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University of Nevada Las Vegas
Department of Accounting
College of Business
Accounting M.S.
Fall 2008 Assessment Report
University of Nevada Las Vegas – Fall 2008 Assessment Report
Table of Contents
A. Overall program assessment
1. Graduating student surveys………………………………………………. 4
2. CPA exam performance…………………………………………………... 18
3. Student Accounting Advisory Council discussions………………………. 19
4. Student Accounting Advisory Council survey…………………………… 20
B. Overall assessment of the instructors and classes
1. Goals and expectations evaluations………………………………………. 21
2. Grade Distributions……………………………………………………….. 22
C. Assessment of individual student performance (Course-embedded measures)…………………………………………………... 23
D. Appendices
1. Appendix A (Graduating Graduate Survey)……………………………… 29
2. Appendix B (Goals and Expectations Worksheet)………………………... 33
3. Appendix C (Accounting Students Advisory Committee Survey)………... 35
2
Date Received
Fall 2008 Semester Assessment Report Form March 31st, 2009
Directions: Please complete a form for each of the programs within your department. This form was designed to provide a format for assessment reporting and should not be used to limit the amount of information provided. Each box that is attached to each of the sections is designed to adjust to varying lengths. If you have any questions, please contact Dr. Bea Babbitt at x51506 or via email at: [email protected].
***Please submit the report electronically to [email protected]
1. Program Information: Program Accounting M.S.
Department Department of AccountingCollege College of Business
Program Assessment Coordinator
Paulette Tandy, Department ChairKimberly Charron, Graduate Coordinator
Semester Data Collected
Fall 2008
Report Submitted by Paulette TandyPhone/email 5-3226/[email protected]
Date Submitted April 2, 2009
2. According to the Assessment Plan for this program, what were the planned assessments to be conducted during the Spring 2008 semester? You may want to copy and paste from this program’s assessment plan.
Ongoing assessment is a fundamental part of the Department’s AACSB accreditation process and is considered a critical step in the achievement of our educational mission and goals. In accordance with our Assessment Plan, a variety of assessment tools will be used to evaluate the continuous improvement efforts of the Department. Our assessment activities include:A. Overall program assessment
1. Graduating student surveys2. CPA exam performance3. Accounting Advisory Council discussions4. Student Advisory Council survey
B. Overall assessment of instructors and classes1. Goals and expectations evaluations2. Grade distributions
C. Assessment of individual student performance (course-embedded measures)
3
A. Overall Program Assessment
1. Graduating students are asked to complete an exit survey during their last semester. As part of the survey, students are asked to evaluate how well our courses prepared them with respect to each educational objective. The survey results are summarized and compared with prior year results to determine how well we are achieving the objectives and to identify areas needing improvement. A copy of the survey is attached as Appendix A.
While graduating students have been completing this survey since 1998, the M.S. in Accounting students were not separated from the B.S.B.A. students until December 2003. The results from that survey were tabulated for graduate students only and the results are presented below:
GraduationDate
No. ofSurveys
No. ofGraduates
ResponseRate
Dec-03 3 5 60.0%May-04 4 8 50.0%Aug-04 0 3 0.0%Dec-04 1 10 10.0%May-05 3 9 33.3%Aug-05 0 7 0.0%Dec-05 5 16 31.3%May-06 10 10 100.0%Aug-06 2 2 100.0%Dec-06 11 11 100.0%May-07 15 17 88.2%Aug-07 3 6 50.0%Dec-07 18 18 100.0%May-08 14 18 77.8%Aug-08 4 10 40%Dec-08 21 27 78%
Beginning Spring 2006, Dr. Charron has prepared a list of graduating students, checked off the surveys that are received, and attempted to get surveys from those who had not yet responded. This process appears to be effective and response rates are acceptable.
4
I plan to take the CPA Exam. Yes _______ No ________
Average2003 100%2004 40%2005 88%2006 87%2007 86%2008 90%
Conclusions: Graduate students appear to understand the importance of sitting for the CPA exam. The fact that 90% of our MS students plan to take the CPA exam is evidence of the successful efforts of the faculty regarding emphasis of the exam’s importance.
5
Please rate your preparation in the following areas:
Ability to apply critical thinking (4=Excellent, 3=Good, 2=Fair, 1=Poor)
Average2003 3.672004 3.502005 3.702006 3.492007 3.442008 3.59
Conclusions: No significant changes noted.
6
Written communication skills (4=Excellent, 3=Good, 2=Fair, 1=Poor)
Average2003 3.002004 2.752005 3.342006 3.202007 3.212008 3.41
Conclusions: No significant changes noted.
