Department of Management Program Review Self Study Contents
Year 2007 - 2008
I. Introduction to Department
The Department of Management resides in the College of Business (CB) at Central Washington University (CWU). The CB was
formed as an independent unit in 1974. Prior to that point there was a Department of Business and Economics within the Division of
Social Science. For the next thirty-two years the CB comprised of three departments; accounting, business administration and
economics. By far the largest of these departments was the Department of Business Administration, which included about sixty percent
of the faculty of the college. In the summer 2006 the former Department of Business Administration was split into two departments;
Department of Management and the Department of Finance and Operations Supply Chain. The two departments jointly support the
Bachelor of Science in Business Administration Degree. The Department of Management is responsible for the programs in
management, marketing, human resources management, and business law. The two departments share responsibility for the ‗General
Business Specialization‘ and the ‗Business Administration Minor‘.
As well as the main campus in Ellensburg, for over 25 years CB has been offering the junior and senior years of the accounting and
business administration programs at two off-campus university centers. These centers are located in the Puget Sound region of western
Washington. The CWU Lynnwood Center is located about 15 miles north of Seattle and the CWU Des Moines Center is located
approximately 20 miles south of Seattle. Approximately 45% of CB students are located at our two west-side centers, with
approximately 40% of students from the Department of Management in these locations.
A. Mission Statement
The Department of Management does not have its own mission statement; neither did the previous Department of Business
Administration. However, the CB has a very well developed strategic mission. The CB mission statement was developed in 2001.The
CB has also articulated shared values, which encapsulate our shared core beliefs and commitments. These values include assertions of
shared beliefs and shared commitments.
We believe in student success, lifelong learning, integrity and ethical behavior, and excellence.
We commit ourselves to prepare students for the future, impart knowledge on which students can build, treat everyone with respect
and fairness, exemplify our values by serving as teachers and role models, and remain current in our academic disciplines and
professional fields.
CB Mission & Vision Statement
CWU's College of Business faculty and staff create value and opportunity for our students by focusing on quality in undergraduate education at the
Ellensburg campus and university centers in the Puget Sound and central regions of Washington State. We accomplish this through emphasis on
excellence in teaching, which is strengthened by faculty research and supported by professional service.
The vision of the CB is that CWU's College of Business will be recognized as a premier learning community creating an environment in which
students, faculty and staff reach their full potential. The CB has also articulated its ‗values‘, ‗opportunities‘ and its commitment to a ‗quality
education‘ for our students. The following outlines those commitments.
Value
We are affordable and accessible to an increasingly diverse student population.
Through curricula based on theory and on practice, we prepare students with the knowledge, competencies and skills that are necessary for
productive careers in a dynamic and changing environment.
Undergraduate and niche graduate degree programs are delivered by faculty who are dedicated to using their academic preparation and
business experience to enhance student learning and career preparation.
Opportunity
We are a university of choice to students and an employer of choice to faculty and staff.
We transform lives through a learning environment built on a foundation of teaching excellence, effective curricula and state-of-the-art
physical facilities.
We serve students in Washington State through programs and courses delivered at well-established University Centers co-located on dynamic
community college campuses.
Quality in Education
Teaching is our priority. We foster a learning environment characterized by an accessible faculty and a high degree of faculty and student
interaction.
Curricula reflect current needs and developments in business and promote an understanding of theory and its practical application.
Education at a high level of quality derives from concern for students at the individual level, and personalized, innovative instruction
supported by appropriate learning technologies.
Important linkages are developed with alumni, College of Business Advisory Board, employers and other professionals in business and
education.
We are committed to outcomes assessment and continuous improvement in order to provide a high quality education.
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B. Brief Description of Department
The department currently consists of 13 tenure and tenure-track faculty (two are vacant during 2007/08), 6 annual contract faculty and a
departmental secretary. The academic disciplines of the department‘s faculty include: marketing, management, human resource
management, organizational behavior and business law. Seven faculty are located at the west-side centers.
The department offers coursework leading to the Bachelor of Science in Business Administration (BSBA) degree. In addition to the
University general education requirements, the BSBA major is comprised of three principal components: 1) pre-admission courses that
provide foundation knowledge and skills needed for further study in business, 2) business core courses that build on the pre-admission
group and focus on decision making in the main functional areas of business, and 3) specialization courses that allow for advanced study
in one of the functional areas.
The department offers coursework leading to a Minor in Business Administration. This program offers students an introduction to
several key areas of business: economics, accounting, business law, management, marketing, and human resource management.
C. Program Outcomes
The following are the program educational outcomes for the BSBA program (responsibility for this program is shared with the
Department of Finance and OSC). The educational outcomes are associated with knowledge, values and skills.
1. Knowledge-Based Educational Outcomes. Upon completion of the BSBA program, students should:
o have a working knowledge of business administration that will aid them in private, government, or non-profit careers and/or
prepare them for additional study.
2. Values-Based Educational Outcomes. Upon completion of the BSBA program, students should:
o comprehend ethical issues and be able to apply an ‗ethical decision-making framework‘ to business decisions.
3. Skills-Based Educational Outcomes. Upon completion of the BSBA program., students should:
o function effectively when in teams both as a leader and as a member,
o demonstrate effective oral communication skills,
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o demonstrate effective written communication skills,
o apply quantitative and qualitative critical thinking skills to develop, access and use information to analyze business problems
and propose feasible solutions.
These program outcomes were amended in December 2007. That amendment reduced the number of goals from nine to six.
Deliberately, the number of goals were reduced to ensure that the two departments are able to adequately assess the achievement of each
goal.
Table 1: Major Activities That Will Enable Outcomes to be Reached & Data Used to Measure Whether Outcomes are Achieved
Program: Bachelor of Science in Business Administration
Program Goals Related College Goals Related University Method(s) of Who/What When Criterion of
Goals Assessment Assessed Assessed Achievement
Value - Major Field Test Students enrolled in Fall, Winter, 90% of students
Knowledge-Based
Through curricula based on theory and on practice, Goal I. in Business MGT 489 Spring, and score in the 50th
Educational Outcomes.
we prepare students with the knowledge, Maintain and strengthen an Summer percentile or
Upon completion of the
competencies and skills that are necessary for outstanding academic and Quarters higher on the
BSBA program,
productive careers in a dynamic and changing student life on the Ellensburg major field test in
students should:
environment. campus. - Feedback from business.
Quality alumni survey
Have a working
- Curricula reflect current needs and developments Goal II. In conjunction
knowledge of business
in business and promote an understanding of theory Provide for an outstanding Curriculum review - Use alumni and/or with program
administration that will
and its practical application. academic and student life at advisory boards‘ review To be determined
aid them in private,
Strategic Objective 3 the University centers. representation in
government, or non-
- To create and deliver high quality curricula based curriculum or At least
profit careers and/or
on planning and evaluation. Goal V. program review biannually
prepare them for
- To ensure that undergraduate business curricula Achieve regional and
additional education.
provide a broad context within which education for national prominence for the
business is set. university. - Syllabi for all
Strategic Objective 4 sections of the Department Chair
- To manage, deliver and evaluate effective same business core Each quarter 100% compliance
instructional programs by each academic unit. course will identify
- To ensure faculty responsibility and involvement common learning
in activities that improve course content and outcomes and
teaching quality. assessments
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Shared Values Goal VI. Introduce ethical Assess knowledge of In BUS 241 or Knowledge test
Values-Based
- The faculty and staff of the CB share a set of core Build inclusive and diverse decision-making the decision-making online quiz for results, 90% of
Educational Outcomes.
beliefs and commitments. We commit ourselves to: campus communities that model in BUS 241 model and students who students receive at
Upon completion of the
• prepare students for the future promote intellectual inquiry or a special two appreciation of take the two least a 80% result
BSBA program,
• impart knowledge on which students can build and encourage civility, hour class offered ethical issues hour class
students should:
• treat everyone with respect and fairness mutual respect, and week two every
• exemplify our values by serving as teachers and cooperation. quarter and DE to
- comprehend ethical
role models Lynnwood and Assess ability to Rubric applied Standards for
issues and be able to
• remain current in our academic disciplines and Des Moines apply the decision- to case analysis ability to apply
apply an ‗ethical
professional fields Trial in 07/08, making model in MGT 489 ethical thinking to
decision-making
implementation in be determined
framework‘ to business
08/09
decisions.
Online course
rather than special
class for 09/10
Strategic Objective 3 Goal I.
Skills-Based
- To create and deliver high quality curricula based Maintain and strengthen an Rubric Peer, self Assess leadership In OSC 323, Rubric will assess
Educational Outcomes.
on planning and evaluation outstanding academic and and instructor skills and ability to MKT 362 & team membership
Upon completion of the
- To ensure that undergraduate business curricula student life on the Ellensburg assessment of work with others MKT 489 and team
BSBA program.,
provide a broad context within which education for campus. team projects leadership skills
students should:
business is set Goal II. (see appendix 1)
Strategic Objective 4 Provide for an outstanding
- function effectively
- To manage, deliver and evaluate effective academic and student life at
when in teams both as a
instructional programs by each academic unit the University centers.
leader and as a member.
- To ensure faculty responsibility and involvement Goal IV. Rubric to assess Asses oral MGT 489, MGT Rubric will assess
- demonstrate effective in activities that improve course content and Build mutually beneficial oral presentation presentation skills 382 & MKT 362 oral
oral communication teaching quality partnerships with the public skills communication
skills sector, industry, professional skills against 10
groups, institutions, and the dimensions
- demonstrate effective communities surrounding our Rubric to assess Assess ability to MGT 489, MGT
written communication campuses. writing skills write coherently and 382 & MKT 362 Rubric will assess
skills. Goal VI. support assertions written
Build inclusive and diverse communication
-Apply quantitative and campus communities that Rubric applied to Assess Ability to skills against
qualitative critical promote intellectual inquiry case analysis apply case-based several dimensions
thinking skills to access, and encourage civility, analysis to
develop, and use mutual respect, and Rubric applied to comprehensive MGT 489 & Rubric that will
information to analyze cooperation. assess financial business problems FIN 370 assess ability to
business problems and analysis skills and determine use data from
propose feasible feasible solutions comprehensive
solutions. case studies and
determine feasible
business solutions
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Further Aspects and Clarification of Outcomes Assessment
As well as the above, there are several other activities that should be noted in respect to the BSBA program goals. The following
includes a more detailed description of key elements of the outcomes assessment noted in Table 1.
1. Knowledge-based Outcomes
a) Foundation Knowledge
Accounting, behavioral science, economics, and mathematics and statistics form the foundation of our students‘ business knowledge.
CWU students are required to take several of these courses as part of their General Education requirements, and courses within all of
these areas are required of our business administration majors. Table 2 summarizes our students‘ coverage of the foundations areas.
Table 2. Required Courses in Foundation Areas
Foundation Area Course Coverage Quarter Credits
ACCT 251 Accounting I 5
Accounting
ACCT 252 Accounting II 5
5
Gen Ed reqmt. for Human Adaptation & Behavior (all CWU)
5
Behavioral Science MGT 382 Principles of Management
5
MKT 362 Essential Marketing Concepts
ECON 201 Principles of Economics Micro (req. for all COB majors) 5
Economics
ECON 202 Principles of Economics Macro (req. for all COB majors) 5
MATH 130 Finite Mathematics I (required for all CWU students) 5
MATH 153 Pre-Calculus Mathematics I or
Mathematics and Statistics MATH 170 Intuitive Calculus or 5
MATH 172 Calculus (required for all COB majors)
BUS 221 Introductory Business Statistics (req. for all COB majors) 5
The foundation knowledge areas are described briefly below.
Foundation Knowledge in Accounting. Business administration majors are required to take two accounting courses: ACCT 251
(Accounting I) and ACCT 252 (Accounting II).
Foundation Knowledge in Behavioral Science. The university-wide breadth requirements contain a social and behavioral sciences
component, and students are required to take at least one course in the human adaptations and behavior category. This requirement
provides all CWU students with exposure to behavioral science. In addition, all students pursuing the business administration major
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must complete MGT 382 (Principles of Management) and MKT 362 (Essential Marketing Concepts), where students are introduced
to various aspects to the human behavior.
Foundation Knowledge in Economics. All CB students are required to take two courses in economics: ECON 201 (Principles of
Economics Micro) and ECON 202 (Principles of Economics Macro). These provide a firm foundation for our majors to understand
economic issues, a critical component for understanding business.
Foundation Knowledge in Mathematics and Statistics. All students within the university must complete the general education
requirements that include: one five credit math class and a second math class may be used to fulfill another basic skills requirement.
Additionally, all CB majors have preadmission requirements that include BUS 221 (Introductory Business Statistics) and Math 153
(Pre-Calculus Mathematics) or higher.
b) Business Administration Key Perspectives
Table 3 lists the set of core courses for the BSBA, and the extent to which each of the key perspectives are covered in the curricula.
The symbol ++ indicates a key perspective receives significant coverage in a class, such as a key portion of a chapter or a key idea
that is presented multiple times throughout the course. The symbol + indicates a key perspective is definitely addressed in the
course, but does not receive recurring attention. A blank space indicates the key perspective either is addressed only briefly or not at
all in that that particular course.
Table 3: Business Core Curriculum Key Perspectives Matrix
Influence of Influence of Social Legal and Environmental Technological
Core Courses Ethics Coverage Global Issues Political Issues Issues Regulatory Issues Issues Issues Diversity Issues
ACCT 251 + + +
ACCT 252 + + + +
BUS 221 + ++
BUS 241 + + + ++ + ++
ECON 201 ++ ++ ++ ++ ++ ++ ++ ++
ECON 202 ++ ++ ++ ++ ++ + ++ ++
FIN 370 + + + ++ + ++
MGT 380 ++ ++ + ++ + + + ++
MKT 360 ++ ++ ++ ++ + ++ + +
OSC 323 + ++ + + + ++
MIS 386 + + ++ + ++ +
MGT 489 ++ ++ ++ ++ ++ + ++ ++
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c) Assessing Core Business Administration Knowledge
The Education Testing Service (ETS) Field Examination for Business is used to assess graduating student‘s understanding of the core business
administration knowledge. Following a successful pilot test during Fall Quarter 2002, the CB adopted the ETS Field Exam. Except for
economics majors, the examination is currently administered to senior-level CB majors as part of MGT 489 (Strategic Management),
the end-of-program capstone course. In order to ensure appropriate preparation, prerequisites to MGT 489 are now strictly enforced
for students enrolled in the course. The CB has participated for several terms in which two sets of national norms are available from
ETS (2003-2005 and August 2006-December 2006). During these two time periods, CB had 625 students participating in the
assessment program. During the 2003-2005 time period, the nationally-normed comparison data was based on 513 institutions with
109,982 individuals. For the August 2006-December 2006 time period, 181 institutions and 8,986 students participated. Summary
results for the overall test appear in table 4. The data reveal that CWU has scored consistently higher than the nationally-normed
data. They also provide a starting point from which to assess future improvements.
Table 4: ETS Business Field Exam Overall Results
Quarter Number of CWU All Schools % At/Below
CWU Students Mean Mean CWU Mean
Fall 2003 88 155.9 151.9 70%
Winter 2004 138 153.6 151.9 60%
Spring 2004 104 158.8 151.9 80%
Beginning Summer 2005, in order to confirm consistent quality across the three sites, the ETS major field exam results were
recorded by location: Ellensburg, Des Moines, or Lynnwood.
Table 5: ETS Major Field Exam Results (Summer 2005 to present)
Quarter Location Number of Students CWU Mean All Schools Mean % At/Below CWU
Mean
Summer 2005 Ellensburg 23 164 151.5 95%
Des Moines 21 153 151.5 50%
Lynnwood 26/21 152/161 151.5 45%/90%
CB ALL 91 158 151.5 80%
Fall 2005 Ellensburg 16/19 155/160 151.5 65%/85%
Des Moines 14 164 151.5 95%
Lynnwood 31 156 151.5 70%
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CB ALL 80 159 151.5 80%
Winter 2006 Ellensburg 29/27 161/156 NA NA
Des Moines 26 159 NA NA
Lynnwood 32 160 NA NA
CB ALL 114 159 NA NA
Spring 2006 Ellensburg 33/29/26/43 164/163/159/162 NA NA
Des Moines 30 154 NA NA
Lynnwood 49 155 NA NA
CB All 210 160 NA NA
Summer 2006 Ellensburg 16/25 157/156 152.5 70%/65%
Des Moines 30 151 152.5 30%
Lynnwood 27/26 153/158 152.5 45%/75%
CB ALL 124 155 152.5 55%
Fall 2006 No exams administered
Winter 2007 Ellensburg 26/33 158/155 NA NA
Des Moines 25/21 153/150 NA NA
Lynnwood 32/34 155/159 NA NA
CB All 171 155 NA NA
Spring 2007 Ellensburg 32/59/25/27 154/157/158/162 NA NA
Des Moines 25 163 NA NA
Lynnwood 32 158 NA NA
CB ALL 200 159 NA NA
Summer 2007 Ellensburg 19/23 157/160 NA NA
Des Moines 25 155 NA NA
Lynnwood 19/24 159/154 NA NA
CB ALL 110 157 NA NA
Fall 2007 Ellensburg 23/22 167/160 NA NA
Des Moines 21 158 NA NA
Lynnwood 28 161 NA NA
CB ALL 94 162 NA NA
In nine quarters starting in Summer 2005 across 21 classes, the Ellensburg campus, with 575 test takers, had a grand average of 159.
Des Moines, with 238 test takers over 10 sections had a grand average of 156 and Lynnwood, with 381 test takers over 13 sections
had a grand average of 157. The ETS Field Exam in Business also provides valuable student performance information in eight
specific functional areas of business. Since there are no appreciable differences between the three locations in terms of overall
scores, the scores for Ellensburg, Des Moines, and Lynnwood are collapsed across campus in the following discussion of the
functional areas of business. Effective Winter 2008, scores will be reported by major as well as location. As revealed in following
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tables, CWU students consistently perform better in the more quantitative areas of business—accounting, finance, economics, and
business analysis.
Table 6: Accounting Area Assessment
Quarter Number of CWU Students CB Mean % Correct Nat'l Mean % Correct % At/Below CWU Mean
Fall 2002 85 50.8 44.0 79%
Fall 2003 88 52.1 44.6 85%
Winter 2004 138 49.2 44.6 70%
Spring 2004 104 56.7 44.6 95%
Summer 2005 91 54.0 44.4 90%
Fall 2005 80 52.8 44.4 90%
Winter 2006 114 54.3 NA NA
Spring 2006 210 54.2 NA NA
Summer 2006 124 52.0 50.7 55%
Winter 2007 171 57.2 NA NA
Spring 2007 200 58.8 NA NA
Summer 2007 110 57.4 NA NA
Fall 2007 94 61.0
Table 7: Finance Area Assessment
Quarter Number of CWU Students CB Mean % Correct Nat’l Mean % Correct % At/Below CWU Mean
Fall 2002 85 43.3 36.3 83%
Fall 2003 88 41.8 36.6 75%
Winter 2004 138 38.6 36.6 55%
Spring 2004 104 41.1 36.6 75%
Summer 2005 91 41.8 36.1 80%
Fall 2005 80 40.0 36.1 70
Winter 2006 114 43.8 NA NA
Spring 2006 210 42.7 NA NA
Summer 2006 124 44.8 55.9 5%
Winter 2007 171 60.2 NA NA
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Spring 2007 200 62.2 NA NA
Summer 2007 110 60.2 NA NA
Fall 2007 94 68.0 NA NA
Table 8: Economics Area Assessment
Quarter Number of CWU Students CB Mean % Correct Nat’l Mean % Correct % At/Below CWU Mean
Fall 2002 85 46.9 41.6 73%
Fall 2003 88 48.1 43.2 70%
Winter 2004 138 45.7 43.2 55%
Spring 2004 104 50.1 43.2 80%
Summer 2005 91 48.8 42.7 80%
Fall 2005 80 51.3 42.7 85%
Winter 2006 114 50.3 NA NA
Spring 2006 210 48.2 NA NA
Summer 2006 124 46.6 48.0 30%
Winter 2007 171 53.2 NA NA
Spring 2007 200 53.8 NA NA
Summer 2007 110 50.8 NA NA
Fall 2007 94 57.0 NA NA
Table 9: Quantitative Business Analysis Area Assessment
Quarter Number of CWU Students CB Mean % Correct Nat’l Mean % Correct % At/Below CWU Mean
Fall 2002 85 62.3 56.2 69%
Fall 2003 88 61.5 56.7 65%
Winter 2004 138 60.2 56.7 60%
Spring 2004 104 63.1 56.7 75%
Summer 2005 91 61.5 36.1 95%
Fall 2005 80 65.5 36.1 95%
Winter 2006 114 64.0 NA NA
Spring 2006 210 66.3 NA NA
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Summer 2006 124 59.0 47.0 95%
Winter 2007 171 48.2 NA NA
Spring 2007 200 49.5 NA NA
Summer 2007 110 47.4 NA NA
Fall 2007 94 52.0 NA NA
Table 10: Legal & Social Environment Area Assessment
Quarter Number of CWU Students CB Mean % Correct Nat’l Mean % Correct % At/Below CWU Mean
Fall 2002 85 54.2 49.3 70%
Fall 2003 88 48.4 49.8 30%
Winter 2004 138 47.8 49.8 25%
Spring 2004 104 54.6 49.8 65%
Summer 2005 91 53.8 49.8 70%
Fall 2005 80 52.0 49.8 55%
Winter 2006 114 53.8 NA NA
Spring 2006 210 51.2 NA NA
Summer 2006 124 48.4 46.7 60%
Winter 2007 171 44.8 NA NA
Spring 2007 200 52.0 NA NA
Summer 2007 110 49.6 NA NA
Fall 2007 94 53.0 NA NA
Table 11: International Issues Area Assessment
Quarter Number of CWU Students CB Mean % Correct Nat’l Mean % Correct % At/Below CWU Mean
Fall 2002 85 43.5 42.3 54%
Fall 2003 88 46.9 44.6 55%
Winter 2004 138 43.1 44.6 35%
Spring 2004 104 48.8 44.6 65%
Summer 2005 91 49.5 44.4 75%
Fall 2005 80 50.3 44.4 75%
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Winter 2006 114 52.3 NA NA
Spring 2006 210 51.2 NA NA
Summer 2006 124 50.2 54.4 20%
Winter 2007 171 59.0 NA NA
Spring 2007 200 59.8 NA NA
Summer 2007 110 57.6 NA NA
Fall 2007 94 64.0 NA NA
Table 12: Marketing Area Assessment
Quarter Number of CWU Students CB Mean % Correct Nat’l Mean % Correct % At/Below CWU Mean
Fall 2002 85 48.9 45.0 63%
Fall 2003 88 49.4 47.3 55%
Winter 2004 138 46.7 47.3 30%
Spring 2004 104 48.7 47.3 55%
Summer 2005 91 51.5 46.8 75%
Fall 2005 80 50.5 46.8 70%
Winter 2006 114 52.5 NA NA
Spring 2006 210 54.2 NA NA
Summer 2006 124 49.4 53.1 20%
Winter 2007 171 55.2 NA NA
Spring 2007 200 57.8 NA NA
Summer 2007 110 56.6 NA NA
Fall 2007 94 59.0 NA NA
Table 13: Management Area Assessment
Quarter Number of CWU Students CB Mean % Correct Nat'l Mean % Correct % At/Below CWU Mean
Fall 2002 85 55.7 57.6 48%
Fall 2003 88 57.6 57.6 50%
Winter 2004 138 56.6 57.6 30%
Spring 2004 104 62.3 57.6 60%
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Summer 2005 91 61.5 57.1 70%
Fall 2005 80 65.3 57.1 85%
Winter 2006 114 61.8 NA NA
Spring 2006 210 63.8 NA NA
Summer 2006 124 59.2 55.4 65%
Winter 2007 171 57.4 NA NA
Spring 2007 200 60.8 NA NA
Summer 2007 110 61.2 NA NA
Fall 2007 94 64.0 NA NA
Beginning in the latter part of the Summer 2006, ETS added to the exam the new functional area of Information Systems. The
results to date follow.
Table 14: Information Systems Assessment
Quarter Number of CWU Students CB Mean % Correct Nat'l Mean % Correct % At/Below CWU Mean
Summer 2006 25 63.0 58.7 75%
Winter 2007 171 62.2 NA NA
Spring 2007 200 61.7 NA NA
Summer 2007 110 62.4 NA NA
Fall 2007 94 65.0 NA NA
Actions Taken as a Result of ETS Exams
In January 2008, several major changes were made to the BSBA curriculum to address concerns highlighted in the ETS exam results.
In particular, the above results from the ETS exams indicated that while CB students did consistently very well in the quantitative
areas, the results were less impressive for the more qualitative areas (management, marketing etc). Although, over-all, students
performed well in the exam, there was a noticeable variance between the quantitative and qualitative discipline results. Unlike the
quantitative subjects, the marketing, management and human resource management classes had large numbers of non-business
students. In fact, principles courses for each of these disciplines are widely used as service courses for other programs and are also
used by many non-business students as general electives. It is not unusual for an excess of 50% of students in a particular class to be
from outside the CB. These non-business students typically will not have taken the preadmission classes required for admittance to
the CB. As noted above, these preadmission classes provide the foundation knowledge in the key areas of accounting, economics,
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mathematics and statistics, and business law. Therefore the non-business students are likely to be ‗less prepared‘ than business
majors. Not only are there large numbers of non-business majors in the core and principle classes but most of the management,
marketing, and human resource management classes were open to any student. This did provide options for non-business students
but also meant that instructors had to create curriculum that suited students that did not have the foundation business knowledge. To
ensure that all our courses offered by the department involved the appropriate level of academic rigor the following curriculum
changes have been introduced for the 2008/2009 academic year.
Table 15: Curriculum Changes to BSBA and Bus Admin Minor, 2008/2009 Academic Year
Curriculum Change Objective
New principles of management class for business All students in this course will have the foundation business knowledge. Can
majors (MGT 382) expect students to develop appreciation of key management concepts.
Former principles of management class exclusively for Introduce principles of management to non-business students.
non-business majors (MGT 380)
New principles of marketing class for business majors All students in this course will have the foundation business knowledge. Can
(MKT 362) expect students to develop appreciation of key marketing concepts.
Former principles of marketing class exclusively for Introduce principles of marketing to non-business students
non-business majors (MKT 360)
New Business Administration Minor Minor covers six key areas of foundation knowledge. Only prescribed 300 level
principles classes. No upper division electives are included.
Small number of MGT classes available for non- Most MGT, MKT and HRM classes will only be available for business majors.
business students; all other MGT, MKT and HRM All students will have the foundation business knowledge
classes only for business majors
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2. Value-based Outcomes
The President has funded an initiative that aims to systematically integrate business ethics across the entire CB curriculum (2007/08
―Spheres of Distinction‖). This is an ambitious program modeled on successful efforts at other institutions. The following outlines
the major goals of the project.
As a result of new curriculum introduced across the business core, all CB majors will:
Appreciate the ethical implications of managerial decision-making including recognition of the difference between acting legally
and acting ethically,
Understand the major conceptual foundations of ‗ethical thinking‘,
Be able to evaluate ethical alternatives using an analytical decision-making tool,
Be provided with opportunities to consider ethical dilemmas in classes across the business curriculum (based on Aristotle‘s
notion of ‗virtue and character development‘ through cultivating the habit of ethical behavior), particularly emphasizing ethical
issues that are likely to be faced in the early stages of their career.
As a result of several initiatives to be introduced within the next two years, the CB will:
Encourage ethical behavior in organizations within the state of Washington,
Provide various opportunities to engage the business community in a dialog on business ethical and corporate social
responsibility, such as an annual speaker series and other public events,
Develop Annual Leadership in Business Ethics Award to provide public acknowledgment for outstanding ethical behavior, this
award will be in partnership with corporate sponsors. CB students will be involved in the assessment of organizations nominated
for this award.
Data Collected
All faculty in the CB were surveyed in late 2006 to assess whether or not they incorporate issues of business ethics into their
curriculum. The survey asked respondents to indicate the reasons that they ―do‖ or ―don‘t‖ consider these issues, and, if they do
address business ethics, how do they accomplish that goal. For those who ―don‘t‖ address ethics they were asked to consider what
would be required for them to introduce ethics into their curriculum. Major results from the survey included a modest minority who
believed that ethical behavior cannot be taught (15% of the total number of respondents). Other concerns related to not enough time
and insufficient training. With regard to the respondents who indicated that they use ethics in their curriculum, these faculty tended
to use the ethics material available from the textbook, although they were generally not averse to going outside the textbook to find
and apply external material, nor were they averse to including ethics as a theme throughout their courses. Thus, among those faculty
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who covered ethics material in their curricula, content was drawn from a wide range of sources. A final result is that the faculty
preferred training sessions on teaching ethics over release time, financial reward, and reduction of other curriculum requirements.
As part of the business ethics across the curriculum initiative the department will introduce a pre-assessment and post-assessment of
student‘s comprehension of the ethical dimensions of managerial decision-making. The pre-test will occur at the stage when
students are first introduced to the ‗ethical decision-making model‘. When this model is used in each of the business administration
core classes, students can be assessed on this ability to apply ‗ethical thinking‘ to discipline specific issues. The official post-test
will occur in the capstone class, MGT 489.
Timetable for the Initiative
The major conceptual foundations will be introduced to CB students in the:
1. Introductory Business Law class (BUS 241), a ‗200 level‘ preadmission class for all CB majors.
2. A special on-line training program that introduces students to the material and tests their knowledge. All transfer students who
have not taken the Introductory Business Law class at CWU will be required to undertake this module in their first quarter at
CWU. Satisfactory completion of this module is required to enroll in their 2nd quarter in the CB.
A booklet will be developed and tested with students during 2008/2009. They will need to keep the booklet and it will be used in
each of the core business courses. The booklet will provide:
an introduction to the subject area,
an overview of the major conceptual foundations (where various alternative ethical viewpoints are presented),
an analytical tool that students can use to assess the impact on various stakeholders of managerial decisions. (The tool will allow
students to consider the implications of the ethical approach they adopt. The tool allows students to consider several different
possible approaches.),
links to various material that will assist with ethical decision-making, e.g. the Ethics Code of their professional association,
a description of the Code of Ethics of CWU and the CB Student Code of Conduct.
The initiative will be formally tested in Fall 2009 and implemented to all students by Spring 2010.
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3. Skills-based Outcomes
Activities
Department faculty believe that communication skills are critical for our students to succeed in the business world. Our mission
statement speaks of quality in undergraduate education. Under the meaning of our mission, we provide value to our students by
preparing them ―with the knowledge, competencies and skills that are necessary for productive careers.‖ The CB Advisory Board
has suggested that one of the most desirable skills they like to see in our students (their prospective employees) is the ability to
communicate effectively. Because this is so important, effective writing is strongly emphasized in both the Gen Ed and CB
curriculum. A five-part strategy, with three parts associated with communication within the Gen Ed curriculum and two parts related
to communication within the CB curriculum, is used to accomplish this.
Communication Within the Gen Ed Curriculum. The Gen Ed program strives to provide a solid foundation for CWU students
prior to their matriculation in an individual major. There are three strategies used to develop students‘ writing skills in the
undergraduate program.
English Placement Test. Upon entering CWU as freshmen, all students are assessed for placement into ENG 101. Students with
deficiencies are placed into remedial coursework such as Developmental English (ENG 100D), English as a Second Language (ENG
100E), Basic English Spelling (ENG 100S), Transitional English (ENG 100T), or Remedial Writing/Basic Writing Skills (ENG
100W). All of these courses may be repeated; however, none of the credits may be applied toward a bachelor‘s degree. Students to
whom English is a second language must demonstrate their English competency through a score of 525 on the TOEFL (or equivalent
score on the electronic TOEFL or demonstrated success with 3.0 or higher in English composition courses).
First-Year Composition. All CWU students must complete ENG 101 and ENG 102. A grade of C- or better is required in ENG 101
before ENG 102 may be taken. Both courses must be satisfactorily completed before admission into a CB major and prior to
beginning any 300-400 level CB coursework.
Writing Within the Gen Ed Program. In addition to the two required English courses, four ―writing‖ courses must be taken in
fulfillment of the Gen Ed requirements. These courses are designated with a ―W‖ (see Appendix C1), meaning the course requires at
least 7 pages of assigned writing that is assessed for content and mechanics (grammar, spelling, punctuation, and organization).
18
Communication Within CB Major. Once students are accepted into one CB major, they are required to take 4-5 additional credits
of communication coursework.
Upper-Division Writing Proficiency Course. Students choose from ADMG 385 (Business Communication and Report Writing),
COM 345 (Business and Professional Speaking), or ENG 310, (Technical Writing). This communication requirement is part of the
core coursework for all CB majors.
Writing Across the CB Curriculum. Because of the importance of writing and speaking skills in business, many of the courses
within the major add to the above university and major requirements by including written and oral communication as components of
individual courses.
As references in Table 1, the other generic skills that will be developed by students are; effective team membership and leadership,
oral communications skills and critical thinking skills.
D. Departmental governance system and organizational chart
The departmental governance system is based on the traditional model of collective responsibility. The Department Chairman has a
range of prescribed responsibilities associated with student approvals, determining teaching schedules, maintaining departmental
finances, ensuring the BSBA program and the Business Administration Minor suits the needs of the institution, community, students
and faculty, and ensuring compliance with University, CB and Department policies and procedures. There are also particular
responsibilities associated with determining annual faculty workloads, reappointment, tenure, promotion and post-tenure review.
These responsibilities derive from issues covered by the CWU Collective Bargaining Agreement (CBA).
To determine departmental policies and procedures, the model used begins with issues or ideas proposed by the Department Chair, a
department committee, an individual faculty member, or a group of faculty. The issue will be discussed in a department meeting,
either face-to-face meeting or via DE, and a collective decision determined. In most cases there is no need to vote, but rather
consensus is reached. For some controversial issues a vote will be held. For many issues the Department of Management has
adopted the policies and practices of the former Business Administration Department.
Figure 1 describes the current organizational chart of the department.
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Figure 1: Department of Management
Organizational Chart
Management
Secretary Senior
Chair
Jamie Thomas
Greg Cant – MGT (Ellensburg)
ELLENSBURG DES MOINES LYNNWOOD
Tenured/Tenure-Track Tenured/Tenure-Track Tenured/Tenure-Track
James Avey – HRM
Greg Cant - MGT Jim Beaghan – MKT Peter Boyle – MKT
Nancy Graber Pigeon - LAW Don Nixon – MGT Graeme Coetzer – HRM
Brian Kulik – MGT Lynn Richmond – MGT
Jim Nimnicht – HRM FTNTT
Mark Pritchard – MKT FTNTT
Jeff Stinson – MKT (begin 08/09) Paul Hirsh – MGT/MKT
Vacant - MGT Robert Allen - MGT
FTNTT
Terry Alkire – MGT
Jennifer Anderson – MGT
Metiner Kimel – LAW
Robert Kulik - MKT
E. Promotion of strategic objectives of the CB and the University
Currently strategic planning has occurred at the college, rather than department level. The CB is pursuing ten categories of strategic
objectives designed to create and maintain a competitive advantage for the college. These objectives align with the AACSB
accreditation standards and with the broad objectives of CWU. The strategic objectives relate to faculty composition and
20
development, students, curriculum content and evaluation, instruction, intellectual contributions, university, state and local
communities, business community, alumni and Executive Committee leadership. The CB plan identifies discrete strategic
objectives, tactics and metrics for each of the areas noted above.
The following describes these strategic objectives of the department and indicates how they align to the CB and CWU goals. Table
15 also indicates the methods of assessment, who or what will be assessed, when it will be assessed and what criteria will be used.
In some cases the criteria for assessment are still being developed.
Table 15: Department of Management Goals
Department/Program Related College Goals Related University Goals Method(s) of Who/What When Criterion of Achievement
Goals Assessment Assessed Assessed
1. We help our students Strategic Goal 4 Goal I
learn foundation To manage, deliver and Maintain and strengthen an
knowledge and skills in evaluate effective outstanding academic and student ETS Major Field Test in Student performance Fall, Winter, 90% of business administration
management, marketing, instructional programs by life on the Ellensburg Campus. Business. in the areas of Spring, and and accounting students score at
human resource each academic unit. To Goal II management, Summer or above the 50th percentile on the
management, and ensure faculty Provide for an outstanding marketing, human Quarters Major Field Test in Business for
business law that will aid responsibility and academic and student life at the resource management, the areas of management,
them in private, involvement in activities university centers. and business law on marketing, human resource
government, or non-profit that improve course Goal V the Major Field Test in management, and business law.
careers or prepare them content and teaching Achieve regional and national Business.
for additional education. quality. prominence for the university.
2. Recruit and admit Strategic Goal 2 Goal I
students into the Bachelor To plan and execute Maintain and strengthen an
of Science in Business processes for program outstanding academic and student Admission to the B.S. Students admitted or Fall, Winter, 100% of students admitted to the
Administration Program design and student life on the Ellensburg Campus. in Business not admitted to the Spring, and Business Administration major
who are capable of selection. To ensure the Goal II Administration Business Summer meet the minimum admission
learning the foundation direct linkage between the Provide for an outstanding program. Administration major. Quarters requirements.
knowledge and skills in CB mission and academic and student life at the
business. characteristics of students university centers.
served by the educational Goal V
program. Achieve regional and national
prominence for the university.
3. Recruit, develop, and Strategic Goal 1 Goal I
maintain management, To recruit, develop and Maintain and strengthen an
marketing, human maintain faculty to outstanding academic and student Recruitment and Full-time faculty at Ongoing Management Department faculty
resource management and accomplish the CB life on the Ellensburg Campus. retention of faculty who Des Moines, meet AACSB International
business law faculty to mission with respect to Goal II meet department, Ellensburg, and Accreditation Standard 10 as
accomplish the Bachelor instruction, intellectual Provide for an outstanding college, and university Lynnwood are follows:
of Science in Business contributions (faculty academic and student life at the performance standards evaluated for their Minimum of 50% of full-time
Administration Program scholarship) and service. university centers. of instruction, academic and Management Department faculty
21
goals and the College of To ensure that faculty Goal V intellectual professional maintain academic qualifications.
Business mission with resources and activities Achieve regional and national contributions (faculty qualifications Minimum of 90% of full-time
respect to instruction, are congruent with the prominence for the university scholarship) and according to AACSB Management Department faculty
intellectual contributions mission of the CB. service. standards and CB maintain academic or professional
(faculty scholarship) and Strategic Goal 5 expectations. qualifications.
service. To ensure an appropriate 90% of Management Department
level of intellectual faculty have two or more
contributions production qualified publications during the
to strengthen teaching past five years.
excellence and support
the mission of the CB.
4. Assess and improve Quality in Education Goal I Record and survey SEOIs of all courses SEOIs Faculty averages on SEOIs
teaching effectiveness for Teaching is our top Maintain and strengthen an student evaluations of taught by management reviewed by consistent with overall
all classes offered by the priority. We foster a outstanding academic and instruction (SEOIs). faculty over the faculty and performance of CWU and other
Department of learning environment student life on the Ellensburg academic year. Department CB faculty.
Management characterized by Campus Peer review of course Chair upon
accessible faculty and a instruction for tenure- completion Student written comments on
high degree of faculty and track and adjunct of a course. SEOIs are within a normal range
student interaction faculty Oversight by for CB faculty.
Strategic Goal 4 Dean.
To manage, deliver and
evaluate effective
instructional programs by
each academic unit. To
ensure faculty
responsibility and
involvement in activities
that improve course
content and teaching
quality.
5. Management Strategic Goal 6 Goal IV Faculty membership on Tenured and tenure- Ongoing 100% of tenured and tenure-track
Department will To support and actively Build mutually beneficial university and CB track faculty at Des Management Department faculty
strengthen relationships participate in CWU partnerships with the public committees. Moines, Ellensburg, serve on College of Business
within the university and governance, enrollment sector, industry, professional Faculty membership in and Lynnwood are committees.
partnerships with the management and groups, institutions, and the academic and evaluated for their 100% of university standing
management, marketing, marketing. communities surrounding our professional service in the College committees requiring a
human resource Strategic Goal 7 campus communities. organizations. of Business, in the Management Department
management and business To develop partnerships Goal VI Faculty leadership in University, and in representative have a
law profession, industry, with and serve the needs Build inclusive and diverse academic and academic and representative.
other higher education of state and local campus communities that professional professional 100% of tenure or tenure-track
institutions, alumni, and constituents. promote intellectual inquiry and organizations. organizations. faculty are members of academic
government entities. Strategic Goal 8 encourage civility, mutual Faculty involvement in and/or professional organizations.
To broaden, expand and respect, and cooperation. student placement
strengthen relationships activities.
22
with business
professionals and business
organizations in the Puget
Sound and central regions
of Washington state.
Strategic Goal 9
To enhance alumni
relations.
II. Description of degree programs and curricula
A. Program Delivery
The following table lists the programs offered by the Management Department and their location.
Table 16: Undergraduate Programs (majors and minors)
Program Title Delivery Location(s)
Bachelor of Science in Business Administration * Ellensburg, Des Moines, Lynnwood
Business Administration Minor Ellensburg, Des Moines, Lynnwood
* Students at Ellensburg may undertake all the specialization areas, while students at the two Westside Centers must undertake the ‗General Business‘
specialization.
Students may access courses in both the above programs via face-to-face and Distance Ed (primarily, interactive compressed video)
instruction at the following sites:
Moses Lake, Wenatchee and Yakima. Typically, students can take business core courses at these remote sites, but need to
complete specialization requirements for the major in Ellensburg.
B. Service Courses
The following table lists courses and location of the service courses offered by the Department of Management.
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Table 17: Service Courses and Locations
Contributing area Delivery Location
Service Courses Location(s)
MGT 380 Ellensburg, Des Moines, Lynnwood
MGT 382 Ellensburg, Des Moines, Lynnwood
MKT 360 Ellensburg, Des Moines, Lynnwood
MKT 362 Ellensburg, Des Moines, Lynnwood
MGT 489 Ellensburg, Des Moines, Lynnwood
BUS 241 Ellensburg
MGT 362 Ellensburg, Des Moines, Lynnwood
(formerly MGT 481)
HRM 381 Ellensburg, Des Moines, Lynnwood
BUS 341 Ellensburg, Des Moines, Lynnwood
C. Currency of Faculty
Describe currency of faculty.
How do faculty maintain currency in their disciplines?
Department of Management faculty maintain currency in their disciplines through the various approaches outlined below. They
conduct scholarly research that is published in refereed journals, they make presentations at scholarly and professional conferences,
they undertake professional development activities and they undertake consulting with for-profit, not-for-profit organizations and
government agencies. Listed below are some examples of activities undertaken by faculty.
Scholarly Publications
Table 18 lists the various journals in which faculty have published over the past five years. The full citation of faculty‘s publications
are included in Appendix 2 (faculty vitas).
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Table 18: Journals in Which Faculty Published, 2003 - 2007
Academy of Marketing Studies Journal Journal of Organizational Culture, Communications and Change
Annals of Tourism Research Journal of Productivity
Business Research Yearbook Journal of Public and Non-profit Marketing
Contemporary Australian Industrial Relations Research Journal of Quality and Participation
Current Research in Industrial Relations Journal of Social Behavior and Personality
European Journal of Marketing Journal of Sport Management
International Encyclopedia of Organizational Studies Journal of Team Performance Management
International Journal of Business and Economics Journal of the American Academy of Business
International Journal of Business Research Journal of Travel and Tourism Marketing
International Journal of Human Resource Management Journal of Travel Research
International Journal of Sports Marketing & Sponsorship Leadership and Organizational Development Journal
Journal of Academy of Marketing Science Leisure Services
Journal of Behavioral and Applied Management Organizational Analysis
Journal of Business and Behavioral Sciences Personnel Psychology
Journal of Business Ethics Research Journal of the OOI Academy International Congress
Journal of College Teaching and Learning Review of Business Economics
Journal of Critical Postmodern Organizational Science Review of Business Research
Journal of Education for Business The Journal of Applied Behavioral Science
Journal of Educators Online The Korean Economics and Business Review
Journal of Individual Employment Rights Tourism Analysis
Journal of Occupational and Organization Psychology
Journal of Organizational Behavior
Conference Presentations
Table 19 provides several examples of conference presentations made by faculty over the past five years. Presentations have been
made at regional, national and international scholarly and professional conferences. As indicated elsewhere in this report, an excess
of 50% of department faculty make a conference presentation each year. Several faculty make multiple presentations each year.
25
Table 19: Examples of Conference Presentations, 2003-2007
Avey, J. B., Luthans, F. & Patera, J. L. (2006). Experimental Analysis of a Web-Based \Micro-Intervention on the Learning and
Development of Positive Psychological States. 2006 Gallup Leadership Summit Conference. Washington, DC.
Avey, J. B., Wernsing, T. S., & Luthans, F. (2007). Don‘t Worry, Be Happy: Examining Moderators and Mediators of the Impact of
Positivity on Attitudes and Behaviors. 2007 Academy of Management Conference, Philadelphia, PA.
Boyle, P. ―Overconfidence and Information Distortion in Men and Women,‖ (with D. Hanlon), 1st Biennial CESBM International
Conference, Ajmer, India, 9–11 Sept 2005
Cant, A.G., ―The West Wing of the Pearl River Delta: Challenges and Opportunities‖, Urbanization in the PRD, Sun Yat Sing University,
Guangzhou China, July 15-17 2005.
Coetzer, G.H. & Biberman, G. (2004). Operationalizing Complex Work Related Spirituality Variables. Presenting this workshop as part of
a professional development program on Researching Workplace Spirituality. Academy of Management Conference in New Orlenes.
Funk, D.C. Pritchard, M.P. & Neal, L. (November, 2007). ―A Stimulus-Response Perspective for Why Attending a Sporting Event is
Important.‖ Paper accepted for presentation at the Sports Marketing Association‘s 2007 Conference, Pittsburg PA.
Kulik, B. W. & Rich, D. W. 2004. Agency culture and Enron: an ethics frontier where integrity-based and stewardship approaches fail to
tread. Western Academy of Management annual meeting, Anchorage, AK.
Pritchard, M.P., & Funk, D. (2005). “Spectator Responses to Perceptions of the Sport Product.‖ In. T. Delamere, C. Randall & D. Robinson
(Editors), The Two Solitudes: Isolation or Impact, pp. 482-487. Paper presented at the 11th Canadian Congress on Leisure Research,
Nanaimo BC, Canada.
