fifth year maintenance report - AACSB - The University of Texas at ...

FIFTH YEAR MAINTENANCE REPORTCollege of BusinessUniversity of Texas at San AntonioNovember 2011

Table of Contents1. Situational Analysis ...................................................................................12. Progress Update on Concerns from Previous Review ............................73. Strategic Management Planning Process.................................................84. Participants ..............................................................................................225. Assurance of Learning .............................................................................31Curricula Development ...............................................................31A. BBA Degree ...................................................................................31B. MBA Degree ..................................................................................32C. MBA Degree in International Business .........................................32D. Executive MBA Degree .................................................................33E. MBA Online Degree ......................................................................33F. Master of Accountancy Degree .....................................................33G. MS Degree in Construction Science and Management .................34H. MS Degree in Finance ...................................................................34I. MS Degree in Information Technology .........................................35J. MS Degree in Management of Technology ...................................35K. PhD Degree in Business Administration .......................................35Assessment Tools and Procedures ..............................................37A. BBA Degree ...................................................................................37B. MBA Degree ..................................................................................38C. MBA Degree in International Business .........................................39D. Executive MBA Degree .................................................................40E. MBA Online Degree ......................................................................40F. Master of Accountancy Degree .....................................................40G. MS Degree in Construction Science and Management .................41H. MS Degree in Finance ...................................................................41I. MS Degree in Information Technology .........................................41J. MS Degree in Management of Technology ...................................41K. PhD Degree in Business Administration .......................................416. Other Material .........................................................................................447. Appendix

1. Situational Analysis• What historical, national, local, and other factors shape the applicant’s mission andoperations?The University of Texas SystemThe University of Texas at San Antonio (UTSA) is part of a system of nine universities and sixhealth science institutions that is governed by a Board of Regents. The UT System StrategicPlan, approved in August 2006, describes key initiatives that the System will pursue over a 10-year period.1. Enhance student success.2. Increase research, competitiveness, and technology transfer.3. Improve health in Texas.4. Enrich society through arts and cultural contributions.5. Improve productivity and efficiency.6. Assure integrity, accountability, and public trust.UTSA has been recognized as one of the state’s emerging research universities, the first step inbecoming Tier One in Texas. UTSA is on the path to Tier One status with a focus on research,academic excellence and international reach. At the UT System Board of Regents meeting onAugust 25, 2011 the Regents endorsed an “action plan” proposed by Chancellor FranciscoCigarroa with strategic initiatives aimed at raising quality, productivity and efficiency in the UTSystem’s universities and health science centers. UTSA and other system components are beingtasked with meeting the goals and this will influence decisions in the College of Business in thenear future.The University of Texas at San AntonioUTSA is a comprehensive state university created from legislation passed by the 61st Legislatureon June 5, 1969. The establishment of UTSA represented recognition by the Texas Legislatureof the need for a major comprehensive state university in San Antonio. Today, San Antonio isthe nation’s seventh largest city. The mandate of the Legislature authorized the establishment ofUTSA as a university of the first class, offering bachelor’s, master’s and doctoral degrees. UTSAhas since exceeded all expectations, becoming one of the largest, most diverse public universitiesin Texas.Now the third largest university in the University of Texas System, UTSA’s student populationhas grown from 18,830 students in Fall 2000 to over 31,000 students in Fall 2011, an increase ofover 60%. UTSA’s goal is to offer both access and excellence for undergraduate and graduatestudents. UTSA has been designated as a Hispanic-Serving Institution by the U.S. Department ofEducation and provides educational opportunities for large numbers of historically underservedstudents. About 45% of the university’s students are Hispanic, 41% are Anglo, 6% are African-American and the remainder are American Indian, Asian and non-resident students. The majorityof UTSA’s students are first generation, and over 70% receive some type of financial aid. All ofthese factors shape the mission and operations of the College of Business.The vision of the university, provided in the UTSA 2016 Strategic Plan, is “to be a premierpublic research university, providing access to educational excellence and preparing citizen1

leaders for the global environment.” To continue on this path to Tier One status, the universitymust address the continued rapid growth in student enrollment. But, the potential rewards aregreat. If UTSA achieves its ambitious vision, it would be the first Hispanic-serving institution toattain the ranks of a premier research institution.Guided by this environmental context, the UTSA 2016 Strategic Plan and the correspondingimplementation plan are constructed around several important themes:• the expansion and diversification of the university’s sources of revenue support;• the enhancement of the university’s visibility and stature as a quality institution of highereducation;• the development of a meaningful enrollment management plan;• the improvement of the support infrastructure for students and faculty; and• the pursuit of partnerships and collaborations within South Texas, nationally, andinternationally.These themes are interwoven into the strategies and tactics that are utilized to carry out theuniversity’s strategic objectives.“Closing the Gaps, The Texas Higher Education Plan,” adopted by the Texas Higher EducationCoordinating Board in October 2000 continues to shape decisions made by the UT System,UTSA, and the College of Business. The Texas goals are (1) Close the Gaps in Participation,increase student participation in higher education; (2) Close the Gaps in Success, increasenumber of degrees; (3) Close the Gaps in Excellence, increase the number of nationallyrecognized programs or services at colleges and universities in Texas by 2015; and (4) Close theGaps in Research, expand research and research capacity at developing research universities.According to the “Closing the Gaps Progress Report 2010,” progress has been made in manyareas; however, there are areas of concern. Participation levels for Hispanic students (4.4%) andAfrican-American males (5.1%) are lagging the established targets. The College of Business hasa special role to play in providing educational opportunities for these historically underservedstudents.UTSA is an intellectual and creative resource center and a socioeconomic development catalystfor Texas and beyond. The university plays a critical role in providing the rich knowledge base,innovation, and workforce required to grow and sustain the quality of life for an increasinglydiverse and rapidly changing society, locally as well as nationally and globally. UTSA continuesto emerge as one of the premier public institutions in the State of Texas.The College of Business has developed initiatives that are complementary to the university’smission. Areas in which the College of Business has already contributed include:• creating new doctoral programs and increasing doctoral graduates;• increasing funding from grants and contracts;• enhancing the success of students;• serving as an incubator for research and economic growth;• enhancing collaborations with the University of Texas at San Antonio Health Science Center;• developing alliances with nationally and internationally recognized institutions; and• being nationally ranked and recognized.2

The College of BusinessNationally ranked and internationally recognized, the College of Business at UTSA is the largestundergraduate business school in The University of Texas System and one of the 40 largestschools of business in the United States. The college offers a comprehensive portfolio ofprograms at the undergraduate, graduate and doctoral level that expand the boundaries of atraditional business education. The college is home to unique centers of excellence inentrepreneurship, information assurance and security, real estate finance and development, andsport, event and tourism management. With over 6,000 students, the College of Businessdemographics reflect those of the rest of the university. In Fall 2010 about 40% of College ofBusiness students were Hispanic, 35% Anglo, 8% African-American and the remainder wereAmerican Indian, Asian and non-resident students. A large number of the college’s students arefirst-generation college students. In 2005, the College of Business was the first college at UTSAto implement higher undergraduate admission and academic standing policies. These changeswere made in response to the significant growth of the undergraduate student body and the needto better match the college’s mission and resources. In 2005, the College of Business was alsothe first UTSA college to implement a comprehensive workload structure for tenured, tenuretrackand non-tenure-track faculty.• What are the applicant’s relative advantages and disadvantages in reputation,resources, sponsors, and supporters?Recognized for delivering Knowledge for a New World®, the college has capitalized on uniquecomparative advantages to raise the college’s academic profile while aspiring to be one of thebest business schools in the nation. The College of Business has identified five “Threads ofDistinction” that carry across all disciplines. They are globalization/cultural pluralism;security; capital markets; transformational leadership/entrepreneurship; andhealth/technology. The college has obtained national recognition in rankings for not onlyacademic programming, but also for faculty research. And, the college’s academic reputation hasbeen enhanced through the establishment of six academic journals edited by college facultymembers.Below is a listing of the college’s areas of advantage.• Designation by The University of Texas System Regents to become a Tier One researchuniversity.• Accolades that have enhanced the college’s reputation since the last AACSB review,including top 10 MBA program ranking for minority students by Princeton Review (2007,2008, 2009, 2010, 2011); top six in the Southwest and top 40 nationally for Flex MBAprogram by Bloomberg Business Week (2007, 2009, 2011); top 10 MBA program forHispanics according to Hispanic Business (2008, 2009, 2010, 2011); 46 th nationally formarketing faculty research productivity in business administration according to UT Dallasbusiness school rankings (2009-2011); 89 th nationally for finance faculty researchpublications according to UT Dallas rankings (2009-2011); named one of the top 100business schools based on research contributions according to the UT Dallas rankings (2006-2010); named one of the top 100 American business schools by Eduniversal in 2011; andnamed one of the top 100 master’s programs in the world for the MBA in TourismDestination Development and for the Real Estate Finance and Development program.3

• Location in a region with a vibrant multicultural population and a dynamic growing economythat capitalizes on its proximity to Mexico and Latin America.• International engagement office and expansion in international partnerships to includemembership in CLADEA, BALAS and EFMD.• Integration and cooperation with other UTSA colleges, particularly with the Colleges ofEngineering and Sciences.• Designation of UTSA as a Hispanic and Minority-Serving Institution noted for itscontribution to the education of Hispanic students and for addressing multicultural issuesfacing the nation; the COB ranks #2 in the nation in undergraduate business degrees awardedto Hispanics according to Hispanic Outlook magazine.• Diversity of experiences, ages, languages, and ethnicities of students, staff, and faculty.• Rapid growth that has allowed the college significant opportunities to create positive changeand growth in degree offerings. The college has added a BBA Degree in Sport, Event andTourism Management, a PhD Degree in Business Administration with an emphasis inmarketing, an MS Degree in Construction Science and Management, and new graduatecertificate programs in the business of health and technology entrepreneurship since the lastAACSB review.• Recognition as a quality university of choice by students.• Faculty that are recognized for their research achievements.• Common vision of student success and academic excellence that unites the UTSAcommunity.• Alumni base that is actively involved and offers long-term potential for greater engagementand support of the college.• The College of Business Advisory Council, a select group of high-level San Antoniobusiness executives, is supportive of the college’s vision and mission. Members participate inthe strategic planning process to help direct the academic direction of the college. In additionto their consulting support, all members are also required to support the college financially aswell. Members include executives from AT&T, H-E-B, USAA, Zachry Holdings,Booz/Allen/Hamilton, Valero Energy Corporation, Deloitte Consulting, Rackspace, WellsFargo, and Frost Bank. The programs in accounting, health, and real estate finance anddevelopment each have their own advisory boards.• Enthusiastic support from local private corporations and entrepreneurs.• Opportunities to collaborate with San Antonio’s numerous military and securityorganizations and entities such as Southwest Research Institute, the Southwest BiomedicalResearch Foundation and the Air Force 24 th Cyber Command.• Opportunities to collaborate with the UT Health Science Center and other health care entitiesin San Antonio.• International corporations that are headquartered in San Antonio.Disadvantages in reputation, resources, sponsors, and supporters are as follows.• The university and the College of Business are still relatively young, making it difficult tocompete with more established universities. Since the last review, six junior faculty havetaken positions at Indiana University at Bloomington, University of South Carolina,University of Alabama at Tuscaloosa and Purdue University. It is difficult to compete withthese business schools due to significantly higher salaries and significantly enhancedresearch support packages.4

• The college is relatively young with a small alumni base of only 26,000. The university hasonly been in existence since 1969 and is just beginning to fine-tune its development andalumni strategies.• According to the Texas Higher Education Coordinating Board, UTSA continues to lag allother state universities in terms of space; this is true for the college as well.• What internal, environmental, or competitive forces challenge the applicant’sfuture?For the college, as well as the larger university, to reach its goals, there are several internal,environmental, and competitive forces challenging the future that must be faced. Yet, in spite ofthese challenges, the college remains steadfast in this path to academic achievement and nationalprominence.• State budgetary shortfalls have made planning in Texas Higher Education difficult; the nearfuture state budgetary outlook is uncertain. The university has sustained a 12.5% budget cutin state appropriations this biennium. Increasingly the university and college have turned toother sources of funds to cope with declining state support.• The college must balance the resource allocations needed to maintain a first-class doctoralprogram with the mission to provide quality academic programming to the largeundergraduate student body. As a relatively young college (and university), the infrastructureand expertise necessary to become a mature research business school are still developing.• The state’s emphasis on sciences, technology, engineering, and mathematics (STEM) hasmade it more difficult to obtain resources in business.• Numerous other universities or schools (e.g., Texas A&M San Antonio, University ofPhoenix) have been recently established in San Antonio, creating additional localcompetition.• Although the college and university have implemented higher admission and academicstanding policies, undergraduate enrollments are still growing; thereby maintaining stress onresources.• What opportunities exist for enhancing the applicant’s degree offerings?Continuing to play upon strategic and comparative advantages, the college is pursuing additionaldegree opportunities that are compatible with the thematics in globalization and capital marketsand the comparative advantage in tourism. A PhD Degree in Business Administration with anemphasis in economics, with concentrations in international and financial economics, is underconsideration. Although it would be a non-business degree outside AACSB Internationalaccreditation purview, the college is also pursuing a joint BS Degree in Hotel Restaurant andManagement with the Conrad N. Hilton College of Hotel and Restaurant Management at theUniversity of Houston for Fall 2012. And, the college is exploring a dual degree EMBA programwith the Naval Postgraduate School in Monterey, California.5

• What degree programs are included in the accreditation review, and what is thenumber of graduates in the previous year for each program?BBA Degree Program (Majors)Degrees Awarded*Accounting 146Actuarial Science 14Construction Management 4Economics 18Finance 151General Business 69Human Resource Management 42Information Systems 61Infrastructure Assurance 35Management 272Management Science 15Marketing 168BBA Degree Program Total 995Graduate Degree ProgramsDegrees Awarded*Executive MBA 25MBA 91MBA International 10MBA Online 5MACY 26MS Construction Science & Management 0MS Finance 10MS Information Technology 8MS Management of Technology 16Ph.D. Business Administration 10Total 201*Fall 2010, Spring 2011, and Summer 20116

2. Progress Update on Concerns from Previous ReviewGiven the maturity of the college’s programming, the previous Peer Review Team did not noteany areas of concern that must be addressed by the college. However, the team recommendedthat the college strengthen its definition as to how faculty are classified as AcademicallyQualified (AQ). Since AACSB accreditation standards do not prescribe a specific number ofintellectual contributions or specific type(s) of activity necessary to obtain AQ status, the mannerin which the existing criteria is revised is left to the school’s judgment. The MaintenanceAccreditation Committee recommended, however, that any revisions include a statementregarding the quality standards required of each activity deemed appropriate to maintain AQstatus, and how that quality is assured.The college has revised its standard for tenured faculty to be AQ to three peer-reviewed journal(PRJ) articles over the last five years. Quality standards are maintained by directlyincorporating the AQ policy into the faculty workload policy. For AQ status, faculty on 2-2teaching loads are expected to publish two articles in academic (discipline based), top 25%ranked journals plus one additional article; faculty with 3-2 loads are expected to publish twoacademic top 50% PRJs plus one additional article; and faculty in a 3-3 research-oriented trackare expected to publish at least one ranked PRJ among the three articles. Rankings aredetermined by the approved College of Business journal list for each discipline and are based onexternal ranking publications. Equivalencies are allowed. For example, one academic top 10%article and one academic ranked article are considered the equivalent of two academic top 25%PRJs. Additionally, administrators with half-time appointments are now expected to publish onePRJ article in three years or two PRJ articles in five years.In an effort to remain innovative and stay the course in achieving objectives, the college hasfollowed suggestions by the Peer Review Team for continuous improvement. Theserecommended actions are noted in Table A3.2 Overview of Continuous Improvements 2007-2011. Actions taken by the college are noted under “Demonstrated Outcomes” in that table.7

3. Strategic Management: Address the following items.• Mission Statement and summary of strategic plan or frameworkThe college recognizes and values the role of strategic management in defining the college’spathway to achievement. A clear context for the mission and strategic plan of the College ofBusiness is established by the UTSA strategic plan, UTSA 2016. UTSA’s vision is “To be apremier public research university, providing access to educational excellence and preparingcitizen leaders for the global environment.” The plan stresses that the university is committed tofive strategic initiatives:• enriching educational experiences to enable student success;• serving society through creativity, expanded research, and innovations;• promoting access and affordability;• serving the public through community engagement; and• expanding resources and infrastructure.Furthermore, underlying these initiatives are three foundational themes: building programs thatmeet the needs of a global society; promoting diversity; and fostering transformative leadership.In addressing these themes the university draws on five areas of collaborative excellence: health,security, energy and environment, human and social development, and sustainability. Theseinitiatives are supported through a commitment to action and accountability.College of Business Strategic PlanThe UTSA College of Business Strategic Plan 2007-2016 is posted on the college intranet. Theplan is updated and revised annually through a “Work Plan” submitted to the Provost. The planis summarized in Table A3.1 in the Appendix.College of Business Mission Statement“The College of Business is dedicated to creating and sharing knowledge that enhancesthe translation of theory to practice; combines rigor with relevance and providesinnovative solutions to global business challenges.”The mission statement is the heart and soul of the college. First, “creating and sharingknowledge” emphasizes the need for conducting scholarly research that is in turn shared withboth students and the greater academic community. Translating “theory to practice and rigorwith relevance” addresses the need to utilize this newfound knowledge to benefit business aswell as society and to aid students in their transition to the professional world. Finally,recognizing as Thomas Friedman wrote in “The World is Flat,” business students must beexposed to the internationalization of business by focusing on global business challenges. Thegoals of the College of Business (below) derive from the Mission Statement.College of Business Vision StatementThe college’s “Vision” encompasses Knowledge for a New World®. As part of the strategicplanning process and development of the mission statement, the College of Business alsoundertook a “branding” exercise to launch this vision. The tagline, Knowledge for a NewWorld®., was developed in consultation with a public relations consultant and has beentrademarked. The statement embodies the college’s positioning to integrate the new worldbusiness issues of emerging markets, security and cultural pluralism and, in turn, to develop8

transformational leaders. The college strives to prepare students to assume leadership roles in thenew world of business as global business innovators and transformational managers.College of Business GoalsThe College of Business set 14 goals that support university strategic initiatives. FollowingUTSA strategic planning formats, each goal in the College of Business Strategic Plan has “MainActions” and “Sub Actions.” Details can be found in the College of Business Strategic Plan2007-2016; a summary of the main elements in the college’s plan can be found in Table A3.1 inthe Appendix to this document.A key element of the college’s Strategic Plan 2007-2016 is leveraging recognized strengths andcapitalizing on unique comparative advantages to build a national reputation. The collegeidentified five threads of distinction that have emerged to provide a focus for the college’stransformation: globalization/cultural pluralism; security; capital markets; transformationalleadership/entrepreneurship; and health/technology. The thematics of globalization/culturalpluralism, security, transformational leadership, and health/technology have been subsequentlyadopted at the university level as key areas of collaboration and distinction. Many of the 14 goalsin the strategic plan link to the thematics. Because of their overarching importance, progress inachieving goals as they relate to each of the college-level thematics is discussed in the nextsection.• Strategic Management Planning Process and OutcomesStrategic Planning ProcessUnder the college’s current leadership, a comprehensive strategic planning process wasundertaken in 2004 that culminated in a document entitled College of Business Compact. TheCompact served as the college’s strategic plan and guided decision making. The plan wasupdated during Spring 2006 and a revised “Strategic Plan 2007-2016” was completed inDecember 2007. The strategic planning process has continued with updates and reports during2008-2011. The UTSA Strategic Plan sets a broad planning context for the College of Business.In each academic year 2009-2010 and 2010-2011, the College of Business submitted a “Collegeof Business Work Plan” to the President and Provost. These plans provide guidance for thecollege and departments.The College of Business entered the next phase of strategic planning in 2010-2011. The purposeof the process was to look to the future to determine if any path corrections were needed and toexplore opportunities to develop new pathways to excellence. On October 8, 2010, the collegeheld a “Strategic Futuring Dialogue.” A group of 55 faculty, administrators, studentrepresentatives and Business Advisory Council members were charged with creating a vision forthe College of Business in 2016. The retreat was conducted by staff of the college’s Center forProfessional Excellence at an off-campus location. Participants were charged with identifying themost critical environmental drivers and obstacles that will challenge the college in the futurerelating to issues in the world, nation, Texas/San Antonio, and the UT System. Teams exploredthe best possible future for the College of Business and developed scenarios that were plausibleand that they would personally support.9

On December 3, 2010, an on-campus follow-up planning session was held. The goal of thisplanning session was to prioritize college initiatives and create timelines of implementation forthe proposed initiatives. A draft document was distributed to all faculty members in May 2011for comments and suggested revisions. The document was disseminated to the College ofBusiness Advisory Council in July 2011. Feedback was provided by the council and incorporatedinto the 2016 strategic plan.Continuous Improvement Achievements – College of Business ThematicsCapitalizing on the “Threads of Distinction,” the college has made great progress in employingstrategies that move forward the vision to leverage these thematics. These thematics are essentialto the college’s continuous improvement. Below is a listing of new achievements in the “Threadsof Distinction” since the last AACSB International review in 2006-2007.1. Globalization/Cultural Pluralism – The college has made significant strides in thisthematic area and has reshaped international programs to improve upon the college’sinternational reputation and better meet the needs of business students.• The college has become a member of the European Foundation for ManagementDevelopment (EFMD), the Council of Latin American Deans (CLADEA), and theBusiness Association of Latin American Scholars (BALAS).• The MBA Degree in International Business has been revised and now is an intensive oneyearfull-time cohort program with enhanced global content that has placed students incapstone experiences in the Canary Islands, Germany and throughout the world.• Additional resources have been allocated to support new undergraduate and graduatestudent immersions in the Canary Islands, Chile, China, Finland, Italy, Morocco,Singapore/Vietnam, and Spain. Sixty-eight students participated in college-fundedimmersions this summer.• International scholars are brought into the college each semester to expose undergraduateand graduate students to international perspectives. Students can take a one-hourintensive course held over the course of a weekend from these scholars.• A unique bilingual business certificate program in Spanish is offered where businessstudents can take nine hours of business courses in Spanish, complete an internationalcomparative course and participate in an international internship or immersionexperience. This intensive and one of a kind certificate prepares students to do businessin a Spanish-speaking environment.• A Texas Border Corridor academic program was established to explore business issuesalong the U.S./Mexico border. Students participate in academic discussions and industryvisits in San Antonio and in the Rio Grande Valley. This program is conducted inpartnership with UT-Pan American and the Universidad de Monterrey.• The highly successful Liu’s Family Foundation U.S.-China Business Education Initiativehas been expanded to encompass the university through the establishment of a universitylevelEast Asia Institute. Dr. Don Lien, former associate dean for international programsin the College of Business, is now director of the UTSA East Asia Institute.• A global business skills research program has been implemented that provides researchsupport for students up to $100,000 per year. Proposals are submitted by doctoralstudents who are supervised by a faculty member.10

• Under the auspices of the college’s Center for Global Entrepreneurship, a new GlobalVenture Competition with the Universidad de las Palmas in the Canary Islands wasdeveloped during 2010-2011. It is intended to be an annual technology entrepreneurshipcompetition. A similar program is currently being planned in Peru.• Faculty intellectual contributions in the global/international area are numerous and asample is highlighted later in this section of the report.• A new Global Business Club has been established. The students mentor internationalstudents on campus, bring in guest lecturers and produce programming such as the annualInternational Education Week activity.• The International Bank of Commerce established a Senior Faculty Fellow in the collegeto support research in international economics, trade and migration of labor.2. Security – Security is a top initiative in San Antonio (Cyber City USA). The city is home tonumerous security businesses and the new Air Force 24 th Cybersecurity Command. As one ofthe leading institutions in the field of infrastructure assurance education, the College ofBusiness is a leader in this area, which is unusual for a business school.• The college funded and hired the former director of research for the National SecurityAgency as the $1 million endowed AT&T Distinguished Chair in InfrastructureAssurance and Security.• In 2008-2009 the college led UTSA’s efforts to be named a Center of AcademicExcellence in Information Assurance Research by the National Security Agency (NSA)and Department of Homeland Security (DHS). The college has also been named a Centerof Academic Excellence in Information Assurance Education by the NSA and DHS,which was achieved prior to the last review.• The Advanced Laboratories for Information Assurance and Security (ALIAS) have beenestablished. ALIAS facilities are utilized to train students in the areas of biometrics, datamining, intrusion detection and cyber forensics.• The Laboratory for Advanced Information Security Education and Research (LAISER), acomponent of ALIAS, was opened. LAISER consists of two components: a behavior laband a UTSA CyberRange.• Four information systems graduate students in the College of Business placed first in thenation in the annual Department of Defense Cyber Crime Center Digital ForensicsChallenge.• In May 2011 the college established an interdisciplinary Center for Education andResearch in Information and Infrastructure Security (CERI²S). It is charged withconducting high-impact research in information assurance and security and fosteringstudent involvement in research activity. CERI²S has established partnerships withLockheed Martin and Raytheon and has signed a research and development agreementwith the 688th Air Force Information Operations Wing at Lackland Air Force Base inSan Antonio. Current research projects include countering malware, intrusion detectionavoidance and digital forensic string search capabilities.• The Department of Information Systems and Technology Management has beenrestructured and will become the Department of Information Systems and Cyber Securityin Spring 2012.11

3. Capital Markets – Located in the seventh largest city in the United States, the study ofcapital markets is vital to the city of San Antonio and to the nation.• The college has established a 1,800-square-foot Financial Studies Center that features a26-seat trading lab and a separate classroom devoted to financial literacy programming. Itis staged to look and operate like a trading room commonly found on Wall Street. Thecenter is equipped with Bloomberg terminals providing electronic sources of financialnews and investment data and is the home to the student Investment Society andFinancial Management Association.• The college maintains a strong research cadre of faculty in accounting, finance andeconomics. The Department of Finance ranked #89 in North America for publications inthe top three finance journals from 2009-2011 according to the UT Dallas rankingsystem. Faculty members have been named editors of The North American Journal ofEconomics and Finance and the Journal of Technical Analysis.• In the past three years, the college has taken a boutique construction managementprogram and turned it into a major force in the area of real estate finance anddevelopment. The program has garnered overwhelming support from the real estatecommunity that includes significant financial contributions, professional outreach,mentoring programs and is currently recruiting for the Elmo Burke Chair in Real EstateFinance and Development.• For the second time, the College of Business won the Bobby G. Bizzell InnovativeAchievement Award from the Southwestern Business Deans’ Association. The awardwas presented to the college’s Latino Financial Issues (LFI) program in Spring 2008.LFI promotes wealth and asset building among Latinos.4. Transformational Leadership/Entrepreneurship – Although a number of Fortune 500companies are headquartered in San Antonio (Valero Energy, Tesoro, USAA, CC MediaHoldings, NuStar Energy), the city also has a strong entrepreneurial focus.• Entrepreneurial initiatives continue to emanate from the Center for Innovation andTechnology Entrepreneurship (CITE), which was founded in 2007 and is run jointly withthe College of Engineering. The center hosts a technology entrepreneurship boot campeach semester to educate students as well as the general public about entrepreneurialissues.• CITE also conducts a $100K Student Technology Venture Competition that combinessenior engineering and business students into entrepreneurial teams that present abusiness plan on a working prototype to potential investors each semester. Thisundergraduate program is the only one of its kind in the nation that requires a prototype.A new mentoring program was established as part of this program that features teammentors from the San Antonio Harvard Business School Club.• A new graduate certificate program has been established in technology entrepreneurshipfor graduate students in STEM areas. The program equips graduates with fundamentaltechnology entrepreneurship and management skills.• As noted above, the Center for Global Entrepreneurship sponsored a new Global VentureCompetition with the Universidad de las Palmas in the Canary Islands during 2010-2011that is based on the $100K Student Technology Venture model.12

• The new Department of Entrepreneurship and Technology Management has beenapproved by the UT System Board of Regents and Texas Higher Education CoordinatingBoard effective Spring 2012.• The Center for Professional Excellence continues to be the nexus for the college intransformational leadership and is home to an innovative Executive MBA and executiveleadership programming.5. Health/Technology – As the only business college in the UT System co-located with ahealth science center, the college has launched an innovative program in the business ofhealth.• Joining the college’s MBA concentration in the business of health, a new undergraduatecourse, and a new graduate certificate program in the business of health have been addedto expand academic programming in this area.• A strategic priority for the UT System Board of Regents, as noted earlier, is “ImprovingHealth in Texas.” In support of that initiative, the college developed the university’s firstdual degree MBA/MPH program with the Houston-based University of Texas School ofPublic Health’s San Antonio regional campus.• Highlighting unique collaborations, the first class of graduate students completed theirdegrees in the management of technology program taught exclusively at the SouthwestResearch Institute.• Department of Management Science and Statistics faculty members have received over$214,417 in grants from the National Science Foundation and National Institutes ofHealth in collaboration with the UT Health Science Center San Antonio.Continuous Improvement Achievements - Other Key AreasAchievements in areas not related to college thematics can be found in Table A3.2 in theAppendix. This table highlights how these achievements link to the college’s mission, themotivations for these improvements, action items and demonstrated improvement outcomes. Thecollege also incorporated suggestions for improvement from the previous Peer Review Team(PRT). These items have been listed as “Consultative Suggestions” in the table with a briefsummary of the PRT suggestions and the COB responses. A full discussion can be found in theCollege of Business Work Plan 2009-2010, Progress Report (Fall 2010).• Financial Strategies: Describe the school’s 1-3 year action items and financial plansto achieve them. This should include anticipated sources and timing of funding (seeStandards 4 and 5 for definition and interpretation).The budget and market value of the college’s endowment are shown below for the previous fiveyears. The operating budget of the university is tied to state formula funding and tuition, as wellas fees and is reflected in the college budget. For example, the drop in the operating budget from2008-2009 to 2009-2010 is primarily due to an 8.7% decrease in general tuition and feesrevenue, state government appropriations, and institutional/university allocations as well as otherstudent charges (see BSQs for 2008-2009 and 2009-2010). Of course, the market value of theendowment has fluctuated over this period due to market conditions. All university endowmentsare managed by the University of Texas Investment Management Company.13

College of Business Operating Budget and Endowments2006-2007 2007-2008 2008-2009 2009-2010 2010-2011Operating Budget $22,727,650 $23,221,801 $26,068,032 $23,221,669 $25,412,608EndowmentMarket Value$7,399,609 $7,791,1039 $7,349,555 $3,122,359 $6,545,652Source: Business School Questionnaire, various years.During the previous five years, the college has taken the following steps to either operate within,or to enhance, its budget and advance its mission.• Eliminated three BBA major offerings at the Downtown Campus to reduce the need toseparately staff parallel degree programs at two campuses. Since the same faculty membersteach at both campuses, this has positively impacted college resources.• Instituted enrollment management processes at the undergraduate level to decrease thegrowth of the undergraduate student population, although enrollments increased sharply forFall 2011.• Gained approval for a Global Business Skills Fee to support immersions, student research,and other globalization programs for students.• Increased graduate enrollments that bring more formula funding in the State of Texas.• Increased the use of teaching-oriented, doctoral faculty on multi-year contracts to assist in theundergraduate instructional mission and to a lesser extent the graduate teaching mission.• Restructured executive education infrastructure within the past year.• Increased tuition for the Executive MBA program.• Increased the college’s development staff in cooperation with the university’s AdvancementOffice.• Expanded the staff and created a separate office to oversee the college’s research andcontracts and grants operations.Like most publicly supported schools across the country, the college must increasingly operatewith less state support. The college is pursuing the expansion of external resources throughinnovative entrepreneurial and revenue-generation programs. There are three sources of nonstatefunding that must grow in the future.1. Grants and Contracts (currently slightly over 1% of annual operating funds per year) –supports faculty research and other activities. Since the last review, a grant coordinator has beenadded along with an associate dean for research. Areas such as information security have broughtsignificant grants and contracts in the past. With the hiring of the AT&T Chair, it is expected thatthis source of funds will expand in the future.2. Executive Education (currently less than 1% of annual operating funds per year) – supportsfaculty travel, summer research grants, new faculty hiring packages, and other activities.Executive education has emphasized leadership, which certainly is an area of comparativeadvantage in the college. However, the college is expanding its emphasis to include other typesof executive education programs which are desirable to the local community, such as programs14

in health and cybersecurity. The college has hired an external consultant to develop a strategicplan regarding executive education.3. External Fundraising (private gifts and grants currently comprise about 13% of annualoperating funds per year; up from approximately 10.5% during last review) – supportsscholarships, fellowships, graduate research assistantships, endowed chairs and professorships,faculty research grants, and other activities. College staff restructuring is combiningdevelopment/advancement with executive education to enhance external fundraising. There is aformal “College of Business Advancement Strategy” that guides the dean and executive directorof advancement in this area. It details the roles of fundraising, alumni relations, special events,and communications in relation to college priorities and goals. (Note: The Strategy is posted onthe college’s AACSB International website for the Peer Review Team’s review.)The AACSB International Financial Strategies Table below lists four activities of significancethat are currently under consideration.AACSB International Financial Strategies TableUniversity of Texas at San AntonioCollege of BusinessFinancial Support for Strategic Action ItemsActivityBS Degree in Hotel, Restaurant,Management (proposed joint UH-UTSA non-business degree)Reconfiguration of Center forProfessional Excellence ConferenceRoomsNaval Post Graduate SchoolExecutive MBA AffiliationPhD in Business Administration –EconomicsStartDateFirst YearCost orRevenueContinuingAnnual Costor RevenueSource orDisposition of FundsFall 2012 $60,000 $60,000 Provost – Revenue fromthe Program.Spring2012Cost of $240,000One TimeExpenditurePrivate DevelopmentFundsTBD TBD TBD Students in this ExecutiveProgramTBD $125,000 per year $250,000 Provostto support doctoralstudents• New Degree Programs: Provide a list of degree programs introduced since theprevious accreditation review.Master of Science Degree in Construction Science and Management• A brief description of the employer or employment needs to be served by the programThe Master of Science Degree in Construction Science and Management (MSCSM) is acollaborative effort between the College of Business and the College of Architecture at UTSA.The degree program allows students in the Bachelor of Science Degree in Construction Scienceand Management in the College of Architecture to choose the option of beginning work on amaster’s degree in business administration prior to completing the bachelor’s degree,culminating in the awarding of both degrees at the end of five years. The program is alsoavailable to students who have already completed a bachelor’s degree in construction scienceand management either at UTSA or another university and who desire a master’s degree. The15

MSCSM focuses on the managerial aspects of the real estate finance and development industryin order to complement the technical side of the undergraduate education.The fastest growing segment of the U.S. population is that of Hispanics, a segment of the Texaspopulation that is 2½ times the national proportion of this population. According to theResponsible Growth Alliance, real estate development and home building have a payroll of $2.6billion in San Antonio, employing 86,100 individuals of whom 51,800 are Hispanic. UTSA isalready one of the top universities in the nation producing Hispanic graduates of undergraduateprograms and is poised to lead the nation in producing Hispanic graduates of master’s degreeprograms. The employer or employment need for the MSCSM is a consequence of both thegrowth in demand by industry throughout the State of Texas as well as the limited number ofgraduate programs available throughout the state.• A brief description of the intended student marketThe MSCSM degree program is designed to offer the opportunity for intensive education inbusiness administration and real estate finance and development to qualified graduate students andwill be available to individuals with undergraduate degrees in construction science and managementand in real estate finance and development. In particular, the program is designed to complement theBachelor of Science in Construction Science and Management in the College of Architecture byallowing students to obtain a master’s degree emphasizing the managerial aspects of the industrywith one additional year of coursework. Students from non-construction science and managementbackgrounds may also enter the program, but will be required to take background courses to removeeducational deficiencies.• A description of the source(s) of faculty, technology, and facility supportThe MSCSM degree program is a low-cost program that uses current faculty with expertise inthe area. No new courses were created specifically for this program. No new positions forfaculty, graduate assistants, clerical/support staff, equipment or facilities were needed for theprogram.• A description of the learning goals, how the goals are measured, and results thatdemonstrate achievement.Students will acquire the analytical skills necessary to pursue a variety of career paths in realestate finance and construction management and the capacity to lead organizations operatingwithin the industry. Students will be skilled in communicating the results of their analysis of realestate and construction financial information within the broader scope of other relevantdisciplines. They will understand the measurement of value and the creation of value that occursthrough different real estate and construction activities, including the measurement and impact ofrisk on value. And, they will be able to pursue construction management knowledgeindependently. An assessment plan for this program has been filed. However, the program hashad very limited enrollments thus far; consequently, assessment results are not available to date.Once the Elmo Burke Chair in REFD is hired, a major recruitment program for this degree isplanned.PhD Degree in Business Administration with an Emphasis in Marketing• A brief description of the employer or employment needs to be served by the programThe new doctoral program with a marketing emphasis is intended to train students to enter aprofessional academic field. As has been well-documented by AACSB International and otherbodies, business schools face a shortage of academically qualified faculty. The program is16

specifically focused on training students to do original research and publish it in peer-reviewedacademic journals. Thus, it is expected that graduates will be placed in AACSB-accreditedbusiness schools.• A brief description of the intended student marketAlthough there should be student interest both nationally and internationally, the State of Texasalso expects the program to draw upon students locally and across South Texas to increase therepresentation of minorities in the program.• A description of the source(s) of faculty, technology, and facility supportTo meet all of these objectives, the program receives important support from the college anduniversity. There is a state-of-the-art behavioral lab that facilitates faculty research and studentlearning, with additional lab space being added. Excellent technical support for computing andother technical capabilities is available. This support has enabled the department to build a strongfaculty that is actively engaged in research. Since Fall 2006 the department has added three newassistant professors. Most of the faculty members were trained at top tier research schools, asevidenced by the quality of intellectual contributions discussed later in Value of the College’sIntellectual Contributions.• A description of the learning goals, how the goals are measured, and results thatdemonstrate achievement.In order to train new doctoral students to be productive scholars, learning goals are related toboth research and teaching. Research goals for students include a) developing both a breadth anddepth of knowledge that will allow them to determine areas of research that have unansweredresearch questions, and b) developing methodological and statistical skills that will allow them totest those research questions. These two goals are assessed through first-year summer researchpapers and their comprehensive examination. Achievement of these goals is indicated by passingthose two requirements with an 80% or higher comprehensive score (individual components arealso scrutinized and assessed). For teaching, students take a semester-long teaching course fromone of the college’s nationally award winning teachers, which prepares them to handle a varietyof teaching challenges (e.g., course development, syllabus construction, teaching large sections,etc.). Achievement is indicated by scoring 80% or higher on their final project, which is the livedelivery of a lecture.• Intellectual ContributionsIntellectual contribution by college faculty members is vital to the college’s mission of “creatingand sharing knowledge.” Table 2-1: Five-Year Summary of Intellectual Contributions and Table2-2: Five-Year Summary of Peer-Reviewed Journals and Number of Publications in Each areprovided in the Appendix. The former table is presented by department as well as by disciplinewhere appropriate.Value of the College’s Intellectual ContributionsAACSB’s “Final Report of the AACSB International Impact of Research” provides an excellentbackground for assessing the value of intellectual contributions. It proposes that “The valueproposition for business school-based research rests on three important foundations:independence, rigor, and cross-fertilization.” The College of Business values all forms ofintellectual contribution that support the research and instructional mission of the college,including research grants, paper presentations, undergraduate textbooks, non-refereed17

publications, pedagogical contributions, etc. Furthermore, there are many ways in which thesevarious intellectual contributions create value to the college. However, given the mission of thecollege and the implementation of a new business doctoral program in 2002, as well as theuniversity’s push toward Tier One research status, there is an emphasis on peer-reviewed, highquality scholarly journal publications, especially for doctoral program faculty. This is alsoreflected in the college faculty workload and AQ policies. For example, for faculty with a 2-2teaching workload, there is an expectation of at least two discipline-based, top 25% journalarticles in a five-year period to remain in that workload track. Equivalencies are allowed, forexample, a top 10% article and a ranked article are deemed equivalent in the policy.One measure of value is the generally recognized quality of the journals in which faculty publish.Each department in the college has a journal list for its academic disciplines. The departmentchair, in collaboration with the department faculty, identifies one or more publications (refereedarticles) which rank appropriate journals. Only rankings published in refereed journals may beused. The published ranking must be comprehensive, valid and reasonable, and no publishedranking may be more than 10 years old. Exceptions to the guidelines are the use of the LawJournals: Submissions and Ranking (Washington and Lee University School of Law) andJournal Citation Reports.The key point is that these journal quality lists are not internally generated, but rather areexternally and independently validated (see AACSB reference to “independence” above) listssuch as those cited by AACSB. The actual journal lists are available for the Peer Review Teamon the College of Business AACSB International website. Table A3.3 Basis for College ofBusiness Journal Lists in the Appendix lists the external sources used to develop the journal lists.Table 2.2 Five Year Summary of Peer Reviewed Journals and Number of Publications in Each inthe Appendix includes the journal ranking for each publication. The breakdown below is fromsupporting documents provided to the Peer Review Team.Table 3.3 Tenured/Tenure-Track Faculty Top 25% PRJs 2006-2010**Department#TTFaculty#FTE FacultyTop 25% PRJs% FTE FacultyTop 25% PRJsAccounting 16 9 56%Economics 14 9 64%Finance 10 8 80%Information Systems 9 9 100%Technology Management 3 3 100%Management 14 9 64%Management Science 5 3 60%Marketing 12 10 83%College 83 60 72%Note: “Top 25% Journal” articles are articles in Top 1%-25% journals. Faculty count includes alladministrators. Statistics faculty are excluded unless teaching in a business degree program.**See Appendix, Table 2-2 for journals and rankings, and Table A3.3 Basis for College ofBusiness Journal Lists.Tenured and tenure-track faculty are the sources for most of the high-quality journalpublications. Table 3.3 summarizes tenured and tenure-track faculty publications in Top 25%ranked journals. Faculty members across all of the disciplines publish in these ranked journals.18