7
Oral communication skills (4=Excellent, 3=Good, 2=Fair, 1=Poor)
Average2003 3.672004 3.752005 3.192006 3.582007 3.232008 3.10
Conclusions: Graduate students’ perception of their oral communication skills has dropped in 2007 and 2008. This issue was discussed at the Assessment Faculty Meeting on November 20, 2008. The decrease appears to be related to the increasing sizes of our graduate classes. As the class sizes have increased, instructors have found it increasing difficult to assign oral presentations. The instructors present at the Assessment Faculty Meeting agreed to consider group oral projects.
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Understanding of international aspects of business (4=Excellent, 3=Good, 2=Fair, 1=Poor)
Average2003 2.672004 3.002005 2.692006 2.902007 2.622008 2.69
Conclusions:
In Spring 2008, the financial accounting faculty met to discuss the incorporation of international accounting standards into the financial accounting curriculum. This discussion was prompted by:
1. The consistently low scores on the Graduating Student Survey for the following question: “Please rate your preparation in…understanding of international aspects of business.” The scores for this question have averaged 2.7 out of 4.0 for the past ten years. These scores represent the lowest of any dimensions included in the survey.
2. Sessions at the 2008 AAA APLG seminar which emphasized the importance of the International Financial Reporting Standards (IFRS).
As a group, we agreed that IFRS should be incorporated into all of the financial accounting courses. We agreed to use “The Globalization of Accounting Standards” (a supplement published by McGraw-Hill) to determine the areas affected by differences between IFRS and U.S. GAAP. Each instructor will research the affected areas and add additional course coverage as necessary. These changes were implemented immediately and should show effect in future years.
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Application of business and accounting ethics (4=Excellent, 3=Good, 2=Fair, 1=Poor)
Average2003 3.672004 3.752005 3.252006 3.582007 3.532008 3.67
Conclusions: No significant changes noted.
10
Interpersonal skills (4=Excellent, 3=Good, 2=Fair, 1=Poor)
Average2003 3.672004 3.502005 3.502006 3.442007 3.282008 3.59
Conclusions: Although not a large decrease, even the small decrease in the student’s perception of their preparation in these skills is disturbing. In the Assessment Faculty Meeting on October 16, 2007, we discussed the need to integrate professional skills into the program. This trend appears to have been reversed during 2008.
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Teamwork skills (4=Excellent, 3=Good, 2=Fair, 1=Poor)
Average2003 3.672004 3.502005 3.312006 3.442007 3.302008 3.46
Conclusions: No significant changes noted.
12
Knowledge of accounting related technology (4=Excellent, 3=Good, 2=Fair, 1=Poor)
Average2003 3.002004 3.502005 3.502006 3.152007 3.082008 3.35
Conclusions: The relatively low rating of this knowledge is a cause for concern. In the Assessment Faculty Meeting on October 16, 2007, we discussed these ratings. There was some discussion that the general nature of the question might confuse respondents. The Spring 2008 survey added the descriptive (“e.g. databases, accounting software, FARS, internet resources”), which appears to have increased the rating for this item.
13
Please rate your satisfaction with the accounting program at UNLV:
Accounting courses (4=Very Satisfied, 3=Fairly Satisfied, 2=Slightly Satisfied, 1=Not Satisfied)
Average2003 3.672004 3.752005 3.812006 3.662007 3.542008 3.62
Conclusions: No significant changes noted.
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Faculty teaching accounting courses (4=Very Satisfied, 3=Fairly Satisfied, 2=Slightly Satisfied, 1=Not Satisfied)
Average2003 4.002004 3.252005 3.842006 3.652007 3.502008 3.64
Conclusions: No significant changes noted.
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Required business courses outside of accounting (4=Very Satisfied, 3=Fairly Satisfied, 2=Slightly Satisfied, 1=Not Satisfied)
Average2003 3.002004 3.002005 2.632006 3.282007 3.362008 3.15
Conclusions: The satisfaction with business courses outside of accounting has dropped. The College of Business is currently undergoing a dramatic curriculum revision of core classes. Although these students were graduating with an MS degree, many of them were UNLV undergraduates and are probably reflecting their experience with the business core. This question should probably be deleted for the graduate student surveys.
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Faculty teaching business courses outside of accounting (4=Very Satisfied, 3=Fairly Satisfied, 2=Slightly Satisfied, 1=Not Satisfied)
Average2003 3.332004 3.252005 3.342006 3.322007 3.292008 3.24
Conclusions: No significant changes noted.
