strong relationships with alumni 

• Good relationships with Firms based in this Metropolitan area 

• Diverse student population 

• Accounting Accreditation 

• Accounting Student clubs – Beta Alpha Psi and Managerial Accounting and 

Auditing Club 

Weaknesses 

• University Admissions standards 

• Lack of separate College/Department Admissions standards 

• Lack of endowed chairs 

• PQ/AQ coverage 

• Accounting faculty are thinly spread to cover courses 

• Sufficiency of faculty particularly the lack of a bone fide academic tax researcher 

• Relatively low faculty salaries 

• Lack of a wider offering of graduate tax classes 

• Distance learning in terms of benefits received versus resources expended 

• Lack of some research databases 

• Lack of true qualified research assistants who can truly assist faculty in 

completing Accounting Academic research. 

Opportunities 

• Graduate program 

• Former military students 

• CPA review course 

• Graduate admission for professionals (waive GMAT requirement)

• Opportunity of research 

• Executive program/education 

• Hire additional AQ faculty particularly in Tax 

• Develop Tax courses/curriculum in MSA program 

• Fund raising/endorsements 

• Faculty internships 

Threats 

• Maintaining adequate PQ/AQ ratio 

• Research support particularly as it relates to graduate assistants. 

• Faculty eligible for retirement. 

• Distance learning ED terms of lack of rewards/penalties 

• Maintaining or improving student quality 

• Asynchronous programs 

• Regulators-NASBA 

• Maintaining information technology to support our mission 

• State funding relative other state located universities 

• Majority of students don't want to leave Hampton Road to pursue better career 

opportunities in other Metro areas. 

• Hampton Roads metropolitan area does not offer the opportunities for 

professional careers that other metropolitan areas such as Richmond, 

Washington, D.C., or Charlotte offers.

Appendix 2 - Department of Accounting Strategic Plan 

College of Business and Public Administration 

Department of Accounting 

STRATEGIC PLAN 

(2007-2012) 

April 2005 

Revised November 2005 

Revised April 2007

VISION STATEMENT 

Our vision is to be recognized as a leader in professional accounting education and to become 

one of the primary centers of excellence in education in Hampton Roads and beyond. 

MISSION STATEMENT 

Our mission within this vision is, through our teaching, research and service, to produce ethical 

accounting graduates who have the academic and professional base of knowledge to meet the 

challenges posed by a dynamic global business environment. 

ACHIEVING OUR VISION AND MISSION 

We will achieve our vision and mission by continually pursuing: 

• An undergraduate curriculum that focuses on ideal knowledge, skills, and abilities for 

entry level accountants and provides motivation to become an accounting 

professional. 

• Graduate programs that clearly extend the knowledge and enhance the development 

of professional accountants. 

• Accounting courses with content that emphasize the highest level of professional 

ethics and practice. 

• Meaningful intellectual contributions in accounting including the scholarship of 

learning and pedagogical, discipline based and contributions to practice. 

• Continuous close communication, trust, and commitment to the accounting profession 

that will foster cooperation and support in achieving our goals. 

• As we seek to fulfill this vision, we ask all constituent groups within and outside the 

College to join us in a mutual quest for enduring “Partners for Excellence in 

Accounting Education”

SHARED VALUES 

The following “Shared Values” are embodied in the Accounting Program’s Mission Statement: 

• Appreciation of diversity of people and perspectives 

• Commitment to excellence in teaching 

• Concern for students 

• High ethical values and behavior 

• Intellectual curiosity 

• Community outreach 

• Global orientation 

Strategic Planning Committee 

• Dr. Otto Martinson, Chairperson, Professor 

• Dr. Douglas Ziegenfuss, Professor 

• Dr. Laurie Henry, Associate Professor 

• Timothy McKee, Associate Professor 

• Dr. Chansog Kim, Associate Professor 

• Dr. Mike Stein, Associate Professor 

• Dr. Robert Pinsker, Assistant Professor 

• Dr. Yin Xu, Assistant Professor

GOALS and ACTION ITEMS TABLE 

PERSPECTIVES 

GOAL 

NUMBER 

GOAL 

ACTION ITEM 

NUMBER 

ACTION ITEM 

Student Perspective 

SP-1 

SP-2 

Improve 

qualifications of 

incoming students 

in undergraduate 

and graduate 

programs. (Measures 

are GPA and GMAT) 

Improve numbers of 

placements in jobs, 

MSA program, and 

other graduate 

programs. (Measures 

are job placement, 

entrants into our MSA 

program and other 

graduate programs, 

senior or graduate 

surveys, and feedback 

from recruiters and 

employers.) 

SP-1A 

SP-1B 

SP-1C 

SP-2A 

Maintain activities 

for, and interactions 

with, college 

alumni. 

Build relationships 

with area 

accounting firms 

and businesses 

through visits by 

Chair and Faculty. 

Work closely with 

development office 

and college Major 

Gifts Officer to 

seek funding for an 

Endowed Chair in 

Accounting. 

Continue 

curriculum 

assessment to 

ensure development 

of knowledge and 

skills desired by 

employers.

PERSPECTIVES 

GOAL 

NUMBER 

GOAL 

ACTION ITEM 

NUMBER 

ACTION ITEM 

Student Perspective 

SP-2B 

SP-2C 

SP-2D 

SP-2E 

SP-2F 

Encourage practical 

work experiences 

internships. 

Encourage qualified 

Accounting majors 

to enter our MSA 

program. 

Encourage tracking 

of graduate 

placements by the 

Office of Graduate 

Studies. 

Work with 

Accounting 

Advisory Council to 

promote visibility 

of our programs and 

graduates. 

Work with MAAC 

and Beta Alpha Psi 

to help students be 

more proactive in 

developing 

themselves for 

professional 

careers.

PERSPECTIVES 

Financial 

Perspective 

GOAL 

NUMBER 

FP-1 

FP-2 

GOAL 

Increase 

endowments and 

operating funds for 

faculty 

development, and 

scholarships. 

(Measure in dollars.) 

Increase revenues 

and surpluses from 

special accounting 

programs. (Measure 

in dollars.) 

ACTION ITEM 

NUMBER 

FP-1A 

FP-1B 

FP-1C 

FP-2A 

FP-2B 

ACTION ITEM 

Maintain activities 

for, and interactions 

with, college 

alumni. 

Build relationships 

with area 

accounting firms 

and businesses 

through visits by 

Chair and Faculty. 


development office 

and college Major 

Gifts Officer to 

seek funding for an 

Endowed Chair in 


Increase 

participation in 

CPA review 

programs. 

Continue offering 

the mandatory CPA 

ethics training. 

FP-2C 

FP-2D 

Continue the annual 

DOA 5k Run. 

Develop other fundraising 

programs.

PERSPECTIVES 

Internal Business 

Perspective 

GOAL 

NUMBER 

IBP-1 

GOAL 

Maintain or 

increase high 

quality of classroom 

instruction. 

(Measures are 

teaching awards, 

number of tenure 

track faculty, teaching 

portfolios, and 

allocations of faculty 

resources.) 

ACTION ITEM 

NUMBER 

IP-1A 

IP-1B 

IP-1C 

IP-1D 

IP-1E 

ACTION ITEM 

Continue 

curriculum 

assessment to 

ensure development 

of knowledge and 

skills desired by 

employers. 

Offer opportunities 

for faculty to attend 

workshops and 

conferences that are 

teaching-related. 

Encourage faculty 

to take advantage of 

opportunities 

offered by the 

Center for Learning 

Technologies and to 

adopt new 

technologies. 

Assign faculty 

schedules to best 

match expertise and 

training to 

appropriate 

curriculum levels. 

Ensure that 

performance 

evaluation system 

rewards high 

quality classroom 

instruction.

PERSPECTIVES 

Internal Business 

Perspective 

GOAL 

NUMBER 

IBP-2 

IBP-3 

GOAL 

Increase high 

quality research. 

(Measures are 

research productivity 

in number of 

publications in high 

quality outlets.) 

Increase service to 

profession and 

community. 

(Measures are 

program offerings 

and faculty 

participation/leadersh 

ip in organizations.) 

ACTION ITEM 

NUMBER 

IBP-2A 

IBP-2B 

IBP-2C 

IBP-3A 

ACTION ITEM 

Recruit and retain 

high quality 

research faculty. 

Provide research 

support through 

workload policy, 

travel funding, 

summer research 

grants, graduate 

assistant support, 

and acquisition of 

databases. 

Participate in Dean's 

Research Seminar 

(Faculty, Chairs) 

Continue faculty 

involvement in 


academic 

associations and in 

community 

professional and 

social 

organizations.

PERSPECTIVES 

Innovation and 

Learning 

Perspective 

GOAL 

NUMBER 

ILP-1 

GOAL 

Increase 

opportunities for 

faculty and staff 

development. 

(Measures are 

funding for 


development and 

numbers of faculty 


development courses, 

programs, and 

conferences. 

ACTION ITEM 

NUMBER 

ILP-1A 

ILP1B 

ACTION ITEM 

Increase funding for 

faculty and staff 

travel and/or 

enrollment in 

training programs. 

Promote 

interactions among 

faculty to increase 

transfer of 

knowledge between 

faculty members.

Appendix 3 - Department of Accounting Financial Strategy Chart 

ACTION 

ITEM 

NUMBER 

SP-1A 

SP-1B 

SP-1C 

SP-2A 

SP-2B 

SP-2C 

SP-2D 

SP-2E 

ACTION ITEM 

Maintain activities for, 

and interactions with, 

college alumni. 

Build relationships with 

area accounting firms 

and businesses through 

visits by Chair and 

Faculty. 


development office and 

college Major Gifts 

Officer to seek funding 

for an Endowed Chair in 


Continue curriculum 

assessment to ensure 

development of 

knowledge and skills 

desired by employers. 

Encourage practical work 

experiences internships. 

Encourage qualified 

Accounting majors to 

enter our MSA program. 

Encourage tracking of 

graduate placements by 

the Office of Graduate 

Studies. 

Work with Accounting 

Advisory Council to 

promote visibility of our 

programs and graduates. 

ACTIVITIES AND 

RESOURCES 

NEEDED 

Hold two social 

events and one 

annual meeting – 

Approximately 

$2500 annually 

Present Required 

Ethics CPE for 

Virginia CPAs – no 

actual funds 

required 

Dean and Major 

Gifts Officer - time 

and talent but goal 

is $1.5 million 

SOURCE 


Alumni 

Chapter Funds 

Area 


Firms and 

Businesses 

CPA Firms 

STATUS AS 

OF 06/07 

Accomplished 

Accomplished 

Approximately 

$250,000 

raised to date 

Time and Talent by 

Acct. Faculty- no 

funds required Acct Faculty Accomplished 


Undergraduate 

Internship Director 

and MSA Graduate 

Program Directorno 

funds required 

Undergraduate 

Internship 

Director and 

MSA Graduate 

Program 

Director 

Accomplished 


Acct. Faculty- no 

funds required Acct Faculty Accomplished 

Office of Graduate 

Studies – no funds 

required 

Chair 

Have not 

accomplished 

this 

Chair and 


Advisory Councilno 

funds required Chair Accomplished

ACTION 

ITEM 

NUMBER 

ACTION ITEM 


RESOURCES 

NEEDED 

SOURCE 

STATUS AS 

OF 06/07 

SP-2F 

FP-1A 

FP-1B 

FP-1C 

FP-2A 

FP-2B 

FP-2C 

Work with MAAC and 

Beta Alpha Psi to help 

students be more 

proactive in developing 

themselves for 

professional careers. 

