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THE COLLEGE OF BUSINESS
List of Tables and Exhibits..................................................................................................i
Acknowledgements............................................................................................................vi
Preamble.......................................................................................................................
.....ix
P.1 Eligibility.....................................................................................................1
P.2 Programs within the Scope of Review for AACSB Accreditation..............4
P.3 Readiness for Accreditation Review............................................................6
P.4 Accounting Accreditation............................................................................7
MISSION AND OBJECTIVES
M.1 Mission ....................................................................................................10
M.2 Mission Appropriateness..........................................................................12
M.3 Educational Objectives.............................................................................16
M.4 Relative Emphasis on Teaching, Intellectual Contributions, & Service..20
M.5 Consistency of Ac
FACULTY COMPOSITIO
N AND DEVELOPMENT
FD.1. Faculty Planning..................................................................................27
FD.2. Faculty Recruitment,
Selection and Orientation..................................30
FD.3. Faculty Development, Pr
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C.1 Curriculum Content...................................................................................57
C.2 Curriculum Planning and Evaluation........................................................71
INSTRUCTIONAL RESOURCES AND RESPONSIBILITIES
IN.1 Instructional Resources............................................................................79
IN.2 Collective Faculty Inst
ructional Responsibilities....................................86
IN.3 Individual Faculty In
structional Responsibilities....................................90
S.1. Students….................................................................................................97
S.2. Career Planning and Placement..............................................................113
IC. 1 Intellect
TRANSITION PLAN
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Table P.1.c-1 Full-time Faculty Profile by Discipline (Spring 2005)....................................2
Table P.1.c-2 Relative Instructiona
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List of Tables and Exhibits (cont’d)
Table FD.5-1 Aggregate Faculty Computations, 2002-2005...............................................53
Table C.1.1-1 Coverage of Persp
ectives in the BBA Curriculum........................................58
Table C.1.1-2 Coverage of Perspectives in the MBA Curriculum.......................................59
Table C.1.2.a-1 Bachelor of Business Administration Curriculum.........................................60
Table C.1.2.b-1 Coverage of Skills a
nd Foundations in the BBA Curriculum........................61
Table C.1.2.c-1 Emphasis on Written and Oral Communication in the
BBA Curriculum............................................................................................63
Table C.1.3.a-1 Coverage of Skills and
Core Areas in the MBA Curriculum........................66
Table C.1.3.b-1 MBA Curriculum...........................................................................................67
Table C.1.3.c-1 Undergraduate Cour
sework Evidence of Basic Skills...................................68
Table C.1.4.b-1 MSA Curriculum...........................................................................................70
Exhibit C.2.1.1 New Course/
Program Approval Process.......................................................73
Table C.2.2-1 EBI Survey Results – Closing the Assessment Loop....................................75
Table C.2.2-2 COB Assessment Efforts – Closing the Loop................................................76
Table IN.1-1 Description of the COB IT Infrastructure......................................................81
Table IN.1-2 Center for Business Communication (2002–2005)........................................85
Table IN.2-1 Innovations in
Institutional Practices.............................................................89
Table IN.3-1 Brown-Bag Discu
ssions on Teaching (2003–2005)......................................92
Table S.1.a-1 College of Business Scholarship Information................................................98
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ACKNOWLEDGMENTS
This Self-Evaluation Report (SER) is the result of efforts of a large number of dedicated professionals—
faculty, staff, and supporters. It took almost a ye
ar to complete the project. The first draft dated
November 17, 2004, was prepared for the mock accr
editation visit in March 2005. While the dean, the
department heads, and the chair of the SER Taskfor
ce administered the project, active faculty and staff
involvement was a constant throughout the life of
the project. The College faculty committees were
responsible for the initial collection of statistics and
other materials that were the building block for each
chapter devoted to a specific Association to
Advance Collegiate Schools of Businesses (AACSB)
standard. Help was sought and received promptly fr
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SER Taskforce (Summer 2005)
Dr. Munir Quddus, Chair
Dr. Larry White, Coordinator
Dr. Sudhir Tandon
Dr. John Dyck
Dr. Brian Lee
Dr. Rahim Quazi
Mission and Strategic Planning Committee
Dr. Munir Quddus, Chair
Dr. John Dyck, Co-chair
Dr. Sudhir Tandon
Dr. Sukumar Debnath
Dr. Mostafa Soliman
Ms. Kimberly Gordon
Faculty Composition and Development Committee
Dr. Jeanne Hill, Chair
Graduate Committee
Dr. Omprakash Gupta, Chair
Dr. Sudhir Tandon
Dr. John Dyck
Dr. Emanuel Opara
Technology Committee
Dr. Emanuel Opara, Chair
Mr. Jayaprakash Prathipati
Dr. Ahmed Mahfouz
President George C. Wright
Dr. E. Joahanne Thomas-Smith, Provost and Seni
or Vice President for Academic and Student
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Prairie View A&M University (PVAMU) is a member
of The Texas A&M University System (TAMUS),
governed by the TAMUS Board of Regents. Establ
ished in 1876, PVAMU is the second oldest public
institution of higher learning in Texas. It is one
of the two historically black colleges and universities
(HBCU) in Houston with a proud legacy of servi
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Management Processes and Organizational Structure
The University and the College of Business have b
een under stable leadership
that has been firmly
committed to Association to Advance Collegiate
Schools of Businesses (AACSB) accreditation for the
past couple of years. President George C. Wrig
ht and Provost E. Joahanne Thomas-Smith are
knowledgeable regarding the AACSB accreditation pr
ocess. The COB enjoys strong support from the
University leadership, the Dean
’s Advisory Board, the alumni, and the business community. The
Association to Advance Collegiate Schools of Busi
submitted by the PVAMU COB in fall 2002. Over the next three years (2003-2005) in the Candidacy
Partnership Program, the Accreditation Plan was su
ccessfully implemented. High quality, continuous
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were made available for rebuilding the faculty and
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College of Business Annual Candidacy Reports, and
College of Business Faculty Resumes.
Self-Evaluation Report Precond
itions College of Business
Page 1 of 150 Prairie View A&M University
Self-Evaluation Report Precond
itions College of Business
Page 2 of 150 Prairie View A&M University
Full-Time Faculty Profile by Discipline (Spring 2005)
Number
Academically
Number
Number
Other Faculty
Resources
Accounting 5 2 0 7
Economics 5 0 1 6
Business Communication 1 0 0 1
Finance 4 0 0 4
Law 1 0 0 1
Management 5 3 1 9
Management Information
Systems
4 1 1 6
28 6 3 37
University COB Ratios
Fiscal Year
2000/2001 $16,259,026 161,807 $1,186,084 15,724 7.29% 9.71%
2001/2002 $16,912,483 167,687 $1,432,334 15,501 8.47% 9.24%
2002/2003 $20,721,071 175,519 $2,034,019 17,586 9.82% 10.01%
2003/2004 $22,195,803 187,110 $2,387,281 18,468 10.76% 9.87%
2004/2005 $28,087,206 201,206 $2,645,815 19,521 9.42% 9.70%
Note: SCH = semester credit hour; Source: Prairie View A&M University Factbook 2005;
Self-Evaluation Report Precond
itions College of Business
Page 3 of 150 Prairie View A&M University
P.1.d: The institution should demonstrate con
tinuous efforts to achieve demographic diversity
among students, faculty, and staff.
Prairie View A&M University is a historically black institution of higher learning. It is one of two
historically black colleges and universities in the gr
Self-Evaluation Report Precond
itions College of Business
Page 4 of 150 Prairie View A&M University
growing the graduate programs (the
graduate student body is more
diverse than the undergraduate
student body and is the fastest growing segment
of the student body, up by 82 percent since
new study abroad programs and international business programs;
new faculty fluent in Spanish interested in ment
oring Hispanic students and tutoring faculty and
under President Wright’s leadership, a series of st
eps to attract more Hispanic and white students
to the PVAMU campus (the College expects that th
ese efforts to increase di
versity will bear fruit
P.1.e: The educational environment should be free of
external interference or diversion of effort
that would prevent achieving the objectives of these standards.
The Texas A&M University System is composed of
nine different institutions including several doctoral
and research universities. PVAMU is one of the cam
puses governed by the TAMUS Board of Regents.
Each university in TAMUS is subject to the control
of the TAMUS chancellor and the Board of Regents.
the TAMUS. The provost and senior vice president
for academic and student affairs report to the president
. Within the University, there are nine Colleges,
each headed by a dean who reports to
the provost. The dean of the CO
B, as the chief academic officer of
the unit, is able to make autonomous decisions, subject
to the regulations imposed by the University, the
TAMUS Board of Regents, and the Texas Higher Edu
cation Coordinating Board (THECB). No external
interference or diversions exist at this time. The
College of Business has enjoyed strong support from the
current and past central administrations of the Univer
sity. Within the COB, change is effected through
Self-Evaluation Report Precond
itions College of Business
Page 5 of 150 Prairie View A&M University
Table P.2.a-1
rams (Fall Semesters, 2000-2005)
Fall 2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004
Accounting 114 125 135 150 149
Finance 44 45 58 51 58
MIS* 234 288 281 217 129
Management 140 232 267 361 386
BBA Total 667 834 891 959 920
MBA Degree 85 86 117 127 144
MSA Degree 2 11
Total 752 920 1008 1088 1075
Note: *This MIS major was previously called Administrative Information Systems (ADSY).
Source: University Institutional Research
P.2.b: All programs in business adm
inistration or management offered by an institution shall be
Self-Evaluation Report Precond
itions College of Business
Page 6 of 150 Prairie View A&M University
P.3. READINESS FOR ACCREDITATION REVIEW
P.3.a: Some programs in business shall have been
in operation for a sufficient period of time to
make possible an evaluation of their quality.
The College of Business at Prairie View A&M Univer
sity began with a few narrowly specialized skill
courses in the 1930s as part of the College of Arts
and Sciences and evolved into a department, a school,
and finally a college. In 1973-74, the School of Busi
ness (renamed the College of Business in 1976)
became a separate academic unit,
consisting of two departments. In the same year, a Bachelor of
Business Administration degree was offered for the
first time for majors in accounting, economics,
Accounting 21 19 13 15 23
Finance 11 8 8 10 14
MIS* 41 49 40 56 50
Management 25 25 15 35 44
BBA Total 130 131 104 138 163
MBA 21 15 13 25 30
MSA 8
Total 151 146 117 163 201
Note: *Prior to 2003, this was Administrative Information Systems (ADSY).
# These are estimates until confirmed by the THECB.
Self-Evaluation Report Precond
itions College of Business
Page 7 of 150 Prairie View A&M University
P.3.b: Programs in business shall satisfy the busi
ness standards during the year of self-evaluation
and the year of visit periods. All undergraduate, master’s, and doctoral degree programs in
trate continuing adherence to the standards.
The College of Business at Prairie View A&M University
is proceeding in earnest to realize its vision of
becoming a premier business program. The framework
provided by the AACSB International standards
has been an integral part of the process we fo
llowed for continuous impr
ovement and growth. The
College stands ready for future challenges while ma
intaining its commitment to high-quality education
and its mission. This Self-Evaluation Report (SER) dem
onstrates that the faculty, staff, and students of
Self-Evaluation Report Precond
itions College of Business
Page 8 of 150 Prairie View A&M University
Dr. George C. Wright
President
Dr. E. Joahanne Thomas-Smith
Provost and Senior Vice President
of Student Affairs
Michael McFrazier
Associate Provost
Linda W. Willis
College of
Agriculture &
Human Services
Don Byars
Associate Provost for
Student Enrollment
Services
Ikhlas Sabouni
Dean
School of
Architecture
Danny Kelle
Dean
College of Arts
& Sciences
Munir Quddus
College of
Business
M. Paul Mehta
Dean
College of
Education
Milton Bryant
Dean
College of
Engineering
William Parker
Dean
Graduate
School
Elaine Rodne
Dean
College of
Juvenile Justice
& Psychology
Rosie Albritton
Library Services
Don Collins
Program
Assessment
Lettie Raab
University College
John Williams
Distance Learning
Center for Teaching
Excellence
Exhibit P.1c-1
Prairie View A&M University
Self-Evaluation Report Precond
itions College of Business
Page 9 of 150 Prairie View A&M University
Exhibit P.1c-2
Organizational Chart
Dean’s
Advisory Board
COB Student
Advisory Council
K. Gordon
Assistant to the Dean
Development & Placement
C. Allen
Assistant to the Dean
Small Business
Development Center
A. Irvin
J. Prathipati
Computer Service
Specialist
Accounting
MISY Faculty
S. Tandon
Dept. of Marketing
Management
Head
Dept. of Accounting,
Finance &
Management
J. Dyck
Graduate Programs in
M. Herrington
Management &
Marketing
Faculty
Administrative Assistant
Self-Evaluation Report Precond
itions College of Business
Page 10 of 150 Prairie View A&M University
Self-Evaluation Report Mission and
Objectives College of Business
Page 10 of 150 Prairie View A&M University
M1. MISSION
M.1. The school must have a clear and published mi
ssion statement that is subjected to periodic
review and revised as needed.
The Prairie View A&M University COB has developed
clear vision and mission statements to guide its
operations. These statements were first develope
d in 2001-2002 after extensive dialogue with and
participation of important constituents of the COB.
The mission statement is in line with the AACSB
accreditation standards and aligned with the Prairi
e View A&M University mission statement. The
Mission and Strategic Planning Committee is responsible
for revisiting the mission statement at least once
every two years. The most recent revision took
place in spring 2005. Developing and revising the
statement and publicizing the mission through various medi
a ensure its relevancy to the day-to-day life of
The vision of the College of Business is to be a
premier business institution that empowers students to
realize their dreams through an excellent education.
The mission of the COB is to provide a diverse st
udent body with a business education that produces
Self-Evaluation Report Mission and
Objectives College of Business
Page 11 of 150 Prairie View A&M University
Intellectual Contributions:
Engaging in intellectual contributions is our
second priority with an assigned weight of 30
percent in the evaluation process. We encourag
e research that provides
insights into business
education, practical aspects of industry, and the theory of business.
We actively support interdisciplinary and collabo
rative efforts in intellectual contributions
because complex issues in business are best
understood by drawing from many basic
disciplines throughout academe.
We support a wide spectrum of intellectual contri
butions that are of relevance and add value
to the body of knowledge in management prac
tice and education. The College encourages
faculty to pursue a mix of scholarship in management practices and pedagogical topics.
Service is our third priority with an assigned we
ight of 20 percent in the evaluation process.
All members of the COB community are encouraged
to use their expertise to benefit external
stakeholders and to create opportunities for stude
nts and faculty to apply their knowledge and
We seek alliances and partnerships with business
and industry leaders to add relevance to our
curriculum and educational mission.
We encourage community outreach activities to
assist the local communities in business and
economic development.
Development of the Mission Statement
The College began developing a mi
ssion statement in fall 2001. Faculty members were assigned to
committees each aligned to one of the six standard
s emphasized in the AACSB International accreditation
process. The Mission and Strategic Planning Committ
ee (MSPC) led the efforts in developing a new
mission statement that would guide the institution in
its quest for AACSB International accreditation.
The chair of this committee served as a coordinator fo
r the accreditation and assessment efforts. Starting
Self-Evaluation Report Mission and
Objectives College of Business
Page 12 of 150 Prairie View A&M University
Exhibit M.1-1
Mission Statement Review Process
Periodic reviews are
scheduled every two years
Change in COB Dean
Change in PVAMU
President
Change in PVAMU or
TAMU mission
Dean’s Advisory Board
Mission and Strategic Planning
Committee and Dean
Mission guides strategic planning a
The mission is published in the Undergraduate
and Graduate Catalogs, in every issue of
COB Faculty Handbook
M.2 MISSION APPROPRIATENESS
M.2: The school’s mission must be appropriate to
higher education for business and management
and consonant with the mission of the institution of which it is a part.
The mission of the College of Business is consonant
with that of Prairie View A&M University. Both
have a commitment to excellence in
teaching, research, and service and to
a continuation of the land-grant
tradition of the Morrill Act of 1890, while keeping its
doors open to all students regardless of race, creed,
color, gender, or national origin.
Prairie View A&M University is a member of Th
e Texas A&M University System (TAMUS) and is
accredited by the Commission on Colleges of the S
outhern Association of Colleges and Schools for
awarding bachelor’s, master’s, and doctoral degrees. The mission statements of the University as well as
TAMUS accurately reflect their commitments as institu
tions of higher education to offering programs of
study in various disciplines, in
cluding business management. Table M.2-1 presents a crosswalk to
demonstrate that the College’s miss
ion is consonant with the Univers
ity’s mission. Further, the COB
expends resources and engages in activities appropriate
for an institution of higher learning in business
Self-Evaluation Report Mission and
Objectives College of Business
Page 13 of 150 Prairie View A&M University
Table M.2-1
COB and University Missions and Suppo
rtive College Activities (2002-2005)
COB University COB Activities in Support of the Mission
Recurring
Excellence in
Excellence in
Investment in multimedia technology
Recruited qualified faculty members (2002-
2005)
Dean’s Excellence in Teaching Award
Faculty brown bag seminars
Student evaluations
Assessment of learning (Educational
Benchmarking, Inc., [EBI] survey and
Excellence in
Excellence in
Dean’s Excellence in Research Award
Reduced teaching load
Summer research grants
Research training
Software
Travel support
$1,000
$350,000
$25,000
$5,000
$20,000
$30,000
$110,000/2006
Excellence in
Excellence in
Dean’s Excellence in Service Award
Evaluation and merit raise
New centers— Small Business Development
Center (SBDC) and Center for International
Business Education (CIBE)
Membership with local chambers of commerce
$1,000
$40,000/2005
$40,000
$1,000
High-Quality,
Premier
Business
Institution
Institution of the
AACSB accreditation candidacy, mock visit,
Diverse
Student Body
Skills—
Employable
Professionals
Preparing
Undergraduates
for a Range of
Established the Center for Business
Communications with professional staff
Increased emphasis on internships and co-ops
Special events (Black Executive Exchange
Program [BEEP]) for students to develop
Self-Evaluation Report Mission and
Objectives College of Business
Page 14 of 150 Prairie View A&M University
Table M.2-1 (cont’d)
Empower
Students to
Achieve Their
Dreams
Respond to the
Needs and
Aspirations of
Individuals,
Black Executive Exchange Program
Curricular changes—personal finance and IB
minors
Building relations with corporations
$2,000
$1,000
$1,000
Aspiring to
Graduate
Programs
Committed to
Advance
Education.
New MSA program
Recruited full-time director of graduate
programs and staff
New fee for MBA placement office
Increased recruitment efforts (membership with
the National Black and Hispanic MBA
Associations)
$300,000
$95,000
$500
High-Quality
Conducting national searches for qualified
Recruited 15 new faculty over the last three
Source: College of Business documents; the financial figures are approximate.
The College has worked hard to bu
ild partnerships with a broad range
of external constituents including
business and industry. These relationships are cultivat
ed for resources, ideas, and input for continuous
improvement:
Dean’s Advisory Board
—For the past three years, the COB has received strong support from an
active Board. Consistent with the College’s mi
ssion, the dean has cultivated relationships with
senior managers in business and industry inter
ested in supporting the College to develop
Self-Evaluation Report Mission and
Objectives College of Business
Page 15 of 150 Prairie View A&M University
Table M.2-2
Dean’s Advisory Board (Spring 2005)
Name Position/Organization Address Phone/E-mail
Robert Bernal
Houston, TX 77040
robert.a.bernal@jci.com
Assistant Vice President
Federal Reserve Bank of
1801 Allen Parkway
Houston, TX 77019
Donald.Bowers@dal.frb.org
Felix Braggs
ConocoPhillips Company
600 North Dairy Ashford
Houston, TX 77079-1175
felix.e.braggs@conocophillips.com
Rodney Brisco
President and CEO
Elegant Epicurean Catering,
Houston, TX 77094
info@elegantepicur
eancatering.com
Glen Hegar
Texas, District 28
P.O. Box 1008
Katy, TX 77492
Jamie G. House
Executive VP & CFO
Smith Graham & Comp.
6900 Chase Tower
Managing Director
P.O. Box 760218
Lathrup Village, MI
City of Waller
Economic Dev. Corporation
Mayor
Prairie View, Texas
P.O. Box 188
Vernell Jackson
Vice President & General
Manager Boeing
P.O. Box 7730 MC K79-60
Wichita, KS 67277-7730
Vernell.jackson@boeing.com
Solomon Musyimi
Attorney-at-Law
The Law Firm of Solomon
Musyimi
Ray Nelson
Contracting Tech. Leader
12031 Strang Road
La Porte, TX 77572
Ray.C.Nelson-1@usa.dupont.com
Waller County, Texas
Bobby E. Scott
Internal Revenue Service
1919 Smith St. M/S
Houston, TX 77002
bobby.e.scott@irs.gov
President
Magnolia Chamber of
Commerce
Magnolia, TX 77353
Georgia A. Thomas
Internal Revenue Service
Houston, TX 77074-9919
Georgia.A.Thomas@irs.gov
Fred Washington
Associate Vice President,
Finance and Administration
Prairie View A&M University
936-857-2952, 2953
President
Waller Area Chamber of
Commerce
Waller, TX 77484
vince@wallerchamber.com
Self-Evaluation Report Mission and
Objectives College of Business
Page 16 of 150 Prairie View A&M University
M.3 EDUCATIONAL OBJECTIVES
M.3. The school must specify th
e educational objectives of each
degree program offered and
identify the characteristics of students and oth
er constituents served by
each of those degree
In pursuit of its efforts to offer high-quality educa
tional programs consistent with accreditation standards,
the COB offers a 123-semester-credit-hour Bachelor
of Business Administration degree, a 36-semester-
credit-hour Master of Business Administration degree, and a 30-semester-credit-hour Master of Science
in Accounting degree. The BBA program allows st
udents to pick one of five majors—accounting,
Self-Evaluation Report Mission and
Objectives College of Business
Page 17 of 150 Prairie View A&M University
Learning Objectives for the BBA
knowledge from various disciplines (including
Each undergraduate major in business builds on the ge
neral education and the COB core to achieve
additional goals and objectives:
major seeks to offer a quality, comprehe
nsive accounting education that prepares
students for immediate employment in the privat
e and public sectors, as well as for graduate or
professional education. Students, the program’s mo
st valued stakeholders, are provided with a
curriculum that offers a quality business educat
ion with a solid liberal arts foundation to
encourage logical, analytical, and creative thinki
ng. Accounting majors attend lectures and have
opportunities to participate in activities designed to
develop them into c
onfident, global-minded
Self-Evaluation Report Mission and
Objectives College of Business
Page 18 of 150 Prairie View A&M University
management
major is based on the belief that the development of competent managers for
based on a liberal arts foundation that
emphasizes the understanding of the economic, soci
al, and political forces in a multicultural
global environment. The major emphasis of the management curriculum is on problem
The Master of Business Administration progr
am is designed for graduate students who
demonstrate potential for acquiring advanced
knowledge and skills necessary to succeed in a
Self-Evaluation Report Mission and
Objectives College of Business
Page 19 of 150 Prairie View A&M University
Program Learning Objectives for the MBA
The Master of Science in Accounting curriculu
m is designed to provide advanced accounting
preparation for careers in public, private, and governmental accounting. The aim of the program
is to produce graduates who are capable of solv
ing problems relating to the accounting field in a
Characteristics of students and other constituents served
The COB considers students for admission in the u
ndergraduate and graduate
programs once they have
Self-Evaluation Report Mission and
Objectives College of Business
Page 20 of 150 Prairie View A&M University
In fall 2004, for the undergraduate students enrolled in the COB, the
average SAT scores were 944 (470 in Verbal and 474
in Math), and the combined average ACT score
was 19. The College’s SAT scores were somewhat be
tter than the University average (404 and 402 on
Verbal and Math, respectively). Recent statistics show
an upward trend in these scores as the University
and the College strive to reduce the number of provi
sional admits and increase admission standards to
Self-Evaluation Report Mission and
Objectives College of Business
Page 21 of 150 Prairie View A&M University
the College’s activities are consistent with its mission
Self-Evaluation Report Mission and
Objectives College of Business
Page 22 of 150 Prairie View A&M University
Faculty Composition and Development Committee
This group is responsible for maintaining AACSB sta
ndards with respect to faculty sufficiency. The
Committee also acts as the peer-review committee for pr
omotion and tenure decisions and is composed of
tenured faculty members.
Student Committee
This group is responsible for maintaining AACSB st
andards with respect to students. The Committee
assists with review of assessment (EBI Survey of St
udent Satisfaction) and acts as the scholarship and
Curriculum Content and Evaluation Committee
This committee is responsible for ensuring that a
ll curriculum issues are ha
ndled in accordance with
AACSB standards. The group reviews all change
ng to existing and new
courses and programs in the COB. It has faculty re
presentation from most functional areas in business. It
is also involved in assessment activities, monitoring
the results of course-embedded assessment, and the
Faculty Composition and
Development
Jeanne Hill—Chair
S. Debnath
P. Sutanto
Evaluate all tenure-track faculty on schedule
Review promotion application
Review tenure and post-tenure applications
Self-Evaluation Report Mission and
Objectives College of Business
Page 23 of 150 Prairie View A&M University
Student Development
Alfreda Dobiyanski—Chair
Sonja Langley—Co-chair
G. Nelson
R. Reed
J. Jasper
Review scholarship applications
Review student grade appeals and disciplinary appeals
Advise on internship and related policies
Deal with relevant policy issues that may arise during the course of the
semester
Curriculum Content and
Evaluation
Larry White—Chair
M. Soliman
F. Handforth
Mahfouz
Instructional Resources and
Responsibilities
Reginald Bell—Chair
Intellectual Contributions
Rahim Quazi—Chair
J. Yang
N. Geismar
Organize the research seminar series
Consider new policies or revisions of existing policies pertaining to
improving the research environment
to reach AACSB International goals
Periodically collect and analyze the data of faculty intellectual contributions,
Mission and Strategic
Planning
Munir Quddus—Chair
J. Dyck—Co-chair
M. Khan
S. Debnath
M. Soliman
S. Tandon
K. Gordon
Review the mission (as committed in
the Accreditation Plan) and make sure
it is widely disseminated and is used in policy making
Self-Evaluation Report Mission and
Objectives College of Business
Page 24 of 150 Prairie View A&M University
Additional committees and taskforces are
used to perform other tasks with
in the COB. The role of each
of these groups is described in the
COB Faculty Handbook
or their charge and is briefly given below.
