23rd Annual Southwestern Business Administration Teaching ... · PDF file23rd Annual...
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1 23 rd Annual Southwestern Business Administration Teaching Conference October 29-30, 2015 Conference Abstracts
Transcript of 23rd Annual Southwestern Business Administration Teaching ... · PDF file23rd Annual...
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23rd Annual Southwestern Business Administration Teaching
Conference
October 29-30, 2015
Conference Abstracts
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Program Committee 1. Gwendolyn Catchings, Jackson State University, MS
2. Mayur Desai, Texas Southern University, TX
3. Alicen Flosi, Lamar University, TX
4. Phyllis Keys, Morgan State University, MD
5. Chu Nguyen, University of Houston – Downtown, TX
6. Rahim Quazi, Prairie View A&M University, TX
7. Dale Rude, University of Houston, TX
8. Naveed Saleem, University of Houston – Clear Lake, TX
9. S. Srinivasan, Texas Southern University, TX (Conference Chair)
10. Kun Wang, Texas Southern University, TX
Conference Chair’s Note
I am pleased to present the Abstracts for this year’s Annual Teaching Conference. I was assistted by Dr. Rahim Quazi and Dr.
Phyllis Keys in the preparation of these Abstracts. I want to thank these two Program Committee members for their dedication and
timeliness in making the Abstracts uniform in appearance. All Abstracts were reviewed by two academics and their comments
communicated to the Corresponding Authors. I want to thank all the reviewers for their commitment to excellence and timely
response. The Abstracts are arranged in alphabetical order of the presenter. An asterisk is placed to identify the presenter in multi-
authored abstracts. All authors are listed in the List of Authors at the end of this document.
Houston, TX S. Srinivasan, Ph.D.
October 19, 2015 Conference Chair
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A Novel Analytical Look at Disruptive Technologies and the Cyclical Trends of Emerging and
Displaced Technologies in the Digital Age
Nabie Y. Conteh
Charles A. Briggs*
Southern University at New Orleans
This paper will attempt to review the evolving face of disruptive technologies (the different types of emerging technologies that are continually
displacing established ones), explore the factors behind the phenomenon, and study the growth trajectory in digital technologies. The paper will
compare and contrast the two categories of sustaining and disruptive technologies and will further shed light on their impact in altering our
lifestyle, our work, and businesses, as well as the global economy. It will illustrate how big companies, in the area of sustaining technologies,
excel at understanding their market by being close to their customers and putting together a mechanism in place to help develop existing
technology. Conversely, the paper will also highlight the trouble companies experience for not taking advantage of the potential efficiencies,
cost-savings, or new marketing opportunities created by low-margin disruptive technologies. The paper will use real-world examples to
demonstrate the usual phenomenon wherein a big corporation tends to overlook the value of a disruptive technology based on the fact that it
does not reinforce the current goals of the company, only to be blindsided as the technology reaches a high point of maturity, attracts and
retains a larger audience and market share, and threatens to upset the status quo. The paper will close with conclusions based on research data
obtained from innovations in digital technologies.
A Practical Coaching Model for
Critical Thinking Skill and Leadership Development (C/CTSLD)
Gwendolyn Catchings
Jackson State University
Critical thinking skills are a core competency needed by today’s leaders. However, a deficiency in critical thinking skills in the workplace has
been well documented, and research has shown dire consequences for the individual and the organization. This paper espouses a practical
coaching model for improving critical thinking skills and facilitating leadership development. Using a solution-focused approach with the six
critical thinking skills as identified by the APA Delphi Research Report, its iterative nature fosters the formation of “habits of mind”. Using
coaching (questioning) techniques on the first four skills, qualitative (interview) data was gathered from new entrants into the workforce.
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Improvements in their critical thinking skills were measured using quantitative data (pre, mid and post) gathered from the California Critical
Thinking Skills Test. Results showed improvements in critical thinking skills for almost all participants (future leaders). These findings
support the value and use of coaching and critical thinking skill development in management/leadership development programs or any program
focused on personal and/or professional development. Future research warrants the use of an extended coaching schedule (for individual and
group participation) and the inclusion of the last two skills. In addition, the use of a larger research sample and follow-up testing/evaluation for
a year to validate the formation of “habits of mind” is needed.
Characteristics of a Successful Teacher:
Threading Through Face-to-Face and Online Classes
Amitava Chatterjee
Texas Southern University
Many researchers have investigated the traits that create a successful teacher. In similar vein, the advent of online education elicits a growing
body of literature that expounds the characteristics of a successful online instructor. A series of articles indicate that the teacher attributes, such
as (1) experience, (2) preparation programs and degrees of the instructors, (3) type of certification possessed by the instructors, (4) coursework
taken in preparation for the profession, and (5) the teachers’ own test scores are important contributing factors in providing teacher quality.
Taken together, the mastery of content knowledge appears to be an important factor in determining teaching effectiveness. More recently,
researchers propose characteristics that all the successful teachers in both traditional and online teaching formats possess. Irrespective of the
teaching format, a successful teacher is highly organized and presents the instructional materials with absolute clarity. Another common trait,
irrespective of the learning format indicates that an effective educator is energetic, dynamic, self-confidant, and emanates enthusiasm. A
popular teacher is also a great proponent of interactive teaching. This paper investigates the common qualities that make an instructor effective
in both formats of the instructional methods. We approach the task by blending the established ‘best practices’ in teaching with the key
characteristics of effective online teaching.
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Quality in Education and the Transition to the Digital Economy
Oscar H. Criner
Texas Southern University
Quality improvement and business process re-engineering was forced upon American industry because of the loss of market share from
competition on the world market. Education is not generally viewed as an industry by educators, but it is a very large industry and many
businesses sell into the education market. The processes of higher education can be viewed in the same manner as those of any other business
enterprise. The products of institutions of higher education are research, education, and community service. For primary and secondary
institutions focusing on education, the product is an educated graduate and the customer is society, who needs and pays for the education
services. More importantly, these are the “raw materials” for the system of higher education. Customers provide the requirements for the
product and feedback on the quality and performance. Our customers are telling us that the quality of our product needs to be improved.
Recognizing the deficiencies in the product of institutions of higher education (using a business process model) and of the raw material from
our suppliers, there needs to be an end-to-end definition for quality improvement change in the processes of education in much the same way as
processes would be changed in a business enterprise undergoing a continuous quality improvement program. This presentation examines how
this significant quality improvement in education might be accomplished.
