AACSB Interna onal Accredita on
Con nuous Improvement Review (CIR)
Report
Volume I
AACSB INTERNATIONAL ACCREDITATION
CONTINUOUS IMPROVEMENT REVIEW (CIR) REPORT
VOLUME I
Munir Quddus, Dean
muquddus@pvamu.edu
Prairie View A&M University
College of Business
P.O. Box 519, MS 2300
Prairie View, TX 77446
Visit Dates
February 21-23, 2016
TABLE OF CONTENTS
VOLUME I
SECTION 1 – ENGAGEMENT, INNOVATION AND IMPACT ------------------------------------------------- 5
SECTION 2 – SITUATIONAL ANALYSIS --------------------------------------------------------------------------- 9
SECTION 3 – PROGRESS UPDATE ON CONCERNS FROM PREVIOUS REVIEW -------------------- 16
SECTION 4 – STRATEGIC MANAGEMENT AND INNOVATION ----------------------------------------- 19
SECTION 5 – PARTICIPANTS: STUDENTS, FACULTY AND PROFESSIONAL STAFF ------------- 40
SECTION 6 – LEARNING AND TEACHING ---------------------------------------------------------------------- 50
SECTION 7 – ACADEMIC AND PROFESSIONAL ENGAGEMENT ---------------------------------------- 70
SECTION 8 – CONCLUDING REMARKS -------------------------------------------------------------------------- 87
2
TABLES
No
Table 4-1
Table 4-2
Table 4-3
Table 4-4
Table 4-5
Table 4-6
Table 4-7
Table 4-8
Table 4-9
Table 4-10
Table 4-11
Table 4-12
Table 4-13
Table 4-14
Table 5-1
Table 5-2
Table 5-3
Table 5-4
Table 5-5
Table 6-1
Table 6-2
Table 6-3
Table 6-4
Table 6-5
Table 7-1
Table 7-2
Table 7-3
Table 7-4
Table 7-5
Table 7-6
Table 15.1
Table 15.2
(ACSB)
Table Name
COB Vision/Mission Statements Mapping with the University
COB Strategic Plan Mapping with University Strategic Goals
Intellectual Contributions (ICs) for the 5 Year Period, 2011-15 (AACSB Table
2.1)
Alignment of IC with the COB Mission
Impact of Faculty ICs on the Literature on Pedagogy/Teaching
Impact of Faculty ICs (PRJs) as Measured by “Google Scholar Citations”
Impact of Faculty ICs as Measured by ResearchGate (RG) Reads and Citations
COB Faculty Accomplishments in Research and Intellectual Contributions
Source of Funds (State, Grants, etc.)
Sources of Revenues (Fees) for the COB (2011-15)
COB Operating Budget
Financial Support for “Annual” Strategic Initiatives (2015-2016)
Financial Support “Major” Long-Run Strategic Goals (2015-19)
Four-plus-one Program in Accounting – Report
Trends in Enrollment and Degrees Awarded (2010/11 – 2014/15)
Honors Program Students- Business Majors (As of November 2015)
Impact of Publications by Faculty Teams - Google Scholar, Citations
New Faculty Hired, 2011-2015
Staff Qualifications, Titles and Roles
BBA Program Assessment Results, 2011-2015 Cycle
MBA Assessment Results, 2011-2015 Cycle
MSA Assessment Results, 2011-2015 Cycle
EMBA Assessment Results, 2011-2015 Cycle
Curriculum Changes Informed by the Assessment Process
Non-credit (Executive) Programs Offered Since 2011
Impact of Small Business Development Center (SBDC)
Voluntary Income Tax Assistance Program (VITA)
Journal Editor/Associate Editor/Editorial Board/Reviewer, 2011-2015
Faculty Professional Bodies Leadership Positions, 2011-2015
Faculty Consulting Engagements, 2011-2015
Faculty Sufficiency and Qualifications Summary for Fall 2014 and Spring 2015
(AACSB)
Deployment of Participating and Supporting Faculty by Qualification Status in
Support of Degree Programs for the Academic Year (Fall 2014 and Spring 2015)
(AACSB)
Page
20
22
25
27
27
30
31
33
34
34
35
35
37
39
40
41
45
47
49
56
57
58
60
68
71
72
73
74
75
75
77
87
FIGURES
No
4-1
6-2
6-3
6-4
6-5
Table Name
Faculty Citations (Scholarly Academic, SA)
BBA Assessment: Trends in MFT Mean Scores
BBA Assessment: MFT Scores Benchmarked against National, HBCU Peers
MBA Assessment: Trends in MFT Mean Scores
MBA Assessment: MFT Scores Benchmarked against National, HBCU Peers
3
Page
33
62
63
64
64
APPENDIX
No
Appendix A2
Appendix A3
Appendix A4
Appendix A5
Appendix A6
Table Name
Situational Analysis
COB Organizational Chart
Third Party Ranking
Progress Update: AACSB Letter from 2011
Strategic Management
College of Business Strategic Plan (Table A4-1)
Figure A4-1: College of Business Strategic Planning Process
AACSB Table 2-1 (Expanded): Intellectual Contributions for the 5-year
period 2011-2015 (Table A4-2)
Table A4-3: Faculty Grants, 2011-2015
Table A4-4: Faculty Recognitions and Awards, 2011-2015
Participants – Students, Faculty and Professional Staff
COB Faculty Academic/Professional Qualifications Criteria
Table A5-1: Intellectual Contributions Point Matrix
Table A5-2: Professional Contributions (PCs) Point Matrix
Table A5-3: COB Faculty Performance Evaluation Instrument
Assurance of Learning – Complete Listing of Materials
4
Page
88
89
90
91
97
98
101
102
109
110
111
113
116
117
118
122
SECTION 1 - ENGAGEMENT, INNOVATION AND IMPACT
EXECUTIVE SUMMARY
Background
Prairie View produces productive people is the motto of Prairie View A&M University, a proud
institution that has improved the lives of tens of thousands of students throughout its 139-year history.
Accredited by SACS and part of the Texas A&M University System, Prairie View has an enrollment of
8,268 students (fall 2015) in 40 bachelors, 26 masters, and 5 doctoral degree programs.
The College of Business (COB), founded in 1976 and accredited by AACSB since 2006, offers a
Bachelor of Business Administration (BBA) with five majors (accounting, finance, management
information systems, management, and marketing), a Master of Business Administration (MBA),
Executive MBA (EMBA), and a Master of Science in Accounting (MSA). Enrollment is 1,170 students
(fall 2015), supported by 37 full-time and 13 part-time faculty.
The mission of the COB is to provide students from diverse academic and socioeconomic backgrounds
with education that helps them become business professionals and leaders who are ethical,
entrepreneurial, productive, and prepared to succeed in the global economy. The COB achieves
excellence through quality teaching, research, service, and engagement with the business community.
To achieve the mission, the COB 2015-19 Strategic Plan includes six goals:
 Achieve Excellence in Teaching and Learning
 Achieve Excellence in Research
 Achieve Excellence in Service
 Strengthen Enrollment Management
 Strengthen the Financial Sustainability of the Programs
 Enhance the Standing of the College of Business
Strategies and Outcomes Related to Engagement, Innovation and Impact
I. Engagement, Innovation and Impact in Teaching and Learning
A. EMBA (launched in 2012)
1. Forty six students, two cohorts at a time
2. Weekend/hybrid format
3. Broadens the impact of COB graduate programs by attracting experienced business
professionals
B. SAP in the curriculum
1. COB joined the SAP University Alliances in 2012; 15 faculty are SAP-trained.
2. SAP-infused MBA concentration: Enterprise Information Systems (to launch in fall
2016)
3. Two courses with at least 30% SAP content, and more in the pipeline.
4. Students can earn industry-recognized SAP certification.
C. Cybersecurity in the curriculum
5
D.
E.
F.
G.
H.
I.
1. New course: Special Topics in MIS: Crisis Informatics (new in 2015)
2. Graduate MIS courses on networking & cybersecurity are now designed so that students
can successfully complete Microsoft Technology Associate exams. (20 students have
passed these exams since 2013).
Assurance of Learning Activities - "closing the loop" actions
1. Mandatory weekly review sessions for two courses (new in 2014) - Business Statistics
and Financial Accounting
2. New courses designed to address deficiencies in student learning:
a. Quantitative Business Methods (new in 2015)
b. Supply Chain Management (new in 2015)
c. Professional Development for Business 4000 (PD II) for seniors (to be launched
in fall 2016) to complement Professional Development for Business 2000 a
freshmen/sophomore level course)
3. Faculty “took” the Major Field Tests (MFT) in 2015 to ensure sufficient coverage of all
subject areas.
4. Increased weight assigned to MFT scores in the MGMT 4303 (capstone) course
5. Added SAP to the curriculum, addressing student survey results showing a desire for
more real-world relevance.
6. Systematically collect/evaluate student artifacts in multiple courses
7. Continue to administer Benchworks known as EBI, the student exit survey.
8. Continue to assess learning in the COB courses in the University Core.
Summer Enhancement (“Bridge”) Program for Incoming Freshman (new in 2014)
1. Thirty five students in 2014; 42 students in 2015
2. Students take two business courses in summer prior to fall admission and live on campus
3. Students attend professional development & leadership activities, and learn study skills
4. Improved retention rates for the 2014 cohort when compared with non-participants
Relocation of COB to a brand new (90,000 square foot) building in January 2016
1. State-of-the-art technology in the classrooms and computer labs
2. Trading room for investment classes
3. Study areas for group study
International Internships (adding to the existing internship program)
1. Two student internships in China and Malaysia in 2014 and 2015.
Student Teams in National Competitions. Since 2011:
1. Thurgood Marshall Opportunity Funding Competition (multiple times)
2. Strategic Planning Competition in California (multiple times)
3. AITP National Collegiate Conference, April 2013
4. AITP Regional Conference (multiple times; student ranked first, Oct. 2012).
5. KPMG Case Competition at the NABA National Convention, June 2014.
6. Texas Christian University Business Plan Competition, April 2015
7. American Institute of CPAs (AICPA) Accounting Competition Oct. 2015.
One-year sequencing of MBA/MSA courses; students can plan a schedule upon admission.
II. Engagement, Innovation and Impact in Research
J. Intellectual Contributions (ICs). From 2011-15:
1. 398 total ICs
2. 185 peer-reviewed journal articles, including in these high impact journals
a. MIS Quarterly
6
K.
L.
M.
N.
b. Decision Sciences
c. Journal of Financial Economics
d. National Tax Journal
e. Journal of Financial and Quantitative Analysis
3. 76 pedagogy-related ICs
4. 10 faculty have a Google Scholar h-index of 5 or higher
5. 8 faculty have a Google Scholar i-10 index of 4 or higher
6. Faculty PRJs have 1,929 Google Search citations since 2010
7. Textbook: Managerial Communication, by Dr. Bell (2014)
Collaborative Research Projects: Since 2011, 5 faculty teams, supported by Dean’s Office
summer grants, produced several PRJs.
New guidelines measuring quality & impact of ICs (in 2015)
1. Point system awards more merit to high quality ICs
2. Australian Business Dean’s Council journal list, Google Scholar and ResearchGate help
measure quality & impact.
New criteria for AACSB faculty categories: SA, PA, SP, IP (in fall 2015)
1. 100% of FT Graduate Faculty are SA
2. 95% of tenured & tenure track faculty are SA
3. 60% of all full-time faculty are SA; 2% are PA; 18% are SP; 16% are IP
Strengthened criteria for Graduate Faculty (in 2015)
1. Augmented IC requirements.
2. Point system awards more merit to high quality ICs.
III. Engagement, Innovation and Impact in Service and Outreach
O. Small Business Development Center, from 2011-2015:
1. 335 clients
2. 32 new businesses
3. $4.04 million in new capital raised
4. Directly generated 60 new jobs in Waller and Grimes Counties
P. Center for International Business Education (CIBE) from 2011-2015:
1. Quarterly newsletters read by over 120 businesses, chambers, and educators.
2. Study tours to South Korea
3. Faculty participation in a trade delegation to South Africa
4. Two training workshops for high school educators
5. Study abroad programs for students and faculty with Texas A&M Univ.
Q. Volunteer Income Tax Assistance, from 2011-2015:
1. Prepared 996 tax returns
2. Served 4 locations
a. Main campus
b. Korean Center in Houston
c. Hempstead, Texas
d. PVAMU Northwest Houston Center (NWHC) in Houston
3. Generated $1.39 million in IRS tax refunds for low-income taxpayers
4. Volunteers: 36 undergraduates, 7 graduate students, 3 faculty, 17 community members
R. Dean’s Advisory Board
1. Helps with fundraising and provides mission, strategic planning, and curriculum advice
7
2. New members: Myrtle Jones (Sr. VP, Halliburton) and Cecil Bell (Texas politician and
entrepreneur)
S. Participating and Supporting Faculty (new guidelines in 2015)
1. 100% of full time faculty are participating
2. 100% of part time faculty are supporting
T. COB Faculty and Staff in the Community includes:
1. Board Member, Waller Economic Development Partnership
2. Consulting:
a. For low income families and small-business owners
b. On a World Bank Higher Education Enhancement Project aiding the University of
Chittagong, Bangladesh
c. On managerial communication for Duke Energy
d. On National Public Radio and the New York Times on garment industry, Bangladesh
3. Advising:
a. For a student team to get funding from the SBA
b. For student teams to provide marketing advice for The United Way and ARVO Real
Estate
c. Student team competing in AICPA competition
4. News Media:
a. A TED talk on financial literacy
b. NPR commentary on the Bangladesh garment industry
IV. Engagement, Innovation, and Impact in Administrative Areas
U. Revised mission and vision statements and core values (in 2015)
V. Devised the 2015-2019 COB Strategic Plan, and Annual Action Plan
W. Signed the UN Global Compact and the White House Women in Business initiative.
X. The dean holds exit interviews with graduating students; students are invited to sign a
document on ethical behavior in business.
Y. To ensure financial stability:
1. Graduate Programs relocated to the NWHC, nearer to many potential students. Graduate
enrollment increased from 198 students (fall 2011) to 295 in fall 2015 (with EMBA)
2. EMBA launched; an “off the books” program, it has generated $1.5 million in gross
revenues since 2012).
3. New student fees instituted, including two study abroad fees
4. Encouraged faculty and staff to seek grants, with success:
a. $551,000 Title III grant (SAP, Cyber Security); E. Opara, A. Mahfouz
b. $407,000 Texas Dept. of Transportation grant to support DBEs; R. Baldwin, B. Ross
(SBDC)
c. $199,000 Title III grant (to fund the new trading room, entrepreneurship.); Y. Zhang,
L. McNeil
d. $75,000 United Negro College Fund grant; CIBE part of consortium; R. Quazi
e. Chancellor’s Research Initiative (Four summer grants, $20,000 each); L. Ngamassi,
Opara and their teams
f. $8,000 VentureWell grant (for the entrepreneurship program); McNeil and Baldwin
g. $108,000 Economics NSF grant (collaboration with Duke and TAMU); L. McNeil
5. PVAMU Gala (hosted by the College of Business in April 2015) raised $70,000.
8
SECTION 2 – SITUATIONAL ANALYSIS
Founded in 1876, Prairie View A&M University (PVAMU) is an HBCU and the second oldest public
institution of higher education in Texas. In 1973 PVAMU became part of the Texas A&M University
System (TAMUS). In 1984, PVAMU was designated one of three “institutions of the first class” in the
Texas constitution. In 2000, a state agreement with the U.S. Office of Civil Rights helped PVAMU gain
access to funds and build sound financial footing. PVAMU is accredited by SACSCOC, most recently in
2010. The main campus is 1,440 acres in Waller County, 45 miles northwest of Houston. Enrollment in
fall 2015 is 8,268, including 1,197 students seeking master degrees and 148 seeking doctoral degrees
PVAMU has 40 undergraduate majors, 26 masters programs, and five doctoral programs in nine
colleges/schools: Agriculture and Human Sciences; Architecture; Arts and Sciences; Business;
Education; Engineering; Juvenile Justice and Psychology; Nursing and Graduate Studies. Dr. George C.
Wright is president (since 2003). Dr. Felecia M. Nave is Provost and Senior Vice President for Academic
Affairs (since 2014).
The College of Business (COB)
COB offers a BBA with majors in accounting, finance, MIS, management, and marketing, in two
departments. COB offers nine minors including the areas of major focus as well as business
administration, economics, entrepreneurship, international business, and personal financial planning.
COB offers three graduate programs: MBA, EMBA and MSA. Tracks in finance, IB, and MIS are
planned to resume in fall 2016. All graduate programs in business are offered at the PVAMU Northwest
Houston Center (NWHC), a satellite campus. MBA students can complete their coursework face-to-face
at the NWHC location or fully online. Executive MBA and MSA courses are offered Saturday in a
hybrid format, while traditional MBA courses are offered weekday evenings and Saturdays.
The COB has been accredited by AACSB since 2006. A commitment to creativity and innovation, high
quality, continuous improvement, assessment, ethics, impactful engagement, and mission-driven
management processes permeate the culture and daily operations of COB.
COB’s organizational structure (Appendix A2) includes: the dean, two assistant deans, two department
heads, two directors of graduate programs, faculty, professional and administrative staff. 67% of full-time
faculty (including all full-time graduate faculty) have terminal degrees. COB employs 4 administrative
staff and 6 professional staff. The professional staff assists with placement, internships, fundraising,
recruitment, retention, advisement and technology support.
The COB has an enrollment of 1,170 students, including 294 graduate students (counting EMBA); 92%
of COB students are Texas residents; 6% are from other states; 2% are international. Fifty-two percent of
students are female and 48% male; eighty eight percent of students are African American; 4% are
Hispanic; 3% are Caucasian; 2% are Asian. 90% of students receive financial aid; 53% of undergraduates
(university-wide) are commuters.
Through the Small Business Development Center (SBDC), Volunteer Income Tax Assistance (VITA)
program, class projects, internships, and student organization projects, students have opportunities to
assist small businesses, help households with tax preparation, participate in business plan (and case)
competitions and engage in other service & experiential learning.
9
The Dean’s Advisory Board, comprising business and community leaders, plays a significant role in
COB. The Board shares its perspective on curriculum, and helps attract resources for discretionary
spending.
The COB’s portion of the university budget is based on state appropriations, tuition and fee.
The Center for International Business Education (CIBE) was established in 2004 with a DOE grant. CIBE
globalizes the curriculum and reaches out to the community. Its activities include:

IB courses, an undergraduate minor and an MBA IB track.

Study abroad and summer field trips for students, faculty, K-12 educators and businesspersons.

Workshops for K-12 teachers and businesspersons.

Quarterly e-newsletters for teachers, businesspeople, chambers of commerce and others.
The SBDC is among PVAMU’s most visible community outreach programs. Funded jointly by the SBA
and the COB, it serves as a business consulting and training hub. Faculty and students interact with the
SBDC in business plan competitions, attend training workshops, and have opportunities to participate in
SBDC activities. The director represents PVAMU in business forums in Waller and Grimes Counties.
Activities include:

Small Business workshops on various topics.

Assistance for nascent and established business owners to secure SBA bank loans.

Free consulting for small businesses in Waller and Grimes Counties.
Internal Environment and Competitive Opportunities and Challenges
Strengths
2015-19 strategic planning identified these strengths:

New Building (January 2016) – The new $40 million modern building includes a 400-seat
auditorium, 16 classrooms with new technologies, including a trading room and computer
teaching labs. Students have increased access to study rooms and computer labs.

A High Quality Faculty
o

New faculty with high potential for research and/or strong practitioner backgrounds.
Recruitment focuses on the new AACSB standards and a commitment to the mission.

Student mentoring and collaborative research are part of COB culture.

COB provides incentives for excellent teaching and research.

25 faculty hold doctorates and all SP and IP faculty hold masters degrees.

A broad cross-section of faculty engages in research and professional activity.
Faculty Engagement and Governance
o
Committee chairs are elected; members are appointed after consultation by the dean
o
Professors enthusiastically serve on committees and taskforces
10


o
Active involvement in COB and department faculty meetings
o
The faculty is diverse, includes SA faculty supported by SP, IP, and PA faculty with realworld experience
o
IP and SP faculty have a strong business background and are committed to the COB’s
mission. The practitioner faculty members bring critical talents to the College, and work with
the academic faculty on research, assessment, recruitment, retention, and committee work,
and participating in faculty governance
Partnerships with External Constituents
o
The Dean’s Advisory Board strengthens external relations.
o
Two partnerships augment globalization:
CIBE partners with the CIBER at the Mays School of Business, Texas A&M University.
As a result, three faculty will travel abroad, and students will have an opportunity to
participate in TAMU study abroad programs.

The PVAMU honors program is supported by a new Confucius Institute, in partnership
with China.

SBDC works in partnership with the Regional SBDC at the University of Houston
Diversifying Revenue Sources - COB raises scholarship funds, grants, and fees.
o
Starting with a single endowed scholarship in 2001, today COB has more than 20 endowed
scholarships with an overall endowment of approximately $4 million.
o
Significant faculty grants:
o



Title III: $551,386 for initiatives embedding SAP and enhancing cyber-security in the
curriculum.

Title III: $147,000 for the entrepreneurship program and technology.

Other grants – Dr. McNeil received an NSF grant. Dr. Baldwin and Dr. McNeil received
an entrepreneurship grant. Dr. Ngamassi (and colleagues) have received grants from
NSF, Purdue, and TAMUS for their social media research. Dr. Baldwin received a large
Texas Department of Transportation (TxDOT) grant to help small business.
New student fees have increased annual fee revenue to nearly $500,000, supporting
professional staff, faculty and other mission critical projects.
The Teaching and Practice of Ethics and Leadership – COB raises student competency in
ethical and leadership issues.
o
Ethics is one of the four assessment learning goals in all programs.
o
Leadership and Ethics in Business is a core BBA course.
o
Ethics for Accountants, approved by the Texas CPA Society, is tailored for the accounting
majors.
11


o
Law and Ethics for Accountants, approved by the Texas State Board of Public Accountancy,
is taught in the MSA program.
o
Pledge of Professional Behavior for Graduating Seniors: Approved in 2010, each student
who meets the dean in exit interview signs the pledge.
o
COB joined the UN Global Compact, committed to Principles of Responsible Management
Education.
o
COB signed the White House initiative on the status of women in business schools.
High Quality Student Support Services
o
COB strengthened its professional development course, designed to increase student
motivation and build skills such as internship search, interviewing, dress, dinner etiquette,
and other soft skills. .
o
COB’s assistant deans enhance student services, including recruitment, retention, advising,
and placement.
o
IP and SP faculty have student service assignments.

Ms. Minton: graduate assistant coordinator.

Mr. Kennebrew and Mr. Ballentine: active lead faculty recruiters

Mr. Harvey: mentorship coordinator

Several faculty serve as “Retention Specialists”
o
For course registration, students meet their faculty advisors and/or an academic counselor.
o
COB staff keep students informed on internships, job opportunities, and important events
with potential employers, using e-mail and social media.
o
Student organizations invite guest speakers.
o
The Dean’s Lecture Series, Executive-in-Residence program, and Dean’s Advisory Board
meetings reinforce student contact with business professionals including alumni.
o
In Benchworks (EBI) an exit survey, students laud their opportunities to participate in student
organizations.
o
A College of Business Student Assistance Guide serves as one-stop source of information for
business students.
o
Graduate students participate in national business plan competitions, research conferences,
and conduct research with professors.
o
Students attend national conferences and meetings (AMA, NABA, Women’s IT Conference)
and leadership training (BGS).
Other strengths
o
Proximity to Houston
12
o
All graduate programs offered in the NWHC, closer to population
o
Entrepreneurial culture
o
Faculty with global contacts and perspective
o
Supportive environment for faculty development
o
Publications with strong impact and in high quality journals
o
Affordable tuition and scholarships
Weaknesses
COB identifies and responds to these challenges:

Fundraising and Development – Despite the growth in scholarship endowments to $4 million,
fundraising for programs remains a challenge. COB must build a substantial endowment, create
new revenue streams, and improve its fundraising to offset declining government resources. The
Advisory Board helps strengthen alumni relations.

Location – Some prospective students perceive PVAMU’s main campus to be distant from
Houston. The NWHC has improved student access to the university’s programs with nearly 800
students enrolled there, including all business graduate students.

Brand Recognition – Some prospective students incorrectly believe that PVAMU education is
not rigorous. Others have a distorted perception that only African-American students attend
PVAMU. The campus and COB marketing works to correct these misperceptions. An increase in
the marketing budget for the EMBA ($200,000) has buttressed the institution’s brand. Third party
rankings have raised PVAMU’s reputation (Appendix A2).

Academic Preparation – As part of its mission, PVAMU admits a number of academically
underprepared students (provisional admits), which impacts retention and graduation rates. In
response:
o
COB has adopted a 2-step undergraduate admissions process. Students must complete 9
courses (pre-business courses) with minimum GPA prior to being fully admitted.
o
Mandatory review sessions have been added to high failure courses.
o
A new business math course has been added.
o
COB offers free tutoring and professional development assistance.
o
The summer bridge program for incoming freshman holds promise in improving student
success and increasing retention.
Opportunities

NWHC - bridges the distance between COB and potential students

New Technologies - faculty use technology to deliver quality distance instruction, including
Moodle, webcasting and 2-way broadcasting. Online MBA courses are popular. The MSA is
delivered in a Saturday/hybrid mode unique in Houston.
13


International Education

The CIBE and globally-connected faculty make COB well-positioned to enhance students’
global perspective.

EMBA students travel to China each summer for 2-weeks visiting businesses in Beijing and
Shanghai.
PVAMU Honors Program with an Emphasis on Global Experience – Honors students,
including COB students, take courses in introductory Chinese & Arabic languages and can study
abroad.
Threats

Increased Competition - The northwest Houston area is attractive to competing higher education
business programs, including the University of Houston System. Nearly 20 MBA programs are
offered in Houston by public and private institutions. In response:

COB plans to launch online BBA "degree completion" 2+2 programs in management and
finance.

The online MBA is competitive.

The hybrid MSA is thriving.

PVAMU is seeking partners to grow enrollment in the online MBA program.

The NWHC gives COB a favorable location to offer programs.

Uncertainty in State Funding – COB relies heavily on tax appropriations to fund operations;
this is sensitive to recessions. At PVAMU, budgets were cut by 10% in 2008 and by 2% in 2011.
The response included increasing student fees and launching the EMBA for new revenue sources.

Faculty Availability and Compensation - Escalating salaries of Ph.D. business faculty
nationwide present challenges for faculty recruitment and retention. Recently COB could not fill
a few positions and lost a few faculty members for salary reasons. In response, COB requested
increased student fees, launched the EMBA for additional revenues, and the Provost’s Office has
been flexible about new faculty salaries and perquisites.
Degree Programs Included in the Review
Program Name
Bachelor of Business
Administration
Master of Business Administration
(MBA)
MS in Accountancy (or
Accounting)
Executive MBA
Level
Undergraduate
MastersGeneralist
MastersSpecialist
MastersGeneralist
14
Location
Main
Campus
NWHC,
Online
Date Established (Year
Only)
1976
1974
NWHC
2003
NWHC
2012
Please provide any additional comments regarding the scope of accreditation as listed above.