This group consists of graduate faculty and recommends
policies and procedures to the dean and graduate
faculty for improvement of the MBA and MSA progra
ms. The Committee assists the director of graduate
programs with admission and curriculum issues in th
e graduate business programs. The director also
The Committee monitors the COB technology infrastructur
e and ensures that it is at par with accreditation
standards. Composed mostly of MIS faculty, this
group is responsible for the technology plan in the
College and for recommending policies to the dean.
The group works closely with the computer service
specialist in the COB to ensure that the technology
hardware, software, and serv
ices available to business
students and faculty are superior.
Self-Evaluation Report Mission and
Objectives College of Business
Page 25 of 150 Prairie View A&M University
Voluntary Income Tax Assistance (VITA)
VITA is the College’s service learning program. Under
faculty supervision and with active support of the
Internal Revenue Service, accounting students offer w
eekly assistance at various sites to individuals and
businesses interested in filing their income tax electronica
lly. This is the third year of our program, which
has been greatly expanded, with special
outreach to the Houston Korean community.
Prior to being accepted in Candidacy, the College of
Business prepared the Accreditation Plan based on a
strength and weakness analysis. The text below pr
esents information on how the College has addressed
the weaknesses in the area of mission development since that time.
Weaknesses Identified in the Accreditation
Plan (Summer 2002)
Current Status (Summer 2005)
The mission was not adequately employed in
guiding policies in the areas of faculty
development, curriculum, instructional
resources and responsibilities, and intellectual
contributions.
ll 2002 and first major
revision in spring 2005, the College
administration and faculty are acutely aware of
the mission; this has resulted in the mission
being used as a guiding document in the life of
the College in the decision-making process.
The mission was not adequately displayed to
raise awareness.
The mission is displayed in the building display
Evidence of Continuous Improvement
The vision and mission statements, after their initia
l formulation in fall 2002, were revised. The
process of revision was refreshing as a large nu
mber of faculty and other constituents were
voluntary participants and genuinely contributed to the dialogue.
The mission statement formed th
e basis for the strategic plan (2005-2009) approved by the
faculty in May 2005. Many of the mission elem
ents are reflected in the goals, objectives, and
strategies of the College.
The mission forms the basis of the core values
and relative emphasis on teaching, intellectual
contributions, and service. These weights are used
to evaluate faculty performance and allocate
The Center for International Business Educati
on, the Small Business Development Center, and
initiatives in personal finance and entrepreneurship
are all dictated by the mission that guides the
College to be relevant to the local communities
Self-Evaluation Report Mission and
Objectives College of Business
Page 26 of 150 Prairie View A&M University
Future Plans
Reorganizing the College administrative structure to
include an associate or assistant dean to take
care of assessment, grants, recruitment, re
tention and placement will increase efficiency.
Faculty Handbook
and standards for promotion and te
nure will be revised to reflect the
increased emphasis on the quality of intellectual contributions.
The graduate programs will be e
xpanded to explore the possibility of an executive MBA or an
overseas program to broaden the revenue base.
Admission standards to the College will be furt
her strengthened to ensu
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 27 of 150 Prairie View A&M University
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 28 of 150 Prairie View A&M University
COB Full-Time Faculty Members (Spring 2005)
Degree/Field Degree
Bailey, H. Associate
TT M Management PhD/Management Saint Louis
University
Bell, R. Assistant
TT M Business
Comm.
PhD/Education University of
Chen, W. Assistant
TT M MIS EdD University of
Chong, H. Associate
NTT M Accounting PhD/Accounting University of
Debnath, S. Associate
T M Management DBA/Management Mississippi State
University
Desselle, B. Assistant
NTT F Accounting MBA/Doctoral
University of
Dobiyanski,
Instructor NTT F Accounting MS/Accounting Sam Houston
State University
Dyck, J. Assistant
NTT M Management PhD/Indus. Psych. University of
Feucht, F. Assistant
TT M Accounting PhD/Accounting Texas A&M
University
Geismar, H. Assistant
TT M Management PhD/Management University of
Texas at Dallas
Gupta, O. Professor T M Management PhD/Operations Purdue
University
Handforth, F. Assistant
TT M Finance PhD/Finance University of
Hinson, S. Instructor NTT F MIS MS/Occupational
Univ. of Houston
Holloway, R. Instructor NTT M MIS MS/Comp. Info.
Sys.
Univ. of S.
Jasper, J. Assistant
TT M Finance PhD/Dev.
University
Joonas, K. Assistant
Khan, M. Associate
T M Finance PhD/Economics Simon Fraser
University
Langley, S. Assistant
TT F Economics PhD/Economics Auburn
University
Lee, B. Associate
T M Accounting PhD/Accounting Temple
University
Liang, L. Instructor NTT F Management MS/Human Res. Purdue
University
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 29 of 150 Prairie View A&M University
Mahfouz, A. Assistant
TT M MIS PhD/MIS Texas A&M
University
Nelson, G. Associate
T M Management PhD/Management North Texas
State University
Opara, E. Assistant
TT M MIS DBA/Management Golden State
University
Pence, K. Assistant
TT F Accounting PhD/Accounting University of
Quazi, R. Assistant
TT M Economics PhD/Economics University of
Quddus, M. Professor T M Economics PhD/Economics Vanderbilt
University
Reed, R. Assistant
TT M Accounting DBA/Accounting Louisiana Tech
University
Sharma, S. Instructor NTT M Economics PhD/Applied
University of
Soliman, M. Associate
T M Economics PhD/Economics Iowa State
University
Sutanto, P. Associate
T M Management PhD/Production University of
Tandon, S. Associate
Tomiuk, D. Assistant
TT M MIS ABD/MIS Concordia
University
Wallace, F. Associate
TT M Economics PhD/Economics Rice University
White, L. Assistant
TT M Management PhD/Operations University of
Yang, J. Assistant
TT M Finance PhD/Ag.
Economics
Texas A&M
University
Note: T = tenured, TT = tenure track, NTT = non-tenure track
The dean, department heads, discipline coordinators
, various committees, and faculty in each department
are fully engaged in decisions regarding faculty
needs, recruitment, deployment, evaluation, and
development. This comprehensive faculty pla
nning process is being revisited for continuous
improvement. The
COB Faculty Handbook
includes most of the policies pertaining to faculty planning
and development.
Advance planning is important give
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 30 of 150 Prairie View A&M University
Policies and Processes on Faculty Development
Policies and Processes Date Action Taken
Higher Written Minimal
Promotion
The Faculty Composition and Development Committee
worked on a set of written minimal standards that were
presented to the COB faculty and approved after a long
discussion. A large majority of the faculty voted in favor
of the new higher standards.
Research Incentive Plan Spring 2002
The Intellectual Contributions Committee deliberated on
how to increase faculty research and presented several
summer research grants, faculty recognition, development
funds, and policies to connect merit raises to success in
publishing journal articles.
Graduate Faculty
with the criteria (later revised in response to the AACSB
Candidacy Committee comments). The policy was
adopted by the faculty and implemented, creating the
graduate faculty body.
Merit Raise Guidelines Spring 2005
in the Business Council. These were then shared with the
Faculty Composition and Development Committee and
with the rest of the faculty. Suggestions from the FCDC
were incorporated into the final guidelines.
Excellence Awards Spring 2005
In the fall and again in the sp
ring, the dean sends a memo
inviting faculty members to nominate colleagues for these
awards. The nominated faculty members are invited to
submit a portfolio. The appropriate committee (which
includes last year’s winner) is asked to recommend his or
her selections for the awards.
FD.2 FACULTY RECRUITMENT, SELECTION, AND ORIENTATION
FD.2.a: Recruitment and selection practices should be consistent with the school’s mission and
degree programs.
Please refer to Exhibit FD.2.a-1 that describes faculty
recruitment and selection policies and practices in
the College. The TAMUS, PVAMU Office of Huma
n Resources, and EOAA office require the College
to follow well-defined non-discriminatory policies a
nd procedures for faculty search and appointment. In
fall 2003, the Faculty Composition and Development
Committee presented to the faculty for approval a
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 31 of 150 Prairie View A&M University
Hiring Procedures for Tenure-Track Faculty
Dean seeks authorization for hiring from university
administration
Dean forms Faculty Search Committee (FSC) and
designates chair
The Faculty Composition and Development Committee is responsible for developing, modifying, and overseeing plans for
conference interviews, phone interviews, campus visits, evaluation of candidates, and offer recommendations.
Department Head requests the Dean to hire a new
faculty member
approves
request for
hiring?
authorized?
FSC ranks candidates for purpose of campus visit
FSC conducts preliminary interviews
FSC reviews applications and identifies top candidates
for further consideration
Human Resources publicizes position in national
publication and other media
FSC gathers input from faculty and students and
makes recommendations regarding candidates to
Department Head and Dean
Candidates are interviewed on campus, which
includes in-class teaching, research presentation,
meeting with faculty and University administrators
Department Head, in consultation with the Dean,
contacts candidates for campus visit.
Dean calls references and supervisors, consults with
Provost’s office, and makes decision
favorable?
Check next
candidate
Dean negotiates offer and terms of employment
negotiations
successful?
Check next
candidate
Dean seeks Provost’s approval to make a formal offer
accepted?
Candidate
Contact
next
candidate
Renegotiate
or contact
Yes
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 32 of 150 Prairie View A&M University
These policies aim to maximize the
probability of recruiting the best
candidates for faculty positions and
are in alignment with the equal opportunity and affi
rmative action hiring guidelines. Since the College
started the AACSB Candidacy Partnership process, all f
aculty recruitments have been guided by a desire
to hire faculty who are academically or professi
onally qualified to teach at the undergraduate and
graduate level. The process is faculty driven and
transparent. At the conclusion of the search, the
documentation related to the search is submitted to
the human resources (HR) office as well as to the
EOAA office.
In recent years, the College has substantially bu
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 33 of 150 Prairie View A&M University
The documents provided in the orientation folder include:
Undergraduate and Graduate Catalogs,
Conduct of Federal Employees,
COB Faculty Handbook,
Student Handbook,
schedule of classes,
QUESTIONS
As a result of my recent orientation and receipt of orientation materials,
I understand:
1 The expectations for my participation in the advisement/registration process.
2 The Universit
’s ex
conduct as a classroom teacher.
3 The Colle
e of Business’s ex
erformance.
of the Colle
5 The ex
research activit
6 The ex
ectations of service contributions I am ex
ected to make.
rocess and methods tha
8 The sco
services contributions I am ex
rocedure for re
10 The covera
lies when I am absent from classes.
The support services offered by the Univ
ersity and College (i.e., voicemail,
me for my teaching, research, and service
responsibilities
Overall Average 4.32
Notes: * Sample size = 11; scale: 5 = completely agr
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 34 of 150 Prairie View A&M University
FD.2.c: The school should demonstrate continuous
efforts to achieve demographic diversity in its
The demographic composition of the faculty body in
the College of Business and the University are
illustrated in Tables FD.2.c-1.and FD.2.c-2, respectiv
ely. Prairie View A&M University is an equal
opportunity, affirmative action employer. The faculty search and recruitment process is designed to
ensure non-discrimination. The College administ
ration and the search committees are committed to the
TOTAL
White 11 38 5 63
Black 5 17 1 13
Hispanic
Asian 8 28 2 25
American
Indian 1 3
International 4 14
Total 29 100 8 101
Notes: *Percent columns show rounded figures and may not add to 100; Source: Institutional
Research
University Full-Time Faculty Demographics (Spring 2005)
TOTAL
White 64 25 27 21
Black 128 50 90 69
Hispanic 5 2 2 2
Asian 49 19 9 7
American Indian 1 0
International 8 3 3 2
Total 255 99 131 101
Notes: *Percent columns show rounded figures and may not add to 100; Source:
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 35 of 150 Prairie View A&M University
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 36 of 150 Prairie View A&M University
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 37 of 150 Prairie View A&M University
In addition to this annual evaluation, the COB has
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 38 of 150 Prairie View A&M University
Full-Time Faculty by Rank (Spring 2005)
Instructor Total
Accounting 2 3 2 7
Finance 1 3 4
MIS 3 2 5
Management 1 4 2 2 9
Economics 1 2 2 2 7
Business Law 1 1
Communications
1 1
Total for Each Rank 3 10 16 8 37
Full-Time Faculty by Tenure Status (Spring 2005)
Tenured Tenure Track Non-tenure Track Total
Accounting 1 3 3 7
Finance 1 3 4
MIS 3 2 5
Management 4 4 2 10
Economics 2 3 1 6
Business Law/
Communications
2 2
Category
10 19 8 37
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 39 of 150 Prairie View A&M University
Tenure and Promotion Evaluation Procedures
Minimum standards for tenure and promotion
The University and the
COB Handbook
explain that while excellence in teaching is desirable, a faculty
member is expected to provide evidence of good and
effective instruction during the period of evaluation
under consideration.
The evaluation of instruction will be based on
multiple measurements including an assessment of
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 40 of 150 Prairie View A&M University
Intellectual Contribution
While excellence in terms of intellectual contributi
on is desirable, an academically qualified faculty
member is expected to provide ev
idence of a satisfactory level of productivity (intellectual contribution)
during the period of evaluation under consideration. Th
e minimal expectation of intellectual contributions
is higher for graduate faculty. Professionally qualified
(PQ) faculty may have a higher teaching load and,
consequently, a lower requirement for intellectual contribution.
As outlined by AACSB International, a broad spectrum
of activities is included in the area of intellectual
contribution. While a faculty member’s contri
bution in any of these areas will be taken into
consideration, the minimum requirements for satisf
actory performance in this area shall include the
Tenure and/or Promotion to Associate Professor
Three refereed journal publications
Promotion to Full Professor
Four publications in well-recognized refereed journals
While excellence in service is desirable, a faculty memb
er is expected to provide evidence of satisfactory
contributions in the areas of service—to the University
(to include the department, college, and university
levels), profession, and the community—during th
A faculty member being evaluated should demonstrat
e and document his or her individual contributions
to the continued development of the College and/or
University, the service to the students, the profession,
or the community.
FD.3.c: The school should support continuing
faculty intellectual development and renewal.
upport faculty intellectual development and renewal:
encouraging and supporting faculty, financially an
d otherwise, to attend and present papers at
organizing a faculty research seminar series with
guest speakers from research universities;
encouraging faculty members to share their resear
ch work with colleagues and receive feedback
in the research seminar series;
paying for journal submission fees;
upgrading computer hardware
and software upon request;
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 41 of 150 Prairie View A&M University
Tabled FD.3.c-1 and FD.3.c-2 present information on so
Faculty Leave Track (onlin
e) Training Fall 2004
Mandatory training for TAMUS new online
leave system
Diversity Workshop Fall 2004
Workshop to increase sensitivity of faculty
members regarding gender and race issues
Dean’s Excellence in Teac
hing Award Spring 2003
Given each spring during
the award ceremony
to recognize outstanding teaching
Dean’s Excellence in Res
earch Award Spring 2003
Given each spring during
the award ceremony
to recognize outstanding research
Dean’s Excellence in Serv
ice Award Spring 2003
Given each spring during
the award ceremony
to recognize outstanding service
SPSS Training in Washington, D.C. Summer 2005
Dr. K. Joonas receive
d travel support to
upgrade her skills in statistical analysis
Certified Financial Planning Training Summer 2003
Dr. J. Jasper received support to upgrade his
skills by taking preparatory courses on
personal finance (Certified Financial Planner
[CFP]) at Rice University
Teaching Workshop Fall 2003
Expert from the Center of Teaching
Excellence; Texas A&M presented a half-day
workshop in COB
Teaching Brown Bag Seminars
Fall 2002;
ongoing
An ongoing effort to improve the dialogue
among faculty on teaching and gain skills
Research Seminars
Fall 2002;
ongoing
An ongoing effort to support faculty in
building their research skills and creating
opportunities for mentoring and collaboration
International Education (BIE) Seminars
and Workshop
Spring 2004;
ongoing
Ten faculty members have received training
offered by various Centers for International
Business and Education Research (CIBERs)
on IB teaching and research and grant-writing
opportunities
Faculty Overseas Travels Summer 2005
Supported by the BIE grant, Dr. Wallace
traveled to Mexico; he
to South Africa and Botswana
SBDC Workshops
Fall 2004;
ongoing
These surveys on Quicken, how to start your
business, and other topics are available to
COB faculty and staff at no cost
AACSB Conferences
Fall 2002-
Spring 2005
Several faculty members—Drs. Dyck, Hill,
Khan, Tandon, Opara, Gupta, and Sutanto—
AACSB Assessment Workshop Fall 2005
Scheduled in the COB
with guest presenter
from Illinois State University
SEDONA Training Summer 2005
The COB has subscribed to the SEDONA
software to improve faculty activities data
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 42 of 150 Prairie View A&M University
COB Intellectual Contributions Seminars (2004-2005)
FD.3.d: The school should support faculty partici
pation in academic and professional organizations.
The COB strongly supports, financially and otherw
ise, participation in professional and academic
organizations as a means to fulfill its mission of exce
1. Drs. R. Bell and R. Quazi 09/23 Effectiv
e Visual Aid Usage across Business Disciplines
2. Dr. R. Reed 09/30 The Internal Controls of the Hudson Bay Company
3. Dr. J. Hill 10/11
The Impact of Living Abroad and Purchasing Experience on
Country-of-Origin Preferences
4. Dr. J. Yang 10/22
5. Dr. K. Joonas 10/27
An Empirical Investigation of a Model of Environmentally
Concerned Consumer Behavior
6. Dr. G. Chong
Southampton Business School
11/03
Materiality Thresholds in the United Kingdom
Current Research Interests, Plans, and Strategies
7. Dr. E. Opara 11/05
An Examination of Web Services Using SOAP: An Integrated
Business Solution
8. Mr. S. Chatterjee 11/30 Establishing Compliance for the Financial Planning Program
9. Dr. A. Mahfouz 02/11
10. Dr. N. Geismar 02/23 Throughput Maximization in Robotic Cells
12. Dr. B. Lee 03/17
Why Is the Value Relevance of Earnings Lower for High-Tech
Firms?
13. Dr. F. Wallace 03/23 An Alternative
Test of Purchasi
ng Power Parity
14. Dr. R. Quazi 03/31 Economic Freedom and FDI in Developing Countries
15. Dr. G. Chong 04/13 Performance Measurement of the U.K. Biotechnology Industry
16. Distinguished Speaker
Dr. S. Bhuian
Louisiana Tech University
04/15 How to Publish?
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 43 of 150 Prairie View A&M University
FD.3e:The school should have clear policies co
ncerning outside faculty activities, both paid and
ion and with other institutional policies.
COB policies relating to outside employment are govern
ed by the Prairie View A&M University and The
Texas A&M University System policies (TAMUS Polic
ies 31.05, 31.05.02, and 07.01). The University
HR office requires faculty and staff working outside th
e campus to fill an outside employment declaration
form annually. These are kept in the human reso
urces office. The COB administration believes that
outside voluntary activity and c
onsulting with businesses should be
encouraged. Consulting with
business and industry adds to faculty professional expertise and enriches classroom instruction. Faculty
members are encouraged to seek in
ternship and consulting in summer months. For administrators on 12-
month appointments, University policies restrict
outside paid activities during normal working hours.
These policies are consistent with the COB mission
of excellence in teaching, research, and service.
FD.4. FACULTY SIZE, COMPOSITION, AND DEPLOYMENT
FD.4.a: The school should maintain a full-time faculty sufficient to provide stability and ongoing
The COB at Prairie View A&M University has worked
hard to maintain a core full-time qualified faculty
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 44 of 150 Prairie View A&M University
Table FD. 4. a-1
COB Faculty Qualifications and Full-Ti
me/Part-Time Status (Spring 2005)
Name of Faculty
Degree
Degree
Certification
AQ/PQ
ACCOUNTING
Chong, H. Gin Associate PhD (1999) Accounting ACCA FT AQ
Lee, Brian Associate PhD (1994) Accounting CPA,CMA FT AQ
Feucht, Frederick Assistant PhD (2004) Accounting CPA FT AQ
Pence, D. Kay Assistant PhD (1996) Accounting FT AQ
Reed, Randy Assistant DBA (1998) Accounting FT AQ
Dobiyanski, A. Instructor MS (1984) Accounting CPA,CMA FT PQ
Pitts, Tony Adjunct MBA (1973) (Mgmt./Acct.) PT Other
ECONOMICS
Quddus, Munir Prof. PhD (1985) Economics FT AQ
Soliman, Mostafa Associate PhD (1967) Economics FT AQ
Wallace, Fred Associate PhD (1987) Economics FT AQ
Langley, Sonja Assistant PhD (2003) Economics FT AQ
Quazi, Rahim Assistant Ph
D (1999) Economics FT AQ
Sharma, Satish Adjunct PhD (1970) Econ/Fin. FT Other
Thiagarajan, K.R. Adjunct MA (1955) Economics PT Other
FINANCE
(Dept. Head)
Associate PhD (1986) Econ/Fin. FT AQ
Handforth, Frank Assistant PhD (2003) Finance CFA FT AQ
Jasper, Jan Assistant PhD 1999) Dev. Planning CFP FT AQ
Yang, Jian Assistant PhD (1999) Econ/Finance CFA FT AQ
Blyden, Lois Adjunct JD (1987) Law PT PQ
Haq, Sanzid Adjunct MBA (1998) Finance CPA, CMA PT PQ
MANAGEMENT
Omprakash
Professor PhD (1980) Industrial Eng. FT AQ
Bailey, Henri L. Associate PhD (1982) Business FT PQ
Sukumar
Associate DBA (1988) Management FT AQ
Nelson, George Associate PhD (
1988) Management FT Other
Bell, Reginald Assistant PhD (1997) Bus. Ed. FT AQ
Dyck, John Assistant PhD (1974) Psychology FT PQ
Geismar, H. Neil Assistant PhD (2003) Management FT AQ
White, Larry Assistant PhD (2002) Management FT AQ
Liang, Lei Instructor M.S (2002) Management FT PQ
Note: FT = full-time faculty, PT = part-time faculty
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 45 of 150 Prairie View A&M University
Bell, Reginald Assistant PhD (1997) Bus. Ed. FT AQ
Chen, Wenshin Assistant EdD (2005) Inst. Tech FT AQ
Mahfouz, Ahmed Assistant PhD (2004) MIS FT AQ
Opara, Emmanuel Assistant
DBA (1995) Mgmt. FT AQ
Tomiuk, Daniel Assistant MS (1997) IS FT AQ
Hinson, Shelly Instructor MS (1999) Occ. Tech FT Other
Holloway, Reginald Instructor MS (1990) Comp. Sc. FT PQ
Ballentine, Wayne Adjunct MS (1997) Occ. Tech. PT PQ
Note: AQ = academically qualified faculty, PQ
= professionally qualified faculty, FT = full-time
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 46 of 150 Prairie View A&M University
Academically Qualified (AQ) Faculty
: The faculty member must have a terminal degree in the area
of teaching assignment, or in a related area, as ou
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 47 of 150 Prairie View A&M University
Accounting Faculty Qualifications
Teaching Status, and MFTE
Name Rank Degree Qua. Status FTE SCH
Teaching Other Total
Lee, Brian Associate Ph.D./CPA AQ FT 1 1 144
Chong, Gin Associate Ph.D./ACCA AQ FT 1 1 183
Feucht, F Assistant Ph.D./CPA AQ FT 1 1 267
Reed, R Assistant DBA AQ FT 1 1 162
Pence, K Assistant Ph.D. AQ FT .75 .25 1 270
Dobiyanski, A Instructor MS/CPA/CMA PQ FT 1 1 222
Desselle, B Instructor MBA/CPA PQ FT .75 .25 1 285
Pitts, Tony Adjunct MBA PT .25 .25 81
Total FTE Credit Hours 7.08 .50 7.58 1665
Percentage of Total SCH Genera
ted by Full-Time Faculty = 95%
Notes: For graduate faculty, the full-time load
is defined as 9 SCH per semester as per graduate
committee’s recommendation effective spring 200
5; see MFTE calculations in Table FD.5-1.
Teaching Other Total
Khan, M. Associate PhD AQ FT 0.67 0.33 1 144
Handforth, F. Assistant PhD/CFA AQ FT 1 1 273
Jasper, J. Assistant PhD/CFP AQ FT 0.75 0.25 1 288
Yang, J. Assistant PhD/CFA AQ FT 0.67 0.33 1 153
Blyden, L. Adjunct JD PQ PT 0.25 0.25 183
Haq, S. Adjunct MBA/CPA/CMA PQ PT 0.25 0.25 39
Total FTE Credit Hours 4.26 0.91 5.17 1299
Total MFTE = 3.41, Actual FT Faculty = 5
Percentage of Total SCH Generated by Full-Time Faculty = 83%
For graduate faculty, the full-time load is defi
ned as 9 SCH per semester effective spring 2005
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 48 of 150 Prairie View A&M University
Table FD.4.b-3 shows the full-time or part-time, AQ or
PQ status of each MIS faculty in the College in
spring 2005. Of the eight faculty members teaching accounting that semester, seven had full-time
appointments. Seven were either academically or
professionally qualified. The full-time faculty taught
97.1 percent of the total SCH generated in the MIS area.
MIS Faculty Qualifications –Spring 2005
Rank, Degree, Qualification, Teaching Status, and MFTE
Name Rank Degree Qua. Status FTE SCH
Teaching Other Total
Bell, R Assistant Ph.D. AQ FT .67 .67 180
Chen, W Assistant Ed. D. AQ FT .75 .25 1 174
Mahfouz, A Assistant Ph.D. AQ FT 1 1 246
Opara, E Assistant DBA AQ FT .67 .67 153
Tomiuk, D Assistant Doc. St. AQ FT .5 .5 1 141
Hinson, S Instructor MS PQ FT 1 1 318
Holloway, R Instructor MS PQ FT 1 1 294
Ballentine, W Instructor Doc. St. PQ PT .25 .25 45
Total FTE Credit Hours 5.84 .75 6.59 1551
Percentage of Total SCH Generate
d by Full-Time Faculty = 97.10%
Notes: For graduate faculty, the full-time load is
defined as 9 SCH per semester effective spring 2005
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 49 of 150 Prairie View A&M University
Management Faculty Qualifications (Spring 2005)
Rank, Degree, Qualification, Teaching Status, and MFTE
Name Rank Degree Qua. Status FTE SCH
Teaching Other Total
Gupta, O. Professor PhD AQ FT 1 1 279
Bailey, H. Associate PhD PQ FT 0.5 0.5 1 213
Debnath, S. Associate DBA AQ FT 0.67 0.33 1 213
Nelson, G. Associate PhD FT 0.75 0.25 1 336
Sutanto, P. Associate PhD AQ FT 1 1 219
Bell, R. Assistant PhD AQ FT 0.33 0.33 111
Dyck, J. Assistant PhD PQ FT 0.33 0.67 1 66
Geismar, N. Assistant PhD AQ FT 1 1 324
White, L. Assistant PhD AQ FT 0.67 0.33 1 156
Liang, L. Instructor MS PQ FT 1 1 321
Sharma, S. Adjunct PhD FT 0.25 0.25 84
Adjunct MS PQ PT 0.25 0.25 90
Total FTE Credit Hours 7.75 2.08 9.83 2412
Total MFTE = 6.32, Actual FT Faculty = 9
Percentage of Total SCH Generated by Full-Time Faculty = 96.26%
Notes: For graduate faculty, the full-time load is
defined as 9 SCH per semester effective spring 2005
Dr. Opara taught 67% in the MIS department and is counted as a FT faculty in MIS area.