Although not shown, the areas with emphasis in the PhD in Business Administration(accounting, finance, information systems, organization and management studies, and marketing)are more heavily represented in the Top 10% journal publications.Table A3.4 in the Appendix lists faculty who taught a doctoral seminar Fall 2009-Spring 2011and journals rankings for their highest quality publications. Table 3.4 summarizes disciplinebased,peer-reviewed journal articles published by these faculty members who taught a doctoralseminar during the period Fall 2009 through Spring 2011. Overall, 90% of the faculty memberspublished in a Top 10% journal and each of the faculty published at least once in a Top 25%(Top 10% or Top 11%-25%) journal during the review period.Table 3.4: Percent FTE Doctoral Faculty Publications in Ranked Journals 2006-2010Ph.D. Business -Emphasis Top 10% Journals%FTE FacultyTop 25% Journals%FTE FacultyAccounting 100% 100%Finance 50% 100%Information Systems 100% 100%Organization & Management Studies 100% 100%Marketing 100% 100%College 90% 100%Note: The rankings and FTEs are cumulative. For example, “Top 25% Journal” articles areactually articles published in Top 10% plus Top 11%-25% journals. The basis for designating afaculty member “doctoral” is instructor of record for a doctoral seminar during the period Fall2009 to Spring 2011.The AACSB International Research/Scholarship Resource Center cites various sources forjournal rankings, one of which is the UT Dallas School of Management ranking as well asAcademic Analytics. The college was ranked as a Top 10 school nationwide for doctoralresearch faculty productivity in business administration by Academic Analytics in 2007. Duringthe period 2006-2010, College of Business faculty published 21 articles in the top 24 journalslisted by UT Dallas. Faculty in the Departments of Marketing, Finance and Management wereparticularly successful during this period. College (COB), finance (FIN), management (MGMT),and marketing (MKTG) rankings (NR indicates not ranked) in the Top 100 North AmericanBusiness Schools by year were:• COB: 2006 (#79), 2007 (#61), 2008 (NR), 2009 (#85), 2010 (NR), 2006-2010 (#96)• FIN: 2006 (#65), 2007 (#69), 2008 (NR), 2009 (#86), 2010 (NR), 2006-2010 (#89)• MGMT: 2006 (#76), 2007 (#54), 2008 (#97), 2009 (NR), 2010 (NR), 2006-2010 (NR)• MKTG: 2006 (#56), 2007 (#27), 2008 (#82), 2009 (#22), 2010 (#78), 2006-2010 (#51)Thus, using external measures, there is evidence of quality, peer-reviewed journal articlespublished by the college’s faculty.Cross-Section of Faculty in Each DisciplineUnder Standard 2 there should be intellectual contributions from among a “substantial crosssectionof faculty in each discipline” in a college of business. The college has a workload policydesigned to produce a portfolio of faculty contributions in teaching, research, and service.Faculty who teach at the master’s or doctoral course levels are in more research intensive trackswith higher expectations regarding intellectual contributions. In particular, faculty involved in19

doctoral seminars, independent studies, dissertation supervision, etc., are expected to producehigh-quality, discipline based, peer-reviewed journal articles (see Table 3.4 above).Figure 3.1: Distribution of Peer-Review Journals and Other Intellectual Contributionsby Instructional FTEs and Discipline for Fall 2010, Over the Previous Five Years (2006-2010)[based on Tables 2-1 and 10-1]ACC BLW ECO FIN IS MOT MGT MKT MSS COB0 OICs 0.3 0.58 0.21 0.32 0.16 0.12 0.27 0.1 0.38 0.251+ OICs 0.1 0 0.05 0.13 0.1 0 0.17 0.07 0 0.091 PRJ 0.1 0 0.09 0.06 0.27 0.22 0.08 0.25 0.02 0.132 PRJ 0.06 0 0.19 0.03 0.13 0.22 0.1 0.03 0.09 0.093+ PRJ 0.44 0.42 0.46 0.46 0.34 0.44 0.38 0.55 0.51 0.44100%90%80%70%60%50%40%30%20%10%0%%FTE Faculty0 OICs1+ OICs1 PRJ2 PRJ3+ PRJEach instructional faculty member (including administrators, doctoral students, non-tenure trackand untenured faculty) is placed into one of five categories: 1) published at least three PRJs, 2)published two PRJs, 3) published one PRJ, 4) no published PRJs, but one or more ICs, or 5) noneof the previous four intellectual contribution categories. The salient point of Figure 3.1 is that, ona weighted (by % of time devoted to mission) basis from column four in Table 10-1, except forbusiness law, at least 55% of instructional faculty in each discipline published one or more peerreviewedjournal articles within the most recent five years. Overall, over 65% of facultyinstructional FTEs in the COB published during the previous five years. When “OtherIntellectual Contributions” (OICs) are included, 75% of the college’s instructional facultycontributed to this part of the mission. Intellectual contributions in Table 2-1 convey a strongemphasis on discipline-based research, but pedagogical and practitioner contributions appear aswell.Another part of the mission of the college is that it “provides innovative solutions to globalbusiness challenges.” As part of AACSB Standard 2, in Recommendations to AACSBInternational from the Globalization of Management Education Task Force, it is noted that “Theschool’s portfolio of intellectual contributions is consistent with the mission and programsoffered…if a school claims to have a strong emphasis on international education, and the missionreflects this emphasis, then one could reasonably expect a portion of the school’s research to bein the area.” Since globalization is central to the college mission and is a key thematic, emphasishas been placed on producing research with a global and/or international focus. Figure 3.2presents data on the number of FTE (% time devoted to mission) faculty across the disciplineswho have either presented a paper or published a peer-reviewed journal (PRJ) article with global20

and/or international content. To avoid double-counting, faculty who published a PRJ article arenot included in the “presented” category even if she/he presented a paper, that is, the categoriesare mutually exclusive. Appendix Table A3.5 Sample of Intellectual Contributions in theGlobalization Area gives a selected sample of the global contributions of faculty depicted inFigure 3.2. Overall, the data show that global or international research is being conducted acrossthe disciplines. A total of 42.5 FTE faculty members have either presented or published in theglobal and/or international area during the review period. With a few exceptions, this research isconcentrated among tenured and tenure-track faculty.Figure 3.2 FTE Faculty and Globalization Research2006-20101086420ACC ECO FIN ISTM MOT MGT MKT MSSPresented (unpublished) 0 0 2 0 0 0 1 1Published 6 9 3.5 4 1 6 6 3Infrastructure Supporting Faculty Intellectual Contribution DevelopmentThe College of Business employs an infrastructure that supports faculty intellectual contributiondevelopment in the following ways.1. Workload Policy – the college workload policy provides tracks with varied weights forTeaching/Research/Service (T/R/S), depending on level of instruction and other assignments; themerit policy is based on T/R/S weights in the appropriate faculty workload track.2. Paid Faculty Development Leave Program – approximately five faculty members per year areprovided semester-long, paid development leaves.3. Research and Teaching Assistants – more than 85 master’s students, as well as first-yeardoctoral students, were distributed across the college for faculty teaching and research support inFall 2010 and Spring 2011. The same number is assigned Fall 2011.4. Travel Support to Academic Meetings – tenure-track and multi-year senior lecturers receivetravel support to present papers at national and academic meetings.5. Summer research grants – approximately 40-50 summer research grants of $5,000 are awardedeach summer to tenured faculty; untenured faculty are typically supported each summer until atenure decision is made.6. COB Global Business Grants Program – this college program, begun in Fall 2009, supportsstudents and faculty working together on research programs designed to produce peer-reviewedjournal articles. The total amount allocated is approximately $100,000 per year.7. New Faculty Support Package – new faculty receive 1/12 of their base salary as well as a$7,000 summer research grant during each of their first two summers.21

4. Participants• StudentsOne of the most important transformations that has occurred in the College of Business is theheightened focus on transforming business students into business professionals. Recognizingthat the college’s academic programs were strong across the disciplines, faculty and professionalstaff were charged with developing enhanced student development services and programs tomirror excellence in academics with excellence in professional development. These newprograms included an expansion in international experiences, leadership programs, and careerdevelopment programs that would help differentiate business students in the job market. As aresult of this vision the college’s Center for Student Professional Development was establishedin 2007; the Business Scholars Program, an academic and professional development program forfirst-generation college students was expanded; a new Office of International Engagement wascreated; and the dean established the yearly Dean’s Challenge to the Business Student Council.Undergraduate EnrollmentsUndergraduate enrollment was increasing sharply at the time of the last maintenance review (seeFigure 4.1 below). As a result, the Peer Review Team stated “The College should limit growthat the undergraduate level by continuing to adjust admission standards.” Subsequently, thecollege enforced a rigorous academic admission and retention policy for undergraduate students.As a result, undergraduate majors initially declined from Fall 2006 to Fall 2009. Recognizingthe increase in standards and quality within the undergraduate program, undergraduateenrollments have risen in consecutive years since Fall 2009 and will need to be monitored(Figure 4.1). It should be noted that a major reason for the increase in enrollment has also been asignificant rise in students retained from the freshman to sophomore year. This is a desired resultand is part of the university’s explicit goal of retaining and graduating students. UTSAadmission standards will be raised in the next few years and the effect of this change may affectCollege of Business enrollments. There have been no significant changes in diversity with theseenrollment changes. In Fall 2005, Hispanic and African-American students comprised 50.88%of the undergraduate student enrollment, while in Fall 2010 these groups comprised 50.76% (seeBusiness School Questionnaires).22

5400530052005100500049004800470046004500Figure 4.1 Undergraduate EnrollmentsFall 2004-20112004 2005 2006 2007 2008 2009 2010 2011UG 4917 5179 5382 5155 5042 4860 4941 5221Sources: Annual AACSB Business School Questionnaires; Fall 2011, UTSA Office ofRegistrar.Undergraduate ServicesThe Center for Student Professional Development (CSPD) provides undergraduate studentacademic advising and career preparation programs and services, which give business students acompetitive edge in obtaining internships and securing employment. The center helps studentsdevelop a balanced portfolio of academic, career readiness and leadership skills to place them onthe path to professional success. The CSPD conducts career counseling and hosts industrypanels, networking receptions and workshops to expose students to the professional world. Thecenter has also created a blueprint to help students move forward in their academic program andin their professional lives. The blueprint contains 21 action items such as meeting regularly withacademic advisers, participating in student organizations and international experiences, andseeking a mentor. Their signature professional program is the H-E-B Career Action Program(CAP), a 15-hour professional development program that includes résumé review, interviewtraining, networking seminars and workshops in business etiquette. Offered in conjunction withthe college’s business communication and development course, more than 1,200 students wereexposed to the program last year. Upon completion of the CAP program, 99% of the studentsagreed they were prepared to enter the job market. And, in a recent survey, 97% of employerswere satisfied with the college’s intern placements. A major resource development since the lastmaintenance review is the establishment of separate positions for the Director of StudentServices and Director of Professional Development. Among other duties, the occupant of theformer position oversees the Career Action Program and the person in the latter position workswith student internships.Graduate EnrollmentsIn an effort to improve the quality of students entering the college’s graduate programs, master’s(MBA and specialized masters) enrollments declined from 723 to 561during 2005-2009, due toenacting an aggressive admission policy that raised admission standards. For Fall 2006 the23

admission rate for the MBA was 62% with a mean GMAT for clear admission of 548. For Fall2011 the admission rate was 41% and mean GMAT was 606. The college has implemented anaggressive plan to recruit and retain high-quality master’s students through graduate teaching andresearch assistantships. Approximately 85 master’s students are supported each academic yearwith assistantships. Subsequently, enrollments rose from 561 in 2010 to 643 in 2011. Thisgrowth is a desirable/planned outcome and is consistent with the strategic plan of the university.Hispanic and African-American students currently comprise about 22% of the master’senrollments. Diversity in the program is being monitored with a goal to continue increasingminority participation. Doctoral enrollments (including the PhD Degree in Applied Statistics,which is not included in the current review), rose from 40 to 93 during 2006-2011. Funding forthe doctoral program has been supplemented by a gift from Valero Energy Corporation and amatching grant by the State of Texas for $2.5 million in support of graduate educationprogramming. The college is reaching a steady state in doctoral enrollment.Figure 4.2 Graduate Enrollments Fall 2005-201170060050040030020010002005 2006 2007 2008 2009 2010 2011Masters 723 676 662 626 561 564 643PhD 41 40 60 64 78 89 93EnrollmentSource: Annual AACSB Business School Questionnaires; Fall 2011 provided by UTSA Officeof Registrar.Graduate ServicesThe College of Business Office of Graduate Studies (OGS) offers comprehensive academicadvising, professional development services and student services to the graduate student body.College advisors offer personalized advising for students and also handle recruitment for theprogram. This personalized attention has been noted as a valuable asset to the program. Graduatestudents receive career assistance from the Graduate Business Career Services (GBCS) program.GBCS offers job seeking/career advancing professionals the tools to advance their career throughone-on-one coaching and workshops offered as part of the Career Management Series. Due tothe diversity found in the college’s MBA program, the college has been an active participant inthe National Society of Hispanic MBAs (NSHMBA). Students regularly participate in localchapter meetings and attend the national NSHMBA Career Expo. At the most recent conference24

in October, six students were sponsored to attend the conference and secured on-site interviewswith companies such as Bank of America, Chevron, GE, and Whirlpool. OGS also advises andmentors the MBA Student Association, a student-led graduate organization that holds mixers andcareer development seminars for all MBA students. Participation in this organization has grownin the past year and is recognized by the students as a great source for networking and jobopportunities. Exposure to globalization at the graduate level is crucial as well.Since the last review the College of Business has expanded support of both undergraduate andgraduate students through a restructured Office of International Engagement. There has been anexpansion of graduate student immersion programs, new support for student research designed toexpand global business skills, and an expansion of graduate one-hour courses (InternationalSeminar Series) with international business content taught by faculty from all over the world.These initiatives support the global element of the COB mission.• FacultyRecruitment and Hiring, RetentionDecisions related to hiring are driven by the college and university strategic plans and clearlyidentified departmental niches, as well as the necessity of meeting basic degree program needs.In addition to the college thematics discussed earlier, each department has identified a niche inwhich it wishes to excel. For example, the Department of Marketing has chosen consumerbehavior as its niche of disciplinary excellence and has emphasized that area in building itsfaculty. Due to this focus, the department has achieved national prestige in this area.For both faculty recruitment and faculty retention, the College of Business uses the AACSBSalary Survey to benchmark salaries for the purposes of both recruiting and retention of faculty.The targets are typically 75 th percentile for both new faculty offers and salary adjustments forcurrent faculty. Recruitment packages include a budget for moving expenses, 1/12 of the basesalary and a $7,000 research grant for two summers, a 1-2 teaching load for the first year, and a2-2 teaching load until a tenure decision has been made. There is a concerted effort to minimizethe number of different teaching preparations and service requirements for new faculty.MentoringEvery new faculty member goes through two orientations, one at the university level and theother at the college level. New faculty members are also oriented at the department level.Orientations cover university and college policies related to instruction, faculty evaluations,tenure and promotion, merit system, etc. A major source of mentoring in the research area isobtained in departmental workshops. Faculty members regularly present research papers andreceive feedback from colleagues. Additionally, untenured faculty who are experiencingdifficulty in the teaching area are provided with guidance through an improvement plancoordinated with the university’s Teaching and Learning Center that is a major resource for allfaculty who wish to improve in the teaching area.25

Evaluation, Reward Systems, TenureEvery faculty member completes an annual activity report each year. Although the College ofBusiness faculty workload policy is consistent with UTSA policies, it has been significantlymodified to support the college’s mission and goals. A college workload policy results in severaltracks with variable emphasis on teaching, research, and service. Generally, tenured facultymembers have latitude in determining how efforts will be distributed. Each faculty member doesnot need to contribute in the same manner to the mission. Faculty distributions of effort maychange over the course of his or her career. The portfolio of faculty contributions should resultin the accomplishment of the college’s mission and goals. Evaluations for merit are based oneach faculty member’s workload track and the weights on teaching, research, and service.All untenured faculty members with tenure-track appointments are reviewed in the third year bytheir respective Department Faculty Review and Advisory Committees (DRFRAC), theirdepartment chairs, and the dean. A tenure decision is normally made no later than by the end ofthe sixth academic year. Once tenured, each tenured faculty member undergoes a PeriodicPerformance Evaluation every six years.Continuing faculty are eligible for summer research grants on a competitive basis.Approximately 35-40 continuing faculty members are supported with $5,000 grants eachsummer. The college has an established faculty development leave program that allowsapproximately five faculty members per year to take a one-semester paid development leave.Criteria guiding the development of intellectual contributionsKey elements of the College of Business mission statement guide the development of intellectualcontributions. These elements involve the creation and sharing of knowledge, the translation oftheory to practice, the mixture of rigor with relevance, and the value of globalization. Guided bythese elements of the mission statement, along with the need to continue building the college’sacademic reputation, there is a strong emphasis upon peer-reviewed, discipline-based, highquality academic journal articles. There is a secondary emphasis on practitioner and pedagogicalpeer-reviewed journal articles. Third, the portfolio of intellectual contributions should includepractitioner contributions. Thus far, because of the need to establish the reputation of thedoctoral program, the culture has placed less emphasis on practitioner contributions. As theacademic reputation becomes more established, it is expected that practitioner contributions willincrease. Finally, a global emphasis in both the university and college mission statementsindicates the portfolio should be represented by intellectual contributions in this area (see Figure3.2 in previous section).Criteria guiding participating and supporting status, and academic and professionalqualificationsDesignation as an Academically Qualified (AQ) faculty member requires a combination ofappropriate academic degree (terminal degree) in relationship to the teaching field anddevelopment activities. The policies for AQ, PQ, participating and supporting faculty areincluded in the supporting documents on the college’s accreditation website. The mostfundamental AQ requirement for faculty is three peer-reviewed journal articles during the mostrecent five years. There are exceptions to the basic guideline. First, faculty members who teachat the master’s and doctoral levels have increasingly higher intellectual contribution26

expectations. Faculty who teach at the doctoral level are expected to have two ranked, disciplinebased journal articles, which is evidenced by doctoral faculty ranked publications (see Table 3.4in the previous section) in addition to a third PRJ. Second, academic administrators withappropriate terminal degrees can maintain their AQ status with two peer-reviewed journalarticles in the most recent five years or one peer-reviewed journal article in the most recent threeyears. To teach at the doctoral level these administrators must meet standards of full-timefaculty. Third, senior lecturers, who are faculty with 4-4 teaching loads teaching at theundergraduate level, must have at least one PRJ article. To teach at the master’s degree level, inaddition to the PRJ article, these faculty must have at least one additional intellectualcontribution. A major development in process is the creation of a “professor of practice” careertrack for non-tenure-track faculty. Development of this enhanced career path is anticipated forimplementation Fall 2012. Fourth, for doctoral students, with the appropriate 10% limit oncredit hours taught, the college follows AACSB International Eligibility Procedures andAccreditation Standards for Business Accreditation. Last, the college follows AACSB standardsfor AQ designation for appropriate doctoral degrees granted within five years as well as for theABD designation for three years.Professionally Qualified (PQ) faculty designation requires a master’s degree, appropriateprofessional experience at the level of professional analyst, director, owner, etc., anddevelopment activity. To teach Common Body of Knowledge Courses (undergraduate, exceptMGT 4893 Management Strategy) or MBA “leveling” (5003 level) courses, faculty must have atleast three years of professional experience. To teach a BBA major course and MGT 4893,faculty must have at least five years of professional experience. To teach master’s level courses(including courses for the specialized master’s programs, but not including the 5003 levelingcourses for the MBA), faculty must have at least seven years of professional experience.The UTSA Handbook of Operating Procedures (HOP) provides the basic guidelines fordesignation of participating faculty in the College of Business. A participating faculty memberin the College of Business actively engages in the activities of the school in matters beyonddirect teaching responsibilities. These may include policy decisions, educational directions,academic advising, research, and service. First, to be considered participating, a faculty membermust have at least a half-time appointment. Second, all tenured and tenure-track faculty areparticipating. Third, faculty members who have voting status in the college, as defined by theUTSA HOP A.2, are considered to be participating. Fourth, currently enrolled doctoral studentswho are instructors of record are considered participating faculty. All other faculty aredesignated as supporting faculty.Changes in Faculty Resources or Other Related Developments Since the Last ReviewFigure 4.3 below tracks faculty resources from Fall 2006 through Fall 2010. Although notreported in Figure 4.3, there was no change in faculty resources for Fall 2011, even thoughpublic university budgets across the state, including the budget at UTSA, have been significantlyreduced for the current biennium. Full-time faculty have risen from 109 to 119 from Fall 2006 toFall 2010; tenured and tenure-track faculty have risen from 89 to 94; and non-tenure-trackfaculty have risen from 20 to 25. Including full-time equivalent part-time faculty, the overallnumber of FTE faculty has increased during the review period from 131.50 to 157.25 (19.54%).A major reason for the increase in full-time non-tenure-track faculty was the addition of27

dedicated faculty members teaching at the undergraduate level. This is a priority for theuniversity in its efforts to improve undergraduate retention and graduation goals. For Fall 2010,10 of these 25 full-time non-tenure-track faculty members had doctorates and were on three-yearcontracts. These faculty participate in the college similarly to tenured and tenure-track facultymembers. Also, as the doctoral program has matured, the number of doctoral students who teachhas increased since the last maintenance review. All doctoral students are expected to teach oncethey have taken at least 18 hours in their field and have completed a formal course on pedagogy.Classes taught by doctoral students are capped at enrollments of 40 students.Figure 4.3 FTE Faculty Fall 2005-Fall 2010*15012090603002006 2007 2008 2009 2010Tenured/Tenure Track 89 90 90 93 94FT Non-Tenure Track 20 22 26 24 25Part-Time 19.25 19 21.25 17 22.75Doctoral Student 3.25 3 7 13.5 15.5Total 131.5 134 144.25 147.5 157.25*Includes Statistics facultySource: Annual AACSB Business School Questionnaires• Tables: Provide Tables 9-1, 10-1, and 10-2 in an appendix to this core document.Tables 9-1, 10-1 and 10-2 are reported in the Appendix. A summary of the information in thosetables for Fall 2010 and Spring 2011 is provided in Table 4.1. Recall that part of the mission ofthe college is enhancing “the translation of theory to practice” and combining “rigor withrelevance,” which guides the college in its mix of AQ and PQ faculty. The approximate targetset by the college is 75% AQ faculty, which is an increase from 70% for the college during thelast review. Overall, the College of Business AQ percentage was 73% and 72% for Fall 2010and Spring 2011, respectively, which is slightly below the target mix but is an increase from theprevious review period. More importantly, this increase occurred even though the college28

enacted higher standards for AQ status. The AQ percentage + PQ percentage was 94% and 95%in each respective semester. Participating faculty percentages were 81% and 86% for therespective semesters.The 90% AQ + PQ standard is not met in economics in either semester and is not met ininformation systems in Spring 2011. In each discipline the %AQ + %PQ is 89%. As explainedin a footnote to Table 4.1, the Department of Economics must staff ECO 2003 EconomicPrinciples and Issues as part of the University Core Curriculum. During Fall 2010 and Spring2011, the department taught sixteen sections and 2,245 non-business majors in this one coursealone. This course cannot be applied toward the BBA degree. Of the 3,689 students taught inECO 2013 Introductory Macroeconomics and ECO 2023 Introductory Microeconomics, whichare also part of the University Core Curriculum, approximately 40% (1,476) of students taughtare non-business students. Although two FTE faculty in information systems do not meet AQ orPQ requirements, each had at least one intellectual contribution. Business law faculty fell belowthe 50% AQ minimum in both semesters, but met the %AQ + %PQ standard of 90%. TheDepartment of Management has hired a full-time, academically-qualified faculty member inbusiness law. All faculty meet Southern Association of Colleges and Schools (SACS) standardsfor credentialing.Participating faculty delivered at least 75% of the total college credit hours during each semester.Participating faculty members exceeded the 60% benchmark in each discipline, with theexception of business law in Spring 2011, which was 57%.29

Table 4.1: Summary of AACSB International Tables 9-1, 10-1, and 10-2Fall 2010% ParticipatingDisciplineFTE Faculty Faculty %AQ %AQ+PQAccounting 23.75 87% 70% 92%Economics 19.75 75% 77% 89%Finance 16.50 96% 70% 94%Information Systems 18.25 99% 77% 89%Management ofTechnology 4.50 62% 78% 100%Business Law 2.50 63% 40% 100%Management 30.65 92% 73% 100%Marketing 18.25 96% 71% 92%ManagementScience 11.50 85% 76% 96%College 145.65 89% 73% 94%Statistics 10.50 81% 98% 100%Spring 2011DisciplineFTE Faculty% ParticipatingFaculty %AQ %AQ+PQAccounting 24.00 79% 68% 92%Economics 21.00 65% 76% 89%Finance 18.00 92% 67% 94%Information Systems 20.25 94% 73% 90%Management ofTechnology 4.75 66% 74% 100%Business Law 2.25 57% 44% 100%Management 28.90 94% 76% 100%Marketing 18.25 93% 68% 92%ManagementScience 12.00 93% 77% 96%College 149.40 86% 72% 95%Statistics 10.50 86% 98% 100%*The statistics faculty are part of the Department of Management Science and Statistics. Numbers include allcurrent faculty members in the department who have taught a class with an MS (Management Science) designationor have taught a required support course for the PhD in Business Administration, or who served on a doctoraldissertation in Business Administration during the review period.**Includes those faculty members in the Department of Management Science and Statistics who have not taught orparticipated in business degree programs during the review period. Statistics programs are excluded from thereview.***The Department of Economics had 2.25 “O” FTEs in the Fall and 2.25 “O” FTEs in the Spring. All of thesefaculty members meet Southern Association of Colleges and Schools (SACS) standards for credentialing. For theacademic year, these faculty members taught 15 sections; seven sections taught were ECO 2003 EconomicPrinciples and Issues, which is offered to non-business majors as part of the university’s Core Curriculum andcannot be applied toward the BBA Degree. Seven sections taught were ECO 2023 Introductory Microeconomics,which is also part of the university’s core and can be taken by both business and non-business students.Approximately 68% of the 2,551 students taught by these economics faculty members during the year were nonbusinessmajors.30

5. Assurance of LearningIntroductionRecognizing the importance of “theory” and “rigor” in the college’s educational mission, it hasbeen vital for the college to develop a quality assurance of learning program that accuratelytracks this transfer of knowledge. The College of Business’ Assurance of Learning program waspraised by the previous AACSB reviewers. The assessment program assigns formal oversightresponsibilities to both faculty and administrators (department chairs, associate deans) to ensuresystematic assessment, with accountability, both at the degree and major levels. For example, inSpring 2011, 32 different faculty and 10 administrators (seven chairs, three associate deans) hadformal responsibilities for oversight of assessments in the degree programs and majors.Additional faculty members were involved with actual implementation of the course embeddedassessments.Assessment takes place at least once per year at both the degree and major levels. A facultymember serves as the Director of Learning Assessment for the college. Additionally, theuniversity’s Associate Vice Provost in the Office of Accountability and InstitutionalEffectiveness ensures there is systematic university-wide assessment and reporting. AnAssessment Steering Committee critically reviews assessment efforts across the university. Allcollege assessment plans and results, at the degree and major levels, were formally critiqued bythe university’s committee members in Spring 2010. Numerous modifications were made as aresult of this independent evaluation. All assessment reports are entered into the university’sTracDat system. Also, the college posts assessments on its intranet website.The college has 11 degree programs with numerous majors in the BBA and concentrations in theMBA. Only degree (not major and concentration) program level results are reported here, withthe exception of emphases in the PhD Degree in Business Administration. Tables A5.1-A5.11present degree summaries of learning goals, learning objectives, assessment methods, samplesizes, criteria and results, actions and follow-up, courses in which embedded assessment takeplace, and assessment results for 2010-2011. Course embedded assessment is the most commonapproach.The prior Peer Review Team noted that the college had an “Excellent Assurance of Learningprogram.” In the “Best Practices Report” the team stated, “Overall, the PRT was impressed bythe design and implementation of processes for the effective assurance of learning by theirstudents in each program offered by the college. Although this system is relatively new, there isevidence of extensive engagement by the faculty and leadership of the college.” The college hasattempted to build on its strengths and address its weaknesses since the last review.• Curricula Development(A) BBA Degree (BBA) – At the time of the last AACSB review, the BBA Degree CommonBody of Knowledge (CBK) was being substantially revised with an increased emphasis onquantitative skills. Transition to the revised CBK curricula had just begun at the time of the lastmaintenance review and now has been completed. Most recent curriculum changes in the BBAdegree have occurred at the major level rather than at the degree level (that is, the CBK). As part31

of the mission of “rigor with relevance,” several of the BBA majors have increased theirstandards. For example, accounting has formally implemented the PACE qualifying exam foreligibility to take intermediate accounting; implemented an experiential requirement in the formof a practicum or internship; and implemented a capstone class. Marketing has implemented acapstone class to raise the rigor of its major. Finance has increased its emphasis on real-worldfinancial applications, particularly through the use of 16 Bloomberg terminals in the FinancialStudies Center. Information systems and information assurance majors now utilize the ALIASsecurity laboratories to improve upon hands-on learning. Entrepreneurship has increasedbusiness applications in the form of its $100K Student Venture Competition.(B) MBA Degree (MBA) – The most significant change in the MBA is the inclusion of threecredit hours of mandatory ethics coursework. The impetus for this change was a review of theMBA curriculum, which indicated a lack of corporate responsibility and ethics training. Sincethe last maintenance review, the college has hired one tenure-track faculty member in businessethics that teaches intensive weekend format classes. Faculty responsible for the MBA programconcentrations have developed learning goals specific to the concentration and have begun AOLprograms by area. Most curriculum changes during the past four years have been at the level ofthe concentration rather than in the MBA Core.The concentration in accounting was deleted by the Department of Accounting in order to beable to offer more in-depth coursework for the Master of Accountancy program. A concentrationin tourism destination development was added because of the significance of tourism to SanAntonio and to Texas. A concentration in real estate finance was also added in response tostudent and industry interest for a formalized graduate degree program in this area. Theconcentration in health care management was replaced by a concentration in the business ofhealth, which includes a broader focus in the health care area.(C) MBA Degree in International Business (MBAi) – The MBAi was redesigned effective June2010. The motivation was to create a full-time, one-year, lock-step program. The first cohortgraduated in August 2011. The second cohort is currently enrolled in the program.The goal was to create a boutique program for a small (25), but diverse group of students fromboth business and non-business backgrounds. The mix of students along with the need to have aone-year, lock-step program made curriculum design a challenging task. The primary changesthat have been made are as follows:a) the combination of leveling courses and common body of knowledge courses into a singlecourse in some disciplines;b) the use of intense one-credit weekend seminars to ensure that breadth of topics is maintained;andc) the inclusion of an “international” internship project (or equivalent) as the capstonerequirement in contrast to classroom exercises.The changes are more structural than curricular. The mission remains unchanged, as do thelearning goals of the program.32

(D) Executive MBA Degree (EMBA) – The EMBA learning assessment provides feedback forincremental program improvement. In addition to this feedback, EMBA faculty have beenconsidering more major program changes in response to changing times. As a result of bothprocesses, the following changes in the EMBA program have been, or are about to be,implemented since the last AASCB review.a) The global management course has been moved from the fall fourth semester to the summerthird semester to facilitate instruction in more concentrated retreat formats that make betteruse of student time and better fit the nature of the subject.b) The decision analysis and production course has been moved from the summer third semesterto the fall fourth semester to allow the additional maturation time needed for absorption ofquantitative course content that was not available in the summer semester.c) The final semester is being reorganized into a more integrated and comprehensive 12-hourcapstone experience coordinating activities and learning goals in the leadership challengecourse, the strategic management course, the integrative organizational learning course andthe social issues course. This format allows students to more efficiently concentrate on keyprogram learning objectives under the umbrella of strategic thinking and facilitates AACSBprogram assessment. A capstone faculty team will collaborate to take advantage of teamteaching opportunities, assignment coordination, and program assessment.d) In response to the redesign of the final capstone semester, the leadership seminar/retreatscheduled between the fourth and the final semesters has been moved to the end of theprogram and replaced by a new strategic leadership challenge seminar/retreat that will set thestage for the collaboration across courses in the final capstone semester. Moving theleadership seminar/retreat (formerly called Leading an Imaginative Life) to the end of theprogram not only allows space for the new strategic leadership challenge seminar/retreat, butis also a response to student feedback that the program ended too abruptly and not in thespirit of the leadership program theme.e) In response to feedback from staff about printing challenges and costs and difficulties inmaterials distribution and student issues with technology and their presentations, the collegeis issuing IPads fully loaded with all course materials and Ebooks. A pilot study is beingconducted in Fall 2011 and will be fully implemented Spring 2012.(E) MBA Online Degree (MBAO) – The MBAO program is a web-based, asynchronous degreeprogram offered by a consortium of (formerly) eight University of Texas universities, which wasmanaged through The University of Texas TeleCampus. The University of Texas SystemTeleCampus is no longer in existence, and the degree program is being managed by one of theconsortium schools. There has been some attrition in the number of schools that offer the degree.The UTSA College of Business is not admitting students into this program until there is furtherclarification regarding its future by the University of Texas System.(F) Master of Accountancy Degree (MACY) – During the last visit of the Peer Review Team(PRT), the master’s level programs in accounting had three program offerings: a graduatecertificate program, a MBA concentration and a specialized Master of Accountancy degree withtwo tracks. Based on feedback from the PRT team and accounting program faculty, the graduatecertificate program and the MBA concentration were eliminated.33

Focusing on a centralized graduate program offering, the faculty decided to completely overhaulthe MACY program. Theoretical foundations are covered in ACC 6003, Managerial AccountingTheory and ACC 6013 Financial Accounting Theory; disciplinary focus is provided by 12semester hours of accounting or taxation courses; nine hours of electives are required; and acapstone class, ACC 6993 Integrative Seminar in Accounting, has been added.At present three disciplinary foci are being supported: financial accounting, auditing andtaxation. Students are not required to declare a focus and can take 12 semester hours acrossdisciplines if they choose. To support this structure, a new capstone course that draws heavily onprofessionals to teach specific topics from their practices was created. A tenured faculty memberwas recruited to teach tax research. To allow for expansion of the program the department drawsheavily on courses from allied disciplines. Two finance graduate courses, financial statementanalysis and corporate valuation, have been cross-listed with accounting. These support thefinancial accounting focus and also allow accounting students to prepare for the first section ofthe Certified Financial Analyst (CFA) examination. Three information systems courses, IS 5513Fundamentals of Information Assurance, IS 5523 Fundamentals of Cyber Forensics and IS 6973Introduction to Data Mining, taught by faculty from the Department of Information Systems andTechnology Management, were cross-listed. At the present time the college is developing a focuson healthcare accounting and has added two new courses to facilitate that effort.A final change that has been made to the MACY program is specialized scheduling of threecourses to allow MACY students to complete full-time internships in the spring. Each springthree courses are taught in a five-week format so that MACY students can complete a 10-weekfull-time internship program.(G) MS Degree in Construction Science and Management (MSCSM) – This is a relatively newprogram added since the last maintenance review and there have been no changes.(H) MS Degree in Finance (MSF) – Changes that have been made in this degree include theaddition of two new courses: FIN 5823 Corporate Restructuring and FIN 5723 Fixed IncomeAnalysis. The corporate restructuring course was conceived to complement the FIN 5813Corporate Valuation course and provide individuals with a more complete skill set, includingMACY students who comprise approximately one-third of the corporate valuation coursethrough cross-listing. FIN 5723 prepares students to work in portfolio analysis/managementareas and follows the required investment management course. This course also prepares thestudents better for undertaking the CFA examination, which has a substantial fixed incomeanalysis component.There is also a new real estate finance concentration that was added in response to student andindustry interest in a graduate degree program in real estate. Courses are now offered in FIN5413 Real Estate Finance, FIN 5433 Real Estate Investment, and FIN 5453 Real EstateDevelopment.Additional efforts have been made to ensure that topical coverage is consistent in providing awide variety of skill sets for students, particularly in preparation for those who take the CFAexams.34

(I) MS Degree in Information Technology (MSIT) – Curricula in MSIT and MSIT with aconcentration in information assurance programs have been relatively stable. The only majorrevision is that IS 6303 Introduction to Voice and Data Security is now one of the five requiredcourses for the MSIT information assurance concentration.(J) MS Degree in Management of Technology (MSMOT) – The MSMOT Graduate ProgramsCommittee has implemented two major changes to the MSMOT curriculum since the lastAACSB review. The first change was to delete the conditional requirement for two programprerequisites: MOT 5013 Global Foundations in Management of Technology and MOT 5023Technological Foundations in Management of Technology. These two courses were onlyrequired for students with limited exposure to business or academia. In an effort to streamline thecurriculum, essential elements of these courses were integrated into MOT 5163 Management ofTechnology. The second change is that a non-report option was created for the program. At thetime of the last review, all MSMOT students were required to complete a capstone report.Currently, MSMOT students have the option of completing a capstone report or completing acapstone course. This additional option provides the MSMOT students a set of options that aremore consistent with current MBA offerings in the College of Business.(K) PhD Degree in Business Administration (PhD) – Required curriculum for the doctoralprogram has been revised since the last review due to faculty assessments of neededimprovements. The statement of the curriculum has been changed from a listing of post master’srequirements to a listing of post bachelor’s requirements. The addition of the post bachelor’srequirements is informative even for those applicants who have a master’s degree becausebackground requirements are stated clearly. Background requirements consist of some MBAcore courses, discipline background courses at the graduate level and statistics and quantitativemethods courses. In the previous catalog there was confusion about the amount of master’s levelcoursework required for each discipline emphasis. This confusion is now gone. The degreerequires a minimum of 87 hours beyond the bachelor’s degree.Students still take comprehensive exams, but the one-hour course requirement for thecomprehensive exam has been deleted. Similarly, students are still required to attend departmentconsortia, but the one-hour course requirement for this has been deleted.The doctoral research requirement has changed from 10 to 9 credit hours to fit better withstudents’ course loads. A 3-credit-hour seminar in teaching methods is now a requirement. Thefree elective requirement has changed from 9 to 3 credit hours. There are five emphases:accounting, finance, information technology, organization and management studies, andmarketing. Marketing was added since the last review.The college provides stipends for faculty doing independent research courses (independent study,doctoral research, or dissertation research) with doctoral students. This serves as an incentive forfaculty to work one-on-one with PhD students early in their programs. This also tends to keepstudent productivity (in terms of research articles) high. The college also provides students withfunds to supplement their travel to conferences to present research papers.35

The college has instituted an innovative pedagogical 3-hour doctoral teaching seminar, which isto be taken in the students’ first summer. This seminar, taught by one of the college’s awardingwinning professors, has proven to be effective in helping students become better teachers.a. Accounting Emphasis (PhD-ACC): All students are required to take a standard set ofcommon courses to satisfy the general requirements for the degree. The program as initiallyenvisioned by the department would have the standard behavioral and financial accountingtracks. Since this approach resulted in excessive diffusion of resources, the department facultychose to focus all research efforts on archival-based research. The set of courses allowed in thegeneral requirements was expanded to allow graduate econometrics to be taken in lieu of asecond research methods course that focused more on behavioral research issues. One otherchange to the general requirements was the addition of a doctoral teaching seminar that isrequired of all students in their first summer session on campus.Two major changes were made in the accounting emphasis. First was the creation of a directedelective in archival-based research in accounting that is also taken during the first summersession students are on campus. This course focuses on archival methods and requires students tocomplete and present a paper that is a replication of a published accounting research paper. Thesecond change was to replace the seminar in behavioral research with a seminar in contemporaryaccounting research. This change allows for a further focus on research topics that individualfaculty members are pursuing as well as allowing for introduction of more specialized researchareas such as auditing or corporate governance. The college continues to provide students withfunds to supplement their travel to conferences to present research papers. Major changes are notanticipated in the foreseeable future.b. Finance Emphasis (PhD-FIN): The revised curriculum statement for the PhD has provedhelpful to the finance emphasis. The post-bachelor’s statement of the curriculum requires fewerMBA core courses and more discipline background courses at the graduate level. Under theformer catalog, a case could be made that students entering with an MBA (who had only onegraduate finance course) were immediately ‘ready’ for PhD seminars. The requirement forbackground courses at the graduate level makes this clear.The department has decided to continue the doctoral students’ independent study (representingindependent research with a faculty member) for students’ first two summers, even thoughstudents will also take a 3-credit-hour doctoral teaching seminar that first summer.c. Information Technology Emphasis (PhD-IT): The curriculum for the PhD-IT was revisedfor the 2011-2013 catalog. IS 7201 Information Technology Research Colloquium, a 1-semesterhour course, was removed from the curriculum; however, PhD-IT students are still required toattend the colloquium every semester. The requirements for research methods and statisticscourses have been made more flexible, allowing the ability to match the quantitative courses tothe discipline, and to the needs of individual students.The emphasis in Information Technology curriculum has also been revised. IS 7033 Topics inInformation Systems Technology Research Seminar is now offered as several different topics,which include information security, behavioral information systems, and economics of36

information systems/information technology. This allows PhD-IT students greater exposure tomore areas of information systems/information technology research.d. Organization and Management Studies Emphasis (PhD-MGMT): In this emphasis, the corediscipline area courses have remained largely unchanged, but the sequencing of these courses hasbeen revised. Core content courses are offered every other year. One of the concerns resultingfrom AOL discussions was that the schedule for the core content courses conflicted with themost desirable sequence for the methods and statistics courses for those students who started theprogram during one of the cycles. The faculty adjusted the core sequence by offering theorganization behavior seminar every fall so that all students could take the research methods andstatistics courses in the most desirable pattern. The program has also eliminated the courserequirements (1-credit hour each) for the comprehensive examination (it is still a requirement)and for the colloquium class. The course requirement was not found to contribute to the learningprocess and made scheduling more difficult.e. Marketing (PhD-MKTG): The marketing emphasis began in 2007 and was not included inthe prior maintenance review. The PhD coordinator and PhD faculty meet throughout theacademic year (minimum one meeting per year) to assess both problems and progress. Theprogram requirements in the COB PhD in Business Administration recently changed based onfeedback from marketing faculty. Changes focused on statistics and research methodsrequirements, and general business and discipline-specific background requirements. Otherchanges that are marketing specific involve meeting with statistics and research methods facultyto request more emphasis on concepts central to marketing research. The department has alsomade changes to the requirements for first-year summer papers, qualifying exam criteria, andchanges to the course content of several courses in order to better reflect the educational trends inthe field of marketing.• Assessment Tools and ProceduresTables A5.1-A5.11 in the Appendix summarize learning goals, learning objectives, assessmentmethod(s), courses (if appropriate) in which assessments take place, use of a rubric, sample sizes,criterion for success, results, and action and follow up taken (“closing the loop”) for the 11degree programs in the college. In most of the assurance of learning programs, course embeddedassessment is employed. The narratives below focus on the impact of AOL on curriculadevelopment, that is the emphasis is on “action follow up” or “closing the loop.”(A) BBA Degree (BBA) – Recent actions taken regarding curricula development are listed under“action follow up” in the Table A5.1. As previously noted under “curricula development,”faculty were in the process of making substantial revisions to the BBA CBK during the lastreview; these have now been implemented. Also, since the last review, the college instituted anexplicit plan for sequencing BBA degree courses, by semester, in students’ degree plans. Facultywere concerned that many students were not logically progressing through the curricula indegree programs. The sequencing is designed to better prepare students for each course.The College of Business is the only college at UTSA which explicitly provides a course sequenceguide in the Undergraduate Catalog 2010-2012 for each of its majors.37

