Crews School of Accountancy Strategic Plan | 2025-30
PREAMBLE
This document is the strategic plan of the University of Memphis Crews School of Accountancy (CSOA) for 2025-2030. It articulates the school’s mission, vision and core values; identifies six strategic goals with supporting objectives and key performance indicators; specifies governance, monitoring and review procedures; and documents the alignment of CSOA’s strategy with the Fogelman College of Business and Economics (FCBE) and the University of Memphis Ascend strategic plans.
The plan was developed by the CSOA Strategic Planning Committee in collaboration with the Director of CSOA, the CSOA Advisory Board, the AACSB Accounting Accreditation Committee and faculty, students, alumni and employer partners. It is informed by the 2021 AACSB peer review, the FCBE strategic plan (2023-2028), the University of Memphis Ascend strategic plan (2023-2028) and the 2026 AACSB Accounting Accreditation Standards (Standards A1 through A7), effective July 1, 2026. The plan is structured to be defensible under either the 2018 or 2026 AACSB Accounting Accreditation Standards, recognizing that the AACSB Continuous Improvement Review visit scheduled for February 2027 will fall within the standards transition window.
The plan covers a five-year horizon to align with the FCBE and Ascend planning cycles. It is supported by an annual operating plan that integrates current-year priorities with available financial, human and physical resources. Current-year actual values for KPIs are maintained in a companion KPI dashboard updated annually by the Strategic Planning Committee, with multi-year trends and milestone progress reported to faculty, the Advisory Board and the FCBE Dean.
The plan is reviewed annually by the Strategic Planning Committee, with a comprehensive mid-cycle review in preparation for the next AACSB Continuous Improvement Review and an end-of-cycle revision that coincides with the next University of Memphis strategic planning cycle.
mission
The Crews School of Accountancy provides opportunities for student success across undergraduate, STEM-designated master’s and PhD programs and advances global impact through rigorous, innovative accounting education and high-quality faculty scholarship, as evidenced by graduation rates above the university average, increased examination performance rates and timely, relevant employment or graduate school placement.
vision
To be an internationally recognized leader in accounting education and impactful faculty scholarship, graduating increasing numbers of ethical, technologically skilled professionals who advance the accounting profession and serve society locally and globally through innovation and professional engagement.
core values
CSOA is guided by four core values that shape decisions on hiring, curriculum, partnerships and resource allocation.
- Rigorous and relevant teaching. Curricula grounded in accounting theory and current professional practice, integrating professional speakers, applied cases and current technology.
- Mission-aligned scholarship. Faculty scholarship across discipline-based research, applied research, policy and practice contributions and pedagogical scholarship that supports the school’s teaching mission and the accounting profession.
- Active engagement. Sustained relationships with the Advisory Board, accounting firms, corporate accounting functions, government and nonprofit employers, alumni and the Tennessee Society of Certified Public Accountants.
- Forward-looking curriculum. Curriculum that integrates data analytics, generative AI and emerging audit and tax technologies, reviewed annually with input from employers and the Advisory Board.
expected outcomes
The mission is operationalized through five expected outcomes. Each outcome is supported by one or more strategic goals and corresponding KPIs presented later in this plan.
- Outcome 1. Graduates demonstrate the analytical, technical and communication competencies expected of entry-level accounting professionals and achieve successful placement in accounting and related fields within six months of graduation. Operationalized through Goals 2 and 5.
- Outcome 2. Students are prepared for professional certification, with measurable progress on CPA Examination pass rates relative to NASBA national norms. Operationalized through Goals 2 and 4.
- Outcome 3. Faculty produce mission-aligned scholarship that advances accounting practice, education, regulation and policy. Operationalized through Goals 1 and 6.
- Outcome 4. CSOA maintains active engagement with industry, alumni and community stakeholders that supports curriculum, student opportunities and the profession. Operationalized through Goals 5 and 6.
- Outcome 5. Curriculum remains current with evolving professional standards, technology and the redesigned CPA Examination, supported by faculty development in data analytics, AI and emerging accounting technologies. Operationalized through Goals 1, 3 and 4.
environmental scan
This section summarizes the conditions that shape CSOA strategy through 2030. It draws on data from the FCBE strategic plan, University of Memphis Ascend, AICPA Trends in the Supply of Accounting Graduates, NASBA Candidate Performance reports, AACSB sources and the 2021 AACSB peer review report.
- BBA-MS-PhD pathway in accounting at an R1 university, with a STEM-designated MS in Accounting Analytics that supports international student recruitment and Optional Practical Training (OPT) eligibility.