Dr. Sharma taught 75% in economics and management areas and is counted as a FT faculty in
economics area.
Teaching Other Total
Hill, Jeanne Professor Ph.D. AQ FT
1 1 243
Tandon, S Associate Ph.D. AQ FT
.33 .67 1 96
Joonas, K Assistant Ph.D.
1 1 330
Opara, E Assistant DBA AQ FT
.33 .33 111
Sharma, S Adjunct Ph.D.
FT
.25 .25 135
Total FTE Credit Hours
2.91 .67 3.58 915
Percentage of Total SCH Generate
d by Full-Time Faculty = 100%
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and Development College of Business
Page 50 of 150 Prairie View A&M University
time appointments in the College, and four faculty me
mbers were either academically or professionally
qualified; 100 percent of the SCH generated in
Teaching Other Total
Quddus, M. Professor PhD AQ FT 0 1 1 0
Soliman, M. Associate PhD AQ FT 0.75 0.25 1 312
Wallace, F. Associate PhD AQ FT 1 1 294
Langley, S. Assistant PhD AQ FT 1 1 240
Quazi, R. Assistant PhD AQ FT 1 1 342
Sharma, S. Adjunct PhD FT 0.5 0.5 150
Thiagarajan Instructor MA PT 0.5 0.5 213
Total FTE Credit Hours 2.91 0.67 3.58 1551
Total MFTE = 4.03, Actual FT Faculty = 6
Percentage of Total SCH Generated by Full-Time Faculty = 86.30%
Tables FD.4.b-1 to FD.4.b-6 show that in spri
ng 2005, the COB faculty in each major satisfied the
AACSB standards on full-time faculty and academically
or professionally qualified faculty. Even though
economics is not a major, it is an important
support area in the College and offers a minor.
In the spring of 2005, for all disciplines in graduate
programs in business, the full-time faculty generated
100 percent of the SCH. For the BBA, in each disciplin
e the full-time faculty coverage of the SCH varied
from 80 to 97 percent.
Table FD.4.b-7 shows the MFTE and the actual FTE,
AQ, and PQ faculty computations for each major
area for the past three spring semesters (2003-2005). It
is evident that in spring 2005, the College faculty
composition was in compliance with the AACSB standa
rds. The College had more FTE faculty than was
required by the standard over this period, except in
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and Development College of Business
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Self-Evaluation Report Faculty Composition
and Development College of Business
Page 52 of 150 Prairie View A&M University
Percentages of SCH Taught by Full-Time Fa
culty by Degree Programs and Disciplines
(Spring 2003-2005)
Degree Program: BBA
Spring 2003 Spring 2004 Spring 2005
Total Taught by Total Taug
ht by Total Taught by
SCH FT faculty
Percent
SCH FT faculty
Percent
SCH FT faculty
Percent
1182 1182 100.00 1338 1026 76.68 1425 1336 93.75
Economics
1686 1614 95.73 1356 1356 100.00 1371 1158 84.46
888 621 69.93 1002 480 47.90 1101 879 79.84
1620 1314 81.11 1452 1131 77.89 1455 1413 97.11
Management
1773 1688 95.21 1803 1803 100.00 2061 1971 95.63
TOTAL
7896 7166 90.75 7559 6444 84.80 8289 7633 92.09
Degree Program: MBA
84 84 100 0 0 0 183 183 100.00
Economics
96 96 100 111 111 100.00 180 180 100.00
201 201 100 201 201 100.00 198 198 100.00
105 0 0 108 0 0 96 96 100.00
Management
237 237 100 270 270 100.00 351 351 100.00
TOTAL
807 702 86.99 780 672 86.15 1047 1047 100.00
Degree Program: MSA
Program did not exist N/A 120 120 100.00 57 57 100.00
FD.5. FACULTY QUALIFICATIONS
FD.5.a. The faculty, in aggregate, should have suffi
cient academic and professional qualifications to
In recent years, the COB has recruited large number
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and Development College of Business
Page 53 of 150 Prairie View A&M University
Full-Time Equivalent (FTE) Faculty
1. Total undergraduate semester credit hours (USCH) 8115 7896 9240 7599 9171 8289
2. Total graduate semester credit hours (GSCH) 798 807 794 900 1096 1047
3. Undergraduate minimum FTE req. (USCH/400) 20.29 19.74 23.10 19.00 22.93 20.72
4. Graduate minimum FTE req. (GSCH/300) 2.66 2.69 2.65 3.00 3.65 3.49
5. Total minimum FTE (MFTE) faculty req. (Items 3+4) 22.95 22.43 25.75 22.00 26.58 24.21
6. Actual number of FTE faculty 28.5 28 30 31.25 38.25 38.75
7. Actual FTE/ Minimum required FTE faculty 1.24 1.25 1.17 1.42 1.44 1.60
Full-Time/ AQ Full-Time Equivalent Faculty
8. Minimum full-time faculty required (Item 5X0.75) 17.21 16.82 19.31 16.50 19.94 18.16
9. Actual number of full-time faculty 25 25 27 28 35 37
10. Actual FT faculty/ Minimum FT faculty required 1.45 1.49 1.40 1.70 1.76 2.04
11. AQ MFTE - undergraduate faculty (Item 3x0.50) 10.14 9.87 11.55 9.50 11.46 10.36
12. AQ MFTE - graduate faculty (Item 4x0.75) 2.00 2.02 1.99 2.25 2.74 2.62
13. Total AQ MFTE faculty (Items 11+12) 12.14 11.89 13.54 11.75 14.20 12.92
14. Actual number of AQ FTE faculty 12.5 12.25 18.25 17.5 25.5 28
15. Actual AQ FTE/ Minimum AQ FTE faculty 1.03 1.03 1.35 1.49 1.80 2.16
Academically or Profession
ally Qualified Faculty
16. Minimum AQ or PQ faculty req. (Item 5x0.90) 20.65 20.19 23.17 19.80 23.92 21.79
17. Actual number of AQ FTE faculty 12.5 12.25 18.25 17.5 25.5 28
18. Actual number of PQ FTE faculty 4.25 4 4.5 6 4 7
19. Actual no. of AQ or PQ FTE faculty (Items 17+18) 16.75 16.25 22.75 23.5 29.5 35
20. Actual AQ+PQ faculty/ Min. AQ+PQ faculty req. 0.81 0.80 0.98 1.19 1.23 1.61
Academically Qualified Faculty without Doctoral Degree
21. Max AQ FTE faculty w/o doctoral deg (Item 6x0.10) 2.85 2.80 3.0 3.13 3.83 3.88
22. Actual AQ FTE faculty w/o doctoral degree 1 1 3 2.5 2 1
Note: The SCH data include economics area courses. Ec
onomics is a service area and offers a minor area
of study.
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and Development College of Business
Page 54 of 150 Prairie View A&M University
The College has come a long way in removing the w
eaknesses identified in the Accreditation Plan. The
table below presents the improvements in the faculty development area.
Weaknesses Identified in the Candidacy Plan Current Status
Several senior faculty members have not produced
enough research to be academically qualified.
With minor exceptions, all senior faculty
members now have an active research agenda.
Most have published in recent years.
Many faculty are not engaged in intellectual
contributions.
Most full-time faculty members are currently
contributions and have
Faculty size is small with only 20 full-time faculty
members .
Full-time faculty size has increased to 37 (spring
2005) from 20 in fall 2002, reducing the
dependence on adjunct faculty.
Three faculty members are working on their
At least three faculty members have successfully
Faculty overload teaching is prevalent.
This practice has been discontinued; most
tenure-track faculty have a reduced (3+3)
In accounting, only 50% of the faculty are AQ or
academically or professionally qualified.
Faculty-related policies and procedures are lacking
and not available for easy access.
New policies have been developed and included
COB Faculty Handbook
made available to
each new faculty during orientation.
Evidence of Continuous Improvement
The Prairie View A&M University College of Busin
ess has successfully rebuilt its
faculty over the past
three years. The faculty size has increased by 85 per
cent from fall 2001 to spring 2005. This recruitment
Self-Evaluation Report Faculty Composition
and Development College of Business
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A majority of current faculty members have been
recruited during this dramatic phase of growth and
continuous improvement. The recent faculty recru
itment efforts have improved the gender and racial
diversity of the overall faculty. In spring 2005, there were eight women and five minorities on the
faculty. Based on the MFTE and FTE criteria, the Colle
ge exceeds all of the standards. The dependence
on adjunct faculty members is strategic, based on budg
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C.1. CURRICULUM CONTENT
C.1.1: Both undergraduate and MBA curricula shou
ld provide an understanding of perspectives
ess. Coverage should include:
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Table C.1.1-1
Coverage of Business Perspectives in the BBA Curriculum
Perspectives
AACSB Content Area
GENERAL EDUCATION SUPPLEMENT IN
PHIL 2023 Ethics* M
ECON 2113 Principles of Microeconomics E S S S S
ECON 2123 Principles of Macroeconomics E E E S S
MISY 1013 Introduction to Computer Information
Systems S E
MGMT 3013 Business Statistics S S
BUSINESS CORE REQUIREMENTS
ACCT 2113 Financial Accounting S S M S
ACCT 2123 Managerial Accounting S S S S
FINA 2203 Legal Environment of Business S S E E M S S S
FINA 3103 Principles of Finance S S S S S S
MGMT 1013 Introduction to Business E S S S S S S S
MGMT 3103 Principles of Management E S S S S S S S
MGMT 4303 Strategic Mgmt. & Business Policy S S S S S S S S
MGMT 4333 Production & Operations Mgmt. E S S S E
MISY 3303 Business Communication S S E E S S S S
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Table C.1.1-2
Coverage of Business Perspectives in the MBA Curriculum
Perspectives
AACSB Content Area
CORE (PREREQUISITE)
REQUIREMENTS
ACCT 5003 Concepts of Accounting S S S S E S S
ECON 5003 Concepts of Economic Analysis S E E E S
FINA 5003 Concepts of Finance S E S E
FINA 5013 Legal Environment of Business S S E E M S S
MGMT 5003 Concepts of Management* E S S S S S S S
MGMT 5113 Business Statistics
MBA REQUIRED COURSES
ACCT 5103 Managerial Accounting S S S S S
ECON 5103 Managerial Economics S E S E E S
FINA 5103 Theory of Financial Management S E S E E
MGMT 5103 Organizational Behavior E S S S S S
MGMT 5123 Quantitative Analysis E
MGMT 5323 Strategy and Policy S S S S S S S S
MGMT 5433 Prod. & Operations
Management
S S E
MISY 5203 Managerial Communication S S S E S S S S
MISY 5513 Management Information
Systems
S S S E
*The course has been recently added based
on the comments from the mock visit team.
Note: S = some coverage of topic (at least equiva
lent to one 50-minute class period or assignment),
to a full week of classes or multiple assignments),
M = major component of the course
C.1.2: Undergraduate Business Program
C.1.2.a: Each undergraduate curriculum should ha
ve a general education component that normally
comprises at least 50 percent of the student’s four-year program.
At Prairie View A&M University, general education
consists of 42 SCH, including introductions to
history, political science, and other
sciences, in addition to mathemati
cs and composition. As part of
general education, business students must take
PSYC 1113 (General Psychology) and MISY 1013
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(Introduction to Management Information Systems)
among other courses to satisfy the behavior/social
science and computing requirements. General educa
tion is supplemented by an additional 21 SCH of
general education supplement that includes courses
in economics and statistics offered by the COB.
Every business student seeking a BBA degree must take 30 SCH of COB courses regardless of their
chosen major or area of specialization. Students take
additional courses to satisfy their selected major or
area of specialization within the BBA degree.
Table C.1.2.a-1 presents the BBA degree requirements
classified into four areas—general education (42
SCH), general education supplement (21 SCH), busin
ess core (30 SCH), and major (30 SCH). Courses
(63 SCH) in both General Educati
on and General Education Supplement
constitute the general education
component. Thus, the above standard is satisfied
since the general education component (63 SCH)
comprises at least 50 percent of the 123 SCH requ
ired for the BBA program at Prairie View A&M
University.
Bachelor of Business Administration Curriculum
General
General
ENGL 1123 & 1133 6
SPCH 1003 3
MATH 1113, 1153 & 2153 3 6
SCIENCE 6
HUM. & VIS. PERF. ARTS 6
HIST 1313 & 1323 6
POSC 1113 & 1123 6
PSYC 1113 3
PHIL 2023/MGMT2203 3
ECON 2113 & 2123, ECON
9
MISY 1013 3
MGMT 3013 Statistics 3
ACCT 2113 & 2123 6
MISY 3303 Bus. Comm. 3
FINA 2203 & 3103 6
MGMT 1013, 3103, 4303, &
12
MRKT 3103 3
MAJOR REQUIREMENTS 21-30
UNRESTRICTED ELECTIVES 0-9
TOTALS 42 21 30 30
TOTAL REQ. FOR BBA 123
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C.1.2.b: The curriculum should include foundation
knowledge for business in the following areas:
mathematics, and statistics.
As shown in Table C.1.2.b-1, more than half
of the 123 SCH required in the BBA program address
foundational knowledge in acc
ounting, behavioral and social sciences, economics, and mathematics and
Table C.1.2.b-1
Coverage of Skills and Foundations in the BBA Curriculum
Skills Foundations
AACSB Content Area
Written
Communication
Oral Communication
Quantitative Analysis
Computer Usage
Accounting
Behavioral Science
Economics
Mathematics &
GENERAL EDUCATION & GENERAL
EDUCATION
SUPPLEMENT REQUIREMENTS
ENGL 1123 Freshman Composition I M
ENGL 1133 Freshman Composition II M
SPCH 1003 Fundamentals of Speech Communication M
MATH 1113 College Algebra M
MATH 1153 Finite Math M
MATH 2153 Calculus for Bus/Soc/Life Sciences M
ECON 2113 Principles of Microeconomics S S S E M
ECON 2123 Principles of Macroeconomics S S S E M
ECON (Elective) E M
HIST 1313 The U.S. to 1876 M
HIST 1323 The U.S.—1876 to Present M
POSC 1113 American Government I M
POSC 1123 American Government II M
PSYC 1113 General Psychology M
MISY 1013 Intro. to Computer Information Systems S M
MGMT 3013 Business Statistics E S M E M
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BUSINESS CORE REQUIREMENTS
ACCT 2113 Financial Accounting S M S M
ACCT 2123 Managerial Accounting S S E S M
FINA 2203 Legal Environment S S
FINA 3103 Principles of Finance S E S E S
MGMT 1013 Introduction to Business S S E
MGMT 3103 Principles of Management E E S E
MGMT 4303 Strategic Mgmt. & Business Policy E E E
MGMT 4333 Production & Operations Mgmt. S S E S M
MISY 3303 Business Communication M M E
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communication skills of business students through suppor
t from professional staff and tutors. Faculty can
require students to visit tutors in the CBC to cr
itique drafts of written assignments such as business
General Education & General
Education Supplement
ECON 2113 Principles of Micro. Econ EQ, PW, HW, QZ CD
ECON 2123 Principles of Macro. Econ EQ, PW, HW, QZ CD
MISY 1013 Introduction to CIS EQ, HW, QZ
MGMT 3013 Business Statistics EQ, HW CD
Business Core
ACCT 2113 Financial Acct. EQ, HW, QZ
ACCT 2123 Managerial Acct. EQ, HW, PW, QZ CD
FINA 2203 Legal Environment EQ, CA, QZ CD
FINA 3103 Principles of Finance EQ, HW, QZ
MGMT 1013 Introduction to Business EQ, PW, HW CP, CD
MGMT 3103 Principles of Mgmt EQ, PW, QZ CP, CD
MGMT 4303 St. Mgmt & B. Policy EQ, QZ, PW CP, CD
MGMT 4333 Production & Op. Mgmt EQ, HW, QZ CD
MISY 3303 Business Communication EQ, HW, PW, QZ CP, CD, QZ, CA
Note: CP = class presentation (group presentation),
CA = case analysis, PW = project and written
report (research paper), EQ = examination questions, CD = class discussion (observation), QZ =
quizzes, HW = homework
C.1.2.d: The school should state additional req
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Except for accounting, each major w
ithin the BBA program allows a de
gree of flexibility in curriculum
through elective courses. The choice of elective co
urses also creates some
flexibility necessary for the
deployment of faculty resources, and allows the College
to take advantage of in
dividual faculty expertise
and the development of new course offerings.
Minor fields of study offered by the College of
Business include accounting, business administration,
economics, finance, international business, manageme
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instructors to post online syllabi, course materials, and gr
ades. It also allows the students to interact with
faculty and fellow students in discussion forums
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Table C.1.3.a-1
Coverage of Skills and Core Areas in the MBA Curriculum
Skills AACSB Core Areas
AACSB Content Area
Computer Usage
CORE (PREREQUISITE)
REQUIREMENTS
ACCT 5003 Concepts of Accounting S E S M
ECON 5003 Concepts of Economic Analysis S S E S S M M
FINA 5003 Concepts of Finance E S E E M
FINA 5013 Legal Environment of Business S S
MGMT 5003 Concepts of Management* S S S M
MGMT 5113 Business Statistics S M E S
MBA REQUIRED COURSES
ACCT 5103 Managerial Accounting S S E S M
ECON 5103 Managerial Economics E S M E
FINA 5103 Theory of Financial Management S S E E M S
MGMT 5103 Organizational Behavior E E S S M
MGMT 5123 Quantitative Analysis S M E
MGMT 5323 Strategy and Policy E S S S S E E
MGMT 5433 Prod. & Operations
Management S E S M
MISY 5203 Managerial Communications M M E E
MISY 5513 Management Information
Systems
E E S M E
*The course has been recently added based
on the comments from the mock visit team.
Note: S = some coverage of topic (at least equiva
lent to one 50-minute class period or assignment),
to a full week of classes or multiple assignments),
M = major component of the course
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A student with an undergraduate background that incl
udes subject content equivalent to courses in the
MBA core may be exempted from a few selected co
re courses. Specific course requirements for each
ACCT 5003 Concepts of Accounting 3
ECON 5003 Concepts of Economics 3
FINA 5003 Concepts of Finance 3
FINA 5013 Legal Environment of Business 3
MGMT 5003 Concepts of Management* 3
MGMT 5113 Business Statistics 3
ACCT 5103 Managerial Accounting 3
MISY 5203 Managerial Communication 3
MISY 5513 Managerial Info. Sys. 3
ECON 5103 Managerial Economics 3
FINA 5103 Financial Management 3
MGMT 5103 Organizational Behavior 3
MGMT 5123 Quantitative Analysis 3
MGMT 5433 Production & Operations 3
MGMT 5323 Strategy & Policy 3
FINA 5313 Investment Management 3
ECON 5313 International Trade 3
FINA 5333 International Finance 3
MGMT 5343 Human Resources 3
MGMT 5613 Special Topics 3
MGMT 5353 Entrepreneurship 3
TOTAL 21 30 6
* The 2005-2007
adds a new course, MGMT 5003 Concepts of Management, to the MBA
core. This increases the MBA core hours from 18 to
21 SCH. The course was introduced in response
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to a suggestion made by the mock visit team to stre
ngthen the core knowledge coverage in this part of
the program.
C.1.3.c: Basic skills in written and oral communi
cation, quantitative analysis, and computer usage
should be achieved either by prior experien
ce and education, or as part of the MBA
curriculum.
Basic written and oral communication, quantitative an
alysis, and computer usage skills are normally
developed by the undergraduate curriculum. St
udents seeking admission to the MBA program must
present evidence of a bachelor’s degree, or equivalent,
as part of the application process. The expectation
is that students will present evidence of courses
in English composition a
nd speech, mathematics,
statistics, and computer applications. Table C.1.3.
c-1 describes the basic skill
Written Communication
Composition I and II
Business Communication
ENGL 1123, ENGL 1133,
Oral Communication Fundamentals of Speech SPCH 1003
Quantitative Analysis
Basic Mathematics and
MATH 1113, MATH 1153,
MATH 2153, MGMT 3013
Computer Usage Computer Applications MISY 1013
Students interested in the MBA program must de
monstrate their English language proficiency by
submitting a 1,000-word essay that describes why they ar
e interested in a graduate degree in business.
International students must also submit Test of Engl
ish as a Foreign Language (TOEFL) scores of 550 or
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C.1.3.e: The curriculum should integrate th
e core areas and apply cross-functional approaches to
organizational issues.
Integration of the curriculum at the graduate leve
l is an important goal. The curriculum has been
designed to ensure such integration. The MBA degr
ee program includes a capstone course with the formal
role of providing an integrative
learning experience in the functional business areas. For example, the
specific purpose of MGMT 5323 (Strategy and Policy) is to provide the student with a capstone
integrative experience. The course description in the
reads, “This course is the MBA capstone
which synthesizes and integrates material from the va
rious functions of business as it presents itself to
organizational strategic managers.”
The existence of the capstone course in the
MBA curriculum does not preclude other courses from
riences. Several business professors use
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Table C.1.4.b-1
MSA Curriculum
COURSES CORE REQUIRED ELECTIVE
ACCT 2113 Financial Accounting 3
ACCT 2123 Managerial Accounting 3
ACCT 3213 Intermediate Accounting I 3
ACCT 3223 Intermediate Accounting II 3
ACCT 3333 Federal Income Tax I 3
ACCT 4223 Auditing 3
ACCT 5113 Advanced Auditing 3
ACCT 5123 Accounting Information Sys. 3
ACCT 5133 Accounting Managerial Dec. 3
ACCT 5143 Accounting Theory 3
ACCT 5153 Seminar Tax 3
MISY 5203 Managerial Communication 3
MISY 5513 Managerial Information Sys. 3
ECON 5103 Managerial Economics 3
ECON 5313 International Trade 3
FINA 5103 Financial Management 3
FINA 5313 Investment Analysis 3
FINA 5333 International Finance 3
MGMT 5123 Quantitative Analysis 3
MGMT 5343 Human Resources 3
MGMT 5353 Entrepreneurship 3
MGMT 5433 Production & Operations 3
TOTAL 18 21 9
Students with adequate prior preparation take 30 SC
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C.2. CURRICULUM PLANNING AND EVALUATION
C.2.1. Curriculum Planning
C.2.1.: The curriculum for each degree program sh
ould be the result of a curriculum planning
process and should be consistent with the school’s mission.
The Curriculum Planning Process
The academic programs offered by the College of Busi
ness are fully consistent with the missions of the
University and the College. Furthermore, the
business curriculum is in compliance with state
requirements in higher education. The curriculum
is sensitive to the context of contemporary business.
The College faculty as a whole has primary responsib
ility for the curriculum. However, the Curriculum
Committee and the Graduate Committee are primarily
responsible for monitoring the various curricula
and for implementing the formal process of curricular change.
Curriculum Change and Review Process
The faculty in the College of Business has developed curri
cula that are flexible a
nd that adjust to changes
in the business environment.
Each discipline is represented by a discipline coordi
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as a special topics course. The Curriculum Committee
has been requested to consider developing a
freshman-level professional development course that w
ould be mandatory for all business majors. This is
in line with the revised mission that mentions th
e College’s commitment to produce graduates who are
readily employable. The Committee is also consid
ering a fundamentals of economics course for non-
business students. Lastly, a pilot program to offe
r “honors” sections of a number of business courses was
launched in spring 2005 semester. A Principles of
Macroeconomics section was offered as an honors
section, with 20 students only and a high emphasis on building students’ writing skills.
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Exhibit C.2.1-1
New Course/Program Approval Process
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C.2.2. Monitoring of Programs for Effectiveness
C.2.2: Each degree program should be systema
tically monitored to assess its effectiveness and
should be revised to reflect new objectives
and to incorporate improvements based on
contemporary theory and practice.
The College of Business has implemented a plan for
the collection of input from various stakeholders
using questionnaires on the effectiveness of programs o
ffered by the College. These stakeholders include
alumni, Dean’s Advisory Board members, recruiters,
the College of Business faculty, and current College
of Business students. All the inform
ation collected from the stakeholders is reviewed each fall semester
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Table C.2.2-1
EBI Survey Results—Closing the Assessment Loop
Issues Actions Taken Additional Recommendation
Send more instructors for training
offered by CIBERs for teaching and
research on international business
Quality of Classrooms New furnitu
re (tables, chairs, desks,
and lab chairs), new technology
Advising Fall 2004 pre-registration student
survey reveals a 91.5% “highly
satisfactory” rating by respondents
Assign students to faculty advisors by
major to utilize the expertise of
faculty in their specific field; create
position for a full-time advisor
Insufficient Computer
New full-time computer systems
person hired; student monitors hired;
new computer lab added with 35
computers.
Increase lab hours; consider weekend
lab hours; increase access to other
Some Dissatisfaction
Higher admission standards to COB
have been implemented; guidelines for
classroom behavior developed; a
writing intensive honors section
Create the pilot honors program;
emphasize reading
Quality of Faculty and
New faculty hires; emphasis on
training (teaching seminars); pilot
honors program
Survey students to pinpoint
Studying
Faculty encouraged to raise standards;
encourage students to take advantage
of tutorial services; emphasis on work
Placement and Career
New staff for recruitment and
In fall 2003 and spring 2004, the COB faculty be
gan the process of strengthening the assurance of
learning. Following a workshop on course-embedded
assessment given by a former dean of Texas A&M
University-Commerce, the business faculty worked on
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Table C.2.2-2
COB Assessment Efforts—Closing the Loop
Assessment Instrument Date(s) Closing the Loop
EBI/AACSB Surveys of
Academic Experience
Spring 2002, 2003, 2004,
Results analyzed and shared with faculty
committees
Course-Embedded
Assessment of Core
Spring 2004, fall 2004,
spring 2005
Results collected each semester and
Results shared with faculty committees
Curriculum Committee and discipline
coordinators asked to monitor and
recommend interventions, when necessary
Process is new and ongoing
Advising Satisfaction
Survey
Each semester during the
advising period
Results of the anonymous survey tabulated
and shared with all faculty members
Used for evaluation and improvement
Policy changes made as a result of student
changes (web registration, specific faculty
advisor, professional advisor)
Student Evaluation of
At the end of each regular
semester; all courses
The computerized instrument is sent to
University Institutional Research and
results shared with each faculty
The COB open-ended instrument collected
and later shared with faculty
effectiveness, planning, and policy
New Faculty Orientation
Survey
Fall 2003, fall 2004,
spring 2005
Given to new faculty after all the elements
of their orientation are over
Results shared with department heads for
improving the orientation process
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area of curriculum. The table below shows how
Lack of Standardization of content coverage of
multi-section courses
Discipline coordinators have been appointed to work
with faculty and department heads on assessment
and content coverage; in some disciplines, faculty
use a common final exam in multi-section courses.