Strategic Approach to Manage Cybersecurity Risks in Small Businesses
Mayur S. Desai*
Kamala Raghavan
Texas Southern University
Cybersecurity is a topic of discussion at boardrooms of businesses, small and large. From the recent hacking of Ashley Madison, an online
dating service to the embarrassing disclosures of confidential data from Sony Pictures Entertainment, it is obvious that no organization can rest
easy about its information security. Small businesses are becoming painfully aware that their small size does not provide them immunity from
the risk of a cyber-attack. Online businesses can realize substantial benefit and increase potential incremental business revenue streams by
taking steps to alleviate customer fears such as use of technology to protect sensitive customer data, authenticate their websites, and build
consumer trust. Since consumers have the ability to shop at a wide range of trusted e-commerce sites, they can and will make the best choice
that protects their private information. This paper discusses the SEC disclosure guidance for registrants that can provide a model framework for
small businesses and offers steps to strengthen cybersecurity. It reviews the tools available currently on website security to help organizations
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protect critical data and build trust with customers such as Secure Sockets Layer (SSL) encryption, the need for data encryption offered by
SSL, and additional measures such as authentication of website legitimacy and trust building with one’s customer base.
Instructor Misbehavior and the Millennial Student: Bridging the Generational Gap
Bettye Rogers Desselle
Texas Southern University
The primary purpose of this research is to explore aspects of instructors’ attitudes and behavior that may be viewed as instructor misbehavior
by millennial students. Instructors communicate with students in a variety of ways that positively or negatively impact student motivation and
learning. These communications are the result of a complex set of factors that include instructors’ personal characteristics, attitudes from
previous experiences, intergenerational differences, and other conscious and unconscious factors. This is especially true for instructors who
communicate with the current generation of students known as millennials, those students born between the years 1982 and 2002. A large
percentage of instructors are from the Generation X (born 1965-1981) and Baby Boomer (born 1946-1964) generations. This generational gap
has caused a divide in instructors’ teaching techniques and students’ learning styles. Instructors should realize that the methods that they used
to learn are no longer effective for millennial students and may cause unintentional instructor misbehavior, as perceived by millennial students.
The paper contributes to the body of knowledge by assisting instructors in changing and adapting teaching strategies to bridge the generational
gap between millennials and previous generations to reduce the millennial student’s perception of instructor misbehavior. This research will
also provide a basis for a further study that will provide information that can assist instructors in making adjustments to their teaching style so
that they are more likely to accomplish their instructional student learning goals for all students, including millennials.
Leadership: Using Case Studies to Increase Learning and Interest
Jeff Dyson*
Alicen Flosi
Lamar University
Case studies featuring local businesses offer an opportunity to align with recently revised AACSB standards calling for engagement, impact,
and innovation. Case studies are innovative, thought-provoking ways to present students with decision-making practice and real-world
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situations. They impact the local business community by showcasing a business in the region the college serves. Protagonist’s participation in
the development and presentation of a case provides a unique opportunity for engagement. Students pay close attention to the dynamics of
companies they are familiar with, have worked for, or done business with. This project utilizes a series of cases that focus on leadership and
entrepreneurial behavior in response to challenge and adversity. Each case examines a family’s path to business success despite overwhelming
personal and professional odds. Secondary issues include strategies and tactics that were employed to sustain the business in response to
market conditions and changes in the competitive landscape. The cases are designed to complement two widely used management and
entrepreneurship books: Stephen Covey’s 7 Habits of Highly Effective People, and Michael Gerber’s E-Myth. Students are provided a series
of dilemmas requiring them to develop, analyze, and prioritize the leader’s alternatives. The cases require students to consider numerous
personal, professional, and family business dynamics that come into play and to recommend courses of action. This paper, written by one of
the business owners in collaboration with university professors, reviews the project including the origination, case problem, teaching steps, and
a look at the success of the project and areas for improvement.
In the Mood: A Socionomic Inquiry into the Discounted Cash Flow Valuation Model of Stock
Valuation
Dennis Elam
Texas A&M University-San Antonio
Socionomics is a field of study conducted under the hypothesis that waves of social mood motivate the character of social actions. Socionomics
turns conventional wisdom upside down. Most observers believe social mood is a product of external stimuli. If the news is negative, a
negative mood is likely to develop among those watching the news. Socionomics, however, postulates that mood is endogenously or internally
generated. For example rather than observing rioting causes people to be angry, the proper view is that angry people are liable to riot. Previous
research suggests serious differences between economics and finance. Economics follows traditional supply demand notions that demand
drives supply creation eventually lowering prices. Finance as demonstrated in the stock market works in opposite fashion. The higher the
prices, the more there is demand for the stock. The discounted cash flow valuation model is questioned with a comparison of Shake Shack, a
recent IPO, and Wendy’s, a long established international fast food chain. Massive positive social mood towards Shake Shack has given it an
outsized valuation compared to Wendy’s. The market capitalization cannot be the discounted present value of future cash flows and be that
close to Wendy’s valuation. This will be a lively presentation with examples of how social mood shapes the trends in music, movies, and even
stock market valuations.
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Security in Mobile Environments (A Teaching Module)
Lila Ghemri*
Texas Southern University
Shengli Yuan
University of Houston-Downtown
The number and usage of mobile devices have grown exponentially these last few years, so much so that they are bound to become the
dominant platform to access the internet, social and entertainment media. This is particularly true for young people who use their mobile
devices for many activities from working on their homework to accessing their financial data or communicating with their social network of
friends and acquaintances. This surge in mobile devices and mobile software use has also attracted the interest of hackers who have turned their
attention to designing or reformatting malware and spyware specifically to infect mobile environments. Google Android is the most common
and widely used mobile platform with 87 percent share of the global smartphone market. Sadly, it also holds the top position in terms of
malware designed to attack the Android platform with 97 percent. We will discuss the way security principles and guidelines have evolved
with mobile environments and the vulnerabilities and challenges mobile devices and mobile applications present. We will also outline the most
common security threats and exploits in these environments and their targets. Finally, we will present a set of guidelines that both
administrators and users of mobile devices and mobile applications should adopt to preserve the security and integrity of their systems.