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2. We monitor the performance of our graduates on the CPA Exam.
The following results were obtained concerning the 2006 performance of UNLV graduates on the CPA exam:
Candidates With Advanced Degree
UNLV National Average2004 2005 2006 2007 2004 2005 2006 2007
Number of Candidates 8 20 19 21% Passing Financial Accounting & Reporting 12.5% 58.3% 50.0% 71.4% 23.3% 49.3% 50.8% 53.6%
% Passing Auditing & Attestation 25.0% 61.5% 64.3% 42.9% 26.4% 50.2% 50.8% 56.8%
% Passing Regulation 12.5% 60.0% 60.0% 47.6% 22.2% 45.8% 48.0% 53.12%% Passing Business Environment & Concepts 25.0% 61.5% 55.6% 44% 29.2% 54.7% 54.0% 55.7%
% Passing All Parts 0.0% 40.0% 31.6% 33.33% 8.1% 35.3% 35.6% 36.11%% Passing No Parts 50.0% 30.0% 26.3% 33.33% 47.7% 32.5% 31.4% 32.33%% Passing Some Parts 50.0% 30.0% 42.1% 33.33% 44.2% 32.2% 33.0% 31.56%
In our Assessment Faculty meeting on 3/22/06, the 2004 data caused the greatest amount of concern and conversation. See the Spring 2006 assessment report for actions taken to address these concern, including curriculum modifications.
The 2005 data (received in late 2006) showed considerable improvement over the 2004 results. The 2006 data (received in late 2007) again showed overall improvement. In 2006, pass rates were above the national averages for most parts.
The 2007 data shows a significant decrease in the test scores of students who have completed their graduate degree. This decrease will be discussed at the Assessment faculty meeting on April 21, 2009.
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3. The Department discusses curriculum and specific course changes with our Advisory Council to ensure that we are meeting the changing needs of our accounting environment. We also ask them how they, as recruiters of our graduates, view the preparation of our graduates for the demands of the profession and ask them to identify any areas that are becoming increasingly important.
At the November 1, 2007 Advisory Council meeting, we instigated a discussion of the accounting curriculum (at both the undergraduate and MS levels). Recommendations from members of the Advisory Council included:
More emphasis on income tax return preparation More emphasis on alternative minimum tax More emphasis on accounting research and resulting memorandums More emphasis on writing skills
These issues were discussed with appropriate faculty members.
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4. We have instituted a Student Advisory Council. This group has been asked to provide us with information, from a student perspective, regarding the Department’s success in meeting our educational objectives.
The Student Advisory Council (ASAC) held its first organizational meeting in December 2005. The mission statement of the ASAC is:
The purpose of the Council will be to represent accounting students by serving as a liaison between the accounting student population and the Department of Accounting (the Department) concerning all aspects of the development and operation of the Department, including, but not limited to:
Curriculum Scheduling Course content Faculty and staff availability Programs and student organizations Success in preparing students for careers in accounting fields
The Council will also provide assistance and / or advising to accounting students concerning but not limited to:
Class Scheduling Programs and student organizations Preparing for a future in the accounting field
In Fall 2006, the ASAC developed a web site (http://clubs.unlv.edu/asac/ ) and posted an electronic survey for accounting students. These survey results were discussed at the Spring 2007 Assessment Faculty meeting. Although we felt that the survey gave us some basic information, the format of the questions did not provide detailed information regarding needed changes. On September 25, 2007, a faculty committee (consisting of Suzanne Sevalstad, Paulette Tandy, Tom McCaslin and Jim France) met with the ASAC President to discuss wording and questions to include on the Spring 2008 survey. The survey was administered in February 2008 and results are displayed in Appendix C. No new survey was administered in Fall 2008.
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B. Overall Assessment of Instructors and Classes
1. As described above, the Department has identified the specific knowledge and skill requirements required by our profession. To ensure that this knowledge/skill set is being addressed by individual instructors, the educational goals have been incorporated into the annual evaluation process. At the beginning of each year, each faculty member must describe their plans to achieve each of the educational objectives in a Goals and Expectations Worksheet (see Appendix B for the teaching section of this worksheet). After the conclusion of each year, each faculty member must provide evidence of the achievement of these objectives, and the faculty peer evaluation team specifically evaluates the faculty on their achievement.
The teaching section of this worksheet has been provided in Appendix B. These worksheets were submitted during the beginning of the Spring semester, 2008, and each faculty had the opportunity to discuss their plans with the Department Chair.