All core courses have common learning goals
developed by the faculty and used to assess learning.
Insufficient coverage of diversity, political,
social, regulatory, communication, global, and
No established planning process to assure that
the curriculum for each major accurately
reflects the College’s mission
Several majors and the graduate curriculum have
been extensively reviewed. Necessary changes have
been introduced. The MIS faculty recently
implemented an extensive
review and modernization
of the MIS curriculum to reflect the mission of
Lack of integration within the curricula
Besides the capstone course, integration of the
functional disciplines takes place in several courses
in the undergraduate a
nd graduate programs.
Several faculty use business plans, case studies,
Business Week,
Evidence of Continuous Improvement
In recent years, the undergraduate and graduate curri
cula have been considerably strengthened. The
College believes that high-quality
programs and processes in place to en
sure continuous improvement in
the curricula. A few highlights are presented below:
The admission standards have been strengthened w
ith a two-step process that would eventually
require all students interested in studying busin
ess to first satisfy the minimum requirements,
including a GPA of 2.30, before being formally admitted.
All courses in the BBA program were thoroughly reviewed in the 2002-2003 academic year for
content, prerequisites, and duplications with
feedback from the Advisory Board. Discipline
coordinators have been appointed
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After a training workshop on course-embedded
assessment in fall 2003, faculty approved an
Assessment Plan that has been implemented over the
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The dean’s complex includes three offices, one of
which is used for placement and development
purposes; a 25-seat conference room equipped with technology and used by faculty and students; a
faculty and staff lounge also available to graduate st
udents; a kitchen; and othe
r facilities. In fall 2004,
used by the Research Foundation.
The new rooms have been converted into much-need
ed faculty offices, space for the Small Business
Development Center, and a student lounge. A large
reading room serves as the home of the Center for
Business Communications (CBC) and tutors, and has
several computer terminals with access to the
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COB Student Access to Computing Facilities and Library Resources
The COB faculty members are fully committed to using
the best technology to enhance their instruction
and to build the skills of business graduates. Th
e COB administration has aggressively invested in
technology in recent years, and these efforts have b
een well funded. Faculty members are encouraged
and rewarded for innovative instruction using tech
nology, including the use of PowerPoint, distance
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The COB provides technical support for business faculty, staff, and students. The computer specialist
employs several student workers. Sufficient training is provided for the technical support personnel to
solve the problems related to multimedia classrooms
and teaching labs. The COB IT office provides the
following technical support for academic and administrative computing:
monitor the COB information technology needs in
cluding hardware, software, servicing, security,
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The Library’s open stacks, online catalog, refere
nce assistance, support equipment, and seating
availability encourage maximum use of facilities by all
users. The building has five floors. One houses
the public service areas, two contain open book st
acks, one accommodates a ga
llery, and another holds
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Space, Facilities, and Staff Support
As described previously, the COB has adequate space,
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Center for Business Communication:
2002 - 2005
Semester Event Personnel Impact/Data
Recruitment and hiring of
Faculty coordinator. Initial
CBC documentation begins.
Formal CBC documents
developed.
Dr. Reginald L. Bell,
assistant professor of
business comm. was hired
by the COB
Initially, student response was
weak due to lack of awareness.
Fewer than 20 students visited the
Center looking for help with their
writing.
Fall 2002
Hired and trained one tutor. A student tutor was hired.
Grant proposal submitted to the
Houston Endowment.
Spring/Summer
2003
Hired and trained three tutors.
Hired a professional with 30+
years of experience as
assistant coordinator to work
20 hours per week.
Mrs. Edwina Garcia, a
Fall 2003
Professional documentation
became possible and
systematic data collection was
organized, scheduled and
collected. Fifteen minutes pre
and post diagnostic writing
samples were taken.
Dr. Bell and Mrs. Garcia
began sampling writings
from two Introduction to
Business Courses & two
Business Communication
courses and rewarding
student visitation to the
Students made nearly 500 visits to
the CBC. A visitation log was
developed to document students’
visits.
Spring 2004
Pre- and post-diagnostic
writing samples continue.
Four tutors were hired and
trained.
Dr. Bell and Mrs. Garcia
continued sampling the
writing of all students
enrolled in three business
communication courses. A
reward system was
developed to encourage
students’ visitation to the
The data from one-year operation
resulted in significant findings and
a research report written.
Fall 2004
Pre- and post-diagnostic
writing samples continue.
Three tutors were hired and
trained.
Dr. Bell and Mrs. Garcia
continued sampling the
writing of all students
enrolled in two Business
Communication courses. A
reward system encouraged
students’ visitation to the
Students made nearly 500 visits to
Fall 2004
Pre- and post-diagnostic
writing samples continue.
Three tutors were hired and
trained.
Dr. Bell and Mrs. Garcia
continued sampling the
writing of all students
enrolled in two Business
Communication courses.
The data from one-year operation
resulted in a co-authored paper by
Dr. Bell & Dr. Quddus (2004)
titled, “Impact of the Center for
Business Communication.” The
paper is in revise-resubmit stage at
the Journal of Business and
Technical Communication.
Spring 2005
Pre- and post-diagnostic
writing samples continue.
Three tutors were hired and
trained.
Dr. Bell and Mrs. Edwina
Garcia continued sampling
the writing of all students
enrolled in two Business
Communication courses.
Students made 505 visits to the
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IN.2 COLLECTIVE FACULTY INSTR
UCTIONAL RESPONSIBILITIES
IN.2: The School’s faculty in aggregate and
the faculty’s sub-units are responsible for:
Effective creation and delivery of instruction
Evaluation of instructional effectiveness and student achievement
Continued improvement of instructional programs
Effective Creation and Delivery of Instruction
The COB faculty members recognize that effective
creation and delivery of instruction is their
responsibility. Faculty members must demonstrate the effectiveness of their teaching in the portfolio
required for performance evaluations. Processes are in pl
ace to monitor and evaluate the effectiveness of
instruction on an ongoing basis, and to ensure hi
gh-quality and continuous in
novations in teaching and
learning. Merit raise, tenure and promotion guidelines
are designed to reward superior teaching. Overall,
ittee (IRRC), a standing committee of the COB, is
responsible for making policy recommendations regard
ing instruction. The Curriculum Committee works
in close tandem with the IRRC and COB administration
to ensure the curriculum is current and of high
quality. The major policies regarding instruction a
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Evaluation of Instructional Eff
ectiveness and Student Achievement
The COB systematically evaluates faculty performance
to gauge instructional effectiveness. Independent
assessment of student learning and achieveme
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Continuous Improvement of Instructional Programs
and important to every business faculty member’s
tenure and promotion review, post-
tenure review and reappointment
decision for non-tenure-track faculty. For annual pe
rformance evaluations for merit raises, teaching
receives a weight of 50 percent. The department head
s take into consideration their own assessment based
on classroom visitation and the beginning-of-the-year
goals that each faculty member submits. The
Annual Performance Evaluation is a University instrument, but has been modified by the College to fit its
unique mission and needs. The COB faculty evaluation process demonstrates the College’s commitment
to continuous improvement of its instructional programs.
The performance evaluation takes place at various le
vels. The Faculty Composition and Development
Committee conducts an independent ev
aluation of the performance of each tenure-track faculty member
on a fixed schedule depending on the tenure calendar.
Additionally, the dean and department head
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Innovations in Instructional Practices
MGMT 3103 Principles of Manageme
nt Dr. White Small Group Learning
Business Plan & Group Presentation (dyads
ECON 2113 Principles of Microeconomics Dr Langley
In-class exercises, Written assign., Socratic
ECON 2123 Principles of Macroeconomics Dr. Quazi
Dr. Langley
ECON 2123 Principles of Macro. (Honors
Dr. Langley
Writing Intensive, Small Class, Honors
MISY 3303 Business Communication
FINA 2103 Personal Financial Planning
WebCT-Quizzing/Grading, Pre-recorded
FINA 3103 Principles of Finance
Group project on financial analysis of
companies
FINA 4313 Investment Dr. Yang Investment Portfolio Game
ECON 4343 International Trade Dr. Quazi Socratic method & Written Assignments
MISY 5203 Managerial Communication
MISY 5513 Management Information
Systems
Case Studies, Team Work, Team
Presentations, Assignments based on
Library's Online Databases for Research,
and Oral and Written Communication
MGMT 5353 Entrepreneurship (new name)
Dr. Dyck
Case studies & Group Projects, local and
MGMT 5343 Human Resource
Management
Dr. Dyck
Problem-based learning
MGMT 5323 Strategy and Policy Dr. Gupta Simulation
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IN.3. INDIVIDUAL FACULTY INSTRUCTIONAL RESPONSIBILITIES
IN.3: Individual faculty members are responsible for:
Currency in their instructional field (s)
Delivery of effective instruction
Accessibility to students consiste
All COB faculty members are
expected to be current in their respec
tive fields of instruction, innovative in
their teaching methods, and accessible to students in
and out of class. Individual faculty members are
responsible for currency in their instructional fields.
Faculty members who are not current or are found to
be ineffective in the classroom receive lower merit ra
ises, may be denied tenure or promotion, and may
not be reappointed.
One of the best ways for faculty to stay current in th
eir field of teaching is to have an active research
agenda. Faculty performance evaluations, which ar
e conducted annually, include a section regarding
current intellectual activities and contri
butions made by the faculty member during the year. Over the last
four years, faculty intellectual contributions have
increased substantially. Many faculty members are
involved in research and publishing
on teaching and learning issues. The average number of peer-
reviewed journal articles for each full-time faculty member during the past five years is 3.67; counting all
forms of peer-reviewed intellectual
contributions, the average is 14.13.
The cumulative five-year total
portfolio of intellectual contributions for the faculty
is roughly 500, with many contributions related to
instructional topics.
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Professional and Institutional Guidelines for Faculty
(Sources: Adapted from 'Ethical Principles in Uni
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Delivery of Effective Instruction
The business faculty members are fully committed to th
e College’s mission of excellence in teaching and
the student learning experience. Faculty members
eagerly participate in activities to improve their
teaching effectiveness and to be innovative. In recent
years, new courses have been developed and taught
by faculty in management, finance, and MIS. Seve
ral online undergraduate- a
nd graduate-level courses
have been developed and taught by business faculty.
In the future, several more online courses will be
offered. Faculty teams are working on collaborative r
esearch in the scholarship of
teaching and learning.
Each semester, the IRRC organizes brown bag seminars.
In the past faculty members and outside experts
have conducted these seminars in the COB, and they
have been well attended. Table In.3-1 includes
information on recent brown bag discussions. Busin
ess faculty members have attended workshops on
PowerPoint and WebCT, offered by the COB and the
University’s Center for Excellence in Teaching and
Learning. Table IN.3-1 presents information on th
e brown bag seminars on teaching organized by the
Instruction Resources and Responsibilities Committee.
Brown Bag Discussions on Teaching (2003-2005)
PROFESSOR TOPIC DATE
Dr. Larry White
Dr. Jan Jasper
Using WebCT in Your Class
December 3,
Readability Appropriateness of Classroom
Dr. Munir Quddus
The Scholarship of Teaching and Learning
(Pedagogical Research)
April 7, 2004
Drs. Henri Bailey & Munir
Dr. John Dyck
Learning Style Differences
October 4, 2004
Learning Objectives
November 29,
Dr. Kishwar Joonas
Achieving Effectiveness in Work Teams: Time
January 18, 2005
Dr. John Dyck
‘Minute’ Papers Prove Their Worth Again
March 16, 2005
Dr. Munir Quddus
April 6, 2005
Individual faculty members are responsible for de
livering effective instruction. Instructional
effectiveness is evaluated by use of Student Opinion
Surveys and direct observation by department heads.
Through the use of current textbooks, reliable testing
instruments, group projects, well-specified program
goals linked to course-embedded learning objectives,
and in-house teacher training, COB faculty work to
increase their effectiveness in th
e classroom to improve student learning. Additionally, the COB
Teaching Professor
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Effective management of the classroom is an importa
nt part of the faculty responsibility. Given
nationwide trends on campuses in st
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Faculty at the time of signing their contract al
so sign a document called Minimal Instructional
Responsibilities shared by the provost’s office.
The document emphasizes the accountability and basic
fundamentals of effective instruction.
Student Accessibility to Faculty
PVAMU requires that each faculty member hold re
gularly scheduled conference (office) hours. The
COB faculty members are required to schedule at le
ast one conference hour for each hour of scheduled
teaching. Conference hours are reported to the dean’s
office and posted on each faculty member’s office
door. Many faculty members serve as advisors to stud
ent organizations. Professors are available to assist
students by email or by appointment. Students inter
ested in internships rela
ted to a specific degree
program are entitled to enroll in an internship course
with the department head. A faculty supervisor is
assigned to each student taking an internship course.
Several students work as student assistants whereby
With the COB open-ended student evaluation instru
ment, students are invited to comment on faculty
availability and engagement in and outside the cl
assroom. The College c
onducts anonymous student
faculty evaluation surveys during the academic advi
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The following tables describes how the weaknesses id
entified in the Accreditation Plan have been
successfully ameliorated in the area of inst
Weaknesses Identified in the Accreditation
Plan (Summer 2002)
Current Status (Summer 2005)
Not all faculty members have established
learning objectives, mandatory topics, optional
topics, and assessment criteria for multi-section
core courses.
Common learning goals for each course in the
business core have been implemented by the
discipline faculty; an Assessment Plan was approved
in Spring 2004; Discipline coordinators appointed to
There are no established criteria for assessing
the quality of the curricula at the undergraduate
The course-embedded assessment of the learning
goals, Major Field Test and the EBI survey are being
used to monitor and benchmark the curricula and
student learning; an assessment coordinator has been
Data collected in the undergraduate and
graduate survey and the Major Field Test have
not been used for curriculum changes and
program development.
Results have been analyzed and discussed resulting
in curricula changes such as enhanced coverage, new
courses, strengthening the admission standards,
honors sections, and increased emphasis on writing
Faculty members need to be more involved in
growing faculty.
Ten new office spaces in Hobart Taylor received
from the another department in fall 2004;
There is a shortage of classroom space (peak
A previously unused room was converted to a new
Teaching assistants are unavailable to faculty
for assistance.
Each department allotted $10,000 a year for student
workers; four graduate teaching assistants available
each semester
No systematic program is in place to collect
feedback from alumni and employers to
evaluate effectiveness of instruction.
EBI alumni survey has been purchased and is being
sent out (summer 2005) for feedback on curriculum;
Advisory Board members surveyed on curriculum
Evidence of Continuous Improvement
Teaching is our first priority, with an assigned weight
of 50 percent in the faculty evaluation process. The
College expects each faculty member
to be sensitive to the needs of st
udents and to strive for excellence
in teaching. Faculty emphasize skill-building assignm
ents and teach a modern curriculum. The COB
mission broadly encompasses all activities that enha
knowledge, including
instructional materials and classroom presentations.
We seek interdisciplinary alliances across the
campus and with outside businesses to enhance the overall education of students as effective leaders and
citizens. We seek to attract and educate capable and
motivated students for futu
re leadership in business
and industry. Our graduates will be aware of
the fundamental aspects of decision making in an
increasingly complex and technology-driven global bus
iness environment. The curriculum and programs
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at the undergraduate and graduate
level are designed to educate and
develop future business leaders at
different stages of their careers. Some significan
t improvements in instructional resources follow.
Classrooms have been significantly upgraded with new multimedia technology, access to the
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Table S.1.a-1
Notes: * PVAMU is in the midst of a $30M Capital Ca
mpaign that is scheduled to conclude by 2008.
Pledges have been received and co
mmitments have been partially funde
d to date. Available scholarship
funds for the 2005-06 academic year are based on the
interest that accrues on the principal that has
already been received. Available scholarship am
ounts for the 2008-09 academic year are based on the
interest that will accrue on the principal that
has been pledged and should be received by 2008.
S.1.b. The school should demonstrate continuous
efforts to achieve demographic diversity in its
Student Demographic Diversity
S.1.b-2 present the University and COB student demographics in spring 2005. Given
the University’s long history as a premier historically
black college and university, a majority of students
enrolled in the University and the College are Africa
n-American. However, the
student population is well
diversified in terms of gender, academic preparedness
and socio-economic status. The University and the
College have responded in several ways to th
e “Closing the Gaps” initiative, endorsed by the
Coordination Board and TAMUS, to increase the number
of students of Hispanic heritage in the public
universities. The College remains fully committed
Freshmen TransferUndergraduateGraduate
2008*
Annual Scholarships
X X X X
$20,000.00
$50,000.00
Textbook Scholarship
X X
$250.00 $500.00
Robert Woods Memorial
Scholarship Endow.
X X
$2,500.00 $2,500.00
Scholarship Endow.
X X X X
$2,500.00 $2,500.00
Scholarship Endow.
X X X X
$100.00 $2,500.00
E.J. Tyler Memorial
Scholarship Endow.
X X X X
$250.00 $250.00
William M. Green
Scholarship Endow.
X X X X
$5,000.00 $52,500.00
Illinois Tool Works
Scholarship Endow.
X X X X
$2,500.00 $12,500.00
TOTAL $33,100.00 $123,250.00
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Although reshaping the pattern of demographic divers
ity will take time and effort, the University has
made significant strides in achieving diversity. Responding to its designation as a “
special purpose
Total UG/G
Male % Female % TOTAL % Male % Female % TOTAL %
White 88 3 115 4 203 4 64 10 118 7 182 8
Black 2307 90 2931 91 5238 91 518 81 1413 87 1931 86
Hispanic 80 3 95 3 175 3 15 2 40 2 55 2
Asian 21 1 40 1 61 1 7 1 16 1 23 1
American Indian 2 0 2 0 4 0 1 0 3 0 4 0
International 57 2 35 1 92 2 31 5 18 1 49 2
Unknown 1 0 1 0 2 0 3 0 7 0 10 0
Total 2556 100 3219 100 5775 100 639 100 1615 100 2254 100
*Data includes full-time and part-time students. Percent co
lumns show rounded figures and may not add to 100.
Table S.1.b-2
Total UG/G
Male % Female % TOTAL % Male % Female % TOTAL %
White 8 2 4 1 12 1 4 5 4 4 8 5
Black 420 94 340 94 760 94 67 87 87 90 154 89
Hispanic 9 2 11 3 20 2 0 0 2 2 2 1
Asian 3 1 4 1 7 1 3 4 3 3 6 3
American Indian 1 0 0 0 1 0 0 0 0 0 0 0
International 6 1 3 1 9 1 3 4 1 1 4 2
Unknown 0 0 0 0 0 0 0 0 0 0 0 0
Total 447 100 362 100 809 100 77 100 97 100 174 100
*Data includes full-time and part-time students. Percent co
lumns show rounded figures and may not add to 100.
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Given the firm commitment of TAMUS and that of
University’s central administration, the ongoing
efforts to achieve demographic diversity at the Un
iversity are serious and will be productive. The
University’s student population (freshman and transfer
students) derives largely from the state of Texas
(approximately 85 percent). The vast majority of
these students hail from large metropolitan areas such
as Houston, Dallas, Galveston, Beaumont, Austin a
nd San Antonio. A significant percentage of our
student population is from rural areas in southeast Tex
as and areas within a seventy-five mile radius of
the aforementioned urban areas. The College of Business also draws transfer students from area
community colleges, such as Houston Community Co
llege System, Blinn Community College and North
Harris Montgomery County Community District. Several public and private four-year universities also
represent current and potential future sources of transfer students.
Growth in the COB is projected to be at least six pe
rcent annually in keeping with the University’s efforts
to increase the student population to 15,000 by th
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For the spring 2005 semester there were 174 student
s registered in the graduate programs in
business. All students are registered as part-time students, since the program is designed for the
working adult.
19 (11%) were registered in the MSA degree program
159 (89%) were registered in the MBA degree program
Source: COB Student Survey
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Business faculty and administration are committed to
increasing student demographic diversity. In the
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Table S.1.b-3
Recent Recruitment Events in the COB
Date(s) Event Brief Description
Annual National
National Conference held in Houston, TX. This is one of the
largest venues to recruit African-American MBA Candidates.
The COB participated in the recruitment of graduate students
College 101 Seminar
Participated in high school recruitment program to inform
graduating seniors on the realities of campus life.
Prairie View A&M
University
This event is designed to increase awareness of opportunities
in specific major and minor areas as well as provide critical
information about employment
PVAMU Transfer Student
Day
University-sponsored event designed to promote campus
departments and answer questions for new and potential
transfer students to the University.
Noel Levitz Recruitment
Community College
Counselors Forum
The University Office of Admissions sponsored an
informational session for local Community College
Counselors. The College of Business made a presentation on
programs, services and features of the department to over 75
counselors from various areas. Contacts were made to solidify
relationships that would po
ssibly develop 2+2 program
options to transfer students.
02/05 Pantherland Day
Sponsored by the Office of Recruitment, Pantherland Day is
Thurgood Marshall
HBCU Conference
Prairie View A&M University, in collaboration with the
Thurgood Marshall Scholarship Fund, sponsored the 6th
Annual Presidents & Member Schools' Professional
in Houston, TX. The College of Business
participated in the Annual HBCU College Night, which
produced over 350 interested students and parents.
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04/05 Houston Hispanic Forum
This was the 19th annual Career and Education Day for
students in grades 6-12 in Harris County and 72 adjacent
school districts. Parents are invited to attend and learn
important information about helping their children prepare for
a successful future. A representative from the COB
participated as one of the panelists to discuss programs of
study and various financial programs available for students
Business for Academic and
Scholastically Inclined
College Program
Business for Academically and Scholastically Inclined
Students (BASIS), a two-week summer program, is designed
to introduce academically talented high school students to the
business career options and to the majors that lead to those
options. Students are challenged to solve problems using some
of the basic principles taught in the program while living on
09/04 -
On-Going Recruitment
Representatives from the College of Business regularly attend
recruitment events at both the undergraduate and graduate
level throughout the year. A sample of the 2004-05 academic
S.1.c. The policies for admission to business deg
ree programs at the undergraduate level should be
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Conditional Admission
to Prairie View A&M University can
be attained by a student with an
SAT score of 710-810 or an ACT score of 15-16, by supplying an official high school transcript,
passage of any state mandated examination used
as a high school exit examination, and a high
school grade point average of a 2.50 on a 4.00 sc
ale. Provisionally admitted students have one
calendar year to successfully remedy academic de
ficiencies and to demonstrate the ability to be
successful in college. A student is granted regul
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raising have resulted in two $50,000 endowments for scholarships. In the near future, a
substantial increase in scholarship endowments
is expected from private and corporate sources
partly as a result of the success of the Univ
ersity’s ongoing $30 million capital campaign. Fund-
raising efforts for business scholarships in r
ecent years have yielded
approximately $30,000
annually. The COB plans to launch an annual campaign to increase the available scholarship
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Business Student Organization Activities (2004-2005)
Organization Activity/Event Date
Business Information
Students Association
Held fund-raisers to support organizational
activities.
Attended the fifth annual Women in
Information Technology (WIT) conference at
Texas A&M University.
Wednesdays (October 2004)
February 16, 2005
Delta Mu Delta
Inducted thirteen business students into the
Finance/Investment Club
Attended the second annual Texas Investment
Portfolio Symposium (TIPS) in Houston,
February 26, 2005
National Association of
Black Accountants
Sponsored information session: IRS
Sponsored information session on becoming a
CPA.
Attended annual NABA student conference in
Dallas, Texas.
Participated for the third consecutive year as
trained volunteers in the IRS Volunteer
Income Tax Assistance Program to help
individuals and families with special credits
prepare their taxes.
September 8, 2004
October 6, 2004
October 21-22, 2004
January 17 - April 13, 2005
Toastmasters
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Effective Advising
-
The College has devised and put into u
se a systematic advisement plan to
improve the advising process and promote student rete
ntion. Each student is assigned a specific
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Monthly
The Student Advisory
A council composed of the president and one selected
representative from each of the College of Business clubs.
Monthly
Discussions with the
Monthly discussion with the dean and several faculty and
staff were held regularly to discuss ways to improve the
Quarterly Dean’s Lecture Series
This series features business leaders, authors, lecturers and
the College throughout the
year. This series helps further the College of Business
mission to provide the highest quality management
education by exposing students and faculty to policy makers
and industry leaders.
Program
The Executive-in-Residence program invites senior-level
executives, scholars, and other professionals to address a
COB Career Fair &
Forum
This event is designed to in
crease internship and post-
graduation employment opportunities to students. Nearly
twenty organizations come to campus to speak to students
about opportunities with their respective businesses.
Students also have the opportunity to hear from seasoned
professionals on business topics during the adjoining career
forum sessions.
12/04,
Receptions are held for COB graduates each semester in
order to congratulate students on their achievements and to
cultivate involved, engaged alumni. Graduates freely
discuss their COB experience with the dean and department
heads and give their input.
Exchange Program
Representatives from the National Urban League’s Black
Executive Exchange Program visit COB classrooms to
advice and give tips on written and oral communication
skills, and responsibilities as working professionals.
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Student Organization
Student organizations provide opportunities for students to
develop skills needed in business, such as teamwork,
planning, organizing, leadership and communication.
Several organizations are open to business majors and
supported in the College of Business. These student groups
are instrumental in the recruitment and retention process for
new students through their positive influences and activities.
Support for each organization’s agenda is provided through
the dean’s office.