Maintain activities for, 

and interactions with, 

college alumni. 

Build relationships with 

area accounting firms 

and businesses through 

visits by Chair and 

Faculty. 


development office and 

college Major Gifts 

Officer to seek funding 

for an Endowed Chair in 


Increase participation in 

CPA review programs. 

Continue offering the 

mandatory CPA ethics 

training. 

Continue the annual DOA 

5k Run. 


Acct. Faculty and 

Student Leaders – 

Approximately 

$2500 annually Soft Funds Accomplished 

Hold two social 

events and one 

annual meeting – 

Approximately 

$2500 annually 

Present Required 

Ethics CPE for 

Virginia CPAs – 

source of funds 

Dean and Major 

Gifts Officer - time 

and talent also $1.5 

million 


Alumni 

Chapter Funds 

Area 


Firms and 


CPA Firms 

Accomplished 

Accomplished 

$250,000 

raised to date 

Accomplished 

CPA Review 

Course Flyer widely 

distributed; 

presentations 

before BAP DACCT Funds Accomplished 

Chair – source of 

funds 

Acct Faculty Time 

and Talent – source 

of funds 

Area 


Firms and 


Area 


Firms and 


Accomplished 

Accomplished

ACTION 

ITEM 

NUMBER 

FP-2D 

IP-1A 

IP-1B 

IP-1C 

IP-1D 

IP-1E 

IBP-2A 

IBP-2B 

IBP-2C 

ACTION ITEM 

Develop other fundraising 

programs. 

Continue curriculum 

assessment to ensure 

development of 

knowledge and skills 

desired by employers. 

Offer opportunities for 

faculty to attend 

workshops and 

conferences that are 

teaching-related. 

Encourage faculty to take 

advantage of 

opportunities offered by 

the Center for Learning 

Technologies and to 

adopt new technologies. 

Assign faculty schedules 

to best match expertise 

and training to 

appropriate curriculum 

levels. 

Ensure that performance 

evaluation system 

rewards high quality 

classroom instruction. 

Recruit and retain high 

quality research faculty. 

Provide research support 

through workload policy, 

travel funding, summer 

research grants, 

graduate assistant 

support, and acquisition 

of databases. 

Participate in Dean's 

Research Seminar 

(Faculty, Chairs) 


RESOURCES 

NEEDED 

Chair and Dean, CBPA 

source of funds 


Acct. Faculty – no 


Acct. Faculty 

attendance at AAA 

national and regional 

meetings, 

SEINFORMS – 

Annually approximately 

$30,000 

E-mail by CLT directly 

to faculty – no funds 

required 

Chair and Accounting 

Faculty – no funds 

required 

Annual Review by 

Chair and Dean – no 


Time and Talent of 



required 

Chair and Dean, CBPA 




required 

SOURCE 

Chair and 

Dean 


Department 

Faculty 

University 

and Dept. 

Travel 

funds 

University 

Resources 

Chair and 


Faculty 

Chair and 

Dean 

University 

Funds 

College 

and 

University 

Funds 


Funds 

STATUS AS 

OF 06/07 

Not 

Accomplished 

Accomplished 

Accomplished 

Accomplished 

Accomplished 

Accomplished 

Accomplished 

Accomplished 

Accomplished

ACTION 

ITEM 

NUMBER 

IBP-3A 

ILP-1A 

ILP1B 

ACTION ITEM 

Continue faculty 

involvement in 

professional academic 

associations and in 

community professional 

and social organizations. 

Increase funding for 

faculty and staff travel 

and/or enrollment in 

training programs. 

Promote interactions 

among faculty to increase 

transfer of knowledge 

between faculty 

members. 


RESOURCES 

NEEDED 


Chair and 

Accounting Faculty 

– approximately 

$30,000 annually 

Ethics CPE, DOA 

5k race, and annual 

giving – 

approximately 

$30,000 annually 


Meetings – no funds 

required. 

SOURCE 


funds for dues 

Area 


Firms and 


Time and 

Talent of 


Faculty 

STATUS AS 

OF 06/07 

Accomplished 

Accomplished 

Accomplished

Appendix 4 - Department of Accounting Research Report 


Faculty Research 

Calendar Years 2004-2006 

Dr. Michael Stein 

with Burch Kealey and Ho Young Lee. The Association between Audit-Firm Tenure and Audit 

Fees Paid to Successor Auditors: Evidence from Arthur Andersen. Auditing: A Journal of 

Practice & Theory (forthcoming). 

with J. Hans Blokdijk, Fred Drieenhuizen and Dan A. Simunic. An Analysis of Cross-Sectional 

Differences in Big 5 and Non Big-5 Audit Programs. Auditing: A Journal of Practice & 

Theory, Vol 22, No 1, May 2006:27-48. 

with Dan Simunic. Commentary on “Contingent Rents and Auditors’ Independence: Appearance 

vs. Fact”. Asian-Pacific Journal of Accounting and Economics, Vol. 11 No. 1, June, 

2004: 69-74. 

“A commentary on Competitive Crossovers and Knowledge Spillovers in Auditing,” 

Contemporary Accounting Research, Vol. 23 No. 2, Summer 2006: 555-564. 

Dr. Chansog Kim 

“Divergence of Opinion and Equity Returns” Coauthored with J. Doukas and C. Pantzalis, 2006, 

Journal of Financial and Quantitative Analysis, Volume 41, No. 3, 573-606. 

“Divergence of Opinion and Equity Returns under Different States of Earnings Expectations,” 

Coauthored with J. Doukas and C. Pantzalis, 2006, Journal of Financial Markets, Volume 

9, No. 3, 310-331. 

“Two Faces of Analyst Coverage,” Coauthored with J. Doukas and C. Pantzalis, 2005, Financial 

Management, Volume 34, No. 2, 99-125. 

“Divergent Opinions and the Performance of Value Stocks,” Coauthored with J. Doukas and C. 

Pantzalis, 2004, Financial Analyst Journal, Volume 60, No. 6, pp. 55-64. 

“Chaebols and Corporate Governance in South Korea,” Coauthored with C. K. Min and C. 

Maden, 2004, pp. 177-198, Chapter 9 of “The Governance of East Asian Corporations: 

Post Asian Financial Crisis,” Edited by F. A. Gul and J. S. L. Tsui.

Dr. Yin Xu 

Xu, Y., and X. Xu. Social actors, cultural capital, and the state: The standardization of bank 

accounting classification and terminology in early twentieth century China. Accounting, 

Organization and Society (In Press). 

Xu, Y., and K. Wang. 2006. An examination of managers’ effort on product quality: An 

Expectancy theory perspective. Review of Business Research 6(2): 224-232. 

Bepristis, M., and Y. Xu. 2006 Defined benefit pension fund accounting: Relevancy, clarity, and 

consistency. The Journal of American Academy of Business 9(2): 294-299. 

Xu. Y., and B. Tuttle. The role of social influence in using accounting performance information 

to evaluate subordinates: a causal attribution approach. Behavioral Research in 

Accounting 17:191-210. 

Xu, Y. 2005. The effect of graphic disclosures on users’ perceptions: An experiment. Journal 

of Accounting and Finance Research 13. 

Xu. Y., and B. Tuttle. 2004. Performance evaluations with or without data from a formal 

accounting reporting system. Advances in Accounting Behavioral Research 7: 151-167. 

Xu, Y. 2004. The effect of economic incentives and ethical reasoning on internal auditors' 

perceptions of whistle-blowing behavior: An experiment. Ethics and Critical Thinking 

Journal (March): 116-146. 

“The Reverse Effect of Financial Incentives: A Study of Internal Auditor Objectivity,” (with K. 

Wang). Proceedings of Accounting, Behavior, and Organization Research Conference 

(Chicago, IL, 2004). 

“A New Adaptor-Innovator Problem Solving Measure for the Workplace,” (with B. Tuttle). 

Proceedings of The Fourth International Conference on Performance Measurement and 

Management (Edinburgh, UK, 2004). 

“Whither the Public Accounting as a Profession: Auditor Independence and Non-Audit 

Services,” (with K. Wang). Proceedings of American Accounting Association Annual 

Conference (Orlando, FL, 2004). 

Dr. Robert Pinsker 

R. Pinsker. “Using Longer Series of Consistent Direction and Direction Reversal Information to 

Examine the Effects of Different Disclosure Patterns on Non-Professional Individual 

Investors.” Behavioral Research in Accounting, In Press. 

S. Gara, R. Pinsker, and K. Karim. “Benefits of XML Implementation For Tax Filing and 

Compliance.” The CPA Journal, In Press.

S. Li and R. Pinsker. 2005. “Modeling RBRT Adoption and its Effects on Cost of Capital.” 

International Journal of Accounting Information Systems 6: 196-215. 

R. Pinsker, S. Gara, and K. Karim. 2005. “XBRL Usage: A Socio-Economic Perspective.” 

Review of Business Information Systems 9 (4): 59-72. 

J. Kahle, R. Pinsker, and R. Pennington. 2005. “Belief Revision in Accounting: A Literature 

Review of the Belief-Adjustment Model.” Advances in Accounting Behavioral Research 

8: 1-40. 

S. Farewell and R. Pinsker. 2005. “XBRL: What Does it Mean for You and Your Firm?” The 

CPA Journal (May) 75 (5): 68-9. 

R. Pinsker. 2004. “Teaching XBRL to Graduate Business Students: A Hands-on Approach.” The 

Journal of STEM Education 5 (1 & 2): 1-13. 

K. Palmer, D. Ziegenfuss, and R. Pinsker. 2004. “International Knowledge, 

Skills, and Abilities Required of Auditors: Evidence from Recent Competency Studies.” 

Managerial Auditing Journal 19 (7): 889-96. 

Dr. Otto Martinson 

“An Empirical Investigation of the Minority Interest and Marketability Discount in Valuation of 

Closely Held Stock for Estate and Gift Tax Purposes,” with Englebrecht and Anderson, 

Journal of Applied Business Research, Volume XXII, Winter 2006. 

“Empirical Study of the Planning and Control Process for Performance Measurement as Applied 

in the Management of a Major Russian Oil Company” the Annual Meeting of Southeast 

INFORMS, Proceedings Southeast Annual Meeting of INFORMS, October 2006. 

“A look at the Organizational Structure of the CFO’s Function in Corporate America ” the 

Annual Meeting of Southeast INFORMS, Proceedings Southeast Annual Meeting of 

INFORMS, October 2005. 