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2. Each year we review the grade distributions of our courses in comparison with the College grade distributions and with the other accounting courses at the same level. This information is used to ensure that our grade distributions are reflective of a high quality educational program and to ensure that our quality standards are being implemented consistently across the Department.
For Spring 2008, the grade distribution information was as follows:
Available in department
Conclusions:
Available in department
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C. Assessment of Individual Student Performance
In addition to our overall assessments, the Department assesses individual student performance to improve our students’ development of the Department learning objectives. Each semester, we gather assessment information and use the results to improve the quality of our educational methods.
As a faculty, we determined the learning objectives for the undergraduate program and the class(es) that will address each objective.
Then we determined how we will assess whether students have demonstrated that knowledge or skill. The performance criteria that were identified are classified as:
A = Audit projectC = Computer projectE = Exam questionsF = Feedback in classR = Research projectS = Case studyT = Tax return projectW = Writing assignmentX = Excel project
At the end of each semester, each professor rated students’ performance to evaluate students' competencies based on these performance criteria.
The assessment findings will be compiled and used to re-evaluate the educational methods being utilized in each class.
The data on individual classes was collected and is maintained in the Department of Accounting office. (Information is not included here, since it includes specific questions from exams and instructors were concerned about maintaining the integrity of those questions.) A summary is presented below:
Corrective actions considered necessary by individual instructors are highlighted in the tables.
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ACC 701
LearningObjectives
Method ofMeasurement
Was student performanceAcceptable?
Learning objective
considered appropriate?
Need to modify
assessment activity?
Need to modify
curriculum or learning
activities?
Ability to identify and apply key tax issues
Exam Questions, Tax Return
Project, Research Project
Yes Yes No No
Ability to prepare tax returns Tax Return Project Yes Yes No No
Understanding of need to stay aware of tax changes Exam Questions Yes Yes No No
Ability to think critically Exam Questions Yes Yes No No
Analytical/decision-making skills Exam Questions Yes Yes No No
Written communication/Analytical skills
Research Project Yes Yes No No
Oral communications skills Class Feedback Yes Yes No No
Interpersonal and teamwork skills
Tax Return Project Yes Yes No No
Use of technology appropriate to accounting
Research Project & Tax Return
ProjectYes Yes No No
Understanding ethical problems facing accountants Class Feedback Yes Yes No No
Development of research skills Research Project Yes Yes No No
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ACC 702
LearningObjectives
Method ofMeasurement
Was student performanceAcceptable?
Learning objective
considered appropriate?
Need to modify
assessment activity?
Need to modify
curriculum or learning activities?
Knowledge of relationships between U.S. GAAP and international accounting principles
Writing assignment Yes Yes1 No Yes2
Understanding of and compilation of financial statements
Various in-class
exercisesYes Yes No No
Understanding of financial accounting standard setting process
Exam Questions Yes Yes No Yes3
Development of research skills
Various research
assignmentsYes Yes4 No No
Written communication skills
Writing assignments,
research assignment &
exam questions
Yes Yes No No
Understanding of ethical issues facing accountants
Not directly measured Yes No5 No No
Analytical /decision making skills
Exam Questions Yes Yes No No
1 Very important! Students have a lack of understanding of the effect of international standards on U.S. standards and vice versa. Since the SEC released its roadmap for the adoption of IFRSs the LO has become even more important.2 We need more IFRS coverage. In Fall 2009 semester I plan to spend some time covering some of the differences between IFRS and GAAP.3 Fall 2009 semester I will spend less time on the standard setting process and allow for more coverage of IFRS4 Yes, accounting students MUST be aware of the internet resources available.5 Not critical to this class.
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ACC 725
LearningObjectives
Method ofMeasurement
Was student performanceAcceptable?
Learning objective considered appropriate?
Need to modify assessment activity?
Need to modify curriculum or learning activities?
Ability to prepare consolidated financial statements
Exam questions and research project
Yes Yes No No
Understanding of consolidated financial statements and equity accounting for subsidiaries, foreign operations, SPEs and other holdings
Exam questions
Yes Yes No No
Develop Research Skills
Research project
Yes Yes No No
Analytical/Decision-making skills
Research project
Yes Yes No No
Written communication skills
Research project
Yes Yes No No
ACC 740
LearningObjectives
Method ofMeasurement
Was student performanceAcceptable?
Learning objective
considered appropriate?
Need to modify
assessment activity?
Need to modify
curriculum or learning activities?