The EMBA was launched in fall 2012 and is offered at the NWHC (not at the main campus).
The MBA and the MSA programs have moved to the NWHC; courses are no longer offered on
the main campus.
 2006: BBA & MBA were first reviewed by AACSB. The MSA was considered new. All 3
programs were accredited.
 2011: BBA, MBA & MSA were reviewed and accredited by AACSB.
 2016: The following degree programs are presented for review - BBA, MBA, EMBA and MSA.
o
The EMBA (launched in fall 2012) is considered part of the MBA program by the state of
Texas and by TAMUS. However, admissions criteria, courses, and the pedagogy of the
EMBA differ from the traditional MBA.
o
EMBA is a degree program, not continuing education (sometimes called executive education
by AACSB).
15
SECTION 3 - PROGRESS UPDATE ON CONCERNS FROM PREVIOUS REVIEW
The 2011 AACSB letter from the Chairman of the Board (see Appendix A3) ratifying the PRT
recommendations included two recommendations to be addressed prior to the 2016 Continuous
Improvement Review. These are addressed below with a narrative on how each has been addressed:
1. The College has a well-developed strategic management planning process. The Committee
along with the Peer Review Team commends the faculty, advisory board, students and
leadership team, for their participation and commitment to making this a dynamic process.
During the next reporting period, the Committee encourages the College to continue to focus on
assuring alignment between available resources and new strategic initiatives. The college
should report on efforts to incorporate relevant data and conduct a thorough analysis of new
initiatives.
The COB has time-tested financial strategies in place to ensure that sufficient resources are available to
achieve the mission and strategic action plan (Standard 3). The COB takes strategic planning (including
financial constraints) seriously. The Annual Action Plans have a budget allocated to each action item.
These are based on the overall resources available to the College for the year from various sources
(including state appropriation, student fees, private donations, grants, and EMBA revenues). The
Mission, Strategic Planning and Accreditation Committee regularly reviews the Annual Action plans to
monitor progress and make adjustments as necessary. A culture of data-driven decision-making is
promoted in the COB. Thanks to the university’s Office of Institutional Research, relevant (secondary)
data is easily accessible. The COB complements these statistics with primary data it collects as
necessary (for the AACSB BSQ questionnaire, for example).
All major new strategic initiatives are preceded by careful planning in order to ensure long-term
sustainability and success. A recent example is the design and launch of the Executive MBA program in
fall 2012. Years of planning went into this major academic expansion. This planning included:
o
A detailed budgetary analysis for alternate enrollment scenarios as part of the program proposal
o
Research outsourced to a private company to support a marketing campaign
o
Guest speakers from aspirant institutions to speak to faculty, department heads and the dean,
including the Director of the UT-Dallas EMBA and faculty from Texas A&M University’s
EMBA
o
Visits with peer and aspirant EMBA programs (including the EMBA at Texas A&M)
o
Attending regional conference of the Executive MBA Council
The detailed budgetary analysis based on projected expenses and revenues (including tuition revenues,
faculty compensation, promotional campaign costs, and administrative and operational expenses) was
developed and presented with the proposal submitted for approval to the Texas Higher Education
Coordinating Board and the TAMUS Board of Regents. This was followed by monthly meetings with
then Associate Provost, Dr. Nave, where all major departments participated (Registrar, Admissions,
Graduate Office, Financial Aid, Institutional Research, Distance Education, and Fiscal Affairs). Once
the new program was launched, budgetary adjustments were made based on actual enrollments and
revenues.
16
The EMBA director works with a special committee of EMBA faculty members on curriculum and
policy issues. Faculty deployment is carefully planned. Although a majority of EMBA courses are taught
by full time COB faculty, outside faculty with complementary skills are sometimes used. Recent visiting
faculty members were from Texas A&M University’s School of Law, the University of Houston, Texas
State University, Lone Star College (dean), and Charleston Southern University (president).
7. The College has developed and implemented comprehensive assessment plans for both its
undergraduate and master’s degree programs. The Committee along with the Peer Review
Team, commends the faculty, the assurance of learning committee, and the leadership team, for
their efforts in the implementation of these plans. Moving forward, the Committee encourages
the College of Business to keep advancing its Assurance of Learning efforts. The College may
want to consider refining the assessment of other learning goals similar to the work done with
the mastery of content goal (general, integrative, and specialized knowledge). (Assurance of
Learning Standards: 16, 18, and 19).
The College of Business has in place a well-documented and systematic process for assurance of
learning goals in each of its degree programs (Standard 8). The Assessment Committee, a standing
committee, is led by a tenured faculty serving as the Coordinator and has representation from various
disciplines across the College. The committee determines and revises the learning goals as appropriate.
These are then discussed and approved by the general faculty. The assurance of learning (AoL)
committee also works with the curriculum and graduate committee on the design and delivery of a
modern curriculum so that the students successfully attain the knowledge and skills reflected in the
learning goals (Standard 9).
Over the past ten years, the COB has developed a culture of assessment where many faculty members
appreciate its benefits and are directly or indirectly engaged in the assurance of learning process.
Starting with the Dean and the department heads, there is a strong commitment to the assessment
process. Dr. Rahim Quazi, a tenured professor of economics, has chaired the COB Assessment
Committee since 2010. The Assessment Committee, currently comprising seven members from diverse
disciplines, meets several times each semester to plan and implement a comprehensive assessment plan
for the College. The assessment results are presented on a regular basis to the College faculty (normally
during the fall and spring retreats) and to the Dean’s Advisory Board.
The Assurance of Learning process has matured considerably since 2006, leading to substantive and
measureable improvements in both the curriculum and student learning. Since 2011, the COB has
introduced a mandatory tutorial component to two high failure courses, as a result of assessment results.
Similarly, a course in business math was designed and introduced based on deficiencies in quantitative
areas as identified through assessment. Each year for the past 12 years, the COB has used a combination
of methods to assess student learning. These include direct and indirect measures to improve student
learning on program level learning goals, including:
o
Systematic collection and analysis of course-embedded artifacts
o
Major Field Tests (undergraduate and MBA)
o
Benchworks (previously known as EBI) student exit surveys
In 2010, the COB developed a multi-year schedule as part of the assessment master plan to ensure that
every learning goal in each program – BBA, MBA, and MSA – is assessed at least twice in a 5-year
17
cycle. Following the launch of the EMBA program in fall 2012, a new set of assessment goals and
outcomes for the EMBA program was added to assessment master plan.
The College follows a detailed assessment plan and calendar every semester. The Assessment
Coordinator (Chair of the Assessment Committee) sends notifications to the relevant faculty members at
the beginning of each semester alerting them to their role in collecting student artifacts in their classes
during that semester. A reminder is sent at the midpoint of the semester and again before the end of the
semester to ensure compliance. Once the artifacts are collected, the coordinator selects a random sample
of artifacts from each set and gives them along with evaluation rubrics to Assessment Committee
Taskforces. These taskforces typically comprise at least two evaluators for each set of artifacts. When
the evaluation results are returned by the taskforces, the coordinator analyzes and compiles the results,
and shares them with the faculty. When learning deficiencies are found (if the percentage of
unacceptable performance exceeds 25% of all artifacts selected for a learning goal), the faculty are
invited to recommend changes in curriculum, course content and/or pedagogy to address the deficiency,
thereby ‘closing the loop.’ For the nationally benchmarked assessment instruments (MFT and
Benchworks surveys), the results are shared with faculty at monthly faculty meetings and faculty retreats
and feedback/input is sought for closing the loop.
Over the 2011-2015 period, the COB assessment program has grown from three programs (BBA, MBA
and MSA) to five programs (BBA, MBA, MSA, EMBA and University Core). Under SACS
accreditation, the College is participating in the assessment of five business courses that are part of the
University core curriculum. For core curriculum assessment, students directly upload artifacts into the
TaskStream platform (which is the official assessment platform of the University) and the course
instructors evaluate those artifacts using assessment rubrics provided by the University. Since 2011, a
total of 26 new student learning outcomes have been added to the COB assessment program – eight
related to EMBA assessment and 18 related to University core assessment. These changes have been
seamlessly incorporated into COB’s assessment program, indicating that COB has a robust program that
is able to address the growing need of assessment both inside and outside the College.
The College is regarded as a leader on assessment related matters at the University. COB was selected
by the University to participate in the Degree Qualifications Profile (DQP) pilot project undertaken by
TAMUS in 2012. Under this project, the College received a grant from the Lumina Foundation, the
American Association of State Colleges and Universities (AAC&U) and TAMUS to strengthen its
assessment program. The Lumina grant allowed the college to purchase the MFT and EBI item analysis,
and to support faculty travel to Texas A&M International University (Laredo, Texas) to conduct a
faculty workshop on the COB assessment processes.
COB representatives have also made several presentations on assessment best practices across the state
and country. Drs. Quddus and Quazi made an invited presentation on assessment at Texas A&M
International University at Laredo in 2013. Dr. Quazi made an invited presentation on the use of
TaskStream for assessment at the AAC&U conference in Washington, DC in 2015.
The COB assessment program now has a well-defined framework, where a large number of full-time
faculty members are engaged in assessment activities (e.g. collection of artifacts, evaluation of artifacts,
determination of “closing the loop” strategies, etc.). Faculty members generally appreciate the
importance of assessment and participate in the collection and evaluation of artifacts on a timely basis.
Section 6 and Appendix A6 provide greater details on the assessment processes, outcomes, and impact
of the Assurance of Learning processes in the COB.
18
SECTION 4 – STRATEGIC MANAGEMENT AND INNOVATION
The College of Business Vision and Mission Statements and core values are the driving force behind its
management processes and decisions. They define who the college is, what the college values, and what
the colleges aspire to achieve. These statements encompass all academic programs offered by the College.
The Mission statement provides a clear statement of purpose which enables the diverse constituents to
work as a team towards a common purpose. The Vision statement, the college believes, provides longterm inspirational guidance to the team, and the Core Values capture the behavioral norms that create the
unique culture nurtured in the College of Business. The vision and mission statements are revisited
periodically by the Mission committee for necessary adjustments. There is strong commitment to the
ongoing process of mission-driven planning and evaluation for continuous improvements.
The vision and mission statements are publicized both internally and externally. The statements (and the
core values) are prominently displayed throughout the college and online. They are printed on
recruitment materials (brochures, folders, booklets, etc.) as well as materials produced for students and
faculty, such as the University Catalog, Faculty Handbook, and Student Handbook. Some faculty
members add these statement to their course syllabi. The statements are included in the college’s
newsletters, such as the Prairie View International Business Digest, a quarterly e-newsletter edited by the
PVAMU Center for International Business Education. The mission statement plays an important role
guiding the daily operations and the development and modifications of the Strategic Plan when necessary.
Vision, Mission Statements, Core Values and Summary of the Strategic Plan
Vision Statement
The vision of Prairie View A&M University College of Business is to be among the best regional business
schools in the nation by empowering students from diverse backgrounds to reach their full potential.
Mission Statement
The mission of Prairie View A&M University College of Business is to provide students from diverse
academic and socioeconomic backgrounds with education that helps them become business professionals
and leaders who are ethical, entrepreneurial, productive, and prepared to succeed in the global economy.
The College achieves excellence through quality teaching, research, service, and engagement with the
business community.
Core Values
I.
Teaching is our first priority with an assigned weight of 50 percent in the faculty performance
evaluation (and merit) processes.
A. The College expects the faculty to offer high quality teaching and learning, using a variety of
methods, technology, and a contemporary curriculum to meet the learning needs of students from
a wide range of backgrounds.
B. The teaching mission encompasses the dissemination of knowledge with emphasis on problem
solving, practical application of knowledge, and service learning.
C. Faculty members are encouraged to use innovative methods to maximize student learning, and to
participate in regular assessment for continuous improvement.
19
D. The College seeks to educate students from diverse backgrounds with the potential to become
productive ethical professionals, entrepreneurs, and business leaders.
E. The curriculum is designed to produce managers and entrepreneurs with an appreciation of the
social responsibility of business.
F. The college takes a holistic approach to assist students with weak academic backgrounds. Precollege programs, admissions requirements, curriculum design, support services, and pedagogies
are tailored to help these students acquire the motivation and skills requisite for their academic,
personal and professional success.
II. Research (Intellectual Contributions) is an important goal for the COB faculty members with an
assigned weight of 30 percent in the faculty performance evaluation (and merit) process. [Note: the
assigned weight of 30 percent is applicable to tenured and tenure-track faculty only.]
A. The College encourages high-quality intellectual contributions on a broad range of topics that
impact the theory, practice, and teaching of business and management.
B. The College supports interdisciplinary and collaborative research efforts.
III. Service is a priority in the College with an assigned weight of 20 percent in the performance
evaluation (and merit) process
A. The faculty and staff are encouraged to share their time and expertise to serve various
stakeholders.
B. As a land grant institution, the College seeks to partner with the local business community and
entrepreneurs to positively impact small business and economic development.
C. In addition to serving in committees within their Department, College, and the University to
advance the institution’s mission, COB faculty and staff members are also encouraged to engage
with professional associations in their relevant areas of expertise and interest to positively impact
the society.
Table 4-1: COB Vision/Mission Statements Mapping with the University
Vision Statements
Prairie View A&M University College of
Business strives to be among the best regional
business schools in the nation by empowering
students from diverse backgrounds to reach their
full potential.
As an "institution of the first class," Prairie View
A&M University will continue building on a
historical foundation of teaching, research, and
service. Excellence through Imperatives will lead
us boldly with imagination and vision to serve the
state and beyond with solutions for new problems
and needs. The institution will provide
educational experiences leading graduates toward
professional practice and meaningful societal
participation; service opportunities will be
enhanced through leadership development,
service learning, and community outreach; and
research will be conducted that includes the
creation, dissemination, and assessment of new
knowledge and practice.
20
Mission Statements
Prairie View A&M University College of
Prairie View A&M University is a state-assisted,
Business provides students from diverse academic public, comprehensive land grant institution of
and socioeconomic backgrounds with education
higher education. The university was designated
that helps them become business professionals and in a 1984 amendment to the Texas Constitution as
leaders who are ethical, entrepreneurial,
an “institution of the first class.” It is dedicated to
productive, and prepared to succeed in the global
achieving excellence and relevance in teaching,
economy. The College achieves excellence
research and service. It seeks to invest in program
through quality teaching, research, service, and
and services that address issues and challenges
engagement with the business community.
affecting the diverse ethnic and socioeconomic
population of Texas and the larger society
including the global arena. The university seeks to
provide a high quality educational experience for
students who, upon completion of bachelors,
masters, or doctorate degrees, possess selfsufficiency and professional competences. The
experience is imbued by the institution’s values
including, but not limited to, access and quality,
accountability, diversity, leadership, relevance,
and social responsibility.
Notes: Based on the published COB and University Strategic Plans
As Table 4-1 shows, the vision and mission statements are well-aligned with the University vision and
mission statements. Both vision and mission statements focus on a commitment to excellence in teaching,
research and service, in that order. Both speak of a strong commitment to research and service through
engagement with the local community, and both statements emphasize preparing students with skills and
competencies to succeed in the larger society and the global economy. Among the core values, both have
an emphasis on leadership, ethics, relevance, impact and social responsibility.
The revisions to the vision and mission statements have guided the college’s strategic initiatives. With
extensive input from the faculty and other stakeholders, the process resulted in a mission statement
approved by faculty in fall 2014. These conversations provided critical input for the strategic planning
review and revision process helping craft the new (2015-2019) Strategic Plan.
The COB has a five-year strategic plan complemented by annual “action” plans. The five-year plan
includes six major goals with a few measurable objectives attached to each goal. The annual plan includes
action items that contribute towards achieving the major long-term strategic goals, but are reachable
during the one-year time frame.
The current COB Strategic Plan (2015-2019) has two parts. The long-term plan includes six major goals:
(achieving excellence in) teaching, research, service; enrollment management; ensuring financial
sustainability; and developing the COB brand. Each goal is accompanied by two or more measurable
objectives. Additionally, the Action Plan (2015-2016) was developed to serve as short-term plan, where
each item is designed to help make progress on one or more of the long-term strategic goals, and is paired
with a specific funding source and responsible party. If there is a substantive unanticipated change in the
fiscal picture, the committee would revisit both the long and short-term plan for making appropriate
adjustments. Once finalized, these are widely publicized and shared with the constituents.
21
Table 4-2 provides a mapping of the COB strategic goals (6) with that of the campus. The mapping shows
that the College’s goals (relating to teaching, research, service, financial stability, and brand
development) are well-aligned with that of the institution’s imperatives.
Table 4-2: COB Strategic Plan Mapping with University Strategic Goals
COB Mission Statement
Prairie View A&M University
College of Business provides
students from diverse academic
and socioeconomic
backgrounds with education
that helps them become
business professionals and
leaders who are ethical,
entrepreneurial, productive, and
prepared to succeed in the
global economy. The College
achieves excellence through
quality teaching, research,
service, and engagement with
the business community.
COB Strategic Goals
Goal 1: Excellence in Teaching
Goal 2: Excellence in Research
Goal 3: Excellence in Service
Goal 4: Enrollment Management
Goal 5: Financial Stability
Goal 6: Developing the Brand
PVAMU Strategic Imperatives
1. Strengthen the quality of
academic programs
3. Increase applied and basic
research
5. Increase the efficiency of
university operations
2. Improve the academic
indicators of the student body
4. Achieve (and maintain)
financial stability
6. Strengthen university
advancement programs
7. Strengthen the quality of the
athletics program
Notes: PVAMU Strategic Plan and the COB 2015-19 Strategic Plan
For the complete long-term Strategic Plan (2015-19), please see Table A4-1 in Appendix A4.
Strategic Management Planning Process and Outcomes: Describe the strategic management planning
process of the school. Provide an overview of demonstrated continuous improvement outcomes and/or
achievement of mission, expected outcomes, and strategies. Summarize key continuous improvement
achievements since the last accreditation review.
The vision and mission derive the strategic priorities for the College. The strategic planning process is a
natural outflow.
The COB committee structure has been adjusted periodically to ensure alignment with the current
AACSB standards. For example, the previous Mission Committee has evolved to the Mission,
Accreditation and Strategic Planning Committee (Mission Committee for short). Chaired by the dean, the
committee includes chairs of each of the standing committees, and other faculty leaders. This group is
charged with occasional revisions of the vision and mission statements, development of the five-year
“Strategic Plan” as well as the Annual “Action Plan” and financial strategies. The committee also
coordinates accreditation efforts (SACSCOC, AACSB International) within the College of Business. The
Assessment Committee is chaired by Dr. Rahim Quazi, a tenured faculty member with a reduced teaching
load, who also serves as the Assessment Coordinator for the College. Other standing committees include
Faculty Composition and Development (FCDC), Student Development, Curriculum, Instructional
Resources and Responsibilities (Teaching), Intellectual and Professional Contributions (Research),
Business Council, Graduate Committee, and Technology committees. Supporting the committees are
taskforces, each charged with a specific project, as needed. Chairs of the standing committees are elected
during the May faculty meeting. The scope of each committee as well as their structure is outlined in the
recently revised COB Faculty Handbook.
22
The business faculty members are actively engaged with the strategic planning process. The current
Strategic Plan (2015-2019) was developed with input from all of the major constituents including faculty,
staff and the Dean’s Advisory Board. In 2014-2015, the Mission, Strategic Planning and Accreditation
Committee held several meetings reviewing the previous plan and formulating the strategic plan for the
next five years. Prior to the work on the new long-run strategic plan, the College vision and mission
statements were revised with full participation of the faculty and other stakeholders.
Intellectual Contributions:
During the academic year, 2014-2015, 34 full time faculty and 22 part-time faculty were employed in the
COB. The College lost two full-time faculty members this year (Dr. Langley in economics and Dr.
Vemuri in accounting), and was in the market to fill three-tenure track positions. One of the two positions
was filled (Dr. Khieu, finance). The finalist in accounting was made an offer and accepted, but could not
join for visa reasons. This search has been reopened. Presently, the College plans to hire four tenure-track
faculty – economics, finance, accounting, and management (a department head, tenure on arrival). The
new hires will reduce the dependence on part-time faculty. An experienced Ph.D. faculty in economics
(SA) has been hired on an annual contract to teach economics. In fall 2015, five new part-time
practitioner faculty (IP) have been hired in finance and accounting. This semester, the COB faculty
includes 37 full time, and 13 part-time members.
There is strong support and high expectations for faculty research in the COB. Among specific policies
and processes that have contributed to higher research productivity and the current faculty research
portfolio are the following:
A. Each faculty is allotted up to $1,500 annually for travel to present papers at conferences. Some
faculty members travel to multiple conferences using supplemental funds from the dean’s office,
the Provost’s office and the Center for Teaching Excellence.
B. Faculty receives $200 in professional development (PD) funds for each accepted journal article,
to support expenses such as journal subscriptions or submission fees. For high quality
publications, the PD funds per publication are $400.
C. Minimum standards on intellectual contributions for tenure and promotion are clearly delineated
in the faculty handbook.
D. Competitive summer research grants are offered by the dean’s office each year -- six grants of
$4,000 each; $6,000 for a publication in a journal identified as high quality.
E. Each year, the Dean’s Excellence Award in Research includes a $1,000 cash award.
F.
Recognition – for every new PRJ, dean Quddus sends an e-mail to all faculty, members of the
Advisory Board, and sometimes the provost and the president.
G. Merit pay guidelines provide higher salary recommendations for those who produce ICs.
H. The faculty performance evaluation instrument gives greater weight to high quality ICs.
I.
There is a supportive environment for collaborative research. Several faculty teams that include
professionally qualified faculty have published co-authored papers on applied and pedagogical
topics. This has allowed many “practitioner” faculty members (SP, IP) to acquire new research
skills. The dean has been personally involved in faculty development and mentoring efforts, and
has co-authored papers with practitioner faculty members.
23
J.
A reduced teaching load (3+3) with a two or three day teaching schedule is provided to Graduate
Faculty since the IC expectations are higher for faculty teaching graduate courses.
K. COB supports proposals for funded research; $728,000 in federal grants (SBA, NSF, and Title
III) have been received during the 2011-15 period.
L. Graduate assistant support is available to faculty members for grading, tutorial and research
purposes.
M. There is a strong tradition of collaborative research in the College with a number of incentives in
place.
N. Faculty-student research is encouraged. Dr. Joonas and Dr. Bell, among others, have engaged
their undergraduate and graduate students in research, leading to conference presentations, best
paper awards, and publications in peer-reviewed journals.
24
25
Five-Year Summary of Intellectual Contributions Portfolio
The COB faculty members are committed to producing quality intellectual contributions, in addition to
their teaching and service commitments. Given that the main focus (in the mission) is on excellence in
teaching, the current level of ICs across disciplines is impressive. The percentage of (full-time,
participating) faculty actively engaged in producing ICs, ranges from 75% in Management to 100% in
Marketing. The comprehensive information with the necessary breakdown by discipline and type is to be
found in AACSB Table 2.1 (table 4-3 this section). (A more detailed version of AACSB Table 2.1, listing
intellectual contributions of each faculty member, is in Appendix A4).
AACSB Table 2-1 shows that COB faculty members who taught courses during the 2014-15 academic
year produced a total of 398 ICs during the 2011-15 period. Included in this portfolio are: 185 (46%) peer
reviewed journal articles (PRJs), and 213 (54 %) other types of intellectual contributions. This is an
average of 10.8 ICs per faculty (participating faculty) and 9.6 ICs per faculty (FTE count). For the
participating faculty only, during the five-year period, the PRJs per faculty member count was 5.0. These
numbers show much progress in the past five years, and indicate a positive trend in both the overall
production of intellectual contributions, as well as in publications that are considered high quality and
impactful.
Additional impact of faculty scholarship that is not reflected in AACSB Table 2-1 includes:
A. Research oriented grants that several faculty members have received, totaling $728,000 from
NSF, Chancellor’s funds, and other agencies.
B. A number of faculty are well-recognized for their research efforts, have published in high quality
journals, and collaborated with colleagues at other universities including, Purdue, Duke, Texas
A&M, and University of Illinois.
C. Several faculty members serve on journal editorial boards and in leadership positions in
professional bodies, and as reviewers and conference/track chairs.
D. Dr. Bell published 37 PRJs (49 overall IC count) during the 2011-15 and co-authored a textbook
in business communication; Dr. Quazi published 13 PRJs and Dr. Ngamassi published 12 PRJs
during this period.
E. Dr. Ngamassi partnered with an engineering faculty at Purdue University on his research project
on the use of social media in disaster management in summer 2015.
F.
Dr. Chong served on a dissertation committee as an external member.
Several faculty have received awards and recognitions for their research and related activities. Table A4-4
lists some of these awards and recognitions.
One of the remarkable attributes of COB faculty is their ability to work in teams across disciplines and
professional training. A fairly large number of PRJs are co-authored by faculty teams that include
practitioner faculty (SP, IP) working side by side with the academic faculty (SA, SP).
100% of the full-time graduate faculty have published ICs and have active research agendas. Twenty
(87%) of tenure track and tenured faculty members have produced at least 2 PRJs (and attained the
necessary points to earn the SA designation); 13 (58%) of the SA faculty members have produced 5 or
more PRJs. Table A4-2 in Appendix A4 presents additional information on these counts.
26
Alignment with the Mission
Table 4-4 demonstrates how the College’s cumulative IC portfolio aligns with the mission, expected
outcomes and strategies. 19% of the ICs in PRJs meet the excellence in teaching or pedagogy mission of
the College; another 16% represent research that impacts business practices and 65% of research is selfidentified as discipline-based scholarship.
Table 4-4: Alignment of IC with the COB Mission
COB Faculty
Research Portfolio
Numbers
Percentage
Learning and
Pedagogical
Scholarship
76
19%
Mission Components
Contribution to
Practice
Discipline Based
Scholarship
62
16%
260
65%
Table 4-5 demonstrates that the COB faculty are doing research that has impacted the literature on
teaching, especially the materials in a number of textbooks. This data gathered from Google Scholar
shows that peer reviewed journal articles and books written by the College faculty have influenced a
range of textbook authors, and through them faculty and students who use these textbooks.
Table 4-5: The Impact of COB Faculty ICs on Pedagogy and Teaching Literature
SA Faculty
Most Cited Article
(2012) The Relevance
Bell
of Scientific
Management and
Equity Theory in
Everyday Managerial
Communication
Situations. (24
citations)
Debnath
(2007) Designing
business school
courses to promote
student motivation:
An application of the
job characteristics
model. (45 citations)
Textbooks/Reference Books Citing Top Article
Organizational Behavior: Securing Competitive Advantage by
John A. Wagner III, John R. Hollenbeck - 2014
Fundamentals of Human Resource Management: Functions,
…by Robert N. Lussier, John R. Hendon - 2016
Organizational Psychology: A Scientist-Practitioner Approach
by Steve M. Jex, Thomas W. Britt - 2014
Human Resource Management: Functions, Applications, and
...by Robert N. Lussier, John R. Hendon - 2015
Managing Diversity: Toward a Globally Inclusive Workplace
by Michalle E. Mor Barak - 2013
Disrupt or Be Disrupted: A Blueprint for Change in ...by
GMAC (Graduate Management Admission Council) - 2013
27
Mahfouz
(2005) Use of Internet
Pornography and
Men’s Well-Being.
(66 citations)
Ngamassi
(2008) Building
global bridges:
Coordination bodies
for improved
information sharing
among humanitarian
relief agencies. (30
citations)
Quazi
(2007) Economic
freedom and foreign
direct investment in
East Asia. (85
citations)
(2000) Entrepreneurs
and Economic
Development: the
remarkable story of
garment exports from
Bangladesh. (60
citations)
Quddus
The Effects of the Internet on Social Relationships: ... by Joan
D. Atwood; Conchetta Gallo - 2011
Sexual Diversity and Sexual Offending: Research ... by Glyn
Hudson Allez - 2014
Sexual Interactions: The Social Construction of Atypical ... by
Andreas G. Philaretou, Constantinos N. Phellas, Stavros S.
Karayianni - 2006
Interdisciplinary Perspectives on E-Collaboration: ... by Kock,
Ned - 2010
Introduction to Counseling: Voices from the Field by Jeffrey
Kottler, David Shepard - 2014
Information Systems and Modern Society: Social Change and ...
by Wang, John - 2013
World Suffering and Quality of Life by Ronald E. Anderson 2015
Information Systems for Crisis Response and Management in ...
by Chihab Hanachi, Frédérick Bénaben, François Charoy –
2014
Managing the Risks of Extreme Events and Disasters to ... by
Intergovernmental Panel on Climate Change, Christopher B.
Field - 2012
Partnerships, Power and Peacebuilding: NGOs as Agents of ...
by Thushara Dibley - 2014
Social Networks and Organizations by Martin Kilduff
and Wenpin Tsai - 2003
Social Inclusion: Societal and Organizational Implications ... by
Eileen Trauth, Debra Howcroft, Tom Butler - 2006
Emerging Markets and Financial Resilience: Decoupling ... by
Hooy Chee-Wooi, Ruhani Ali, Malaysian Finance
Association - 2013
Expansion of Trade and FDI in Asia: Strategic and Policy... by
Julien Chaisse, Philippe Gugler - 2009
Broken Promises of Globalization: The Case of the ... by
Shahidur Rahman - 2013 - Preview The Garment Industry in Low-Income Countries: An Entry ...
by Takahiro Fukunishi, Tatsufumi Yamagata - 2014
Trade and Structural Adjustment Embracing Globalization: ...
by OECD - 2005
Sewing Success?: Employment, Wages, and Poverty following
... by Gladys Lopez-Acevedo, Raymond Robertson - 2012 Making the Cut?: Low-Income Countries and the Global ... by
Cornelia Staritz - 2010
Poverty, Gender and Migration by Sadhna Arya, Anupama Roy
- 2006
Historical Dictionary of Bangladesh by Syedur Rahman - 2010
Pathways to Power: The Domestic Politics of South Asia – by
Arjun Guneratne, Anita M. Weiss - 2013
Skill Formation Regimes in South Asia: A Comparative Study
... by Markus Maurer - 2011
28
Ram
(2008) Uncovering
the intellectual core of
the information
systems discipline
(256 citations)
Research Methodologies, Innovations and Philosophies in ...
by Mora, Manuel - 2012
Computing Handbook, Third Edition: Information Systems by
Heikki Topi, Allen Tucker - 2014
A Survey of Core Research in Information Systems by Anna
Sidorova, Nicholas Evangelopoulos, Russell Torres - 2013
Design-Type Research in Information Systems: Findings and ...
by Vahidov, Rustam - 2012
Shaping the Future of Business Education: Relevance... by
Gordon M. Hardy, Daniel L. Everett - 2013
Information Systems Research and Exploring Social ... by Isaias,
Pedro - 2012
Information Systems, Technology and Management: 6th ... by
Sumeet Dua, Aryya Gangopadhyay, P. Thulasiraman - 2012
Global Perspectives on Design Science Research: 5th ... by
Robert Winter, J. Leon Zhao, Stephan Aier - 2010
Grand Societal Challenges in Information Systems Research by
Jan vom Brocke, Armin Stein, Sara Hofmann - 2015
Fundamentals of NeuroIS: Information Systems and the Brain –
by René Riedl, Pierre-Majorique Léger – 2016
Source: https://books.google.com/bkshp?hl=en&tab=wp&ei=blpqVu2MGsz0-QH4obCwBw&ved=0EKkuCBAoEA
Quality of Intellectual Contributions
The COB faculty’s 185 PRJ’s from 2011-15 were published in 99 different journals. 12 (12.1%) of these
journals are defined by the COB as “high quality” journals. COB defines high quality journals as those
appearing in the three top categories (A*, A, B) of the Australian Business Dean’s Council Journal
Quality List 2013.
With the COB’s recent introduction of a point/weight system for evaluating the merit of ICs (in response
to the 2013 AACSB standards), faculty are now more acutely aware of the quality of publication outlets.
To provide incentives for publishing in high quality journals, the dean has added two summer research
mini-grants ($6,000 each) for faculty pursuing high quality research outlets. Faculty members have also
been encouraged to avoid predatory journals, which do not provide a rigorous review process and seem
mostly to be money making schemes.
Impact of the Intellectual Contributions
COB faculty are increasingly aware of the challenge to publish in high quality and impactful outlets.
Some have already had success with articles in selective journals such as MIS Quarterly, Decision
Sciences, Journal of International Business Studies, Journal of Financial Economics, Journal of
Financial and Quantitative Analysis, International Journal of Production Economics, National Tax
Journal, International Review of Financial Analysis, and Corporate Governance: An International
Review.
As the COB prepared for the AACSB review under the new 2013 standards, the Mission Committee
considered several approaches to measuring and reporting the impact of intellectual contributions. The
COB considers citations as one measure of impact; citations are a proxy for the influence of a PRJ on
fellow scholars. Eventually, these measures were selected:
29
A. Google Scholar h-index and i10-index
B. ResearchGate Impact Factor
Google Scholar h-Index
Google Scholar’s h-index of a faculty is defined as follows: “the largest number ‘h’ such that at least ‘h’
PRJs were cited at least ‘h’ times.” For example, if Dr. Smith has a Google Scholar h-index of 5, this
means that five of Dr. Smith’s PRJs were cited at least 5 times each over the period.
Google Scholar i10-Index
Google Scholar’s i10-index of a faculty is the number of PRJs cited at least 10 times. For example, if Dr.
Jones has an i10-index of 3, this means that 3 of Dr. Jones’ PRJs were cited “at least 10 times” each over
this period.
Table 4-6 displays Google Scholar’s estimate of the number of citations generated by the publications of
the COB Scholarly Academic (SA) faculty. According to Google Scholar, PRJs published by the
Scholarly Academic COB faculty have garnered a total of 1,929 citations since 2010, and 2,773 in all.
Seven faculty members have attained “100 or more” citations each since 2010, while thirteen have
attained “50 or more citations” each. The citation “mean” for faculty publications in the Department of
Accounting, Finance & MIS is 134; with an h-index mean of 5 overall, and an h-index mean of 4 since
2010. For the same period, the citation mean for the faculty publications in the Department of
Management & Marketing is 97; with an overall h-index mean of 4, and since 2010 has an h-index mean
of 4.
Table 4-6: Impact of Faculty (SA) PRJs as Measured by “Google Scholar Citations”
College of Business
Faculty Member
Accounting, Finance & MIS
Bell, Reginald (SA)
Chong, Hock Gin (SA)
Hussein, Mohammed (SA)
Khan, Moosa (SA)
Khieu, Hinh (SA)
Lee, Bu-Ryung (SA)
Mahfouz, Ahmed (SA)
Ngamassi, Louis (SA)
Opara, Emmanuel (SA)
Ramakrishnan, Thiagarajan (SA)
Vetter, William (SA)
Zhang, Yi (SA)
Department Totals
Department Mean
Management & Marketing
Alam, Arshad (SA)
All
Citations*
h-index i10-index
Citations
Since 2010 h-index
i10-index
224
305
16
77
41
111
123
142
40
307
155
70
1611
134
8
8
2
5
2
5
4
7
2
3
6
4
56
5
4
7
0
3
2
2
2
4
1
2
4
2
33
3
217
215
16
51
41
76
82
132
21
274
20
62
1207
101
8
7
2
4
2
4
3
7
2
3
3
4
49
4
4
5
0
3
2
2
2
4
0
2
0
2
26
2
91
5
1
29
3
1
30
Debnath, Sukumar (SA)
Fei, Qiang (SA)
Joonas, Kishwar (SA)
McNeil, Lawrence (SA)**
Ojumu, Oluwagbemiga (SA)
Quazi, Rahim (SA)
Quddus, Munir (SA)
Sutanto, Peter (SA)
Tandon, Sudhir (SA)
Vesey, Jermaine (SA)**
Williams, Michael (SA)
92
5
4
66
4
2
161
5
4
104
5
4
46
4
1
38
3
1
25
3
1
25
3
1
15
2
0
15
2
0
270
8
8
194
7
6
305
9
8
144
7
4
41
2
1
29
2
1
97
3
2
64
3
2
5
1
0
5
1
0
14
3
0
9
2
0
1162
50
30
722
42
22
Department Totals
97
4
3
60
4
2
Department Mean
2773
106
63
1929
91
48
SA Totals
116
4
3
65
4
2
SA Mean
*As of December 17, 2015, tenured, tenure track and full-time non-tenure track faculty with Google
Scholar accounts Scholarly Academic (SA)
**Numbers are based on estimates of citations available from Google Scholar.
Table 4-7 illustrates (as of December 17, 2015), the frequency of all tenured, tenure track and non-tenure
track full-time SA faculty’s publication, reads (downloads) and citations as measured by the Research
Gate (RG) database. Citations in RG reflect some 80 million articles which exist in the RG database, and
certainly do not reflect what Google Scholar is able to count on the internet. For example, Gin Chong has
305 citations on Google Scholar, but 96 in RG; Reginald Bell has 224 citations on Google Scholar, but
151 in RG. Although different, the impact of SA faculty publications shown in Table 4-6 are comparable
to the impact measured in Table 4-7, and both measures reflect meaningful overall impact of the COB
faculty intellectual contributions portfolio.
Table 4-7: ResearchGate (RG) Reads (downloads), Citations & Citations per Publication
College of Business
Publications
Alam, Arshad (SA)
Bell, Reginald (SA)
Chong, Hock Gin (SA)
Debnath, Sukumar (SA)
Fei, Qiang (SA)
Hussein, Mohammed (SA)
Joonas, Kishwar (SA)
Khan, Moosa (SA)
Khieu, Hinh (SA)
Lee, Bu-Ryung (SA)
6
82
42
15
8
19
13
11
4
18
RG
Reads
64
9542
1783
124
312
327
298
275
276
414
31
RG
Citations
4
151
96
23
84
10
23
25
12
21
Reads per
Pub.
11
116
42
8
39
17
23
25
69
23
Citations per
Pub.
1
2
2
2
11
1
2
2
3
1
Mahfouz, Ahmed (SA)
12
197
52
16
4
Ngamassi, Louis (SA)
30
503
71
17
2
Ojumu, Oluwagbemiga
5
82
4
16
1
(SA)
Opara, Emmanuel (SA)
20
265
17
13
1
Quazi, Rahim (SA)
33
2353
127
71
4
Quddus, Munir (SA)
27
939
54
35
2
Ramakrishnan,
9
464
150
52
17
Thiagarajan (SA)
Sutanto, Peter (SA)
9
408
15
45
2
Tandon, Sudhir (SA)
12
243
43
20
4
Vetter, William (SA)
8
67
2
8
0
Williams, Michael (SA)
9
280
2
31
0
Zhang, Yi (SA)
11
302
30
27
3
COB Totals
403
19518
1016
48
3
Note: Given that AACSB allows for the impact measure to be over a longer time frame (5 years plus),
we have included the ResearchGate (read count) from 2006. Source: http://www.researchgate.net
ResearchGate uses the term “reads” and “downloads” interchangeably. Table 4-7 shows there are four
faculty members with download counts of 9542, 2353, 1783, and 939 RG reads. In fact, nineteen (of 22
SA faculty or 86%) have more than 100 RG reads each. Fourteen of 22 SA faculty (64%) have 10 or more
publications. Eight of the 22 SA faculty (36%) have more than 50 RG citations. Twenty of the 22 SA
faculty (91%) have 10 or more reads per publication, and 15 of the 22 faculty members (68%) have 2 or
more citations per publication. The “RG Reads” per Publication and “Google Scholar Citations” per
Publication provide strong evidence that the intellectual contributions portfolio of the most scholarly
COB faculty have had substantial influence on the literature in their respective fields.
For trend data, Figure 4-1 illustrates ten years of annual citations of the PRJs of COB scholarly faculty.
As of December 17, 2015, the first period (2006-2010) has a total count of 663 citations, with an average
annual count of 133 citations. The latest five year citation count (2011-2015) shows 1,685 citations for the
same faculty cohort, with an annual average count of 337. Thus the latest period (2011-2015) citation
average count is nearly 2.54 times greater than the previous five year period (2006-2010) citation average
count for this cohort (22) of faculty who currently have public Google Scholar accounts. Figure 4-1
presents these trends in annual citations using a bar chart. Clearly these trends are positive, showing
increasing impact and influence over time on the literature in their respective fields.
32
Figure 4-1
SA Faculty Citations per Year
500
439
450
400
353
350
301
300
300
256
250
200
200
176
146
150
87
100
52
50
2
4
7
8
9
12
14
14
20
16
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
0
SA Faculty ∑
SA Faculty Avg.
Notes: From ResearchGate site estimates.
Table 4-8 provides an overview of the number of research oriented activities by the COB faculty. As part
of COB efforts to measure and encourage impactful scholarship, faculty achievements have been
identified in a number of areas – grants, awards, serving as journal editor or on editorial boards, officer
positions in professional bodies, etc. These achievements and activities reflect peer recognition of the
quality and impact of the faculty research competencies. Table 4-8 provides an overview of the number of
activities in this area, while individual tables in Appendix A4 (A4-3, A4-4) provide a more complete and
expanded picture of faculty achievements in each arena.
Table 4-8: COB Faculty Accomplishments in Research and Intellectual Contributions
Type of Achievement
Number of
Faculty
12
8
Grants
Awards
Journal Editor, or Editorial
7
Board
Leadership in professional
11
organizations
Consulting, serving on
7
dissertation committees, other
Note: Faculty surveys conducted in fall 2015
Total Number of Achievements
(grants, achievements, other)
13
18
Appendix A4
(details)
Table A4-3
Table A4-4
10
Table A4-5
17
Table A4-6
13
Table A4-7
33
Table 4-9: Source of Funds (State, Grants, etc.)
Fiscal Year
State
Grants, other
Total
2011
4,092,871
169,502
4,264,384
2012
4,126,091
93,504
4,221,607
2013
4,297,349
66,427
4,365,789
2014
4,676,175
82,386
4,760,575
2015
4,927,793
75,878
4,999,686
TOTAL
22,114,279
487,697
22,601,976
Notes: Data from Comptroller’s office; the table does not reflect all of the grants received by faculty, since
some of these accounts are administered by Title III administration, and other agencies
Table 4-10: Sources of Revenues (Fees) for the COB (2011-15)
Fiscal Year (s)
Student Fees
2011
205,632
2012
313,567
2013
594,437
2014
642,826
2015
563,407
Total
2,319,869
Notes: From internal COB accounts and FAMIS
Executive MBA
205,428
527,461
785,460
1,518,349
Total
205,632
313,567
799,865
1,170,287
1,348,867
3,838,218
The COB receives funding from several sources: the State of Texas, federal agencies, student fees, and
private support from individuals and businesses. Table 4-9 presents an overview of the major funding
received by the College of Business since fiscal year 2011.
In addition to the Table 4-9, funding overview, the College of Business receives grants (currently
approximately $1,500,000) that are administered by other entities on the Prairie View A&M University
campus. Additionally, summer faculty salaries (approximately $80,000) are funded by the Provost Office
and are not included in Table 4-9.
The largest source of funding for the College of Business operating budget is the state of Texas
appropriations to Prairie View A&M University, which are then allocated through the University’s
budgeting process. These state appropriations cover a majority of the faculty and staff salary, supplies,
equipment, marketing and communications, and related operational costs of academic and mission driven
programs and goals.
Table 4-10 presents time series statistics on revenues from student fee and EMBA tuition and fee. The
trends are positive as both sources have begun to contribute significantly to the COB financial resources.
Operating Budget
Table 4-11 summarizes the operating budget of the College of Business during the fiscal year 2011-2015.
The table shows that over time the share of the faculty salary to total expenses have remained steady.
As it has been mentioned, the College of Business receives revenues from sources other than the state
which cushion the College’s budget from the uncertainty related to the state’s formula driven funding.
34
 Private support in the form of donations and gifts account for an average $50,000 annually and
mostly support scholarships. The College of Business has more than 20 endowed scholarships;
the total College of Business endowment, which includes funds for an endowed chair, exceed $4
million.
 Special funding is received from the Provost and the Vice President for Business Affairs for
targeted projects. The past three summers, the College of Business has received approximately
$200,000 each summer to support the Summer Bridge Program, an innovation to improve student
success and retention; funding covers tuition and room & board for the selected incoming
freshman.
 Technology needs are funded from College of Business student fees and from Title III grants. The
Tech Refresh Program recently provided nearly 75 desktops for all faculty and staff members
with computers older than five years.
 Research funds (summer) are available from the Dean of the Graduate School.
 Student fees average approximately $500,000 annually to support adjunct faculty salaries and
other academic expenses.
 The Executive MBA program was begun in fiscal year 2012, and revenue generated in fiscal year
2015 was $785,460.
Table 4-11: Operating Budget COB
Fiscal Year(s)
2011
2012
2013
Salary Expenses
3,764,500
3,508,516
3,779,152
M&O
110,579
79,797
70,632
Non-salary Expenses
389,305
633,294
516,005
Total Spending
4,264,384
4,221,607
4,365,789
Percentage Salary Expenses
88%
83%
87%
Note: Data from Comptroller’s Office and COB Budget Specialist
2014
4,020,268
65,169
675,138
4,760,575
84%
2015
4,138,654
58,149
802,883
4,999,686
83%
The strategic goals and action items identified in the Strategic Planning process are supported by
established financial strategies and budgets. Table 4-12 displays the fiscal years 2015 -2016 College of
Business Action Plan. The action plan items, which are linked to goals and objectives from the 2015-2019
Strategic Plan, are supported by specific financial strategies and revenue sources. As the budgetary
situation changes, appropriate adjustments are made to the plan.
Table 4-12: Financial Support for “Annual” Strategic Initiatives (2015-2016 Action Plan)
Action Item
Long Term
Goals (St.
Plan 20152019)
o
Allocate additional funds to enable
three faculty to attend teaching
conferences
o
Goal 1
Introduce a pilot mentoring program
Objective 1.2,
(traditional, peer) engaging at least
Objective 4.2
20 students
(retention)
Goal 1
Objective: 1.1
35
Cost Estimates and
Sources
2015-16
$3,500
Dean’s account for
faculty development
(Act: 223403)
$2,500
Dean’s office
student support fee
(Act: 223400)
Responsible Party
and Budget Source
Faculty and
Department heads
Mr. Harvey, Mr.
Stiff, Ms. Davis;
interested student
leaders
o
100% courses to have an e-course
online presence, including student
gradebook
Goal 1
Objective 1.3
o
Special summer grant for
collaborative research - support two
research teams (including
professional faculty)
Goal 2
Objective 2.1
$5,000 in Grad
Student Assistance
Dean’s office,
Graduate
Instructional support
fee (Act: 223402)
$8,000
Dean’s faculty
development funds
(EMBA; Act:
223404)
Faculty, department
heads, IT committee
Special taskforce on
summer research
grant evaluations;
Goal 2
Objective 2.2
$12,000
Dean’s faculty
development funds
(Act: 230400)
Dean’s office;
department heads;
faculty development
funds, dean’s office
(EMBA surplus
funds)
Support the CIBE for greater impact
(students, faculty, community);
support at least two faculty travel
overseas and for professional
development
Goal 3
Objective 3.1
$3,500
Dean’s faculty
development funds
(Act: 223400)
CIBE Director and
Dean’s office
o
Formally launch the “online” degree
completion 2+2 BBA programs
(management, finance) to
complement the NWHC programs
Goal 4
Objective 4.1
o
Support EMBA Director with
additional resources to grow
enrollment
o
Develop and offer one new
“revenue generating”
Continuing/professional education
program in NWHC
Goal 5
Objective 5.1
Continue to support the summer
bridge program in summer 2016
Goal 4
Objective 4.1
(retention,
growth,
student
success)
o
o
o
o
High Quality Publication - Award
two summer grants to faculty
($6,000 each) for successful
publication in “A” journals in the
immediate past year
Improve the success of MSA
students in sitting for and passing
the CPA exam
Goal 4
Objective 4.1
Goal 4, 5
36
Department heads
working with budget
specialist and
faculty; department
funds
$40,000 for
EMBA director,
marketing campaign associate director,
EMBA surplus
budget specialist,
funds (Act: 223404) dean
Dr. Quazi, Associate
$5,000
Director NWHC for
Special NWHC
IB training for
funds from Provost’s
teachers; Dr. Lee for
office
Becker Review
$7,500
Dean’s student fee
account budget (Act:
223401)
$100,000
Vice President
Business account
$10,000 (10 $1,000
stipends for Becker
review); Dean’s
Excellence funds;
Houston CPA
society
Ms. C. Davis,
Assistant Dean with
faculty support,
budget specialist in
the dean’s office
Dr. Lee, Ms. Till,
other faculty
members and
department head
(AFMIS)
$207,000 - All
sources; 97,000COB
Notes: 2015-2016 Action Plan, Approved on September 25, 2015
Total Expenses
Table 4-13: Financial Support for Six “Major” Long-Run Strategic Goals (2015-19)
Continuing
First Year
Source or Disposition of
Goal
Start Date
Annual
cost/revenue
Funds
cost/revenue
(Excellence in Teaching)
COB faculty professional
development funds,
September
 Ensure all faculty are
$10,000
$10,000
dean’s office, Graduate
2015
using basic online
Assistants
tools in eCourses
(Excellence in Research)
Provost’s office is
expected to provide these
 Recruit two new
September
$200,000
$200,000 funds provided the COB
tenure track faculty
2015
enrollment continues to
with potential for high
grow
quality research
(Excellence in Service)
Dean’s funds supported
by fundraising (private
September
 Establish workshops
$10,000
$5,000
funds) or grants (existing
2015
on financial literacy
grant)
for campus students
(Grow Enrollment)
COB Dean’s account
(recruitment and
 Strengthen retention of
retention funds)
freshman through early September
$10,000
$10,000
2015
intervention and
holistic faculty
mentoring
(Strengthen the Financial
NWHC Special funds
Base)
and COB funds (surplus
September
$20,000
$10,000 EMBA)
 Develop stand-alone
2015
certification programs
in NWHC
(Building the Brand)
Advertisement on
LinkedIn and
 Increase the
improvement in the
effectiveness of the
September
homepage (NWHC
COB homepage and
2015
$30,000
$20,000
funds, Campus
social media avenues
Communications Dept.)
to highlight faculty
and student
achievements
Notes: From the COB Strategic Plan and the budget projections.
The strategic plan and individual goals are supported by specific financial strategies and revenue sources.
Table 4-13 shows the sources of financial funding for six major goals in the long-term strategic plan. As
the budgetary situation changes, appropriate adjustments are made to the plan. The College receives its
funding from several sources: The State of Texas through the general funds at the university; the US
37
Department of Education (BIE grant, Title III); the Small Business Administration (SBA) that supports
SBDC, student fees (including designated tuition, and EMBA) and private sources. The biggest expenses
are faculty and staff salaries supported by university’s state appropriations. Title III funds have supported
development of the computer labs and other technology initiatives (SAP, Cyber Security). Funds received
from the Advisory Board, alumni and other private sources are used to support student travel,
scholarships, and related expenses.
New Degree Programs - Brief Description
Since the previous AACSB maintenance visit in spring 2011, the COB has not introduced any “new”
degree program, however a number of new courses and innovative curricular changes have been
implemented. These were guided by a number of factors including assessment findings, market and
strategic considerations, and student demand. All changes are mission driven and designed to strengthen
enrollment and financial base.
Executive MBA
The EMBA is considered by the THECB as a form of MBA program. The program was launched in fall
2012 after several years of planning. The impetus to launch this program came from a number of factors:
market opportunities, the need to strategically diversify and enhance sources of revenues, faculty
retention and professional development considerations, building the COB brand, and the availability of
excellent facilities (the NWHC). Conversations with the Advisory Board members (many of whom are
business and industry leaders), indicated that there is a strong demand for such leadership programs for
working adults who may not have a business background, but would like to move up the corporate
ladder. Given the program is hybrid, and requires the student to attend classes only two Saturdays per
month, the scope of the market was estimated to be Greater Houston and adjacent cities (within 2-4 hour
drive). The VP of Business Affairs provided initial seed funding ($50,000) to support the marketing
campaign in the start-up phase of the program.
Since EMBA is considered by the THECB and the BOR as an MBA program, no new approvals were
necessary. However, the COB submitted a proposal to both the BOR Chancellor’s office and the
THECB. Subsequently, the Coordinating Board issued an approval letter. After much planning, market
research, and a marketing campaign, the program was launched in fall 2012 with a part-time director.
The first cohort (fall and spring) had only 11 students. An associate director was later added and a
professional marketing company recruited. Given the program is considered “off the books,” its finances
are kept separate from the rest of the College. However, any surplus revenues (local funds) may be used
to enhance the College’s mission. Nearly 50 students have been enrolled, and 20 have already graduated.
The program assessment has been in place showing students have achieved the learning goals. Nearly
$1.5 million in revenues have been raised, but given the high expenses (marketing, textbooks, meals,
faculty salary, China trip, etc.), the surpluses are smaller. Nevertheless, the program has helped the
College attain many of the goals it had set out to achieve.
Mandatory Reinforcement Sessions
Concerned with the high failure rates in some courses, the COB borrowed an idea from the College of
Engineering in designing “mandatory tutorial” or reinforcement sessions in two high failure courses
which students take early in the COB. These courses are financial accounting and business statistics.
38
Although, it is still early to determine if there has been perceptible impact on retention and student
success, preliminary feedback indicates that students find these tutorial sessions to be helpful.
Online BBA Degree Completion (2+2) program
To expand the reach of the COB courses to the community college “transfer” students, and to
complement the programs offered in NWHC, the College has designed two “degree completion”
programs to be delivered online – BBA in management and finance. A majority of upper division
courses have been developed by faculty members. The program is nearly ready to be launched. Some of
these online courses are already being offered and have proved popular with our current students who
take online courses in addition to those taught in the traditional mode.
New Course in Business Math
Concerned by the lack of basic math skills of students after they have taken College Algebra, Finite
Math, and Business Calculus, the COB decided to be innovative and proffer their own solution. A new
course in business math (MGMT 1163) was designed. The course uses business problems to teach
mathematical concepts. Two sections of this course are now offered each semester. This is part of the
COB core and all business students will be required to take this course.
Changes in the MBA Curriculum
A number of changes were recently made to the MBA curriculum in order to make it more convenient
for students to complete their levelling courses before they start taking the core courses. The number of
leveling courses was reduced from seven to 5, and the majority of these courses are being offered in the
eight-weeks in hybrid or online format.
(4+1) BBA/MSA Program in Accounting
Although, the concept of the 4+1 program has been available for some time, in 2013 this program
received additional focus based on conversations with alumni and employers (accounting firms) and was
formalized. Dr. Lee, professor of accounting, and Ms. Till, CPA and instructor of accounting were
charged with spearheading this program and promoting it in a systematic manner, given accounting
firms were asking for students with a Master degree in Accounting who are CPA ready. As Table 4-14
shows 32 students have been admitted to this program.
Table 4-14: Four-plus-One Program in Accounting
Semester
Admitted to
Currently
Chose not to
the Program
BBA
pursue the
(total)
Student
MSA
Fall 2013
9
2
3
Spring 2014
7
2
3
Fall 2014
14
7
5
Spring 2015
2
2
Total
32
13
11
Notes: Data shared by Dr. Brian Lee, program coordinator
39
Currently in Completed the
the MSA
(4+1)
Program
BBA+MSA
3
1
2
2
7
1
o
o
o
o
o
o
Students are attracted to receiving two degrees (BBA and MSA) in an “accelerated” time because
they can enroll in two graduate courses prior to completing their BBA – this is built into the
program degree plans;
Students can satisfy the educational requirements for the uniform CPA examination in Texas;
Have access to mentors throughout the program and enjoy career guidance;
Are given networking opportunities with students, staff, faculty and accounting professionals;
Have priority access to internship and employment opportunities; and
Can apply for scholarships from professional organizations and governmental agencies.
SECTION 5 – PARTICIPANTS: STUDENTS, FACULTY AND PROFESSIONAL STAFF
Students: Describe any changes in students (enrollments trends, diversity, effect of changes in admission
criteria, etc.) and/or support services (advising, career services, other student development initiatives, etc.)
since the last review.
Over the previous five years, COB enrollment has increased, with 1,170 students enrolled in fall 2015
compared to 1,098 students in fall 2011. While undergraduate enrollment has remained fairly stagnant at
around 900 students over this period, enrollment of graduate students has expanded substantially - from
193 students in fall 2011 to 294 students in fall 2015—an increase of 52%. The growth in graduate
enrollment is especially robust for the MBA program, with the online MBA and EMBA attracting new
students. The rapid expansion of the graduate programs has raised the percentage of graduate students in
the COB, from 18% of total enrollment (2011) to 25% in 2015. Table 5-1 depicts enrollment trends and
degrees awarded from 2010/11 to 2014/15.
Table 5-1: Trends in Enrollment and Degrees Awarded (2010/11 – 2014/15)
Program and Major
BBA
Accounting
Finance
Management
Management Information Systems
Marketing
BBA Total
MBA
Traditional MBA
Executive MBA
MBA Total
MSA
Grand Total
Degrees
BBA
MBA
MSA
EMBA
2011
2012
2013
2014
2015
208
65
385
96
151
905
206
42
366
67
168
849
203
51
366
73
161
857
207
47
363
64
147
828
173
68
404
83
148
876
148
157
7
164
163
33
196
170
45
215
196
46
242
38
67
49
1051
1117
1092
Degrees Awarded
111
105
117
26
26
41
19
11
26
7
52
1170
148
45
1098
104
31
17
40
129
30
29
18
Notes:
 There is no breakdown of the number of students in the online MBA program given these (online)
courses are open to all students.
 From IRE and Dashboard "Historical Degrees Awarded": https://www.pvamu.edu/ir/pvamudata/current-interactive-dashboards/
Current students have these characteristics:
o 92% of COB students are residents of Texas; 6% are from other states; and 2% are international
students.
o 52% of the business students are female and 48% male.
o 88% of the business student body is African American, 3.9% Hispanic, 3.2% Caucasian, and
1.8% Asian.
o 90% of all students receive some type of financial assistance.
o Of the graduate students, 82% are in the MBA programs (including the EMBA), with the
remainder in the MSA.
A major development in recent years has been the re-introduction of the University Honors program. The
program attracts the best and brightest students, many on Presidential or Regent’s scholarships with high
SAT and ACT scores, to attend the university. The vision of the program is to develop students into
global leaders. The newly established Confucius Institute has added to the resources available to the
Honors program. A number of the honors students are in the Undergraduate Medical Academy (UMA).
The COB has a number of students in the honors program who have benefitted from its special
curriculum and resources. Every honors student is required to take two language courses in Chinese or
Arabic. Many travel to China in summer to reinforce their language skills. Upon graduation, the
placement of these students has been impressive. They have been accepted to the top graduate programs
including medical and law programs, in Ivy League schools. Table 5-2 gives some information on the
business students who have benefitted from the Honors program.
Table 5-2: Honors Program Students- Business Majors (As of November 2015)
Name
Class
Major
Graduated
Anderson, Derrick
HPIV
Management
Boyogueno, Dannick-Elsa HPVI
Marketing
Bridges, Ashlynn
HPIII
Management
Busby, Brian
HPVI
Marketing
Castillo-Ochoa, Alejandra HPII
Management
Graduated
Grier, Nadia
HPIII
Marketing
Lardge, Kourtney
HPIII
Accounting
Graduated
Lowe, Demario
HPIII
MIS
Malone, Jessica
HPII
Marketing
Graduated
Mathews, Michael
HPII
Management
Graduated
West, Kenneth
HPI
Management
Graduated
Westerfield, David
HPIII
Accounting
Note: From Dr. James Wilson, Director, University Honors Program.
41
Honors
Magna Cum Laude
Cum Laude
Suma Cum Laude
Suma Cum Laude
Magna Cum Laude
Student Support Services:
The COB has implemented a robust support system for student success. This is primarily managed by the
two assistant deans, complemented by other professional and support staff, faculty and administrators.
The student support services include recruitment, retention, tutorial support, mentoring, professional
development opportunities, academic advising and registration, and job placement support.
The following are worth noting:
o
Freshman Orientation: Incoming freshman are made to feel welcome in the College. Each
receives a welcome letter from the dean. Students are invited to an hour-long orientation in the
fall semester where the dean and department head offer welcome remarks. The assistant deans
then spends time going over the various services (study space, tutorial, academic advising, early
intervention, internship and placement, other) available to the students. Many of the students are
already familiar with the staff and some faculty members because of the summer bridge programs
(see below). Each student is assigned a primary and secondary advisor in their Panther Tracks
account (a university online portal); these are also posted prominently so that at the time of
registration, they can sign up to see their primary advisors.
o
Regular Communications: Assistant Dean, Kimberly Gordon, regularly sends out e-mail blasts to
students sharing information on the academic calendar, deadlines and resources and maintains the
college website. Students are kept informed on companies coming to the campus to interview
students for internships and jobs, guest speakers and other special events; Ms. Gordon also serves
as the internship coordinator.
o
Tutorial Programs: The COB spends roughly $60,000 annually on hiring Graduate Students (GA)
to tutor students and support faculty in their teaching. The tutors are carefully selected
(sometimes six out of 40 applicants) from various disciplines with skills in math and writing. The
tutors are available daily normally in afternoon hours, in the Center for Business Communication.
Many students take advantage of them as a resource, especially seeking help to improve their
initial drafts of papers.
o
Summer Bridge Program for Incoming Freshman: A new summer bridge program, Business
Scholars Summer Program (BSSP), was implemented in summer 2014 for incoming freshman
and led by Assistant Dean Carolyn Davis. In BSSP, participants have advanced access and
opportunity to:





Early network with COB faculty, staff, and students
Early degree completion
Involvement in mandatory course (PD) and professional development workshops
including:
 Career choice
 Entrepreneurship and Small Business Development
 Time Management
 Test taking
 Goal setting
 College core prep courses and exams paid for by the COB
Access to COB resources including tutorials, library resources, labs, and peer mentoring
Activities and assignments to enhance critical and writing skills
42
o Summer Program for High School Students: Business Advantages for Scholastically Inclined
Students or BASIS (9-11 graders) - The COB invites talented high school students with an
opportunity to participate in a residential robust program during two weeks of summer.
Participants spend the majority of their day in math and other courses then move to the College of
Business for focused attention on the following:



o
Business plan development
Projects that allow students to network with COB faculty, staff, and students
Activity involvement for oral and presentation skills
Active Student Organizations: The COB dean’s office actively supports student organizations
with funding and faculty advisors. This builds leadership skills and networking. Many travel to
conferences and participate in competitions to hone their skills. The most active groups include:
National Association of Black Accounts (NABA), Association of IT Professionals, American
Marketing Association, Toastmasters, PV Finance Club, Hispanic Business Students Association,
Enactus (formerly SIFE), and Beta Gamma Sigma. Each group has faculty advisors who often
attend student meetings.
o New Initiatives (student services):

Assistant Dean Carolyn Davis communicates with students who have low grades at midterm. This “early intervention” initiative is supported by a software (retention) purchased
by the COB to monitor student performance and to provide resources and counseling.

Major Specific Orientation to address and enhance students’ knowledge of the business
discipline, careers in business, and faculty/instructor involvement.

Peer mentoring program has been enhanced. The program, supervised by Mr. Harvey, a
finance instructor, matches ten freshman/sophomore students with ten junior/senior
students; in turn each of the junior/senior students would be matched with a mentor who
is a business professional.

Launching the MGMT 4000 for seniors in fall 2016 to add another layer of polish and
soft skills to the seniors before they graduate.
Faculty and Professional Staff Sufficiency and Deployment - Faculty Management and Support:
Provide an overview of faculty management policies including recruitment, hiring, mentoring, evaluation,
reward systems, etc. Also, please summarize your criteria guiding identification of faculty as participating
and supporting. Summarize professional staff resources and how they are supported and developed.
Describe any major changes in faculty resources or other related developments since the last review.
The COB has a comprehensive faculty management process that covers faculty recruitment, support, new
faculty orientation, criteria for faculty sufficiency, qualification and engagement, annual performance
evaluation, pre-tenure, tenure, promotion, post-tenure, merit raise, and evaluation decisions. COB policies
and guidelines are primarily formulated at the faculty committee level, are included in the COB Faculty
Handbook, and must be aligned with the University and TAMUS guidelines. The Handbook is
periodically updated and shared with all incoming faculty members. During each fall faculty retreat, the
department heads meet the incoming faculty in a workshop to go over the details of faculty governance
and related policies, using the COB Faculty Handbook as the main source of information. (The faculty
handbook is included in Appendix A5.)
43
The COB maintains and deploys faculty efficiently to ensure that all of the degree programs have
sufficient staffing levels with appropriately qualified faculty members, across the College and on all
campus.
o
The addition of the NWHC in 2012 has helped increased student access to COB programs,
resulting in a marked expansion of graduate enrollment. The Provost’s office has provided two
new tenure-track positions to support the expansion. Since all COB graduate courses have now
been moved to the NWHC (and online), the composition of faculty teaching in the NWHC is
similar to the faculty teaching students on the main campus.
o
The College is committed to continuous improvement of its programs and operations through the
appropriate use of technology, and to support the faculty and staff so that they can function at
optimal levels.
o
All faculty and staff undergo regular trainings, many of which are online and offered by TAMUS
for all of its employees.
o
The faculty portfolio of intellectual contributions, teaching, service and professional engagement
provide strong evidence that the faculty and staff are dedicated to the mission and are performing
at a high level.
o
Since the 2011 review, one major development has been the introduction of the EMBA program.
This has had a beneficial impact on the COB faculty at more than one level. First, the opportunity
to teach seasoned executives has challenged many faculty to sharpen their pedagogical skills.
Second, given teaching in the EMBA program is outside the regular 9 month contract, the
availability of EMBA courses has created a source of income for the faculty members who have
been selected to teach in the program.
o
Since the last review, salaries for a number of faculty members in finance and accounting
(especially new faculty) have exceeded $100,000. New faculty members are also receiving a
$5,000 stipend for their professional development needs during their first year.
o
Since 2011, faculty have received merit pay increases on a regular basis, which although modest,
have been disbursed in accordance to the weights given to teaching, research and service built
into the core values part of the mission. The funds have been made available by the President’s
office.
o
A voluntary separation policy for senior faculty members is being introduced at the University
level. This may impact the COB with some early retirements providing an opportunity for hiring
more productive scholars.
o
The dean's office offers summer stipends to experienced, successful faculty researchers to mentor
and collaborate on research projects with less-experienced faculty researchers. Since 2011, of the
185 PRJs published by the COB faculty, 100 (54%) are co-authored by colleagues in the COB,
some across the disciplines. This is strong evidence of a culture of collaborative research that has
been nurtured in the COB. What is remarkable is that many of these faculty teams include SP and
IP faculty, new tenure-track professors, and a few research teams (Professors Ngamassi, Ram,
and Rahman, for example) have worked on a number of projects. Table 5-3 is a representative
sample of the scholarly faculty-led research projects that have contributed over the years to the
overall citation count in the COB.
44
Table 5-3: Top SA Faculty Led Team Research from Google Scholar, with Overall Citations
Research Team
Bell & Chong
Bell & Joyce
Chong, Huang &
Zhang
Debnath, Tandon &
Pointer
Debnath & Khan
Fei & Bell
K Joonas, DD Ruiz &
S Tandon
Lee & Quddus
Lee, Khan, Quazi &
Vetter
Opara & Bell
Quazi, Vemuri &
Soliman
Quddus, Bell, Bodie,
Dyck, Rahman,
Holloway, Desselle &
Till
Top Cited COB Team Publications*
(2010) A Caste and Class among the
Relative Frequency of Faculty’s
Publications: A Content Analysis of
Refereed Business Journals. (12 citations)
(2011) Comparing business faculty's
salaries by rank and gender: Does AACSB
accreditation really make a difference? (7
citations)
(2012) Do US commercial banks use FAS
157 to manage earnings? (7 citations)
Journal
Journal of Leadership,
Accountability & Ethics, 8
(1), 25-38
(2007) Designing business school courses
to promote student motivation: An
application of the job characteristics model
(45 citations)
(1991) Genotype variation, covariation and
path coefficient analysis in maize (6
citations)
(2013) Marketing Journal Ranking,
Celebrity Authors, and the Diminishing
Quality Gap (5 citations)
(2005) An Investigation of the
Environmental Beliefs and Attitudes of
Business Students in the USA and Mexico
(3 citations)
(2008) AACSB standards and accounting
faculty's intellectual contributions (6
citations)
(2010) Pre-college preparedness and
institutional factors for student success on
the uniform CPA examination in Texas (2
citations)
(2011) The relative frequency of reported
cases by information technology
professionals of breaches on security
defenses (1 citation)
(2014) Impact of Corruption on Foreign
Direct Investment in Africa (2 citations)
(2009) Faculty perceptions and encounters
with disrespectful student behavior (6
citations)
Journal of Management
Education, 31 (6), 812-831.
45
Academy of Educational
Leadership Journal, 15 (2),
19-40.
International Journal of
Accounting and Information
Management, 20 (1), 78-93
Pakistan J. Sci. Ind. Res, 34,
391-394.
Mustang Journal of
Management and Marketing,
3, 16-32.
Southwest Business &
Economics Journal, 14
Journal of Education for
Business, 83 (3), 173-180
International Journal of
Services and Standards, 6
(2), 137-149
International Journal of Global
Management Studies
Professional, 3 (2), 15-28
International Business
Research, 7 (4), p1
Academy of Educational
Leadership Journal, 13 (1),
1-18.
*Note: The combined articles represent a sum of 102 citations overall, across 12 journal outlets. These
are 12 unique journal outlets. Therefore, the average number of citations (102/12) per publication
outlet, rounded up, is 9 citations per publication. When SA faculty led research team efforts, the
overall citations per publication are much larger than the average of 3 citations per publication for SA
faculty from Research Gate reported in Table 4. The representative articles in this table do not reflect
all team research in the COB, and is a representation of the SA faculty.
Full-time faculty members, 100% of whom are participating faculty, are complemented by a group of
talented supporting faculty who bring their unique real world business experience and perspectives to
enrich student education both inside and outside the classroom. The COB criteria for participating and
supporting faculty are presented below.
Definition of Participating and Supporting Faculty
The College of Business (COB) defines participating and supporting faculty as prescribed in Standard 5
of the 2013 Standards for Business Accreditation of the Association to Advance Collegiate Schools of
Business (AACSB) (entitled “Eligibility Procedures and Accreditation Standards for Business
Accreditation”). The COB faculty includes individuals who are appointed to an academic rank and tasked
to participate in activities, such as teaching, research, and/or service in the College, and are categorized
either as “participating (P)” or “supporting (S)” faculty.
Participating Faculty:
The COB defines a participating (P) faculty member as faculty who are meaningfully engaged in
the life of the College beyond their assigned teaching. Faculty members are categorized as
participating (P) if they are engaged in three or more of the following activities:
1. Attend regular faculty meetings (Retreat, Department, COB, and University)
2. Serve on a Department or College or University committee/taskforce
3. Participate in academic advising and registration processes
4. Engage in students’ lives by serving as a faculty advisor and/or mentor to a COB student
organization
5. Participate in activities that contribute to achieving the COB’s overall mission
6. Be involved with the COB student recruitment, retention, professional development, and
placement activities
7. Serve on a special administrative assignment from the Dean or Department Head
Supporting Faculty:
The COB defines a supporting (S) faculty member as someone engaged in teaching for the College, but is
not expected to be substantively engaged with the life of the College beyond the course delivery.
In 2015 the COB faculty approved a point system for classifying faculty into the four AACSB categories-SA, PA, SP, and IP. This classification system is included in Appendix A5. Whereas academic faculty
(SA and PA) are expected to publish and enrich the theory and practice of business and business
46
education, the practitioner faculty (SP and IP) are expected primarily to maintain their professional
qualifications. The point system allocates more credit for higher impact Intellectual Contributions; the
Annual Performance Evaluation instrument (included in Appendix A5), developed in-house in the COB,
also allocates more credit for higher impact ICs.
Since the 2011, as is normal, the COB has lost some faculty members. The vacancies have been promptly
filled with new hires, given the budget and other constraints. Today the COB faculty is highly qualified,
experienced and diverse. Presently searches are underway to fill tenure-track positions in finance,
accounting, economics, and management. When completed, this will further strengthen the business
faculty. Table 5-4 displays new faculty hired since 2011.
Table 5-4: COB New Faculty Hired, 2011-2015
Name of Faculty
Highest
Degree, Year
Institution
Discipline (and field)
Alam, Arshad
Ph.D., 2009
Management
(Logistics & Supply Chain)
SA
Bindu, Farzana
MBA, 2001
MS, 2012
George Washington
University, Washington
D.C.
UT Texas Health
Science Center Houston
Management (Statistics and
Quantitative Business)
Other
Coleman, Alfred
MBA, 2003
Amberton University
Fei, Qiang
Ph. D., 2011
Ford, Audria
Harvey, Danny
Hemissi, Wided
Houston, Crisarla
Hussein,
Mohammed
Khieu, Hinh
McNeil, Clyde
Ngamassi, Louis
MBA, 2011
MBA, 2012
Ph.D., 2012
J.D., 2004
Ph.D., 2000
University of Iowa,
Iowa City
Tulane University
University of Houston
University of Houston
Harvard University
Texas A&M University
General Business/
Economics
Marketing/ Marketing
Ojumu,
Oluwagbemiga
Ramakrishnan,
Thiagarajan
Stiff, Cleveland
Ph.D., 2009
Sviland, Marianna
Tobar, Maria
MBA, 1993
(18 grad hours,
marketing)
MBA, 2014
Vemuri, Vijay1
Ph.D., 1995
Vesey, Jermaine
Ph. D., 2014
Watson, Susan
MSA, 1986
Ph.D., 2009
MSA, 2011
Ph.D., 2011
Ph.D., 2010
MBA, 1997
University of Kentucky
University of Houston
Pennsylvania State
University
Auburn University
University of North
Texas
Amberton University
University of Houston
Prairie View A&M
University
University of IllinoisUrbana Champaign
University of Texas, San
Antonio
Texas A&M University
Note: Information from department heads
47
Faculty Status
(SA, PA,
SP,IP)
IP
SA
Finance
Finance
Economics
Business Law
Engineering/ Management
(Statistics)
Finance
Accounting
Information System
IP
IP
SA
IP
SA
Applied Economics/
Economics
Information System
SA
General Business/
Management
Marketing/ Communication
IP
Finance
IP
Decision Support System
SA
Management &
Organizational Studies
Accounting
SA
SA
SP
SA
SA
IP
IP
Professional Staff Sufficiency and Deployment, Management and Support:
The COB faculty is supported by a team of seven professional, and four administrative staff members.
The staff members play a critical role, managing various aspects of the College’s mission and assisting
faculty in the teaching, research and service mission. The staff team includes two assistant deans (K.
Gordon and C. Davis) who are responsible for overseeing recruitment, retention, special events, student
services, placement, marketing, and development (external affairs). Ms. Garcia oversees the tutorial
program in the COB (with support from Ms. Minton, an accounting faculty). Mr. Hines, who has many
years of corporate experience, is the IT Systems Specialist - he works closely with the faculty on the
Technology Committee. Ms. Knight is the Budget Specialist, a relatively new position that has
considerably enhanced the accuracy of our budgetary operations, reducing non-compliance. Ms. Ross
serves as the SBDC Director and interacts extensively with the business community. The positions of
Associate Director for the EMBA program and the Project Officer for the SBDC are presently vacant,
with searches in process. Table 5-5 displays the current COB professional staff qualifications, titles and
roles.
As employees of TAMUS, professional development and training opportunities are available for each
staff person. To recognize their contributions, the COB has a “staff excellence award” given annually to
the staff member who is nominated by faculty for outstanding work.
48
Table 5-5: COB Staff qualifications, titles and roles
Name
Academic
Qualifications
Title
Role
Davis, C
MS Ed –
Columbia
University
MBA – TSU
BA - PVAMU
Assistant Dean and
Associate Director,
EMBA
Student recruitment and
retention, summer programs
coordinator, student
organization support services
Coordinates College of
Business tutors in the tutorial
center, serves as primary
reviewer of student materials
relating to business
communications.
Internship and placement
coordinator, external affairs,
marketing and communications,
development/fundraising
Administrative assistant to
department head
IT services and technical
support
Garcia, E
Gordon, K
MBA – Case
Western
Reserve
University
Harris, T
Hines, K
MS IT –
Kaplan
University
Kesee, Y
Knight, K
Oliver, R
MBA –
PVAMU
BBA – DeVry
University
Robinson, T.
Ross, B
BS - Southern
Nazarene
University
Assistant
Coordinator, Center
for Business
Communication
Assistant Dean and
Director, Graduate
Programs in
Business
Administrative
Assistant
IT Specialist
Administrative
Assistant
Budget Specialist
Administrative
Assistant
Administrative
Assistant
Director, Small
Business
Development
Center
49
Administrative assistant to
department head
Controls operating budget for
the college, purchasing agent
Administrative assistant to the
dean
Administrative assistant to
director
Supports new and existing
small businesses in Waller and
Grimes counties; provides
support to PVAMU community
Years
in
Service
3
12
13
35
2
29
3
2
8
3
SECTION 6 – LEARNING AND TEACHING
A. Curricula Management and Development
Requests for curricula changes can originate from individual faculty, faculty committees, or
administrators. At the undergraduate level, all requests for new courses, new programs, and major or
minor changes in the existing curriculum are presented to the Curriculum Committee. At the graduate
level, requests for new courses, programs, and curricula changes are made to the Graduate Committee.
Once approved by the Curriculum Committee, undergraduate curriculum changes go to the full
(participating) faculty for approval and a recommendation is made to the Dean. Changes in graduate
curricula that have been approved by the Graduate Committee are voted on by the Graduate Faculty, and
then sent to the Dean if approved. After college approval, proposals are sent to the University Academic
Council (undergraduate programs) and the Graduate Council (graduate programs) for review and final
approval by the Office of Academic Affairs.
The Curriculum Committee and the Graduate Committee work closely with the Assessment Committee in
order to ensure that “Closing the Loop” interventions result in a continuous improvement of the
curriculum and pedagogy for enhanced student learning. These committees can internally generate
suggested changes to curricula, if their analyses suggest a need for such changes.
The major changes in curricula since the last visit include the launch of the EMBA program, new
undergraduate courses, new areas of specialization, and new tracks in the MBA program. These are
described in various parts of this report.
Assurance of Learning (AOL)
The COB has conducted an active and rigorous Assurance of Learning process for many years,
originating in the period prior to initial AACSB accreditation in 2006. The design of COB’s current AOL
Master Plan is heavily influenced by the November 2007 AACSB White Paper AACSB Assurance of
Learning Standards: An Interpretation.
A senior faculty member (currently, Dr. Rahim Quazi) serves as the Assessment Coordinator, who also
chairs the Assessment Committee. The Assessment Committee, comprising faculty from multiple
business disciplines (including the Chair of the Curriculum Committee), has primary responsibility for
devising, coordinating, and improving COB’s AOL process.
The Assessment Coordinator is also co-chair of the Mission, Strategic Planning and Accreditation
Committee. The Coordinator makes presentations at the COB monthly faculty meetings and at the faculty
retreats, and s/he serves as the COB liaison with the Provost’s office on university-related assessment
efforts.
A wide array of “direct” as well as “indirect” measures are employed to assess student learning. The COB
uses the Major Filed Tests (MFT) and the EBI exit surveys on a regular basis. For the “Mastery of
Content” learning goal, the MFT test results are used to assess student learning. The EBI (survey of
academic experience) results are used as an indirect measure of assessment for a number of learning
goals. The EBI results are also reviewed by the Student Committee as an indirect measure of student
satisfaction of academic infrastructure in the COB. The bulk of the assessment measures come from
course-embedded artifacts.
50
Overall Assessment in the COB - Processes
As captured in Figure 6-1 (Appendix 6), the COB’s Assurance of Learning processes includes the
following major components:
Program Learning Goals and Program Learning Objectives for BBA, MBA, MSA, & EMBA