- Dedicated school of accountancy faculty and staff holding AACSB Accreditation in addition to the FCBE business accreditation.
- Recently launched and revised courses that integrate data analytics, audit technology and emerging attestations across BBA and graduate programs.
- Active Advisory Board with strong public accounting firm and corporate representation.
- Beta Alpha Psi chapter with consistent firm engagement and active faculty advisor support.
- Active dual-enrollment pipeline with high schools in West Tennessee.
- Diverse research portfolio covering taxation and the information environment, workplace learning and development, accounting regulation and reporting quality, emerging technologies, behavioral accounting and accounting education.
- Endowed faculty positions through Chairs of Excellence that support both research productivity and faculty mentoring.
The 2021 AACSB peer review identified three weaknesses, each of which shapes the priorities of this plan.
- Program learning goals were assessed as too broad and not specific to critical knowledge and skills. The school has rewritten Program Learning Goals and Measurable Learning Objectives for the BBA and MS programs and now collects assessment data through a documented curriculum map.
- The mission statement was assessed as not sufficiently distinctive to inform strategic decisions. The mission has been rewritten in this plan to anchor distinctiveness in the Mid-South market position, the BBA-MS-PhD ladder, the STEM designation of the MS and CSOA’s public-interest role in the regional accounting profession.
- Technology integration in the curriculum was assessed as insufficient. The school has launched a dedicated data analytics course (ACCT 3320), expanded systems assurance and audit technology coverage (ACCT 4030/6030, 7232, 7242, 7312) and introduced emerging-topic graduate courses including business sustainability (ACCT 7050).
- The Fogelman Business Complex renovation, supported by $25 million in state funding and a target of $60 million in private funding, will modernize CSOA’s instructional, research and student-engagement spaces.
- CPA Evolution and the redesigned CPA Examination create a clear opening to align the MS in Accounting Analytics BAR concentration with the BAR discipline section of the new exam.
- Generative AI in audit, tax and advisory practice creates strong demand for graduates with applied AI literacy, an area where CSOA’s curriculum and faculty research are positioned to contribute.
- Regional employer expansion, including Blue Oval City and Amazon investments, increases demand for accounting talent in the Mid-South.
- Dual enrollment expansion and the Tennessee Dual Enrollment Grant create a pipeline of college-ready students at a modest tuition cost.
CSOA operates in an environment shaped by several macro-level pressures, including the multi-year national contraction in accounting bachelor’s and master’s completions documented by the AICPA Trends Report, the demographic cliff and broader enrollment pressures facing U.S. higher education, dependence on international graduate enrollment with associated concentration risk, faculty market pressures for SA-qualified accounting faculty and the resource demands of curriculum and faculty development to keep pace with the redesigned CPA Examination and AI-enabled accounting practice. These challenges are addressed in detail in the Risk Assessment and Mitigation section, which assigns likelihood, impact, mitigation strategy and responsible party to each.
strategic goals, objectives and key performance indicators
Each goal is presented with a brief rationale, two to four objectives and a KPI table. Responsible parties are named by role rather than by committee, consistent with AACSB peer review expectations regarding accountability. The Measurement Basis column describes the data source and measurement convention for each KPI. Current-year actual values are maintained in a companion KPI dashboard updated annually by the Strategic Planning Committee, with multi-year trends and milestone progress reported to faculty, the Advisory Board and the FCBE Dean. The AACSB column maps each KPI to the relevant 2026 AACSB Accounting Accreditation Standard (A1 through A7); the plan also remains defensible under the 2018 Standards (A1 through A6) for any portion of the visit conducted under the prior framework.
advance academic excellence and intellectual engagement
rationale
CSOA’s teaching and scholarship missions are interdependent. Faculty intellectual contributions inform curricula, support the profession and contribute to the discipline. Goal 1 commits the school to a portfolio of mission-aligned scholarship and an academically rigorous, professionally relevant curriculum that prepares students for licensure, advanced study and entry-level practice.
objectives
- Objective 1.1. Sustain a portfolio of mission-aligned faculty scholarship across accounting subdisciplines (including financial, managerial, audit, tax, accounting information systems, behavioral and accounting education), measured against a CSOA-defined journal portfolio approved by the faculty.
- Objective 1.2. Maintain curriculum currency through annual review cycles informed by employer and Advisory Board input, alumni feedback, labor market data and CPA Examination performance.
- Objective 1.3. Strengthen experiential, case-based and simulation-driven instruction across the BBA and MS programs, including industry-sponsored projects and applied learning experiences.
- Objective 1.4. Expand opportunities for students to engage with faculty research, including PhD student and master’s student co-authorships and research workshop attendance.