Conducting Empirical Research in a Graduate Class
by Use of Publicly Available On-line Database
Richard P. Green
Texas A & M University-San Antonio
This effort presents the structure of a graduate class in accounting research methodology in which students were challenged to conduct a
meaningful research project within the financial constraints of an institution that does not make most commonly-used business databases (e.g.,
CRSP® and Compuserve®) available to either students or faculty. This article describes how the EDGAR database was accessed to extract text
data concerning firms’ selection of depreciation method. Since 2009, publicly-held companies that are listed on U.S. stock exchanges have
been required by the Securities Exchange Commission (SEC) to file financial reports marked-up with XBRL. This functionality allows
financial statements to be retrieved, browsed, searched, and analyzed using readily-available XBRL reader applications. The project comprised
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downloading a copy of the EDGAR database to a local server. The data were then accessed through use of the Python programming language
which allowed extracting the desired data directly from the compressed (.zip) format. Data then were analyzed using the data analysis
functions of Microsoft Excel. This process allowed students to complete an empirical accounting research project using primary data. The use
of open-source data sources, open-source programming language, and a Microsoft Office program which is furnished to each student allowed
this project to be completed at zero added cost to either the students or the university.
Personality Typing in Online College Students: A Research Proposal
David Hansen
Texas Southern University
In the case of strictly online universities, convenience may indeed be the most important motivation. However, many students opt to get an
online degree at an established, primarily traditional university that offers online degrees as well as traditional courses. Why would they go to
such a university to get an online degree? Is it the convenience combined with the reputation and, thus, quality of the university? We wish to
investigate this interesting contradiction by looking at factors specific to those individuals who make the choice of studying online at
established universities. Although a large body of research exists concerning distance, virtual, and online learning, relatively little research has
been conducted on characteristics of students who prefer to attend online classes. Those few articles have concerned themselves with
demographics. In general, they have reported no significant differences in things like grades, age, course work completed, and other variables.
Other studies have concerned the type of course or the nature of the learning experience. The differences they found are situational, not
personal. Knowing whether a certain type of person is more likely to succeed in online courses could help both the university selection process,
as well as the student choice process. There is a personality type called introversion that may be related to preference for the anonymity and
social safety of online classes. Our main assertion in this research is that people with a strong need for social safety and, thus, the environment
of online education are more introverted.
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The Propensity of Young People to Ignore Collections Communications: An Examination of the True
Cost of Ignorance
Danny Harvey*
Reginald L. Bell
Prairie View A&M University
In this article, we examined the recent literature to determine the propensity of young adults, between 18 to 30 years of age to ignore collection
agency communications. We uncovered a good deal of information pertinent to the true, sometimes life-long, cost of ignoring such
communications. We now identify several reasons that young adults may have reached their present state. However, we follow up with reasons
why these states do not have to persist. Presenting current legislation and recommendations for higher education’s role, we give suggestions for
halting this growing problem. The ignorance about financial literacy among young adults has roots in an inadequate general education
curriculum in schools and colleges. We, therefore, present a series of helpful steps young people can take to know their consumer rights, to
avoid the pitfalls of indebtedness, and to embrace proper habits that develop financial fortitude.
Using Application Exercises to Effectively Teach Complex Business Law Concepts
Cris S. Houston
Prairie View A&M University
Business Law is a difficult course for many law students who have earned at least one undergraduate degree and are now in professional
school; therefore, an undergraduate Business Law professor faces the formidable challenge of effectively teaching novice undergraduate
student learners complex concepts and critical thinking skills. First, the undergraduate Business Law professor seeks to guide the students as
they learn legal concepts and rules that many of the students have never even heard of. Then, the professor seeks to train the students to
undertake critical thinking in the form of legal reasoning as a means of applying those new legal concepts and rules to solve hypothetical client
problems that could arise in a real-world business setting. In this presentation, I demonstrate ways that I use application exercises to effectively
deliver challenging course material and enhance students’ ability to learn complex business law and legal problem-solving skills. I will
outline my 30:70 course delivery model for helping students to concretize difficult, abstract legal concepts and to apply these concepts to
analyze law-related problems like an informed businessperson or lawyer. Under this 30:70 model, I typically lead a lecture-driven class
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discussion on legal concepts and rules for approximately 30 percent of the class period. Then, I lead multiple, application-driven exercises
based on the concepts and skills discussed in the lecture for approximately 70 percent of the class period. I will also provide some examples of
my 30:70 course delivery model.
Incorporating Critical Thinking in Teaching: Theory and Practice
Balaji Janamanchi
Texas A&M International University
In Texas, the Texas Higher Education Coordinating Board (THECB) Rules, Chapter 4 Subchapter B dealing with the Texas Core Curriculum
require, “Critical Thinking Skills” as a core objective along with five other core objectives. At Texas A&M International University, as part of
the Quality Enhancement Plan (QEP) under the regional accrediting agency’s reaccreditation process, a new initiative of Applied Critical
Thinking as expressed through undergraduate research titled “ACT on IDEAs” is being launched. The author gained a renewed understanding
of the critical thinking concepts, its components and practices from attending the Professional Resources and Opportunities for Faculty (PROF)
Center’s Applied Critical Thinking Workshop 2015. Many questions were answered and concepts defined at the workshop. For example:
What is critical thinking? What does critical thinking involve? What are the elements of thought? What is critical thinking in the context of a
discipline? What are some ideas on improving critical thinking in classroom activities? What intellectual standards exist for understanding and
evaluating thinking? This presentation shares theoretical aspects of critical thinking, as well as some tools and techniques, from the workshop
of the PROF center, as well as a detailed discussion on how some of the new techniques were implemented in an undergraduate course on
production and operations management.
Is There Still a Place for the Old-Fashioned Socratic Method in Business Teaching Today?
Martin Lindenberg
Texas Southern University
The history of teaching going back to the ancient Greeks and people even before that includes a long tradition of rhetorical dialog between
teacher and student. Today’s technology-centric teaching methods with slides, multi-media, web-based materials and even long-distance
learning seem to preclude much Socratic interaction between teacher and student. This talk explores the circumstances and conditions that
make Socratic teaching relevant today, exploring questions such as level of students, class size and subject matter appropriate for this method.
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We will engage the audience to share ideas as to how to make students more involved in the active learning process, thereby enhancing greater
retention of the material. There is significant evidence in the literature that active learning promotes greater retention.
Use of a Common Reading Activity for Teaching Bioethics, Cultural Sensitivity, and Learning
beyond the Classroom
Shirlette G. Milton
Texas Southern University
A common reading activity was used to teach bioethics and cultural sensitivity to students in a graduate level course and apply the principles
learned to a community outreach project with adolescents. This project examined whether common reading of the book “The Immortal Life of
Henrietta Lacks” could accomplish the teaching of these principles to both student groups to achieve Learning Beyond the Classroom (LBC) as
an outreach project. Students in a graduate level pharmaceutical sciences bioethics class were required to read the book for a lecture series on
ethics in biomedical research. Students participated in a group readiness test prior to class discussions. Class discussions provided answers to
assessment questions which tested factual knowledge as well as questions which tested application and critical thinking. The final project for
the lecture series required students to compile a list of ethical infractions detailed in the book, including resulting policies. Students were also
required to formulate an application project for LBC and to develop and implement a community outreach activity to expose adolescents to
principles of healthcare disparities, bioethics and the role of health professionals. Graduate students and teens gained knowledge regarding
bioethics and cultural sensitivity. Teaching these principles could be accomplished through a common reading experience of the referenced
book for both student groups, allowing for a graduate LBC experience.