A major revision in the CBK was adding an additional management science course to theprogram as a result of previous AOL efforts to place greater emphasis on quantitative skills.Recent outcomes indicate students continue to have difficulties meeting learning goal #2 “Usequantitative/non-quantitative analysis to identify and solve business problems,” particularly atthe junior level. As noted in Table A5.1, management science faculty are taking numerous steps,including development of common rubrics, implementing prerequisites, use of a textbook called“Writing about Numbers,” and enhanced exercises. Students are not meeting standards for goal#3, “Use current information technology to support business decision-making.” As a result,finance faculty members who teach principles of business finance are increasing the number ofclass meetings in computer classrooms for additional hands-on instruction. Faculty in thestatistics area provided leadership in developing the university’s “Quality Enhancement Plan” aspart of the recent Southern Association of Colleges and Schools accreditation efforts. The planemphasizes development of undergraduate quantitative skills.In addition to the above, the college is piloting and assessing a new assurance of learning processfor the BBA CBK during Fall 2011. Depending on the results, faculty may move more of theassessment to subsequent course levels. That is, assessment of learning goal X will take place,not in the course in which the learning objectives are taught but, in the next higher level coursewhere the demonstrated skill or knowledge is considered a prerequisite. At the level of majors,accounting and finance faculty have already begun employing exams which assess the readinessof students to take junior level courses.(B) MBA Degree (MBA) – Table A5.2 presents an overview of the assurance of learningprogram for the MBA degree. Unless indicated otherwise, course embedded assessment isemployed. Assessment tools include: responses to embedded questions in exams and quizzes;analysis of case studies (or segments of these) that are focused on the learning objective; andassignments that specifically address the learning objective.Note that often, even when success criteria are met (See Table A5.2), faculty have used theassessment results to suggest changes, specifically with respect to syllabus and course coverage.For FIN 5023 Financial Management, for example, success criteria were met for three of theobjectives under goal #2. Faculty report, however, that examination of the data revealedsignificant differences in levels of success (between course sections) for three important topicareas. Recognizing this, faculty have advocated uniformity in coverage across sections. Courseassignments have been affected and interactions established for coordination within thediscipline and across sections of the same course. FIN 5023 has also been modified to leveragenew material on international topics and the international crisis from the textbook to providebetter coverage of international financing and investments. The learning goals assessed withinMGT 5253 Ethics and Globalization were met. The assessment results, however, have promptedthe instructor to redesign the customized student workbook, add case studies, eliminate somepresentations, and adopt a different textbook.For the courses where the course-embedded success criteria were not met, changes have beenimplemented. Students in MGT 5903 Strategic Management Policy failed to meet the criteria forsuccess on two of the learning objectives related to evaluating industries and firms. To addressthese, an additional assignment has been added and changes made to the presentation structure of38

the course material. The assessment results have stimulated faculty members to meet to reviewthe coverage of topics showing weakness and to develop online aids. In addition, crossdisciplinarymeetings of faculty have addressed coverage of prerequisite knowledge areas for theMBA sequence of coursework. The MBA Committee is currently looking at ways to improvecoordination of the program curricula through, for example, a designated MBA faculty andformal coordination of discipline course sections, to include a restructured capstone experience(MGT 5903).(C) MBA Degree in International Business (MBAi) – Table A5.3 presents the AOL programfor the MBAi. The latest assessment results are reported. Some sample sizes reflect all students(both MBAi students and other graduate students).It is reiterated that the revamped program has been in existence only since June 2010.Assessment of each course has been done only once. While faculty have responded to thefindings in the first assessment, assessment results are from a small sample of 10 students.Faculty will continue to monitor the extent to which learning objectives are being achieved andmake changes as necessary. However, faculty intend to proceed cautiously and not engage inhurried responses when the objectives are not achieved, until the robustness of the results isestablished.The first assessment did indicate the need for some immediate changes. These have beeninstituted for the class starting June 2011. Immediate changes include:• In MGT 6971 International Ethics, one learning objective was not assessed. Professors frominternational universities are being invited to conduct the seminar and the need forassessment was not communicated to the professor in the course. This is being rectified.• The capstone course has been changed from a regular course in the previous program to amandatory international internship/project (or equivalent) in the current revamped program.The international internship/project places each student in the MBAi in an internationalexperience that is potentially in different geographical locations. The instructor negotiates theinternship but often lacks control over the specifics of the project assigned by theorganization or corporation. To overcome this issue, students are now required to completetwo components: 1) a country and a global industry analysis, and 2) participate in aninternational business plan competition. These will permit the instructor to ensure that thestudents are demonstrating the ability to apply analytical and strategic frameworks.Most other changes being considered are incremental in nature.• ACC 5023 Accounting Analysis for Decision Making – increase emphasis on varianceanalysis.• FIN 5023 Financial Management – increase understanding of capital investment techniques,understanding of financial leverage and cost of debt, and more time will be allotted to discussfinancial requirements and proforma financial statements.• MS 5023 Decision Analysis and Production Management – increase emphasis on modelformulation and reporting results from analysis.• FIN 5833 International Financial Management – greater emphasis on management of riskthrough hedging.39

The program is in its second year with enrollment of about 10 students with the domestic tointernational student ratio currently about 4:1. It is anticipated that new issues may arise as theenrollment increases and the distribution of student backgrounds changes to more foreign-bornstudents.(D) Executive MBA Degree (EMBA) – Table A5.4 presents AOL for the EMBA degree.This full-time, lock-step program is 21 months in duration with a curriculum that is organizedinto two streams: Business Foundations addressing fundamental business topics comparable tothe core of a traditional MBA program, and the Leadership Front Porch that runs throughout theEMBA program and provides an experimental laboratory for students to practice and developtheir leadership capabilities. The assessment of learning in this program revolves around thebusiness maturity, expertise, and real-world corporate experiences of mid- to upper-levelmanagers and executives. Accordingly, more traditional means of review and evaluation at thegraduate level give way to increased peer-to-peer and student-to-faculty interaction. Forexample, the program depends significantly on a cohort of students from beginning to end. Theteam approach to problem solving mimics the decision-making processes prevalent in thecorporate environment and is used in international business case study and analysis. Facultycommittees and student cohort groups form the primary techniques in which learning is assessedunder program goals. Program learning assessment has contributed significantly to theintegration of assessment methods such as the international business case analysis into acomprehensive capstone experience during the final semester. Further, the faculty review of, andstudent coaching on, business presentation tools such as PowerPoint is now accomplished priorto actual presentations to better prepare students. Finally, the criteria for student learning successrelative to three objectives have been raised in order to improve rigor, but also to provide a morefocused picture of learning among the students.(E) MBA Online Degree (MBAO) – Table A5.5 provides an overview of the AOL for theMBAO. This degree is provided by a consortium of UT System business schools. The collegesupports the AOL program by assessing four goals in two basic courses taught by UTSA COBfaculty, ACC 6973 Accounting Analysis for Decision Making and MS 6973 QuantitativeAnalysis. Most of the follow up due to assessment is concentrated in goals #2, #3, and #4, eachof which involves quantitative goals and learning objectives. The faculty member teachingmanagement science has added additional modules for regression and time series, as well as hasemphasized the need for sensitivity analysis and more effective interpretation of quantitativeresults.(F) Master of Accountancy Degree (MACY) – Table A5.6 gives an overview of AOL for theMACY degree. The most immediate impact of the AOL program was recognition that thedepartment did not have sufficient control over several of the programs to ensure quality oflearning. As a result, both the certificate program and the MBA concentration in accounting wereeliminated. As discussed previously, due to AOL, the two tracks in the MACY program wereeliminated and faculty completely redesigned the MACY degree, with theoretical foundations, adisciplinary focus, electives and a capstone. These changes were incorporated in the 2009-2011Graduate Catalog with further refinements in the 2011-2013 Graduate Catalog.40

(G) MS Degree in Construction Science and Management (MSCSM) – At this time (Fall2011) there are no students in this major as the colleges of business and architecture redefine astrategic recruitment plan once the Burke chair in real estate and finance is hired. Consequently,there have been no graduates from the program and there are no assessment results available.Table A5.7 presents the initial AOL plan for this program.(H) MS Degree in Finance (MSF) – Table A5.8 presents the AOL program for the MSF.Assessment results are generally consistent with previous assessments. Specifically, additionalemphasis on written and verbal communication skills is needed across the curriculum. This hasbeen addressed with posted writing hints on the course websites (FIN 5813 Corporate Valuationand FIN 5853 Entrepreneurial Business Finance), as well as efforts among faculty to generate aconsensus of guidelines for oral presentations. Overall quality of the curriculum is considered byfaculty to be very good based upon student success in passing the CFA exams, but facultycontinue to look for ways to improve specific courses as well as the program overall.(I) MS Degree in Information Technology (MSIT) – Table A5.9 presents the AOL program forthe MSIT. Students are generally meeting the criteria established by faculty. However, studentswith deficiencies in programming skills are being directed to seek assistance through tutors.Also, performance of students in the infrastructure assurance concentration can be improved withrespect to goal #6 “Students will be knowledgeable in the issues involved in informationassurance, including voice and data security.” Faculty are closely monitoring the performance ofeach student in this area and providing individualized attention as needed.(J) MS Degree in Management of Technology (MSMOT) – Table A5.10 summarizes assuranceof learning in the MSMOT program. The MSMOT degree supports a single, overarchingprogram goal; namely that MSMOT graduates will be able to ethically lead technicalprofessionals to create and sustain technological products and systems in contemporarytechnology intensive organizations.By way of summary, the assessments indicate that the program is achieving the desired learningoutcomes. However, there are several actions being taken this year to improve the content ofcourses in the MSMOT degree program. In terms of specific course activities, faculty added asystems-thinking exercise to MOT 5163 Management of Technology and an organizationalresource management exercise to MOT 5243 Essentials of Project and Program Management.Additionally, three of the assessment items rely upon web-based threaded discussions thatconstitute the comprehensive exam for the MSMOT. Faculty are revising the stimulus of two ofthe comprehensive exam questions to provide a more direct focus upon student mastery ofconcepts and skills associated with the desired learning outcomes.(K) PhD Degree in Business Administration (PhD) – Faculty members continue to review theplacement of the most recent graduates as a measure of demonstrated outcomes. Of the 21students who graduated in 2009 and 2010, 16 are working as assistant professors (five of these inPhD granting institutions) and two as visiting professors. Two graduates are military, and one isa high-level administrator at Dell.41

As previously noted, required curriculum for the PhD program has been revised and clarified andis not repeated here. Changes within the five areas of emphasis since the last review are providedbelow.a. Accounting Emphasis (PhD-ACC): The assessment of learning effort for the PhD programhas gone through a series of iterations. The previous PRT noted improvement was needed in thespecification and measurement of learning goals. New goals and assessment procedures weredeveloped. An overview of the AOL program is presented in Table A5.11.a in the Appendix.The most notable development from AOL was the recognition that students were not progressingthrough the program in a timely manner. Most students were not finishing their dissertations infour years and many were not completed in five years. Beginning with the Fall 2010 semester,the first seminar was moved to the first semester on campus with comprehensive examsscheduled at the beginning of the fall semester of the third year. Thus, the third year is no longerspent entirely on comprehensive examinations as had become the norm.A second change made due to assessment of learning was to petition and obtain a change in therequired support coursework for the PhD. As a PhD in business degree, all doctoral students arerequired to take a common set of preparatory courses. One of these courses, GBA 7023 ResearchMethods II, is a course primarily covering experimental design topics relevant to behavioralresearch. Given the faculty decision to emphasize archival research, this course was not relevantfor accounting students. It became evident through evaluating the student research that theywould benefit from more econometrics, so the faculty petitioned the college to add econometricsas an alternative to GBA 7023.Evaluation of student research papers also indicated a need for stronger skills in handlingarchival data sources. In response to this need a new directed elective course in archival researchtechniques was created and is required of all students at the end of their first full year. Becauseteaching quality is an important requirement for doctoral graduates, the college faculty created acourse in college teaching using a master teacher as the instructor. All COB doctoral students arerequired to complete the course in their first summer on campus. Accounting has establishedperformance in the exit teaching exercise as one of the AOL criteria for its doctoral students.b. Finance Emphasis (PhD-FIN): Table A5.11.b. presents the assurance of learning for thePhD-FIN emphasis. The three learning goals for the PhD-FIN emphasize understanding researchmethods, effectively applying those methods to finance topics and providing quality classroominstruction. Outcomes have been either good or satisfactory. Students published three PRJs, havethree articles accepted, and have one paper under revise and resubmit. Student performance inteaching is satisfactory as exhibited by placements in university faculty positions.c. Information Technology Emphasis (PhD-IT): The PhD-IT program has a goal of equippingthe students with the requisite skills to be effective researchers and teachers in the area ofinformation systems and information technology. The specific assessment tools, procedures andresults used to demonstrate progress toward achievement of learning outcomes are provided inTable A5.11.c. Students are satisfactorily achieving the three goals related to proficiency intheory and methods, teaching effectiveness and research effectiveness. However, there is42

increased emphasis being placed on teaching improvement workshops and developing closerrelationships with faculty to increase student publication rates.d. Marketing Emphasis (PhD-MKTG): Table A5.11.d summarizes assurance of learning for theemphasis in marketing. Recent actions taken regarding curricula development are listed under“action follow up.” The doctoral faculty, doctoral coordinator, and department chair have metregularly to assess the progress on the learning goals and to make changes where necessary.Examples of changes include requests to statistics and research methods instructors to covercertain topics that are critical to the marketing field, changes in the rubric for goal #2, as assessedthrough the qualifying exam, changes in course content to reflect new trends in marketingscholarship, and changes in student deliverables (e.g., teaching portfolio) in reference to goal #3.e. Organization and Management Studies Emphasis (PhD-MGMT): Table A5.11.esummarizes AOL for the PhD-MGMT emphasis. All assessments are made annually. Studentssubmit a comprehensive annual report including information on their coursework, researchaccomplishments, teaching evaluations, research assistantship activities, and organizationalcitizenship contributions. The doctoral faculty, as a group, reviews these reports and meets todiscuss all the doctoral students in the program. Feedback is provided to each student by the PhDadvisor in organization and management studies in a face-to-face meeting to discuss goals for theupcoming year and any concerns that were raised during the review process.43

6. Other MaterialExemplary PracticesSince the college’s last review in 2006-2007, tremendous progress has been made in achievingthe goal of becoming a nationally ranked and internationally recognized school of business andin helping the university achieve Tier One status. Much of that progress can be attributed to theinnovative programs and services that are offered. These programs relate to the development offaculty, strategic management processes, academic programming, and services to businessstudents.Faculty Development• Since the last AACSB maintenance review, the College of Business has enhanced its trackingand documentation of faculty qualifications. Currently the college uses faculty qualificationforms for the documentation of both AQ and PQ credentials. These innovative forms aredirectly linked to the college’s AQ/PQ policy and the faculty member’s academic andprofessional outcomes.• The hiring policies of the College of Business have been successful in recruiting a talented,collegial, collaborative, and research productive faculty. The faculty are also reflective of thecollege’s student body. Minority faculty account for 20% and female faculty account for 37%of the college’s academic ranks. In addition, the college has added more full-time facultywith terminal degrees to enhance the undergraduate instructional mission of the college.• The College of Business uses the AACSB Salary Survey to benchmark salaries for thepurposes of both recruiting and retention of faculty. The targets are typically in the 75 thpercentile for both new faculty offers and salary adjustments for current faculty.• The college has developed and implemented a faculty workload policy that effectivelysynchronizes with the UTSA teaching load policy, AACSB AQ policy, and the COB missionand goals. Tenured faculty are provided an opportunity to choose a workload track withvarying weights on teaching, research, and service. Research expectations are higher forfaculty who teach in the doctoral program. Since the last AACSB International review,research expectations in the college have increased for faculty and administrators in alltracks. The college’s merit policy is directly linked to the workload policy.• The college has an established faculty development leave program. During academic years2007-2010 five faculty members were granted leaves each year.• Continuing faculty are eligible for summer research grants on a competitive basis. Newfaculty receive “start-up” packages during their first two summers to support research. Asenior research-oriented faculty member is charged with leading a mentoring program forboth tenured/tenure-track and non-tenure-track faculty in the promotion of research, whichleads to peer-reviewed journal publications.Strategic Management• Strategic decisions are being made in the college based on the college’s vision for the future.As a result of the strategic planning process, the College of Business has identified five“Threads of Distinction.” These threads are: globalization/cultural pluralism, security,capital markets, transformational leadership/entrepreneurship, and health/technology. Facultymembers are extensively involved in the process of formulating the mission, goals, andobjectives of the college. As a result, faculty are able to articulate the mission and major44

goals of the college and correlate how their teaching, research, and service activities supportthe mission of the college.• The College of Business was the first college in the university to have a separate and higheradmission and academic standing policy for undergraduate degree programs and majors. Thecollege’s admission policies were designed to reflect the mission and goals of the college andthe university and have resulted in a student body that is reflective of the population of Texasbut, in particular, reflective of South Texas. The student body is quite diverse in terms ofethnicity, age and backgrounds. Many of the students work and are first-generation collegestudents.Academic Programs• The Executive MBA (EMBA) program, with its emphasis on “transformational leadership,”is one of a number of highly innovative and unique programs developed and offered by thecollege’s Center for Professional Excellence. The UTSA EMBA provides a learning journeyinviting students to explore possibilities for their futures. To achieve this end, the EMBAoffers an interdisciplinary and holistic approach to business education. The program is 21months in duration and includes 43 credit hours of coursework. Though the curriculum andoverall structure of the program have remained fairly consistent through the program’s 10years, the faculty continually reevaluates and refines the programs in response to experience,feedback and assessment results.• The College of Business created a new BBA Degree in Sport, Event and TourismManagement this fall. Previously only a tourism concentration was offered as part of theBBA Degree in Marketing. This new degree combines the synergies of the three respectiveareas to form a more cohesive program. Housed in the Department of Marketing, the newdegree will prepare students for careers in sport management and marketing, eventmanagement, travel and tourism and destination marketing. Academic coursework includesthe study of tourism, sport and event management, sport marketing, economics of tourismand leisure, tourism law and destination marketing. Internships have been secured withSeaWorld, Fiesta Texas, PGA, Spurs, the San Antonio Convention and Visitors Bureau andother organizations. The academic leader of this program is the Anheuser-Busch FoundationProfessor in Tourism Management.• The college has expanded its entrepreneurship program and seen enrollments triple. Businessstudents are not just studying entrepreneurship in the classroom, they are putting theirnewfound entrepreneurial skills to practice and developing real businesses. The Center forInnovation and Technology Entrepreneurship (CITE), a joint center in the Colleges ofBusiness and Engineering, has created a unique blend of activities for entrepreneurshipstudents that combine theory with practice in line with the college’s mission. Their $100KStudent Technology Venture Competition pairs business students with engineering studentswho have developed a technology prototype. The business students then evaluate the productfor commercialization and develop a business plan for that product and present it to a team ofinvestors at the final competition.• The College of Business Department of Accounting and Ernst & Young (E&Y) have createdthe E&Y Accounting Opportunity Program to aid the department’s efforts to increase thenumber of CPA-ready students enrolled in the Five Year (150-hour) Professional AccountingProgram. The E&Y Foundation, the E&Y local office as well as UTSA E&Y alumni havecommitted $50,000 over the next two years to establish the E&Y Accounting Scholarship for45

students pursuing their master’s degree through the 150-hour program. The scholarshipprogram names five E&Y Scholars each year. Through this collaboration with E&Y, studentsare encouraged to continue their education by participating in the 150-hour program andbecoming CPA-ready upon graduation. Only about 34% of the MACY students are Hispanicversus 47% at the undergraduate level. However, the percentage of Hispanic studentsenrolled in the MACY has increased from 16% in Fall 2007 to 34% in Fall 2011 due tosupport from this program.• Starting Fall 2006, the college designed and implemented processes for the effectiveassurance of learning by students in each program offered by the college. The collegeemphasizes course-embedded assessment of learning. There is evidence of extensiveengagement by the faculty and leadership of the college. Assurance of learning processesincorporate alignment of curriculum. Effective Fall 2007, the college began assessingprograms by major rather than degree only. As of the beginning of Spring 2010, the collegeengages in the regular and complete student learning assessment of 50 academic majors atthe bachelor’s, master’s, and doctoral levels.Student Services• The college’s undergraduate and graduate student services model is designed to provideconsistent academic advising and professional development guidance to all business students.The college’s goal is to transform business students into business professionals. Studentservices are provided by a cadre of professional, highly-trained staff members who conductacademic advising, recruiting, degree planning, enrollment management, degree auditing forgraduation and career planning. At the undergraduate level, these services are coordinated bythe new Center for Student Professional Development.• The Career Action Plan (CAP) is the signature professional development program in theCenter for Student Professional Development. Targeted at juniors and seniors, CAP providesa broad approach to professional career development that includes résumé review, mockinterview sessions, company site visits, industry panels and business etiquette. Uponcompletion of the program, students will receive a certificate of professional developmentand be “career certified” for employers.• The college’s award winning Business Scholars Program (BSP) is a mentoring program forfirst-generation college students pursuing careers in business. Established in 2002, theprogram includes personalized academic support and advising, business and professionaldevelopment seminars, and community service activities. Scholars also receive assistancewith securing scholarships, internships and career placement opportunities. Retention rates inthis program are 79%, higher than the university’s retention rate. BSP students attend regularmeetings throughout the year. Some meetings explore academic enrichment. Others featureguests who speak on business and professional development and leadership topics. Stillothers focus on creating a strong sense of community among BSP participants.• The college’s Business Student Council, a group that comprises the leadership of all businessstudent organizations, has worked with the Dean each year on a “Dean’s Challenge” thatfocuses on student engagement for college-wide projects. The first year the students exploredutilizing IPads in the classroom. This year the students are developing a Planet/Profitenvironmental project.• For the second time, the College of Business has won the Bobby G. Bizzell InnovativeAchievement Award from the Southwestern Business Deans’ Association. The award was46

presented to the college’s Latino Financial Issues (LFI) program in Spring 2008. Promotingwealth and asset building among Latinos is the goal of the LFI program. The year-longintegrated academic and service learning program exposes students in multidisciplinary fieldsto community economic development, financial literacy and entrepreneurship.• Business students are participating in several innovative service learning projects.Accounting students, working in collaboration with the university’s Small BusinessDevelopment Center, are providing accounting consulting services for small businesses inSan Antonio. Since the program’s inception, the students have amassed 10,000 hours ofservice. Accounting students are also providing tax preparation assistance to low-incomefamilies through the Volunteers in Tax Assistance (VITA) program. Students in the LatinoFinancial Issues program work with middle school students from a high-risk inner city schoolon the issues of financial literacy and mentoring. The students conclude the program with avisit to UTSA to understand the financial value of obtaining a college degree. Finally, realestate students partner with Habitat for Humanity to help build houses for those in need in thearea. The students typically complete 300 hours of community service each semester.• The college has created a new Financial Studies Center for business students. The centerfeatures two components: a financial trading lab that allows students and faculty toparticipate in the gathering and analysis of live, real-time financial data as well as a financialliteracy center to educate students and the community on the intricacies of financial markets.The center is used by students of all levels and is the home for the Investment Society and theFinancial Management Association.• The College of Business “Briefcase Brigade,” a group of faculty, staff, students and alumnihas participated in the annual San Antonio Battle of Flowers Parade each year since the lastreview. The Battle of Flowers Parade is the second largest daytime parade in the UnitedStates and regularly attracts crowds of over 300,000. The “Brigade” has won first place ineach of the four years it has participated (2008-2011). The college has received significant,positive community and media exposure from this activity, which has become a venue forbonding among students, faculty and administrators.International Programs• In support of university and college goals related to globalization, the Office of InternationalEngagement supports international business degree programs, visiting scholars, globalbusiness skills research, study abroad and exchange opportunities and coordinates specialimmersion programs for the College of Business. International experiences are designed toprovide opportunities for the college’s students to learn about foreign business, delve intointernational business projects and to experience new cultures.• Since the last AACSB International maintenance review the office has increased its emphasison innovative immersion and short-course (for credit) programming for both undergraduateand graduate students. Last summer 68 students participated in immersions to the CanaryIslands, Chile, China, Italy, Finland, Singapore/Vietnam, and Spain. The college alsoestablished an International Seminar Series, which is an innovative academic seminarprogram taught by international visiting faculty. The one-credit hour course is taught over theweekend in a concentrated format. The seminars allow business students to hear perspectiveson an array of international topics.47

• The college has also established a Global Business Skills Research Program, which providesup to $100,000 of research support for students during the year. The research program issupervised by the Associate Dean for Research and a faculty committee.• The College of Business has developed a Bilingual Business Certificate program in Spanishfor undergraduate business students. The only program of this type in Texas, the certificate isdesigned to prepare business students with the language and cultural skills necessary forsuccessful international business careers. The certificate values and professionalizes theSpanish-language skills many students acquired speaking Spanish in their homes. Byassuring professional business vocabulary and fluency, these students can turn their languageskills into a highly-valued asset in the job market. The certificate requires 15 credit hoursincluding at least three business subject courses taught in the language, one comparativeinternational business course and one international experience in the target region(immersion study, study abroad, or internship). Currently Spanish language business coursesare offered in accounting, marketing, management and management science.Security• In support of the thematic in security, the College of Business has created the AdvancedLaboratories for Information Assurance and Security (ALIAS) to provide necessaryresources to support a broad spectrum of security-centric activities within the college. Thelab’s secure server area supports faculty research in network intrusion detection,development of forensic search algorithms, security modeling with genetic algorithms, andother areas. Additionally, the lab includes two state-of-the-art technology classroom areasthat support student coursework in digital forensics, network and telecommunicationssecurity, secure operating system development, secure code development, and biometrics.• A new section of ALIAS was inaugurated this summer, the Laboratory for AdvancedInformation Security Education and Research (LAISER). LAISER consists of twocomponents: a behavior lab and a UTSA CyberRange that will serve as a testbed to studysecurity issues and cloud computing.• Research in cybersecurity is being coordinated through the newly established Center forEducation and Research in Information and Infrastructure Security (CERI 2 S), led by theAT&T Distinguished Chair in Infrastructure Assurance and Security. The center conductshigh-impact research in information assurance and security and fosters student involvementin research activity in the college.Progress Made Toward Stated MissionStaying true to the college’s mission is a primary focus for all college faculty, staff andadministrators. The college has remained constant and focused in achieving these objectives. Asnoted in Section 3 Strategic Management, the college has made significant progress in advancingits “Threads of Distinction.” These threads are derived from the mission, “The College ofBusiness is dedicated to creating and sharing knowledge that enhances the translation of theoryto practice; the college combines rigor with relevance and provides innovative solutions to globalbusiness challenges.”48

Progress that has been made toward the college’s mission since the last review follows.Creating and sharing knowledge;• The workload policy has been revised with increased emphasis placed on peer-reviewedjournal articles in high quality journals.• External funding in the amount of $1.25 million dollars has been obtained from ValeroEnergy with a match from the State of Texas. These funds can only be used for studentsupport as research assistants and student travel to present research papers.• Over 65% of the college’s instructional FTE faculty published one or more peer-reviewedjournal articles from 2006-2010 (see Figure 3.1), up slightly from the 62% instructional FTEfaculty who had published at the time of the last review. Of more importance, standards forquality are higher, as evidenced by the quantity and quality of journal articles publishedduring the period 2006-2010 as discussed in Section 3 of this report.• The college is home to six academic journals edited by business faculty members. They areFrontiers of Economics and Globalization, the International Review of Economics andFinance, the Journal of Managerial Psychology, the Journal of School Choice, the Journal ofTechnical Analysis and the North American Journal of Economics and Finance. Two ofthese journals have been recognized by Thomson Reuter’s Journal Citation Report for theirimpact in their respective disciplines – International Review of Economics and Finance andthe Journal of Managerial Psychology.• A senior lecturer in the Department of Finance was named editor of the Journal of TechnicalAnalysis, published by the Market Technicians Association, the leading organization fortechnical analysis professionals and the governing body for the Chartered Market Techniciandesignation. The senior lecturer has also co-authored two books: Technical Analysis: TheComplete Resource for Financial Market Technicians and Technical Market Indicators:Analysis and Performance.Translation of theory to practice; combine rigor with relevance• Discussed earlier, the Career Action Plan is the signature program of the Center for StudentProfessional Development and provides a broad approach to professional career developmentfor undergraduate students.• As noted in Section 3, the college established the ALIAS computer laboratory and theFinancial Studies Center to further train and educate students in the applied areas of securityand finance.• The college continues to provide students with a blend of both AQ and PQ faculty across itsdegree programs.• The college continues to emphasize the need for internship experiences for students. Throughthe Center for Student Professional Development, students receive personalized attention andservices to help find internship experiences. Workshops and seminars are held to exposestudents to a variety of industries. And, they produce a weekly Recruiter newsletter whichhighlights internship and job opportunities.• Service learning is also stressed in the College of Business. Accounting students in thepracticum course work with the Small Business Development Center and ACCION Texas toprovide accounting consulting services for small businesses. Since the program’s inception,they have completed 10,000 hours of community service. And, accounting students providetax assistance services for low-income families through the VITA program.49

• The CITE $100K Student Technology Venture Competitions cited earlier in this documentexemplifies the translation of theory to practice.Provide innovative solutions to global business challenges• A Global Business Skills Research Program has been established with approximately$100,000 dedicated to student research in this area.• An innovative program of one-hour international courses which brings faculty from aroundthe world each semester has been formalized.• Student immersion programs have been established in the Canary Islands, Chile, China,Finland, Italy, Morocco, Singapore/Vietnam, and Spain.• The MBA Degree in International Business has been completely revised to enhance globalcontent in a cohort context.• The Bilingual Business Certificate Program prepares business students for a career in aglobal environment. Students complete 15 hours of coursework and participate in aninternational internship or immersion.• A “Strategies for the Texas Border Corridor” course explores issues along the border. Thestudents participate in academic discussions and industry visits in both San Antonio and theRio Grande Valley in partnership with the University of Texas Pan American and theUniversidad de Monterrey.• The college launched a new Global Venture Competition this summer with the Universidadde las Palmas in the Canary Islands. Modeled after the college’s $100K Student VentureCompetition, 12 business students partnered with engineering students from the CanaryIslands.• A new Global Business Club has been established and has become one of the most activestudent organizations. The students mentor international students on campus, bring in guestlecturers and produce programming such as the annual International Education Weekactivity.• The International Bank of Commerce established a Senior Faculty Fellow in the college tosupport research in international economics, trade and migration of labor.• The college’s Liu Family Foundation U.S.-China Business Education Initiative, has nowbecome a university-wide program as part of the East Asian Institute.• Over 35 faculty published at least one peer-reviewed journal articles with a global/international orientation during 2006-2010 (Figure 3.2 of this report).50

APPENDIXFIFTH YEAR MAINTENANCE REPORTEssential Elements of the Fifth Year Maintenance ReportRequired and Supporting DocumentsA-1. Situational Analysis (None)A-2. Progress Update on Concerns from Previous Review (None)A-3. Strategic Management• Mission Statement and Summary of Strategic Plan or FrameworkTable A3.1:Summary of COB Strategic Plan 2007-2016: Goals and ActionItems• Strategic Management Planning Process and OutcomesTable A3.2: Overview of Continuous Improvement Achievements 2007-2011• Financial Strategies (None)• New Degree Programs (None)• Intellectual ContributionsTable 2-1: Five-Year Summary of Intellectual ContributionsTable 2-2: Five-Year Summary of Peer Reviewed Journals and Number ofPublications in EachTable A3.3: Basis for College of Business Journal ListsTable A3.4: Ranked Publications by Doctoral Faculty 2006-2010Table A3.5: Sample of Intellectual Contributions in the Globalization AreaA-4. Participants• Students (None)• FacultyTable 9-1:Table 10-1:Table 10-2:Summary of Faculty Sufficiency By Discipline and SchoolSummary of Faculty Qualifications, Development Activities, andProfessional ResponsibilitiesCalculations Relative to Deployment of Qualified FacultyA-5. Assurance of Learning• Curricula Development (None)• Assessment Tools and ProceduresTable A5.1: BBA Degree Common Body of Knowledge Assurance of LearningTable A5.2: MBA Degree Core Assurance of LearningTable A5.3: MBA Degree in International Business Assurance of LearningTable A5.4: Executive MBA Degree Assurance of LearningTable A5.5: MBA Online Degree Assurance of LearningTable A5.6: Master of Accountancy Degree Assurance of LearningTable A5.7: MS Degree in Construction Science and Management Assuranceof LearningTable A5.8: MS Degree in Finance Assurance of LearningTable A5.9: MS Degree in Information Technology Assurance of Learning

Table A5.10: MS Degree in Management of Technology Assurance of LearningTable A5.11: PhD Degree in Business Administration Assurance of LearningA5.11.a: Emphasis in AccountingA5.11.b: Emphasis in FinanceA5.11.c: Emphasis in Information TechnologyA5.11.d: Emphasis in MarketingA5.11.e: Emphasis in Organization and Management StudiesA-6. Other Material (None)

A-1. Situational AnalysisNo Supporting Documents

A-2. Progress Update on Concerns from Previous ReviewNo Supporting Documents

A-3. Strategic ManagementRequired and Supporting Documents

Table A3.1: Summary of UTSA College of Business Strategic Plan 2007-2016: Goals andAction ItemsGoal # 1 Be accredited by several national and international associationsMaintain AACSB International accreditationSeek initial accreditation by ACCE (American Council for Construction Education)Seek initial accreditation by CAHME (health care management accreditation)Seek initial accreditation by EQUIS (European Quality Improvement System)Goal # 2 Be known within the university for innovative programs that enhance studentand faculty successDevelop graduate student servicesDevelop student services within the Center for Student Professional Development (CSPD)Engage College of Business Advisory Council members to benefit the professional development ofstudentsEnhance faculty policies and faculty support structureEnhance staff policies and staff support structureEnhance the research productivity of its facultyFurther develop undergraduate programsFurther refine use of Graduate Teaching Assistants, Undergraduate TutorsIncrease attention devoted to undergraduate students in large section classesIncrease/enhance number of external speakers, mentorship leadership development, academic servicesMaximize use of current resources, including income from feesMonitor/revise undergraduate COB Admissions and Retention PoliciesPromote and support student activitiesProvide academic support for studentsProvide community serviceRefine and/or modify curriculum to better meet student and programmatic needsSeek opportunities to engage students in researchSeek external funding support for studentsSeek ways to increase support of graduate studentsGoal # 3 Be a leader within the university in private funding, grants, and contractsExpand resource base of non-state dollarsIncrease funding opportunities for graduate studentsGoal # 4 Be a branded College of Business with a well-developed identity programBuild public awareness and enhance the image of the College of BusinessGoal # 5 Be a leader in innovative graduate program curricula and research focused onCOB ThematicsRefine and/or modify curriculum to better meet student and programmatic needsGoal # 6 Be proactive in serving the physical plant needs of students and facultyBe proactive in serving the physical plant needs of students and facultyGoal # 7 Be a nationally recognized/ranked College of BusinessEnhance quality/reputation of master's programsFocus on "Threads" to create higher profile master’s graduatesFocus on "Threads" to create higher profile specialized master’s programsGoal # 8 Be a nationally competitive PhD granting College of BusinessDevelop doctoral students for placement in research universitiesImprove program quality at all levels

Goal # 9 Be a school of choice for Latin American/Mexican graduate studentsDevelop plan to enhance reputation of COB in Latin America and MexicoGoal # 10 Be recognized for globalization efforts particularly those in LatinAmerica/Mexico, Far East and in entrepreneurship, as well as globalization effortsembedded in the master’s and PhD curricula.Expand/enhance quality of international programsSeek collaborative relationships with non-US universitiesGoal # 11 Be recognized in executive education, particularly in the area ofTransformational LeadershipRefine and/or modify curriculum to better meet student and programmatic needsGoal # 12 Be recognized for excellence in the development of endowed professorshipsand centersExpand resource base of non-state dollarsGoal # 13 Be internationally recognized as a center of graduate business education and asan innovator in undergraduate educationExpand East Asia programsExpand/enhance Latin America/Mexico programsExpand/enhance quality of international programsIdentify prestigious international business organizationsImprove program quality at all levelsRefine and/or modify curriculum to better meet student and programmatic needsGoal # 14 Be a "named" and fully endowed College of BusinessDevelop plans to enhance recognition of the College of Business

Table A3.2: Overview of Continuous Improvement Achievements 2007-2011Mission Stimulus Action Item Demonstrated OutcomesOverall Mission of COB COB Strategic COB Goal - p. 8, "7. Be a Have been ranked multiple times by BusinessPlan 2007-16 nationally recognized/ranked Week, Hispanic Business, and PrincetonOverall Mission of COBOverall Mission of COBUndergraduate TeachingUndergraduate TeachingCreating and SharingKnowledgeCreating and SharingKnowledgeCreating and SharingKnowledgeCreating and SharingKnowledgeCreating and SharingKnowledgeCreating and SharingKnowledgeCreating and SharingKnowledgeCreating and SharingKnowledgePRTConsultativeSuggestionPRTConsultativeSuggestionPRTConsultativeSuggestionPRTConsultativeSuggestionsCOB StrategicPlan 2007-16PRTConsultativeSuggestionPRTConsultativeSuggestionPRTConsultativeSuggestionPRTConsultativeSuggestionPRTConsultativeSuggestionPRTConsultativeSuggestionPRTConsultativeSuggestionCollege of Business."Need to continue to focusaggressively on fund raising.Endowment significantly belowpeer schools.Space is becoming an issue thatneeds to be addressed in the nextfew years.Proliferation of programs withvery limited enrollment. Reviewfor possible elimination.1. Undergraduate class sizesexceed the mean for peer schools;2. Should limit growth at theundergraduate level bycontinuing to adjust admissionstandards.COB Goal - p.8, "8. Be anationally competitive PhDgranting College of Business."Should provide more support,both at the college and universitylevel, for grant administration.Need to continue to receiveincremental funding for faculty inorder to increase the AQ ratio tothe overall 75% level.Increase AQ standard to threerefereed journal articles in fiveyears; specify qualityReduce non-tenure track teachingload to 4-3 for a limited period togive time to produce the requiredrefereed journal article.Insure all PQ faculty undertakeappropriate developmentactivitiesMake available developmentfunds for all participating NTTfaculty to remain current in theirfield.Define appropriate developmentactivities for academicadministrators.Review since last AACSB review.Market value of the endowment is around$6.5M; this remains a priority for the college.The college's request for a companion buildingis officially part of the UTSA Master Plan.Sought various means of better utilizingexisting space, including evacuation of noncollegeunits; SWBC Foundation committed$100,000 to the COB in support of capitalrenovations, leading to new meeting and studyspace for interviews and student use.Eliminated BBA major offerings at the DTcampus to reduce need to separately staffparallel degree programs at two campuses:Finance, Information Systems, Marketing.Two-fold approach: 1) Reduced undergraduateenrollments through a rigorous academicstanding policy. Undergraduate enrollmentwas increasing sharply in Spring 2007 andpeaked in Fall 2007; has declined from 5382to 4990 during review period. 2) Addedinstructional faculty.According to the UT Dallas journal rankingsystem, the College of Business faculty, aswell as the individual disciplines in Finance,Marketing, and Management have beenranked in the Top 100 publishing faculty sincethe last review.Hired full-time Grant DevelopmentCoordinator.Tight state budgets make this difficult.However, tenured/tenure-track faculty haveincreased (89 - Fall 2006; 94 - Fall 2010).Higher AQ standard with definitions of qualityhave been implemented. Quality ofpublications is emphasized.Done, for full-time faculty with three-yearcontracts.Done, especially through enhanceddocumentation of development activities.Done, for full-time NTT faculty on rollingthree-year contracts.Administrators now required to publish eitherone article in most recent three years or two inmost recent five years.

Translating Theory to PracticeCreating and SharingKnowledgeCreating and SharingKnowledge; TranslatingTheory to PracticeGlobal Business ChallengesGlobal Business ChallengesTranslating Theory to PracticeTranslating Theory to PracticeTranslating Theory to PracticeCOB StrategicPlan 2007-16COB StrategicPlan 2007-16COB StrategicPlan 2007-16PRTConsultativeSuggestionCOB StrategicPlan 2007-16COB StrategicPlan 2007-16COB StrategicPlan 2007-16COB StrategicPlan 2007-16COB Goal - p. 8, "5. Be a leaderin innovative graduate curriculaand research focused on COBthematics."COB Goal - p. 8, "3. Be a leaderwithin the university in privatefunding, grants, and contracts."COB Goal - p. 8, "3. Be a leaderwithin the university in privatefunding, grants, and contracts."Strengthen assurance of learningsystems for MBA program.COB Goal - p. 8, "10. Berecognized for globalizationefforts particularly those in LatinAmerica/Mexico, Far East and inentrepreneurship, as well asglobalization efforts embedded inthe master's and PhD curricula."COB Goal - p. 8, "1. Be knownwithin the university forinnovative programs that enhancestudent and faculty success."COB Goal - p. 8, "1. Be knownwithin the university forinnovative programs that enhancestudent and faculty success."COB Goal - p. 8, "1. Be knownwithin the university forinnovative programs that enhancestudent and faculty success."Added collaborative dual degree programMBA/MPH with the University of TexasSchool of Public Health.Added endowed chair in accounting,professorship in real estate.Hired AT&T Chair Fall 2010 and establishedCERI2S Research Center in security issuesSpring 2011; obtained $2.5 million gift fromValero Energy and Texas Research IncentiveProgram to support graduate student research.MBA degree AOL is now similar to BBAdegree, which was already very strong duringlast review.New international immersions forundergraduate and graduate students,including Canary Islands, Singapore/Vietnam,Chile, Finland. Global Business Skills Grantprogram, specifically for graduate studentglobal issues research, established at $100,000per year, also funds travel internationally forpresentation of global research papers;substantially revised MBA International toinclude a student cohort, enhancedinternational coverage, full-time, intensive 12-month program.The Center for Student ProfessionalDevelopment (CSPD) was officially dedicatedin October 2007. Almost tripled the number ofundergraduate students involved in the CSPDsignature Career Action Plan (CAP) Program.Established state-of-the-art AdvancedLaboratories for Information Assurance andSecurity (ALIAS) lab; ALIAS offerspersonalized training for students as theystudy biometrics, data mining, intrusiondetection and cyber forensics. Center forInnovation and Technology Entrepreneurshipsponsors a biannual $100,000 studenttechnology venture competition. The CSPDhosts financial literacy workshops for allUTSA students. Accounting students underfaculty supervision provide free taxpreparation for all UTSA faculty, staff andstudents who earn less than $45,000 annually.Established the Financial Studies Center in2010; the center is a 1,800-square-foot centerthat features a 26-seat trading lab and aseparate classroom for financial literacyprogramming. Students can take Bloombergcertification courses in the center.

