Institutional Effectiveness Report
Academic Year 2004-2005
For the
School of Business
Robert T. Barrett
Coordinator of IE and Associate Dean
M. Barry O’Brien
Dean, School of Business
June 15, 2005
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Program Mission and Goals
FMU School of Business Strategic Plan [2002 – 2007]
Vision Statement
The School of Business at Francis Marion University strives to provide the highest quality
baccalaureate and master's degree business programs offered at a small, comprehensive
university in the southeastern United States.
Mission Statement
Accredited at both the graduate and undergraduate levels, the School of Business at Francis
Marion University has a mission of teaching, research, and service. Nearly our entire faculty
holds a doctorate in the area in which they teach. Our small classroom environment promotes
interaction among students and faculty. We teach students to think logically, communicate
effectively, develop an understanding and appreciation of the global business environment, and
be guided by high ethical standards. Our students develop conceptual and analytical skills
needed to be successful leaders in both private and public institutions. Our internship program
and placement efforts actively assist students in finding meaningful jobs. Our faculty conducts
research and service activities that enhance the region’s economic and industrial development.
Most of our undergraduate students major in Management, Marketing, Accounting, Finance,
Business Economics, Management Information Systems, or General Business and earn a
Bachelor of Business Administration degree. Other School of Business students major in
Economics or Computer Science and receive a Bachelor of Arts or Bachelor of Science degree.
Our graduate students receive a Master of Business Administration degree and may become
certified in Health Management. The School of Business seeks students locally and globally of
all ages and ethnic backgrounds and serves them in a friendly, considerate manner.
Objectives
1. Obtain and maintain a critical mass of terminally qualified faculty members in each of the six
business disciplines in which we offer majors.
2. Establish an endowment fund for the School of Business.
3. Increase enrollment, majors, credit hours, and graduates from the School of Business:
4. Increase the opportunity for Business students to have work experience during their college
career and improve placement activities provided for Business students.
5. Increase the opportunity for Business students to have international educational experience
during their college career.
6. Maintain an up-to-date curriculum that prepares students for careers in Business.
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Assessment Activities
This section is to include the descriptions, timelines, names, procedures, etc. you use to evaluate
the program.
1. Obtain and maintain a critical mass of terminally qualified faculty members in each of the six
business disciplines in which we offer majors.
To assess this goal, we will monitor the recruiting process within each discipline and list the 5year publication records of current faculty members. AACSB indicates that a current record of
scholarly activity supports the academic credentials of faculty.
Accounting – as indicated in Table 1, there were 103 accounting majors declared in 2005, up
from 98 in 2004. In addition to advising these accounting majors and teaching upper-level
accounting courses, the faculty in accounting teach the ACTG 201 (Financial Accounting) and
ACTG 202 (Managerial Accounting) courses that are required for all business majors. Students
who minor in business also take ACTG 201. We would like the accounting faculty to consist of
4 terminally qualified faculty members plus part time adjunct faculty as needed.
Economics – as indicated in Table 1, there were 27 business economics and economics majors
declared in 2005, up from 25 in 2004. In addition to advising these economics majors and
teaching upper-level economics courses, the faculty in economics teach the ECON 203
(Microeconomics) and ECON 204 (Macroeconomics) courses that are required for all business
majors. Students who minor in business also take ECON 203. We would like the economics
faculty to consist of 5 terminally qualified faculty members.
Finance – as indicated in Table 1, there were 52 finance majors declared in 2005, up from 45 in
2004. In addition to advising these finance majors and teaching upper-level finance courses, the
faculty in finance teach the FIN 341 (Financial Management) course that is required for all
business majors. We would like the finance faculty to consist of 2 terminally qualified faculty
members plus help from other areas (e.g., economics and accounting).
Management and General Business – as indicated in Table 1, there were 332 management and
general business majors declared in 2005. In addition to advising these management and general
business majors and teaching upper-level management and general business courses, the faculty
in management and general business teach the BUS 205 (Business Statistics), BUS 206 (Legal
and Social Environment of Business), MGT 308 (Management Science and Operations
Management), MGT 351 (Principles of Management), and BUS 458 (Strategic Management –
the capstone business experience) courses that are required for all business majors. We would
like the management and general business faculty to consist of 7 terminally qualified faculty
members, plus adjuncts to cover lower level courses as needed.
Management Information Systems – as indicated in Table 1, there were 93 Management
Information Systems majors declared in 2005. In addition to advising these Management
Information Systems majors and teaching upper-level Management Information Systems
courses, the faculty in Management Information Systems teach the MIS 327 (Information
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Systems Fundamentals) course that is required for all business majors. We would like the
Management Information Systems faculty to consist of 3 terminally qualified faculty members.
Marketing – as indicated in Table 1, there were 105 Marketing majors declared in 2005. In
addition to advising these marketing majors and teaching upper-level marketing courses, the
faculty in marketing teach the MKT 331 (Principles of Marketing) course that is required for all
business majors. We would like the marketing faculty to consist of 3 terminally qualified faculty
members.
Computer Science – as indicated in Table 1, there were 92 Computer Science majors declared in
2005. In addition to advising these Computer Science majors and teaching upper-level
Computer Science courses, the faculty in Computer Science teach the CS 150 (Microcomputers
and Software Applications I) course that is required for all students at the university. We would
like the Computer Science faculty to consist of 7 qualified faculty members.