Self-Handicapping – From Business School to Leadership
Jordan P. Mitchell*
Phillip Decker
University of Houston-Clear Lake
The effects of self-handicapping have been widely researched in the psychology and education literatures, but remain absent from the
business/leadership literature. Self-handicapping is the process where individuals attempt to externalize a potential failure by means of an
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excuse or reduced effort. Self-handicapping is caused by uncertainty and the need to manage impressions rather than focusing on learning and
growing competence. This process is usually successful at first but eventually manifests itself in poor leadership. It is learned and reinforced in
education, but can be overcome in several ways. Exceptional leaders are more effective because they place priority on mastering their own
competence rather than avoiding mistakes or trying to “look” competent – impression management. The authors believe that a focus on self-
handicapping in management should be part of every business school curriculum. To become exceptional leaders, students must first learn what
behaviors are sabotaging their leadership efforts. Eliminating self-handicapping changes goal orientation and frees up wasted effort that can be
redirected to excellence. How to manage such a negative force for leadership should start in business schools. When business students evolve
into early careerists, self-handicapping may protect and enhance the impressions of others in the short term, but continued use will lead them to
ineffective and poor leadership. Using what is known about self-handicapping in the education and sports literatures, we explain how to design
classroom structure to equip future managers/leaders to overcome what they do to self-sabotage their leadership.
LARPing It Up: An Innovative Classroom Exercise about Stock Options Utilizing Student Role
Playing
Frank J. Cavaliere
Toni P. Mulvaney*
Delvin D. Seawright
Marleen R. Swerdlow
Lamar University
This paper deals with a classroom exercise concerning two timely topics—stock options and LARPs (Live Action Role Playing). Our students,
mostly millennials, are quite familiar with LARPs. A LARP allows participants to act out their characters' actions. The players pursue goals
within a fictional setting representing the real world while interacting in character. In our classroom LARP, students will be assigned roles
from a variety of stakeholders with legitimate interests affected by the use of stock options by a fictional American corporation considering
offshoring an existing domestic plant. These roles may include the director, the hedge fund manager with large ownership stake, the mayors of
the towns where the plant is located or potentially relocated, a national politician, and a member of the U.S. Chamber of Commerce. The
number of stakeholders can be expanded infinitely as these topics are important to almost every aspect of society. Students must decide
whether closing the plant is a reasonable action from the perspective of the stakeholder they represent, taking into consideration the history of
stock options, Wall Street’s attitude toward plant closings, the social costs associated with plant closings, the efficacy of stock buy-back plans,
and the ethics of the proposed plant closing and its relationship to stock options. This exercise will enhance and impact student learning
because the students will be educating themselves about the perspectives of stakeholders, interacting with other students, and engaging in an
after-action report with a group discussion about the pros and cons of the various views.
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Engaging Ideas:
Collaborations between Industry and Business Programs
Chynette Nealy
University of Houston Downtown
Engaging learners to understand the realistic implications in coursework is a continuing problem for academicians. To address this issue, the
author discusses how collaborations between industry representatives and business faculty focusing on redesigning business communication
content and assignments could be applied to engage business majors’ career insight. The business communication course is part of the core of
the undergraduate business major at the author’s university. Understanding the connections between coursework and industry expectations
might help business majors develop career insight thereby improving degree and career choices. Of particular interest to the author, is using
these findings in terms of engaging learners’ to make better degree and career choices. To limit the scope of this study, the author focuses on
learners seeking business degrees. In brief, as suggested by related literature, learners’ knowledge and skill gaps derive from how little they
know about expected workplace practices. This stems from how underprepared – lacking career insight – students are when choosing to
pursue a business degree. Audience participation will be highly encouraged in this presentation.
Factors Influencing Performance in Mathematics Assessment
of Economics Students at an Urban Four-Year University
Chu V. Nguyen*
Stephen Miller
Thai Nguyen
University of Houston-Downtown
This study utilizes the Ordered Logit model to examine personal and contextual factors that may contribute to scores on mathematics and
graphic assessment of economics students attending a large urban minority-serving institution. To this end, the empirical results of this
investigation indicate that the following factors influence student performance in a mathematics and graphing assessment: transfer credit hours
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and taking additional math courses. Colleges of Businesses have certainly shared in the struggle to keep students from dropping out before they
complete their college education. Business educators require students to take lower level developmental or “foundation” courses called
“gateway” courses. Gateway courses provide students the “literacy” and “numeracy” skills needed to successfully complete a four-year
business program. Research has found a high correlation between student success in gateway courses and the likelihood of graduating with a
postsecondary degree. However, there is growing concern that today’s college students are not assimilating numeracy, or quantitative skills, as
effectively as they should when taking gateway courses, leaving them insufficiently prepared to handle the rigors of higher level business
courses that are quantitative in nature and less likely to complete their college education. In recent years, research to understand factors that
influence mathematics achievement has been growing. In this presentation we will present the results of our analysis on this important topic.
The Power and Potential of Student Voice
Judith Owens
Texas Southern University
After my first semester of teaching a course that was new to me, I reviewed semester outcomes using the factors of attendance, grades and
gender. This review showed the following – 1) a passing rate of 69%, and 2) a strong correlation between rate of attendance and grade
attainment. A passing rate of 69% was unacceptable. I developed a list of changes I thought would positively impact the attendance rate and
grades. During my second semester of teaching this same course, I searched for a problem-based project for students. It occurred to me that I
could share the outcome results from the previous semester with this current semester’s students and elicit their input about potential changes. I
believed they may have insight that would be both informative and relevant. With few exceptions, their suggestions fell into common
categories and were fairly consistent. I implemented many of their suggestions and saw surprising changes to both the attendance rates and
grades. For me, this project affirmed the power of Student Voice in affecting positive changes to course design, instruction and grades. Student
Voice describes how students give their input on what happens within an institution of learning and in the classroom. The goal of Student
Voice is for students to know that their expertise, opinions and ideas have value and that they have the potential to create change. Student
Voice can take many forms - informal group discussion, partnering in curriculum design or establishing norms of behavior and policy.