DEPARTMENT OF ACCOUNTINGTABLE 2-1: Five-Year Summary of Accounting Faculty Intellectual ContributionsFall 2010 & Spring 2011Portfolio of Intellectual ContributionsSummary of Types of ICs 10Peer ReviewedJournals 1ResearchMonographs 2Books 3Chapters 4Peer ReviewedProceedings 5NameAsthana, Sharad 12 5 25 42Boone, Jeffery P. 8 6 1 13Bradley, JeanBridges, Gary 1 1 2Cole, Cathy 1 1 2 2 2Collins, Everett 4 4Fasci, Martha 3 4 7Forgione, Dana 11 1 4 14 4 14 10 38Groff, James 4 1 2 1 6Hao, Jun*Jimenez, Carlos 1 1 2Kalelkar, Rachana*Khan, Sarfraz*Kohn, ChristopherLi, Shiyou*Linthicum, Cheryl 6 5 1 10Liu, Linxiao* 3 3Lopez, Dennis 2 1 8 11McTier, Kerry* 1 5 6Milam, Lorie 1 1Nwaeze, Emeka 3 8 1 12Pickard, Andrew 2 1 1Pitman, Marshall 5 7 2 10Poe, April*Quosigk, Benedikt*Sanders, Elaine 1 8 4 8 3 2Saya, RubinaSchuldt, Michael*Skekel, TedSmith, AllenSmith, Pamela 17 1 1 11 1 1 1 30Vaello, LindaWelch, Sandra 3 1 3 1Yin, Jennifer 4 11 1 16Zucker, IrwinTotal 88 7 0 1 6 120 6 1 23 17 21 215*Doctoral StudentPeer Reviewed PaperPresentations 6Faculty ResearchSeminar 7Non-Peer ReviewedJournals 8Others 9Learning &Pedagogical ResearchContributions toPracticeDiscipline-BasedResearch

1. Peer reviewed journal articles (learning and pedagogical research, contributions to practice, and/or discipline-based scholarship)2. Research Monographs (teaching/pedagogical, practice/applied and /or discipline-based research)3. Books (textbooks, professional/practice/trade, and/or scholarly)4. Chapters in books (textbooks, professional/practice/trade, and/or scholarly)5. Peer reviewed proceedings from teaching/pedagogical meetings, professional/practice meetings, and/or scholarly meetings6. Peer reviewed paper presentations at teaching/pedagogical meetings, professional/practical meetings, and/or academic meetings7. Faculty Research Seminar (teaching/pedagogical, practice oriented, and/or discipline-based research seminar)8. Non-peer reviewed journals (learning and pedagogical, contributions to practice, and/or discipline-based scholarship). School must provide substantive support for quality9. Others (peer reviewed cases with instructional materials, instructional software, publicly available material describing the design and implementation of new curricula or courses, technical reportsrelated to funded projects, publicly available research working papers, etc. please specify)10. Summary of ICs should reflect total number of ICs in each category (learning and pedagogical research, contributions to practice, and/or discipline-based scholarship

DEPARTMENT OF ECONOMICSTABLE 2-1: Five-Year Summary of Economics Faculty Intellectual ContributionsFall 2010 & Spring 2011Portfolio of Intellectual ContributionsSummary of Types of ICs 10Peer ReviewedJournals 1ResearchMonographs 2Books 3Chapters 4Peer ReviewedProceedings 5NameBeaver, James L.Beladi, Hamid 54 7 6 12 79Collinge, Robert A. 1 1 2de la Viña, Lynda 2 2 2 2Doss, LeslieDunson, BruceFiroozi, Fathali K. 7 1 1 7Ghossoub, Edgar A. 2 8 1 11Goungetas, BasileHollas, Daniel R. 2 1 3Hsu, Sara 2 2Hu, Yue Sara 1 1Johnson, ShakiraLien, Donald 12 1 11Liu, Long 7 7Lo, Melody 12 3 1 1 17Luquette, EdmundMahdavi, Saeid 3 4 1 1 7Merrifield, John D. 7 3 15 1 26Metzger, ScottMontoya, Lisa 1 2 3Phillips, Keith 4 4Rightmyer, JohnTruett, Dale B. 9 4 3 16Truett, Lila 9 4 3 16Vazquez, Jose 3 3Weiher, Kenneth E. 2 2Welch, Richard O.Zhou, Su 12 3 1 14Total 151 25 1 9 0 45 0 0 8 4 2 2331. Peer reviewed journal articles (learning and pedagogical research, contributions to practice, and/or discipline-based scholarship)2. Research Monographs (teaching/pedagogical, practice/applied and /or discipline-based research)3. Books (textbooks, professional/practice/trade, and/or scholarly)4. Chapters in books (textbooks, professional/practice/trade, and/or scholarly)5. Peer reviewed proceedings from teaching/pedagogical meetings, professional/practice meetings, and/or scholarly meetingsPeer Reviewed PaperPresentations 6Faculty ResearchSeminar 7Non-Peer ReviewedJournals 8Others 9Learning &Pedagogical ResearchContributions toPracticeDiscipline-BasedResearch

6. Peer reviewed paper presentations at teaching/pedagogical meetings, professional/practical meetings, and/or academic meetings7. Faculty Research Seminar (teaching/pedagogical, practice oriented, and/or discipline-based research seminar)8. Non-peer reviewed journals (learning and pedagogical, contributions to practice, and/or discipline-based scholarship). School must provide substantive support for quality9. Others (peer reviewed cases with instructional materials, instructional software, publicly available material describing the design and implementation of new curricula or courses, technical reportsrelated to funded projects, publicly available research working papers, etc. please specify)10. Summary of ICs should reflect total number of ICs in each category (learning and pedagogical research, contributions to practice, and/or discipline-based scholarship

DEPARTMENT OF FINANCETABLE 2-1: Five-Year Summary of Finance Faculty Intellectual ContributionsFall 2010 & Spring 2011Portfolio of Intellectual ContributionsSummary of Types of ICs 10Peer ReviewedJournals 1ResearchMonographs 2Books 3Chapters 4Peer ReviewedProceedings 5NameBayar, Onur 13 13Bhanot, Karan 4 2 1 7Bryant, MartinBurns, Natasha A. 4 7 11Cadena, Angelita*Dahlquist, Julie 1 3 7 1 5 8 3 6Fairchild, Keith W. 1 1Hoffman, KarlJackson, Jr., JamesJones, MarcusKadapakkam, Palani-Rajan 7 2 9 18Kittiakarasakun, Jullavut* 8 8Lien, Donald 38 6 44Lorusso, Maria T.McTier, Brian* 2 1 3Misra, Lalatendu 3 1 15 19Rocchio, Leland H.Rodgers, MichaelSkouratova, Elena*Sweet, Ronald B.Teske, Raymond 2 5 3 4Thomson, Thomas A. 4 1 5Tse, Yiuman 24 2 1 24 1 52Varson, PaulaWald, John K. 7 1 19 27Wehrmeyer, RobertWilliams, Michael* 5 1 6Total 99 6 3 10 0 105 3 0 12 8 6 224*Doctoral Student1. Peer reviewed journal articles (learning and pedagogical research, contributions to practice, and/or discipline-based scholarship)2. Research Monographs (teaching/pedagogical, practice/applied and /or discipline-based research)3. Books (textbooks, professional/practice/trade, and/or scholarly)4. Chapters in books (textbooks, professional/practice/trade, and/or scholarly)5. Peer reviewed proceedings from teaching/pedagogical meetings, professional/practice meetings, and/or scholarly meetings6. Peer reviewed paper presentations at teaching/pedagogical meetings, professional/practical meetings, and/or academic meetingsPeer Reviewed PaperPresentations 6Faculty ResearchSeminar 7Non-Peer ReviewedJournals 8Others 9Learning &Pedagogical ResearchContributions toPracticeDiscipline-BasedResearch

7. Faculty Research Seminar (teaching/pedagogical, practice oriented, and/or discipline-based research seminar)8. Non-peer reviewed journals (learning and pedagogical, contributions to practice, and/or discipline-based scholarship). School must provide substantive support for quality9. Others (peer reviewed cases with instructional materials, instructional software, publicly available material describing the design and implementation of new curricula or courses, technical reportsrelated to funded projects, publicly available research working papers, etc. please specify)10. Summary of ICs should reflect total number of ICs in each category (learning and pedagogical research, contributions to practice, and/or discipline-based scholarship

NameAu, Yoris A. 4 1 2 7Beebe, Nicole 5 2 4 2 4 3 14Carpenter, Darrell* 2 4 6Chang, Frederick 1 3 4Clark, Jan G. 12 11 1 22Davis, TerriDietrich, Glenn B. 2 1 6 1 2 8Estis, KevinFraser, Nicholas 1 1 2Gupta, Mikul 2 1 3Kaufman, Robert J. 2 2Khoo, Huoy M. 1 1 1 3Ko, Myung S. 6 6 1 13Kordzadeh, Nima* 1 1Kreider, Christopher* 1 1Liu, Zhechao 1 4 1 1 7Mancha, Ruben* 3 1 4 1 1 8Padmanabhan, Priye*Rao, V. S. 5 8 13Saeger, MarkShepherd, Linda H. 1 1 1 1Teneyuca, DavidWalz, Diane B. 1 1Warren, John 7 1 1 1 8Williams, Karen L. 1 2 2 1Yoon, Hyun Shik*Young, Diana* 3 3 6Information Systems Total 54 2 0 4 56 11 1 1 13 4 13 125*Doctoral StudentDEPARTMENT OF INFORMATION SYSTEMS AND TECHNOLOGY MANAGEMENTTABLE 2-1: Five-Year Summary of Information Sytems & Technology Management Faculty Intellectual ContributionsFall 2010 & Spring 2011Portfolio of Intellectual ContributionsSummary of Types of ICs 10Peer ReviewedJournals 1ResearchMonographs 2Books 3Chapters 4Peer ReviewedProceedings 5Peer Reviewed PaperPresentations 6Faculty ResearchSeminar 7Non-Peer ReviewedJournals 8Others 9Learning &Pedagogical ResearchContributions toPracticeDiscipline-BasedResearch

Ball, LarryDeWispelare, AaronFlannery, William 1 2 7 2 8Grant, Kevin 4 1 1 3 3 6Hallam, Cory 2 1 11 1 3 1 3 1 2 19Remkus, JamesSpivey, Woodie 4 2 6Management of TechnologyTotal 11 1 0 0 14 11 3 1 6 1 7 391. Peer reviewed journal articles (learning and pedagogical research, contributions to practice, and/or discipline-based scholarship)2. Research Monographs (teaching/pedagogical, practice/applied and /or discipline-based research)3. Books (textbooks, professional/practice/trade, and/or scholarly)4. Chapters in books (textbooks, professional/practice/trade, and/or scholarly)5. Peer reviewed proceedings from teaching/pedagogical meetings, professional/practice meetings, and/or scholarly meetings6. Peer reviewed paper presentations at teaching/pedagogical meetings, professional/practical meetings, and/or academic meetings7. Faculty Research Seminar (teaching/pedagogical, practice oriented, and/or discipline-based research seminar)8. Non-peer reviewed journals (learning and pedagogical, contributions to practice, and/or discipline-based scholarship). School must provide substantive support for quality9. Others (peer reviewed cases with instructional materials, instructional software, publicly available material describing the design and implementation of new curricula or courses, technical reportsrelated to funded projects, publicly available research working papers, etc. please specify)10. Summary of ICs should reflect total number of ICs in each category (learning and pedagogical research, contributions to practice, and/or discipline-based scholarship

DEPARTMENT OF MANAGEMENTTABLE 2-1: Five-Year Summary of Management Faculty Intellectual ContributionsFall 2010 & Spring 2011Portfolio of Intellectual ContributionsSummary of Types of ICs 10Peer ReviewedJournals 1ResearchMonographs 2Books 3Chapters 4Peer ReviewedProceedings 5NameBarnett, RobertBurns, Michael* 1 2 1 4Candeo Soto, Julio* 1 2 3Cardy, Robert 5 3 3 1 5 17Chang, Pepe 4 1 1 3 1 10Clark, DaleClark, Kim* 4 4Darling, John 18 18Erwin, AbigailGonzales, JosephHall, Angela 9 3 9 21Hess-Escalante, Nicole*Johnson, DonKrueger, Dianna C.* 1 1Langford, Christopher*Larkey, KandisLarsen, Gary 2 2Leffel, Anita H. 2 7 9Lengel, Robert 2 2Lengnick-Hall, Cynthia 5 1 2 13 2 1 24Lengnick-Hall, Mark 8 1 2 3 10 4 4 3 1 28McCray, John P. 3 3 3 3 2 2 3 9McDonald, Michael 4 1 2 7McIver, Derrick* 2 2Miller, Stewart 8 3 16 2 29Noll, MichaelPhillips, Mark W.Prescott, KevinPriore, RichardRamachandran, Indu* 6 6Ramirez, Consuelo 1 1Rigsbee, Carolee*Sibbernsen, RichardSpiser-Albert, Valarie 1 1 1 1Stone, Dianna 17 1 8 4 23 5 58Stone-Romero, Eugene 18 10 14 6 48Peer Reviewed PaperPresentations 6Faculty ResearchSeminar 7Non-Peer ReviewedJournals 8Others 9Learning &Pedagogical ResearchContributions toPracticeDiscipline-BasedResearch

Suazo, Mark M. 4 3 1 4 12Svacina, Teresa* 1 1Valdez, Jude 1 1 1 3Vesey, Jermaine* 1 3 4Villano, KennethVogt, Judith 2 2Wang, Dana 1 6 7Werling, Steve 2 1 3Wilson III, Bennie 1 1Management Total 116 4 5 32 17 136 13 0 24 7 7 333*Doctoral StudentBruner, Larry A.Rodriguez, Jr., ManuelSandoval, Rodolpho 3 1 1 2 1 5Shields, JohnBusiness Law Total 3 0 1 1 0 2 0 0 0 1 0 51. Peer reviewed journal articles (learning and pedagogical research, contributions to practice, and/or discipline-based scholarship)2. Research Monographs (teaching/pedagogical, practice/applied and /or discipline-based research)3. Books (textbooks, professional/practice/trade, and/or scholarly)4. Chapters in books (textbooks, professional/practice/trade, and/or scholarly)5. Peer reviewed proceedings from teaching/pedagogical meetings, professional/practice meetings, and/or scholarly meetings6. Peer reviewed paper presentations at teaching/pedagogical meetings, professional/practical meetings, and/or academic meetings7. Faculty Research Seminar (teaching/pedagogical, practice oriented, and/or discipline-based research seminar)8. Non-peer reviewed journals (learning and pedagogical, contributions to practice, and/or discipline-based scholarship). School must provide substantive support for quality9. Others (peer reviewed cases with instructional materials, instructional software, publicly available material describing the design and implementation of new curricula or courses, technical reportsrelated to funded projects, publicly available research working papers, etc. please specify)10. Summary of ICs should reflect total number of ICs in each category (learning and pedagogical research, contributions to practice, and/or discipline-based scholarship

DEPARTMENT OF MANAGEMENT SCIENCE AND STATISTICSTABLE 2-1: Five-Year Summary of Management Science & Statistics Faculty Intellectual ContributionsFall 2010 & Spring 2011Portfolio of Intellectual ContributionsSummary of Types of ICs 10Peer ReviewedJournals 1ResearchMonographs 2Books 3Chapters 4Peer ReviewedProceedings 5NameBall, GeraldCao, Yi*Dell, JacobGonzalez, Juan 5 5 1 1 8Jing, Liang*Keating, Jerome 9 1 1 9Leung, Mark T. 7 2 3 3 15Massaro, KimberlyOrta, ErminePopa, Silvia 1 2 3Simmons, Donald E. 3 3 4 10Stovall, Kazumi*Sun, Minghe 3 3 3 4 13Tullous, Raydel 2 5 3 1 3Xu, Kefeng 3 2 3 8Zarzabal, Lee*Zurcher, RaymondManagement Science Total 33 0 0 5 16 19 0 0 3 4 3 69Anderson, Michael T.* 1 1Cano, Stephanie 3 3DeOliveira, Victor 8 1 13 1 21Han, Donghoon 7 1 2 2 12Kannan, Nandini 11 2 2 15Ko, Daijin 6 6Mason, Robert 13 1 5 1 5 15Quintana, Rolando 11 5 16Roy, Anuradha 15 1 7 2 11 8 28Schultz, KennethTripathi, Ram 3 1 2 6Yang, Xiaobin*Ye, Keying 13 1 1 3 5 2 21Statistics Total 90 2 1 5 13 25 2 5 17 6 13 141*Doctoral StudentPeer Reviewed PaperPresentations 6Faculty ResearchSeminar 7Non-Peer ReviewedJournals 8Others 9Learning &Pedagogical ResearchContributions toPracticeDiscipline-BasedResearch

1. Peer reviewed journal articles (learning and pedagogical research, contributions to practice, and/or discipline-based scholarship)2. Research Monographs (teaching/pedagogical, practice/applied and /or discipline-based research)3. Books (textbooks, professional/practice/trade, and/or scholarly)4. Chapters in books (textbooks, professional/practice/trade, and/or scholarly)5. Peer reviewed proceedings from teaching/pedagogical meetings, professional/practice meetings, and/or scholarly meetings6. Peer reviewed paper presentations at teaching/pedagogical meetings, professional/practical meetings, and/or academic meetings7. Faculty Research Seminar (teaching/pedagogical, practice oriented, and/or discipline-based research seminar)8. Non-peer reviewed journals (learning and pedagogical, contributions to practice, and/or discipline-based scholarship). School must provide substantive support for quality9. Others (peer reviewed cases with instructional materials, instructional software, publicly available material describing the design and implementation of new curricula or courses, technical reportsrelated to funded projects, publicly available research working papers, etc. please specify)10. Summary of ICs should reflect total number of ICs in each category (learning and pedagogical research, contributions to practice, and/or discipline-based scholarship

DEPARTMENT OF MARKETINGTABLE 2-1: Five-Year Summary of Marketing Faculty Intellectual ContributionsFall 2010 & Spring 2011Portfolio of Intellectual ContributionsSummary of Types of ICs 10Peer ReviewedJournals 1ResearchMonographs 2Books 3Chapters 4Peer ReviewedProceedings 5NameArsena, Ashley* 1 11 12Bhargave, Rajesh 1 4 4 9Bojanic, David 7 2 1 5 2 13Cannon, Thomas F. 1 3 2 2 4Cho, Hyejeung 4 1 4 1 10Davied, DanielGoss, Robert* 2 5 8 15Heller, Victor 5 2 7 4 10Johnsen, DavidKim, Youngsen* 3 3Lalwani, Ashok 7 1 14 22Lee, Jaehoon* 5 7 12Lowrey, Tina M. 7 1 10 10 1 4 1 1 33Mitchell, WilliamReynolds, Bobby J.Saegert, Joel G. 1 1 3 2 7Shrum, L J. 6 15 17 9 1 48Silvera, David H. 8 1 17 26Sundie, Jill 8 7 9 24Tablada, Daniel 1 1Tharp, Marye 2 1 3Utecht, Richard L. 3 2 1 4 1 1Zhang, Yinlong 6 8 14Total 68 3 4 47 65 83 6 1 4 11 3 267*Doctoral Student1. Peer reviewed journal articles (learning and pedagogical research, contributions to practice, and/or discipline-based scholarship)2. Research Monographs (teaching/pedagogical, practice/applied and /or discipline-based research)3. Books (textbooks, professional/practice/trade, and/or scholarly)4. Chapters in books (textbooks, professional/practice/trade, and/or scholarly)5. Peer reviewed proceedings from teaching/pedagogical meetings, professional/practice meetings, and/or scholarly meetings6. Peer reviewed paper presentations at teaching/pedagogical meetings, professional/practical meetings, and/or academic meetings7. Faculty Research Seminar (teaching/pedagogical, practice oriented, and/or discipline-based research seminar)8. Non-peer reviewed journals (learning and pedagogical, contributions to practice, and/or discipline-based scholarship). School must provide substantive support for quality9. Others (peer reviewed cases with instructional materials, instructional software, publicly available material describing the design and implementation of new curricula or courses, technical reportsrelated to funded projects, publicly available research working papers, etc. please specify)10. Summary of ICs should reflect total number of ICs in each category (learning and pedagogical research, contributions to practice, and/or discipline-based scholarshipPeer Reviewed PaperPresentations 6Faculty ResearchSeminar 7Non-Peer ReviewedJournals 8Others 9Learning &Pedagogical ResearchContributions toPracticeDiscipline-BasedResearch

Table 2-2Department of AccountingFall 2010 - Spring 2011Five-Year Summary of Peer ReviewedJournals and Number of Publications in Each(Optional)Based on the information and data from Tables 2-1, provide a summary of peer reviewedjournals (by names) and the number of articles appearing in each.Peer Reviewed Journals Number of JournalArticles* RankingAcademy of Accounting and Financial Studies Journal 1 Bottom 50%Accounting and Business Research 1 Top 25%Accounting and the Public Interest 2 Bottom 50%Accounting Horizons 3 Top 10%Accounting Research Journal 2 UnrankedAdvances in Accounting 3 Top 50%Advances in Behavioral Accounting Research 1 Top 50%Auditing: A Journal of Practice & Theory 2 Top 10%Contemporary Accounting Research 1 Top 10%Current Issues in Auditing 1 UnrankedExpert Review of Pharmacoeconomics & Outcomes Research 1 UnrankedFinancial Accountability & Management 1 UnrankedInnOvaciOnes de NegOciOs 1 UnrankedInternational Association for Computer Information Systems 1 UnrankedInternational Journal of Accounting, Auditing and Performance Evaluation 2 UnrankedInternational Journal of Auditing 1 Bottom 50%International Journal of Business 1 UnrankedInternational Journal of Pharmacy Practice 1 UnrankedIssues in Accounting Education 1 Top 25%Issues in Information Systems 2 UnrankedJournal of Accounting and Public Policy 6 Top 25%Journal of Accounting Education 1 Top 25%Journal of Accounting for the 21st Century 1 UnrankedJournal of Accounting, Auditing & Finance 2 Top 10%Journal of Business and Accounting 1 UnrankedJournal of Contemporary Accounting and Economics 1 UnrankedJournal of Continuing Education in the Health Professions 1 UnrankedJournal of Corporate Accounting & Finance 2 Unranked

Peer Reviewed Journals Number of JournalArticles* RankingJournal of Health Care Finance 7 UnrankedJournal of International Accounting Research 1 Bottom 50%Journal of IT Case & Application Research 1 Bottom 50%Journal of Pension Economics and Finance 1 UnrankedJournal of Public Budgeting, Accounting & Financial Management 4 Top 25%Managerial Auditing Journal 1 Bottom 50%Oil, Gas & Energy Quarterly 3 UnrankedReal Estate Taxation 1 UnrankedResearch in Accounting Regulation 2 Bottom 50%Research in Healthcare Financial Management 1 UnrankedResearch on Professional Responsibility and Ethics in Accounting 1 UnrankedReview of Accounting and Finance 2 UnrankedReview of Quantitative Finance and Accounting 1 Top 25%Strategic Finance 2 Top 50%The ATA Journal of Legal Tax Research 2 Top 25%The Business Review 1 UnrankedThe CPA Journal 1 Bottom 50%The European Journal of Health Economics 1 UnrankedThe Journal of 21st Century Accounting 1 UnrankedThe Journal of Corporate Ownership and Control 1 UnrankedThe Journal of Legal Tax Research 1 Top 25%Today's CPA 1 Unranked* In a few cases, articles have been co-authored across departments and the journal appears in eachdepartment. Co-authored journals within a department are counted once.

Table 2-2Department of EconomicsFall 2010 - Spring 2011Five-Year Summary of Peer ReviewedJournals and Number of Publications in Each(Optional)Based on the information and data from Tables 2-1, provide a summary of peer reviewedjournals (by names) and the number of articles appearing in each.Peer Reviewed Journals Number of JournalArticles* RankingAdvances and Applications in Statistics 1 UnrankedAgricultural Finance Review 1 UnrankedAnnals of Tourism Research 1 UnrankedApplied Economics 5 Top 25%Applied Economics Letters 2 Bottom 50%Applied Mathematics Letters 1 Bottom 50%Asia-Pacific Journal of Accounting and Economics 2 UnrankedAustralian Economic Papers 1 UnrankedBulletin of Economic Research 1 UnrankedBusiness Journal of Hispanic Research 1 UnrankedCanadian Journal of Agricultural Economics 1 Bottom 50%Cato Journal 1 Bottom 50%China Economics Journal 1 UnrankedContemporary Economic Policy 2 Top 25%Ecological Economics 1 Top 25%Econometric Journal 1 UnrankedEconomic Modeling 2 Bottom 50%Economic Modelling 3 Bottom 50%Economics Bulletin 4 UnrankedEconomics Inquiry 1 Top 25%Economics Letters 11 Top 25%Education Economics 3 UnrankedElectoral Studies 1 UnrankedEnvironment and Development Economics 1 Top 50%European Economic Review 1 Top 10%European Journal of Operational Research 1 Top 25%Frontiers of Economics and Globalization 2 UnrankedGlobal Business and Economics Review 2 UnrankedHandbook of Quantitative Finance and Risk Management 1 UnrankedInternational Journal of Business and Economics 1 UnrankedInternational Review of Economics and Finance 6 Top 50%

Peer Reviewed Journals Number of JournalArticles* RankingInternational Review of Economics Education 1 Top 50%Japanese Economic Review 1 Bottom 50%Journal of Applied Econometrics 1 Top 25%Journal of Current Chinese Affairs 1 UnrankedJournal of Economic Behavior & Organization 3 Top 25%Journal of Economic Development 1 UnrankedJournal of Economic Education 1 Top 25%Journal of Economic Research 1 UnrankedJournal of Economic Studies 1 Bottom 50%Journal of Economics and Social Measurement 2 UnrankedJournal of Economics Education 1 UnrankedJournal of International Money and Finance 1 Top 25%Journal of Mathematical Economics 1 Top 25%Journal of Policy Modeling 1 Bottom 50%Journal of Public Budgeting, Accounting & Financial Management 1 Top 25%Journal of Quantitative Economics 1 UnrankedJournal of Real Estate Research 1 Top 10%Journal of School Choice 6 UnrankedJournal of Theoretical Politics 2 UnrankedLetters in Spatial and Resource Sciences 2 UnrankedMathematical Social Sciences 2 UnrankedNational Tax Journal 1 Top 25%Open Economies Review 1 Bottom 50%Pacific Economic Review 3 Bottom 50%Politica y gobierno 1 UnrankedQuarterly Review of Economics and Finance 1 Bottom 50%Research in Economics 1 Bottom 50%Resource and Energy Economics 1 Top 50%Review of Development Economics 9 Top 50%Review of Economics of Households 1 UnrankedReview of International Economics 6 UnrankedSouthern Economic Journal 5 Top 25%Statistics & Probability Letters 4 Top 25%The Annals of Regional Science 1 Bottom 50%The Appraisal Journal 1 Top 10%The Journal of Borderland Studies 1 UnrankedTrade and Development Review 1 UnrankedWeltwirtschaftliches Archiv. 1 Top 50%World Scientific Publishing 1 Unranked* In a few cases, articles have been co-authored across departments and the journal appears in eachdepartment. Co-authored journals within a department are counted once.

Table 2-2Department of FinanceFall 2010 - Spring 2011Five-Year Summary of Peer ReviewedJournals and Number of Publications in Each(Optional)Based on the information and data from Tables 2-1, provide a summary of peer reviewedjournals (by names) and the number of articles appearing in each.Peer Reviewed Journals Number of JournalArticles* RankingAdvances in Quantitative Analysis of Finance and Accounting 2 Bottom 50%Annals of Financial Economics 1 UnrankedApplied Financial Economics 1 Bottom 50%Commodity Prices and Markets 1 UnrankedEducation Economics 1 UnrankedEmerging Markets Trade and Finance 1 UnrankedEnergy Economics 1 Bottom 50%Global Business and Finance Review 1 UnrankedGlobal Finance Journal 3 Bottom 50%International Journal of Business and Economics 1 UnrankedInternational Journal of Financial Markets and Derivatives 1 UnrankedInternational Journal of Managerial Finance 1 UnrankedInternational Review of Economics and Finance 7 Top 50%International Review of Financial Analysis 2 Bottom 50%Journal of Banking and Finance 5 Top 25%Journal of Business 1 Top 10%Journal of Business and Behavioral Sciences 1 UnrankedJournal of Business Finance and Accounting 1 Top 25%Journal of Corporate Finance 2 Top 25%Journal of Cultural Economics 1 UnrankedJournal of Emerging Markets 2 UnrankedJournal of Empirical Finance 2 Top 25%Journal of Financial and Economic Practice 2 UnrankedJournal of Financial Economics 4 Top 10%Journal of Financial Planning 1 UnrankedJournal of Financial Research 1 Top 25%Journal of Futures Markets 13 Top 25%Journal of International Financial Markets, Institutions & Money 1 Bottom 50%

Peer Reviewed Journals Number of JournalArticles* RankingJournal of Law and Economics 2 Top 10%Journal of Multinational Financial Management 1 Bottom 50%Journal of Organizational Computing and Electronic Commerce 1 Bottom 50%Journal of Real Estate Finance and Economics 2 Top 10%Journal of Real Estate Portfolio Management 1 Bottom 50%Journal of Real Estate Research 1 Top 10%Journal of Statistical Planning and Inference 1 Top 25%Managerial Finance 3 UnrankedMultinational Finance Journal 1 Bottom 50%Research in Finance 3 Bottom 50%Research in Health Care Finance Management 1 UnrankedReview of Financial Studies 1 Top 10%Review of Futures Markets 4 Bottom 50%Review of Pacific Basin Financial Markets and Policies 1 UnrankedReview of Quantitative Finance and Accounting 3 Top 25%Risk Letters 1 UnrankedSouthern Journal of Business and Ethics 1 UnrankedSouthern Law Journal 1 Bottom 50%Southwest Business Administrative Journal 1 UnrankedThe Appraisal Journal 1 Top 10%The Financial Review 1 Top 25%* In a few cases, articles have been co-authored across departments and the journal appears in eachdepartment. Co-authored journals within a department are counted once.

Table 2-2Department of Information Systems and Technology ManagementFall 2010 - Spring 2011Five-Year Summary of Peer ReviewedJournals and Number of Publications in Each(Optional)Based on the information and data from Tables 2-1, provide a summary of peer reviewedjournals (by names) and the number of articles appearing in each.Peer Reviewed Journals Number of JournalArticles* RankingAir and Space Power Journal 1 UnrankedCommunications of the Association for Information Systems 8 Top 10%DATA BASE for Advances in Information Systems 1 Top 25%Decision Support Systems 1 Top 25%Digital Investigation 1 UnrankedElectronic Commerce Research and Applications 1 Bottom 50%European Journal of Information Systems 1 Top 10%IEEE Transactions on Engineering Management 1 Top 25%Information and Management 3 Top 10%Information Resources Management Journal 2 Top 25%Information Technology & Management 1 Bottom 50%International Journal of Health Information System and Informatics 1 UnrankedInternational Journal of Information Technologies and Systems Approach 1 UnrankedInternational Journal of Services Technology and Management 1 UnrankedJournal of Computer Information Systems 2 Top 25%Journal of Electronic Commerce Research 1 UnrankedJournal of Enterprise Information Management 1 UnrankedJournal of Information Privacy and Security 1 UnrankedJournal of Information Systems and E-Business 1 UnrankedJournal of Information Systems Security 1 UnrankedJournal of Information Technology Management 1 Bottom 50%Journal of Information Technology Theory and Application 1 Bottom 50%Journal of Intelligent Systems in Accounting, Finance and Management 1 UnrankedJournal of Organizational Computing and Electronic Commerce 1 Bottom 50%Journal of Technology Transfer 1 UnrankedNatural Products Research 1 UnrankedResearch-Technology Management 4 Top 10%Science 1 Top 10%Southern Journal of Business and Ethics 1 UnrankedSouthern Law Journal 1 Bottom 50%The Journal of Information Technology Case and Application Research 1 Bottom 50%The Leadership Quarterly 1 Unranked* In a few cases, articles have been co-authored across departments and the journal appears in eachdepartment. Co-authored journals within a department are counted once.

Table 2-2Department of ManagementFall 2010 - Spring 2011Five-Year Summary of Peer ReviewedJournals and Number of Publications in Each(Optional)Based on the information and data from Tables 2-1, provide a summary of peer reviewedjournals (bynames) and the number of articles appearing in each.Peer Reviewed Journals Number of JournalArticles* RankingAcademy of Management Journal 5 Top 10%American Journal of Bioethics 2 UnrankedBusiness Horizons 2 Bottom 50%Business Journal of Hispanic Research 7 UnrankedBusiness Management Review 1 UnrankedCorporate Governance: An International Review 1 Top 25%Decision Sciences 2 Top 25%Employee Responsibilities and Right Journal 1 UnrankedEthics and Critical Thinking Journal 1 UnrankedEuropean Business Review 4 UnrankedHuman Resource Management 2 Top 10%Human Resource Management Journal 2 Top 10%Human Resource Management Review 11 Bottom 50%Human Resource Planning 1 Bottom 50%International Journal of Business 1 UnrankedInternational Journal of Business and Marketing 1 UnrankedInternational Journal of Management Studies 1 UnrankedInternational Journal of Production Research 1 Top 25%International Marketing Review 1 Bottom 50%Journal of Applied Social Psychology 1 Bottom 50%Journal of Business and Psychology 1 Bottom 50%Journal of Business and Society 1 UnrankedJournal of Entrepreneurship Education 1 UnrankedJournal of Global Business 1 UnrankedJournal of Higher Education 1 Top 25%Journal of International Business Studies 1 Top 10%Journal of Leadership and Organizational Studies 2 UnrankedJournal of Managerial Issues 1 Unranked

Peer Reviewed Journals Number of JournalArticles* RankingJournal of Managerial Psychology 7 UnrankedJournal of Medicine and Philosophy 1 Top 50%Journal of Occupational Health Psychology 1 Top 25%Journal of Small Business and Entrepreneurship 3 UnrankedJournal of the Transportation Research Board 1 UnrankedJournal of Theoretical Accounting Research 1 UnrankedLeadership and Organizational Management Journal 1 Bottom 50%Management International Review 2 Bottom 50%Management Research 2 UnrankedNonprofit Management & Leadership 2 Bottom 50%Operations Management Research 1 UnrankedOrganization Development Journal 5 UnrankedOrganization Science 2 Top 10%Organizational Behavior and Human Decision Processes 1 Top 10%Organizational Dynamics 1 Bottom 50%Organizational Research Methods 1 Top 10%Perceptual and Motor Skills 1 UnrankedPersonnel Psychology 2 Top 10%Research in Personnel and Human Resource Management 1 Bottom 50%Southern Law Journal 2 Bottom 50%Team Performance Management 1 UnrankedTeam Performance Management: An International Journal 1 Unranked* In a few cases, articles have been co-authored across departments and the journal appears in eachdepartment. Co-authored journals within a department are counted once.

Table 2-2Department of Management Science and StatisticsFall 2010 - Spring 2011Five-Year Summary of Peer ReviewedJournals and Number of Publications in Each(Optional)Based on the information and data from Tables 2-1, provide a summary of peer reviewedjournals (by names) and the number of articles appearing in each.Peer Reviewed Journals Number of JournalArticles* RankingAdvances in Business and Management Forecasting 3 UnrankedAdvances in Data Analysis and Classification 1 UnrankedAdvances in Degradation Modeling 1 UnrankedAging Clinical and Experimental Research 1 UnrankedAmerican Journal of Mathematical and Management Sciences 1 UnrankedAmerican Statistical Association 1 UnrankedAnnals of Operations Research 1 UnrankedBiometrical Journal 1 Top 50%Biometrics 1 Top 10%Bone 1 UnrankedCanadian Journal of Statistics 1 Top 25%Cancer Genetics and Cytogenetics 1 UnrankedCommunications in Statistics - Simulation & Computation 2 Bottom 50%Communications in Statistics - Theory & Methods 8 Bottom 50%Computational Statistics and Data Analysis 5 Top 25%Computers and Operations Research 1 Top 25%Deep Sea Research 1 UnrankedEndocrine Research 1 UnrankedEnvironmental and Ecological Statistics 2 Top 50%Environmetrics 2 Top 50%IEEE Journal of Selected Topics in Quantum Electronics 1 UnrankedIEEE Transactions on Reliability 1 UnrankedIET Signal Processing 1 UnrankedInformation Resources Management Journal 1 Top 25%Interdisciplinary Reviews: Computational Statistics 1 UnrankedInternational Journal of Advanced Manufacturing Technology 2 Bottom 50%International Journal of Impact Engineering 1 UnrankedInternational Journal of Production Economics 1 Unranked

Peer Reviewed Journals Number of JournalArticles* RankingInternational Journal of Production Research 6 Top 25%International Journal of Productivity and Performance Management 1 UnrankedInternational Journal of Quality and Reliability Management 1 UnrankedInternational Journal of Strategic Decision Sciences 1 UnrankedJ Dental Research 1 UnrankedJournal of Agriculture, Biology and Environmental Statistics 1 Top 50%Journal of Applied Statistical Science 1 UnrankedJournal of Applied Statistics 2 Top 25%Journal of Biological Chemistry 1 UnrankedJournal of Biomechanics 1 UnrankedJournal of Biomedical Materials Research 1 UnrankedJournal of Biopharmaceutical Statistics 1 Top 25%Journal of Global Business 1 UnrankedJournal of Intelligent Systems in Accounting, Finance and Management 1 UnrankedJournal of Multivariate Analysis 1 Top 25%Journal of Orthopaedic Research 1 UnrankedJournal of Public Health Dentistry 1 UnrankedJournal of Quality Technology 2 Top 25%Journal of Quantitative Analysis in Sports 1 UnrankedJournal of Sport Management 1 UnrankedJournal of Statistical Planning and Inference 10 Top 25%Journal of Statistical Theory and Applications 1 UnrankedJournal of the Transportation Research Board 1 UnrankedJournal of Wound Care 1 UnrankedMetrika 4 Bottom 50%Molecular Systems Biology 1 UnrankedQuality Progress 1 UnrankedQuality Technology and Quality Management 2 UnrankedRapid Prototyping Journal 1 Top 25%Research in Higher Education Journal 1 UnrankedReview of Business Research 1 UnrankedRNA Biology 1 UnrankedSankhya 1 Top 50%Scandinavian Journal of Statistics 1 UnrankedStatistical Applications in Genetics and Molecular Biology 1 Top 25%Statistical Methodology 1 Unranked

Peer Reviewed Journals Number of JournalArticles* RankingStatistics & Probability Letters 3 Top 25%Statistics in Medicine 1 Top 10%Studia 1 UnrankedThe Anatomical Records Part A 1 UnrankedThe Canadian Journal of Statistics 1 Top 25%The Cryosphere 1 UnrankedTransactions on Manufacture Engineering 1 UnrankedTransportation Research 1 Unranked* In a few cases, articles have been co-authored across departments and the journal appears in eachdepartment. Co-authored journals within a department are counted once.

Table 2-2Department of MarketingFall 2010 - Spring 2011Five-Year Summary of Peer ReviewedJournals and Number of Publications in Each(Optional)Based on the information and data from Tables 2-1, provide a summary of peer reviewedjournals (by names) and the number of articles appearing in each.Peer Reviewed Journals Number of JournalArticles* RankingAdvances in Consumer Research 5 Top 25%Applied Cognitive Psychology 1 Top 50%Chinese Management Studies 1 UnrankedEating Behaviors 1 UnrankedESIC Market 1 UnrankedEthics and Critical Thinking Journal 1 UnrankedEuropean Business Review 1 UnrankedEuropean Journal of Marketing 1 Top 25%Evolutionary Psychology 1 UnrankedFIU Hospitality and Tourism Review 1 UnrankedHuman Communication Research 1 Top 25%International Journal of Contemporary Hospitality Management 1 UnrankedInternational Journal of Hospitality Management 1 UnrankedInternational Marketing Review 1 Bottom 50%Journal of Advertising 3 Top 25%Journal of Business Research 1 Top 25%Journal of Consumer Affairs 1 Top 50%Journal of Consumer Marketing 1 Top 25%Journal of Consumer Psychology 6 Top 25%Journal of Consumer Research 5 Top 10%Journal of Experimental Social Psychology 1 Top 10%Journal of Global Marketing 1 Bottom 50%Journal of Hospitality and Leisure Marketing 1 UnrankedJournal of Hospitality Financial Management 1 UnrankedJournal of International Consumer Marketing 1 Top 50%Journal of Marketing Research 2 Top 10%Journal of Personality and Social Psychology 4 Top 25%Journal of Positive Psychology 1 Unranked

Peer Reviewed Journals Number of JournalArticles* RankingJournal of Public Policy & Marketing 1 Top 25%Journal of Travel Research 1 Top 25%Journal of Vacation Marketing 1 Bottom 50%Organization Development Journal 3 UnrankedPersonality and Social Psychology Bulletin 3 Top 25%Psychological Inquiry 1 Top 10%Psychological Science 1 Top 10%Research in Higher Education Journal 1 UnrankedReview of Business Research 1 UnrankedScandinavian Journal of Psychology 1 Bottom 50%Social Cognition 1 Top 50%Social Influence 1 Unranked* In a few cases, articles have been co-authored across departments and the journal appears in eachdepartment. Co-authored journals within a department are counted once.