“Evolution of the Role of the Chief Financial Officer” the Annual Meeting of Southeast 

INFORMS, Proceedings Southeast Annual Meeting of INFORMS, October 2004. 

Dr. Laurie Henry 

“Choosing and Using Sarbanes-Oxley Software.” With Nancy Bagranoff. Information Systems 

Control Journal. (Vol 2, 2005): 49-51; also at www.isaca.org . 

Dr. Douglas Ziegenfuss

With Patricia M. Meyers, “Audit Committee Pre-Enron Efforts to Increase the Effectiveness of 

Corporate Governance,” Corporate Governance: An International Journal of Business in 

Society, 2006, Volume 6, No. 1. pp. 49-63. 

Co-authored with L. Crumbley and Z. Rezaee, U.S. Master Auditing Guide 3 nd . Edition, 

Chicago, Illinois: CCH Incorporated, 2004, pp. 1-955. 

Co-authored with M. Dittenhofer, Ethics and the Internal Auditor: 20 Years Later, Altamonte 

Springs, Florida: The Institute of Internal Auditors Research Foundation, 2004, pp. 1- 

153. 

Co-authored with K. Palmer, and R. Pinsker, “International knowledge, skills, and abilities of 

auditors/accountants: evidence from recent competency studies,” in Managerial Auditing 

Journal, 2004, Volume 19, No. 7. pp. 889-896. 

Co-authored with A. Kokkinos, 2005 Salary Survey of Hampton Roads Accounting Positions, 

Norfolk, Virginia: Department of Accounting, Old Dominion University and Don 

Richard Associates, 2005, pp. 1-51. 

With Tan Xu, and Mohammad Najand, “Intra-Industry Effects of Earnings Restatements Due to 

Accounting Irregularities,” Journal of Business, Finance and Accounting, 2006, Volume 

33, Issue 5-6 (June/July) pp. 696-714.

Appendix 5: 

Department of Accounting Advisory Council (AAC) 

Mr. Anthony Markun, President, HR Chapter, ACFE 

Ms. Barbara L. Smith, Partner, Cherry Bekaert & Holland 

Mr. Colin Barton, Director Corporate Accounting, Norfolk Southern 

Mr. Ed Greene, President, Don Richard Associates 

Ms. Elizabeth M. Weller, , Gold Key Resorts 

Mr. Gerald L. Sullivan, President, Sullivan, Andrews & Taylor 

Mr. Glenn R. Wilson, President, Tidewater Chapter, IIA, Old Dominion University 

Ms. Joyce C. Anderson, President, Hampton Roads Chapter, IMA, Palms Associates, B&B 

Associates of VA 

Mr. Lyndon S. Remias, Internal Auditor, EVMS 

Mr. Matthew Hewes, Managing Partner, Matthew S. Hewes, CPA, PC 

Mr. Vernon T. Turner, Corporate Tax Director, Smithfield Foods Inc. 

Mr. Andre A. Evans, Partner, KPMG Peat Marwick 

Mr. Andy P. Weddle, Manager, Sentara Healthcare 

Mr. Dennis Ryan, Senior Vice President for Finance, Children's Hospital of the Kings Daughters 

Mr. Ed Blair, Partner, Witt, Mares & Co., P.L.C. 

Mr. George J. Walker, Partner, Goodman & Co., L.L.P 

Mr. James V. Strickland, Jr., Partner, Strickland & Jones P.C. 

Mr. Joseph Kersey, President Accounting Alumni, Mortgage Consultant, Atlantic Bay Mortgage 

Group 

Mr. Marty Ridout, Partner, McPhillips, Roberts & Deans, PLC 

Mr. Robert Fuqua, President DOAAC, Consultant, formally CFO, Tarmac USA 

Ms. Vivian J. Paige, President, Vivian J. Paige, CPA, PC 

Ms. Cherie A. James, Shareholder, Wall, Einhorn & Chernitzer, PC 

Capt. Larry R. White, Commanding Office, USCG Finance Center

Appendix 6 - Department of Accounting Maintenance Report 

AY 2002/2003 

AACSB Annual Maintenance of Accreditation Report - 

AY 2002/03 



Old Dominion University 

Submitted by: 

Douglas E. Ziegenfuss 

Chair and Professor 

July 31, 2003 

Progress Update 

The Department has the following action items listed by the AACSB International in its 

May 31, 2001 letter: 

1. The adequacy of the resources available to support faculty appears to still need 

improvement. $40,000 over three years is not a great deal of money for 

developmental and research needs. 

2. While research productivity in the aggregate increased, it was concentrated in 

two individuals. A broader cross-section of the faculty should be involved 

regularly in scholarship. If one or both productive faculty should leave, the 

situation would dramatically change. 

3. Little or no evidence was supplied on how the assessment procedures were used 

to provide continuous improvement. In addition, what additional measures are 

being currently used or planned for the future? 

4. The Grade Forgiveness program study has not been completed and, therefore, 

cannot be evaluated. 

The Department responded to these issues in a letter dated May 28, 2003. The follow-up 

letter forms the basis for this annual maintenance report. 

Situational Analysis 

The Department of Accounting (The Department) is part of the College of Business and 

Public Administration (The College) at Old Dominion University (The University). Dean 

Bagranoff and Associate Dean Ardalan have produced a separate College maintenance 

report that will be referenced in this report when its material is relevant to the 

Department’s activities. For instance the College has no action items outstanding from its 

last accreditation and the Department has four items.

Dr. Douglas E. Ziegenfuss continues to serve as Department Chair. Likewise, Dr. Otto 

Martinson serves as Graduate Program Director (GPD) for the Masters of Science in 

Accounting (MSA) program and Ms. Terry Kubichan serves as the Undergraduate 

Student Advisor. These individuals have served in their respective positions for three 

years providing much needed leadership continuity over the Department’s operations. 

The Department continued to focus on the action items during the 03 Academic Year 

(AY03). The Department was successful in raising more funds for research than in the 

Academic Year 03 (AY03) due to increases in annual contributions and the DOA 5k race 

surpluses. 

Several faculty members attended continuing education programs sponsored by KPMG, 

Price Waterhouse Coopers, and the Virginia Society of Certified Public Accountants. 

Two faculty members joined the Department faculty during AY03. 

Research productivity is more broadly based during AY03 than AY02. Newer hired 

faculty members are starting to produce quality journal articles while longer serving 

faculty members are maintaining their productivity at an acceptable level. 

Concerning assessment, the Department tried to identify methods for continuous 

improvement. The Department developed an undergraduate assessment exam composed 

of 100 multiple-choice questions (25 from each section) chosen at random from a CPA 

Review Course database. In addition, the Department used the results of competency 

studies by the AICPA, IIA, and IMA to evaluate course content and curriculum. 

1. The adequacy of the resources available to support faculty appears to still need 

improvement. $40,000 over three years is not a great deal of money for 

developmental and research needs. 

Department Actions: During the past two years, the Department has increased its outreach to 

alumni by on-site visits, and participation in local chapters of professional organizations. Annual 

contributions to the Department have grown to $17,000 during the 2003 fiscal year. Likewise, 

the surplus from the Department’s annual 5K race grew to approximately $5,000 resulting in 

total contributions to the Department of $22,000 versus the previous annual average of $13,333. 

This represents a 65% increase. 

In addition, the Department is working with the College Research center in sponsoring a CPA 

review course that is projected to add $5,000 in additional funds each year. The Accounting 

Alumni Chapter has also been reactivated and its activities should result in additional annual 

contributions to the Department. 

The Department’s share of college and university resources has also increased. For example, 

during the 2003 Fiscal Year, the College transferred $5,000 in travel funds to the Department. In

addition, the College and University have awarded newly hired faculty members four summer 

grants of $5,000 each. 

2. While research productivity in the aggregate increased, it was concentrated in two 

individuals. A broader cross-section of the faculty should be involved regularly in 

scholarship. If one or both productive faculty should leave, the situation would 

dramatically change. 

A broader cross section of the faculty is regularly involved in scholarship. Though one faculty 

member, Dr. Ted Englebrecht, who was responsible for much of the Department’s scholarship, 

left since the interim report, the Department’s research output was maintained because other 

faculty increased their scholarship. 

For the two year period, 2001-2002, faculty scholarship was distributed in the following manner: 

Tenured Faculty 

Refereed 

Publications 

National 

Proceedings 

Regional 

Proceedings 

Abdel Agami 4 2 8 

Doug Ziegenfuss 6 1 4 

Otto Martinson 6 0 2 

Tim Mckee 2 0 2 

Laurie Henry 1 1 2 

Untenured Faculty: 

Stephen Gara, 1 st yr. 2 0 2 

Yin Xu, 2 nd yr. 0 1 2 

Robert Pinsker, 1 st yr. 1 0 2 

= = = 

Department Totals: 22 5 24 

Some additional points need to be made concerning the broadening of the research output among 

faculty members: 

• Each untenured faculty member came from a sound research orientated Ph.D. program 

(University of Memphis, University of South Carolina, and University of Southern 

Florida). 

• The newly hired faculty’s scholarship will benefit from improvements in the College 

research infrastructure. For example, all three untenured faculty members are given a 

reduced teaching load for their first two years and a $5,000 summer grant for one summer 

after their first full year of teaching. 

• Each untenured faculty member is supplied with graduate assistant resources and given 

reduced responsibility for service. 

• Two of the three untenured faculty members have won university summer grants of 

$5,000.

• The preliminary evidence is encouraging as each untenured faculty member has several 

manuscripts under review at academic journals. 

• The Dean’s office also provides additional funds for travel and faculty development as 

well as a series of research seminars. All three untenured faculty members have presented 

their research at the college research seminar. 

• Dr. Yin Xu won The Academy of Accounting Historians’ 2002 Vangemeersch Award, 

which recognizes the achievement of newly hired faculty in researching the development 

of the accounting field. 

• Dr. Otto B. Martinson won The Institute of Management Accountants (IMA) 2002 R. Lee 

Brummet Award as the organization’s outstanding educator. 

3. Little or no evidence was supplied on how the assessment procedures were used to 

provide continuous improvement. In addition, what additional measures are being 

currently used or planned for the future? 

In the interim report, the Department listed its assessment procedures for its academic programs 

as: 

• A standardized test for the undergraduate program 

• Pass rates on the CPA exam and the post graduation questionnaire for the Masters 

of Science in Accounting program. 

The Department has administered these assessment tools continuously over the past two years. 

The results have been fairly consistent but have not revealed any trends that require changes to 

the Accounting programs. For instance, the completed post graduation questionnaires have all 

been extremely favorable. Likewise, the scores on the comprehensive exams and pass rates on 

the CPA exam have been consistently positive. The pass rate for all four parts of the May 2001 

and November 2001 CPA Exam were 25% and 37.5% respectively, well above the national and 

state averages. 