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YOU are Your Brand:
Employers’ Perceptions of Applicants during the Screening Process
Delonia Cooley
Rochelle Parks-Yancy*
Texas Southern University
When the average person thinks of the term “brand”, it’s generally in the context of a product or service. Just like a company’s brand is
exemplified in its products, press releases about its products, its social media content, etc., job applicants’ brands are exemplified in the
willingness of others to refer them, their resume content, the content of their job applications, their job interview performance, recommendation
letters and, increasingly, in their online presence. Though employers utilize both traditional screening mechanisms and social media to
determine job applicants’ brand and suitability for their organization, some studies have found that social media is not necessarily a better
predictor of job performance than traditional measures. In other words, employers don’t necessarily get a better job performance return on their
investment (ROI) in screening employees’ brand utilizing social media versus screening using traditional methods. Despite previous research,
questions remain regarding how employers utilize traditional screening methods and social media to determine job applicants’ brand and if they
are a fit with the employers’ organization. For example, which screening methods are most important to employers, in terms of likelihood of
offering the job to a candidate? Which methods are more likely to exclude a candidate from being offered the job? Which methods can
determine the immediate exclusion of a candidate from consideration for the job and which may help a candidate overcome an, otherwise, poor
showing on another screening mechanism? Which of those screening methods gives employers the best return on their screening investment
and which gives the least?
The Continued Struggle with Strategy Execution
Lynne Patten
Clark Atlanta University
In today’s fast paced, global marketplace, it is important for companies to have a well-developed and well-executed strategy. However, this
task is much easier said than done, especially for institutions of higher education. Many organizations have become very adept at strategy
formation, but somehow get lost in the complex nature of effective strategy execution. Too often there is an over emphasis on the development
of strategic plans, goals, and outcomes and a lack of emphasis on ensuring that the necessary organizational structure and processes are in place
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to allow for effective implementation of those plans. This paper posits that knowledgeable and flexible leadership, organizational alignment,
adequate technology, and performance measurements are critical factors necessary for effective strategy execution. This research will evaluate
these factors and how each is impacting institutions of higher education. This perspective draws on current literature and survey data to explore
these factors and evaluate how each factor impacts strategy execution in higher education. The educational landscape is experiencing
significant growth and continues to be dynamic. However, many institutions of higher education are struggling to keep pace with market
changes, lagging behind, or about to fail. It is important to understand how these organizational factors can help institutions of higher education
improve operations, become more competitive, and improve organizational outcomes.
Creating Relevance in Managerial Accounting
Using a Business Plan
Richard Pitre*
Joseph Boyd
Texas Southern University
The traditional managerial accounting course is a lower level version of the cost accounting course. Students are introduced to the differences
between managerial accounting and financial accounting, cost terms, break-even analysis, job costing, process costing, inventory management,
budgeting, etc. Many of these students come to the business school with limited knowledge of the operations of a business. As a result, most of
their accounting education is a process of rote learning. The objective of this project is to determine whether a student awareness of how
businesses are created and operated can enhance their understanding of managerial accounting: facilitate an intellectually disciplined process of
actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, real life experiences of
creating and operating a business. Successful conclusion of this project will facilitate an intellectually disciplined process of actively and
skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from real life experiences of creating and
operating a business. In addition to making managerial accounting more relevant, this process will provide students with the ability to
appreciate the application of accounting knowledge in all future accounting courses. Successful conclusion of this project will also improve the
students’ ability to: articulate the basic management accounting process, apply managerial accounting principles and procedures, prepare entry
level management accounting reports, understand the organization and management of a business and related risk, and be successful on the
relevant parts of the Uniform Certified Public Accounting Examination.
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Cloud Computing and Health Care Privacy
Richard Pitre*
Carlton Perkins
Texas Southern University
Cloud computing allows computer users to conveniently rent access to fully featured applications, to software development and deployment
environments, and to computing infrastructure assets such as network-accessible data storage and processing. Cloud-based services use the
Internet to store data. This can be risky and can mean less control over your data. Privacy is the foundation of the entire health care system.
Without it, patients will not trust their doctors enough to tell them about symptoms and illnesses that are painful, frightening, and embarrassing.
Patients need and require absolute privacy to trust the doctors, to face what ails them, and seek professional help. Privacy addresses the
confidentiality of data for specific entities, such as consumers or others whose information is processed in a system. Privacy carries legal and
liability concerns, and should be viewed not only as a technical challenge but also as a legal and ethical concern. Protecting privacy in any
computing system is a technical challenge; in a cloud setting this challenge is complicated by the distributed nature of clouds and the possible
lack of consumer awareness over where data is stored and who has or can have access. The objective of this paper is to analyze the ways in
which your health care privacy rights can be violated and the consequences for the CPAs using cloud services. This paper will use the Health
Net & IBM Data Breach as a basis for analysis.
Cyber Fraud and Financial Reporting
Richard Pitre*
S. Srinivasan
Texas Southern University
The rapid growth in the use of the Internet as a way of life has given rise to serious Cyber Security issues. As a result, there has been a
substantial change in the manner in which commerce is conducted today. As one watches the daily news of the high profile security breaches, it
becomes very clear of the need to understand the impact of this issue on financial reporting. The objective of this presentation is to determine if
the lack of reporting the potential for Cyber Fraud as a contingent obligation is an internal control issue, a contingent liability or a materiality
issue. This presentation seeks to answer the question: Is Cyber Fraud relevant in terms of financial reporting? To answer the question this
presentation will analyze the data breaches that occurred at Heartland Payment Systems, Target, Home Depot, Chase Bank and eBay and the
consequent unauthorized leak of customer data. Materiality is an expression of relative significance or importance of a particular matter in the
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context of financial statements. The assessment of what is material is a matter of professional judgment. Information is material if its omission
or misstatement could influence the economic decision that users take on the basis of the financial statements. We want to point out in this
presentation how these companies reported the impact of data breaches. In this presentation we will present the data that we looked at based on
the data breaches at the aforementioned businesses that resulted in unauthorized release of customer information for millions of customers. The
participants will be able to note the possible financial fraud aspects based on this analysis.
Cyber Security in the Context of Business Applications:
A Course Delivery Model
P. V. Rajkumar
Texas Southern University
Most business activities are seamlessly integrated with the cyber space; from inventory maintenance to enterprise resource planning, from
schedule to budget planning are being carried out using internet enabled software applications. Nowadays, it is important for the business
students, who will eventually become responsible for handling these applications, to get trained in security risks and protection techniques.