Familiarity with Internal Revenue Code
Lecture Yes Yes No No
Ability to evaluate tax court cases and revenue rulings
Case Yes Yes No No
Ability to think critically Exam Yes Yes No No
Written communication skills
Exam Yes Yes No No
Oral communications skills
Oral projects Yes Yes No No
Understanding of ethical issues facing accountants
Lecture Yes Yes No No
Development of research skills
Evaluating results of other
objectivesYes Yes No No
1. Results, conclusions, and discoveries. What are the results of the planned assessments listed above? What conclusions or discoveries were made from these results? Describe below or attach to the form.
Results, conclusions, and discoveries
The results of these assessments will be discussed at the Assessment Faculty Meeting on April 21, 2009. The conclusions from those discussions will be noted in the sections above.
2. Use of Results. What program changes are indicated? How will they be implemented? If none, describe why changes were not needed.
The results of these assessments will be discussed at the Assessment Faculty Meeting on April 21, 2009. The conclusions from those discussions will be noted in the sections above.
3. Dissemination of results, conclusions, and discoveries. How and with whom were the results shared?
The results of this assessment report will be discussed at the next Accounting Advisory Council meeting.
APPENDIX A
GRADUATING SENIORSURVEY
TO BE COMPLETED BY GRADUATING MSA STUDENTS
CONFIDENTIAL INFORMATION
PART 1: FUTURE EMPLOYMENT AND/OR EDUCATION PLANS
1. I will be working full-time after graduation and am not currently seeking employment.
Yes ________ No ________
a. If yes to #1, check the space to which applies best:
I will be continuing with my current employer ______________
I will be beginning new full-time employment ______________
b. If yes to #1, please answer the following:
Company of Employment: __________________________________
Position/Title: ____________________________________________
Beginning Salary: _________________________________________
2. I am currently seeking full-time employment. Yes ________ No ________
a. List type of position seeking: ________________________________
PART 2: CERTIFICATION PLAN
3. I plan to take the CPA Exam. Yes _______ No ________
a. If yes, when do you plan to sit for the exam? ___________________
4. I plan to pursue other certifications (e.g) CMA, CIA, CFP, CFA)?
Yes (list certifications) ______________________________ No _________
PART 3: ASSESSMENT OF PREPARATION
Please rate your preparation in the following areas:Excellent Good Fair Poor
Ability to apply critical thinking
Written communication skills
Oral communication skills
Understanding of international aspects of business
Application of business and accounting ethics
Interpersonal skills
Teamwork skills
Knowledge of accounting related technology
PART 4: SATISFACTION WITH ACCOUNTING PROGRAM
Please rate your satisfaction with the accounting program at UNLV:
Very Satisfied
Fairly Satisfied
Slightly Satisfied
Not Satisfied
Accounting courses
Faculty teaching accounting courses
Required business courses outside of accounting
Faculty teaching business courses outside of accounting
TO BE COMPLETED BY GRADUATING MSA STUDENTS
PLEASE PRINT:
NAME: ________________________________________________________
ADDRESS: _______________________________________________________________
CITY: ____________________________ STATE: _______ ZIP: ___________
PHONE: ___________________________________________________________
EMAIL: __________________________________________________________
EMPLOYMENT (after graduation):
EMPLOYER ____________________________________________________________
TITLE OR POSITION _____________________________________________________
ADDRESS: ____________________________________________________________
CITY: ______________________________ STATE: _______ ZIP: ___________
PHONE: _________________________________________________________________
APPENDIX B
GOALS AND EXPECTATIONS
WORKSHEET(TEACHING SECTION)
GOALS AND EXPECTATIONS WORKSHEETTENURED/NON-TENURE TRACK FACULTY
NAME:
ACADEMIC YEAR: 2008
TEACHING
1. Minimum expectations: Holding class and office hours. Being prepared for class, covering course material that is current, and developing
an educational environment that meets the objectives of the course. Being accessible to students through office hours, telephone, voice mail and email.
2. After each of the Department’s educational mission and goals below, describe your goals to introduce activities that achieve those goals and enhance the educational environment.
a. Develop students’ abilities to think critically by using case studies in classes, and essay questions and problems on exams.
b. Provide students an opportunity to develop written and oral communication skills in an accounting context.
c. Foster an understanding of the international aspects of accounting.
d. Integrate coverage of ethics in the classroom.
e. Provide students with the opportunity to develop interpersonal skills by incorporating team work in the class.
f. Incorporating accounting related technology into the course.