The Department has been trying to identify methods for continuous improvement. For instance, 

during 2001, the Department changed the content of the standardized exam given to graduating 

undergraduate students. Instead of the standardized AICPA Form II Exam, the Department 

developed an exam composed of 100 multiple-choice questions (25 from each section) chosen at 

random from a CPA Review Course database. The new format has only been given four times 

(Spring 03, Fall 02, Summer 02, and Spring 02). Approximately, 95% of graduating accounting 

students has taken the exam. Grades have remained constant and have not revealed any trends 

that warrant changes to the undergraduate program. 

In addition, the Department has attempted to use the results of competency studies by the 

AICPA, IIA, and IMA to evaluate course content and curriculum. One result of this effort was 

the decision to offer tracks in the Masters of Science in Accounting program. Currently, the 

following tracks exist: Public Accountancy, Managerial Accounting, Business Assurance 

Services, Accounting Information Technology, and Taxation. Student and employer response to 

the tracks has been positive. The Department has aggressively marketed the Masters of Science 

in Accounting program and hopes to significantly increase enrollments as the Commonwealth of 

Virginia implements the 150-hour program.

The Department is still exploring the possibility of using questions from the Certified 

Management Accountant (CMA) and Certified Financial Manager (CFM) exams to develop 

assessment exams for the Masters of Science in Accounting program. Another technique that has 

been suggested is focus groups. The Department will experiment with focus groups following the 

Fall 03 semester. 

4. The Grade Forgiveness program study has not been completed and, therefore, 

cannot be evaluated. 

The University Senate studied this issue during 2002 and revised it to allow students to retake 

any course only one time. The new policy went into effect during the 2003 academic year and 

insufficient time has elapsed to evaluate the impact of the new policy.


AY 2003/2004 


AY 2003/04 




Submitted by: 



August 31, 2004 


The Department has the following action items listed by the AACSB International in its 

December 31, 2003 letter: 

5. Evidence of progress obtaining additional resources to support research. 

6. Evidence of progress to broaden the quality and quantity of intellectual 

contributions among the faculty. 

7. Evidence of progress in the area of assessment and how the assessment 

procedures are used to promote continuous improvement. 

A follow-up report is due by January 15, 2005. 






Department’s activities. For instance the College has no action items outstanding from its 

last accreditation and the Department has three items. 




Student Advisor. These individuals have served in their respective positions for four 

years providing much needed leadership continuity over the Department’s operations. 

The Department continued to focus on the action items and on strategic planning issues 

during the 04 Academic Year (AY04). The Department was successful in raising more 

funds for research than in the Academic Year 03 (AY03) due to the success of its CPA

Review Course and the delivery of Ethics Courses to local CPAs. The Department 

successfully endowed a scholarship for $25,000 during AY04. 

Several faculty members attended continuing education programs put on by KPMG, Price 

Waterhouse Coopers, and the Virginia Society of Certified Public Accountants. In 

addition, the University has given the Department the authority to hire one tenure-track 

faculty member for AY06. However, accomplishing this meant consolidating two nontenure 

track instructor positions into the one tenured track position. 

Research productivity is more broadly based during AY04 than AY03. Newer hired 

faculty members are starting to produce quality journal articles while longer serving 

faculty members are maintaining their productivity at an acceptable level. 

Concerning assessment, the Department analyzed students’ performance in its first 

Intermediate Accounting course and benchmarked its MBA Core Course during AY04. 

In addition, plans are underway to implement focus groups of recent graduates and 

alumni to use as an output measure. Finally, the Department uses a local business 

magazine to track alumni’s career events. 

The Department waited during AY04 for the College to revise its strategic plan before 

revising its strategic plan to bring it in line with the College strategic plan. The 

Department will accomplish this through faculty and advisory council meetings. 

Fundraising 

The Department raised $34,500 in “soft” funds from the following sources during AY04: 

• $21,500 in contributions on the Department’s behalf to the University Education 

Foundation (up from $17,000 in AY03 and $13,333 average during AY00-02). 

• $8,000 in funds from the Department’s annual DOA 5k race (up from $5,000 in 

AY03). 

• $4,000 in funds from the CPA Review Course (a new source of funds) 

• $1,000 in funds from offering mandatory Ethics Training for CPAs (a new source 

of funds). 

Funds from the University education foundation have three sources: General Department 

Contributions, Internal Auditing Program Support, and Accounting Faculty Development 

Support. The latter is a new category and accounts for nearly all of the increase in funds 

raised through the education foundation. 

In addition to these funds, two additional sources of funds were developed during AY04. 

The first represents surpluses from the Department’s CPA Review Program. 

Administered by Timothy Mckee and aided by Walter Berry and Randall Spurrier, the 

program saw increased participation and netted approximately $4,000. 

The Department also developed a version of the Virginia Mandatory Ethics Course for 

CPAs. This two-hour training session is required for all CPAs registered in the 

Commonwealth of Virginia. The Department began offering sessions of the course during

the last two months of AY04 and planned on offering many more during AY05. The 

Department and the Tidewater Chapter, Virginia Society of Certified Public Accountants 

(TCVSCPA) agreed that the Department would offer the courses at University facilities, 

TCVSCPA members could attend these events for free, while the department could 

charge nonmembers $25 to attend. In addition, the Department could offer the courses to 

other groups for a flat $500 honorarium. Although only $1,000 was raised during AY04, 

scheduled offerings should raise $5,000 during AY05. 

College support for faculty travel remained constant in AY04 but is expected to increase 

during AY05. 

Research Productivity 

Faculty scholarship as measured by refereed journal articles was distributed in the following 

manner during AY04 as compared to AY03: 

Tenured Faculty: AY03 AY04 

Abdel Agami 2 1 

Douglas Ziegenfuss 1 0 

Otto Martinson 1 0 

Timothy Mckee 0 0 

Laurie Henry 0 1 


Stephen Gara 1 1 

Yin Xu 0 2 

Robert Pinsker 1 1 

Department Totals: 6 6 

The University has given the Department authority to hire one tenure track position for AY06 

in exchange for eliminating two full time instructor positions. The Department plans to hire a 

faculty member with a solid academic research record. This will increase the number of 

tenured and tenure-track faculty to nine and reduce the number of non-tenure track faculty to 

four from six. 

Assessment Tools and Procedures 

The Department continues to rely on University and College assessment tools and 

procedures. However several assessment tools and techniques are unique to the Department: 

tracking alumni performance on the CPA Exam, gathering alumni and recent graduate 

perceptions using a unique questionnaire, giving students in the final required accounting

class an assessment exam and, new during AY04, assessing student performance in the first 

intermediate accounting course. 

Information concerning alumni performance on the CPA Exam has not been released for 

AY04. The Department did distribute questionnaires to all students graduating with an 

Accounting degree in AY04. The results were generally very favorable but no change from 

previous years. Consequentially, the Department will be relying on focus groups composed 

of recent graduates and alumni to gather assessment information. Likewise, student 

performance on the assessment exam given during the final required accounting class was 

not statistically significant from previous years. 

During AY04 the Department analyzed the performance of students in its first Intermediate 

Accounting course. This course was chosen because it is the first upper division course that 

the vast majority of students majoring in Accounting must take. It provides the first 

opportunity to measure and control access to the Accounting program. Students may take 

Principles of Accounting at a community college or another four-year college but generally 

take their first Intermediate Accounting course at Old Dominion University. Therefore, the 

first Intermediate Accounting course is an excellent point to measure and control student 

quality entering the undergraduate program. 

During AY04, approximately 322 students registered for seven sections of the class. Fifty 

percent of the students took Principles of Accounting at Old Dominion University, fortyseven 

percent took Principles of Accounting at a community college, and the remainder took 

Principles of Accounting at another four-year college. 

The average GPA for the course was 1.69; fourteen percent of the students earned an A, 

eighteen percent earned a B; twenty-three percent earned a C, and forty-five percent earned a 

D or F or withdrew from the course. 

Twenty-nine percent of the students took the class over the University’s distance education 

closed-circuit television network called, “Teletechnet.” 

Three different instructors taught various sections of the class. Sixty-four percent of the 

students were female. 

On average, students were approximately 28 years old. 

Sixty-one percent of the students were white, twenty-six percent were African-American and 

thirteen percent were members of other ethnic groups. 

Regression analyses were run with each student’s score as the dependent variable and 

semester, teacher, manner of delivery, and demographic variables as independent variables. 

The only variable statistically related to student score was race with African American 

students performing significantly lower than students of other races or ethnic backgrounds. 

Conclusions that can be drawn from these results:

• The instructors teaching the course appear to uniformly assign rigorous grades to 

filter students entering the accounting program. 

• Students entering the Accounting program exhibit much diversity in terms of gender 

and race. The issue of poorer performing African American students must be studied 

and evaluated further to improve their performance relative to students from other 

races and ethnic backgrounds. 

• The students by and large are non-traditional (28 years old and twenty-nine percent in 

distance education). 

• Transfer students performed as well as Old Dominion University students. 

The Department plans to continue this assessment technique in AY05 and maybe analyze 

student performance in Accounting 311, Managerial Accounting, (another entry level 

course), and Accounting 411, Financial Auditing (the final required accounting course). 

The Department also benchmarked its MBA Core Course. The benchmarking study indicated 

that MBA programs requiring fewer than 50 hours to complete required only one core 

accounting course that was 66% financial accounting and 34% managerial. Consequently, the 

department has revised the course syllabus to reflect this result.


AY 2004/2005 


AY 2004/05 





Submitted by: 



June 11, 2005 

Academic Year (AY) 05 was very good for the Department. First, the Department 

addressed all outstanding issues from its last accreditation visit in a letter to AACSB 

dated January 15, 2005. 






Department’s activities. 




Student Advisor. These individuals have served in their respective positions for five years 

providing much needed leadership continuity over the Department’s operations. 

The Department continued to focus on the action items and on strategic planning issues 

during the 05 Academic Year (AY05). The Department was successful in raising more 

funds for research than in the Academic Year 04 (AY04) due to the success of its CPA 

Review Course and the delivery of Ethics Courses to local CPAs. 

Several faculty members attended continuing education programs put on by AACSB, 

Accounting Program Leadership Group (APLG)/Federation of Schools of Accountancy 

(FSA), PricewaterhouseCoopers, and the Virginia Society of Certified Public

Accountants. In addition, the University has given the Department the authority to hire 

two experienced tenure-track faculty members for AY07. However, one tenured 

Professor retired and a tenure track Associate Professor resigned during AY05 after being 

given a terminal contract. 

Research productivity increased slightly from AY04. Newer hired faculty members are 

starting to produce quality journal articles while longer serving faculty members are 

maintaining their productivity at an acceptable level. 

Concerning assessment, the Department, working with the College, adopted learning 

goals and measures for all of its programs and collected assessment data during the 

Spring 05 semester. The Department will analyze students’ performance in its first 

Intermediate Accounting and Managerial Accounting courses during the Summer 05 

term. In addition, a focus group composed of Accounting Advisory Council members 

was conducted for the first time in April 2005. Finally, the Department used a local 

business magazine to track alumni’s career events. 