Business applications often store, transport, and share data within the cyberspace. Cyberspace consist of a large number of interconnected
subsystems placed across national boundaries, and securing business data, in this context, is a complicated task both in technical and in
management terms. With an adequate training in cyber security, business application users can be equipped to safeguard the organization’s
assets while interacting and using the cyberspace. The features of the subsystems and the type of interconnection network often decide the kind
of security measure required to protect the application data. Teaching the foundations of systems and networks is essential to develop better
understanding of cyber security. Lecturers on these topics tend to alienate the students. However, bringing the same topics after introducing a
software application and its potential security risks from the user’s perspective rather than the system’s perspective, they tend to show interest
in learning basic security principles. Even though the same security principles are applicable in variety of applications, reciting them in the
context of individual business applications would help in reinforcing the best security practice.
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Filling the Gap: Helping Students Integrate the Rationalist (Economics and Finance) and
Behavioralist (Management and Marketing) Paradigms
Dale Rude
University of Houston
One of the major tasks faced by business students is integrating their coursework in the rationalist paradigm (economics and finance) with that
from the behavioralist paradigm (management and marketing). The rationalist paradigm focuses on markets as a unit of analysis, assumes
expert decision makers and a dollar incentive present for all decisions. Math is its primary language. The behavioralist paradigm focuses on
individuals, groups and organizations as units of analysis. No assumptions are made about the nature of decision makers or incentives. Words
are the primary language. These differences have created conflict between the rationalist and behavioralist paradigms for over the last six
decades. The fields of behavioral finance and behavioral economics have emerged as a result. Thomas Kuhn’s groundbreaking book The
Structure of Scientific Revolutions is used as a basis for 1) describing the two paradigms and 2) integrating them. Educational materials and
exercises will be shared.
Creating a Memorable Lecture
Arash Shahi Mahdi Safa* Brenda McCabe
University of Toronto Lamar University University of Toronto
Majeed Safa Seokyon Hwang Steven W. McCrary
Lincoln University Lamar University Lamar University
All instructors hope that students will learn and remember what they teach in the classroom years after the lectures are over, an optimism
challenged by staggering statistics showing that students only retain 10-20% of their lecture material even three weeks after the lectures.
Despite many discouraging and demotivating statistics with respect to lecture material retention rates by students, we all have experienced at
least one instructor whose inspiring lectures have had a long lasting and transformative effect on us. One way to categorize memory is short-
term versus long-term memory. Essentially one can think of short term memory as a “supped-up” white board in one’s mind. The only way in
which this information can be stored for later recall is if it is “filed” in long term memory. In this paper, the authors aim to inspire recognition
in our role, as educators, to design effective lectures which promote optimal memory recall and learning. A number of specific strategies to
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promote long-term retention of knowledge are presented, including rehearsal and graphic representation of material, including the graphic
syllabus.
Innovations in Learning from the Ancient Traditions:
Integrating Contemplative Practices in Higher Education
Michele Simms
University of St. Thomas
Since 2000, what is defined as a "quiet pedagogical revolution" is occurring in the US and internationally: contemplative pedagogy (CP). This
paper defines contemplation, provides the theoretical and practical background of contemplative pedagogy and introduces several
contemplative practices applied across disciplines with a focus on the business classroom. When integrated throughout a course, contemplative
practices allow students to delve deeply into the intellectual core of course material, translate that core into personal insights, challenge implicit
assumptions and attitudes about the other, facilitate self-awareness and enable growth in cultural understanding. Of equal import is the effect on
the teacher. Personal practice is at the heart of a successful contemplative course. As with any other skill that comes with knowing one’s
discipline, we must know it well in order to teach it well to others. Therefore, integrating contemplative practices in a course serves the student
and the teacher co-equally and, by extension, the institution. Although many of the contemplative practices pull from ancient traditions, they
continue to offer innovations in student learning at a time of tremendous social and cultural change and serve as an antidote to a world of
distraction and easy fixes. The paper will be presented in a way that engages audience participation and promotes a dialogue on the topic.
Teaching Privacy Protection Concerns amidst Data Breaches
S. Srinivasan
Texas Southern University
Social media is full of personal information about its millions of young users. The users place their personal information such as date of birth
and address as well as their likes and dislikes on numerous topics online. Their intent is to share such information with their circle of friends
and as such they do not have any privacy concerns. Unfortunately the social media companies place such information in a central database for
rapid access. Such centralized systems attract the hackers. Some are motivated by financial greed while a large group of hackers have an
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ideological agenda. One group of users who form a significant percentage of social media users are the college students. Our focus in this talk
will be to explore the cybersecurity issues involved as well as how users could protect their online privacy. We will look at how data breaches
occur and what kinds of personal information are released to the general public by the hackers. Since United States based companies dominate
the social media, there has been a very large number of such data breaches over the past 10 years in US. First, we will highlight six of the major
data breaches within the past two years and how cybersecurity protection steps could be taken to prevent future such attacks. Second, one of the
most recent data breaches called Ashley Madison breach has embarrassed and affected the lives of thousands of individuals. Thus, our primary
goal is to focus the cybersecurity education to include awareness of practices to protect people’s privacy.
A Regression Analysis of the Most Influential Management Books of the 20th Century
Marianna Sviland*
Reginald Bell
Mohammed Hussein
Mostafa Soliman
Prairie View A&M University
This study finds that interest in eight of the most influential management books of the 20th century has intensified tremendously over the past
50-years, when examined 5-years at a time, for 10 periods, from 1963-1967 to 2008-2012. The investigation reveals that interest in 25 books
central to the origins of management as a field is increasing rapidly. Interest in March and Simon’s “Organizations,” Maslow’s “Personality
and Motivation,” Taylor’s “Principles of Scientific Management,” Weber’s “The Theory of Social and Economic Organization,” and Barnard’s
“The Functions of the Executive” has increased tremendously over the past 50 years. Data analysis shows differences on main effects and two-
way interaction effects for each model with large effect sizes. Therefore, the data show that there is an increasing utility for the pioneering
books contributing to principles of management. Furthermore, a reduced model shows that March and Simon’s, Taylor’s, Barnard’s, Weber’s
and Maslow’s books have gained more traction over the most recent 25 years, but differ significantly from the other four books examined in
this study concerning the increasing magnitudes of documents containing books’ titles. A stepwise multiple regression revealed the five most
influential books among the 25 books in Bedeian and Wren’s list, and eight very popular 20th century books used as a comparison sample not
on their list.