Professional Development Activities
Table 20 presents several examples of professional development activities undertaken by faculty over the past five years. All
tenured and tenure-track faculty participate in at least some activities, with several faculty activity pursuing development
opportunities.
Table 20: Examples of Professional Development Activities
Cant, G., Participant in ‗The Institute on Infusing East Asian Studies into the Undergraduate Curriculum’ at the East-West Center, Hawaii.
This intensive professional development program ran for 3 weeks from mid July to early August. The program included faculty
from institutions across the U.S. and from a wide cross-section of disciplines.
Alkire, T., participant in China: An Emerged Economic Powerhouse in the Global Economy’ program, Shanghai, Ningbo, Yiwa, Hangzhou,
Guangzhou & Hong Kong, organized by U of Col CIBER.
26
Cant, G., Participant in the 2004 ‗Globalization Seminars’ series held at the University of Memphis. As well as attending all the general
seminars I was a member of the ‗International Management‘ stream.
Kulik, B., Attend workshops and conferences with the Northwest International Business Educators Network (NIBEN). This network
operates out of the Center for International Business, Education and Research at the University of Washington.
Faculty-in-Business Program. Working with the dean, the CB Advisory Board established the ‗Faculty-In-Business‘ Program to
provide an opportunity for business faculty to observe and learn about developments occurring within business organizations in the
Puget Sound and central regions of Washington State. Typically, between one-fourth and one-third of the CB faculty attend these
events. Table 21 presents the list of sites that faculty have visited since the inception of the program in Winter 2000.
Table 21: Faculty-in-Business Visitation Sites
Organization Location and Focus of Activities
Boeing (Everett) Tour of Everett site and presentation by Director of Marketing & Business Strategy
Knight Vale & Gregory Demonstration of IT technologies in a regional accounting firm
Starbucks Tour of Kent Roasting Plant and Distribution Center with focus on quality control, supply chain management, and distribution
Pacific Aerospace & Electronics Tour of facilities with focus on product development, IS and corporate quality management
AT&T Wireless Tour of research lab with focus on supply chain management
PACCAR Kenworth truck assembly plant; focus on operations management
Seattle Coffee
Roasting plant and distribution center; focus on logistics and supply-chain management
Company
Boeing (Renton) Tour of Renton site and presentations on lean manufacturing and market/product strategy of Boeing versus Airbus
Faculty Exchanges. For over a decade the CB has had an exchange arrangement with the Faculty of Business and Economics at the
University of Pecs in Hungary. A number of faculty have spent periods of time teaching and undertaking research in Hungary.
Faculty continue to receive their full salary while participating in exchanges. Table 22 indicates Department faculty who have
undertaken exchanges or other professional development leaves over the past five years.
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Table 22: Leave and Exchange Programs Undertaken Since 2000-01
Faculty Name Program Academic Year
James Nimnicht Exchange: Hungary 2004-05
James Nimnicht Sabbatical: College of William and Mary 2002-03
Hugh Spall Exchange: Hungary 2002-03
Peter Boyle Professional Leave 2001-02
Don Nixon Professional Leave 2001-02
Hugh Spall Fullbright Fellowship 2001-02
James Nimnicht Exchange: Hungary 2000-01
Connie Nott Professional Leave 2000-01
Consulting
Table 23 presents several examples of consulting activities undertaken by faculty over the past five years. Faculty are provided the
opportunity to undertake consulting activities assuming they do not use ‗state‘ resources.
Table 23: Examples of Consulting Activities, 2003-2007
Avey, J., The Boeing Company- Seattle, WA (United States) Designed and implemented management development workshop to improve
managerial ability for developing teams' well-being, confidence, optimism, hope and resilience for a performance impact, 2006-
2007.
Cant, G., Facilitator for the Valley Music Theater’s Strategic Planning Day, 2007
Coetzer, G., BC Hydro, assisted the Director of Organizational Development in developing a cultural change program for the organization,
2003-2004.
Avey, J., National Institute of Corrections/Bureau of Prisons- Anchorage, Alaska, Part of 4 member team to delivery NIC's Management
Development for the Future Program; a week long seminar for upcoming leaders in the NIC based on the full range leadership model
from Avolio and Bass, 2006.
28
D. Effectiveness of instruction
(c) Collaborative research between student and faculty
Table 24 provides several examples of collaborative research between students and faculty in particular classes or as independent
studies.
Table 24: Examples of Collaborative Research
Anderson has been working with Charles West (ROTC Officer training) examining various texts related to leadership in the military and
particularly in combat contexts. Charles has been developing a model of leadership he can use in his military career.
Coetzer has had multiple students work with him on a research project that is examining the influence of adult attention deficit on important
organizational behaviors - the students performed the following types of work (1) transfer questionnaires to an online format and
post on survey monkey (on line questionnaire service) (2) retrieve data from online surveys and covert to excel files (3) conduct
missing value analysis and follow up with those participants who entered incomplete data, (3) conduct a descriptive statistics review
of the data looking for out of range values, distributions, extreme skewness and kurtosis and (4) enter data from paper based surveys
into excel - one student worked on a paper with Coetzer (the influence of adult attention deficit on the need for achievement) which
was accepted for presentation at the Western Psychological Association Annual conference 2008.
Pigeon examined the ‗E- Sign Act‘ with Tyler Glahn, 2006
Pigeon developed a research paper on the ‗Cashless Society‘ with Matthew Marquardt, 2006
Pigeon examined ‗Civil Rights on Reservation Land‘ with Melinda Hanson, 2005
Pritchard undertook Services Marketing Project with students for Suncadia. "What features build customer delight?" Online qualitative data
collection of guest experiences (n=350), and for TreeTop a research projects on fruit packaging & branding (experimental design
with depth interviews).
Pritchard uses active data-based labs (with Excel & SPSS) to teach MKT369. He also uses live projects with corporate clients (Suncadia,
Treetop, Yakima Bears, CWU Athletics) in MKT369 & MKT464. In winter 2008 he enrolled his Marketing Strategy class in the
online google challenge, that is an international competition that pits students teams from around the world again each other in
developing online ad campaigns (www.google.com/onlinechallenge).
29
Presentations at SOURCE
The CB has had limited participation of business students in Symposium On University Research and Creative Expression
(SOURCE), the university-wide forum that showcases scholarly work. The following is an example of a management student‘s
presentation. Evan Casteel, worked with Cant on a project that was titled ‗Undergraduate Students Perceptions of the Competencies
Necessary for A Successful International Career‘. The initial presentation was made at SOURCE. The material was further refined
and presented at the ASDP/ASIANetwork Annual National Conference in Whittier, California in 2005. Currently the paper is being
prepared for submission to a scholarly journal.
Use of field experiences
The following table provides several examples of field experiences used by instructors in the Department of Management.
Table 25: Examples of Field Experiences
Cheyne took her MGT 383 (Contemporary Management Practices) class on a one day field trip to Seattle. They visited the Port of Seattle
and Starbucks corporate headquarters.
Nimnicht organized a field trip to Starbucks in 2006 and 2007. The trip consisted of a tour of the facilities and a presentation from their HR
department along with a coffee tasting.
Nimnicht organized a field trip to Tree Top with a presentation by the HR manager and CEO, and a tour of the facility.
Nimnicht organized a plant tour of Genie Industries, Moses Lake, 2007.
Nimnicht arranged a tour of the Kittitas Valley General Hospital, 2008.
Pritchard organized a number of different fieldtrips including Seattle Mariners (MKT464 Spring), Seattle Seahawks (MKT464 Summer),
Sears (MKT470 Winter) and Suncadia (MKT470 Winter).
Internships
A widely used opportunity for field experience is the internship. The following table indicates the internships (BUS 490)
undertaken by Business Administration students over the past 5 years.
Table 26: Internships Undertaken by Business Administration Students, Fall 2003- Winter 2008
CREDITS STUDENT EMPLOYER
5 Burk, Caleb L. Enterprise Rent-A-Car
1 Christensen, Jennifer CWU-College of Business
12 Huynh, Lap DDB Seattle
6 Jung, Pil US Bank
11 LaCourse, Brian Adventure Marketing
30
5 Lewis, Thomas Centerplate
10 Malloy, Katherine J. DMX Music
1 Meyers, Andrew J. Grant County
5 Ortiz, Heather Grant Cty Title
5 Peterson, Leslie Fullers, Inc.
5 Taylor, Josh Taylors Excavators
2 Thompson, Jeremy CWU-Grad & Research Program
6 Tompkins, Jason M. Outback Steakhouse
3 Altuna, Jeffrey The Westin Seattle
10 Ball, Donald V L L Boileau Inc.
3 Cawley-Murphree, Tim Kittitas County Sheriff's Office
7 Chamberlain, Anne Grant County PUD
2 Christensen, Jennifer CWU - College of Business
2 Crum, Lindsey CWU- The Observer
5 Davis, Benjamin IBM
6 Jacobson, Claude Central Washington Truss
6 Jung, Pil US Bank
4 Maib, Julie Gary's Paint Center
5 Pendry, Heather Pacific One Mortgage, Inc.
2 Procter, Kevin CWU - College of Business
5 Rice, Donna New Vision
5 Rogel, Michael Anderson Hay & Grain Co., Inc.
5 Simpson, Leah Kittitas County Community Development Services
11 Cornel, Gerald P Farmers New World Life Insurance Company
3 Crum, Lindsey CWU- The Observer
2 Dorey, Bejamin CWU - Dept of Human Resources
2 Greenway, Yvonne Grant County Fire District # 10
2 Harvey, Aaron F. Kittitas County Human Resources Department
5 Johnson, Roseann Renton, City of
5 Jurgensen, Misty Kittitas County Action Council (KCAC)
5 King, Brian CWU - Civic Engagement & Leadership Dev. Center
31
3 Li, Ren Northwest Folklife
5 Muzzy, Chris Intermec Technologies Corporation
6 Neil, Rick Sumner, City of
2 Reid, Cody Olson Brothers Farms
3 Reid. Cody United Rentals, Inc.
5 Smith, Casey A. Matheus Lumber
2 Tokarek, Patricia Jazz In The Valley
8 Villa, Adrian SeaReal Records
4 Welch, Nathan B&F SERVICES
10 Wilson, Adam Regal Air
1 Alarcon, Janet Canam Steel Corporation
5 Amaro, Mario Allied Building Products
1 Apodaca, Araceli Enterprise Rent-A-Car
7 Barnhart, Laura Ken's Auto Wash
6 Bell, Leslie Boeing Company, The
4 Brown, Tahnee House of Blues Concerts
5 Bunker, Joel Young Life
2 CheatleyKristin Univar Inc.
5 Edwards Jr, Joe Enterprise Rent-A-Car
5 Eggen, Sarah Red Robin
5 Guidinger, Grant Cushman & Wakefield
3 Hoffman, Katie Ellensburg Rodeo Top Hands
5 Howard, Susanne Tri-Med Ambulance
6 Ketter, Alex Frontier Bank
7 Kinsman, Monika Digital Oasys, Inc.
5 Kramer, BreAnna Wells Fargo Bank
7 Laramore, Kevin Da Vinci Gourmet
11 Le, Tony Washington Mutual
11 Nielsen, Jared State Farm Insurance
6 Oiness, Jennifer Midstate Co-op
5 Olson, Curtis Olson's Construction Inc
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6 Peterson, Jason Jeld-Wen
9 Rodgers, Susan E. Tall Girl Shop
1 Tan, Hsiao-Fan CWU - Civic Engagement & Leadership Dev. Center
5 Watsabaugh, Jana AlsoSalt. LLC
7 Wong, Bonty Department of Homeland Security
2 Affolter, Paul CWU - Central Civic Counseling
2 Bradley, Julie Discover Burien
5 Ewer, Chris Kittitas Valley Community Hospital
5 Flynn, Thatcher L.L. Appliance
5 Flynn, Thatcher L.L. Appliance
2 Geckle, Kristine CWU - Provost
3 King, Brian CWU - Service Learning
2 Linder, Nicole CWU - University Relations
1 Nystedt, Amber CWU - College of Business
2 Proctor, Kevin CWU - College of Business
12 Rodgers, Alesha Vertical Data Solutions
Samoun, Abdolhamid Farmers New World Life Insurance Company
5 Sos, Faizah Bank of America
5 Affolter, Paul KQBE 103.1 - Peak Communications
1 Cawley-Murphree, Tim Kittitas County Fire District #2
5 Clark, Kimerly CWU - Civic Engagement & Leadership Dev. Center
10 Curry, Denise Sam Mezistrano, CPA
5 Duong, Cindy F5 Networks
2 Geckle, Kristine CWU - Provost
5 Gerry, Ryanne Summit at Snoqualmie
2 Hutchinson, Alison American Red Cross
8 Johnson, Jennifer Environmental Protection Agency
5 Kloss, Richard Suncadia Resort
2 Linder, Nicole CWU - University Relations
3 McGahuey, Shannon Wells Fargo Financial
1 Nystedt, Amber CWU - College of Business
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2 Procter, Kevin CWU - College of Business
5 Robertson, Susan Horizon Hay Company, INC.
2 Robinson, Brooke Express Personnel
8 Rodgers, Alesha Vertical Data Solutions
5 Sadek, Haydy Nordstroms
2 Scheuerlein, Lacey CWU - School of Business and Economics
5 Small, Jessica CWU - Civic Engagement & Leadership Dev. Center
5 Spencer, Kathleen Ballard Neighborhood Service Center
5 Woodworth, Megan Ellensburg Chamber of Commerce
5 Bond, Jeffrey CWU - Provost
5 Brandt, Kevin CWU - Provost
12 Fox, Jon Ascentium
3 Garcia, Secila Elmview
3 Gerhardt-Darfler, Stacy WA State Dairy Products Commission
7 Giang, Phuc Washington Council on International Trade
5 Hazel, Jeremy CWU - Provost
5 Horner, Ryan Cashmere Valley Bank
10 Johnson, Angel Muckleshoot Indian Tribe
3 Johnson, Jennifer Environmental Protection Agency
5 Johnson, Lauren MD Jackson Company LLC
5 Larios, Claudia CWU - Provost
2 Linder, Nicole CWU - University Relations
5 McGahuey, Shannon Wells Fargo Financial
5 Newland, Jason CWU - Provost
10 Nezhdanova, Oksana Johnson & Shute, PS.
1 Nystedt, Amber CWU - College of Business
2 Procter, Kevin CWU - College of Business
5 Pugh, Linsey Physician Micro Systems, INC
3 Sahli, Nichole Western Peterbuilt, Inc.
5 Samoun, Abdolhamid Farmers New World Life Insurance Company
2 Sandbeck, Anjenette American Red Cross
34
3 Scheuerlein, Lacey CWU - College of Business
5 Sos. Faizah Nordstrom Restaurant Corporate
5 Spencer, Kathleen ABS
5 Stroud, Logan Regency South LLC
5 Thrasher, Gary CWU - Provost
3 Timmerman, Anthony Allstate Insurance Co.
5 Underhill, Jason Oxarc Inc.
8 Vucheva, maria Inn at the Market
3 Watts, Nacole CWU - Civic Engagement & Leadership Dev. Center
12 Attia, Tereze R. Boeing Company, The
11 Best, Tracy A. Alaska Airlines
8 Dana, Colin General Construction Co
10 Grubbs, Garrett Slidewaters
Hatrick, Paul Lithia Motors
5 Kawasaki, Keita Nihon Testing Association
5 Kvinsland, Leif The Northland Corporation
10 Liaw, Eric Alliance for Corporate Education
2 Linh, Cao P. Park Place Assisted Living
5 Magruder, Erik Resolute Corp
9 Meints, Genevieve Lithia Motors
5 Miller, Jeffrey Coulombe and Evered LLC
12 Mithcell, Derrick Renaissance Construction
10 Russo, Alexis Ticon General Contractor
5 Sakulratanasa, Teeranop Wabov Pizza Inc.
5 Salmon, Sheila Central Washington Water Inc.
7 Stark, Kimberly Bar 14 Ranch House Restaurant
3 Tokarek, Patricia P Dub's Night Club
12 Vucheva, Maria Inn at the Market
2 Watts, Nacole CWU - Civic Engagement & Leadership Dev. Center
5 Woscek, Jason Waste Management Inc.
2 Ruth,Kathryn Anne CWU-Business & Financial Affairs
35
2 Lucas,Maria L CWU-President's Office
2 Minteer,Priscilla Marie CWU-University Relations
2 Wroblewski,Leon Thomas CWU-Academic Affairs
10 Duhra,Jugvir Singh Sunset Chevron
10 Rasmussen,Chris Parish LeMasters Daniels
2 Smith,Jared E City of Wenatchee
3 Iverson,Angela M CWU College of Business
2 Thibeault,Aleece L CWU College of Business
2 Boddy,Katrina E CWU College of Business
5 Martin,Trevor J AIM-LTC Marketing
10 Mkrtchyan,Vitaliy Cook & Company, P.S.
5 McDonald,Zach Adam Student Groove Card
1 Castillo,Diana Crystal Canam Steel Corporation
2 Clarey,Megan Danielle CWU-College of Business
2 Wroblewski,Leon Thomas CWU-Academic Affairs
2 Ruth,Kathryn Anne CWU-Business & Financial Affairs
2 Lucas,Maria L CWU-President's Office
2 Minteer,Priscilla Marie CWU-University Relations
1 Iverson,Angela M CWU College of Business
1 Boddy,Katrina E CWU College of Business
2 Strickland,Destiny C King Cty Public Hospital District #4
5 Hahn,Summer Jeanne Liberty Financial Group
5 Bentz,Steven Franklin Unique Ingredients, LLC
5 Miller,Eric McNab AEG Live
12 Pfundheller,Kendra Suzanne Barrett Business Services, Inc
11 Yamamoto,Ashlee Royce Bensussen Deutsch & Associates, Inc.
2 Nygard,Kara C CWU Admissions
5 Colman,Toni L Washington Mutual Bank
36
5 Wallitner,Kirk Laurence Merrill Lynch
5 Field,Maureen E Walgreens
5 Helmer,Nicole M Regal Cinemas
2 Casey,Mary Patricia Columbia Industries
2 Zertuche,Allison R The Boeing Company
5 Kay,Kristen Marie Advanced Method Marketing
5 Newland,Jennifer Anne Greg Deccio Financial Services
12 Wang,Zheng Boeing
3 Irwin,Andrew Louis Traffic Marketing Agency
5 Chang,Chia-Chun Long-He Business Limited Liability Company
12 Orcutt,Dannica Marie CWU-Early Childhood Learning Center
1 Mitchusson,Michael Anthony Dept of Navy
5 Jacobsen,Lance David Sterling Home Inspections
5 Henderson Jr,James Francis Sherwin Williams
12 Fosse,Heidi Lynn Boeing
12 Escarez,Eric Martin Boeing
7 Kaloper,Scott Michael GLY Construction
1 Clarey,Megan Danielle Kelleher Ford Motor Company
10 Ohashi,Kakeru Shoei Inc
5 Ellis,Lindsey H Old Mill Country Store
3 Sartini,Chelsea M CWU-College of Arts & Humanities
3 Nygard,Kara C CWU-Admissions
2 Jones,Sarah Lynn Mid-State Appraisal Services
5 Schoff,Heidi Lee Irwin Research & Development
5 Anderson,Jeremy J CWU-ITS
5 Elliott,David Vaughn Steward & Williams Tribute Center & Crematory
4 Apodaca,Araceli CWU-Yakima HEP
1 Pratiwi,Fransiska Xaveria Athlete's Foot
37
5 Grant,Christine Danielle Mtginfoline
5 Jutte,Deena L Verizon Communications
8 Hunter,Elmo Edmonds Community College
10 Wiberg,Jeffrey Todd Barrett Business Services, Inc.
5 Hughes,Joel I Red Robin
5 Holden,Carol Ann Greater Yakima Chamber of Commerce
12 Johnson,Anne M Mote Marine Laboratory
5 Rooks,Kallie A CWU/AUAP
2 Phillips,Jenifer N CWU-College of Business
2 Jones,Sarah Lynn Mid-State Appraisal Services
1 Clarey,Megan Danielle CWU-College of Business
5 Casey,Japheth Claude Suncadia
7 Hughes,Joel I Red Robin
5 Todd,Candice WELLS FARGO BANK
3 Kaneshiro,Rikiya Japan Pacific Publication, Inc
4 Ho,Christine Su Bank of America
11 Ho,Francesca Le King County - WTD
2 Phillips,Jenifer N CWU-College of Business
2 Strickland,Destiny C Bar 14
1 Clarey,Megan Danielle CWU-College of Business
5 Rooks,Kallie A CWU-Asia University America Program
5 Munoz,Erika Margarita Wizards of the Coast
10 Mattson,Staci Nicole Basketball Club of Seattle
5 Kumar,Karan Gift R Us
3 Sanelli II,Stephen F Maxim Healthcare Services
8 LeFeuvre,Daniel Philip Boeing
2 Larios,Claudia Y Yakima Valley Memorial Hospital
5 Waldron,Justin R City of Connell
38
5 Rasmussen,William E Spear LLC
5 Stansfield,Meagan D Alaska Airlines
5 Bruce,Tyler Donald Educational Service District 113
5 Roupe,Stephanie J New York Life Insurance
5 Dantzler,Suzanne Louise Comtronic Systems
5 Mullen,Tai A Mullan Decamp Toftness Chiropractic
7 Johnson,Scott Tyler Nordico,LLC
5 Ramseth,Richard Adam The Faction Inc/One Ball Jay
2 DeBeaumont,Tara L Grebb, Johnson, Reed & Wachsmith
5 Chiprez,Wendy S Boeing
1 Littlefield,Rebekah Michelle South Campus Athletic Club
12 Navarro,Violeta University Directories
2 Phelps,Annie E CWU-Student Affairs
12 Lee,Jason D Jeld-Wen Windows & Doors
12 Fraser,Sheena Marie Fairfield Properties LLC
3 McIntyre,Troy Daniel Holy Spirit Parish
6 Skinner,Nick R Waddell & Reed
8 Son,Susan Follie All State Insurance
12 LeFeuvre,Daniel Philip The Boeing Company
12 Brown,Stephen K National Securities
3 Wood,Jordan Mieko's Fitness
5 Marquardt,Matthew James Kennewick Game Farm Hay, LLC
2 Lillybridge,Kevin A CWU Business & Finance
2 Foreman,Kristine G CWU-Provost Office
6 Rees,Jennifer L NW Capital Lending Inc.
10 Miller,Jeffrey David Hydroacoustic Technology
3 DeBeaumont,Tara L Grebb, Johnson, Reed & Wachsmith
3 Willisford,Rebekah J The Dance Center
39
5 Littlefield,Rebekah Michelle South Campus Athletic Club
3 Garcia,Secilia CWU-Civic Engagement Center
5 McNiven,Kevin Charles RMH Waterfeatures & Landscaping
6 Vanderpool,Richard T Fred Meyer
4 Skinner,Nick R Waddell & Read-Financial Services
9 Weishaar,Kathleen Dolores Alaska Airlines
8 Kaneshiro,Rikiya Japan Pacific Publications
5 Brady,Matthew G Scottrade
4 Timmerman,Antony James Main Street Insurance
3 Mejia,Shannon Ira Allstate Insurance
8 Jacobsen,Josh Anthony K2 Sports
10 Campbell,Jodi L Lexus Development
3 Poff,Shannon Lynne Wells Fargo Financial
2 Foreman,Kristine G CWU - VP Academic Affairs
2 Lillybridge,Kevin A CWU - VP Bus & Fin Affairs
5 Appleton,Alexandra Constantine Central Civic Engagement - Marketing
5 Carlile,Derek S CWU Scheduling Center
2 Todd,Candice WELLS FARGO BANK
1 Phillips,Jenifer N CWU-College of Business
2 Nystedt,Amber Joy CWU-College of Business
11 Diss,Craig D Playground-Destination Hotels
10 Walker,Tiffany Dee Theapeutic Associates, Inc
10 Daley,Jerad Joshua Moss Adams
3 Kaneshiro,Rikiya Japan Pacific Publications, Inc
2 McIntyre,Troy Daniel Holy Spirit Parish
12 Dizard,Alison Lee Marriott
10 O'Brien,Cory Nichole Trammell Crow Company
6 Riddle,Heather Gail Market Street Benefits
40
5 McNew,Gretchen Kathryn Swedish Physicians
10 Hakos,Zbynek W.A. Botting
12 Than,Peter S Boeing Company
5 Timmerman,Antony James Main Street Insurance
6 Vickery,Lindsey O Wells Fargo Bank
2 Foreman,Kristine G CWU-Provost & SR VP of Academic Affairs
1 Phillips,Jenifer N CWU-College of Business
2 Lillybridge,Kevin A CWU-VP Business and Financial Affairs
2 Nystedt,Amber Joy CWU-College of Business
5 Sevigny,Rachel E Wilkinson Corporation 1031
3 Rasmussen,William E Shoemaker Mfg
3 Willisford,Rebekah J The Dance Center
5 Natividad,Diane Gerodias Enterprise
5 Zepeda-Lopez,Donna Michell Tucan's Restaurant and Lounge
5 Brown,Diana L Yakima Valley Memorial Hospital
5 Davis,Kristen Lee Worldvision
12 Hutton,Cecily N CWU Business Administration Dept
5 Appleton,Alexandra Constantine CWU - Central Civic Marketing
3 Phelps,Annie E CWU Center For Excellence
1 Fankhauser,Brooklyn A CWU Civic Engagement Center
1 Liner,Andrew M CWU - Campus Life
2 Pang,Morgan C Yakima Valley Regional Library
2 Heuett,Kellie D Progressive Insurance
6 Riddle,Heather Gail Market Street Benefits
6 Langman,Donald Bruce Department of Veterans Affairs
10 Hakos,Zbynek WA Botting
3 Timmerman,Antony James Allstate Insurance
TOTAL INTERNSHIPS = 329
41
(a) Lecture and inquiry based guided discussions
By far the most common approach to instruction in the Department of Management is the lecture or seminar approach that involves a
blend of different experiences including the presentation of information by the professor, small group discussions, problem solving
exercises, audio visual presentations including contemporary movies, on-line activities, debates, reports on contemporary issues, data
collection and analysis, experiential exercises, case study analysis, student guided discussions and student lead presentations. Many
instructors use case based analysis and other problem solving approaches. Appendix 2 provides several examples of course syllabi
to demonstrate the range of approaches adopted by faculty.
(b) Service learning or civic engagement
A number of faculty within the department have participated in the service learning and civic engagement initiatives. In particular
Greg Cant, Rex Moody and Ruth Lapsley were all ‗Distinguish Service Learning Fellows‘. This involvement included attending
regular meetings and an annual conference in Portland, Oregon. The central goals of this initiative are to engage students in an
educational experience in which they:
(a) participate in an organized service activity that meets identified community needs.
(b) reflect on the service activity in such a way as to gain further understanding of the course content, a broader appreciation of
the discipline, and an enhanced sense of civic responsibility.
On a number of occasions, faculty have students undertake projects with not-for-profit organizations that fit within the general
umbrella of service learning Aside from faculty directly involved with the Faculty Fellow Program, this approach of working with
community organizations is adopted by several department faculty.
Innovative instructional methods
The following are several examples of innovative instructional methods used by department faculty.
Table 27: Examples of Innovative Instructional Methods
Anderson uses movies in both MGT 380 and MGT 483 classes as case studies for discussion/written work. Some of the case study
discussions will be guided by students rather than the instructor. She also has a few role-playing exercises that were created for
feedback delivery, interviews, and running meetings that are used in MGT 380 classes.
Avey includes an assessment that uses the practice PHR exam twice (Time 1 and Time 2- compare mean differences).
Avey has students prepare HRM informational projects that go out to professionals via web.
42
Cant uses a ‗student-centered learning‘ pedagogy in several classes. A major element of this approach is a requirement that students
undertake particular activities prior to coming to class e.g. answer questions associated with a case study. They are then required to
discuss their insights with other students in groups and with the whole class. In a personal journal, students need to record their
initial learning as well as the additional insight gained through class interactions. Challenging their initial ideas through class
discussions is the essence of this approach. The journals form part of their assessment.
Cant has groups of students develop a case study, in the Business and Society class, on ethics or social responsibility and then facilitate the
whole class undertaking the case.
Coetzer uses a process called a skill development team in MGT 482. He creates an even number of student teams then the teams are paired
(team members then identify someone in the other team to be their learning partner). Teams then work on various exercises while
being videotaped and observed by their learning partners. When the exercises are over they spend time with their learning partner
receiving and processing feedback. Both the team member and the learning partner also have an opportunity to view the videotape
later as a way to confirm and deepen their understanding of things that happened during the team experience.
Graber Pigeon uses a pre-chapter quiz for each chapter in Business Law. The intent is that if students have read the material, they will do
well (the quiz is not graded). If they have not read the chapter, it is an overview and gives me a chance to discuss important points
within the chapter. After the quiz, we go over it, students ask questions, etc. Then we head into the chapter.
Graber Pigeon uses an oral jeopardy style final exam which is cumulative in HRM 479 and students earn fake money which then translates
into points and a grade. The individual students answer the questions orally which puts a fair amount of peer pressure on them not to
sound inadequate in front of their peers. They tend to study together as well which helps them all.
Evidence other than Student Evaluation of Instruction (SEOI) that is gathered and used in the department to evaluate the
effectiveness of instruction?
Several faculty use their own informal or structured student feedback tools. For example, Jennifer Anderson uses a mid-quarter
evaluation form she created to get student feedback on course content delivery. Other approaches include attending another
instructor‘s class to provide feedback and offer suggestions for improvement. The department chair arranges to attend and observe
all new faculty in the first quarter in which they are appointed. Verbal feedback is provided and, if necessary, new faculty will be
paired up with a mentor to assist them improve the quality of their instruction. As mentioned elsewhere, the department also uses
information gained from the Alumni survey and from the ETS field exam to infer the quality of instruction.
Departmental teaching effectiveness
The following is a five-year history of the ―teaching effectiveness‖ department means as reported on SEOIs (Question 29), indexed
to the CB and University mean on a quarter-by-quarter basis.
43
Table 28: Student Evaluation of Instruction
Average Response to Question on Instructor Effectiveness*
Academic Years 2002-03 through 2006-07
Academic Year Fall Winter Spring
2002-03 BUS Classes 4.5 4.2 4.2
All Management 4.3 4.3 4.2
All COB 4.1 4.2 4.2
All CWU 4.3 4.3 4.3
2003-04 BUS Classes 4.4 4.2 4.1
All Management 4.4 4.3 4.4
All COB 4.2 4.1 4.2
All CWU 4.4 4.3 4.4
2004-05 BUS Classes 4.3 4.2 4.4
All Management 4.1 4.3 4.4
All COB 4.0 4.1 4.2
All CWU 4.3 4.3 4.4
2005-06 BUS Classes 4.5 4.6 4.4
All Management 4.2 4.3 4.3
All COB 4.1 4.2 4.2
All CWU 4.3 4.3 4.4
2006-07 BUS Classes 4.6 4.6 4.6
All Management 4.2 4.3 4.2
All COB 4.1 4.2 4.2
All CWU 4.3 4.3 4.3
BUS Classes: All classes with the BUS prefix. Major classes in this category are BUS 221 (Intro stats), BUS 241 (Intro Business Law) and BUS 341
(Advanced Business Law). Other BUS classes are designed for individual students such as BUS 396 (Individual Study), BUS 490 (Cooperative Education:
Internship), and BUS 495 (Directed Research). BUS 241 has been taught by the Economics Department since 2006/07 and along with faculty from the
Management Department, faculty from the Finance and OSC Department supervise students undertaking the individual sections such as BUS 490.
Management Department faculty teach both the business law classes. It is not possible to disaggregate this group of classes to determine only those involving
faculty from the Management Department.
44
All Management: This does not include any BUS classes. Includes all classes with the prefix MGT, MKT or HRM.
E. Distance education technology used for instruction.
1. Synchronous
As indicated in Table 29 the department offers a wide array of DE classes to our three east-side locations: Yakima (YAK),
Wenatchee (WE), and Moses Lake (ML). There are also limited offerings of DE classes between our two west-side centers,
Lynnwood (LYN) and Des Moines (DES), and between Ellensburg (E) and the west-side centers.
2. Online (World Wide Web)
The department regularly offers a small number of on-line classes (note Table 29 below). During 2007-08, the department has been
working on creating a policy on ‗parameters of on-line offerings‘. This policy will address issues such as any requirements for
‗attendance in person‘ to alleviate concerns about who is undertaking the work.
Table 29: Department of Management Courses Offered DE and WWW (past 3 years)
Sum of
Enroll Total Year Term1
2005 2006 2007 Total
Subject Catalog Instructor Mode Campus Fall Sp Su Winter Fall Sp Su Winter Fall Sp Su Winter
BUS 341 Busha,Cathy A WW E 11 11 54 43 26 35 180
ML 3 2 5
WE 8 5 13
YAK 7 7
Pigeon,Nancy G WW E 35 35
Stroh Jr,Hugh W IT E 12 15 17 44
ML 5 3 5 13
WE 6 2 9 17
YAK 9 1 7 17
Wilson,Asher B IT DES 30 30
LYN 28 28
341 Total 22 25 32 54 43 26 21 93 35 38 389
398 Busha,Cathy A WW E 25 25
398 Total 25 25
HRM 381 Coetzer,Graeme H IT DES 17 17
45
LYN 18 18
Nimnicht,James L IT E 34 35 34 36 139
ML 3 6 5 3 17
WE 5 5 3 11 24
YAK 5 10 7 10 32
Stahelski,Anthony J IT DES 38 38
E 42 42
381 Total 47 136 49 60 35 327
445 Lapsley,Ruth D IT E 17 21 38
ML 0 3 3
WE 2 4 6
YAK 1 6 7
Montoya,John C IT E 11 11
SEA 16 16
445 Total 20 27 34 81
488 Lapsley,Ruth D IT E 28 28
ML 5 5
WE 3 3
YAK 8 8
488 Total 44 44
MGT 380 Alkire,Terry D. IT E 38 41 79
ML 3 3 6
WE 12 13 25
YAK 16 8 24
Allen,Robert L WW DES 24 24
E 25 24 49
LYN 22 24 74 120
SEA 26 26
Cant,Alan G IT E 18 17 35
ML 0 2 2
WE 4 4 8
YAK 3 11 14
Hirsh,Paul M IT DES 40 40
LYN 32 32
Woods Jr,William P IT E 35 35
ML 9 9
WE 12 12
YAK 18 18
46
380 Total 96 24 26 190 24 25 139 34 558
383 Woods Jr,William P IT E 31 31
ML 4 4
WE 16 16
YAK 18 18
383 Total 69 69
384 Allen,Robert L IT DES 20 20
LYN 28 28
384 Total 48 48
385 Stahelski,Anthony J IT E 27 27
ML 4 4
WE 5 5
YAK 12 12
385 Total 48 48
389 Cant,Alan G IT E 32 28 32 92
ML 3 5 7 15
WE 5 4 14 23
YAK 9 14 9 32
389 Total 49 51 62 162
481 Duca,Diane J IT E 25 25
LYN 33 33
Nimnicht,James L IT E 28 29 35 92
ML 2 2 3 7
WE 12 4 3 19
YAK 8 8 7 23
Richmond,F Lynn IT DES 12 12
E 25 25
LYN 26 19 45
Schepman,Stephen B WC DES 23 23
E 19 23 42
LYN 21 21
ML 0 0
WE 0 0
YAK 0 0
481 Total 40 50 58 46 43 38 44 48 367
484 Cant,Alan G IT E 30 37 36 103
ML 2 3 2 7
47
WE 5 7 5 17
YAK 6 11 9 26
484 Total 43 58 52 153
489 Kulik,Brian W. IT DES 12 12
E 11 37 18 66
LYN 22 22
ML 0 5 0 5
WE 3 4 1 8
YAK 3 11 0 14
Lapsley,Ruth D IT E 8 8
ML 4 4
WE 3 3
YAK 9 9
Woods Jr,William P IT E 30 14 44
ML 4 6 10
WE 4 13 17
YAK 11 11 22
489 Total 49 44 17 91 43 244
505 Bradley,F Joseph IT E 11 4 15
LYN 13 9 22
505 Total 24 13 37
525 Bradley,F Joseph IT E 7 7
LYN 13 13
Kulik,Brian W. IT E 12 12
LYN 11 11
Savoian,Roy T IT DES 3 3
E 9 9
LYN 9 9
525 Total 20 23 21 64
MKT 360 Bolong,Heidi WW E 42 42
Pritchard,Mark P. IT E 26 40 66
ML 8 1 9
WE 8 10 18
YAK 8 10 18
Schneider,Carol A IT E 7 7
ML 3 3
WE 5 5
YAK 7 7
48
WC E 19 19
ML 1 1
WE 5 5
YAK 21 21
WE E 13 13
ML 1 1
WE 4 4
YAK 5 5
Tito,Joan WW E 7 24 31
LYN 26 25 34 85
ML 4 5 9
WE 7 10 17
YAK 8 10 18
360 Total 68 22 51 23 95 50 95 404
367 Schneider,Carol A IT E 32 32
ML 5 5
WE 5 5
YAK 16 16
367 Total 58 58
467 Hirsh,Paul M IT DES 17 17
LYN 10 10
Tito,Joan WW DES 2 2
E 13 25 26 33 34 131
LYN 7 7
ML 6 6
WE 11 11
YAK 8 8
467 Total 47 25 26 33 61 192
Total 252 281 87 279 326 440 162 230 423 401 112 277 3270
F. Required measures of quantity for academic programs for the last five years.
The following are a number of measures of quality of the academic program in the Department of Management. As indicated
previously, the BSBA Degree is shared with the Finance & OSC Department. Table 30 indicates the number of state funded full-
time equivalent students (FTE) served by the BSBA program. In 2006/2007 the total number served was 739 FTE or 58% of the
College total of 1283. Table 31 compares department, college and university FTE totals.
49
Table 30: Business Administration State-funded Course FTE
Academic Years 2003-2007
2002-2003 2003-2004 2004-2005 2005-2006 2006-2007
General Business Lower Division 39.1 41.6 48.9 43.4 50.1
Upper Division 34.8 21.7 36.7 30.3 36.3
All 73.9 63.2 85.6 73.8 86.4
Business Statistics Lower Division 24.8 28.6 37.3 32.2 0.0
Upper Division 32.7 4.6 0.0 0.0 0.0
All 57.4 33.1 37.3 32.2 0.0
Finance and Operations & Supply Chain Management Upper Division 227.6 230.8 222.1 236.1 229.6
Management Upper Division 325.8 356.1 386.3 436.6 419.4
Graduate 4.5 5.5 5.5 5.0 3.7
All 330.3 361.6 391.8 441.6 423.1
Table 31: Business Administration State-funded Course FTE
Academic Years 2003-2007
2002-2003 2003-2004 2004-2005 2005-2006 2006-2007
Department Totals Lower Division 63.8 70.1 86.2 75.7 50.1
Upper Division 620.8 613.1 645.1 703.0 685.3
Graduate 4.5 5.5 5.5 5.0 3.7
All 689.1 688.7 736.8 783.6 739.0
College Totals Lower Division 250.2 251.9 278.0 273.3 261.8
50
2002-2003 2003-2004 2004-2005 2005-2006 2006-2007
Upper Division 840.4 879.3 915.3 996.0 982.2
Graduate 18.1 27.6 27.6 25.5 39.1
All 1108.8 1158.8 1220.9 1294.9 1283.2
University Totals Lower Division 3858.6 4021.7 4138.8 4211.9 4269.0
Upper Division 3906.2 4254.9 4386.3 4481.5 4595.3
Graduate 341.1 372.8 358.9 363.6 363.1
All 8105.9 8649.4 8884.0 9057.0 9227.5
G. Required measures of efficiency for each department for the last five years
1. SFR (FTES/FTEF) disaggregate data information was not available
2. Average class size, disaggregate upper and lower division and graduate course information was not available
H. Assessment of programs and students
1. Table 34 describes the elements of student learner outcomes for the BSBA program for which the Department of Management
has responsibility. These outcomes are associated with the four disciples covered by the department: management, marketing,
human resource management, and business law. The table indicates the related program, college and university goals. The table
also indicates the method of assessment, who assesses and when, and the criteria for assessment.
51
Table 34: Department of Management Student Learner Outcomes for the Bachelor of Science in Business Administration
Student Learning Related Related College Goals Related University Method(s) Who When Standard of
Outcomes, Dept Program Goals of Assessed Assessed Mastery/ Criterion
of Man Goals Assessment of Achievement
1. To develop 1. We help our Value Goal I. Maintain and Major Field Students Fall, Winter, 90% of students score
foundation students learn Through curricula based on strengthen an outstanding Test in enrolled in Spring, and in the 50th percentile
knowledge and skills foundation theory and practice, we prepare academic and student life Business MGT 489 Summer or higher on the major
in Management, knowledge and students with the knowledge, on the Ellensburg Quarters field test in business.
Marketing, Human skills in competencies and skills that are Campus.
Resource management, necessary for productive careers
Management, and marketing, in a dynamic and changing Goal II. Provide for an Curriculum Feedback from In conjunction
Business Law. human resource environment. outstanding academic and Review alumni survey with program
management, and Opportunity student life at the review
business law that We transform lives through a university centers. Satisfaction rubric
will aid them in learning environment built on a Use alumni At least
private, foundation of teaching Goal V. Achieve regional and/or advisory biannually
government, or excellence, effective curricula and national prominence boards‘
non-profit and state-of-the-art physical for the university. representation
careers. facilities. in curriculum
Quality or program
Curricula reflect current needs review
and developments in business
and promote an understanding of
theory and its practical
application.
Strategic Objective 3
- To create and deliver high Syllabi for all
quality curricula based on sections of the
planning and evaluation same course Department Each quarter 100% compliance
- To ensure that undergraduate will identify chair
business curricula provide a common
broad context within which learning
education for business is set outcomes
Strategic Objective 4
- To manage, deliver and
evaluate effective instructional
programs by each academic unit
- To ensure faculty
responsibility and involvement
in activities that improve course
content and teaching quality
52
(a) Assessment tools used to assess alumni of the program including results from alumni survey completed for this academic
program review.
The following are the survey results of the 2007 Alumni survey. Detailed findings are presented followed by analysis
of the results and a description of the actions taken as a result of the survey findings. It should be noted this survey
was sent to Business Administration graduates; therefore, the findings have implications for the Department of
Management and the Department of Finance and OSC.
1. What program did you specialize in?
Question leaf n %
□ General Business 31 31%
□ Human Resource Management 18 18%
□ Management and Organizations 13 13%
□ Marketing Management 13 13%
□ Finance 16 16%
□ Operations and Supply Chain Management 8 8%
□ Management Information Systems 2 2%
2. How important are the following knowledge and skill sets in your practice or field?
Not at all Not Somewhat Very % Histogram n, mean,
Critical
important important important important Mid = 35% median,
-5-
-1- -2- -3- -4- Upper = 70% st. dev.
a. Thinking critically (check your and 89
others' assumptions; consider multiple 70%
4.27
0 2 7 45 35 35%
perspectives from various sources,
0%
1 2 3 4 5
4
etc.) 0.70
88
b. Communications (use appropriate 70%
4.59
oral, written, and visual means for each 0 0 4 28 56 35%
audience; listen effectively)
0%
1 2 3 4 5
5
0.58
c. Quantitative reasoning (apply 89
quantitative tools and computer skills to 70%
4.02
0 1 18 48 22 35%
solve problems; comprehend symbolic
0%
1 2 3 4 5
4
representations) 0.71
53
89
d. Information literacy (critically 70%
4.12
evaluate data sources as I gather 0 2 16 40 31 35%
4
0%
1 2 3 4 5
relevant information)
0.78
89
70%
4.16
e. Managing people 1 2 18 29 39 35%
4
0%
1 2 3 4 5
0.90
89
f. Propose feasible solutions to 70%
4.03
challenges and opportunities facing 0 5 13 45 26 35%
4
0%
1 2 3 4 5
organizations
0.82
g. Appreciation of the ethical 88
dimension of managerial decision- 70%
3.93
1 6 17 38 26 35%
making and the social responsibility 0%
1 2 3 4 5
4
obligations 0.93
89
h. Participate and initiate organizational 70%
3.72
0 9 25 37 18 35%
change 0%
1 2 3 4 5
4
0.90
89
70%
4.11
i. Leading and participating in teams 0 2 16 41 30 35%
4
0%
1 2 3 4 5
0.78
89
j. Understanding of the nature of 70%
3.16
8 18 28 22 13 35%
international business 0%
1 2 3 4 5
3
1.18
89
70%
3.64
k. Understand diversity issues 3 10 25 29 22 35%
4
0%
1 2 3 4 5
1.08
54
4. How well did the Business Administration program at CWU prepare you to manage cases that required knowledge and
skills in these areas?
Very Very % Histogram n, mean,
Poor Adequate Well
poorly well Mid = 35% median, st.
-2- -3- -4-
-1- -5- Upper = 70% dev.
a. Thinking critically (check your and 88
others' assumptions; consider 70%
3.82
multiple perspectives from various 0 3 26 43 16 35%
4
0%
1 2 3 4 5
sources, etc.)
0.77
b. Communications (use appropriate 88
oral, written, and visual means for 70%
3.90
each audience; listen effectively) 0 2 26 39 21 35%
0%
1 2 3 4 5
4
0.79
c. Quantitative reasoning (apply 87
quantitative tools and computer skills 70%
3.63
to solve problems; comprehend 1 6 33 31 16 35%
4
0%
1 2 3 4 5
symbolic representations) 0.90
d. Information literacy (critically 88
evaluate data sources as I gather 70%
3.68
relevant information) 1 2 35 36 14 35%
4
0%
1 2 3 4 5
0.81
e. Managing people 88
70%
3.30
2 12 40 26 8 35%
3
0%
1 2 3 4 5
0.90
f. Propose feasible solutions to 88
challenges and opportunities facing 70%
3.61
organizations 0 9 31 33 15 35%
0%
1 2 3 4 5
4
0.89
g. Appreciation of the ethical 86
dimension of managerial decision- 70%
3.60
making and the social responsibility 0 7 35 29 15 35%
4
0%
1 2 3 4 5
obligations
0.87
55
h. Participate and initiate 86
organizational change 70%
3.45
1 10 36 27 12 35%
3
0%
1 2 3 4 5
0.92
i. Leading and participating in teams 87
3.92
70%
0 3 27 31 26 35%
4
0%
1 2 3 4 5
0.87
j. Understanding of the nature of 88
international business 70%
3.41
1 8 41 30 8 35%
0%
1 2 3 4 5
3
0.83
k. Understand diversity issues 88
70%
3.65
0 5 32 40 11 35%
4
0%
1 2 3 4 5
0.77
COMPARISON OF QUESTION 2 AND QUESTION 4 - IMPORTANCE (yellow/light) vs. HOW WELL LEARNED (green/dark)
a. Thinking critically (check your and others' assumptions; consider multiple 70%
perspectives from various sources, etc.)