Course content is aligned with program learning goals and objectives.

Goals and objectives are reviewed and updated periodically.
Evaluating Student Learning

Systematic collection of student artifacts (student coursework)


Undergraduate and MBA Major Field Test (MFT)


Artifacts are evaluated by faculty committees using COB-designed rubrics.
Results are shared with the COB faculty.
MFT results are analyzed using the MFT Item Information Report and by
comparing results to national averages and to other HBCUs. Results are shared
with the COB faculty.
Benchworks (formerly EBI) undergraduate and graduate student exit surveys

Survey responses are analyzed and shared with the COB faculty.
Closing the Loop Actions:

Course content and the curriculum are improved.

Pedagogy is enhanced and teaching-related faculty development activities are undertaken.

Changes are made to improve student motivation and improve academic support systems.
COB also participates in the university-wide assessment of the undergraduate university core curriculum;
this process includes collection and evaluation of student artifacts in COB courses that are part of the
PVAMU undergraduate core curriculum.
At all stages of the AOL process, COB faculty and other stakeholders have multiple opportunities for
feedback and suggestions for Closing the Loop. Ultimately it is these Closing the Loop activities that
impact student learning and provide meaning to the process.
Program Learning Goals and Objectives
Each program has 4 program learning goals. Under each program learning “goal” are a number of
program learning “objectives” which are directly assessed and measured.
BBA Program:
BBA Program Goal 1: Mastery of Content
Graduates will demonstrate an ability to integrate and use knowledge from multiple business disciplines,
and will demonstrate proficiency in their major area business discipline.
51
1a. Students will be able to integrate knowledge across business disciplines.
1b. Students will demonstrate competency in the various disciplines in business and proficiency in their
major area business discipline.
BBA Program Goal 2: Ethics
Graduates will have an ethical perspective.
2a. Students will recognize and analyze an ethical problem and be able to choose and defend a solution to
an ethical problem.
2b. Students will demonstrate awareness of a professional code of conduct.
BBA Program Goal 3: Global Perspective
Graduates will have a global perspective.
3a. Students will understand international comparative advantage and associated gains from international
trade.
3b. Students will demonstrate an understanding of the critical role of operations in the global business
environment.
BBA Program Goal 4: Communications
Graduates will demonstrate an ability to be effective communicators.
4a. Students will demonstrate writing skills appropriate for producing a quality business document.
4b. Students will demonstrate an ability to deliver a professional quality presentation accompanied by
appropriate technology.
MBA Program:
MBA Program Goal 1: Mastery of Content
Graduates will demonstrate an ability to think critically and to solve business problems.
1a. Students will demonstrate proficiency in critical thinking.
1b. Students will demonstrate proficiency solving business problems.
MBA Program Goal 2: Ethics
Graduates will effectively evaluate business ethical situations, incorporating the laws relating to ethical
corporate governance and the importance of personal integrity.
2a. Students will proficiently recognize and analyze an ethical problem that could be faced by a high-level
manager.
2b. Students will demonstrate skill selecting and defending a solution to an ethical problem that could be
faced by a high-level manager.
52
MBA Program Goal 3: Global Perspective
Graduates will be proficient in handling global business issues, including the ability to tailor business
practices to a global economy.
3a. Students will understand pricing strategy for firms with multinational sales.
3b. Students will demonstrate proficiency analyzing the management of business operations in the global
environment.
MBA Program Goal 4: Communications
Graduates will demonstrate communication skills appropriate for high-level managers.
4a. Students will demonstrate writing skills appropriate for producing a quality business document for a
high-level manager.
4b. Students will demonstrate an ability to deliver a professional quality presentation, appropriate for a
high-level meeting, accompanied by appropriate technology.
MSA Program:
MSA Program Goal 1: Mastery of Content
Graduates will demonstrate an ability to think critically and to solve accounting problems.
1a. Students will demonstrate proficiency in solving problems in taxation.
1b. Students will demonstrate proficiency in solving problems in auditing.
1c. Students will demonstrate proficiency in solving problems in accounting information systems.
1d. Students will demonstrate proficiency in solving problems in general accounting.
MSA Program Goal 2: Ethics
Graduates will effectively evaluate ethical situations that might face a CPA in a business setting,
incorporating the laws & standards relating to financial reporting and the importance of personal integrity.
2a. Students will proficiently recognize and analyze an ethical problem that could be faced by a CPA in a
business setting.
2b. Students will demonstrate skill selecting and defending a solution to an ethical problem that could be
faced by a CPA in a business setting.
MSA Program Goal 3: Global Perspective
Graduates will be proficient in understanding global accounting models.
3a. Students will demonstrate proficiency in understanding distinctive social, legal and cultural attributes
of the Anglo-Saxon and Continental accounting models.
3b. Students will demonstrate proficiency in understanding international harmonization and convergence
of accounting standards in the world.
53
MSA Program Goal 4: Communications
Graduates will demonstrate communication skills appropriate for high-level managers.
4a. Students will demonstrate writing skills appropriate for producing a quality business document for a
high-level manager.
4b. Students will demonstrate an ability to deliver a professional quality presentation, appropriate for a
high-level meeting, accompanied by appropriate technology.
EMBA Program:
EMBA Program Goal 1: Mastery of Content
Graduates will demonstrate knowledge, cognizance, analysis, and solution of managing diverse
organizational challenges.
1a. Students will demonstrate proficiency in analyzing an organizational situation including challenges.
1b. Students will apply or utilize the information to address important issues facing the organization.
EMBA Program Goal 2: Ethical Leadership
Graduates will be cognizant of ethical challenges and leadership issues pertaining to a business
environment.
2a. Students should understand the standard ethical decision-making framework and how it influences the
ethical decision-making process.
2b. Students should develop a unique model of the ethical decision-making process based on their own
decision-making experiences and the material acquired in previous chapters of the class textbook.
EMBA Program Goal 3: Global Perspective
Graduates will develop knowledge regarding the global issues, practices, and challenges so as to be a
successful leader in a global economy.
3a. Students will know and apply how fluctuations in foreign exchange rates affect the competitive
position of a multinational firm.
3b. Students will know and apply sections of U.S. international trade law relevant to a U.S. producer
seeking protection from import competition.
EMBA Program Goal 4: Communication
Graduates will be rhetorical savvy so as to be compelling, persuasive, and influential in the management
of the modern corporations.
4a. Students will demonstrate writing skills appropriate for producing a quality report from research
related to high-level executive decision making.
4b. Students will demonstrate oral presentation skills suitable for various high-level meetings,
accompanied by appropriate communication technology suited to differing audiences.
54
Evaluating Student Learning
COB evaluates student learning in each program learning objective at least twice in a five-year period.
Activities related to the evaluation of student learning occur every semester, without exception.
COB completed the following major activities to evaluate student learning from 2011-2015:

Over 9 semesters, 79 groups of student artifacts from 74 different course sections were collected
and analyzed, including artifacts from:





28 course sections in the BBA program
13 course sections in the MBA program
12 course sections in the MSA program
8 course sections in the EMBA program
49 course sections in the university undergraduate core

The undergraduate MFT was administered in 9 semesters

The MBA MFT was administered in 5 semesters

Undergraduate Benchworks (EBI) exit surveys were administered in 4 semesters

Graduate Benchworks (EBI) exit surveys were administered in 4 semesters
BBA Student Learning: Results
COB has compiled extensive results and analyses of student performance reflected in the student artifacts,
the Major Field Tests and the Benchworks (EBI) exit surveys. Due to their length and breadth, most of
these results and analyses appear in Appendix A6, and only a few tables are presented here. Table 6-1
presents results from the BBA program assessment for the 2011-2015 cycle.
For Mastery of Content learning goal (BBA 1a - capstone cases), the percentage of unacceptable artifacts
decreased in the second round of assessment (Spring 2014) from the first round of assessment (Spring
2012). In response to unacceptable assessment results in spring 2012 (unacceptable artifacts exceeded
25%), several CTL strategies were adopted to address the learning deficiency (these strategies are
discussed in a later section), which evidently helped improve student learning and resulted in better
assessment results in spring 2014. The second measure of Mastery of Content (BBA 1b – Major Field
Tests) is discussed in the next sub-section. The assessment results turned out somewhat satisfactory for
Ethical Perspective (BBA 2a & 2b) and Communications (BBA 4a & 4b), but in both cases the results
improved in the second round of assessment due to adoption of several CTL strategies (discussed in a
later section). The results turned out highly satisfactory for Global Perspective (BBA 3a & 3b) in both
rounds of assessment.
55
Table 6-1: BBA Program Assessment Results, 2011-2015 Cycle
BBA 3b –
Global
Perspective
BBA 3a –
Global
Perspective
BBA 2b –
Ethical
Perspective
BBA 2a –
Ethical
Perspective
BBA 1b –
Mastery of Content
(MFT)
BBA 1a –
Mastery of Content
Learning
Outcomes
Assessment Results
A random sample of 24 written case analyses from MGMT 4303 (Spring 2012) was
evaluated; 12.5% of cases were judged excellent, 50.0% were judged acceptable, and
37.5% were judged unacceptable.
A random sample of 12 written case analyses from MGMT 4303 (Spring 2014) was
evaluated; 41.7% of cases were judged excellent, 41.7% were judged acceptable, and
16.7% were judged unacceptable.
In 2011-12, 106 students took the MFT; 3.8% of the test scores were judged exemplary
(above 65th percentile nationally), 42.5% were judged acceptable (between 20th-65th
percentile nationally) and 53.7% were judged unacceptable (below 20th percentile
nationally).
In 2012-13, 103 students took the MFT; 7.8% of the test scores were judged exemplary,
44.7% were judged acceptable and 47.6% were judged unacceptable.
In 2013-14, 111 students took the MFT; 6.3% of the test scores were judged exemplary,
40.5% were judged acceptable and 53.1% were judged unacceptable.
In 2014-15, 114 students took the MFT; 11.4% of the test scores were judged
exemplary, 40.4% were judged acceptable and 48.2% were judged unacceptable.
A random sample of 12 essays from MGMT 2203 (Spring 2012) was evaluated; 0% of
the answers were judged excellent, 41.7% were judged acceptable, and 58.3% were
judged unacceptable.
A random sample of 12 essays from MGMT 2203 (Spring 2014) was evaluated; 20.8%
of the essays were judged excellent, 66.7% were judged acceptable, and 12.5% were
judged unacceptable.
A random sample of 12 exam answers from ACCT 2113 (Fall 2012) was evaluated;
16.7% of the answers were judged excellent, 54.2% were judged acceptable, and 29.2%
were judged unacceptable.
A sample of 11 exam answers from ACCT 2113 (Spring 2014) was evaluated; 16.7% of
the answers were judged excellent, 58.3% were judged acceptable, and 16.7% were
judged unacceptable.
A random sample of 12 homework assignments from ECON 2113 (Fall 2011) was
evaluated; 8.3% of the assignments were judged excellent, 75% were judged acceptable,
and 16.7% were judged unacceptable.
A random sample of 12 exam questions from ECON 2113 (Spring 2015) was evaluated;
50.0% of the questions were judged excellent, 25.0% were judged acceptable, and
25.0% were judged unacceptable.
A random sample of 12 exam responses from MGMT 4333 (Spring 2012) was
evaluated; 66.7% of the responses were judged excellent, 16.7% were judged acceptable,
and 16.7% were judged unacceptable.
A random sample of 12 exam responses from MGMT 4333 (Fall 2013) was evaluated;
45.8% of the responses were judged excellent, 45.8% were judged acceptable, and 8.3%
were judged unacceptable.
56
BBA 4a –
Communication
(Written)
A random sample of 12 writing assignments from BCOM 3303 (Fall 2011) was
evaluated; 19.4% of the assignments were judged excellent, 41.7% were judged
acceptable, and 38.9% were judged unacceptable.
BBA 4b Communication
(Oral)
Videotaped presentations from BCOM 3303 (Spring 2012) were evaluated for 24
students; 0% were judged excellent, 66.7% were judged acceptable, and 33.3% were
judged unacceptable.
A random sample of 12 writing assignments from BCOM 3303 (Spring 2014) was
evaluated; 29.2% of the assignments were judged excellent, 45.8% were judged
acceptable, and 25.0% were judged unacceptable.
Videotaped presentations from BCOM 3303 (Spring 2014) were evaluated for 12
students; 33.3% were judged excellent, 58.3% were judged acceptable, and 8.3% were
judged unacceptable.
MBA Student Learning: Results
Table 6-2 presents results for MBA program assessment for the 2011-2015 assessment cycle. The results
came out very satisfactory for ethical perspective (MBA 2a & 2b) and communication skills (MBA 4a &
4b) in both rounds of assessment. The results also came out generally satisfactory for mastery of content
(MBA 1a & 1b) and global perspective (3a & 3b).
Table 6-2: MBA Assessment Results, 2011-2015 Cycle
Assessment Results
In Fall 2011, 11 students took the MFT; 9.1% of the test scores were judged exemplary
(above 65th percentile nationally), 81.8% were judged acceptable (between 20th-65th
percentile nationally) and 9.1% were judged unacceptable (below 20th percentile
nationally).
In Fall 2012, 11 students took the MFT; 0% of the test scores was judged exemplary,
81.8% were judged acceptable and 18.2% were judged unacceptable.
In 2014-15, 20 students took the MFT; 10.0% of the test scores was judged exemplary,
65.0% were judged acceptable and 25.0% were judged unacceptable.
Please see the MFT Item Information Analysis in Appendix A-6.
Please see the MFT Item Information Analysis in Appendix A-6.
A sample of 11 student responses to an ethics assignment in MGMT 5323 (Fall 2011)
was evaluated; 21.2% of the responses were judged excellent, 66.7% were judged
acceptable, and 12.1% were judged unacceptable.
A sample of 12 student responses to an ethics assignment in MGMT 5323 (Fall 2013)
was evaluated; 16.7% of the responses were judged excellent, 70.8% were judged
acceptable, and 12.5% were judged unacceptable.
A sample of 11 student responses to an ethics assignment in MGMT 5323 (Fall 2011)
was evaluated; 27.3% of the responses were judged excellent, 66.7% were judged
acceptable, and 6.1% were judged unacceptable.
MBA
2b Ethic
al
Persp
ective
MBA 2a Ethical
Perspective
MBA 1b Mastery of
Content
MBA 1a Mastery of Content
(MFT)
Learning
Outcomes
57
MBA 3a Global
Perspective
MBA 3b Global
Perspective
MBA 4a Communication
(Written)
MBA 4b Communication
(Oral)
A sample of 12 student responses to an ethics assignment in MGMT 5323 (Fall 2013)
was evaluated; 29.2% of the responses were judged excellent, 45.8% were judged
acceptable, and 25.0% were judged unacceptable.
Ten (entire class) exam responses from ECON 5103 (Fall 2011) were evaluated; 30.0%
of the responses were judged excellent, 50.0% were judged acceptable, and 20.0% were
judged unacceptable.
A random sample of 12 homework responses from ECON 5103 (Fall 2013) was
evaluated; 25.0% of the responses were judged excellent, 41.7% were judged acceptable,
and 33.3% were judged unacceptable.
A random sample of 12 artifacts from MGMT 5433 (Spring 2012) was evaluated; 16.7%
of the responses were judged excellent, 83.3% were judged acceptable, and 0.0% were
judged unacceptable.
A random sample of 12 artifacts from MGMT 5433 (Spring 2014) was evaluated; 45.8%
of the responses were judged excellent, 37.5% were judged acceptable, and 16.7% were
judged unacceptable.
A random sample of 12 reprimand letters from BCOM 5203 (Fall 2011) was evaluated;
25.0% of reprimand letters were judged excellent, 63.9% were judged acceptable, and
11.1% were judged unacceptable.
A random sample of 12 reprimand letters from BCOM 5203 (Fall 2012) was evaluated;
4.2% of reprimand letters were judged excellent, 70.8% were judged acceptable, and
25.0% were judged unacceptable.
A sample of 30 videotaped oral presentations from BCOM 5203 (Fall 2012) was
evaluated; 23.3% of presentations were judged excellent, 76.7% were judged acceptable,
and 0% was judged unacceptable.
A sample of 22 videotaped oral presentations from BCOM 5203 (Fall 2013) was
evaluated; 47.8% of presentations were judged excellent, 30.4% were judged acceptable,
and 21.7% was judged unacceptable.
MSA Student Learning: Results
Table 6-3 presents results for MSA program assessment for the 2011-2015 assessment cycle. The results
came out very satisfactory for ethical perspective (MSA 2a & 2b) and communication skills (MSA 4a &
4b) in both rounds of assessment. The results also came out generally satisfactory for mastery of content
(MSA 1a-1d), but somewhat unsatisfactory for global perspective (MSA 3a & 3b).
Table 6-3: MSA Assessment Results, 2011-2015
MSA 1a –
Mastery of
Content
(Taxation)
Learning
Outcomes
Assessment Results
A random sample of 15 exam responses from Acct 5153 (Spring 2012) was
evaluated; 33.3% of the responses were judged excellent, 46.7% were judged
acceptable, and 20.0% were judged unacceptable.
58
A random sample of 12 exam responses from Acct 5123 (Summer 2014) was
evaluated; 50.0% of the responses were judged excellent, 50.0% were judged
acceptable, and 0% was judged unacceptable.
A random sample of 12 exam responses from Acct 5123 (Summer 2015) was
evaluated; 33.3% of the responses were judged excellent, 54.2% were judged
acceptable, and 12.5% was judged unacceptable.
Ten (entire class) exam responses from ACCT 5133 (Fall 2011) were evaluated;
60% of the responses were judged excellent and 40% were judged unacceptable.
A random sample of 12 exam responses from ACCT 5133 (Fall 2013) was
evaluated; 25.0% of the responses were judged excellent, 62.5% were judged
acceptable and 12.5% were judged unacceptable.
A sample of 8 (entire class) exam answers from ACCT 5163 (Spring 2012) was
evaluated; 12.5% of the answers were judged excellent, 62.5% were judged
acceptable, and 25.0% were judged unacceptable.
A sample of 12 exam answers from ACCT 5163 (Fall 2014) was evaluated; 12.5%
of the answers were judged excellent, 79.2% were judged acceptable, and 8.3%
were judged unacceptable.
A sample of 8 (entire class) exam answers from ACCT 5163 (Spring 2012) was
evaluated; 0% of the answers were judged excellent, 75% were judged acceptable,
and 25.0% were judged unacceptable.
A sample of 12 exam answers from ACCT 5163 (Fall 2014) was evaluated; 41.7%
of the answers were judged excellent, 50.0% were judged acceptable, and 8.3%
were judged unacceptable.
A random sample of 12 exam responses from Acct 5143 (Fall 2012) was evaluated;
12.5% of the responses were judged excellent, 75.0% were judged acceptable, and
12.5% were judged unacceptable.
A random sample of 12 exam responses from Acct 5143 (Summer 2014) was
evaluated; 20.8% of the responses were judged excellent, 50.0% were judged
acceptable, and 29.2% were judged unacceptable.
A random sample of 12 exam responses from Acct 5143 (Fall 2012) was evaluated;
4.2% of the responses were judged excellent, 50.0% were judged acceptable, and
45.8% were judged unacceptable.
A random sample of 12 exam responses from Acct 5143 (Spring 2014) was
evaluated; 33.3% of the responses were judged excellent, 29.2% were judged
acceptable, and 37.5% were judged unacceptable.
A random sample of 12 reprimand letters from BCOM 5203 (Fall 2011) was
evaluated; 25.0% of reprimand letters were judged excellent, 63.9% were judged
acceptable, and 11.1% were judged unacceptable.
MSA
4a –
Com
munic
ation
(Writ
ten)
MSA 3b Global
Perspective
MSA 3a Global
Perspective
MSA 2b –
Ethical
Perspective
MSA 2a Ethical
Perspective
MSA 1c –
Mastery of
Content
(Acct Info Sys)
A random sample of 12 exam responses from Acct 5113 (Spring 2014) was
evaluated; 45.8% of the responses were judged excellent, 12.5% were judged
acceptable, and 41.7% were judged unacceptable.
MSA 1d Mastery of
Content
(Gen. Acct)
MSA 1b Mastery of
Content
(Auditing)
A random sample of 12 exam responses from Acct 5153 (Spring 2014) was
evaluated; 58.3% of the responses were judged excellent, 16.7% were judged
acceptable, and 25.0% were judged unacceptable.
A random sample of 12 exam responses from Acct 5113 (Spring 2012) was
evaluated; 45.5% of the responses were judged excellent, 45.5% were judged
acceptable, and 9.1% were judged unacceptable.
59
MSA 4b –
Communication
(Oral)
A random sample of 12 reprimand letters from BCOM 5203 (Fall 2012) was
evaluated; 4.2% of reprimand letters were judged excellent, 70.8% were judged
acceptable, and 25.0% were judged unacceptable.
A sample of 30 videotaped oral presentations from BCOM 5203 (Fall 2012) was
evaluated; 23.3% of presentations were judged excellent, 76.7% were judged
acceptable, and 0% was judged unacceptable.
A sample of 22 videotaped oral presentations from BCOM 5203 (Fall 2013) was
evaluated; 47.8% of presentations were judged excellent, 30.4% were judged
acceptable, and 21.7% was judged unacceptable.
EMBA Student Learning: Results
Table 6-4 presents results for EMBA program assessment for the 2011-2015 assessment cycle, although
EMBA assessment did not begin until the program’s launch in 2012. The assessment results came out
very satisfactory for all four learning goals in both rounds of assessment. The percentage of exemplary
artifacts has been generally high (as high as 87.8% for global perspective in spring 2013) and the
percentage of unsatisfactory artifacts has been generally low (as low as 0% in four different learning
outcomes). These results are not very surprising given that the EMBA students are typically more
experienced, more motivated, and academically and professionally better prepared vis-à-vis their peers in
the MBA and MSA programs.
Table 6-4: EMBA Assessment Results, 2011-2015 Cycle
EMBA 2a Ethical
Leadership
EMBA 1b Mastery of
Content
EMBA 1a Mastery of
Content
Learning
Outcomes
Assessment Results
Four group case studies (entire class) from EMGM 5303 (Spring 2014) were evaluated;
62.5% of the case studies were judged excellent, 37.5% were judged acceptable, and 0%
were judged unacceptable.
A random sample of 12 case studies from EMGM 5303 (Spring 2015) was evaluated;
45.8% of the case studies were judged excellent, 41.7% were judged acceptable, and
12.5% were judged unacceptable.
Four group case studies (entire class) from EMGM 5303 (Spring 2014) were evaluated;
50.0% of the case studies were judged excellent, 50.0% were judged acceptable, and 0%
were judged unacceptable.
A random sample of 12 case studies from EMGM 5303 (Spring 2015) was evaluated;
20.8% of the case studies were judged excellent, 62.5% were judged acceptable, and
16.7% were judged unacceptable.
A sample of 11 (entire class) student responses to an ethics assignment in EMGM 5503
(Fall 2013) was evaluated; 47.7% of the responses were judged excellent, 47.3% were
judged acceptable, and 5.0% were judged unacceptable.
A sample of 12 student responses to an ethics assignment in EMGM 5503 (Fall 2014)
was evaluated; 58.3% of the responses were judged excellent, 37.5% were judged
acceptable, and 4.2% were judged unacceptable.
60
EMBA 2b Ethical
Leadership
EMBA 3aGlobal
Perspective
EMBA 3b Global
Perspective
EMBA 4a Communication
(Written)
EMBA 4b Communication
(Oral)
A sample of 11 (entire class) student responses to an ethics assignment in EMGM 5503
(Fall 2013) was evaluated; 28.3% of the responses were judged excellent, 51.5% were
judged acceptable, and 20.2% were judged unacceptable.
A sample of 12 student responses to an ethics assignment in EMGM 5503 (Fall 2014)
was evaluated; 29.2% of the responses were judged excellent, 66.7% were judged
acceptable, and 4.2% were judged unacceptable.
A random sample 12 test answers from EECO 5103 (Spring 2013) was evaluated;
87.8% of the answers were judged excellent, 4.2% were judged acceptable, and 8.0%
were judged unacceptable.
A random sample 12 test answers from EECO 5103 (Spring 2014) was evaluated;
58.3% of the answers were judged excellent, 25.0% were judged acceptable, and 16.7%
were judged unacceptable.
A random sample 12 test answers from EECO 5103 (Spring 2013) was evaluated;
59.0% of the answers were judged excellent, 24.4% were judged acceptable, and 16.7%
were judged unacceptable.
A random sample 12 test answers from EECO 5103 (Spring 2014) was evaluated;
33.3% of the answers were judged excellent, 54.2% were judged acceptable, and 12.5%
were judged unacceptable.
A sample of 5 group term papers (entire class) from EMCO 5203 (Fall 2013) was
evaluated; 40% of papers were judged excellent, 60% were judged acceptable, and 0%
were judged unacceptable.
A sample of 5 group term papers (entire class) from EMCO 5203 (Fall 2014) was
evaluated; 50% of papers were judged excellent, 50% were judged acceptable, and 0%
were judged unacceptable.
A sample of 12 oral presentations from EMCO 5203 (Fall 2013) was evaluated; 41.7 of
presentations were judged excellent, 58.3% were judged acceptable, and 0.0% were
judged unacceptable.
A sample of 12 oral presentations from EMCO 5203 (Fall 2014) was evaluated; 33.3%
of presentations were judged excellent, 58.3% were judged acceptable, and 8.3% were
judged unacceptable.
The Major Field Tests (MFT)
BBA MFT Results
Each semester students in MGMT 4303 (capstone course) take the MFT with 15 percent of their course
grade based on their performance on the test. The results are analyzed and shared with faculty during the
COB retreats. Figure 6-2 shows the trend in PVAMU BBA students’ overall MFT scores during the last 5
years. The mean MFT score of our students during this period is 142.4 (note: the national mean score is
150.6 and the mean score of HBCU institutions is 137.9). The mean score increased to 142.5 in 2014-15
from 140.0 in 2013-14. One of our students scored 188 (99th percentile nationally), which is the highest
score by a PVAMU student.
61
Figure 6-2: BBA Assessment: Trends in MFT Mean Scores
Note: Longitudinal Data (Last 5 Years) – PVAMU Mean Scores in MFT (BBA)
Figure 6-3 presents mean MFT scores for PVAMU benchmarked (in percentiles) against the mean scores
of national universities and HBCUs who have participated in the MFT during this period. Although the
PVAMU mean scores do not compare favorably against national peers, these scores compare well against
HBCU peers in all MFT functional areas, but especially in Economics, Quantitative Analysis and Finance
areas.
62
Figure 6-3: BBA Assessment - MFT Scores Benchmarked against National, HBCU Peers
Note: Percentiles of MFT Mean Scores (Last 5 Years) – PVAMU vs. National and HBCU Peers
MBA MFT Results
Students in MGMT 5323 (Strategy and Policy) take the MFT, with 15 percent of their course grade based
on their performance on the test. The results are analyzed and shared with faculty during the COB
retreats. Figure 6-4 shows an upward trend in MBA students’ overall MFT mean scores during the last 5
years. One reason that the mean scores were generally lower prior to 2011 may have been that no grade
incentive was offered to students for doing well on the test. To help remedy the situation, a Closing the
Loop strategy was adopted in beginning in 2011: 10% of the MGMT 5323 course grade in MGMT 5323
was based on MFT performance (the grade incentive was raised to 15% in Spring 2015).
Figure 6-5 presents the MFT scores for the MBA students benchmarked against the mean scores of
national and HBCU peers. The results show that our MBA students’ performances are slightly below their
national peers, but slightly higher than the HBCU peers (in three out of five areas – marketing,
management and strategic integration).
63
Figure 6-4: MBA Assessment: Trends in MFT Mean Scores
Note: Longitudinal Data – PVAMU Mean Scores in MFT (MBA)
Figure 6-5: MBA Assessment - MFT Scores Benchmarked against National, HBCU Peers
Note: Percentiles of MFT Mean Scores – PVAMU vs. National and HBCU Peers
Generally the assessment results show that student learning (as measured by the program learning goals)
is satisfactory on most counts, except in the Major Field Tests (MFT). Despite the efforts of the faculty to
improve student learning (reflected in the Closing the Loop actions listed in the next section), student
performance on MFT has not improved significantly. Partially, the problem is that some students do not
take these tests seriously, and second, the subject matter in the MFT and the COB curriculum is not wellaligned. It should be noted that COB vigorously embraces the mission of PVAMU, which includes
providing access to college for those who might otherwise not have such access. By assuming this
socially laudable mission, the university and COB face the arduous task of providing remedial education
and rudimentary learning skills to some students who were served poorly by their K-12 school systems. It
64
should be further noted that when benchmarked against other HBCU students, our students’ performance
on MFT is above or at par.
Overall, the AOL process has positively impacted teaching and learning in the COB. The monitoring of
student performance has certainly informed faculty discussions on how to improve student learning, and
these discussions have led to a number innovative ideas in curriculum and pedagogy that have been
implemented. The AOL process has contributed greatly to our continuous improvement efforts.
Closing the Loop Actions (2011-2015) for All Programs (BBA, MBA, MSA & EMBA):
In a sustained effort to improve student learning, COB has implemented a large number of Closing the
Loop (CTL) actions from 2011-2015. Each CTL action is linked to one or more evaluations of student
performance; an excessive proportion (higher than 25%) of student work deemed “unacceptable” in a
specific program learning objective leads to CTL actions related to that learning objective. The 20112015 Closing the Loop actions are listed below:
Closing the Loop: Changes in Course Content and in the Curriculum




BBA Mastery of Content

A new mandatory course, Quantitative Business Methods (MGMT 1163), was
introduced.

