University of Saskatchewan
Master Teacher Nomination
Norman T. Sheehan
Department of Accounting
Edwards School of Business
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Norman T. Sheehan
Master Teacher Award Nomination
1.0 Table of Contents .................................................................................... 1
2.0 Nomination Form .................................................................................... 2
3.0 Comprehensive Nomination Letter (Fred Phillips) ......................................3
4.0 Teaching Philosophy ............................................................................... 9
5.0 Teaching Strategies ............................................................................... 12
5.1 Danger zone, 2011, Thrive, Issue 3: 24. ......................................................... 15
5.2 Super Heroes Case Excerpts .......................................................................... 16
5.3 Wall Street Journal article, “The Path to Growth” .................................. 18
6.0 Letters of Support
6.1 Letters and Email from Colleagues
6.1.1
, Executive Education .................................. 19
6.1.2
, Assistant Professor ......................................... 20
6.1.3 Template used for email solicitations........................................... 21
6.1.4 Email from Professors
.................... 22
6.2 Letters and Email from Former Students
6.2.1 Undergrad
.............................................................. 23
6.2.2 Undergrad and MPAcc
................ 24
6.2.3 Undergrad and MBA
......................................... 26
6.2.4 Email from
.. 27
6.3 Letters and Email from the Academic Community
6.3.1 CAAA Education
.................................................... 28
6.3.2 Email: Professors
.................. 29
6.4 Letters and Email from the Business Community
6.4.1
McDougall Gauley ....... 31
6.4.2
, Executive Education, Asper School ........ 32
6.4.3
, Cameco Corporation ........... 33
6.4.4 Email from
.......................................... 34
7.0 Evidence of Teaching Excellence
7.1 Student evaluation scores ........................................................... 35
7.2 Student evaluation comments .................................................... 36
7.3 Peer evaluation reports (Professors
) ................ 41
8.0 Candidate’s Curriculum Vitae ................................................................ 44
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NOMINATION FORM
UNIVERSITY OF SASKATCHEWAN
MASTER TEACHER AWARD
1. I, Fred Phillips of the Department of Accounting in the Edwards School of Business
nominate Norman T. Sheehan of the Department of Accounting in the Edwards
School of Business, for the University of Saskatchewan Master Teacher Award.
2. My reasons for this nomination are explained in my letter of nomination, presented in
Section 3.0.
3. At least three letters in support of this nomination are attached in Section 6.
6.1 Letters and Email from Colleagues
6.2 Letters and Email from Former Students
6.3 Letters and Email from the Academic Community
6.4 Letters and Email from the Business Community
4. A curriculum vitae of the nominee is appended in Section 8.0.
5. Other evidence (such as teaching evaluations, other teaching awards, teaching
innovations) is attached in Sections 5 and 7.
5.0 Explanation and Examples of Teaching Strategies
7.0 Evidence of Teaching Excellence
6. ________________________________
(Signature of Nominator)
_
Fred.Phillips@USask.Ca
(Email Address)
Professor of Accounting
(Position)
August 21, 2012
(Date)
Please forward nominations to:
University of Saskatchewan Master Teacher Award Selection Committee
University of Saskatchewan
c/o The Gwenna Moss Centre for Teaching Effectiveness
Room 50 Murray Building, 3 Campus Drive
Saskatoon, Saskatchewan S7N 5A4
~3~
Fred Phillips, PhD, CA
Professor and Baxter Scholar
Department of Accounting
August 21, 2012
University of Saskatchewan Master Teacher Award Selection Committee
c/o The Gwenna Moss Centre for Teaching Effectiveness
Room 50 Murray Building, 3 Campus Drive
University of Saskatchewan
Dear Committee Members:
Two years ago, in 2010, I nominated Norman Sheehan for the Provost’s College Award for Outstanding
Teaching at the Edwards School of Business. He was judged an exceptional candidate and was selected for the
award that year. So in preparing to nominate him for the Master Teacher Award, I anticipated I would dust off my
previous nomination letter and ask a few people to update their letters of support. However when I dug into
Norman’s teaching activities and achievements over the past two years, it became clear that he had
accomplished so much that I owed it to him to start afresh. He had fully redesigned one of his senior
undergraduate courses to infuse active learning exercises throughout, the results of which jump out in student
ratings that soared from 72-78% (in 2006-08) to 87-91% (in 2010-12). Also, during this same two-year period, he
created teaching advances and case materials that were recognized for quality and innovation through three
national teaching awards and two second-place finishes in other competitions. And, during this short period, he
also developed two new courses, supervised an undergraduate honors student, coached teams of students in
business competitions, and generated five peer-reviewed publications, three of which were related to teaching
and learning. What’s all-the-more impressive is that these activities are only the latest additions in a much longer
period of sustained commitment to teaching and learning. And so it is my honor and pleasure to present to you
the case of Norman T. Sheehan for the University of Saskatchewan’s 2012-13 Master Teacher Award.
INTRODUCTION
Master Teachers are effective not only in the classroom, but also beyond through mentoring colleagues,
guiding students, and leading academic and other communities. Norman Sheehan excels on all these
dimensions. What distinguishes Norman, apart from his general teaching effectiveness, is his ability to carefully
define desired learning outcomes based on developments in theory and practice, create the learning activities
and materials that produce those outcomes, and then broadly share those activities and materials so that other
educators, students, and practitioners can benefit from his efforts. This model of defining-creating-sharing is one
that you will see throughout this nomination package, as expressed by his former students, his current
colleagues, faculty and journal editors outside our university, and by leaders in the business community.
Edwards School of Business  25 Campus Drive  Saskatoon, SK, Canada, S7N 5A7
Telephone: 306-966-8401  Fax: 306-966-2514  E-mail: fred.phillips@usask.ca
~4~
TEACHING EFFECTIVENESS
In Norman Sheehan’s classroom, theory meets practice, quantitative skills merge with qualitative
competencies, and above all students transform into practitioners. Realizing the unique challenges that this
teaching environment presents, Norman develops teaching practices that are recognized and admired by other
instructors, executives, and of course undergraduate and graduate students. To a casual onlooker, one might
think Norman’s successes result from a natural predisposition for teaching. However, as Norman describes in the
accompanying materials, his achievements arise instead from carefully reflecting on his classroom experiences
and constantly striving to discover or create effective teaching practices. His main objective, as he sees it, is to
“engender deep learning in students so that they can apply the frameworks learned in the course to analyze
specific situations and then provide reasoned recommendations.” The materials in this nomination indicate he has
far exceeded these goals.
To warrant recognition for the Master Teacher Award, candidates must exhibit excellence in overall teaching
quality and a sustained commitment to teaching and learning. Norman has demonstrated this commitment and
excellence through his involvement in all of the business school’s programming, including courses and seminars
in the undergraduate Bachelor of Commerce (BComm), Master of Professional Accounting (MPAcc), Master of
Business Administration (MBA), special case PhD, and executive education programs. The anonymous course
surveys and recommendation letters that accompany this package consistently characterize Norman’s teaching
as having “real world practicality”, “great linking of concepts to current events”, and useful tools that prepare
students for “successful interactions with clients.” They fondly recall the meaningful hands-on exercises that
Norman has created to develop the skills and knowledge that students will need in the workplace soon after
leaving his class. As an example, I have included a story from the business school’s magazine Thrive (page 15)
that describes an exercise Norman developed in which students compete to produce a fleet of (paper) jet
fighters. Through this multi-period game, students were able to experience the links between business strategy
and operational decision-making in a memorable way. This clever approach won Norman a national award
for innovation in accounting education.
, a graduate from the BComm and Master of Professional
Accounting programs, remarks (page 24) this was only one of many such exercises in Norman’s courses:
Dr. Sheehan is widely known by his students for using creative and real-life examples to demonstrate
challenging strategic concepts affecting global businesses. It is clear that Dr. Sheehan is committed
and passionate about creating a vibrant and relevant learning environment for his students. He invests
time and thought to apply effective and engaging ways to help students actually experience the
business applications of strategic decisions.
It was this kind of commitment to quality instruction that led students to select Norman for the MPAcc Teaching
Excellence Award in August 2009 and again in August 2011, and for his peers to select him for the Provost’s
College Award in 2010. As you will read in the semester-end student evaluations and other letters of support,
this variety in instructional methods is appreciated by students.
, a graduate and now a
corporate finance officer, notes the following in an email message to me:
Edwards School of Business  25 Campus Drive  Saskatoon, SK, Canada, S7N 5A7
Telephone: 306-966-8401  Fax: 306-966-2514  E-mail: fred.phillips@usask.ca
~5~
Norm easily had the most interesting class that I have ever taken. Norm’s passion for strategy and the
way that he engages his class is second to none. I will never forget how we would always go through
the daily news together. I remember being sad when his class was over because I enjoyed his class
so much.
Norman’s instructional practices impress not only undergraduate and MPAcc students. They also have made
a positive impact on more seasoned practitioners working at higher levels in the business community.
at the Edwards School of Business, remarks on Norman’s
effectiveness with this high-stakes group:
Executive Education challenges instructors to meet the needs of senior business professionals who
have vast experience but little time for preparation and reflection. Norman Sheehan is particularly
effective with this group because he combines his business strategy knowledge with a love of
teaching and a variety of teaching methods (lecture, case-study, and group discussion methods) in
ways that make the participants eager to learn.
This impact is illustrated by feedback received by Jill from an executive program participant in Norman’s class:
(This) was a session that I was expecting to be dry and hard to take, boy was I wrong! Norman you
presented this information expertly and the group sessions brought the concepts to life. I really
enjoyed it and learned many techniques that should help me as my career moves forward.