35%
0%
1 2 3 4 5
Import ance How well learned
b. Communications (use appropriate oral, written, and visual means for 70%
each audience; listen effectively)
35%
0%
1 2 3 4 5
Impor tance How wel l l ear ned
56
c. Quantitative reasoning (apply quantitative tools and computer skills to 70%
solve problems; comprehend symbolic representations)
35%
0%
1 2 3 4 5
Impor tance How wel l l ear ned
d. Information literacy (critically evaluate data sources as I gather relevant 70%
information)
35%
0%
1 2 3 4 5
Import ance How well learned
e. Managing people 70%
35%
0%
1 2 3 4 5
Impor tance How wel l l ear ned
f. Propose feasible solutions to challenges and opportunities facing 70%
organizations
35%
0%
1 2 3 4 5
Important How well learned
g. Appreciation of the ethical dimension of managerial decision- 70%
making and the social responsibility obligations
35%
0%
1 2 3 4 5
Importance How well learned
57
h. Participate and initiate organizational change 70%
35%
0%
1 2 3 4 5
Impo rtant Ho w well learned
i. Leading and participating in teams 70%
35%
0%
1 2 3 4 5
I mp[ or t ance How wel l l ear ned
j. Understanding of the nature of international business 70%
35%
0%
1 2 3 4 5
I mpor t ance How wel l l ear ned
k. Understand diversity issues 70%
35%
0%
1 2 3 4 5
Importance How well learned
3. What other knowledge or skills are important to your practice or field?
Networking
Project management skills and identifying critical path issues.
Time Management is huge! Also Networking.
More diverse focus on other aspects of the business than my choses speciliazation. Financials and operations is very important for the industry I
am in.
organization really important, managing peoples time
58
In general, PEOPLE SKILLS!!!
commputer skills are paramount, more emphasis should be put on team building and critical thinking
Effective project management; generating buy-in across diverse groups; the ability to gather information and conduct market research prior to
undertaking projects/decisions
Accounting, Tax Accounting, Excel Spreadsheets and Form Letters
The foundation of legal knowledge was important.
communication is very important. Feedback is valuable in my trade
Every company is different. Proofreading, editing, paying attention to detail.
They are all equally important since in Business you need to be well rounded.
Negotiation skills, land value appraisal processes, government practices and processes relating to land uses and engineering techniques used in
the development of natural resources.
Time management
Empathy and compassion for those you lead (if you are even in a leadership position).
communication and team work
n/a
Understanding Profit and Loss statements and solutions to work out the problems.
Business etiquette is very important. In my current position the most important skills are comprehensive solving, ethics and managing. Also, time
management!
Education of clients and staff members, time management & providing excellent customer service.
experience
experience
attention to detail.. analyzing of pertinent data
Technical and mathematical skills
Telling clients what they may not want to hear and still leaving them feeling served.
Confidentiality; data integrity; prioritizing tasks/responsibilities; MS Office Tools (Word, Excel, Outlook, Access)\; Basic understanding of HTML and
how to use a web page editor/builder; Understanding of relational databases and SQL
Understanding of Legal environment
Students need to realize that being the boss (or higher up in the chain of command) doesn't always mean that they aren't expected to know how to
do more physical/mechanical jobs outside of their job description. (too many pencil pushers/groomed corporate slackers)
Time management, meeting deadlines and staying with in budget.
NA.
Client relations/sales
Marketing research, product development, and product innovation.
A knowledge of accounting is important in my field. I believe the business curriculum only required two accounting classes. I would try and get that
up to 15 credits. Also, the statistics are incredibly important. Ron Elkins was a wonderful statistics teacher. He made you do it yourself as opposed
59
to other professors who let you use the software on the computer to do it for you. Elkins truly taught skills while the others simply showed you how
to plug it in and have the computer do it for you.
Knowing State and Federal Laws and how to interpret them as they relate to the specific business.
Foreign language skill
Creative or artistic thinking skill
5. How could the CWU Business administration program better prepare you for your career / practice?
More Networking information for those who graduated from the school. Also more on-sight projects outside of the classroom.
Have a course on Business Relationships. Being a young business professional I found it difficult to find topics to talk to people about at
different business events. What is appropriate/inappropriate. How to get information from someone with out coming across as a sleazy
sales person.
The one thing that would have been helpfull it to have more speakers and guests from big corporations. I experienced small business
owners comming in but I feel corporate America was not focussed on as much. I work for a very large company and find some of the
values a publically traded company hold is very different from that of a smaller business.
In my field of work I feel that the Operations and Supply Chain Management program does not meet the expectation of the work place.
CWU graduates have a lot threats from other programs. One main reason is that other programs teach to Apics Certification. This is a
standard that many companies look for and we do not off our students the change to acheive this.
I graduated from CWU back in 1999, and I felt the Business Program did a great job in preparing me for my future.
More real work learning and examples. You can learn laws and practical knowledge out of any book or from the internet. The longer you
are out of school the more you forget the catch phrases, key terms, and laws, but you can always find that information on google. What
you can not find is real workplace examples.
more in the how tos related to managing people like good resources for how to.
Have more moc. trainings on things you could be doing in a particular profession. Hands on, interactive projects were very helpful.
more public speaking
wake me up, while I'm sleeping in class =). I didn't take school very seriously, and I wish now that I would have.
More practice working with data systems we'll use on the job to make decisions, a course on interpreting data and questioning
assumptions (i.e. database management/logic). An entire course on dealing with institutional change/introducing change initiatives
successfully--basically org behavior as it relates to office politics.
1) Focused more on Business Career's themselves so we know what to expect after graduation. (i.e. most Finance careers are sales
careers). Finance glasses should have been about sales, not numbers because that's the real world.
Offered PC application skills classes at their Westside campus locations.
Take some lessons on how to teach from Dr. Tidd. Show how what we learn will actually be used in the workplace instead of being a
bunch of theory. Theory has not helped me at all in public accounting.
More professors that have been in the real world (maybe retired folks looking for something to do).
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IT would have been nice to have had classes offered in my area of experience, REAL ESTATE, however, I understand the constraints of
offering specific courses in the path to my degree.
Putting skills and information into practical application rather than just having lectures and tests. Give students an opportunity to practice
in a friendly and supportive environment before they have to face similar sitautions in the real world.
Program was too easy.
More REQUIRED computer courses and utilizing those common applications (Excel and Acces) to manipulate and analyze data. More
exposure to different types of computer applications (SAP, PeopleSoft, Quicken (Quickbooks)) so that learning curves are shortened or
flattened.
Let students have opportunity to practice in real life.
n/a
Businesses are quite diversified in how they run and operate. I believe the classwork prepares you to adapt to those differences through
study and the ability to accept changes both dramatic and minor.
I attended des moines location. More options for night classes.
This is very difficult to anwser. I have a very high end sales career. Most of my time is spent managing my customers, making sure they
are selecting ethical solutions for their customers. Another huge part of my job is networking and business socializing. Most of what I
needed for this job after a college education was real world experience, which is very difficult to teach in a classroom.
More case studies and real-life scenarios vs text reading and/or testing on Business/Management theory.
keep a more rounded degree.. just because you are a business major shouldn’t close off all the other areas of education.. the degrees
should be more integrated with other studies. like being able to fit a biology class into a business students major.. to keep people current
on todays issues.. i feel completely ignorant in most subjects outside my course of study
This program does an excellent job. Continue to specialize in the facilitation of students through solid faculty mentoring, the utilization of
real-world examples, and the level-setting of student expectations in the transition from the classroom to the workforce/entrepreneurial
arena.
I think it's sometimes a challenge to connect the concepts of business to the "real world." CWU certainly makes a good effort to connect
students with the "real world". I find that as a professional it's critical to be able to engage in conversation in which one is being
challenged or critiqued. I feel that this area needs to be focused on a bit more at CWU.
Market our Business program and make sure that people know that we have a School of Business. I don't think many people know about
our program. Send students to intern for big WA business organization.
no comments
Emphasize computer skills. Ensure that faculty is equally committed to utilizing relevant and current computer skills.
Internships should be required.
The program truly prepared me to be a very strong, educated, and confident women that I always wanted to be. I can make better
decisions now in life and at work and I'm very happy!
Real life scenerio. Create projects that are relevant to the current work force.
Offer more (if any) master's programs (i.e. MBA program At Des Moines Campus).
More up to date business comm classes, with a focus on business software and data research, and organization to build meaningful and
useful information.
First off, get rid of the bad professors. Lapsley is the one that comes to mind. She was HORRIBLE and was consistently incorrect in her
61
analysis. I remember laughing when she kept saying that the automotive industry was not now and never was an oligopoly.
I would recommend more classes in statistics and a more math intensive curriculum. Also, I would recommend classes that looked at
business from a historical perspective. It is important to understand the trends that have taken place in the past in order to recognize
certain trends taking place in the present. Finally, I would recommend classes teaching entrepreneurial skills. Teach people how to start
businesses, where to look for funding, what the true costs involved are and what might thrive in certain geographical areas. Instead of just
preparing students to have a career, teach some of them to become employers themselves.
I don't think education wise that you can be prepared any more other than than continually going over specified topics that individuals may
encounter on the job.
I would suggest the major programs maybe adding internships to programs, or partnering with localized business to help arrange job
shadow opportunities for students.
Improve data analysis and management training Improve training in public speaking and business communication
6. When did you graduate from CWU?
15.1% 13 o 2002
22.1% 19 o 2003
10.5% 9 o 2004
19.8% 17 o 2005
32.6% 28 o 2006
7. Please select the response that best describes your opinion about your Business Administration education at CWU.
Does % Histogram n, mean,
Strongly Strongly
Disagree Neutral Agree Not mid = 35% median,
disagree Agree
Apply upper = 70% st. dev.
I am very satisfied with my education 89
from the Business Administration
70. 0%
4.36
0 2 3 45 39 0 35. 0%
program at Central Washington 0. 0%
1 2 3 4 5 6 4
University. 0.66
The Business Administration 89
70. 0%
curriculum provided useful 4.13
2 3 11 40 31 2 35. 0%
perspectives on critical issues facing 0. 0%
1 2 3 4 5 6 4
the profession. 0.94
62
My Business Administration 88
education provided adequate
70. 0%
4.02
1 10 25 20 14 18 35. 0%
4
preparation for Professional Board 0. 0%
1 2 3 4 5 6
Exams and certification exams 1.36
89
The CWU Business Administration 70. 0%
4.01
program prepared me well for 1 4 15 42 27 0 35. 0%
0. 0%
1 2 3 4 5 6
4
professional challenges
0.87
8. When you consider the education you received from Business Administration, what was the most helpful or useful
to you?
The team projects
MIS side very important, working with computers.
It gave me a good foundation on my business skills. Understanding terms and strategies.
The HR program is outstanding. Graeme Coetzer is a great professor and he was always there to answer questions and help me learn.
Strategic management was most likely the most beneficial course that I took in the program. The real life scenerios and situations that were
brought up has helped me early on in my career deal with events.
The biggest thing that my education I received was not from the business school. Instead it was being able to practice what I have learned
in school in Alpha Kappa Psi. I think a big part of an education is being able to practice it before leaving the school.
the group projects in marketing my senior year - Rex's classes
Real world issues, problems that companies are facing today and trying to find solutions to better the business' of tomorrow.
The networking opportunities it provided. Strong relationship between students and the professionals in the field.
different view points from professors, their experiences
Team work and presentation skills, along with the curriculum being up to date with the latest information.
cultural issues and getting along in a global environment
Probably the statistics classes...
The HRM curriculum was extremely thorough--I graduated feeling confident in my knowledge in employment law and procedures, and
having good depth and breadth of knowledge to allow me to excel as an HR generalist. More advanced classes for those who want to
specialize would be a great addition to the program.
Accounting, Com 385, Excel classes,
Dr Bagamery's use of excel to help us solve financial problems.
Small business management and Organizational behavior were the two classes that have helped me as a professional
The ability to get the work dones at night after daytime work.
The financial part of the degree and the critical thinking from MGT380.
63
Business communication classes.
Operation classes teaching project management skills, including critical path charting and lean manufacturing practices.
Strategic Management, Human Resource Management, Staffing Organizations, Business Statistics and Finance
The availability of the facility and staff to give guidance and assistance when needed.
The teachers in HR really helped people in their future and helped them pass the PHR test.
Everything
The personal attention from the professors (at the Lynnwood campus).
Yes, for team work
Open door policy with professors and staff
Really enjoyed most of my classes. Learned much from the core classes. Electives and concentration classes were hit and miss. Most
instructors were very helpful. Dr. Don Nixon (?) and Strategic Management were totally awesome. All core classes served as excellent
foundations for my MBA program.
Economics, Stats, Finance, and working with Microsoft Office products.
International business. So important in the field today
Working in teams from small to large projects. Every position I had until my current position I worked in a team environment.
Interaction with professors and professionals in Business fields, "real-life" experiences offered by contacts within the department and
internship(s).
smaller classes, one on one time with professor
smaller classes, one on one time with professor
the tremendous amount of group work we did allowed me to gain perspectives from a wide array of people.
Professional and experienced faculty/administration members who took the time to support students' needs.
My most useful experience was the teaching assistant position I held during my Junior and Senior years. It truly gave me insight into the
value I could receive from my education if I put forth my best effort. I would certainly recommend that more professors use a student
teaching assistant to benefit both students and professors.
Preparation for real world professional challanges.
Learning from the personal/professional experience of Bill Woods, Jr.
Finding a new career path
I appreciated the ability to attend school on a part time basis while I continued my employment. Although my choices of classes where
somewhat limited.
Most useful class for personal life was Personal Financial Management--it should be a requirement.
The availability of the business department professors during their office hours.
Learning how to write/communicate in a business environment. Working in an office where there are employees both with and without
degrees, having the knoweldge to communicate on a higher level with upper management definately sets me apart from the pack and has
helped me to move farther forward than those without that skill set
The education that I received is helping me tremendously in my daily office job. Thank you so much for all your support!
The experience of the instructors and fellow students at the Des Moines campus.
64
The knowledge and perspective provided by the HRM instructors as provide me with the insight and background that goes beyond textbook
instruction.
Finance and Economics courses were the most meaningful. My other courses were not as relevant.
All of the hands-on activities in my business classes were very helpful. Whether it was a presentation, group project or case study I really
felt these were very useful in the real world. It taught us how to present and handle things in our professions.
I also majored in economics. And as poorly as I think of the Business Department in general, I think incredibly highly of the economics
department at Central. The economics department was very strong top to bottom. The business department had some great professors,
some mediocre professors, and a few extremely poor professors. It was a mixed bag.
The most helpful courses in the Business Dept. were the statistics courses and finance courses. Hugh Spall also did a wonderful job
teaching Business Law and International Business. There needs to be more of that.
Critical thinking study
understand importance of teamwork
9. Did you experience any challenges or difficulties related to your professional goals following your graduation from
CWU? If so, please describe:
Not well known on the eastern side of the Country. Would like to more or easier access to alumni networking, more online material
When I was in school, professors were always promising great careers and great salaries, which didn't exactly turn out to be the case in
the early 2000's. It turned out to be harder to find a job than expected, especially one with a good salary.
Nope.
I was not as computer literate as I wanted to be.
Instead of being able to jump into an entry level role, I had to start lower and work my way into one. This was becuase we have our
outside threats from other programs such as WWU's supply chain program. One other issue that CWU faces is the lack of relationships
with companies in their supply chain program.
I think the challenges were like most graduates entering the work force, once we got our foot in the door, we could start putting to use the
knowledge we learned at CWU.
Real workplace issue and people issues can not always be solved the text book way. Classroom takes the human out of the senerios.
Need more interaction with real world cases.
None
the degree from cwu doesn't carry as much prestige as say from wsu which is unfortunate.
nope
I think it would have benefited me better to have a focus instead of just a general business degree, however I got my degree from CWU -
Lynnwood and the two areas I was most interested in, Human Resources and Marketing, did not have a specialization.
It would have been extremely helpful to have a mandatory HR internship early on in the degree program, or a job-shadow integrated in
one of the classes. I LOVED my HRM coursework, LOVED the great professors, passed the SHRM professional certification exam--but
was bored to death with the field once I started working in it and then transitioned into a Marketing career. The only thing that was really
65
lacking from the HRM curriculum was work with databases, considering that HR managers utilize employee databases on a near-daily
basis on the job. The only other addition I would make to Central's business curriculum is more preparation for leading organizational
change initiatives.
Most of the "good" jobs are in the big cities. Hard to find a Finance related career in rural areas without being self-employed, which is a
sink or swim situation.
As a young "hot shot" with a management degree, I wanted to start at the top. After failing to achieve my goal I settled for a lower position
with room for growth.
No
My degree didn't really mean anything to most employers. I think there could have been more emphasis on the career center (even
though what I learned there ended up not being beneficial).
I wished I would have taken more operational classes. I am lacking detailed knowledge of needed project management skills
Not actulally. In fact I was promoted twice since receiving my degree.
Entering into the HR field was nearly impossible.
None
Getting hired. My age at the time (37) appeared to be a negative despite my demonstrated accomplishments in my prior career and my
career switch and earning the Bachelor's degree. Not the fault of the school, I know, but certainly discriminatory hiring by national and
regional firms.
More presentations so that it helps to stand alone on stage explain or illustrate project.
Every employer wants experience, but being a fresh college grad creates a dillemma.
not prepared for masters degree or encouraged to pursue one. Had to study for GMAT from scratch on my own
Getting my first job - I may have been to picky! Its hard to find a job in exactly what you want to do. It took me 2.5 months after
graduation. It was worth it, I have now been with the company for four years in a great career that I very much enjoy.
Lack of financial aid/support for college expenses & class workload per credit difficult for a working student to handle.
impossible to get into the field of HR without prior experience, no matter what my previous history is -- which is running my own business,
plus 20 more years of working for others
impossible to get into the field of HR without prior experience, no matter what my previous history is -- which is running my own business,
plus 20 more years of working for others
i believe they were just normal difficulties that most students have after graduating from college.. its the competition..
My career continues to present professional challenges on a daily basis through working with many types of people in an international
business environment centered around defense aerospace products. The challenges range from finding solutions to complex procedural
issues in the realm of exports governed by International Traffic in Arms Regulation (ITAR) to effective communication in working with
difficult people. Several generations of CWU alumni work in my office, and it is apparent that the Business Adminsitration program at
CWU continues to provide students with excellent application-based experience.
Not at all.
Not really everything depends on the student. Getting our name out a little more will help future graduate in the business field.
Unsure of what field to go into in order to apply my education.
Yes, I have found it hard to find employment.I believe that this is caused by the region that I live in and the availability of jobs. I was an
66
older student and finding someone that would hire me with no formal training was difficult.
My biggest challenge has been the lack of computer software skills.
I'm still doing the same job that I used to do prior to graudating. It is really difficult to find a job these days, but I'm going to continue
looking and hopefully will find sth. that I like.
Having more distance-learning courses offered from main campus would have improved the experience.
none
It took me several months to find a job in the business field. With my specialization in HR, that is where my job hunt focused and I was
disappointed to find that there are not many HR jobs available and many of them are part-time. I ended up taking a lower position at a
bank with the promise to move up and I am now training to be the VP of Operations in the accounting department.
No, being goal-oriented and having a drive to succeed has always helped me. That is true of anyone who wants to do well for him or
herself.
No
Finding job opportunities not requiring mulit years of experience.
Working outside the US, facing cultural shock and difference in perspectives
10. In what job sectors do you work? Please choose current or most recent employment and check all that apply.
note: these are percentages of total answers, not % of alumni who responded to the survey
Question leaf n %
□ Academic 3 2.9%
□ For-profit corporation or organization 56 54.9%
□ Non-profit organization 7 6.9%
□ Governmental 11 10.8%
□ Self-employed 5 4.9%
□ Postsecondary education 2 2.0%
□ Not working by choice 1 1.0%
□ Currently searching for a job 8 7.8%
□ Other _____ 9 8.8%
67
Sales and Marketing
Completing Master of Human Resources degree December
2007
Insurance Broker
Public Accounting Firm
Large corporation
Real Estate Management.
Certified Public Accounting Firm
International Defense/Gov't Aerospace business
Financial/Insurance
Public Accounting
retail
Director of Finance at a medium sized business
aerospace
Sales
11. Are you...?
Question leaf n %
o Male 42 47.2%
o Female 47 52.8%
12. In which state are you headquartered?
Washington (67)
Arizona
Texas
Beijing, China
South Carolina
Virginia (2)
Colorado
Oregon
North Carolina
68
Missouri
Nevada
California
13. What is your annual income?
Question leaf n %
o Less than $20,000
5 5.7%
o $20,001 to $40,000
14 15.9%
o $40,001 to $60,000
44 50.0%
o $60,001 to $80,000
12 13.6%
o $80,001 to $100,000
9 10.2%
o $100,001 to $120,000
2 2.3%
o $120,001 to $160,000
2 2.3%
o Over $160,000
0 0.0%
Estimated average income: $ 54,772.73
14. These next few questions relate to CWU's Mission and General Education goals. How strongly do you
agree that your education from CWU helped you...
Strongly Strongly % Histogram n, mean, /
Disagree Neutral Agree
disagree agree mid = 35% median,
-2- -3- -4-
-1- -5- upper = 70% st. dev.
a. become a responsible citizen 70%
88
0 4 27 45 12 35%
0%
3.74 / 4
1 2 3 4 5
0.75
b. become a responsible steward of
70%
88
3 10 40 30 5 35%
the earth 0%
1 2 3 4 5 3.27 / 3
69
0.87
c. become a productive and 70% 87
enlightened (informed, good learner, 0 2 17 53 15 35%
0%
3.93 / 4
insightful) individual
1 2 3 4 5
0.68
d. value different perspectives 70%
88
0 2 15 57 14 35%
0%
3.94 / 4
1 2 3 4 5
0.65
e. appreciate the breadth and depth 70% 88
of scientific and human knowledge 0 3 23 52 10 35%
0%
3.78 / 4
1 2 3 4 5
0.69
f. increase your sense of the 70% 88
interconnectedness of knowledge 0 3 24 52 9 35%
0%
3.76 / 4
1 2 3 4 5
0.68
g. integrate knowledge from diverse 70%
88
fields to solve problems 0 1 23 49 15 35%
0%
3.89 / 4
1 2 3 4 5
0.69
h. increase your awareness of the 70% 88
many ways that knowledge evolves 2 0 24 53 9 35%
0%
3.76 / 4
1 2 3 4 5
0.73
i. ask incisive and insightful questions 70% 88
1 3 11 60 13 35%
0%
3.92 / 4
1 2 3 4 5
0.71
15. What is your race or ethnicity? Please select all that apply.
Question leaf n %
□ American Indian or Alaskan Native 6 6.5%
□ Asian 7 7.5%
□ Black or African American 3 3.2%
□ Hispanic / Latino 2 2.2%
□ Native Hawaiian or other Pacific Islander 3 3.2%
□ White 72 77.4%
70
16. Any other comments for the Business Administration program at CWU?
Proud of the education I received. Good teachers and classmates. However, name recognition continues to be an obstacle.
The questions in #14 are mostly skill or knowlege I had before I attened CWU.
I felt I received a great education and a jump start into my career from the business program.
more emphasis should be placed on communication skills
The program at CWU Lynnwood is excellent!
My education from Central is something that I will value always. The knowledge that I took in from the text as well as the professors
(inside/outside the classroom) will be beneficial for years.
Question 14 is a bit odd. "Appreciate the breadth and depth of scientific and human knowledge?" How about, "know what a 'WIP' is"
because that is the type of things businesses want. My company couldn't care less about my sense of the interconnectedness of
knowledge.
My overall experience with CWU was very positive and I would do it all over again, it was worth all of the effort. I appreciate the staff at all
levels in their efforts to accomodate my need as a working family man making an attempt to complete a dream. My dream became reality
and I'm a better person because of CWU.
Great professors with many years of experience especially Dr. Larkin and Dr. Lynn Richmond at CWU -Lynnwood.
I attended the program at the Des Moines campus which was outstanding. CWU should take advantage of the opportunity to serve
students in western Washington and expand their class offerings on the west side. Since many of the students that attend the Des
Moines campus are non-traditional students, it would be extremely helpful to increase (rather than decrease) the number of evening and
weekend classes that are offered.
More real life experiences that happen the work place. More guest speakers that relate to skills being taught from text books.
Become more involved with your branch campuses so that you know that not every one that graduated spent all four years at Ellensburg,
and that not all graduates learned about being a responsible citizen, valuing different perspectives, and appreciating the depth and
breadth of human knowledge from CWU. Life experience taught me more of that than I ever learned at CWU.
Good luck!
Thank you for an amazing experience, only wish I could've stayed around longer and specialized in everything.
I really appreciate the programs at the University Centers. Without such programs, I may not be where I am today. I was working full-time
and the evening program worked best.
Many professors in the Des Moines location were driven by political opinions. I do not feel my professers opinion about my President of
the Unites States should ever become part of the Curriculum. Yet I was forced to listen if I wanted to pass
I had a wonderful time at CWU!
Please tell Greg Cant that Aolani says "Hello!"
I'm most grateful for Christopher Lee's advising. He assisted myself and approximately a half dozen other students in a General Business
major with a computer science minor. I only kept in contact with two of the other individuals - both having success in their careers. I
thought the success rate of the individuals he advised must be pretty high.
Emphasize computer skills, they are vital in today's world. I appreciated the opportunity to be able to attend school while being employed
full time. I would have liked having more choices of classes, hopefully the business school is now offering more distance learning courses
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as a means of meeting this need.
I would have appreciated having more presentations in my business courses to better prepare myself for presentations in the working
world.
I miss my school and hope to be back soon to do my Masters. Thank you again for all your support!
none
It is becoming increasingly apparent that higher education is focusing a lot of attention on "diversity" and "multi-culturism". You also speak
in this survey of "social responsibility". How about teaching how to make money? What about teaching the aspects of capitalism and
contrasting it with socialism? The former certainly comes out on top. Is thought given at all in how to teach these kids to become
successful? Or are we only concerned with "social responsibility"? I understand there is a way to be both, but let's give some precious
class time to the notion that being greedy, selfish and ambitious is what can get you ahead in business. I'm less concerned about being a
"responsible steward of the earth" than I am about doing what I need to do to get ahead. Spare me with that non-sensical good-for-
nothing-outside-of-the-classroom rhetoric. Who designed this survey anyway? It was probably Lapsley after giving a dissertation on how
John Doe can compete with General Motors with just his Craftsman tools inside his two-car garage.
Establish an exchange program with a business school in China.
2. Based upon the results Alumni Survey listed above:
The Alumni survey was only finalized in November 2007. Therefore there has been little opportunity to make substantial
changes as a result of the findings. Also, this analysis includes only 89 responses out of 1,354 addresses used. This response
rate was poor and may raise concerns about the validity of the data. Listed below are some of the initial responses to the survey
results.
(a) How teaching and learning has been affected
As noted earlier in the report, the Department of Management and the Department of Finance & OSC amended the
program goals for the BSBA program in January, 2008. In essence, those changes reduced the goals from nine to six.
The department faculty believed that those six goals covered the major requirements that students needed to succeed
in their business careers. The six areas are business administration knowledge (the functional areas), comprehend
ethical issues and be able to apply an ethical decision-making framework, function effectively in a team as a member
and a leader, demonstrate effective oral communication skills, demonstrate effective written communication skills,
and apply quantitative and qualitative critical thinking skills to access, develop, and use information to analyze
business problems and propose feasible solutions. Choosing these six program goals were in part informed by the
results of the Alumni Survey. Question 2 asked respondents to indicate which areas of knowledge and skills are most
important in their field. The areas viewed as critical by our alumni highly correlate to the six new program goals.
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As the departments move towards a comprehensive system of assessment of learning for those six programs goals,
there will be assurances that students achieve competencies in these skill areas. These assurances of learning systems,
such as the use of rubrics to assess oral communication skills, are being developed as part of the AACSB
accreditation self study.
(b) Strengths of the program‘s alumni
Question 7 asked alumni their "opinion about your Business Administration education at CWU." The median for all
responses was "4" indicating that they agreed that they are generally satisfied with their education. Overall the survey
would suggest that our students are well prepared for the challenges they face. They have developed key skills and
knowledge that is very applicable to their careers.
Question 14 asked alumni how well their management education helped them achieve CWU's Mission Statement and
general education goals. The only response that had a median below four was "become a responsible steward of the
earth" which had a median of three or "neutral." While recognizing that synchronicity between department/college
goals and university goals are important, especially in this era of accountability, this particular university goal is
difficult to translate into concrete curricula and other activities.
(c) Programmatic learning outcomes that need to be most improved
There was some indication of differences in "how important" a skill was to alumni careers vs. "how well they
learned" each skill at CWU. In general, alumni reported that they learned skills well. But they noted that several
skills are very important to their careers. There is a gap in a - e which includes (a) critical thinking, (b)
communications skills (the largest gap), (c) quantitative reasoning, (d) information literacy, and (e) managing people.
This would suggest that these areas need the most attention. As noted above, these areas also align with the new
program goals.
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III. Faculty
A. Faculty profile
Table 35: Tenured and Tenure-track Faculty Profile Table
2003-2004 2004-2005 2005-2006 2006-2007 2007-2008
# # # #
% of % of % of # Faculty % of % of 5-yr Annual % of
Facutly Facutly Facutly Faculty
faculty faculty faculty TT-T faculty faculty total avg. faculty
TT-T TT-T TT-T TT-T
Scholarship
Measured:
Peer Reviewed
5 55% 6 66% 8 88% 3 33% 5 55% 27 5.4 60%
Articles
Conference
3 33% 6 66% 7 77% 4 44% 5 55% 25 5 55%
Presentation
Grants Issued:
Internal (CWU) 1 11% 0 0% 1 11% 1 11% 0 0% 3 1 11%
External: 1 11% 0 0% 1 11% 1 11% 0 0% 3 1 11%
Community
Service:
4 44% 4 44% 5 55% 4 44% 5 55% 22 4.4 26%
In 2006 Business Administration became the Dept. of
Management
B. Copies of all full-time faculty vitae
See Appendix 2
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C. Faculty awards for distinction: instruction, scholarship, and service
The following faculty have received awards for instruction, scholarship or service over the past five years. These awards
include internal CB awards, awards from the Alumni Association, awards for the whole university and awards from the
broader community.
CWU Alumni Association. Each year the CWU Alumni Association recognizes an outstanding untenured, junior faculty
member with an Excellence in Teaching Award.
Table 36: Department of Management Recipients of CB Alumni Association Excellence in Teaching Award Previous 5 Years
2006 Dr Graeme Coetzer
2004 Dr. Ruth Lapsley
2003 Dr. Rex Moody
2002 Dr. Lynn Richmond
College of Business. The College of Business annually recognizes faculty members for outstanding achievement in teaching,
advising, professional service, and research. Beginning in 2004, this recognition was accompanied with a $500 cash award
provided by the CB Advisory Board. Table 37 lists the recent recipients of these awards.
Table 37: Department of Management Recipients of CB Annual Faculty Awards in Four Areas Previous 6 Years
Teaching Advising Professional Service Research
2007 Jim Nimnicht Graeme Coetzer
2006 Graeme Coetzer Rex Moody
2005 Jim Nimnicht
2004 Ruth Lapsley
2003 Rex Moody
2002 Nancy Graber Pigeon F. Lynn Richmond
External Recognition of CB Faculty. Organizations outside of CWU have recognized several CB faculty members for their
accomplishments.
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Jim Nimnicht received the 2000 Washington Professor of the Year awarded by the Carnegie Foundation for the
Advancement of Teaching and the Council for Advancement and Support of Education (CASE). The State Professors of the
Year Award Program selects outstanding educators in all 50 states, the District of Columbia, Guam, Puerto Rico and the U.S.
Virgin Islands, provided there are winning entries. Winners receive personalized award certificates, and receive national and
local media recognition. Jim Nimnicht was also selected as the 2002 National Advisor-of-the-Year by the Society for Human
Resource Management
Table 38 describes a number of examples of significant professional service undertaken by department faculty.
Table 38: Examples of Significant Professional Service
Nancy Graber Pigeon —Vice President and board member, Dispute Resolution Center of Yakima and Kittitas County.
Rex Moody —Co-chair, 25th Annual American Marketing Association International Collegiate Conference
John Montoya —Article Editor for the Seattle Journal for Social Justice
James Nimnicht —National Director, Human Resource Track, Institute for Behavioral and Applied Management.
Don Nixon —National Secretary of the Institute of Behavioral and Applied Management.
Hugh Spall —Judge Pro Tem, Kittitas County Superior and District Courts; Juvenile Court Commissioner, Kittitas County Superior
Court.
Graeme Coetzer - Co-chair of the Management and Spirituality Division for the annual conference on Management and
Organizational Inquiry
D. Performance Standards
Most hiring occurs at the assistant or associate levels. Table 39 depicts the minimum qualifications required for each
academic rank that are specified by the university. It is significant to note that the CB has exceeded the university standards
for all tenure-track appointments made in the past five years, with a doctorate degree and meeting the colleges Academically
Qualified (AQ) standard being a minimum requirement for all positions.
Table 39: CWU Minimum Academic Standards for Each Academic Rank
Assistant Professor. The doctorate degree or appropriate terminal degree or the Master degree and 45 quarter credit hours of systematic
study beyond that needed for the Master degree and three years of professional academic experience or the Master degree and five years of
professional academic experience.
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Associate Professor. The doctorate degree or appropriate terminal degree and six years of professional academic experience or the Master
degree and 45 quarter credit hours of systematic study beyond that needed for the Master degree and eight years of professional academic
experience.
Professor. The doctorate degree or the appropriate terminal degree and ten years of professional academic experience and possession of
these three qualifications:
Excellent teaching which commands the special respect of the faculty and students;
Evidence of superior scholarship as evidenced in research or other contributions;
Important professional contribution of local or general significance, or considerable responsibility for university policy as chair or
member of the various policy-forming committees or a record of effective and significant contribution to the proper functioning of the
University
IV. Students – For five years
A. Number of degrees, minors and certificates completed
1. Bachelor of Science in Business Administration
Table 40 describes the BSBA degrees conferred by specialization. The department has total responsibility for the management
and organization, marketing management, and human resource management specializations. We share responsibility (with
Department of Finance & OSC) for the general business specialization and for several of the double specialization noted in the
table.
Table 40: Business Administration Degrees Conferred by Specialization
Academic Years 2003-2007 (Fall through Summer)
2002- 2003- 2004- 2005- 2006- Total
2003 2004 2005 2006 2007
General Business 114 151 134 151 208 758
General Business/Human Resource Management 0 0 0 2 0 2
Human Resource Management 32 26 17 20 21 116
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2002- 2003- 2004- 2005- 2006- Total
2003 2004 2005 2006 2007
Human Resource Management/Management & Organization 2 4 1 1 1 9
HRM/Management & Organization/Operations Management & Inform Systems 0 1 0 0 0 1
Human Resource Management/Management Information Systems 0 1 1 0 0 2
Human Resource Management/Marketing Management 0 1 1 1 1 4
Human Resource Management/Finance 0 1 0 1 0 2
HRM/Operations Management & Information Systems 3 0 0 0 0 3
Management & Organization 22 35 34 49 51 191
Management & Organization/Management Information Systems 0 1 0 0 0 1
Management & Organization/Finance 0 3 1 3 1 8
Management & Organization/Operations & Supply Chain Management 0 0 1 1 0 2
Marketing Management 39 55 38 40 54 226
Marketing Management/Finance 1 0 2 1 0 4
Marketing Management/Management & Organization 0 0 0 1 3 4
All 213 279 230 271 340 1333
Table 41 indicates those students with a BSBA degree and another major. The vast bulk of these students are also accounting or economics
majors. Both these programs are in the CB.
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Table 41: Business Administration Degrees Conferred with Second Majors
Academic Years 2003-2007 (Fall through Summer)
2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 Total
Accounting 11 21 25 31 37 125
Administrative Management 1 0 0 0 0 1
Business Education 0 1 0 0 0 1
Computer Science 1 0 1 3 0 5
Construction Management 0 0 1 2 0 3
Economics 7 4 5 10 6 32
Exercise Science 0 0 0 0 1 1
Flight Technology 0 1 0 1 1 3
Food Science and Nutrition 1 0 0 0 0 1
Information Technology & Administrative Management 0 0 1 0 0 1
Recreation and Tourism 0 0 0 1 1 2
Safety and Health Management 0 0 0 1 0 1
All 21 27 33 49 46 176
2. Business Administration Minor program
Table 42 describes the BS Minors awarded over the past five years.
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Table 42: Business Administration Degree Minors by Major Awarded
Academic Years 2003-2007 (Fall through Summer)
2002-2003 2003-2004 2004-2005 2005-2006 2006-2007
Accounting 0 1 0 0 0
Administrative Management 2 0 0 0 0
Art 1 0 1 0 3
Biology 0 0 0 2 0
Chemistry 0 0 0 0 1
Communication Studies 2 4 4 7 4
Computer Science 4 0 2 2 0
Construction Management 1 7 3 5 10
Early Childhood Education 0 0 0 0 2
Economics 2 1 4 7 2
Electronics Engineering Technology 0 0 0 1 0
Elementary Education 0 0 1 0 0
English 0 0 0 1 0
Exercise Science 0 1 1 1 0
Family and Consumer Studies 1 1 3 1 1
Fashion Merchandising 3 0 1 0 0
Flight Technology 3 5 15 5 9
Food Science and Nutrition 2 5 4 3 3
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Foreign Language 1 3 0 2 1
Foreign Language Broad Area 0 0 1 1 0
General Studies - Social Sciences 0 1 3 2 10
Geography 1 0 0 0 3
Gerontology 0 1 0 1 0
History 0 0 0 0 1
Individual Studies 1 1 0 1 1
Individual Studies / Journalism 0 0 1 0 0
Industrial Technology 0 0 3 0 0
Information Technology & Administrative Management 2 2 1 3 6
Journalism 3 4 1 0 2
Journalism / Public Relations 0 0 1 0 0
Language Arts 0 1 0 0 0
Law and Justice 1 4 4 6 2
Law and Justice / Philosophy 0 0 0 0 1
Law and Justice / Psychology 1 0 0 0 0
Leisure Services 1 0 0 0 0
Mathematics 1 0 1 1 1
Mechanical Engineering Technology 0 0 1 1 2
Music 0 0 0 0 1
Music Business 1 0 0 0 1
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Philosophy 1 0 0 0 0
Political Science 1 2 0 0 2
Psychology 2 7 6 0 2
Public Relations 14 10 16 10 10
Recreation and Tourism 2 4 3 2 2
Safety and Health Management 0 0 0 3 0
Social Science 1 0 0 0 0
Social Services 0 0 0 1 0
Sociology 0 0 0 0 1
Total 55 65 81 69 84
Changes to Business Administration Minor
In January 2008 there was a substantial change made to the Business Administration Minor. Previously, the minor had two
required classes, one in both economics and accounting. Students would then choose any four classes offered by Business
Administration, including all four classes with the same prefix. This model of a minor was very unusual with such a high level
of flexibility and also meant students were often taking upper division elective classes for which they were not fully prepared.
The two departments met in late 2007 and approved a new minor that ensures students take six classes that cover the major
areas of business: management, marketing, business law, human resource management, accounting, and economics. There are
very limited opportunities to vary from the prescribed classes with the exception of two choices for accounting and a personal
finance class instead of the economics class.
B. Departmental policies and advising services for students
Students desiring the BS Business Administration degree must earn at least a 2.25 GPA in their major coursework and a 2.25 in their
upper-division coursework, in addition to the university‘s GPA requirement of no less than 2.0 overall. In spring 2005, the
Department of Business Administration voted to raise the preadmission coursework minimum grade point requirement to 2.50. This
increase from the CB standard of 2.25 was implemented in an effort to improve the quality of students graduating as business
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administration majors. We found that students with a preadmission GPA below 2.50 tended to expend more CB resources in three
ways:
by repeating coursework numerous times until a satisfactory grade was achieved
by requiring extensive advisement both by the faculty and by the Pre-Major Advising Center and
by not graduating despite the best of efforts of faculty to work with them.
All full-time faculty in the department are responsible for advising students. This is part of the standard instructional responsibilities
of faculty (tenure, tenure-track and annual contract faculty).
C. Student services offered through the department
Student Clubs
Department of Management faculty have actively involved faculty in four student clubs: SHRM, Marketing Club, and Alpha Kappa
Psi. Students from the department are also involved in ECO (Exito, Conocimiento, Oportunidad) club, a club with an international
business focus. The following is a description of these clubs and the level of faculty involvement.
Society for Human Resource Management
The Society for Human Resource Management's student program was created in 1965 to promote mutually beneficial
interaction between HRM students and practitioners. Membership offers students the opportunity to supplement their
classroom education with real-world knowledge and hands-on experience. The SHRM® student membership program now
includes over 430 affiliated student chapters and nearly 11,000 student members. Central Washington University formed its
current chapter in 1990 and by 1994 was rated as one of the top 10 chapters in the nation according to the SHRM Merit
Award Program. CWU has maintained that rating for every year since 1994.
Each year brings a new and varied set of activities and events. The following are representative of any given year‘s
activities:
Schedule 12 to 14 speakers
Conduct 2-4 workshops or seminars
Attend numerous professional SHRM chapters throughout Washington
Place students in internships
Coordinate and connect professional HR mentors with students
Attend regional conference or sponsor same
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Attend national conference
Compete in HR games
Award Paradigm Breakers Award
Coordinate HR scholarships
Conduct professional clothing drive
Coordinate Support Our Troops with hydration drinks drive
Attend student conference
Develop MBO statements
Hold new elections
Volunteer at professional chapter meetings
Attend HR Day on the Hill
Attend Legislative Law Conference
Attend HR Job Conference
Conduct annual alumni golf tournament
Donate to SHRM Foundation
Hold Awards BBQ
The advisors spend numerous hours on a weekly basis interacting with the students and generally overseeing each of the
above activities. All activities must have advisor approval and normally the advisors are in attendance as well as the
students. All monetary expenditures must be approved by the advisors prior to encumbrance. All fundraisers involve the
active support of the advisors. Advisors serve as mentors to the most active SHRM members—normally the officers and
committee members. Advisors regularly speak at chapter functions, host students for various dinners and bar be ques,
transport students to activities, hold after hour‘s preparation and training for HR game participation as well as helping
prepare students to sit for and pass the HR Certification Institute‘s (HRCI) professional level certification.
American Marketing Association
The CWU Marketing Club is a student run club that is affiliated/registered with the American Marketing Association. Each
year brings a new and varied set of activities and events. The following are representative of any given year‘s activities:
Schedule 6 to 8 speakers a year
Co-ordinate networking opportunities with marketing professionals
Enable internship placements where possible
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Attend annual AMA student chapter conference in New Orleans.
Compete in annual AMA games
Coordinate club fundraising activities
Hold annual elections to appoint officers
Conduct annual club field trips
The advisors spend time interacting with the students and generally overseeing the above activities. All activities must have
advisor approval and normally an advisor is in attendance as well as the students. All monetary expenditures must be
approved by the advisors prior to encumbrance. All fundraisers involve the active support of the advisors.
Alpha Kappa Psi
Alpha Kappa Psi is a national leadership fraternity with the following mission statement: Developing well-trained, ethical,
skilled, resourceful, experienced business leaders. The CWU chapter of Alpha Kappa Psi was founded on May 12, 1979. It
belongs to one of fourteen AKPsi regions, the Northwest Region. The current active chapter size is 33 members. AKPsi is
involved in the following activities:
Fundraising: one social event every quarter, as well as other events such as manning the coffee station at a highway
rest stop and a 3-on-3 basketball tournament,
Social events: annual alumni spring (homecoming) weekend, a ski trip, and numerous informal events throughout the
year‘,
Philanthropic events: adopt-a-highway, a halloween event for children on campus, and numerous additional events,
Guest Speakers: approximately 8 guest speakers arranged to speak on campus per year, most advertised to the public,
Weekly meetings: executive meeting and general board meeting.
AKPsi's faculty advisors attend the general board meeting, provide advice to the executives, and generally oversee the above
activities. All activities must have advisor approval and occasionally an advisor is in attendance as well as the students.
Business Club (Des Moines Center)
This club is operated by Prof Nixon and works with the Accounting Club. They organize guest speakers, social events and
opportunities to connect to business professionals. The level of involvement varies from year to year dependent on which
student leaders are available. It has been suggested that the Business Club and the Accounting Club may merge.
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ECO (Exito, Conocimiento, Oportunidad)
Department of Management Speaker Series
In December 2007, the Central Washington University College of Business‘ Department of Management was pleased to announce
the development of a new speaker series for the university and larger Ellensburg communities. We will be featuring speakers from a
variety of business disciplines, and talks will be focused on contemporary issues in business management. Our first featured speaker
was Mr. Gary Drobnack, formerly of Weyerhaeuser, who spoke on January 15, 2008. Mr. Drobnack, with over 35 years experience
working on international assignments and issues in the forest products industry, shared with us considerable experience and insights
in working and living in the global business environment.
V. Facilities & Equipment by location
A. Facilities available to department and their adequacy.
The Department of Management faculty, staff and students enjoy beautiful facilities at all program locations. Significant
improvements of the physical facilities have been completed at all CB program sites in recent years.
Shaw-Smyser Hall. An extensive remodeling of Shaw-Smyser Hall, home of the College of Business at the main campus in
Ellensburg, was completed in 1994. The facility houses the Departments of Accounting, Economics, Finance & OSC, and
Management and the Office of the Dean. The present configuration includes 13 classrooms and 6 computer labs. Of the 13
classrooms, all are fully ―technology enabled.‖ The seating capacity of the classrooms ranges from 25 to 109.
Snoqualmie Hall. CWU-Lynnwood, moved into a newly completed 51,000 square-foot building on the Edmonds Community
college campus in 2003. The design and construction of Snoqualmie Hall included state of the art instructional technology. Each
classroom in the new facility is equipped with the latest in computer-controlled screens, lights and LCD projectors. This technology
was not available at previous locations. CWU-Lynnwood students can pursue bachelor‘s degrees in Business Administration and
Accounting, after completing two-year transfer degrees. Other business-related programs offered include the MPA, a certificate in
supply chain management, and minors in Business Administration and Economics. CWU-Lynnwood had previously been located in
six different temporary locations over the last 30 years.