Table A3.3: Basis For College of Business Journal ListsThe following sources are the basis for the journal rankings in the College of Business.ACCOUNTING• Brown, Lawrence. “Ranking journals using social science network downloads,” Reviewof Quantitative Finance & Accounting, May 2003, 20, 3; ABI/INFORM Global pg. 291.• Herron, Terri L. and Thomas W. Hall. “Faculty perceptions of journals: quality andpublishing feasibility,” Journal of Accounting Education, 2004, 22 pg. 175;www.sciencedirect.com.• Ballas, A. and Theoharakis, V. “Exploring diversity in accounting through facultyjournal perceptions,” Contemporary Accounting Research, Winter 2003, 20, 4, pg. 619.• Lowensohn, Suzanne & Donald P Samelson. “An examination of faculty perceptions ofacademic journal quality within five specialized areas of accounting research,” Issues inAccounting Education, 2006, Vol. 21, Issue 3, pp. 219-240.ECONOMICS• Barrett, Christopher, Aliakbar Olia, and Dee Von Bailey. “Subdiscipline-specific journalrankings: whither Applied Economics?” Applied Economics, 2000, Vol. 32, pp. 239-252.• Kalaitzidakis, Pantelis, Theofanis P. Mamueas and Thanasis Stengos. “Rankings ofacademic journals and institutions in economics,” Journal of the European EconomicAssociation, 2003, Vol. 1, Number 6, pp. 1346-66.• Kodrzycki, Yolanda K. and Pingkang Yu. “New approaches to ranking economicsjournals,” Contributions to Economic Analysis & Policy, 2006, Vol. 5, Issue 1, Article24, 43 pages.• Mason, Paul M., Jeffrey W. Steagall and Michael M. Fabritius. “Economics journalrankings by type of school: Perceptions versus citations,” Quarterly Journal of Businessand Economics, 1997, Vol. 36, No. 1, page 69. 11 pages.• Rupp, Nicholas G. and Carl Nicholas McKinney, Jr. “The publication patterns of the eliteeconomics departments: 1995-2000,” Eastern Economic Journal, 2002, Vol. 28, No. 4,pg. 523. 16 pages.• Journal Citation Reports (JCR) Social Science (2005) – Economics.FINANCE• Chan, Kam C., Robert C.W. Fok, and Min-Shium Pan. “Citation-based finance journalrankings,” Financial Practice and Education, Spring/Summer 2000,pp. 132-141.• Oltheten, Elisabeth, Vasilis Theoharakis, and Nickolaos G, Travlos, “Faculty perceptionsand readership patterns of finance journals: A global view,” Journal of Financial andQuantitative Analysis, Vol. 40, No. 1, March 2005, pp. 223-239.• Borde, Stephen F., John M. Cheney and Jeff Madura. “A note on perceptions of financejournal quality,” Review of Quantitative Finance and Accounting, 1999, 12, pp. 89-96.INFORMATION SYSTEMS• Rainer, Kelly and Mark Miller. “Examining differences across journal rankings,”Communications of the ACM, 2005, 48, 2, pp. 91-94.• Lowry, Paul, Denton Romans, and Aaron Curtis. “Global journal prestige and supportingdisciplines: A scientometric study of information systems journals,” Journal of the

Association for Information Systems, 2004, 5, 2, pp. 29-75, also see Paul Lowry &Denton Romans “New perspective on global information systems journal rankings andreference disciplines,” Proceedings of the Ninth Americas Conference on InformationSystems, 2003, pp. 2801-2812.• Katerattanakul, Parin, Bernard Han, and Soongoo Hong. “Objective quality ranking ofcomputing journals,” Communications of the ACM, 2003, 46:10, pp. 111-114) used thecitation analysis method to rank 27 IS/CS journals and related practitioner publications.They collected citation data between 1997 and 2000 from the SSCI and SCI and found atotal of 15,632 citations made to the 5,868 articles published in these 27 journals between1995 and 1998.• Peffers, Ken and Ya Tang. “Identifying and evaluating the universe of outlets forinformation systems research: Ranking the journals,” The Journal of InformationTechnology Theory and Application (JITTA), 2003, 5:1, pp. 63-84.• Nikos Mylonopoulos and V. Theoharakis, “'On-Site: Global Perceptions of IS Journals,”Communications of the ACM, Sept. 2001, Vol. 44, No. 9, pp. 29-33.• Michael Whitman, Anthony Hendrickson and Anthony Townsend. "ResearchCommentary. Academic Rewards for Teaching, Research and service: Data andDiscourse," Information Systems Research, June 1999, vol. 10, no. 2, 99-109.TECHNOLOGY MANAGEMENT• Linton, JD & Thongpapanl, N. “Perspective: Ranking the Technology InnovationManagement Journals,” Journal of Product Innovation Management, 2004, 21, pp. 123-139MANAGEMENT• Tahai, Alireza and Michael J Meyer. “A revealed preference study of managementjournals' direct influences,” Strategic Management Journal, Mar 1999, Vol. 20, No. 3,pg. 279, 18 pages.• Geary, Janet, Liz Marriott* and Michael Rowlinson. “Journal rankings in business andmanagement and the 2001 research assessment exercise in the UK,” British Journal ofManagement, Vol. 15, pp. 95–141, (2004).• Zickar, Michael J. and Scott Highhouse. “Measuring prestige of journals in industrialorganizationalpsychology,” The Industrial-Organizational Psychologist (TIP), April2001.BUSINESS LAW• Law Journals: Submissions and Ranking (Washington and Lee University School ofLaw) http://lawlib.wlu.edu/LJ/index.aspxMANAGEMENT SCIENCE• Journal Citation Reportshttp://thomsonreuters.com/products_services/science/science_products/az/journal_citation_reports/MARKETING• Theoharakis, Vasilis and Andrew Hirst. “Perceptual Differences of Marketing Journals:A Worldwide Perspective,” Marketing Letters, Nov 2002.• Baumgartner, Hans & Rik Pieters. “The structural influence of marketing journals: Acitation analysis of the discipline and its subareas over time,” The Journal of Marketing,2003.

• Polonsky, Michael Jay and Paul Whitelaw. “What are we measuring when we evaluatejournals?” Journal of Marketing Education, Boulder: Aug 2005, Vol. 27, Iss. 2, pg. 189,13 pgs.• Daniel E. Burgard. “Journals of the century in psychology,” The Serials Librarian, Vol.39, (3) 2001, pp. 41-56.• Pechlaner, H., A. Zehrer, et al. “A ranking of international tourism and hospitalityjournals,” Journal of Travel Research, 2004, 42, (4), 328,• Hofacker, Charles F., Mark R. Gleim and Stephanie J. Lawson. “Revealed readerpreference for marketing journals,” Journal of the Academy of Marketing Science, 2009,37, pp. 238-247.• Jogaratnam, Chon, McCleary, Mena, & Yoo. “An analysis of institutional contributors tothree major academic tourism journals: 1992-2001,” Tourism Management, 2004, 26, pp.641-648.• Ryan, C. “The ranking and rating of academics and journals in tourism research,”Tourism Management, 2009, 26, pp. 657-662.

Table A3.4: Ranked Publications by Doctoral Faculty 2006-2010PhD Area Instructor Top 10% PRJs Top 25% PRJsAccounting Asthana, Sharad 1 0Accounting Boone, Jeffery 1 3Accounting Linthicum, Cheryl 1 2Accounting Nwaeze, Emeka 1 0Accounting Yin, Qin 3 1Finance Bhanot, Karan 2 1Finance Lien, Da-Hsiang 0 12Finance Tse, Yiuman 0 9Finance Wald, John 4 2Information Technology Chang, Frederick 1 0Information Technology Clark, Jan 7 1Organization &Management StudiesMiller, Stewart 4 1Organization &Management StudiesStone-Romero, Eugene 1 0Organization &Management StudiesHall, Angela 2 1Organization &Management StudiesLengnick-Hall, Cynthia 1 1Organization &Management StudiesLengnick-Hall, Mark 3 1Organization &Management StudiesMcDonald, Michael 2 0Organization &Management StudiesStone, Dianna 1 0Marketing Lowrey, Tina 5 3Marketing Shrum, Larry 2 4Marketing Silvera, David 1 3Note: The journal publications are not adjusted for co-authored articles. Top 25% refers toarticles in the Top 11%-25% range.

Table A3.5: Sample of Intellectual Contributions in the Globalization AreaDepartment Faculty Type Year Journal PublicationInternational Journal of“Determinants of the Relation between Transitory Earnings and CEO Cash Compensation inAsthana,Accounting, AuditingAccountingPRJ 2007USA,” with Zhongxia Ye, International Journal of Accounting, Auditing and PerformanceSharadand PerformanceEvaluation, 2007, Vol. 4, No. 1.EvaluationAccounting Fasci, Martha PRJ 2009International Journal ofBusiness“A Comparison of Management Style For Mexican Firms in Mexico and the United States,” withDr. Jude Valdez and Dr. Monica Blanco, International Journal of Business, Volume 14/Number13, 2009.AccountingForgione,DanaPRJ 2007Journal of IT Case &Application Research“Global Outsourcing of Healthcare: A Medical Tourism Decision Model,” with Pamela C. Smith,Journal of Information Technology Case & Application Research, 2007, Vol. 9, Issue 3, 19–30.Accounting Groff, James PRJ 2010 The Business Review“The Impact on Firm Value from Joining a B2B Sourcing Market,” The Business Review,Cambridge, Vol. 16, No. 1, December 2010, pp. 99 – 104.AccountingLinthicum,CherylPRJ 2007Journal of InternationalAccounting Research“IFRS in the U.S. It May Come Sooner Than You Think: A Commentary,” with Donna Street.Journal of International Accounting Research, Vol. 6, No. 2, 2007, ix-xvii.AccountingSmith,PamelaPRJ 2010International Journal ofPharmacy Practice“The Determinants of Hospital Cost: a Cost-Volume-Profit Analysis of Health Services in theOccupied Territories – Palestine,” with Younis, M.Z., Jaber, S., Hartmann, M. and M. Bongyu,International Journal of Pharmacy Practice, 2010, 18 (3): 167-173.EconomicsEconomicsEconomicsBeladi,HamidFiroozi,FathaliGhossoub,EdgarPRJ 2010PRJ 2008PRJ 2010Review of InternationalEconomicsInternational Journal ofBusiness and EconomicsEuropean EconomicReviewEconomics Lo, Melody PRJ 2008 Economics LettersEconomicsEconomicsMahdavi,SaeidPhillips,KeithPRJ 2008PRJ 2008Economics Truett, Dale PRJ 2010Economics Truett, Lila PRJ 2009International Review ofEconomics and FinanceThe Annals of RegionalScienceInternational Review ofEconomics and FinanceAustralian EconomicPapers“Outsourcing and the Heckscher - Ohlin Model,” with R. Batra, Review of InternationalEconomics, 18, 2, 2010, pp. 277-288.“Offshore bidding and currency futures,” with D. Lien, International Journal of Business andEconomics, 7, 2, 2008, pp. 125-136.“Liquidity Risk, Economic Development, and the Effects of Monetary Policy,” with R. Reed,European Economic Review, 54, 2010.“What Explains Recent Changes in International Monetary Policy Attitudes Toward Inflation?Evidence from Developed Countries,” with Jim Granato, Economics Letters, 100, 2008, pp. 411-414.“The Level and Composition of Tax Revenue in Developing Countries: Evidence fromUnbalanced Panel Data,” International Review of Economics and Finance, Vol. 17, Issue 4,October 2008, pp. 607-17.“Regional Business Cycle Integration along the U.S./Mexico Border,” with Jesus Canas, TheAnnals of Regional Science, Volume 42, No. 1, 2008.“Globalization Challenges for the Mexican Textile Industry,” with Lila J. Truett, InternationalReview of Economics and Finance, Vol. 19, No. 4, 2010, pp. 733-741.“Firm Size and Efficiency in the South African Motor Vehicle Industry,” with Dale Truett,Australian Economic Papers, Vol. 48, No. 4, December 2009, pp. 333-341.

Economics Zhou, Su PRJ 2010FinanceFinanceBurns,NatashaKadapakkam.Palani-RajanPresentation 2010PRJ 2008Applied EconomicsLettersAmerican FinanceAssociationMultinational FinanceJournalFinance Lien, Donald PRJ 2008 Global Finance JournalFinance Tse, Yiuman PRJ 2009 Global Finance JournalFinance Wald, John Presentation 2010FinanceWilliams,MichaelPRJ 2009Info Systems Au, Yoris PRJ 2009Info SystemsDietrich,GlennPRJ 2009Info Systems Khoo, Huoy PRJ 2007Info SystemsMgmt ofTechnologyManagementRao, V.SrinivasanSpivey, W.AustinCardy,RobertPRJ 2009PRJ 2010PRJ 2007Management Darling, John PRJ 2009Management Hall, Angela PRJ 2010Management Leffel, Anita PRJ 2009European FinancialManagementGlobal Business andFinance ReviewInformation andManagementInternational Journal ofInformationTechnologies andSystems ApproachEuropean Journal ofInformation SystemsJournal ofOrganizationalComputing andElectronic CommerceInternational Journal ofServices Technology andManagementInternational Journal ofProduction ResearchEuropean BusinessReviewInternational Journal ofManagement StudiesJournal ofEntrepreneurshipEducation“Black and Official Market Exchange Rates and Purchasing Power Parity: Evidence from LatinAmerica,” with Bahmani-Oskooee, Mohsen and Ali M. Kutan, Applied Economics Letters,October 2010, pp. 1453-59.“Foreign Currency Exposure and Hedging: Evidence from Foreign Acquisitions,” 2010American Finance Association.“Differentiated Corporate Governance Environments And Determinants Of Firm Investments:The Evidence From Asian Emerging Markets,” with T. Hasan and P.C. Kumar, MultinationalFinance Journal, Vol. 12, No. 1 and 2, 2008, pp. 211-44.“Hedging with Chinese Metal Futures,” Global Finance Journal, 19, 2008, pp. 123-138 (with LiYang).“Single-Stock Futures: Evidence from the Indian Securities Market,” with Umesh Kumar, GlobalFinance Journal, 20, 2009, pp. 220-234.Currency Devaluation and Stock Market Response: An Empirical Analysis, 2010 EuropeanFinancial Management.“Increased Efficiency in Electronic Markets: Liquidity vs. Informed Trading,” with Y.Tse, GlobalBusiness and Finance Review, 14, 1, 2009, pp. 37-50.“Virtual Organizational Learning in Open Source Software Development Projects,” withCarpenter, D., Chen, X., and Clark, J.G., Information & Management, 46, 1, January 2009,pp. 9-15.“Self-Efficacy in Software Developers: A Framework for the Study of the Dynamics of HumanCognitive Empowerment,” with Ruben Mancha and Cory Hallam, International Journal ofInformation Technologies and Systems Approach, Vol. 2, 2, 2009, pp. 34-49.“Deciding to Upgrade Packaged Software: A Comparative Case Study of Motives, Contingenciesand Dependencies,” with Robey, Daniel, European Journal of Information Systems, Vol. 16, Issue5, October 2007, pp. 555-567.“The Launching of Transactional Web sites: Market Response to Announcements by IncumbentB2C Companies,” with L. Misra, Journal of Organizational Computing and ElectronicCommerce, Vol. 19, January 2009, pp. 50–82.“Growth among Technology Service Firms: Insights from the Balanced Scorecard,” with J.Michael Munson and Alberto King, International Journal of Services Technology andManagement, Vol. 13(1/2), 2010, pp. 63-84.“Modeling Inherent Worker Differences for Workforce Planning,” with P. Wirojanagud, E.S. Gel,and J.W. Fowler, International Journal of Production Research, Vol. 45, 2007, pp. 525–553.“Enhancement of Global Business Practices: Lessons from the Hindu Bhagavad Gita,” with N.Chinna Natesan and Michael J. Keeffe, European Business Review, Spring, 2009, pp. 128-143.“Self-perceptions of our Personal Reputations: The Mediating Role of Image in the Developmentof Organizational Citizenship Behaviors,” with Zinko, R., Furner, C., & Royle, T., InternationalJournal of Management Studies 5, 2010, pp. 1-9.“Entrepreneurial versus Organizational Employment Preferences: A Comparative Study ofEuropean and American Respondents,” with Darling, John, Journal of EntrepreneurshipEducation, 2009.

ManagementManagementMcCray,JohnMiller,StewartPRJ 2008PRJ 2010Management Valdez, Jude PRJ 2009ManagementScience andStatisticsManagementScience andStatisticsManagementScience andStatisticsManagementScience andStatisticsMarketingMarketingGonzalez,JuanPRJ 2008Leung, Mark PRJ 2008Tullous,RaydelPresentation 2008Xu, Kefeng PRJ 2009Bojanic,DavidLalwani,AshokPRJ 2006PRJ 2009Marketing Saegert, Joel Presentation 2006Marketing Shrum, LJ PRJ 2009MarketingMarketingMarketingSilvera,DavidTablada,DanielZhang,YinlongPRJ 2010PRJ 2009PRJ 2009Journal of GlobalBusinessCorporate Governance:An International ReviewInternational Journal ofBusinessJournal of GlobalBusinessInternational Journal ofProductivity andPerformanceManagementAssociation for SmallBusiness andEntrepreneurshipAssociation ProceedingsInternational Journal ofProduction EconomicsInternational Journal ofHospitality ManagementJournal of GlobalMarketingCLADEA AnnualConventionJournal of Personalityand Social PsychologyEuropean Journal ofMarketingEuropean BusinessReviewJournal of ConsumerResearch“The Equivalency of Quality Programs: A Model to Quantify the Effects of Distribution Shifts?”with Juan Gonzalez, Journal of Global Business, Vol. 19, No. 37, Spring 2008.“CEO Stock-based Pay, Home-country Risk, and Foreign Firms’ Capital Acquisition in the U.S.Market,” with Carpenter, M., D. Indro, & M. Richards, Corporate Governance: An InternationalReview, 18, 6, 2010, pp. 496-510.“A Comparison of Management Style for Mexican Firms in Mexico and the United States,” withMonica Blanco and Martha Fasci, International Journal of Business, 14, 3, Summer 2009.“The Equivalency of Quality Programs: A Model to Quantify the Effects of Distribution Shifts,”with John McCray, Journal of Global Business, Vol. 19, No. 37, 2008, pp. 17-26.“Enhancing Productivity in Manual Electronics Assembly and Inspection through IlluminationDesign,” with Rolando Quintana and Ansing Chen, International Journal of Productivity andPerformance Management, Vol. 57, Issue 4, 2008, pp. 297-315.“Encouraging SMEs to Export,” with Jackson, Sara, Association for Small Business andEntrepreneurship Association Proceedings, Albuquerque, New Mexico, October 2008, pp. 136-146.“Stocking Policy in a Two-Party Vendor Managed Channel with Space Restrictions,” with MarkLeung, International Journal of Production Economics, Vol. 117, Issue 2, 2009, pp. 271-285.“An Investigation of Acculturation and the Dining-Out Behavior of Chinese Living in the UnitedStates,” with Y. Xu, International Journal of Hospitality Management, 25 (2), 2006, pp. 211-226.“Does Audio-Visual Congruency in Advertisements Increase Persuasion? The Role of CulturalMusic and Products,” with May Lwin and Pee Beng Ling, Journal of Global Marketing, 2009, 222, 2009, pp. 139–153.“Implications for Promoting South American Tourism Destinations Based on MotivationalSegmentation,” with Hector Bajac, Thomas Cannon and Robert J. Hoover, Presented atCLADEA, September 2006, 41st Annual Convention, Montpellier, France.“Motivated Response Styles: The Role of Cultural Values, Regulatory Focus, and Self-Consciousness in Socially Desirable Responding,” with Ashok K. Lalwani and Chi-Yue Chiu,Journal of Personality and Social Psychology, 96, 2009, pp. 870-882.“Communicating Charity Successes across Cultures: Highlighting Individual or CollectiveAchievement,” with Laufer, D., McBride, B., & Schertzer, S., European Journal of Marketing, 449/10, September-October 2010, pp. 1322-1323.“Positioning a Firm's Initial Offering: A Strategic Application of a Consumer-oriented Model,”European Business Review, Vol. 21, No. 6, 2009, Emerald Group Publishing Limited, 0955-534X."The Impact of Accessible Identities on the Evaluation of Global versus Local Products," with A.Khare, Journal of Consumer Research, 2009, pp. 524-37.

A-4. ParticipantsRequired Documents

TABLE 9-1Summary of Faculty Sufficiency in DisciplineDEPARTMENT OF ACCOUNTING(Re: Standard 9 – Using Student Credit Hours*)Fall 2010NameParticipating orSupportingAmount ofteaching if PAmount ofteaching if SPercent SemesterCredit Hours –(P or S) (blank if S) (blank if P) ParticipatingAsthana, Sharad P 159Boone, Jeffery P. P 183Bridges, Gary P 210Cole, Cathy P 159Collins, Everett S 99Fasci, Martha P 363Forgione, Dana P 31Groff, James P 207Hao, Jun P 243Jimenez, Carlos P 171Kalelkar, Rachana P 240Khan, Sarfraz P 240Kohn, Christopher S 36Li, Shiyou P 114Linthicum, Cheryl P 203Liu, Linxiao P 276Lopez, Dennis P 519McTier, Kerry P 183Milam, Lorie S 441Nwaeze, Emeka P 113Pickard, Andrew S 213Pitman, Marshall P 411Poe, April P 252Quosigk, Benedikt P 120Sanders, Elaine P 318Schuldt, Michael P 45Skekel, Ted P 129Smith, Pamela P 66Vaello, Linda P 654Welch, Sandra P 0Yin, Jennifer P 145Zucker, Irwin S 545754 843 6597ACCOUNTING 87%STANDARD – ACC >60%STANDARD – COB >75%*SCH total does not include ACC 2003, which cannot be counted toward any College of Business degree.

TABLE 9-1:Summary of Faculty Sufficiency in DisciplineDEPARTMENT OF ECONOMICS(Re: Standard 9 – Using Student Credit Hours*)Fall 2010NameParticipating orSupportingAmount ofteaching if PAmount ofteaching if SPercent SemesterCredit Hours –(P or S) (blank if S) (blank if P) ParticipatingBeaver, James L. S 54Beladi, Hamid P 189Collinge, Robert A. P 822de la Viña, Lynda P 0Doss, Leslie P 414Firoozi, Fathali K. P 48Ghossoub, Edgar A. P *Hollas, Daniel R. P 93Hu, Yue Sara P 729Johnson, Shakira P *Lien, Donald P 111Liu, Long P 90Lo, Melody P **Luquette, Edmund P 843Mahdavi, Saeid P 1146Merrifield, John D. P 189Metzger, Scott S 840Montoya, Lisa P 39Phillips, Keith S 72Rightmyer, John S *Truett, Dale B. P 81Truett, Lila P 102Weiher, Kenneth E. P 192Welch, Richard O. S 846Zhou, Su P 2885376 1812 7188ECONOMICS 75%STANDARD – ECO >60%STANDARD – COB >75%* SCH total does not include ECO 2003, which cannot be counted toward any College of Business degree.** Faculty Development Leave

TABLE 9-1:Summary of Faculty Sufficiency in DisciplineDEPARTMENT OF FINANCE(Re: Standard 9 – Using Student Credit Hours)Fall 2010NameParticipating orSupportingAmount ofteaching if PAmount ofteaching if SPercent SemesterCredit Hours –(P or S) (blank if S) (blank if P) ParticipatingBayar, Onur P 167Bhanot, Karan P 106Burns, Natasha A. P 96Dahlquist, Julie P 835Fairchild, Keith W. P 144Hoffman, Karl S 105Jackson Jr., James S 33Kadapakkam, Palani-Rajan P 178Kittiakarasakun, Jullavut P 249Lien, Donald P *Lorusso, Maria T. P 363McTier, Brian P 24Misra, Lalatendu P 57Rocchio, Leland H. S 57Skouratova, Elena P 360Sweet, Ronald B. P 576Teske, Raymond P 360Thomson, Thomas A. P 220Tse, Yiuman P 64Varson, Paula P 1166Wald, John K. P 112Williams, Michael P 1565233 195 5428FINANCE 96%STANDARD - FIN >60%STANDARD - COB >75%*Teaching ECO only this semester

TABLE 9-1:Summary of Faculty Sufficiency in DisciplineDEPARTMENT OF INFORMATION SYSTEMS AND TECHNOLOGY MANAGEMENT(Re: Standard 9 – Using Student Credit Hours)Fall 2010NameParticipating orSupportingAmount ofteaching if PAmount ofteaching if SPercent SemesterCredit Hours –(P or S) (blank if S) (blank if P) ParticipatingAu, Yoris A. P 186Beebe, Nicole P 117Carpenter, Darrell P 192Chang, Frederick P 15Clark, Jan G. P 17Davis, Terri P 492Dietrich, Glenn B. P 123Gupta, Mukul P 180Kaufman, Robert J. P 186Khoo, Huoy M. P 118Ko, Myung S. P 90Kordzadeh, Nima P 195Kreider, Christopher P 30Liu, Zhechao P 108Mancha, Ruben P 594Padmanabhan, Priye P 20Rao, V. S. P 35Shepherd, Linda H. P 664Teneyuca, David S 45Walz, Diane B. P 21Warren, John P 987Williams, Karen L. P 1602Yoon, Hyun Shik P 2406212 45 6257INFORMATION SYSTEMS 99%STANDARD - IS >60%STANDARD - COB >75%Ball, Larry S 162DeWispelare, Aaron S 24Flannery, William P 81Grant, Kevin P 153Hallam, Cory P 0Spivey, Woodie P 72306 186 492MANAGEMENT OF TECHNOLOGY 62%STANDARD - MOT >60%STANDARD - COB >75%

TABLE 9-1:Summary of Faculty Sufficiency in DisciplineDEPARTMENT OF MANAGEMENT(Re: Standard 9 – Using Student Credit Hours)Fall 2010NameParticipating orSupportingAmount ofteaching if PAmount ofteaching if SPercent SemesterCredit Hours –(P or S) (blank if S) (blank if P) ParticipatingBarnett, Robert S 10Burns, Michael P 846Candeo Soto, Julio P 120Cardy, Robert P 931Chang, Pepe P 246Clark, Dale P 1536Clark, Kim P 120Darling, John P 12Erwin, Abigail P 231Gonzales, Joseph S 21Hall, Angela P 12Hess-Escalante, Nicole P 174Johnson, Don S 246Krueger, Dianna C. P 276Langford, Christopher P 156Larkey, Kandis P 72Larsen, Gary S 99Leffel, Anita H. P 192Lengel, Robert P 0Lengnick-Hall, Cynthia P 87Lengnick-Hall, Mark P 166McCray, John P. P 258McDonald, Michael P 18McIver, Derrick P 120Miller, Stewart P 360Noll, Michael S 24Phillips, Mark W. P 180Prescott, Kevin S 54Priore, Richard S 69Ramachandran, Indu P 120Ramirez, Consuelo P 618Rigsbee, Carolee P 120Sibbernsen, Richard S 111Spiser-Albert, Valarie P 1455Stone, Dianna P 51

Stone-Romero, Eugene P 21Suazo, Mark M. P 144Svacina, Teresa P 123Valdez, Jude S 69Vesey, Jermaine P 132Villano, Kenneth S 207Vogt, Judith P 156Wang, Dana P 30Werling, Steve P 591Wilson III, Bennie J. P 97510649 910 11559MANAGEMENT 92%STANDARD - MGT >60%STANDARD - COB >75%Bruner, Larry A. P 909Rodriguez Jr., Manual S 39Sandoval, Rodolpho P 330Shields, John S 6751239 714 1953BUSINESS LAW 63%STANDARD - BLW >60%STANDARD - COB >75%

TABLE 9-1:Summary of Faculty Sufficiency in DisciplineDEPARTMENT OF MANAGEMENT SCIENCE AND STATISTICS(Re: Standard 9 – Using Student Credit Hours)Fall 2010NameParticipating orSupportingAmount ofteaching if PAmount ofteaching if SPercent SemesterCredit Hours –(P or S) (blank if S) (blank if P) ParticipatingBall, Gerald S 225Cao, Yi P 120Dell, Jacob P 918Gonzalez, Juan P 18Jing, Liang P 93Keating, Jerome P 81Leung, Mark T. P 909Massaro, Kimberly P 537Orta, Ermine P 1311Popa, Silvia S 321Simmons, Donald E. P 1095Stovall, Kazumi P 87Sun, Minghe P 153Tullous, Raydel P 99Xu, Kefeng P 129Zurcher, Raymond S 4085550 954MANAGEMENT SCIENCE 85%STANDARD - MS >60%STANDARD - COB >75%Anderson, Michael T. P 219Cano, Stephanie P 255DeOliveira, Victor P 44Han, Donghoon P 222Kannan, Nandini P 108Ko, Daijin P 201Mason, Robert S 84Quintana, Rolando P 270Roy, Anuradha P 381Schultz, Kenneth S 399Tripathi, Ram P 85Yang, Xiaobin P 60Ye, Keying P 1632008 483 2491STATISTICS 81%STANDARD - STA >60%STANDARD - COB >75%

TABLE 9-1:Summary of Faculty Sufficiency in DisciplineDEPARTMENT OF MARKETING(Re: Standard 9 – Using Student Credit Hours)Fall 2010NameParticipating orSupportingAmount ofteaching if PAmount ofteaching if SPercent SemesterCredit Hours –(P or S) (blank if S) (blank if P) ParticipatingArsena, Ashley P 120Bhargave, Rajesh P 147Bojanic, David P 84Cannon, Thomas F. P 522Cho, Hyejeung P 78Davied, Daniel S 60Goss, Robert P 120Heller, Victor P 573Johnsen, David P 705Kim, Youngsen P 120Lalwani, Ashok P 120Lee, Jaehoon P 108Lowrey, Tina M. P 19Mitchell, William S 99Reynolds, Bobby J. S 69Saegert, Joel G. P 147Shrum, L J. P 33Silvera, David H. P 155Sundie, Jill P 0Tablada, Daniel P 1032Tharp, Marye P 667Utecht, Richard L. P 411Zhang, Yinlong P 1925353 228 5581MARKETING 96%STANDARD - MKT >60%STANDARD - COB >75%

TABLE 9-1Summary of Faculty Sufficiency in DisciplineDEPARTMENT OF ACCOUNTING(Re: Standard 9 – Using Student Credit Hours*)Spring 2011NameParticipating orSupportingAmount ofteaching if PAmount ofteaching if SPercent SemesterCredit Hours –(P or S) (blank if S) (blank if P) ParticipatingAsthana, Sharad P 102Boone, Jeffery P. P 78Bradley, Jean S 36Bridges, Gary P 546Cole, Cathy P 120Collins, Everett S 93Fasci, Martha P 357Forgione, Dana P 21Groff, James P 216Jimenez, Carlos P 108Kalelkar, Rachana P 309Khan, Sarfraz P 111Li, Shiyou P 114Linthicum, Cheryl P 192Lopez, Dennis P 408McTier, Kerry P 159Milam, Lorie S 615Nwaeze, Emeka P 141Pickard, Andrew S 312Pitman, Marshall P 237Poe, April P 144Quosigk, Benedikt P 117Sanders, Elaine P 414Saya, Rubina S 270Schuldt, Michael P 303Skekel, Ted P 135Smith, Allan S 54Smith, Pamela P 69Vaello, Linda P 693Welch, Sandra P 33Yin, Jennifer P 285Zucker, Irwin S 605412 1440 6852ACCOUNTING 79%STANDARD – ACC >60%STANDARD – COB >75%*SCH total does not include ACC 2003, which cannot be counted toward any College of Business degree.

Summary of Faculty Sufficiency in DisciplineDEPARTMENT OF ECONOMICS(Re: Standard 9 – Using Student Credit Hours*)Spring 2011NameParticipating orSupportingAmount ofteaching if PAmount ofteaching if SPercent SemesterCredit Hours –(P or S) (blank if S) (blank if P) ParticipatingBeaver, James L. S 51Beladi, Hamid P 147Collinge, Robert A. P 159de la Viña, LyndaPDoss, Leslie P 375Dunson, Bruce S 78Firoozi, Fathali K. P 111Ghossoub, Edgar A. P 249Goungetas, Basile S 36Hollas, Daniel R. P 18Hsu, Sara S 18Hu, Yue Sara P 885Johnson, Shakira P 660Lien, Donald P **Liu, Long P 21Lo, Melody P ***Luquette, Edmund P 843Mahdavi, Saeid P 693Merrifield, John D. P 51Metzger, Scott S 591Montoya, Lisa P 63Phillips, Keith S 93Rightmyer, John S 261Truett, Dale B. P 171Truett, Lila P 90Vazquez, Jose S 498Weiher, Kenneth E. P 172Welch, Richard O. S 888Zhou, Su P 544762 2514 7276ECONOMICS 65%STANDARD – ECO >60%STANDARD – COB >75%* SCH total does not include ECO 2003, which cannot be counted toward any College of Business degree.**Teaching FIN only this semester*** FMLA Leave

TABLE 9-1:Summary of Faculty Sufficiency in DisciplineDEPARTMENT OF FINANCE(Re: Standard 9 – Using Student Credit Hours)Spring 2011NameParticipating orSupportingAmount ofteaching if PAmount ofteaching if SPercent SemesterCredit Hours –(P or S) (blank if S) (blank if P) ParticipatingBayar, Onur P 108Bhanot, Karan P 78Bryant, Martin S 66Burns, Natasha A. P 162Cadena, Angelita P 92Dahlquist, Julie P 801Fairchild, Keith W. P 189Hoffman, Karl S 48Jackson Jr., James S 42Jones, Marcus S 165Kadapakkam, Palani-Rajan P 156Kittiakarasakun, Jullavut P 243Lien, Donald P 21Lorusso, Maria T. P 186McTier, Brian P 144Misra, LalatenduPRodgers, Michael S 30Skouratova, Elena P 318Sweet, Ronald B. P 483Teske, Raymond P 234Thomson, Thomas A. P 63Tse, Yiuman P *Varson, Paula P 796Wald, John K. P 48Wehrmeyer, Robert S 45Williams, Michael P 5524674 396 5070FINANCE 92%STANDARD - FIN >60%STANDARD - COB >75%* Faculty Development Leave

TABLE 9-1:Summary of Faculty Sufficiency in DisciplineDEPARTMENT OF INFORMATION SYSTEMS AND TECHNOLOGY MANAGEMENT(Re: Standard 9 – Using Student Credit Hours)Spring 2011NameParticipating orSupportingAmount ofteaching if PAmount ofteaching if SPercent SemesterCredit Hours –(P or S) (blank if S) (blank if P) ParticipatingAu, Yoris A. P 60Beebe, Nicole P 60Carpenter, Darrell P 60Chang, FrederickPClark, Jan G. P 15Davis, Terri P 483Dietrich, Glenn B. P 93Estis, Kevin S 108Fraser, Nicholas S 87Gupta, Mukul P 78Kaufman, Robert J. P 150Khoo, Huoy M. P 122Ko, Myung S. P 120Kordzadeh, Nima P 147Kreider, Christopher P 39Liu, Zhechao P 105Mancha, Ruben P 816Padmanabhan, Priye P 32Rao, V. S. P *Saeger, Mark S 93Shepherd, Linda H. P 716Teneyuca, David S 57Walz, Diane B. P 42Warren, John P 24Williams, Karen L. P 2346Yoon, Hyun Shik P 234Young, Diana P 965838 345 6183INFORMATION SYSTEMS 94%STANDARD - IS >60%STANDARD - COB >75%* Faculty Development Leave

Ball, Larry S 90DeWispelare, Aaron S 27Flannery, William P 54Grant, Kevin P 126Hallam, Cory P 27Remkus, James S 15Spivey, Woodie P 48255 132 387MANAGEMENT OF TECHNOLOGY 66%STANDARD - MOT >60%STANDARD - COB >75%

TABLE 9-1:Summary of Faculty Sufficiency in DisciplineDEPARTMENT OF MANAGEMENT(Re: Standard 9 – Using Student Credit Hours)Spring 2011NameParticipating orSupportingAmount ofteaching if PAmount ofteaching if SPercent SemesterCredit Hours –(P or S) (blank if S) (blank if P) ParticipatingBurns, Michael P 423Candeo Soto, Julio P 84Cardy, Robert P 756Chang, Pepe P 201Clark, Dale P 1638Clark, Kim P 120Darling, John P 297Erwin, Abigail P 195Gonzales, Joseph S 6Hall, Angela P 252Johnson, Don S 132Krueger, Dianna C. P 192Langford, Christopher P 120Larsen, Gary S 72Leffel, Anita H. P 399Lengel, Robert P 105Lengnick-Hall, CynthiaPLengnick-Hall, Mark P 138McCray, John P. P 240McDonald, Michael P 138McIver, Derrick P 120Miller, Stewart P 192Noll, Michael S 9Phillips, Mark W. P 324Priore, Richard S 27Ramachandran, Indu P 126Ramirez, Consuelo P 1248Rigsbee, Carolee P 123Sibbernsen, Richard S 53Spiser-Albert, Valarie P 1458Stone, Dianna P 75Stone-Romero, Eugene P 6Suazo, Mark M. P 219Svacina, Teresa P 120Valdez, Jude S 120

Vesey, Jermaine P 63Villano, Kenneth S 285Vogt, Judith P 93Wang, Dana P 228Werling, Steve P 915Wilson III, Bennie J. P 87911487 704 12191MANAGEMENT 94%STANDARD - MGT >60%STANDARD - COB >75%Bruner, Larry A. P 657Rodriguez Jr., Manual S 60Sandoval, Rodolpho P 483Shields, John S 7861140 846 1986BUSINESS LAW 57%STANDARD - BLW >60%STANDARD - COB >75%

TABLE 9-1:Summary of Faculty Sufficiency in DisciplineDEPARTMENT OF MANAGEMENT SCIENCE AND STATISTICS(Re: Standard 9 – Using Student Credit Hours)Spring 2011NameParticipating orSupportingAmount ofteaching if PAmount ofteaching if SPercentSemester CreditHours –(blank if S) (blank if P)(P or S) ParticipatingBall, Gerald S 96Cao, Yi P 132Dell, Jacob P 732Gonzalez, Juan P 54Jing, Liang P 153Keating, Jerome P 66Leung, Mark T. P 867Massaro, Kimberly P 561Orta, Ermine P 1254Popa, Silvia S 99Simmons, Donald E. P 1296Stovall, Kazumi P 318Sun, Minghe P 198Tullous, Raydel P 80Xu, Kefeng P 177Zarzabel, Lee P 204Zurcher, Raymond S 2346092 429MANAGEMENT SCIENCE 93%STANDARD - MS >60%STANDARD - COB >75%Anderson, Michael T. P 285Cano, Stephanie P 168DeOliveira, Victor P 267Han, Donghoon P 198Kannan, Nandini P 70Ko, Daijin P 12Mason, Robert S 33Quintana, Rolando P 195Roy, Anuradha P 459Schultz, Kenneth S 264Tripathi, Ram P 84Ye, Keying P 1411879 297 2176STATISTICS 86%STANDARD - STA >60%STANDARD - COB >75%

TABLE 9-1:Summary of Faculty Sufficiency in DisciplineDEPARTMENT OF MARKETING(Re: Standard 9 – Using Student Credit Hours)Spring 2011NameParticipating orSupportingAmount ofteaching if PAmount ofteaching if SPercent SemesterCredit Hours –(P or S) (blank if S) (blank if P) ParticipatingArsena, Ashley P 126Bhargave, Rajesh P 186Bojanic, David P 93Cannon, Thomas F. P 363Cho, Hyejeung P *Davied, Daniel S 198Goss, Robert P 123Heller, Victor PJohnsen, David P 486Kim, Youngsen P 120Lalwani, Ashok P 18Lowrey, Tina M. P 42Mitchell, William S 165Saegert, Joel G. P 120Shrum, L J.PSilvera, David H. P 186Sundie, Jill P 216Tablada, Daniel P 1227Tharp, Marye P 801Utecht, Richard L. P 477Zhang, Yinlong P **4584 363 4947MARKETING 93%STANDARD - MKT >60%STANDARD - COB >75%* FMLA Leave**Faculty Development Leave

DEPARTMENT OF ACCOUNTINGTABLE 10-1: Summary of Accounting Faculty Qualification, Development Activitiesand Professional ResponsibilitiesFall 2010 & Spring 2011(Re: Standard 10)Highest Earned Degree& YearDate of First Appointmentto the SchoolPercent of Time Dedicated to theSchool's MissionAcademicallyQualifiedProfessionallyQualifiedOtherIntellectualContributionsFive-Year Summary of DevelopmentActivities Supporting AQ or PQ StatusProfessionalExperienceConsultingProfessionalDevelopmentOther ProfessionalActivitiesNormalProfessionalResponsibilitiesNameSee PQ Faculty Qualification forms for detailsAsthana, Sharad PhD / 1995 Fall 2006 100%/100% AQ-A 42 PhD/UG/RES/SERBoone, Jeffery P. PhD / 1994 Fall 2005 100%/100% AQ-A 14 PhD/GR-UG/RES/SERBradley, Jean MS / 2007 Spring 2009 0/25% PQ-I 0 GRBridges, Gary PhD / 1999 Fall 2005 100%/100% PQ-I 2 UG/GR/SERCole, Cathy PhD / 1999 Fall 2009 100%/100% PQ-I 4 UG/RES/SERCollins, Everett PhD / 1974 Spring 2009 25%/25% AQ-E 4 GRFasci, Martha PhD / 1977 Fall 1977 100%/100% AQ-A 7 UG/RES/SERForgione, Dana PhD / 1987 Fall 2006 100%/100% AQ-A 48 GR/RE/SERGroff, James PhD / 1984 Fall 1988 100%/100% AQ-A, K 7 ADM(Chair)/GR-UG/RES/SERHao, Jun MACY / 2001 Fall 2010 50%/0% AQ-C 0 UGJimenez, Carlos PhD / 2008 Fall 2008 100%/100% AQ-B 2 UG/RES/SERKalelkar, Rachana BS / 2005 Fall 2006 50%/50% AQ-C 0 UGKhan, Sarfraz MBA / 2003 Spring 2010 50%/50% AQ-C 0 UGKohn, Christopher JD / 1984 Summer 2001 25%/0% PQ-I 0 GRLi, Shiyou MS / 2005 Fall 2010 50%/50% AQ-C 0 UGLinthicum, Cheryl PhD / 1993 Fall 1993 100%/100% AQ-A 11 PhD/UG/GR/RES/SERLiu, Linxiao MS / 2004 Spring 2008 50%/0% AQ-C 3 UGLopez, Dennis PhD / 2007 Fall 2006 100%/100% AQ-B 11 UG/RES/SERMcTier, Kerry MACY / 2004 Fall 2008 50%/50% AQ-C 6 UGMilam, Lorie MPA-MT/1995 Fall 2010 100%/100% PQ-I 1 UG/GRNwaeze, Emeka PhD / 1992 Fall 2006 100%/100% AQ-A 12 PhD/GR/RES/SERPickard, Andrew MBA /1993 Spring 2008 50%/50% PQ-I 2 UGPitman, Marshall PhD / 1983 Fall 1984 100%/100% AQ-A 12 GR-UG/RES/SERPoe, April MS / 1989 Fall 2008 50%/50% AQ-C 0 UGQuosigk, Benedikt BBA / 2007 Fall 2010 50%/50% AQ-C 0 UGSanders, Elaine PhD / 1995 Fall 1994 100%/100% O-J 13 UG/GR/RES/SERSaya, Rubina MSA / 2008 Fall 2009 0%/50% PQ-H 0 UGSchuldt, Michael JD / 1990 Fall 2009 50%/50% AQ-C 0 UGSkekel, Ted PhD / 1977 Fall 1986 100%/100% O-J 0 UG/GR/SER/RESSmith, Allen JD / 1983 Spring 2002 0%/25% PQ-I 0 GRSmith, Pamela PhD / 2001 Fall 2001 100%/100% AQ-A 31 GR-UG/RES/SERVaello, Linda MBA / 1980 Fall 2001 100%/100% PQ-I 0 UG/SERWelch, Sandra PhD / 1991 Fall 1991 0%/0% AQ-A,L 4 ADM(V-Prov)GR/RES/SERYin, Jennifer PhD / 1999 Fall 2005 100%/100% AQ-A 16 PhD/UG/RES/SERZucker, Irwin JD / 1971 Fall 1984 25%/25% PQ-I 0 GR-UGTotal 252

Notes on AQSummary Guidelines: Academically Qualified (AQ) Faculty - appropriate combination of academic degree in relationship to the teaching field, and development activities. Development activities are:A. Tenured faculty, and/or faculty who received a degree prior to the five-year review period, must have at least three (3) peer-reviewed journal articles during the review period; additional OICs and/or quality are required formaster's and doctoral level instruction.B. Faculty who have a business of business-related degree from an AACSB International accredited institution are AQ if the degree has been awarded within the previous five (5) years.C. Doctoral students are academically qualified if they meet AACSB International standards. To further qualify to teach at the master's level, doctoral students must also have at least one (1) OIC.D. Academic administrators can maintain their original status of AQ when they entered administration with two (2) peer-reviewed journal articles in the most recent five (5) years or one (1) peer-reviewed journal article in the mostrecent three (3) years.E. Senior Lecturer teaching faculty must have at least one (1) peer-reviewed journal article and at least one other intellectual contribution; books are acceptable in lieu of journal articles. To teach at the master's level, these facultymust have at least one (1) additional intellectual contribution.Notes on PQSummary Guidelines: Professionally Qualified (PQ) Faculty - master's degree, appropriate professional experience at level of professional analyst, director, owner, etc., and development activity.F. To teach university general education courses for non-business students or courses in support of non-AACSB International degree programs offered in the college, faculty must have a master's degree and a minimum of 18graduate credit hours related to the teaching area.G. To teach Common Body of Knowledge Courses (undergraduate, except MGT 4893 Management Strategy [capstone course]) or MBA leveling courses faculty must have at least three (3) years of professional experience.H. To teach BBA major course and MGT 4893 faculty must have at least five (5) years of professional experience.I. To teach master's level courses (including courses for the specialized masters programs, but not including the 5003 leveling courses for the MBA), faculty must have at least seven (7) years of professional experience.Notes on OQJ. Faculty has other qualifications.Other NotesK. Department ChairL. Vice Provost for Academic Compliance and Institutional Research 2002-present.