2. Establish an endowment fund for the School of Business.
Francis Marion University has recently completed a capital campaign, raising over $18 million
for the university. The School of Business, particularly the dean, is helping to develop
relationships with local businesses and local industries. The School of Business faculty, with the
mission to forward economic development in the area, does volunteer work and consults with
businesses and civic organizations. In addition to providing this valuable service to the
community, this work should lead to fund-raising opportunities. An increase in external funding
is critical to the success in carrying out the strategic plan of the School of Business.
3. Increase enrollment, majors, credit hours, and graduates from the School of Business.
Enrollments (majors), credit hours, and graduates are monitored on an annual basis. In the early
1990s, the university had enrollments approaching 4000 students and the School of Business had
enrollments approaching 1000. The School of Business would like to move back towards that
1000 student figure. In fall 2001, the School embarked on a project to ensure that every entering
freshman and transfer student in business would enroll in BUS 150, Fundamentals of Business.
This course is designed to introduce the students to the varying possibilities for careers in
business, get the students excited about majoring in business, and help the students develop a
plan for graduation. This initiative has resulted in about 400 students enrolling in this course
annually. We believe that BUS 150 is very important to increasing the number of students
declaring business as a major, increasing enrollments in business classes, and hopefully
increasing numbers of graduates from the School of Business.
The School continues to develop the internship program. The contacts established through this
program help students during their formal education at FMU as well as provides potential for
future employment. The Marketing and Management disciplines have well established
programs. Finance and MIS are working to develop internship programs. With added
opportunities for students, more individuals will be attracted to the business major.
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4. Increase the opportunity for Business students to have work experience during their college
career and improve placement activities provided for Business students.
The School of Business has a successful Internship Program in Marketing and Management.
Faculty advisers contact local businesses to set up relationships. Students are matched with
businesses so that the goals of both are met. In 2000-2005, the School placed interns with
McLeod Regional Medical Center, Carolinas Hospital Systems, Young Pecan Company, Roche
Carolina Pharmaceuticals, Webster Rogers Accounting, Pathological Services Associates,
ArvinMeritor, S & W Manufacturing, and the Pee Dee Pride Hockey Team.
5. Increase the opportunity for Business students to have international educational experience
during their college career.
The School of Business continues to lead the university in participation in the International
Exchange program. Since the formal program began, some fifty business students have taken
advantage of international travel and study. Business students have studied in Germany, Mexico,
and Australia. In addition to our students traveling abroad, the program has helped the university
attract students from exchange agreement universities, many of whom study business. This
program greatly expands the global culture at the university and within the School of Business.
One additional benefit is that Dr. Gabi Theuner, Marketing Professor, visited the university on a
faculty exchange from Germany and then decided to apply for a position with the School of
Business. She is now tenured and brings a wealth of international and research expertise to our
faculty.
6. Maintain an up-to-date curriculum that prepares students for careers in Business.
Since a major program evaluation resulted over 50 changes in curriculum in the 2002-2003
academic year, there was less emphasis placed on program evaluation in 2004-2005. With the
assurance of learning plan being put into action in 2005-2006, we anticipate a more thorough
evaluation of how the curriculum meets specific goals.
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Results and Evaluation
This section is for presentation of result/analysis of your evaluations.
1. Obtain and maintain a critical mass of terminally qualified faculty members in each of the six
business disciplines in which we offer majors.
Table 5, shown at the end of this document, reports the publications of the faculty for the
five-year period 2000 through 2005. AACSB regards a five-year period as current. Included
in the text is a statement of the scholarly output for each discipline, based on Table 5. This
extensive list of publications shows the dedication of the School of Business faculty to
remaining current.
Accounting – in 2004, the School carried out an intensive recruiting effort to add one Ph.D. to
the accounting faculty. Dr. Charles Carpenter accepted an offer and will join the faculty in
August 2005. Along with Dr. Carolyn Stokes and Dr. Brad Johnson, we now have three
terminally qualified accounting faculty members. As Dr. Stokes retires in 2006, we will seek to
fill her position. Mrs. Betty David, who has a masters degree as well as the CPA, teaches in the
accounting area, mainly covering basic financial accounting. In fall 2005, two adjunct faculty
members will help to cover the accounting courses, Mr. Howard Lundy, the university auditor,
and Mr. Tim Lowder. It is hoped that an additional Ph.D. can be added in accounting in the near
future. Although the classes are covered by good teachers, we would like to have terminally
qualified faculty members to help build the accounting program.
The Accounting faculty published 2 peer reviewed journal article during the 2000 – 2005 period.
Economics – Mr. Damian Von Frank, who is ABD in Economics from Florida State University,
will continue as a visiting professor for the 2005-2006 academic year. Mr. Von Frank also has
extensive graduate work in Finance and might assist in that area. Mr. Von Frank joins Dr. Jeff
Pompe, Dr. Ben Kyer, Dr. David Franck, and Dean Barry O’Brien to form a strong, wellpublished area in Economics.
The Economics faculty published 18 peer reviewed journal articles during the 2000 – 2005
period. In addition, one book and two significant contributions to other books were published.
Finance – Dr. Michael Hughes and Dr. Neil Riley, with assistance from Mr. Von Frank, make up
a strong teaching faculty with the potential to perform outstanding research.
The Finance faculty published 4 peer reviewed journal articles during the 2000 – 2005 period.
Management and General Business – In fall 2005, the management and general business faculty
will consist of Dr. Joe Aniello, Dr. Robert T. Barrett (Associate Dean), Dr. Scott Campbell, Dr.
Fred R. David, Dr. James E. Holsenback, and Dr. Robert E. Pugh. This group covers the broad
spectrum of areas included in management and general business and is well published in the
area.