Higher Education Center. CWU-Des Moines has replaced CWU-SeaTac. This facility is co-located on the Highline Community
college campus. This facility was fully occupied in Spring Quarter 2005 and includes the latest instructional technologies. The
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College of Business accounts for approximately 40% of the annual average full-time equivalent students (FTES) served by the
university at CWU-Des Moines. With the exception of the MPA, the program offerings are identical to those at CWU-Lynnwood.
B. Technology available and its adequacy.
Student Computing Facilities. Nearly all business courses on the main campus in Ellensburg are taught in Shaw-Smyser Hall.
Within Shaw-Smyser, there are six computer labs and a total of 168 computers available for students. In 13 other buildings across
the Ellensburg campus, there are an additional 400+ computers available in a total of 21 computer labs. At CWU-Lynnwood,
located on the campus of Edmonds Community college, there are two student computer labs each housing 31 computers. The CWU-
Des Moines site, located on the campus of Highline Community College, also has two student computer labs with a total of 44
computers. (See Table 43 for locations, hours, and computer types.) Software available in the labs includes the Microsoft Office
suite, SPSS, business simulation programs, and web design software. Upon enrollment, every student at CWU is given an e-mail
account and network storage for a personal web page.
Table 43: Student Computer Labs
Site & Room Phone # Types Mon-Thur Fri Sat Sun
Ellensburg SS 212 509-963-1182 25 PC 8am-10pm 8am-5pm 1pm-5pm 1pm-10pm
Ellensburg SS 214 509-963-1182 26 PC 8am-8pm 8am-8pm Closed Closed
Ellensburg SS 215 509-963-2479 13 PC 8am-8pm 8am-5pm Closed Closed
Ellensburg SS 216 509-963-2479 23 PC 8am-8pm 8am-5pm Closed 4pm-8pm
Ellensburg SS 217 509-963-1431 36 PC 8am-10pm 8am-5pm 1pm-5pm 1pm-10pm
Ellensburg SS 218 509-963-1431 36 PC 8am-8pm 8am-5pm Closed Closed
Lynnwood SN 114 425-640-1702 30 PC 8am-9pm 8am-9pm Closed Closed
Lynnwood SN 115 425-640-1702 30 PC 8am-9pm 8am-9pm Closed Closed
Des Moines Bldg 29 8am-9pm 8am-4:45 pm Closed Closed
Des Moines Bldg 30 206/870-4880 6:45am-10:15pm 6:45am-4:45 pm 7:45am-3:45 pm 2:45 pm-10:15 pm
Distance Education Resources. The CWU Ellensburg campus has several classrooms that are capable of originating and receiving
interactive video classes. One of these classrooms is in Shaw-Smyser. Others are in the Science Building (2), Library and Black
Hall (2). CWU-Lynnwood has two classrooms and a small conference room equipped with this technology. The new CWU-Des
Moines facility has 5 classrooms equipped with DE equipment. With this technology, students and faculty can interactively conduct
classes even though the instructor may be in Lynnwood and students in Ellensburg. Other centers in central Washington receive
selected courses for place-bound students, but do not offer degree programs. These sites are in Yakima, Wenatchee, and Moses
Lake.
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VI. Library and Technological Resources by location
A. Describe general and specific requirements for library resources by location, in order to meet its educational and
research objectives.
Library and Database Resources. In addition to traditional library book and document holdings, the CWU library allows
student and faculty access to over 60 on-line databases and over 9,000 full text periodicals. Access is mostly available from any
location, on campus or remote. (See Table 44 for a listing of available databases.) An ―Internet Resources‖ portal, accessible
from the library home page, provides an easy launching point from which to navigate to many of these on-line resources. On the
main campus, a micro-format collection and subscriptions to more than 1,900 current journal print titles are available to all users.
Access to library materials is greatly expanded through the university‘s participation in the Orbis Cascade Alliance, a consortium
that combines the information from Pacific Northwest academic libraries into a single unified database.
Table 44: Library Subscription Databases
ABI/Inform Global - Proquest ABI/Inform Dateline - Proquest
ABI/Inform Trade & Industry - Proquest Accounting & Tax - Proquest
ACS Publications America: History & life
Anthropological Index On-line –Art Index
Article First - FirstSearch Banking Information Source - Proquest
Bibliography of Asian Studies Book Review Index
Britannica On-line Career and Technical Education - Proquest
CCH Internet Tax research Network Congressional Universe
CQ Researcher CQ Weekly
Criminal Justice Abstracts Criminal Justice Periodicals (trial)
Digital Dissertations Earthquake Engineering Abstracts
Education Full Text Education Journals - Proquest
Electronic Collections On-line - FirstSearch Electronic Encyclopedia of American Government
Entrez Search and Retrieval System ERIC
Essay & General Literature Index GEOBASE
GeoRef GPO Monthly Catalog - FirstSearch
Handbook of Latin American Studies Health & Medical Complete - Proquest
Historical Abstracts HRAF – Human Relations Area Files Collection Ethnography
Humanities Index Int‘l Business – Asian & European - Proquest
JSTOR Leisure Recreation and Tourism Abstracts
Lexis Academic Universe Library Literature & Information Science Index
Marcive MathSciNet
Medical Library - Proquest MEDLINE - FirstSearch
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Mergent MLA Bibliography - FirstSearch
Music Index National Criminal Justice Reference Service
National Newspapers - Proquest netLibrary
Nutrition Abstracts Oxford Reference On-line
PAIS International (Public Affairs Information Service)(trial) Papers First – FirstSearch
Pharmaceutical News Index - Proquest Philosopher‘s Index
PrimateLit Proceedings First – FirstSearch
Project Muse PsycArticles (trial)
PsycBooks (trial) PsycExtra (trial)
PsycInfo Research Library Periodicals - Proquest
RILM Abstracts of Music Literature - FirstSearch Science Journals - Proquest
Social Sciences Index Social Sciences Journals – Proquest
Social Service Abstracts Sociological Abstracts
SPIN Web STAT-USA
Standard and Poors Synergy
Statistical Universe Test Reviews On-line – Buros Institute
Telecommunications - Proquest Value Line
Union List of Periodicals - FirstSearch Web of Science
Washington State Newsstand - Proquest WorldCat-FirstSearch
World Almanac – First Search
Descriptions of these databases are available on-line at www.lib.cwu.edu/databases.
CB faculty participate in library acquisitions with each CB department assigning a library representative. The library assigns a
subject area librarian to assist students and faculty in the CB. In addition, two faculty members served as CB reps on the CWU
Library Advisory Council (Rex Moody and Jay Law for AY 2004-5). At the Ellensburg campus, a bulletin board highlights new
library acquisitions to both students and faculty.
The library offers reference and instructional resources (e.g., reference librarian, ―ask a librarian‖ web services, interlibrary loan,
etc.) Please see the library web page at: www.lib.cwu.edu/.
B. Describe information literacy proficiencies expected of students at the end of major coursework.
What instruction in information literacy is provided?
Information literacy is imbedded in various aspects of the business administration curriculum and the preadmission courses
students take prior to acceptance into our program. For a full description see pp 6-7 Foundation Knowledge and pp 17-18 Skills
based outcomes.
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How are these proficiencies assessed?
As part of the broader assessment of learning objectives the Department is developing a series of rubrics included an assessment
tool for information literacy and most importantly to assess students ability to use information to assist in managerial decision-
making.
C. Describe the information technologies faculty regularly and actively utilize in the classroom.
Classroom Technology. All of the classrooms in Shaw Smyser are ―technology enabled‖ with computers, data and video
projectors, network/internet connections, TV/DVD and satellite access to CNN and CNBC. Faculty competition for ―technology
enabled‖ classrooms is very active, leading to utilization of the some of the rooms from the 7:00 a.m. hour through the 10:00
p.m. hour. At CWU-Lynnwood, the college shares facilities with Edmonds Community college in Snoqualmie Hall, a state-of-
the-art facility completed in 2003. Seventeen of the classrooms in Snoqualmie Hall are ―technology enabled.‖ Of the seventeen
rooms, two are distance education enabled and two others are computer labs. At the new CWU-Des Moines facility all
classrooms are technology enabled.
D. Describe available technology for teaching and research and its adequacy.
Faculty Computing. Each faculty member has computer technology in his/her office. The minimum hardware configuration for
faculty is a Pentium IV. Computer upgrades occur every three to four years, and the current base configuration is a Pentium Duo
Core computer with a 120 gigabyte hard drive, 2 gigabytes of ram, a DVD drive and a 19‖ flat panel monitor. Some faculty
choose to have laptops instead of desktops and the configuration is similar. Each faculty office is connected to the university
network and to the internet via a high speed T1 connection. Software available to faculty generally includes the Microsoft office
suite, virus protection software, network access programs, e-mail clients, and SPSS or SAS. Individual faculty members may
also have more unique software specific to their own teaching/research needs.
Through the SAFARI system, a PeopleSoft curriculum management system, each faculty member has on-line access (remote or
local) to student information (transcripts, current class schedule, etc.), which can be used for advising, planning for course
content, and career planning. SAFARI can block enrollment for students without course prerequisites including admission to the
major.
Additional information about technological resources can be found on the Information Technology Services (ITS) web page:
www.cwu.edu/~cts/dis/ITP2004/overview.html. The ITS web page also contains information about plans for future upgrades to
the university technology infrastructure.
90
When needs dictate, and as funds become available, additional classrooms will be ―technologically enabled.‖ Student and
faculty hardware and software will continue to be upgraded every 3-4 years or as required to meet specific teaching/research
needs.
VII. Analysis of the Review Period
The Department of Management met in late November 2007 to consider aspects of the Self Study Report and to ponder the
questions outlined in Section VII. The following is a summary of the views of the faculty.
What has gone well in the department?
The following is a list of some of the major accomplishments of the department. The new department was formed at the end of
Spring 2005/2006. Prior to that point there was one large Business Administration Department. Therefore the following consists
of initiatives and accomplishments made by the former department as well as those resulting from actions of the new department.
Increase in academically qualified (AQ) faculty. This is the result of employment decisions with only AQ faculty being
employed and with several current faculty obtaining AQ status.
Over the past five years we have taught large numbers of students without noticeable increases in resources. The department
has the highest student to faculty ratio of any department in the college.
We teach three of the critical core classes in the BSBA Degree. Particularly the principles of management and principles of
marketing classes are widely used by other programs as services courses.
We have been able to make some very good recruitment decisions. These new faculty will become the foundation of our
program into the future. We have been able to recruit new faculty that have strong commitments to excellence in teaching
while maintaining high quality and high volume research output.
Internships are a very important aspect of the learning experience of business administration students. As reported elsewhere
in the report, the departments have been very successful at working with students to obtain these opportunities. During the
period from Fall 2003 to Winter 2008, Business Administration had 329 students undertake internships.
The percentage of non-traditional students continues to increase with strong evidence that the department is meeting the
needs of a progressively diverse student body. This is particularly the case for our westside centers.
Several new electives have been developed that have been very popular with students e.g. Sports Marketing.
There has been a substantial increase in the research productivity of the faculty from the department over the past five years.
Prior to the creation of the new department there was a heavy reliance on quarterly contract adjunct faculty to teach classes.
Over the past two years there has been a new tenure-track position created and several new annual contract faculty positions.
This has resulted in 19 full-time faculty covering about 19.5 FTE of teaching responsibilities.
91
The SHRM club began an annual alumni dinner.
Throughout the last five years both the SHRM and the MKT clubs have received recognition by their national bodies.
The department began a new speaker series at Ellensburg that aims to bring in business leaders to share their experiences
with students and faculty.
Continuing growth in resources to support faculty professional development. This has allowed faculty to be able to attend
multiple development opportunities each year.
What challenges remain?
There are a number of important challenges for the department over the coming years. The following are some of the critical
challenges.
There is a growing demand for on-line courses. As noted elsewhere in this report, the department has offered some web-
based courses and in every instance these are very popular with students. However, there is also a powerful argument that
our strength is in face-to-face instruction, with small classes taught by a professor and not a graduate student. These
competing modes need to be reconciled in a way that benefits students while building on our strengths as a program.
While our offerings of classes have been relatively stable, there are obvious benefits for students and faculty if we could plan
our schedule of classes one or two years in advance.
The department has yet to develop a unique sense of purpose or direction separate from that determined by the old Business
Administration Department. While the CB has a clearly articulated strategic plan there is an opportunity for the department
to plan how it will support the broad plan while building on its unique strengths.
There are several constituent groups in the region that the department and the college have yet to establish a meaningful
working relationship. In particular the agricultural industry, the wine industry and the Hispanic-owned businesses. The
faculty in the department have skills and expertise that could benefit these industries.
Over recent years, there has been a steady increase in the number of Hispanic students in the CB. In the majority of cases
these are first generation students who would benefit from programs, initiatives and mentors tailored to their particular needs.
While a number of new appointments have been made in recent years, the impact of these appointments is that there is a high
level of salary compression and in some cases salary inversion. We currently have the situation in which Assistant Professors
are being brought in on salaries equal to or greater than Associate Professor salaries.
Even with the above mentioned salary problems we still face problems with salary competitiveness. While other conditions
such as teaching loads, research expectations, and professional development support are competitive, salaries continue to be
a problem. On a regular basis we have candidates for positions indicate salary expectations well above what we have been
paying.
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Developing new principles of management and principles of marketing classes for non-business majors and new classes for
business students creates some opportunities for innovation but also challenges. These classes need to be different while
ensuring both groups are introduced to the major concepts and issues in these disciplines.
What resources have been provided in the last 5 years?
As with the above, the department was only created in Spring 2005/2006. Therefore a number of these resources apply to the
whole program or to all the College.
A new tenure-track position in HRM at Ellensburg.
Additional annual contract positions for Ellensburg, Des Moines and Lynnwood.
Increasing professional development funds as a result of increasing summer revenue.
Flexibility in offering/negotiating faculty salaries. This is a major change from three years ago.
Classroom technology has been updated and upgraded in all the rooms in Shaw Smyser.
Faculty technology has been updated and upgraded.
Ad Hoc financial support from the Dean for various initiatives for the department.
What recommendations from the previous program review are outstanding?
This is the first program review.
VIII. Future directions
Department’s aspirations for the next three to five years.
As noted above, this Department is very new as a stand-alone entity. Therefore it is still developing a sense of ‗what it will
become‘. With that in mind, the following are some key aspirations over the coming three to five years.
To fill all outstanding tenure-track positions and to have one or more tenure-track lines. Also we will maintain several PQ
annual contract faculty, and only use quarterly contract adjunct faculty on a very limited basis.
Develop a Certificate in HRM that can be offered in Ellensburg and at our Westside centers. This would be tailored for
groups such as Psychology majors who wish to work in the HRM field.
Develop a Sports Marketing Institute. This will build on the expertise of our marketing faculty and enable us to develop a
niche program that will get regional and ultimately national recognition. As part of this initiative the Annual Northwest
Sports Business Conference will progressively gain notoriety as a ‗must attend‘ conference for those in the business of sport.
93
The HRM faculty will continue to support the very strong SHRM student program but will also develop other initiatives such
as an Annual Regional Conference for professional and academics, professional development opportunities for HRM staff in
the region, and a research program that provides opportunities for students.
The department develops lasting relationships with local and regional companies, not-for-profit and government agencies.
These relationships provide opportunities for internships for students, financial support for the department, feedback on
curriculum issues, research and consulting opportunities for faculty and special programs for the organizations.
The Department develops a new initiative targeting one of the previously mentioned groups; Hispanic-owned business, the
wine industry, etc.
The initiative on integrating business ethics into the undergraduate curriculum has been fully implemented and our program
is known in the community for its attention to the ethical considerations in managerial decision-making.
As part of the above mentioned initiative the CB has established an Annual Ethical Leadership Award for business in the
regions we service.
The Department will offer a wider range of classes by non-traditional modes including web-based offerings.
The Department will be able to employ a more diverse group of faculty, including more woman and ethnic minorities.
In this context, describe ways the department might increase quality, quantity, and/or efficiency. Provide evidence that
supports the promise for outstanding performance.
The following are some of the approaches to increasing quality, quantity and efficiency.
The department will develop a comprehensive approach to determining the appropriate mix of modes for delivery of
instruction. This will include mixed-mode delivery, web-based and traditional approaches. Within the traditional
seminar/lecture approaches the department will offer different configurations of the 45 contact hours, including weekend and
block schedules. A range of innovations will be regularly included such as field trips and community based research
projects. The department has made some endeavors in respect to the above already and will further develop these over the
next few years.
The department will strictly enforce class size limits to ensure students have meaningful interactions with their instructor.
For the capstone class (MGT 489) the limit will be maintained at 25 students.
Further develop our various management, marketing and HRM electives to provide field experiences and practical learning to
students.
Create a comprehensive set of resources, for example a video library and on-line programs such as Annenberg that can be
accessed by all instructors. Professor Coetzer will take a lead in this task.
94
The department will be introducing assessment rubrics associated with major knowledge, values and skills that our students
will develop (as described elsewhere in this report).
The department will create an Advisory Board for the Sports Marketing Institute. This board will play a critical role in
ensuring a quality program.
The department will develop a two year schedule of classes, including when and what will be offered.
What resources would the department need to pursue these future directions?
Faculty resources:
Currently the 19.5 FTE of the department is covered by 13 TT faculty, 6 annual contract faculty and ~.5 FTE of adjunct faculty.
A more appropriate mix would be 15 TT faculty, 4 annual contract faculty and ~.5 FTE adjunct faculty. This requires an
increase in two TT positions, one for Ellensburg and one for Des Moines. These additional tenure track positions required are
not based on any growth of demands for classes but rather the most appropriate mix of faculty to serve the long term interests of
the program and the students. If student numbers continue to increase there would be further need for additional faculty. It
should be noted that the two departments responsible for the BSBA currently have 53% of the faculty resources of the College
and yet teach 58% of the students served by the College. If this data was further disaggregated down to the department level it
would indicate that the Department of Management carries a high percentage of the overall teaching responsibilities of the
College without a similar percentage of the faculty resources.
Financial resources:
As the largest department in the College with responsibility for three of the business core classes we should receive financial
support proportional to our size and contribution. There may be opportunities to reexamine the current arrangements.
IX. Suggestions for the program review process or contents of the self-study?
For future program reviews the data used and the form in which it is presented should match the requirements for AACSB
accreditation. Also the review process should better link into the university‘s accreditation templates.
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Appendix 1 : Rubric for Assessing Teamwork
Team Name: ____________ Rubric for Teamwork1
PLEASE PICK THE BEHAVIOR THAT BEST REPRESENTS YOUR TEAM’S EXPERIENCE
Criteria 5 4 3 2 1 Score
Most, if not all, members attend all Most members are present at the One or more members frequently miss
Attendance meetings, are punctual and stay for majority of meetings. When members meetings and do not inform the team, or 5 4 3
the entire meeting. have to be absent, they inform the an agreed upon member of the team.
team or an agreed upon member of the When they do come, they are often late 2 1 N/A
team. or leave early.
When appropriate, realistic, Individuals share some objectives but Clear goals are not formulated or
Establishing prioritized, and measurable goals are a common purpose may be lacking. documented, thus, all members don‘t 5 4 3
and agreed upon and documented and all When appropriate, goals may be accept or understand the purpose/task of
Documentin team members share the common established but some may be too the group. 2 1 N/A
g Goals objectives/purpose. general or unquantifiable. Priorities
may be unrealistic. Documentation
may be incomplete.
The work product is a collective Individuals work on separate sections Individuals work on separate sections of
Accountabili effort; team members have both of the work product and have a the work product but have no 5 4 3
ty for individual and mutual accountability coordinator(s) that ties the disparate coordinating effort to tie the disparate
Results for the successful completion of their parts together (i.e., they rely on the parts together. 2 1 N/A
(Work work sum of each individuals‘ best work).
Products)
Team members are committed to the Members feel some commitment to the Low morale exists; there is little or no
Team team and show a sense of bonding team/group but it is not consistent. cohesion among group members. The 5 4 3
Cohesion and camaraderie. A climate of trust Members‘ behavior range from team atmosphere is competitive and/or
and acceptance exists and members competitive and individualistic to individualistic. 2 1 N/A
feel pride in being part of the team. cooperative and supportive.
1
This rubric was developed using material from ―The Wisdom of Teams: Creating the High-Performance Organization” by J.R. Katzenbach and D.K. Smith. 1993 by
McKinsey & Co. p. 214 and Jiles, D., Huba, M., et.al., ―Vertically Integrated Design Curriculum,‖ NSF CRCD Project, Material Sciences and Engineering, Iowa State
University, 2000.
1
Criteria 5 4 3 2 1 Score
Team members communicate openly There is a general atmosphere of Communication is limited among group
Communicat and treat one another with respect. respect for team members, but some members (information is not shared with 5 4 3
ion All members listen to all ideas. The members may not be heard as much as one another and/or important topics are
work of each person is others. Some members may not feel not discussed among the group because 2 1 N/A
acknowledged. Members feel free to free to turn to others for help. Members a climate of open communication has
seek assistance and information, may avoid discussing some topics for not been established).
share resources and insights, provide fear of disrupting the group‘s work
advice, or to ask questions of each and/or hurting someone‘s feelings.
other.
Clear procedures for making Decision making procedures are Decisions are made by individuals and
Team decisions are established and established informally, leading to some may not reflect the thinking or the 5 4 3
Decision documented, when appropriate. inconsistency in implementation. desires of the team. There is often a
Making Team members tend to make most Majority and minority opinions failure to involve all members in the 2 1 N/A
decisions through consensus. sometimes exist when decisions are decision making process.
made by the group.
When working to achieve goals, the The team is not always able to adjust as The team is unfocused and seems to be
Adjusting team is able to adjust plans as needs needed to meet goals. Realization of thrashing about. There is no ability to 5 4 3
arise. There is a clear understanding the need for mid-course corrections adjust and make corrections.
of the nature of mid-course sometimes comes too late. 2 1 N/A
corrections and why they were
needed.
Members regularly examine how Members engage in occasional Members avoid discussions about how
Team their team is functioning and discuss discussions about how their group is they are functioning as a group. 5 4 3
Assessment their findings together for purposes functioning, but it is not a regular
of maintenance or improvement. occurrence and not all members may be 2 1 N/A
involved.
Team members are self-motivated Work assignments and reports are Work assignments and reports are
Timely and can complete work assignments submitted but are sometimes late. frequently late (submitted 5 4 3
Submission and reports in a timely manner inconsistently). The team is not self-
of Work without being reminded. motivated and needs constant chasing to 2 1 N/A
Assignments get the work submitted on time.
and Reports
2
Criteria 5 4 3 2 1 Score
Team members share the leadership A strong, clearly focused leader The group has no leader nor do its
Leadership role. Each team member feels develops. This leader sees him/herself members share the leadership role. 5 4 3
responsible for helping lead it. more responsible for helping lead the
team than the other team members. 2 1 N/A
Conflicts are consistently resolved Members are generally able to resolve Conflicts that arise are either not dealt
Managing through open discussion and conflicts through open discussion and with or cannot be resolved. Members 5 4 3
Conflict compromise. compromise. tend to hide their true feelings and
opinions. 2 1 N/A
Team ____________________
Class: ________________ Date: __________
3
Appendix 2: Curriculum Vitas
TERRY D. ALKIRE: CURRICULUM VITAE
409 S. Matthews Road, Ellensburg, Washington, USA
PHONE: +1-509-925-6835 · CELL PHONE: +1-509-929-2903; E-MAIL: alkiret@cwu.edu
EDUCATION
1988 to 1990 City University, Frankfurt, Germany. Masters of Business
Administration (MBA)
1976 to 1980 University of Montana, Missoula, Montana. Bachelor of Arts, graduated
with high honors
LANGUAGES
English, mother tongue
German, fluent
Italian, fluent
Spanish, fluent
French, fluent
PROFESSIONAL EXPERIENCE
2005 to Present Lecturer, Central Washington University, Ellensburg, Washington,
U.S.A. Teaching as Professor of International Management and
Oranizational Management. Additional courses taught include Change
Management and Entrepreneurism & Small Business Management.
Nominated for the College of Business Instructor of the Year for 2007.
2002 to 2007 Founder and President of Waterline Design, LLC, Ellenburg,
Washington, U.S.A. Waterline Design utilizes a computer controlled, ultra-
high pressure, waterjet cutting machine to provide contract cutting services.
This startup company specialized in custom decorative tile, marble and
1
granite products such as floor medallions, borders and signs. The company
was successfully developed and subsequently sold to an investorment group.
1985 to 2002: Flow International Corporation, Headquarters, Kent (Seattle), Washington,
U.S.A., the world‘s largest manufacturer of ultra-high pressure waterjet
cutting, cleaning and food treatment equipment as well as hot isostatic
presses and high-pressure metal flex-forming systems. (NASDAQ: FLOW
1998 to 2002 Executive Vice President, International Operations. Reporting directly to the
CEO of Flow International in the USA, duties included the operational
management of all of Flow‘s Asian and European subsidiaries. Operating
out of the office of Flow Holdings Sagl in Lugano, Switzerland, the position
required extensive travel to Japan, Taiwan, China and Korea. The combined
annual revenue of the various divisions was approximately eighty million
U.S. dollars. Locations managed include: Flow Europe GmbH and
FORACON GmbH, Bretten, Germany, Flow Pressure Systems AB, Västrås,
Sweden, Flow Asia Corporation, Hsin Chu, Taiwan, Flow China
Corporation, in Shanghai, China, and Flow Japan Corp., Tokyo, Japan. The
combined international divisions had approximately 350 employees.
1997 to 1998 Vice President, General Manager (Geschäftsführer), Foracon GmbH,
Bretten, Germany. Reporting directly to the CEO of Flow International
in the USA, duties included the general management of a newly
acquired company. The company had a staff of forty-six employees. The
operating budget for FY 1998 was ten million U.S. Dollars. Reporting
directly to this position were the managers of the accounting,
manufacturing, engineering, sales, and service departments. Primary
accomplishment was the challenging task of post-merger management
including the successful integration of a small, privately held, German
company into a large, publicly held, multi-national American
corporation.
1993 to 1997 Vice President of European Sales & Marketing, Flow Europe GmbH,
Darmstadt, Germany. Was personally requested by the CEO of Flow
International to return to the European office in order to help the company
solve a major organizational problem at that site. Duties included a major
rebuild of the entire European sales and marketing staff. Accomplishments
included the appointment of Regional Sales Managers in England, Spain,
France and Italy. Annual revenues from the European office were doubled
between 1994 and 1997.
2
1991 to 1993 Director of the Environmental Applications Division, Flow
International Corporation, U.S.A. Responsible for the start up and
management of a new division within the company. Concentrated in the
construction and service industry, the division was able to generate over one
million U.S. dollars in the first year of operation.
1988 to 1991 Sales and Marketing Manager, Flow Europe GmbH, Darmstadt,
Germany. Responsible for the management of three Regional Sales
Managers and three in-house support persons. Assigned sales territory
included all of Europe, Africa and the Middle East.
1986 to 1988 European Distributor & Key Account Sales Manager, Flow Europe
GmbH, Darmstadt, Germany. Responsible for sales and marketing support
of the company‘s various European agents, distributors and Key-Account
customers. Recognized by home office as European Salesman of the Year
for 1987 and 1988.
1985 to 1986 Assistant International Sales Manager, Flow International Corporation,
U.S.A. Reporting directly to the Director of International Sales, was
responsible for sales and marketing support of international distributors and
agents.
1983 to 1985 Export Manager, Computerized Trading Service International (CTSI).
Seattle, Washington, USA.
1981 to 1983 Buyer, Marine Construction & Design Co. Seattle, Washington, USA
1980 to 1981 International Traffic Coordinator, Seaport Shipping Co. Seattle,
Washington, USA.
3
Jennifer Anderson
315 W. 10th Avenue
Ellensburg, WA 98926
(509) 312-9728
Areas of Expertise
Leadership
Leading People
Lecturer, Central Washington University
Lecture on a variety of management topics, directing and evaluating the
work of 125 upper-class undergraduate students
Focus on leadership, organizational development, team-building
Developed additional course content in the areas of employee
development and feedback, interviewing skills, project management,
effective business writing
Finance manager, Starbucks Coffee Company
Organizational behavior, design and development
Influencing senior-level stakeholders in a dynamically changing
environment
Change management in a high-growth environment
Leading teams, both functionally homogenous and cross-functional
Coaching, individual professional development
Challenges of leading a geographically dispersed team
Captain, US Army Corps of Engineers
Lead a 150-member company of military personnel
Leadership and influence in a command and control environment
Organizational behavior and development
High-performance team training and development
Finance / Accounting
Strategic Planning
Finance manager, sr. financial analyst, Starbucks Coffee Company
Long-range strategic planning processes in a dynamic, high-growth
environment
Annual operating plan development
4
Decision support
Finance manager, sr. financial analyst, Starbucks Coffee Company
Executive-level decision support, financial analysis for strategic decision-
making
Financial and operational management reporting, controllable
performance measurements
Cost management and analysis, capital investment analysis
Accounting
Finance manager, sr. financial analyst, inventory analyst, Starbucks Coffee
Company
Accounting clerk, Birmingham Steel Corporation
General ledger accounting, accounting controls, accounts payable
operations
Cost accounting, inventory accounting
Supply Chain Management
Supply Chain Operations, Manufacturing Operations, Distribution Center Operations
Finance manager, sr. financial analyst, Starbucks Coffee Company
Rolling mill coordinator, Birmingham Steel Corporation
Strategic network optimization and capacity analysis
Continuous process improvement theory, techniques, analysis,
implementation and measurement
Global operations management
Deployment and optimization of capital investments
Project management
Inventory management and control
Academic
Master of Business Administration, University of Washington, 1999
Bachelor of Arts, Geography, University of Washington, 1990
MBA Evaluation Day evaluator, 2003 to present – team-evaluate candidates for
admission to the University of Washington Evening MBA program
Guest Alumnus, Campus Visit Night, 2006 – participate in formal Q&A sessions
at informational presentations for prospective MBA students
5
Professional Positions Held
Central Washington University
Lecturer, Department of Management, College of Business, 2006-present
Starbucks Coffee Company
Shift supervisor, retail store operations, 2006-2007
Finance manager, supply chain operations, 2002-2006
Sr. financial analyst, manufacturing operations, 2000-2002
Inventory analyst, retail store operations, 1997-2000
Birmingham Steel Corporation
Accounting clerk, rolling mill coordinator, 1994-1997
United States Army Corps of Engineers
Captain, various assignments, 1990-1994
Awarded the Army Commendation, Army Achievement and Humanitarian Service
Medals
6
James B. Avey
Assistant Professor of Management
Department of Management
College of Business
Central Washington University
aveyj@cwu.edu
EDUCATION
Ph.D.- University of Nebraska-Lincoln, Gallup Leadership Institute. (2005-
2007)Specializations- Organizational Behavior, Human
Resource Management, Leadership, Research Methods.
MANUSCRIPTS PUBLISHED
Avey, J.B., West, B.J. & Crossley, C. D. (In Press). The association between
ethnic congruence in the leader-follower dyad and follower organizational position and
salary. Journal of Occupational and Organizational Psychology.
Luthans, F., Avey, J.B., Smith, R.C., & Li, W. (2007). More evidence on the value of
chinese workers‘ psychological capital: A potentially unlimited competitive resource?.
International Journal of Human Resource Management, In Press.
Avey, J. B., Hughes, L. W., Norman, S. M., & Luthans, K. (In Press) Using positivity,
transformational leadership and empowerment to combat employee negativity.
Leadership and Organization Development Journal, In Press
Luthans, F., Avolio, B., Avey, J. B. & Norman, S. M. (2007). Psychological capital:
Measurement and relationship with performance and job satisfaction. Personnel
Psychology, 60, 541-572.
7
Luthans, F., Norman, S.M., Avolio, B.J., & Avey, J.B. (2007). The mediating role of
psychological capital in the supportive organizational climate – employee performance
relationship. Journal of Organizational Behavior. In Press
Avey, J.B., Avolio, B. J., Crossley, C.R. & Luthans, F. (2007). Psychological Ownership:
Theoretical extensions and analysis of a multi-dimensional theory-based measure.
Journal of Organizational Behavior. In Press
Luthans, F., Avey, J. B. & Patera, J. L. (2007). Experimental Analysis of a Web-Based
Micro- Intervention on the Learning and Development of Positive Psychological States.
Academy of Management Learning and Education. In Press
Wernsing, T. S. & Avey, J. B. (2007). Authentic leadership at work in clif bar. In Clegg,
Kornberger & Pitsis (Eds). Managing and Organizations: An Introduction to Theory and
Practice, Sage: Thousand Oaks, CA.
Avey, J. B. & Luthans, B. (2007). Is there hope for a brand new airplane? In Clegg,
Kornberger & Pitsis (Eds). Managing and Organizations: An Introduction to Theory and
Practice, Sage: Thousand Oaks, CA.
Luthans, F., Avey, J.B., Avolio, B.J., Norman, S.M. & Combs, G. M. (2006).
Psychological capital development: Toward a micro-intervention. Journal of
Organizational Behavior, 27 387-393.
Avey, J.B., Patera, J.L. & West, B.J. (In Press). Positive psychological capital: A new
approach for understanding absenteeism. Journal of Leadership and Organizational
Studies.
Luthans, F., Avey, J.B., Luthans, B. (2006). Behaviorism. International Encyclopedia
of Organizational Studies.
Avey, J.B. (2003). HR as a service organization. Society of Human Resource
Management Whitepaper. April, 2003. www.shrm.org.
8
CONFERENCE PAPERS
Avey, J. B., Luthans, F., & Luthans, B. C. (2007). The Relationship between Bank
Employee‘s Positive Psychological Capital and Performance Outcomes. 2007
Midwest Academy of Management Conference, Kansas City, MO.
Avey, J. B., Wernsing, T. S., & Luthans, F. (2007). Don‘t Worry, Be Happy:
Examining Moderators and Mediators of the Impact of Positivity on Attitudes and
Behaviors. 2007 Academy of Management Conference, Philadelphia, PA.
Avey, J.B., Avolio, B. J., Crossley, C.R. & Luthans, F. (2007). Psychological Ownership:
Theoretical extensions and analysis of a multi-dimensional theory-based measure. 2007
Academy of Management Conference, Philadelphia, PA.
Avey, J.B., West, B.J. & Crossley, C. D. (2007). The association between
ethnic congruence in the leader-follower dyad and follower organizational position and
salary. 2007 Society of Industrial/Organizational Psychology, New York, NY.
Hughes, L.W., Avey, J.B., & Norman, S.M. (2006). The engagement ring: A study of the
roles of supportive climate, trust and engagement on organizational commitment and
performance. 2006 Academy of Management Conference, Atlanta, GA.
Avey, J. B., Luthans, F. & Patera, J. L. (2006). Experimental Analysis of a Web-Based
Micro-Intervention on the Learning and Development of Positive Psychological States.
2006 Gallup Leadership Summit Conference. Washington, DC.
Luthans, F., Patera, J. L., & Avey, J. B. (2006). The Relationship between Positive
Psychological Capital and Unit Sales Performance. 2006 Decision Science Institute
Annual Conference. San Antonio, TX.
MANUSCRIPTS UNDER REVISE AND RESUBMIT AND REVIEW:
Luthans, F., Rhee, S., & Avey J.B. Do Incentive Motivators hold across Cultures?
An Application in a Korean Firm. Under Review at Human Resource
Management Journal.
Hughes, L.W., Avey, J.B., & Norman, S.M. (Under Review). The engagement ring: A
study of the roles of supportive climate, trust and engagement on organizational
commitment. Under review at the Journal of Business and Psychology.
9
Avey, J. B., Wernsing, T. S., & Luthans, F. (Under Review). Don‘t Worry, Be Happy:
Examining Moderators and Mediators of the Impact of Positivity on Attitudes and
Behaviors. Under Review at Journal of Applied Behavioral Science.
Clapp-Smith, R.O., Vogelgesang, G., & Avey, J. B. Authentic leadership and positive
psychological capital: The mediating role of trust at the meso-level of analysis. Under
Review at Group and Organization Management.
Avey, J. B., Luthans, F. & Jensen, S. Psychological capital: A positive resource for
combating stress and turnover. Under Review at Human Resource Management.
Avey, J. B., Luthans, F., & Youssef, C. M. The additive value of positive states in
predicting work attitudes and behaviors. Under Review at the Journal of Management.
Avey, J.B., Wernsing, T. S. & Mhatre, K.M. Advancing positive organizational behavior:
A longitudinal analysis of positive psychological resources and emotions on
stress, anxiety and well-being, Under Review at the Journal of Applied
Psychology.
MANUSCRIPTS IN WORK:
Luthans, F., Avey, J. B. & Avolio, B. J. The Development and Performance Impact of
Positive Psychological Capacities: A Micro-Intervention Study. Shortly Under Review at
the Journal of Applied Psychology.
Avey, J. B., Avolio, B.J., & Luthans, F. The performance impact of leader positive
psychological capital and situational complexity. Shortly Under Review at Academy of
Management Journal.
Avey, J. B. An experimental analysis of leader positive psychological capital: The
moderating role of relational demographic distance. Shortly Under Review at Personnel
Psychology.
Avolio, B. J., Avey, J. B., Smith, R. M., Coggin, J., & Guo, S. Lab and field experiments
of the effect of transparent leadership on follower attitudes and performance. Shortly
Under Review at Organizational Behavior and Human Decision Processes.
Avey, J. B., Luthans, F., Mhatre, K. An integrated review of contingency factors in human
resource development interventions. Shortly Under Review at Human Resource
Development Review
10
Avolio, B. J., Avey, J. B., & Mhatre, K.H. The multi-level influence of transformational
leadership on hospital employee psychological ownership. Shortly Under Review at
Journal of Organizational Behavior.
Avey, J. B. An experimental analysis of leader positivity on creative task performance. Shortly
Under Review at The Leadership Quarterly.
Avey, J. B. The relationship between psychological capital on creative, supervisor rated
and performance; a multi-study analysis. Shortly Under Review at Human Resource
Development Quarterly.
Walumbwa, F. L., Avey, J. B., & Luthans, F. The role of team level psychological capital on
team attitudes and performance. Shortly Under Review at Journal of Management.
EDITORIAL PARTICIPATION
Editorial Board of Journal of Leadership and Organizational Studies
Ad Hoc Reviewer for the Journal of Occupational and Organizational Psychology
TEACHING EXPERIENCE
Department of Management, University of Nebraska-Lincoln
Three sections of MNGT 360- Organizational Behavior- Teacher ratings available upon request
Fall 2006: Management Development Course for Practitioners ―The Role of the Modern
Manager‖. Topics included managing perception, job design, procedural justice, empowerment
and multi-level sources of work motivation. Teacher ratings 4.83 on a 5 point scale
Department of Management, Central Washington University
Multiple sections of HRM 381- Introduction to Human Resource Management- Teacher ratings
available upon request
MGT 481- Organizational Behavior- Teacher ratings available upon request
HRM 381- Human Resource Management- Teacher ratings available upon request
MGT 442- Training and Development- Teacher ratings available upon request
WORK EXPERIENCE
2000-2004 Human resource management at the Commercial Airplanes division of
The Boeing Company consisting of HR measurement, domestic and
international project management, HR planning, employee selection and
development, compensation decision making, affirmative action plan
development including reports to the OFCCP, grievance and appeal
management and collective bargaining for Boeing Engineering.
11
CONSULTING AND PRACTICE
The Boeing Company- Seattle, WA (United States) Designed and implemented management
development workshop to improve managerial ability for developing teams' well-being,
confidence, optimism, hope and resilience for a performance impact.
National Institute of Corrections/Bureau of Prisons- Anchorage, Alaska (United States) Part of 4
member team to delivery NIC's Management Development for the Future Program; a week long
seminar for upcoming leaders in the NIC based on the full range leadership model from Avolio
and Bass.
ANZ Financial Firm- Melbourne, Australia- Designed web-based training to develop sales
resilience for financial employees. Target outcomes were intra-company referrals, sales and
managerial rated performance. Project led to measurable increase in these outcomes and
revenues for the treatment/training group.
The Kellogg Corporation- Omaha, NE (United States) Administered 360 degree feedback
exercise and subsequent leadership coaching for the leadership team of this regional
manufacturing plant.
The Boeing Company- Seattle, WA (United States) Designed and administered a leadership
scorecard to track leadership development and impact over time.
Lincoln Plating- Lincoln, NE (United States) Measured the extent to which employees were
committed to and felt like owners of the firm. Used this data to predict related turnover and
recommend intervention strategies to 1) build on organizational strengths and 2) limit the threat
of internal HRM weaknesses.
12
CURRICULUM VITAE
Peter J. Boyle
EDUCATION
Ph.D., Cornell University, U.S.A., 1994
M.Sc., Cornell University, U.S.A., 1993
M.B.A., Memorial University, Canada, 1986
B.A., St. Thomas University, Canada, 1982
TEACHING POSITIONS HELD
1997–present Associate Professor, College of Business, Central Washington University
1994–1997 Assistant Professor, College of Business, Central Washington University
1993 Fall Visiting Assistant Professor, MBA Program, Koç University, Istanbul, Turkey
1992–1993 Part-time Lecturer, Johnson Graduate School of Management, Cornell University
1986–1988 Assistant Professor, Commerce Department, Mount Allison University, Canada
AWARDS and RECOGNITION
Nominated, Excellence in Teaching, College of Business, CWU, 2007
Nominated, Excellence in Teaching, College of Business, CWU, 2004
Nominated, Excellence in Teaching, College of Business, CWU, 2003
Research Paper of the Year, College of Business, CWU, 2000
Nominated, Excellence in Teaching, College of Business, CWU, 1999
Excellence in Teaching Award, CWU, 1998
Advertising Education Foundation Visiting Professor, Ogilvy & Mather, New York, 1996
Top-10 Course, Johnson School of Management, Cornell University, 1993
WORK in PROGRESS
Boyle, P.J., Hanlon, D. & Russo, J.E., ―Entrepreneurs‘ Overconfidence as a Cause and Consequence of
Flawed Investment Decisions‖ (manuscript in preparation for Management Science)
Boyle, P.J., Russo, J.E. & Hanlon, D., ―Information Distortion in Group Decisions‖ (manuscript in
preparation for Organizational Behavior & Human Decision Processes)
Boyle, P.J., & Lathrop, E.S., ―Consumers‘ Perceptions of Product Longevity and Price‖ (manuscript in
preparation)
Boyle, P.J., & Lathrop, E.S., ―A Comparison of Consumers‘ Perceptions of the Relationship Between
Product Quality and Price for Durables Vs. Non-Durables‖ (data collection stage)
SCHOLARLY PUBLICATIONS
―Expertise in a Product Category: A Moderator of Information Search in Sequential Choice,‖ (with G.
Saad), Journal of Social Behavior and Personality (forthcoming)
13
―Overconfidence and Information Distortion in Men and Women,‖ (with D. Hanlon), in the Gender
Differences of Entrepreneurs track of the Proceedings of the International Conference on
Entrepreneurship, 9–11 Sept 2005, Ajmer, India
―Enhancing the Motivational Side of Entrepreneurship Education: The Role of Social Category
Exemplars,‖ (with D. Hanlon), in the Perspectives track of the Proceedings of the International
Conference on Entrepreneurship, 9–11 Sept 2005, Ajmer, India
―The Distortion of Information by Decision Makers in an Entrepreneurial Setting.‖ (with D. Hanlon),
CCSBE Conference Proceedings, 6–8 November 2003, Victoria, B.C.
―The Anchoring Bias and Student Grade Expectations,‖ in the Innovative Education track of the
Proceedings of the Western Decision Sciences Institute conference, 18–22 April 2000, Hawaii
―The Management of Effort in a Product-Choice Task,‖ in the Consumer Behavior & Marketing Mix
track, Proceedings of the Western Decision Sciences Institute conference, 18–22 April 2000, Hawaii
―Sequential Decision-Making Strategies of Expert and Novice Consumers,‖ (with G. Saad) Academy of
Marketing Studies Journal, 4(2), 2000, pp77–82
―Decision Strategies for Expert and Novice Consumers,‖ (with G. Saad), Allied Academies International
Conference, 12–16 October 1999, Las Vegas
―The Use of Reason Generation to Remediate the Anchoring-and-Adjustment Bias,‖ The Korean
Economic and Business Review, Fall 1997, pp1–5
SELECTED CONFERENCE and INVITED RESEARCH PRESENTATIONS
―Predecisional Distortion by Entrepreneurs,‖ Invited Presentation, Syracuse U, March 2007
―Effective Teaching in English,‖ Invited Presentation, Dongguk U, Center for Teaching, Seoul, Dec 2005
―Overconfidence and Information Distortion in Men and Women,‖ (with D. Hanlon), 1st Biennial
CESBM International Conference, Ajmer, India, 9–11 Sept 2005
―Enhancing the Motivational side of Entrepreneurship Education: the Role of Attitudinal Exemplars,‖
(with D. Hanlon), 1st Biennial CESBM International Conference, Ajmer, India, 9–11 Sept 2005
―Effective Teaching Skills,‖ Invited Presentation, Dongguk U, Kyungjoo, Korea, Nov 2004
―Effective Teaching Skills,‖ Invited Research Seminar Presentation, Chungang U, Seoul, Nov 2004
―Developing Good Teaching Skills,‖ Invited Presentation, Dongguk U, Seoul, Korea, Dec 2003
―Consumer Decision Making,‖ Invited Presentation, Hanyang U, Seoul, Korea, Dec 2003
―The Distortion of Information by Decision Makers in and Entrepreneurial Setting,‖ (with D. Hanlon)
CCSBE Conference Proceedings, Victoria, B.C., 6–8 November 2003
―Medical Decision Making,‖ Invited Presentation, Faculty Development Fellowship Program, School of
Medicine, U of Washington, 27 March, 2002
14
Melanoma Presentation, (with H. Gladstone) Grand Rounds presentation, U of Utah Medical School, Salt
Lake City, 5 October 2000
Melanoma Presentation, (with H. Gladstone) Grand Rounds presentation, UCLA Medical School, Los
Angeles, 12 September 2000
Melanoma Presentation, (with H. Gladstone) Grand Rounds presentation, Stanford University Medical
School, Palo Alto, 6 June 2000
―Detecting Malignant Melanoma: The Expert Physician vs. The ABCD Model,‖ (with H. Gladstone)
invited research presentation, U of Washington, Bothell, 4 June 1999
―Pitfalls of Dermatological Surgery Photography‖ (with H. Gladstone), American Society for
Dermatological Surgery, Miami, 19–23 May 1999
―Defining the Decisive Moment: Clinical Photography and Dermatology‖ (with H. Gladstone), Pacific
Northwest Dermatology Association, Whistler, B.C., 13–16 May 1999
―The Challenges of Teaching Melanoma Over the Internet‖ (with Gladstone HB, Kim, SY, Rashid K, and
Raugi GR), National Meeting of the American Academy of Dermatologists, New Orleans, 20–26
March 1999
―Backtracking in a Sequential Information Choice Environment‖ (with G. Saad), INFORMS Conference,
Seattle, 25–28 October 1998
―When Do Experts Close Up Shop? A Study of the Use of Sequential Information in a Purchase
Decision‖ (with G. Saad), Marketing Science Conference, Paris, France, 10–13 July 1998
―Distance Learning in a Principles of Marketing Course From the Student‘s Perspective‖ (with J.