Opportunities
College of Business Scholarships are awarded each
academic year to qualified students. To date, the College
has two scholarship endowments and will be the benefactor
of two additional scholarship endowments, which will
eventually generate more than
$100K annually. The dean’s
Student Orientation/
students for a smooth transition from high school/junior
and special events are an opportunity for freshmen,
sophomores, juniors, and seniors to familiarize themselves
with College of Business faculty, staff, academic
procedures, yearly focus for applying for job opportunities,
resume writing strategies, interview skills, and other
services of the College. Other special events including COB
Awards Ceremony for scholarship recipients and graduating
Table S.1.c-3 shows results of a recent EBI survey
of graduating seniors on their academic experience as
well as career services and placement. Although there is
certainly room for improvement, the students are
generally satisfied with the services provided. 88% of
the students found the COB Career Fair to be “fair
or good” to “excellent to exceptional.” 76% of th
e respondents rated the services provided by the Dean’s
staff to be “good to very good” to “excellent to
exceptional.” Although there is scope for improvement,
the results reveal that students are generally satisfi
ed by their experience regarding placement and related
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EBI/AACSB Survey of Graduating Seniors – Spring 2004:
Scores On Selected Institution-Speci
fic Questions - Recruitment/Placement
Very Poor
Very Good
A&M University recruitment
22%
24%
39%
14%
In my opinion, the performance
of the supporting staff in the
4%
21%
49%
27%
In my opinion, the performance
of the supporting staff of the
departmental office is:
6%
2%
59%
33%
Moderately
Prairie View A&M University
21%
14%
27%
20%
18%
I would recommend to friends a
business degree from the
College of Business at Prairie
View A&M University?
12%
10%
22%
36%
19%
Dissatisfied
accurately measured your
knowledge of business?
24%
40%
37%
Very Poor
How would you rate the
usefulness of the University’s
Career Fair?
12%
46%
41%
How would you rate the
Business’ Career Fair?
13%
48%
40%
Notes: 2004 EBI/AACSB Undergraduate Business Exit Survey
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The University College (UC) at PVAMU is a
nationally recognized program that has been
profiled and funded by grant agencies. The
UC has significantly improved freshman student
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GPA of 3.00 or more on a 4.00 scale, the student may a
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for coordinating all placement activities in the CO
B. The following sections describe some of the
University and COB programs and activities to support
placement of business gradua
tes. To substantially
upgrade graduate student placement, a new professional
staff dedicated to the placement of graduate
students will be hired next year. As part of our
assessment processes, the EBI survey of student
satisfaction has been used in recent years. Table S.
2.a-1 presents selected results from the recent survey
on satisfaction with career and placement services.
Students seem to be generally happy with these
Table S.2.a-1
2004 EBI/AACSB Survey of Graduating Seniors:
Average Scores of Selected Factors & Questions on Career Services
PVAMU Rank
Career Services - Satisfaction with:
Assistance in preparation for permanent job
Career Services - Satisfaction with: Access
to school’s alumni to cultivate career
opportunities
Career Services - Satisfaction with: Number
of companies recruiting on campus
Career Services - Satisfaction with: Quality
of companies recruiting on campus
Note: Maximum possible score is 5.0; in spring 2004, the select six included Bethune-Cookman
College, Ferris State University, Truman State Univ
ersity, Indiana University Northwest, Southwest
Missouri State University, and Sonoma State University
Table S.2.a-2
registration and Advising (2002-2005)
Percentage of Responses
Term
Satisfactory
Satisfactory
Highly
Number of
Spring 2002 1 17 82 100 90
Spring 2003 3 18 79 100 132
Summer/Fall 2003 1 30 69 100 70
Spring 2005 1 7 92 100 71
Summer/Fall 2005 11 23 66 100 35
Total 3 18 79 100 398
**Totals may not add to 100 due to rounding.
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registration and Advising (2002-2005)
Table S.2.a-2 and the Exhibit S.2.a-2 show student
satisfaction with the academic advising process.
These results are based on anonymous student responses a
nd are shared with the entire College faculty for
improvement. Overall the results indicate a high degree of satisfaction with the College academic
Placement Statistics and Events
Spring 2002
Spring 2003
Summer/Fall 2003
2005
Summer/Fall 2005
Academic Term(s) Advised
Percentage of Respondent
Highly
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suitable and relevant professional development opportun
ities. Through the dean’s office, students are
able to discuss their career options and concerns.
This office also serves as a clearinghouse for
information from hiring organizations and the University career services office.
Table S.2.a-3
Self-Reported Beginning Salaries of PVAMU Business Students
PVAMU College of Business
Job Placement Information
May-03 Dec-03 May-04 Aug-04 Dec-04 May-05
Average Reported Salary $36,212 $ 38,266 $
39,243 $ 35,500 $ 40,063 $ 40,650
Number of Students Reporting 36 20 52 18 42 77
Attending Graduate School 0 2 6 1 7 11
Employed at Graduation/
Attending Graduate School Upon
Grad.
20 6 23 9 17 43
Highest Salary $60,000 $ 46,500 $
55,000 $ 41,000 $ 48,000 $ 100,000
Lowest Salary $29,500 $ 32,000 $
29,000 $ 30,000 $ 25,000 $ 23,900
Median Salary $34,000 $ 40,000 $
40,000 $ 35,500 $ 42,000 $ 40,000
Percent Employed 56% 30% 44% 44% 40% 56%
Percent Attending Grad School 0% 10% 12% 6% 17% 14%
Percent Unemployed at Graduation 39% 68% 44% 50% 43% 30%
Percent Students Reporting 71% 38% 69% 86% 82% 88%
Percent Accounting Majors
Employed
50% 33% 67% 100% 71% 60%
Percent Finance Majors Employed 67% N/R 80% 100% 20% 38%
Percent ADSY Majors Employed 64% 17% 54% 63% 55% 43%
Percent Management Employed 50% 25% 67% 50% 45% 55%
Note: Information for August 2003 was not available
The College’s flagship event is the annual College of
Business Career Fair and Forum held during late
January. During the career fair, dozens of companie
s from across the United States visit the College to
talk with students about internship and permanent j
ob placement opportunities. Employers are also able
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Table S.2.a-4
Event Company/Organization Date
Placement Information Session Internal
Revenue Service September 8, 2004
Placement Information Session Boeing September 21, 2004
PVAMU Career Fair Various (75
organizations) September 22, 2004
Placement Information Session Maytag September 22, 2004
Placement Information Session Foley’s September 30, 2004
Career Information Session Goodman
Financial Services October 6, 2004
College of Business Career Fair Vari
ous (15 organizations) January 26, 2005
Resume Help Clinic College of Business January 26, 2005
Career Building Workshop:
The Importance of Having an Internship
PVAMU Career Services January 26, 2005
Career Building Workshop:
Beyond Salary - Evaluating a Job Offer
Sherwin Williams January 26, 2005
Career Building Workshop:
Enterprise Rent-A-Car January 26, 2005
PVAMU Career Fair Various (75
organizations) February 9, 2005
Internship Information Session Boeing February 9, 2005
Internship Information Session Foley’s February 10, 2005
Mock Interview Sessions Various
(4 organizations) April 8, 2005
Internship Information Session State Farm Insurance April 28, 2005
Career Services
The University Career Planning and Outreach Center assists students with career planning and obtaining
professional employment. The Center’s staff builds rela
tionships with recruiters and provides a means for
students to interview. The Career Center also
provides assistance for students seeking information on
graduate and professional schools. To enhance
a student’s placement opportunities for full-time
employment after graduation, coopera
tive education (co-op) and Internsh
ip Programs are made available
through the Center. Various career planning, employment, and recruitment materials are available in the
Center’s Career Resource Library (Evans Hall, Suite 210).
University Career Fair
Now in its 34th year, the Career Planning and Outr
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business. Dozens of companies from across the United
States visit the College to speak with students
about placement and internship opportunities, as
well as assist students with making career decisions
through workshops about negotiating salary offers
, acing interviews and planning careers. About 300
business students attend each year. The 2005 College of
Business Career Fair can be directly credited for
generating a larger number of job o
ffers made to Prairie View A&M Un
iversity Business students. The
event generates roughly $3,000 in revenues for the COB.
College of Business Internships
The COB administration is strongly committed to
increasing the number of business students who seek
internship experience. The College provides undergradua
te course credits for in
ternships in accounting,
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The College has improved its placement efforts in recen
t years. This has resulted in greater opportunities
for our graduates to find jobs, internships and coop
with well-known companies. A list of employers of
recent graduates is included in Table S.2.a-5. The
list shows a growing number of companies including
many Fortune 500 companies are interested in th
e College of Business graduates as interns and
employees.
Table S.2.a-5
Employers (Jobs, Internships) of Recent Business Graduates (2004-2005)
Employers Jobs Internship Co-Op
Accenture X
Allstate Insurance X
American Campus Communities X
Amegy Bank (formerly Southwest Bank) X
Aramark X
AT&T X
Bank of America X X
Bank One (Chase Bank) X
Boeing Corporation X X X
ConocoPhillips X X
Deloitte & Touche X X X
Donald Sowells Interest X
Duke Energy X X
Enterprise Rent-A-Car X X X
Equiva X
Federal Depository Insurance Corporation X X
Federal Reserve Bank X
General Electric X
General Motors X
HEB Foods X X
Hewitt Associates X
Household Auto Finance X X
Houston Independent School District X
IBM X
Igloo X
Internal Revenue Service X X
JC Penney X
JP Morgan Chase Bank X
KB Homes X
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KPMG X
Lawrence Marshall Dealerships X
Legacy Financial Group X
Marathon Oil X
May Department Stores - Foley's X X
Maytag X
Motorola X
NASA X X X
Northwestern Mutual X
Pfizer Pharmaceuticals X
Prairie View A&M University X X
PricewaterhouseCoopers X X X
Primerica X
Ryland Homes X
Shell X X
Sherwin-Williams X X X
Sodexho X
Sprint X
State Farm Insurance X X
State of Texas X X
Texas A&M University X X
Texas Comptroller of Public Accounts X
The Barrington School X
The Rucker Group Mortgage X
Union Pacific Railroad X
University of Houston X
University of Texas – Health Science Center X
US Coast Guard X X
US Department of Agriculture X X
Walgreen's X X
Wal-Mart X
Source: College of Business Placement Services;
student survey and informal data collection.
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The College had conducted a strength and weakness an
alysis as part of the Accreditation Plan submitted
to the AACSB Candidacy Committee in fall 2002. A be
fore and after comparison for issues related to
student development, over the three year period, is presented below.
Original Weaknesses in Candidacy
Plan (Summer 2002)
Current Status (Summer 2005)
Student body not sufficiently diverse Seve
ral steps have been implemented at the
University and College level to attract more
campus; full-time recruitment staff hired by the
more diverse student body, and to attract
high-achieving students
The number of scholarships funds available to the
new $50,000 endowments; ITW Foundation is
committed $250,000 over five years to COB; part of
the Whitlow Green endowment ($4.3 million) is
Few internships opportunities were
The College has appointed a full-time faculty to
staff is working to increase the number of internship
opportunities for business students
The placement record of College
graduates needs to improve
Beginning salary and placement surveys show
placement of COB students has improved; surveys
are conducted three times a year to keep track of the
numbers; new EBI alumni survey will yield more
statistics; two professional staff recruited to help
Lack of consistency in the graduate
admission process.
Committee have developed new policies to
standardize the admission process
Lack of a clear admission process to the
New, higher standards for admission to the COB
have been adopted and are being gradually
implemented
Evidence of Continuous Improvement
The College has become increasingly student-centered
with a commitment to mold students to become
able citizens and leaders. Faculty and staff empower
students with skills necessar
y to succeed in business
and industry. Besides classroom instruction, sever
al programs are designed to allow students to find
faculty mentors, and take full advantage of campus life. The results of various assessments (EBI,
Advising, other) have led the College to implement st
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Attractive recruitment materials have been prin
ted for undergraduate and graduate recruitment; a
large number of students receive regular e-ne
Self-Evaluation Report Intellectual C
ontributions College of Business
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ontributions College of Business
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counted more than once, if the research was presente
d in multiple forums as it evolved from an early draft
to a final journal article. For example, if a paper
was first presented in an in-house seminar and then
turned into a more complete working paper, a c
onference proceeding, and was finally published as a
journal article, it would be counted more than once
assuming that the research evolved significantly over
its life. Co-authored papers were counted for each
author who is on the College faculty. However, the
last column in Table IC-1 presents a “unique count
,” in which the number of co-authored intellectual
contributions are counted only once in the portfol
io. The College’s performance evaluation policies
encourage collaborative research, and indeed this has
been a source of strength in our research success.
For summer grants and other recognition such as the
Dean’s Excellence Award, co-authors have often
shared award money and recognition.
2000-01
2001-02
2002-03
2003-04
2004-05
Refereed
Conference
Proceedings
Conference
Presentation
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2000-012001-022002-032003-042004-05
Journal Articles
Proceedings
Presentations
Other IC
Total IC
The sustained increase in faculty research productivity
in recent years was achieved partly through the
recruitment of new faculty members. Since fall 2001,
the full time faculty has roughly doubled with most
of the new faculty recruited on tenure-track appointment
s. A few senior faculty members at the professor
and associate professor rank were hired with tenure
on arrival. The search committees have followed a
consistent strategy of identifying candidates who are
either already academically qualified, or show a high
Other
28%
Journal
26%
Proceedings
Presentations
29%
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potential for attaining this status in a short time fr
ACCOUNTING
Chong, G. 2 1 1 4
Desselle, B. 0
Dobiyanski, A. 0
Feucht, F. 1 1
Lee, B. 1 1 3 1 6
Reed, R. 1 1 2
Discipline Total
2 1 3 5 2 13
Bell, R. 2 1 3
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Table IC-2 (cont’d)
Langley, S. 1 1 2
Quazi, R. 1 1 2 1 4 9
Quddus, M. 4 2 1 7
Sharma, S. 0
Soliman, M. 1 1
Wallace, F. 1 2 3
Discipline Total
6 3 2 5 6 22
Handforth. F. 1 1
Jasper, J. 1 1
Khan, M. 1 1 2
Yang, J. 4 1 7 7 8 27
Discipline Total
4 1 7 9 10 31
MANAGEMENT
Bailey, H. 0
Debnath, S. 3 3
Dyck, J. 1 1
Geismar, N. 1 4 5
Gupta, O. 1 5 2 11 19
Liang, L. 0
Nelson, G. 0
Sutanto, P. 1 1
White, L. 0
Discipline Total
0 2 5 4 18 29
MANAGEMENT INFORMATION SYSTEMS
Chen, W. 1 1
Hinson, S. 0
Holloway, R. 0
Mahfouz, A. 4 4
Opara, E. 1 1 3 2 4 11
Tomiuk, D. 1 1
Discipline Total
1 2 3 3 8 17
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Table IC-2 (cont’d)
BUSINESS LAW
Hill, J. 3 3 6
Joonas, K. 1 1
Tandon, S. 2 2
Discipline Total
0 3 0 4 2 9
Note: This and other tables exclude the publications
of faculty who have left
period; similarly, the tables include the relevant
publications of the new faculty members who have
joined the College during this period.
IC.1. INTELLECTUAL CONTRIBUTIONS
IC.1: Faculty members should make intellectual cont
ributions on a continuing basis appropriate to
the school’s mission. The outputs from intellectual contributions should be available for
Following the mission, the business faculty is comm
itted to intellectual contributions on a continuous
basis. While some of these contributions are basi
c scholarship, a good number of publications are applied
research, and related to instructi
onal development. The College exp
ects intellectual contributions from
each full-time faculty member. Merit raise, promo
tion, tenure, and post-tenure evaluation processes
reinforce this expectation. The College administration
has supported strategies to increase research with a
myriad of favorable policies. These include reduc
ed teaching load, summer re
search grants, increased
funding for professional travel, covering submissi
on journal fees, incentives for mentoring and
collaboration, and recognition.
Given our emphasis on undergraduate teaching, a wei
ght of 30 percent is assigned to intellectual
contributions in faculty evaluations. The College de
partment heads, using a modified version of the
University’s Annual Performance Development Inst
rument, assign 30 percent weight to success in
scholarship for annual merit raises. These expectat
ions are reinforced during the peer evaluation for
tenure-track faculty conducted by the Faculty Comp
osition and Development Committee, the Department
Over the past five years (2000-2005), the College’s
faculty has increased from less than 20 to 37. Table
IC.1-5 AND IC.1-3 show the average number of total
intellectual contributions over this five-year period
is 13.6 per faculty member and 20.0 per graduate
faculty member, while the average number of PRJ
articles published is 3.6 per faculty member and 5.6 pe
r graduate faculty member. Furthermore, over this
period 38 percent of all faculty members published three or more PRJ articles, 95 percent of the faculty
have published at least one PRJ article, and 73 percent
of the faulty had five or more IC activities as
broadly defined by AACSB standards.
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The mission statements of Prairie View A&M Univers
ity and the College of Business both explicitly state
the entities commitment to the pursuit
of “excellence in teaching, resear
ch and service.” Since PVAMU is
primarily a teaching institution, the principal mission is
to educate students. However, the College fully
recognizes that intellectual contributions enhance a
nd update the faculty’s knowledge base, which they
9 14 14 20 19
% of Total
15 20 17 17 11
41 42 59 71 113
% of Total
66 61 70 59 67
12 13 11 30 36
Instructional
Development
% of Total
19 19 13 25 21
62 69 84 121 168 504
Intellectual Contributions Portfolio by Scholarship Type (2000/1 - 2004/5)
Basic
15%
Applied
Instructional
20%
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Int. Contributions by Faculty, Discipline and Scholarship Type (2000/1 – 2004/5)
Instructional
Development
Chong, G. 5 16 1 22
Desselle, B. 2 1 3
Dobiyanski, A. 0
Feucht, F. 3 3
Lee, B. 1 24 3 28
Reed, R. 13 4 17
Discipline Total 6 58 9 73
Bell, R.
2 9 11
Langley, S. 5 5
Quazi, R. 2 19 13 34
Quddus, M. 1 14 21 36
Sharma, S. 1 1
Soliman, M. 7 7
Wallace, F. 4 11 1 16
Discipline Total 7 57 35 99
Handforth. F. 1 4 5
Jasper, J. 1 6 7
Khan, M. 10 10
Yang, J. 10 46 1 57
Discipline Total 11 61 7 79
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Int. Contributions by Faculty, Discipline and Scholarship Type (2000/1 – 2004/5)
Instructional
Development
Bailey, H.
4 1 5
Debnath, S.
2 13 15
Dyck, J.
1 1
Geismar, N.
22 22
15 29 6 50
1 1
1 1
Sutanto, P.
7 5 1 13
3 3
Discipline Total
44 44 23 111
1 4 2 7
5 5
Holloway, R.
0
Mahfouz, A.
3 17 1 21
1 27 2 30
Tomiuk, D.
4 1 5
Discipline Total
5 57 6 68
BUS LAW
1 11 3 15
2 9 5 16
Tandon, S.
3 5 8
Discipline Total
3 23 13 39
College Total 76 326 102 504
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Minimum Standards in Intellectual Contributions
While excellence in terms of intellectual contributi
on is desirable, an academically qualified faculty
member is expected to provide evidence of satisf
actory level of productivity (regarding intellectual
contribution) during the period of evaluation under
consideration. Professionally qualified faculty may
have a higher teaching load compared to academic
ally qualified faculty, and consequentially, a lower
requirement for intellectual contribution
As outlined by AACSB International, a broad spectrum
of activities is included in the area of intellectual
contribution. While a faculty member’s contribu
tion in any of these areas will be taken into
consideration, the minimum require
ments for satisfactory performance
in this area for tenure and/or
promotion to the next rank shall include the following:
Three refereed journal publications
Four publications in well-recognized refereed journals
Faculty in the College of Business may be classified as
either academically or professionally qualified, or
other. To be academically or professionally qualifie
d, a faculty member must have a combination of
academic preparation augmented by current professi
onal development activities in the area of teaching
assignment. Based on internal discussions, consultati
ons with members of the mock visit team, deans of
following definitions have been adopted.
Academically Qualified (AQ) Faculty
: The faculty member must have a terminal degree in the area
of teaching assignment, or in a related area, as ou
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The College has in place an innova
tive and generous support mechanism
involvement in quality research has become a norm. The system works through a combination of
incentives, rewards and recognitions discussed below.
Dean’s Excellence in Research Award
One faculty member is selected each year for this award based on the number of refereed journal articles
published or accepted for publication.
The selection criterion would eventually be expanded beyond
journal articles to include the entire spectrum of in
tellectual contributions as defined by AACSB (books,
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ontributions College of Business
Page 134 of 150 Prairie View A&M University
annually allotted to each faculty member. However, if
a faculty member is pres
enting a paper, the dean’s
office will provide additional funds. In 2002, the PVAMU
formally joined a platform of eight Centers for
International Business and Education Research. Under
this initiative, since 2003, at least ten COB faculty
members have received training on teaching and resear
ch on international business topics in various
CIBER workshops across the country.
Student Assistants
A limited number of undergraduate and graduate studen
t workers are available to assist faculty members
Faculty Research Seminar Series
Each semester the Intellectual Contributions Committ
ee organizes a faculty research seminar series. The
seminar series have helped create a vibrant atmosphe
re for collaborative research across disciplines. The
seminars provide faculty members with an inform
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Individual Faculty Cumulative IC Portfolio (2000/1 – 2004/5)
& Faculty
J P N O J P NOJ P N OJ P NOJP N O J P N
2 2 2
Desselle
1 11
Dobiyanski
1 1 1 1 1 13
*Feucht
0
0
2 2 1 1 112 2 1 2 5 4 213
2 2 2 2 4
0
1 1 1 1 2
1 1 11 1 4 2 2 59
Scholarship Type: B = Basic Scholarship; A = App
lied Scholarship; I = Instructional Development.
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Last 5 Years
Discipline &
Faculty
J P N O J P NOJ P N OJ P NOJ P N O J P N O T
*Langley
1 1 2 2
1 2 2 1 1 12 2 2 5 5 3 5 6 19
1 1 1 2 11 6 2 1 2 8 13
0
1 1 1
Sharma
0
Soliman
1 1 2 1 1 2 4
1 1 2 2 1 4 2 1 4 4 11
*Wallace
1 1 1
1 1 1
1 1 1 1 1 3 4
0
Jasper
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 137 of 150 Prairie View A&M University
Last 5 Years
& Faculty
J P N O J P NOJPN OJ P NOJ P N O J P N OT
0
1 2 1 1 1 1 1 1 1 2 1 4 3 10
0
1 1 2 2 2 1 1 1 5 5 1 11
3 2 1 1 2 6113 6 3 1 9 2 3 8 25 3 22
1 2 1 1 1 1 1 2 4 7
4 0 2 0 1 0 1 3 7115 2 9 0 6 3
2 5 8 31 3 29
Bailey
0
1 1 1 1 2
1 1 2 2 2 2 2 1 2 4 4 3 13
*Dyck
1 11 2 1 1 2 3 4 1 5 5 2 5
0
*Geismar
0
0
0
1 1 1
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 138 of 150 Prairie View A&M University
00-01
01-02
02-03
03-04
04-05
Last 5 Years
Faculty
Name
J P N O J P N O J P N O J P N O J P N O J P N O T
0
1 1 1 1 1 1 3
0
12
12
13
14
10
12
18
12
29
21
28
33
1 1 1
1 1 1 1 2 2 4
1 1 1 1 2
0
0
0
*Mahfouz
1 1 1
1 1 3 3 3 1 2 1 4 4 3 1 11 4 8 4 27
*Opara
2 2 2
Tomiuk
1 1 1 1 1 1 2 1 1 5
1 2 3 2 2 2 4 3 3 2 3 2 4 5 8 2 5 4 16 11 17 13 57
1 3 1 1 2 4 6
1 4 4 2 2 0 2 8 3 3 2 4 3 5 5 0 8 3 5 4 17 15 18 18 68
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 139 of 150 Prairie View A&M University
Last 5 Years
e &
Faculty
J P N O J P N OJ P N OJ P N OJ P N O J P N O T
1 1 1
1 2 1 2 1 1 1 1 1 4 3 2 2 11
1 1 1 1 1 1 3
0
1 1 1 1 1 1 3
1 2 1 1 1 1 2 1 5
3 1 3 2 2 3 7 2 4 2 5 3 5 4 7 4
0
1
1
1
4
6
1
2
8
1
7
9
2
3
1
0
2
3
1
5
2
5
8
3
3
1
7
2
2
4
1
9
5
5
5
9
3
8
3
326
3 3 4 2 1 2 0
0 1 4 6 4 7
5 6 5 7
6
1
5
2
1
1
0
1
5
8
1
6
3
0
2
1
1
2
3
2
1
9
3
2
2
6
4
6
1
7
4
9
2
2
3
1
6
6
1
3
3
8
3
1
4
6
1
4
2
504
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 140 of 150 Prairie View A&M University
Individual Faculty Count of All Intellectual Contributions (2000/1 – 2004/5)
Faculty Name 2000-01 2001-02 2002-03 2003-04 2004-05 Total IC
Chong, G. 5 5 2 4
22
Desselle, B. 2
1 3
Dobiyanski, A. 0
Feucht, F. 2 1
3
Lee, B. 5 3 5 6
28
Reed, R. 8
3 6 17
Discipline Total
18 10 9 14 22 73
BUS. COM
Bell, R.
5 6 11
Langley, S. 1 2
5
Quazi, R. 1 1
8 19 34
Quddus, M. 10
2 5 9 36
Sharma, S.
1
Soliman, M. 1 1 1 2 2 7
Wallace, F. 3 2 4
16
Discipline Total
15 12 11 21 40 99
Handforth. F. 1 1 1
5
Jasper, J. 1 1 3 2 7
Khan, M. 1 2 3 4 10
Yang, J. 5
21 11 17 57
Discipline Total
6 5 25 18 25 79
shaded numbers
denote the year in which the faculty me
mber joined PVAMU as a full-time faculty.
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 141 of 150 Prairie View A&M University
Individual Faculty Count of All Intellectual Contributions (2000/1 – 2004/5)
2000-01 2001-02 2002-03 2003-04 2004-05 Total IC
Bailey, H. 5 5
Debnath, S. 1 1 5 8 15
Dyck, J. 1
1
Geismar, N. 1 4 7
22
Gupta, O. 2 7
11 17 50
Liang, L.
1 1
Nelson, G. 1 1
Sutanto, P. 7 3 2 1 13
White, L.
Discipline Total
2 17 21 25 46 111
Chen, W. 2 1
Hinson, S. 3 1 1
5
Holloway, R.
0
Mahfouz, A. 4 1 2 3
21
Opara, E. 1 7 7 7 8 30
Tomiuk, D. 1 2 2
5
Discipline Total
11 12 12 13 20 68
BUS. LAW
3 2 24
Hill, J. 1 4 2
Joonas, K. 1 1 13
16
Tandon, S. 1 4 3 8
Discipline Total
2 6 2 22 7 39
shaded numbers
denote the year in which the faculty me
mber joined PVAMU as a full-time faculty.