Norman’s teaching effectiveness stems from continually pushing to develop as an instructor by experimenting
with new teaching practices and writing new classroom materials. His development is particularly evident to
students who first enrolled in his undergraduate course and later participated in his graduate courses. For
example, the business school’s
remarks on the significant
change she saw in Norman’s teaching between his early years (when she was a student in his undergraduate
course in 2002) and his more recent teaching (when she was a student in his MBA course in 2010). She notes
(page 26) that Norman developed from a “nervous” and “sometimes unsure” instructor into “a confident, skillful
academic” who cares about students’ personal development. Norman’s commitment to continuous improvement
has had a clear, measurable impact on ratings of his teaching effectiveness, as shown in the graph on page 35.
But more importantly, his attention to detail, has led to creating learning environments that are appreciated by his
students.
, a graduate of the BComm and MPAcc programs and now a manager of tax services at a
national accounting firm, provides a mature reflection on this aspect of Norman’s teaching (page 25):
He creates an environment where his students are eager to voice their thoughts and engage each
other in open discussion. This is the strongest evidence of a truly engaged class. In my experience
most professors that strive for this level of student engagement end up instead with complacency after
only a couple of lectures, but Dr. Sheehan is able to hold his entire class in this educational sweet
spot through the entire semester. I believe he achieves this primarily by fostering relationships among
the class through his uniquely interactive approach to business cases.
DEFINING – CREATING – SHARING
So, what “active ingredients” contribute to Norman’s successes in teaching and learning? I perceive three
underlying factors. First, Norman defines important topics worth learning. As Norman describes in his discussion
of teaching strategies, he will “trade-off content breadth for depth.” He is confident in doing this because he has
developed a deep knowledge of his discipline (business strategy), which allows him to recognize topics important
to both professional and academic audiences—a point expressed by
(page 34):
Edwards School of Business  25 Campus Drive  Saskatoon, SK, Canada, S7N 5A7
Telephone: 306-966-8401  Fax: 306-966-2514  E-mail: fred.phillips@usask.ca
~6~
In my position as the leader in our organisation, I have the opportunity to hear some of the best
business presenters available to Saskatchewan audiences. In 2011, I had the privilege of being taught
by Norman Sheehan and I found him to be one of the most engaging and inspiring teachers I have
met over the last five years. In a 60-minute session, Norman was able to communicate a complex
strategic planning method to a disparate group of leaders in a way that engaged all of us and made
the concepts real, compelling and within all of our reach. The session had a major impact on me and
changed the way our Agency approached strategic planning in a very positive way.
Similar observations of Norman’s ability to define important topics are expressed by
(page
(page 33), and are supported by the list of a dozen peer-reviewed articles on business
31) and
strategy in section 12 of Norman’s cv.
The ideas Norman introduces in the classroom to undergraduate and graduate students continue to grow in
significance as they progress further into their careers. Several graduates remark about this aspect of
Norman’s classes, as captured in the following thoughts shared by
, who is now a partner
in one of the largest accounting firms in the country (page 27):
Nine years later, I still use the knowledge and learning obtained from Norman's teaching in my career
on a daily basis, which is a testament to the profound impact that his teaching has had on myself and
many others that have had the pleasure to learn with him.
The second element in defining-creating-sharing is that Norman creates opportunities and materials to
support hands-on active learning. Although this label tends to be (over)used in describing effective teachers, it
applies to everything Norman does in the classroom. Norman’s statement of teaching philosophy, where he
describes his experience as an English speaker struggling to teach in Norwegian, demonstrates just how deeply
rooted active learning resonates within him. I am struck that he still carries the hand-scribbled class notes he
made when converting to this learner-centered model. In the anonymous semester-end student evaluations of
educational quality (pages 36-40), you will hear a chorus of voices that appreciate all the “interesting elements in
the course” and “so many teaching tools … such as documentaries, cases, group activities, debates,
presentations, and lots of in-class work.”
I have had the good fortune to work with Norman in developing such materials on two occasions. As he
describes in his teaching philosophy statement, the first occurred when Norman was starting his career at the U
of S. At that time, Norman was a rookie, eager to learn as much as he could about active learning. The second
opportunity occurred this past year, when we used text-to-video animation software to create teaching materials
that spanned my introductory course and his senior-level undergraduate course. I had suspected from his many
achievements over the intervening period that he had matured as an instructor, but I really had no idea just how
creative he had become in generating engaging learning opportunities. In many ways, he was now showing me
how to reach the next level in active learning. I was so pleased when our teaching collaboration was recognized
as innovative by others, resulting in a national award (the 2012 Teall Award for Innovation in Accounting
Education) and in a peer-reviewed publication (Accounting Perspectives). I respect Norman’s willingness to
experiment with methods that others might consider too daring because he does it with the goal of creating more
effective and engaging learning environments for students. I have included two pages excerpted from one of his
Edwards School of Business  25 Campus Drive  Saskatoon, SK, Canada, S7N 5A7
Telephone: 306-966-8401  Fax: 306-966-2514  E-mail: fred.phillips@usask.ca
~7~
most enterprising instructional innovations: a business case formatted as a graphic novel (see pages 16-17),
which was recognized as the best short-case submission to our academic association’s national casewriting competition in 2012. As you will read in a letter from former undergraduate student,
(page 23),
undergraduate students have responded to these adventurous methods with a level of “creativity in responses
(that) far surpassed those you would commonly see in a business class, and greater learning was achieved.”
I should point out that Norman also creates some of the best traditional instructional materials. For example,
he has written articles to address gaps in the academic and professional literature, which have been downloaded
over 16,000 times and are reprinted in leading professional outlets. As shown on page 18, his work has even
been featured in the Wall Street Journal; this outlet is known worldwide as the leading source of business news.
Closer to home, his writings have influenced prominent executives in the Saskatoon business community, as
noted by
at the law firm of McDougall Gauley LLP (page 31):
Dr. Sheehan’s research, writing, and expertise have been of particular interest and benefit to me … I
recently used some of Dr. Sheehan’s writings in concert with those of Porter and Maister and others to
help me develop a plan to reinvigorate the strategic planning process in my organization.
The third factor that distinguishes Norman from other great teachers is his willingness to share his creations
broadly. He does this with not only accounting colleagues, but also those in other departments of the business
school.
, an assistant professor of marketing, remarks (page 22):
Instead of safeguarding his very effective teaching materials for his own use, Norman clearly
demonstrated that he is willing to share these materials with others as a way of both helping other
instructors develop their own skills and enhancing students' learning.
Similar sentiments are expressed by faculty teaching in human resources and organizational behavior (pages
20 and 22). In addition to making his materials available, Norman will schedule time in colleagues’ classrooms to
demonstrate and coach them on how to use the materials effectively, as
notes (page 22):
Not only was it an excellent pedagogical exercise, it also served as an ice breaker and was an
example that I could refer back to throughout the rest of the term. Not only did Norman take the time
to conduct the exercise in two sections of my class … but he also took the time to explain the exercise
to me before hand and afterwards and made sure that I would be able to incorporate it into my
lectures every time I teach this particular course. Students responded very positively to this exercise
and Norman has inspired me to try to develop similar exercises of my own in the future.
To broaden the impact of his work and to build the University of Saskatchewan’s reputation for educational
leadership, Norman generously shares his teaching innovations with colleagues around the world. Through email
(see pages 29-30), I have heard from faculty in New Zealand, Australia, Mexico, the United States, and of course
Canada, all of whom compliment Norman for having produced “highly original” case materials (
,
The University of Auckland), which are supported by “well-defined learning objectives” (
, CA
School of Business) and “how-to outlines for their use” (
, University of Ottawa). One of the
leading scholars in our field,
, says (page 29) she is “certain that Norm has used the materials
extensively and they have gone through several different iterations before he writes the teaching notes since the
recommended teaching plans are detailed, easy to follow and they really work!” Like the students in class,
those in
executive development classes at the University of Manitoba (page 32) and
Edwards School of Business  25 Campus Drive  Saskatoon, SK, Canada, S7N 5A7
Telephone: 306-966-8401  Fax: 306-966-2514  E-mail: fred.phillips@usask.ca
~8~
undergraduate classes at Southeastern Louisiana University (page 29) point to Norman’s
cases and learning activities as their favorites in their courses.
goes so far as to say that “(i)f Norman
doesn’t win the award at your school, perhaps he should be nominated at ours!”
Some of Norman’s greatest contributions to teaching and learning outside our university, though, have been
to the academic and professional accounting communities in Canada. As noted in Section 27 of his cv, Norman
assisted the Certified Management Accountants of Canada (CMA) in developing their competency map, which
essentially represents the syllabus for the country’s entire CMA professional program. Norman is a valued
contributor to the Canadian Academic Accounting Association (CAAA), through his work as a member of its
Education Committee, as a reviewer of instructional cases for its journals and conferences, and as a participant
in panel discussions as part of its annual conference. Norman also has shared his scholarly contributions to
university teaching and learning through his publication of instructional cases and exercises in high quality peerreviewed journals. As his cv indicates in Section 12, he has published eleven such manuscripts. A recent study
ranks Norman fifth among all active accounting faculty in the world for productivity in publishing education-related
materials over the last decade (http://aaahq.org/AM2012/abstract.cfm?submissionID=3586). What distinguishes Norman’s
materials from others’ is their quality and usability. For this, he has received prizes in national competitions on
ten separate occasions, including three first-place selections in the CAAA’s annual case writing competition, three
first-place selections in the CAAA’s innovation in accounting education competition, and a first- and second-place
showing in the IMA’s educational case journal competition (see Section 7 of his cv). This level of recognition
is unmatched by any other accounting academic in Canada.
of Issues in
Accounting Education and former chair of the CAAA Education Committee, notes the following about
Norman’s contributions to the academic accounting community:
Dr. Sheehan has served a significant role on the Education Committee of the Canadian Academic
Accounting Association for the past five years. I was chair of that committee from 2007-2011 so I know
first-hand the time and energy that Dr. Sheehan contributed. His main role was contributing to the planning
of the annual conferences (~250 attendees)… (His) session is commonly one of the best attended at the
conference, mainly due to Dr. Sheehan’s tremendous effort in finding engaging speakers and topics,
moderating the entire session, and participating as a table host himself.