Beaghan), 22nd Annual Conference of the Western Marketing Educators‘ Association, San Diego,
16–18 April 1998
―Consumer Decision Processes: Getting More (and Better) Information,‖ Eighth Biennial World
Marketing Congress, Kuala Lumpur, Malaysia, 24-27 June 1997
―Overcoming the Anchoring and Adjustment Bias in Korean and Other Management Styles,‖ Second
Annual Conference of the Korean Business Studies in America, San Francisco, 21–23 August 1996
―The Use of Video Tape as a Non-Verbal Process Tracing Technique,‖ Twenty-Fifth Annual Meeting of
the Western Decision Sciences Institute, Seattle, 2–6 April 1996
―Learning or Distortion? Attribute Impact Shifts Among Experts and Novices,‖ (with E. Scott Lathrop),
Marketing Science Conference, Sydney, Australia, 2–5 July 1995
―Expertise in a Constructive Product Choice Task,‖ Seventh Biennial World Marketing Congress,
Melbourne, Australia, 6–10 July 1995
PROFESSIONAL ACTIVITES
April 2007 Northwest Sports Business Conference, Cle Elum, WA
2004-2006 Member, Community for Youth Board of Directors
2003 Ad hoc reviewer, Journal of the Academy of Business Education
August 2001 UWB seminar, ―Data Mining as a Research Tool,‖ by J. Hair, President, AMS
15
July 2001 UW seminar, ―Selection Bias,‖ by J. Copas, U. of Warwick, England
April 2001 Seattle University seminar, ―Editor‘s Talk,‖ by C. Weinberg, Editor, JCR
June 1999 10th Annual Advanced Research Techniques Forum, Santa Fe, NM
March 1998 Invited Panel Member, FAST Track Career Development session
1995–1998 Member, Kittitas Valley Community Hospital Foundation Board
1987 Case Teaching Workshop, University of Western Ontario, Canada
COMPETITIVE GRANTS RECEIVED (As an Individual)
Faculty Research Grant, Central Washington University, 2000
Faculty Research Grant, Central Washington University, Fall 1995
Faculty Research Grant, Central Washington University, Spring 1995
Faculty Research Grant, Central Washington University, 1994
Summer Research Award, Central Washington University, 2000
Summer Research Award, Central Washington University, 1997
Faculty Development Grant, Central Washington University, 1997
Summer Research Grant, School of Business and Economics, 1999
Summer Research Grant, School of Business and Economics, 1998
Summer Research Grant, School of Business and Economics, 1997
Summer Research Grant, School of Business and Economics, 1996
Summer Research Grant, School of Business and Economics, 1995
International Programs Grant, Central Washington University, 2005
International Programs Grant, Central Washington University, 1997
International Programs Grant, Central Washington University, 1995
Instructional Development Grant, School of Business and Economics, 1997
Instructional Development Grant, School of Business and Economics, 1996
Instructional Development Grant, School of Business and Economics, 1995
COMPETITIVE GRANTS RECEIVED (As Part of a Team)
International Programs Grant (award: $150,000), U.S. Department of Education, 1998
DEPARTMENT, COLLEGE & UNIVERSITY SERVICE
Department Marketing 360 Committee, present
Department Marketing Search Committee, present
Department Personnel Committee, 2006–present
Department Faculty Salary Adjustment Ad Hoc Committee, 2005
Department Marketing Search Committee, 2005
Department Faculty Salary Adjustment Ad Hoc Committee, 2004
Department Chair Assessment Committee, 2003
Department Marketing Search Committee, 2000
Department Faculty Development Committee, 1999–2006
Department Faculty Advising Award Selection Committee, 1997
Department Student Policy Committee, 1995–1997
Department Faculty Research Award Selection Committee, 1995
College Assurance of Learning Committee, present
16
College (SeaTac) Writing Committee, 2003
College Assessment Committee, 2003
College Intellectual Contributions Committee, 2000–2002
University Library Committee, 2006–present
University Human Subjects Committee, 2000–present
University Writing Advisory Committee, 2003
University Academic Assessment & Accountability Committee, 2000–2003
University Faculty Research Committee, 2000–2001
University ―Strengthen Ties Program‖ Participant, 2000
University Dean Search Committee, 1997–1998
University Auditor Search Committee, 1996
University Associate-Dean Search Committee, 1994
17
Resume
PERSONAL DETAILS
Name Dr. Greg Cant
Address 2800 Pioneer Road,
Ellensburg, Washington, USA, 98926
Phone (w) (509) 963-2343
(h) (509) 933-3663
E-Mail cantg@cwu.edu
Fax (509) 963-2875
QUALIFICATION Doctorate of Philosophy: 1997
Graduate School of Management
University of Western Australia
Masters of Industrial Relations: 1989
Centre for Industrial Relations
Queens’ University, Ontario, Canada
Bachelor of Arts : 1986
University of Western Australia
(Major in Labor Relations & Economics)
ACADEMIC AWARDS Queens’ Graduate Award (1988)
Don Wood Fellowship (1989)
MEMBERSHIP Academy of Management
Northwest International Business Educators Network
Society of Human Resource Management
Asian Studies Development Program Alumni
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SUMMARY OF EXPERIENCE
May 2006 to present
Associate Professor, Chair of the Department of Management, Central Washington University.
Administer department with 17 full-time faculty (total of 19 FTE) in 3 locations and
multiple distance education sites. Responsibilities include hiring all adjunct faculty,
supervision of administration support staff, scheduling and assigning all teaching
responsibilities, and playing a key role in the recruitment, tenure, promotion and post-
tenure review process. My department is responsible for all management, marketing,
HRM and law courses. I continue my role of designing and conducting undergraduate
teaching, undertaking research, contributing to university administration and providing
services to the community
September 2001 to May 2006
Assistant Professor, Dept of Business Admin, Central Washington University.
Design and conduct undergraduate teaching, undertake research, contribute to
university administration and provide services to the community.
January 2000 to August 2001
Senior Lecturer, School of Management, Edith Cowan University, Australia.
Design and conduct undergraduate and post-graduate classes, undertake research,
supervise research students (Masters & PhD), contribute to university administration
and provide services to the community.
September 1997 to January 2000
Interim Director, Human Resources Division Edith Cowan University, Australia.
My division was responsible for HR services for all employees across the institution
(19,500 students and 2,500 employees). I supervised a staff of 35 and a budget of $2.6
million. Activities included occupational health & safety, labor relations, promotion and
tenure, administrative restructuring, collective bargaining, payroll, HR planning and
policy development, recruitment, and medical services. In January 2000 all the
administration was reorganized and many of the HR functions were moved to ‘shared
service’ centers.
December 1998 to February 1999
Visiting Professor, Guangdong University of Foreign Studies, China.
I developed and introduced ‘HRM’ classes into the undergraduate and graduate
programs in the business college.
19
March 1996 to August 1997
Assistant Director, Human Resources Edith Cowan University.
Led and managed a team of 8 staff responsible for change management, employee
relations, occupational health and safety and strategic HR policy development.
January 1995 to December 1996
Adjunct Professor , Australian Graduate School of Management, University of New South Wales,
Australia.
I conducted courses on ‘change management’ for the Executive MBA program.
January 1990 to March 1996
Assistant Lecturer, School of Organizational and Labor Studies, University of Western Australia
(U.S. equivalent of TT Assistant Professor).
I held a TT position at this premier research university. My job involved designing and
conducting undergraduate and post-graduate classes, supervising research students
(Masters), and contributing to university administration. I undertook my PhD studies
part-time. I was involved in a number of consultancies and community activities.
March 1986 to December 1989
Senior Industrial Officer Civil Service Association.
Conducted negotiations, dealt with grievances, appeared before State and Federal
Industrial Tribunals.
I commenced full-time employment in 1976 and held a wide variety of positions, including Trainee then
Assistant Manager with a major hardware chain, Assistant Manager of a Government Hostel for
Aboriginal children in a remote community in Western Australia, and Group Worker at a maximum
security Juvenile Detention Center. At various times during this period I undertook full or part-time
study.
RESEARCH
Referred Articles
1. Nimnicht, J.L., Nixon, D.R., Cant, A.G., and Kang, D.S., “The Use and Effectiveness of Contemporary
Training Methods in High Technology Firms in South Korea”, International Journal of Business
Research, November, Vol 4(1), pp 59-67, 2005.
2. Cant, A.G., “Teaching International Business: Understanding the Impact of Culture is the Key,”
Review of Business Economics, Vol 2(1), pp 29-38, September, 2004.
3. Cant, A.G., “Internationalizing the Business Curriculum: Developing Intercultural Competence,” The
Journal of American Academy of Business, Cambridge, Vol 5(1), pp. 177-182, September, 2004.
4. Cant, A.G., ‘Unions and Labor Parties in Australia, Britain and Canada : A Metastable Symbiotic
Relations’, Contemporary Australian Industrial Relations Research, Vol 1, pp 43-59, January 1992.
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5. Cant, A.G., ‘The Relationship between Individual Unions and State ALP Governments’, Current
Research in Industrial Relations, Vol 3, pp 3-60, February 1994.
Conference Presentations (past 6 years)
1. Cant, A.G., and Kulik, B., “Beyond the Lip Service: Integrating ethics across the business school
curriculum”, International Business Research Conference, Sydney, December 2007. (Keynote
Address to open the Conference)
2. Cant, A.G., and Alkire, T., “CleanCut Corporation’s Japanese Odyssey: A Tale of Two Cultures”, Asia
Studies Development Program National Conference, Seattle 2007.
3. Cant, A.G., “Pedagogical Implications of the 2005 ASIANetwork study tour of the Pearl River Delta”,
2006 Annual ASIANetwork conference, April 2006, Chicago.
4. Nimnicht, J.L., Nixon, D.R., Cant, A.G., and Kang, D.S., “The Use and Effectiveness of Contemporary
Training Methods in High Technology Firms in South Korea”, Academy of International Business and
Economics, Las Vegas, October, 2005
5. Cant, A.G., “The West Wing of the Pearl River Delta: Challenges and Opportunities”, Urbanization in
the PRD, Sun Yat Sing University, Guangzhou China, July 15-17 2005.
6. Cant, A.G., and Casteel, E., ‘Student Perceptions of Global Management Competencies’,
ASDP/ASIANetwork Annual Conference, Whittier, 2005.
7. Cant, A.G., “Internationalizing the Business Curriculum: Developing Intercultural Competence”,
International Business & Management Research Conference, Hawaii, June 2004.
8. Cant, A.G., “Teaching International Business: Understanding the Impact of Culture is the Key,’’
International Academy of Business and Economics Conference, Las Vegas, October 2003.
Book Chapters
1. “Planning, Organising, Leading and Controlling,” Western Australian Case Studies, supplement to
Management, Robbins, S.P, Bergman, R, Stagg, I, and Coulter, M., Prentice Hall, Sydney, 2001.
Published Case Studies
1. “The Planning Function,” published in Management, 3rd edition, Robbins, S.P., et al., Prentice Hall,
Sydney, 2002.
Book Reviews
Journal of Industrial Relations (JIR), and
Industrial Relations Journal (IRJ).
Published Reports
1. Cant, A.G., Improving Employee Relations at the Construction and Maintenance Operations Division
of the Building Management Authority: Options and Opportunities, 1994.
2. Cant, A.G., Opportunities for Enterprise Bargaining for Local Authorities in Western Australia, 1994.
3. Lambert, R.V. and Cant, A.G., Critique of the Black Report into the Construction and Maintenance
Operations of the Building Management Authority, 1993.
21
4. Cant, A.G., Report on the Management Structure and Operations of the UWA Guild, 1995.
Work in Progress
1. Cant, A.G., and Alkire, T “Why Asian Studies is Important to the Contemporary Business College
Curriculum: Lessons from Entering the Japanese Market” (submitted to the East-West Connections
Journal)
2. Cant, A.G., and Casteel, E., Undergraduate students perceptions of the competencies necessary for a
successful international career”, target Journal of Teaching in International Business,
3. Cant, A.G., and Alkire, T., The Challenge of Cross-cultural Acquisitions: Purchasing a Swedish
Subsidiary, target International Journal of Case Studies in Management.
4. Cant, A.G., and Kulik, B., “Integrating ethics across the undergraduate business school curriculum”,
target Journal of Business Ethics Education.
5. Mirshekary, S., Yaftian, A.M., and Cant, A.G., Academic and Business Dishonesty: A Comparison of
Iranian and Australian Accounting Students, target to be determined.
TEACHING
I have developed and taught classes at undergraduate and post-graduate level in areas of general
management, international management, ethics and social responsibility, HRM and labor studies. This
has involved developing curriculum, along with presenting, reviewing and updating courses and
programs. These courses have been offered via a range of different mediums; including traditional
lectures and seminars, external studies using printed and electronic resources and video real-time
linkups, and intensive learning modules for ‘off-shore’ programs in Indonesia and Malaysia. Class sizes
have ranged from small post-graduate units with 12 students through to undergraduate lectures with
over 650 students.
Courses Taught
In recent years my teaching has focused on management subjects, earlier in my career the focus was
labor relations. I have taught the following undergraduate courses: Principles of Management,
International Management, Business and Society, Principles of Human Resource Management, Strategic
Management, Recruitment and Selection, Introductory Labor Relations, Comparative Labor Relations,
and Trade Unions, Politics and Labor Relations. I have also taught the following graduate courses:
Change Management, Management and Organizations, and Union Organization.
I have held visiting positions at several universities including the:
Center for Labor Studies at the University of Illinois, USA (7 months),
Faculty of Business at the Guangdong University of Foreign Studies, Guangzhou China (3 months),
Business School at the University of Strathclyde, Scotland (6 months), and
Center for Industrial Relations at the University of Toronto, Canada (1 ½ months).
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Presented guest lectures at several institutions including:
Business School at the University of Edinburgh, Scotland;
Business School at the Queensland University of Technology, Australia,
Business School at the University of Glasgow, Scotland; and
Center for Industrial Relations at Queens’ University, Canada.
GRANTS
1. Spheres of Distinction Initiative on ‘Integrating Business Ethics Across the Undergraduate Business
Curriculum’, CWU, total $39,000.
2. Fulbright-Hays Scholarship to attend ASIANetwork and Hong Kong America Center ‘Pearl River Delta
Program’, summer 2005, total $5,000.
3. NIBEN 2003 Faculty Development Grant, University of Washington CIBER, total $2,800.
4. Office of International Studies & Programs Grant, CWU, 2003, total $700.
5. Public Works Department and several construction unions, with Lambert, R.V., Critique of the Black
Report, 1993, total of $5,000
SUPERVISION
At the University of Western Australia I supervised a number of ‘Honors’ and ‘Masters by Thesis’
students. At Edith Cowan University I supervised Honors students and a PhD student. I was an external
assessor for Honors and Masters Thesis’s for several Australian universities.
FACULTY DEVELOPMENT
The following is a summary of faculty development activities undertaken over the past 6 years.
1. I will attend the AACSB “Department Chair Conference”, March 2008
2. I was a participant at the AACSB ‘Teaching Business Ethics Conference”, University of Richmond,
October 2007
3. I attended the ‘Understanding Korea’ Conference, ASDP, University of Louisville, Kentucky, October
2006.
4. In Summer 2005 I was a member of the ASIANetwork and the Hong Kong American Center ‘Pearl
River Delta Program”. This program was funded by the Fulbright-Hays Group Projects Abroad
Program of the U.S. Department of Education. The program explored the impact of rapid social,
cultural, political and economic development on the Pearl River Delta in Southern China. The other
participants were faculty from Liberal Arts Colleges from around the U.S.
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5. In 2004 I participated in ‘The Institute on Infusing East Asian Studies into the Undergraduate
Curriculum’ at the East-West Center, Hawaii. This intensive professional development program ran
for 3 weeks from mid July to early August. The program included faculty from institutions across the
U.S. and from a wide cross-section of disciplines.
6. I was a participant in the 2004 ‘Globalization Seminars’ series held at the University of Memphis. As
well as attending all the general seminars I was a member of the ‘International Management’
stream.
7. I regularly attend workshops and conferences with the Northwest International Business Educators
Network (NIBEN). This network operates out of the Center for International Business, Education and
Research at the University of Washington.
8. In April 2002 I attended a professional development conference in Portland that explored a range of
issues associated with ‘service-learning and civic engagement’. The conference involved Faculty
from universities across the nation, community participants, students and staff involved in program
delivery.
CONSULTANCY
1. I was the Facilitator for the Valley Music Theater’s Strategic Planning Day, January 2007
2. I have been a consultant to CWU’s VP for Business and Financial Affairs – providing support for the
division’s “workplace change teams” and conflict resolution on an ‘as-needed’ basis.
3. I provided independent arbitration services to Hamersley Iron (the largest iron ore producing
company in Australia), up until relocating to the U.S.
4. Provided assistance with workplace change initiatives and conflict resolution at Western Power
(state monopoly for electrical power generation in Western Australia), Building Management
Authority (government agency with responsibility for public building program in Western Australia)
and the City of Perth (local government authority covering CBD).
Service
The following is a summary of major service activities undertaken over the past 6 years.
1. I am a member of the Board of Australia, New Zealand and America Society. This organization
promotes business and cultural ties between the three countries.
2. I am a member of the CB Executive, including taking a leadership role in the AACSB accreditation
effort.
3. I regularly participate in meetings of the CB Advisory Board. I am the ‘Liaison’ to an Advisory Board
Committee.
4. I was a Member of the CWU Faculty Senate representing the Department of Business
Administration, Chair-Elect of the Senate and a member of the Senate Executive. This entailed
regular meetings, and membership of various committees. For example, I attended the Board of
Trustees meeting, including the sub-committee meetings.
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5. I was Co-Chair of the ‘Joint Administration and Faculty Senate Working Party’ that developed a new
Academic Code, to replace the former Faculty Code that needed to be replaced once Collective
Bargaining had occurred. I also led the faculty information sessions.
6. I spoke at several ‘Faculty Forums’ called by the President and the Senate to discuss the implications
of bargaining rights that the State had given to faculty and the process of collective bargaining.
7. I was Chair of the University Public Affairs Committee and work with the Faculty Legislative
Representative.
8. I was Senate liaison to the Code Committee. This entails attending committee meetings and
reporting back to the Executive and the full Senate.
9. Served on numerous search committees for senior administration positions in the University,
including the current search for a new Provost.
10. Chaired several search committees for TT positions in the Department of Management.
11. Chaired the search committee for the new Chair of the Department of Accounting.
12. I was a member of the CWU Alternative Dispute Resolution Team.
13. I was a member of the Ad Hoc Leadership Team for AACSB Accreditation for the CB. This group has
responsibility for overseeing the CB’s self-study year. My responsibilities included writing the section
on Faculty Composition and Development. This section deals with the critical issue of whether the
CB meets the requirements for sufficient academically and professionally qualified faculty.
14. Along with the CWU Ombudsperson conducted training programs entitled ‘Cooperative Problem
Solving’.
15. I spoke at the annual College Success Foundation ‘Achievers College Experience’
16. I have participated in various debates, presentations and seminars organized by student groups, the
Empowerment Center, and student clubs.
17. I am an Associate Member of the Asia Studies Program Advisory Board at CWU
18. I have been a member of the University Sabbatical Leave Committee.
19. Annually I deliver a lecture entitled “Australia; more than the crocodile hunter” as part of ‘The
International Education and World Languages Day’. This is a program presented by the Foreign
Languages Department and involves high school students from across the state.
25
GRAEME COETZER
Residence Employment
218 154St SW 302 (i) Snoqualmie Hall, 20 000 68 th Ave West
Lynnwood, Washington, 98087 Central Washington University (Lynnwood Center)
Tel 425-218-9505 Lynnwood, Washington, 98036
Tel 425-640-1574 ext 3896
E-mail coetzerg@cwu.edu
EDUCATION AND TRAINING
2002 Ph.D. in Organizational and Human Resource Development at Simon Fraser
University (AACSB Accredited)
Doctoral Thesis: Defining Shared Cognition as the Similarity of Knowledge and
Belief Structures across Team Members: A Study of the Relationship between
Shared Cognition and Team Effectiveness (July, 2002) – Supervisor: Dr Gervase
Bushe (Ph.D. Case Western Reserve)
1991 - 1994 M.B.A. in Human Resource Management at Simon Fraser University
1985 - 1989 B.Commerce at the University of South Africa
1993 - 1998 Doctoral Practicums in the following areas: 1) cultural and structural
integration of historically separate operating divisions, 2) assessment and
development of head office-field relations, and 3) the use of appreciative inquiry in
identifying critical leadership development experiences and competencies.
(Practicums in industry were a requirement of my doctoral program)
1995 Use of Appreciative Inquiry as a Qualitative Research Technique. Training
provided by the BC Telecom (Telus) Education Center in conjunction with Dr
Gervase Bushe of Simon Fraser University
1995 Development of Key Intra and Interpersonal Competencies for Leaders.
Training provided by the BC Telecom (Telus) Education Center in conjunction with
the Leadership Group of Seattle
1995 Provincial (British Columbia) Instructional Skills Certification. Trained and
certified in the effective use of instructional skills
1998 Zenger-Miller Certification Training. Completed the certification training
required to deliver all the Zenger-Miller/Achieve Global training modules
1985-1986 Mandatory Military Training. Completed basic training
26
ACADEMIC EMPLOYMENT
2003 - present Assistant Professor of Management for Central Washington University
2002 - 2003 Assistant Professor and Director of the Graduate Human Resources
Management Program for the University of Scranton. Responsible for providing
both academic and administrative management of a large graduate program.
2003 Program Developer and Instructor in Strategic Management and Human
Resources for Tblisi State Medical University, Republic of Georgia. Providing
education services as part of the Scranton-Tblisi Health Management Education
Partnership. Program funded by the American International Health Alliance and
USAID.
1991 - present University Instructor at Simon Fraser University, University of Scranton,
Royal Roads University and Central Washington University. Designed and
delivered the following graduate and undergraduate courses:
Strategic Management (undergraduate)
Leadership in Organizations (undergraduate and graduate)
Learning in Organizations (undergraduate and graduate)
Introduction to Human Resource Management (undergraduate and graduate)
Human Resource Development and Training Methods (undergraduate and
graduate)
Applied Management (Graduate and Undergraduate)
Strategic Human Resource Management and Planning (undergraduate)
Staffing Organizations (undergraduate)
Compensation and Benefits (undergraduate and graduate)
Organizational Change and Development (undergraduate and graduate)
Research Methods and Statistics (undergraduate)
Human Relations in Organizations (undergraduate)
Organizational Behavior (undergraduate)
Introduction to Management (undergraduate)
Team work in Organizations (undergraduate)
Introductory Financial Accounting (undergraduate)
Intermediate Financial Accounting (undergraduate)
Quality Improvement (graduate)
Managerial Accounting (undergraduate)
1990 - 1997 University Teaching Assistant at Simon Fraser University for the following
courses:
Industrial Relations
Organizational Theory
Data Analysis in Psychology
Research Methods in Psychology
Teamwork in Organizations
27
2000 Simon Fraser University - Masters of Technology MBA Program. Co-
delivered experiential workshops (3 day) on managing oneself and organizations
under rapidly changing conditions
1998 - 1999 Royal Roads University- Masters of Leadership and Training. Hired to co-
design and deliver:
1. Graduate student training modules (adult learning, intra/interpersonal skill
development, leadership, systemic thinking and organizational change) for the
Master of Arts in Leadership and Training program. This program involves both
distance learning and on-site experiential sessions
2. Personal coaching and feedback processes used within the experiential
component of the program
3. The application of problem based learning within the on-site component of the
program
I was also responsible for developing and implementing the system of
personal support services for graduate students who were participating in
the intensive on-site experiential sessions
1998-2002 Academic Supervisor for Graduate Students in the Masters of Leadership
and Training Program at Royal Roads University. Provided supervision for a
number of graduate student projects which required the application of an action
research process to address a significant organizational challenge
1998 William and Catherine Booth College. Designed and delivered courses on
Organizational Leadership. These courses included both distance learning and on-
site instruction
1994 Statistical Software Instructor. Provided instruction in the use of statistical
software to Simon Fraser University, Executive M.B.A. students.
PROFESSIONAL EMPLOYMENT
2003 - 2004 BC Hydro. Hired to assist the Director of Organizational Development in
developing a cultural change program for the organization
2000 - 2001 Workers Compensation Review Board of British Columbia. Hired to map key
business processes, conduct job task analyses for a variety of roles, and lead a
team responsible for developing a comprehensive program of skills training
modules
1998 - 2000 Workers Compensation Board of British Columbia. Hired as the Director of
Staff Development and Training to rebuild and restructure a corporate training
department. Responsible for a staff group of 14 employees and a variety of
consultants. Budget of approximately $1.5 million
2001 - 2002 Salvation Army. Hired to facilitate the development of an integrated continuum
of care process for providing integrated social services in the city of Vancouver
28
2001 - 2002 Salvation Army. Designed and delivered experiential workshops (5 day) on
“Identifying and Solving Systemic Problems in a Structured Manner”
1999 - 2000 Royal Roads University Leadership Development Programs. Co-designed
and delivered experiential leadership development retreats (5 day) for managers in
the Health Care Sector and other sectors of the Canadian Federal Government.
1998 Labatts Canada. Designed and facilitated a leadership development and
strategic planning retreat for managers from the British Columbia region.
1998 Workers Compensation Board of British Columbia. Hired to co-deliver
experiential workshops (3 day) on leadership development and managing
organizational change
1998 - 2001 Simon Fraser University Continuing Education. Hired to design and deliver
workshops (3 day) on managing personal and organizational change for
the City of Surrey
1998 - 2000 Richmond Society for Community Living. Hired to design and deliver
experiential workshops on intra/interpersonal skill development, stylistic
awareness and managing differences, team development, conflict
resolution, development of emotional intelligence, leadership development
and strategic planning
1998 - 1999 Creo Products Inc. Hired to co-deliver experiential workshops (3 day) on
managing oneself and organizations under rapidly changing conditions
1998 - 1999 Salvation Army. Hired to design and deliver experiential workshops (5 day) on
personal and group development using family systems techniques and a skills
focused encounter group process
1998 British Columbia Gas. Hired to co-deliver experiential workshops (3 day) on
managing oneself and organizations under rapidly changing conditions.
1998 Simon Fraser University Executive Development. Hired to co-design and
deliver experiential workshops (5 day) on organizational learning and leadership for
the BC Securities Commission.
1997 - 1998 Ministry of Citizenship and Immigration. Hired by various divisions within the
Ministry to provided team development, leadership development and change
management workshops
1998 University of British Columbia Executive Development Program. Hired to
co-deliver a workshop (3 day) on managing oneself and organizations under rapidly
changing conditions.
29
1997 Facilitator and Guest Speaker for Peace Arch Hospital. Hired to facilitate a
review of the total quality, organizational learning, systemic thinking and shared
vision initiatives of the hospital.
1997 British Columbia Telecom (Telus). Hired by Network Operations, and
subsequently, Network Planning and Standards to co-facilitate their strategic
renewal process and assist in the development and reinforcement of organizational
learning skills.
1996 - 1997 Ministry of Citizenship and Immigration. Hired to assist with the process of
integrating a number of Provincial structures into a Regional Structure.
1996 Ministry of Citizenship and Immigration. Hired to co-design and deliver
experiential workshops (5 day) on leadership and intra/interpersonal skill
development for the Western Regional Management team.
1996 British Columbia Telecom (Telus). Hired to co-design and facilitate a team
development retreat for the Installation and Repair Division.
1995 -2000 British Columbia Telecom (Telus) - Leadership Development Group. Hired
to co-deliver 1) experiential workshops (5 day) on creating a learning culture,
leadership development and the development of key intra/interpersonal skills, and
2) experiential workshops (3 day) on providing effective leadership under rapidly
changing conditions.
1996 Real Estate Foundation of British Columbia. Hired to design and facilitate a
strategic planning retreat for the Board of Directors.
1994 - 1995 Ministry of Highways and Transportation, British Columbia. Hired to co-
design and deliver 1) a team development intervention for the Engineering Group
of the South Coast Region, and 2) a review of the organizational structure for the
South Coast Region of the Ministry.
1990 - 1994 Team Development and Human Relations Trainer. Hired to design and deliver
team development and human relations training for the International Association of
Business and Economics Students at conferences in Vancouver, Montreal,
Saskatoon and Calgary.
1989 Human Resources Manager for Telumat Ltd (London, England). Assisted
the Director of Human Resources develop key human resource processes
(performance appraisal, non-disciplinary problem solving, job analysis etc.)
1983 - 1984 Part Time Accountant for Hudson, Langham and Morrison (Durban, South
Africa). Duties included auditing, corporate bookkeeping and financial analysis.
30
PUBLICATIONS
2007 Bushe, G. R. & Coetzer, G. (2007). Group Development And Team
Effectiveness: Using Shared Cognitions to Measure Group Development
and Predict Task Performance and Group Viability. The Journal of Applied
Behavioral Science. Vol 43. Pg 184-212.
2007 Coetzer, G.H. & Richmond, L. (2007). An Empirical Analysis of the relationship
between Adult Attention Deficit and Efficacy for Working in Teams. Journal
of Team Performance Management. Vol 13 (1/2).
2006 Coetzer, G.H. & Bushe, G.R. (2006). Using Discrepancy Theory to Examine the
Relationship between Shared Cognition and Group Outcomes. Journal of
Team Performance Management. Vol 12(5/6).
2005 Biberman, J & Coetzer, G.H (2005). Can Critical People also be Spiritual?
Reconciling Critical and Spiritual Approaches. Journal of Critical Postmodern
Organizational Science. Volume 3, Issue 5
2004 Coetzer, G.H., Biberman, J & Tischler, L (2004). Modeling and Measuring
Service Oriented Peak Performance. Business Research Yearbook.
International Academy of Business Disciplines
2003 Coetzer, G.H. & Bushe, G.R. (2003). Similarity in group-state cognitive
representations and team effectiveness: Using discrepancy theory to
examine the relationship between shared cognition and group outcomes.
Best Paper Proceedings of the Academy of Management 2003.
2003 Coetzer, G (2003). Measuring the Transcendent Potential of Work. Business
Research Yearbook. International Academy of Business Disciplines
2003 Pinfield, L & Coetzer, G (2003). Employer and Union Perspectives of the First
Contract Process: Lessons from British Columbia. Proceedings for the annual
conference of the Association of Industrial Relations Academics of Australia and
New Zealand in Melborne. February, 2003
2001 Coetzer, G (2001). Systemic Problem Solving Handbook. Vancouver: Workers
Compensation Board of British Columbia
2001 Coetzer, G (2001). Task Focused Training Handbook. Vancouver: Workers
Compensation Board of British Columbia
1996 Bushe, G. R., Havlovic, S. & Coetzer, G. (1996). Exploring Empowerment from
the Inside-Out. Journal of Quality and Participation. March 2-11. (One of 22
articles selected from 400 leading management journals worldwide for the 1996
Anbar Management Hall of Fame Award)
31
1996 Bushe, G. R., Havlovic, S. & Coetzer, G. (1996). Exploring Empowerment from
the Inside-Out (Part 2). Journal of Quality and Participation. June 78-84.
1995 Bushe, G. R. & Coetzer, G. (1995). Appreciative Inquiry as a Team Building
Intervention: A Controlled Experiment. The Journal of Applied Behavioral
Science. 31 (1) 13-30.
CONTRACT RESEARCH
1995 Negotiating First Contracts in British Columbia. Hired by the Center for Labor
and Management Studies and the Labor Relations Board of British Columbia to
conduct research on “The dynamics of Negotiating First Agreements in BC.”
Required to identify important relational dynamics and contextual influences,
develop a guide for employers and unions, and provide a series of presentations to
labor and management Institutions in British Columbia
1995 Development of Leadership Capabilities at BC Telecom. Hired by the BC Tel
(Telus) Leadership Development Group to conduct research as part of a research
team on the processes by which Telus senior managers and executives developed
leadership competencies
1993 Employee Empowerment and Team Based Organizing at a Regulated
Monopoly. Conducted research as part of a research team on the implementation
of autonomous workgroups in a regulated monopoly. Research was funded by a
grant from the Canadian Center for Management Studies.
OTHER RESEARCH ACTIVITIES
2002 Doctoral Thesis. Defining Shared Cognition as the Similarity of Knowledge and
Belief Structures across Team Members: A Study of the Relationship between
Shared Cognition and Team Effectiveness (July, 2002) – Supervisor: Dr Gervase
Bushe
1993 Masters Thesis. The use of Appreciative Inquiry as a Team Development
Intervention: A Controlled Experiment
1990 - 1994 Research assistant for the following studies: (1) employee participation in the
auto industry, (2) flextime and the four day work week, (3) the effect of health and
safety training on accident rates in the British Columbia lumber industry, (4)
staffing and vacancy chains within a large BC lumber company, (5) the influence of
foreign ownership on the structure and profitability of Canadian industry, and (6)
turnover and career changes of registered nurses in BC
PRESENTATIONS AND CONFERENCES
2006 Coetzer, G.H., Biberman, J & Tischler, L. Transcending Belief - A Non-theistic
Model for Operationalizing Spiritual Values, Practices and States, and their
32
Relationship to Workplace Behavior. Annual conference of Management and
Organizational Inquiry, Washington DC, 2006
2005 Biberman, J & Coetzer, G.H (2005). Can Critical People also be Spiritual?
Reconciling Critical and Spiritual Approaches. Annual conference of
Management and Organizational Inquiry, Philadelphia, 7th-9th April 2005.
2004 Coetzer, G.H. & Biberman, G. (2004). Operationalizing Complex Work Related
Spirituality Variables. Presenting this workshop as part of a professional
development program on Researching Workplace Spirituality. Academy of
Management Conference in New Orlenes.
2004 Coetzer, G.H., Biberman, J & Tischler, L. Modeling and Measuring Service
Oriented Peak Performance. Business Research Yearbook. International
Academy of Business Disciplines
2003 Coetzer, G (2003). Aligning Self and Work. Key steps in Identifying and
Addressing Work Related Cognitive Discrepancies. Workshop presented at
the as part of a professional development program on Work as a Calling. Academy
of Management Conference in Seattle.
2003 Coetzer, G (2003). Using Key Elements of Discrepancy Theory to Promote
Alignment between Self and Work. Presentation accepted as part of a
symposium on Work as a Calling. Academy of Management Conference in Seattle.
2003 Coetzer, G.H. & Bushe, G.R. (2003) Similarity in group-state cognitive
representations and team effectiveness: Using discrepancy theory to
examine the relationship between shared cognition and group outcomes.
Paper accepted by the Managerial and Organizational Cognition Division for
presentation at the Academy of Management Annual Conference in Seattle.
August, 2003.
2003 Pinfield, L & Coetzer, G (2003). Employer and Union Perspectives of the First
Contract Process: Lessons from British Columbia. Annual conference of the
Association of Industrial Relations Academics of Australia and New Zealand in
Melborne. February, 2003. (Dr Larry Pinfield presented this paper)
2003 Coetzer, G (2003). Measuring the Transcendent Potential of Work. Annual
conference of the International Academy of Business Disciplines in Orlando, Florida.
April, 2003.
2003 Coetzer, G (2003). Requests for Training Services: Managing the
Expectations of Internal Clients – Annual conference of the North Eastern
Pennsylvania Society of Human Resource Management
2002 Summer Institute on Participatory Development at the University of
33
Calgary's International Center. Presented a workshop on leadership and
teamwork skills in international development projects.
2001 Summer Residency Program for the Master of Arts in Leadership and
Training at Royal Roads University. Presented a workshop on the use of
appreciative inquiry in strategic planning.
2000 MBA Alumni Association of Simon Fraser University Professional Workshop
Series. Presentation on managing the psychology of organizational change in
government ministries
1999 MBA Alumni Association of Simon Fraser University Professional Workshop
Series. Presentation on systemic problem solving in organizations
1993-1998 Center for University Teaching at Simon Fraser University. Presented a
workshop on Developing a Learning Relationship: The Effective use of Learning
Skills
1993-1998 Center for University Teaching at Simon Fraser University. Presented a
workshop on Developing an Effective Learning Relationship with Students:
Clarifying Roles and Establishing Appropriate Boundaries
1996 Center for Labor and Management Studies at the University of British
Columbia. Presentation on The Dynamics of Negotiating First Collective
Agreements in British Columbia
1995 Academy of Management Conference (Vancouver). Presentation on
Empowerment from the Inside Out: The Emergence of Empowered Work Teams in
a Regulated Utility
1996 to Reviewer for Peer Referred Conference Submissions (partial list)
present Policy Division - Administrative Sciences Association of Canada
Managerial and Organizational Cognition - Academy of Management
Spirituality and Management – Academy of Management
Human Resource Management Division – Eastern Academy of Management
ACADEMIC ACHIEVEMENTS, SCHOLARSHIPS, AWARDS AND
NOMINATIONS
2007 Excellence in Research. Received the annual award for Excellence in Research
(Central Washington University – College of Business)
2007 Excellence in Teaching. Nominated by students for the annual award (Central
Washington University – College of Business)
2006 Excellence in Teaching. Received the Central Washington University Alumni
Award for Excellence in Teaching (University wide award)
2006 Excellence in Teaching and Advising. Nominated by students for the annual
34
award (Central Washington University-College of Business) and received the award
for Excellence in Teaching
2005 Excellence in Teaching and Advising. Nominated by students for the annual
award (Central Washington University-College of Business)
2004 Excellence in Teaching and Advising. Nominated by students for the annual
award (Central Washington University-College of Business)
2004 Most Inspirational Educator. Nominated by the students for the award of Most
Inspiration Educator. Center for Excellence in Leadership, Central Washington
University.
2003 Best Paper Award at the Academy of Management. Best paper from the
Management and Organizational Cognition Division. Academy of Management
Annual Conference in Seattle. August, 2003
1994 - 1995 Graduate Fellowship. Awarded two Graduate Fellowships by Simon Fraser
University.
1986 - 1987 Scholarship for Exceptional Achievement in Accounting. Two year award by
the University of South Africa.
Scholarship for Exceptional Achievement in Industrial Psychology. One year
award by the University of South Africa.
ACADEMIC SERVICE ACTIVITIES
2005 - present Center for Organizational and Human Resource Development. Leading the
development of an interdisciplinary center that focuses on developing processes for
addressing both the intellectual and emotional challenges of systemic problem
solving.
2005-present Developing courses in E-Learning. E-Learning courses are targeted for
inclusion in a Human Resource Development certificate program.
University Current
Committees
(partial list) College of Business Administration Senator on the University Senate
Student Review Committee – AACSB Accreditation Committee
MGT/HR Program Development - revising and extending the HR program at
the Lynnwood Center, Central Washington University
Past
Academic Affairs Committee. Member of a committee responsible for
reviewing and developing University policy regulating academic activities
Fellow for the International Center at the University of Scranton.
Member of a committee responsible for facilitating the integration and
acculturation of international students as well as developing and promoting
international initiatives
Faculty Search Committee. Member of a committee responsible for recruiting
and hiring new faculty members
35
Research Committee. Member of the granting writing committee for the Leahy
Center for Faculty Research
Graduate Education Committee. Member of the Graduate Deans Conference
responsible for assessing and developing graduate student affairs at the
university
Human Resource Development and Performance Association
Accreditation Committee. Member of a national accreditation committee
responsible for developing program accreditation criteria and processes
1995 Academy of Management Conference (Vancouver). Member of the organizing
team for the Academy of Management Conference in Vancouver
1992 - 1993 Pacific Association of Autistic Citizens. Acted as a mentor for a mildly autistic
university student and participated in a BCTV documentary concerning this student.
1992 British Columbia Conference on Business Ethics. Chair of the program
committee responsible for developing the parts of the conference that addressed
Employment Equity, Workplace Diversity and Employee Empowerment
1990 Administrative Sciences Association of Canada Annual Conference. Member
of the organizing committee for the annual conference in Whistler, BC
PROFESSIONAL ASSOCIATIONS AND MEMBERSHIPS
Administrative Sciences Association of Canada
Academy of Management
Society for Human Resource Management
American Society for Training and Development
OTHER SKILLS
Proficient in the following software applications and information technologies:
Enterprise systems – Peoplesoft, Windows NT, Lotus Notes
Education - Blackboard
Communication – Outlook, Netscape Messenger, Express, Internet Explorer
Personal Productivity - Word, Access, Excel, Powerpoint, Project, Visio, Frontpage
Statistical – SPSS, S-PLUS, SAS, EQS
36
REFERENCES
Dr Gervase Bushe – Associate Director of Business Administration, Simon Fraser University – tel
(604) 291-4104, e-mail bushe@sfu.ca
Dr Gerry Biberman - Chair of the Marketing and Management Department, University of Scranton
– (570) 941-7707 – e-mail bibermang1@scranton.edu
Dr Larry Pinfield – Professor of Business Administration (Retired), Simon Fraser University – tel
(604) 980-4449
Dr Len Tischler – Professor of Business Administration, University of Scranton – tel (570) 941-7782
– e-mail tischlerl1@scranton.edu
Dr Ernie Love – Dean of the Business Administration Faculty, Simon Fraser University – tel (604)
291-4183
Dr Mark Wexler – Professor of Business Administration, Simon Fraser University – tel (604) 268-
7846 e-mail - wexler@sfu.ca
Lorne Newton – Senior Vice Chair for Professional Development, Workers Compensation Review
Board – tel (604) 664-7822, lorne.newton@gems7.gov.bc.ca
37
Paul M. Hirsh
________________________________________________________________________
Curriculum Vitae
College of Business
Central Washington University Phone: 206-439-3800,
Bldg. 29, Higher Education Center, 2400 South 240th St.
Des Moines, WA, 98198-1007 email: hirshp@cwu.edu
Current Position:
Lecturer, International Marketing, Management, 2000-present.
Education
Master, International Management, (M.I.M.), Thunderbird School of International Management,
Glendale, Arizona, 1972.
B.A., English, University of Puget Sound, 1970
Research Interests
International Trade, Foreign Direct Investment, Emerging Market Development
Awards
Nominee, CWU College of Business Advisory Board Award for Faculty Excellence in Teaching,
2005-2006.
Recent Conferences and Presentations
Northwest International Business Educators Network, (NIBEN), UWT, Tacoma, WA
October, 2007.
Ag Export Certificate Program, CWU Coordinator, Featured Speaker, COB, Central Washington
University, 2001
Ag Export Certificate Program, Featured Speaker, COB, Central Washington University, 2000.
38
Teaching Experience
MGT 484, International Management
Term Students Rating (max. 5.0) COB Average Rating
Winter 07 14 4.57 4.26
Winter 06 23 4.43 4.12
Winter 05 34 4.33 4.15
Winter 04 15 4.6 4.16
MGT 380, Organizational Management
Term Students Rating, (max 5.0) COB Average Rating
Spring 07 30 4.66 4.17
Spring 07 12 4.42 4.17
Fall 06 37 4.25 4.06
Spring 06 29 4.17 4.05
MGT 384, Intro to Int‘l Business
Term Students Rating, (max. 5.0) COB Average Rating
Fall 06 18 4.5 4.09
Spring 05 27 4.19 4.16
Fall 04 26 4.27 4.0
MKT 467, International Marketing
Term Students Rating, (max.5.0) COB Average Rating
Spring 07 18 4.63 4.11
Spring 06 28 4.15 4.01
MKT 360, Principles of Marketing
Term Students Rating, (max.5.0) COB Average Rating
Winter 06 30 4.5 4.12
Winter 05 26 4.35 4.10
Winter 02 24 4.58 4.05
MKT 367, Consumer Behavior
Term Students Rating, (max.5.0) COB Average Rating
Fall 06 18 4.25 4.10
Fall 02 17 4.15 4.05
BUS 212: Business Ethics, Highline Community College, Spring 2005.
39
Professional Experience
Commodity Forwarders, Inc., International Freight Forwarding,
Export Sales/Operations Mgr., 2001-2003
Agri-Trade International, Inc., Owner, President, Export Sales,
Management, Consulting, 1997-2001
Palouse Economic Development Council, Director, Agritechnics Div.
Agricultureal export market development, sales, consulting. 1995-1997
Professional Affiliations:
Member, American Marketing Association
Member, World Trade Center, Tacoma
Languages
Some fluency in French, German, Spanish
References
Gregory Cant, Ph. D. Don Nixon, Ph. D.
Chair, College of Business Professor, College of Business
Shaw-Smyser #331 CWU, Higher Ed Center, Bldg. 29
409 E. University Way 2400 S. 240th St.
Ellensburg, WA 98926-7487 Des Moines, WA. 98198
Email: CantG@gwmail.cwu.edu Email: NixonD@gwmail.cwu.edu
40
METINER G. KIMEL
e-mail: mkimel@mkimellaw.com
1115 West Lincoln Ave., Ste 105
Yakima, WA 98902
509-452-1115
Fax: 509-452-1116
EXPERIENCE
KIMEL LAW OFFICES, Yakima, WA May 2005 to present
Managing Member
Practice areas: Representation of debtors, creditors, and creditor committees in
bankruptcy cases, debtor/creditor transactions including individual financial workouts,
secured commercial transactions, business planning, commercial tax planning and
litigation.
Standing Chapter 7 Trustee April 2004 to present
Appointed as a Chapter 7 Trustee residing and assigned cases filed in the Yakima
Division of the U.S. Bankruptcy Court for Eastern District of Washington.