The Department revised its strategic plan during AY05 by working with the Department 

faculty and Accounting Advisory Council members. Due to the information from several 

sources, the Department decided to drop the Taxation track in the MS in Accounting 

program during the next revision of the University Catalog. 

Fundraising 


• $17,500 in contributions on the Department’s behalf to the University Education 

Foundation (compared to $21,500 in AY04, $17,000 in AY03 and $13,333 

average during AY00-02) 

• $8,000 in funds from the Department’s annual DOA 5k race (compared to $8,000 

in AY04 and $5,000 in AY03) 

• $5,000 in funds from the CPA Review Course (compared to $4,000 in FY04) 

• $9,500 in funds from offering mandatory Ethics Training for CPAs (compared to 

$1,000 in FY04). 

College support for faculty travel increased in AY05 to $900 per tenure track faculty 

from $750 during AY04. 

The biggest fundraising news of AY05 dealt with the announcement by Dean Bagranoff 

that a $1.5 million Endowed Professorship in Accounting was being added to the 

University’s Capital Campaign. Dean Bagranoff, Chair Ziegenfuss, and the College’s 

Major Gifts Coordinator, Michael Walker, have begun the task of forming a steering 

committee to coordinate the Endowed Accounting Professorship drive. 

Research Productivity 

Faculty scholarship as measured by refereed journal articles was distributed in the following 

manner during AY05 as compared to AY04:

Tenured Faculty: AY04 AY05 

Abdel Agami 1 0 






Stephen Gara 1 2 

Yin Xu 2 2 



The University has given the Department authority to hire two tenure track positions for 

AY07 to fill vacancies left by a full professor and untenured associate professor. The 

Department plans to hire two established academic researchers to further the Department’s 

academic research. This will keep the number of tenured and tenure-track faculty at 8. 

Assessment Tools and Procedures 

The College and Department established learning goals and measures for all its programs 

(BSBA in Accounting and MS in Accounting) during AY05 (See attachments 1 and 2). The 

Department collected data on these measures for the first time during the Spring 05 semester. 

The Department also conducted its first focus group composed of Advisory Council members 

during the Spring 05 semesters. During the Summer 2005 semester, the Department plans to 

continue the following assessments: 

• tracking alumni performance on the CPA Exam, 

• gathering alumni and recent graduate perceptions using a unique questionnaire, and, 

• assessing student performance in the first Intermediate Accounting and Managerial 

Accounting courses. 

This report will be updated as these assessments are performed and the information produced 

is reviewed.

ATTACHMENT 1 (to Appendix 8) - BSBA ACCOUNTING LEARNING 

OBJECTIVES FOR PROGRAM ASSESSMENT – AACSB & SACS 

1 

Learning Goal 

Ethics 

Students will have the 

capability to recognize 

ethical issues in 

business. 

Learning Goal 

Objective 

Students can recognize 

and analyze ethical 

dilemmas and select a 

resolution for practical 

accounting situations. 

Assessment 

Direct 

ACCT 301 graded homework 

case study including at least 

one ethical issue. At least 

75% of students will receive 

a grade of 70% on the 

resolution. 

ACCT 411/511 graded case 

study including at least one 

ethical issue. At least 75% 

of students will receive a 

grade of 70% on the 

resolution. 

Method 

Indirect 

Employer 

Surveys 

Alumni Surveys 

2 

Written 

Communication 

Students will be effective 

communicators. 

Students can communicate 

an issue in a coherent 

written presentation. 

Students will be able to 

write clearly using proper 

grammar and spelling. 

Undergraduates 

ACCT 302 paper graded for 

punctuation, spelling, 

vocabulary, argument, 

grammar. At least 75% of 

students will achieve a grade 

of 70%. 

Employer 

Surveys 

ACCT 317 group systems 

design project graded for 



grammar. Uses a rubric. At 

least 75% of students will 

achieve a grade of 70%. 

3 

Analytical 

Problem Solving 

Students can apply 

methods from a variety 

of disciplines to solve 

business problems. 

Students will be able to use 

statistical and management 

science models to solve 



apply concepts related to 

the production and 

distribution of goods and 

services 


identify basic 

organizational 

management issues. 

ACCT 301 and 302 case 

studies graded for choice of 

accounting theories, 

quantitative analysis, and 

logical reasoning. At least 

75% of students will achieve 

a grade of 70%. 



choice of appropriate info 

technology and accounting 

controls, and on 

management and marketing 

concepts. Uses a rubric. At 

Employer 

Surveys of 

satisfaction with 

new hires. 

Employer 

Surveys of 


CBPA interns. 

Alumni surveys 

of work / 

educational 

experiences

4 

5 

Learning Goal Learning Goal 

Objective 

Global 

Perspective 

Students will have a 

global business 

perspective. 

Accounting and 

Business 

Knowledge 

Students will have 

competency in basic 

accounting and business 


apply basic marketing 

concepts. 


apply economic principles 

to make business 

decisions. 

Students will be able to use 

financial analysis in making 

business decisions. 


integrate a variety of 

business applications. 


ability to use computer 

information systems 

concepts and technology 

for problem solving. 

Students will understand 

how information 

technologies influence the 

structure and processes of 

business. 


identify and solve business 

issues in a global 

environment. 


identify and solve 

accounting issues in 

financial and management 

accounting, tax, accounting 

information systems, and 

auditing. 


apply basic business 

principles to accounting 

related problems. 

Assessment 

Direct 



ACCT 317 individual 

computer project using 

Microsoft Great Plains 

software requires entries to 

all accounting systems and 

understanding of integration 

of all business functions. 

Graded for choice of 

accounting entries At least 



ACCT 411/511 case study 

graded for choice of 

business theories and logical 

reasoning. At least 75% of 



ACCT 302 graded case 

study contains international 

accounting issues. At least 



Students taking ACCT 

450/550 complete a graded 

case study on international 




Accounting competency 

exam given in ACCT 

411/511 (used ETS Level II, 

now use Gleim CPA review 

questions and looking for a 

competency test). At least 



Pass rates on the CPA exam 

until July 2006 

Employer evaluations of 

ACCT interns. 

ACCT 301, 302 graded case 

Method 

Indirect 

Employer 

Surveys 

Number of 

international job 

placements 

Employer 

evaluation of 

student interns 

in international 

operations. 

Employer 

surveys of 


new hires 

Alumni surveys 

of work / 

educational 

experience 

Regular review 

of accounting 

curriculum by 


Regular review

Learning Goal Learning Goal 

Objective 

Assessment 

Direct 

studies on financial 




ACCT 311 graded problems 

on managerial accounting 

issues. At least 75% of 


of 70% 

ACCT 317 graded 

comprehensive individual 

project using Microsoft Great 

Plains software. At least 



ACCT 317 graded group 

systems development project 

for revenue or expenditure 

system. Uses a rubric. At 



ACCT 411/511 graded case 

study on auditing issues. At 



ACCT 421 graded homework 

problem on personal tax 

issues. At least 75% of 



Method 

Indirect 

of business 

curriculum by 


Committee 

Student 


the Goodman 


Challenge 

Number of 

undergraduate 

majors pursuing 

graduate 

education.

ATTACHMENT 2 (to Appendix 8) - MASTER OF SCIENCE IN ACCOUNTING 

LEARNING OBJECTIVES FOR ASSESSMENT – AACSB & SACS 

Area and Learning Goals 

Learning 

Objectives 

Direct 

Assessment 

Indirect 

Assessment 

1 Ethics- 


the capability to 

recognize ethical 

issues in 

accounting. 

Students can 

recognize and 

analyze ethical 

dilemmas and 

select a resolution 

for accounting 

situations. 

Ethics case with 

multiple 

embedded ethic 

scenarios in Acct 

631. 

At least 75% of 

students will 

receive a grade of 

“B” or greater on 

the resolution. 

Number of Honor 

Code violations 

2 Written and Oral 

Communication- 

Students will be 

effective 


Students can 

communicate an 

issue in a coherent 

verbal or written 

presentation. 


able to write 

clearly using 

proper grammar 

and spelling. 

Writing 

assignments in 

Acct 631 will be 

graded for 

punctuation, 

spelling, 

vocabulary, 

argument, 

grammar, etc. 

Class oral 

presentations in 

Acct 631 will be 

graded. 

Employer surveys 


students will 



the resolution.

Area and Learning Goals 

Learning 

Objectives 

Direct 

Assessment 

Indirect 

Assessment 

3 Analytical 

problem solving- 

Students can 

assess situations 

and apply various 

analytical 

methods to solve 

business 

problems. 


able to apply 

financial analysis, 

using accounting 

and operating 

information, in 

making business 

decisions and 

solving business 

problems. 

Exams in Acct 

631 will include 

problems/cases 

that require 

financial analysis 

to make decisions 

and/or solve some 

business 

problems. It will 

be graded 

separately. 

CPA Exam 

CMA Exam 

CIA Exam 

Employer surveys 


students will 



the resolution. 

4 Global perspective 

- 


a global business 

perspective. 


able to identify 

and solve business 

issues in a global 

environment. 

In Acct 630 

students will have 

a problem/case on 

the final exam 

involving a global 

environment issue. 

It will be graded 

separately. 

International and 

minority student 

/faculty mix 

International job 

placements 


students will 



the resolution.


AY 2005/2006 

AACSB Annual Maintenance of Accreditation Report - AY 2005/06 




Submitted by: 



June 11, 2006 


The Department of Accounting has no action items remaining from prior 

accreditation. 






Department’s activities. 




Student Advisor. These individuals have served in their respective positions for six years 

providing much needed leadership continuity over the Department’s operations. 

The Department sought to “Close the Loop” on a number of issues during the 2006 

Academic Year (AY06). For instance, the Department working with Dean Bagranoff 

hired a consultant during the Spring semester to determine its compliance with AACSB 

Accounting Standards. The Department then used the consultant’s report to plan its 

activities during AY06. 

Strategic Planning 

The Department working with its constituents revised its strategic plan (Omitted from this 

report to save space and to prevent confusion with the current strategic plan). The revisions 

included:

(1) Moving the importance of research to second place after teaching but before service. This 

change reflects the importance placed by faculty on academic research in supporting a 

quality graduate and undergraduate Accounting programs. 

(2) Eliminating “Areas of Concentration that are the cutting edge …” from the Achieving 

Our Vision and Mission statements. This change reflects the department’s decision to 

eliminate accounting MBA concentrations and reduce the number of tracks in the MS in 

Accounting program to two (assurance services and controllership). Additionally, the 

faculty revised both the undergraduate and graduate accounting programs to establish an 

integrated five-year program. 

(3) Adding “Practice” after ethics in the Achieving Our Vision and Mission statements. This 

last change highlights the Department’s place within the Accounting profession and the 

belief that ethics must be grounded in professional practice if it is to influence future 

members of the Accounting profession. 