Norman has contributed in many other ways to the experiences of so many students, but they truly are too
numerous to list. So I will end here with a summary statement: I believe Norman Sheehan is most worthy of the
Master Teacher Award. As you will read in the following materials, Norman is a creative and engaging instructor,
a supportive and generous colleague, and an active contributor both within and outside the University of
Saskatchewan. The next section presents Norman’s educational philosophy and practices, in his own words.
Best regards,
F. J. Phillips, Ph.D., CA
Professor of Accounting, Baxter Scholar, and 3M National Teaching Fellow
Edwards School of Business  25 Campus Drive  Saskatoon, SK, Canada, S7N 5A7
Telephone: 306-966-8401  Fax: 306-966-2514  E-mail: fred.phillips@usask.ca
~ 10 ~
many Ph.D. students, who saw teaching as time they could ill afford to spend away from their research, I simply planned
to emulate the teaching style of my professors—meaning I would lecture to students.
My challenge was that I had to teach in Norwegian, a language I was still learning. I was assigned two classes, with one
four-hour class in the morning and a repeat of the same class in the afternoon. The students and I quickly discovered
that my Norwegian, while adequate for talking about the weather around the supper table, was not adequate for
delivering stimulating four-hour lectures. My wife, who is Norwegian, helped me prepare my lecture slides so they were
at least grammatically correct, but I knew I was not meeting the students’ learning needs when I lectured in Norwegian.
I had been exposed to David Kolb’s theory of experiential learning and Donald Schön’s Reflective Practitioner 3 in my
MBA and Ph.D. studies. Schön’s work encouraged me to take time on the long bus ride home after each class to reflect
on and write down what went well and what could be improved for next class. I still have the hand-scribbled notes I
made after each class that I taught in Norwegian and clearly remember the painful realization that my future teaching
success depended on me saying less to the students, rather than more. Given this, I started to look for ways to maximize
the Norwegian students’ learning while minimizing the time I spent lecturing in their language. This search led me to
operationalize Kolb’s theory using McMaster medical school’s approach to experiential learning. My approach for
adopting Kolb and McMaster’s experiential learning approach was to introduce a framework and learning activity at the
start of each class in my halting Norwegian, but then let small groups of students apply the framework within the
context of the learning activity. I would then walk around the classroom interacting informally with each of the student
groups. I concluded each class by facilitating a discussion where the students would explain to their peers in their
perfect Norwegian what they did, why they did it, and how it may be improved next time. After witnessing a significant
increase in the level of interest and engagement from the Norwegian students, my teaching philosophy started to make
the slow, but not always linear, transition from the ‘sage on the stage’ to the ‘guide on the side.’
Prior to teaching my first classes at the Edwards School of Business in September 2001, I participated in the University of
Saskatchewan’s new faculty orientation sessions and a teaching conference hosted by the Gwenna Moss Centre. Before
attending these sessions, I thought that my contribution to academe, and hence my ability to achieve tenure and
promotion at the University of Saskatchewan, would be solely decided by a citation count of my academic articles. There
was a visible feeling of relief when I learned at the orientation session that the U of S had formally adopted Boyer’s
teacher-scholar model and that Boyer’s definition of scholarship is much broader than just publishing in “A” level
journals. Eileen Herteis of the Gwenna Moss Centre then explained that sharing my learning activities with my peers was
a scholarly activity. She then went on to outline that if these same learning activities were then peer-reviewed and
published, these teaching practices met Boyer’s definition of teaching scholarship, and thus partially fulfilled the
expectations embedded in the U of S’s teacher-scholar model.
In a fortunate coincidence, I also attended a session facilitated by Fred Phillips at the same conference, where he
outlined in an interactive way how one could teach effectively using brief, in-class cases. While Fred teaches
Introductory Financial Accounting, the one-page case he used in the session featured a topic that I would be covering in
a class I would be teaching for the first time that Fall. As I was looking for in-class learning materials to use, I enquired if I
could use Fred’s case in my class. Fred went further than just allowing me to use the case. He asked if I would be
interested in co-authoring the case with him and another colleague, which I did. Shepherded by Fred, I collected data on
the case’s efficacy in my classes and helped to write the teaching notes. The case was later published by a leading
accounting education journal. The realization that publishing teaching practices meets the requirements for teaching
scholarship and publishing practitioner-focused articles meets the requirements for applied scholarship at the U of S had
a large impact on the development of my teaching philosophy as it gave me the confidence to develop and publish peerreviewed teaching practices and practitioner-focused articles.
Immediately following the orientation and Gwenna Moss teaching conference, I began teaching two new preps. While
teaching, I continued to look for experiential materials for each course, but was unable to find enough in-class learning
activities to provide the depth and breadth required to meet the learning objectives of the courses. So while I included
3
Schön, D.A. 1983. The Reflective Practitioner: how professionals think in action. London: Temple Smith.
~ 16 ~
Excerpts from SuperHeroes LLP: A Super Management Control Case
~ 17 ~
University of Saskatchewan Electronic Evaluations
1 of 5
file://///excalibur/phillips$/FILES/ADMIN/DEPT/PeerEvaluations/Nor...
University of Saskatchewan
v2.0
Welcome to E-valuation
Norman Sheehan
E-valuation Home
View Your Response Rates
More Information
Logout nos049
About the results:
The numbers in brackets behind the answer-options represent the value used in average and median calculations
Avg represents the Average
std represents the standard deviation
Med represents the Median
The Overall values represent the statistics for the whole department
1XX represents the statistics for 100 level courses for this department
2XX represents the statistics for 200 level courses for this department
3XX represents the statistics for 300 level courses for this department
4XX represents the statistics for 400 level courses for this department
COMM-438-02
2011-2012 Term 2
Instructor(s): Norman Sheehan
Instructions: For each of the following statements select the response that most closely expresses your opinion.
LEARNING
1) I have found the
4XX
3XX
2XX
1XX
Overall
Your
Strongly
Strongly
Not
Disagree(2) Neutral(3) Agree(4)
course intellectually
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
Applicable Disagree(1)
0
0
12
challenging and
4.26(0.82)/4 3.95(1.07)/4 4.26(0.84)/4
?(?)/0
4.06(0.87)/4 4.19(0.9)/4
1
4
0
stimulating
2) I have learned
something which I
consider valuable
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
2
2
8
0
0
5
3.94(0.94)/4
4.2(0.9)/4
?(?)/0
4.18(0.83)/4 3.98(1.05)/4 4.34(0.85)/4
3) My interest in the
Not
Strongly
Strongly
Your
Overall
subject has
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
increased as a
3
1
9
0
0
4
3.82(0.98)/4 3.6(1.21)/4
consequence of this
?(?)/0
3.4(1.27)/4
3.39(1.3)/4 3.88(1.05)/4
course
4) I have learned
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
and understood the
Disagree(2) Neutral(3) Agree(4)
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
subject materials of
0
1
11
0
0
5
4.24(0.55)/4 3.88(0.9)/4
?(?)/0
3.76(1.02)/4 3.77(0.98)/4 4.03(0.72)/4
this course
ENTHUSIASM
5) Instructor was
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
enthusiastic about
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
0
0
8
teaching the course
0
0
9
4.53(0.5)/5 4.39(0.81)/5
?(?)/0
4.41(0.81)/5 4.12(1.01)/4 4.53(0.65)/5
6) Instructor was
dynamic and
energetic in
conducting the
course
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
1
1
5
0
0
10
4.41(0.84)/5 4.28(0.9)/4
?(?)/0
4.31(0.89)/5 4.02(1.04)/4 4.39(0.8)/5
7) Instructor
enhanced
presentations with
the use of humour
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
0
0
6
0
0
11
4.65(0.48)/5 4.15(0.95)/4
?(?)/0
4.04(1.04)/4
3.87(1)/4
4.38(0.77)/5
Your
Overall
1XX
2XX
3XX
4XX
8) Instructor's style
Not
Strongly Disagree(2) Neutral(3) Agree(4) Strongly
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
of presentation held Applicable Disagree(1)
1
1
7
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University of Saskatchewan Electronic Evaluations
2 of 5
my interest during
class
0
0
file://///excalibur/phillips$/FILES/ADMIN/DEPT/PeerEvaluations/Nor...