DEPARTMENT OF ECONOMICSTABLE 10-1: Summary of Economics Faculty Qualification, Development Activitiesand Professional ResponsibilitiesFall 2010 & Spring 2011(Re: Standard 10)NameHighest Earned Degree& YearDate of First Appointmentto the SchoolPercent of Time Dedicated tothe School's MissionAcademicallyQualifiedProfessionallyQualifiedOtherIntellectualContributionsFive-Year Summary of DevelopmentActivities Supporting AQ or PQ StatusProfessionalExperienceConsultingProfessionalDevelopmentOther ProfessionalActivitiesNormalProfessionalResponsibilitiesSee Faculty Qualification forms for detailsBeaver, James L. PhD / 1977 Fall 2000 25%/25% PQ-I 0 GRBeladi, Hamid PhD / 1983 Fall 2005 100%/100% AQ-A 79 UG/GR/RES/SERCollinge, Robert A. PhD / 1983 Fall 1987 100%/100% O-J 2 UG/GRde la Viña, Lynda PhD / 1982 Fall 1979 100%/100% AQ-D, K 4 ADM(Dean)Doss, Leslie MBA / 1985 Spring 1992 100%/100% PQ-I 0 UGDunson, Bruce PhD / 1979 Spring 2011 0/25% PQ-H 0 UGFiroozi, Fathali K. PhD / 1988 Fall 1988 100%/100% AQ-A 8 PhD/GR/UG/RESGhossoub, Edgar A. PhD / 2007 Fall 2007 100%/100% AQ-B 11 GR/UG/RESGoungetas, Basile PhD / 1986 Spring 2011 0/25% PQ-H 0 UGHollas, Daniel R. PhD / 1977 Fall 1988 100%/100% AQ-D, L 3 ADM(SrAssocDean)/GR/UGHsu, Sara PhD / 2006 Spring 2010 0%/25% AQ-B 2 GRHu, Yue Sara PhD / 2007 Fall 2009 50%/75% AQ-E 1 GR/UGJohnson, Shakira MA / 2001 Fall 2008 50%/100% PQ-H 0 UGLien, Donald PhD / 1986 Fall 2001 50%/50% AQ-A, M 12 ADM(Dir)/PhD/GR/UG/RESLiu, Long PhD / 2008 Fall 2008 100%/100% AQ-B 7 PhD/GR/UG/RESLo, Melody PhD / 2001 Fall 2006 100%/100% AQ-A 17 UG/GR/RESLuquette, Edmund MA / 2006 Summer 2006 100%/100% O-J 0 UGMahdavi, Saeid PhD / 1985 Fall 1984 100%/100% AQ-A 8 UG/RESMerrifield, John D. PhD / 1984 Fall 1987 100%/100% AQ-A 26 UG/GR/RESMetzger, Scott MA / 2005 Fall 2006 25%/25% PQ-H 0 UGMontoya, Lisa PhD / 1995 Fall 2006 100%/100% AQ-E, N 3 ADM(Assoc. Dean)/UGPhillips, Keith PhD / 2003 Fall 2007 25%/25% AQ-E 4 GRRightmyer, John MA / 2005 Fall 2006 25%/25% PQ-F 0 UGTruett, Dale B. PhD / 1967 Fall 1974 100%/100% AQ-A 16 GR/UG/RESTruett, Lila PhD / 1972 Fall 1975 100%/100% AQ-A 16 PhD/GR/RES/SERVazquez, Jose PhD / 2001 Spring 2011 0/25% AQ-E 3 UGWeiher, Kenneth E. PhD / 1975 Fall 1975 100%/100% AQ-D, O 2 ADM(Chair)/UG/RESWelch, Richard O. PhD / 1972 Spring 1981 25%/25% O-J 0 UGZhou, Su PhD / 1991 Fall 1991 100%/100% AQ-A 15 PhD/GR/UG/RESTotal 239

Notes on AQSummary Guidelines: Academically Qualified (AQ) Faculty - appropriate combination of academic degree in relationship to the teaching field, and development activities. Development activities are:A. Tenured faculty, and/or faculty who received a degree prior to the five-year review period, must have at least three (3) peer-reviewed journal articles during the review period; additional OICs and/or quality are required formaster's and doctoral level instruction.B. Faculty who have a business of business-related degree from an AACSB International accredited institution are AQ if the degree has been awarded within the previous five (5) years.C. Doctoral students are academically qualified if they meet AACSB International standards. To further qualify to teach at the master's level, doctoral students must also have at least one (1) OIC.D. Academic administrators can maintain their original status of AQ when they entered administration with two (2) peer-reviewed journal articles in the most recent five (5) years or one (1) peer-reviewed journal article in the mostrecent three (3) years.E. Senior Lecturer teaching faculty must have at least one (1) peer-reviewed journal article and at least one other intellectual contribution; books are acceptable in lieu of journal articles. To teach at the master's level, these facultymust have at least one (1) additional intellectual contribution.Notes on PQSummary Guidelines: Professionally Qualified (PQ) Faculty - master's degree, appropriate professional experience at level of professional analyst, director, owner, etc., and development activity."F. To teach university general education courses for non-business students or courses in support of non-AACSB International degree programs offered in the college, faculty must have a master's degree and a minimum of 18graduate credit hours related to the teaching area.G. To teach Common Body of Knowledge Courses (undergraduate, except MGT 4893 Management Strategy [capstone course]) or MBA leveling courses faculty must have at least three (3) years of professional experience.H. To teach BBA major course and MGT 4893 faculty must have at least five (5) years of professional experience.I. To teach master's level courses (including courses for the specialized masters programs, but not including the 5003 leveling courses for the MBA), faculty must have at least seven (7) years of professional experience. "Notes on OQJ. Faculty has other qualifications.Other NotesK. DeanL. Senior Associate DeanM. Director, East Asia InstituteN. Associate Dean for Undergraduate StudiesO. Department Chair

DEPARTMENT OF FINANCETABLE 10-1: Summary of Finance Faculty Qualification, Development Activitiesand Professional ResponsibilitiesFall 2010 & Spring 2011(Re: Standard 10)NameHighest Earned Degree& YearDate of First Appointmentto the SchoolPercent of Time Dedicated tothe School's MissionAcademicallyQualifiedProfessionallyQualifiedOtherIntellectualContributionsFive-Year Summary of DevelopmentActivities Supporting AQ or PQ StatusProfessionalExperienceConsultingProfessionalDevelopmentOther ProfessionalActivitiesNormalProfessionalResponsibilitiesSee Faculty Qualification forms for detailsBayar, Onur PhD / 2007 Fall 2007 100%/100% AQ-B 13 GR-UG/RES/SERBhanot, Karan PhD / 1997 Fall 1997 100%/100% AQ-A 7 PhD/GR-UG/RES/SERBryant, Martin MAgr / 1943 Spring 2011 0%/25% PQ-I 0 UGBurns, Natasha A. PhD / 2003 Fall 2007 100%/100% AQ-A 11 GR-UG/RES/SERCadena, Angelita MBA / 1995 Spring 2011 0%50% AQ-C 0 UGDahlquist, Julie PhD / 1989 Fall 2004 100%/100% AQ-E 17 UG/SER/RESFairchild, Keith W. PhD / 1986 Fall 1981 100%/100% PQ-I, K 1 GR-UG/ADM(Dir)/SERHoffman, Karl MSF / 2004 Spring 2007 25%/25% PQ-I 0 UGJackson Jr., James MBA / 2001 Fall 2010 25%/25% PQ-I 0 UGJones, Marcus MBA / 1996 Spring 2010 0%/25% PQ-H 0 UGKadapakkam, Palani-Rajan PhD / 1985 Fall 1996 100%/100% AQ-A 18 GR-UG/RES/SER/PhDKittiakarasakun, Jullavut MS / 2004 Fall 2010 50%/50% AQ-C 8 UGLien, Donald PhD / 1986 Fall 2001 50%/50% AQ-A 44 PhD/RESLorusso, Maria T. MBA / 1985 Spring 1988 50%/50% PQ-I 0 UGMcTier, Brian MBA / 2004 Fall 2009 50%/50% AQ-C 3 UGMisra, Lalatendu PhD / 1984 Fall 1982 100%/100% AQ-A, L 19 ADMN(Chair)/GR/RESRocchio, Leland H. ABD / 12/08 Fall 2007 25%/0% PQ-I 0 UGRodgers, Michael JD / 1999 Spring 2009 0%/25% PQ-I 0 GRSkouratova, Elena MBA / 2002 Spring 2009 50%/50% AQ-C 0 UGSweet, Ronald B. MBA / 1991 Fall 1997 75%/100% PQ-I 0 UG/SER/GRTeske, Raymond JD / 1999 Fall 2005 100%/75% PQ-H, M 7 UG/ADM(AsstDir)/SERThomson, Thomas A. PhD / 1994 Fall 1993 100%/100% AQ-A, N 5 GR-UG/ADM(Dir)/RES/PhDTse, Yiuman PhD / 1994 Fall 2002 100%/100% AQ-A 52 PhD/GR-UG/RES/SERVarson, Paula PhD / 1985 Fall 2006 100%/100% O-J 0 UG/SERWald, John K. PhD / 1996 Fall 2006 100%/100% AQ-A 27 PhD/GR-UG/RES/SERWehrmeyer, Robert JD / 1984 Spring 2010 0%/25% PQ-I 0 UGWilliams, Michael MBA-MA/2008 Fall 2010 50%/50% AQ-C 6 UGTotal 238

Notes on AQSummary Guidelines: Academically Qualified (AQ) Faculty - appropriate combination of academic degree in relationship to the teaching field, and development activities. Development activities are:A. Tenured faculty, and/or faculty who received a degree prior to the five-year review period, must have at least three (3) peer-reviewed journal articles during the review period; additional OICs and/or quality are required formaster's and doctoral level instruction.B. Faculty who have a business of business-related degree from an AACSB International accredited institution are AQ if the degree has been awarded within the previous five (5) years.C. Doctoral students are academically qualified if they meet AACSB International standards. To further qualify to teach at the master's level, doctoral students must also have at least one (1) OIC.D. Academic administrators can maintain their original status of AQ when they entered administration with two (2) peer-reviewed journal articles in the most recent five (5) years or one (1) peer-reviewed journal article in the mostrecent three (3) years.E. Senior Lecturer teaching faculty must have at least one (1) peer-reviewed journal article and at least one other intellectual contribution; books are acceptable in lieu of journal articles. To teach at the master's level, these facultymust have at least one (1) additional intellectual contribution.Notes on PQSummary Guidelines: Professionally Qualified (PQ) Faculty - master's degree, appropriate professional experience at level of professional analyst, director, owner, etc., and development activity.F. To teach university general education courses for non-business students or courses in support of non-AACSB International degree programs offered in the college, faculty must have a master's degree and a minimum of 18graduate credit hours related to the teaching area.G. To teach Common Body of Knowledge Courses (undergraduate, except MGT 4893 Management Strategy [capstone course]) or MBA leveling courses faculty must have at least three (3) years of professional experience.H. To teach BBA major course and MGT 4893 faculty must have at least five (5) years of professional experience.I. To teach master's level courses (including courses for the specialized masters programs, but not including the 5003 leveling courses for the MBA), faculty must have at least seven (7) years of professional experience.Notes on OQJ. Faculty has other qualifications.Other NotesK. Director of the MBA ProgramL. Department ChairM. Assistant Duirector of Real Estate Finance & DevelopmentN. Director of Real Estate Finance & Development

DEPARTMENT OF INFORMATION SYSTEMS & TECHNOLOGY MANAGEMENTTABLE 10-1: Summary of Information Systems Faculty Qualification, Development Activitiesand Professional ResponsibilitiesFall 2010 & Spring 2011(Re: Standard 10)NameHighest Earned Degree& YearDate of First Appointmentto the SchoolPercent of Time Dedicated tothe School's MissionAcademicallyQualifiedProfessionallyQualifiedOtherIntellectualContributionsFive-Year Summary of DevelopmentActivities Supporting AQ or PQ StatusProfessionalExperienceConsultingProfessionalDevelopmentOther ProfessionalActivitiesNormalProfessionalResponsibilitiesSee Faculty Qualifications forms for detailsAu, Yoris A. PhD / 2004 Fall 2003 100%/100% AQ-A 7 UG/RES/SERBeebe, Nicole PhD / 2007 Spring 2005 100%/100% AQ-B 17 GR/RES/SERCarpenter, Darrell MSIT / 2004 Fall 2005 100%/100% AQ-C 6 GR/UG/SERChang, Frederick PhD / 1981 Fall 2010 100%/100% PQ-I 4 PhD/RES/GR//SERClark, Jan G. PhD / 1985 Fall 2000 100%/100% AQ-A 23 PhD/RES/SERDavis, Terri MS / 2005 Fall 2008 100%/100% PQ-I 0 UGDietrich, Glenn B. PhD / 1990 Fall 1978 100%/100% AQ-D,K 10 ADM(Chair)/GR/UG/SEREstis, Kevin MS / 2008 Spring 2011 0%/25% PQ-I 0 UGFraser, Nicholas MS / 2006 Summer 2007 0%/25% PQ-I 2 UGGupta, Mukul PhD / 2003 Fall 2005 50%/50% AQ-E 3 UG/GRKaufman, Robert J. MS / 1984 Spring 2002 50%/50% PQ-I 2 UG/GRKhoo, Huoy M. PhD / 2006 Fall 2003 100%/100% AQ-B 3 UG/RES/SERKo, Myung S. PhD / 2003 Fall 2003 100%/100% AQ-A 13 UG/RES/SERKordzadeh, Nima MBA /2009 Fall 2010 50%/50% AQ-C 1 UGKreider, Christopher MS / 2009 Fall 2010 50%/50% AQ-C 1 UGLiu, Zhechao PhD / 2008 Fall 2008 100%/100% AQ-B 7 UG/RES/SERMancha, Ruben MS / 2005 Fall 2006 50%/50% AQ-C 9 UGPadmanabhan, Priya MBA / 2003 Fall 2010 50%/50% AQ-C 0 UGRao, V. S. PhD / 1990 Fall 1986 100%/100% AQ-A 13 SER/UG/GR/RESSaeger, Mark MS / 2003 Spring 2011 0%/25% PQ-I 0 UGShepherd, Linda H. MCSM / 1994 Fall 1995 100%/100% O-J 2 UG/SERTeneyuca, David MS / 1992 Spring 2006 25%/25% PQ-I 0 GRWalz, Diane B. PhD / 1988 Fall 1986 100%/100% O-L 1 ADM(AssocDean)/UG/SERWarren, John PhD / 2002 Fall 2003 100%/100% AQ-A 9 PhD/RES/UG/SERWilliams, Karen L. PhD / 1992 Fall 2002 100%/100% AQ-E 3 UG/SERYoon, Hyun Shik MBA / 2005 Fall 2010 50%/50% AQ-C 0 UGYoung, Diana MSIT / 2004 Spring 2011 50%/50% AQ-C 6 UGTotal 142

Notes on AQSummary Guidelines: Academically Qualified (AQ) Faculty - appropriate combination of academic degree in relationship to the teaching field, and development activities. Development activities are:A. Tenured faculty, and/or faculty who received a degree prior to the five-year review period, must have at least three (3) peer-reviewed journal articles during the review period; additional OICs and/or quality are required formaster's and doctoral level instruction.B. Faculty who have a business of business-related degree from an AACSB International accredited institution are AQ if the degree has been awarded within the previous five (5) years.C. Doctoral students are academically qualified if they meet AACSB International standards. To further qualify to teach at the master's level, doctoral students must also have at least one (1) OIC.D. Academic administrators can maintain their original status of AQ when they entered administration with two (2) peer-reviewed journal articles in the most recent five (5) years or one (1) peer-reviewed journal article in the mostrecent three (3) years.E. Senior Lecturer teaching faculty must have at least one (1) peer-reviewed journal article and at least one other intellectual contribution; books are acceptable in lieu of journal articles. To teach at the master's level, these facultymust have at least one (1) additional intellectual contribution.Notes on PQSummary Guidelines: Professionally Qualified (PQ) Faculty - master's degree, appropriate professional experience at level of professional analyst, director, owner, etc., and development activity.F. To teach university general education courses for non-business students or courses in support of non-AACSB International degree programs offered in the college, faculty must have a master's degree and a minimum of 18graduate credit hours related to the teaching area.G. To teach Common Body of Knowledge Courses (undergraduate, except MGT 4893 Management Strategy [capstone course]) or MBA leveling courses faculty must have at least three (3) years of professional experience.H. To teach BBA major course and MGT 4893 faculty must have at least five (5) years of professional experience.I. To teach master's level courses (including courses for the specialized masters programs, but not including the 5003 leveling courses for the MBA), faculty must have at least seven (7) years of professional experience.Notes on OQJ. Faculty has other qualifications.Other NotesK. Department Chair 2001-presentL. Associate Dean Graduate Studies & Research 2003-present

DEPARTMENT OF INFORMATION SYSTEMS & TECHNOLOGY MANAGEMENTTABLE 10-1: Summary of Management of Technology Faculty Qualification, Development Activitiesand Professional ResponsibilitiesFall 2010 & Spring 2011(Re: Standard 10)NameHighest Earned Degree& YearDate of First Appointmentto the SchoolPercent of Time Dedicated tothe School's MissionAcademicallyQualifiedProfessionallyQualifiedOtherIntellectualContributionsFive-Year Summary of DevelopmentActivities Supporting AQ or PQ StatusProfessionalExperienceConsultingProfessionalDevelopmentOther ProfessionalActivitiesNormalProfessionalResponsibilitiesSee Faculty qualifications forms for detailsBall, Larry PhD / 1980 Spring 2010 75%/75% PQ-I 0 GR-UGDeWispelare, Aaron PhD / 1980 Spring 2010 25%/25% PQ-I 0 GRFlannery, William PhD / 1974 Fall 1975 100%/100% AQ-D,K 10 GR/SERGrant, Kevin PhD / 1990 Fall 2000 100%/100% AQ-A 9 ADM/GR/UG/RES/SERHallam, Cory PhD / 2003 Fall 2006 50%/50% AQ-E 22 ADM/GR/SERRemkus, James MSMOT / 2007 Summer 2007 0%/25% PQ-I 0 GR-UGSpivey, Woodie PhD / 1977 Fall 1985 100% AQ-A 6 GR/RESTotal 47Notes on AQSummary Guidelines: Academically Qualified (AQ) Faculty - appropriate combination of academic degree in relationship to the teaching field, and development activities. Development activities are:A. Tenured faculty, and/or faculty who received a degree prior to the five-year review period, must have at least three (3) peer-reviewed journal articles during the review period; additional OICs and/or quality are required formaster's and doctoral level instruction.B. Faculty who have a business of business-related degree from an AACSB International accredited institution are AQ if the degree has been awarded within the previous five (5) years.C. Doctoral students are academically qualified if they meet AACSB International standards. To further qualify to teach at the master's level, doctoral students must also have at least one (1) OIC.D. Academic administrators can maintain their original status of AQ when they entered administration with two (2) peer-reviewed journal articles in the most recent five (5) years or one (1) peer-reviewed journal article in the mostrecent three (3) years.E. Senior Lecturer teaching faculty must have at least one (1) peer-reviewed journal article and at least one other intellectual contribution; books are acceptable in lieu of journal articles. To teach at the master's level, these facultymust have at least one (1) additional intellectual contribution.Notes on PQSummary Guidelines: Professionally Qualified (PQ) Faculty - master's degree, appropriate professional experience at level of professional analyst, director, owner, etc., and development activity.F. To teach university general education courses for non-business students or courses in support of non-AACSB International degree programs offered in the college, faculty must have a master's degree and a minimum of 18graduate credit hours related to the teaching area.G. To teach Common Body of Knowledge Courses (undergraduate, except MGT 4893 Management Strategy [capstone course]) or MBA leveling courses faculty must have at least three (3) years of professional experience.H. To teach BBA major course and MGT 4893 faculty must have at least five (5) years of professional experience.I. To teach master's level courses (including courses for the specialized masters programs, but not including the 5003 leveling courses for the MBA), faculty must have at least seven (7) years of professional experience.Notes on OQJ. Faculty has other qualifications.Other NotesK. Coordinator of Management of Technology (MOT) Program, a joint program of the Colleges of Business, Sciences, and Engineering (1993-Present): administers faculty, students and staff in the MOT program

DEPARTMENT OF MANAGEMENTTABLE 10-1: Summary of Management Faculty Qualification, Development Activitiesand Professional ResponsibilitiesFall 2010 & Spring 2011(Re: Standard 10)NameHighest Earned Degree& YearDate of First Appointmentto the SchoolPercent of Time Dedicated tothe School's MissionAcademicallyQualifiedProfessionallyQualifiedOtherIntellectualContributionsFive-Year Summary of DevelopmentActivities Supporting AQ or PQ StatusProfessionalExperienceConsultingProfessionalDevelopmentSee Faculty Qualification forms for detailsOther ProfessionalActivitiesNormalProfessionalResponsibilitiesBarnett, Robert JD / 1990 Fall 2010 25%/0% PQ-I 0 GRBurns, Michael MBA / 2004 Fall 2006 75%/50% AQ-C 4 UGCanedo Soto, Julio MBA / 1998 Fall 2010 50%/50% AQ-C 3 UGCardy, Robert PhD / 1982 Fall 2006 100%/100% AQ-A, J 17 ADM(Chair)/UG/GR-UG/RESChang, Pepe PhD / 2007 Fall 2007 100%/100% AQ-B 10 GR-UG/RES/SERClark, Dale ABD / 2008 Fall 2009 100%/100% AQ-B 0 UG/RES/SERClark, Kim MS /1994 Fall 2008 50%/50% AQ-C 4 UGDarling, John PhD / 1967 Fall 2007 25%/50% AQ-E 18 UG/GR-UG/RES/SERErwin, Abigail MBA / 1999 Spring 2007 50%/50% PQ-I 0 UGGonzales, Joseph MHA / 1980 Fall 2006 25%/25% PQ-I 0 UGHall, Angela PhD / 2005 Fall 2009 100%/100% AQ-B 21 PhD/RES/GR-UG/SERHess-Escalante, Nicole MS / 2007 Fall 2009 50%/0% AQ-C 0 UGJohnson, Don MBA / 2003 Spring 2005 50%/25% PQ-I 0 UGKrueger, Dianna C. MA / 2005 Fall 2006 50%/50% AQ-C 1 UGLangford, Christopher MBA / 2008 Fall 2010 50%/50% AQ-C 0 UGLarkey, Kandis MBA / 2004 Fall 2005 100%/0% PQ-I 0 GRLarsen, Gary PhD / 1976 Spring 2000 40%/40% AQ-E 2 GRLeffel, Anita H. PhD / 2002 Fall 2002 100%/100% AQ-E 9 UG/GR-UG/SERLengel, Robert PhD / 1983 Fall 1982 100%/100% AQ-D, K 2 ADM(AssocDean)/GR-UG/RES/SERLengnick-Hall, Cynthia PhD / 1981 Fall 2001 100%/100% AQ-A 24 PhD/GR-UG/RES/SERLengnick-Hall, Mark PhD / 1988 Fall 2001 100%/100% AQ-A 32 PhD/GR-UG/RES/SERMcCray, John P. PhD / 1985 Fall 1985 100%/100% AQ-A 14 UG/RES/SERMcDonald, Michael PhD / 2003 Fall 2010 100%/100% AQ-A 7 PhD/RES/GR-UG/SERMcIver, Derrick MBA / 2007 Fall 2008 50%/50% AQ-C 2 UGMiller, Stewart PhD / 1999 Fall 2007 100%/100% AQ-A 29 PhD/GR-UG/SERNoll, Michael MBA / 1990 Fall 2010 25%/25% PQ-I 0 UG/RESPhillips, Mark W. PhD / 1991 Spring 1998 100%/100% PQ-I 0 GR-UGPrescott, Kevin JD / 2008 Fall 2005 25%/0% PQ-H 0 UGPriore, Richard MHA / 1999 Fall 2010 25%/25% PQ-I 0 GR-UGRamachandran, Indu MBA / 2004 Fall 2008 50%/50% AQ-C 6 UGRamirez, Consuelo PhD / 2002 Fall 2002 100%/100% PQ-I 1 UGRigsbee, Carolee MBA / 2006 Fall 2009 50%/50% AQ-C 0 UG/GR-UG/SERSibbernsen, Richard JD / 1974 Fall 2008 25%/50% PQ-I 0 UG/GRSpiser-Albert, Valarie PhD / 2001 Fall 2006 100%/100% PQ-I 2 UGStone, Dianna PhD / 1981 Fall 2006 100%/100% AQ-A 58 GR-UG/RES/SERStone-Romero, Eugene PhD / 1975 Fall 2007 100%/100% AQ-A 48 PhD/RES/GR-UG/SER

Suazo, Mark M. PhD / 2002 Fall 2004 100%/100% AQ-A 12 GR-UG/RES/SERSvacina, Teresa MS / 2002 Fall 2009 50%/50% AQ-C 1 UGValdez, Jude PhD / 1976 Fall 1980 25%/25% AQ-E 3 UGVesey, Jermaine MBA / 2000 Fall 2008 50%/50% AQ-C 4 UGVillano, Kenneth MBA / 1977 Fall 2008 25%/25% PQ-I 0 UGVogt, Judith PhD / 1970 Fall 2006 50%/50% PQ-I 2 GR-UGWang, Dana PhD / 2010 Fall 2010 100%/100% AQ-B 7 GR-UG/RES/SERWerling, Steve DBA / 1989 Fall 1986 75%/75% AQ-E 3 GR-UGWilson III, Bennie J. EDD / 1979 Fall 1998 100%/100% PQ-G, L 1 UG/ADM(Dir)/SER/RESTotal 347Notes on AQSummary Guidelines: Academically Qualified (AQ) Faculty - appropriate combination of academic degree in relationship to the teaching field, and development activities. Development activities are:A. Tenured faculty, and/or faculty who received a degree prior to the five-year review period, must have at least three (3) peer-reviewed journal articles during the review period; additional OICs and/or quality are required formaster's and doctoral level instruction.B. Faculty who have a business of business-related degree from an AACSB International accredited institution are AQ if the degree has been awarded within the previous five (5) years.C. Doctoral students are academically qualified if they meet AACSB International standards. To further qualify to teach at the master's level, doctoral students must also have at least one (1) OIC.D. Academic administrators can maintain their original status of AQ when they entered administration with two (2) peer-reviewed journal articles in the most recent five (5) years or one (1) peer-reviewed journal article in themost recent three (3) years.E. Senior Lecturer teaching faculty must have at least one (1) peer-reviewed journal article and at least one other intellectual contribution; books are acceptable in lieu of journal articles. To teach at the master's level, these facultymust have at least one (1) additional intellectual contribution.Notes on PQSummary Guidelines: Professionally Qualified (PQ) Faculty - master's degree, appropriate professional experience at level of professional analyst, director, owner, etc., and development activity.F. To teach university general education courses for non-business students or courses in support of non-AACSB International degree programs offered in the college, faculty must have a master's degree and a minimum of 18graduate credit hours related to the teaching area.G. To teach Common Body of Knowledge Courses (undergraduate, except MGT 4893 Management Strategy [capstone course]) or MBA leveling courses faculty must have at least three (3) years of professional experience.H. To teach BBA major course and MGT 4893 faculty must have at least five (5) years of professional experience.I. To teach master's level courses (including courses for the specialized masters programs, but not including the 5003 leveling courses for the MBA), faculty must have at least seven (7) years of professional experience.Other NotesJ. Department ChairK. Associate Dean for Executive MBAL. Director of Learning Assessment

DEPARTMENT OF MANAGEMENTTABLE 10-1: Summary of Business Law Faculty Qualification, Development Activitiesand Professional ResponsibilitiesFall 2010 & Spring 2011(Re: Standard 10)Five-Year Summary of DevelopmentNameHighest Earned Degree& YearDate of First Appointmentto the SchoolPercent of Time Dedicated to theSchool's MissionAcademicallyQualifiedProfessionallyQualifiedSee Faculty Qualification forms for detailsBruner, Larry A. JD / 1988 Fall 1988 50%/50% PQ-I UGRodriguez Jr., Manual JD / 2001 Fall 2010 25%/25% PQ-I GRSandoval, Rodolpho LLM / 1974 Fall 1987 100%/100 AQ-A 7 GR-UG/RES/SERShields, John JD / 1989 Summer 2009 75%/50% PQ-I UG7Notes on AQSummary Guidelines: Academically Qualified (AQ) Faculty-appropriate combination of academic degree in relationship to the teaching field, and development activities. Development activities are:OtherIntellectualContributionsProfessionalExperienceConsultingProfessionalDevelopmentOther ProfessionalActivitiesNormalProfessionalResponsibilitiesA. Tenured faculty, and/or faculty who received a degree prior to the five-year review period, must have at least three (3) peer-reviewed journal articles during the review period; additional OICs and/orquality are required for master's and doctoral level instruction.B. Faculty who have a business of business-related degree from an AACSB International accredited institution are AQ if the degree has been awarded within the previous five (5) years.C. Doctoral students are academically qualified if they meet AACSB International standards. To further qualify to teach at the master's level, doctoral students must also have at least one (1) OIC.D. Academic administrators can maintain their original status of AQ when they entered administration with two (2) peer-reviewed journal articles in the most recent five (5) years or one (1) peerreviewedjournal article in the most recent three (3) years.E. Senior Lecturer teaching faculty must have at least one (1) peer-reviewed journal article and at least one other intellectual contribution; books are acceptable in lieu of journal articles. To teach at themaster's level, these faculty must have at least one (1) additional intellectual contribution.Notes on PQSummary Guidelines: Professionally Qualified (PQ) Faculty - master's degree, appropriate professional experience at level of professional analyst, director, owner, etc., and development activity.F. To teach university general education courses for non-business students or courses in support of non-AACSB International degree programs offered in the college, faculty must have a master's degreeand a minimum of 18 graduate credit hours related to the teaching area.G. To teach Common Body of Knowledge Courses (undergraduate, except MGT 4893 Management Strategy [capstone course]) or MBA leveling courses faculty must have at least three (3) years ofprofessional experience.H. To teach BBA major course and MGT 4893 faculty must have at least five (5) years of professional experience.I. To teach master's level courses (including courses for the specialized masters programs, but not including the 5003 leveling courses for the MBA), faculty must have at least seven (7) years ofprofessional experience.

DEPARTMENT OF MANAGEMENT SCIENCE AND STATISTICSTABLE 10-1: Summary of Management Science and Statistics Faculty Qualification, Development Activitiesand Professional ResponsibilitiesFall 2010 & Spring 2011(Re: Standard 10)NameHighest Earned Degree& YearDate of First Appointmentto the SchoolPercent of Time Dedicated tothe School's MissionAcademicallyQualifiedProfessionallyQualifiedOtherIntellectualContributionsFive-Year Summary of DevelopmentActivities Supporting AQ or PQ StatusProfessionalExperienceConsultingProfessionalDevelopmentOther ProfessionalActivitiesNormalProfessionalResponsibilitiesSee Faculty Qualifications forms for detailsManagement ScienceBall, Gerald PhD / 1983 Fall 2009 50%/50% PQ-I 0 UG/SERCao, Yi MS / 2008 Fall 2010 50%/50% AQ-C 0 UGDell, Jacob MBA / 2004 Spring 2006 100%/100% PQ-H 0 UG/SERGonzalez, Juan J. PhD / 1983 Fall 1983 100%/100% AQ-A, K 10 ADM/GR-UG/SER/RESJing, Liang MS / 2006 Fall 2010 50%/50% AQ-C 0 UGKeating, Jerome PhD / 1980 Fall 1999 100%/100% AQ-A 10 PhD/GR/RES/SERLeung, Mark T. PhD / 1999 Fall 1999 100%/100% AQ-A 15 UG/SER/RESMassaro, Kimberly MS / 2009 Fall 2009 50%/50% O-J 0 UG/SEROrta, Ermine MS / 2004 Fall 2006 100%/50% PQ-G 0 UG/SERPopa, Silvia PhD / 2009 Fall 2010 25%/25% AQ-B 3 UGSimmons, Donald E. PhD / 2001 Fall 2007 100%/100% AQ-E 10 UG/GR/SER/RESStovall, Kazumi MS / 2005 Fall 2009 50%/50% AQ-C 0 UGSun, Minghe PhD / 1992 Fall 1992 100%/100% AQ-A 13 UG/RES/SERTullous, Raydel PhD / 1983 Fall 1982 100%/100% AQ-D, L 7 ADM/GR/SER/RESXu, Kefeng PhD / 1997 Fall 1997 100%/100% AQ-A 8 GR/UG/RES/SERZarzabal, Lee MS / 2004 Spring 2011 0%/50% AQ-C 0 UGZurcher, Raymond PhD / 1999 Spring 1998 25%/25% PQ-I 0 UGTotal 76StatisticsAnderson, Michael T. MS / 1995 Fall 1995 50%/50% AQ-C 1 UG/SERCano, Stephanie PhD / 2003 Spring 2005 100%/100% AQ-E 3 GR-UG/SER/RESDeOliveira, Victor PhD / 1997 Fall 2006 100%/100% AQ-A 22 PhD/GR-UG/RES/SERHan, Donghoon PhD / 2008 Spring 2009 100%/100% AQ-B 12 UG/SER/RESKannan, Nandini PhD / 1992 Fall 1992 100%/100% AQ-A 15 PhD/GR/SER/RESKo, Daijin PhD / 1985 Fall 2003 100%/100% AQ-A 6 PhD/RES/SERMason, Robert PhD / 1971 Fall 1976 25%/25% AQ-E 20 GR/UGQuintana, Rolando PhD / 1995 Fall 2003 100%/100% AQ-A 16 UG/RES/SERRoy, Anuradha PhD / 2002 Fall 2002 100%/100% AQ-A 36 UG/GR/RES/SERSchultz, Kenneth MS / 2006 Fall 2010 25%/25% PG-F 0 UGTripathi, Ram PhD / 1975 Fall 1975 100%/100% AQ-A 6 GR/PhD/UG/RES/SERYang, Xiaobin PhD / 1999 Fall 2010 50%/0% AQ-C 0 UGYe, Keying PhD / 1990 Fall 2005 100%/100% AQ-A 23 PhD/GR/UG/RES/SERTotal 160

Notes on AQSummary Guidelines: Academically Qualified (AQ) Faculty - appropriate combination of academic degree in relationship to the teaching field, and development activities. Development activities are:A. Tenured faculty, and/or faculty who received a degree prior to the five-year review period, must have at least three (3) peer-reviewed journal articles during the review period; additional OICs and/or quality are required formaster's and doctoral level instruction.B. Faculty who have a business of business-related degree from an AACSB International accredited institution are AQ if the degree has been awarded within the previous five (5) years.C. Doctoral students are academically qualified if they meet AACSB International standards. To further qualify to teach at the master's level, doctoral students must also have at least one (1) OIC.D. Academic administrators can maintain their original status of AQ when they entered administration with two (2) peer-reviewed journal articles in the most recent five (5) years or one (1) peer-reviewed journal article in the mostrecent three (3) years.E. Senior Lecturer teaching faculty must have at least one (1) peer-reviewed journal article and at least one other intellectual contribution; books are acceptable in lieu of journal articles. To teach at the master's level, these facultymust have at least one (1) additional intellectual contribution.Notes on PQSummary Guidelines: Professionally Qualified (PQ) Faculty - master's degree, appropriate professional experience at level of professional analyst, director, owner, etc., and development activity.F. To teach university general education courses for non-business students or courses in support of non-AACSB International degree programs offered in the college, faculty must have a master's degree and a minimum of 18graduate credit hours related to the teaching area.G. To teach Common Body of Knowledge Courses (undergraduate, except MGT 4893 Management Strategy [capstone course]) or MBA leveling courses faculty must have at least three (3) years of professional experience.H. To teach BBA major course and MGT 4893 faculty must have at least five (5) years of professional experience.I. To teach master's level courses (including courses for the specialized masters programs, but not including the 5003 leveling courses for the MBA), faculty must have at least seven (7) years of professional experience.Notes on OQJ. Faculty has other qualifications.Other NotesK. Associate Dean, Downtown CampusL. Department Chair

DEPARTMENT OF MARKETINGTABLE 10-1: Summary of Marketing Faculty Qualification, Development Activitiesand Professional ResponsibilitiesFall 2010 & Spring 2011(Re: Standard 10)NameHighest Earned Degree& YearDate of First Appointmentto the SchoolPercent of Time Dedicated tothe School's MissionAcademicallyQualifiedProfessionallyQualifiedOtherIntellectualContributionsFive-Year Summary of DevelopmentActivities Supporting AQ or PQ StatusProfessionalExperienceConsultingProfessionalDevelopmentOther ProfessionalActivitiesNormalProfessionalResponsibilitiesSee Faculty Qualifications forms for detailsArsena, Ashley BA / 2008 Fall 2010 50%/50% AQ-C 12 UGBhargave, Rajesh PhD / 2009 Fall 2009 100%/100% AQ-B 9 RES/UG/SERBojanic, David DBA / 1988 Fall 2007 100%/100% AQ-A 15 GR-UG/RES/SERCannon, Thomas F. JD / 1977 Fall 1999 100%/100% PQ-I 6 UG/SERCho, Hyejeung PhD /2006 Fall 2006 100%/100% AQ-B 10 RES/UGDavied, David PhD / 1999 Spring 2009 25%/75% PQ-I 0 GR-UGGoss, Robert MS / 2006 Fall 2009 50%/50% AQ-C 15 UGHeller, Victor PhD / 1992 Fall 1992 100%/100% AQ-A 14 UG/GR/SERJohnsen, David PhD / 1991 Spring 2003 100%/100% PQ-I 0 GR-UGKim, Youngseon MA / 1997 Fall 2009 50%/50% AQ-C 3 UGLalwani, Ashok PhD / 2006 Fall 2006 100%/100% AQ-B 22 PhD/RES/UG/SERLee, Jaehoon MS / 2007 Fall 2009 50%/50% AQ-C 12 UGLowrey, Tina M. PhD / 1992 Fall 2002 100%/100% AQ-A 38 PhD/RES/GR-UG/SERMitchell, William PhD / 1976 Fall 1976 25%/25% PQ-I 0 GRReynolds, Bobby J. MBA / 1976 Summer 2002 25%/0% PQ-H 0 UGSaegert, Joel G. PhD / 1970 Fall 1976 100%/100% O-J 7 GR-UG/SER/RESShrum, L J. PhD / 1992 Fall 2002 100%/100% AQ-A, K 48 ADM(Chair)/PhD/RESSilvera, David H. PhD / 1994 Spring 2006 100%/100% AQ-A 26 PhD/RES/GR-UG/SERSundie, Jill PhD / 2003 Fall 2010 100%/100% AQ-A 24 RES/UGTablada, Daniel MBA / 1969 Summer 2002 100%/100% PQ-H 1 UGTharp, Marye PhD / 1976 Fall 1978 50%/50% O-J 3 GR-UGUtecht, Richard L. PhD / 1987 Fall 1988 100%/100% AQ-A 6 GR-UG/SERZhang, Yinlong PhD / 2004 Fall 2004 100%/100% AQ-A 18 RES/GR-UG/SERTotal 289

Notes on AQSummary Guidelines: Academically Qualified (AQ) Faculty - appropriate combination of academic degree in relationship to the teaching field, and development activities. Development activities are:A. Tenured faculty, and/or faculty who received a degree prior to the five-year review period, must have at least three (3) peer-reviewed journal articles during the review period; additional OICs and/or quality are required formaster's and doctoral level instruction.B. Faculty who have a business of business-related degree from an AACSB International accredited institution are AQ if the degree has been awarded within the previous five (5) years.C. Doctoral students are academically qualified if they meet AACSB International standards. To further qualify to teach at the master's level, doctoral students must also have at least one (1) OIC.D. Academic administrators can maintain their original status of AQ when they entered administration with two (2) peer-reviewed journal articles in the most recent five (5) years or one (1) peer-reviewed journal article in the mostrecent three (3) years.E. Senior Lecturer teaching faculty must have at least one (1) peer-reviewed journal article and at least one other intellectual contribution; books are acceptable in lieu of journal articles. To teach at the master's level, these facultymust have at least one (1) additional intellectual contribution.Notes on PQSummary Guidelines: Professionally Qualified (PQ) Faculty - master's degree, appropriate professional experience at level of professional analyst, director, owner, etc., and development activity.F. To teach university general education courses for non-business students or courses in support of non-AACSB International degree programs offered in the college, faculty must have a master's degree and a minimum of 18graduate credit hours related to the teaching area.G. To teach Common Body of Knowledge Courses (undergraduate, except MGT 4893 Management Strategy [capstone course]) or MBA leveling courses faculty must have at least three (3) years of professional experience.H. To teach BBA major course and MGT 4893 faculty must have at least five (5) years of professional experience.I. To teach master's level courses (including courses for the specialized masters programs, but not including the 5003 leveling courses for the MBA), faculty must have at least seven (7) years of professional experience.Notes on OQJ. Faculty has other qualifications.Other NotesK. Department Chair