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The Management faculty published 8 peer reviewed journal articles during the 2000 – 2005
period. In addition, this group published 9 case studies and 2 editions of a book with the
accompanying ancillary materials.
Management Information Systems – Dr. Yong Shin was added to the MIS faculty in 2005. In
fall 2005, the MIS faculty will include Dr. Shin, Dr. Allen Smith, and Dr. Buddy Bilbrey. Dr.
Bilbrey also teaches in the computer science area. This group is working to upgrade the
curriculum in this ever-changing, dynamic field. To better serve our students and region, the
MIS faculty is investigating the possibility of changing to an Information technology focus.
The MIS faculty published 2 peer reviewed journal article during the 2000 – 2005 period.
Marketing – in fall 2005, the Marketing faculty will include Dr. Kay Lawrimore, Dr. Gabi
Theuner, and Ms. Mary Dittman. Marketing is one of our most popular majors, probably
because of the knowledgeable and caring faculty in the area. Headed by Ms. Dittman, the
Marketing Club is one of the most active clubs on campus. Also, Ms. Dittman has worked to
build the marketing internship program. The marketing faculty is very active in community
service and consulting.
The Marketing faculty published 9 peer reviewed journal articles and 2 case studies during the
2000 – 2005 period.
Computer Science – An attempt to fill the coordinator position was unsuccessful. We will
continue this search in 2005. In fall 2005, the Computer Science faculty will include Dr. Edward
Arroyo, Dr. Buddy Bilbrey, Mr. Gary Coker (completing the Ph.D. degree), Dr. Margie
Covington, Mr. Kevan Croteau, and Mrs. Padmaja Rao. This group makes up a strong CS
faculty, one of the best teaching cohorts on campus.
The Computer Science faculty published 3 peer reviewed journal articles during the 2000 – 2005
period.
2. Establish an endowment fund for the School of Business.
Prior to this year, only small amounts of money have been raised to support the efforts of the
School of Business. The School was awarded $90,000 in 2003 from the state’s TGP grant. This
money was used to upgrade faculty computers, upgrade the School of Business Computer Lab
computers, and to develop a multimedia classroom.
For the 2005-2006 fiscal year, the Donald E. Kelley Small Business Institute, that serves small
and minority businesses in the region, will be funded at $400 thousand. This amount is a
recurring line item in the state’s annual budget. The School of Business will also manage a $100
thousand budget for the Non Profit Institute.
Dr. Carolyn Stokes has developed a series of review seminars designed to prepare individuals for
certification exams in management accounting and financial management. Faculty who
participate in the delivery of this program have money placed in a special account earmarked to
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support professional travel. Faculty members have used these funds to travel to professional
meetings to present results of scholarly research.
3. Increase enrollment, majors, credit hours, and graduates from the School of Business.
Table 1 shows the number of majors in the School of Business. Table 2 gives credit hours by
major. Table 3 shows the graduates by major.
As Table 1 shows, the School of Business has experienced steady growth over the past 5 years.
We are pleased with this growth and would like to see it continue. With the current number of
faculty members, it will be difficult to handle the anticipated growth. As enrollments in the
School of Business approach 1000 majors, 900 at the undergraduate level and 100 MBAs, the
addition of at least two faculty members will be required.
Table 1. Number of students majoring in School of Business disciplines – 2001 – 2005.
Students Majoring in School of Business Disciplines
Major
Accounting
Business Economics
Computer Science
Economics
Finance
General Business
Management
Management Inf. Sys.
Marketing
Total Undergraduate
MBA
2001
75
15
122
6
34
172
53
126
58
661
2002
90
16
125
10
27
190
72
138
71
739
2003
85
19
128
8
36
221
94
120
86
797
2004
98
13
115
12
45
235
109
102
113
842
2005
103
11
92
16
52
226
106
93
105
804
53
57
56
47
52
Table 2. Number of credit hours taught by School of Business faculty – 2000 – 2005.
Credit Hours by Discipline
Discipline
Computer Science
Lower Undergraduate
Upper Undergraduate
Total Undergraduate
Graduate
Total
Business and Management
Lower Undergraduate
Upper Undergraduate
Total Undergraduate
Graduate
Total
00-01
2031
397
2428
0
2,428
2724
4419
7143
486
7,629
Academic Year
01-02
02-03
03-04
2592
2589
2439
921
1487
580
3513
4076
3019
0
36
0
3,513
4,112
3,019
2982
4362
7344
552
7,896
3384
4194
7578
459
8,037
3420
6102
9522
549
10,071
04-05
2820
443
3263
0
3,263
3684
6096
9780
600
10,380
7
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Table 3. Number of graduates by major – 2000 – 2005.
Major
Number of Graduates by Major
00-01 01-02
02-03
03-04
04-05
17
3
3
5
14
9
23
27
16
117
10
3
10
2
7
18
16
28
19
113
14
1
14
1
14
16
23
25
28
136
20
2
7
2
14
20
30
33
33
161
11
17
19
20
11
105
134
132
156
172
Undergraduate:
Accounting
Business Economics
Computer Science
Economics
Finance
General Business Administration
Management
Management Information Systems
Marketing
Total Undergraduate
8
5
8
5
10
7
14
22
15
94
Graduate:
MBA
Total
4. Increase the opportunity for Business students to have work experience during their college
career and improve placement activities provided for Business students.
In fall of 2004, Dr. David Franck organized a new offering for business students entitled
“Connections to Success.” Dr. Franck’s report to the Provost is given below.
The inaugural “Connections to Success” event bringing together Francis Marion
University students with our local business community was held over two days, Tuesday
September 21st and Wednesday September 22nd, 2004.