8
4.29(0.82)/4
3.89(1.18)/4
?(?)/0
3.92(1.19)/4
3.46(1.34)/4
4.08(1)/4
ORGANIZATION
9) Instructor's
explanations were
clear
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
1
4
8
0
0
4
3.88(0.83)/4 3.9(1.16)/4
?(?)/0
3.89(1.19)/4 3.43(1.42)/4 4.15(0.85)/4
10) Course
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
materials were well
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
0
1
6
prepared and
0
0
10
4.53(0.61)/5 4.02(1.12)/4
?(?)/0
4.04(1.13)/4 3.46(1.42)/4 4.3(0.78)/4
carefully explained
11) Proposed
objectives agreed
with those actually
taught so I knew
where the course
was going
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
0
1
6
0
0
10
4.53(0.61)/5 4.12(0.96)/4
?(?)/0
4.18(0.93)/4 3.64(1.27)/4 4.32(0.66)/4
12) Instructor gave
lectures that
facilitated taking
notes
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
0
2
8
0
0
7
4.29(0.67)/4 4.07(1.02)/4
?(?)/0
4.16(0.93)/4 3.75(1.35)/4 4.16(0.86)/4
GROUP INTERACTION
13) Students were
encouraged to
participate in class
discussions
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
0
0
0
0
0
17
5(0)/5
4.29(0.84)/4
?(?)/0
4.1(0.89)/4 4.05(0.97)/4 4.57(0.6)/5
14) Students were
invited to share
their ideas and
knowledge
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
0
0
1
0
0
16
4.94(0.24)/5 4.18(0.88)/4
?(?)/0
4.03(0.92)/4 3.87(1.04)/4 4.48(0.62)/5
15) Students were
encouraged to ask
questions and were
given meaningful
answers
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
0
1
3
0
0
13
4.71(0.57)/5 4.23(0.92)/4
?(?)/0
4.08(0.96)/4 3.85(1.12)/4 4.56(0.6)/5
16) Students were
encouraged to
express their own
ideas and/or
question the
instructor
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
0
0
2
0
0
15
4.88(0.32)/5 4.1(0.96)/4
?(?)/0
3.92(0.98)/4 3.68(1.16)/4 4.47(0.65)/5
INDIVIDUAL RAPPORT
17) Instructor was
friendly towards
individual students
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
0
0
5
0
0
12
4.71(0.46)/5 4.26(0.91)/4
?(?)/0
4.02(0.96)/4 3.99(1.07)/4 4.62(0.61)/5
18) Instructor made
students feel
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
welcome in seeking Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
0
0
8
help/advice in or
0
0
9
4.53(0.5)/5 4.17(1.07)/4
?(?)/0
3.88(1.19)/4 3.75(1.22)/4 4.62(0.6)/5
outside of class
19) Instructor had a
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
genuine interest in Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
1
1
7
individual students
0
0
8
4.29(0.82)/4 4.07(1.03)/4
?(?)/0
3.81(1.07)/4 3.75(1.17)/4 4.45(0.76)/5
20) Instructor was
adequately
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
accessible to
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
0
0
9
students during
0
0
8
4.47(0.5)/4 4.08(1.04)/4
?(?)/0
3.88(1.12)/4 3.78(1.22)/4 4.41(0.74)/5
office hours or after
class
BREADTH
21) Instructor
contrasted the
implications of
various theories
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
1
1
7
2
0
6
4.2(0.83)/4 4.04(0.85)/4
?(?)/0
3.94(0.83)/4 3.8(1.04)/4 4.27(0.68)/4
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University of Saskatchewan Electronic Evaluations
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file://///excalibur/phillips$/FILES/ADMIN/DEPT/PeerEvaluations/Nor...
22) Instructor
presented the
background or
origin of
ideas/concepts
developed in class
4XX
3XX
2XX
1XX
Overall
Your
Strongly
Strongly
Not
Disagree(2) Neutral(3) Agree(4)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
Applicable Disagree(1)
1
1
7
3.66(1.03)/4 4.28(0.68)/4
3.88(1)/4
?(?)/0
4(0.92)/4
4.25(0.83)/4
0
7
1
23) Instructor
presented points of
view other than
his/her own when
appropriate
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
1
1
8
0
0
6
4.19(0.81)/4 3.98(0.93)/4
?(?)/0
3.85(1.05)/4 3.81(1.03)/4 4.18(0.71)/4
24) Instructor
adequately
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
discussed current
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
0
2
7
developments in the
0
0
8
4.35(0.68)/4 4.15(0.91)/4
?(?)/0
3.98(0.93)/4
3.9(1.1)/4
4.42(0.69)/5
field
EXAMINATIONS
25) Feedback on
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
examinations/graded
Disagree(2) Neutral(3) Agree(4)
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
materials was
0
3
11
0
0
3
4(0.59)/4
3.61(1.17)/4
?(?)/0
3.33(1.25)/4 3.39(1.31)/4 3.96(0.89)/4
valuable
26) Methods of
evaluating student
work were fair and
appropriate
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
2
2
10
0
0
3
3.82(0.86)/4 3.75(1.05)/4
?(?)/0
3.63(1.06)/4 3.5(1.25)/4 3.99(0.86)/4
27)
Examinations/graded
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
materials tested
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
0
course content as
1
10
0
0
6
4.29(0.57)/4 3.88(1.01)/4
?(?)/0
3.77(1.06)/4 3.62(1.22)/4 4.11(0.78)/4
emphasized by the
instructor
ASSIGNMENTS
28) Required
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
readings/texts were Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
1
3
10
valuable
0
0
3
3.88(0.76)/4 3.95(1.03)/4
?(?)/0
3.97(0.97)/4 3.96(1.12)/4 3.92(1.02)/4
29) Readings,
homework,
laboratories
contributed to
appreciation and
understanding of
subject
Not
Strongly
Strongly
Your
Overall
1XX
2XX
3XX
4XX
Disagree(2) Neutral(3) Agree(4)
Applicable Disagree(1)
Agree(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
0
1
11
0
0
5
4.24(0.55)/4 4.14(0.9)/4
?(?)/0
4.17(0.85)/4
4(1.12)/4
4.18(0.8)/4
OVERALL
30) Compared with other
Not
Very
Very
Your
Overall
1XX
2XX
3XX
4XX
Poor(2) Average(3) Good(4)
courses I have had at the U
Applicable Poor(1)
Good(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
1
3
7
of S, I would say this course
0
0
6
4.06(0.87)/4 3.8(1.08)/4
?(?)/0
3.67(1.05)/4 3.49(1.3)/4 4.06(0.89)/4
is:
31) Compared with other
instructors I have had at the
U of S, I would say this
instructor is:
32) As an overall rating, I
would say the instructor is:
Not
Very
Very
Your
Overall
1XX
2XX
3XX
4XX
Poor(2) Average(3) Good(4)
Applicable Poor(1)
Good(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
0
1
6
0
0
10
4.53(0.61)/5 3.96(1.14)/4
?(?)/0
3.8(1.2)/4
3.55(1.35)/4 4.3(0.83)/4.5
Not
Very
Very
Your
Overall
1XX
2XX
3XX
4XX
Poor(2) Average(3) Good(4)
Applicable Poor(1)
Good(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
0
1
5
0
0
11
4.59(0.6)/5 3.96(1.12)/4
?(?)/0
3.8(1.18)/4 3.59(1.32)/4 4.29(0.83)/4
33) Should this instructor be nominated for an outstanding teaching
award?
No
Your
Overall
1XX
2XX
3XX
4XX
Yes(1)
opinion Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
9
8
1(0)/1
1(0)/1
?(?)/0
1(0)/1
1(0)/1
1(0)/1
STUDENT AND COURSE CHARACTERISTICS
34) Course
difficulty,
Not
relative to
Applicable
other
0
courses
was:
Very
Easy(1)
0
Easy(2)
1
Very
Your
Overall
1XX
2XX
3XX
4XX
Average(3) Difficult(4)
Difficult(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
13
3
0
3.12(0.47)/3 3.9(0.81)/4
?(?)/0
3.98(0.77)/4 3.81(0.81)/4 3.87(0.84)/4
7/18/2012 11:54 AM
University of Saskatchewan Electronic Evaluations
4 of 5
35) Course
workload,
Very
Not
relative to
Applicable Light(1)
other
0
0
courses
was:
Light(2)
0
36) Course
Not
Too
pace was: Applicable Slow(1)
0
0
Slow(2)
1
37) Hours
per week
outside of
class:
Average(3) Heavy(4)
11
5
About
Right(3)
14
Fast(4)
2
Too
Fast(5)
0
Your
Overall
1XX
2XX
3XX
4XX
Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
3.06(0.42)/3 3.4(0.68)/3
?(?)/0
3.43(0.65)/3 3.33(0.75)/3 3.41(0.66)/3
More than
Your
Overall
1XX
2XX
3XX
4XX
20(6)
Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
0
3.35(0.84)/3
3.38(1)/3
?(?)/0
3.29(1.05)/3 3.45(0.92)/3
3.42(1)/3
6 to 10(3)
9
38) Level
of interest
Not
in the
Applicable
subject
0
prior to the
course was:
Very
Low(1)
0
Low(2)
6
Medium(3)
10
High(4)
1
Very
High(5)
0
Your
Overall
1XX
2XX
3XX
4XX
Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
2.71(0.57)/3 3.03(0.97)/3
?(?)/0
3.02(1.12)/3 3.21(0.95)/3 2.94(0.82)/3
39) Overall
average at
Less than
U of S
50%(1)
Leave
0
blank if not
yet
established:
50% to
59%(2)
0
60% to 69%(3)
0
70% to
79%(4)
9
80% to
89%(5)
5
90% to
100%(6)
2
Your
Overall
1XX
2XX
3XX
4XX
Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
4.56(0.7)/4 4.21(0.65)/4
?(?)/0
4.1(0.73)/4 4.29(0.62)/4 4.25(0.58)/4
40)
Less than
Expected
50%(1)
grade in the
0
course:
50% to
59%(2)
0
60% to 69%(3)
0
70% to
79%(4)
11
80% to
89%(5)
6
90% to
100%(6)
0
4XX
3XX
2XX
1XX
Overall
Your
Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
3.88(1.07)/4 4.14(0.85)/4 4.01(0.81)/4
?(?)/0
4.35(0.48)/4 3.99(0.92)/4
Minor or
Elective
Degree
Related
For
Requirement(3)
Field(4)
Major(2)
4
0
0
General
Interest
Only(5)
0
Other(6)
0
4XX
3XX
2XX
1XX
Overall
Your
Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
2.56(1.04)/3 1.6(0.93)/1 1.73(1.09)/1
?(?)/0
2(1.12)/1.5
1.5(0.87)/1
First(1)
0
Second(2)
0
Third(3)
2
Fourth(4)
15
Fifth(5)
0
Sixth or
more(6)
0
Your
Overall
1XX
2XX
3XX
4XX
Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
3.88(0.32)/4 3.11(0.92)/3
?(?)/0
2.2(0.66)/2 3.18(0.55)/3 3.84(0.48)/4
First(1)
0
Second(2)
0
Third(3)
0
Fourth(4)
13
Fifth(5)
2
Sixth or
more(6)
2
Your
Overall
1XX
2XX
3XX
4XX
Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
4.35(0.68)/4 3.42(1.23)/3
?(?)/0
2.6(1.16)/2 3.27(0.97)/3 4.19(0.88)/4
42) Year in
program:
43) Year in
University:
Required
For
Major(1)
12
11 to 15(4) 16 to 20(5)
4
2
4XX
3XX
2XX
1XX
Overall
Your
Very
Heavy(5) Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med Avg(std)/Med
3.76(0.8)/4 3.77(0.77)/4 3.63(0.76)/4
?(?)/0
3.41(0.6)/3 3.71(0.78)/4
1
1 to 5(2)
2
41) Reason
for taking
the course
Select the
one which
is best:
0(1)
0
file://///excalibur/phillips$/FILES/ADMIN/DEPT/PeerEvaluations/Nor...