A new mandatory zero-credit course, Professional Development II (MGMT 4000), was
approved (launching in 2016).

Mandatory weekly review sessions were added to Business Statistics (MGMT 3013).

Mandatory weekly review sessions were added to Financial Accounting (ACCT 2113).

A comprehensive rubric for case analysis was added and is reviewed in class, in MGMT
4303.
BBA Ethical Perspective

An online (Connect) homework problem related to an accounting code of conduct was
added to ACCT 2113.

A classroom exercise revolving around simulated ethical dilemmas was added to MGMT
2203.

A classroom exercise using examples of unethical conduct was added to MGMT 2203.
BBA Communication

Two items were added to the midterm exam evaluating students’ use of punctuation,
grammar and spelling, in BCOM 3303.

Student presentation teams receive one additional supervised class period for preparation
of oral presentations, in BCOM 3303.
MBA Mastery of Content

Partially in response to Benchworks (EBI) exit surveys desiring more practical
experience, the MISY concentration was revamped to include SAP across its courses.
65


MBA Global Perspective



An in-class exercise on cost allocation using the step-down method has been added to
ACCT 5133.
MSA Global Perspective

An additional reading assignment and classroom discussion relating to the Anglo-Saxon
and Continental models has been added to ACCT 5143.

30 additional minutes of classroom time have been allocated to discussion international
harmonization, in ACCT 5143.

An additional homework assignment on international harmonization has been added to
ACCT 5143.
EMBA Mastery of Content


3rd degree price discrimination was added to two additional lecture days, in ECON 5103.
MSA Mastery of Content


Partially in response to Benchworks (EBI) exit surveys desiring more practical
experience, MISY networking and security courses were revamped so that students who
take the courses could pass the MTA Networking and Security exam.
The EMBA faculty is pleased at overall student performance in this relatively new
program (launched in 2012). The EMBA faculty committee is reviewing the curriculum
to ensure that its contents are sufficiently challenging to these highly-motivated
professional students. Each EMBA faculty will complete a questionnaire related to
academic rigor; responses will be analyzed and discussed at an EMBA faculty meeting in
spring 2016.
EMBA Global Perspective

A Camtasia video and supporting notes, presenting a quantitative example of how a
multinational corporation’s dollar-denominated earnings are affected by fluctuations in
foreign exchange rates, has been added to EECO 5103.
Closing the Loop: Changes in pedagogy and teaching-related faculty development activities

BBA, MBA, MSA and EMBA Mastery of Content

The Assessment Committee organized a 2014 COB teaching seminar led by two COB
education professors, Dr. Terence Hicks and Dr. Thomas Butler, who are experts in the
“Growth Mindset” theory of student motivation and success.

Monthly teaching-related brown-bag lunch sessions were started in 2015 (organized by
Professor Minton).
66

BBA Mastery of Content


Faculty discipline coordinators, department heads, assessment committee members, and
the dean “took” the undergraduate MFT, viewing all of the questions, under conditions
similar to students who take the MFT, to ensure sufficient breadth and coverage of MFT
content in BBA courses.
EMBA Global Perspective

An economics EMBA faculty attended the 2015 Econ Ed Teaching Conference; as a
result, he is adopting the MindTap online teaching platform in EECO 5103.
Closing the Loop: Changes to improve student motivation and improve academic support systems



BBA Mastery of Content

The weight given to a student’s MFT score as part of his/her MGMT 4303 semester
grade was increased from 10% to 15%.

A minimum MFT score of 145 was established in order for a student’s score to
significantly contribute to his/her MGMT 4303 semester grade.

A participating faculty (currently, Professor Susan Minton) was tasked with the task of
carefully screening tutors for all business disciplines, to strengthen the abilities and
qualifications of these tutors.

Tutoring for BBA students was added to the NWHC.
MBA Mastery of Content

In 2011, a policy was initiated to include a student’s MFT score as 10% of his/her
MGMT 5323 semester grade.

In 2015, the weight given to a student’s MFT score as part of his/her MGMT 5323
semester grade was increased from 10% to 15%.

Tutoring was added for MBA students to the NWHC.

MBA MFT scheduling was moved from weekday evenings to Saturday mornings. Many
MBA students have full time jobs. Proctors of the weekday evening MFT sessions noted
that test-takers seemed tired and stressed after long workdays. It is hoped that on
Saturday mornings these students will be better able to perform at their peak abilities.
MSA Mastery of Content


Tutoring was added for MSA students to the NWHC.
EMBA Mastery of Content

Tutoring was added for EMBA students to the NWHC.
67
The tables, charts in this section (and those in Appendix A6) demonstrate that the COB has an entrenched
culture of assessment, where in a systematic manner, evidence is collected on student performance on
each learning goals, evaluated and analyzed, and where deficiencies are identified, actions are taken to
close the gaps. During the past five years, for each program – BBA, MBA, MSA, and EMBA – at least
two assessment cycles have been completed. The net result is an enhanced awareness among COB faculty
of the student learning goals and processes, and efforts to continuously improve the curriculum as well as
the pedagogy for greater student success.
Assurance of Learning and Curriculum Development
The COB has established management processes to ensure that the curriculum is periodically reviewed
and improvements are made on a continuous basis, with a high quality business education as the desired
outcome. The primary body for reviewing the undergraduate curriculum is the Curriculum Committee, a
standing committee with faculty representation from various business disciplines. The Graduate
Committee reviews the curriculum for the MBA and MSA programs, and the EMBA Faculty Committee
reviews the curriculum for the EMBA. All three committees work closely with the Assessment
Committee so that the Assurance of Learning process contributes to improvements in the content of the
curriculum. The chair of the Curriculum Committee is a member of the Assessment Committee and vice
versa to ensure coordination between the two groups. Led by the Discipline Coordinators, faculty
members periodically undertake comprehensive program reviews of each major, informed by results and
analysis provided by the Assessment Committee.
Of course, curriculum changes are motivated by a number of factors, including faculty expertise regarding
the changing state-of-the-art in each business discipline, consultations with external stakeholders
including representatives of the Dean’s Business Council, etc. Still, the systematic Assurance of Learning
process has contributed to a number of substantive and non-substantive changes in both the content of the
curriculum and its delivery. Table 6-5 presents a listing of changes made in the curriculum during the past
five years, including the assessment findings that contributed to these curriculum changes.
Table 6-5: Curriculum Changes Informed by the Assessment Process
Assessment Findings
1. Poor student performance in quantitative
analysis:
 MFT score in Quantitative section is at
the 13th percentile nationally (2013-14).
 MFT Item Information Analysis (201314) - Average score in “Quantitative
Business Analysis” is 31.4, which is
significantly below the national average
score of 39.6.
2. Poor student performance in management:
 MFT score in Management section is at
the 3rd percentile nationally (2013-14).
 MFT Item Information Analysis (201314) - Average score in Management is
39.9, which is significantly below the
national average score of 56.7.
Closing the Loop Curriculum Change
 New course in Fall 2014 - MGMT 1163
(Quantitative Business Analysis).
 Additional hour of laboratory work added in Fall
2014 - ACCT 2113 (Financial Accounting) and
MGMT 3013 (Business Statistics).
 New course in Fall 2014 - MGMT 4453 (Special
Topics in Management).
68
3. Poor student performance in marketing:
 New course in Fall 2014 - MRKT 4453 (Special
 MFT score in Marketing section is at the
Topics in Marketing).
th
5 percentile nationally (2013-14).
 MFT Item Information Analysis (201314) - Average score in Marketing is
41.3, which is significantly below the
national average score of 55.0.
4. Poor student performance in cyber-security
related areas:
 MFT Item Information Analysis (201415) - Average score in “IT Security,
Privacy & Ethical Issues” is 69.4, which
is significantly below the national
average score of 78.1.
5. Low student satisfaction with the breadth
of the BBA curriculum:
 Undergraduate EBI factor score on
Breadth of the Curriculum is 4.8 out of
7.0 (2011).
 New course in Fall 2015 - MISY 4343
(Cybersecurity for E- Commerce).
 New courses in Fall 2012 - MGMT 4323 (Supply
Chain Management) and MRKT 3113 (Sports,
Entertainment and Event Marketing).
 New minor proposed in 2014 - Real Estate
(currently under consideration at the University
Academic Council).
 Courses revamped and revised in Fall 2015 to
integrate SAP into MISY curriculum – MISY 2013
(Fundamental of MIS with SAP), MISY 2153 (Bus.
Appl. Object-Oriented Programming), MISY 3423
(Enterprise System Analysis & Design with SAP)
and MISY 4523 (Enterprise Strategic IT
Management).
 New course in Fall 2012 - ACCT 5993 (Independent
Study in Accounting).
6. Low student satisfaction with the breadth
of the MBA curriculum:
 MBA EBI factor score on Breadth of the
Curriculum is 4.77 out of 7.0 (2011).
 New course in Fall 2015 - MISY 5533 (Special
Topics in MIS - Crisis Informatics).
69
SECTION 7 – ACADEMIC AND PROFESSIONAL ENGAGEMENT
The COB provides ample opportunities for students to expand their horizons and experience to develop
their leadership skills. In addition to working on research projects with faculty and working as student
employees in the dean’s office, department offices, and with IT, students are encouraged to participate in
internship programs and join student organizations to develop their networking skills and leadership
potential. In the Benchworks surveys, students consistently identify an active eco-system of student clubs
and organizations as one of the highlights of their PVAMU COB experiences. All of these activities are
supported and many directly funded by the COB.
Students have opportunities to participate in national conferences and competitions. Here are a few
examples during the past five years:

Opportunity Funding Corporation (OFC) Business Plan Competition, Atlanta, GA, April 1114, 2011.


Association of Information Technology Professionals (AITP) Region 3 Conference,
Lafayette, LA, October 11 - 13, 2012.


Participants: Mark Omezi, Jamaal Rutherford, and Stephen Edwards.
Texas Christian University Business Plan Competition, Fort Worth, TX, April 10-11, 2015.


Participants: Leah Gilbert, Christopher Perkins, Farhan Khan (1st place for Network
Design), and Krystal Hunter.
KPMG Case Competition at the National Association of Black Accountants National
Convention, Washington D. C., June 18-21, 2014.


Participants: Cortney Frank, Jeffery McInnis, Leah Wallace, Richard Issa, and Sterling
Mark
AITP National Collegiate Conference, St. Louis, Missouri, April 4 – 7, 2013


Participants: Brandon Anderson, Christopher Perkins, Cornell Hamilton, Derrick Bonner,
Farhan Khan (3rd place in the PC troubleshooting contest), and Treston Williams
OFC Venture and Innovation Business Plan Competition for MBA students, Atlanta, GA,
April 18-21, 2013


Participants: Kay Andrepont, Syed Irtiza, Christopher Charles, Jason Thibodeaux, Ken
Johnson, and Roshay Washington.
Participants: Alexander Richardson, Tammy Malone, Stephen Edwards, and Morgan
Walker
American Institute of Certified Public Accountants Accounting Competition, Fall 2015

Participants (semi-finalist team): Eric Martinez, Tho Nguyen, Shelbi Smith, and Michael
White
70
Student Engagement in Research and Experiential Learning:
During the period 2011-2015, roughly 600 students engaged in student team research assignments taught
by marketing professor Kishwar Joonas who taught both undergraduate and graduate marketing courses.
Student teams presented their research findings to invited judges comprising business executives, faculty,
and administrators from the COB and across the campus. Some of the student team research resulted in
donations and grants from community partners ($6,400). Further, a number of student research
presentations were made jointly with Professor Joonas, and other presentations were made by the students
under the professor’s guidance at national professional conferences and symposia. The COB student
engagement of marketing students in research helped the campus attain the President's Honor Roll for
Community Service in Higher Education award from 2011-2015, an award given by PVAMU for Service
Learning. On several occasions, these student projects attracted media attention, and the value of student
research in the College of Business was showcased in the campus student paper.
Professor Reginald Bell, who teaches managerial communications, trains EMBA students enrolled in the
Executive Managerial Communication (EMOC 5203) course how to improve their communication skills
using a four-learning modules system to write a paper of publishable quality. In fall 2014, four EMBA
students - Omer Cloutier, Laura Felusiak, Calvin Hill, and Enda Jean Pemberton-Jones - were successful
in publishing their co-authored article titled, "The Importance of Developing Strategies for Employee
Retention," in the Journal of Leadership, Accountability and Ethics 12, no. 2 (2015)."
The College of Business encourages faculty to use experiential learning and to engage students in
research. Faculty are encouraged to work collaboratively and with students on research projects.
Executive Education:
The COB has experimented with a number of projects in non-credit education with varying degrees of
success. Table 7-1 lists non-credit executive education programs offered since 2011.
Table 7-1: Non-credit (Executive) Programs Offered Since 2011
Program
Date held
Mini CPA Review
Oct 27, 2012/Nov 3
10, 2012
2012
17
Training workshops on IB
topics for local high
school teachers; (Offered
by CIBE faculty, and
funded by a grant from
UNCFSP)
TxDOT Training for
Disadvantaged Business
Enterprises (DBE)
2015-16
(planned)
Number of
participants
250+
(anticipated)
71
Who participated? Who
benefitted (Impact)
PVAMU students
Teachers from local schools
attended the workshops and
received teaching tips and
materials for course and
curriculum design, unit and
lesson planning, and CPE letters.
This is primarily designed for
Disadvantaged Business
Enterprises who work for major
TxDOT vendors to improve their
competencies so that they can
better compete.
A large number of workshops are offered by the SBDC on wide-ranging subjects such as How to Start
your Own Business and Tax Guidelines for Small Businesses. Some of these workshops are offered as
“lunch and learn” seminars for a nominal fee, while others are offered free of charge.
In 2013, the COB offered CPA preparation mini workshops for the MSA students. The availability of the
NWHC presents a golden opportunity to take the non-credit offerings to new heights. The College is in
the discussion with Becker CPA Review to offer their program at the NWHC location. Becker has agreed
to employ COB faculty and provide scholarships (at a subsidized rate) to ten COB students who sign up.
In an effort to encourage collaborative partnerships, the college has also reached out to the Lone Star
College campuses (the local community college system with several campuses located within 15 miles of
the NWHC) to encourage their interested students to take the Becker review at the NWHC location. Plans
are also in the works to offer the Project Management Professional (PMP certification) program as well as
Six Sigma quality control programs at the NWHC.
A TxDOT grant--$407,131 over two years--will certainly add substantial revenues as well as enhance the
brand recognition of the PVAMU COB in the executive non-credit education arena in Houston. This grant
requires PVAMU to train and prepare Disadvantaged Business Enterprises (DBE) to become qualified to
bid for major construction projects as prime contractors. The goal is to increase the number of minority
contractors participating in federally funded highway construction projects, and to provide assistance to
contractors through supportive services programs performed under the direction of COB’s SBDC. The
goal is to train three to 25 DBEs per class session.
The SBDC plays a continuous and impactful role in the Waller and Grimes County business community.
The annual August meeting of the Waller Economic Development Partnership sponsored by the SBDC
brings to the campus over a hundred influential participants including legislators, small business owners,
economic development officials, and representatives from the nearby cities mayors’ offices as well as the
Governor’s office. The program and center has a large footprint on local economic development. (See
Table 7-2)
Table 7-2: Impact of Small Business Development Center (SBDC)
Year
Clients
New Capital
New
Businesses
New Jobs
2011
68
$1,400,000
9
16
2012
49
$1,730,000
8
16
2013
25
$390,000
1
2
2014
111
$270,000
8
16
2015
82
$224,000
6
10
Total Impact
335
$4,014,000
32
Note: From the SBDC Director logs
72
60
Another major area of faculty outreach to the community is the voluntary income tax assistance program.
Table 7-3 provides a bird’s eye view of its impact since 2011.
Table 7-3: Voluntary Income Tax Assistance Program (VITA)
Calendar Year
Tax
Year
2011
Estimated.
Returns
Refunds from
Prep. Sites
Preparers*
Filed
the IRS
2012
9 UG
288
$ 359,901 Campus, Korean Assn.
4 Community
3 Faculty
2013
2012
11 UG
272
$ 423,599 Campus, Korean Assn.
4 Community
3 Faculty
2014
2013
12 UG
289
$ 386,299
Campus, Korean
3 Grad
Assn., Hempstead,
6 Community
NWHC
2 Faculty
2015
2014
4 Grad
147
$220,145
Korean Center,
3 Community
Hempstead
2 Faculty
Cumulative
201136 UG students
996
$1,390,000
Impact
2015
7 Grad students
17 Community
members
Notes: From data shared by Dr. Vetter. * UG = PV Undergraduate Students; Grad = PV Graduate
Students; Comm. = Persons not associated with PV; Faculty = College of Business Faculty
Faculty Qualifications and Engagement: Address the applicant's strategies supporting faculty
engagement with the practice of business. Examples of faculty engagement with the profession may
include consulting, executive education development and presentation, professional education
experiences, and faculty internships. Summarize policies guiding faculty in support of the qualifications
to support mission achievement and to be relevant and current for the classroom teaching responsibilities.
The mission statement of the COB places a great deal of emphasis on excellence in teaching. The core
values (part of the extended mission statement) assign the largest weight, 50%, to successful teaching.
Hence, COB carefully selects and recruits faculty who will have the potential to be excellent classroom
instructors and caring educators. Without dedicated and excellent faculty, COB cannot be successful in
educating its students.
The guidelines for merit pay raises as well as the annual faculty performance evaluation instrument the
largest (50%) weight to teaching. Of course, classroom instructional competencies are strengthened by
intellectual contributions and professional engagement with business, industry and community. Hence,
the faculty performance evaluation instrument also gives weight to these endeavors. (A copy of the
faculty performance evaluation instrument is included in Appendix A5.) A faculty member has a number
of avenues and pathways to attain and sustain “qualified” status (SA, PA, SP and IP) – the traditional
route with some emphasis on quality and impactful intellectual contributions, as well as a route that
includes other academic and professional activities beyond intellectual contributions.
73
All COB faculty are expected to engage with external stakeholders. In addition to the importance of this
engagement to annual merit raises for faculty in all categories (SA, PA, SP, and IP) - evidenced by the
credit given for these endeavors in annual performance evaluations - all professionally qualified (SP and
IP) faculty are expected to maintain their professional credentials, including engagement with the
business community, for continued employment at COB. Tables 7-4, 7-5, and 7-6 indicate some of the
ways that COB faculty are engaged - as journal editors/board members/reviewers, as leaders in
professional bodies, and as consultants.
Table 7-4: Journal Editor/Associate Editor/Editorial Board/Reviewer, 2011-2015
Name
Fei, Qiang
Hussein,
Mohammed
Joonas, Kishwar
Description
Editorial Review Board Member for Mustang Journal of
Management and Marketing
Proceedings Editor for Association of Collegiate Marketing
Educators
Reviewer for Public Personnel Management
Reviewer for American Marketing Association conference
Member of Editorial Board (Arabic) Centre of Excellence for
Scientific & Research Journalism
Date
20142015
2014
2014
2015
2015
Reviewer in International Journal of Advanced Computer Science
and Applications. (IJACSA)
2015
Program Chair, Academy for Global Business Advancement 12th
Annual World Congress, Kuala Lumpur, Malaysia
2015
Program Chair, Federation of Business Disciplines, Association of
Collegiate Marketing Educators, and voting Officer, Dallas, Texas
(International).
Proceedings Editor: Conference, Academy for Global Business
Advancement 12th Annual World Congress, Program Chair, Kuala
Lumpur, Malaysia (International).
Board Member: PRJ Editorial Review Board: AIMS International
Conference on Management
20112015
20072015
20072015
Editorial Board, AIMS International Conference on Management,
double-blind peer review of manuscripts, Vadodara, India.
2011
Board of Directors: Substantial Involvement, Association of
Collegiate Marketing Educators (International)
20122015
Federation of Business Disciplines, Ex-Officio Board Member- by
virtue of being President/Program Chair of ACME, Houston, Texas
(International)
President: Association of Collegiate Marketing Educators, Advisory
Board Member and voting officer of ACME, Houston, Texas
Lee, Brian
Editor in Chief: International Journal of Financial Research
Ngamassi, Louis
Reviewer, MIS Quarterly
Reviewer, Journal of Organizational and End User Computing
(JOEUC)
74
20102011
2011
20132015
2015
2015
Quazi, Rahim
Editorial Board: Southwestern Business Administration Journal
Quddus, Munir
Editorial Board Member, Journal of Bangladesh Studies (JBS)
20142015
20002015
Table 7-5: Professional Bodies Leadership Positions, 2011-2015
Name

Fei, Qiang




Harvey, Danny
Joonas,
Kishwar

Lee, Brian


Mahfouz,
Ahmed

Ramakrishnan,
Thiagarajan

Quazi, Rahim
Quddus, Munir




Vetter, William
Description
Officer (Proceedings Editor) for Association of Collegiate
Marketing Educators
National Black MBA Houston Chapter Financial Secretary
American Association for Blacks in Energy Treasurer
Bauer College of Business Alumni Association Co-Finance Chair
Federation of Business Disciplines, Association of Collegiate
Marketing Educators, Track Chair, Consumer Behavior and
Customer Relationship Management Track (International).
Internal auditor for the Korean American Association of Houston,
not-for-profit organization, which represents the group of about
30,000 Korean-Americans who live in the Greater Houston area.
Member of the Houston Chapter for the National Unification
Advisory Council of Korea
Track Chair, Information Systems Track, International Information
Management Association (IIMA) Conference
Session chair for the session HUMANITARIAN: Collaborative
Approaches and Technologies for Disaster Recovery Efforts at the
2014 Annual Meeting of Decision Sciences Institute.
Track chair, Enterprise Resource Planning track SWDSI
Conference
Track chair, Marketing, SWDSI Conference.
Vice President, Bangladesh Development Initiative
President, Bangladesh Development Initiative
Member of Taxpayer Advocacy Panel "[U.S.] Taxpayer Advocacy
Service"
Date(s)
2014-2015
2014-2015
2015-2016
2014-2016
2004-2016
2014-2015
2011-2013
2011
2014
2015
2016
2012-2015
2011-2015
2014-15
Table 7-6: Faculty Consulting Engagements, 2011-2015
Faculty
Bell,
Reginald


Fei, Qiang
Hussein,
Mohammed



Description
Spectra Energy: Two all-day workshops on effective presentation skills
Advising two EMBA capstone project, both for real businesses; one to get
funding from Small Business Bureau; another to be implemented as a
Fortune 500 company
Registered and Licensed as Professional Engineer (P.E.) in State of Texas
Afaq Gaza Center for Engineering Consultancy
Electrical Engineer for several Projects including Strategic Plan for
Municipal Gaza City, Gaza Strip, Palestine
75
Dates
2012
2015
2014
Joonas,
Kishwar