During AY07 the Department plans on revising its goals and objectives to ensure they are 

effective in measuring the Department’s progress toward its mission. 

Assurance of Learning 

The Department completed its second comprehensive assessment for both the BSBA in 

Accounting and the MS in Accounting (MSA) programs (see Appendices 2 & 3). The 

Department revised its learning goals and measures based on the results of the first 

assessment plan completed in AY05. The Department plans to work with its constituents 

to revise the goals and measures during AY06. 

The AY05 assessment report reported that the Department would track alumni 

performance on the CPA Exam, gather alumni and recent graduate perceptions using a 

unique questionnaire, and assess student performance in the first Intermediate 

Accounting and Managerial Accounting courses. 

The Department subscribes to the National Association of State Board of Accountancy 

(NASBA) publication, Candidate Performance on the Uniform CPA Examination. The 

Department noted a substantial decrease in the pass rates of its alumni during 2005 from 

previous years. However, the department will continue to monitor the pass rates to 

determine if the 2005 results were due to the computerization of the exam or a permanent 

trend requiring action. 

The Department relied on the CBPA Career Management Center for the second action 

(gathering alumni and recent graduate perceptions). However, personnel turnover 

prevented the Career Management Center personnel from completing this important 

assessment. Consequently, the Department mailed a questionnaire to recent graduates and 

alumni who graduated five years ago during the later part of Summer 06. The Department 

will revise this maintenance report when the questionnaire results become available. 

Finally, the department did complete an assessment of student learning in the first 

Intermediate Accounting and Managerial Accounting courses.

The Department plans on conducting a comprehensive assessment during AY07. 

Curriculum Revision 

The Department working with its constituents and the results of the strategic planning 

and assessment processes revised both the undergraduate and graduate programs. The 

accounting faculty reduced the number of hours in accounting courses to 21 from 24 

while retaining the number of hours in accounting electives at 3. “Financial Auditing” 

was made an elective while the other accounting electives (advanced accounting, 

government/nonprofit accounting, and corporate/partnership taxation) were retained. 

The Department changed the graduate program to integrate it with the undergraduate 

program producing a true five-year program. The number of prerequisite courses was 

reduced to three accounting courses – six hours in financial accounting and three hours in 

managerial. The number of tracks was reduced to two: Assurance Services and 

Management Accounting. The Assurance Services track qualifies as an Internal Audit 

Endorsed Program (IAEP) with the Institute of Internal Auditors. Accounting faculty felt 

that having only two tracks focuses the department resources while giving students some 

choice. 

Student Recruitment and Retention 

The Department relies on the Colleges Undergraduate Advising Office for student 

advising during the first and final semester of a student’s matriculation. Department 

faculty, coordinated by the Undergraduate Student Advisor, advise undergraduate 

students beginning with the student’s second semester and continuing until the semester 

before their final semester. The Undergraduate Student Advisor advises all students 

seeking a second undergraduate degree in accounting and the Graduate Program Director 

advises all MSA students. 

Both accounting student organizations, Beta Alpha Psi (BAP) and the Managerial 

Auditing and Accounting Club (MAAC), had excellent years with increased membership 

and attendance. MAAC continues to be the only student chapter of the Association of 

Government Accounting. 

During AY07, the Department plans to make the MAAC evening division the student 

association for MSA students. The Vice President – Evening for AY07 is a graduate 

student. The Department also plans to advertise its MSA program in local newspapers 

and hold at least one open house for prospective candidates. 

Also during AY07, the Department working with the University Career Management 

Center plans on holding the first Accounting Job Fair in approximately 18 years.

Financial Strategies 


• $18,000 in contributions on the Department’s behalf to the University 

Education Foundation (compared to $17,500 in AY05, $21,500 in AY04, 

$17,000 in AY03 and $13,333 average during AY00-02) 

• $8,000 in funds from the Department’s annual DOA 5k race (compared to 

$8,000 in AY05 and $5,000 in AY04) 

• $5,000 in funds from the CPA Review Course (compared to $5,000 in 

FY05) 

• $9,500 in funds from offering mandatory Ethics Training for CPAs 

(compared to $9,500 in FY05). 

College support for faculty travel increased in AY06 to $1000 per tenure track faculty 

from $800 during AY05. 

Reviewing the trends in obtaining “soft” funds, it appears that the amount of soft funds 

that the accounting department can raise has leveled off at approximately $40,000. This is 

acceptable given that the Department’s fundraising efforts are focused on the capital 

campaign and the establishment of endowed chairs. Consequently, the Department 

remains committed to obtaining $40,000 in “soft” money during AY07. 

The biggest fundraising news of AY05 dealt with the announcement by Dean Bagranoff 

that the College would work with the department to raise funds for three $500,000 

Accounting professorships. During AY06, Dean Bagranoff, Chair Ziegenfuss, and the 

College’s Major Gifts Coordinator, Michael Walker, formed a steering committee to 

coordinate the Endowed Accounting Professorship drive, identified potential donors, 

assigned potential donors to the members of the steering committee and began calling on 

potential donors. This activity will be continued in AY07.

Faculty Sufficiency and Faculty Intellectual Contributions and Qualifications 

Faculty scholarship as measured by refereed journal articles was distributed in the 

following manner during AY06 as compared to AY05: 

Tenured Faculty: AY05: AY06: 





Untenured: 

Yin Xu 2 0 



During AY06, the Department successfully hired two established accounting academics: 

Francis Kim, from The City University of Hong Kong, and Michael Stein, from The 

University of Oregon. Upon successfully hiring the two tenure track faculty, the 

Department released two non-tenure track instructors. This personnel action raised the 

percentage of Academically Qualified to Professionally Qualified faculty, from 6/6 to 

8/4, or from 50% to 67%. Both newly hired professors bring proven records of high 

quality academic research with them to the faculty. 

Several faculty members attended continuing education programs put on by AACSB, 

Accounting Program Leadership Group (APLG)/Federation of Schools of Accountancy 

(FSA), PricewaterhouseCoopers, and the Virginia Society of Certified Public 

Accountants. 

For the second year in a row, both the Department Chair and Graduate Program Director 

attended both the AACSB Accounting Accreditation Workshop and the Joint Accounting 

Program Leaders Group/ Federation of Schools of Accountancy seminar to keep up to 

date on accounting accreditation. 

Research productivity increased slightly from AY06. As in AY05, newly hired faculty 

members are producing quality journal articles while longer serving faculty members are 

maintaining their productivity at an acceptable level. 

During AY07, the Department plans to increase the quality and quantity of its refereed 

publications. 

AY07 Plans 

In summary, the Department plans on doing the following during AY07:

1. Revising its goals and objectives to ensure they are effective in measuring the 

Department’s progress toward its mission. 

2. Conducting a comprehensive assessment during AY07 and using its results in 

curriculum revision. 

3. Advertising the MSA program in local newspapers and holding at least one open 

house for prospective students. 

4. Hold at least one job fair exclusively for accounting students. 

5. Raise $40,000 in “soft” funds while obtaining major contributions for the 

endowed accounting chairs. 

6. Increase the quantity and quality of refereed journal articles produced by 

accounting faculty.

Attachment 1 (to Appendix 9): 

AY06 SUMMARY OF UNDERGRADUATE ASSESSMENT 

INTRODUCTION 

This report documents the results of assessment methods conducted by the Department of 

Accounting Faculty for the BSBA in Accounting program during Academic Year (AY) 06. 

During the Fall 04 semester, Department Faculty developed learning objectives for five learning 

goals: Ethics, Written Communication, Analytical Problem Solving, Global Perspective, and 

Accounting and Business Knowledge. The faculty then identified potential direct and indirect 

methods for assessing student attainment of the learning goals and objectives. The faculty 

implemented the assessment methods initially during the Spring 05 semester. Based on the 

results of that initial assessment, the faculty then revised its undergraduate and graduate 

curriculum and modified the learning objectives. The faculty then implemented the revised 

assessment methods during the Spring 06 semester with the sole exception of Acct 450 which 

was not offered during the Spring 06 semester. 

DOCUMENTATION 

Attached to this summary are the following documents: 

(1) BSBA Accounting Assessment Plan; 

(2) Assessment Documentation for Acct 301; 





(7) Assessment Documentation for Acct 421; and, 

(8) Assessment Documentation for the Undergraduate Assessment Exam. 

RESULTS 

The following is a discussion of assessment results by learning goal: 

Ethics: Students in Acct 301, primarily juniors, and Acct 411, primarily seniors, did meet the 

assessment goal. The indirect measure results are not available but will be during the Fall 06 

semester. The Acct 301 students did not meet the goal during the previous assessment study. 

This shows some improvement but still we are only able to conclude that the accounting or 

business curriculum might be having some positive impact on accounting students’ ethical 

sensitivity. 

Written Communication: Students in both Acct 302 and 317 met the learning goals. Indirect 

measures are not available. 

Analytical Problem Solving: Students in Acct 301, 311, 302, 317, 411, and 421 met the learning 

goals. Indirect measures are not available.

Global Perspective: Students in Acct 302 met the learning goal. Acct 450 was not taught during 

the Spring 06 semester. Furthermore as an elective, it is not the appropriate course to have this 

assessment done. 

Accounting and Business Knowledge: The Accounting Faculty developed an assessment exam 

covering the subject matter from all required Accounting courses. It was given during the final 

exam time in Acct 411. Students met the learning goal for both sections of the course. The 

students also met the learning goals in Acct 301, 302, 311, 317, and 421. Results were not 

available for the indirect measures. 

RECOMMENDATIONS 

Based on the results documented above, the following recommendations are made: 

1. Continue to monitor student performance on the “Ethics” case in Acct 301 and revise 

course content if students continue to not meet the learning goal. 

2. A case covering the “Global Perspective” learning goal should not be required in Acct 

450; coverage is acceptable in Acct 302 which is a required course. 

3. “Pass rates on the CPA Exam until July 2006” and “Employer evaluations of Acct 

Interns,” currently listed as direct measures of “Accounting and Business Knowledge,” 

should be listed as indirect measures. 

4. Complete the indirect measures by the Fall 06 Semester. 

Attachment 3 (to Appendix 9):: 06 MSA ASSESSMENT SUMMARY 

INTRODUCTION 

This report documents the results of assessment methods conducted by the Department of 

Accounting Faculty for the MS in Accounting (MSA) program during Academic Year (AY) 06. 

During the Fall 04 semester, Department Graduate Faculty developed learning objectives for five 

learning goals: Ethics, Written Communication, Analytical Problem Solving, Global Perspective, 

and Accounting and Business Knowledge. The faculty then identified potential direct and 

indirect methods for assessing student attainment of the learning goals and objectives. The 

faculty implemented the assessment methods initially during the Spring 05 semester. Based on 

the results of that initial assessment, the faculty then revised its undergraduate and graduate 

curriculum and modified the learning objectives. 

DOCUMENTATION 

Attached to this summary are the following documents: (1) MSA Accounting Assessment Plan; 

and (2) Assessment Documentation for Acct 631. 