COMMENTS/FEEDBACK
44) Please provide any additional comments or feedback
98770: Norman's a great prof I liked doing all the cases because it helped apply the concepts he was
teaching
104668: I didn't think this class was very useful, it seemed like we were doing the same things over and
over I would have rather had a class that teaches us about client relationships; such as auditor-client
negotiations or working through cases of client requests we might see in the future
99406: Norman has this class very well organized and provides clear assignment feedback
100981: This was an interesting course I wish that cases were provided that included answers which
indicated what makes up a good risk or balance scorecard objective It doesn't have to be the cases used as
assignments but other cases especially those that were discussed in class
98882: Norman is a very kind professor and takes a genuine interest in students Once he realizes that a
particular student can take a good joke, he will use his relationship with him for comical relief throughout
the course I believe that is it because of the way Norman teaches, takes jokes, and encourages class
participation that my COMM 438 class was the most solid team in all of my university experience (e g
Norman, as well as all students, got to know each other, seemed to have good will for each other, and helped
each other out whenever needed) I really appreciate the high level of structure that Norman built into the
course Far before the course even started, Norman the slides, cases, and course syllabus for the entire year
posted He followed it very carefully as well I also appreciate the cases that he selected for the class I was
extremely useful to read them as they were shorter than a textbook chapter, but emphasized extremely
important information that I believe came in handy on assignments (and that I believe will come in handy in
real life) Norman also taught the course in a way that important information was continuously emphasized
throughout the entire course This helped us to learn it very well My only critique for the course is that I feel
that the 3 assigned group cases had page limits that were far too short to earn a good mark on them For
example, my group always received good marks on the topics in our cases that we spent a good deal of the
paper talking about, but then lost marks in other topics when we spent less pages on them In other words,
there was a trade-off in what we received good marks for and I attribute that trade-off entirely to the short
page limit required on papers In a four page limit, I do not believe there is enough room to create AND
justify things such as a balanced scorecard, strategy map, etc However, overall the course was valuable and I
am sure that I will use what I learned in the course out in the real world Thanks Norman!!
100556: Participation marks were not graded fairly Almost impossible to receive full marks
96157: Norman used a lot of humour related to the subject matter, which was a great way to introduce
7/18/2012 11:54 AM
University of Saskatchewan Electronic Evaluations
5 of 5
file://///excalibur/phillips$/FILES/ADMIN/DEPT/PeerEvaluations/Nor...
topics He was very friendly and helpful, and unlike COMM 401, I learned a lot of valuable strategy tools
97480: I really enjoyed being in Norman's 438 class I feel very well prepared to deal with cases and analyze
them using different tools during the course I have heard other students comment that taking this course in
the past wasn't very valuable and they learnt nothing I don't understand comments like that because I found
the content was extremely useful
101181: good structure nice personality
102923: Norman is one of the best professors I have ever had He is engaging and easy to listen to
105797: Again, one of the best profs I have had at the ESB Very well organized, engaged with students,
funny, timely feedback, fair marking You know exactly what is expected of you You get the impression
that he genuinely wants all of his students to do well I really liked the group work and feel like I have
improved my presenting skills a lot because of his classes Great job Norm!
93823: I find that this class teaches concepts that don't have definitve right/wrong answers, and that as long
as you back up your answer with legitimate evidence, it should be acceptable However, I found that this
was not the case when Norm was marking, especially in rating our risks It seemed like if we didn't have the
impact or probability of the risk that he had, it would be reflected in our mark I don't feel that this was fair I
found that this would especially be the case when responding to cases that Norm had written (Such as EDS)
It might help in the future to stay away from so many cases written by yourself, because you then clearly
have a bias as to what you feel the answer should be Two of the cases that my group especially did not
enjoy were "Smith and Jones LLP" and "Superheroes " If you only choose to drop one case based on my
advice, hands down it should be the Superheroes case I don't feel that it provided any value to me, nor
enriched my learning experience Why do superheroes need money anyways? On a more positive note, I
believe strongly that a case-based teaching approach is a great way for students learn The in-class cases
were especially effective, and I encourage you to continue allowing students to discuss the cases in groups,
and then taking them up as a class I've heard many people complain, (myself included) that there is too
much group work in this class With three written responses, and three presentations, there is a lot of
groupwork, but I believe that it really did add to my learning experience I found that having multiple
presentations really enhances a student's confidence in presenting, and improves their presentation skills
Overall, I believe that this course was set up and presented in a manner that facilited learning and was
beneficial to my education
Based on Student Evaluation of Educational Quality (SEEQ), permission granted © 1976, 1991, 1993 Herbert W Marsh
If you encounter any problems that you would like to report, please e-mail seeqhelp@usask ca
7/18/2012 11:54 AM
~ 44 ~
SHEEHAN, Norman T.
1. PERSONAL
Date of birth:
2. ACADEMIC CREDENTIALS
B.Comm (with Distinction), University of Alberta, 1985
MBA (with Honours) in Strategy and Leadership, BI Norwegian School of Management, 1994
Ph.D (Strategy), BI Norwegian School of Management and Copenhagen Business School, 2002
3. OTHER CREDENTIALS
CMA, The Society of Management Accountants of Alberta, 1988
CGA, Certified General Accountants Association of Saskatchewan, 2005
4. APPOINTMENT(S) AND PROMOTION(S) (U OF S)
Associate Professor, Without Tenure, July 2001-June, 2002, Department of Management and Marketing
Associate Professor, Without Tenure, July 2002-June 2007, Department of Accounting
Associate Professor, Tenured, July 2007-present, Department of Accounting
5. ASSOCIATE MEMBERSHIPS
Nil
6. LEAVES
Sabbatical leave, 2008-2009, Institute for Strategy and Logistics, BI Norwegian School of Management, Oslo Norway.
7. HONOURS (MEDALS, FELLOWSHIPS, PRIZES)
MBA Top Student, BI Norwegian School of Management, 1994
Phillips)
Canadian Academic Accounting Association’s Short Case Award, 2002 (1st Place) (with Tammi Feltham and Fred
Canadian Academic Accounting Association’s Howard Teall Innovation in stAccounting Education Award, 2005 (1st Place)
CAAA’s Howard Teall Innovation in Accounting Education Award, 2008 (1 Place) (with Edward Gamble)
Canadian Academic Accounting Association’s Case Competition Winner (1ndst Place), 2008
CAAA’s Howard Teall Innovation in Accounting Education Award,
2010 (2 Place) (with Ganesh Vaidyanathan)
IMA Educational Case Journal Competition Winner, 2011 (1stnd Place, $2000 Award) (with Ganesh Vaidyanathan)
IMA Educational Case Journal Competition Winner, 2011 (2 Place, $1000 Award) (with Kay Keels)
AICPA Mark Chain/FSA Graduate Teaching Innovation Award, 2011 (Honourable
Mention) (with Kay Keels)
CAAA’s Howard Teall Innovation in Accounting Education Award, 2012 (1stst Place, $500 Award) (with Fred Phillips)
Canadian Academic Accounting Association’s Short Case Award, 2012 (1 Place) (with Ganesh Vaidyanathan)
8. PREVIOUS POSITIONS RELEVANT TO U OF S EMPLOYMENT
Financial Analyst and Financial Accountant, Luscar Ltd., Edmonton, Alberta, 1985-1990
Divisional Controller, Golden Star Resources Ltd., Georgetown, Guyana and Paramaribo, Surinam, 1992-1993
Corporate Controller, Petroleum Geo-Services ASA, Oslo, Norway, 1994-1996
Research Assistant, BI Norwegian School of Management, 1996-2000
Assistant Professor in Strategy, BI Norwegian School of Management, Sept.-Dec. 2000
9. TEACHING RECORD
9.1 SCHEDULED INSTRUCTIONAL ACTIVITY
YEAR
COURSE
TYPE
ENRL
YIH
YCSH
2011-12 MBA 828.3, Capstone
Lec
33
39.0
1287
Comm 438.3, Mgmt Control
Lec
64
39.0
2496
Comm 413.3, Issues in Acc
Lec
52
39.0
2028
MPAcc 801.3, Strategy
Lec
88
39.0
3423
MBA 881.3, M&A Strategy
Lec
49
39.0
1911
2010-11 Comm 438.3, Mgmt Control
Lec
77
39.0
3003
Comm 413.3, Issues in Acc
Lec
57
39.0
2223
MPAcc 801.3, Strategy
Lec
84
39.0
3276
Acc 400.6, Acc Honor’s
Sem
1
78.0
78
2009-10 Comm 438.3, Mgmt Control
Lec
64
39.0
2496
MPAcc 801.3, Strategy
Lec
76
39.0
2964
MBA 828.3, Capstone
Lec
34
39.0
1326
2007-08 Comm 438.3, Mgmt Control
Lec
71
39.0
2769
MPAcc 801.3, Strategy
Lec
67
39.0
2613
2006-07 Comm 438.3, Mgmt Control
Lec
75
39.0
2925
MPAcc 801.3, Strategy
Lec
70
39.0
2730
2005-06 Comm 438.3, Mgmt Control
Lec
65
39.0
2535
MPAcc 801.3, Strategy
Lec
65
39.0
2535
2004-05 Comm 438.3, Mgmt Control
Lec
66
39.0
2574
MPAcc 801.3, Strategy
Lec
64
39.0
2496
Acc 823.3 PhD Mgmt Acctg
Sem
3
19.5
59
~ 45 ~
2003-04 Comm 438.3, Mgmt Control
Lec
67
39.0
2613
MPAcc 801.3, Strategy
Lec
63
39.0
2457
2002-03 Comm 438.3, Mgmt Control
Lec
115
39.0
4485
MBA 802.3, Mgmt Acctg
Lec
9
39.0
351
Comm 498.3, e-Commerce
Lec
29
39.0
1131
2001-02 Comm 438.3, Mgmt Control
Lec
104
39.0
4056
MBA 856.3, e-Commerce
Lec
18
39.0
702
9.2 UNSCHEDULED INSTRUCTIONAL ACTIVITY
While on sabbatical in 2008-2009 at the BI Norwegian School of Management, I taught a Management Control course to part
time Executive MBAs, full-time MBAs, and Master of Science students.