Lee, Brian

Quddus,
Munir



Rahman,
Shahedur

Faculty Advisor: “Integrated Marketing Communications Plan for PVAMU
Office of Continuing Education- Society for Human Resource Management
Program. Research component- Needs and Attitudes of Target Customers for
Continuing Education Programs- SHRM. Community Partner: Dr. J. Adams.
Faculty Advisor: “Integrated Marketing Communications Plan for ARVO
Real Estate Advisors”. Research component- A Study of the Commercial
Real Estate Market. Community Partners: Mr. Ed Ryland, Mr. George
Wyche. Faculty Advisor: “Integrated Marketing Communications Plan for Alliance for Multicultural Community Services. Research component- A
Study of Giving to Not-for-Profit Organizations. Community Partner: The
United Way.
Consulting services to ensure that low income families receive adequate
social welfare and small-business owners develop optimal tax strategies
Invited speaker at the Heritage Foundation, Washington DC
Interviewed by National Public Radio for a podcast on the Garment Export
Business from Bangladesh
Interviewed by The New York Times on the tragic accident in a garment
factory in Bangladesh
Served as a Consultant on a Higher Education Enhancement Project
(HEQEP) sponsored by World Bank and Ministry of Education, Bangladesh
to help the University of Chittagong, Bangladesh to upgrade their business
curriculum and to develop strategic plans to establish long-term partnership
with the industry for collaboration in research and enhancement of BBA,
MBA and EMBA programs.
2011
2010
20112015
2012
2013
2014
AACSB Table 15.1 shows detailed qualifications of each faculty member who taught COB courses
during the 2014-15 academic year, and provides evidence that suitably qualified faculty have been
deployed across the disciplines and programs appropriately. Table 15.2 shows the deployment of COB
faculty in 2014-15 was consistent with the College’s mission and strategic priorities.
Table 15.1 shows that in all major areas – Accounting, Finance, MISY, Management, Marketing,
Economics (support), Support areas – the percentages of “participating” faculty among total, are well
above the minimum prescribed by AACSB International. Similarly, for faculty qualification (SA, PA, SP,
IP), in each major area, all three formulas are met. The one exception is finance, when for the 2014-15
period, the percentage of SA faculty to total FTE faculty is 36.3% below the minimum required 40%.
This was caused by a number of factors including the departure of Dr. Perez, who besides teaching as a
finance faculty also served as the EMBA director. However, moving quickly, the College was able to hire
Dr. Khieu, a finance faculty, who has a strong publication record and before arriving had attained tenure
in an aspirant institution. His joining has strengthened the finance program and added depth to our
research competencies. Importantly in Fall 2015 semester, each of the ratios in finance (including the
minimum SA ratio) have been met. Additionally, the department is seeking to fill a second vacancy in
finance with a tenure track appointment. The search has netted close to 90 applicants so far. With the new
hire, the finance program will become stronger with sufficient and qualified faculty in place to teach both
undergraduate and graduate courses.
It should also be noted that for the College faculty as a group, all faculty deployment and sufficiency
ratios are adequately met for the 2014-15 period. This includes the minimum for participating faculty to
all faculty ratio, the minimum SA to fall faculty ratio, SA+PA+SP to all faculty ratio, and finally, the
SA+PA+SP+IP to all faculty ratio.
76
Table 15.1 (AACSB): Faculty Sufficiency and Qualifications Summary for fall 2014 and spring 2015 semester (AFMIS & MM)
Accounting Program
Chong, H.
PhD,
Gin2
1999
Spring
2005
5
Dobiyanski, A
MS,
1984
Fall
1992
8
Lee,
Buryung2
PhD,
1994
Spring
2005
5
Minton, Susan
MS,
1986
Fall
2010
8
UT,
MT,
ADM,
RES,
ED,
SER
UT,
SER
10
0
UT,
MT,
ADM,
RES,
ED,
SER
UT,
SER
10
0
Brief Description of
Basis for Qualification
(last five years)
Instructional Practitioner
(IP)
Other (O)
Scholarly Practitioner (SP)
Practice Academic (PA)
Percent of Time Devoted
to Mission of Each
Faculty Group
Scholarly Academic (SA)
Normal Professional
Responsibilities
Supporting Faculty (S)
Teaching Productivity1
Participating Faculty (P)
Teaching Productivity1
Faculty Sufficiency
Date of First Appointment
Highest degree, year
Faculty Name
Faculty Portfolio
1. Terminal degree in Accounting
2. PRJ publications
77
10
0
1. Master’s degree in Accounting
2. PRJ publication
3. CPA, CMA certification
1. Terminal degree in Accounting
2. PRJ publications
10
0
1. Master’s degree in Accounting
2. CPA certification
Till, Ada
2
Pitts, P
Vemuri, Vijay
Watson,
Susan
MS,
1986
Fall
2005
MBA,
1973
PhD,
1995
Spring
2004
Fall
2011
MS,
1986
Fall
2014
7
4
UT
2
UT,
MT,
RES,
SER
UT
7
40
TOTAL
UT,
ADM,
SER
Fall
1989
4
Zhang, Yi
PhD,
2008
Fall
2008
6
Haq, Sanzid
MBA,
1998
Spring
2005
8
50
10
0
25
1. Master’s degree in Accounting
2. CPA certification
3. Ownership of CPA tax consulting firm
4. Professional experience
30
0
30 25 50
0
0
SA = 300/675 = 44.4% > 40% (standard met)
SA+PA+SP = 600/675 = 88.8% > 60% (standard met)
SA+PA+SP+IP = 625/675 = 92.6% > 90% (standard met)
6
ACCOUNTING
P/(P+S) = 40/46 = 86.9% > 60% (standard met)
Finance Program
Khan, M.
PhD,
Moosa3
1986
10
0
3. One PRJ publication
1. Master’s degree in Accounting
2. CPA certification, practicing CPA
3. Two PRJ publications
4. Partner, CPA Firm
1. MBA, 18 SCH. of graduate Accounting
Courses
1. Terminal degree in Accounting
2. PRJ publications
UT,
MT,
ADM,
RES,
SER
UT,
MT,
RES,
ED,
SER
UT,
RES,
SER
10
0
1. Terminal degree in Economics with 18 graduate
hours
in Finance.
2. PRJ publications in Finance
10
0
1. Terminal degree in Finance
2. PRJ publications
10
0
78
1. Master’s degree in Finance
2. One PRJ publication, consulting
3. CPA, CMA certifications
Alexander,
William7
Appelget,
Russell
ABD,
1978
MBA,
1979
Fall
2014
Fall
2007
Harvey,
Danny
MBA,
2012
Fall
2014
Sharma,
Satish
PhD,
1970
Fall
2014
ED
13
5
UT
63
UT,
RES,
SER
10
0
5
6
23
TOTAL
1
UT
12
75
1. Business owner/operator
2. Created and delivered Executive education
1. Master’s degree in Finance
2. CPA certification
3. President, BOD of county MUD
1. Master’s degree in Business (MBA)
2. Certifications in FINRA Series 7, and Oil & Gas
Financial and Valuation Modelling
3. Financial Analyst for Barclays- Houston
4. Served as Portfolio Manager
5. Serves on College Committee
6. Engages with students
1. Terminal degree in a closely related area
(economics)
2. PRJ; Presentation
3. Consultant with a CPA firm
20
0
17 17
0
0
5
6
SA = 200/551 = 36.3% < 40% (standard not met)
SA+PA+SP = 375/551 = 68 % > 60% (standard met)
SA+PA+SP+IP = 551/551 = 100.0% > 90% (standard met)
FINANCE
P/(P+S) = 23/35 = 65.7% > 60% (standard met)
MISY Program
Mahfouz,
Ahmed
PhD,
2004
Spring
2005
6
Ngamassi,
Louis
PhD,
2011
Fall
2012
6
Opara,
Emmanuel
DBA,
1995
Spring
1997
5
UT,
MT,
RES,
SER
UT,
MT,
RES,
SER
UT,
MT,
RES,
SER
10
0
1. Terminal degree in MIS
2 PRJ publications, book chapters
10
0
1. Terminal degree in Information Sciences and
Technology
2. PRJ publications
10
0
1. Terminal degree in Business Administration
2. PRJ publications
3. Book chapters and Conf. Proceedings
79
Ramakrishnan
, Thiagarajan
PhD,
2010
Fall
2012
6
Hines,
Kenneth
Holloway,
Reginald
MS,
2012
MS,
1990
Fall
2014
Fall
2003
Rahman,
Shahedur
MBA,
1997
Fall
2004
Taylor, Rick7
PhD,
Fall
2014
1
Hussein,
Mohammed
PhD,
2000
Fall
2014
6
Blyden, Lois
JD,
1987
Sum
2004
1. Terminal degree in Computer Information
Systems
2. PRJ publications and Conf. Proceedings
8
8
25
UT,
RES,
SER
UT,
RES,
SER
ED
6
10
0
10
0
13
UT,
RES,
SER
8
75
1. Master’s degree in Information Technology
2. Professional Certification in IT
1. Master’s degree in Computer Science
2. PRJ publication
1. Master’s degree in Business
2. PRJ publications
3. Book chap, Conf. proceedings
1. Terminal Degree in MIS
2. PRJ
3. Delivered Executive education
1. Terminal degree in Elec. Engineering with
A minor in Computer Engineering
2. PE certification
3. PRJ publications
4. Book author
40 75 20 38
0
0
0
SA = 400/713 = 56.1% > 40% (standard met)
SA+PA+SP = 675/713 = 94.7% > 60% (standard met)
SA+PA+SP+IP = 713/713 = 100.0% > 90% (standard met)
MIS
P/(P+S) = 39/47 = 82.9% > 60% (standard met)
(AFMIS) Support Areas
Bell,
PhD,
Fall
Reginald8
1997
2002
10
0
1
39
TOTAL
UT,
MT,
RES,
SER
UT,
MT,
RES,
ED,
SER
UT,
RES,
SER
10
0
1. Terminal degree in Business Education
2. MBA
3. PRJ publications
4. Textbook author
1. Terminal Degree (JD)
2. PRJ publication
3. Consulting practice in legal affairs
80
Carrasco,
Daniela
JD,
2012
Fall
2014
2
UT
Joyce,
Margueritte7
Ed. D,
1978
Sum
2011
1
UT,
MT
13
Vetter,
William4
LL.M
1986
JD,
1968
Fall
2002
UT,
MT,
RES,
SER
10
0
3
9
TOTAL
21
0
0
25
0
3
SA = 213/238= 89.4% > 40% (standard met)
SA+PA+SP = 213/238 = 89..4% > 60% (standard met)
SA+PA+SP+IP = 238/238= 100% > 90% (standard met)
3
SUPPORT AREAS
P/(P+S) = 9/12 = 75.0% > 60% (standard met)
Management Program
Alam,
Ph.D.,
Arshad8
2009
Fall
2011
6
Baldwin,
Rickie6
Ph.D.,
2000
Spring
1998
4
Ballentine,
Wayne
M.S.
1997
Fall
2004
8
25
4. Bar membership (Virgin Island)
1. Terminal Degree (JD)
2. Significant professional experience
(management level)
3. Bar membership (Texas)
1. Terminal degree
2. PRJ publications
3. Edited journal in bus. education
1. Terminal degree (JD, LLM)
2. PRJ publications
3. National Tax Advocacy
UT,
MT,
RES,
ED,
SER
UT,
MT,
RES,
SER
UT,
RES,
SER
10
0
1. Terminal Degree in Supply Chain Management
2. PRJs, Proceedings and Presentations
50
1. Terminal degree in Management
2. PRJs;
3. Externally Funded Grants
4. Business Consultant
1. Master’s in Education Technology
2. Graduate work towards Ph. D. in Business
3. PRJ
2. Small Business Owner/Operator
3. Management Experience
4. Reviewer for Academy of Management
10
0
81
Bindu,
Farzana
MBA
2001
M.S.
2012
J. D.
1986
Fall
2015
Summe
r 2004
7
UT,
RES,
SER
Debnath,
Sukumar
D.B.A
. 1988
Fall
1987
6
Kennebrew,
Daniel
MBA
Fall
2005
7
UT,
MT,
RES,
ED,
SER
UT,
RES,
SER
Stiff,
Cleveland
MBA
Fall
2013
8
Dyck, John
Ph.D.,
1974
Spring
2003
Gordon,
Kimberly9
MBA,
2001
Spring
2003
Sutanto,
Peter8
Ph. D.
1996
Spring
1997
Blyden, Lois
1
UT
13
88
1. Terminal Degree (JD)
2. PRJ publication
3. Consulting practice in legal affairs
4. Bar membership (Virgin Island)
1. Terminal degree in Management
2. PRJs; Proceedings
3. Reviewer for academic journals
10
0
1. MBA
2. PRJ; Presentations
3. Consultant in Marketing, Finance and IT
4. Served as Financial Secretary/ Budget
Analyst for NSSC;
1. MBA
2. Small Business Owner
3. Conducted professional Seminars
4. Professional licenses
1.Terminal Degree in a related field
(Organizational Psychology)
2. Industry experience
3. Professional License
4. Continuing professional education
1. MBA
2. Doctoral student at Texas A&M University
3.Assistant Dean College of Business
4. Graduate Programs director
1. Terminal degree in Management
2. PRJs; Proceedings and Presentations
10
0
UT,
RES,
SER
10
0
MT
13
5
UT
63
7
UT,
MT,
RES,
1
10
0
82
1. MBA
2. MS in Biostatistics
6
ED,
SER
UT,
MT,
RES,
ED,
SER
UT
Vesey,
Jermaine8
Ph. D.
2014
Fall
2011
Vesey,
Winona
Ph.D.
2004
Fall
2014
1
Barnes,
Wayne7
JD,
1995
Fall
2014
1
13
4
47
0
28 17 13
6
8
6
SA =476/953 = 49.9% > 40% (Standard Met)
SA+PA+SP = 764/953 =80.2% > 60% (Standard Met)
SA+PA+SP+IP = 940/953 = 98.6% > 90% (Standard Met)
64
TOTAL
MANAGEMENT
P/(P+S) = 64/68 = 94.1% > 60% (standard Met)
Marketing Program
Baldwin,
Ph.D.,
Rickie
2000
10
0
1.Terminal degree in Management
2. PRs; Proceedings and Presentations
13
1.Terminal degree with Quantitative Methods
as specialization
2. PRJs; Proceedings and Presentations
1. Terminal degree
2. PRJs, Presentations
3. Book Author
Fall
1998
4
UT,
RES,
SER
50
UT,
MT,
RES,
ED,
SER
UT,
MT,
RES,
SER
10
0
1. Terminal degree in Management
2. PRJs;
2. Externally Funded Grants;
3. Retail Management experience
4. Business Consultant
1. Terminal degree in Marketing
2. PRJs; Proceedings and Presentations
10
0
1. Terminal degree in Marketing
2. PRJs; Proceedings and Presentations
Fei, Qiang
Ph. D.
2011
Fall
2011
6
Joonas,
Kishwar
DBA
2004
Fall
2004
6
83
Sviland,
Marianna
MBA
1993
Fall
2014
8
UT,
RES,
SER
Tandon,
Sudhir3
Ph. D.
1995
Fall
1995
4
UT,M
T,
ADM,
RES,S
ER
28
TOTAL
10
0
10
0
1.. MBA
2. 18 graduate hours in Marketing
3. Consulting practice
4. Conference presentation and proceedings
1.Terminal degree in Marketing
2. PRJs; Presentations
35
0
0
10
0
0
0
SA = 350/450 = 77.7% > 40% (standard met)
SA+PA+SP = 350/450 = 77.7% > 60% (standard met)
SA+PA+SP+IP = 450/450 = 100% < 90% (standard met)
MARKETING
P/(P+S) = 28/28 = 100% > 60% (standard met)
Economics (Support)
Coleman,
Alfred
MBA
2003
Fall
2014
2
UT
25
Hemmisi,
Wided
Ph. D.
2012
Spring
2015
4
50
Langley,
Sonja4
Ph. D.
2003
Fall
2004
4
UT,
RES,
SER
UT,
MT,
RES,
SER
10
0
1. Terminal degree in Economics
2. PRJs; Proceedings
McNeil,
Lawrence 3, 8, 9
Ph. D.
2008
Fall
2008
4
UT,
MT,
RES,
ED,
SER
10
0
1. Terminal degree in Economics
2. PRJs; Proceedings and Presentations
2. Externally funded Grants.
84
1. MBA
2. Community Affairs Specialist, FDIC-Houston
3. Conducts Financial Literacy Seminars
3. Continuing Professional Education
1. Terminal degree in Economics
2. Ph.D. in last 5 years.
Mupier,
Robert
Ph. D.
1994
Summe
r 1998
Quazi, Rahim
2, 8
Ph. D.
1999
Fall
2002
Quddus,
Munir
Ph. D.
1985
Fall
2001
Soliman,
Mostafa
Ph. D.
1967
Fall
1978
Wang,
Yaojing
Williams,
Michael
ABD
2014
Ph. D.
1996
Fall
2014
Fall
2005
TOTAL
4
UT
10
0
2
UT,
MT,
RES,
ED,
SER
ADM,
RES,
SER
UT,
MT,
RES,
SER
UT
25
1. ABD in Economics
UT,
MT,
RES,
ED,
SER
10
0
1. Terminal degree in Economics
2. PRJs; Proceedings and Presentations
3. Research Report
5
6
6
25
12
ECONOMICS
P/(P+S) = 25/37 = 67.5% > 60% (standard met)
Total Count for College of Business
P/(P+S) = 228/273 = 83.5% > 60% (standard met)
50
10
0
10
0
1. Terminal degree in Economics
2. Conference Presentations; Created and delivered
Executive
Master of Administration of Justice
program at TSU
1. Terminal Degree in Economics
2. PRJs; Proceedings and Presentations
3. Externally Funded Grants
1 Terminal Degree in Economics
2. PRJs
3. Funded grants
1. Terminal degree in Economics
2. PRJs; Proceedings and Presentations
57
0
10 75
0
5
0
SA = 575/750 = 76.7% > 40% (standard met)
SA+PA+SP = 675/750 = 90 % > 60% (standard met)
SA+PA+SP+IP = 750/750 = 100 > 90% (standard met)
SA = 2514/4330 = 58.1% > 40% (standard met)
SA+PA+SP = 3652/4330 = 84.3% > 60% (standard met)
SA+PA+SP+IP = 4267/4330 = 98.5 > 90% (standard met)
85
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Teaching productivity is reported as the number of class sections taught in the 2014-15 time frame.
These faculty were given a reduced load for administrative duties.
Department heads and Program Directors are on 50% teaching and 50% administrative assignment.
Dr. Vetter and Dr. Langley had reduced teaching for serious illness.
The professional responsibilities are designated using the AACSB guidelines: UT for undergraduate teaching; MT for master’s level teaching;
ADM for administration; RES for research; ED for executive education; SER for other service and outreach responsibilities.
Following AACSB guidelines, the “percent of time devoted to mission” for faculty who teach across disciplines/programs is attributed 100%
to their major discipline/program of teaching. However, if the teaching load is split 50:50 across two disciplines, the “percent of time devoted
to mission” is divided proportionally across the disciplines.
EMBA Visiting faculty.
EMBA courses taught by regular COB faculty have not been counted since the EMBA assignment is outside their 9 month teaching contract.
The Professional Development (PD) courses are not counted in the course load since this course is a zero SCH course.
Professors Bell, Ballentine, Blyden, Hussein, McNeil, and Sviland have been counted only in their respective area of major teaching, even
though they taught across disciplines given the percentage of effort in their major area was larger than 50%.
Professors Gordon, and Hines are full-time staff, who occasionally teach a course.
86
AACSB Table 15.2 shows successful deployment of participating and supporting faculty across all four
programs. For 2014-15, students in the BBA program learned from a mix of faculty - about 47% of them
were either SA or PA qualified; 50% were either SP or IP qualified, with only 2% in the other category.
For the MBA program, students were taught largely (97%) from SA faculty, with only 3% faculty who
were in the IP category. For the MSA program, 100% of the teaching faculty were designated SA.
Finally, for the EMBA program, faculty split between SA and IP was 75:25. This is not unusual for
EMBA given the program attracts young executives, and we seek instructors who have professionally
experienced in business and industry besides having the required academic qualifications.
TABLE 15-2 (AACSB): Deployment of Participating and Supporting Faculty by Qualification
Status In Support of Degree Programs for the Academic Year (fall 2014 and spring 2015)
Bachelor’s
Total Secs.
MGM+AFIS
MBA
Total Secs.
MGM+AFIS
MSA
Total Secs.
MGM+AFIS
EMBA
Total Secs.
MGM+AFIS
Scholarly
Academic
(SA)
43.5%
(108)
(61+47)
97.2%
(35)
(21+14)
100%
(4)
(0+4)
75.0%
(6)
(5+1)
Percent of Teaching (in terms of courses)
Practice
Scholarly
Instructional Other (O)
Academic
Practitioner
Practitioner
(PA)
(SP)
(IP)
2.0%
29.8%
22.6%
2.0%
(5)
(74)
(56)
(5)
(2+3)
(27+47)
(26+30)
(1+4)
0
0
2.8%
0
(1)
(1+0)
0
0
0
0
0
0
25.0%
(2)
(0+2)
0
Total
100.00%
(248)
(117+131)
100.00%
(36)
(22+14)
100.00%
(4)
(0+4)
100.00%
(8)
(5+3)
*This table includes the Professional Development and Internship courses
SECTION 8 - CONCLUDING REMARKS
Since the spring 2011 maintenance visit under the 2003 standards, the COB faculty, staff and students
have worked hard to maintain high standards in attaining our mission-driven strategic goals in the spirit of
continuous improvement. In this “Continuous Improvement Review” report we share the story of this
journey, and our plans and aspirations for the next five years. Prairie View A&M University has a great
history that stretches back 140 years of empowering generations of young people from all social,
economic and ethnic backgrounds attain a secure livelihood through education and productive citizenship.
It is no surprise that recently an Internet site posted on Yahoo Finance ranked the institution second
among 900 institutions of higher learning on its social mobility index. In the College of Business, we feel
confident that our commitment to high quality, continuous improvement, high impact actions, innovative
programs and engagement will lead the PVAMU College of Business to greater heights in the future.
Even though the last five years have brought great success to the College, we are confident “the best is yet
to come.”
87
APPENDIX A2
SITUATIONAL ANALYSIS


Figure A2-1: COB Organizational Chart
Table A2-1: Third Party Recognition and Ranking of PVAMU and the College of Business
88
Figure A2-1
PRAIRIE VIEW A&MUNIVERSITY
COLLEGE OF BUSINESS ORGANIZATIONAL CHART
Felecia M. Nave
Provost & Senior Vice President for Academic Affairs
Prairie View A&M University
Munir Quddus
Dean
College of Business
C. Simington-Davis
Assistant Dean
Recruitment & Retention
K. Knight
Budget Specialist
K. Gordon
Assistant Dean
Development & Placement
R. Oliver
Admin. Assistant
K. Hines
Systems Analyst
B. Ross
Director
Small Business
Development Center
Vacant
Program Associate
K. Gordon
Director
Graduate Programs
M. Khan
Head
Accounting, Finance &
MIS
S. Tandon
Head
Marketing and
Management
H. Chong
Director
Executive MBA Program
T. Robinson
Admin. Assistant
T. Harris
Admin. Assistant
Y. Kesee
Admin. Assistant
C. Simington-Davis
Associate Director
Executive MBA Program
89
Table A2-1: Third Party Recognition and Ranking of PVAMU and the College of Business
Recognition
Online MBA was ranked #38 out
of 500 in a ranking of “Best
Online MBA Programs”
Source
Affordablecollegesonline.org
(http://www.affordablecollegesonline.org/degr
ees/mbaprograms/)
Date
fall 2015
Online MBA was ranked #15 in a
world ranking of “Best Value
Online MBA Programs”
bestmastersdegrees.com
(http://www.bestmastersdegrees.com/top/value
-onlinemba-programs)
2015
Dr. H. Gin Chong was named one
of the top 10 accounting professors
in Texas
The Accounting Path
(http://theaccountingpath.org/2015/10/top10accounting-professors-in-texas/)
October 2015
Online MBA was ranked #4 in
terms of affordability among
AACSB programs
GetEducated.com
(http://www.geteducated.com/online-collegeratingsand-rankings/best-buy-lists/best-buyonline-mastersmba-aacsb)
CollegeNET
(http://www.socialmobilityindex.org/)
fall 2013
Niche
(https://colleges.niche.com/rankings/best-hbcuschools/)
EDsmart.org
(http://www.edsmart.org/hbcu-rankings-bystartingsalary/)
October 2015
HBCUdigest.com
(http://hbcudigest.com/post/121945404151/fa
mu-14finalists-hbcu-awards)
summer 2015
PayScale.com
(http://www.payscale.com/collegeroi/state/Texas)
spring 2015
bestvalueschools.com
(http://www.bestvalueschools.com/mostaffordableuniversities-america-2015/)
April 2015
PVAMU was ranked #2 among 900
colleges and universities on the
CollegeNET Social Mobility Index
PVAMU was ranked #10 of 76
HBCUs
PVAMU was ranked #1 among all
HBCUs for graduate’s starting
salary
PVAMU Nominated for HBCU of
the Year, HBCU Business
Program of the Year, and 3 other
HBCU awards.
PVAMU was ranked #5 among all
public and private institutions in
Texas in terms of Return on
Investment (ROI)
PVAMU ranked #46 in a national
ranking of “Most Affordable
Universities in America”
90
October 2015
summer 2015
Appendix A3
PROGRESS UPDATE

AACSB Maintenance of Accreditation Letter, April 2011
91
April 18, 2011
Munir Quddus, Dean
College of Business
P.O Box 519, M.S. 2301
T.R. Solomon Drive
Prairie View, TX 77446-0519
E-mail: muquddus@pvamu.edu
Dear Dean Quddus:
It is my pleasure to inform you that the peer review team recommendation to extend maintenance of
accreditation for the undergraduate and master’s degree programs in business offered by Prairie View
A&M University is concurred with by the Maintenance of Accreditation Committee and ratified by the
Board of Directors. Congratulations to you, the faculty, the students, the staff, and all supporters of the
College of Business.
One purpose of peer review is to stimulate further continuous improvement of quality programs. As
noted in the team report, Prairie View A&M University is to be commended on the following strengths
and effective practices:
1.
The interest, commitment, and support provided by the President and Provost to the
College of Business.
2.
The increased research productivity of the College of Business faculty since initial
accreditation and the development of a culture that is conducive to ongoing progress in the
quality, quantity, and impact of intellectual contributions. This was aided by the success of the
college in attracting a cadre of high quality new faculty.
3.
The vision, leadership, and effectiveness of the college’s leadership team.
4.
The impact of the Center for International Business Education on students (business and
non-business majors), faculty, and high school educators through study abroad learning
opportunities, outreach efforts and training workshops for local high school educators and the
local business community. The CIBE has played an important role in fostering a global
perspective in the college, university, and community.
92
5.
A holistic approach towards preparing students for success. Within the College of
Business this includes the combination of a Professional Development course (MGMT 2000),
a freshman orientation program, and the adoption of an innovative quantitative literacy
program (TS-Nexus) that tests the math skills of students and creates a customized web-based
program for students based on their skill levels. These steps serve to further strengthen the
exceptional process already in place for mentoring business students.
6.
The dedication, expertise, and forward-looking mindset of the Advisory Board.
Additionally, in the interest of continuous improvement, Prairie View A&M University should
closely monitor the following items and incorporate them in your ongoing strategic planning
initiatives:
1.
The College has a well-developed strategic management planning process. The
Committee along with the Peer Review Team commends the faculty, advisory board, students,
and leadership team for their participation and commitment to making this a dynamic process.
During the next reporting period, the Committee encourages the College to continue to focus
on assuring alignment between available resources and new strategic initiatives. The college
should report on efforts to incorporate relevant data and conduct a thorough analyses of new
initiatives. (Strategic Management Standards: 1-5).
2.
The College has developed and implemented comprehensive assessment plans for both
its undergraduate and master’s degree programs. The Committee along with the Peer Review
Team commends the faculty, the assurance of learning committee, and the leadership team for
their efforts in the implementation of these plans. Moving forward, the Committee encourages
the College of Business to keep advancing its Assurance of Learning efforts. The College may
want to consider refining the assessment of other learning goals similar to the work done with
the mastery of content goal (general, integrative, and specialized knowledge). (Assurance of
Learning Standards: 16, 18, and 19).
Prairie View A&M University has achieved accreditation for five additional years. The next on-site
maintenance review occurs in the fifth year, 2015-2016. A timeline specific to your visit year is
attached. Please note that your Maintenance Review Application will be due on July 1st, two years prior
to your review year. This application initiates the maintenance process. In this application you will be
expected to provide an update on progress in addressing the concerns stated above in addition to other
relevant information for initiation of the next maintenance review.
Please refer to the Maintenance of Accreditation Handbook for more information regarding the
processes for maintenance of accreditation. The handbook is evolving and will be updated frequently to
provide the most current process improvements. Please monitor the website to make certain that you
have the most current version.
Again, congratulations from the Accreditation Council and AACSB International - The Association to
Advance Collegiate Schools of Business. Thank you for participating in the maintenance of
accreditation process and for providing valuable feedback that is essential to a meaningful and
beneficial review.
93
Sincerely,
Andrew Policano, Chair
Board of Directors
cc:
Peer Review Team
Mohammed Khayum, Team Chair
Donald Andrews, Team Member
Marwan Wafa, Team Member
94
Attachment A
SCOPE OF ACCREDITATION
Maintenance of Accreditation March 2011
Name of Institution:
Prairie View A&M University
Name of Business Academic Unit:
College of Business
List of Degree Programs Reviewed:
BBA:
-Accounting
-Finance
-Management
-Management Information Systems
-Marketing
MBA
MS Accounting
Attachment B
MAINTENANCE OF ACCREDITATION TIMELINE - Visit 2015-2016
11-12
12-13
13-14
14-15
Review and
Refine
Strategic
Management
Plan
Review and
Refine
Strategic
Management
Plan
Review and
Refine Strategic
Management Plan
Complete Key
Complete Key
Data and
Data and
Complete Key
Accreditation
Accreditation
Data and
Data
Data
Accreditation Data
Sections of the
Sections of the
Sections of the
Business
Business
Business School
School
School
Questionnaire for
Questionnaire
Questionnaire
prior academic
for prior
for prior
year
academic year
academic year
95
Review and
Refine
Strategic
Management
Plan
15-16
Review and
Refine
Strategic
Management
Plan
Complete Key
Complete Key
Data and
Data and
Accreditation
Accreditation
Data
Data
Sections of the
Sections of the
Business
Business
School
School
Questionnaire
Questionnaire
for prior
for prior
academic year
academic year
July 1 - Submit
Maintenance
Review
Application with
signed cover
letter
requesting
maintenance
review and
preferred
visit dates.
Accreditation
Coordinating
Committee
rules on
exclusions
and the scope
of the
accreditation
visit
Submit Fifth
Year
Maintenance
Report
Submit List of
Degree Programs
including
Catalogs
Work with
AACSB to
select Peer
Review Team
from peer
and aspirant
groups
Submit
Policies for
Faculty
Management,
including
NonTenure
Track
Faculty
Work with
AACSB to set
the visit date
Submit
Executive
Summary
including
effective
practices
Submit request
for exclusion of
degree
programs
including
justification for
the request
Submit List of
Comparison
Groups (Peer,
Competitive, and
Aspirant)
Previous four items
to be submitted
together.
Accreditation
Statistical
Reports will
be distributed
to applicant
and
team members
by
AACSB
Work with
Peer Review
Team to
prepare the
Visit Schedule
Peer Review
Team
Visit
96
Appendix A4
STRATEGIC MANAGEMENT

College of Business Strategic Plan (Table A4-1)

Figure A4-1: College of Business Strategic Planning Process


AACSB Table 2-1 (Expanded): Intellectual Contributions for the 5-year period 2011-2015 (Table
A4-2)
Table A4-3: Faculty Grants, 2011-2015

Table A4-4: Faculty Recognitions and Awards, 2011-2015
97
College of Business
STRATEGIC PLAN (2015-19)
98
Table A4-1: COLLEGE OF BUSINESS STRATEGIC PLAN (2015-19)
GOAL 1: Achieve Excellence in Teaching and Learning
Objective 1.1: Improve the Quality of Teaching
Strategy 1.1.1 Teach a contemporary curriculum
Strategy 1.1.2 Upgrade faculty competencies on a continuous basis
Strategy 1.1.3 Partner with business and industry to make the curriculum relevant
Strategy 1.1.4 Provide travel support for faculty to attend teaching conferences
Objective 1.2: Improve Student Learning
Strategy 1.2.1 Implement high quality assessment (AOL) processes for continuous improvement
Strategy 1.2.2 Develop student skills in teamwork, communication, leadership, ethical decision-making,
and problem-solving
Strategy 1.2.3 Establish a strong tutorial services for student academic support
Objective 1.3: Ensure state-of-the-art technology for teaching and learning
Strategy 1.3.1 Ensure all classrooms have the best technology for teaching
Strategy 1.3.2 Ensure faculty make good use of e-Courses to enhance their teaching
Strategy 1.3.3 Encourage faculty to use innovative methods and technologies to enhance student learning
(social media, flipped classroom, other)
GOAL 2: Excellence in Research
Objective 2.1: Maintain AACSB standards on faculty academic qualifications
Strategy 2.1.1
Recruit and retain faculty who are committed to high quality intellectual
contributions
Strategy 2.1.2
Create a culture conducive to mentoring and collaboration (faculty, student) in
scholarship
Strategy 2.1.3
Strengthen the COB publication standards for tenure and promotion
Strategy 2.1.4
Encourage faculty to write grant proposals to support their research
Strategy 2.1.5
Encourage faculty to engage in collaborative research with colleagues in other
campuses
Strategy 2.1.6
Establish specialized Centers for Research (Economics, Business)
Objective 2.2: Achieve high-quality research
Strategy 2.2.1
Recruit faculty with a track record in high-quality research
Strategy 2.2.2
Greater emphasis on quality publications for tenure and promotion
Strategy 2.2.3
Strengthen publication standards for graduate faculty
GOAL 3: Excellence in Service
Objective 3.1: Develop alliances with stakeholders
Strategy 3.1.1
Ensure the Dean’s Advisory Board is more engaged with the COB
Strategy 3.1.2
Support the Small Business Development Center (SBDC)
Strategy 3.1.3
Encourage faculty interaction with local businesses
Strategy 3.1.4
Encourage faculty participation on University committees
99
Strategy 3.1.5
Strategy 3.1.6
Invite experts form industry to present to faculty and students
Establish workshops on financial literacy for campus students
GOAL 4: Excellence in Enrollment Management
Objective 4.1: Increase student enrollment and diversity
Strategy 4.1.1
Attract scholarships to recruit/retain academically talented students
Strategy 4.1.2
Build partnerships with community colleges
Strategy 4.1.3
Strengthen off-site programs in NWHC and online
Strategy 4.1.4
Reach out to under-represented student populations for recruitment
Strategy 4.1.5
Use diagnostic testing scores for improved advising and registration
Objective 4.2: Increase student retention
Strategy 4.2.1
Strengthen admission standards
Strategy 4.2.2
Organize tutorials in the College of Business
Strategy 4.2.3
Seek mentors (faculty, alumni, board) for students
Goal 5: Strengthen the Financial Base for Long-Term Sustainability
Objective 5:1: Increase and diversify revenue sources
Strategy 5.1.1
Seek funding from agencies and foundations for outreach and research
Strategy 5.1.2
Strengthen fundraising from alumni, board, and businesses
Strategy 5.1.3
Deliver non-credit continuing (and executive) education programs
Strategy 5.1.4
Develop off-campus programs in NW Houston (EMBA, other)
Strategy 5.1.5
Develop partnerships across campus for resources and revenues
Strategy 5.1.6
Develop stand-alone certification programs in NWHC
Goal 6: Enhance the Standing of the College of Business
Objective 6:1: Enhance the College brand
Strategy 6.1.1
Maintain AACSB International accreditation
Strategy 6.1.2
Improve marketing of the COB programs, success, and services
Strategy 6.1.3
Build alliances with other institutions in greater Houston
Strategy 6.1.4
Improve public relations efforts with unique and innovative projects
Strategy 6.1.5
Increase the effectiveness of the COB homepage and social media avenues to
highlight student achievements
Strategy 6.1.6
Increase faculty success in impactful and relevant research
Strategy 6.1.7
Strengthen relations with local, state and federal agencies
Note: Approved on Oct 23, COB Faculty
100
Figure A4-1: College of Business Strategic Planning Process
101
AACSB Table 2-1: (Expanded) Intellectual Contributions for the 5-year period 2011-2015
Part A: A 5-year Detailed View of Faculty Intellectual Contributions
Accounting
Portfolio of
Intellectual
Contributions
Chong, Gin
Ph.D.
1998 Tenured
Dobiyanski,
Alfreda
M.S.
1984
Lee, Bu-Ryung
Ph.D.
1994 Tenured
Minton, Susan
M.S.
1986
Pitts, Pietro A.
Participating 100 Professor
26
4 11
IP
Participating 100 Instructor
1
1
SA
Participating 100 Professor
16
Non-Tenure
Track
SP
Participating 100 Instructor
1
1
1
M.B.A. 1973
Non-Tenure
Track
Other Supporting
Till, Ada
M.S.
1987
Non-Tenure
Track
SP
Participating 100 Adjunct
1
1
1
Vemuri, Vijaya
Ph.D.
2011
Non-Tenure
Track
SA
Participating 100 Adjunct
6
Watson, Susan
M.S.
1988
Non-Tenure
Track
IP
Supporting
2
9
7
% (FTE)
Faculty
with ICs
Total
OIC
OTM
Case
SA
Non-Tenure
Track
5
Textbook
Grant
Proc
Mono
PRJ
Types of Intellectual Contributions
TLS
(Teaching)
AIS
(Applied)
BDS (Basic)
Rank
% Effort
Involvement
Qualification
Status
Year
Faculty
Degree
Faculty Profile Information
14 30
1
13
2
5 27
50 Adjunct
1
4
1
2
7
25 Adjunct
Accounting
51
[8 members, 6.75 FTE]
102
3
13
25
19 2
21 67 88.9%
Economics
Portfolio of
Intellectual
Contributions
Non-Tenure
Track
IP Supporting
25 Adjunct
Hemissi,
Wided
Ph.D.
2012
Non-Tenure
Track
SA Supporting
50 Adjunct
Langley,
Sonja
Ph.D.
2003
Tenured
SA Participating 100
Associate
Professor
2
1
McNeil,
Lawrence
Ph.D.
2000
Tenure Track SA Participating 100
Assistant
Professor
4
1
Mupier,
Robert
Ph.D.
1994
Non-Tenure
Track
IP Supporting
Quazi, Rahim
Ph.D.
1999
Tenured
SA Participating 100
Associate
Professor
22
3
Quddus,
Munir
Ph.D.
1985
Tenured
SA Participating 100 Professor
1
4
Soliman,
Mostafa
Ph.D.
1967
Tenured
SA Participating 100
Associate
Professor
1
Wang,
Yaojing
A.B.D.
-Non-Tenure
N/A-- Track
SA Supporting
Williams,
Michael
Ph.D.
1996
SA Participating 100
2
1
4
4
1
3
5
1
5
1
1
4 25
5
1
6
1
1
1
5
37
1
3
12
5
4
29
% (FTE)
Faculty
with ICs
OTM
Case
Textbook
Grant
Proc
Mono
13
1
Associate
Professor
103
1
1
25 Adjunct
Economics
2
3
50 Adjunct
[10 members, 7.50 FTE]
PRJ
1
Total
M.B.A. 2003
OIC
Coleman,
Alfred
Tenured
Types of Intellectual Contributions
TLS
AIS
BDS
Rank
%
Involvement
Qualification
Status
Year
Member Name
Degree
Faculty Profile Information
2
6
1
1
5
1
8
10 53 96.6%
M.B.A. 1998
Non-Tenure
SP Participating 100.0 Instructor
Track
Harvey, Danny
Other
2012
Non-Tenure
IP Participating 100.0 Adjunct
Track
Khan, Moosa
Ph.D.
1986
Tenured
Sharma, Satish
Ph.D.
-Non-Tenure
PA Supporting
N/A-- Track
Zhang, Yi
Ph.D.
2008
Tenured
3
SA Participating 100.0 Professor
4
1
75.0 Adjunct
SA Participating 100.0
1
Associate
Professor
Finance
104
4
1
1
4
1
1
3
5
1
11
18
[7 members, 5.50 FTE]
1
5
1
7
13
% (FTE)
Faculty
with ICs
Haq, Sanzid
Total
62.5 Adjunct
OIC
Non-Tenure
IP Supporting
Track
OTM
M.B.A. 1979
Case
Appelget,
Russell
Textbook
12.5 Adjunct
Grant
Non-Tenure
IP Supporting
Track
Proc
PRJ
1977
Rank
M.A.
AIS
% Effort
Involvement
Qualification
Year
Alexander,
William B.
Status
Degree
Member Name
Mono
Types of Intellectual Contributions
Faculty Profile Information
TLS
Portfolio of
Intellectual
Contributions
BDS
Finance
1
3
2
2
5 15
6
24 72.7%
Participating 100 Instructor
1
1
1
Barnes, Wayne
J.D.
1995
NonTenure T
SA
Supporting
12.5 Adjunct
3
3
3
Bindu, Farzana
M.B.A. 2001
NonTenure T
Other Supporting
12.5 Adjunct
Blyden, Lois
J.D.
NonTenure T
SP
Participating 100 Adjunct
1
1
1
Debnath, Sukumar
D.B.A. 1988 Tenured
SA
Participating 100 Professor
1
Kennebrew,
Daniel
M.B.A. 2000
SP
Participating 100 Instructor
1
Stiff, Cleveland
-NonM.B.A. N/A- Tenure
Track
IP
Participating 100 Adjunct
Sutanto, Peter
Ph.D.
1996 Tenured
SA
Participating 100
Associate
Professor
Vesey, Jermaine
Ph.D.
2013
SA
Participating 100
Assistant
Professor
1986
NonTenure T
Tenure
Track
Management
105
AIS
3
11
2
3
1
4
1
2
16
[10 members, 8.25 FTE]
3
Total
SP
6
OIC
NonA.B.D. 2010 Tenure
Track
11
OTM
Ballentine, Wayne
Assistant
Professor
Case
Participating 100
Grant
SA
Proc
Tenure
Track
Mono
2009
8
1
3
2
4
2
1
2
2
1
7
21
% (FTE)
Faculty with
ICs
Textbook
PRJ
Ph.D.
TLS
Alam, Arshad
Rank
Status
% Effort
Types of Intellectual Contributions
Year
Involvement
Portfolio of
Intellectual
Contributions
Degree
Member Name
Qualification
Faculty Profile Information
BDS
Management
6
1
7
3
1
3
31 84.7%
M.S.
Non1990 Tenure
Track
SP
Participating 100 Instructor
Hussein,
Mohammed
Ph.D.
Non2000 Tenure
Track
SA
Participating
Mahfouz, Ahmed
Ph.D.
2004 Tenured
SA
Participating 100
Associate
Professor
8
Ngamassi, Louis
Ph.D.
2011
SA
Participating 100
Assistant
Professor
24
Opara, Emmanuel
D.B.A. 1995 Tenured
SA
Participating 100
Associate
Professor
15
Rahman,
Shahedur
NonM.B.A. 1997 Tenure
Track
SP
Participating 100 Instructor
10
Ramakrishnan,
Thiagarajan
Ph.D.
2010
Tenure
Track
SA
Participating 100
Assistant
Professor
13
Taylor, Richard G.
Ph.D.
-NonN/A- Tenure
Track
SA
Supporting
Tenure
Track
1
75 Adjunct
MIS
6
106
1
3
2
1 11
18
3 12
5
6
3
1
27
5
17
2
13
11
3
1
1
1
4
3
9
37
% (FTE)
Faculty with
ICs
10
5
1
1
1
10
Total
OIC
OTM
Case
Textbook
Grant
2
2
10
1
7
4
1
80
[8 members, 6.87 FTE]
1
10
12.5 Adjunct
Proc
PRJ
Holloway,
Reginald
Mono
Types of Intellectual Contributions
TLS
Portfolio of
Intellectual
Contributions
AIS
Rank
% Effort
Involvement
Qualification
Status
Year
Member Name
Degree
Faculty Profile Information
BDS
MIS
13
1
23 14 1
6
19 100 100%
Marketing
Portfolio of
Intellectual
Contributions
2000
Fei, Qiang
Ph.D.
2011 Tenure Track
Joonas,
Kishwar
D.B.A. 2004 Tenured
Sviland,
Marianna
M.B.A. 1993
Tandon,
Sudhir
Ph.D.
Non-Tenure
Track
1995 Tenured
Assistant
Professor
1
4
1
2
SA Participating 100
Assistant
Professor
11
2
2
5
3
SA Participating 100
Associate
Professor
11
28
5
10
IP Participating 100 Adjunct
SA Participating 100
1
Associate
Professor
Marketing
107
3
6
2
6
33
4
16
% (FTE)
Faculty with
ICs
OTM
Case
Txbk
4
4 15
24 39
1
2
26
[5 members, 5.00 FTE]
Grant
Proc
Mono
PRJ
TLS
AIS
BDS
Rank
% Effort
Involvement
SA Participating 100
Total
Ph.D.
Types of Intellectual Contributions
OIC
Non-Tenure
Track
Baldwin, Rick
Qualification
Status
Year
Member Name
Degree
Faculty Profile Information
1
4
13 3
33 65 100%
Support Areas
Portfolio of
Intellectual
Contributions
Carrasco,
Daniela
J.D.
2012 Non TT IP Supporting
25 Adjunct
Joyce,
Marguerite P.
Ed.D. 1978 Non-TT SA Supporting
12.5 Adjunct
Vetter, William
LL.M. 1986 Tenured SA Participating
50
Associate
Professor
Support
19
4
1
1
2
5
2
5
32
22
4
260
62
76
37
6
5
49
1
% (FTE)
Faculty with
ICs
OTM
Case
Textbook
Grant
Proc
Mono
PRJ
TLS
AIS
26
Total
Ph.D. 1997 Tenured SA Participating 100 Professor
Types of Intellectual Contributions
OIC
Bell, Reginald
BDS
Rank
%
Involvement
Qualification
Status
Year
Member Name
Degree
Faculty Profile Information
2
2
44
6
1
7
7
58 91%
[4 members, 1.87 FTE]
College Totals: [52 members, 41.7 FTE]
0
185
2
76 27
0
7
398 90.6%
101
BDS: Basic or Discovery Scholarship; AIS: Applied Integrative/Application Scholarship; TLS: Teaching and Learning Scholarship
PRJ: Articles in peer-reviewed journals; Mono: Research Monographs; Proc: Articles the in Proceedings of an Academic or Professional Meeting
Grant: Competitive Research Awards Received; Txbk: Textbooks; Case: Cases; OTM: Other Teaching Materials
NOTES:
 Although not required by AACSB, this table is shared for details to help understand Table 2.1 aggregated presented in Section 4; this expanded table
includes faculty members who taught (participating, supporting) during the academic year (2014-2015).
 For the last column, based on discussions with AACSB, faculty ICs “count” has been weighted by their teaching assignments or FTE (both numerator
and denominator)
 Coleman, Hemissi, Mupier, and Wang were supporting part-time faculty. Hemissi was a new Ph.D. and Wang was an ABD. Generally, only full-time
faculty members have been counted as “participating”. Hemissi is now a full-time (participating) faculty (fall 2015). Wang left at the end of spring
2015. Sadly, Langley passed away in summer 2015.
108