VELIKANJE, MOORE & SHORE, P.S., Yakima, WA August 1999 – April 2005
Shareholder
Practice areas: commercial transactions including formation, merger, and dissolution of
corporations, partnerships and limited liability companies; commercial tax planning and
litigation, pension plan compliance, secured commercial transactions, debtor/creditor
transactions including individual financial workouts, and representation of both debtors,
creditors, and creditor committees in bankruptcy cases. Recent significant cases include:
In re Racing Strollers, Inc. dba the Baby Jogger Company, Case No. 02-0800 R11.
Special counsel to the Debtor and counsel for Mary Baechler, the principal shareholder.
Successfully obtained a dismissal of the case after a sale of substantially all of the assets
of the business resulted in a fully solvent estate.
LOBEL, OPERA & FRIEDMAN LLP, Irvine CA July 1995 – June 1999
Associate Attorney: Involved in corporate, partnership, and individual financial
restructurings, bankruptcy sales, bankruptcy related litigation including relief from the
automatic stay, claims litigation, professional fee litigation, and creditor committee
representation. Significant cases include:
In re VCS Samoa Packing Company and Related Case, Case No. 97-05565 H11 (In re
Van Camp Seafood Company). Represented the Official Committee of Unsecured
41
Creditors in the Van Camp Seafood Company case. Successfully sold the debtors‘
business and confirmed a Chapter 11 liquidating plan distributing approximately $97
million in sales proceeds to creditors. Case administration included filing approximately
50 preference cases, as well as review and preparation of objections in connection with
approximately 2,000 claims.
In re Sun World International, Inc, SB 94-23212 DN. Represented Cadiz Land Company,
Inc., the buyer of the debtor‘s agricultural businesses, resulting in the confirmation of a
liquidating plan which restructured $158 million in secured and $23 million in unsecured
debt.
In re Villamar 162 Associates, a California limited partnership, SA 96-16411 JR.
Represented the debtor. Utilized bankruptcy to successfully effectuate a sale of a 162-unit
apartment complex for $11.12 million.
In re Wimbledon 176, a California limited partnership, SA 96-16409 JR. Represented the
debtor. Utilized bankruptcy to successfully effectuate a sale of a 176-unit apartment
complex for $8.15 million.
In re Pacific Capital Company, a California general partnership, RS 97-13718 MJ.
Represented the debtor. Through a plan of reorganization, successfully restructured $4.0
million of debt secured by 88 senior restricted duplexes, $5.0 million of debt secured by a
112-unit apartment complex, and $4.2 million in unsecured debt.
In re Schroeder Glenoaks Associates, a California limited partnership, SA95-23189 LR.
Represented the debtor. Through a plan of reorganization, successfully restructured $3.1
million of debt secured by a 91-unit apartment building complex, and $1.7 million of
unsecured debt.
In re Paul and Cathy Schroeder, SA 97-22662 LR. Represented the debtors. Through a
plan of reorganization, successfully restructured approximately $1.075 million in debt
secured by the Debtors‘ residence and an office building, and approximately $1.7 million
in unsecured debt.
U.S. BANKRUPTCY COURT, Yakima, WA September 1992 - August 1994
Law Clerk to the Hon John A. Rossmeissl: Prepared judge for daily court calendar by
reviewing pleadings and briefing the judge. Reviewed ex parte orders for procedural and
substantive compliance. Drafted memoranda opinions for the following published
decisions: In re Morse, 164 B.R. 651 (E.D. WA 1994); In re Hunt, 160 B.R. 133 (9th Cir.
BAP 1994); In re Keller, 157 B.R. 680 (E.D. WA. 1993). Contributed to the following
published opinions: In re Sundance Corp., 149 BR. 641 (Bankr. E.D. WA. 1993).
42
Contributor: Eastern Washington Bankruptcy Notes.
Speaker: Annual Bankruptcy Seminar and Retreat, the Bankruptcy section of the Federal
Bar
Association for the Eastern District of Washington (June 1993).
U.S. BANKRUPTCY COURT, Santa Ana, CA September 1991 - September 1992
Law Clerk to the Hon John E. Ryan: Prepared judge for daily court calendar by reviewing
pleadings and briefing the judge.
Drafted memoranda opinions for the following published decisions: In re Dividend
Development Corp., 145 B.R. 651 (C.D. Cal. 1992); In re RB Furniture, Inc., 141 B.R.
706 (C.D. Cal. 1992); In re IRFM, Inc., 138 B.R. 595 (C.D. Cal. 1992); In re Anaheim
Elec. Motor, Inc., 137 B.R. 791 (Bankr. C.D. Cal. 1992); and In re Bloomingdale, 137
B.R. 351 (Bankr. C.D. Cal. 1991). Contributed to the following published opinions: In re
IRFM, Inc., 144 B.R. 351 (Bankr C.D. Cal. 1992) aff’d 52 F.3d 228 (9th Cir. 1995) ; In re
Mercado, 144 B.R. 498 (Bankr. C.D. Cal. 1992; In re McGaw Property Management,
Inc., 133 B.R. 227 (Bankr. C.D.Cal. 1991).
WEBER LIPSHIE & CO., New York, NY January 1986 - August 1988
Accountant: Planned fieldwork, supervised staff, and prepared audit reports of financial
statements for various clients. Areas of accounting and audit experience include retail,
wholesale, and manufacturing operations, trading operations, nonprofit organizations,
partnerships, third party audits, and bankruptcy accounting. Prepared tax returns for audit
clients. Advised individual clients with regard to federal and state income tax planning.
SECURITIES AND EXHANGE COMMISSION, Seattle, WA Summer 1990
Summer Intern: Researched and wrote memoranda on various enforcement and
disclosure issues involving insider information, SEC accounting rules, anti-fraud matters,
and small business investment companies.
ACCOUNTEMPS, ROBERT HALF ACCOUNTING SERVICES, Seattle, WA
Summer 1989
Accountant: Contracted for various accounting tasks on a per diem basis. Extended
assignments included Westin Resorts International and Simpson Investments Corp.
PROFESSIONAL AFFILIATIONS
Legal: Member of Washington and California Bars. WA Bar #21280, CA Bar # 166288.
Admitted in the following federal jurisdictions: Central and Southern District of
California, Eastern and Western District of Washington, U.S. Tax Court, and Ninth
Circuit Court of Appeals. Board of Directors, Eastern Washington Bankruptcy Bar
Association (2004 – 2007); Bankruptcy Standing Advisory Rules Committee (6/04 –
43
6/06); Yakima Volunteer Attorney Services, Board of Directors and Treasurer (11/03 to
current)
Accounting: Member of AICPA, NYSSCPA and WSCPA. WA certificate #121632; NY
certificate#056696-1
EASTERN WASHINGTON BANKRUPTCY BAR NEWSLETTER
August 1999 – June 2006
Editor: Write and make editorial selections of practice oriented articles for bankruptcy
practitioners in Washington State.
YAKIMA VALLEY COMMUNITY COLLEGE September 2005 to current
Adjunct Professor. Teaching introductory business law class which covers civil
procedure, constitutional law, torts, criminal law, contracts and the UCC provisions under
Articles 2, 3 and 9.
EDUCATION
NEW YORK UNIVERSITY SCHOOL OF LAW, New York, NY
LL.M. in Taxation, May, 1995
UNIVERSITY OF WASHINGTON SCHOOL OF LAW, Seattle, WA
J.D., June 1991
BARUCH COLLEGE, The City University of New York, NY
M.B.A. in Accounting, June 1987
UNIVERSITY OF PENNSYLVANIA, College of Arts and Sciences, Philadelphia, PA
B.A., May 1980. Major: English, Minors: Chemistry, Economics.
44
Curriculum Vitae
BRIAN W. KULIK
Department of Management
Central Washington University
Shaw-Smyser 331
400 East University Way
Ellensburg, WA 98926-7485
Tel: 509-963-2388 Fax: 509-963-2875
Email: kulikb@cwu.edu
Education Ph.D., Business Administration, December, 2006
Major Fields: Strategy/Organization Theory
Supporting Fields: Organizational Behavior, Entrepreneurship, Res. Methods
Washington State University, Pullman, WA
Dissertation: Strategic Action and Executive Behavior: An Agent-Based
Simulation
Dissertation Director: John B. Cullen, Ph. D.
M.S., Statistics, 2004
Washington State University, Pullman, WA
M.B.A., Business Administration, 2000
Daniels College of Business
The University of Denver, Denver, CO
M.S., Materials Science and Engineering, 1994
The University of Cincinnati, Cincinnati, OH
B.E., Mechanical and Materials Engineering, 1988
Vanderbilt University, Nashville, TN
Academic/Teaching Experience
2006 – Present Assistant Professor
Instructor (Winter, Spring, Summer 2006)
Central Washington University, Ellensburg, WA
2000 – 2006 Instructor/Teaching Assistant, Dept. of Mgt. & Operations
Tier I/II Writing Portfolio Reviewer, Dept. of Writing Programs (2004 – 2006)
Washington State University, Pullman, WA
45
1995 – 1996 Instructor of English as a Second Language (ESL)
Hua Language Center, Taipei, Taiwan
1991 – 1994 Research/Teaching Assistant, Dept. of Mat. Sci. & Eng.
The University of Cincinnati, Cincinnati, OH
1986 – 1988 Research Assistant, Dept. of Mech. & Mat. Eng.
Vanderbilt University, Nashville, TN
Research Interests Diversification and firm performance
Agent behavior: cultural implications and ethical decision making
Corruption: prevention, detection and diffusion in organizations
Computational organization theory
Contingency theory at the organizational level of analysis
Affective-cognitive modeling of work group dynamics
Research methods: design & bias in organizational analysis
Strategic groups: nature, existence & prevalence
Teaching Philosophy: I espouse the ―student as client‖ model for guiding school and
classroom operations. In the classroom, I strive to create a flow-like
experience during which theory, interaction and application are used to
educate. Hence, I rely heavily on case-problem discussions, project reports,
and role-play scenarios.
Coursework Taught (through July, 2007):
At CWU:
MPA Strategic Management
Academic Advising Seminar
Strategic Management (10x)
Introduction to Business Management (4x)
Introduction to Business Statistics
At WSU:
Strategic Management (4x)
Leadership Skills
Introduction to Business Management (5x)
Business Statistics
Physical Education
Elsewhere:
English as a Second Language (ESL) in Taipei, Taiwan
Introduction to Materials Science Laboratory at the Univ. of Cincinnati
Training Lockheed-Martin Corp. Employees:
Introduction to Adhesion Technology
Introduction to Surface Mount Technology
46
Kaizen Event, Surface Mount & PCB Cleaning
Semi-Automated Vapor-Degreasing of PCBs
Terminal Crimping Processes
Warner Robins Air Logistics Ctr. Employees:
Degreasing with Citrus-Based Mixtures
Professional Experience
1997 – 2000 Lockheed-Martin Astronautics, Denver, CO
Production Engineer
Advanced Manufacturing Technology Engineer
Materials Engineer
1994 – 1995 Proform Custom Products, Taipei, Taiwan
Accounts Manager
Assistant to the President
1989 – 1991 Warner Robins Air Logistics Center, Warner Robins, GA
Materials Engineer
Publications Lapsley, R. D., Moody, R. T., Kulik, B. W., & Arbaugh, J. B. 2008. Is
identical really identical? An investigation of equivalency theory and
online learning. Accepted for publication (January), Journal of
Educators Online.
Kulik, B. W. & Baker, T. 2007. Putting the organization back into
computational organization theory: A multiple-perspective model. In
George T. Solomon (Ed.), Proceedings of the Sixty-Sixth Annual
Meeting of the Academy of Management (CD), ISSN 1543-8643.
Kulik, B. W. 2005. Agency theory, reasoning and culture at Enron: In
search of a solution. Journal of Business Ethics. Vol. 59, No. 4, pp.
347-360.
47
Kulik, B. W. 2004. An affective process model of work group diversity,
conflict, and performance: A paradigm expansion. Organizational
Analysis. Vol. 12, No. 3, pp. 271-294.
Work in Progress Cant, A. G. & Kulik, B. W. 2007. Beyond the lip service: Integrating
ethics across the business school curriculum. In preparation.
Funk, C. & Kulik, B. W. 2007. Happily Ever After? Toward a Theory
of Late-Stage Group Development. In revision.
Kulik, B. W., Kulik, R. L. & Evans, M. 2007. The application of
capture-recapture sampling to reduce length-bias in mall intercept
surveys. In revision for submission to a marketing journal.
Kulik, B. W. 2007. Factor analysis in management research and the
number-of-factors decision: toward an unbiased procedure. In revision
for re-submission to Organizational Research Methods.
Kulik, B. W. & Baker, T. 2007. Putting the organization back into
computational organization theory: A complex Perrowian model of
organizational action. In review at Computational and Mathematical
Organizational Theory.
Kulik, B. W., O‘Fallon, M. & Salimath, M. S. 2007. Do competitive
environments lead to the rise and spread of unethical behavior?
Parallels from Enron. Revision in review at Journal of Business Ethics.
Kulik, B. W. & Reed, R. 2004. Jensen and Meckling revisited: The
vulnerability of incentives and creation of an agency culture. Working
Paper.
Kulik, B. W. 2002. The existence of strategic groups: a research
framework. Working paper.
Conference Presentations
Cant, A. G. & Kulik, B. W. 2007. Beyond the lip service: Integrating
ethics across the business school curriculum. Abstract accepted for
presentation at the International Business Research Conference,
Sydney, Australia.
48
Kulik, B. W. 2007. An organization theory based multiple agent
simulation study of diversification. Decision Sciences International
annual meeting, Phoenix, AZ.
Kulik, B. W. & Baker, T. 2007. Putting the organization back into
computational organization theory: A multiple-perspective model.
Academy of Management annual meeting, Philadelphia, PA.
Kulik, B. W., O‘Fallon, M. & Salimath, M. S. 2006. Intraorganizational
Competition and Corruption: Emergence and Diffusion. Decision
Sciences International annual meeting, San Antonio, TX.
Kulik, B. W. 2006. Research & development and the innovative
organization. Western Academy of Management annual meeting, Long
Beach, CA.
Kulik, B. W. 2005. That‘s fascinating! And the publishing process.
Western Academy of Management annual meeting, Las Vegas, NV.
Kulik, B. W. 2004. Factor analysis in management research and the
number-of-factors decision: toward an unbiased procedure. Academy of
Management annual meeting, New Orleans, LA.
Kulik, B. W. & Reed, R. 2004. Building an exam question databank for
introductory management: an item analysis approach. Academy of
Management annual meeting, New Orleans, LA.
Kulik, B. W. 2004. An affective process model of work group diversity,
conflict, and performance: A paradigm expansion. Academy of
Management annual meeting, New Orleans, LA.
Kulik, B. W. & Rich, D. W. 2004. Agency culture and Enron: an ethics
frontier where integrity-based and stewardship approaches fail to tread.
Western Academy of Management annual meeting, Anchorage, AK.
Rich, D. W. & Kulik, B. W. 2004. The gender frontier: When does gender-
related turnover matter? Western Academy of Management annual meeting,
Anchorage, AK.
Kulik, B. W. 2001. Creating Your Own Power(ful)Point Presentation.
WSAMT Leadership Conference, Portland, OR.
49
Kulik, B. W. 2000. Medical transcription and distance learning. WSAMT
annual meeting, Ocean Shores, WA.
Kulik, B. W. 1999. Implications of replacing 1,1,1 trichloroethane with n-
propyl bromide for vapor solvent removal of RMA flux from printed wiring
Boards. CleanTech '99, Chicago, IL.
Kulik, B. W. 1992. Characterization of plasma modified biaxially oriented
polypropylene and poly(ethylene-co-vinly acetate) films. Society of Adhesion
annual meeting, Williamsburg, VA.
Kulik, B. W. 1991. The Replacement of Methyl Chloride with a Citrus-based
Cleaner for Pump & Valve Housing Rework," Air Logistics Center
Environmental Management Conference, Warner Robins, GA.
Other Publications
Kulik, B. W. & Davis, L. 1998. Fiber Optic Cable Routing. Technical
procedure, Lockheed-Martin Corp.
Kulik, B. W. 1994. The adhesive properties of plasma modified biaxially oriented
poly(propylene) films with a vapor-deposited aluminum overlayer. Masters thesis,
under James Boerio, The University of Cincinnati.
Kulik, B. W. & Mihelich, M. 1991. Industrial Special Process Study of Propeller
Repair. Warner Robins Air Logistics Center.
Kulik, B. W. & Richardson, W. 1990. Industrial Special Process Study of Radome
Repair. Warner Robins Air Logistics Center.
Kulik, B. W. 1988. The Electrochemical Properties of Lead-Tin Alloys in Sulphuric
Acid. Undergraduate Thesis under Barry Lichter, Vanderbilt University.
Honors and Awards
Best Paper Proceedings, Organization and Management Theory track, Academy of
Management annual meeting, 2007
Outstanding Graduate Student for Research, WSU College of Business, 2005
Dean‘s List two semesters, Vanderbilt University.
50
Membership
National Scholars Honor Society, since 2006
Decision Sciences International, since 2006
Academy of Management, since 2003
Beta Gamma Sigma, since 2000
Society of Industrial Engineers (inactive)
American Society of Materials Engineers (inactive)
Society of Adhesion (inactive)
Professional Service
Discussant for MED paper session, AOM annual conference, 2007
Facilitator for SIM paper session, AOM annual conference, 2007
Ad hoc reviewer, Academy of Management annual conference, 2007
Faculty Senate Curriculum Committee, 2007
Faculty Management Search Committee, 2007
One Book One Campus Implementation Committee, 2007
Faculty Advisor for Alpha Kappa Psi, CWU chapter, 2006 to present
Graduate Faculty, MPA Program, CWU, 2006
Ad hoc reviewer, Decision Sciences International, 2006
OB Session Chair, Decision Sciences International, 2006
OMT Track Chair, Western Academy of Management, 2005
Research Methods Session Chair, Western Academy of Management, 2005
Ad hoc reviewer, International Western Academy of Management, 2005
51
Robert L. Kulik
11122 NE 41st Dr., Unit 28
Kirkland, WA 98033
(425) 231-7100
info@brandingstrategy.org
EDUCATION
University of Washington (9/1993-3/2006) Seattle, WA
Doctoral Candidate in Marketing with minor in Psychology.
Dissertation: ―Creating Advertising Memories: How the Restructuring of Schemas Caused by the Consideration of New
Information Leads to the Recall of Advertisements Which Never Existed.‖
Chulalongkorn University (5/1996-6/1997) Bangkok, Thailand
Sole participant of a one year Thai language and cultural exchange program. All classes were taken in Thai alongside regularly
attending Thai undergraduate university students.
Duke University (8/1986-5/1990) Durham, NC
B.A. Economics.
Cambridge University (6/1988-8/1988) Cambridge, England
Constitutional law international study program.
EXPERIENCE
BrandingStrategy.org (8/2006-Present) Seattle, WA
Director
A not-for-profit marketing consulting firm dedicated to creating positive world change by building and improving the brand
identities of humanitarian, charitable, and socially-oriented organizations. Organizations are selectively chosen and offered
extensive marketing assistance, including graphic and website design, free of charge. An important feature of the site is a web
log which creates an educational forum fostering the exchange and dissemination of creative, leading-edge branding concepts and
solutions.
University of Washington (9/1995-3/2005) Seattle, WA
Lecturer in Marketing and International Business
Taught undergraduate students introductory marketing and international business. Student teacher ratings averaged 4.4 on a 5-
point scale.
The Q Collection of Art (5/1998 – 8/2001) Chonburi, Thailand
Gallery Director
Founded and managed every aspect of this worldwide Internet/brick and mortar gallery specializing in art, handicrafts, and
jewelry from Thailand, Nepal, Laos, India, and Myanmar.
Andersen Consulting (6/1990 - 9/1993) Cleveland, Ohio
Senior Information Consultant
Assignments included extended positions at the 3M Corporation, Bank One, the State of Tennessee, Figgie International, and the
Andersen Consulting Center for Professional Development. Job titles included lead computer programming instructor, project
52
manager, digital imaging specialist, and lead technical writer. Position required extensive training in computer programming and
systems analysis.
FELLOWSHIPS
National Security Education Program (NSEP) David L. Boren Graduate Fellowship (1996-1997)
Award Amount: $20,000
Program aimed at strengthening national security through international language and cultural exchange programs. Program is
administered by the United States Department of Defense, the United States Department of State, the National Endowment for
the Humanities, and several other Federal agencies. Self-designed program included one year of intensive Thai language study at
the University of Washington, and one year as an exchange student at Chulalongkorn University in Bangkok, Thailand.
Bonderman International Travel Fellowship (1998-1999)
Award Amount: $12,500
Fellowship is designed to facilitate the accumulation of rare and unique international experiences through cultural immersion
during foreign travel. Award funded one year of travel and residence in Southeast-Asia.
Evert McCabe Foundation Fellowship (1997-1998)
Award Amount: $9,600
Fellowship awarded for the study of the effects of the actions of celebrity product endorsers on the value of hiring firms. Results
suggest that when a celebrity endorser is involved in a deleterious event, firm value is negatively affected only when the endorser
is held culpable for the event. Research was published in the peer-reviewed journal Marketing Letters.
PUBLICATIONS
"When Bad Things Happen to Endorsers of Good Products," with Therese A. Louie and Robert L. Jacobson, Marketing
Letters, 12(1) 2001. This paper was profiled in The Washington Post (―Conventional Wisdom: When Celebrity Endorsers Go
Bad,‖ February 3, 2002), and The Age (―Branded by Bad Behaviour,‖ February 6, 2002).
"Transliteration versus Translation: The Interplay Between the Meaning and Recognition of Global Brand Names" (In
Progress).
“Scandalous Celebrities: When to Drop Your Product Endorser,” MarketingProfs.com, March 19th, 2002.
SKILLS AND ACTIVITIES
MountainRunning.info (2007)
Avid mountain and trail runner; President of the Seattle Mountain Running Club.
Thai Language (1994-Present)
Level: Expert
Four years formal, intensive university study (three at the University of Washington and one at Chulalongkorn University) , four
years living in-country (one as an exchange student and three years as an entrepreneur).
Varsity Duke Track and Cross-Country (1986-1990)
Received Atlantic Coast Conference Outstanding Scholar-Athlete Award.
CONFERENCES AND PRESENTATIONS
University of Washington/University of British Columbia Marketing Conference (1997) Vancouver, Canada
Participant at the University of British Columbia.
Presented research on the effectiveness of celebrity product endorsers.
53
Doctoral Internationalization Consortium in Marketing (1996) Austin, Texas
Participant at the University of Texas at Austin.
A conference providing an invited group of doctoral students in marketing with an international perspective on current research
in marketing.
54
VITA
JAMES L. NIMNICHT
ADDRESS: 1030 Thorp Highway S.
Ellensburg, WA 98926
TELEPHONE: (509) 963-2455
(509) 962-8091 (HOME)
E-MAIL: nimnicht@cwu.edu
jnknimnicht@hotmail.com
WEB PAGE: www.cwu.edu/~nimnicht
EDUCATION
Ph.D. University of Nebraska, Lincoln, Nebraska, 1990. Management
major with areas of concentration in Organizational Behavior,
Organizational Theory, Human Resource Management and Industrial
Psychology.
MASTER OF SCIENCE. Eastern Washington University, Cheney,
Washington, 1972. Major in Business Administration (Human
Resource Management).
BACHELOR OF ARTS. University of Washington, Seattle, Washington
1971. Major in Business Administration (HRM).
COLLEGE TEACHING EXPERIENCE
2004 Foreign Exchange Professor of Human Resource
Management, University of Pecs, Hungary
2002-2003 Visiting Professor of Business, The College of
William and Mary. Williamsburg, Virginia
2001 Foreign Exchange Professor of Human Resource
Management. University of Pecs, Hungary.
1992-Present Professor of Management, Department of Management
College of Business, Central Washington
University, Ellensburg, Washington.
55
1995-1996 Director of Business Administration Department,
College of Business, Central Washington
University, Ellensburg, Washington.
1994-1999 Internship Coordinator, College of Business in
Ellensburg. Central Washington University,
Ellensburg, Washington.
1988-1992 Associate Professor of Management, Department of
Business Administration, Central Washington
University, Ellensburg, Washington.
1983-1988 Assistant Professor of Management, Department of
Management, Eastern Washington University, Cheney,
Washington.
1982-1983 Teaching and Research Assistant, Department of
Management, University of Nebraska, Lincoln,
Nebraska.
1979-1982 Assistant Professor of Management and Marketing,
School of Business, Gonzaga University, Spokane,
Washington.
1972-1979 Instructor/Coordinator, Business Administration,
Rogue Community College, Grants Pass, Or.
RESEARCH PUBLICATIONS: JOURNALS, BOOKS AND REFERRED PROCEEDINGS
A Comparison of Interviewing Techniques: HR versus Fraud
Examination (with N.J. Gierlasinski and D.R.Nixon. Submitted to
The International Journal of Business and Economics, October,
2007.
A Comparison of Interviewing Techniques: HR versus Fraud
Examination (with N.J. Gierlasinski and D.R.Nixon. Proceedings
of the 7th Global Conference on Business & Economics. October,
2007, Rome, Italy.
The Use and Effectiveness of Contemporary Training Methods in
High Technology Firms in South Korea (with D. Nixon, G. Cant and
56
D.S. Kang). International Journal of Business Research,vol IV,
no. 1, 2005,59-67.
Increasing Sales at a Retail Coffee Company: The Effects of a
Feedback Intervention (with F. L. Richmond, S.E. Barnes and S.
Schepman).Proceedings of the Institute for Behavioral and Applied
Management Conference, October, 2005.
Use Caution: Avoid Wrongful Discharge, A Costing Approach (with
W. Franz and N. Graber Pigeon ). The Journal of Individual
Employment Rights, 2004, vol.11, no. 1, 39-51.
Functional Differentiation in Training Methods: The Case for
Utilization and Perceived Effectiveness in Korean High Tech
Organizations (with D.R. Nixon and D.S. Kang).Proceedings of the
Institute for Behavioral and Applied Management, November, 2002,
Denver, Colorado.
A Cross-Atlantic View of Training in High Technology Firms With
Comparisons Between Germany, Great Britain and the United States,
(with D.R.Nixon and D.S.Kang). Invited Paper. The Journal of
Behavioral and Applied Management, Vol. 2, No. 1 (Summer/Fall),
2000, 3-11.
Training Methods of Choice: Their Utilization and Effectiveness
by Korean High Tech Organizations, (with D.R.Nixon, & D.S.Kang).
Proceedings of Pan-Pacific Conference XVI, June, 1999, Fiji, 284-
286.
Cross-Cultural and Cross-Functional Analysis of Motivational
Technique Utilization Between Great Britain, Germany and the
United States, with D.R.Nixon & D.S.Kang). The Journal of
Productivity, vol.4, 1998, 73-82.
A Cross-Atlantic View of Training in High Technology Firms With
Comparisons Between Germany, Great Britain and the United States,
(with D.R.Nixon & D.S.Kang). Productivity Review, 12,3, 1998,
99-109.
Korean High-Tech Organization Motivational Techniques:
Replication and Extension (with D.R.Nixon & D.S.Kang).
Proceedings of the Pan-Pacific Conference XV, Seoul, Korea, June,
1998.
57
Success With Distance Education. Proceedings of CWU Innovations
in Teaching and Learning For Business Faculty. SeaTac Center,1998
Cultural and Functional Analysis of Motivational Technique
Utilization Between Great Britain, Germany and The United States,
(with D.R.Nixon and D.S.Kang). Proceedings of the Pan Pacific
Conference XIV, Malaysia, June,1997.
Emerging Trends in Higher Education Symposium (with R. Alie,
D.Rowley, H. Sherman and P. Stepanovich). Proceedings of the
Institute for Behavioral And Applied Management, p. 294, San
Antonio, TX. 1997.
A Cross-Atlantic View of Training in High Technology Firms With
Comparisons Between Germany, Great Britain and The United States,
(with D. R. Nixon and D. S. Kang). Proceedings of the Eastern
Academy of Management, Dublin, Ireland, 1997.
Employment of Contemporary Motivation Techniques By High-Tech
Organizations in South Korea, (with D. R. Nixon and D. S.
Kang).The Journal of Productivity vol.2,#1, 1996 p. 37-46.
A Five Country Analysis of the Effectiveness of Motivational
Training in High-Tech Organizations, (with D. R. Nixon).
Proceedings of the Institute For Behavioral and Applied
Management. Portland, Maine, October, 1996, p. 143-146.
The Changing Nature of Traditional Undergraduate Management
Students, (with R.Alie, K. Keef and D.Rowley). Proceedings of the
Institute For Behavioral and Applied Management. Portland, Maine,
October, 1996, p. 25.
The Question of Training Method Effectiveness in a Global Context
Amongst High-Tech Organizations, (with D.R. Nixon). Proceedings
of the Pan-Pacific Conference XIII, Chiba, Japan, May 28-31,
1996, p. 291-293.
Employment of Contemporary Motivation Techniques by High-Tech
Organizations in South Korea, (with D. R. Nixon and D. S. Kang).
Proceedings of the Pan-Pacific Conference XIII, Chiba, Japan, May
28-31, 1996. P. 401-403.
58
Costing Employee Wrongful Discharge: A Path Through the Jungle
(With W. Franz). Proceedings of the Decision Science Institute,
Boston, MA, November 20-22, 1995, p. 410-412.
High-Tech Organizations: The Effect of Size on Motivation
Technique Selection and Utilization in Canada, The United States,
Great Britain, Australia, and New Zealand, (with D.R. Nixon and
R. Silvers). Proceedings of The Pan-Pacific Conference XII, New
Zealand, June, 1995.
High-Tech Organizations: The Effect of Size on Motivation
Technique Selection and Utilization, (with D.R. Nixon).
Proceedings, Institute of Behavioral and Applied Management,
Washington, D.C., October, 1994, p. 121.
Work Motivation in High-Tech Organizations: A Comparison Between
Canada, the United States and Great Britain, (with D.R. Nixon).
Proceedings of the Pan-Pacific Conference XI, Bangkok, Thailand,
June, 1994, p. 151.
Non-Financial Performance Enhancement: Utilizing the Premack
Principle, Proceedings, Decision Science Institute. Honolulu,
Hawaii, November, 1994, p. 495.
A Three Country Analysis of High-Tech Organizations Utilization
of Contemporary Training Methods, (with D.R. Nixon). Proceedings
of the Pan Pacific Conference XI, Bangkok, Thailand, June, 1994,
p. 225.
North American Training: An Evaluation of Canadian and United
State Approaches, (With D.R. Nixon). Proceedings of the Pan-
Pacific Conference X, Beijing, China, June, 1993.
Utilization of Motivation Techniques in Canadian and United
States High-Tech Organization, (with D.R.Nixon) Proceedings of
the Pan-Pacific Conference X, Beijing, China, June, 1993.
Symposium: Probing the Hidden Organization, (with M. Chase)
Proceedings of the Institute for Behavioral and Applied
Management, Denver, November, 1993.
59
The Technological Imperative: Managerial Practices in Canada and
The United States, (with D.R. Nixon) Proceedings Pan-Pacific
Conference IX, Calgary, Canada, 1992.
An Analysis of Washington State Organizations' Trading Experience
With Italy, with D.R.Nixon). Pan-Pacific Conference VIII
Proceedings, Kuala Lumpur, Malaysia, June, 1991.
Differing Administrative Value Structures as a Potential Source
of Intraorganizational Conflict,(with D.R. Nixon) Proceedings of
Pan-Pacific Conference VII. Seoul, Korea, 1990.
Turnover Analysis Using A Censored Data Method, (with G. Kesling)
Decision Sciences Proceedings. San Diego, CA 1990.
Organizational Effectiveness: A Field Study Using Administrative
Values, with D.R. Nixon. Proceedings of the Association of
Management, Orlando, Fl, 1990.
An Application of Manpower Planning to Employee Turnover.
Association of Human Resource Management and Organizational
Behavior Proceedings. New Orleans, Louisiana, November, 1986.
Status of Merit Pay Plans: AACSB Accredited Schools of Business,
Decision Sciences Institute Proceedings. Honolulu, Hawaii,
November, 1986.
PATCO in Cases and Exercises in Personnel/Human Resources
Management by George E. Stevens, Business Publications Inc.,
Plano, Texas, 1986.
Spokane Area Personnel Practices: The Integration of Theory and
Real World Practices, (with R. McGinty). Association of Human
Resource Management and Organizational Behavior Proceedings.
Denver, Colorado, 1985.
An Analysis of Subordinate Influence on Leader Behavior: The Use
of Multiple Measures and the Examination of Potential Moderators,
(with F. Luthans and H. Hennessey). Technical Report, Office of
Naval Research, Arlington, Virginia, 1984.
HONORS
60
Nominated for College of Business “Advisory Board Award for
Faculty Excellence in Teaching” for 2006-2007.
Awarded Faculty Excellence in Advising from the CWU College of
Business “Advisory Board,2007.
Nominated for College of Business “Advisory Board Award for
Faculty Excellence in Teaching” for 2005-2006.
Nominated for the College of Business “Advisory Board Award for
Faculty Excellence in Advising” for 2006-2007.
Faculty Excellence in Professional Service Award from College of
Business, Central Washington University, 2005.
Research Grant Award, College of Business, Central Washington
University, October, 2005.
Awarded Professional Leave for 2002-2003
Named the Society for Human Resource Management Foundation
National Faculty Advisor of the Year for 2002.
Honored by the Washington State Senate passing of a Senate bill
naming me Washington State Professor of the Year, 1999-2000.
Excellence in Teaching Award 2000, School of Business and
Economics, Central Washington University.
Named Distinguished Member of the Northwest Human Resource
Management Association, Seaside, OR 2000.
Excellence in Leadership Award 2000, Center for Excellence in
Leadership, Central Washington University.
Washington State Professor of the Year, 1999-2000. Awarded by
the Carnegie Foundation for the Advancement of Teaching and the
Council for Advancement and Support of Education (CASE).
School of Business & Economics Summer Research Grant, 1999.
61
Partnerships in Excellence, Certification of Appreciation,
Cooperative Education Program, 1999.
The Institute of Behavioral and Applied Management, 1998
Appreciation Award
Partnerships in Excellence, Certification of Appreciation,
Cooperative Education Program, 1998
The Institute of Behavioral and Applied Management, 1998
Appreciation Award
Distinguished Professor of the University--Teaching, Central
Washington University, 1997.
Awarded ISPAC grant from Central Washington University Office of
International Programs and Studies, 1997.
Outstanding Professor, Associated Students of Central Washington
University, 1996.
Co-Founder Award, Institute for Behavioral and Applied
Management, Seattle, WA, October, 1995.
Outstanding Chairperson Award, Division I, Institute for
Behavioral and Applied Management, Seattle, WA, October, 1995.
Northwest Cooperative Education Association Outstanding Faculty
Member award for states of WA. OR. ID. MT and AK. 1993-94.
CWU Cooperative Education Faculty of the Year. 1993-94.
Excellence in Teaching Award, Central Washington University,
Parent's Association. 1992.
CWU School of Business & Economics Fellowship Grant to study
Premack vs. Goal Setting, 1990.
Outstanding Division Officer, HRM Division, Association of
Management, 1990.
Charter Member, Pan-Pacific Business Association, 1990.
62
Association Appreciation Award, Association of Management, 1990.
Outstanding Contribution Award, Human Resource Management and
Organizational Behavior Association, 1989.
RESEARCH PRESENTATIONS
Senior Faculty Performance Enhancement (with D.R. Nixon and M.
Meisenhelter). Presented at the Institute for Behavioral and
Applied Management Conference, 2005, Scottsdale, AZ.
Motivation Technique Effectiveness in a Global Context Among the
Marketing Departments of High-Tech Organizations (with D. Flynn,
D.R. Nixon and D.S. Kang). Presented at the International
Business Association 1997 International Trends Conference,
Victoria, BC,Canada, May, 1997.
Estimating Employment Turnover Using Survival Analysis, (with G.
Kesling). TIMS/ORSA National Meeting, Orlando, April, 1992.
Assessing Business Pedagogy: A Symposium (with G. Cleveland, G.
Heesacker and G. Kesling). Association for Business Simulation
and Experiential Learning, Las Vegas, March, 1992.
Alternative Strategies for Internationalizing the Business
Curriculum: A Faculty Perspective (with E. Nasif. D.R. Nixon
and B. Majumdar). Panel presented at Association of Management
Conference, Orlando, FL 1990,
PATCO: Controversy and Consequences. Presented at Decision
Sciences Institute, Honolulu, Hawaii, November, 1986.
HRMOB State of the Art. Presented at Pacific Northwest Personnel
Managers Association, October, 1986.
Managerial Activities: What Really Works. Presented at Quality
Nutritional Services: A Current Look, A Future Glimpse, Spokane,
Washington, June, 1986.
63
Bridging the Methods Gap: How Can We Start Teaching Qualitative
Methods? (with N. Morey). Presented at Organizational Behavior
Teaching Conference, Charlottesville, Virginia, June, 1985.
An Holistic View of HRM Theory at Work: Myths, Realities and
Possibilities, (with R. McGinty). Presented at Association of
Human Resource Management and Organizational Behavior, Boston,
Massachusetts, 1985.
The Hidden Side of Organizational Behavior: Teaching
Organizational Politics, (with R. McGinty) Presented at
Organizational Behavior Teaching Conference, Boise, Idaho, 1984.
Subordinate Influence on Leader Behavior: Multiple Measures and
Potential Moderators (with F.Luthans and H.Hennessey). Presented
at Western Academy of Management, 1984.
PROFESSIONAL ACTIVITIES: REVIEWER, CHAIR, DISCUSSANT, DIRECTOR,
DELEGATE/ATTEND, ETC
Editorial Board, Journal of Leadership and Organizational
Studies, 2005 to present.
Reviewer, Academy of Management Human Resource Management and
Organizational Behavior Divisions, 2006.
Attended the Institute for Behavioral and Applied Management
Conference in Tampa, Florida, November, 2003
Leader/Discussant at Leadership and Ethics Conference at the
College of William and Mary, March, 2003
Attended and Presented at the Institute for Behavioral and
Applied Management, November, 2002
Attended The Day of Hungarian Science International Management:
The New Phenomenon Conference in Pecs, Hungary, November, 2001
Manuscript Reviewer, Journal of Behavioral and Applied
Management, 2001
64
Designated as the Seattle Delegate to the European Commission
Directorate: General for Education and Culture Conference called
Utilisation of the World Heritage in Terms of the European
Culture held in Pecs, Hungary, September, 2001
Competition Director, Human Resource Collegiate Competition for
the Society for Human Resource Management Area V, Beaverton, OR
2001.
Manuscript Reviewer, Decision Sciences Institute Conference 2001
Session Chair, Institute for Behavioral and Applied Management
Annual Conference, San Diego, CA 2000
Competition Director, Human Resource Collegiate Competition for
the Society for Human Resource Management Area V, Portland, OR
2000.
Manuscript Reviewer, Institute for Behavioral and Applied
Management Annual Conference, 2000.
Competition Director, Human Resource Collegiate Competition for
the Society for Human Resource Management Area V, Spokane, WA
1999.
Session Chair, Motivational Rewards and Relationships, the
Institute for Behavioral and Applied Management Annual
Conference, Annapolis, Maryland, 1999.
Session Chair, Applications of Human Resource Research.
Institute of Behavioral and Applied Management, Orlando, FL
October, 1998.
Discussant, Developing an HRIS Course. Institute of Behavioral
and Applied Management, Orlando, FL, October, 1998.
Attended Society For Human Resource Management Student Regional
Conference in Bellingham, WA, April, 1998.
Manuscript Reviewer, Human Resource Management: A Practical
Approach by Michael Harris. The Dryden Press, 1998.
65
Attended Society For Human Resource Management Student Regional
Conference in Eugene, Oregon, April, 1997.
Session Chair, Organizational Trust: Important Concerns,
Institute For Behavioral and Applied Management, Portland, Maine,
October, 1996.
Session Chair, Research in Organizational Behavior, Pan-Pacific
Conference XIII, Chiba, Japan, May 28-31, 1996.
Manuscript Reviewer, Midwest Academy of Management, Ann Arbor,
Michigan, 1996.
Attended Society For Human Resource Management Student Regional
Conference in Salem, Oregon, April, 1996.
Session Chair, Current Issues in Human Resource Practice,
Decision Sciences Institute, Boston, MA, November 20-22, 1995.
Attended Institute for Behavioral and Applied Management
Conference, Seattle, WA, October, 1995.
Chair, Research in International Management, Pan-Pacific
Conference XI, Bangkok, Thailand, June, 1994.
Reviewer, Human Resources Track, Institute of Behavioral and
Applied Management Conference, Washington, D.C. October, 1994.
Reviewer, Quality and Productivity Track, Decision Sciences
Institute Conference, Honolulu, Hawaii, November, 1994.
Attended Society For Human Resource Management Student Conference
Portland, OR, April, 1994.
Reviewer, Organizational Behavior and Theory Track of the
Decision Sciences Institute Conference, Boston, MA, November,
1995.
Manuscript Reviewer, Journal of Managerial Issues, 1991-present.
Manuscript Reviewer, Decision Sciences Institute, 1989-present.
66
Manuscript Reviewer, Western Decision Sciences Institute, 1996.
Attended Washington State University’s Distance Education
workshop, January 1994.
Symposium Chair, Institute for Behavioral and Applied Management,
Denver, CO. November 1993.
Manuscript reviewer for International Academy of Business
Disciplines, 1993.
Manuscript Reviewer, Institute For Behavioral And Applied
Management, 1993-present.
Manuscript Reviewer, Association for Business Simulation and
Experiential Learning, 1992-93.
Manuscript Reviewer, Midwest Decision Sciences Institute, 1991-
93.
Chair, The Transferability of Management Across Cultures, Pan-
Pacific Conference X, Beijing, China, June 1993.
Chair, Technology Management, Pan-Pacific Conference IX, Calgary,
Alberta, Canada, June 1992.
Chair, International Business, Pan-Pacific Conference VIII, Kuala
Lumpur, Malaysia, June 1991.
Chair, Organizational Issues, Pan-Pacific Conference VII, Seoul,
Korea. June, 1990.
Manuscript Reviewer, MED-Academy of Management, 1990.
Human Resource Management and Organizational Behavior, Boston,
Massachusetts, November 1989.
PROFESSIONAL MEMBERSHIPS
Institute for Behavioral and Applied Management, 1991-2005.
Northwest Human Resource Management Association, 1989-present.
67
Pan-Pacific Business Association, 1990-1997.
Society for Human Resource Management, 1989-present
Decision Sciences Institute, 1987-present.
Academy of Management, 1983-present.
OFFICES HELD IN ORGANIZATIONS
Founder and advisor, Central Washington University Society For
Human Resource Management Chapter. Rated Top Ten Chapter in the
nation for all university SHRM chapters since 1994 (based on
Merit Award).
Society For Human Resource Management College Relations Board
Member, 1999-2004.
Co-Founder, Institute for Behavioral and Applied Management
(IBAM).
Board of Governors Member, Institute of Behavior and Applied
Management, 2000-2004.
Director, Human Resource Track, Institute for Behavioral and
Applied Management, 1991-2000.
Director, Human Resource Management division of Association of
Management, 1989-1990.
CONSULTING ACTIVITIES (represenative)
Lacy and Kane Law Offices
Kittitas County Board of County Commissioners
City of Yakima Public Works Department
68
Kittitas Valley Community Hospital
Grant County Inner Coordinating Council
Tree Top, Inc.
George Joseph Orchard Siding, Inc.
Spokane Healing Acts
American Sign and Indicator
FCF of Spokane
Trinity Christian Academy
PUBLIC SERVICE: UNIVERSITY AND SOCIETY
Member, CWU AACSB Committee on Students Admission, Retention and
Support
Chair, Management Department On-line Committee
HR Practices Consultant, Alpha USA, 2007
Advisor/Director 2007 NHRMA Student Games and HR in Leadership
Conference.
Member, CWU Department of Management Business Law Professor
Search Committee, 2007.
CWU College of Business Scholarship Committee, 2007.
Member, CWU Department of Management Assistant Professor of Human
Resource Management Search Committee, 2006.
Member CWU College of Business Finance Personnel Committee, 2006-
2007.
Presenter, “Current Issues in Human Resource Management” to CWU
Society for Human Resource Management, October, 2006
69
Presenter, Scholarship Assessed. Workshop for new CWU Faculty,
2006.
Member, CWU Department of Management Assistant Professor of
Management Search Committee, 2005.
Member, CWU Athletic Compliance Committee, 2005-2007.
Member, CWU Distinguished Professor Selection Committee, 2006.
Member, SHRM National Advisor of the Year Committee, 2003
Chair, Building Committee for Ellensburg Foursquare Church, 2002-
present.
Member, HRM Search Committee, Business Administration Department,
CWU, 2002
Chair, Personnel Selection Committee for Individual Merit
Consideration, Central Washington University, 2001
Presented The Role of Scholarship at CWU Faculty Conference.
December, 2000
Presented Human Resource Management at CWU at the CWU Calling
Connection. November, 2000
Distinguished Professor Screening Committee, Central Washington
University, 2000.
Member of the Search Committee for Central Washington University
College of Business professor in Management, 2000.
Chair, Intellectual Contributions Committee, College of Business,
Central Washington University, 1999-present.
Presented, Taking a Stand, Central Washington University, The God
Thing, April, 2000
Featured speaker in, Teaching at a Distance, Published by Central
Washington University (CD Rom).
70
Ad Hoc Promotion Committee, Central Washington University, 1999
HR in the New Millenium, Nov. 9, 1998. Future Business Leaders of
America, Ellensburg High School, Ellensburg, WA
SHRM and the Faculty Adviser. Society for Human Resource
Management Washington State Council, Ellensburg, WA June 5, 1998
Produced and directed an HRM student recruitment video titled, A
Lifetime of Learning Through SHRM: Student Recruitment Video.
Distinguished Professor Screening Committee, Central Washington
University, 1998
Faculty Senate Ad Hoc Committee on Distance Education, 1996-97.
Faculty Policy Committee, 1993-99.
Campus Climate Task Force Consultant 1993-95.
Wisdom and Knowledge presented to CWU FIRE Group, 2/1/94.
HR Research presented to Yakima Valley Human Resource
Association, November, 1994.
HEC Americans With Disabilities Advisory Board, 1994-95.
Director, Human Resources Track of The Institute of Behavioral
and Applied Management, 1993-2000.