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 142 of 150 Prairie View A&M University
Total and Annual Average Faculty Intellectual Contributions
ACCT
Chong, G.*
4 0.8 8 1.6 10 2.0 22 4.4
2 0.4 1 0.2 3 0.6
Dobiyanski, A.
0 0.0
1 0.2 1 0.2 1 0.2 3 0.6
6 1.2 11 2.2 5 1.0 6 1.2 28 5.6
2 0.4 7 1.4 6 1.2 2 0.4 17 3.4
Discipline Total
13 2.6 18 3.6 22 4.4 20 4.0 73 14.6
BUS. COM
3 0.6 3 0.6 5 1 11 2.2
Langley, S.*
2 0.4 2 0.4 1 0.2 5 1.0
9 1.8 4 0.8 7 1.4 14 2.8 34 6.8
Quddus, M.*
7 1.4 4 0.8 9 1.8 16 3.2 36 7.2
Sharma, S.
1 0.2 1 0.2
Soliman, M.
1 0.2 2 0.4 4 0.8 7 1.4
3 0.6 1 0.2 6 1.2 6 1.2 16 3.2
Discipline Total
22 4.4 11 2.2 28 5.6 38 7.6 99 19.8
Handforth. F.*
1 0.2 4 0.8 5 1.0
1 0.2 2 0.4 4 0.8 7 1.4
2 0.4 1 0.2 4 0.8 3 0.6 10 2.0
27 5.4 2 0.4 19 3.8 9 1.8 57 11.4
Discipline Total
31 6.2 3 0.6 29 5.8 16 3.2 79 15.8
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 143 of 150 Prairie View A&M University
Total and Annual Average Faculty Intellectual Contributions
MGMT
Bailey, H.
1 0.2 2 0.4 2 0.4 5 1.0
Debnath, S.*
3 0.6 5 1.0 4 0.8 3 0.6 15 3.0
Dyck, J.*
1 0.2 1 0.2
Geismar, N.*
5 1.0 2 0.4 5 1.0 10 2.0 22 4.4
19 3.8 7 1.4 12 2.4 12 2.4 50 10.0
1 0.2 1 0.2
1 0.2 1 0.2
Sutanto, P.*
1 0.2 4 0.8 4 0.8 4 0.8 13 2.6
1 0.2 1 0.2 1 0.2 3 0.6
Discipline Total
29 5.8 21 4.2 28 5.6 33 6.6 111 22.2
1 0.2 3 0.6 2 0.4 1 0.2 7 1.4
3 0.6 2 0.4 5 1.0
Holloway, R.
0 0.0
Mahfouz, A.*
4 0.8 8 1.6 3 0.6 6 1.2 21 4.2
11 2.2 4 0.8 8 1.6 7 1.4 30 6.0
Tomiuk, D.
1 0.2 2 0.4 2 0.4 5 1.0
Discipline Total
17 3.4 15 3.0 18 3.6 18 3.6 68 13.6
BUS. LAW
6 1.2 4 0.8 3 0.6 2 0.4 15 3.0
1 0.2 6 1.2 6 1.2 3 0.6 16 3.2
Tandon, S.*
2 0.4 2 0.4 2 0.4 2 0.4 8 1.6
Discipline Total
9 1.8 12 2.4 11 2.2 7 1.4 39 7.8
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 144 of 150 Prairie View A&M University
List of Peer Reviewed Journals in Whic
h Faculty Have Published (2000/1 – 2004/5)
JOURNAL NAME FREQUENCY
El Trimestre Económico (Mexico) 1
Academy of Accounting & Fi
nancial Studies Journal 1
American Business Review 1
American Indian Law Review 2
Annals of Economics and Finance 1
Applied Financial Economics 5
Asia Pacific Management Review 4
Business Journal for Entrepreneurs 1
CIIMA (Communications of the IIMA) Journal 3
Contemporary Economic Policy 1
Cornell Law Review 1
Eastern Economic Review 1
Economic Inquiry 1
European Journal of Operational Research 2
Financial Review 1
Florida State University Law Review 1
Global Business & Economic Review 2
Global Business & Finance Review 1
History of Economic Ideas 1
Human Systems Management 1
IEEE Transactions on Automation Science & Engineering 1
Industrial Management and Data Systems 1
Information Systems Journal 1
International Journal of Acc
International Journal of Business and Economics 1
International Journal of Digital Management 1
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 145 of 150 Prairie View A&M University
List of Peer Reviewed Journals in Whic
h Faculty Have Published (2000/1 – 2004/5)
JOURNAL NAME FREQUENCY
International Journal of Condition
Monitoring & Diagnostic Engineering
Management
International Journal of Informa
tion Technology and Decision Making 1
International Journal of Knowledge,
Culture, and Change Management 1
International Journal of Logis
tics Systems and Management 1
International Journal of Manageme
nt and Enterprise Development 1
International Journal of Mobile Communications 1
International Journal of Service Management 1
International Journal of Technol
International Review of Applied Economics 1
Journal of Accounting and Finance Research 1
Journal of Agricultural and Applied Economics 1
Journal of Bangladesh Studies 3
Journal of Business and Leadership: Research, Practice, and Teaching 1
Journal of Business Finance and Accounting 2
Journal of Developing Areas 1
Journal of Economic Development 1
Journal of Economics and Sociology 1
Journal of Empirical Finance 1
Journal of Financial
and Economic Practice 1
Journal of Forensic Accounting 2
Journal of Global Business 1
Journal of Global Information Management 1
Journal of Global Information Technology Management 1
Journal of Information Technology Management 1
Journal of International Financial
Journal of International Money and Finance 2
Journal of International Technolog
y and Information Management 1
Journal of Labor Economics 1
Journal of Multinational
Financial Management 1
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 146 of 150 Prairie View A&M University
List of Peer Reviewed Journals in Whic
h Faculty Have Published (2000/1 – 2004/5)
JOURNAL NAME FREQUENCY
Journal of Multi-state Taxation & Incentives 1
Journal of Product & Brand Management 1
Journal of Real Estate Portfolio Management 1
Journal of Regional Science 1
Journal of Scheduling 2
Journal of Systems Science and Systems Engineering 1
Journal of the Asia Pacific Economy 1
Managerial Finance Journal 1
North Dakota Law Review 1
Oregon Law Review 1
Regional Business Review 1
SIAM Review 1
Southern Business & Economic Journal 1
Southwestern Business Administration Journal 1
Tax Notes 1
The Industrial-Organizational Psychologist 1
The International Journal of Business and Public Administration 1
The International Journal of Men’s Health 1
The Journal of Applied Accounting Research 1
and Applied Management 1
The Journal of Current Research in Global Business 3
The Journal of Human-Centered Systems and Machine Intelligence 1
The Quarterly Journal of Austrian Economics 1
The Quarterly Review of Economics and Finance 1
Troy State University Business and Economic Review 1
Tulsa Law Review 1
Water Resources Management 1
Total Number of Different Peer Reviewed Journals = 93
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 147 of 150 Prairie View A&M University
In the 2002 Accreditation Plan, the College had identifie
d several deficiencies in the area of research and
intellectual contributions. A before and after analys
is shows the considerable progress that has been
Teaching load is too high
All graduate faculty now have a reduced load of 3+3
Less than 50% of the faculty
members have an active research
Faculty publication has increased markedly in recent
years; Almost all tenure track faculty members have
published PRJ articles in recent years; even non tenure
track faculty are participating in intellectual efforts.
Technology support for faculty and
The College and the University has invested heavily in
technology infrastructure and services; all business
faculty and staff have their own computers and local
printers; new staff has been added for technology
support; all classrooms are equipped with the state-of-art
Lack of adequate clerical and
The number of full-time administrative staff has
increased from four to six; the Center for
Communications can assist faculty improve their drafts;
the two assistants to the dean also work with faculty to
support teaching and grant writing. Graduate assistants
and student workers are now available for faculty
Lack of incentives (merit raises) and
This has improved dramatically with the merit raises now
directly connected to success in publishing articles in
peer reviewed journals. In th
e last two merit raise cycles,
the most productive researchers received substantial
adjustments; Dean’s Excellence in Research Award
comes with a $1,000 prize.
Evidence of Continuous Improvements
The annual number of refereed journal articles ha
s increased from 16 in 2000 to 49 in 2004-2005.
Although the faculty size has increased during this
period, this (200% increase) is impressive.
The growth has been sustained from year to year
and is broad based with most faculty members
with an active research agenda.
Counting broadly the total annual intellectual cont
ributions, over this period has increased from
62 to 168. This demonstrates that active partic
ipation in research has now been embraced by the
An active research seminar series has attracted ma
ny faculty presenters and outside speakers with
established research credentials.
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 148 of 150 Prairie View A&M University
The newly adopted strategic plan makes specifi
c reference to the quality of publications.
The central administration continues to make av
ailable resources to support reduced teaching
loads and other incentives for success in intellectual contributions.
Future Plans
The statistics presented in this section demonstrate
the considerable success in the area of intellectual
contributions achieved by the business faculty at Prair
ie View A&M University. The College is confident
the faculty research activities will be sustained and
the portfolio will increasingly reflect the pursuit for
informing faculty teaching through outstanding scholarship.
Focus more attention to producing research
in the Scholarship of Teaching and Learning
Self-Evaluation Report Transiti
on Plan College of Business
Page 149 of 150 Prairie View A&M University
Self-Evaluation Report Transiti
on Plan College of Business
Page 150 of 150 Prairie View A&M University
embedded assessment. A new Assessment Coordinato
r for the College has b
een appointed. These and
other related initiatives have helped the College to
monitor student learning and seek to make
improvements in admission, curriculum and other areas.
In the next couple of years, the College expects
to do more to fully embrace this standard. In spri
ng 2005, a College of Business
Assessment Coordinator
was appointed to improve the management of our assu
rance of learning efforts for successfully closing
Dr. Douglas Eder has been invited to present two work
shops on the assurance of learning for the College
of Business faculty in September 2005. All faculty
members are expected to take advantage of this
training opportunity. These workshops will help train
and energize the faculty regarding assessment.
These workshops will also help the Co
llege evaluate the current assessme
nt and find ways to optimize the
utilization of resources to increase effi
ciency in this area. In the futu
re, the College plans to collaborate
with other business schools, and across the PVAMU ca
mpus (the University is poised for SACS re-
accreditation in 2010) to learn from one another.
The Business Advisor in our Initia
l Accreditation Peer Review Team has recommended that the College
carefully select peer institutions in the three categor
ies defined by AACSB, since benchmarking plays an
important role in the maintenance of accreditation un
der the new standards. The College already has a list
of peer comparison institutions that were used for th
e EBI/AACSB survey and other purposes. This list is
being reviewed using new information from AACSB Intern
ational and will be finalized in the near future.
AACS
Sel
-E
aluation
port
PRAIRIE VIEW A&M UNIVERSITY
COB STRATEGIC PLAN
INTELLECTUAL
INSTRUCTIONAL RESOURCES AND
CURRICULUM CONTENT AND
EVALUATION
FACULTY COMPOSITION &
22. Actual AQ FTE faculty w/o doctoral degree 0 0 0 0 0.25 0 1 2.5 1 0 0 0 0 0 0
19. Actual no. of AQ or PQ FTE faculty (Items 17+18) 3.25 4 7.33 2.25 4 5.17 2.5 4.25 5.59 3.25 6 8.58 2 1.5 3.33
20. Actual AQ+PQ/ Min. AQ+PQ Faculty Req. 1.12 1.19 1.87 0.87 1.40 1.68 0.63 1.18 1.57 0.69 1.23 1.51 1.03 0.87 1.59
d (AQ) Faculty without Doctoral Degree
15. Actual AQ FTE/ MFTE AQ Faculty Req. 0.74 0.76 2.24 1.24 1.85 2.50 0.77 1.68 2.11 0.80 1.28 1.54 1.75 1.45 2.79
Academically (AQ) & Professiona
lly (PQ) Qualified Faculty
16. Minimum AQ or PQ faculty req. (Item 5X0.9) 2.91 3.37 3.93 2.60 2.86 3.07 3.96 3.59 3.56 4.70 4.87 5.69 1.93 1.73 2.09
17. Actual number of AQ FTE faculty 1.25 1.5 5.33 2 3.25 4.67 1.75 3.5 4.34 2.25 4 5.33 2 1.5 3.33
12. AQ MFTE graduate faculty (Item 4X0.75) 0.21 0.3 0.6 0.50 0.50 0.50 0.2625 0.27 0.24 0.59 0.68 0.88 0.21 0.23 0.10
13. Total AQ MFTE faculty req. (Items 11+12) 1.69 1.97 2.38 1.61 1.76 1.87 2.29 2.09 2.06 2.81 2.93 3.45 1.14 1.04 1.19
14. Actual number of AQ FTE faculty 1.25 1.5 5.33 2 3.25 4.67 1.75 3.5 4.34 2.25 3.75 5.33 2 1.5 3.33
9. Actual no. of full-time faculty 4 5 7 4 4 5 5 5 7 5 7 9 2 2 3
10. Actual FT/ Minimum FT Faculty Req. 1.65 1.78 2.14 1.85 1.68 1.95 1.52 1.67 2.36 1.28 1.73 1.90 1.24 1.39 1.72
11. AQ MFTE undergrad faculty (Item 3X0.5) 1.48 1.67 1.78 1.11 1.25 1.38 2.03 1.82 1.82 2.22 2.25 2.58 0.93 0.81 1.10
5. Total min. FTE (MFTE) faculty req. (Items 3+4) 3.24 3.75 4.36 2.89 3.18 3.41 4.40 3.99 3.96 5.22 5.41 6.32 2.15 1.92 2.32
6. Actual number of FTE faculty 4.25 6.5 7.58 4 4.25 5.17 5.5 5.25 6.59 6.75 8 9.83 2 2.5 3.58
7. Actual FTE/ Minimum FTE Faculty Req. 1.31 1.74 1.74 1.38 1.34 1.52 1.25 1.32 1.67 1.29 1.48 1.55 0.93 1.30 1.54
Full-Time (FT) & AQ Full-Time
Equivalent (FTE) Faculty
2. Total graduate semester credit hours (GSCH) 84 120 240 201 201 198 105 108 96 237 270 351 84 90 39
3. Undergraduate minimum FTE (USCH/400) 2.96 3.35 3.56 2.22 2.51 2.75 4.05 3.63 3.64 4.43 4.51 5.15 1.87 1.62 2.19
4. Graduate minimum FTE (GSCH/300) 0.28 0.4 0.8 0.67 0.67 0.66 0.35 0.36 0.32 0.79 0.9 1.17 0.28 0.3 0.13
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 51 of 150
Prairie View A&M University
Table FD.4.b7 Faculty Computation by Discipline: Spring Semester 2003-2005
ACTUAL VS. MINIMUM REQD.
2003 2004 2005 2003 2004 2005 2003 2004 2005 2003 2004 2005 2003 2004 2005
Full-Time Equivalent (FTE) Faculty
Self-Evaluation Report Mission and
Objectives College of Business
Page 26 of 150 Prairie View A&M University
Future Plans
Reorganizing the College administrative structure to
include an associate or assistant dean to take
care of assessment, grants, recruitment, re
tention and placement will increase efficiency.
Faculty Handbook
and standards for promotion and te
nure will be revised to reflect the
increased emphasis on the quality of intellectual contributions.
The graduate programs will be e
xpanded to explore the possibility of an executive MBA or an
overseas program to broaden the revenue base.
Admission standards to the College will be furt
her strengthened to ensu
Self-Evaluation Report Mission and
Objectives College of Business
Page 25 of 150 Prairie View A&M University
Voluntary Income Tax Assistance (VITA)
VITA is the College’s service learning program. Under
faculty supervision and with active support of the
Internal Revenue Service, accounting students offer w
eekly assistance at various sites to individuals and
businesses interested in filing their income tax electronica
lly. This is the third year of our program, which
has been greatly expanded, with special
outreach to the Houston Korean community.
Prior to being accepted in Candidacy, the College of
Business prepared the Accreditation Plan based on a
strength and weakness analysis. The text below pr
esents information on how the College has addressed
the weaknesses in the area of mission development since that time.
Weaknesses Identified in the Accreditation
Plan (Summer 2002)
Current Status (Summer 2005)
The mission was not adequately employed in
guiding policies in the areas of faculty
development, curriculum, instructional
resources and responsibilities, and intellectual
contributions.
ll 2002 and first major
revision in spring 2005, the College
administration and faculty are acutely aware of
the mission; this has resulted in the mission
being used as a guiding document in the life of
the College in the decision-making process.
The mission was not adequately displayed to
raise awareness.
The mission is displayed in the building display
Evidence of Continuous Improvement
The vision and mission statements, after their initia
l formulation in fall 2002, were revised. The
process of revision was refreshing as a large nu
mber of faculty and other constituents were
voluntary participants and genuinely contributed to the dialogue.
The mission statement formed th
e basis for the strategic plan (2005-2009) approved by the
faculty in May 2005. Many of the mission elem
ents are reflected in the goals, objectives, and
strategies of the College.
The mission forms the basis of the core values
and relative emphasis on teaching, intellectual
contributions, and service. These weights are used
to evaluate faculty performance and allocate
The Center for International Business Educati
on, the Small Business Development Center, and
initiatives in personal finance and entrepreneurship
are all dictated by the mission that guides the
College to be relevant to the local communities
Self-Evaluation Report Mission and
Objectives College of Business
Page 24 of 150 Prairie View A&M University
Additional committees and taskforces are
used to perform other tasks with
in the COB. The role of each
of these groups is described in the
COB Faculty Handbook
or their charge and is briefly given below.
This group consists of graduate faculty and recommends
policies and procedures to the dean and graduate
faculty for improvement of the MBA and MSA progra
ms. The Committee assists the director of graduate
programs with admission and curriculum issues in th
e graduate business programs. The director also
The Committee monitors the COB technology infrastructur
e and ensures that it is at par with accreditation
standards. Composed mostly of MIS faculty, this
group is responsible for the technology plan in the
College and for recommending policies to the dean.
The group works closely with the computer service
specialist in the COB to ensure that the technology
hardware, software, and serv
ices available to business
students and faculty are superior.
Self-Evaluation Report Mission and
Objectives College of Business
Page 23 of 150 Prairie View A&M University
Student Development
Alfreda Dobiyanski—Chair
Sonja Langley—Co-chair
G. Nelson
R. Reed
J. Jasper
Review scholarship applications
Review student grade appeals and disciplinary appeals
Advise on internship and related policies
Deal with relevant policy issues that may arise during the course of the
semester
Curriculum Content and
Evaluation
Larry White—Chair
M. Soliman
F. Handforth
Mahfouz
Instructional Resources and
Responsibilities
Reginald Bell—Chair
Intellectual Contributions
Rahim Quazi—Chair
J. Yang
N. Geismar
Organize the research seminar series
Consider new policies or revisions of existing policies pertaining to
improving the research environment
to reach AACSB International goals
Periodically collect and analyze the data of faculty intellectual contributions,
Mission and Strategic
Planning
Munir Quddus—Chair
J. Dyck—Co-chair
M. Khan
S. Debnath
M. Soliman
S. Tandon
K. Gordon
Review the mission (as committed in
the Accreditation Plan) and make sure
it is widely disseminated and is used in policy making
Self-Evaluation Report Mission and
Objectives College of Business
Page 22 of 150 Prairie View A&M University
Faculty Composition and Development Committee
This group is responsible for maintaining AACSB sta
ndards with respect to faculty sufficiency. The
Committee also acts as the peer-review committee for pr
omotion and tenure decisions and is composed of
tenured faculty members.
Student Committee
This group is responsible for maintaining AACSB st
andards with respect to students. The Committee
assists with review of assessment (EBI Survey of St
udent Satisfaction) and acts as the scholarship and
Curriculum Content and Evaluation Committee
This committee is responsible for ensuring that a
ll curriculum issues are ha
ndled in accordance with
AACSB standards. The group reviews all change
ng to existing and new
courses and programs in the COB. It has faculty re
presentation from most functional areas in business. It
is also involved in assessment activities, monitoring
the results of course-embedded assessment, and the
Faculty Composition and
Development
Jeanne Hill—Chair
S. Debnath
P. Sutanto
Evaluate all tenure-track faculty on schedule
Review promotion application
Review tenure and post-tenure applications
Self-Evaluation Report Mission and
Objectives College of Business
Page 21 of 150 Prairie View A&M University
the College’s activities are consistent with its mission
Self-Evaluation Report Mission and
Objectives College of Business
Page 20 of 150 Prairie View A&M University
In fall 2004, for the undergraduate students enrolled in the COB, the
average SAT scores were 944 (470 in Verbal and 474
in Math), and the combined average ACT score
was 19. The College’s SAT scores were somewhat be
tter than the University average (404 and 402 on
Verbal and Math, respectively). Recent statistics show
an upward trend in these scores as the University
and the College strive to reduce the number of provi
sional admits and increase admission standards to
Self-Evaluation Report Mission and
Objectives College of Business
Page 19 of 150 Prairie View A&M University
Program Learning Objectives for the MBA
The Master of Science in Accounting curriculu
m is designed to provide advanced accounting
preparation for careers in public, private, and governmental accounting. The aim of the program
is to produce graduates who are capable of solv
ing problems relating to the accounting field in a
The COB considers students for admission in the u
ndergraduate and graduate
programs once they have
Self-Evaluation Report Mission and
Objectives College of Business
Page 18 of 150 Prairie View A&M University
management
major is based on the belief that the development of competent managers for
based on a liberal arts foundation that
emphasizes the understanding of the economic, soci
al, and political forces in a multicultural
global environment. The major emphasis of the management curriculum is on problem
The Master of Business Administration progr
am is designed for graduate students who
demonstrate potential for acquiring advanced
knowledge and skills necessary to succeed in a
Self-Evaluation Report Mission and
Objectives College of Business
Page 17 of 150 Prairie View A&M University
Learning Objectives for the BBA
knowledge from various disciplines (including
Each undergraduate major in business builds on the ge
neral education and the COB core to achieve
additional goals and objectives:
major seeks to offer a quality, comprehe
nsive accounting education that prepares
students for immediate employment in the privat
e and public sectors, as well as for graduate or
professional education. Students, the program’s mo
st valued stakeholders, are provided with a
curriculum that offers a quality business educat
ion with a solid liberal arts foundation to
encourage logical, analytical, and creative thinki
ng. Accounting majors attend lectures and have
opportunities to participate in activities designed to
develop them into c
onfident, global-minded
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Objectives College of Business
Page 16 of 150 Prairie View A&M University
M.3 EDUCATIONAL OBJECTIVES
M.3. The school must specify th
e educational objectives of each
degree program offered and
identify the characteristics of students and oth
er constituents served by
each of those degree
In pursuit of its efforts to offer high-quality educa
tional programs consistent with accreditation standards,
the COB offers a 123-semester-credit-hour Bachelor
of Business Administration degree, a 36-semester-
credit-hour Master of Business Administration degree, and a 30-semester-credit-hour Master of Science
in Accounting degree. The BBA program allows st
udents to pick one of five majors—accounting,
Self-Evaluation Report Mission and
Objectives College of Business
Page 15 of 150 Prairie View A&M University
Table M.2-2
Dean’s Advisory Board (Spring 2005)
Name Position/Organization Address Phone/E-mail
Robert Bernal
Houston, TX 77040
robert.a.bernal@jci.com
Assistant Vice President
Federal Reserve Bank of
1801 Allen Parkway
Houston, TX 77019
Donald.Bowers@dal.frb.org
Felix Braggs
ConocoPhillips Company
600 North Dairy Ashford
Houston, TX 77079-1175
felix.e.braggs@conocophillips.com
Rodney Brisco
President and CEO
Elegant Epicurean Catering,
Houston, TX 77094
info@elegantepicur
eancatering.com
Glen Hegar
Texas, District 28
P.O. Box 1008
Katy, TX 77492
Jamie G. House
Executive VP & CFO
Smith Graham & Comp.
6900 Chase Tower
Managing Director
P.O. Box 760218
Lathrup Village, MI
City of Waller
Economic Dev. Corporation
Mayor
Prairie View, Texas
P.O. Box 188
Vernell Jackson
Vice President & General
Manager Boeing
P.O. Box 7730 MC K79-60
Wichita, KS 67277-7730
Vernell.jackson@boeing.com
Solomon Musyimi
Attorney-at-Law
The Law Firm of Solomon
Musyimi
Ray Nelson
Contracting Tech. Leader
12031 Strang Road
La Porte, TX 77572
Ray.C.Nelson-1@usa.dupont.com
Waller County, Texas
Bobby E. Scott
Internal Revenue Service
1919 Smith St. M/S
Houston, TX 77002
bobby.e.scott@irs.gov
President
Magnolia Chamber of
Commerce
Magnolia, TX 77353
Georgia A. Thomas
Internal Revenue Service
Houston, TX 77074-9919
Georgia.A.Thomas@irs.gov
Fred Washington
Associate Vice President,
Finance and Administration
Prairie View A&M University
936-857-2952, 2953
President
Waller Area Chamber of
Commerce
Waller, TX 77484
vince@wallerchamber.com
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Objectives College of Business
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Table M.2-1 (cont’d)
Empower
Students to
Achieve Their
Dreams
Respond to the
Needs and
Aspirations of
Individuals,
Black Executive Exchange Program
Curricular changes—personal finance and IB
minors
Building relations with corporations
$2,000
$1,000
$1,000
Aspiring to
Graduate
Programs
Committed to
Advance
Education.
New MSA program
Recruited full-time director of graduate
programs and staff
New fee for MBA placement office
Increased recruitment efforts (membership with
the National Black and Hispanic MBA
Associations)
$300,000
$95,000
$500
High-Quality
Conducting national searches for qualified
Recruited 15 new faculty over the last three
Source: College of Business documents; the financial figures are approximate.