The purpose of the event was to provide an opportunity for students to learn from the
experiences of our alumni and business community, gain insight into potential career
paths, and promote greater involvement of our stakeholders in developing our students
for the marketplace.
The “Connections to Success” event was sponsored by the FMU School of Business
faculty in cooperation with The Economics Society and Delta Sigma Pi. Eight panel style
sessions were held during the 2-day event with 21 presenters and over 400 attendees. All
of the topics discussed were intended to be of special interest to students as they make the
connection to successful careers. Subjects presented of particular interest and importance
concerned: making the transition from school to work; opportunities for women and
minorities; entrepreneurship; business ethics; communications; interviewing and graduate
schools.
Thanks to the efforts of the participants, attendees, the individual faculty sponsors and the
involvement of our student organizations, the inaugural Connections to Success event
was a tremendous success.
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Tracking procedures are poor with regards to determining where our graduates get jobs. We
certainly need to improve in this area. We also need to work closely with the Career Planning
and Placement Office to help the University develop the placement process. The School of
Business faculty continues to work diligently to place graduates in meaningful jobs.
We are getting better with the internship program, placing students with local firms to gain
valuable experience. In 2004-2005, Mary Dittman worked with over 50 marketing majors and
local companies with the Marketing Internship program. Marketing experiences were gained in
the communications field, sports management, social services, and other areas. Dr. Joe Aniello
worked with several management majors in the Management Internship program. Students
gained experience with small business in the area as well as in research positions. Business
students joined forces with art students to develop a business opportunity designed to support the
Arts Guild, an FMU student organization. This effort resulted in the development of note cards
containing photographs taken by FMU students that were sold by the business and art students to
support this cause.
5. Increase the opportunity for Business students to have international educational experience
during their college career.
In 2003-2004, three business majors studied abroad for one semester. Erin Holladay, Sissy
Altman, and Jessica Carmichael studied at the University of the Sunshine Coast in Australia.
The number of international students taking courses in business and who return to pursue the
MBA degree as well as undergraduate degrees continues to grow.
6. Maintain an up-to-date curriculum that prepares students for careers in Business.
There were no changes to the overall curriculum in the School of Business during 2004-2005.
During December 2004 and April 2005, the Dean of the School of Business gave exit interviews
to seniors in the capstone Strategic Management course, BUS 458. Also, the School of Business
administers the ETS Major Field exam in the BUS 458 class. The results of the ETS exams are
presented in Table 4. Results of the Dean’s Exit Interview for spring 2005 and fall 2004 are
presented in Tables 6 and 7, respectively.
From Table 4 we note that it appears that the FMU business students showed no significant
change, on average, on the eight assessment indicators. The only areas where students improved
were in economics and international issues. FMU’s averages were slightly below (but not
significantly below) the national average in all areas, being within one or two standard deviations
of the national average.
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Table 4. Results on the 2002, 2003, and 2004 ETS Major Field Exams.
2003
2003
2004
2004
2005
Accounting
Economics
Management
Quantitative
Business
Analysis
Finance
Marketing
Legal and Social
Environment
International
Issues
National FMU
44.2
44.6
41.3
43.2
53.8
57.6
2005
FMU
44.6
41.1
59.1
National
44.1
42.2
57.5
FMU
43.9
39.9
57.1
National
55
55.2
54.9
56.7
54.7
56.6
36
49.4
36.1
46.4
34.9
49.9
36.6
47.3
33.2
36.4
45.4
46.8
49.7
48.9
48.6
49.8
45.9
49.8
42.7
44
42
44.6
43.1
44.3
44.6
42.8
57.1
Results of the Spring School of Business Exit Interview are shown at the end of this report.
Please refer to Table 6 to see the text for the question numbers referenced here. Seventy-six
seniors completed the Dean’s Exit Interview in spring 2005. Results of the fall 2004 School of
Business Exit Interview are shown in Table 7, where 57 seniors completed the interview.

Questions 1 and 25 address the students’ overall impression of the School of Business and
FMU. Responses to these questions in both spring 2005 and fall 2004 were very positive, all
ratings in the 91% to 96% range. Our approval ratings improved over the previous academic
year where ratings ranged from 78% to 92%. Students feel good about the education received
at FMU. Other questions dealing generally with the students’ impression of the FMU School
of Business also receiving positive responses were questions 2, 7, 12, 22, and 24. Ratings for
these five questions ranged from 78% to 93% for positive responses.

Questions 4, 8, 11, and 24 relate to the students’ job prospects upon completion of the
degree. According to these responses, fall graduates felt less prepared to enter the working
world than spring graduates (question 11). Students generally feel that they will be well
prepared for the business world, although question 4 for both fall and spring showed rather
neutral responses concerning ability to compete.

Questions relating to the performance of the faculty include questions 6, 15, 16, 19, and 20.
Students felt strongly that faculty are knowledgeable and dedicated (question 19 with over
92% approval) and that faculty are generally well prepared for class (question 6 with over
82% approval). Students rate the faculty relatively low on their concern for students
(question 16 with 67% to 75% approval) and on availability outside of class (question 20
with just over 72% approval). Overall the students appear to be pleased with the School of
Business faculty, but we need to continue to work on being more available and showing more
concern for our students.
These results will be shared with the faculty at the summer planning retreat.
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Each spring, faculty members submit their Faculty Annual Report detailing the year’s work in
teaching, scholarly activities, and service. Following a review of their work, each faculty
member receives his/her Faculty Annual Review and Evaluation.
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Improvements in Place
This section is for discussion of improvements you have made as a result of last year’s
evaluation.