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Online Education in Chinese Universities
Heng Tan*
S. Srinivasan
Texas Southern University
Online education is becoming quite prevalent in Chinese universities now. Online courses are growing rapidly and have become the most
important means to promote reform of higher education in China. In order to understand the way online education is evolving in Chinese
universities, we will investigate the topic in the following ways: curriculum offerings, online course platform, curriculum development,
management and maintenance programs, and application programs. Students in most Chinese universities reside on campus. Online education
is currently used as an addendum to face-to-face education. Authorities have realized that through online education they can reach more
students at various times of the day and students have the ability to learn more information than is possible in classroom instruction. The online
instruction also allows the students to learn more about certain topics that are not offered in classroom instruction. The drawback is that
Chinese students do not have the luxury of using their own computer systems at any time of day. Only some students have access to computer
system of their own and others depend on the institutional computer labs which have restricted hours. Our analysis of the Chinese online
educational experience is based on what is present now and our recommendations might be applicable to other countries which have similar
resource constraints. The expected goal is to strengthen and improve the online course development, promote the reform of higher education
and improve the quality of student training.
Incorporating Online Simulation Tools into an MIS Curriculum
Richard G. Taylor*
Marion S. Smith
Texas Southern University
The use of controlled environments are an effective way to deliver hands-on experiences in typical MIS curriculum courses, such as
programming, database management, network administration, information security, and web design. Controlled environments may be
implemented in a variety of forms – the most common being dedicated computer labs or desktop virtualization technologies. However, the cost
to create such environments may be prohibitive or schools may lack the necessary on-site support to implement and maintain the controlled
environments. Even if a school has a dedicated controlled environment, students may still be required to be on site to complete their
assignments. This becomes problematic when business schools have limited after-hours access. In some cases more than one dedicated
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environment is required to accommodate the technological infrastructure requirements for specific hands-on experiences. Even in introductory
classes where Microsoft Office skills are taught, students are required to have access to the software. Software may be available in the school
labs however students benefit from having personal access from their own computer. Even if students have the software installed on their
computer, there are problematic issues such as the computer configuration, software versions or the operating system they are using. A
proposed solution to these issues is to utilize online tools that simulate the learning environment or the software that is being used for the class.
The use of simulations is grounded in action learning and is the basis for experiential learning. Evidence shows that using simulation results in
a shorter learning curve than traditional lecture-based classes.
Predictors of Academic Performance in Intermediate Accounting Courses and Beyond among
Students at an Urban Four-Year University
Chu V. Nguyen
Diana Pence
Douglas teDuits*
University of Houston - Downtown
This study utilized the ordered logit model to examine personal and contextual factors that may contribute to academic success in Intermediate
Accounting among students attending a large urban minority-serving institution. The accounting discipline poses additional challenges for
faculty and administrators because of the following characteristics: (i) the rigor of the subject matter, and (ii) the strict sequencing of the
courses in the program. In addition, the rigor of the accounting curriculum must strictly be adhered to given that accounting programs are
evaluated by the CPA passing rates of its graduates. The empirical results of this investigation indicate that the following factors influence
student performance in Intermediate Accounting I: gender, ethnicity, current GPA, household income level, number of courses enrolled during
the current semester, how long ago Managerial Accounting was taken, grade received in Managerial Accounting, number of out of class hours
spent on Intermediate Accounting I, use of accounting tutoring lab, and academic status of instructors.
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Teaching Machine Learning on Research Literature Review in Graduate Seminar
Haibo Wang
Texas A&M International University
Literature review is a time consuming task in the graduate study in all disciplines. In the past two years, I have developed a data analytics
framework combining commercial software such as EndNote and open source software R as machine learning tool to help graduate students on
extract key concepts and research developments in the seminar related topics and organize the literature based on the topology of the research
field. Graduate students can visualize the research development of topic they are interested in and discover the new research opportunities in
the field. There are three phases in this framework. At first, students use EndNote and online library database to build a pool of literature
references with abstract, keywords, author(s) and link to the full paper. In the second phase, students write the R program using its text mining
package (tm) and (wordcloud) to summarize all the important concepts in the literature, using (plyr) for data manipulation, using (syuzhet) for
sentiment analysis, and presenting these concepts in a two-dimensional graph to visualize the relationship of these concepts in the literature. In
the third phase, students can not only discover the collaboration networks of researchers, but also have a clear picture of research stems in the
field. The results of this work can help students to report a well-structured literature review instead of a simple summary of all related
publications. Talent management companies are using a similar approach to discover the technology leader based on the technology social
network.
Effective Teaching Ideas in Governmental and Not-for-Profit Accounting
Kun Wang*
Sewon O
Texas Southern University
Many undergraduate accounting students enter their first course in governmental accounting without much interest about the subject. This is
due, in part, to the fact that after several courses in “accounting,” the governmental course presents methods and procedures which are quite
different and are, therefore, suspect. Also, GNP is normally offered as an elective course at many institutions because the coverage of
governmental materials is being reduced in the CPA exam. Most students choose to take the course with a simple aim to get enough course
credits and graduate. However, the importance of GNP is underestimated by many accounting programs as well as students. In fact, GNP is the
largest “business” in the world. Job opportunities in public sectors have been rising as more governments are recovering from the financial
hardship. Moreover, non-profit organizations continue to show trends of growing in terms of numbers and coverage of services, especially in
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the greater Houston area. Inadequate coverage of GNP accounting materials may limit students’ choice when getting into the job market. Based
on the literature, simply using traditional approach to teach GNP accounting proves to be less effective in retaining student interests and
communicating knowledge. Most students would struggle with transformation of terminology, basis of accounting, journal entries and
presentation of the financial statements from for profit accounting. After ten years of teaching GNP accounting for undergraduates, we attempt
to propose ideas that have proved to have stimulated student interests and improved their performance.
Knowledge + Skills = Entrepreneurial Education Success: Design and Delivery of an
Entrepreneurship Curriculum for the Age of Innovation
Mary M. White*
Ramin Cooper Maysami
Donald Causey
Jackson State University
Entrepreneurship curricula at various institutions emphasize, alternatively, the theoretical framework for entrepreneurial success or the skills-
based approach to starting small businesses. We think combining the two is what is necessary for the success of entrepreneurs in the current
fast-evolving economic environment. This presentation will introduce the audience to the recently-designed entrepreneurship curriculum at
Jackson State University based on the review of best practices at top American entrepreneurship programs. The curriculum combines a series
of courses that form a well-integrated four-year program that starts with introducing the students to innovation and creativity and culminates
with a practical course which allows them to prepare for commercialization of their innovations. In between, the program delivers a
combination of knowledge and skills necessary for success as a potential owner of a startup, as well as for existing small business owners.