3. Describe any new course development or other redesign of courses planned (not described above).
4. Describe any plans to serve as student advisor/mentor or provide independent student courses.
5. Describe any faculty development seminars/conferences on teaching that you plan to attend.
APPENDIX C
ACCOUNTING STUDENTSADVISORY COMMITTEE:
GENERAL SURVEY REPORT
SPRING 2008
DEMOGRAPHICS
Four hundred and six Accounting Students Advisory Committee general surveys were completed by students in the spring 2008 semester. ASAC members and graduate assistants from the Department of Accounting administered the surveys in each section of every accounting class above the 200 level (except for the online, internship, and professional paper courses). Students were instructed to complete the survey only if they had not already completed one in another accounting class. The mix of students who were surveyed is as follows:
Number of Students Surveyed(by Major):
Department Students Surveyed
Accounting 373Business 2English 1Finance 5
Finance/Accounting 4Hotel Management 3
IBS 1Management 1
Management/Accounting 3Marketing 1
Non-Degree 1Public Admin 1
SR 1University Studies 1
No answer provided 8Total 406
Number of Students Surveyed(by Class Standing):
Class Standing No. of Students
Sophomore 18Junior 71Senior 195
Graduate Student 91Non-Admitted Grad. Student 28
No answer provided 3Total 406
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ENROLLMENT STATISTICS
Students listed all the accounting courses they were currently enrolled in during the semester. Of the students that completed the surveys, the highest concentration can be found in the 400 and 401 courses. For students surveyed, the data below shows the totals by course.
Total enrollment surveyed (all students in all classes):
Accounting Course
No. of Students
Accounting Course
No. of Students
201 2 702 16202 1 703 8
400/600 85 705 6401/601 89 706 32402/602 57 709 28405/605 63 715 10406/606 16 745 9407/607 2 760 1409/609 71 791 1410/610 66420/620 25450/650 22470/670 54497/697 1
An average 1.64 classes per student is calculated by adding the total number of courses listed above divided by the number of students who completed surveys:(an aggregate of 665 course enrollments / 406 students surveyed)
EMPLOYMENT
Total Hours Worked/Week
Number of Students
Percentage of Students
Zero 51 14%Up to 10 12 3%10+ to 20 61 17%20+ to 30 60 17%30+ to 40 121 34%40+ to 50 37 10%
50+ 19 5%
15% work greater than 40 hours per week 49% work more than 30 hours per week 45 students provided no answer or an unquantifiable answer such as “sometimes”
Employment (Graduate vs. Undergraduate):
Hours Worked by Graduate Students Versus Undergraduates
22%
3%
11%
4%
35%
11%
14%
13%
4%
20%
21%
32%
8%
2%
0% 10% 20% 30% 40%
Zero
Up to 10
Up to 20
20+ to 30
30+ to 40
40+ to 50
50+
Hour
s Pe
r Wee
k
Percentages of Students
% of Undergraduate Students% of Graduate Students
Hours worked Graduate UndergraduateZero 22% 13%
Up to 10 3% 4%Up to 20 11% 20%20+ to 30 4% 21%30+ to 40 35% 32%40+ to 50 11% 8%
50+ 14% 2%
COURSE SCHEDULING
Time Days Percentage5:30-6:45 pm MW 10%5:30-6:45 pm TR 9%7:00-8:15 pm MW 9%
10:00-11:15 am MW 9%11:30-12:45 pm MW 8%10:00-11:15 am TR 7%
7:00-8:15 pm TR 7%11:30-12:45 pm TR 6%
4:00-5:15 pm MW 5%1:00-2:15 pm MW 5%
Students ranked their five preferred time for attending class. A very large number of students did not complete this section according to the instructions. Many just put and X next to the times they liked. Others ranked their top five for Monday & Wednesday classes and their top five for Tuesday and Thursday. Given the wide range of interpretations this question was subject to, it should probably be revised and/or clarified before the survey is given again next year. We did record the data that followed the instructions. And we also used our best judgment to record the data where students ranked classes, but not according to the instructions. Because some of the data had to be interpreted, its reliability has to be questioned. All selections that received 5% of the total votes are listed below.
Frequency of class meetings
Do you prefer classes to meet ___Once a Week ___Twice a Week
Question 2: Class Frequency
25%
73%
2%
Once a Week
Twice a Week
Did Not Answer
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ASSISTANCE FROM DEPARTMENT STAFF (BEH 415)
Have you sought assistance before from the staff in the Accounting Department Office?
Question 3: Accounting Dept Office
71.2%
3.2%
25.4%
0.2%
No
Yes, the experience wasnegative
Yes, the experience waspositive
Did Not Answer
Student comments regarding a negative experience with department staff are displayed below without any editing or corrections.