1. Obtain and maintain a critical mass of terminally qualified faculty members in each of the six
business disciplines in which we offer majors.
The School of Business hired Dr. Charles Carpenter in Accounting and Dr. Yong Shin in MIS.
These hires greatly strengthen the teaching, leadership, and scholarly output of our faculty.
2. Establish an endowment fund for the School of Business.
The Dean of the School of Business continues to work closely with the Director of the FMU
Foundation in fund raising efforts.
3. Increase enrollment, majors, credit hours, and graduates from the School of Business.
Enrollment numbers have steadily increased over the last five years. Encouraging all students
who have interest in business to enroll in BUS 150 appears to have helped in increasing the
number of business majors. Continuing to develop the advising system, improving the internship
program, and helping to improve our placement services should add to the desire of students to
major in business and pursue business careers. Also, to increase opportunities for business
students to gain exposure to the business world, the business faculty support clubs and
organizations for students. The Marketing Club is very active, inviting speakers and holding
workshops on such timely topics as resume writing and etiquette. The Society for the
Advancement of Management sponsored a student group in a national case competition in 2002
and developed a resume booklet for distribution to potential employers in 2003. Beta Gamma
Sigma, the AACSB honorary society, regularly initiates our top students into this organization.
This group successfully completed a canned food drive in fall 2004 for a local food bank.
4. Increase the opportunity for Business students to have work experience during their college
career and improve placement activities provided for Business students.
We have developed an internship program. We need to further develop this program from the
business side as well as the student side. We see great opportunities here for our students. The
marketing and management areas have taken the lead in the internship program. We hope to
build on their successes by developing finance and MIS internship programs. The accounting
and economics areas should follow suit in future years.
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5. Increase the opportunity for Business students to have international educational experience
during their college career.
We continue to encourage students to participate in international travel/study opportunities. We
would like to have four or more business students involved every year in these exchange
programs. Dr. Theuner hosts an international dinner for business students at a local Chinese
restaurant. A local business person with extensive international experience speaks to this group.
6. Maintain an up-to-date curriculum that prepares students for careers in Business.
The focus of the summer retreat will be the establishment of a process to assess learning goals.
We will host a consultant expert in the area who will guide us through the process of developing
goals and means of measuring these goals as dictated by the new AACSB standards. This
program will not only help us to satisfy AACSB requirements but will establish a structure for
continuously evaluating and improving our curriculum.
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Planned Improvements
This section is for your plan and/or specific actions you intend to implement during the coming
academic year. I recommend caution in making these recommendations since you might not be
able to even attempt to carry out your plan.
1. Obtain and maintain a critical mass of terminally qualified faculty members in each of the six
business disciplines in which we offer majors.
In fall 2005 we will seek to replace faculty in accounting and management and will add one
management position to help cover courses in non-profit management (program under
development). It is hoped that a fourth Ph.D. can be added in accounting in the near future.
Although the classes are covered by good teachers, we would like to have terminally qualified
faculty members to help build the accounting program.
2. Establish an endowment fund for the School of Business.
We will continue to aggressively pursue funding for School of Business initiatives.
3. Increase enrollment, majors, credit hours, and graduates from the School of Business.
We will work to increase enrollments at the University and in the School. School faculty
members participate in the reception for scholarship recipients held in the spring, the Guidance
Counselor Bus Tour in the summer, summer orientations for freshmen and transfers, the summer
move-in of freshmen in August, and Open Houses in fall and spring. Each of the universitysponsored programs is designed to increase enrollments and retention.
4. Increase the opportunity for Business students to have work experience during their college
career and improve placement activities provided for Business students.
We plan to improve the process, encourage more local businesses to become involved, and
encourage more business students to take advantage of this program. With approximately 70
percent of our students holding part time or full time employment to support the funding of their
education, the benefits of an internship is sometimes a hard sell.
5. Increase the opportunity for Business students to have international educational experience
during their college career.
We would like to involve at least four students in the exchange programs each year.
6. Maintain an up-to-date curriculum that prepares students for careers in Business.
The focus of the summer retreat will be the establishment of a process to assess learning goals.
We will host a consultant expert in the area who will guide us through the process of developing
goals and means of measuring these goals as dictated by the new AACSB standards. This
program will not only help us to satisfy AACSB requirements but will establish a structure for
continuously evaluating and improving our curriculum.
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Table 5. List of publications of the School of Business Faculty: 2000 – 2005. Peer-reviewed
journal articles are listed first, with case studies, books, and other publications as noted.
ACCOUNTING
Brad Johnson
"Using RICO as an Additional Remedial Strategy Against Unfair Debt Collection
Practices/Acts" [RICO3], Southern Law Journal, Southern Academy of Legal Studies in
Business (Fall 2002): 1-19. http://www.lexopolis.com/salsb/slj/vol-xii/index.html
"Using RICO Against Fraudulent Debt Collectors" [RICO1: Quality Paper Award], Journal of
American Academy of Business, Cambridge (September 2001): 136-145.
ECONOMICS
David Franck
Forthcoming, 2005. “A General Equilibrium Skill Acquisitions Model of Development for
Lesotho.” Journal of Economic Development. 30: 1. (With M. Deme and N. Naqvi.)
Forthcoming, 2005. “Water Transfer between North and South Carolina: An Option for Policy
Reform.” Natural Resources Journal. (With J. Pompe.)
2002. “World Increasing Returns and Production Subsidies.” Economica. 69:2 223-227. (With
V. Chandra and N. Naqvi.)
2002. “The Economic Effect of Prohibited Goods in General Equilibrium.” Southwestern Journal
of Economics. 5:1 61-72. (With W. L. Davis)
2001. "Small Business Lending Trends and Commercial Bank Performance." Commercial
Lending Review. 16:3 42-47. (With T.H. Payne.)