TABLE 10-2: CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTYDEPARTMENT OF ACCOUNTINGFall 2010(RE: Standard 10)NAMEQUALIFICATION(ACADEMIC-AQ,PROFESSIONAL-PQ,OTHER-O(FROM TABLE 10-1)AQ FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE 10-1)PQ FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE 10-1)OTHER FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE 10-1)QUALIFICATIONRATIOSPER STD 10Asthana, Sharad AQ 100Boone, Jeffery P. AQ 100Bridges, Gary PQ 100Cole, Cathy PQ 100Collins, Everett AQ 25Fasci, Martha AQ 100Forgione, Dana AQ 100Groff, James AQ 100Hao, Jun AQ 50Jimenez, Carlos AQ 100Kalelkar, Rachana AQ 50Khan, Sarfraz AQ 50Kohn, Christopher PQ 25Li, Shiyou AQ 50Linthicum, Cheryl AQ 100Liu, Linxiao AQ 50Lopez, Dennis AQ 100McTier, Kerry AQ 50Milam, Lorie PQ 100Nwaeze, Emeka AQ 100Pickard, Andrew PQ 50Pitman, Marshall AQ 100Poe, April AQ 50Quosigk, Benedikt AQ 50Sanders, Elaine O 100Schuldt, Michael AQ 50Skekel, Ted O 100Smith, Pamela AQ 100Vaello, Linda PQ 100Welch, Sandra AQ 0Yin, Jennifer AQ 100Zucker, Irwin PQ 251675 500 200 2375AQ = 71%AQ+PQ = 92%

TABLE 10-2: CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTYDEPARTMENT OF ECONOMICSFall 2010(RE: Standard 10)NAMEQUALIFICATION(ACADEMIC-AQ,PROFESSIONAL-PQ,OTHER-O(FROM TABLE 10-1)AQ FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE 10-1)PQ FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE 10-1)OTHER FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE 10-1)QUALIFICATIONRATIOSPER STD 10Beaver, James L. PQ 25Beladi, Hamid AQ 100Collinge, Robert A. O 100de la Viña, Lynda AQ 100Doss, Leslie PQ 100Firoozi, Fathali K. AQ 100Ghossoub, Edgar A. AQ 100Hollas, Daniel R. AQ 100Hu, Yue Sara AQ 50Johnson, Shakira PQ 50Lien, Donald AQ 50Liu, Long AQ 100Lo, Melody AQ 100Luquette, Edmund O 100Mahdavi, Saeid AQ 100Merrifield, John D. AQ 100Metzger, Scott PQ 25Montoya, Lisa AQ 100Phillips, Keith AQ 25Rightmyer, John PQ 25Truett, Dale B. AQ 100Truett, Lila AQ 100Weiher, Kenneth E. AQ 100Welch, Richard O. O 25Zhou, Su AQ 1001525 225 225 1975AQ = 77%AQ+PQ = 89%

TABLE 10-2: CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTYDEPARTMENT OF FINANCEFall 2010(RE: Standard 10)NAMEQUALIFICATION(ACADEMIC-AQ,PROFESSIONAL-PQ,OTHER-O(FROM TABLE 10-1)AQ FACULTY-% OF TIMEDEVOTED TO MISSION(FROM TABLE 10-1)PQ FACULTY-% OF TIMEDEVOTED TO MISSION(FROM TABLE 10-1)OTHER FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE 10-1)QUALIFICATIONRATIOSPER STD 10Bayar, Onur AQ 100Bhanot, Karan AQ 100Burns, Natasha A. AQ 100Dahlquist, Julie AQ 100Fairchild, Keith W. PQ 100Hoffman, Karl PQ 25Jackson, Jr., James PQ 25Kadapakkam, Palani-Rajan AQ 100Kittiakarasakun, Jullavut AQ 50Lien, Donald AQ 50Lorusso, Maria T. PQ 50McTier, Brian AQ 50Misra, Lalatendu AQ 100Rocchio, Leland H. PQ 25Skouratova, Elena AQ 50Sweet, Ronald B. PQ 75Teske, Raymond PQ 100Thomson, Thomas A. AQ 100Tse, Yiuman AQ 100Varson, Paula O 100Wald, John K. AQ 100Williams, Michael AQ 501150 400 100 1650AQ= 70%AQ+PQ= 94%

TABLE 10-2: CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTYDEPARTMENT OF INFORMATION SYSTEMS AND TECHNOLOGY MANAGEMENTFall 2010(RE: Standard 10)NAMEQUALIFICATION(ACADEMIC-AQ,PROFESSIONAL-PQ,OTHER-O(FROM TABLE II)AQ FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE II)PQ FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE II)OTHER FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE II)QUALIFICATIONRATIOSPER STD 10INFORMATION SYSTEMSAu, Yoris A. AQ 100Beebe, Nicole AQ 100Carpenter, Darrell AQ 100Chang, Frederick PQ 100Clark, Jan G. AQ 100Davis, Terri PQ 50Dietrich, Glenn B. AQ 100Gupta, Mukul AQ 50Kaufman, Robert J. PQ 50Khoo, Huoy M. AQ 100Ko, Myung S. AQ 100Kordzadeh, Nima AQ 50Kreider, Christopher AQ 50Liu, Zhechao AQ 100Mancha, Ruben AQ 50Padmanabham, Priye AQ 50Rao, V. S. AQ 100Shepherd, Linda H. O 100Teneyuca, David PQ 25Walz, Diane B. O 100 100Warren, John AQ 100Williams, Karen L. AQ 100Yoon, Hyun Shik AQ 501400 225 200 1825AQ= 77%AQ+PQ= 89%MANAGEMENT OF TECHNOLOGYBall, Larry PQ 75DeWispelare, Aaron PQ 25Flannery, William AQ 100Grant, Kevin AQ 100Hallam, Cory AQ 50Spivey, Woodie AQ 100350 100 450AQ= 78%AQ+PQ= 100%

NAMETABLE 10-2: CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTYDEPARTMENT OF MANAGEMENTFall 2010(RE: Standard 10)QUALIFICATION(ACADEMIC-AQ,PROFESSIONAL-PQ,OTHER-O(FROM TABLE 10-1)AQ FACULTY-% OF TIMEDEVOTED TO MISSION(FROM TABLE 10-1)PQ FACULTY-% OF TIMEDEVOTED TO MISSION(FROM TABLE 10-1)OTHER FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE 10-1)QUALIFICATIONRATIOSPER STD 10BUSINESS LAWBruner, Larry A. PQ 50Rodriguez Jr., Manual PQ 25Sandoval, Rodolpho AQ 100Shields, John PQ 75100 150 250AQ= 40%AQ+PQ= 100%MANAGEMENTBarnett, Robert PQ 25Burns, Michael AQ 75Candeo Soto, Julio AQ 50Cardy, Robert AQ 100Chang, Pepe AQ 100Clark, Dale AQ 100Clark, Kim AQ 50Darling, John AQ 25Erwin, Abigail PQ 50Gonzales, Joseph PQ 25Hall, Angela AQ 100Hess-Escalante, Nicole AQ 50Johnson, Don PQ 50Krueger, Dianna C. AQ 50Langford, Christopher AQ 50Larkey, Kandis PQ 100Larsen, Gary AQ 40Leffel, Anita H. AQ 100Lengel, Robert AQ 100Lengnick-Hall, Cynthia AQ 100Lengnick-Hall, Mark AQ 100McCray, John P. AQ 100McDonald, Michael AQ 100

McIver, Derrick AQ 50Miller, Stewart AQ 100Noll, Michael PQ 25Phillips, Mark W. PQ 100Prescott, Kevin PQ 25Priore, Richard PQ 25Ramachandran, Indu AQ 50Ramirez, Consuelo PQ 100Rigsbee, Carolee AQ 50Sibbernsen, Richard PQ 25Spiser-Albert, Valarie PQ 100Stone, Dianna AQ 100Stone-Romero, Eugene AQ 100Suazo, Mark M. AQ 100Svacina, Teresa AQ 50Valdez, Jude AQ 25Vesey, Jermaine AQ 50Villano, Kenneth PQ 25Vogt, Judith PQ 50Wang, Dana AQ 100Werling, Steve AQ 75Wilson III, Bennie J. PQ 1002240 825 3065AQ= 73%AQ+PQ= 100%

NAMETABLE 10-2: CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTYDEPARTMENT OF MANAGEMENT SCIENCE AND STATISTICSFall 2010(RE: Standard 10)QUALIFICATION(ACADEMIC-AQ,PROFESSIONAL-PQ,OTHER-O(FROM TABLE 10-1)AQ FACULTY-% OF TIMEDEVOTED TO MISSION(FROM TABLE 10-1)PQ FACULTY-% OF TIMEDEVOTED TO MISSION(FROM TABLE 10-1)OTHER FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE 10-1)QUALIFICATIONRATIOSPER STD 10MANAGEMENT SCIENCEBall, Gerald PQ 50Cao, Yi AQ 50Dell, Jacob PQ 100Gonzalez, Juan AQ 100Jing, Liang AQ 50Keating, Jerome AQ 100Leung, Mark T. AQ 100Massaro, Kimberly O 50Orta, Ermine PQ 100Popa, Sylvia AQ 25Simmons, Donald E. AQ 100Stovall, Kazumi AQ 50Sun, Minghe AQ 100Tullous, Raydel AQ 100Xu, Kefeng AQ 100Zurcher, Raymond PQ 25875 275 50 1200AQ= 73%AQ+PQ= 96%STATISTICSAnderson, Michael T. AQ 50Cano, Stephanie AQ 100DeOliveira, Victor AQ 100Han, Donghoon AQ 100Kannan, Nandini AQ 100Ko, Daijin AQ 100Mason, Robert AQ 25Quintana, Rolando AQ 100Roy, Anuradha AQ 100Schultz, Kenneth PQ 25Tripathi, Ram AQ 100Yang, Xiaobin AQ 50Ye, Keying AQ 1001025 25 0 1050AQ= 98%AQ+PQ= 100%

NAMETABLE 10-2: CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTYDEPARTMENT OF MARKETINGFall 2010(RE: Standard 10)QUALIFICATION(ACADEMIC-AQ,PROFESSIONAL-PQ,OTHER-O(FROM TABLE 10-1)AQ FACULTY-% OF TIMEDEVOTED TO MISSION(FROM TABLE 10-1)PQ FACULTY-% OF TIMEDEVOTED TO MISSION(FROM TABLE 10-1)OTHER FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE 10-1)QUALIFICATIONRATIOSPER STD 10Arsena, Ashley AQ 50Bhargave, Rajesh AQ 100Bojanic, David AQ 100Cannon, Thomas F. PQ 100Cho, Hyejeung AQ 100Davied, Daniel PQ 25Goss, Robert AQ 50Heller, Victor AQ 100Johnsen, David PQ 100Kim, Youngsen AQ 50Lalwani, Ashok AQ 100Lee, Jaehoon AQ 50Lowrey, Tina M. AQ 100Mitchell, William PQ 25Reynolds, Bobby J. PQ 25Saegert, Joel G. O 100Shrum, L J. AQ 100Silvera, David H. AQ 100Sundie, Jill AQ 100Tablada, Daniel PQ 100Tharp, Marye O 50Utecht, Richard L. AQ 100Zhang, Yinlong AQ 1001300 375 150 1825AQ= 71%AQ+PQ= 92%

MBA ONLINETABLE 10-2: CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTYFall 2010(RE: Standard 10)UT SystemComponentQUALIFICATIONS(ACADEMIC-AQ,PROFESSIONAL-PQ,OTHER-O)(From Table II)AQ FACULTY% OF TIMEDEVOTED TOMISSION(From Table II)PQ FACULTY% OF TIMEDEVOTED TOMISSION(From Table II)OTHERFACULTY% OF TIMEDEVOTED TOMISSION(From Table II)QUALIFICATIONRATIOSPER STD 10FoundationsRequired ClassesMBAO 6311 UTD Accounting Analysis Anderson, Mark AQ 100MBAO 6311 UTD Accounting Analysis Janakiraman, Surya AQ 100MBAO 6312 UTD Economic Analysis Lewin, Peter AQ 100MBAO 6313 UTPA Management & Organizational Behavior Sturges, David PQ 100MBAO 6314 UTSA Quantitative Analysis Tullous, Raydel AQ 100MBAO 6315 UTPB Marketing Management Serviere, Laura AQ 100MBAO 6331 UTT Market Research and Analysis Swimberghe, Krist AQ 100MBAO 6332 UTEP Information Systems for Managers Riter, Steve PQ 100MBAO 6332 UTEP Information Systems for Managers Palsole, Sunay O 100MBAO 6333 UTB Legal Environment of Business Blakemore, Mark PQ 25MBAO 6334 UTPA/UTB Production and Operations Mgt. Cruthirds, Kevin AQ 100MBAO 6335 UTPB Contemporary Topics in Financial Mgmt Pai, Prakash AQ 100MBAO 6372 UTPA/UTB Organizational Leadership and Change Cruthirds, Kevin AQ 100MBAO 6373 UTPA International Management Morrison, Robert PQ 25MBAO 6375 UTPB Portfolio Theory and Management Haensly, Paul AQ 100MBAO 6395 UTA Strategic Management McGee, Jeffrey AQ 1001100 250 100 1450%AQ 76%%AQPQ 93%* UT System Components: UTA - UT Arlington, UTB - UT Brownsville, UTD-UT Dallas, UTEP- UT EL Paso, UTPA-UT Pan American, UTPB-UT Permain Basin,UTSA- UT San Antonio, UTT- UT Tyler

TABLE 10-2: CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTYDEPARTMENT OF ACCOUNTINGSpring 2011(RE: Standard 10)NAMEQUALIFICATION(ACADEMIC-AQ,PROFESSIONAL-PQ,OTHER-O(FROM TABLE 10-1)AQ FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE 10-1)PQ FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE 10-1)OTHER FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE 10-1)QUALIFICATIONRATIOSPER STD 10Asthana, Sharad AQ 100Boone, Jeffery P. AQ 100Bradley, Jean PQ 25Bridges, Gary PQ 100Cole, Cathy PQ 100Collins, Everett AQ 25Fasci, Martha AQ 100Forgione, Dana AQ 100Groff, James AQ 100Jimenez, Carlos AQ 100Kalelkar, Rachana AQ 50Khan, Sarfraz AQ 50Li, Shiyou AQ 50Linthicum, Cheryl AQ 100Lopez, Dennis AQ 100McTier, Kerry AQ 50Milam, Lorie PQ 100Nwaeze, Emeka AQ 100Pickard, Andrew PQ 50Pitman, Marshall AQ 100Poe, April AQ 50Quosigk, Benedikt AQ 50Sanders, Elaine O 100Saya, Rubina PQ 50Schuldt, Michael AQ 50Skekel, Ted O 100Smith, Allan PQ 25Smith, Pamela AQ 100Vaello, Linda PQ 100Welch, Sandra AQ 0Yin, Jennifer AQ 100Zucker, Irwin PQ 251575 575 200 2350AQ = 67%AQ+PQ = 91%

TABLE 10-2: CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTYDEPARTMENT OF ECONOMICSSpring 2011(RE: Standard 10)NAMEQUALIFICATION(ACADEMIC-AQ,PROFESSIONAL-PQ,OTHER-O(FROM TABLE 10-1)AQ FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE 10-1)PQ FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE 10-1)OTHER FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE 10-1)QUALIFICATIONRATIOSPER STD 10Beaver, James L. PQ 25Beladi, Hamid AQ 100Collinge, Robert A. O 100de la Viña, Lynda AQ 100Doss, Leslie PQ 100Dunson, Bruce PQ 25Firoozi, Fathali K. AQ 100Ghossoub, Edgar A. AQ 100Goungetas, Basile PQ 25Hollas, Daniel R. AQ 100Hsu, Sara AQ 25Hu, Yue Sara AQ 75Johnson, Shakira PQ 100Lien, Donald AQ 50Liu, Long AQ 100Lo, Melody AQ 100Luquette, Edmund O 100Mahdavi, Saeid AQ 100Merrifield, John D. AQ 100Metzger, Scott PQ 25Montoya, Lisa AQ 100Phillips, Keith AQ 25Rightmyer, John PQ 25Truett, Dale B. AQ 100Truett, Lila AQ 100Vazquez, Jose AQ 25Weiher, Kenneth E. AQ 100Welch, Richard O. O 25Zhou, Su AQ 1001600 325 225 2150AQ = 74%AQ+PQ = 89%

TABLE 10-2: CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTYDEPARTMENT OF FINANCESpring 2011(RE: Standard 10)NAMEQUALIFICATION(ACADEMIC-AQ,PROFESSIONAL-PQ,OTHER-O(FROM TABLE 10-1)AQ FACULTY-% OF TIMEDEVOTED TO MISSION(FROM TABLE 10-1)PQ FACULTY-% OF TIMEDEVOTED TO MISSION(FROM TABLE 10-1)OTHER FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE 10-1)QUALIFICATIONRATIOSPER STD 10Bayar, Onur AQ 100Bhanot, Karan AQ 100Bryant, Martin PQ 25Burns, Natasha A. AQ 100Cadena, Angelita AQ 50Dahlquist, Julie AQ 100Fairchild, Keith W. PQ 100Hoffman, Karl PQ 25Jackson, Jr., James PQ 25Jones, Marcus PQ 25Kadapakkam, Palani-Rajan AQ 100Kittiakarasakun, Jullavut AQ 50Lien, Donald AQ 50Lorusso, Maria T. PQ 50McTier, Brian AQ 50Misra, Lalatendu AQ 100Rodgers, Michael PQ 25Skouratova, Elena AQ 50Sweet, Ronald B. PQ 100Teske, Raymond PQ 100Thomson, Thomas A. AQ 100Tse, Yiuman AQ 100Varson, Paula O 100Wald, John K. AQ 100Wehrmeyer, Robert PQ 25Williams, Michael AQ 501200 500 100 1800AQ= 67%AQ+PQ= 94%

TABLE 10-2: CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTYDEPARTMENT OF INFORMATION SYSTEMS AND TECHNOLOGY MANAGEMENTSpring 2011(RE: Standard 10)NAMEQUALIFICATION(ACADEMIC-AQ,PROFESSIONAL-PQ,OTHER-O(FROM TABLE II)AQ FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE II)PQ FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE II)OTHER FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE II)QUALIFICATIONRATIOSPER STD 10INFORMATION SYSTEMSAu, Yoris A. AQ 100Beebe, Nicole AQ 100Carpenter, Darrell AQ 100Chang, Frederick PQ 100Clark, Jan G. AQ 100Davis, Terri PQ 100Dietrich, Glenn B. AQ 100Estis, Kevin PQ 25Fraser, Nicholas PQ 25Gupta, Mukul AQ 50Kaufman, Robert J. PQ 50Khoo, Huoy M. AQ 100Ko, Myung S. AQ 100Kordzadeh, Nima AQ 50Kreider, Christopher AQ 50Liu, Zhechao AQ 100Mancha, Ruben AQ 75Padmanabhan, Priya AQ 50Rao, V. S. AQ 100Saeger, Mark PQ 25Shepherd, Linda H. O 100Teneyuca, David PQ 25Walz, Diane B. O 100 100Warren, John AQ 100Williams, Karen L. AQ 100Yoon, Hyun Shik AQ 50Young, Diana AQ 501475 350 200 2025AQ= 73%AQ+PQ= 89%

MANAGEMENT OF TECHNOLOGYBall, Larry PQ 75DeWispelare, Aaron PQ 25Flannery, William AQ 100Grant, Kevin AQ 100Hallam, Cory AQ 50Remkus, James PQ 25Spivey, Woodie AQ 100350 125 475AQ= 74%AQ+PQ= 100%

NAMETABLE 10-2: CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTYDEPARTMENT OF MANAGEMENTSpring 2011(RE: Standard 10)QUALIFICATION(ACADEMIC-AQ,PROFESSIONAL-PQ,OTHER-O(FROM TABLE 10-1)AQ FACULTY-% OF TIMEDEVOTED TO MISSION(FROM TABLE 10-1)PQ FACULTY-% OF TIMEDEVOTED TO MISSION(FROM TABLE 10-1)OTHER FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE 10-1)QUALIFICATIONRATIOSPER STD 10BUSINESS LAWBruner, Larry A. PQ 50Rodriguez Jr., Manual PQ 25Sandoval, Rodolpho AQ 100Shields, John PQ 50100 125 225AQ= 44%AQ+PQ= 100%MANAGEMENTBurns, Michael AQ 50Candeo Soto, Julio AQ 50Cardy, Robert AQ 100Chang, Pepe AQ 100Clark, Dale AQ 100Clark, Kim AQ 50Darling, John AQ 50Erwin, Abigail PQ 50Gonzales, Joseph PQ 25Hall, Angela AQ 100Johnson, Don PQ 25Krueger, Dianna C. AQ 50Langford, Christopher AQ 50Larsen, Gary AQ 40Leffel, Anita H. AQ 100Lengel, Robert AQ 100Lengnick-Hall, Cynthia AQ 100Lengnick-Hall, Mark AQ 100McCray, John P. AQ 100McDonald, Michael AQ 100McIver, Derrick AQ 50Miller, Stewart AQ 100Noll, Michael PQ 25

Phillips, Mark W. PQ 100Prescott, Kevin PQ 25Priore, Richard PQ 25Ramachandran, Indu AQ 50Ramirez, Consuelo PQ 100Rigsbee, Carolee AQ 50Sibbernsen, Richard PQ 50Spiser-Albert, Valarie PQ 100Stone, Dianna AQ 100Stone-Romero, Eugene AQ 100Suazo, Mark M. AQ 100Svacina, Teresa AQ 50Valdez, Jude AQ 25Vesey, Jermaine AQ 50Villano, Kenneth PQ 25Vogt, Judith PQ 50Wang, Dana AQ 100Werling, Steve AQ 75Wilson III, Bennie J. PQ 1002190 700 2890AQ= 76%AQ+PQ= 100%

NAMETABLE 10-2: CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTYDEPARTMENT OF MANAGEMENT SCIENCE AND STATISTICSSpring 2011(RE: Standard 10)QUALIFICATION(ACADEMIC-AQ,PROFESSIONAL-PQ,OTHER-O(FROM TABLE 10-1)AQ FACULTY-% OF TIMEDEVOTED TO MISSION(FROM TABLE 10-1)PQ FACULTY-% OF TIMEDEVOTED TO MISSION(FROM TABLE 10-1)OTHER FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE 10-1)QUALIFICATIONRATIOSPER STD 10MANAGEMENT SCIENCEBall, Gerald PQ 50Cao, Yi AQ 50Dell, Jacob PQ 100Gonzalez, Juan AQ 100Jing, Liang AQ 50Keating, Jerome AQ 100Leung, Mark T. AQ 100Massaro, Kimberly O 50Orta, Ermine PQ 50Popa, Sylvia AQ 25Simmons, Donald E. AQ 100Stovall, Kazumi AQ 50Sun, Minghe AQ 100Tullous, Raydel AQ 100Xu, Kefeng AQ 100Zarzabal, Lee AQ 50Zurcher, Raymond PQ 25925 225 50 1200AQ= 77%AQ+PQ= 96%STATISTICSAnderson, Michael T. AQ 50Cano, Stephanie AQ 100DeOliveira, Victor AQ 100Han, Donghoon AQ 100Kannan, Nandini AQ 100Ko, Daijin AQ 100Mason, Robert AQ 75Quintana, Rolando AQ 100Roy, Anuradha AQ 100Schultz, Kenneth PQ 25Tripathi, Ram AQ 100Ye, Keying AQ 1001025 25 0 1050AQ= 98%AQ+PQ= 100%

NAMETABLE 10-2: CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTYDEPARTMENT OF MARKETINGSpring 2011(RE: Standard 10)QUALIFICATION(ACADEMIC-AQ,PROFESSIONAL-PQ,OTHER-O(FROM TABLE 10-1)AQ FACULTY-% OF TIMEDEVOTED TO MISSION(FROM TABLE 10-1)PQ FACULTY-% OF TIMEDEVOTED TO MISSION(FROM TABLE 10-1)OTHER FACULTY-% OF TIMEDEVOTED TOMISSION(FROM TABLE 10-1)QUALIFICATIONRATIOSPER STD 10Arsena, Ashley AQ 50Bhargave, Rajesh AQ 100Bojanic, David AQ 100Cannon, Thomas F. PQ 100Cho, Hyejeung AQ 100Davied, Daniel PQ 75Goss, Robert AQ 50Heller, Victor AQ 100Johnsen, David PQ 100Kim, Youngsen AQ 50Lalwani, Ashok AQ 100Lowrey, Tina M. AQ 100Mitchell, William PQ 50Saegert, Joel G. O 100Shrum, L J. AQ 100Silvera, David H. AQ 100Sundie, Jill AQ 100Tablada, Daniel PQ 100Tharp, Marye O 50Utecht, Richard L. AQ 100Zhang, Yinlong AQ 1001250 425 150 1825AQ= 68%AQ+PQ= 92%

MBA ONLINETABLE 10-2: CALCULATIONS RELATIVE TO DEPLOYMENT OF QUALIFIED FACULTYSpring 2011(RE: Standard 10)UT SystemComponentQUALIFICATIONS(ACADEMIC-AQ,PROFESSIONAL-PQ,OTHER-O)(From Table II)AQ FACULTY% OF TIMEDEVOTED TOMISSION(From Table II)PQ FACULTY% OF TIMEDEVOTED TOMISSION(From Table II)OTHERFACULTY% OF TIMEDEVOTED TOMISSION(From Table II)QUALIFICATIONRATIOSPER STD 10FoundationsRequired ClassesMBAO 6311 UTD Accounting Analysis Anderson, Mark AQ 100MBAO 6311 UTD Accounting Analysis Janakiraman, Surya AQ 100MBAO 6312 UTD Economic Analysis Lewin, Peter AQ 100MBAO 6313 UTPA Management & Organizational Behavior Sturges, David PQ 100MBAO 6314 UTSA Quantitative Analysis Tullous, Raydel AQ 100MBAO 6316 UTA Financial Management Diltz, David AQ 100MBAO 6333 UTB Legal Environment of Business Blakemore, Mark PQ 25MBAO 6334 UTPA/UTB Production and Operations Management Cruthirds, Kevin AQ 100MBAO 6336 UTSA Accounting for Decision Making Fasci, Martha AQ 100MBAO 6372 UTPA Organizational Leadership and Change Morrison, Robert PQ 25MBAO 6373 UTPA International Management Gonzalez, Jorge AQ 100MBAO 6374 UTPB Options and Futures Haensly, Paul AQ 100MBAO 6376 UTPB International Finance Bai, Shuming AQ 100MBAO 6395 UTA Strategic Management Nordtvedt, Liliana AQ 1001100 150 0 1250%AQ 88%%AQPQ 100%* UT System Components: UTA - UT Arlington, UTB - UT Brownsville, UTD-UT Dallas, UTEP- UT EL Paso, UTPA-UT Pan American, UTPB-UT Permain Basin,UTSA- UT San Antonio, UTT- UT Tyler

A-5. Assurance of LearningSupporting Documents

ProgramBBA-CBKBBA-CBKBBA-CBKBBA-CBKBBA-CBKBBA-CBKBBA-CBKGoal#5. Assurance of Learning – Assessment Tools and ProceduresTable A5.1: BBA Degree Common Body of Knowledge Assurance of LearningGoal1 Communicate orally & inwriting info/ideas regardingbusiness decisions.1 Communicate orally & inwriting info/ideas regardingbusiness decisions.2 Use quantitative/nonquantitativeanalysis/reasoning to identify& solve business problems.2 Use quantitative/nonquantitativeanalysis/reasoning to identify andsolve business problems.2 Use quantitative/nonquantitativeanalysis/reasoning to identify& solve business problems.2 Use quantitative/nonquantitativeanalysis/reasoning to identify & solvebusiness problems.3 Use current info technologyto support business decisionmaking.LearningObjectivePrepare effectivebusiness documentsMake oralpresentationsApply quantitativetools to practicalbusiness situationsInterpret and presentresults of analysesUse computer tech toanalyze problemsregressionDemo knowledge ofstat/quant tools, e.g.,hypothesis testing,ANOVA, etc.Download Internetfinancial data onpublic firms andS&P500CourseMGT 3003(Spring 2011)MGT 3003(Spring 2011)MS 3053(Fall 2010)MS 1023, 3043,3053 (Fall 2010)MS 1023, 3043,3053 (Fall 2010)MS 1023, 3043,3053 (Fall 2010)FIN 3014(Spring 2011)AssessmentMethod10 embedded indicators,9 online writing modules,pre- & post assessment20 aspects ofpresentation,Online PresentationMod.,pre- & post-assessmentSampleSize51249337624933Criterion/Results≤3/4.7errors/docNot met≥70% by70%/80%≥70% by70%/71%≥70% by70%/71%≥70% by70%/91%≥70% by70%/84%Written case studies 258 ≥70% by70%/86%Communicate results -writeInterpret & discussresultsAssignments usingsoftware to analyze dataand solve problemsStatistical analyses sansANOVA & time-seriesStatistical interpretationWritten report ofcompany price and S&Pprice data444186≥70% by70%/90%≥70% by70%/86%823 ≥70% by70%/80%309402342≥70% by70%/80%≥70% by70%/56%≥70% by70%/45%Not met103 Done by75%/98%Action & Follow Up1. Assign/review MGT3003 in-class businesswriting examplehomework.2. Ask Associate Dean UGStudies review addingEnglish writing componentto COB admissions.3. Recommend universityadd English writing skills toQEP.4. Brief Faculty Forum onthe need for studentsimprove oral pres. deliveryskills.5. Develop common rubricfor all CBK MS courses.6. Continue 3-MS coursesequence and pre-post evalsto improve applicationskills.7. Introduced policy ofrequiring “C-“ or better inprerequisite MS courses.8. Encourage MS faculty toemphasize textbook“Writing about Numbers”to improve studentsinterpreting hypothesis testsand in communicatingconclusions.9. Introduced in MS 3043additional exercises withemphasis on interpretation.10. Increase number ofANOVA assignments in

BBA-CBKBBA-CBKBBA-CBKBBA-CBKBBA-CBKBBA-CBKBBA-CBKBBA-CBK3 Use current info technologyto support business decisionmaking.3 Use current info technologyto support business decisionmaking.3 Use current info technologyto support business decisionmaking.3 Use current info technologyto support business decisionmaking.4 Incorporate a globalperspective in businessdecisions.4 Incorporate a globalperspective in businessdecisions.5 Identify ethical-legal issues inbusiness & find alternativesthat demonstrate ethicalvalues.5 Identify ethical-legal issues inbusiness & find alternativesthat demonstrate ethicalvalues.Calculate stock andS&P 500 returnsusing ExcelCreate graph usinginformation gatheredUse informationgathered to calculatebeta for a public firmDetermine risk &report in aprofessional formatFormulate/implementpolicies andstrategies in realisticbusiness case studyAnalyze as to commonlaw, reasoning,constitution, courts,torts/contracts/UCCIntegrate business &discipline relatedknowledgeAnalyze legalbusinessconsiderationsFIN 3014(Spring 2011)FIN 3014(Spring 2011)FIN 3014(Spring 2011)FIN 3014(Spring 2011)MGT 4893(Spring 2011)MGT 4893(Spring 2011)BLW 3013(Fall 2010)BLW 3013(Fall 2010)Written report ofmonthly returns usingcompany price & SP500dataWritten report w/correctgraph, title, axes labelsWritten report w/graphtrend line & regressionequationWritten memo reportformat, w/inserted graph& beta & risk discussionKnow Porter IndustryFramework; prepareindustry analysis andstrategic plan.Develop SCA, valuechain, verticalintegration/horizontaldriver, outsourcingExplain risk, reasons,entry strategies to gointernationalComplete all assignmentsWritten legal briefsOral presentation ofbriefsClass discussion ofimplications of legalcases on society103 Done by75%/92%103 Graph by75%/98%Labeledby75%/79%103 Done by75%/98%Done by75%/83%38 Done by75%/73%38 Done by75%/76%Done by75%/86%52 100% by80%/≥80%≥70% by60%/55%≥70%prepared/80%52 ≥40%participate/60%MS 3043.11. In FIN 3014, increasednumber of class meetings incomputer classrooms,providing more hands-oninstruction on chart/graphlabeling.12. Continue to place moreemphasis on Porter’sIndustry Framework.13. Additional emphasis onbusiness ethics in light offailure of corporategovernance & other causesof current recession.14. Provide more classinstruction on criticalthinking in briefing cases,and continue using Socraticmethod in teaching caselaw to increase classparticipation.

Table A5.2: MBA Degree Core Assurance of LearningProgramGoalNumberMBA-Core 1 Be able to apply businessconcepts and principles to abroad range of organizational andcorporate decision problems,both local and global.Goal Text Learning Objective Course AssessmentMethodAbility to applyappropriatesegmentation strategies,both local and globallyMKT 5023(Fall 2010)Examination ofrelevant caseanalyses andpresentations.(Cases 10, 12, 14,& 16)SampleSize%Criterion/Success19 80% ≥70%/100%Action &Follow UpAnnual meeting toreview assessmentmethod and criteriaMBA-Core 1 Be able to apply businessconcepts and principles to abroad range of organizational andcorporate decision problems,both local and global.Ability to apply the 4Ps of Marketing (price,product, place,promotion)MKT 5023(Fall 2010)Examination ofrelevant caseanalyses andpresentations.(Cases 1, 2, and 3)19 80% ≥70% /100%Annual meeting toreview assessmentmethod and criteriaMBA-Core 1 Be able to apply businessconcepts and principles to abroad range of organizational andcorporate decision problems,both local and global.Be knowledgeable offundamentals of costaccounting principlesACC 5023(Spring 2011)Responses toembeddedquestions inexamination #1used to assessstudent knowledge40 70% ≥70%/95%Results used tostrengthen syllabusand course coverageMBA-Core 1 Be able to apply businessconcepts and principles to abroad range of organizational andcorporate decision problems,both local and global.Provide managementwith relevant costaccounting informationACC 5023(Spring 2011)Responses toembeddedquestions onrelevant caseassignments40 70% ≥70%/98%Results used tostrengthen syllabusand course coverage

MBA-Core 1 Be able to apply businessconcepts and principles to abroad range of organizational andcorporate decision problems,both local and globalUnderstand theconsequences ofglobalization onfinancial concepts andactivities.FIN 5023(Summer 2011)Responses toembeddedquestions (relatedto Risk &Diversification,Exchange Rates,and Financing), inthe final examwill be used toassess studentknowledge17 70% ≥ 70%/71%Instructors will enhancethe integration of thetext’s new material oninternational topics &the international crisisto provide bettercoverage ofinternational financingand investments.MBA-Core 1 Be able to apply businessconcepts and principles to abroad range of organizational andcorporate decision problems,both local and globalBe knowledgeable ofthe fundamentals ofmanagement andorganization and beable to apply theknowledge to realworld settings.MGT 5903(Fall 2010)Assessed inmidterm casestudy andembeddedquestions in quiz32 70% ≥ 70%/88%Continue to monitor.MBA-Core 2 Be able to apply businessconcepts and principles to assessthe attractiveness of variousindustries, and identify thestrengths and weaknesses offirms.Able to assess industryattractiveness using 5FanalysisMGT 5903(Fall 2010)Assessed insegments of groupcase study projectand related casestudies.32 70% ≥ 70%/88%Continue to monitor.MBA-Core 2 Be able to apply businessconcepts and principles to assessthe attractiveness of variousindustries, and identify thestrengths and weaknesses offirms.Assess the strengthsand weaknesses of afirm as well as itscompetitors usinganalytical frameworkssuch as 3C and SWATanalyses.MGT 5903(Fall 2010)Assessed insegments of groupcase study projectand related casestudies.32 70% ≥ 70%/63%Not met.Change made topresentation structure ofthe material. Examplesof the implementationof these concepts willbe introduced first,followed by casesfocused on eachconcept.

MBA-Core 2 Be able to apply businessconcepts and principles to assessthe attractiveness of variousindustries, and identify thestrengths and weaknesses offirms.Assess pros and cons ofeach strategicalternative and developappropriate strategy forthe firmMGT 5903(Fall 2010)Assessed insegmentsembedded in thegroup case studyproject32 70% ≥ 70%/29%Not met.Additional assignmentadded to course.Students will create amatrix of various toolsfor analyzing a firm andrelate these to variousstrategic alternatives.MBA-Core 2 Be able to apply businessconcepts and principles to assessthe attractiveness of variousindustries, and identify thestrengths and weaknesses offirms.MBA-Core 2 Be able to apply businessconcepts and principles to assessthe attractiveness of variousindustries, and identify thestrengths and weaknesses offirms.Understand themeasurement of valueand the creation ofvalue that occursthrough differentbusiness activitiesUnderstand themeasurement andimpact of risk on valueFIN 5023(Fall 2010)FIN 5023(Fall 2010)Responses toquestionsembedded in thefirst quiz and inthe mid-term exam(Focus on 4 areas)Responses toquestionsembedded in thefirst quiz and inthe mid-term exam(Focus on 8 areas)22 (10and 12)22 (10and 12)70% ≥ 70%/95%Individualindicatoraveragesranged from72% to 92%.70% ≥ 70%100%Low scores related toCapital Budgeting-CashFlows area. Willimplement additionalemphasis on this topic.Criterion was met.However, analysisrevealed significantdifferences in outcomebetween sections 1 & 2for the FinancialLeverage topic.Uniformity in coverageand assessment acrossclasses will bestrengthened. Thispresents a case forcoordination acrossinstructors.

MBA-Core 2 Be able to apply businessconcepts and principles to assessthe attractiveness of variousindustries, and identify thestrengths and weaknesses offirms.MBA-Core 2 Be able to apply businessconcepts and principles to assessthe attractiveness of variousindustries, and identify thestrengths and weaknesses offirms.MBA-Core 3 Be proficient at using a broad setof quantitative problem solvingtools that may be used as aids indecision making in all functionalareas of management.Develop the analyticalskills necessary toengage in financialanalysis and planningactivitiesBe knowledgeable inthe various alternativesto financing businessactivitiesDemonstrateknowledge of broadspectrum ofquantitative tools andmethodsFIN 5023(Fall 2010)FIN 5023(Fall 2010)MS 5023(Fall 2010)Responses toquestionsembedded in themidterm exam (4areas are included)Responses toquestionsembedded in thefinal exam (4 topicareas are included)Responses onembeddedquestions inmidterm and finalexaminations22 (10and 12)22 (10and 12)47 (28and 19)70% ≥ 70%/95%Individualindicatoraveragesranged from72% to 92%.70% ≥ 70%/77% overall,but by only58% in oneclass.80% ≥ 80%/82%Criterion was met.However, analysisrevealed significantdifferences in outcomebetween sections 1 & 2for ProformaStatements analysis.Uniformity in coverageand assessment acrossclasses will bestrengthened. Thispresents a case forcoordination acrossinstructors.Criterion was met.However, analysisrevealed significantdifferences in outcomebetween sections 1 & 2for topic ‘VariousAlternatives toFinancing’. Uniformityin coverage andassessment acrossclasses will bestrengthened. Thispresents a case forcoordination acrossinstructors.More in-class examplesand out-of-classexercises will berequired.MBA-Core 3 Be proficient at using a broad setof quantitative problem solvingtools that may be used as aids indecision making in all functionalareas of management.Able to applyquantitative tools topractical businesssituationsMS 5023(Fall 2010)Assignmentsusing quantitativetools for businessproblems43 (28and 15)80% ≥ 80%/89% in oneclass and100% in otherCases and projects willbe assigned earlier inthe semester to allowmore time.

MBA-Core 3 Be proficient at using a broad setof quantitative problem solvingtools that may be used as aids indecision making in all functionalareas of management.Determine and applyappropriate computersoftware to assist insolving problemsMS 5023(Fall 2010)Responses torelevant segmentsof students’written casestudies43 (28and 15)80% ≥ 80%/100%Continue to monitor toensure consistency ofsuccess.MBA-Core 4 Be knowledgeable of the ethicaland other leadership issues facingbusiness organizations, and havean appreciation of the variousleadership roles and socialresponsibilities of the players in abusiness environment.Understand andarticulate their owncore valuesMGT 5253(Spring 2011)Review ofcontents ofworkbook (createdby students)analyzing personalbeliefs and ethicalvalues48 80% ≥ 80%/90%Workbook redesignedto focus on personalbeliefs and correspondto class topics.MBA-Core 4 Be knowledgeable of the ethicaland other leadership issues facingbusiness organizations, and havean appreciation of the variousleadership roles and socialresponsibilities of the players in abusiness environment.Identify corporateethical dilemmasMGT 5253(Spring 2011)Evaluate write-upsfor relevant casestudies48 80% ≥ 80%/90%Performance issatisfactory. Addednew textbook forcurrent articles and casestudies.MBA-Core 4 Be knowledgeable of the ethicaland other leadership issues facingbusiness organizations, and havean appreciation of the variousleadership roles and socialresponsibilities of the players in abusiness environment.Develop skills to argueand justify decisionsfrom ethical view pointMGT 5253(Spring 2011)Evaluate multipleshort papersarguing forspecific views48 80% ≥80%/90%Added case studies togive students relevantreal life ethicaldilemmas to consider.MBA-Core 4 Be knowledgeable of the ethicaland other leadership issues facingbusiness organizations, and havean appreciation of the variousleadership roles and socialresponsibilities of the players in abusiness environment.Learn standard ethicaltheories from whichbusiness decisions andregulations are justifiedand learn how to applythese theories tobusiness ethics casestudiesMGT 5253(Spring 2011)Evaluate write-upsfor relevant casestudies48 80% ≥80%/90%Separated the class inhalf in two separaterooms to facilitatebetter discussionsregarding case studiesand articles and toincrease participation.