The College has worked hard to bu
ild partnerships with a broad range
of external constituents including
business and industry. These relationships are cultivat
ed for resources, ideas, and input for continuous
improvement:
Dean’s Advisory Board
—For the past three years, the COB has received strong support from an
active Board. Consistent with the College’s mi
ssion, the dean has cultivated relationships with
senior managers in business and industry inter
ested in supporting the College to develop
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Objectives College of Business
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Table M.2-1
COB and University Missions and Suppo
rtive College Activities (2002-2005)
COB University COB Activities in Support of the Mission
Recurring
Excellence in
Excellence in
Investment in multimedia technology
Recruited qualified faculty members (2002-
2005)
Dean’s Excellence in Teaching Award
Faculty brown bag seminars
Student evaluations
Assessment of learning (Educational
Benchmarking, Inc., [EBI] survey and
Excellence in
Excellence in
Dean’s Excellence in Research Award
Reduced teaching load
Summer research grants
Research training
Software
Travel support
$1,000
$350,000
$25,000
$5,000
$20,000
$30,000
$110,000/2006
Excellence in
Excellence in
Dean’s Excellence in Service Award
Evaluation and merit raise
New centers— Small Business Development
Center (SBDC) and Center for International
Business Education (CIBE)
Membership with local chambers of commerce
$1,000
$40,000/2005
$40,000
$1,000
High-Quality,
Premier
Business
Institution
Institution of the
AACSB accreditation candidacy, mock visit,
Diverse
Student Body
Skills—
Employable
Professionals
Preparing
Undergraduates
for a Range of
Established the Center for Business
Communications with professional staff
Increased emphasis on internships and co-ops
Special events (Black Executive Exchange
Program [BEEP]) for students to develop
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Objectives College of Business
Page 12 of 150 Prairie View A&M University
Exhibit M.1-1
Mission Statement Review Process
Periodic reviews are
scheduled every two years
Change in COB Dean
Change in PVAMU
President
Change in PVAMU or
TAMU mission
Dean’s Advisory Board
Mission and Strategic Planning
Committee and Dean
Mission guides strategic planning a
The mission is published in the Undergraduate
and Graduate Catalogs, in every issue of
COB Faculty Handbook
M.2 MISSION APPROPRIATENESS
M.2: The school’s mission must be appropriate to
higher education for business and management
and consonant with the mission of the institution of which it is a part.
The mission of the College of Business is consonant
with that of Prairie View A&M University. Both
have a commitment to excellence in
teaching, research, and service and to
a continuation of the land-grant
tradition of the Morrill Act of 1890, while keeping its
doors open to all students regardless of race, creed,
color, gender, or national origin.
Prairie View A&M University is a member of Th
e Texas A&M University System (TAMUS) and is
accredited by the Commission on Colleges of the S
outhern Association of Colleges and Schools for
awarding bachelor’s, master’s, and doctoral degrees. The mission statements of the University as well as
TAMUS accurately reflect their commitments as institu
tions of higher education to offering programs of
study in various disciplines, in
cluding business management. Table M.2-1 presents a crosswalk to
demonstrate that the College’s miss
ion is consonant with the Univers
ity’s mission. Further, the COB
expends resources and engages in activities appropriate
for an institution of higher learning in business
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Objectives College of Business
Page 11 of 150 Prairie View A&M University
Intellectual Contributions:
Engaging in intellectual contributions is our
second priority with an assigned weight of 30
percent in the evaluation process. We encourag
e research that provides
insights into business
education, practical aspects of industry, and the theory of business.
We actively support interdisciplinary and collabo
rative efforts in intellectual contributions
because complex issues in business are best
understood by drawing from many basic
disciplines throughout academe.
We support a wide spectrum of intellectual contri
butions that are of relevance and add value
to the body of knowledge in management prac
tice and education. The College encourages
faculty to pursue a mix of scholarship in management practices and pedagogical topics.
Service is our third priority with an assigned we
ight of 20 percent in the evaluation process.
All members of the COB community are encouraged
to use their expertise to benefit external
stakeholders and to create opportunities for stude
nts and faculty to apply their knowledge and
We seek alliances and partnerships with business
and industry leaders to add relevance to our
curriculum and educational mission.
We encourage community outreach activities to
assist the local communities in business and
economic development.
Development of the Mission Statement
The College began developing a mi
ssion statement in fall 2001. Faculty members were assigned to
committees each aligned to one of the six standard
s emphasized in the AACSB International accreditation
process. The Mission and Strategic Planning Committ
ee (MSPC) led the efforts in developing a new
mission statement that would guide the institution in
its quest for AACSB International accreditation.
The chair of this committee served as a coordinator fo
r the accreditation and assessment efforts. Starting
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Objectives College of Business
Page 10 of 150 Prairie View A&M University
M1. MISSION
M.1. The school must have a clear and published mi
ssion statement that is subjected to periodic
review and revised as needed.
The Prairie View A&M University COB has developed
clear vision and mission statements to guide its
operations. These statements were first develope
d in 2001-2002 after extensive dialogue with and
participation of important constituents of the COB.
The mission statement is in line with the AACSB
accreditation standards and aligned with the Prairi
e View A&M University mission statement. The
Mission and Strategic Planning Committee is responsible
for revisiting the mission statement at least once
every two years. The most recent revision took
place in spring 2005. Developing and revising the
statement and publicizing the mission through various medi
a ensure its relevancy to the day-to-day life of
The vision of the College of Business is to be a
premier business institution that empowers students to
realize their dreams through an excellent education.
The mission of the COB is to provide a diverse st
udent body with a business education that produces
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After a training workshop on course-embedded
assessment in fall 2003, faculty approved an
Assessment Plan that has been implemented over the
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area of curriculum. The table below shows how
Lack of Standardization of content coverage of
multi-section courses
Discipline coordinators have been appointed to work
with faculty and department heads on assessment
and content coverage; in some disciplines, faculty
use a common final exam in multi-section courses.
All core courses have common learning goals
developed by the faculty and used to assess learning.
Insufficient coverage of diversity, political,
social, regulatory, communication, global, and
No established planning process to assure that
the curriculum for each major accurately
reflects the College’s mission
Several majors and the graduate curriculum have
been extensively reviewed. Necessary changes have
been introduced. The MIS faculty recently
implemented an extensive
review and modernization
of the MIS curriculum to reflect the mission of
Lack of integration within the curricula
Besides the capstone course, integration of the
functional disciplines takes place in several courses
in the undergraduate a
nd graduate programs.
Several faculty use business plans, case studies,
Business Week,
Evidence of Continuous Improvement
In recent years, the undergraduate and graduate curri
cula have been considerably strengthened. The
College believes that high-quality
programs and processes in place to en
sure continuous improvement in
the curricula. A few highlights are presented below:
The admission standards have been strengthened w
ith a two-step process that would eventually
require all students interested in studying busin
ess to first satisfy the minimum requirements,
including a GPA of 2.30, before being formally admitted.
All courses in the BBA program were thoroughly reviewed in the 2002-2003 academic year for
content, prerequisites, and duplications with
feedback from the Advisory Board. Discipline
coordinators have been appointed
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Table C.2.2-2
COB Assessment Efforts—Closing the Loop
Assessment Instrument Date(s) Closing the Loop
EBI/AACSB Surveys of
Academic Experience
Spring 2002, 2003, 2004,
Results analyzed and shared with faculty
committees
Course-Embedded
Assessment of Core
Spring 2004, fall 2004,
spring 2005
Results collected each semester and
Results shared with faculty committees
Curriculum Committee and discipline
coordinators asked to monitor and
recommend interventions, when necessary
Process is new and ongoing
Advising Satisfaction
Survey
Each semester during the
advising period
Results of the anonymous survey tabulated
and shared with all faculty members
Used for evaluation and improvement
Policy changes made as a result of student
changes (web registration, specific faculty
advisor, professional advisor)
Student Evaluation of
At the end of each regular
semester; all courses
The computerized instrument is sent to
University Institutional Research and
results shared with each faculty
The COB open-ended instrument collected
and later shared with faculty
effectiveness, planning, and policy
New Faculty Orientation
Survey
Fall 2003, fall 2004,
spring 2005
Given to new faculty after all the elements
of their orientation are over
Results shared with department heads for
improving the orientation process
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Table C.2.2-1
EBI Survey Results—Closing the Assessment Loop
Issues Actions Taken Additional Recommendation
Send more instructors for training
offered by CIBERs for teaching and
research on international business
Quality of Classrooms New furnitu
re (tables, chairs, desks,
and lab chairs), new technology
Advising Fall 2004 pre-registration student
survey reveals a 91.5% “highly
satisfactory” rating by respondents
Assign students to faculty advisors by
major to utilize the expertise of
faculty in their specific field; create
position for a full-time advisor
Insufficient Computer
New full-time computer systems
person hired; student monitors hired;
new computer lab added with 35
computers.
Increase lab hours; consider weekend
lab hours; increase access to other
Some Dissatisfaction
Higher admission standards to COB
have been implemented; guidelines for
classroom behavior developed; a
writing intensive honors section
Create the pilot honors program;
emphasize reading
Quality of Faculty and
New faculty hires; emphasis on
training (teaching seminars); pilot
honors program
Survey students to pinpoint
Studying
Faculty encouraged to raise standards;
encourage students to take advantage
of tutorial services; emphasis on work
Placement and Career
New staff for recruitment and
In fall 2003 and spring 2004, the COB faculty be
gan the process of strengthening the assurance of
learning. Following a workshop on course-embedded
assessment given by a former dean of Texas A&M
University-Commerce, the business faculty worked on
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C.2.2. Monitoring of Programs for Effectiveness
C.2.2: Each degree program should be systema
tically monitored to assess its effectiveness and
should be revised to reflect new objectives
and to incorporate improvements based on
contemporary theory and practice.
The College of Business has implemented a plan for
the collection of input from various stakeholders
using questionnaires on the effectiveness of programs o
ffered by the College. These stakeholders include
alumni, Dean’s Advisory Board members, recruiters,
the College of Business faculty, and current College
of Business students. All the inform
ation collected from the stakeholders is reviewed each fall semester
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Exhibit C.2.1-1
New Course/Program Approval Process
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as a special topics course. The Curriculum Committee
has been requested to consider developing a
freshman-level professional development course that w
ould be mandatory for all business majors. This is
in line with the revised mission that mentions th
e College’s commitment to produce graduates who are
readily employable. The Committee is also consid
ering a fundamentals of economics course for non-
business students. Lastly, a pilot program to offe
r “honors” sections of a number of business courses was
launched in spring 2005 semester. A Principles of
Macroeconomics section was offered as an honors
section, with 20 students only and a high emphasis on building students’ writing skills.
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C.2. CURRICULUM PLANNING AND EVALUATION
C.2.1. Curriculum Planning
C.2.1.: The curriculum for each degree program sh
ould be the result of a curriculum planning
process and should be consistent with the school’s mission.
The Curriculum Planning Process
The academic programs offered by the College of Busi
ness are fully consistent with the missions of the
University and the College. Furthermore, the
business curriculum is in compliance with state
requirements in higher education. The curriculum
is sensitive to the context of contemporary business.
The College faculty as a whole has primary responsib
ility for the curriculum. However, the Curriculum
Committee and the Graduate Committee are primarily
responsible for monitoring the various curricula
and for implementing the formal process of curricular change.
Curriculum Change and Review Process
The faculty in the College of Business has developed curri
cula that are flexible a
nd that adjust to changes
in the business environment.
Each discipline is represented by a discipline coordi
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Table C.1.4.b-1
MSA Curriculum
COURSES CORE REQUIRED ELECTIVE
ACCT 2113 Financial Accounting 3
ACCT 2123 Managerial Accounting 3
ACCT 3213 Intermediate Accounting I 3
ACCT 3223 Intermediate Accounting II 3
ACCT 3333 Federal Income Tax I 3
ACCT 4223 Auditing 3
ACCT 5113 Advanced Auditing 3
ACCT 5123 Accounting Information Sys. 3
ACCT 5133 Accounting Managerial Dec. 3
ACCT 5143 Accounting Theory 3
ACCT 5153 Seminar Tax 3
MISY 5203 Managerial Communication 3
MISY 5513 Managerial Information Sys. 3
ECON 5103 Managerial Economics 3
ECON 5313 International Trade 3
FINA 5103 Financial Management 3
FINA 5313 Investment Analysis 3
FINA 5333 International Finance 3
MGMT 5123 Quantitative Analysis 3
MGMT 5343 Human Resources 3
MGMT 5353 Entrepreneurship 3
MGMT 5433 Production & Operations 3
TOTAL 18 21 9
Students with adequate prior preparation take 30 SC
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C.1.3.e: The curriculum should integrate th
e core areas and apply cross-functional approaches to
organizational issues.
Integration of the curriculum at the graduate leve
l is an important goal. The curriculum has been
designed to ensure such integration. The MBA degr
ee program includes a capstone course with the formal
role of providing an integrative
learning experience in the functional business areas. For example, the
specific purpose of MGMT 5323 (Strategy and Policy) is to provide the student with a capstone
integrative experience. The course description in the
reads, “This course is the MBA capstone
which synthesizes and integrates material from the va
rious functions of business as it presents itself to
organizational strategic managers.”
The existence of the capstone course in the
MBA curriculum does not preclude other courses from
riences. Several business professors use
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to a suggestion made by the mock visit team to stre
ngthen the core knowledge coverage in this part of
the program.
C.1.3.c: Basic skills in written and oral communi
cation, quantitative analysis, and computer usage
should be achieved either by prior experien
ce and education, or as part of the MBA
curriculum.
Basic written and oral communication, quantitative an
alysis, and computer usage skills are normally
developed by the undergraduate curriculum. St
udents seeking admission to the MBA program must
present evidence of a bachelor’s degree, or equivalent,
as part of the application process. The expectation
is that students will present evidence of courses
in English composition a
nd speech, mathematics,
statistics, and computer applications. Table C.1.3.
c-1 describes the basic skill
Written Communication
Composition I and II
Business Communication
ENGL 1123, ENGL 1133,
Oral Communication Fundamentals of Speech SPCH 1003
Quantitative Analysis
Basic Mathematics and
MATH 1113, MATH 1153,
MATH 2153, MGMT 3013
Computer Usage Computer Applications MISY 1013
Students interested in the MBA program must de
monstrate their English language proficiency by
submitting a 1,000-word essay that describes why they ar
e interested in a graduate degree in business.
International students must also submit Test of Engl
ish as a Foreign Language (TOEFL) scores of 550 or
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A student with an undergraduate background that incl
udes subject content equivalent to courses in the
MBA core may be exempted from a few selected co
re courses. Specific course requirements for each
ACCT 5003 Concepts of Accounting 3
ECON 5003 Concepts of Economics 3
FINA 5003 Concepts of Finance 3
FINA 5013 Legal Environment of Business 3
MGMT 5003 Concepts of Management* 3
MGMT 5113 Business Statistics 3
ACCT 5103 Managerial Accounting 3
MISY 5203 Managerial Communication 3
MISY 5513 Managerial Info. Sys. 3
ECON 5103 Managerial Economics 3
FINA 5103 Financial Management 3
MGMT 5103 Organizational Behavior 3
MGMT 5123 Quantitative Analysis 3
MGMT 5433 Production & Operations 3
MGMT 5323 Strategy & Policy 3
FINA 5313 Investment Management 3
ECON 5313 International Trade 3
FINA 5333 International Finance 3
MGMT 5343 Human Resources 3
MGMT 5613 Special Topics 3
MGMT 5353 Entrepreneurship 3
TOTAL 21 30 6
* The 2005-2007
adds a new course, MGMT 5003 Concepts of Management, to the MBA
core. This increases the MBA core hours from 18 to
21 SCH. The course was introduced in response
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Table C.1.3.a-1
Coverage of Skills and Core Areas in the MBA Curriculum
Skills AACSB Core Areas
AACSB Content Area
Written Communication
Oral Communication
Quantitative Analysis
Computer Usage
Financial Reporting,
CORE (PREREQUISITE)
REQUIREMENTS
ACCT 5003 Concepts of Accounting S E S M
ECON 5003 Concepts of Economic Analysis S S E S S M M
FINA 5003 Concepts of Finance E S E E M
FINA 5013 Legal Environment of Business S S
MGMT 5003 Concepts of Management* S S S M
MGMT 5113 Business Statistics S M E S
MBA REQUIRED COURSES
ACCT 5103 Managerial Accounting S S E S M
ECON 5103 Managerial Economics E S M E
FINA 5103 Theory of Financial Management S S E E M S
MGMT 5103 Organizational Behavior E E S S M
MGMT 5123 Quantitative Analysis S M E
MGMT 5323 Strategy and Policy E S S S S E E
MGMT 5433 Prod. & Operations
Management S E S M
MISY 5203 Managerial Communications M M E E
MISY 5513 Management Information
Systems
E E S M E
*The course has been recently added based
on the comments from the mock visit team.
Note: S = some coverage of topic (at least equiva
lent to one 50-minute class period or assignment),
to a full week of classes or multiple assignments),
M = major component of the course
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instructors to post online syllabi, course materials, and gr
ades. It also allows the students to interact with
faculty and fellow students in discussion forums
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Except for accounting, each major w
ithin the BBA program allows a de
gree of flexibility in curriculum
through elective courses. The choice of elective co
urses also creates some
flexibility necessary for the
deployment of faculty resources, and allows the College
to take advantage of in
dividual faculty expertise
and the development of new course offerings.
Minor fields of study offered by the College of
Business include accounting, business administration,
economics, finance, international business, manageme
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communication skills of business students through suppor
t from professional staff and tutors. Faculty can
require students to visit tutors in the CBC to cr
itique drafts of written assignments such as business
General Education & General
Education Supplement
ECON 2113 Principles of Micro. Econ EQ, PW, HW, QZ CD
ECON 2123 Principles of Macro. Econ EQ, PW, HW, QZ CD
MISY 1013 Introduction to CIS EQ, HW, QZ
MGMT 3013 Business Statistics EQ, HW CD
Business Core
ACCT 2113 Financial Acct. EQ, HW, QZ
ACCT 2123 Managerial Acct. EQ, HW, PW, QZ CD
FINA 2203 Legal Environment EQ, CA, QZ CD
FINA 3103 Principles of Finance EQ, HW, QZ
MGMT 1013 Introduction to Business EQ, PW, HW CP, CD
MGMT 3103 Principles of Mgmt EQ, PW, QZ CP, CD
MGMT 4303 St. Mgmt & B. Policy EQ, QZ, PW CP, CD
MGMT 4333 Production & Op. Mgmt EQ, HW, QZ CD
MISY 3303 Business Communication EQ, HW, PW, QZ CP, CD, QZ, CA
Note: CP = class presentation (group presentation),
CA = case analysis, PW = project and written
report (research paper), EQ = examination questions, CD = class discussion (observation), QZ =
quizzes, HW = homework
C.1.2.d: The school should state additional req
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BUSINESS CORE REQUIREMENTS
ACCT 2113 Financial Accounting S M S M
ACCT 2123 Managerial Accounting S S E S M
FINA 2203 Legal Environment S S
FINA 3103 Principles of Finance S E S E S
MGMT 1013 Introduction to Business S S E
MGMT 3103 Principles of Management E E S E
MGMT 4303 Strategic Mgmt. & Business Policy E E E
MGMT 4333 Production & Operations Mgmt. S S E S M
MISY 3303 Business Communication M M E
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C.1.2.b: The curriculum should include foundation
knowledge for business in the following areas:
mathematics, and statistics.
As shown in Table C.1.2.b-1, more than half
of the 123 SCH required in the BBA program address
foundational knowledge in acc
ounting, behavioral and social sciences, economics, and mathematics and
Table C.1.2.b-1
Coverage of Skills and Foundations in the BBA Curriculum
Skills Foundations
AACSB Content Area
Written
Communication
Oral Communication
Quantitative Analysis
Computer Usage
Accounting
Behavioral Science
Economics
Mathematics &
GENERAL EDUCATION & GENERAL
EDUCATION
SUPPLEMENT REQUIREMENTS
ENGL 1123 Freshman Composition I M
ENGL 1133 Freshman Composition II M
SPCH 1003 Fundamentals of Speech Communication M
MATH 1113 College Algebra M
MATH 1153 Finite Math M
MATH 2153 Calculus for Bus/Soc/Life Sciences M
ECON 2113 Principles of Microeconomics S S S E M
ECON 2123 Principles of Macroeconomics S S S E M
ECON (Elective) E M
HIST 1313 The U.S. to 1876 M
HIST 1323 The U.S.—1876 to Present M
POSC 1113 American Government I M
POSC 1123 American Government II M
PSYC 1113 General Psychology M
MISY 1013 Intro. to Computer Information Systems S M
MGMT 3013 Business Statistics E S M E M
Self-Evaluation Report Curriculum Conten
t and Evaluation College of Business
Page 60 of 150
Prairie View A&M University
(Introduction to Management Information Systems)
among other courses to satisfy the behavior/social
science and computing requirements. General educa
tion is supplemented by an additional 21 SCH of
general education supplement that includes courses
in economics and statistics offered by the COB.
Every business student seeking a BBA degree must take 30 SCH of COB courses regardless of their
chosen major or area of specialization. Students take
additional courses to satisfy their selected major or
area of specialization within the BBA degree.
Table C.1.2.a-1 presents the BBA degree requirements
classified into four areas—general education (42
SCH), general education supplement (21 SCH), busin
ess core (30 SCH), and major (30 SCH). Courses
(63 SCH) in both General Educati
on and General Education Supplement
constitute the general education
component. Thus, the above standard is satisfied
since the general education component (63 SCH)
comprises at least 50 percent of the 123 SCH requ
ired for the BBA program at Prairie View A&M
University.
Bachelor of Business Administration Curriculum
General
General
ENGL 1123 & 1133 6
SPCH 1003 3
MATH 1113, 1153 & 2153 3 6
SCIENCE 6
HUM. & VIS. PERF. ARTS 6
HIST 1313 & 1323 6
POSC 1113 & 1123 6
PSYC 1113 3
PHIL 2023/MGMT2203 3
ECON 2113 & 2123, ECON
9
MISY 1013 3
MGMT 3013 Statistics 3
ACCT 2113 & 2123 6
MISY 3303 Bus. Comm. 3
FINA 2203 & 3103 6
MGMT 1013, 3103, 4303, &
12
MRKT 3103 3
MAJOR REQUIREMENTS 21-30
UNRESTRICTED ELECTIVES 0-9
TOTALS 42 21 30 30
TOTAL REQ. FOR BBA 123
Self-Evaluation Report Curriculum Conten
t and Evaluation College of Business
Page 59 of 150
Prairie View A&M University
Table C.1.1-2
Coverage of Business Perspectives in the MBA Curriculum
Perspectives
AACSB Content Area
CORE (PREREQUISITE)
REQUIREMENTS
ACCT 5003 Concepts of Accounting S S S S E S S
ECON 5003 Concepts of Economic Analysis S E E E S
FINA 5003 Concepts of Finance S E S E
FINA 5013 Legal Environment of Business S S E E M S S
MGMT 5003 Concepts of Management* E S S S S S S S
MGMT 5113 Business Statistics
MBA REQUIRED COURSES
ACCT 5103 Managerial Accounting S S S S S
ECON 5103 Managerial Economics S E S E E S
FINA 5103 Theory of Financial Management S E S E E
MGMT 5103 Organizational Behavior E S S S S S
MGMT 5123 Quantitative Analysis E
MGMT 5323 Strategy and Policy S S S S S S S S
MGMT 5433 Prod. & Operations
Management
S S E
MISY 5203 Managerial Communication S S S E S S S S
MISY 5513 Management Information
Systems
S S S E
*The course has been recently added based
on the comments from the mock visit team.
Note: S = some coverage of topic (at least equiva
lent to one 50-minute class period or assignment),
to a full week of classes or multiple assignments),
M = major component of the course
C.1.2: Undergraduate Business Program
C.1.2.a: Each undergraduate curriculum should ha
ve a general education component that normally
comprises at least 50 percent of the student’s four-year program.
At Prairie View A&M University, general education
consists of 42 SCH, including introductions to
history, political science, and other
sciences, in addition to mathemati
cs and composition. As part of
general education, business students must take
PSYC 1113 (General Psychology) and MISY 1013
Self-Evaluation Report Curriculum Conten
t and Evaluation College of Business
Page 58 of 150
Prairie View A&M University
Table C.1.1-1
Coverage of Business Perspectives in the BBA Curriculum
Perspectives
AACSB Content Area
GENERAL EDUCATION SUPPLEMENT IN
PHIL 2023 Ethics* M
ECON 2113 Principles of Microeconomics E S S S S
ECON 2123 Principles of Macroeconomics E E E S S
MISY 1013 Introduction to Computer Information
Systems S E
MGMT 3013 Business Statistics S S
BUSINESS CORE REQUIREMENTS
ACCT 2113 Financial Accounting S S M S
ACCT 2123 Managerial Accounting S S S S
FINA 2203 Legal Environment of Business S S E E M S S S
FINA 3103 Principles of Finance S S S S S S
MGMT 1013 Introduction to Business E S S S S S S S
MGMT 3103 Principles of Management E S S S S S S S
MGMT 4303 Strategic Mgmt. & Business Policy S S S S S S S S
MGMT 4333 Production & Operations Mgmt. E S S S E
MISY 3303 Business Communication S S E E S S S S
Self-Evaluation Report Curriculum Conten
t and Evaluation College of Business
Page 57 of 150
Prairie View A&M University
C.1. CURRICULUM CONTENT
C.1.1: Both undergraduate and MBA curricula shou
ld provide an understanding of perspectives
ess. Coverage should include:
Self-Evaluation Report Curriculum Conten
t and Evaluation College of Business
Page 56 of 150
Prairie View A&M University
Self-Evaluation Report Faculty Composition
and Development College of Business
Page 43 of 150 Prairie View A&M University
FD.3e: The school should have clear policies
concerning outside faculty activities, both paid and
ion and with other institutional policies.
COB policies relating to outside employment are govern
ed by the Prairie View A&M University and The
Texas A&M University System policies (TAMUS Polic
ies 31.05, 31.05.02, and 07.01). The University
HR office requires faculty and staff working outside th
e campus to fill an outside employment declaration
form annually. These are kept in the human reso
urces office. The COB administration believes that
outside voluntary activity and c
onsulting with businesses should be
encouraged. Consulting with
business and industry adds to faculty professional expertise and enriches classroom instruction. Faculty
members are encouraged to seek in
ternship and consulting in summer months. For administrators on 12-
month appointments, University policies restrict
outside paid activities during normal working hours.
These policies are consistent with the COB mission
of excellence in teaching, research, and service.
FD.4. FACULTY SIZE, COMPOSITION, AND DEPLOYMENT
FD.4.a: The school should maintain a full-time faculty sufficient to provide stability and ongoing
The COB at Prairie View A&M University has worked
hard to maintain a core full-time qualified faculty
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 148 of 150 Prairie View A&M University
Evidence of Continuous Improvements
The annual number of refereed journal articles has increased from 13 in 2000/01 to 50 in
2004/05. Although the faculty size has increased during this period, this increase (284%) is
impressive. The growth has been sustained from
year to year and is broad based with most
faculty members with an active research agenda.
Counting broadly, the total number of annual in
tellectual contributions over this period has
increased from 58 to 170. This demonstrates that
active participation in research has now been
embraced by the College faculty.