2000. "LDCs, International Capital Mobility, and the Shadow Price of Foreign Exchange under
Tariffs and Quantitative Restrictions." Journal of Economic Development. 24: 2 1-12. (With N.
Naqvi.)
2000. "The True Shadow Price of Foreign Exchange." Journal of Economics and Finance. 24:2
206-214. (With R. Dusansky and N. Naqvi.)
533576009 16
Ben Kyer
Ben L. Kyer and Gary E. Maggs, “A Comment on ‘Does the Aggregate Demand Curve Suffer
From The Fallacy of Composition’”, The American Economist, Vol. 49, No. 1, Spring 2005.
Ben L. Kyer and Gary E. Maggs, “Implications of Aggregate Demand Elasticity for the Phillips
Curve”, New York Economic Review, Vol. 35, Fall 2004.
2001. “Aggregate Demand in the United States: An Analysis of Price Level Effects and Elasticity”,
The Southern Business and Economic Journal, Fall 2001. [250-264]
Jeff Pompe
“Exploring Voters Choices to Purchase Public Lands,” with Jody Lipford, Journal of Private
Enterprise, forthcoming.
“Water Transfer between North and South Carolina: An Option for Policy Reform,” with David
Franck, Natural Resources Journal, forthcoming.
“The Safe Harbor Program for Red-Cockaded Woodpeckers (Picoides borealis) in South
Carolina: a Policy Success” with Travis Knowles, The Southern Business & Economic Journal,
forthcoming.
“Calculating Wetland Mitigation Banking Credits: Adjusting for Wetland Function and Location,”
with Mathew Bonds, Natural Resources Journal, Vol.43, #4, Fall 2003.
“A Political Allocation of Property Rights: An Application to State Land Use Regulation” with Jody
Lipford, The Journal of Private Enterprise, Vol. XVIII, No. 1, Fall 2002: 14-31.
“Coastal Development, Environmental Amenities, and Market Forces: An Application of Economic
Theory” with James Rinehart, Southern Business Review, V. 26, Number 2, Spring 2001: 1-5.
"The Effect of Golf Course Location on Housing Value" with James Rinehart, Coastal Business
Journal, Winter 2001, Vol. 1, number 1: 1-12.
"Toward A More Equitable Distribution of Beach Nourishment Costs," with J. Rinehart, Shore and
Beach, V.68, n. 2, 2000: 15-17.
Books
Environmental Conflict: In Search of Common Ground, with James Rinehart. July 2002 (Albany,
NY: State University of New York Press).
533576009 17
Contributions to Books
“Economic and Community Development,” with James Rinehart, in South Carolina Governance
Project in Civic Education, edited by Charlie Tyer, (University of South Carolina, Institute for
Public Service and Policy Research) forthcoming 2003.
“Deregulation” with James Rinehart, in Encyclopedia of Business and Finance, Volume 1, edited
by Burton S. Kaliski, (MacMillian Library Reference) 2001.
FINANCE
Michael P. Hughes
“What is the Source of Different Levels of Stock Index Volativity?” Journal of Economics and
Finance, forthcoming, with Drew B. Winters.
Neil Riley
“The Problems with Capitalization Rate Formulas”, Business Appraisal & Practice, accepted for
publication, Spring/Summer 2004, pp. 21-27.
“Interpreting Microsoft Excel’s Regression Output”, Business Appraisal & Practice, Spring
2002, pp. 51-55.
“Automated Valuation Models: the neural theory behind the new techniques,” Australian
Property Journal, pp. 636-641, August 2001.
MANAGEMENT
Robert T. Barrett
"A Measure of the Factors Impacting the Effectiveness and Efficiency of eBay in the
Supply Chain of Online Firms," The Coastal Business Journal, 3 No. 1, pp1-14, 2004,
online at www.coastal.edu/business/cbj/index.html, with Eugene Bland.
“Procurement Auctions in E-Commerce,” Southern Business Review, December 2003,
pp. 1-14, with Robert E. Pugh.
“Managing Summer School,” Summer Academe, 4, May 2003: 71-77, with Leslie
Barnes-Young.
Case Studies
“Central United Methodist Church - 2004,” published in the Case Manual supplement
to Strategic Management 10th edition, by Fred R. David, Prentice Hall, 2004 [200-209]
533576009 18
“Central United Methodist Church - 2002,” published in the Case Manual supplement
to Strategic Management 9th edition, by Fred R. David, Prentice Hall, 2003. [206-214]
“Central United Methodist Church - 2000,” published in the Case Manual supplement
to Strategic Management 8th edition, by Fred R. David, Prentice Hall, 2001. [209-215]
Fred David
Shah, Amit, David, F.R., and Surawski, Z.
Business Review. November 2003, p. 21-30.
“Strategic Planning Among Churches,” Coastal
David, F.R. “Strategic Management Case Writing: Suggestions After Twenty Years Experience,”
Advanced Management Journal, October 2003, p. 22-32.
David, Forest and David, F.R. It’s Time to Redraft Your Mission Statement. Journal of Business
Strategy, February 2003, 22-32.
David, Forest, David, F.R. and Kelley, D. Small Business Owner Succession Planning: An
Empirical Study, Management in Practice, Summer 2002, no. 1, 1-6.
Groom, J.R. and David, F.R. Competitive Intelligence Activity Among Small Organizations, SAM
Advanced Management Journal, Vol. 66, No. 1, Winter 2001, p. 12-29.