MBA-Core 4 Be knowledgeable of the ethicaland other leadership issues facingbusiness organizations, and havean appreciation of the variousleadership roles and socialresponsibilities of the players in abusiness environment.Learn how to work withviews (personal andcultural) that differfrom their ownMGT 5253(Spring 2011)Evaluate write-upsfor relevant casestudies48 80% ≥80%/90%Removed classpresentations since itdid not build on criticalthinking skills.MBA-Core 4 Be knowledgeable of the ethicaland other leadership issues facingbusiness organizations, and havean appreciation of the variousleadership roles and socialresponsibilities of the players in abusiness environment.Understand theimportance of differentperspectives andleadership theoriesMGT 5043(Spring 2011)Responses toquestionsembedded inmultiple exams39 (24and 15)70% ≥70%/84%Leader-memberexchange topic resultswere somewhat weakand this topic will becovered in more depth.

Table A5.3: MBA Degree in International Business Assurance of LearningProgramGoalNumberMBAi 2 Be able to apply businessconcepts and principles to abroad range of organizational andcorporate decision problems,both local and global.MBAi 3 Be able to apply businessconcepts and principles to assessthe attractiveness of variousindustries, and identify thestrengths and weaknesses offirms.Goal Text Learning Objective Course AssessmentMethodBe knowledgeable ofthe fundamentals ofmanagement andorganization and beable to apply theknowledge to realworld settingsAssess the industryattractiveness by using5F analysis and othermethodsMGT 6973(Summer2011)MGT 6973(Summer2011)Application of theknowledge is to bedemonstrated in thecapstone report.Students will showclear understandingof analyticaltechnique in capstonereport.SampleSize% Criterion/Success10 70%/80%demonstratedadequateability toapplyknowledge.None wasexcellent.10 70%/60%Not met.Action &Follow UpWhile studentperformance meetscriterion, it is justsufficient. Action:Students need moreguidance on applicationof knowledge to realworld settings.Students will be givenmore guidance on theapplication of 5Fanalysis to real lifesituations.MBAi 3 Be able to apply businessconcepts and principles to assessthe attractiveness of variousindustries, and identify thestrengths and weaknesses offirms.MBAi 5 Be knowledgeable of the ethicaland other leadership issues facingbusiness organizations, and havean appreciation of the variousleadership roles and socialresponsibilities of the players in abusiness environment.Assess the strengthsand weaknesses of afirm as well as itscompetitors usinganalytical frameworkssuch as 3C or SWOTanalysesExhibit skills to argueand justify decisionsfrom an ethical viewpoint; in turn studentwill learn that somedecisions areunjustifiable and willbe able to recognize/assess basic decisionsmade by othersMGT 6973(Summer2011)MGT 6971(Summer2011)Students will showtheir mastery ofindustry or firmanalyses in capstonereport.Written ethicalanalysis of specificcase studies10 70%/60%Not met.Performance isunsatisfactory. Action:Students in the nextclass will be introducedto the concepts, andhelped to work throughexamples. Studentwork will be monitoredmore closely.9 70%/90% No action needed. Willcontinue to monitor.

MBAi 3 Be able to apply businessconcepts and principles to assessthe attractiveness of variousindustries, and identify thestrengths and weaknesses offirms.MBAi 5 Be knowledgeable of the ethicaland other leadership issues facingbusiness organizations, and havean appreciation of the variousleadership roles and socialresponsibilities of the players in abusiness environment.MBAi 2 Be able to apply businessconcepts and principles to abroad range of organizational andcorporate decision problems,both local and global.MBAi 2 Be able to apply businessconcepts and principles to abroad range of organizational andcorporate decision problems,both local and global.Assess pros and cons ofeach strategicalternative and developappropriate strategy forthe firmDiscuss current ethicalissue at the beginningof the class from thestudent’s personalethical perspectiveApply the 4 Ps ofMarketing (Price,Product, Place,Promotion) to makeeffective marketingdecisionsApply appropriatesegmentation strategiesto make effectivemarketing decisionsMGT 6973(Summer2011)MGT 6971(Summer2011)MKT 5023(Fall 2010)MKT 5023(Fall 2010)Students will showtheir mastery of theindustry analyses,firm analyses, andstrategy developmentskills through agroup projectDiscussion of currentethical issue at thebeginning of theclass from thestudent’s personalethical perspectiveExamination of caseanalyses andpresentationsExamination of caseanalyses andpresentations10 Not assessed.The newformat of thecapstoneprogram didnot permitassessment ofthis factor.The new format of thecapstone is beingexpanded to includestudent participation inan InternationalBusiness Plan Contest.9 70%/90% While criterion wasmet, there is someconcern whether classdiscussions aresufficient to affordintrospective analysis.Action: In earliersemesters, studentsmaintained personalworkbooks. Thispractice will bereinstated.13 70%/100% Relevant faculty willmeet annually withDept. Chair to reviewthe assessment methodand criteria to insurethat the methods usedcan adequatelydistinguish levels ofstudent performance.13 70%/70% Relevant faculty willmeet annually withDept. Chair to reviewthe assessment methodand criteria to insurethat the methods usedcan adequatelydistinguish levels ofstudent performance.

MBAi 2 Be able to apply businessconcepts and principles to abroad range of organizational andcorporate decision problems,both local and global.Apply internationaltrade concepts tocorporate decisionsECO 6323(Summer2011)T/F and multiplechoice questions, andproblem in finalexam10 70%/90% Faculty will reviewneed for additionalexercises to improveunderstanding ofrelevant material.MBAi 3 Be able to apply businessconcepts and principles to assessthe attractiveness of variousindustries, and identify thestrengths and weaknesses offirms.Apply internationaltrade concepts tounderstand the globalcompetitiveness of afirm or an industryECO 6323(Summer2011)Multiple choicequestions andproblems in finalexam10 70%/80% Faculty will reviewneed for additionalexercises to improveunderstanding ofrelevant material.MBAi 4 Be proficient at using a broad setof quantitative problem solvingtools that may be used as aids indecision making in all functionalareas of management.MBAi 2 Be able to apply businessconcepts and principles to abroad range of organizational andcorporate decision problems,both local and global.Understand foreignexchange rates and themanagement ofexchange rate riskDemonstrateknowledge of thefundamentals of costaccounting principles,basic concepts, andvarious tools, ortechniques used in costaccounting such asbudgeting, varianceanalysis, cost-volumeprofit analysis, andresponsibilityaccountingFIN 5833(Summer2011)ACC 5023(Spring 2011)Examinations will beused to assessstudent knowledgethrough acombination ofmultiple choice,essay and problemsA comprehensiveclass project isevaluated using ascoring rubricdesigned by theinstructor10 70%/60%Not met10 A score of70% or betteron the scoresheet; isacceptable.70% of thestudentsevaluated willhaveacceptablescore.Additional time andmaterial will be allottedto accommodate therelated weaknesses inthe area of managementof exchange rate risk viahedging techniques.Use of options andmoney market hedgeswill be emphasized.The average score onthe variance analysiscomponent was 66%which is slightly belowthe target. Theinstructor will review tosee if more emphasis isrequired on VariableAnalysis

MBAi 2 Be able to apply businessconcepts and principles to abroad range of organizational andcorporate decision problems,both local and global.MBAi 3 Be able to apply businessconcepts and principles to assessthe attractiveness of variousindustries, and identify thestrengths and weaknesses offirms.MBAi 3 Be able to apply businessconcepts and principles to assessthe attractiveness of variousindustries, and identify thestrengths and weaknesses offirms.Provide managementwith relevant costaccounting informationto assist in planning,evaluation, and controlUnderstand themeasurement of valueand the creation ofvalue that occursthrough differentbusiness activitiesUnderstand themeasurement andimpact of risk on valueACC 5023(Spring 2011)FIN 5023(Spring 2011)FIN 5023(Spring 2011)Responses toembedded questionson case assignmentsare evaluatedExaminations will beused to assessstudent knowledgethrough acombination ofmultiple choice,essay and problemsExaminations will beused to assessstudent knowledgethrough acombination ofmultiple choice,essay and problems10 At least 70%of studentsachieve aperformancelevel of"satisfactory"(70%) orhigher. Meanscore: 74.5%;Acceptable:80%;Unacceptable20%.Criterion Met14 Fourteenstudents outof a total of33 wereassessed. Allstudents'averageperformancewassatisfactory.14 Fourteenstudents outof a total of33 wereassessed withan average of93%.No Action Plan NeededPerformance issatisfactory. Continue tomonitorPerformance issatisfactory. Continue tomonitorMBAi 3 Be able to apply businessconcepts and principles to assessthe attractiveness of variousindustries, and identify thestrengths and weaknesses offirms.Demonstrate analyticalskills necessary toengage in financialanalysis and planningactivitiesFIN 5023(Spring 2011)Examinations will beused to assessstudent knowledgethrough acombination ofmultiple choice,essay and problems14 Fourteenstudents outof a total of33 wereassessed.Eight studentsmet allcriteria.Others metsome criteriabut not all.Additional time andmaterial will be allottedto accommodate therelated weaknesses inthe areas of financialrequirements andproforma financialstatements.

MBAi 3 Be able to apply businessconcepts and principles to assessthe attractiveness of variousindustries, and identify thestrengths and weaknesses offirms.Demonstrateknowledge in thevarious alternatives tofinancing businessactivitiesFIN 5023(Spring 2011)Examinations will beused to assessstudent knowledgethrough acombination ofmultiple choice,essay and problems14 14 studentsout of a totalof 33 wereassessed. 13of thestudents metthe criteria.Performance issatisfactory. Continue tomonitor.MBAi 4 Be proficient at using a broad setof quantitative problem solvingtools that may be used as aids indecision making in all functionalareas of management.MBAi 4 Be proficient at using a broad setof quantitative problem solvingtools that may be used as aids indecision making in all functionalareas of management.MBAi 4 Be proficient at using a broad setof quantitative problem solvingtools that may be used as aids indecision making in all functionalareas of management.Demonstrateknowledge of a broadspectrum ofquantitative tools andmethods, such asmathematicalprogramming, networksmodeling, inventory,and production modelsApply quantitative toolsto practical businesssituationsBe able to determineand apply appropriatecomputer software toassist in solvingproblemsMS 5023(Summer2011)MS 5023(Summer2011)MS 5023(Summer2011)Assessments will bemade throughout themanagement sciencecourses throughexaminations, cases,exercises, etc.Written case studies.Makerecommendationsand justifyWritten case studies.Develop macroswithin spreadsheetsto solve and analyzeproblems18 For theSpring 2011semester MS5023.901about 80.17%of studentsscored 80%or better onapplying themajortechniques.18 More than80% of thestudentsscored greaterthan 80% ontheir cases/projects.18 More than80% ofstudents[n=18] scoredhigher than80% oncomputerprojects. Theclassexerciseswerecompletedusing avariety ofsoftware.Focus on formulatingmodels will beincreased.Additional time wasdevoted to explainingthe importance ofidentifying the problemand giving pros andcons for alternative.Emphasis on how tooffer insights to betterserve a customer,business or market.The emphasis onwriting reports hasinfluenced the students’ability to improve theirwritten reports. We willcontinue to emphasizehow to report the resultsfrom their analyses.

MBAi 1 Be able to identify how differentcultures manage and competeand are able to apply the basicsof global strategy to internationalbusiness situations.MBAi 1 Be able to identify how differentcultures manage and competeand are able to apply the basicsof global strategy to internationalbusiness situations.MBAi 1 Be able to identify how differentcultures manage and competeand are able to apply the basicsof global strategy to internationalbusiness situations.Analyze a country'sbusiness environment,covering all factors:sociocultural,competition, economy,political, legal,technology,infrastructure, medialandscapePreparation of acountry-specificbusiness environmentalanalysis (CBE);evaluation based onextent to which a)analysis is thorough; b)factors properlyweighed to reach entrydecisionDemonstrateknowledge ofinternational strategyprinciples and modelsMKT 5673(Summer2011)MKT 5673(Summer2011)MGT 5183(NA)Evaluation based onextent to which a)country-specificbusinessenvironmentalanalysis (CBE) isthorough; b) factorsproperly weighed toreach entry decisionEvaluation based onextent to which a)country-specificbusinessenvironmentalanalysis (CBE) isthorough; b) factorsproperly weighed toreach entry decisionSpecific mid-termexam questionsidentified13 100% ofstudentsscored 70%or above onpresentationof the CBE(and on theCBE paper)13 100% ofstudentsscored 70%or above onpresentationof the CBE(and on theCBE paper)Due tomiscommunicationsbetween instructor andMBAi Director, this classwas not assessed in Fall2010.Relevant faculty willmeet annually withDepartment Chair toreview the assessmentmethod and criteria toinsure that the methodsused can adequatelydistinguish levels ofstudent performance.Relevant faculty willmeet annually withDepartment Chair toreview the assessmentmethod and criteria toinsure that the methodsused can adequatelydistinguish levels ofstudent performance.The instructor andMBAi Director haveconnected – assessmentplan is in place for Fall2011.MBAi 1 Be able to identify how differentcultures manage and competeand are able to apply the basicsof global strategy to internationalbusiness situations.MBAi 1 Be able to identify how differentcultures manage and competeand are able to apply the basicsof global strategy to internationalbusiness situations.Students willunderstand uniquemanagementperspectives from themajor business regionsof Asia, Europe and theAmericasApply internationalstrategies to businesssituations in diverseculturesMGT 5183(NA)MGT 5183(NA)Specific mid-termexam questionsidentifiedIn-class exercisesDue tomiscommunicationsbetween instructor andMBAi Director, this classwas not assessed in Fall2010.Due tomiscommunicationsbetween instructor andMBAi Director, this classwas not assessed in Fall2010.The instructor andMBAi Director haveconnected – assessmentplan is in place for Fall2011.The instructor andMBAi Director haveconnected – assessmentplan is in place for Fall2011.

Table A5.4: Executive MBA Degree Assurance of LearningProgramGoal#EMBA 1 Graduates should be analyticaland synthetic thinkersknowledgeable about the basicfunctions of business and theirinterrelationships, value creation,and markets.EMBA 2 Graduates should be global inperspective.EMBA 3 Graduates should be sensitive tothe forces of change impactingorganizations and conscious of thecomplex dynamics affectingorganizational learning andadaptation.EMBA 4 Graduates should be reflective,imaginative, open minded, andintrospective learners.EMBA 5 Graduates should be goodcommunicators sensitive to thevalue of diversity andinterpersonally effective in teams.EMBA 6 Graduates should be ethically andsocially conscious.Goal Text Learning Objective Course(Semester)Synthesize/analyzeinformation, drawconclusions, effectivelydefend positionsIncorporate culturalsensitivity and globalimplications in decisionmakingIncorporate conceptualknowledge of learningdynamics in globalcontextReflect deeply on theirown personal leadershipjourneyPrepare and makepresentations, writtencommunications, workin teamsApply ethical conceptsto their own life andworkMGT 5903(Spring 2011)MGT 5903(Spring 2011)MGT 5903(Spring 2011)MGT 5903(Spring 2011)MGT 5903(Spring 2011)MGT 5153(Spring 2011)AssessmentMethodTeams given a complexinternational businesscase to analyzeLive integrative learningprojectEval. by faculty panelTeams given a complexinternational businesscase to analyzeLive integrative learningprojectEval. by faculty panelTeams given a complexinternational businesscase to analyzeLive integrative learningprojectEval. by faculty panelSampleSize%Criterion-Success24 ≥85% by100%/75%≥85% by100%/100%24 ≥85% by100%/100%≥85% by100%/100%24 ≥90%% by100%/75%Written portfolio project 24 ≥90%% by100%/96%Teams given a complexinternational businesscase to analyzeLive integrative learningprojectEval. by faculty panelIndependent writtenproject entitled “EthicalTeachable Point ofView” presented tostudent cohort group24 ≥85% by100%/75%≥85% by100%/100%24 ≥90%% by100%/96%Action &Follow Up1. Clarify businesscase to improvestudentunderstanding ofrequirement.2. Integrate caseinto final semestercourses to enhancelearning objectives.3. Raised successcriteria from 85% to90% for some goalsin order to gathermore sensitive dataregarding studentsuccess. In onecase, although thehigher criterion wasnot met by onestudent, that studentstill met theprevious criterion.4. Faculty paneldirected the reviewand coaching ofPowerPointmaterials prior topresentations toimprove studentlearning in this area.

Table A5.5: MBA Online Degree Assurance of LearningProgramGoal#Goal TextMBAO 1 Graduate students whounderstand essentialbusiness skills in thefunctional businessareas of accounting,economics,management,marketing, finance,computer informationsystems, internationalbusiness andquantitative researchmethods.MBAO 2 To provide anapplications-orientedcurriculum designed toanalyze daily problemsfaced by the students inthe work environment.LearningObjectiveFundamentalof costaccountingprinciplesSolvebusinessproblemsMBAO 2 See above IdentifybusinessproblemsMBAO 3 To provide students anopportunity to developthe skills necessary forleadership positions inbusiness.CommunicateeffectivelyCourse(Semester)ACC 6973(Spring 2011)MS 6973(Spring 2011)MS 6973(Spring 2011)MS 6973(Spring 2011)AssessmentMethodSolve problems in all thedifferent areas of costaccounting principlesExamination questionsrelated to analysis andproblem resolution ofbusiness scenariosSampleAction &SizeCriterion / ResultsFollow Up30 80%/100% No action plan needed12 80% or better by:75% - Linear programming/sensitivity analysis:92% - LP assignment andtransportation problems;83% - goal programming problems;92% - network problems;100% - project management;60% regression modeling;70% - inventory problemsCase assignments 11 100% scored 80% or better onidentifying problems; only 73%scored 80% or better on analysis ofalternatives.Successfullycommunicaterecommendations tomanagement11 100% scored 80% or better oncommunication portion of the cases.Additional modules will beincluded to help studentswith regression, time seriesand inventory. Need toconvince the students thatthey need to make time forthe course.More emphasis will beplaced on interpretingsensitivity analysis. Continueimprovement will beemphasized incommunication aspects.Necessary to reemphasizehow to interpret results andmake stronger arguments fortheir recommendation.

MBAO 3 & 4 3) See Above4) To raise awarenessof contemporarybusiness issues facingtoday’s businessexecutives.Reviewactualbusinessdecisions andevaluate theoutcomesMBAO 3 & 4 See above ResearchaccountingstandardsACC 6973(Spring 2011)ACC 6973(Spring 2011)Review narratives ofactual businessexperiences relating toreal companies in thebusiness worldUnderstand role ofInternational Accountingstandards and FinancialAccounting StandardsBoard30 87% scored 80 or better score;10% scored 79%-79%;3% scored less than 70%30 79% - perfect score;21% - scored at least 80% of betterNo Action Plan NeededNo Action Plan Needed

ProgramGoalNumberMACY 1 Graduates of the Master ofAccountancy program willunderstand the role ofresearch in advancing thepractice of accounting andtaxation.Table A5.6: Master of Accountancy Degree Assurance of LearningGoal Text Learning Objective Course AssessmentMethodAble to accessresearch databasesand use data toaddress problemsACC 5943 &6043 (Fall 2010)Instructorprepared rubricevaluatingquality andquantity of datain a classproject.Measure is 70%of studentsachievesatisfactory onboth quantityand quality.SampleSizeACC 604317ACC 594332%Criterion/SuccessACC 604370%/100%ACC 594370%80%Action &Follow UpACC 5943Quantity of datagathered wassufficient but qualityof interpretation wasweak. Moreinstruction oninterpreting data willbe provided in class.MACY 1 Graduates of the Master ofAccountancy program willunderstand the role ofresearch in advancing thepractice of accounting andtaxation.Able to accessresearch databasesand use data toaddress problemsACC 5883(Spring 2011)70% of theprojectsevaluated willbe rated assatisfactory forquality andquantity ofinformationsourced by theinstructors usingan instructorprepared rubric.11 70%/100% While all studentswere acceptable overthe set of projectsreviewed, someweakness was notedin quality of analysis.The instructor intendsto assign moredetailed cases andraise benchmarks forsuccess. Computergeneratedfraudanalysis will receivemore emphasis infuture cases.

MACY 2 Graduates of the Master ofAccountancy program willdemonstrate competencein both writing andprofessional presentations.Able to prepare andmake presentations toa groupACC 5163(Spring 2011)70% of thestudentsevaluated willreceive a scorejudgedsatisfactory orbetter based onthe particularrubric used inthe class.22 70%/100% Weakness was notedin involving theclasses in thepresentation anddiscussion.Instructor willprovide more specificguidance onexpectations forpresenters.MACY 2 Graduates of the Master ofAccountancy program willdemonstrate competencein both writing andprofessional presentations.Write papers thateffectivelycommunicate impactof accounting choicesACC 6003(Spring 2011)70% of thestudentsevaluated willreceive a scorejudgedsatisfactory orbetter based onthe particularrubric used inthe class.70 70%/71% Cost of productionwas not covered indepth. Additionalcoverage will beprovided for thismodule.MACY 3 Graduates of the Master ofAccountancy program willbe well grounded in theethical issues facing theaccounting professionaland will have the toolsnecessary to respond tothose issues.Make ethicallyacceptable choices onaccounting questionsACC 5163(Spring 2011)Sample of casescomparedagainst a preestablishedrubric. 80% willmake choicesdeemed ethical.36 80%/86% Students continue tohave difficulty withmaking supportingethical positions withwell groundedarguments. Instructorwill add emphasis.MACY 3 Graduates of the Master ofAccountancy program willbe well grounded in theethical issues facing theaccounting professionaland will have the toolsnecessary to respond tothose issues.Students in ACC5813 AdvancedAuditing are givenprofessional ethicsquestions imbeddedin tests.ACC 5813(Summer 2011)70% of studentswill provide thecorrect answersto 70% or moreof the ethicsquestions.39 70%/100% No revisions orupdates required atthis time

MACY 4 Students will demonstratean understanding ofaccounting, the ability towork with others and theability to communicatenecessary to performingsuccessfully at the level ofprofessional accountants.MACY 4 Students will demonstratean understanding ofaccounting, the ability towork with others and theability to communicatenecessary to performingsuccessfully at the level ofprofessional accountants.Students participatingin internships willhave theirperformance rated assatisfactory or betterby their employerswho complete formsAll UTSA studentsparticipating inpublic accountinginternships willreceive employmentoffersACC 6943(GraduateInternships)(Spring 2011)ACC 6943(GraduateInternships)(Spring 2011)85% of allstudentsparticipating ininternships willhave theirperformancerated assatisfactory orbetter by theiremployers whocomplete forms.75% of allUTSA studentsparticipating inpublicaccountinginternships willreceiveemploymentoffers.15 85%/100% Continued strongsatisfaction withUTSA MACYstudents by internshipemployers. Norevisions at this time.15 75%/80% Will evaluate “nooffers” to determineif there is a pattern towhy students did notreceive offers.

Table A5.7: MS Degree in Construction Science and Management Assurance of LearningProgramGoal#Goal TextMS-CSM 1 Students will be able tounderstand themeasurement of value andthe creation of value thatoccurs through real estateand constructionbusinesses, including themeasurement and impactof risk on value.MS-CSM 2 Students will be able toproficiently apply theanalytical skills necessaryto pursue careers inconstruction management.MS-CSM 3 Students will be able toindependently acquire realestate and constructionmanagement knowledge.MS-CSM 4 Students will be skilled incommunicating the resultsof analysis of constructionand real estatedevelopmentopportunities.LearningObjectiveMeasurement ofvalueCourse(Semester)a: FIN 5413b. FIN 5433AssessmentMethoda. Specifichomeworkassignments thatdeal with mortgageanalyticsb. Homework/examsAnalytical skills FIN 5433 a. Proforma projectand possiblycomprehensiveexamb. Valuation portionof FIN 5433IndependentresearchCommunicationskills: written andoral presentationFIN 5453ProgramTerm projects inFIN 5453 andcomprehensiveexamComprehensiveexamSampleSizeNACriterion / ResultsResults reportpending studentsAction &Follow UpNANA See above NANA See above NANA See above NA

Table A5.8: MS Degree in Finance Assurance of LearningProgram Goal # Goal Learning Objective Course(Semester)MS-FIN 1 Students will acquirethe analytical skillsnecessary to pursue avariety of career pathsin finance.Analytical skills: (a)knowledge of financialstatements, (b)necessary computerskillsFIN 6313, 5813 andcomprehensiveexams (Fall 2010)AssessmentMethodMidterm andfinal project inFIN 6313;valuation projectin FIN 5813SampleSize% Criterion-Successa) 8 b) 8 90% ≥ 70%/a) (100%)b) (100%)Action &Follow UpContinue to monitor.MS-FIN 2 Students willunderstand themeasurement of valueand the creation ofvalue that occursthrough differentbusiness activities,including themeasurement andimpact of risk on value.MS-FIN 3 Students will be skilledin communicating theresults of their analysisof financialinformation.(a) Understandvaluation of differentfinancial claims; (b)Impact of operationsand financial decisionmakingCommunication skills(a) written and (b) oralpresentationFIN 5023, FIN5833, FIN 5813 andFIN 6213;comprehensiveexams (Fall 2010)FIN 5033, FIN5813, FIN 5853 andFIN 6313;Comprehensiveexams (Fall 2010)Homework andexams;comprehensiveexamsMidterm, finalprojects; casepresentationsa) 3 b) 3 90% ≥ 70%/(100%)a) 8 b) 8Comps - 590% ≥ 70%/a) (100%)b) (75%)Comps - 100%Continue to monitor.More emphasis onvisual aids andassessment in othercourses.MS-FIN 4 Students will be able topursue knowledgeindependently.External research onconcepts, topics andcompaniesFIN 5853 and FIN6313;comprehensiveexams (Fall 2010)Midterm andterm projects;comprehensiveexam8Comps - 390% ≥ 70%/a) (100%)b) (100%)Continue to monitor.

Table A5.9: MS Degree in Information Technology Assurance of LearningProgramGoal#MS-IT 1 MS-IT students willunderstand theprinciples behind andtechnical basis ofcreating a functioninge-commerce website.MS-IT 2 MS-IT students willunderstand theprinciples behind andtechnical basis ofcreating a functioninge-commerce website.MS-IT 2 MS-IT students willunderstand thebusiness, artistic,project managementand systemsengineering aspects ofincorporating a websiteinto a business.Goal Text Learning Objective Course(Semester)Understand technologiesused in enterprise ITsystemsUnderstand user interfaceissues, both technical andaestheticComprehensiveunderstanding ofimplementing large scaleIT projectsMS-IT 2 See Above Understand businessaspects of an ITinfrastructureIS 5143(Spring 2011)IS 5143(Spring 2011)IS 5143(Spring 2011)IS 5143(Spring 2011)AssessmentMethodWritten examinationover the principlesand technical basis ofe-commerce websitesIndividual and groupprojectsSampleSize Criterion / Results19 > 80% by 100% /74%Not met19 > 80% by 100% /89%Group project 19 > 80% by 100% /95%Group project 19 > 80% by 100% /95%Action &Follow UpMove the mid-termexam to an earlier dateto allow earlierdetection of studentswho need help with thecourse material.Advise students whohave weak or datedprogramming skills toseek outside tutoring orspend additional timeand effort to completethe projects.No change.No change.MS-IT 2 See Above Understand groupprocesses employed toachieve IT project successIS 5143 (Spring2011)Group project 19 > 80% by 100% /95%No change.

MS-IT 3 MS-IT students willexamine current,future, and basictechnical concepts andrelatedtelecommunicationsoperations.Understand criticaltechnical issues ofcommunications andconnectivityMS-IT 3 See Above Understand keytelecommunicationsconcepts and operationsMS-IT 4 MS-IT students willexplore criticalstrategic,organizational, andtechnical issues ofcommunications andconnectivity amonginformation systems.Understand criticalstrategic, organizationaland technical issues oftelecommunicationsIS 5203(Fall 2010)IS 5203(Fall 2010)IS 5203(Fall 2010)Group project 19 > 80% by 100% /100%Written examinationsover keytelecommunicationsconcepts andoperationsStudent presentationsand classparticipation31 > 80% by 100% /100%31 > 80% by 100% /100%Efforts willcontinuously be madeto help students withtheir deficiencies in thebackground knowledgeneeded to understandthe critical technicalissues ofcommunications andconnectivity.Efforts willcontinuously be madeto help students withtheir deficiencies in thebackground knowledgeneeded to understandthe keytelecommunicationsconcepts andoperations.Give more attention tostudents who do nothave a businessbackground to helpthem better transitioninto a business-orientedtelecommunicationscourse. Also,encourage better classparticipation frominternational students.MS-IT 5 MS-IT students willunderstand strategicplanning in a fastchanging technologyenvironment and applysystem thinking insolving strategicproblems of a firm.Understand key externaland internal forcesMOT 6203(Spring 2011)Group exercisesinvolving a caseanalysis11 > 80% by 100% /100%Case analysis hasconsistently been usedto assess the studentsability to understandkey external andinternal forces. A largedegree of success of thecase method is due tothe selection of casesinvolving relativelycurrent business ortechnological issues.

MS-IT 5 See Above Understand key factorsintegrateand implementtechnology with strategyMS-IT 5 See Above Understand substance of atechnology developmentstrategyMS-IT/IA*6* MS-IT/IA students willbe knowledgeable inthe issues involved ininformation assurance,including voice anddata security.Understand security issuesin information systemsand analyze voice and datanetworks for security andassurance.MOT 6203(Spring 2011)MOT 6203(Spring 2011)IS 6303(Spring 2011)Group project 11 > 80% by 100% /100%Two courseembeddedwrittenexaminations11 > 80% by 100% /100%Written examinations 27 > 80% by 100% /89%Note: * = Student Learning Goals 1 thru 5 are identical for MS-IT and MS-IT/IA programs, whereas Goal 6 is specific for MS-IT/IA.This exercise is anexcellent “capstone”for the course. Thecourse will be modifiedslightly to allow foradditional progressreviews to ensure thegroup performance.To raise the level ofperformance to agreater level, a variedset of exercisesfocusing on bothtechnology andmanagementdevelopment strategiesare planned for futureclasses.Continue to closelymonitor theperformance of eachstudent to help identifystudents who needextra assistance.

Table A5.10: MS Degree in Management of Technology Assurance of LearningProgramGoal#Goal TextLearningObjectiveCourse(Semester)AssessmentMethodSampleSizeCriterion /ResultsAction &Follow UpMS-MOT 1 MOT graduates will beable to ethically leadtechnical professionalsto create and sustaintechnological productsand systems incontemporarytechnology intensiveorganizations.Apply systemsthinkingMS-MOT 1 See Above Apply systemsthinkingMS-MOT 1 See Above ManageproductdevelopmentprojectsMS-MOT 1 See Above. ManageproductdevelopmentprojectsMS-MOT 1 See Above. Lead technicalprofessionalsMS-MOT 1 See Above. Lead technicalprofessionalsMOT 5163(Fall 2010)MOT 6923(Fall 2010)MOT 5243(Fall 2010)MOT 6923(Fall 2010)MOT 5223(Spring 2011)MOT 6923(Fall 2010)Participate in asimulation that requiressystems-orientedthinkingParticipate in athreaded discussionthat demonstratesability to applysystems-orientedthinkingDevelop proposal toconduct an innovationcapabilities auditParticipate in athreaded discussionthat demonstratesmastery of productdevelopment conceptsAnalyze cases toexamine issues inmanaging innovativegroups and projectteams.Participate in athreaded discussionthat demonstratesmastery of concepts forleading teams oftechnical professionals.14 100% proficient/ 93%Not met1. Add systemsthinking exercise5 100% / 100% 2. No changes.5 teams > 90% by100%/60%3. Modify in-classexercise in lesson 11.Not met5 100% / 80% 4. Stimulus ofdiscussion will changefocus to addressprinciples of an idealtechnology portfolio10 > 90% by 100% 5. Will increase/ 100%emphasis onapplication of ethicalconcepts to caseanalysis.5 100% / 80% 6. Stimulus ofdiscussion willNot met emphasize myriad ofcultural backgroundsof various teammembers.

ProgramGoalNumberPhD-ACC 1 Students will evaluateaccounting research andapply statistical methods toaccounting questions.PhD-ACC 1 Students will evaluateaccounting research andapply statistical methods toaccounting questions.Table A5.11: PhD Degree in Business Administration Assurance of LearningA5.11.a: Emphasis in AccountingGoal Text Learning Objective Course AssessmentMethodStudents willdemonstrate the abilityto evaluate accountingresearchPerform statisticalanalysis on accountingdata acquired from adata base.PhD Seminars(Fall 2010 andSpring 2011)ACC6954Archival basedRes MethodsOne designatedassignment in theupper levelaccountingdoctoralseminars ( i.e.,ACC 7053, ACC7113 and ACC7123) isevaluated by theinstructor againstan instructordesigned rubric.66% of thestudents willscore 4 or betteron the 5 pointscale where 5 isvery good and 1is unacceptable.SampleSize% Criterion/Success9 ACC 7053100%ACC 7123100%Action &Follow UpResultsdiscussed withstudentsContinue tomonitorNo changesrequired3 66%/75% Continue tomonitorPhD-ACC 2 Students will identifyresearch questions inaccounting and performresearch and provideanswer to those questions.Students will be able toidentify researchquestions in accounting.Assess yearly atthe end of theFall semester.At completion ofsecond year ofprogram66% of studentspresenting asecond yearpaper willreceive anevaluation ofacceptable orbetter on theCommittee ratingscale.1 66% /100% Continue tomonitor

PhD-ACC 2 Students will identifyresearch questions inaccounting and performresearch and provideanswer to those questionsPhD-ACC 2 Students will identifyresearch questions inaccounting and performresearch and provideanswer to those questionsStudents will develop adissertation proposaland defend adissertation proposal ina timely manner.Students will writeresearch papers that areof publishable quality.Assess yearly atthe end of theFall semester.At completion ofsecond year ofprogramAssess yearly atthe end of theFall semester.At completion ofsecond year ofprogram66% of thestudents in theprogram willsuccessfullydefend adissertationproposal withinnine months ofpassing theircomprehensiveexaminations.60% of thestudents willpresent a paper ata regional ornational meetingwithin a fouryear period.3 66%/33%Criterion notmetThe schedule ofseminars waschanged tomove seminarsup one semester.The date forcomps is beingchanged to giveat the beginningof Fall semester5 60%/75% Studentsreminded ofimportance ofpaperpresentationsand publicationsand areencouraged tosubmit secondyear paper forconferencepresentation.Assess yearly atthe end of theFall semester.At completion ofsecond year ofprogram40% of thestudents willpublish a paperin a peerreviewed journalwithin a fouryear period5 40%/60% Continuedemphasis on theimportance offaculty workingwith students.

PhD-ACC 3 Students will acquire skillsto teach at the universitylevel and will effectivelyemploy those skills in theclassroom.PhD-ACC 3 Students will acquire skillsto teach at the universitylevel and will effectivelyemploy those skills in theclassroom.Students will acquireuniversity levelteaching skillsStudents willsuccessfully employteaching skills in theclassroomAssess yearly atthe end of theFall semester.At completion ofsecond year ofprogramGBA 7103(Summer 2011)Assessed usingteachingevaluations.66% of thestudents willdefend theirdissertationswithin 48 monthsof beginning thePhD program.66% of thestudentscompletingGBA7103 willreceive ateachingevaluation fromthe courseevaluator of 8.0or better on a 0-10 scale.70% of thestudents teachingwill receive ateachingevaluation of3.00 or better ona 5 point scale5 66%/0%Criterion notmetChanges in thescheduling ofthecomprehensiveexamination andsequencing ofthe seminarswill speed upwork on thedissertationprocess. Greaterfaculty focus oncompletion willbe implemented3 66%/100% No furtheraction requiredat this time31 70%/78% Students whoscore less than3.0 arecounseled onteaching andmay be referredfor remediation

A5.11.b: Emphasis in FinanceProgramGoalNumberGoal TextLearningObjectiveCourseAssessmentMethodSampleSize% Criterion/SuccessAction &Follow UpPhD-FIN 1 Students will understanda range of research andstatistical methodsapplicable to finance.Research andstatisticalmethodsFIN 7023 &7113(Spring 2011)Tracking papers,summer researchpresentations, andprofessionalconferenceparticipation5 students wrotesummer researchpapers; 13 paperswritten bystudents withfaculty werepresented atprofessionalconferences.Summerresearch paperswere presentedin departmentsymposium;papers werepresented atFMA, ALEA,SWFA, ARESSatisfactorysummerresearchpapers; qualityof professionalmeetingscontinues to begood.PhD-FIN 2 Students will beeffective researcherswho can identify andanswer importantresearch questions infinance.Knowledge offinance andeffectiveresearchAssessedoutside ofcourses(Spring 2011)Comprehensiveexam; ability todevelop researchtopics; conferenceparticipation2 studentscompletedcomprehensiveexam and 3students defendedtheir dissertation.Student PRJpapers werepublished (3),forthcoming(3), underRevise andResubmit (1).High level ofstudentproductivitywith faculty coauthors.PhD-FIN 3 Students will be qualityteachers in finance atthe university level.Qualityuniversity-levelteachers infinanceGBA 7103(Spring 2011)Course embeddedassessment;teachingassistantship in labs;teaching of assignedcoursesStudents are labTA during the fallsemester of YR3,and teach in theSpring semesterof YR3 and in Yr4.Studentperformance issupervised inall lab andcourses.Counseled bycoursecoordinatorand theDepartmentChair.Studentperformance issatisfactory. Alldefendingstudents areplaced, 2 in USuniversities and1 in a foreignuniversity

A5.11.c: Emphasis in Information TechnologyProgramGoal#PhD-IT 1 Graduates of theUTSA PhD inInformationTechnologyprogram willdemonstrate therequisite skills tobe effectiveresearchers andteachers ininformationsystems.Goal Text Learning Objective Course AssessmentMethodBe proficient ininformation systems andtechnology researchtheories and methodsPhD-IT 1 See Above. Be effective teachers ofinformation systemsPhD-IT 1 See Above. Be effective researchers ininformation systemsNA(assessedoutside ofcourses Fall2010)NA(assessedoutside ofcourses Fall2010)NA(assessedoutside ofcourses Fall2010)Written comprehensiveexams covering IS/ITresearch theories andmethods are administeredat the end of course workWork as studentteachers; independentteaching of assignedcoursesPapers presented atprofessional conferencesand/or published in peerreviewedjournalsSampleSize Criterion / Results0 Each student shouldreceive a passing gradeon each component of theexaminations. / Nostudents sat forcomprehensive examsduring 2010.8 Each student receivessatisfactory (and above)evaluations from thecourse coordinator(where appropriate) anddepartment chair. / 8 outof 8 students hadsatisfactory or betterevaluations.10 90% of students present apaper at a professionalconference and 90% ofgraduates publish a peerreviewedpaper / Allstudents have presentedat least one peer-reviewedpaper at a professionalconference by the end oftheir third year in theprogram. Nine of our tengraduates have publishedat least one peer-reviewedjournal article withinthree years of graduation.Action &Follow UpNo students sat for thecomprehensive examslast year. However, 4sat for the exams thisyear. All studentspassed.Ongoing efforts will bemade to improve studentteaching skills. Theseinclude encouragingthem to attend moreteaching improvementworkshops and to workcloser with their coursecoordinating facultymembers both inside andoutside of classroomOngoing efforts will bemade to help eachstudent and graduate ofthe program to becomean effective ISresearcher. Theseinclude encouragingthem to work moreclosely with facultymembers and send theirresearch work to leadingIS conferences andjournals.

ProgramGoal#PhD-MKTG 1 Students willunderstand a range ofresearch andstatistical methodsapplicable tomarketing andconsumer behavior.PhD-MKTG 2 Students will beeffective researcherswho can identify andanswer importantresearch questions inmarketing andconsumer behavior.PhD-MKTG 3 Students will bequality teachers inmarketing at theuniversity level.Goal Text Learning Objective Course(SemesterAbility to developand test hypothesesAttain depth andbreadth of knowledgeof marketing andconsumer behaviorAbility to design anddeliver marketingcourseTable A5.11.d: Emphasis in MarketingN/A(assessedoutsidecoursesSummer2010)N/A(assessedoutsidecoursesSummer2010)GBA 7103(Summer2010)AssessmentMethodExamination ofMethods andResults section of1st-year summerpapersExamination ofcomprehensiveexamExamination ofclass presentationSampleSize% Criterion/Success4 Criterion: 80% ofstudents will score75% or higher onthese sections;Outcome: 100%scored 75% or higher;Criterion successfullymet.1 Criterion: 80% ofstudents will score75% or above on thecomprehensive exam;Outcome: 100%scored 75% or higher;Criterion successfullymet.1 Criterion: 80% ofstudents will score75% or above on theclass design andpresentation (mocklecture) portion of thecourse in GBA 7103;Outcome: 100% (n=1)of students scored75% or higher onclass presentation anddesign project;Criterion met.Action-Follow UpFaculty met to review theassessment method and criteriato insure that the methods usedcan adequately distinguishlevels of student performance.Changes were made toemphasis in required statisticsand research methods courses.PhD faculty met to discussmethod and criteria, studentpreparation, and studentunderstanding of requirements.Made changes to rubric andmethods of dissemination tostudents (via advisors).Department Chair met withinstructor to review theassessment method and criteriato insure that the methods usedcan adequately distinguishlevels of student performance.Changes were made torequirements for studentdeliverables.

ProgramGoalNumberGoal TextPhD-MGMT 1 Students will understand arange of research andstatistical methodsapplicable to organizationand management.PhD-MGMT 2 Students will be effectiveresearchers with deepexpertise in one or moresubject areas in the broadmanagement discipline.PhD-MGMT 3 Students will be qualityteachers in organizationand management at theuniversity level.A5.11.e: Emphasis in Organization and Management StudiesLearningObjectiveUnderstand anduse crucialresearch andstatisticalmethodsEffectiveresearchers inbroadmanagementdiscipline area(s)Qualityuniversity-levelteachers inorganization andmanagementCourse(Semester)Assessment isprogram level(Spring 2011)Assessment isprogram level(Spring 2011)Universityteaching(Spring 2011)AssessmentMethodDissertationdefense; formalannual reviewa) Formalannual review;b) professionalmeeting paperacceptance;c) placement atAACSBschoolsIDEA courseevaluationscomparable tofaculty inmanagement;formal annualreviewSampleSize% Criterion/Success17 50% ofstudentssuccessfullydesignresearch studyapproved byPhDcommittee inone year and80% in 1.5years. 80%success onannualresearchreview/73%/87%/92%17 a) 75%; b)75%; c) 75% -a) 100%; b)100%; c) 75%Action &Follow UpRestructuredcurriculum soall studentscompleteresearch andstatisticsmethods inspecifiedsequence.One of thestrongestfeatures ofprogram26 85%/96% All studentstake adoctoralteachingseminarduring thefirst summerin program.

A-6. Other MaterialNo Supporting Documents