An active research seminar series has attracted ma
ny faculty presenters and outside speakers with
established research credentials.
The newly adopted strategic plan makes specifi
c reference to the quality of publications.
The central administration continues to make av
ailable resources to support reduced teaching
loads and other incentives for success in intellectual contributions.
Future Plans
The statistics presented in this section demonstrate
the considerable success in the area of intellectual
contributions achieved by the business faculty at Prair
ie View A&M University. The College is confident
the faculty research activities will be sustained in the long run.
Focus more attention on producing research in
the Scholarship of Teaching and Learning.
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 147 of 150 Prairie View A&M University
In the 2002 Accreditation Plan, the College had identifie
d several deficiencies in the area of research and
intellectual contributions. A before and after analys
is shows the considerable progress that has been
Teaching load is too high
All graduate faculty now have a reduced load of 3+3
members have an active research
Faculty publication has increased markedly in recent
years; almost all tenure track faculty members have
published PRJ articles in recent years; even non-tenure
track faculty are participating in intellectual efforts.
Technology support for faculty and
have invested heavily in
technology infrastructure and services; all business
faculty and staff have their own computers and local
printers; new staff has been added for technology
support; all classrooms are equipped with the state-of-art
Lack of adequate clerical and
The number of full-time administrative staff has
increased from four to six; the Center for Business
Communications can assist faculty improve their drafts;
the two assistants to the dean also work with faculty to
support teaching and grant writing; graduate assistants
and student workers are now available for faculty
Lack of incentives (merit raises) and
This has improved dramatically with the merit raises now
directly connected to success in publishing articles in
peer-reviewed journals. In th
e last two merit raise cycles,
the most productive researchers received substantial
adjustments; Dean’s Exce
llence in Research Award
comes with a $1,000 prize.
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 146 of 150 Prairie View A&M University
List of Peer Reviewed Journals Where
JOURNAL NAME FREQUENCY
Portfolio Management 1
Journal of Regional Science 1
Journal of Scheduling 2
Journal of Systems Science and Systems Engineering 1
Journal of the Asia Pacific Economy 1
Managerial Finance Journal 1
Regional Business Review 1
SIAM Review 1
Southern Business & Economic Journal 1
Southwestern Business Administration Journal 1
Tax Notes 1
The American Journal of Economics and Sociology 1
The Industrial-Organizational Psychologist 1
The International Journal of Business and Public Administration 1
The International Journal of Men’s Health 1
The Journal of Applied Accounting Research 1
The Journal of Behavioral
and Applied Management 1
The Journal of Current Research in Global Business 3
The Journal of Human-Centered Systems and Machine Intelligence 1
The Quarterly Journal of Economics 1
The Quarterly Review of Economics and Finance 1
Troy State University Business and Economic Review 1
Water Resources Management 1
Total Number of Different Peer Reviewed Journals = 88
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 145 of 150 Prairie View A&M University
List of Peer Reviewed Journals Where
JOURNAL NAME FREQUENCY
International Journal of Informa
tion Technology and Decision Making 1
International Journal of Knowledge,
Culture, and Change Management 1
International Journal of Logis
tics Systems and Management 1
International Journal of Manageme
nt and Enterprise Development 1
International Journal of Mobile Communications 1
International Journal of Service Management 1
International Journal of Technol
International Review of Applied Economics 1
Journal of Accounting and Finance Research 1
Journal of Agricultural and Applied Economics 1
Journal of Bangladesh Studies 3
Journal of Business and Leadership: Research, Practice, and Teaching 1
Journal of Business Finance and Accounting 2
Journal of Developing Areas 1
Journal of Economic Development 1
Journal of Empirical Finance 1
Journal of Financial
and Economic Practice 1
Journal of Forensic Accounting 2
Journal of Global Business 1
Journal of Global Information Management 1
Journal of Global Information Technology Management 1
Journal of Information Technology Management 1
Journal of International Financial
Journal of International Money and Finance 2
Journal of International Technolog
y and Information Management 1
Journal of Labor Economics 1
Journal of Multinational
Financial Management 1
Journal of Multi-state Taxation & Incentives 1
Journal of Product & Brand Management 1
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 144 of 150 Prairie View A&M University
List of Peer Reviewed Journals Where
JOURNAL NAME FREQUENCY
Academy of Accounting & Fi
nancial Studies Journal 1
American Business Review 1
Annals of Economics and Finance 1
Applied Financial Economics 5
Asia Pacific Management Review 4
Business Journal for Entrepreneurs 1
CIIMA (Communications of the IIMA) 4
Contemporary Economic Policy 1
Eastern Economic Review 1
Economic Inquiry 1
El Trimestre Económico 1
European Journal of Operational Research 2
Financial Review 1
Florida State University Law Review 1
Global Business & Economic Review 2
Global Business & Finance Review 1
History of Economic Ideas 1
Human Systems Management 1
IEEE Transactions on Automation Science & Engineering 1
Industrial Management and Data Systems 1
Information Systems Journal 1
International Journal of Acc
International Journal of Business and Economics 1
International Journal of Digital Management 1
International Journal of Condition
Monitoring & Diagnostic Engineering
Management
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 143 of 150 Prairie View A&M University
Total and Annual Average Faculty Intellectual Contributions
Count Avg. CountAvg. CountAvg. CountAvg. CountAvg.
Management
Bailey, H.
1 0.2 1 0.2 2 0.4 4 0.8
Debnath, S.*
3 0.6 5 1.0 4 0.8 3 0.6 15 3.0
Dyck, J.*
1 0.2 1 0.2
Geismar, N.*
5 1.0 2 0.4 5 1.0 10 2.0 22 4.4
20 4.0 8 1.6 12 2.4 12 2.4 52 10.4
1 0.2 1 0.2
1 0.2 1 0.2
Sutanto, P.*
1 0.2 4 0.8 4 0.8 4 0.8 13 2.6
1 0.2 1 0.2 1 0.2 3 0.6
Discipline Total
30 6.0 22 4.4 27 5.4 33 6.6 112 22.4
1 0.2 3 0.6 2 0.4 1 0.2 7 1.4
3 0.6 2 0.4 5 1.0
Holloway, R.
0 0.0
Mahfouz, A.*
4 0.8 8 1.6 3 0.6 6 1.2 21 4.2
12 2.4 4 0.8 8 1.6 7 1.4 31 6.2
Tomiuk, D.
1 0.2 1 0.2 2 0.4 2 0.4 6 1.2
Discipline Total
18 3.6 16 3.2 18 3.6 18 3.6 70 14.0
6 1.2 4 0.8 3 0.6 2 0.4 15 3.0
1 0.2 6 1.2 6 1.2 3 0.6 16 3.2
Tandon, S.*
2 0.4 2 0.4 2 0.4 2 0.4 8 1.6
Discipline Total
9 1.8 12 2.4 11 2.2 7 1.4 39 7.8
College Total 130 26 88 18 147 29 140 28 505 101
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 142 of 150 Prairie View A&M University
Total and Annual Average Faculty Intellectual Contributions
Count Avg. CountAvg. CountAvg. CountAvg. CountAvg.
Chong, G.*
4 0.8 8 1.6 10 2.0 22 4.4
2 0.4 1 0.2 3 0.6
Dobiyanski, A.
0 0.0
1 0.2 1 0.2 1 0.2 3 0.6
6 1.2 11 2.2 5 1.0 6 1.2 28 5.6
1 0.2 3 0.6 2 0.4 2 0.4 8 1.6
2 0.4 7 1.4 6 1.2 2 0.4 17 3.4
Discipline Total
14 2.8 21 4.2 24 4.8 22 4.4 81 16.2
Business Communication
3 0.6 3 0.6 5 1 11 2.2
Economics
Langley, S.*
2 0.4 2 0.4 1 0.2 5 1.0
9 1.8 4 0.8 7 1.4 14 2.8 34 6.8
Quddus, M.*
7 1.4 4 0.8 9 1.8 16 3.2 36 7.2
Sharma, S.
0 0.0
Soliman, M.
1 0.2 2 0.4 4 0.8 7 1.4
3 0.6 1 0.2 6 1.2 6 1.2 16 3.2
Discipline Total
22 4.4 11 2.2 28 5.6 37 7.4 98 19.6
Handforth. F.*
1 0.2 4 0.8 5 1.0
1 0.2 2 0.4 3 0.6 6 1.2
2 0.4 1 0.2 4 0.8 3 0.6 10 2.0
27 5.4 2 0.4 19 3.8 9 1.8 57 11.4
Discipline Total
31 6.2 3 0.6 29 5.8 15 3 78 15.6
Note: * Graduate Faculty
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 141 of 150 Prairie View A&M University
Individual Faculty Count of All Intellectual Contributions (2000/1 – 2004/5)
Faculty Name 2000-01 2001-02 2002-03 2003-04 2004-05 Total IC
Management
Bailey, H. 4 4
Debnath, S. 1 1 5 8 15
Dyck, J. 1
1
Geismar, N. 1 4 7
22
Gupta, O. 2 7
12 17 52
Liang, L.
1 1
Nelson, G. 1 1
Sutanto, P. 7 3 2 1 13
White, L.
Discipline Total
2 17 22 26 45 112
Chen, W. 2 1
Hinson, S. 3 1 1
5
Holloway, R.
0
Mahfouz, A. 4 1 2 3
21
Opara, E. 1 7 8 8 7 31
Tomiuk, D. 2 2 2
6
Discipline Total
12 12 13 14 19 70
3 2 16
Hill, J. 1 4 2
Joonas, K. 1 1 13
16
Tandon, S. 1 4 3 8
Discipline Total
2 6 2 22 7 39
College Total 58 67 85 125 170 505
shaded numbers
denote the year in which the faculty me
mber joined PVAMU as a full-time faculty.
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 140 of 150 Prairie View A&M University
Individual Faculty Count of All Intellectual Contributions (2000/1 – 2004/5)
Faculty Name 2000-01 2001-02 2002-03 2003-04 2004-05 Total IC
Chong, G. 5 5 2 4
22
Desselle, B. 2
1 3
Dobiyanski, A. 0
Feucht, F. 2 1
3
Lee, B. 5 3 5 6
28
Pence, D. 2 6 8
Reed, R. 8
3 6 17
Discipline Total
18 10 9 16 28 81
Business Communication
Bell, R.
5 6 11
Economics
Langley, S. 1 2
5
Quazi, R. 1 1
8 19 34
Quddus, M. 10
2 5 9 36
Sharma, S.
0
Soliman, M. 1 1 1 2 2 7
Wallace, F. 3 2 4
16
Discipline Total
15 12 11 21 39 98
Handforth. F. 1 1 1
5
Jasper, J. 1 1 3 1 6
Khan, M. 1 2 3 4 10
Yang, J. 5
21 11 17 57
Discipline Total
6 5 25 18 24 78
shaded numbers
denote the year in which the faculty me
mber joined PVAMU as a full-time faculty.
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 139 of 150 Prairie View A&M University
Last 5 Years
Name
J P N O J P N OJ P NOJ P NOJ P N O J P N O T
Business Law
0
1 2 1 1 1 2 1 2 2 1 2 3 3 7 3 16
1 1 1
1 2 1 2 1 1 1 1 1 4 3 2 2 11
1 1 1 1 1 1 3
1 1 1 1 2
1 1 3 3 1 1 3 3 2 9
1 2 2 2 2 1 5
0
1 1 1 1 1 1 3
1 2 1 1 1 1 2 1 5
1 1 1 1 1 1 3
1 2 1 2 3 4 4 1 1 1 1 2 6 7 5 5 23
1 1 1 1 3 4 1 1 2 4 5 2 13
1 1 3 1 2 1 1 4 8 9 1 2 1 1 3 9 12
3 1 3 2 2 3 7 2 4 3 5 3 5 4 7 4
2 7 24 11
1
2
1
4
4
1
0
8
1
6
9
2
4
1
0
2
5
1
6
2
5
9
3
4
1
9
2
2
4
0
4
8
1
326
3 3 4 2 1 2
1 4 6 4 7
E
3
1
6
2
1
8
1
3
8
1
6
3
0
2
0
1
3
3
3
1
9
3
4
2
7
4
6
1
8
5
0
2
4
3
1
6
5
13
0
88
1
4
7
1
4
0
505
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 138 of 150 Prairie View A&M University
Last 5 Years
Faculty
J P N O J P N O J P N O J P N O J P N O J P N O T
3 3 1 3 3 1 7
1 1 1 1 1 1 1 1 2 5
1 1 1
0
1 1 1 1 1 1 3
White
0
1 3 4 1 2 3 3 3 2 2 4 3 8 1 5 12 8 12 13 45
1 2 1 3 3 2 2 3 3 3 2 1 7 3 4 4 15 8 9 12 44
3 1 2 3 1 3 4 3 3 3 6 6 8 23
2 2 3 5 7 5 5 5 7 5 7 9 5 18 7 8 12 30 22 27 33 112
Management Information Systems
1 1 1
1 1 1 1 2 2 4
1 1 1 1 2
0
1 2 1 1 3 2 5
0
0
0
Holloway
0
1 1 1 2 1 3
1 1 2 2 4 2 2 3 4 5 2 6 17
1 1 1
1 1 1
1 1 3 3 3 2 3 1 4 4 2 1 12 4 8 4 28
2 2 2
0
1 1 1 1 1 1 1 2 1 5
1 1 1
1 1 1 1 1 1 2 1 1 5
1 3 3 2 2 2 4 3 3 3 3 3 4 5 8 2 4 4 17 12 17 13 59
1 3 1 1 2 4 6
1 5 4 2 2 2 8 3 3 3 4 4 5 5 8 3 4 4 18 16 18 18 70
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 137 of 150 Prairie View A&M University
Last 5 Years
& Faculty
J P N O J P NOJPN OJ P NOJ P N O J P N OT
0
1 2 1 1 1 1 1 1 1 2 1 4 3 10
0
1 1 2 2 2 1 1 5 4 1 10
3 1 1 1 1 6110 5 1 7 1 2 6 22 2 15 7 46
1 1 1
1 1 2 2 2 1 1 1 5 5 1 11
3 2 1 1 2 6113 6 3 1 9 2 3 7 25 3 22
1 2 1 1 1 1 1 2 4 7
4 2 1 1 3 7115 2 9 6 3
2 5 7 31 3 29
Management
0
1 1 1 1 1 1 3
Bailey
1 1 1
0
1 1 1 1 2
1 1 2 2 2 2 2 1 2 4 4 3 13
0
1 1 1
Dyck
0
1 11 2 1 1 2 3 4 1 5 5 2 5
0
0
1 1 222 1 1 2 4 7 3 4 2 16
1 1 1 2 311 3 2 2 2 1 6 1 2 1 12 4 6 8 30
2 1 1 1 1 1 1 2 2 6
0
0
1 1 1
0
0
1 1 1
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 136 of 150 Prairie View A&M University
Last 5 Years
& Faculty
J P N O J P NOJ P NOJ P NOJ PN O J P N O T
Economics
0
1 1 1 1 1 2 2 1 5
0
1 1 2 2
1 2 2 1 1 12 22 5 5 3 5 6 19
1 1 1 2 11 6 2 1 2 8 13
1 1 1
2 1 1 4 11 11 2 2 1 3 8 14
3 2 1 1 2 2 1 1 1 2 1 1 3 4 3 6 8 21
0
0
Sharma
0
0
1 1 1 1 1 11 1 2 4 7
Soliman
0
1 1 2 1 1 2 4
1 1 2 2 1 4 2 1 4 4 11
Wallace
1 1 1
2 1 1 1 2 4 1 2 7
1 4 1 1 1 4 2 4 1 4 1 5 24 55 11 12 7 18
3 2 1 1 2 2 2 2 1 2 4 21 1 9 6 4 9
6 7 2 3 3 6 2 6 3 5 3 9 46 56 22 22
1 1 1
1 1 1 1 1 3 4
0
0
0
Jasper
1 1 1 1 1 1 1 2 3 6
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 135 of 150 Prairie View A&M University
Individual Faculty Cumulative IC Portfolio (2000/1 – 2004/5)
& Faculty
J P N O J P NOJ P N OJ P NOJP N O J P N O T
Accounting
1 1 3 4 1 5
2 1 1 1 1 1 2 1 6 4 4 8 16
1 1 1
0
2 2 2
Desselle
1 1 1
0
0
Dobiyanski
0
0
1 1 1 1 1 1 3
0
1 1 1
5 1 1 1 2 1 3 2 12 1 4 5
2 6 24
1 1 1 3 3
0
1 112 2 1 1 3 2 2 8
Pence
0
0
2 2 1 1 112 2 1 2 5 4 2 13
2 2 2 2 4
1 1 3 1 1 4 1 6
2 7 3 1 4 1 2 2 3 5 4 3 336 5
2 2 1 1 1 1 1 2 5 2 9
2 9 6 1 1 7 2 3 2 1 3 5 4 4 336 6
Business Communication
0
1 1 1 1 2
1 1 11 1 4 2 2 5 9
Graduate faculty. Scholarship Type: B = Basic Schol
arship; A = Applied Scholarship; I = Instructional
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 134 of 150 Prairie View A&M University
annually allotted to each faculty member. However, if
a faculty member is pres
enting a paper, the dean’s
office will provide additional funds. In 2002, the PVAMU
formally joined a platform of eight Centers for
International Business and Education Research. Under
this initiative, since 2003, at least ten COB faculty
members have received training on teaching and resear
ch on international business topics in various
CIBER workshops across the country.
Student Assistants
A limited number of undergraduate and graduate studen
t workers are available to assist faculty members
Faculty Research Seminar Series
Each semester the Intellectual Contributions Committ
ee organizes a faculty research seminar series. The
seminar series have helped create a vibrant atmosphe
re for collaborative research across disciplines. The
seminars provide faculty members with an inform
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 133 of 150 Prairie View A&M University
The College has in place an innova
tive and generous support mechanism
involvement in quality research has become a norm. The system works through a combination of
incentives, rewards and recognitions discussed below.
Dean’s Excellence in Research Award
One faculty member is selected each year for this award based on the number of refereed journal articles
published or accepted for publication.
The selection criterion would eventually be expanded beyond
journal articles to include the entire spectrum of in
tellectual contributions as defined by AACSB (books,
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 132 of 150 Prairie View A&M University
Minimum Standards in Intellectual Contributions
While excellence in terms of intellectual contributi
on is desirable, an academically qualified faculty
member is expected to provide evidence of satisf
actory level of productivity (regarding intellectual
contribution) during the period of evaluation under
consideration. Professionally qualified faculty may
have a higher teaching load compared to academic
ally qualified faculty, and consequentially, a lower
requirement for intellectual contribution
As outlined by AACSB International, a broad spectrum
of activities is included in the area of intellectual
contribution. While a faculty member’s contribution in
any of these areas will be taken into consideration,
the minimum requirements for satisfactory performance
in this area for tenure and/or promotion to the
next rank shall include the following:
Three refereed journal publications
Four publications in well-recognized refereed journals
Faculty in the College of Business may be classified as
either academically or professionally qualified, or
other. To be academically or professionally qualifie
d, a faculty member must have a combination of
academic preparation augmented by current professi
onal development activities in the area of teaching
assignment. Based on internal discussions and consu
ltations with members of the mock visit team, deans
of peer institutions and the AACSB staff, the
following definitions have been adopted.
Academically Qualified (AQ) Faculty
: The faculty member must have a terminal degree in the area
of teaching assignment, or in a related area, as ou
Self-Evaluation Report Intellectual C
ontributions College of Business
Page 131 of 150 Prairie View A&M University
Int. Contributions by Faculty, Discipline and Scholarship Type (2000/1 – 2004/5)
Instructional
Development
Management
Bailey, H.
3 1 4
Debnath, S.
2 13 15
Dyck, J.
1 1
Geismar, N.
22 22
16 30 6 52
1 1
1 1
Sutanto, P.
7 5 1 13
3 3
Discipline Total
45 44 23 112
1 4 2 7
5 5
Holloway, R.
0
Mahfouz, A.
3 17 1 21
1 28 2 31
Tomiuk, D.
5 1 6
Discipline Total
5 59 6 70
1 11 3 15
2 9 5 16
Tandon, S.
3 5 8
Discipline Total
3 23 13 39
College Total 77 326 102 505
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Int. Contributions by Faculty, Discipline and Scholarship Type (2000/1 – 2004/5)
Instructional
Development
Chong, G. 5 16 1 22
Desselle, B. 2 1 3
Dobiyanski, A. 0
Feucht, F. 3 3
Lee, B. 1 24 3 28
Pence, D. 8 8
Reed, R. 13 4 17
Discipline Total 6 66 9 81
Business Communication
Bell, R.
2 9 11
Economics
Langley, S. 5 5
Quazi, R. 2 19 13 34
Quddus, M. 1 14 21 36
Sharma, S. 0
Soliman, M. 7 7
Wallace, F. 4 11 1 16
Discipline Total 7 56 35 98
Handforth. F. 1 4 5
Jasper, J. 6 6
Khan, M. 10 10
Yang, J. 10 46 1 57
Discipline Total 11 60 7 78
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The mission statements of Prairie View A&M Univers
ity and the College of Business both explicitly state
the entities’ commitment to the pursu
it of “excellence in teaching, research and service.” Since PVAMU
is primarily a teaching institution, the principal missi
on is to educate students. However, the College fully
recognizes that intellectual contributions enhance a
nd update the faculty’s knowledge base, which they
9 14 15 20 19
% of Total
16 21 18 16 11
37 40 59 75 115
% of Total
64 60 69 60 68
12 13 11 30 36
Instructional
Development
% of Total
21 19 13 24 21
58 67 85 125 170 505
Intellectual Contributions Portfolio by Scholarship Type (2000/1 - 2004/5)
Basic
Applied
Instructional
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Table IC-2 (cont’d)
Hill, J. 3 3 6
Joonas, K. 1 1
Tandon, S. 2 2
Discipline Total
0 3 0 4 2 9
College Total 13 13 20 34 50 130
Note: This and other tables exclude the publications
of faculty who have left
period; similarly, the tables include the relevant
publications of the new faculty members who have
joined the College during this period.
IC.1. INTELLECTUAL CONTRIBUTIONS
IC.1: Faculty members should make intellectual cont
ributions on a continuing basis appropriate to
the school’s mission. The outputs from intellectual contributions should be available for
Following the mission, the business faculty is comm
itted to intellectual contributions on a continuous
basis. While some of these contributions are basi
c scholarship, a good number of publications are applied
research, and related to instructi
onal development. The College exp
ects intellectual contributions from
each full-time faculty member. Merit raise, promo
tion, tenure, and post-tenure evaluation processes
reinforce this expectation. The College administration
has supported strategies to increase research with a
myriad of favorable policies. These include reduc
ed teaching load, summer re
search grants, increased
funding for professional travel, covering submissi
on journal fees, incentives for mentoring and
collaboration, and recognition.
Given our emphasis on undergraduate teaching, a wei
ght of 30 percent is assigned to intellectual
contributions in faculty evaluations. The College de
partment heads, using a modified version of the
University’s Annual Performance Development Inst
rument, assign 30 percent weight to success in
scholarship for annual merit raises. These expectat
ions are reinforced during the peer evaluation for
tenure-track faculty conducted by the Faculty Comp
osition and Development Committee, the Department
Over the past five years (2000-2005), the College’s
faculty has increased from less than 20 to 37. Table
IC.1-5 and IC.1-3 show the average number of total in
tellectual contributions over this five-year period is
13.6 per faculty member and 19.7 per graduate faculty
member, while the average number of PRJ articles
published is 3.5 per faculty member and 5.4 per gradua
te faculty member. Furthermore, over this period
38 percent of all faculty members published three or
more PRJ articles, 76 percent of the faculty have
published at least one PRJ article, a
nd 73 percent of the faulty had five
or more IC activities as broadly
defined by AACSB standards.
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Table IC-2 (cont’d)
Business Communication
Bell, R. 2 1 3
Economics
Langley, S. 1 1 2
Quazi, R. 1 1 2 1 4 9
Quddus, M. 4 2 1 7
Sharma, S. 0
Soliman, M. 1 1
Wallace, F. 1 2 3
Discipline Total
6 3 2 5 6 22
Handforth. F. 1 1
Jasper, J. 1 1
Khan, M. 1 1 2
Yang, J. 4 1 7 7 8 27
Discipline Total
4 1 7 9 10 31
Management
Bailey, H. 0
Debnath, S. 3 3
Dyck, J. 1 1
Geismar, N. 1 4 5
Gupta, O. 1 5 3 11 20
Liang, L. 0
Nelson, G. 0
Sutanto, P. 1 1
White, L. 0
Discipline Total
0 2 5 5 18 30
Chen, W. 1 1
Hinson, S. 0
Holloway, R. 0
Mahfouz, A. 4 4
Opara, E. 1 1 3 3 4 12
Tomiuk, D. 1 1
Discipline Total
1 2 3 4 8 18
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potential for attaining this status in a short time fr
Chong, G. 2 1 1 4
Desselle, B. 0
Dobiyanski, A. 0
Feucht, F. 1 1
Lee, B. 1 1 3 1 6
Pence, D. 1 1
Reed, R. 1 1 2
Discipline Total
2 1 3 5 3 14
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Page 125 of 150 Prairie View A&M University
2000-012001-022002-032003-042004-05
Journal Articles
Proceedings
Presentations
Other IC
Total IC
The sustained increase in faculty research productivity
in recent years was achieved partly through the
recruitment of new faculty members. Since fall 2001,
the full time faculty has roughly doubled with most
of the new faculty recruited on tenure-track appointment
s. A few senior faculty members at the professor
and associate professor rank were hired with tenure
on arrival. The search committees have followed a
consistent strategy of identifying candidates who are
either already academically qualified, or show a high
Other
Journal
Proceedings
17%
Presentations
29%
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counted more than once if the resear
ch was presented in multiple forums
as it evolved from an early draft
to a final journal article. For example, if a paper
was first presented in an in-house seminar and then
turned into a more complete working paper, a c
onference proceeding, and was finally published as a
journal article, it would be counted more than once
assuming that the research evolved significantly over
its life. Co-authored papers were counted for each
author who is on the College faculty. However, the
last column in Table IC-1 presents a “unique count
,” in which the number of co-authored intellectual
contributions are counted only once in the portfol
io. The College’s performance evaluation policies
encourage collaborative research, and indeed this has
been a source of strength in our research success.
For summer grants and other recognition such as the
Dean’s Excellence Award, co-authors have often
shared award money and recognition.
2000-01
2001-02
2002-03
2003-04
2004-05
Refereed
Conference
Proceedings
Conference
Presentation
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College Of Business