9.3 POSTGRADUATE STUDENTS SUPERVISED OR ON THEIR COMMITTEE
Ph.D Advisory Committee Member, Monica Adeler, Ph.D Candidate in Interdisciplinary Studies, Transactions and Co-operative
Memberships, 2004-present. In progress.
Ph.D Advisory Committee Member, Glen Kobussen, Ph.D Candidate in Accounting, Balanced Scorecard Implementation, 20032010. Candidate withdrew from the Ph.D program in January 2010.
MSc Thesis Committee Member, Marvin Soderberg, MSc in Accounting, The Balanced Scorecard: Structure and Use in
Canadian Companies, 2002-2006. Successfully completed April 2006. Co-authored paper published in 2011.
9.8 TEACHING AWARDS OR RECOGNITIONS RECEIVED
ICAA Teaching Excellence Award for MPAcc 801, 2011
Provost’s Award for Outstanding College Teaching at the Edwards School of Business, 2011
ICAA Teaching Excellence Award for MPAcc 801, 2009
10. THESES SUPERVISED
Nil
11. BOOKS, CHAPTERS IN BOOKS, EXPOSITORY AND REVIEW ARTICLES
Sheehan, N.T. 2002. Reputation as a driver in knowledge intensive firms, BI Norwegian School of Management.
12. PAPERS IN REFEREED JOURNALS
ACCEPTED:
Phillips, F.*, N.T. Sheehan. 2012. Modeling Accounting Workplace Interactions with Text-to-Video Animation, Accounting
Perspectives, forthcoming.
PUBLISHED:
Keels, J.K. and N.T. Sheehan*. 2012. Jensen Pharma: A Governance Role Play, IMA Education Case Journal, 5(1), pp. 1-8
(plus a 15 page teaching note).
Sheehan, N.T.*, G. Vaidyanathan. 2011. Dr. PC: A Multi-Media Management Control Exercise, Accounting Perspectives, 10(4)
285-291 (plus a 22 page teaching note).
Soderberg, M., S. Kalagnanam*, N. T. Sheehan, G. Vaidyanathan. 2011. When is a Balanced Scorecard A Balanced
Scorecard? International Journal of Productivity and Performance Management, 60(7), pp. 688-708.
Othman, R.*, N. T. Sheehan. 2011. Value Creation Logics and Resource Management: A Review. Journal of Strategy and
Management, 4(1), pp. 5-24.
Sheehan, N. T.*, C. B. Stabell. 2010. Reputation as a driver of activity level analysis: Reputation and competitive advantage in
knowledge intensive firms. Corporate Reputation Review, 13(3), pp. 198-208.
Sheehan, N. T. 2010. A Risk-Based Approach to Strategy Execution. Journal of Business Strategy, 31(5), pp. 25-37.
Sheehan, N. T.*, E. Gamble. 2010. JetFighter: An Experiential Value Chain Exercise. Journal of Management Education, 34(2),
pp. 224-248.
Sheehan, N. T. 2009. Turnaround and Down with Richard Brown: EDS 1999-2003. IMA Educational Case Journal, 2(3), pp. 1-12
(plus 13 page teaching note). Translated into simplified Chinese by ECCH Case Clearing House in 2011.
Sheehan, N. T.*, N. J. Foss. 2009. Exploring the Roots the Porter’s Activity-Based View. Journal of Strategy and Management,
2(3), pp. 240-260.
Sheehan, N. T. 2009. Smith & Jones LLP: Charting a Path to the Future. Accounting Perspectives, 8(2), pp. 165-180 (plus a 12
page teaching note).
Sheehan, N. T.*, G. Vaidyanathan. 2009. Using a Value Creation Compass to Discover “Blue Oceans”. Strategy & Leadership,
37(2), pp. 13-20.
Sheehan, N. T.*, G. Vaidyanathan, S. Kalagnanam. 2009. A Balanced Scorecard for State U's Facilities Management Division?
Accounting Perspectives, 8(1): 69-83 (plus a 17 page teaching note).
Sheehan, N.T. 2009. Making Risk Pay: The Board’s Role. Journal of Business Strategy, 30(1): pp. 33-39.
Sheehan, N. T. 2008. Enticing Employees to Lie: Using Role Play to Understand and Mitigate Unintended Consequences of
Budgeting. Accounting Perspectives, 7(2), pp. 165-173 (plus a 16 page teaching note).
Sheehan, N. T. 2007. The Coffee Pot: A Management Control Exercise. Journal of Accounting Education, 25(4), pp. 193-206.
Sheehan, N. T.*, N. J. Foss. 2007. Enhancing the Prescriptiveness of the Resource-Based View Through Porterian Activity
Analysis. Management Decision, 45(3), pp. 450-461.
~ 46 ~
Sheehan, N. T.*, C. B. Stabell. 2007. Discovering New Business Models for Knowledge Intensive Firms. Strategy & Leadership,
35(2), pp. 22-29.
Sheehan, N. T. 2006. Want to Improve Strategy Execution? Simons Says Levers. Journal of Business Strategy, 27(6), pp. 56-64.
Sheehan, N. T.*, C. B. Stabell. 2006. Reputation and Value Creation in Search Shops. Service Industries Journal, 26(6), pp.
597-613.
Sheehan, N. T. 2006. Understanding How Resources and Capabilities Impact Performance: Actively Applying the ResourceBased View in the Classroom. Journal of Management Education, 30(3), pp. 421-430.
Sheehan, N. T. 2005. Why Old Tools Won’t Work in the “New” Knowledge Economy. Journal of Business Strategy, 26(4), pp.
53-60.
Sheehan, N. T.*, G. Vaidyanathan, S. Kalagnanam. 2005. Value Creation Logics and the Choice of Management Control
Systems. Qualitative Research in Accounting and Management, 2(1), pp. 1-28.
Carter, J.*, N. T. Sheehan, 2004. From Competition to Cooperation: E-tailing’s Integration with Retailing. Business Horizons,
47(2), pp. 71-78.
Feltham, T. S., F. Phillips*, N. T. Sheehan. 2003. The Same Difference? A Transfer-Pricing Case. Issues in Accounting
Education, 18(1), pp. 93-99 (plus a 7 page teaching note).
13. PAPERS IN NON-REFEREED JOURNALS
ACCEPTED:
Nil
PUBLISHED:
Sheehan, N.T. 2012. Ready for risk? CMA Magazine, 86(1), pp. 14-15, Assess your risk, CMA Magazine, 86(2), pp. 15-16,
Reduce your risk, CMA Magazine, 86(3), pp. 16-17. This three-part article is a revised and updated version of my 2010
Journal of Business Strategy article “A Risk-Based Approach to Strategy Execution”
Sheehan, N.T. 2011. Risk-Based Strategy: Integrating Strategy Maps, Management Controls and Risk, Parts 1-3, AICPA
Business Brief, The Business, Industry and Government Team. Published on the AICPA website
(http://www.aicpa.org/interestareas/businessindustryandgovernment/resources/erm/downloadabledocuments/risk_based_
strategy_part_1_52711.pdf). This article is a practitioner version of my 2010 Journal of Business Strategy article “A RiskBased Approach to Strategy Execution”.
Sheehan, N. T.*, G. Vaidyanathan. 2007. The Path to Growth. The Wall Street Journal, Business Insight: The Journal Report, A
Joint Venture with MIT Sloan Management Review, Sat, 03 Mar, pp. R8. Published online by MIT Sloan Management Review
(sloanreview.mit.edu/wsj/insight/strategy/2007/03/03/01/)
Stabell, C. B.*, Sheehan, N.T. 2001. Competitive Advantage in Petroleum Exploration, Oil & Gas Journal, 99(17), 30-36.
14. INVITED PAPERS/ABSTRACTS IN PUBLISHED CONFERENCE PROCEEDINGS
Sheehan, N.T. 2011. Integration in Accounting Education – Discussant Comments, Leveraging Change—The New Pillars of
Accounting Education, I.R. Wiecek and G. Beal (eds), CICA Canada and University of Toronto, pp. 109-113.
15. CONTRIBUTED (NON-INVITED) PAPERS/ABSTRACTS IN PUBLISHED CONFERENCE PROCEEDINGS
Nil
16. TECHNICAL REPORTS RELEVANT TO ACADEMIC FIELD
Sheehan, N. T. 1998. A Note on the Upstream Petroleum Industry: Adding Oil Reserves in The North Sea. Norwegian School of
Management Research Report 7/1998.