Appelget, Alexander, and Sharma were supporting part-time faculty members during this period; Sharma left at the end of spring 2015. Khieu (not in
this table) joined COB in Fall 2015.
Barnes (visiting, EMBA) and Bindu were supporting part-time. Baldwin had 50% assignment in Management and 50% in Marketing; however, for
consistency, he is assigned 100% to Marketing.
Taylor (visiting, EMBA) is supporting part-time. Hussein is participating with a 75% teaching assignment and additional administrative assignment (he
assisted with special projects)
Carrasco and Joyce were supporting part-time faculty. Vetter was participating, but with a reduced (50%) teaching load for serious health issues. He is
much better now.
109
Table A4-3: Faculty Grants, 2011-2015
Name
Baldwin,
Rick
Joonas,
Kishwar
Amount of
Grant
$8,000
$407,000
$147,000
$6,000
$1,000
Mahfouz,
Ahmed et al
$551,386
McNeil, L
$108,000
Ngamassi,
Louis et al
$25,000
$20,000
Quazi, Rahim
$13,840
$75,000
Ross, Bridget
$23,600
Zhang, Yi
$198,875
GRAND
TOTAL
$1,584,701
Description of Grant
Venture Well Grant--Entrepreneurship
TxDOT Grant- TBOB Training
Title III Grant--Entrepreneurship
HBCU Library Alliance grant, Faculty-Coleman Library
collaboration “Expanding Library Support for Faculty
Research in HBCU’s.” Sponsor: Andrew W. Mellon
Foundation.
Spring 2013 Marketing Communications (Hybrid) ServiceLearning Course: Research and Promotion for PVAMU
Northwest Campus." Sponsor: PVAMU Service-Learning
Committee.
Opara, E. U., Mahfouz, A. Y., and Holloway, R.
“Cybersecurity, Networking, and Enterprise Solutions for
Hands-on Student Learning,” Title III Grant, Prairie View
A&M University, Prairie View, TX
NSF grant on the success factors for minority students in
STEM disciplines in college
Department of Homeland Security “Improving Humanitarian
Disaster Management through Enhanced Techniques and
Tools for Processing Tweet Data” Louis Ngamassi (PI).
Prairie View A&M University for “Use of Social Media
Technology in Enhancing Teaching-Learning: The
Challenges and Opportunities for HBCUs”, Thiagarajan
Ramakrishnan (PI), Shahedur Rahman (co-PI), Louis
Ngamassi (co-PI).
"Degree Qualification Profile Grant" from the Lumina
Foundation, American Association of State Colleges and
Universities & The Texas A&M University System
"Strengthening Global Entrepreneurship Education and
Training", PI, grant from the United Negro College Fund
Special Programs (UNCFSP)
Americorp VISTA
Title III Grant for “Integrating Hands-on investing
experiences into the finance program”
110
Year(s)
2015
2015
2015
2014
2013
20132017
2015
2015
2015
2013
2012
20142015
20152016
Table A4-4: Faculty Recognitions and Awards, 2011-2015
Name
Alam, Arshad
Description of Award/Recognition
Year(s)
Highly Commended Paper of 2014 Award, International Journal of 2014
Logistics Management
Fei, Qiang
Harvey, Danny
Best Paper Award (General Business Conference, Huntsville)
Hussein, Mohammed
Joonas, Kishwar
Ngamassi, Louis
Rahman, Shahedur
Ramakrishnan,
Thiagarajan

Highlighted in the 8th Edition of Who’s Who in Black Houston
as an emerging leader
 Ted Talk was done on Friday 10/30/15 at the TEDx
LSCTomball; titled "It is what it is...No it is what you make it Your Financial Future"
Graduate, Houston Black Leadership Institute Class II
Awarded Erasmus Mundus Avempace II and III
Scientist Staff Visit to TU- Berlin, Germany
Member Service Learning Committee; For the fifth consecutive
year, PVAMU was on the honor of being on the US President's
Honor Roll for Community Service in Higher Education.
2014
2015
2015
2014
2013
20102014
Won President Wright’s Award for Excellence in Service-Learning
AIMS International Conference on Management, Won Best Editor
Award (International).
2011
2011
Best paper award-“Coordinating Humanitarian Information: The
Problem of Organizational and Technical Trajectories”-, Journal of
Information Technology and People 25(3), (240-258).
2014
Nominated for Best paper award -“Social Media Technology for
Crisis Management: Linking Tools to Relief Phases”. Proceedings
of the DSI 2014 Annual Meeting, Tampa, FL November 22-25,
2014
Excellence in Research Award -Prairie View A&M University –
College of Business (2013-2014)
2014
Nominated for Best paper award -“Social Media Technology for
Crisis Management: Linking Tools to Relief Phases”. Proceedings
of the DSI 2014 Annual Meeting, Tampa, FL November 22-25,
2014
Nominated for Best paper award; Ngamassi, L., Ramakrishnan, T.,
& Rahman, S. (2014) “Social Media Technology for Crisis
Management: Linking Tools to Relief Phases”; Proceedings of the
DSI 2014 Annual Meeting, Tampa, FL November 22-25, 2014
2014
111
20132014
2014
Appendix A5
PARTICIPANTS –
STUDENTS, FACULTY AND PROFESSIONAL STAFF


COB Faculty Academic/Professional Qualifications Criteria
COB Faculty Annual Performance Evaluation Instrument
o Table A5-1: Intellectual Contributions Point Matrix
o Table A5-2: Professional Contributions (PCs) Point Matrix
o Table A5-3: Faculty Performance Evaluation Instrument
112
FACULTY ACADEMIC/PROESSIONAL QUALIFICATIONS CRITERIA
The College of Business (COB) has established its policy to ensure that participating and supporting
faculty members are hired, maintained, and deployed as prescribed in the 2013 Standards for Business
Accreditation of the Association to Advance Collegiate Schools of Business (AACSB) (entitled
“Eligibility Procedures and Accreditation Standards for Business Accreditation”).
This section displays the COB policy to implement the AACSB Standard 15 in alignment with its mission
and strategies. The COB faculty members are classified into four categories based on their initial academic
preparation and professional experience and subsequently their academic and professional engagement
activities to sustain currency below (adapted from the 2013 Standards, p. 39).
113
Four Quadrants of Faculty Qualifications and Engagement
Sustained Engagement Activities
Academic
(Research/Scholarly)
Initial
Academic
Preparation
&
Professional
Experience
Doctoral degree
Applied/Practice
Scholarly Academics
(SA)
Practice Academics
(PA)
Scholarly Practitioners
(SP)
Instructional
Practitioners (IP)
Professional
experience, substantial
in duration and level of
responsibility
Scholarly Academics (SA) sustain currency and relevance through scholarship and related
activities. Normally, SA status is granted to newly hired faculty members who earned their research
doctorates within the last five years prior to the review dates.
Practice Academics (PA) sustain currency and relevance through professional engagement,
interaction, and relevant activities. Normally, PA status applies to faculty members who augment their
initial preparation as academic scholars with development and engagement activities that involve
substantive linkages to practice, consulting, other forms of professional engagement, etc., based on the
faculty members’ earlier work as an SA faculty member.
Instructional Practitioners (IP) sustain currency and relevance through continued professional
experience and engagement related to their professional backgrounds and experience. Normally, IP status
is granted to newly hired faculty members who join the COB with significant and substantive professional
experience in their field.
Scholarly Practitioners (SP) sustain currency and relevance through continued professional
experience, engagement, or interaction and scholarship related to their professional background and
experience. Normally, SP status applies to practitioner faculty members who augment their experience
with development and engagement activities involving substantive scholarly activities in their fields of
teaching.
114
1.
COB Guidelines on Scholarly Academics and Practice Academics
Academic qualification of SA and PA faculty is assessed based on their initial academic preparation and
professional experience at the time of hiring as well as the extent of their academic and professional
activities to sustain their qualification status. Both SA and PA are expected to fulfill the same criteria of
initial academic preparation, but distinctively characterized based on the track of sustained engagement
activities they have pursued afterwards. Typical examples of SA and PA faculty as follows:
· Individuals with an ABD status in a business or related field earned within the last two years or a
doctorate in a business or related field earned within the last five years meet the requirements for
SA status.
· Individuals with a Juris Doctorate who teach business law meet the initial academic preparation
criteria for SA status.
· Individuals with a doctorate in a business or related field who have engaged in substantial
academic and professional activities sustain their qualification as either SA or PA status.
· Individuals with a doctoral degree in a non-business field meet the initial academic preparation
criteria provided they display evidence of substantial academic and professional engagements,
such as publication of scholarly articles within the field of teaching, in addition to professional
development in the teaching area.
1. A. Scholarly Academics: For SA status, faculty members must satisfy the relevant initial academic
preparation criteria listed and the sustained engagement criteria by earning the designated points.
Initial Academic Preparation
· An ABD status in a business or related field earned within the last two years,
· An earned doctorate/terminal degree in a business or related field, or
· An earned doctorate/terminal degree in a non-business field that is augmented by substantial
academic and professional engagements within the field of teaching.
Sustained Engagement Activities
· An ABD status in a business or related field earned within the last two years (225 points),
· A doctorate in a business or related field within the last five years (225 points), or
· 225 points of intellectual contributions (ICs), Levels A and B combined, including
a minimum of 100 pints from Level A during the last five year evaluation period.
1. B. Practice Academics: For PA status, faculty members must satisfy the relevant initial
academic preparation criteria listed and the sustained engagement criteria by earning the
designated points.
Initial Academic Preparation
· An earned doctorate/terminal degree in a business or related field, or
· An earned doctorate/terminal degree in a non-business field that is augmented by academic
and professional engagements within the field of teaching.
Sustained Engagement Activities
· 225 points of ICs and professional contributions (PCs) combined, including a minimum of
100 points from ICs, Levels A and B combined, and a minimum of 100 points from PCs
during the last five year evaluation period.
115
2.
COB Guidelines on Instructional Practitioners and Scholarly Practitioners
Qualification of IP and SP faculty is assessed based on their initial academic preparation and professional
experience at the time of hiring as well as the extent of their academic and professional activities to
sustain their qualification status. Both IP and SP must have at least a master’s degree in a field or
discipline related to the teaching area and significant professional/managerial experience at the time of
hire; they are classified into either IP or SP based on the track of sustained engagement activities they
have pursued afterwards.
2.A.
Instructional Practitioners: For IP status, faculty members must satisfy the related initial academic
preparation and professional experience criteria and the sustained engagement criteria by earning the
designated points.
Initial Academic Preparation and Professional Experience
· At least a master's degree in a field or discipline related to teaching responsibilities and
· Significant professional/managerial experience at the time of hiring.
Sustained Engagement Activities
· 100 points of ICs and PCs combined, including a minimum of 50 points from PCs in the last
five year evaluation period.
2.B.
Scholarly Practitioners: For SP status, faculty members must satisfy the relevant initial academic
preparation and professional experience criteria and the sustained engagement criteria by earning the
designated points.
Initial Academic Preparation and Professional Experience
· At least a master's degree in a field or discipline related to teaching responsibilities and
· Significant professional/managerial experience at the time of hiring.
Sustained Engagement Activities
· 150 points of ICs and PCs combined, including a minimum of 100 points from ICs (Levels
A and B combined) and a minimum of 50 points from PCs in the five year evaluation period.
116
3.
Point Matrix of Intellectual Contributions and Professional Contributions
The point matrix is organized in three levels: intellectual contribution activities under Levels A and B
while professional contribution activities under Level C.
Table A5 – 1: Intellectual Contributions (ICs) Point Matrix
Level
A
B
No
1
2
3
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Intellectual Contribution Activity
Points
High quality peer-reviewed journal (PRJ) article
Scholarly book including a textbook (new)
PRJ article
Textbook (revised edition)
Successful grant funded by external organizations
Scholarly book editor or associate editor
Conference proceedings – publication and presentation
Publication in an edited case/reading book
Book chapter
Study guides, instructor’s manual, or other supplementary material in teaching
Editor reviewed article/case
Monograph sponsored by a reputable organization
Conference presentation
External grant proposal including a successful internal seed grant
Reviewer report of an article submitted for publication in a PRJ
Consulting report
Online working paper
COB research symposium
Other written intellectual contribution
117
200
200
100
50
50
50
35
35
35
35
35
35
25
25
25
25
25
25
25
Table A5 – 2: Professional Contributions (PCs) Point Matrix
Level
C
No
Professional Contribution Activity
Points
1 Consulting practice of significance for a substantial period of time
50
2 Active role of significance in a business enterprise
50
3 Creating and/or delivering highly successful executive education programs
50
4 Serving as a board member of a business or non-profit organization
50
5 Serving as an officer in a professional organization
50
6 Editorial work of significance, such as an editor or associate editor
50
7 Facilitating research activity, such as being a program chair of a
conference
8 Outreach activity in direct contact with business and other organization
leaders
9 Acquiring/maintaining professional license, such as CPA, CMA, CFE, and
others
10 Continuing professional education, which is not credited in item 9
50
11
50
Other professional engagement activity
50
50
50
Notes:
1.
2.
3.
4.
“High-quality” PRJ articles are defined as publications in the A*, A, or B category of journals on the 2013
Australian Business Deans Council (ABDC) Journal Quality List. Details on the list are available at
http://www.abdc.edu.au/pages/abdc-journal-quality-list-2013.html; Similarly “Quality” journal publications
are defined as research articles published in all PRJs, e.g., the C category of journals on the list as
mentioned above. Faculty members are aware and have been cautioned to avoid poor quality journals (aka
“predatory” journals) that normally charge a high publication fee without providing a scholarly and
rigorous review service.
The COB Intellectual Contributions Committee (ICC) is primarily responsible for maintaining and
implementing the point matrix of ICs and PCs. The ICC evaluates the PC portfolios of faculty members,
assigning points to each contribution. The faculty is expected to group their activities under the major
categories outlined in Table 3. For each activity, they should provide evidence on the substantive nature of
their work and involvement; this can be done in terms of the time commitment (hours spent annually) or
preferably regarding the actual impact (outcome) of the professional activity.
This list of intellectual and professional activities is comprehensive, but certainly not exhaustive as many
forms of ICs and PCs take place in a business college. Individual faculty members are invited to make the
case for their IC or PC activities they wish to add to the list, or for the weights to be more reflective of their
true contributions and impact. For example, a “high quality” chapter in a scholarly book (edited) published
by a well-known publisher could receive as many as 100 points if the Committee is convinced of its quality
and impact. Furthermore, given the vast number of journals in business, faculty members are encouraged to
make a case to the Committee regarding the quality ranking (high quality, quality) of their specific
publications, which are not on the ABDC list.
Faculty teaching graduate courses (Graduate Faculty) are expected to have a higher level of intellectual
contributions and a more active research agenda compared to faculty teaching only undergraduate courses
for SA designation. Full-time administrators have a lower threshold of intellectual contributions for SA
consideration.
118
Table A5-3: Faculty Performance Evaluation Instrument
119
120
121
122
Appendix A6
Assurance of Learning*
I.
II.
III.
IV.
V.
VI.
Table of Contents
Introduction
Direct and Indirect Measures of Student Learning
Evaluating Student Learning: Results and Analysis
The Major Field Tests (MFT): Results and Analysis
EBI Exit Survey: Results and Analysis
Assurance of Learning and Curriculum Development
List of Tables and Figures
Table A6-1: BBA Assurance of Learning Process (Direct Measures)
Table A6-2: BBA Assurance of Learning Process (Indirect Measures)
Table A6-3: MBA Assurance of Learning Process (Direct Measures)
Table A6-4: MBA Assurance of Learning Process (Indirect Measures)
Table A6-5: MSA Assurance of Learning Process
Table A6-6: EMBA Assurance of Learning Process
Table A6-7: BBA Assessment Results, 2011-2015 Cycle
Table A6-8: MBA Assessment Results, 2011-2015 Cycle
Table A6-9: MSA Assessment Results, 2011-2015 Cycle
Table A6-10: EMBA Assessment Results, 2011-2015 Cycle
Figure A6-1: Trend in MFT (BBA) - Overall Scores
Figure A6-2: Trends in MFT (BBA) - Scores in Each Subject Area
Figure A6-3: MFT (BBA) Scores Benchmarked against National and HBCU Peers
Figure A6-4: Trend in MFT (MBA) - Overall Scores
Figure A6-5: Trends in MFT (MBA) - Scores in Each Discipline
Figure A6-6: MFT (MBA) Scores Benchmarked against National and HBCU Peers
Table A6-11: EBI BBA Factors – Summary
Table A6-12: BBA Program Goals and EBI Responses
Table A6-13: EBI MBA Factors – Summary
Table A6-14: MBA Program Goals and EBI Responses
Table A6-15: Curriculum Changes Informed by the Assessment Process
Page #
123
123
128
133
137
141
Page #
123
124
124
125
126
127
128
129
130
132
134
135
135
136
137
137
138
139
140
141
142
*This appendix has most of the assessment related materials in one place. Hence, there is some overlap
with the materials included in Section 6. This appendix includes 15 tables and 6 figures and charts.
123
I.
Introduction
The structure of COB’s Assurance of Learning Process is discussed in the Learning and Teaching Section
of the Continuous Improvement Report. Each COB program—BBA, MBA, MSA, and EMBA—has four
program learning goals, each with underlying program learning objectives; these are also listed in the
Learning and Teaching section of the Continuous Improvement Report. Finally, the assessment results
and an entire list of Closing the Loop (CTL) activities is also contained in the Learning and Teaching
section of the CIR; some of these CTL activities are discussed in greater detail in this appendix.
II.
Direct and Indirect Measures of Student Learning
BBA Direct and Indirect Measures of Student Learning
Direct measures of student learning in the BBA program are shown in the “methods” column of Table A1
below, and the indirect measures used in the BBA program—student responses to exit survey questions—
are shown in Table A2. (To maintain readability, program learning objectives are omitted from the
tables.)
Table A6-1: BBA Assurance of Learning Process (Direct Measures)
Learning Goals
BBA Program Goal 1:
Mastery of Content –
Graduates will
demonstrate an ability to
integrate and use
knowledge from multiple
business disciplines, and
will demonstrate
proficiency in their major
area business discipline.
BBA Program Goal 2:
Ethics - Graduates will
have an ethical
perspective.
BBA Program Goal 3:
Global Perspective Graduates will have a
global perspective.
BBA Program Goal 4:
Communications Graduates will
demonstrate an ability to
be effective
communicators.
Tasks/Artifacts
1. A case analysis in
the capstone course
Methods
1. Assessment of a random
sample of case analyses using a
specific rubric
2. Student performance 2. Administration of the MFT
in the ETS Major Field to students in the capstone
Test in Business
course
Courses
MGMT 4303 –
Strategic
Management and
Business Policy
1. Student performance 1. Assessment of a random
1. MGMT 2203 in an exam question
sample of exam questions using Leadership and
a specific rubric
Ethics in Business
2. Student performance 2. Assessment of a random
in an exam question
sample of exam questions using
a specific rubric
1. Student performance 1. Assessment of a random
in an assignment
sample of assignments using a
specific rubric
2. Student performance 2. Assessment of a random
in an exam question
sample of exam questions using
a specific rubric
1. Student performance 1. Assessment of a random
in a writing assignment sample of writing assignments
using a specific rubric
2. Student performance 2. Assessment of a random
in an oral presentation sample of oral presentations
using a specific rubric
124
2. ACCT 2113 Financial
Accounting
1. ECON 2113 Principles of
Microeconomics
2. MGMT 4333 Production and
Operations
Management
BCOM 3303 Business
Communication
Table A6-2: BBA Assurance of Learning Process (Indirect Measures)
Learning Goals
EBI Undergraduate Survey Questions
71. To what extent did the business program enhance your ability to think
BBA Program Goal 1:
Mastery of Content critically?
Graduates will demonstrate
72. To what extent did the business program enhance your ability to
an ability to integrate and use define problems?
knowledge from multiple
73. To what extent did the business program enhance your ability to solve
business disciplines, and will problems?
demonstrate proficiency in
74. To what extent did the business program enhance your ability to
their major area business
analyze and interpret data?
discipline.
18. Satisfaction with quality of teaching in accounting.
22. Satisfaction with quality of teaching in finance.
24. Satisfaction with quality of teaching in information systems.
26. Satisfaction with quality of teaching in management/organizational
behavior.
27. Satisfaction with quality of teaching in marketing.
BBA Program Goal 2: Ethics 39. Satisfaction with business curriculum instructors presenting ethical
- Graduates will have an
issues.
ethical perspective.
BBA Program Goal 3:
Global Perspective Graduates will have a global
perspective.
BBA Program Goal 4:
Communications -Graduates
will demonstrate an ability to
be effective communicators.
33. Satisfaction with business curriculum instructors presenting a global
perspective.
64. To what extent did the business program enhance your presentation
skills?
65. To what extent did the business program enhance your writing skills?
MBA Direct and Indirect Measures of Student Learning
Direct measures of student learning in the MBA program are shown in the “methods” column of Table
A3 below, and the indirect measures used in the MBA program—student responses to exit survey
questions—are shown in Table A4. (To maintain readability, program learning objectives are omitted
from the tables.)
Table A6-3: MBA Assurance of Learning Process (Direct Measures)
Learning Goals
MBA Program Goal 1:
Mastery of Content Graduates will demonstrate an
ability to think critically and to
solve business problems.
MBA Program Goal 2: Ethics
- Graduates will effectively
evaluate business ethical
situations, incorporating the
Tasks/Artifacts
1. Student performance
in the ETS MBA Major
Field Tests
1. Student performance
in two different exam
questions
125
Methods
1. Administration of the
online MBA MFT to
students in Strategy and
Policy course
Courses
MGMT 5323 Strategy and
1. Assessment of random Policy
samples of two sets of
exam questions using two
different rubrics
laws relating to ethical
corporate governance and the
importance of personal
integrity.
MBA Program Goal 3:
Global Perspective Graduates will be proficient in
handling global business
issues, including the ability to
tailor business practices to a
global economy.
MBA Program Goal 4:
Communications - Graduates
will demonstrate
communication skills
appropriate for high-level
managers.
1. Student performance
in an assignment
2. Student performance
in an exam question
1. Student performance
in a written assignment
2. Student performance
in an oral presentation
1. Assessment of a
random sample of
assignments using a
specific rubric
2. Assessment of a
random sample of exam
questions using a specific
rubric
1. Assessment of a
random sample of written
assignments using a
specific rubric
2. Assessment of a
random sample of oral
presentations using a
specific rubric
1. ECON 5103 Managerial
Economics
2. MGMT 5433 Production and
Operations
Management
BCOM 5203 Managerial
Communications
Table A6-4: MBA Assurance of Learning Process (Indirect Measures)
Learning Goals
EBI MBA Survey Questions
42. To what extent did the MBA program enhance
your ability to think critically?
44. To what extent did the MBA program enhance
your ability to solve problems?
MBA Program Goal 1: Mastery of Content Graduates will demonstrate an ability to think
critically and to solve business problems.
MBA Program Goal 2: Ethics - Graduates will
effectively evaluate business ethical situations,
incorporating the laws relating to ethical corporate
governance and the importance of personal
integrity.
5. Did the curriculum address business ethics?
6. Did the curriculum address social responsibility?
MBA Program Goal 3: Global Perspective Graduates will be proficient handling global
business issues, including the ability to tailor
business practices to a global economy.
29. Satisfaction with MBA curriculum instructors
presenting a global perspective.
MBA Program Goal 4: Communications Graduates will demonstrate communication skills
appropriate for high-level managers.
35. To what extent did the MBA program enhance
your presentation skills?
36. To what extent did the MBA program enhance
your writing skills?
126
MSA Direct Measures of Student Learning
Direct measures of student learning in the MSA program are shown in the “methods” column of Table A5
below. (To maintain readability, program learning objectives are omitted from the tables.)
Table A6-5: MSA Assurance of Learning Process
Learning Goals
Tasks/Artifacts
MSA Program Goal 1: Mastery of 1. Student
Content - Graduates will
performance in an
demonstrate an ability to think
exam question
critically and to solve accounting
problems.
2. Student
performance in an
exam question
3. Student
performance in an
exam question
4. Student
performance in an
exam question
MSA Program Goal 2: Ethics 1. Student
Graduates will effectively evaluate performance in an
ethical situations that might face a assignment
CPA in a business setting,
incorporating the laws & standards
relating to financial reporting and
the importance of personal
integrity.
MSA Program Goal 3: Global
Perspective - Graduates will be
proficient in understanding
international accounting on
measurement and disclosure
requirements.
MSA Program Goal 4:
Communications - Graduates will
demonstrate communication skills
appropriate for high-level
managers.
Methods
1. Assessment of a
random sample of exam
questions using a specific
rubric
2. Assessment of a
random sample of exam
questions using a specific
rubric
3. Assessment of a
random sample of exam
questions using a specific
rubric
Courses
1. ACCT 5153 Seminar on Tax
Consulting,
Planning, and
Research
2. ACCT 5113 Advanced Auditing
3. ACCT 5123 Accounting
Information
Systems and
Controls
4. Assessment of a
4. ACCT 5133 random sample of exam Accounting for
questions using a specific Managerial
rubric
Decision Makers
1. Assessment of a
1. ACCT 5163 random sample of
Law and Ethics for
assignments using two
Accountants
different rubrics
1. Student
performance in two
different exam
questions
1. Assessment of random 1. ACCT 5143 –
samples of two sets of
Accounting Theory
exam questions using two
different rubrics
1. Student
performance in a
written assignment
1. Assessment of a
random sample of written
assignments using a
BCOM 5203 specific rubric
Managerial
2. Assessment of a
Communications
random sample of oral
presentations using a
specific rubric
2. Student
performance in an
oral presentation
127
EMBA Direct Measures of Student Learning
Direct measures of student learning in the EMBA program are shown in the “methods” column of Table
A6 below. (To maintain readability, program learning objectives are omitted from the tables.)
Table A6-6: EMBA Assurance of Learning Process
Learning Goals
EMBA Program Goal 1:
Mastery of Content Graduates will demonstrate
knowledge, cognizance,
analysis, and solution of
managing diverse
organizational challenges.
Tasks/Artifacts
1. Student performance
in a case study
Methods
1. Assessment of a
random sample of case
studies using two
different rubrics
Courses
1. EMGM 5303 ‐
Executive Topics
in Strategy and
Policy
1. Student performance
EMBA Program Goal 2:
Ethical Leadership -Graduates in an assignment
will be cognizant of ethical
leadership challenges and
issues pertaining to a business
environment.
1. Assessment of a
random sample of
assignments using two
different rubrics
1. EMGM 5503 ‐
Business Ethics
and Law
1. Student performance
EMBA Program Goal 3:
Global Perspective - Graduates in two exam questions
will develop knowledge
regarding the global issues,
practices, and challenges so as
to be a successful leader in a
global economy.
1. Assessment of random
samples of two sets of
exam questions using two
different rubrics
1. EECO 5103 ‐
Economics in the
Global
Environment
1. Student performance
EMBA Program Goal 4:
Communications - Graduates in a written assignment
will be rhetorical savvy so as
to be compelling, persuasive,
and influential in management
2. Student performance
of modern corporations.
in an oral presentation
1. Assessment of a
random sample of written
assignments using a
EMCO 5203 specific rubric
Executive
Managerial
2. Assessment of a
Communication
random sample of oral
presentations using a
specific rubric
128
III.
Evaluating Student Learning: Results and Analysis
BBA Student Learning: Results
Table A7 below presents results for BBA program assessment for the 2011-2015 assessment cycle. (To
maintain readability, program learning objectives are omitted from the table.)
Table A6-7: BBA Assessment Results, 2011-2015 Cycle
BBA 1b –
Mastery of Content
(MFT)
BBA 1a –
Mastery of
Content
Learning
Outcomes
Assessment Results
A random sample of 24 written case analyses from Mgmt 4303 (Spring 2012) was
evaluated; 12.5% of cases were judged excellent, 50.0% were judged acceptable, and
37.5% were judged unacceptable.
A random sample of 12 written case analyses from Mgmt 4303 (Spring 2014) was
evaluated; 41.7% of cases were judged excellent, 41.7% were judged acceptable, and
16.7% were judged unacceptable.
In 2011-12, 106 students took the MFT; 3.8% of the test scores were judged exemplary
(above 65th percentile nationally), 42.5% were judged acceptable (between 20th-65th
percentile nationally) and 53.7% were judged unacceptable (below 20th percentile
nationally).
In 2012-13, 103 students took the MFT; 7.8% of the test scores were judged exemplary,
44.7% were judged acceptable and 47.6% were judged unacceptable.
In 2013-14, 111 students took the MFT; 6.3% of the test scores were judged exemplary,
40.5% were judged acceptable and 53.1% were judged unacceptable.
BBA 3a –
Global
Perspective
BBA 2b –
Ethical
Perspective
BBA 2a –
Ethical
Perspective
In 2014-15, 114 students took the MFT; 11.4% of the test scores were judged
exemplary, 40.4% were judged acceptable and 48.2% were judged unacceptable.
A random sample of 12 essays from MGMT 2203 (Spring 2012) was evaluated; 0% of
the answers were judged excellent, 41.7% were judged acceptable, and 58.3% were
judged unacceptable.
A random sample of 12 essays from MGMT 2203 (Spring 2014) was evaluated; 20.8%
of the essays were judged excellent, 66.7% were judged acceptable, and 12.5% were
judged unacceptable.
A random sample of 12 exam answers from ACCT 2113 (Fall 2012) was evaluated;
16.7% of the answers were judged excellent, 54.2% were judged acceptable, and 29.2%
were judged unacceptable.
A sample of 11 exam answers from ACCT 2113 (Spring 2014) was evaluated; 16.7%
of the answers were judged excellent, 58.3% were judged acceptable, and 16.7% were
judged unacceptable.
A random sample of 12 homework assignments from ECON 2113 (Fall 2011) was
evaluated; 8.3% of the assignments were judged excellent, 75% were judged acceptable,
and 16.7% were judged unacceptable.
A random sample of 12 exam questions from ECON 2113 (Spring 2015) was
evaluated; 50.0% of the questions were judged excellent, 25.0% were judged
acceptable, and 25.0% were judged unacceptable.
129
BBA 3b –
Global
Perspective
BBA 4a –
Communication
(Written)
BBA 4b Communication
(Oral)
A random sample of 12 exam responses from MGMT 4333 (Spring 2012) was
evaluated; 66.7% of the responses were judged excellent, 16.7% were judged
acceptable, and 16.7% were judged unacceptable.
A random sample of 12 exam responses from MGMT 4333 (Fall 2013) was evaluated;
45.8% of the responses were judged excellent, 45.8% were judged acceptable, and 8.3%
were judged unacceptable.
A random sample of 12 writing assignments from BCOM 3303 (Fall 2011) was
evaluated; 19.4% of the assignments were judged excellent, 41.7% were judged
acceptable, and 38.9% were judged unacceptable.
A random sample of 12 writing assignments from BCOM 3303 (Spring 2014) was
evaluated; 29.2% of the assignments were judged excellent, 45.8% were judged
acceptable, and 25.0% were judged unacceptable.
Videotaped presentations from BCOM 3303 (Spring 2012) were evaluated for 24
students; 0% were judged excellent, 66.7% were judged acceptable, and 33.3% were
judged unacceptable.
Videotaped presentations from BCOM 3303 (Spring 2014) were evaluated for 12
students; 33.3% were judged excellent, 58.3% were judged acceptable, and 8.3% were
judged unacceptable.
MBA Student Learning: Results
Table A8 below presents results for MBA program assessment for the 2011-2015 assessment cycle. (To
maintain readability, program learning objectives are omitted from the table.)
Table A6-8: MBA Assessment Results, 2011-2015 Cycle
Assessment Results
In Fall 2011, 11 students took the MFT; 9.1% of the test scores were judged exemplary
(above 65th percentile nationally), 81.8% were judged acceptable (between 20th-65th
percentile nationally) and 9.1% were judged unacceptable (below 20th percentile
nationally).
In Fall 2012, 11 students took the MFT; 0% of the test scores was judged exemplary,
81.8% were judged acceptable and 18.2% were judged unacceptable.
In 2014-15, 20 students took the MFT; 10.0% of the test scores was judged exemplary,
65.0% were judged acceptable and 25.0% were judged unacceptable.
Please see the MFT Item Information Analysis in a later portion of this appendix.
Please see the MFT Item Information Analysis in a later portion of this appendix.
A sample of 11 student responses to an ethics assignment in MGMT 5323 (Fall 2011)
was evaluated; 21.2% of the responses were judged excellent, 66.7% were judged
acceptable, and 12.1% were judged unacceptable.
MBA
2a Ethica
l
Perspe
ctive
MBA 1b Mastery
of Content
MBA 1a Mastery of Content
(MFT)
Learning
Outcomes
130
MBA 2b Ethical
Perspective
MBA 3a Global
Perspective
MBA 3b Global
Perspective
MBA 4a Communication
(Written)
MBA 4b Communication
(Oral)
A sample of 12 student responses to an ethics assignment in MGMT 5323 (Fall 2013)
was evaluated; 16.7% of the responses were judged excellent, 70.8% were judged
acceptable, and 12.5% were judged unacceptable.
A sample of 11 student responses to an ethics assignment in MGMT 5323 (Fall 2011)
was evaluated; 27.3% of the responses were judged excellent, 66.7% were judged
acceptable, and 6.1% were judged unacceptable.
A sample of 12 student responses to an ethics assignment in MGMT 5323 (Fall 2013)
was evaluated; 29.2% of the responses were judged excellent, 45.8% were judged
acceptable, and 25.0% were judged unacceptable.
Ten (entire class) exam responses from ECON 5103 (Fall 2011) were evaluated; 30.0%
of the responses were judged excellent, 50.0% were judged acceptable, and 20.0% were
judged unacceptable.
A random sample of 12 homework responses from ECON 5103 (Fall 2013) was
evaluated; 25.0% of the responses were judged excellent, 41.7% were judged acceptable,
and 33.3% were judged unacceptable.
A random sample of 12 artifacts from MGMT 5433 (Spring 2012) was evaluated; 16.7%
of the responses were judged excellent, 83.3% were judged acceptable, and 0.0% were
judged unacceptable.
A random sample of 12 artifacts from MGMT 5433 (Spring 2014) was evaluated; 45.8%
of the responses were judged excellent, 37.5% were judged acceptable, and 16.7% were
judged unacceptable.
A random sample of 12 reprimand letters from BCOM 5203 (Fall 2011) was evaluated;
25.0% of reprimand letters were judged excellent, 63.9% were judged acceptable, and
11.1% were judged unacceptable.
A random sample of 12 reprimand letters from BCOM 5203 (Fall 2012) was evaluated;
4.2% of reprimand letters were judged excellent, 70.8% were judged acceptable, and
25.0% were judged unacceptable.
A sample of 30 videotaped oral presentations from BCOM 5203 (Fall 2012) was
evaluated; 23.3% of presentations were judged excellent, 76.7% were judged acceptable,
and 0% was judged unacceptable.
A sample of 22 videotaped oral presentations from BCOM 5203 (Fall 2013) was
evaluated; 47.8% of presentations were judged excellent, 30.4% were judged acceptable,
and 21.7% was judged unacceptable.
MSA Student Learning: Results
Table A9 below presents results for MSA program assessment for the 2011-2015 assessment cycle. (To
maintain readability, program learning objectives are omitted from the table.)
Table A6-9: MSA Assessment Results, 2011-2015 Cycle
Learning
Outcomes
Assessment Results
MSA
1a –
Mast
ery
of
Cont
ent
(Tax
ation
)
A random sample of 15 exam responses from Acct 5153 (Spring 2012) was evaluated;
33.3% of the responses were judged excellent, 46.7% were judged acceptable, and 20.0%
were judged unacceptable.
131
MSA 1b Mastery of
Content
(Auditing)
MSA 1c –
Mastery of
Content
(Acct Info Sys)
MSA 1d Mastery of
Content
(Gen. Acct)
MSA 2a Ethical
Perspective
MSA 2b –
Ethical
Perspective
MSA 3a Global
Perspective
Ten (entire class) exam responses from ACCT 5133 (Fall 2011) were evaluated; 60% of
the responses were judged excellent and 40% were judged unacceptable.
A random sample of 12 exam responses from ACCT 5133 (Fall 2013) was evaluated;
25.0% of the responses were judged excellent, 62.5% were judged acceptable and 12.5%
were judged unacceptable.
A sample of 8 (entire class) exam answers from ACCT 5163 (Spring 2012) was
evaluated; 12.5% of the answers were judged excellent, 62.5% were judged acceptable,
and 25.0% were judged unacceptable.
A sample of 12 exam answers from ACCT 5163 (Fall 2014) was evaluated; 12.5% of the
answers were judged excellent, 79.2% were judged acceptable, and 8.3% were judged
unacceptable.
A sample of 8 (entire class) exam answers from ACCT 5163 (Spring 2012) was
evaluated; 0% of the answers were judged excellent, 75% were judged acceptable, and
25.0% were judged unacceptable.
A sample of 12 exam answers from ACCT 5163 (Fall 2014) was evaluated; 41.7% of the
answers were judged excellent, 50.0% were judged acceptable, and 8.3% were judged
unacceptable.
A random sample of 12 exam responses from Acct 5143 (Fall 2012) was evaluated;
12.5% of the responses were judged excellent, 75.0% were judged acceptable, and 12.5%
were judged unacceptable.
A random sample of 12 exam responses from Acct 5143 (Summer 2014) was evaluated;
20.8% of the responses were judged excellent, 50.0% were judged acceptable, and 29.2%
were judged unacceptable.
A random sample of 12 exam responses from Acct 5143 (Fall 2012) was evaluated;
4.2% of the responses were judged excellent, 50.0% were judged acceptable, and 45.8%
were judged unacceptable.
A random sample of 12 exam responses from Acct 5143 (Spring 2014) was evaluated;
33.3% of the responses were judged excellent, 29.2% were judged acceptable, and 37.5%
were judged unacceptable.
A random sample of 12 reprimand letters from BCOM 5203 (Fall 2011) was evaluated;
25.0% of reprimand letters were judged excellent, 63.9% were judged acceptable, and
11.1% were judged unacceptable.
MSA
4a –
Comm
unicati
on
(Writte
n)
MSA 3b Global
Perspective
A random sample of 12 exam responses from Acct 5153 (Spring 2014) was evaluated;
58.3% of the responses were judged excellent, 16.7% were judged acceptable, and 25.0%
were judged unacceptable.
A random sample of 12 exam responses from Acct 5113 (Spring 2012) was evaluated;
45.5% of the responses were judged excellent, 45.5% were judged acceptable, and 9.1%
were judged unacceptable.
A random sample of 12 exam responses from Acct 5113 (Spring 2014) was evaluated;
45.8% of the responses were judged excellent, 12.5% were judged acceptable, and 41.7%
were judged unacceptable.
A random sample of 12 exam responses from Acct 5123 (Summer 2014) was evaluated;
50.0% of the responses were judged excellent, 50.0% were judged acceptable, and 0%
was judged unacceptable.
A random sample of 12 exam responses from Acct 5123 (Summer 2015) was evaluated;
33.3% of the responses were judged excellent, 54.2% were judged acceptable, and 12.5%
was judged unacceptable.
132
MSA 4b –
Communication
(Oral)
A random sample of 12 reprimand letters from BCOM 5203 (Fall 2012) was evaluated;
4.2% of reprimand letters were judged excellent, 70.8% were judged acceptable, and
25.0% were judged unacceptable.
A sample of 30 videotaped oral presentations from BCOM 5203 (Fall 2012) was
evaluated; 23.3% of presentations were judged excellent, 76.7% were judged acceptable,
and 0% was judged unacceptable.
A sample of 22 videotaped oral presentations from BCOM 5203 (Fall 2013) was
evaluated; 47.8% of presentations were judged excellent, 30.4% were judged acceptable,
and 21.7% was judged unacceptable.
EMBA Student Learning: Results
Table A10 below presents results for EMBA program assessment for the 2011-2015 assessment cycle,
although EMBA assessment did not begin until the program’s launch in 2012. (To maintain readability,
program learning objectives are omitted from the table.)
Table A6-10: EMBA Assessment Results, 2011-2015 Cycle
EMBA 2b Ethical
Leadership
EMBA 2a Ethical
Leadership
EMBA 1b Mastery of
Content
EMBA 1a Mastery of
Content
Learning
Outcomes
Assessment Results
Four group case studies (entire class) from EMGM 5303 (Spring 2014) were evaluated;
62.5% of the case studies were judged excellent, 37.5% were judged acceptable, and 0%
were judged unacceptable.
A random sample of 12 case studies from EMGM 5303 (Spring 2015) was evaluated;
45.8% of the case studies were judged excellent, 41.7% were judged acceptable, and
12.5% were judged unacceptable.
Four group case studies (entire class) from EMGM 5303 (Spring 2014) were evaluated;
50.0% of the case studies were judged excellent, 50.0% were judged acceptable, and 0%
were judged unacceptable.
A random sample of 12 case studies from EMGM 5303 (Spring 2015) was evaluated;
20.8% of the case studies were judged excellent, 62.5% were judged acceptable, and
16.7% were judged unacceptable.
A sample of 11 (entire class) student responses to an ethics assignment in EMGM 5503
(Fall 2013) was evaluated; 47.7% of the responses were judged excellent, 47.3% were
judged acceptable, and 5.0% were judged unacceptable.
A sample of 12 student responses to an ethics assignment in EMGM 5503 (Fall 2014) was
evaluated; 58.3% of the responses were judged excellent, 37.5% were judged acceptable,
and 4.2% were judged unacceptable.
A sample of 11 (entire class) student responses to an ethics assignment in EMGM 5503
(Fall 2013) was evaluated; 28.3% of the responses were judged excellent, 51.5% were
judged acceptable, and 20.2% were judged unacceptable.
A sample of 12 student responses to an ethics assignment in EMGM 5503 (Fall 2014) was
evaluated; 29.2% of the responses were judged excellent, 66.7% were judged acceptable,
and 4.2% were judged unacceptable.
133
EMBA 3aGlobal Perspective
EMBA 3b Global
Perspective
EMBA 4a Communication
(Written)
EMBA 4b Communication
(Oral)
A random sample 12 test answers from EECO 5103 (Spring 2013) was evaluated; 87.8%
of the answers were judged excellent, 4.2% were judged acceptable, and 8.0% were
judged unacceptable.
A random sample 12 test answers from EECO 5103 (Spring 2014) was evaluated; 58.3%
of the answers were judged excellent, 25.0% were judged acceptable, and 16.7% were
judged unacceptable.
A random sample 12 test answers from EECO 5103 (Spring 2013) was evaluated; 59.0%
of the answers were judged excellent, 24.4% were judged acceptable, and 16.7% were
judged unacceptable.
A random sample 12 test answers from EECO 5103 (Spring 2014) was evaluated; 33.3%
of the answers were judged excellent, 54.2% were judged acceptable, and 12.5% were
judged unacceptable.
A sample of 5 group term papers (entire class) from EMCO 5203 (Fall 2013) was
evaluated; 40% of papers were judged excellent, 60% were judged acceptable, and 0%
were judged unacceptable.
A sample of 5 group term papers (entire class) from EMCO 5203 (Fall 2014) was
evaluated; 50% of papers were judged excellent, 50% were judged acceptable, and 0%
were judged unacceptable.
A sample of 12 oral presentations from EMCO 5203 (Fall 2013) was evaluated; 41.7 of
presentations were judged excellent, 58.3% were judged acceptable, and 0.0% were
judged unacceptable.
A sample of 12 oral presentations from EMCO 5203 (Fall 2014) was evaluated; 33.3% of
presentations were judged excellent, 58.3% were judged acceptable, and 8.3% were
judged unacceptable.
IV.
The Major Field Tests (MFT): Results and Analysis
Undergraduate MFT
The undergraduate MFT results are used to assess student learning in Goal 1 (Mastery of Content) of the
BBA program. Each semester, students in MGMT 4303 (Strategic Management and Business Policy) take
the MFT, with 15 percent of their course grade based on their performance on the test. The results are
analyzed and shared with faculty during the COB retreats.
Figure A1 below shows the trend in our BBA students’ overall MFT scores during the last 5 years. The
mean MFT score of PVAMU students during this period is 142.4 (note: the national mean score is 150.6
and the mean score of HBCU institutions is 137.9). To improve student performance in the undergraduate
MFT, the faculty adopted several “Closing the Loop” strategies, including:


2011-12: Raised the grading weight of MFT from 10% to 15% of students’ course grade in
MGMT 4303 to motivate students to take the test more seriously.
2013-14: Formulated a new conversion table that eliminated points for very poor MFT scores.
134


Fall 2014: Invited two guest speakers from the PVAMU College of Education, Dr. Terence Hicks
and Dr. Thomas Butler, to present to the COB faculty a theory of student learning, called the
“Growth Mindset” theory. (This session also was intended to improve MBA MFT performance).
Spring 2015: Arranged MFT review sessions for 13 faculty members who teach business core
courses. The goal of these review sessions was to gauge how well the BBA curriculum aligns
with the MFT (i.e. if there are gaps between the BBA curriculum and the coverage of topics in the
test).
The mean undergraduate MFT score increased to 142.5 in 2014-15 from 140.0 in 2013-14. One of our
students scored 188 (99th percentile nationally), which is the highest score ever attained by a PVAMU
student. The mean score in spring 2015 (143.2) was higher than fall 2014 (141.5). Figure A2 below
shows the trends in BBA students’ performance in nine different functional areas of business. These
trends show positive changes from last year, except for two areas (quantitative business analysis and
international issues). To address the student learning deficiency in quantitative areas, the COB has added
mandatory weekly review sessions to MGMT 3013 (Business Statistics).
Figure A6-1: Trend in MFT (BBA) - Overall Scores
135
Figure A6-2: Trends in MFT (BBA) - Scores in Each Subject Area
Figure A3 presents mean undergraduate MFT scores for PVAMU benchmarked against the mean scores
of national universities and HBCUs who have participated in the MFT during this period. Although the
PVAMU mean scores are lower than our national peers, COB students have performed well compared to
HBCU peers in all nine functional areas.
Figure A6-3: MFT (BBA) Scores Benchmarked against National and HBCU Peers
136
MBA MFT
Performance of MBA students in Program Learning Goal 1 (Mastery of Content) is assessed with
students’ scores in the MBA MFT. Students in MGMT 5323 (Strategy and Policy) take the MFT, with 15
percent of their course grade based on their performance on the test. The results are analyzed and shared
with faculty during the COB retreats.
Figure A4 below shows an upward trend in MBA students’ overall MFT mean scores during the last 5
years. One reason that the mean scores were generally lower prior to 2011 may have been that no grade
incentive was offered to students for doing well on the test. To help remedy the situation, a Closing the
Loop strategy was adopted in beginning in 2011: 10% of the MGMT 5323 course grade in MGMT 5323
was based on MFT performance. The effect of the new grading policy on students’ MFT performance
appears significant, as can be seen by the jump in the mean MFT score in 2011-12.
The mean MFT score increased to 239.5 in 2014-15 from 238.4 in 2013-14. There was an increase in the
spring 2015 mean score (242.9) compared to the fall 2014 score (235.2). This improvement in student
performance may be attributed to several CTL strategies, including raising the grade weight of the MFT
from 10% to 15% of students’ MGMT 5323 course grade in Spring 2015. Furthermore, instead of
offering the test in the usual weekday evening slots (when the students are tired), in spring 2015 the test
was held on a Saturday morning, when the students are rested and fresh. COB will continue administering
the MBA MFT on Saturday mornings.
Figure A6-4: Trend in MFT (MBA) - Overall Scores
Figure A5 below shows the trends in MBA students’ performance in five MBA MFT functional areas,
and Figure A6 presents the MFT scores for the MBA students benchmarked against the mean scores of
national and HBCU peers. The results show that our MBA students’ performances are slightly below their
national peers, but slightly higher than the HBCU peers (in three out of five areas – marketing,
management and strategic integration).
137
Figure A6-5: Trends in MFT (MBA) - Scores in Each Discipline
70
60
50
MRKT
40
MGMT
FINA
30
ACCT
Strategic Integration
20
10
0
10-11
11-12
12-13
14-15
Figure A6-6: MFT (MBA) Scores Benchmarked against National and HBCU Peers
V.
EBI Exit Survey: Results and Analysis
(Note: EBI recently changed its name to Benchworks. For ease of exposition, “EBI” will be used in this
section when referring to the exit surveys.)
138
1976
2016
Prairie View A&M University
College of Business
P.O. Box 519; MS 2300
805 A.G. Cleaver Street
Prairie View, TX 77446
Phone | (936) 261‐9200
Fax | (936) 261‐9241
Web | www.pvamu.edu/business
COB has administered EBI exit surveys to seniors and MBA students since 2006. According to EBI,
“EBI benchmarking assessments provide comprehensive assessment services to colleges and universities
in support of their continuous improvement efforts. Since 1998, over 1,500 colleges and universities have
used EBI assessments to measure and improve the quality of student experience.”
The tables below summarize key EBI results over the 2011-15 assessment cycle. Table A11 presents 21
broad satisfaction factors (listed from lowest to highest score) that were assessed for the BBA program in
2014-15. The EBI responses are based on a 1-7 Likert scale, so scores above the midpoint (4.0) can be
considered satisfactory. The 2014-15 factors were rated from a low of 4.29 to a high of 5.83, which
suggests that BBA students are generally satisfied by their academic experience. The three most
important factors (Overall Satisfaction – Factor 19, Overall Learning – Factor 20 and Overall Program
Effectiveness – Factor 21) are among the highest rated factors.
Table A6-11: EBI BBA Factors – Summary
Factor
N
Std Dev
Factor 3. Satisfaction: Breadth of the Curriculum
94
1.63
4.29
Factor 5. Satisfaction: Advisor
94
1.81
4.65
Factor 4. Satisfaction: Co-Curricular Activities
90
1.58
4.67
Factor 8. Satisfaction: Career Services
87
1.45
4.68
Factor 2. Satisfaction: Aspects of Courses
94
1.42
4.77
Factor 12. Learning: Financial Information
89
1.52
4.90
Factor 7. Satisfaction: Classmates
92
1.32
4.97
Factor 6. Satisfaction: Facilities
92
1.37
4.99
Factor 18. Learning: Supply Chain
92
1.46
5.04
Factor 16. Learning: Domestic and Global Economies
91
1.39
5.08
Factor 1. Satisfaction: Quality of Instruction
94
1.19
5.14
Factor 13. Learning: Data-Driven Decision-Making
90
1.30
5.21
Factor 15. Learning: Multicultural and Diversity
91
1.40
5.24
Factor 17. Learning: Use and Manage Technology
93
1.34
5.27
Factor 9. Learning: Practical Competencies
91
1.17
5.38
Factor 19. Overall Satisfaction
92
1.50
5.38
Factor 21. Overall Program Effectiveness
93
1.32
5.38
Factor 20. Overall Learning
93
1.32
5.46
Factor 10. Learning: Cognitive Complexity
91
1.18
5.54
Factor 14. Learning: Organizational Behaviors
89
1.25
5.55
Factor 11. Learning: Ethical and Legal Responsibilities
92
1.26
5.83
139
Mean
Table A12 below summarizes EBI results for the BBA program learning goals over 2011-2015. The EBI
surveys provide indirect assessment results for the learning goals, which are also assessed with course
embedded artifacts that provide direct assessment results. The EBI results generally show a steady pattern
with the mean responses rated much higher than 4.0 (in fact most of them are rated higher than 5.0),
which indicates generally satisfactory results.
Table A6-12: BBA Program Goals and EBI Responses
Program Goals
BBA Goal 1:
Mastery of Content Graduates will
demonstrate an ability
to integrate and use
knowledge from
multiple business
disciplines, and will
demonstrate
proficiency in their
major area business
discipline.
BBA Goal 2: Ethics Graduates will have an
ethical perspective.
BBA Goal 3: Global
Perspective Graduates will have a
global perspective.
BBA Goal 4:
Communications Graduates will
demonstrate an ability
to be effective
communicators.
EBI Responses
2011 2013 2015
To what extent did the Business program enhance your:
Q071/Q056/Q079: Ability to think critically
5.52 5.50 5.53
Q072/Q057/Q080: Ability to define problems
5.37 5.66 5.60
Q073/Q058/Q081: Ability to solve problems
5.47 5.61 5.49
Q74/Q64+Q65/Q85+Q86: Ability to analyze and
5.42 5.26 5.19
interpret data
Satisfaction with quality of teaching in required subject matter:
Q018/Q022: Accounting
4.78 5.06 4.52
Q022/Q026: Finance
4.71 4.91 4.51
Q024/Q028: Information Systems
5.32 5.64 5.23
Q026/Q027: Management
5.20 5.70 5.60
Q027/Q030: Marketing
5.50 5.56 5.30
Q039. Satisfaction with: Business curriculum instructors
presenting ethical issues; New Q059/Q092. To what
5.16 5.76 5.85
degree did your Business program enhance your ability
to: Make ethical decisions
Q037. Satisfaction with: Business curriculum instructors
presenting a global perspective; New Q072/Q097. To
what degree did your Business school experience
4.80 4.98 4.98
increase your: Ability to make business decisions in a
global economic environment
To what extent did the Business program enhance your:
Q064/Q053/Q076. Presentation skills
5.53
5.45
5.42
Q065/Q054/Q077. Writing skills
5.10
4.96
5.25
Tables A13 and A14 below summarize the EBI results for the MBA program. We find the same pattern of
high student satisfaction with the MBA program as with the BBA program – the results are generally
satisfactory and the three most important factors (Overall Satisfaction, Overall Program Effectiveness and
Overall Learning) are found to be the highest rated factors.
The EBI indirect assessment results for the MBA program learning goals (Table A-13) over 2011-2015
show a steady pattern with the mean responses rated much higher than 5.0 (in fact some of them are rated
higher than 6.0), which indicates high levels of student satisfaction.
140
Table A6-13: EBI MBA Factors – Summary
Factor
N
Std Dev
Factor 6. Satisfaction: Career Services
33
1.97
4.21
Factor 3. Satisfaction: Co-Curricular Activities
35
1.71
4.43
Factor 7. Satisfaction: Breadth of Curriculum
51
1.58
4.53
Factor 2. Satisfaction: Aspects of Courses
51
1.36
4.94
Factor 5. Satisfaction: Classmates
50
1.59
5.35
Factor 10. Learning: Financial Information
48
1.60
5.38
Factor 15. Learning: Supply Chain
44
1.34
5.53
Factor 11. Learning: Data-Driven Decision-Making
49
1.28
5.61
Factor 13. Learning: Domestic and Global Economies
45
1.30
5.65
Factor 1. Satisfaction: Quality of Instruction
51
1.05
5.67
Factor 8. Learning: Critical Thinking and Problem Solving
48
1.19
5.70
Factor 4. Satisfaction: Facilities
51
1.35
5.71
Factor 12. Learning: Organizational Behaviors
49
1.20
5.75
Factor 9. Learning: Ethical and Legal Responsibilities
47
1.38
5.77
Factor 14. Learning: Use and Manage Technology
48
1.11
5.90
Factor 18. Overall Program Effectiveness
51
1.30
6.02
Factor 16. Overall Satisfaction
49
1.42
6.13
Factor 17. Overall Learning
49
1.19
6.19
141
Mean
Table A6-14: MBA Program Goals and EBI Responses
Program Goals
MBA Goal 1: Mastery of
Content - Graduates will
demonstrate an ability to think
critically and to solve business
problems.
MBA Goal 2: Ethics - Graduates
will effectively evaluate business
ethical situations, incorporating
the laws relating to ethical
corporate governance and the
importance of personal integrity.
MBA Goal 3: Global
Perspective - Graduates will be
proficient in handling global
business issues, including the
ability to tailor business practices
to a global economy.
MBA/MSA Goal 4:
Communications - Graduates
will demonstrate communication
skills appropriate for high-level
managers.
VI.
EBI Responses
2011
To what extent did the MBA program enhance:
Q056. Ability to think critically; New Q054.
Ability to apply knowledge in new and
6.30
unfamiliar circumstances across relevant
disciplines
Q058. Ability to solve problems; New Q056.
6.00
Ability to innovate to solve problems
2013
2015
6.07
5.72
5.93
5.81
Q019. Extent that the curriculum addressed
business ethics; New Q059. To what degree
did your Business program enhance your
ability to: Make ethical decisions
5.70
6.29
5.85
Q043. Satisfaction with: MBA Curriculum
instructors presenting a global perspective;
New Q070. To what degree did your
Business program enhance your ability to:
Understand management issues from a global
perspective
5.40
6.21
5.63
Q049. Presentation skills
5.90
-
-
Q050. Writing skills
5.80
-
-
To what extent did the MBA program enhance:
Assurance of Learning and Curriculum Development
The College has established management processes to ensure that the curriculum is periodically reviewed
and improvements are made on a continuous basis, with a high quality business education as the desired
outcome. The primary body for reviewing the undergraduate curriculum is the Curriculum Committee, a
standing committee with faculty representation from various business disciplines. The Graduate
Committee reviews the curriculum for the MBA and MSA programs, and the EMBA Faculty Committee
reviews the curriculum for the EMBA. All three committees work closely with the Assessment
Committee so that the Assurance of Learning process contributes to improvements in the content of the
curriculum. The chair of the Curriculum Committee is a member of the Assessment Committee and vice
versa to ensure coordination between the two groups. Led by the Discipline Coordinators, faculty
members periodically undertake comprehensive program reviews of each major, informed by results and
analysis provided by the Assessment Committee.
Of course, curriculum changes are motivated by a number of factors, including faculty expertise regarding
the changing state-of-the-art in each business discipline, consultations with external stakeholders
including representatives of the Dean’s Business Council, etc. Still, the systematic Assurance of Learning
process has contributed to a number of substantive and non-substantive changes in both the content of the
curriculum and its delivery. Table A15 presents a listing of changes made in the curriculum during the
past five years, including the assessment findings that contributed to these curriculum changes.
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Table A6-15: Curriculum Changes Informed by the Assessment Process
Assessment Findings
Closing the Loop Curriculum Change
7. Poor student performance in quantitative analysis:  New course in fall 2014 - MGMT 1163
 MFT score in Quantitative section is at the 13th
(Quantitative Business Analysis).
percentile nationally (2013-14).
 Additional hour of laboratory work added in fall
 MFT Item Information Analysis (2013-14) 2014 - ACCT 2113 (Financial Accounting) and
Average score in “Quantitative Business
MGMT 3013 (Business Statistics).
Analysis” is 31.4, which is significantly below
the national average score of 39.6.
8. Poor student performance in management:
 New course in fall 2014 - MGMT 4453 (Special
 MFT score in Management section is at the 3rd
Topics in Management).
percentile nationally (2013-14).
 MFT Item Information Analysis (2013-14) Average score in Management is 39.9, which is
significantly below the national average score
of 56.7.
9. Poor student performance in marketing:
 New course in fall 2014 - MRKT 4453 (Special
 MFT score in marketing section is at the 5th
Topics in Marketing).
percentile nationally (2013-14).
 MFT Item Information Analysis (2013-14) Average score in Marketing is 41.3, which is
significantly below the national average score
of 55.0.
10.
Poor student performance in cyber-security  New course in fall 2015 - MISY 4343
related areas:
(Cybersecurity for E- Commerce).
 MFT Item Information Analysis (2014-15) Average score in “IT Security, Privacy &
Ethical Issues” is 69.4, which is significantly
below the national average score of 78.1.
11.
Low student satisfaction with the breadth of  New courses in fall 2012 - MGMT 4323 (Supply
the BBA curriculum:
Chain Management) and MRKT 3113 (Sports,
 Undergraduate EBI factor score on Breadth of
Entertainment and Event Marketing).
the Curriculum is 4.8 out of 7.0 (2011).
 New minor proposed in 2014 - Real Estate
(currently under consideration at the University
Academic Council).
 Courses revamped and revised in fall 2015 to
integrate SAP into MISY curriculum – MISY 2013
(Fundamental of MIS with SAP), MISY 2153 (Bus.
Appl. Object-Oriented Programming), MISY 3423
(Enterprise System Analysis & Design with SAP)
and MISY 4523 (Enterprise Strategic IT
Management).
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12.
Low student satisfaction with the breadth of  New course in fall 2012 - ACCT 5993
the MBA curriculum:
(Independent Study in Accounting).
 MBA EBI factor score on Breadth of the  New course in fall 2015 - MISY 5533 (Special
Curriculum is 4.77 out of 7.0 (2011).
Topics in MIS - Crisis Informatics).
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