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Entrepreneurship Education: What Have We Learned So Far?
Ramin Cooper Maysami
Mary M. White*
Mercidee Curry
Jackson State University
The United States has traditionally been the education leader in the field of entrepreneurship. The Entrepreneur’s top 25 undergraduate and the
top 25 graduate entrepreneurship programs, for example, are all American universities. A Google search for highly-regarded entrepreneurship
education, as a matter of fact, consistently results in various listings of U.S.-based educational institutions. Entrepreneurship activities,
however, are not only alive, but are thriving worldwide. The importance that foreign governments are placing on entrepreneurship as an engine
of growth will certainly lead to increase in spending on entrepreneurship education and inevitably to entrance of non-American universities in
the ranks of top entrepreneurship programs. This article begins by reviewing the long-asked question of whether entrepreneurs are born or
taught. Based on the conclusion that nature and nurture both influence entrepreneurial tendencies and entrepreneurship success, the article then
examines the structure of entrepreneurship education in non-American universities and compares and contrasts various global approaches to
teaching entrepreneurship to the traditional innovation + risk-taking that characterizes American entrepreneurship education.
If Profiling is Right, We Don’t Want to be Wrong: Deploying the Online Student Profile to Enhance
Student and Program Success
Johnnie Williams*
Felix Ayadi
Ladelle M. Hyman
Texas Southern University
Profiling is a technique that has been used by businesses for decades to identify, assess and target their ideal customers. Customer profiling
allows companies to create a portrait of their customers in order to make design decisions concerning their products or services. To create a
successful marketing strategy targeting online students, higher education institutions and industry consultants have invested extensive time and
money to identify the “ideal online student.” A number of research initiatives have converged to characterize the average online student as the
following persona: female (70%), is busy and needs flexibility (68%), wants to be able to study anywhere, anytime (31%), 33 years old,
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working and earning a salary of $65,000 a year, attends part-time, etc. This persona, at least in theory, should provide considerable insight into
who consumes your product and why? This presentation will demonstrate how this profile, even if it does not reflect your student body’s
composition, provides insights for deploying a successful online program by demonstrating how and where you will need to focus your efforts
in the classroom, as well as the nodes for collaborative work across your school and university. Using key findings from the numerous studies
that yielded this insipid profile, as well as other profiling studies, including a meta-study of online education, we will help you gain an
understanding of your program’s online students’ profile. Using your own online students’ profile, we will provide you with methods and
strategies to help enhance your online students’ and program’s success.
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List of Authors
Last Name First Name Institution State Country Page
Ayadi Felix Texas Southern University TX USA 27
Bell Reginald Prairie View A&M University TX USA 10, 22
Boyd Joseph Texas Southern University TX USA 17
Briggs Charles Southern University of New Orleans LA USA 3
Catchings Gwendolyn Jackson State University MS USA 3
Causey Donald Jackson State University MS USA 26
Cavaliere Frank Lamar University TX USA 13
Chatterjee Amitava Texas Southern University TX USA 4
Conteh Nabie Southern University of New Orleans LA USA 3
Cooley Delonia Texas Southern University TX USA 16
Criner Oscar Texas Southern University TX USA 5
Curry Mercidee Jackson State University MS USA 27
Decker Phillip University of Houston-Clear Lake TX USA 12
Desai Mayur Texas Southern University TX USA 5
Desselle Bettye Texas Southern University TX USA 6
Dyson Jeff Lamar University TX USA 6
Elam Dennis Texas A&M University-San Antonio TX USA 7
Flosi Alicen Lamar University TX USA 6
Ghemri Lila Texas Southern University TX USA 8
Green Richard Texas A&M University-San Antonio TX USA 8
Hansen David Texas Southern University TX USA 9
Harvey Danny Prairie View A&M University TX USA 10
Houston Cris Prairie View A&M University TX USA 10
Hussein Mohammed Prairie View A&M University TX USA 22
Hwang Seokyon Lamar University TX USA 20
Hyman Ladelle Texas Southern University TX USA 27
Janamanchi Balaji Texas A&M International University TX USA 11
Lindenberg Martin Texas Southern University TX USA 11
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Last Name First Name Institution State Country Page
Maysami Ramin Jackson State University MS USA 26, 27
McCabe Brenda University of Toronto Canada 20
McCrary Steven Lamar University TX USA 20
Miller Steven University of Houston-Downtown TX USA 14
Milton Shirlette Texas Southern University TX USA 12
Mitchell Jordan University of Houston-Clear Lake TX USA 12
Mulvaney Toni Lamar University TX USA 13
Nealy Chynette University of Houston-Downtown TX USA 14
Nguyen Chu University of Houston-Downtown TX USA 14, 24
Nguyen Thai University of Houston-Downtown TX USA 14
O Sewon Texas Southern University TX USA 25
Owens Judith Texas Southern University TX USA 15
Parks-
Yancy Rochelle Texas Southern University TX USA 16
Patten Lynne Clark Atlanta University GA USA 16
Pence Diana University of Houston-Downtown TX USA 24
Perkins Carlton Texas Southern University TX USA 18
Pitre Richard Texas Southern University TX USA 17, 18
Raghavan Kamala Texas Southern University TX USA 5
Rajkumar P.V. Texas Southern University TX USA 19
Rude Dale University of Houston TX USA 20
Safa Mahdi Lamar University TX USA 20
Safa Majeed Lincoln University New
Zealand 20
Seawright Devlin Lamar University TX USA 13
Shahi Arash University of Toronto Canada 20
Simms Michele University of St. Thomas TX USA 21
Smith Marion Texas Southern University TX USA 23
Soliman Mostafa Prairie View A&M University TX USA 22
Srinivasan S Texas Southern University TX USA 18, 21,
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Last Name First Name Institution State Country Page
Sviland Marianna Prairie View A&M University TX USA 22
Swerdlow Marleen Lamar University TX USA 13
Tan Heng Texas Southern University TX USA 23
Taylor Richard Texas Southern University TX USA 23
teDuits Douglas University of Houston-Downtown TX USA 24
Wang Haibo Texas A&M International University TX USA 25
Wang Kun Texas Southern University TX USA 25
White Mary Jackson State University MS USA 26, 27
Williams Johnnie Texas Southern University TX USA 27
Yuan Shengli University of Houston-Downtown TX USA 8