Advisory Committee, City of Ellensburg salary classification.
1994-97.
Presented Building Strong Teams, Ellensburg City and Kittitas
County Employees, Ellensburg, WA. October 22, 1993.
Presented Quality Customer Service, Ellensburg City and Kittitas
County Employees, Ellensburg, WA, October 15, 1993.
Presented The Business of Paradigms, National Association of
Educational Buyers Fall Conference, Ellensburg, WA. September
1993.
71
Presented Paradigm Breakers, Washington State Association of
County Clerks Annual Conference, Ellensburg, June 1993.
Presented HRIS and HR Research, Yakima Valley Human Resource
Association HRCI Certification, Yakima, WA. April 21, 1993.
Presented Paradigms, CWU Senior Ventures, Ellensburg, WA. July
19, 1993 and August 30, 1993.
Presented Status of the College of Business, President's
Associates--CWU, Ellensburg, WA, May 8, 1993.
Sponsored People Development: A Bridge to Change, CWU Student
Chapter of the Society for Human Resource Management Regional
Conference, Ellensburg, WA, April 2-3, 1993.
Presented The Business of Paradigms, CWU Training and Development
Workshop, Ellensburg, WA. October, 1992.
Presented Communication Skills and Active Listening, Kittitas
County Hospice, October 26, 1992.
Presented Understanding Paradigms, Ellensburg Chamber of
Commerce, Ellensburg, WA 1992.
Presented Managing Conflict and Change, Central Washington
University Staff Training and Development, October 1991.
Presented Ethics in the Workplace, Green River Community College
Cooperative Education Faculty In-Service, Whistlin Jack Lodge on
White Pass, WA. October, 1991.
Presented Excellence in Leadership, Kittitas Valley Community
Hospital, Ellensburg, WA. September/October 1990.
Advisor to Non Credit Programs (CWU)
CWU Affirmative Action Committee
Academic Program Committee
72
Business Administration Department Personnel Policies and Merit
Committee
College of Business Alumni Advisory Committee
Graduate Council Representative
Founder/Advisor Society of Human Resource Management at Central
Washington University
Search Committee for Dean of the College of Business, 1993.
CWU Committee on Administrative Evaluation, 1992-93.
Affirmative Action Committee, 1989-1990.
Search Committee, Nutritional Services Department, 1989-1990.
College of Business Personnel Committee, 1989-1990.
FACULTY DEVELOPMENT
CWU Workshop on Usage of Blackboard, 2006.
Professional Leave for 2002-2003 academic year. Taught both
graduate and undergraduate courses for the College of William and
Mary in Williamsburg, VA.
Faculty Exchange, University of Pecs, Hungary 2001.
Society for Human Resource Management Annual Conference, San
Francisco, CA 2001 (with 7 students)
Institute of Behavioral and Applied Management Annual Conference,
San Diego, CA 2000
Northwest Human Resource Management Association Annual Conference
Seaside, OR 2000
Institute of Behavioral and Applied Management Board of Directors
meeting. Greeley, Colorado, June, 2000.
73
Society for Human Resource Management National Conference, Las
Vegas, Nevada, June, 2000 (with 13 students).
Institute of Behavioral and Applied Management Board of
Directors meeting. Greeley, Colorado, June, 1999.
Attended(with 4 students)Society for Human Resource Management
National Conference, Atlanta, Georgia, June, 1999.
Attended Institute for Behavioral and Applied Management Board of
Directors meeting. Greeley, Colorado, June, 1998
Attended (with 3 students) Society For Human Resource Management
Annual Conference, Chicago, Illinois, 1996
Washington State University Distance Education Workshop, 1/21
City of Yakima, Department of Public Works. Presented 40
workshops on Total Quality Management. Summer, 1994
Attended AACSB Workshop, Seattle, WA April 18-20, 1993.
First Distance Learning Instructor for CWU, Fall, 1995.
Participated in 4 computer workshops at CWU in 1995-96
74
Don R. Nixon
___________________________________________________________________________________
Education:
Ph.D., Georgia State University, 1982. Management, Business Policy, Systems.
MBA, Georgia State University, 1974. Management, International Business.
BBA, Georgia State University, 1972. Management, International Business.
Teaching Interests:
Strategic Management, International Business, Management, International Management,
Organizational Behavior, Business Ethics
Teaching Experience:
1991-present Professor of Business Administration--Management, International Business,
Central Washington University (Tenure awarded 1991).
1986-91 Associate Professor of Business Administration--Management, International Business,
Central Washington University.
1984-86 Associate Professor of Management – Management, International Business, Middle
Tennessee State University.
1977-84 Assistant Professor of Management – Strategic Management, Management,
Operations Research, Business Information Systems, West Georgia University. Holder of the
Warren P. Sewell Chair of Private Enterprise.
75
Administrative Experience:
1987 – 2000 Program Director, Business Administration – Normandy Park Center, South
Seattle Center, and SeaTac Center.
2000 – 2006 Chair and Office of the Chair, Business Administration Department
Publications:
Articles:
―Determinants of Success On the ETS Business Major Field Exam for Students in an
Undergraduate Multi-Site Regional University Business Program,‖ with Bruce Bagamery and
John Lasik, The Journal of Education for Business, September/October, Volume 81, Number 1,
2005, pp. 55-63.
"The Use and Effectiveness of Contemporary Training Methods in High Technology Firms In
South Korea ", with J. Nimnicht, A. Cant, and D. Kang, The International Journal of Business
Research, IV, No. 1, 2005, pp. 59-67.
"A Cross Atlantic View of Training in High Technology Firms With Comparisons Between
Germany, Great Britain and the United States", with J. Nimnicht, and D. Kang, The Journal of
Behavioral and Applied Management, Vol. 2, No. 1, 2000, pp. 3-11.
―Cross-Cultural and cross functional analysis of motivational technique utilization between
Great Britain, Germany and the United States,‖ w/J. Nimnicht & Kang, D.S.). The Journal of
Productivity, 1998, vol. 4, 73-82.
"Employment of Contemporary Motivation Techniques by High-Tech Organizations in South
Korea," (w/ J. Nimnicht and D. Kang). The Journal of Productivity, vol. 2, #1, 1996, p. 37-46.
Selected Proceedings and Presentations:
―Senior Faculty Performance Enhancement,‖ Panel Presentation with J. Nimnicht, and M.
Meisenhelter at IBAM Conference, Scottsdale, AZ, October 2005.
―Pedagogies of the Business Capstone Course – from a Student Perspective,‖ with L.
Richmond, Presentation at 3rd International Conference on Business Economics, Management,
and Marketing, Athens, Greece, June 2005
―Determinants of Success On the ETS Business Major Field Exam for Students in an
Undergraduate Multi-Site Regional University Business Program,‖ with Bruce Bagamery and
John Lasik, presented at the Academy of Business Education 5th Annual Meeting, Mystic, CT,
April 22, 2004.
76
―Functional Differentiation in Training Methods: The Case for Utilization and Perceived
Effectiveness in Korean High Tech Organizations,‖ with J. Nimnicht, and D. Kang,
Proceedings of the Annual Meeting of IBAM, November 2002, Denver, CO.
"The Effects of Firm Size on the Utilization of Motivation Techniques in Korean High-Tech
Organizations", with J. Nimnicht and D. Kang, Proceedings of the IBAM Conference,
November 2000, San Diego, CA.
―Training Methods of Choice: Their Utilization and Effectiveness by Korean High Tech
Organizations,‖ w/J. Nimnicht & Kang, D.S.). Proceedings of Pan-Pacific Conference XVI,
Fuji, June 1999.
―Korean High-Tech Organization Motivational Techniques: Replication and Extension,‖ w/J.
Nimnicht & D. Kang). Proceedings of the Pan Pacific Conference XV, May 1998.
"Cultural and Functional Analysis of Motivational Technique Utilization Between Great
Britain, Germany, and the United States," (w/J. Nimnicht and D. Kang). Proceedings of the Pan
Pacific Conference XIV, May 1997.
"A Cross-Atlantic View of Training in High Technology Firms With Comparisons Between
Great Britain, Germany, and the United States," (w/J. Nimnicht and D. Kang). Proceedings of
the Eastern Academy of Management , 1997.
"A Five Country Analysis of the Effectiveness of Motivational Training in High-Tech
Organizations," (w/J. Nimnicht). Proceedings of the Institute For Behavioral and Applied
Management. Portland, ME, October 1996.
"Employment of Contemporary Motivation Techniques by High-Tech Organizations in South
Korea" (w/J. Nimnicht & K. Su). Proceedings of the Pan-Pacific Conference, June 1996.
"The Question of Training Method Effectiveness in a Global Context Amongst High-Tech
Organizations" (w/J. Nimnicht). Proceedings of the Pan-Pacific Conference, June 1996.
"High-Tech Organizations: The Effect on Training Technique Selection and Utilization in
Canada, the U.S., Great Britain, Australia, and New Zealand" (w/J. Nimnicht & R. Silvers).
Proceedings of the Pan-Pacific Conference, June 1995.
"High-Tech Organizations: The Effect of Size on Motivation Technique Selection and
Utilization in Canada, the U.S., Great Britain, Australia, and New Zealand" (w/J. Nimnicht &
R. Silvers). Proceedings of the Pan-Pacific Conference, June 1995.
"High-Tech Organizations: The Effect of Size on Motivation Technique Selection and
Utilization." Proceedings of the Institute for Behavioral and Applied Management Conference,
November 1994.
77
"A Three-Country Analysis of High-Tech Organization Utilization of Contemporary Training
Methods" (w/J. Nimnicht). Proceedings of the Pan-Pacific Conference, June 1994.
"Work Motivation in High-Tech Organizations: A Comparison Between Canada, the U.S., and
Great Britain" (w/J. Nimnicht). Proceedings of the Pan-Pacific Conference, June 1994.
"Utilization of Motivation Techniques in Canadian and U.S. High-Tech Organizations" (w/J.
Nimnicht). Proceedings of the Pan-Pacific Conference, June 1993.
"North American Training: An Evaluation of Canadian and U.S. Approaches" (w/J. Nimnicht).
Proceedings of the Pan-Pacific Conference, June 1993.
Professional Activities or Service
Manuscript reviews
Journal of Behavioral and Applied Management, ―Just Good Common Sense: The Use of
Personalized Benefits Statements to Enhance Employees= Knowledge of Benefits‖. August 2002.
Journal of Behavioral and Applied Management, Rewrite of, ―Just Good Common Sense: The Use
of Personalized Benefits Statements to Enhance Employees= Knowledge of Benefits‖. March
2003.
Journal of Behavioral and Applied Management, ―The Adaptability of Japanese Style of Human
Resource Management in the Small and Medium Size Manufacturing Companies in Malaysia.‖
October 2003.
Journal of Behavioral and Applied Management, ―The Role of Gender in Creating
Technologically Fair Learning and Work Environments." April 2004.
Service to Professional Associations
Track Chair for Institute of Applied and Behavioral Management, 02-03, 01-02, 00-01.
Session Chair and Panel Member at IBAM Conference, Scottsdale, AZ, October, 2005.
Session Chair at International Conference on Business Economics, Management, and Marketing,
Athens, Greece, June 2005.
Session Chair and Discussant at IBAM Conference, Denver, CO, November, 2002.
Session Chair and Discussant at IBAM Conference, San Diego, CA, November, 2000.
Session Chair and Reviewer, IBAM Conference, Annapolis, MD, October 1999.
Member, IBAM Board of Directors, 99-00.
Session Chair, Pan-Pacific Business Association Conference, Fiji, June 1999.
78
Other Professional Activities
Secretary of the Institute of Behavioral and Applied Management, 1995 – 2000.
Editorial board, Journal of Behavioral and Applied Management, 03-04, 02-03, 01-02, 00-01.
Professional Memberships
Academy of Management
Institute for Behavioral and Applied Management
Pan-Pacific Business Association
79
Nancy Graber Pigeon, J.D.
111 E. 9th Avenue
Ellensburg, WA 98926
(509) 901-3602
ngpigeon@charter.net
EXPERIENCE
8/03-12/06 Adjunct Faculty Washington State University
Pullman, WA
Teach on line Human Resource Management classes.
9/97-present Asst. Professor of Business Central WA University
Classes include Business Law and Human Resource Management classes. 2002
Excellence in Teaching Award; 2003 Nomination for Excellence in Teaching
Award, 2006 Nomination for Excellence in Teaching Award. .
9/94-present Staff Attorney WA Growers League
Yakima, WA
Provide legal advice on all labor and employment matters to agricultural
employers throughout the state of WA.
1994-present Consultant, Investigator and Trainer
Yakima, WA
Investigate harassment and discrimination claims, consult on management
problems and conduct trainings on all labor and employment law matters.
1994-96 Adjunct Faculty Central WA University
Ellensburg, WA
1993-94 Adjunct Faculty Heritage College
Toppenish, WA
1990 – 1994 Attorney Lofland and Associates
Yakima, WA
Provided legal advice on various labor and employment matters to clients.
Drafted motions and appeared in federal and state court.
5/90-8/90 Law Graduate Carroll, Burdick and McDonough
Sacramento, CA
Researched and drafted legal memorandums and briefs for union labor and
employment law firm. Conducted salary survey and participated in
administrative hearings.
80
Summer 1989 Law Clerk Corbett & Kane
Emeryville, CA
Researched and wrote legal memorandums and motions for management labor
and employment law firm.
8/86-8/90 Apprentice Arbitrator Sacramento, CA
Attended labor and employment arbitrations with Arbitrator, Donald H. Wollett.
Drafted opinions and researched cases.
Summer 1987 Law Clerk Agricultural Labor Relations Board
Sacramento, CA
Researched and wrote legal memorandums.
12/85-7/86 Compensation Analyst GTE
Honolulu, HI
Performed wage analysis, conducted Hay evaluations for compensation structure
and managed executive continuity program.
7/83-12/85 Labor Relations Administrator GTE
Honolulu, HI
Handled grievances up to arbitration. Trained supervisors in labor relations
theory and practice and was a member of negotiation team.
11/82-6/83 Human Resource Associate GTE
Needham, MA
Responsibilities included recruitment of executives and college graduates in
engineering and conducted wage and salary studies.
5/82-1/82 Human Resource Associate GTE
Danvers, MA
Responsibilities included researching collective bargaining agreements,
attending grievance hearings and arbitrations and assisting in negotiations.
Developed and distributed communications brochure explaining negotiated
settlement.
EDUCATION 1990, J.D. McGeorge School of Law, Sacramento, CA
1993 MLIR, Michigan State U. East Lansing, MI
1980 B.S. Business, U. of RI, Kingston, RI
LICENSES Admitted to practice law in Washington, Connecticut and California
PROFESSIONAL Society of Human Resource Management, American Bar Association, Yakima
ASSOCIATIONS County Bar Association, Kittitas County Bar Association
81
COMMUNITY EXPERIENCE
2004- present Vice President- Temple Shalom, Yakima, WA
1993- present Mediator, Personnel Committee Member and Employment Law
Consultant- Dispute Resolution Center of Yakima and Kittitas Counties
Yakima, WA
Have served as a member of the Board of Directors
1986-1990 Mediator- Sacramento Mediation Center
Sacramento, CA
Have served as a member of the Board of Directors
1983-1986 Mediator- Neighborhood Justice Center
Honolulu, HI
1983-1990 Arbitrator- Better Business Bureau
Sacramento, CA and Honolulu, HI
ACADEMIC SERVICES Library Committee, Executive Committee, Co-Advisor to SHRM-CWU,
Previous member of the CWU Grievance Committee for Faculty
PUBLICATIONS
―Use Caution: Avoid Wrongful Discharge, A Costing Approach‖ James Nimnicht, Wolfgang Franz
and Nancy Graber Pigeon, Journal of Individual Employment Rights, Volume 11, Number 1, 2003-
2004.
―Employer and Employee Rights and Responsibilities in a Networked Office‖, Ron Tidd, PhD and
Nancy Graber Pigeon, J.D., Journal of Individual Employment Rights. Volume 10, Number 4, 2002-
2003
PUBLICATIONS IN PROGRESS
―The E-Sign Act‖ with Ron Tidd. Expected publication in Journal of Accountancy.
―Whether Civil Rights apply on Reservation Land‖. Expected publication in HR journal.
―Employee Blogs- the legal impact for Employers‖ with Ron Tidd and David Rawlinson
82
REFERENCES
James Nimnicht, PhD., Central Washington University
Ron Tidd, PhD., Chair of Dept. Of Accounting, Central Washington University
Mike Gempler, Director of Washington Growers League, Yakima, WA
Leslie Webb, Director of Diversity Center, Central Washington University
Other references, both student and professional are available upon request
83
CURRICULUM VITAE OF f. LYNN RICHMOND, FALL, 2007
I. PROFESSIONAL AFFILIATION AND CONTACT INFORMATION
Present University Department: Department of Management,
College of Business
Office Address: 302D Snoqualmie Hall, Central Washington
University-Lynnwood, 20000 68th Ave., W., Lynnwood, Washington 98036;
richmond@cwu.edu
II. EDUCATION
Ph.D., Organizational Sociology and Social Psychology, University of Oregon,
Eugene, Oregon, September, 1970
M.S., Organizational Sociology and Social Psychology, University of Oregon,
Eugene, Oregon, June 1961
B.A. Social Science and Secondary Education, California State University/Long
Beach, June 1958
III. PROFESSIONAL EXPERIENCE
A. Central Washington University
Tenure, Associate Professor, Department of Management, College of Business,
2006 – Present
Tenure-track, Associate Professor, Department of Business Administration, c. 1999-
2006
Non-Tenure-track, Associate Professor, Department of Business Administration,
c. 1996-1999
Full-time Non-Tenure-track, Lecturer, Department of Business Administration,
c. 1994-1996
Part-time Non-Tenure-track, Lecturer, Department of Business Administration,
1992-1994
B. Other Professional Experience
Lecturer, Business Administration, Division of Continuing Education, Linfield
College, McMinnville, OR c. 1991-1992
Associate Director, Division of Continuing Education, Linfield College,
McMinnville, OR, 1988-1991
Administrator, Downtown Center and Evening College, Lane Community College,
Eugene, OR 1983-1987
Owner/developer, LakeHills, a 160 acre planned unit development in Lane County,
Oregon, c. 1978-1983
84
Study Director, ―Maturational Reform and Rural Delinquency‖ (a 12+ year basic
research project tracing the so-called ―Maturational Reform‖ effect in a rural and
small-town environment, under terms of a longitudinal grant from the National
Institute of Mental Health), administered by the University of Oregon, 1966-1978.
IV. TEACHING EXPERIENCE
A. Teaching Interests and Specialties:
Strategic management; Organizational Behavior; Organizational
Development/Change.
B. Teaching Awards and Honors:
Nominated for the College of Business‘ ―Advisory Board Award for
Faculty Excellence in Teaching‖ for 2005-2006.
Selected by the Edmonds Community College administration to be the
―classroom stop‖ for the Washington state Governor on her tour of
Snohomish Hall and CWU‘s ―2 + 2‖ partnership with Edmonds Community
College, summer 2005
Recipient of CWU Alumni Association‘s ―Excellence in Teaching‖, Fall 2002
Recipient of the College of Business‘s ―Excellence in Advising‖, Spring 2002
―CWU College of Business Points of Distinction‖ [included in the college‘s] Self-
Evaluation Report (SER) for AACSB accreditation‖ included a reference to my
partnership with a retired business executive to enrich the content of the business
―capstone‖ course.
Unsolicited personal letter of commendation from Mr. Larry Hanson, Publisher
Emeritus of the Everett (WA) Herald and former member of the Washington Higher
Education Coordinating Board (HEC Bd) to Dean Savoian regarding the benefits to
students of my teaching style.
The student comments found in the quarterly SEOIs represent an enormous personal,
although unofficial, honor for me and are a source of considerable satisfaction--as well
as a continuing challenge to provide instructional significance that will attract such
comments. (In addition, average ―instructional evaluation‖ scores in the SEOIs continue
to equal or exceed 4.5 on a 5.0 scale despite my reputation among CWU-Lynnwood
students as being a ―hard‖ grader.)
C. Current Graduate Faculty Status
Adjunct faculty (inactive)
D. Courses Taught
Strategic Management, Organizational Behavior, Organizational
Development/Change, Applied Management, Organizational Management.
85
V. SCHOLARLY ACTIVITY
A. Interests and Specialties
Employee Job Satisfaction, Motivation and Productivity; Classroom
workgroup/teams (processes, causes and consequences, dynamics,
outcomes);
B. Current Projects
Updating (into the middle of the first decade of the twenty-first century)
secondary analyses of 60+ years of national surveys of employee job
motivators/satisfiers; analyses of correlates of successful and productive
workgroups/teams; (proposed) follow-up field study of importance of timely and
accurate feedback to employee motivation.
C. Publications
Peer-reviewed Journal Articles
Coetzer, G. H. & Richmond, F. L. 2007. An Empirical Analysis of the Relationship
between Adult Attention Deficit and Efficacy for Working in Teams. Journal
of Team Performance Management, 13: .
Richmond, F. L. & Schepman, S. B. 2005. Fifty Years of Employee Motivation
Surveys: Three from the Final Half of the Twentieth Century‖. Journal of
Organizational Culture, Communications and Change, 9(2): 15-34.
Schepman, S. B., Richmond, F. L. & Elsner, J. 2003. The Exploration of Moderators
of the Job/Life Satisfaction Relationship: A Field Study. Review of Business
Research,1: 68-70.
Richmond, F. L. & Schepman, S. B. 2003. Employee Expectations and Motivation:
An Application from the ‗Learned Helplessness‘ Paradigm‖. Journal of the
American Academy of Business, 3: 405-408.
Schepman, S. B., Richmond, F. L. 2003. The Effects of Learned Helplessness on
Performance Efficacy and Control Expectancies‖. Research Journal of the
OOI Academy International Congress, 1: 89-96.
Peer-reviewed Conference Proceedings
Schepman, S. B., Richmond, F. L. 2007. Increasing Productivity: A Successful
Organizational Intervention. Proceedings of the Applied Business Research
Conference,
Richmond, F. L., Nimnicht, J., Barnes, S.E. & Schepman, S. B. 2005. Increasing Sales
Performance at a Retail Coffee Company: The Effects of a Feedback
Intervention‖. Proceedings of the Institute of Behavioral and Applied
86
Management, 58-63.
Richmond, F. L. & Schepman, S. B. 2004. Three Employee Motivation Surveys
Spanning a Half Century. Proceedings of the Academy of Organizational
Culture, Communications and Conflict, 35-36.
Richmond, F. L. & Schepman, S. B. 2003. Employee Expectations and Motivation:
An Application from the ‗Learned Helplessness‘ Paradigm. Proceedings of
the International Business and Management Research Conference,174- 177.
Schepman, S. B., Richmond, F. L. & Elsner, J. 2003. The Exploration of Moderators
of the Job/Life Satisfaction Relationship: A Field Study. Proceedings of the
IABE Conference,
VI. UNIVERSITY SERVICE
A. University
1. Member, Search Committee, Westside Academic Advisor, 2007-present
2. Appointed by President McIntyre to the Faculty-Administration Joint Work Group
(Dr. Linda Beath, chair), 2006.
3. Served as Faculty Marshall for the Westside University Commencement, 2005
4. Participated as the CWU/Lynnwood faculty member (with Dean Savoian) in the
North Snohomish, Island, and Skagit County (NSIS) Consortium activities, 1999-
2002
B. Faculty Senate
1. Member, Faculty Senate Code Committee, 2003 to present
2. Secretary and member of the Faculty Senate Executive Committee, 1998-2003
3. Member of the Faculty Senate, 1997-2003
3. Member, Senate Academic Affairs Committee, 2002-2003
4. Faculty Senate‘s representative to the university summer session committees, 2001-
2002 and 2002-2003
C. College of Business
1. Member, Student Committee, c. 2000-present
2. Member, Executive Committee, College of Business, 1997 to 2006.
3. A wide variety of CWU-Lynnwood marketing/recruiting activities,
1998-2002
D. Department of Business Administration/Management
1. Member, Search Committee, Management/Strategic Management Faculty, Fall 2007
2. Member, Office of the Chair, Department of Business Administration, 1997 to
2006.
3. Program Director, Business Administration at CWU-Lynnwood, 1997 to 2006.
4. Acting Program Director, Business Administration at CWU-SeaTac, 2001-2002
87
5. Chaired Search Committees for Westside MGT/HRM and OSC faculty members,
2002-2003.
VII. PROFESSIONAL SERVICE
A. Membership in Professional Associations (past five years)
1. Academy of Management
2. Western Decision Sciences Institute (WDSI)
3. Institute for Behavioral and Applied Management (IBAM)
4. Academy of Organizational Culture, Communications and Conflict
5. Strategic Management Society
6. American Society for Training and Development
B. Evaluation of Manuscripts for Journals and Proceedings
1. Journal of Organizational Culture, Communications and Conflict, 2005-
present
2. Proceedings of the Western Decision Sciences Institute, 2007-2008
3. Proceedings of the Applied Business Research Conference, 2007
4. Proceedings of the Institute for Behavioral and Applied Management, 2005
5. Proceedings of Organizational Culture, Communications and Conflict, 2004
C. Faculty Site Visits to Community Businesses (past five years)
1. Microsoft corporate campus, 2006
2. Costco International Headquarters, 2005
3. Tommy Bahama design operation, 2005
4. Boeing 777 final assembly line, 2005
5. Paccar International: Kentworth truck final assembly line, c. 2004
6 Boeing 737 final assembly line, 2003
VIII. COMMUNITY SERVICE
1. Member, Steering Committee, Washington Business Week—Snohomish
County, sponsored by Edmonds School District, 2003-present
2. Chair, Institutional Effectiveness Review Committee, Edmonds Community
College (Instructional) Business Division, 2002-present
3. Member, Advisory Committee to the (Instructional) Business Division, North
Seattle Community College, 2000-present
4. Unofficial member (―observer‖), Edmonds Community College and
Edmonds School District Articulation Council, 2000-2005
5. Member of the Edmonds Community College Long-range Planning
Commission, summer 2004
6. Unofficial ―Go-to-guy‖ for Edmonds Community College as needed—esp.
CWU-Lynnwood faculty member who is a long-time resident of South
Snohomish County
88
Appendix 3: Course Syllabi
Department of Business Administration
Course Syllabus for MGT489 - Strategic Management
Section: 489.001
Winter Quarter, 2008
Instructor: Dr. Brian W. Kulik
Office: Shaw-Smyser 331
Office Phone: (509) 963-2388
Office Hours: Wednesday 12:30 – 2:30 p.m.
E-mail: kulikb@cwu.edu
Course Time: T, TH 3:20 - 5:30 p.m.
Course Locations: Michaelson 203
Course Description: MGT 489. Strategic Management (5). Prerequisite, completion of all other core
requirements for business administration or accounting. Basic policy decisions involved in managing
the total enterprise. Formerly BUS 489. Students may not receive credit for both.
Course Outcomes:
By the end of the course, students should be able to:
1. Define and use various strategic terms and concepts of strategic management
2. Define the major types of strategies used in for-profit and not-for-profit organizations
3. Identify the mission, objectives, and strategy of particular organizations
4. Identify the major strengths and weaknesses of particular organizations
5. Develop viable strategic alternatives for particular organizations
1
Additional Information:
Department Administrator Phone: (509) 963-3339
Additional Course Objectives: This course is designed to help you integrate previously completed
coursework—accounting, economics, human resources, finance, marketing, management—to make managerial
decisions. While applying the tools acquired in these courses, you will learn how to develop strategies for
credible, ethical business decisions. Various political, social, legal/regulatory, and technological issues must all
be considered when formulating strategies for today‘s business environment, and you will learn to systematically
address each of these issues, in both domestic and global contexts.
Textbooks:
Ireland, R. D., Hoskisson, R. E., & Hitt, M. A. Understanding Business Strategy: Concepts and Cases,
2006, Thompson South-Western, ISBN-10: 032428246X; ISBN-13: 9780324282467.
Rosenzweig, Phil. The Halo Effect: and the Eight Other Business Delusions That Deceive Managers,
2007, Free Press, ISBN-10: 0743291255; ISBN-13: 978-0743291255.
COURSE REQUIREMENTS
This course consists of a number of exercises designed to encourage your observations of strategies and to help
you recognize strategies that are less than optimal. Learning will be through individual and team efforts, and
you will be graded on an individual basis as well as with your team. You will be responsible for the following
components in this course:
INDIVIDUAL EFFORTS:
1. Chapter Readings: You are expected to have read each chapter prior to the class lecture.
2. Exams: Three tests covering the textbook material, lecture material, and class discussion will be given
during the course. Consult the detailed schedule for chapters included. You will also take a national
Major Field Test (MFT) in business administration administered by the Educational Testing Service
(ETS) which will test you on all the core material in your Business Administration program. This test
will compare your business knowledge to other U.S. college business students.
3. Individual Case Analyses: You must write a total of 2 case analyses, each of 2 pages in length, but with
unlimited appendices. It is assumed that an appendix is required in order for a group to demonstrate a
minimal level of competence. The case analyses shall include some type of analysis according to the
following outline:
A brief statement of the major, relevant factors in the case.
A list of alternative courses of action.
Some analysis on the alternatives listed, to include some elements of relevant course material.
A prioritization of the alternatives, based on the analysis.
An implementation plan which includes a discussion of expected obstacles toward
implementation of the highest-priority alternative, and a contingency plan if the highest-priority
alternative cannot be met.
2
The heading of each case analysis shall be as follows:
[Your Name] [Date of Submission]
MGT 489.001 [Name of company the case is about]
Case Writeup #__ of 2 Case #__
ID#: ____________ [Analysis tool applied]
REVISION [if applicable]
Grammar, legibility, and presentation are all important elements of your case analysis and relevant
deductions will be made accordingly. The objective of the case analysis is to arrive at a firm
recommendation for action that is derived from an integration of the situation and chapter material.
Submitted case analyses that do not actually conduct an analysis (for example, those that summarize the
case or those that discuss some issues without prioritizing alternatives) or those cases without the above
required heading will receive a score of zero.
4. Halo Effect Analysis: You must write an analysis of a popular business article and identify at least one
of the effects as discussed by Rosenzweig. Your paper shall be 2 pages in length, but with unlimited
appendices (attach your article as Appendix A). Your paper shall include some type of analysis
according to the following outline:
A brief summary and central message of the article.
The questionable claim(s) found in the article.
An explanation of why the claim is questionable (by the halo or other effect).
Suggest a revision of the article to not include any biasing effects. How is the article‘s central
messaged altered? Is the revised article still newsworthy?
The heading of the Halo Effect Analysis shall be as follows:
[Your Name] [Date of Submission]
MGT 489.001 ID#: ____________
Halo Effect Analysis
Grammar, legibility, and presentation are all important elements of your case analysis and relevant
deductions will be made accordingly. Submitted analyses that do not actually conduct an analysis (for
example, those that summarize the article or those that discuss some issues in the article without
suggesting a revision of the article) or those analyses without the above required heading will receive a
score of zero.
5. Class Participation: You will fill out and turn in a class participation sheet to verify that you have
participated significantly during class discussions. The purpose of this discussion sheet is to allow you
to practice your business meeting participation skills and, therefore, your participation must be during
class and verbal. Credit will be given only for verbal, in-class contributions to class discussion. In
addition, any inappropriately rude, demeaning or insulting statements will be recorded and will count
against you at the end of the quarter (if you have not been flunked for unprofessional behavior by then –
see below). Yes, that means that your final participation score may amount to a negative number, in
some extreme cases.
3
GROUP EFFORTS:
5. Group Reports: There will be a case study for which you will turn in two reports (one interim and one
final) based on an assignment (see course web page for the specific assignment). These will be worked
on in groups of 4 to 6. Groups need not be the same for each report. To complete these reports
appropriately, students must conduct appropriate research, read assigned material, review material
presented in class, work together toward a solution, and present the group‘s solution in a well-written,
clear and concise document. The final report is limited to 15 pages (and the interim report is limited to 7
pages), but the number of figures and tables (to be included in an appendix) is unlimited. It is assumed
that an appendix is required in order for a group to demonstrate a minimal level of competence. The
report should include not only which decisions were made, but how each major decision was made (by
consensus in group discussion, by a tasked individual, etc.). Each report must include a list of which
group member carried out which work that went into the report. If there is no task associated with any
particular group member, that individual will receive a score of zero.
POLICIES
Make-up Exams will only be given in the case of dire and genuine circumstances; for example,
hospitalization. Make-up tests will not be given because you forgot about the test, slept in, have plane
tickets for that date, etc.
E-mail: Provide your full name and ID number. Anonymous e-mails will not be answered. Do not use
email to submit any written analyses (see below for acceptable modes of submission).
Curving of Grades: There will be no curving of grades. In addition, a maximum of 20% of registered
students will receive As and a maximum of 50% will receive Bs.
Late For or Absent From Lectures: It is your responsibility to get the notes and to check the class web
site for announcements.
Timeliness of Assignment Submission: Group case analyses are due at the beginning of the class due-
date as identified below. Individual case analyses are due at the beginning of the next class after the
case is discussed in class.
Mode of Submission: Either by ―Digital Dropbox‖ in Blackboard, or by turning in a printout of the
analysis. E-mail submissions will NOT be accepted.
Cheating: Anyone who cheats (e.g., collaborating on exams or copying/collaborating on any case
analysis content) will receive an F in the class and will be reported to Student Affairs.
Professionalism: Inappropriate behavior, such as, rudeness, verbal or written malicious and defamatory
comments, cursing, yelling, or other threatening and/or intimidating behavior, either during lectures or
outside of lectures, will result in an F in the class and additional academic, administrative, or legal
penalties as permitted under University policies and procedures and Washington State law.
Attendance: No credit will be given for attendance. However, a substantial portion of each exam will
be taken directly from class discussion material, so that the more frequently you miss class, the lower
your exam score(s) will be.
4
COURSE GRADING
# of Pts. Each % of
Item Items Item Points Grade
Class Participation 5 30 150 15
Exams (on Texts & Class Discussion) 3 117 350 35
ETS Exam 1 100 100 10
Group Reports 2 100 200 20
Individual Analyses 3 67 200 20
TOTAL 1000 100%
Your final score will be a number between 1 and 1000. The conversion from this score to your letter
grade shall be as follows:
A: 930-1000 points
A-: 900-929 points
B+: 870-899 points
B: 830-869 points
B-: 800-829 points
C+: 770-799 points
C: 730-769 points
C-: 700-729 points
D+: 670-699 points
D: 630-669 points
D-: 600-629 points
F: below 600 points
WRITING CENTER HELP
All student writers, of all disciplines, are invited to discuss their writing with consultants at the University
Writing Center, for free. They can brainstorm ideas and outlines, work on research skills and citation, and
discuss ways to revise drafts, keeping in mind purpose and audience, organization, and sentence-level issues.
Each one-on-one session lasts up to 50 minutes. It is helpful if the student brings the assignment sheet and
related materials.
You may drop by and take a chance there is an opening, or you may call 963-1296 and make an appointment.
Sessions are free. Locations are as follows:
Hertz 103 – 9 a.m.-7 p.m. Monday through Thursday and 9 a.m.-2 p.m. Friday
Library Fishbowl – 2-9 p.m. Sunday and 6-9 p.m. Monday
SURC 135 – 11 a.m.-2 p.m. Monday through Thursday
On-line resources are available through the web site: http://www.cwu.edu/~writingcenter/
DISABILITY SUPPORT SERVICES
Students with disabilities who wish to set up academic adjustments in this class should give me a copy of their
"Confirmation of Eligibility for Academic Adjustments" from the Disability Support Services Office as soon as
possible so we can discuss how the approved adjustments will be implemented in this class. Students without
5
this form should contact the Disability Support Services Office, Bouillon 205 or dssrecept@cwu.edu or 963-
2171.
FREQUENTLY ASKED QUESTIONS
Q: Are the exams cumulative?
A: No, but the material is. For example, I introduce the concepts of population ecology, institutional theory, and
strategic choice in the introductory chapter, but I return to these ideas over and over again throughout the course.
Also, I apply new material to cases already covered. For example, the Apple Computers case is applied to
Chapter 3 (Ireland et al.) material, but in my discussion of Chapter 5 material I note that Apple Computer is a
quintessential ―differentiator‖, a term introduced in Chapter 5.
Q: Why do you end-load the workload for the quarter so much?
A: I do not end-load the course, but I am instead flexible with my scheduling. You can arrange to hand in all of
your analysis papers in the first 3 or 4 weeks of class and create a situation for yourself such that only the group
project and the third exam are done at the end of the course. It‘s entirely up to you. Generally, however, the less
you procrastinate, the higher your grade will be.
Q: Why do you play favorites with students?
A: I tend to have in-class discussions with those students who speak up in class. Your grade, however, depends
mostly on your performance on exams, analysis papers, and the content of your participation sheet. It is
theoretically possible that the people I engage with in class will actually receive poor grades for the course.
Q: When will I receive feedback on my paper that I handed in?
A: Generally, I need a weekend to turn around a writing assignment. Because I have a considerable volume of
research activity, however, sometimes I work through weekends with my research (yes, research is part of my
job here at CWU). Therefore, sometimes I will return graded work to you in the week following the week that
you turned in your assignment, but in longer than 5 days.
Q: Why did you deduct for grammar on my case analysis? I went to the writing center and demanded that they
fix all the grammar errors. Therefore, you cannot blame me for their inability to find the errors in my paper.
A: Actually, I can blame you because you are the one responsible for the material you turn in to me, not the
writing center. The writing center is there as a resource to help you with your (mis)understanding of the English
language, and not as a spelling/grammar/style checker supplement to Microsoft Word.
Q: I performed poorly on a few assignments. Is there anything I can do to make up my grade?
A: No.
Q: I received a zero [or a low grade] on a case analysis. Can I re-write it and turn it in to you?
A: Only for your first case analysis.
Q: Why did I receive a zero on a case analysis?
A: Because you did not conduct an analysis or provide the proper heading material. See the appropriate section
above.
Q: Will I graduate?
A: That depends on your final grade, which in turn depends on your performance.
Q: Why are you making this course so difficult?
A: To prepare you for your career in a fast(er)-paced business environment.
6
Q: Why are you so tough on grammar?
A: Because if you write poorly in a real-world business environment, no one will take anything you write
seriously. If no one takes you seriously, you are not worth as much to your employer, and I communicate this
‗lessening in value‘ through your lower grade.
Q: I received straight As for my accounting and finance classes; why are my scores so low for this course?
A: This class requires an analysis of the ‗big picture,‘ and your course score is therefore designed to reflect your
conceptual skills in strategic management. This is a different skill from those developed in finance and
accounting classes, which generally deal with problem-solving skills, using a prescribed problem-solving
procedure.
Q: Why do you make me write reports and analyses? I’m an accounting student and I don’t need to write well.
A: You are wrong. Every member of every firm must be able to write in a clear and concise way. If you cannot
do this, you will be less valuable to your future employer; the way I communicate this ‗lowering in value‘ to
prospective employers is through your lower grade.
Q: Will you make an exception for my grammar since English is my second language?
A: No.
Q: I stated something during class that I regretted that ended up counting against my participation points. If I
apologize, can you restore my participation score?
A: No.
Q: Why don’t I have the full 20% participation points in my score?
A: Either your contributions identified were not in-class verbal contributions, your contributions were less-than-
full-credit quality (e.g., ―When is the exam?‖), or your professor counted a number of negative contributions
against your participation score over the quarter.
Q: I received a B and I have 866 points – don’t you think that this is close enough to the B+ category to receive
a B+ rather than a B? If not, why not?
A: No, a final score of 866 falls into the B category because it is a number less than 870. It is not ―close
enough.‖
Q: I received a score of 783 and a grade of C+; many of my professors would count this score of 78% as B-.
Shouldn’t you give me a B-?
A: No. Refer to the above table.
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DETAILED COURSE OUTLINE AND SCHEDULE
January 3
Introduction and Syllabus
Some comments on ambiguity in Strategic Management
January 8 January 10
Halo Effect, Chapter 1 Effective Writing Tips
Preparing an Effective Case Analysis (pages Cii – Cxiv) Professional Development
Case #10: Cycle and Carriage, p. C-97
January 15 January 17
Halo Effect, Chapter 2 United Airlines continued
Chapter 1: Introduction to Strategic Management Chapter 2: Strategic Leadership
Case #20: United Airlines, p. C-222 Case #11: Enron, p. C-103
January 22 January 24
Halo Effect, Chapter 3 Chapter 3: The External Environment
Exam #1 (Ch. 1 & 2, C&C and UAL cases, Syllabus, Case #4: Apple Computer, p. C-24
Comments on Ambiguity, Preparing Effective Case Analysis,
Effective Writing Tips, Professional Development, Halo Effect
chapters 1 & 2)
January 29 January 31
Halo Effect, Chapter 4 Crowne Inn continued
Chapter 4: Internal/Organizational Analysis Chapter 5: Business-Level Strategy
Case #9: The Crowne Inn, p. C-86 Last day to submit first case analysis
February 5 February 7
Halo Effect, Chapter 5 Chapter 6: Multiproduct Strategies
Chapter 5 continued Case #17: Kikkoman Corporation p. C-171
Case #1: ABL p. C-1 Interim Group Report Due: Environment and Industry
Analysis
February 12 February 14
Halo Effect, Chapter 6 Chapter 7: Acquisition and Integration
Exam #2 (Ch. 3, 4, 5, 6 with relevant cases; Halo Effect Case #7: CNN and 9/11 p. C-62
chapters 3,4,5,6)
February 19 February 21
Halo Effect, Chapter 7 Gold Star continued
Chapter 8: International Strategy Chapter 9: Cooperative Strategy
Case #15: Gold Star Properties p. C-156 Case #19: Singapore International p. C-205
February 26 February 28
Halo Effect, Chapter 8 Chapter 10: Strategic Entrepreneurship
SIA continued? Case #8: Colorado Creative Music p. C-71
March 4 March 6
Halo Effect, Chapter 9 ETS Exam
November 26 November 28
Halo Effect, Chapter 10 Exam # 3 (Ch. 7, 8, 9, 10 with relevant cases; Halo Effect
chapters 7, 8, 9, 10)
Halo Effect Analysis due
Last day to submit second case analysis
Last day to submit case analysis revision
March 12 (Wed.), 2:00 – 4:00 (Final Exam Period)
Class Discussion
Last day to submit Participation Sheet and Final Group
Report
Note: The above schedule and procedures are subject to change.
8
BUSINESS & SOCIETY
MGT 389.01 (Ellensburg)
MGT 389.41 (Yakima)
MGT 389.45 (Wenatchee)
MGT 389.50 (Moses Lake)
COURSE SYLLABUS: Spring 2007
Instructor Assoc Prof Greg Cant
Chair, Dept of Management
Telephone: 963-2343
E-Mail: cantg@cwu.edu
Office: SS 333
INTRODUCTION
This interdisciplinary course explores the two critical issues of business ethics and corporate social
responsibility. As corporate America struggles to make ethical decisions in a business environment
that grows increasingly complex, managers are confronted with the difficult challenge of balancing
their economic, legal and social responsibility to the variety of stakeholder groups with which they
interact. This course focuses on understanding the importance of internal and external stakeholder
relationships.
The title of the course Business and Society captures the essential question of ‗what role should
business play in society?‘ A wide range of issues are addressed to help answer this question. Major
topics covered include the nature of corporate social responsibility; making ethical business decisions;
the relationship between business and governments; global management challenges; responsibilities to
the environment, consumers and staff; and corporate governance.
The approach adopted for this course is to use real life ‗case studies‘ to explore the complex issues of
ethics and social responsibility. You will be required to read and understand the wide range of
concepts and theories presented in the text as well as numerous case studies that allow you to apply
concepts to real-world examples. While all these aspects are important elements of the learning
process, your 2nd team assignment allows you the opportunity to create knowledge and share this with
others in the class. In particular you and your team will be creating a case study that you will present
and conduct with the whole class.
9
COURSE OBJECTIVES & STRUCTURE
The major course objectives are:
To study and understand how stakeholders are changing the task of management, altering business
operations, and modifying the role of business in society,
To develop an understanding of the power of business to influence its environment and to
understand the major tensions between the corporate social responsibilities of business: economic,
legal, ethical and philanthropic,
To appreciate the importance of law and government regulation as a force directing business
behavior,
To study historical patterns in the business-government-society relationship, learning how the past
shaped the present, and learning how present trends are shaping the future,
Recognizing that managerial decisions usually have an ethical dimension, develop in students an
ethical and philosophical basis for making business decision,
To expose students to analytical methods that is appropriate in studying major issues in the
business-government-society relationship.
To develop a tolerance for ambiguities and an understanding that there are no clear solutions to
many problems,
To develop the generic skills of critical thinking and problem solving; working in teams for a
common purpose and oral communication.
This five (5) credit course consists of two seminars weekly over one quarter. The seminars will be held
on Tuesdays and Thursdays between 3.20 and 5.30pm in SS 115 (Ellensburg) and at the CWU centers
in Yakima, Wenatchee and Moses Lake. For two weeks of the Quarter there are no classes during the
usual allocated times on Tuesday and Thursday, instead there will be a whole day Saturday class at the
end of the Quarter. This is a compulsory class that will be held in Ellensburg. This class is the
opportunity for groups to make their team presentations and it is essential that all students attend. If
you are unable to attend you will not be able to complete this course.
SEMINARS
Seminars will involve a blend of different experiences including the presentation of material by the
Professor, opportunities for you to present your understanding of material you have read, exercises
from the text, small group discussions, audio visual presentations, problem solving exercises, case
studies and team presentations.
Contemporary Issues
At the beginning of each class we will examine a ‗contemporary issue‘ associated with ethics or social
responsibility. While the Professor will direct those discussions for the first few weeks, each group
will be required to conduct one session.
Working with Your Team
You will be required to regularly work with your team on various activities, ranging from your major
project, contemporary issues, special projects and preparing for debates. Team leaders will be
announced on the first day of class and they will be responsible for the formation of the teams. Teams
will typically consist of five or six members.
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EXPECTATIONS OF STUDENTS
It is your responsibility to come to class fully prepared to discuss and analyze the material being
covered. The Professors‘ role is to facilitate the learning process and create an environment in which
appropriate learning can take place.
On a regular basis you will be required to explain concepts and ideas to other members of the class and
to address issues from case studies. You will be required to participate in experiential exercises, cases
studies, and other activities such as debates.