Cases Studies
David, F.R. American Airlines – 2002 - In Strategic Management, 9th Edition, by F.R. David,
Upper Saddle River, N.J.: Prentice Hall Publishing Company, 2003: 32-49.
David, F.R. Wachovia – 2002 - In Strategic Management, 9th Edition, by F.R. David, Upper
Saddle River, N.J.: Prentice Hall Publishing Company, 2003: 143-150.
David, F.R. Hewlett-Packard – 2002 - In Strategic Management, 9th Edition, by F.R. David, Upper
Saddle River, N.J.: Prentice Hall Publishing Company, 2003: 358-363.
Bartlett, P. and David, F.R. Amazon.com, Inc.. In Strategic Management, 8th Edition, by F.R.
David, Upper Saddle River, N.J.: Prentice Hall Publishing Company, 2001: p. 21-27.
Lawrimore, K. and David, F.R. Playboy Enterprises, Inc.. In Strategic Management, 8th Edition,
by F.R. David, Upper Saddle River, N.J.: Prentice Hall Publishing Company, 2001: p. 382-391.
Helms, M. and David, F.R. UST, Inc. In Strategic Management, 8th Edition, by F.R. David, Upper
Saddle River, N.J.: Prentice Hall Publishing Company, 2001: p. 422-429.
Books
533576009 19
David, F.R. Strategic Management, 9th Edition, Upper Saddle River, N.J.: Prentice Hall Publishing
Company, 2003. This is a mainstream business policy textbook consisting of 9 chapters, 41
experiential exercises, and 41 cases, totaling 803 pages.
David, F.R. Cases in Strategic Management, 9th Edition, Upper Saddle River, N.J.: Prentice Hall
Publishing Company, 2003, 460 pages.
David, F.R. Concepts of Strategic Management, 9th Edition, Upper Saddle River, N.J.: Prentice
Hall Publishing Company, 2003, 344 pages.
David, F.R. Strategic Management, 8th Edition, Upper Saddle River, N.J.: Prentice Hall Publishing
Company, 2001. This is a mainstream business policy textbook consisting of 9 chapters, 49
experiential exercises, and 42 cases, totaling 768 pages (published in October 2000).
David, F.R. Cases in Strategic Management, 8th Edition, Upper Saddle River, N.J.: Prentice Hall
Publishing Company, 2001, 432 pages (published in October 2000).
David, F.R. Concepts of Strategic Management, 8th Edition, Upper Saddle River, N.J.: Prentice
Hall Publishing Company, 2001, 336 pages (published in October 2000).
Robert E. Pugh
“Procurement Auctions in E-Commerce,” Southern Business Review, December 2003, pp. 1-14,
with Robert T. Barrett.
MANAGEMENT INFORMATION SYSTEMS
Allen Smith
“Customer Focused Health Care Performance Instruments: Making a Case for Local Measures”
(with Swinehart) forthcoming, The International Journal of Health Care Quality Assurance.
“Integrated System Design for Customer Focused Health Care Performance Measurement: A
Strategic Service Unit Approach”, (with Swinehart) The International Journal of Health Care
Quality Assurance, Volume 14, No. 1. January, 2001.
MARKETING
Kay Lawrimore
“Science Education and Sustainability Initiatives: A Campus Recycling Case Study Shows the
Importance of Opportunity,” IJSHE: Special Student Edition on Science Education and
Sustainability Initiatives, (With L. Pike, T. Shannon, A. McGee, M. Taylor, and G. Lamoreaux)
Case Studies
533576009 20
“Playboy Enterprises, Inc., 2003, Strategic Management, Ninth Edition, Fred R. David,
McMillian Publishing Company.
“Playboy Enterprises, Inc., 2000, Strategic Management, Eighth Edition, Fred R. David,
McMillian Publishing Company.
Gabi Theuner
Theuner, G.: ““Eye Tracking Evaluation of Chinese Web Sites for the Chinese Market”, in:
International Business and Economics Research Journal, Vol. 3, Number 5, May 2004, pp. 47 54, USA
Theuner, G.: “Successful Online communication for the Chinese Market,” in: dm compact –
academic news for marketers, Number 3/4, September 2004, pp. 24 – 29, Europe
Theuner, G.: “Customer Buying Behavior by Turkey Small and Medium Sized Companies in
Germany for cars”, in: Automobilwirtschaft, No. 11, 2004, Germany
“Instruments for Online Advertising,” Netweek, 1, 2002.
“The Road to the User Oriented Website,” Dialogue Marketing Yearbook 2001, 38-39.
“Success Factors for User Oriented Website Design,” Practice of Economy Computer Science,
214, 2001.
“Banner-Use for Public Relations,” Market Distribution, 11, 2001.
“Comparison of Banner Advertisement Design Criteria with Traditional Advertising,” Thexis, 3,
2000.
COMPUTER SCIENCE
Gary Coker
G. Coker, R. Gardner, P. Torbett, and A. Weems, Bicyclic Decompositions of the Complete
Digraph into each of the Orientations of a 4-Cycle, Journal of Combinatorial Mathematics and
Combinatorial Computing, 37 (2001), pp. 43-52.
Margie Covington
“Profiling with Web Bugs,” Business Research Yearbook, 8, 2001, 211-215, with Ken Griffin
and Roy Whitehead.
“Single Variable Optimization When Calculus Fails: Golden Section Search Methods in
Nonlinear Optimization Using MAPLE,” Computers in Education (Division of ASEE), 11, No.
2, April – June 2001, 50-56, with William Fox.