RESULTS 

The following is a discussion of assessment results by learning goal:

Ethics: Students in Acct 631 completed three cases from the Arthur Andersen video, “Business 

Ethics.” Their performance was graded based on the information in the course syllabus and a 

case study spreadsheet. The students met the learning goal. The indirect measure results are not 

available. 

Written Communication: Students in Acct 631 completed 8 cases. Their performance was graded 

based on the information in the course syllabus and a case study spreadsheet. The students met 

the learning goal. The indirect measure results are not available. 

Oral Communication: Students in Acct 631 completed a literature review. Their performance 

was graded based on the information in the course syllabus and a presentation spreadsheet. The 

students met the learning goal. The indirect measure results are not available. 

Analytical Problem Solving: Students in Acct 631 completed a comprehensive audit case, 

“Apple Blossom Cologne Company.” Their performance was graded based on the information in 

the course syllabus. The students met the learning goal. The indirect measure results are not 

available. 

Global Perspective: The direct and indirect measure results are not available. 

RECOMMENDATIONS 

Based on the results documented above, the following recommendations are made: 

1. Complete the indirect measures by the Fall 06 Semester and the direct measures for Acct 

630 by the Fall 06 Semester. 

2. Obtain the results for the global issues case/problem in Acct 630. 

3. Administer the first MSA assessment exams to students graduating during the FALL 06 

semester.

APPENDIX 10: ONGOING PROFESSIONAL INTERACTION: 

FACULTY MEMBER 

AQ/PQ 

STATUS 

Professional 

Certifications 

ONGOING PROFESSIONAL 

INTERACTION 

Dr. Nancy Bagranoff 

Dr. Douglas Ziegenfuss 

Dr. Otto Martinson 

AQ 

AQ 

AQ 

CPA, CMA, 

CIA, CFE, 

CGFM, CCSA, 

CISA, 

CrFa,CITP 

CPA, CMA, 

CFM, CFE, 

CGFM 

Dr. Timothy Mckee PQ CPA, CGFM 

Dr. Laurie Henry AQ CPA, CGFM 

Dr. Chansog Kim 

Dr. Michael Stein 

AQ 

AQ 

Dr. Yin Xu AQ CPA 

AAA Vice President; AICPA Committee; 

BAP Advisory; President Economics 

Club of Hampton Roads; Numerous 

presentations on Business/Accounting 

Ethics; Chair, College Executive 

Advisory Board; Treasurer, Local Nonprofit 

Foundation; etc., 

Board member Institute of Internal 

Auditors Research Foundation; Board 

Member, Tidewater Chapter, IIA and 

ACFE; Annually coordinates 

Williamsburg Fraud Conference; 

Annually develops and delivers 35 2- 

hour Required Ethics CPE sessions for 

Virginia CPAs; Regularly attends 

Tidewater Chapter VSCPA, IIA, AGA, 

CPE events; etc. 

Is one of most highly sought after 

presenters for the CBPA Executive 

Training Center; Member Board of 

Examiners, CMA Exam; regularly 

provides governance/strategic planning 

services for a large regional bank CEO; 

etc. 

Provides tax preparation and consulting 

services; board member Hampton 

Roads Tax Forum; Member T & C 

section AAA committee. 

Regularly gives briefings to local 

governments on GASB 

pronouncements; regularly attends 

Tidewater Chapter, VSCPA CPE events 

Regularly attends and participates in 

European Financial Management 

Association meetings; regularly serves 

as reviewer discussant for finance 

associations meetings. 

Regularly co-authors with practitioners 

on research; consults with 

national/international firms concerning 

audit risk assessment. 

Regularly uses practitioners as subjects 

in her research; Regularly attends the 

Ethics Training sessions for Virginia 

CPAs;

FACULTY MEMBER 

AQ/PQ 

STATUS 


Certifications 

Dr. Robert Pinsker AQ CPA 

Mr. Walter Berry PQ CPA 

Ms. Patricia Doherty PQ CPA 

Ms. Terry Kubichan PQ CPA, CMA 

Mr. Randall Spurrier PQ CPA 

ONGOING PROFESSIONAL 

INTERACTION 

Board Member, Tidewater Chapter, 

VSCPA; coordinated Tidewater Chapter, 

VSCPA IT Day; regularly attends FSA 

Deloitte Educators Colloquium. 

Managing Partner local CPA practice; 

regularly provides tax and business 

consulting services to local businesses; 

regularly attends Tidewater Chapter, 

VSCPA CPE events. 

Completed a year long sabbatical in 

which she installed and maintained a 

management information system for a 

regional architectural firm; regularly 

attends Tidewater Chapter, VSCPA CPE 

events. 

CFO/Controller Local Heating Air 

Conditioning Business; Regular attends 

CPE events given by Tidewater Chapter, 

VSCPA; attended PWC University. 

Board Member, Treasurer, Secretary, 

Tidewater Chapter, VSCPA; Faculty 

Advisor ODU Chapter BAP; Coordinates 

Student Night with area firms and 

colleges/universities; provides 

accounting/consulting services for area 

businesses; regular attends Tidewater 

Chapter, VSCPA CPE events.

APPENDIX 11: Tables 9-1, 10-1, 10-2 – Fall 2006; Spring 2007 

TABLE 9-1 

SUMMARY OF FACULTY SUFFICIENCY IN DISCIPLINE AND SCHOOL 

Re: Standard 9 - using Student Credit Hours - Fall 2006 

ACCOUNTING 

Name 

Participating 

or 

Supporting 

(P or S) 

Amount 

of 

teaching 

if P 

Amount 


teaching 

if S 

Berry, Walter P 477 

Doherty, Pat P 462 

Henry, Laurie P 132 

Kim, Chansog P 153 

Kubichan, Terry P 405 

Martinson, Otto P 79 

McKee, Timothy P 519 

Pinsker, Robert P 207 

Spurrier, Randall P 393 

Stein, Michael P 231 

Xu, Yin P 159 

Ziegenfuss, Douglas P 111 

Alsubaie, Abdullah S 90 

Carney, David S 51 

Farquer, Robert S 300 

Porter, Debra S 72 

Raza, Shan S 93 

% SCH by P 

TOTAL 

SCH 

Total 

Accounting 3328 606 84.60% 3934

TABLE 9-1 

SUMMARY OF FACULTY SUFFICIENCY IN DISCIPLINE AND SCHOOL 

Re: Standard 9 - using Student Credit Hours - Spring 2007 

ACCOUNTING 

Name 

Participating 

or 

Supporting 

(P or S) 

Amount 


teaching 

if P 

Amount of 

teaching if 

S 

Berry, Walter P 555 

Doherty, Pat P 501 

Henry, Laurie P 171 

Kim, Chansog P 111 

Kubichan, Terry P 372 

Martinson, Otto P 99 

McKee, Timothy P 537 

Pinsker, Robert P 276 

Spurrier, Randall P 378 

Stein, Michael P 228 

Xu, Yin P 135 

Ziegenfuss, Douglas P 135 

Carney, David S 147 

Chiusano, Peter S 57 

Farquer, Robert S 99 

King, Carolyn S 150 

Porter, Debra S 120 

% SCH by P 

TOTAL 

SCH 

Total Accounting 3498 573 85.92% 4071

TABLE 10-1: SUMMARY OF FACULTY QUALIFICATION, INTELLECTUAL CONTRIBUTIONS – Fall 2006 

AND PROFESSIONAL RESPONSIBILITIES 

(RE: Standards 2 & 10) 1 

Name 2 


Highest 

Earned 

Degree & 

Year 

Date of 

First 

Appt. 

to 

School 

Percent of 

Time 

Dedicated to 

the School’s 

Mission 3 

Acad 

Qual 4 

Other 4 Number of Contributions during the last five years 

Prof 

Qual 4 Learning & 

Pedagogical 

Scholarship 5 

Discipline- 

Based 

Scholarship 5 

Contributions 

to Practice 5 

PRJ OIC PRJ OIC PRJ OIC 

Normal 

Professional Responsibilities 6 

Bagranoff, Nancy (Dean) DBA – 2003 100 YES 2 1 3 18 ADM, SER 

1986 

Berry, Walter MBA – 1977 100 YES UG, SER 

1977 

Carney, David MACC - 2006 25 YES UG 

Doherty, Patricia 

MBA- 1985 100 YES UG, SER 

1991 

Farquer, Robert 

MS – Assr. 2006 25 YES UG 

Svcs - 2006 

Henry, Laurie PhD - 1993 1993 100 YES 1 2 3 UG/GR, SER, RES 

Kim, Chansog (Francis) PhD - 1994 2006 100 YES 6 6 UG/GR, SER, RES 

Kubichan, Terry MSA – 1995 100 YES UG, SER 

1995 

Martinson, Otto DBA - 1989 100 YES 1 3 1 1 4 15 GR, SER, RES 

1969 

McKee, Timothy JD – 1979 1985 100 YES 1 5 UG/GR, SER, RES 

Pinsker, Robert PhD – 2002 100 YES 2 4 8 3 3 UG/GR, SER, RES 

2002 

Porter, Debra MSA – 1996 25 YES UG 

1996 

Raza, Shan MSA – 2001 25 YES UG 

2001 

Spurrier, Randall MBA – 1990 100 YES UG, SER 

1968 

Stein, Michael PhD - 1988 2006 100 YES 2 7 UG/GR, SER, RES

TABLE 10-1: SUMMARY OF FACULTY QUALIFICATION, INTELLECTUAL CONTRIBUTIONS – Fall 2006 

AND PROFESSIONAL RESPONSIBILITIES 

(RE: Standards 2 & 10) 1 



First 


Time Acad Prof 

Learning & 

Pedagogical 

Discipline- 

Based 

Contributions 

to Practice 5 

Normal 

Professional Responsibilities 6 

Highest Appt. Dedicated to Qual 4 Qual 4 Scholarship 5 Scholarship 5 

to the School’s 

PRJ OIC PRJ OIC 

Earned 

Name 2 

School Mission 3 

Degree & 

PRJ OIC 

Year 

Xu, Yin PhD - 2001 2001 100 YES 7 12 1 UG/GR, SER, RES 

Ziegenfuss, Douglas PhD – 

1988 

1988 100 YES 2 1 3 3 22 ADM, UG/GR, SER, RES

TABLE 10-1: SUMMARY OF FACULTY QUALIFICATION, INTELLECTUAL CONTRIBUTIONS – Spring 2007 

AND PROFESSIONAL RESPONSIBILITIES - (RE: Standards 2 & 10) 1 

Name 2 


Highest 

Earned 

Degree & 

Year 


First 

Appt. 