KEY PERFORMANCE INDICATORS
| INITIATIVE | KPI | MEASUREMENT BASIS | 2030 TARGET | RESPONSIBLE PARTY | STANDARD |
|---|---|---|---|---|---|
| 1.1 Mission-aligned faculty scholarship | Peer-reviewed journal articles per SA faculty per year, against the CSOA-defined journal portfolio | Annual count, CSOA faculty activity reports, rolling 3-year average | 0.75 to 1.25 per SA faculty per year (rolling 3-year) | Director with PhD Coordinator | A6 |
| 1.1 Practice and policy contributions | Practice and policy intellectual contributions per faculty per year (e.g., Journal of Accountancy, CPA Journal, comment letters) | Annual count, CSOA faculty activity reports | Sustained annual production with portfolio balance | Director | A6 |
| 1.1 External research funding | External research and grant funding dollars per year | Annual sum, FCBE Office of Research and CSOA records | Year-over-year growth | Director | A6 |
| 1.1 Citation impact | 5-year rolling Google Scholar citations per SA faculty | Annual snapshot, Google Scholar profiles compiled by PhD Coordinator | Year-over-year growth | PhD Coordinator | A6 |
| 1.2 Curriculum review | Annual curriculum review completed and documented for BBA and MS | Curriculum committee minutes and annual review summary | Annual completion | Undergraduate Curriculum Committee Chair and MS Program Director | A4 |
| 1.3 Experiential learning coverage | Number of required BBA and MS courses with documented case, simulation or industry-sponsored project component | Annual syllabus audit | Year-over-year increase | Undergraduate Curriculum Committee Chair | A4, A7 |
| 1.4 Faculty-student research collaboration | Number of student-faculty co-authored papers, presentations or workshops per year | Annual count, CSOA faculty activity reports | Year-over-year growth | PhD Coordinator | A6, A7 |
advance opportunities for student success
rationale
Student success at CSOA is the operational expression of the FCBE “college of opportunity” mission. Goal 2 commits the school to graduation, retention, certification readiness, placement and engagement outcomes that exceed FCBE averages and respond to weaknesses identified in the 2021 review concerning the specificity of learning goals.
objectives
- Objective 2.1. Improve BBA Accounting graduation, retention and progression rates relative to the FCBE average and relative to a defined CSOA baseline.
- Objective 2.2. Improve CPA Examination first-time and cumulative pass rates against NASBA national norms across the three Core sections (AUD, FAR, REG) and across all three Discipline sections (BAR, ISC and TCP).
- Objective 2.3. Strengthen post-graduation outcomes, measured using the National Association of Colleges and Employers (NACE) First-Destination Survey methodology (employed, continuing education, military or other outcome reported within six months of graduation), with year-over-year improvement against a CSOA reference value.
- Objective 2.4. Strengthen mentorship, professional engagement and career-readiness opportunities, including expansion of Beta Alpha Psi participation, the Tennessee Society of Certified Public Accountants student membership and the Peer-to-Peer Mentoring Program.
- Objective 2.5. Accelerate pathways to degree completion through existing and new programs, including Experiential Learning Credit and Prior Learning Assessment, CLEP, Credit by Examination and Course Validation, which provide opportunities for students to demonstrate mastery of content at significantly reduced cost and in a shorter period of time, the Peer Power Institute partnership for peer-to-peer mentoring, a three-year degree plan and the Accelerated Bachelor’s-Master’s degree program.