17. BOOK REVIEWS
Nil
18. INVITED LECTURES (OUTSIDE THE U OF S) AND INVITED CONFERENCE PRESENTATIONS
Phillips, F., N.T. Sheehan. 2012. Modeling Accounting Workplace Interactions with Text-to-Video Animation, CAAA Learning
Strategies Exchange, May, Charlottetown,Presented by F. Phillips and N.T. Sheehan.
Keels, J.K., N.T. Sheehan. 2011. Jensen Pharma: A Governance Role Play, CAAA Learning Strategies Exchange, May,
Toronto, Presented by N.T. Sheehan.
Sheehan, N.T. 2011. Mapping Your Way to Success, 2011 Leadership Conference, May, Saskatoon, Presented by N.T.
Sheehan
Sheehan, N.T. 2010. Integration in Accounting Education – Discussant Comments, Leveraging Change —The New Pillars of
Accounting Education Conference, CICA, Toronto, November, Presented by N.T. Sheehan.
Sheehan, N.T., G. Vaidyanathan. 2010. Dr. PC: A Multi-Media Management Control Exercise, CAAA Learning Strategies
Exchange, May, Vancouver, Presented by N.T. Sheehan.
Sheehan, N.T. 2009. Improving Strategic Implementation Capabilities, 4Th Annual CMA/CAM-I Summit, October, Calgary.
Presented by N.T. Sheehan.
Sheehan, N.T. 2009. Using Value Creation Logics to Find New Blue Ocean Strategies for Your Firm, AICPA Controllers
Workshop West, July, Las Vegas. Presented by N.T. Sheehan.
Sheehan, N.T. 2009. A Risk-Based Approach to Designing Management Control Systems, AICPA Controllers Workshop West,
July, Las Vegas. Presented by N.T. Sheehan.
~ 47 ~
Sheehan, N.T., N.J. Foss. 2009. Using the “Other” Penrose to understand internal sources of competitive heterogeneity, Institute
for Strategy and Logistics, BI Norwegian School of Management, April, Oslo. Presented by N.T. Sheehan.
Sheehan, N. T. 2008. Blue Ocean Strategy, Affinity Credit Union’s Strategy Planning Session, May, Saskatoon. Presented by
N.T. Sheehan.
Sheehan, N. T. 2007. Blue Ocean Strategy, Saskatoon Society of Fundraising Executives Conference, November, Saskatoon,
Saskatchewan. Presented by N.T. Sheehan.
Sheehan, N. T., G. Vaidyanathan. 2007. The Path to Growth: Business Growth Strategies in a Changing Market, Saskatoon
Chapter of the Society of Management Accountants, April, Saskatoon, Saskatchewan. Presented by G. Vaidyanathan.
Sheehan, N. T. 2005. Paper Planes and Budgets, Canadian Academic Accounting Association, June, Quebec City, Quebec.
Presented by N.T. Sheehan.
Sheehan, N. T. 2004. New Strategy Tools for Technology Companies, Saskatchewan Advanced Technology Association,
February, Saskatoon, Saskatchewan. Presented by N.T. Sheehan
Sheehan, N. T. 2002. Business Strategy, Saskatoon Chapter of the Society of Management Accountants, April, Saskatoon,
Saskatchewan. Presented by N.T. Sheehan.
Sheehan, N. T. 2000. Reputation and Value Creation in the Upstream Petroleum Industry, March, University of Calgary,
Calgary. Presented by N.T. Sheehan.
19. CONTRIBUTED (NON-INVITED) PAPERS/ABSTRACTS AT CONFERENCES
Sheehan, N.T., G. Vaidyanathan. 2011. Dr. PC: A Multi-Media Management Control Exercise, American Accounting Association
Annual Meeting, August, Denver, CO, Presented by N.T. Sheehan.
Keels, J.K., N.T. Sheehan. 2011. Jensen Pharma: A Governance Role Play, American Accounting Association Annual Meeting,
August, Denver, CO, Presented by N.T. Sheehan
Sheehan, N.T. 2010. Using Role Plays to Understand and Manage Control System Benefits and Costs, OBTC 2010: Teaching
Conference for Management Educators, June, Albuquerque, NM, Presented by N.T. Sheehan.
Sheehan, N.T., G. Vaidyanathan. 2010. Dr. PC: A Multi-Media Management Control Exercise, OBTC 2010: Teaching
Conference for Management Educators, June, Albuquerque, NM, Presented by N.T. Sheehan.
Sheehan, N.T., N.J. Foss. 2009. Usingth the Other Penrose to Understand Internal Sources of Competitive Heterogeneity,
Strategic Management Society’s 29 Annual International Conference, Washington, DC. Presented by N.T. Sheehan.
Sheehan, N.T. 2009. A Risk-Based Approach to Designing Management Control Systems, Strategic Management Society’s 29th
Annual International Conference, Washington, DC. Presented by N.T. Sheehan.
Sheehan, N. T., G. Vaidyanathan.
2008. Using a Value Creation Compass to Discover Blue Oceans, October, Strategic
Management Society’s 28th Annual International Conference, Cologne. Presented by N.T. Sheehan.
Sheehan, N.T., E. Gamble. 2008. JetFighter: An Experiential Value Chain Exercise, CAAA Annual Conference, May, Winnipeg.
Presented by N.T. Sheehan.
Soderberg, M., S. Kalagnanam, G. Vaidyanathan, N. T. Sheehan. 2007. The Balanced Scorecard: Structure and Use in
Canadian Companies. Performance Measurement Conference, September, Nice. Presented by S. Kalagnanam.
Soderberg, M., S. Kalagnanam, G. Vaidyanathan, N. T. Sheehan. 2007. The Balanced Scorecard: Structure and Use in
Canadian Companies. American Accounting Association Annual Meeting, Chicago. Presented by S. Kalagnanam.
Soderberg, M., S. Kalagnanam, G. Vaidyanathan, N. T. Sheehan. 2006. The Balanced Scorecard: Structure and Use in
Canadian Companies. Performance Management Association Conference, July, London. Presented by S. Kalagnanam.
Sheehan, N. T., N. J. Foss. 2005. Enhancing the Prescriptiveness of the Resource-Based
View: Addressing Priem and Butler’s
Critique Through Porterian Activity Analysis. Strategic Management Society’s 25th Annual Conference, October, Orlando.
Presented by N. T. Sheehan.
Sheehan, N. T., G. Vaidyanathan. 2005.
Business Models Viewed Through a Value Logic Lens: Some Conceptual Insights.
Strategic Management Society’s 25th Annual Conference, October, Orlando. Presented by G. Vaidyanathan.
Sheehan, N. T., C. B. Stabell. 2005. Business Models for Knowledge Intensive Firms: Positioning of Diagnosis, Search and
Design Shops. Academy of Management Conference, August, Hawaii. Presented by N. T. Sheehan.
Sheehan, N. T. 2005. Exploring the Roots of Porter’s Activity-Based View: Where Did the Value Chain Originate? Academy of
Management Conference, August, Hawaii. Presented by N. T. Sheehan
Sheehan, N. T., G. Vaidyanathan, S. Kalagnanam. 2005. A Balanced Scorecard for State U’s Facility Management Division?
Case and Teaching Note. ASAC, May, Toronto. Presented by S. Kalagnanam.
Sheehan, N. T., G. Vaidyanathan, S. Kalagnanam. 2005. Value Creation Logics: Viewing management control through a
different lens. Management Accounting Section Mid-Year Conference, January, Scottsdale. Presented by G. Vaidyanathan.
Sheehan, N. T. 2005. Coffee Pot: An introductory management control case. Case and Teaching Note. Management Accounting
Section Mid-Year Conference, January, Scottsdale. Presented by N. T. Sheehan.
Sheehan, N. T., G. Vaidyanathan, S. Kalagnanam. 2004. Value Creation Logics: Viewing management control through a
different lens. Management Control Systems Research Conference. July, Edinburgh. Presented by N. T. Sheehan.
Sheehan, N. T. 2003. PaperScape: Actively Applying Concepts from the Resource-Based View in the Classroom. Strategic
Management Society, November, Baltimore. Presented by N. T. Sheehan.
Sheehan, N. T., A. Bjertnaes. 2001. Can We Apply ‘Old’ Strategic Frameworks to Firms in the ‘New’ Economy? Strategic
Management Society, October, San Francisco. Presented by N. T. Sheehan.
~ 48 ~
20.
21.
22.
23.
24.
Sheehan, N. T., C. B. Stabell. 2000. Reputation as a Driver of Value Generation in Knowledge-Intensive Service Firms: An
empirical study in petroleum exploration shops. 4th Annual Conference on Corporate Reputation, Identity and
Competitiveness, May, Copenhagen. Presented by N. T. Sheehan.
Stabell, C. B., N. T. Sheehan, O. Fjeldstad. 1999. Reputation, Tangible Assets and Governance in Problem-Solving Firms:
Differential strategic positioning options for search, diagnosis and design shops. Nordic Business Conference, August,
Helsinki. Presented by N. T. Sheehan. Strategic Management Society, October, Berlin. Presented by C. B. Stabell.