533576009 21
Table 6. RESULTS OF THE SCHOOL OF BUSINESS EXIT INTERVIEW - Spring 2005
QUESTION
1. I am satisfied with the quality of
instruction that I received in
business courses.
2. FMU’s business school is not as
strong as other business schools in
South Carolina and surrounding
states.
3. Business courses at FMU are
typically more difficult than
non-business courses.
4. I expect to have considerable
difficulty getting a job after
graduation.
5. Courses in my major field are
more demanding than other
business course.
6. A few of my business professors
often appeared to be unprepared
for class.
7. I would recommend FMU’s
business school to my friends.
8. I can successfully compete in
graduate school if I choose to
enter a graduate program.
9. FMU’s School of Business needs
to offer a greater variety of courses
in my major field of study.
10. If I were a senior in high school,
FMU would be my “first choice”
of a college to attend.
11. My degree from FMU will not
compare favorably with degrees
from larger, more prestigious
universities.
12. FMU’s School of Business has an
outstanding reputation for
academic excellence.
13. FMU’s School of Business has
failed to adequately integrate the
computer into business courses.
14. Library resources at FMU are
inadequate.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
45
2
1
0
2
8
36
16
5
0
1
9
20
32
14
8
30
23
14
1
1
7
5
44
19
34
35
5
1
1
25
45
6
0
0
12
27
30
7
0
4
19
33
16
4
0
5
11
46
14
21
47
7
0
1
2
7
14
41
12
2
3
14
43
14
27
1
19
42
23
533576009 22
QUESTION
15. My business professors were too
demanding.
16. My business professors
demonstrated concern for me
throughout my educational
experience.
17. Computer facilities at FMU are
obsolete and are frequently
unavailable for use.
18. As a business student, I have
consistently had difficulty getting
a decent class schedule.
19. FMU’s business professors are
knowledgeable and dedicated.
20. My business professors are often
unavailable when I need them.
21. The grades that I have earned
accurately reflect my knowledge.
22. I am dissatisfied with the quality
of instruction that I received in
many of my business courses.
23. I attended FMU because of its
location—not because of its
academic reputation.
24. I am not adequately prepared to
successfully compete in the
business world.
25. My overall attitude toward FMU
and its School of Business is
positive.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
1
2
22
41
10
21
35
13
4
2
1
5
6
43
21
2
7
7
44
16
32
38
6
0
0
2
9
8
39
18
9
36
18
12
1
1
5
7
48
15
3
16
30
16
11
1
3
4
40
28
37
34
4
0
1
Number of Respondent: 76
Major field of study or job description:
Business
Expected date of Graduation:
*Exit Interview Results Survey
64
7
13 Accounting
9
15
3
10
15 Management
14 Marketing
0 Other
May 2005
Dec. 2005
MIS
Economics
Finance
General
533576009 23
Table 7. RESULTS OF THE SCHOOL OF BUSINESS EXIT INTERVIEW - Fall 2004
QUESTION
15. I am satisfied with the quality of
instruction that I received in
business courses.
16. FMU’s business school is not as
strong as other business schools in
South Carolina and surrounding
states.
17. Business courses at FMU are
typically more difficult than
non-business courses.
18. I expect to have considerable
difficulty getting a job after
graduation.
19. Courses in my major field are
more demanding than other
business course.
20. A few of my business professors
often appeared to be unprepared
for class.
21. I would recommend FMU’s
business school to my friends.
22. I can successfully compete in
graduate school if I choose to
enter a graduate program.
23. FMU’s School of Business needs
to offer a greater variety of courses
in my major field of study.
24. If I were a senior in high school,
FMU would be my “first choice”
of a college to attend.
25. My degree from FMU will not
compare favorably with degrees
from larger, more prestigious
universities.
26. FMU’s School of Business has an
outstanding reputation for
academic excellence.
27. FMU’s School of Business has
failed to adequately integrate the
computer into business courses.
28. Library resources at FMU are
inadequate.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
33
4
1
0
2
12
27
18
4
0
1
10
13
25
8
7
20
21
8
1
1
8
1
35
12
29
24
3
1
0
19
33
5
0
0
10
24
16
7
0
5
13
25
13
1
0
4
13
28
12
23
24
10
0
0
5
6
12
27
7
0
4
14
29
10
19
0
8
33
10
533576009 24
QUESTION
26. My business professors were too
demanding.
27. My business professors
demonstrated concern for me
throughout my educational
experience.
28. Computer facilities at FMU are
obsolete and are frequently
unavailable for use.
29. As a business student, I have
consistently had difficulty getting
a decent class schedule.
30. FMU’s business professors are
knowledgeable and dedicated.
31. My business professors are often
unavailable when I need them.
32. The grades that I have earned
accurately reflect my knowledge.
33. I am dissatisfied with the quality
of instruction that I received in
many of my business courses.
34. I attended FMU because of its
location—not because of its
academic reputation.
35. I am not adequately prepared to
successfully compete in the
business world.
36. My overall attitude toward FMU
and its School of Business is
positive.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
2
3
10
39
3
15
23
13
4
2
1
9
11
22
14
1
6
6
34
10
19
34
3
1
0
2
4
10
33
8
10
17
11
18
1
1
5
6
35
10
3
16
15
20
3
0
5
5
27
20
27
28
2
0
0
Number of Respondent: 57
Major field of study or job description:
Business
Expected date of Graduation:
42
10
*Exit Interview Results Survey
4
Accounting
7
16
1
3
MIS
Economics
Finance
13 Management
18 Marketing
0 Other
Dec. 2004
May 2005
General