to 

School 


Time 

Dedicated to 

the School’s 

Mission 3 

Acad 

Qual 4 


Prof 

Qual 4 Learning & 

Pedagogical 

Scholarship 5 

Discipline- 

Based 

Scholarship 5 

Contributions 

to Practice 5 


Normal 


Responsibilities 6 

Bagranoff, Nancy (Dean) DBA – 2003 100 YES 2 1 3 18 ADM, SER 

1986 

Berry, Walter MBA – 1977 100 YES UG, SER 

1977 

Carney, David MACC - 2006 50 YES UG 

Chiusano, Peter JD - 1990 2006 25 YES UG/GR 

Doherty, Patricia 

MBA- 1985 100 YES UG, SER 

1991 

Farquer, Robert 

MS – Assr. 2006 25 YES UG 

Svcs - 2006 

Henry, Laurie PhD - 1993 1993 100 YES 1 2 3 UG/GR, SER, RES 

Kim, Chansog (Francis) PhD - 1994 2006 100 YES 6 6 UG/GR, SER, RES 

King, Carolyn MSA – 1984 25 YES 

1984 

Kubichan, Terry MSA – 1995 100 YES UG, SER 

1995 

Martinson, Otto DBA - 1989 100 YES 1 3 1 1 4 15 GR, SER, RES 

1969 

McKee, Timothy JD – 1979 1985 100 YES 1 5 UG/GR, SER, RES 

Pinsker, Robert PhD – 

2002 

Porter, Debra MSA – 

1996 

Spurrier, Randall MBA – 

1968 

2002 100 YES 2 4 8 3 3 UG/GR, SER, RES 

1996 25 YES UG 

1990 100 YES UG, SER

TABLE 10-1: SUMMARY OF FACULTY QUALIFICATION, INTELLECTUAL CONTRIBUTIONS – Spring 2007 

AND PROFESSIONAL RESPONSIBILITIES - (RE: Standards 2 & 10) 1 



First 


Time Acad Prof 

Learning & 

Pedagogical 

Discipline- 

Based 

Contributions 

to Practice 5 

Normal 


Highest Appt. Dedicated to Qual 4 Qual 4 Scholarship 5 Scholarship 5 

Responsibilities 6 

to the School’s 


Earned 

Name 2 

School Mission 3 

Degree & 

Year 

Stein, Michael PhD - 1988 2006 100 YES 2 7 UG/GR, SER, RES 

Xu, Yin PhD - 2001 2001 100 YES 7 12 1 UG/GR, SER, RES 

Ziegenfuss, Douglas PhD – 

1988 

1988 100 YES 2 1 3 3 22 ADM, UG/GR, SER, RES

TABLE 10-2. CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTY - Fall 2006 

(RE: Standard 10) 

Name 

Qualification 

(Academic-AQ, 

Professional-PQ, 

Other-O) 

(FROM TABLE 10- 

1) 

AQ Faculty % of 

time devoted to 

mission 


1) 

PQ Faculty % of 


mission 


1) 

Other Faculty % of 


mission 


1) 

Qualification 

ratios per 

Standard 10 - 

AQ % 

Qualification 

ratios per 

Standard 10 - 

AQ/PQ% 


Alsubaie, Abdullah AQ 25 

Bagranoff, Nancy AQ 100 

Berry, Walter PQ 100 

Carney, David PQ 25 

Doherty, Patricia PQ 100 

Farquer, Robert PQ 25 

Henry, Laurie AQ 100 

Kim, Chansog (Francis) AQ 100 

Kubichan, Terry PQ 100 

Martinson, Otto AQ 100 

McKee, Timothy PQ 100 

Pinsker, Robert AQ 100 

Porter, Debra PQ 25 

Raza, Shan PQ 25 

Spurrier, Randall PQ 100 

Stein, Michael AQ 100 

Xu, Yin AQ 100 

Ziegenfuss, Douglas AQ 100 

Total Accounting 825 600 0 57.89% 100.00%

TABLE 10-2. CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTY - Spring 2007 

(RE: Standard 10) 

Name 

Qualification 

(Academic-AQ, 

Professional-PQ, 

Other-O) 


1) 

AQ Faculty % of 


mission 


1) 

PQ Faculty % of 


mission 


1) 

Other Faculty % of 


mission 


1) 

Qualification 

ratios per 

Standard 10 - 

AQ % 

Qualification 

ratios per 

Standard 10 - 

AQ/PQ% 


Bagranoff, Nancy AQ 100 

Berry, Walter PQ 100 

Carney, David PQ 50 

Chiusano, Peter PQ 25 

Doherty, Patricia PQ 100 

Farquer, Robert PQ 25 

Henry, Laurie AQ 100 

King, Carolyn PQ 25 

Kim, Chansog (Francis) AQ 100 

Kubichan, Terry PQ 100 

Martinson, Otto AQ 100 

McKee, Timothy PQ 100 

Pinsker, Robert AQ 100 

Porter, Debra PQ 25 

Spurrier, Randall PQ 100 

Stein, Michael AQ 100 

Xu, Yin AQ 100 

Ziegenfuss, Douglas AQ 100 

Total Accounting 800 650 0 55% 100%

Appendix 12 Panel A: 

BSBA in ACCOUNTING LEARNING OBJECTIVES FOR ASSESSMENT – 

AACSB & SACS (Summary) 

1 

2 

Ethics 

Learning Goal Learning Goal Objective Assessment Method 


capability to recognize 

ethical issues in business. 

Communication 

Students will be effective 


Students can recognize and 

analyze ethical dilemmas and 

select a resolution for practical 

accounting situations, such as: 

• Choosing/Changing 

Accounting Principles 

(Acct 301, 302) 

• Earnings Manipulation 

(Acct 301, 302) 

• Overproduction 

Problem/Absorption 

Costing (Acct 311) 

• Fraud (Acct 460) 

• Internal Controls (Acct 

460) 

• PCAOB/SOX (Acct 460) 

• Trust Service (Acct 460) 

• Auditing (Acct 460) 

• Tax Avoidance vs. Tax 

Evasion (Acct 421) 

• Tax Preparer 

Responsibility (Acct 421) 

Students can communicate an 

issue in a coherent written 

presentation. 

Students will be able to write 

clearly using proper grammar 

For courses identified in 

Learning Objectives: 

Graded homework case 

study including at least one 

ethical issue. At least 75% 

of students will receive a 

grade of 70% on the 

resolution. 

Undergraduates 

ACCT 302 paper graded 

for punctuation, spelling, 


grammar. At least 75% of 

Sp 

06 

Not Met 

NA 

NA 

NA 

NA 

NA 

NA 

NA 

NA 

NA 

Fall 

06 

Not Met 

NA 

NA 

NA 

NA 

NA 

NA 

NA 

NA 

NA 

Sp 

07 

Met 

Met 

Met 

Met 

Met 

Met 

Met 

Met 

Met 

Met 

Action 

None 

None 

None 

None 

None 

None 

None 

None 

None 

None 

Met Met NA None


and spelling. 


communicate an issue in a 

coherent oral presentation 

students will achieve a 

grade of 70%. 








Sp 

06 

Met 

Fall 

06 

Met 

Sp 

07 

Met 

Action 

None 

ACCT 460 students will 

complete a oral 

presentation graded for 






Met 

Met 

Met 

None 

3 

Analytical 

Problem 

Solving 

Students can apply 

methods from a variety of 

disciplines to solve 


Students will be able to apply 

accounting theories to solve 

business reporting problems. 

ACCT 301 and ACCT 302 

case studies graded for 

choice of accounting 

theories, quantitative 

analysis, and logical 

reasoning. At least 75% of 





choice of appropriate info 

technology and accounting 

controls, and on 

management and 

marketing concepts. Uses 

Met 

Met 

Met 

Met 

Met 

Met 

None 

None


a rubric. At least 75% of 



ACCT 460 individual 

computer project using 

Microsoft Great Plains 

software requires entries to 

all accounting systems and 

understanding of 

integration of all business 

functions. Graded for 

choice of accounting 

entries At least 75% of 



Sp 

06 

Fall 

06 

Sp 

07 

Met Met Met None 

Action 

4 

5 

Global 

Perspective- 

Students will have a global 

business perspective. 

Accounting and 

Business Knowledge- 


competency in basic 

accounting and business 

Students will be able to identify 

and solve business issues in a 

global environment. 

Students will be able to identify 

and solve accounting issues in 

financial and management 

accounting, tax, and accounting 

information systems 

Students will be able to apply 

basic business principles to 

accounting related problems. 

ACCT 302 graded case 

study contains international 


75% of students will 


Fall 2006 Accounting 

competency exam given in 

ACCT 460 At least 75% of 



Employer evaluations of 

ACCT interns. 

Met Met Met None 

Met Not Met Not Met To be 

determined 

during Fall 

07 

semester. 

ACCT 301 and ACCT 302


graded case studies on 

financial accounting issues. 

At least 75% of students 

will achieve a grade of 

70%. 

Sp 

06 

Met 

Fall 

06 

Met 

Sp 

07 

Met 

Action 

None 


problems on managerial 

accounting issues. At 


achieve a grade of 70% 

Met 

Met 

Met 

None 


comprehensive individual 

project using Microsoft 

Great Plains software. At 



ACCT 460 graded group 

systems development 

project for revenue or 

expenditure system. Uses 

a rubric. At least 75% of 




homework problem on 

personal tax issues. At 



Met 

Met 

Met 

Met 

Met 

Met 

None 

None 

Met 

Met 

Met 

None

Appendix 12 Panel B: 

MASTER OF SCIENCE IN ACCOUNTING LEARNING OBJECTIVES FOR 

ASSESSMENT 

AACSB & SACS (Summary) 

Area and Learning 

Goals 

Learning Objectives Direct Assessment Sp 06 Sp 07 Action 

1 Ethics- 

Students will 

have the 

capability to 

recognize ethical 

issues in 

accounting. 

Students can recognize 

and analyze ethical 

dilemmas and select a 

resolution for accounting 

situations. 

Ethics case with multiple 

embedded ethic scenarios in 

Acct 631. 

At least 75% of students will 

receive a grade of “B” or greater 

on the resolution. 

Met Met None 

2 Written and Oral 

Communication- 


effective 


Students can 

communicate an issue in 

a coherent verbal or 

written presentation. 


write clearly using proper 

grammar and spelling. 

Writing assignments in Acct 631 

will be graded for punctuation, 

spelling, vocabulary, argument, 

grammar, etc. 

Class oral presentations in Acct 

631 will be graded. 




Met Met None

Area and Learning 

Goals 

3 Analytical 

problem solving- 

Students can 

assess situations 

and apply 

various 

analytical 

methods to solve 

business 

problems. 

4 Global 

perspective - 

Students will 

have a global 

business 

perspective. 

Learning Objectives Direct Assessment Sp 06 Sp 07 Action 


apply financial analysis, 

using accounting and 

operating information, in 

making business 

decisions and solving 



identify and solve 

business issues in a 

global environment. 

Cases in Acct 631 will include 

problems/cases that require 

financial analysis to make 

decisions and/or solve some 

business problems. It will be 

graded separately. 




In Acct 630 students will have a 

problem/case on the final exam 

involving a global environment 

issue. It will be graded 

separately. 




Met Met None 

NP 

Not 

Met 

Course 

Content 

Change

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