1. Admin Assistant & Prof. also - No positive attitude. Like it is a burden for them to
answer student questions.2. The schedule offered wasn't flexible.3. The person who was working was not nice at all. She wasn't willing to answer any
questions, and seems like she had a bad day or just doesn't like her job at all.4. They aren't organized and make the students run all over campus to fill out forms and get
signatures. Not efficient or convenient.5. Unable to answer my questions or provide where to get the info I needed.6. I drove here to get help and was told to go home and e-mail someone. I guess I should
have called first.7. They don't care and they don't help you with the exception of Charron - she cares about
the students.8. They were not kind. I did not get the enough information.9. I didn't get the answer that I was looking for.10. Provided tutoring in BEH 415?11. most of my accounting professors are in their offices and willing to help me when I have
questions on the material12. they are not interested. Act put out13. Dr. Tandy is great14. the two women have been constantly rude when I come in with questions
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WEBSITE USAGE
Have you used the accounting website http://business.unlv.edu/accounting?
Question 4: Accounting Department Website
53%46%
1%
No
YesDid Not Answer
Of the 187 students that had used the website, recommendations for additional useful information to be posted on the website are shown below without editing or corrections. (It should be noted that some of the responses seem to have been due to a misinterpretation of the question. Some students may have provided comments regarding why they actually visited the website, not what they deemed missing from the website. This question should be worded differently in future surveys so as to avoid confusion.)
1. More scholarship opportunities and links2. Graduate school information3. Better access to Major Worksheets for different catalogs. You have the one for the new
catalogue really accessible, but I always struggle to find mine catalogue 04-06.4. Graduate school, GMAT availability5. MA Degree6. Don’t know website that well.7. Not sure.8. Putting out which classes will be offered during the summer semester before spring
registration/putting out which classes will be offered during the fall before summer registration
9. Future offerings of classes ahead of time.10. Direct link to MAJOR FORMS (required classes for ACC degree) for different
enrollment years.
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11. Links that did not take you on a long and grueling circle.12. Class schedule ached of time or at least what classes will be offered13. Curriculum & prerequisite for classes14. graduate program info15. information about acc related events16. Elective courses17. Background of professors, info about major requirements18. Been a while since I've been other website, not sure what could be added.19. More organization within website.20. Major requirements21. It's useful.22. Graduate procedures.23. Do not know.24. News.25. Easier navigation.26. To get information on upcoming events.27. The graduate school information.28. Internship.29. Links to specific classes and information pertaining to UNLV accounting classes.30. There website could be friendly. I find it annoying going back and forth trying to find
information. This is with the whole business website.31. Example schedule, BAP, Events, Staff office hours32. not sure33. for what? it's not even explained what its for34. a link to sign up for appointment to see advisor35. more accounting career scholarships36. just at the beginning of the semester37. graduation applications, class requirements38. job opportunities39. teachers review from students40. accounting electives for masters program41. accounting positions, opportunities, career options42. ?? I think it was about an employers night43. curriculum
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INTERNSHIP PROGRAM AWARENESSDo you know that the UNLV Department of Accounting has an internship program?
Question 5: Internship Program
35%
64%
0%
No
Yes
Blank
KNOWLEDGE OF MSA PROGRAM
How much information have you received about UNLV’s Masters of Accounting program?
Masters Program
121 126
95
9
55
0
20
40
60
80
100
120
140
A Lot Some Very Little None Did Not Answer
Information Received
# of
Stu
dent
s
13% 30% 2%23%31%
43% of students know at least something about the MSA program 54 % know very little to nothing about the MSA program
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EXPOSURE TO PROFESSION AND CAREER ALTERNATIVES
While at UNLV, do you feel that you have received sufficient exposure to the accounting profession and potential career alternatives?
Sufficient Exposure to Accounting Profession
78%
18%
4%
Yes
No
Did Not Answer
Of the 74 students that felt they had not received adequate exposure, 44 of them provided the feedback displayed below without editing or corrections.
1. More presentations and hands on experience.2. Somewhat.3. Seminars; presentations of the real world accounting.4. Talking to professionals, seeing different types of work needed. Working with program
used in the real world. I need advising on a personal level to evaluate and prepare for a career.