ASSESSMENT
Group Project 1 15%
Group Project 2 15%
Group Project 3 30%
1st Examination 20%
2nd Examination 20%
TOTAL 100%
A. Group Project 1
Your team is required to undertake the following:
Present material to the whole class on a topic provided by the Professor.
These topics will include activities such as researching a particular company or activity, and
participating in a debate. These projects will be spread out over the Quarter.
Marks for this assignment will consist of two-thirds for the presentation and one third based on team
members‘ assessment of individual‘s contribution towards the project. The two-thirds for the
presentation will be determined by all the other students in the class. Further details will be
provided during early in the Quarter.
B. Group Project 2
Your team is required to assist in the development of the following:
The COB is seeking to create an Annual Ethics in Business Award for organizations in the central
region of the state. Each group will be undertaking an element of the preparation for this program, for
example you will be addressing issues such as:
The criteria for applying for the award,
How will the choices be made,
What role students could play in this process,
Strategies for engaging the business community.
Time will be allotted to discuss this in class and each group will make a presentation in mid May. This
presentation will outline the group‘s proposals. Grades will be based on the quality of the proposals
and the presentation. Further details will be provided by the Professor at a later stage.
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C. Group Project 3
Your team is required to undertake the following:
Prepare a case study addressing either the issue of corporate social responsibility or business ethics.
The case study must be based on an actual organization and issues or events that have occurred.
Your team will prepare a comprehensive written case study, with all appropriate additional resources.
All sources must be cited correctly. Cases will typically be between six to ten pages in length. Your
team will develop at least five questions associated with your case, as well as a separate list of issues
that you would expect to be covered under each question. Your team will present and conduct the case
study with the rest of the class during one of the Saturday morning sessions. Marks for this assignment
will be consist of 25% for the quality of the presentation, 50% group mark based on the written case
study and 25% based on team members‘ assessment of individual‘s contribution towards the project.
Further details will be provided during early in the Quarter.
D. Examinations
This course includes two examinations. Each examination will be for a duration of 1 ½ hours. The
examinations will include questions associated with material covered in the text and case studies in
which you will be required to apply your knowledge and understanding to realistic situations (you will
be provided the case studies in advance).
TEXT
A special paperback edition of the following text has been prepared for this course.
Steiner, G.A. and Steiner, J.F., Business, Government and Society: A Managerial Perspective, 11th Ed,
McGraw-Hill, New York, 2006.
ADDITIONAL RESOURCES
It is anticipated that you will consult a range of sources during the course, particularly in the
preparation of your group assignment. Additional reading beyond the text is required for the
successful completion of this course.
COURSE WEBSITE
This course has a website that will used to provide a range of resources that will assist your learning.
Including on the site will be copies of the ‗PowerPoint‘ slides used in the seminars, case study material
and linkages to other sites useful for assignment preparation and additional reading. The site is located
at http://www.cwu.edu/~cantg
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Class Schedule
Date Class Chapters Activities
March 27th 1 Introduction, developing case studies, meet with
teams, determine team leaders
March 29th 2 1 Ethics and social responsibility
April 3rd 3 2 The environment of business
April 5th 4 3&4 Business power & critics of business
April 10th 5 5 Corporate social responsibility
Guest Speak : Jil Zilligen
April 12th 6 6 Implementing social responsibility
Teams present overview of Project 3
April 17th 7 No Class
April 19th 8 Examination 1
April 24th 9 7 Business Ethics
April 26th 10 No Class
May 1st 11 8 Making ethical decisions in business
May 3rd 12 9 Business in politics
May 8th 13 10 & 11 Regulating business and reforming regulations
May 10th 14 12 Multinational Corps and trade
May 15th 15 No Class
May 17th 16 No Class
May 22nd 17 13 Globalization
Presentations on Project 2
May 24th 18 14 & 16 Business and the environment
Business and the consumer
May 29th 19 19 Corporate governance
May 31st 20 Examination 2
Saturday Group Presentations of Case Studies: Project 3 (at Ellensburg)
June 2nd 8.30am to 5pm Attendance Essential
Exam An opportunity will be provided to discuss with the Instructor feedback on
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Week the course and to discuss grading
COURSE SYLLABUS
PROBLEMS IN HUMAN RESOURCE MANAGEMENT
SPRING QUARTER, 2007
Course Number: HRM 486.01 Location: S/S 209
Instructor: J.L. Nimnicht, Ph.D. Time: 3:20-5:30 MW
Office: Shaw/Smyser, 316 Phone: 963-2455
Office Hours: 1:45-2:45 MTWTR E-mail: nimnicht@cwu.edu
And by Appointment Web page: cwu.edu/~nimnicht
Texts:
Nkomo, S.M., Fottler, M.D.; and McAfee, R.B. Applications in Human Resource Management,
Cincinnati, OH: South-Western College Publishing, 5th edition, 2005
Publication Manual of the American Psychological Association. Washington D.C., American
Psychological Association, 2001
Course Description:
This course, Problems in Human Resource Management, takes the foundation established in HRM 381,
plus the other Human Resource electives and provides a forum for students to apply what they have
learned. Through the use of the case method presentations, and small group discussions, students will
encounter a host of opportunities to try out ideas, behaviors, and yes, even theories. Problems (as the
course is called) relies heavily upon in-class involvement, oral presentation, and interaction between
and among both students and the instructor. Expect the atmosphere of the class to be positive yet
rigorous and dynamic. Extensive library and internet research are required.
Class Participation/Attendance/Preparation:
Students are urged to ask questions, express opinions, reveal facts, and challenge presented materials.
These types of participation are of vital importance to the learning process. In addition, it is expected
that all students will be thoroughly prepared for each class discussion. Therefore, the quality of
voluntary participation will be considered when assigning final grades.
ALL unexcused absences will serve to lower the student’s final grade.
Course Objectives:
Upon completion of the course it is expected that students will be able to:
Conduct both Internet and secondary library research
Effectively work together in small group structures
Make meaningful presentations to groups of knowledgeable HR people
Present effective and even passionate arguments on HR Topics
Identify weaknesses in other peoples arguments and presented facts
Understand and utilize all completed HR course work to guide strategic HR decisions and behaviors
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Major Individual Topical Presentation and Paper:
Each individual will select a major topic from those topics presented below. Next, each student will
prepare both a formal written term paper to be presented to the instructor as well as an oral presentation
to the class. Note that the written paper is due at the start of the class on the assigned presentation day.
Be sure to type, double space, carefully proofread, use proper form as discussed in the APA Style
Manual, and provide an accurate APA reference section.
Sources consulted are to be at least 50% scholarly journals (see attached list). Both Wikipedia and
Textbooks of any kind are not acceptable. Expected length is 5-6 pages (please do not exceed 6 pages
exclusive of references).
On the day of your presentation be sure to provide each class member with a detailed outline and a
complete list of your references (back-to-back is fine).
Cases:
All class members are responsible to have read each case in preparation for class. The class will be
divided into small teams. Each team will have several opportunities to lead the case discussions. The
case format listed on pages XIV-XVI of the Nkomo book will serve as the format for both written and
oral presentation. The team presenting the case will provide the instructor and each class member with
a copy of their written analysis at the start of class [Note: the class copy can be a summary but the
instructor copy must be the fully written, all-inclusive analysis—NOT BULLET POINTS]. Also
included in this class handout should be any relevant cases, laws or material helpful to the class for
case analysis. All class members are expected to do relevant library/internet research to
supplement/explain/refute each case and then come to class prepared to discuss the case.
Case grades are based in part on the quality of the presentation and formal write-up, accuracy,
currency, adherence to the case method, both succinctness and completeness (covering all important
issues), and quality of supplemental materials used. Bullet point write-ups are never acceptable.
Rather, a formal and complete written case analysis is expected.
Early in the quarter there will be more time for presentation and discussion. However, as the topical
presentations begin less time will be available for presentation and discussion of cases. It is up to the
instructor to monitor time and inform the class accordingly.
Remember, class members other than presenters must have read the presented case and offer
substantial rebuttal or alternative ideas to the presenting group in a positive and constructive fashion.
All class members are expected to participate DAILY. This is the principle way participation
points will be earned.
HRM 486 Possible Term Paper Topics
Absenteeism: Cases, Remedies, and Prevention
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Age Discrimination: Trends
Alcoholism, Drug Addiction, and Work
Americans with Disabilities Act: Current Status and Rulings
Application Blanks: Creation, Usage, and Legal Obligations
Arbitration Costs and Benefits in Settling Labor Relations Disputes
Behaviorally-Anchored Rating Scales
Behavior Modification Approaches
Contingent Workers/Workforce
Costing Behaviors
Discipline and Disciplinary Action
Does Affirmative Action of Today Agree with Pres. Johnson‘s Executive Order?
Downsizing the Workplace: Problems and Solutions
Drug Testing Issues
Dual Careers
Early Retirement Plans and Methods
Employee Assistance Plans
Employee Development Methods
Employee Handbooks: Legal Implications in Discrimination Cases
Employee Stock Option Plans
Executive Recruiting and Selection
Stress and Burnout: HR Solutions
Exit Interviews
Flex Time
Flexible Benefit Systems
Genetic Testing
Grievance and Complaint Settlement Methods
Health Care Cost Containment Methods
HR Management for the 21st Century
HR Metrics
Human Resource Accounting
Human Resource Information Systems
International Human Resource Management in [Named Country]
Interviewing Methods in Employee Appraisal Systems
Interviewing Methods in the Selection Process
Job Enrichment
Job Sharing
Legal Aspects of Pregnancy and Family Leave Policies
Management Development: Planning & Evaluation
Moonlighting and Effects on Job Performance
Operating under Strike Conditions
Outsourcing the Human Resource Function
Paid Family Medical Leave
Peer Method of Performance Appraisal
Personality Tests and the Selection of Employees
Reducing Job Fatigue, Boredom, and Monotony
Privacy Concerns of Employees
16
Private Sector Unionism: Areas for Growth, Areas of Decline
Profit Sharing Plans
Public Sector Unionism: Areas for Growth, Areas for Decline
Reverse Discrimination and Affirmative Action Today
Scanlon Plan
Self-Directed Work Teams
Seniority vs. Meritocracy in Promotion and Transfer Policies
Sexual Harassment: Prevention and Corrective Actions
Status of Employer Liability and Current Trends in Reference Checking
Strategic HR
Strikes: Management strategies in Accepting a Strike
Strikes and Impasse Resolution Methods
Terminating Employees and Due Process
The Use of the Polygraph (lie detector) in the Selection Process
Turnover: How much, How Little?
Wage Compression: Problems and Solutions
Women and the ―Glass Ceiling‖
Workplace violence
Quick Response Time (QRT) Research Paper. Toward the end of the quarter each student will be
assigned a topic to be completed in written form in a short amount of time. Please follow APA and
limit your submission to three typed written double spaced pages exclusive of references (50%
scholarly journals are the minimum).
Grading: Possible Points
Cases: Term Presentation & Write-up 100
Participation: Including responses to cases/topics* 100
Project: Written 100
Oral 100
Quick Response Research Paper 100
Any team member absent from the presenting group will receive a zero for the case.
Be sure each team member makes an equal contribution to each case presentation.
Plagiarism of any kind will result in a failing grade.
Final Grades:
Final grades will be based on the following percentages:
A = 93% C+ = 74% D- = 60%
A- = 89% C = 70%
B+ = 85% C- = 68%
B = 80% D+ = 65%
B- = 77% D = 63%
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If you have any questions regarding your grade or class standing, please talk to the instructor at your
convenience.
Scholarly Journals:
The following list of journals is a partial list of acceptable scholarly journals to be used as potential
sources for all research papers. The CWU library does not subscribe to all of these journals.
Academy of Management Journal
Academy of Management Review
Administrative Science Quarterly
Personnel Psychology
Training and Development Journal
California Management Review
Organizational Dynamics
Decision Sciences
American Sociological Review
Abnormal and Social Psychology
Journal of Applied Behavioral Science
Organizational Behavior and Human Decision Making
Journal of Management Studies
Journal of Applied Psychology
Personnel
Personnel Journal
Business Horizons
Harvard Business Review
Journal of Management
Human Relations
Monthly Labor Review
Industrial Relation
H. R. Magazine
Workforce
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Tentative Schedule*:
Date Presenters Cases Individual Topics
March 28 Introduction
April 2 40 Practice case
4 1 1
2 9
9 Guest Speaker: 1:00-4:00
TBA
11 3 13
4 16
16 1 17
2 18
18 1
2
23 3 29
4 39
25 1 41 3
4
30 2 51 5
6
May 2 3 52 7
8
7 4 66 9
10
9 1 83 11
12
14 2 84 13
16 3 85 14
15
21 4 95 16
17
23 18
19
30 20
21
June 1 Quick Response paper due
*Schedule will be adjusted for a possible guest speaker. In addition, additional assignments will be
made depending on current events and developing interests.
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College of Business Department of Management
MKT-369.01 Market Research
Winter 2008 Syllabus
Class Meetings: Monday/Wednesday, 10:00am-12:10pm
Rooms: Tuesday-Shaw Smyser 132, Thursday-Black Hall Lab 129-01
Instructor: Dr. Mark Pritchard
Office: SS 335
Phone: (509) 963-1042
E-mail: mark.pritchard@cwu.edu
Office Hours: Tues -Thurs 3:20pm to 4:20pm other times by appointment.
REQUIRED MATERIALS:
Carl McDaniel & Roger Gates. (2006). Marketing Research Essentials, 6th Edition. Wiley & Sons.
Online Support: www.wiley.com/college/mcdaniel
MKT470 CATALOG COURSE DESCRIPTION: Application of research to economic & business problems;
tools of research design; planning investigations; gathering, organizing, & interpreting data; presentation of
findings.
TEXT DESCRIPTION
Marketing Research Essentials gives students a taste of what marketing research is really like—the
good, the bad and the ugly. In this scaled down version of the text topics focus toward the practice of
marketing research. The content prepares students to be intelligent buyers and users of marketing
research and to know how to effectively use market research as a manager. Throughout the text, cases
inject a healthy dose of reality into the discussion, by including intriguing examples of how real
companies use marketing research and stories from the frontlines.
Everything in the book is designed to help the user develop the best possible methodology with the
frequently limited funds available. The goal of this is to teach students to become effective buyers and
users of market research rather than doers. Dr. Gates is the only author of a major marketing research
text who is also President of a marketing research firm.
COURSE DESCRIPTION
This course is an introduction to research methods as an aid to management decision making. The
course recognizes that most of the participants will be users of research information and not
professional researchers. Hence, the purpose is to develop contemporary, critical users of research
rather than to develop research specialists. This entails having a solid knowledge of the research
process, statistical software (Excel & SPSS), and different analytical tools. Case examples will
concentrate on applying these skills to solve applied questions. Specific objectives of the course are:
20
COURSE OBJECTIVES
1) To develop problem analysis skills, and an ability to translate a management problem into a
feasible research question.
2) To develop a working knowledge of the concepts, process and methods involved in marketing
research.
3) To develop an understanding of selected data analysis techniques/software (i.e., SPSS), their
interpretation, strengths, limitations, and use.
4) To provide experience in applying research concepts/methods to current management problems.
COURSE SCHEDULE
Week of: Sessions and Topics Readings
Jan 3 1. The Role of Marketing a. Chapter 1
Research in Management
Decision Making
Online Ethical Training Certificate
Ethical research http://www.cwu.edu/~hsrc/index.html
Jan 8 1. Problem Definition and the a. Chapter 2
Research Process
2. Secondary Data and Databases b. Online searches & database exercise
Case One due
Jan 15 1. Qualitative Research a. Chapter 4
2. Survey Research: The Impact b. Chapter 5 (Lab 1 Descriptives: John Deere & Suncadia)
of the Internet
Jan 22 1. Primary Data Collection: a. Chapter 6
Observation
2. Data entry in SPSS b. Chapter 7 (Lab 2 Graphing Data: Hilton/UAL & TGC)
Jan 29 1. Primary Data Collection: a. Chapter 7
Experimentation
2. Mid-Term Exam I b. (Lab 3 Group Contrast: Lufthansa Airlines)
Feb 5 1. The Concept of Measurement a. Chapter 8
2. Questionnaire Design I b. Chapter 9
Feb 12 1. Basic Sampling Issues a. Chapters 10 & 11
& Sample Size Determination
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2. Questionnaire Design II b. Chapter 9 continued
Case two due
Feb 19 1. Data Processing & Analysis a. Chapter 12
2. Data analysis continued b. (Lab 4 Group Contrasts Crosstabs: Movie Patrons)
Feb 26 1. Correlation & Regression a. Chapter 13
2. Mid-Term Exam II b. (Lab 5 Correlations: Discover Card Patrons)
Data analysis continued
March 4 1. Advanced analysis a. Article review & discussion
Segmentation, Positioning &
Importance-Performance
2. Final review b. (Take-home final & case materials)
March 14 1. Final Case Study Exam
10am
EVALUATION & ASSESSMENT
1) Attendance (5%). Pre-reading assigned chapters, attendance and participation in class
discussion has the potential to positively affect your learning and your grade.
2) Two Case Studies (20%). Students in pairs complete two case studies. The first details
questions on decision-making information needed to launch a new business. (4 page single
spaced limit). The second details questions on a service firm‘s development and introduction of
a customer service questionnaire.
3) Applied Research Report (10%): Throughout the semester students provide copies (or a pdf)
of a short example of research and take 5-10 minutes to talk about the piece with a summary
powerpoint slide. Reports should outline some applied research in the marketplace. Ideal
sources for these reports are trade/industry magazines & newspapers. Talks should address: the
research problem tackled, mode of data collection, sample used, findings, and give a rough idea
of what you think were the strengths/weaknesses of the research.
4) Data Analysis Report (10%) due 3/14/08, and Final Case Exam (10%). Students in teams of
2 complete data based reports (see handout on Importance-Performance Analysis). Final case
completed during final exam time.
5) Statistical Lab Exercises: 5% each, 25% total. Students in pairs, complete 5 lab assignments.
Assignments are submitted at the beginning of the follow week‘s lab session. Late Lab
assignments won't be accepted as the answers are discussed in class.
6) Mid-term exams I & II: 10% each, 20% total (Multiple-choice questions from chapter test
bank).
22
GRADING SCALE
All courses within COB are structured on the 100 grade point scale. Consequently
all material including papers, exams, essays, participation, etc. sum to a total of 100 pts:
95-100% = A+
92-95% =A
89-92% = A-
86-89% = B+
83-86% =B
80-83% = B-
77-80% = C+
70-77% =C
60-70% =D
< 60 =F
DSS: Students with disabilities who wish to set up academic adjustments in this class should give me a
copy of their "Confirmation of Eligibility for Academic Adjustments" from the Disability Support
Services Office as soon as possible so we can discuss how the approved adjustments will be
implemented in this class. Students without this form should contact the Disability Support Services
Office, Bouillon 205 or dssrecept@cwu.edu or 963-2171.
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CENTRAL WASHINGTON UNIVERSITY
MGT 380 Organizational Management 0n-Line
Course Syllabus
FALL 2007
Instructor: Bob Allen
Phone: (206) 527 - 1589
E-Mail: RobertLAllen@comcast.net
Instructor Availability:
If you should need to reach me, it is best to use my personal e-mail address above. I check messages
throughout each day Monday through Friday and will respond to your messages as quickly as possible.
Throughout each week I will participate with you in classroom discussions using the Discussion
content area of the course.
Required Textbook:
Daft, Richard L. Management, 8th ed. 2008
Prerequisites:
Admission to BSBA Major and Instructor's Permission .
Computer with modem and e-mail and word processing capability.
Familiarity with Internet, World Wide Web, standard business software and word processors.
Complete the self-assessment prior to beginning the course
Are you ready to take an on-line course?
Available at CWU Online Web Site
http://www.cwu.edu/~media/cwuonline/cwuonline.html
Familiarize yourself with Blackboard, a complete on-line classroom on a Web site. Students need
access to the Internet and the CWU Groupwise web browser. No other on-line software is required to
access this course.
If you have any questions about these prerequisites, please discuss them with me as soon as possible.
Catalog Course Description:
"History of management thought and practice, its development, change and probable future:
relationship of management and decisions to the environment and society; human behavioral aspects of
management; planning, controlling, and staff as decision processes in organizational systems‖
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Course Purpose:
College-wide abilities in critical thinking, business communication and group interaction are addressed
and practiced in this course. This course satisfies the cultural diversity requirement by providing
preparation to interact effectively in an increasingly diverse work environment.
Learning Outcomes:
By the end of the course, the student should be able to:
Understand the challenges confronting managers in a variety of organizations
Identify the newer and emerging management needs of organizations
Discuss the skills and abilities required of contemporary managers
Demonstrate managerial diagnostic and analytical skills
Appreciate the composition of, and change in, the basic functions of management
Additional Course Outcomes:
Recognize group and member characteristics associated with various levels of group
performance in self-managed work groups/teams,
Utilize individual and group/team skills in effectively addressing assigned tasks and essential
group process needs of self-managed work groups/teams.
Activities Related to Learning Outcomes:
Increase your business vocabulary and analytical reading skills through reading the text, case
studies and other selected materials available through the Internet.
Build proficiency in business communication and critical thinking by presenting and supporting
your findings and recommendations on a variety of topics, as described either in class reading
or class discussion.
Heighten awareness, knowledge, and appreciation of multicultural experiences through case
studies, group interactions and mini-projects.
Course Methodology:
The course methodology is participatory and experiential. A variety of learning situations will be used
that includes opportunities to practice written communication, prepared lecturettes, web research and
group exchanges. You will be expected to read and complete assignments, prepare, analyze and
synthesize information, and participate in discussions to the best of your ability. Your discussion
participation and written responses will be assessed on the basis of quality, depth, breadth and
accuracy.
25
Teaching and Learning Responsibilities:
The primary responsibility for learning resides with you, the learner. Learning requires hard work,
discipline and commitment. On-line learning requires self-discipline. For this 5-credit course it is
estimated that you will spend an average of 10 hours per week studying outside of the on-line
classroom discussion. Studying includes reading all assigned materials, reviewing discussion questions,
preparing assignments, and analyzing and synthesizing information.
My responsibility is to facilitate the conditions and climate for your learning. This includes providing
and clarifying information, designing learning activities and assessments, recommending resources,
suggesting ways to apply what you are learning, creating opportunities for you to demonstrate your
learning, offering feedback on your work and evaluating your progress.
Class Activities:
During the quarter you will be asked to complete a number of individual assignments and to participate
in group discussions. All assignments will require critical thinking that includes ability to analyze,
synthesize and evaluate information, form conclusions and support them with fact and sound reasoning.
In addition your written responses will be assessed on the basis of grammar, sentence structure, general
punctuation, spelling, word usage, and effective organization.
Course Introduction
Management is a complex and controversial subject. Organizations both large and small need to
innovate, challenge the traditional assumptions, and be prepared to confront the status quo.
Organizational leaders are being presented with a vast array of new opportunities in the ever-changing
global economy.
MGT 380 provides you with an introduction to fundamental management concepts and principles. The
course covers the evolution of management theory and examines a range of different approaches to the
study of management. An analysis of management functions is conducted in order to familiarize you
with current management practices and to examine contemporary issues that are questioning traditional
managerial prerogatives.
The course draws on multi-disciplinary sources including economics, psychology, sociology and
organizational behavior. Broad ranges of concepts are introduced across the quarter that will provide
you with an overview of this field of study.
Course Objectives
The major areas covered by this course are the evolution of management thought and theories, the
impact of the internal and external environment, and the key functions of planning, organizing, leading
and controlling. Topics explored include motivation, decision-making and organizational
communication.
26
Major themes are developed across the whole course, including the importance of strategic planning
and decision-making, the need for innovation, the inevitability of change, the tendency of people to
resist change and the need for leadership.
A key skill of managers is critical inquiry. While this course will reflect on the historical and
contemporary scholarly examination of management, you will be encouraged to challenge and question
assumptions, develop an awareness of the environment in which managerial decision-making occurs
and seeks alternative explanations to the major questions facing organizations.
Common course objectives include
To provide you with an exposure to historical and contemporary management approaches.
Concepts, practices and theories.
To introduce basic strategic management considerations using environmental analysis, resource
assessment, objective and goal determination, and activity planning.
To develop an understanding of the role of management in dealing with key business issues and
opportunities.
To establish a conceptual and ethical management knowledge foundation which you can build
with ‗real world' experiences in business planning, leadership, communication, motivation,
decision making and organizational control.
In keeping with other courses offered by the College of Business, MGT 380 blends theory with its
practical application. In order to develop the requisite skills, you are required to actively participate and
contribute positively to group activities. Case studies, quizzes, individual exercises and group
discussions will be used in order to develop your ability to articulate ideas and opinions, to critically
analyse and evaluate multiple sources of information, and to develop problem solving and decision-
making skills.
Assigned Text Reading
Please read assigned materials by the first day (Monday) of each week in preparation for discussion
participation throughout the week. I will normally keep discussion topics open for participation through
Saturday afternoon at which time I will archive all participants' discussion threads. Text Reading and
written assignments will be posted each week usually by Friday at 6:00 PM and are due one week later
by Midnight, Sunday. Late assignments are not accepted beyond the deadlines noted as I will be
posting the instructor comments and correct responses to written assignment questions as quickly after
deadlines as possible.
As conditions and circumstances require, I reserve the right as your instructor to alter the following
assignment and reading schedule and to suppliment the schedule with additional materials of
interest.
Week One
September 19 - September 23
27
Introductions - Getting Started
Week Two
September 24 - September 30
Chapter 1 - Innovative Management for Turbulent Times
Chapter 2 - The Evolution of Management Thinking
Week Three
October 1 - October 7
Chapter 3 - The Environment and Corporate Culture
Chapter 4 - Managing in a Global Environment
Week Four
October 8 - October 14
Chapter 5 - Ethics and Social Responsibility
Chapter 6 - Managing Small Business Start-Ups
Week Five
October 15 - October 21
Chapter 7 - Managerial Planning and Goal-Setting
Chapter 8 - Strategy Formulation and Implementation
Week Six
October 22 - October 28
Chapter 9 - Managerial Decision-Making
Mid-Term Progress Assessment - To be posted 12:00 Noon, Tuesday, October 23 and due
by Midnight, Friday, October 26. Additional details will be provided.
Week Seven
October 29 - November 4
Chapter 10 - Designing Adaptive Organizations
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Chapter 11 - Managing Change and Innovation
Week Eight
November 5 - November 11
Chapter 13 - Meeting the Challenge of Diversity
Chapter 14 - Dynamics of Behavior in Organizations
Week Nine
November 12 - November 18
Chapter 15 - Leadership
Chapter 16 - Motivation
Week Ten
November 19 - November 25
Chapter 17 - Communication
Week Eleven
November 26 - December 2
Course Wrap-up and Student Survey
Final Progress Assessment - To be posted 12:00 Noon, Friday, November 30 and due by
Midnight, Tuesday, December 4. Additional details will be provided.
COLLEGE-WIDE ABILITIES
This course introduces skills and abilities required for college-level professional/technical and
academic programs. The main purpose is to develop critical thinking skills and abilities in order to
interact in a culturally diverse work environment. Through activities and assignments you can expect to
utilize and apply skills in written communication and group interaction.
Numerous state and national studies indicate that effective communication, group interaction/human
relations and critical thinking skills applied to one's area of knowledge and expertise are essential for
satisfying jobs with promising futures. Command of these skills is also essential to lifelong,
independent learning in a rapidly changing world where knowledge and skills must be frequently
updated. Through conscious practice and application, you will further develop the skills you already
possess. Continuous self, peer, and instructor assessment will make you more aware of your strengths
and areas for continued improvement.
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Central Washington University has identified four abilities in which graduates must demonstrate their
proficiency. The following college-wide abilities and specific learning outcomes are applied in MGT
380 - Organizational Management.
Critical Thinking
Observe, analyze, synthesize, apply and evaluate business management information.
Identify arguments, evaluate claims, and form conclusions on standard business practices.
Identify and analyze problems and options, then select and implement appropriate solutions, and
evaluate outcomes appropriate to course content.
Examine and evaluate personal thinking as well as the thinking process and perspectives of others.
Communication
Prepare and present clear, concise, well-developed written communication in standard English
with correct punctuation and spelling, using business-appropriate word processing formats and styles.
Write clear, organized, short informational reports using format and report writing principles.
Use communication skills that positively enhance relationships in a business environment.
Group Interaction
Demonstrate self-esteem and ethical work attitudes and behaviors in working with other people.
Demonstrate the ability to recognize the benefits and challenges of diversity as they affect group
participation.
Interact respectfully with all people.
Facilitate understanding as a leader or member demonstrating behaviors and skills appropriate to each.
Cultural Diversity
Knowledge, understanding, and appreciation of culture and its. influence on individuals and cultural
groups in our society.
Self-awareness of attitudes and values regarding life in a multicultural society.
Skills to recognize, analyze, and evaluate multicultural perspectives and issues.
Assessment of Learning Outcomes:
Student achievement of these learning objectives will be assessed in a variety of ways including
completion of written assignments, case study analyses and participation in focused discussions. My
instructor comments to individual assignment responses and to the class as a whole combined with
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points awarded for each completed class assignment or activity will reflect the degree to which you
have met or exceeded the course's expectations.
Homework Policy:
All Weekly Written Assignments will be listed in the Assignments content area of the course and/or as
a Discussion folder when submission as a discussion thread is required. I may also insert special
announcements or reminders regarding assignments and their respective due dates in the area reserved
for daily or weekly announcements. Normally weekly written assignments will be posted each Friday
by 6:00 PM and are due the following Sunday (one week later) by Midnight. Please check each week's
Week at a Glance materials for information related to class activities, assignments, and deadlines. Early
submissions are encouraged. Late assignments will normally not be accepted for the reasons previously
stated.
Class Participation:
This course is designed around your personal and group involvement. It is expected that you will
participate in each discussion thread a minimum of (3) times during the week in which they are posted.
Depending upon other on-going class activities, there may be more than one discussion thread posted
in a week in the Discussion Board area. Each discussion thread will relate to the specific issues and
information covered in the reading assignments for the week. Lack of participation in discussions will
adversely affect your grade and your ability to receive credit for class participation. It is important to
read the text and other reading materials no later than the start of each new week. Please make certain
that you understand the conditions under which maximim points will be allowed for discussion
participation.
Academic Integrity:
All forms of education, and on-line learning in particular, assume a high level of trust between the
instructor and students. If any situation interferes with your best effort to complete the requirements of
the course, you are asked to let me know as soon as you are aware of the circumstances. You will be
expected to communicate with class members and the instructor in a professional and respectful
manner. I trust that all work is the product of your own efforts and that if you are referencing outside
sources, you properly site those sources in your work.
Disability Support Services:
Students with disabilities who wish to set up academic adjustments in this class should give me a copy
of their "Confirmation of Eligibility for Academic Adjustments" from the Disability Support Services
Office as soon as possible so we can discuss how the approved adjustments will be implemented in this
class. Students without this form should contact the Disability Support Services Office, Bouillon 205 or
dssrecept@cwu.edu or 963-2171.
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Course Points Assessment Information
Assessment Criteria Total Points
Written Assignments: 5 X 20 points = 100
Quizzes: 5 X 20 points = 100
Disucssion Participation: 10 X 10 points =100
Mid-Term Progress Assessment: 1 X 40 points = 40
Final Progress Assessment: 1 X 60 points = 60
Total 400
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MGT 482 – APPLIED MANAGEMENT AND ORGANIZATIONAL BEHAVIOR
Dr. Graeme Coetzer Winter 2008
302(i) Snoqualmie Building Monday 8:00pm – 10:10pm
Lynnwood Center Wednesday 8:00pm – 10:10pm
e-mail:coetzerg@cwu.edu Room - SQL 308
Office: (425) 640-1574 ext 3896
Fax: (425) 640-1488
Office Hours: Wed 3:00pm – 5:00pm
GENERAL COURSE DESCRIPTION AND OBJECTIVES
This course examines the key elements and processes of organizational learning and the
requirements for developing a learning culture. The contribution of dynamics at the intrapersonal,
interpersonal, group and organizational level to the development of a learning organization will be
reviewed. The course is based on the proposition that learning is fundamentally the result of each
member of an organization being willing and able to identify, analyze and communicate their
internal experience effectively. Topics include disclosure, feedback, effective questioning,
emotional intelligence, establishing trust, managing attributions, conflict resolution, managing
challenging employees, risk taking, group dynamics, and cultural change.
The overall objectives of the course are to provide learners with:
An understanding of what organizational learning is at various levels within an organization
Learn fundamental theories, concepts and practices
Analyze organizational situations using relevant models and concepts
Develop specific competencies and skills required to promote learning in organizations
SPECIFIC COURSE OBJECTIVES
The course will help learners:
1. Describe the important contribution of organizational learning to organizational survival in
rapid changing conditions
2. Understand the link between organizational learning, leadership and organizational culture
3. Describe key elements and dynamics of organizational learning at the intra and interpersonal
level
4. Assess the learning potential of individuals and groups
5. Develop greater personal awareness of capacity as an individual learner within an
organizational context
6. Develop key intra and interpersonal learning competencies
7. Develop a personal practitioner‟s guide for executing key interpersonal activities
REQUIRED READINGS
Text: Bushe (2001). Clear Leadership. Davies Black (ISBN: 0-89106-152-5)
METHODS
Class activities will include a variety of interactive presentations, small/large group discussions,
exercises and case studies. Individual class member reflection, learning and commitment will be
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demonstrated through a variety of written assignments, exams, oral presentations as well as the
quality and quantity of group participation.
COURSE EVALUATION
Attendance 10%
Informal Team Presentation 10%
Book Review 35%
Reflection Papers 20%
Group Project and Presentation 25%
100 %
DESCRIPTION OF ASSIGNMENTS
Book Review
Each learner is expected to read the assigned book and identify the following for each of the
chapters:
1. What part of the chapter really captured your attention and provided you with insight
about yourself and/or relationships?
2. Describe the insights?
3. How will this learning influence your thinking and behavior in the future?
The book review should be 4-6 pages in length (excluding the cover page), 1-1/2 spacing, 12
point arial or verdana font, 1 inch margins all around, cover page with title and student name,
printed on plain white paper, clearly readable and stapled in top left hand corner (no fancy covers
please).
Reflection Papers
Each learner will be engaged in a variety of individual and group exercises aimed at increasing
awareness and understanding of themselves, relationships and group dynamics. For each of the
reflection papers, each learner is expected to identity 3 key learnings about themselves and 3 key
learnings about relationships and group dynamics. The structure of a learning is as follows:
1. What was the external event(s) that helped to produce the insight
2. What impact did this event(s) have on you/others/group
3. What did you learn about yourself/relationships/groups from the event(s) and the
subsequent impact (generalization)
In order to collect information that will be useful in developing your learnings, it is important that
you keep a journal in which you record key events that happen to you during the course. It is
important to pay attention to surprises and strong emotions because they help to reveal your
expectations and things that are personally important. These events are often a rich source of
learning about oneself, relationships and group dynamics.
The reflection paper should be 3-4 pages in length (excluding the cover page), 1-1/2 spacing, 12
point arial or verdana font, 1 inch margins all around, cover page with title and student name,
printed on plain white paper, clearly readable and stapled in top left hand corner (no fancy covers
please). Please start each learning with a heading e.g. personal learning 1 or
relationship/group dynamics learning 1
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Team Project 1 – Informal Team Presentation
Each team will be required to give a 10 minute presentation that demonstrates an important intra
and/or interpersonal skill. The purpose of this presentation is to ‘DEMONSTRATE AN
IMPORTANT INTRA AND/OR INTERPERSONAL WORKPLACE SKILL BY DEVELOPING AND
DELIVERING A CREATIVE WORKPLACE ROLE PLAY WITH ACCOMPANYING
EXPLANATORY INFORMATION’. This presentation is expected to be informal and counts for
10% of your grade. All student teams must be present and fully prepared at the beginning of
class. The 10 minute time limit will be strictly applied and all team members must play some role
in the presentation. An excellent presentation will be engaging, creative, clearly demonstrate the
clear leadership concept(s) and present the information in a well organized manner. An example
of the grading sheet used to grade the presentation is included blackboard. This is not a formal
business presentation, so remember to have some FUN!!
Team Project 2 – ‘How To’ Manual
Each team is expected to choose an activity that is (1) related to the course content, and (2) is of
interest to the team. Particular activities may be supplied by the Professor. Before proceeding
with the project each team must have their topic approved by the professor. The teams are then
expected to develop a „how to‟ handbook that serves as a guide for effectively executing that
particular practice/activity. Each team will be required to give a presentation of their handbook,
or more specifically the process contained within the handbook, at the end of the quarter. The
presentation should be an executive summary of the process developed by the team and should
be no longer than 10 minutes. There is no page limit and no particular formatting requirements.
Each team is expected to think about how to present the material so that it will maximize the
ability of a practitioner to efficiently and effectively use the handbook to execute the process
developed by the team. This project emphasizes procedural thinking and essentially requires 3
key steps – (1) map out the key steps for the business practice/activity (2) collect information on
how to execute each step effectively, and (3) present the information in an easy to use format.
The handbooks must be handed to the Professor after the final presentations.
USING BLACKBOARD
Blackboard is a website that (1) contains all the course information that each learner needs, and
(2) provides various ways in which the instructor, individual learners and teams can communicate
and exchange information. Each learner is expected to check Blackboard for announcements and
updates on a regular basis. All course grades will be made available via Blackboard. Learners can
access Blackboard via the following URL link.
http://courses.cwu.edu
It is important that you activate your university e-mail account so that you can receive e-mail
through blackboard. If you have not already done so, you can activate your network account via
the following URL link.
https://kothar.cts.cwu.edu/novpass.html
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Once you have activated your e-mail account then you need to check your e-mail via the following
URL link.
https://gwweb.cwu.edu/servlet/webacc
All learners will be expected to use the computer labs in Snoqualmie hall but in order to do so you
need to obtain a user id and password from Edmonds Community College in order to access the
network in the labs. Please speak to an attendant in the computer labs on the ground
floor of Snoqualmie hall for information on how get an id and password.
If you would prefer to use a non-university e-mail account please ensure that you set up your
university account to forward your e-mail to your preferred account. Instructions about how to
forward your university e-mail to a different account are outlined within the frequently asked
questions that are located within the student support section of the student network account web
site.
Additional information on assignments, exams and other course activities will be provided via a
course review powerpoint presentation. A copy of the presentation is located on Blackboard.
Additional information will also be provided in-class as the quarter progresses.
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COURSE TIMETABLE AND GENERAL CONTENT
WK Date Activity Date Activity
1 Jan COURSE REVIEW Jan Session 1 – What is a Learning
7 9 Organization?
From and Develop Teams
Review Team Project
2 Jan Session 2 – What should I Jan Session 3 – What is the process of
14 know about the development 16 perception?
of my personality? Skill group - round 1
Prepare for informal team
presentation
Using the experience cube
3 Jan MARTIN LUTHER KING DAY Jan Session 4 – Working with the
21 No classes 23 experience cube?
Exercise on mapping a business
process
4 Jan INFORMAL TEAM Jan Work on Team Project
28 PRESENTATIONS 30
Pick handbook topic and inform
Professor
5 Feb Session 5 – Active listening Feb Session 6– Managing interpersonal
4 Submit 1st draft of business 6 impact (criticize, blame, attack and
process defensiveness)
Skill Group – round 2 Skill Group – round 3
6 Feb Session 7 – Managing conflict Feb Session 8 – Decision making based on
11 Skill Group – round 4 13 consensus (self vs other vs task)
Skill Group – round 5
1st Reflection Paper Due
7 Feb PRESIDENTS DAY Feb Session 9 - Triangulation in
18 No classes 20 organizations
Skill Group – round 6
8 Feb Community Session 1 Feb Community Session 2
25 Submit 2nd draft of business 27 Book Review Due
process Skill group – round 8
Skill group – round 7
9 Mar Community Development Mar Session 10
3 Exercise 5 Skill group – round 9
2nd Reflection Paper Due
10 Mar STUDY DAY Mar FINAL PRESENTATIONS
10 12 Closure exercise
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Department of Business Administration
Course Syllabus
HRM 479.01- Spring 2006
Class Times: Monday and Wednesday 1-3:10 p.m.
Professor: Nancy Graber Pigeon, J.D.
Classroom: Shaw Smyser- Room 132
E-mail: ngpigeon@charter.net
Web Page: www.cwu.edu/~grabern
Office hours: Tuesday/Thursday 10:30-12:30 and by appointment
Phone- cell phone 901-3602 or 963-2915 (office phone)
Course Book: Labor Relations and Collective Bargaining by Carrell and Heavrin, 7 th edition,
Copyright 2004, and special readings, current events and handouts.
Course Description: This course will review mediation, safety management (ergonomics),
arbitration, labor law and collective bargaining.
Course Objectives: By the end of the course, the students should be able to:
1) Thoroughly read, study and participate in fact specific problems.
2) Have a solid understanding of labor history, collective bargaining, unfair labor
practices, grievance handling, contract administration, arbitration, mediation, safety
management and safety policies and programs
3) Have participated in simulated negotiations, arbitration, mediations and drafted
professional briefs, decisions, agreements and ergonomic analyses.
4) Recognize the differences and values of mediation, arbitration and alternative dispute
resolution.
5) Develop both writing and oral communication and presentation skills related to
business and labor relations.
6) Develop the ability to prepare for and argue on behalf of either side of a dispute
involving a company whether it is a grievance, or negotiating a collective bargaining
contract or another substantive area of labor relations.
7) Understand the differences between industrial justice and litigation
8) Understand safety management and ergonomics requirements in the workplace.
Course Grading
The grade for this class will depend on the completion of all class and out-of-class simulations
and preparations, a combination of four written submissions, which are arbitration briefs and
decisions, ergonomic analysis and collective bargaining agreements. Examinations will be
13. % a piece (39%), short paper on “On the Water Front” is 6%, written arbitration brief is
10%, written arbitration decision is 10%, oral participation in arbitration hearing is 10%,
Ergonomic analysis written submission is 10%, Collective bargaining written and oral
performance is 10% with 5% left for participation which includes mandatory attendance at all
classes.
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All written assignments must be professional business quality, which includes correct spelling,
grammar and proper writing techniques, as well as substantive quality.
Grade distribution is as follows:
93-100 A
90-92 A-
87-89 B+
83-86 B
80-82 B-
And so forth
Under 60 F
Assignments:
Short Paper on Movie- A one page paper is due on April 12, 2006 on what relevance this
movie has to labor relations, unions, management etc. (6 %)
Arbitration brief and presentation: (10% each totaling 20%)
Your team (there will be two arbitrations and two teams on each arbitration) will be
advocating for a particular position (management or union) in front of a real arbitrator in a
case you will get early in the quarter. This will require you to prepare your case. Included in
this preparation are: an opening statement, determination of who will be the witnesses,
preparation of the witnesses, questioning of your own witnesses and cross examination of
your opponent’s witnesses, introduction of evidence through witnesses and closing
arguments etc. A closing brief will close out your side of the case and is due one week after
your oral arbitration presentation takes place. You, individually, will be writing a brief on the
arbitration case you arbitrate. This project needs to be a piece of persuasive advocacy with
the goal of convincing the professor, (who will be the arbitrator for purposes of grading the
brief) of your position. It is to be as long as needed. Research should be done to make this
as complete as possible including cases if necessary related to the issues at hand. Spelling
and grammar are important. Additionally, each side must e-mail the opposing side and the
professor with their witness list, who is going to be playing the part of each witness and a brief
summary of their testimony one week prior to the arbitration hearing presentation date( May
24 and 26 respectively). If this is not done, a 5 point reduction in your oral presentation grade
will be made. Part or all of the arbitration may be taped.
Ergonomic Analysis: (10%) Each student will be personally (not telephonically)
interviewing someone, and will conduct an ergonomic analysis of an office. You will then
write up a summary of what problems may be evident in the position along with a copy of the
person’s job description if they have one. Labor and Industries may be helpful in providing
information as to what is to be included in this assignment. A Labor and Industries specialist
will be speaking in class and will provide additional insight into this assignment along with
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checklists which must be reviewed with the interviewee as the initial phase of the analysis.
Assignment is due one week after the lecture on Ergonomics. (Due on April 24)
Arbitration decision: (10 %) You will be writing a decision on the other student arbitration.
This is an individual report and needs to be professional in nature (as long as needed).
Research should be done to make this as complete as possible including cases if necessary
and related to the issues at hand. Spelling and grammar are important! This will be due one
week after you observe the arbitration. (Due one week after you have observed the
arbitration- May 8 or May 10 respectively).
Collective Bargaining Agreement and proposals: (10%) Teams will be assigned early in
the quarter. Collective Bargaining will take place over a one week period, in class.
Preparation for negotiations occurs outside of class. Each side (MGT and Union) will hand
in their labeled proposals marked with whether they were accepted or not or modified and the
date agreed upon. Proposals must be signed by the side presenting it and handed in attached
to a summary for each side as to what they bargained that will be most satisfactory to their
constituency. Each side must cost out one financial item that was either proposed or
negotiated. Collectively, one collective bargaining agreement must be submitted from both
sides showing the final product. This is typewritten and will have strikeouts or underscoring to
demonstrate to the professor what has been changed in the collective bargaining agreement.
Known ULP’s will reduce your grade by 5 points. This will be due on the day of the final
examination. One packet should be submitted for each MGT/Union group negotiations. The
final week of classes will be spent in collective bargaining negotiations. Part or all of the
negotiations may be taped. (This takes place on May 24 and May 31).
Tentative Course Outline- This outline is totally dependent on guest speaker’s availability.
Any changes will be announced in class so please make sure that you write down alterations
to the schedule.
Date: Chapter: Topic:
March 29 1 Introduction and History and Law
April 3 2&3 Challenges and Opp /Establishing a barg. unit
April 5 “On the Waterfront”
April 10 Mediation Guest Lecture
April 12 Mediation Mocks
April 17 Ergonomic Presentation (Short Paper due)
April 19 6&7 Wage and Salary/ Benefits
April 24 10 & 11 Grievance and Disciplinary Proc./Arbitration
April 26 Exam 1
May 1 Mock Arbitration- RR
May 3 Mock Arbitration- GL
May 8 8 &12 Job Security and Seniority & Unions and EE
May 10 4 ULP’s
May 15 5 Neg. an Agreement
May 17 Exam 2
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May 22 9 Implementing the CBA
May 24 Collective Bargaining Sessions
May 29 HOLIDAY- No School
May 31 Collective Bargaining Sessions
June 6 FINAL EXAM -11-2
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