PATENTS GRANTED
Nil
RESEARCH GRANT AND CONTRACT INFORMATION
$2,000 Edwards School of Business, Conference Grant, 2011/12
$2,500 Edwards School of Business, Conference Grant, 2011/12
$2,000 Edwards School of Business, Conference Grant, 2010/11
$2,000 Edwards School of Business, Conference Grant, 2009/10
$2,500 Edwards School of Business, Conference Grant, 2009/10
$2,500 Edwards School of Business, Conference Grant, 2008/9
$1,500 Edwards School of Business, Conference Grant, 2007/8
$2,000, College of Commerce, Conference Grant, 2005/6
$2,000, College of Commerce, Conference Grant, 2005/6
$2,000, College of Commerce, Conference Grant, 2004/5
$2,000, College of Commerce, Conference Grant, 2003/4
$1,200, College of Commerce, Conference Grant, 2001/2
ARTISTIC EXHIBITIONS OR PERFORMANCES
Nil
PROFESSIONAL PRACTICE
Competency Area Expert, Strategic Management, CMA Canada, 2008-present, Reviewer, Journal of Small Business
Management, 2012-present (one article)
Reviewer, Journal of Management Education, 2011-present (two learning activities)
Organizer and Moderator, Canadian Academic Accounting Association Annual Conference, Challenges in Accounting Education,
Charlottetown, May 2012
Reviewer, IMA Educational Case Journal, 2010-present (three cases)
Reviewer, Accounting Perspectives, 2006-present (ten cases)
Organizer and Moderator, Canadian Academic Accounting Association Annual Conference, Overcoming Evaluation Challenges
in Accounting Education, Toronto, May 2011
Organizer and Moderator, Canadian Academic Accounting Association Annual Conference, Overcoming Content Challenges in
Accounting Education, Toronto, May 2011
Coach, JDC West ESB Business Strategy Team, 2007-2008, 2009-2012
Panel Member, Canadian Academic Accounting Association Annual Conference, Elements of a Great Case, Vancouver, May
2010
Organizer and Moderator, Canadian Academic Accounting Association Annual Conference, Challenges in Accounting Education,
Vancouver, May 2010
Reviewer, Canadian Academic Accounting Association Annual Conference, Management Accounting Section, February 2010
Reviewer, Administrative Sciences Association of Canada Annual Conference, Strategy Section, February 2010 (two papers)
Reviewer, Service Industries Journal, 2009-2010 (two papers)
Reviewer, Journal of Management Education, 2007-present (five cases)
Reviewer, Administrative Sciences Association of Canada Annual Conference, Accounting Section, March 2007 (one paper)
Reviewer for the Management Accounting Section Annual Conference, November 2006 (one case)
Editorial Board Member and Reviewer for Journal of Accounting Case Research, 2005- 2006 (two cases)
Senior Moderator in the CMA Canada (Saskatchewan) Strategic Leadership Program September 2005-December 2006
Reviewer for the CAAA Case Competition, April 2006 (four cases)
Reviewer, Administrative Sciences Association of Canada Annual Conference, Accounting Section, March 2006 (one paper)
Reviewer for the Academy of Management Annual Conference, Business Policy and Strategy Section, 2001-2005 (13 papers)
Reviewer for AAA Management Accounting Section Annual Research and Case Conference, September 2005 (one paper)
Examiner for CMA Canada (Saskatchewan) Mod 7 Board Presentations, 2002, 2003, 2005, 2008 (18 groups)
Reviewer for Administration Sciences Association of Canada Annual Conference, Strategy Section, 2004 (two papers)
Reviewer for R&D Management Special Issue on Innovation and Intangible Assets, January 2004 (one paper)
Discussant, Case Session, Management Accounting Section Research Conference, Miami, January 2004 (one case)
Senior Moderator in the CMA Canada (Saskatchewan) Strategic Leadership Program September 2002-December 2003
External Examiner, Master of Science Theses, BI Norwegian School of Management, January and February, 2002 (two theses)
CONSULTING WORK UNDERTAKEN
Ad hoc reviewer of Management Accounting Guidelines, CMA Canada, 2011-present
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CMA Alberta, Facilitated a session on Strategy Formulation, Executive CMA Program, December 2011, Calgary, Alberta and
Winnipeg, Manitoba.
CMA Alberta, Using Strategy Maps for Risk-Based Strategy Execution, C-Suite Series, June 2011, Calgary, Alberta.
CMA Canada, Reviewed Management Accounting Guidelines (MAGs), April-June, 2011, Toronto.
BAS, Facilitated a Performance Management Workshop for SK Regional Colleges on Using the BSC in the SK Regional College
System, October, 2010, Saskatoon.
CMA Alberta, Facilitated a session on Strategy Formulation and Strategy Mapping, Executive CMA Program, December 2010,
Calgary, Alberta.
BAS, Riverside Golf and Country Club, Strategic Planning Facilitator, March-June 2010, Saskatoon.
CMA Alberta, Facilitated a session on Strategy Formulation and Strategy Mapping, Executive CMA Program, December 2009,
Calgary, Alberta.
CMA Canada, Wrote four Management Accounting Practice Statements, (External Environmental Scan, Internal Environmental
Scan, Blue Ocean Strategy, Formulating Mission and Vision Statements), June 2009.
CMA Canada, Wrote three Management Accounting Practice Statements (Identifying Risk, Managing Risk and Doing Effective
Presentations), April-May 2008.
CMA Alberta, Facilitated a session on Blue Ocean Strategy, Executive CMA Program, November, Edmonton 2007, Alberta.
CMA Canada, Updated the CMA Competency Map Entrance Exam Requirements to reflect the CMA Competency Map
(Strategic Management, Performance Measurement, Risk Management and Governance), November-December 2006.
CMA Alberta. Facilitated a session on Blue Ocean Strategy, Executive CMA Program, December, Edmonton 2006, Alberta.
CMA Canada, Updated CMA Canada’s Strategic Leadership Program to reflect the newly adopted CMA Competency Map, AprilMay 2006.
CMA Canada, Wrote an Examination Case for Strategic Leadership Program (Kootenay Cycles) (co-authored with Ganesh
Vaidyanathan), March-April, 2006.
CMA Manitoba. Facilitated a session on Improving Profitability Through Strategic Execution, Executive CMA Program, February
2005, Winnipeg, Manitoba.
DEPARTMENTAL AND COLLEGE COMMITTEES
College Review Committee, Member, July 2009-June 2012
Graduate Chair, Department of Accounting, July 2009-June 2011
College Research Committee, Member, July 2005-June 2008
College of Commerce Scholarship Committee, Chair, July 2002-June 2005
Department of Accounting Curriculum Review Committee, Member, 2004
UNIVERSITY COMMITTEES
Member, School of Architecture Business Case Subcommittee (Chair: Lee Swanson), May-October 2010
PROFESSIONAL AND ASSOCIATION OFFICES AND COMMITTEE ACTIVITY OUTSIDE UNIVERSITY
Member, CAAA Education Committee (Chair: Jamison Aldcorn), 2011-2012
Member, CAAA Education Committee (Chair: Sandy Hilton), 2007-2008 and 2009-2011
Member, CMA Canada Committee (Chair: Glenn Feltham) to review its Management Accounting Practice Statements, Fall 2007
Member, CMA Competency Map Development Task Force, CMA Canada, (Chair: Theresa Libby), 2005-2006
Member, CMA Competency Map Framework Committee, CMA Canada, (Chair: Glenn Feltham), 2004-2005
Elected Member, Provincial Council, Society of Management Accountants of Saskatchewan, 2003-2005
Member, Continuing Professional Development and Learning Committee, Society of Management Accountants of Saskatchewan
(Chair Martin McInnis, CMA), 2003-2004
PUBLIC AND COMMUNITY CONTRIBUTIONS
UNIVERSITY RELATED:
Dean’s Designate/Chair for Ph.D Defence, Jonathon Bath, Dept of English, October 2009
Community Tax Preparation Programme, Department of Accounting, Faculty Volunteer, 2002, 2003, 2004, 2007, 2008, 2011
NOT UNIVERSITY RELATED:
Chair, Audit and Risk Committee, FirstSask Credit Union, 2007-8
Chair, CEO Compensation Committee, FirstSask Credit Union, 2007-8
Member, Governance Committee, FirstSask Credit Union, 2007-8
Elected Board Member, FirstSask Credit Union, 2007-8
Chair, Audit Committee, Saskatoon Credit Union, 2006
Elected Board Member, Saskatoon Credit Union, 2005-2006
Member, Audit, HR and CEO Compensation, and Nominating Committees, Saskatoon Credit Union, 2005-2006
EXTENSION PUBLICATIONS AND ACTIVITIES
Facilitator in Business Advisory Services’ (BAS) Management Development Programs:
BAS Effective Executive Program (Red and Blue Ocean Strategy and Mapping and Implementing Strategy), Elk Ridge, February
2012
BAS Effective Executive Program (Red and Blue Ocean Strategy and Mapping and Implementing Strategy), Waskesiu, June 2011
BAS Financial Management for Non-Financial Managers Program (Risk Management), Saskatoon, March 2011
EBAC Facilitator, Blue Ocean Strategy, Saskatoon, February 2011
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ECMA Boot Camp, (Management Control, Governance and Risk Management, Revenue Models, and Performance
Measurement), Saskatoon, November 2010
BAS Effective Executive Program (Red and Blue Ocean Strategy and Mapping and Implementing Strategy), Waskesui, June 2010
ECMA Boot Camp, (Management Control, Governance and Risk Management, Revenue Models, and Performance
Measurement), Saskatoon, November 2009
ECMA Boot Camp, (Management Control, Governance and Risk Management, and Performance Measurement), Saskatoon,
November 2008
BAS Workshop for University Advancement (Performance Measurement), Saskatoon, November, 2008.
BAS Effective Executive Program (Strategy Analysis and Implementation and Blue Ocean Strategy), Waskesiu, June 2008
BAS Friday Seminar Series (Business Strategy Implementation and Performance Measurement), Saskatoon, April 2008
ECMA Boot Camp, (Management Control, Governance and Risk Management, and Performance Measurement), Saskatoon,
November 2007
BAS Effective Executive Program (Strategy Analysis and Implementation and Blue Ocean Strategy), Waskesiu, June 2007
BAS Friday Seminar Series (Blue Ocean Strategy), Saskatoon, February 2007
ECMA Boot Camp, (Management Control Systems in Action), Saskatoon, November 2006
BAS Effective Executive Program (Strategy Analysis and Improving Implementation), Waskesiu, June 2006 BAS Effective
Executive Program (Tough Decisions Simulation), Waskesiu, June 2005
BAS Management Development Program (Formulating Winning Strategies), Saskatoon, October 2004