5. More introductions and offerings.6. I don't know very much about the career field because I changed majors and don't know
if accounting suits me7. I have mixed feelings about this.8. Most of the job fair are during the morning9. It would be nice to know more about gaming and government and non-profit10. More information regarding accounting jobs that are not public accounting or gaming
(i.e. county/state, private companies)11. People always say book work is so different from real life, on the job experience. I
would like to know what to expect & be exposed to real life work experience.12. Other professions in the accounting field besides tax & CPA's13. Finance Directors, VPs of Finance, Certified Fraud Examiners, VPs of IT14. Not applicable. Already had a career when I started UNLV.
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15. The first thing I was asked during an interview at Station Casinos was if I had any experience with JD Edwards and I didn't know what it was.
16. Being employed by a Big 4 accounting firm has reduced my interest into looking for career opportunities.
17. Kind of.18. Better organization of accounting classes would make it a more meaningful experience.19. Job opportunity.20. We are pushed to Join Beta Alpha Psi to meet employers. Make it known you can still get
employment without it.21. Other info other than the Big 4. 22. Internships and graduate school.23. Yes, but unfortunately none for my major-finance.24. I already am exposed on a daily basis to in depth accounting.25. Any information I can't recall any discussion on potential career opportunities for ACC
majors outside of 301 (new 400).26. Info about the ms. Job opportunities, more info on tax (all we hear is audit)27. I only learned about it in ACC 400 out of all the accounting classes don't talk about the
profession.28. Integrate more real world opportunities into the curriculum Dr. McCaslin did a good job
doing this in ACC 400. I also like to see more student involvement with accounting firms.
29. We need more campus recruitment events throughout the year.30. Accounting classes are centered on the CPA exam; I would find more info about
accounting for financial institutions useful.31. lower gpa requirement for internship 3.032. the employers that show up in BEH are here only to pas out pens and highlighters33. only through beta alpha psi34. have received some, but could receive more; cpa exams prep course; internships35. about graduation requirements36. only through beta Alpha Psi37. More guidance for career path. Not just options, reason why.38. what careers accounting grads have taken, OJT, more internships39. what different jobs are available and what we are able to do40. Beta Alpha Psi41. because of beta alpha psi42. more tax, more prep for beginning in the work field, overall a positive experience; 409
was lame43. all my classes push public accounting, no alternatives44. YES - Because of Beta Alpha Psi
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PAGEOUT REGISTRATIONAre you registered on the Accounting email list at unlv.pageout.net?
Students Registered on Pageout
91%
7% 2%
YesNo
Did Not Answer
Of the 29 students who were not registered on Pageout, 22 of them left the following comments (displayed without any editing or corrections).
1. It's a hassle having to do it each semester. They should just keep me on the list.2. Didn't know about it.3. I don't know anything about it.4. Don't know what it is.5. I think I am6. Not this semester, did not renew, not required for my classes7. Don't need mail I will never read8. Never heard of it.9. I don't think I am.10. Not required by current instructor, not useful to me in the past.11. Forget to register each semester.12. Didn't know I should be.13. I'm not sure!14. Don’t want any more junk mail.15. Never know existed.16. I didn't know about it.17. Don't have time to access page out.18. very helpful19. haven't got to it this semester20. I didn't know I was supposed to be.21. I didn't know I was supposed to be.
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PREFERRED SUMMER COURSES
Non 700 Level
Class ## of Times Class was Requested
% Requested
402/602 82 25.39%401/601 59 18.27%410/610 41 12.69%470/670 40 12.38%409/609 34 10.53%405/605 19 5.88%406/606 12 3.72%450/650 10 3.10%407/607 7 2.17%420/620 6 1.86%412/612 4 1.24%400/600 3 0.93%481/681 3 0.93%490/390 2 0.62%
201 1 0.31%Totals 323 100.00%
Many students left this question blank and many did not follow the instructions, listing more than two classes and/or two or more sessions. This made it very difficult to accurately record the answers.PREFERRED SUMMER SESSIONS
Summer Session Preferences
Session 118%
Session 259%
Session 323%
Session 1
Session 2
Session 3
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700 Level
Class ## of Times Class was Requested
% Requested
702 12 28.57%701 9 21.43%706 4 9.52%709 4 9.52%745 3 7.14%715 2 4.76%725 2 4.76%740 2 4.76%
Any 700 2 4.76%703 1 2.38%750 1 2.38%Total 42 100.00%
BETA ALPHA PSI MEMBERSHIP
Are you involved in Beta Alpha Psi?
Beta Alpha Psi Membership
Yes19%
No79%
Did Not Answer2%
Yes
No
Did Not Answer
Of the 320 students who were not involved in Beta, 214 provided feedback regarding why. The most common responses from the 214 that provided feedback:
Lack of time (50%) GPA too low (16%)
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