KEY PERFORMANCE INDICATORS
| INITIATIVE | KPI | MEASUREMENT BASIS | 2030 TARGET | RESPONSIBLE PARTY | STANDARD |
|---|---|---|---|---|---|
| 2.1 BBA graduation rate (six-year) | Six-year graduation rate, BBA Accounting cohort | FCBE Office of Institutional Research, reported annually | Meet FCBE average or above | Undergraduate Curriculum Committee Chair | A1, A4 |
| 2.1 Junior-to-senior persistence | Persistence rate from junior year to senior year, declared accounting majors | FCBE Office of Institutional Research, reported annually | Year-over-year improvement against CSOA reference value | Undergraduate Curriculum Committee Chair | A1 |
| 2.2 CPA first-time pass rate | First-time pass rate, all sections combined, CSOA candidates against NASBA national norms | NASBA Candidate Performance Report, annual | Year-over-year reduction in the gap to the NASBA national average | Director | A4 |
| 2.2 BAR section pass rate | First-time pass rate, BAR section, MS Accounting Analytics graduates | NASBA Candidate Performance Report, annual | Year-over-year reduction in the gap to the NASBA national average | Undergraduate Curriculum Committee Chair | A4 |
| 2.2 Professional certification engagement | Number of recent BBA Accounting and MS graduates who sit for or earn a professional accounting or analytics certification (CPA, CMA, CIA, CFE, EA, CISA or equivalent) within 18 months of graduation. | NASBA Candidate Performance Report cross-referenced with CSOA graduate records | Year-over-year increase | Director | A4 |
| 2.3 Positive first-destination rate | Graduates employed or in further education within six months, NACE methodology | FCBE Avron B. Fogelman Center for Professional Career Development, annual report | Year-over-year improvement against CSOA reference value | Director | A1, A7 |
| 2.3 Internship participation | BBA Accounting graduates with documented internship experience prior to graduation | Annual review of student records, BBA program | Year-over-year increase | Undergraduate Curriculum Committee Chair | A7 |
| 2.4 Beta Alpha Psi participation | Number of active Beta Alpha Psi members per year | Beta Alpha Psi chapter records, annual | Year-over-year growth | Beta Alpha Psi Faculty Advisor | A7 |
| 2.4 TSCPA student membership | Eligible BBA juniors and seniors and MS students enrolled in free TSCPA student membership | TSCPA student membership roster cross-referenced with CSOA enrollment | Year-over-year increase | Beta Alpha Psi Faculty Advisor | A7 |
| 2.5 Accelerated pathways to degree completion | Student participation in accelerated pathway programs (Experiential Learning Credit/PLA, CLEP, Credit by Examination, Course Validation, Peer Power mentoring, three-year degree plan, Accelerated Bachelor’s-Master’s program) | Annual count, CSOA records cross-referenced with FCBE Office of Institutional Research and registrar data | Year-over-year growth in CSOA student participation | Director | A1, A4, A7 |
financial sustainability and strategic investments
rationale
Goal 3 absorbs the resourcing dimensions previously reflected in a separate financial-resources goal modeled on FCBE Goal 7. Under the 2026 AACSB Accounting Accreditation Standards, financial resources (Standard A2) and faculty resources (Standard A3) are addressed alongside strategic planning in a unified Strategic Management and Innovation chapter. CSOA reflects this structure by treating philanthropy, faculty headcount, staff capacity, scholarship dollars, physical and digital infrastructure and the school’s share of the Fogelman Business Complex renovation as a single resource portfolio in service of the mission.
objectives
- Objective 3.1. Expand philanthropic support of CSOA aligned with the Fogelman Business Complex campaign, including named scholarships, endowed faculty positions, completion scholarships and CPA Examination support funds.
- Objective 3.2. Sustain a tenure-track faculty headcount and qualification mix sufficient to meet AACSB sufficiency thresholds across all subdisciplines (financial, managerial, audit, tax, AIS).
- Objective 3.3. Work with FCBE to build dedicated CSOA staff capacity in administration, advising and recruiting consistent with FCBE Goal 7 staffing commitments.
- Objective 3.4. Coordinate with the Fogelman Business Complex renovation to secure CSOA-allocated instructional, research and student-engagement space and the digital infrastructure required by AACSB Standard A2.
- Objective 3.5. Provide research and faculty-development support sufficient to retain SA-qualified faculty, develop early-career faculty and maintain currency in AI, analytics and emerging accounting technologies.
- Objective 3.6. Expand scholarship dollars distributed to CSOA students, including completion scholarships and CPA Examination support.
KEY PERFORMANCE INDICATORS
| INITIATIVE | KPI | MEASUREMENT BASIS | 2030 TARGET | RESPONSIBLE PARTY | STANDARD |
|---|---|---|---|---|---|
| 3.1 Annual giving to CSOA | Total annual giving designated to CSOA | UofM Foundation annual report, FY basis | Year-over-year growth aligned to Fogelman campaign | Director | A2 |
| 3.1 Named scholarships and funds | Number and dollar value of new named scholarships and funds established per year | UofM Foundation records, annual | Sustained establishment of new funds | Director | A2 |
| 3.2 Tenure-track headcount | Tenure-track and tenured accounting faculty FTE | AACSB Table A3, fall snapshot | Sufficient TT/T to maintain SA share above 50 percent and sub-discipline coverage | Director | A3 |
| 3.2 SA percentage | SA share of accounting faculty by deployment | AACSB Table A3, annual | Greater than or equal to 50 percent (AACSB Standard threshold) | Director | A3 |
| 3.2 Combined qualification coverage | SA + PA + SP + IP coverage of accounting faculty deployment | AACSB Table A3, annual | Greater than or equal to 95 percent (AACSB Standard threshold) | Director | A3 |
| 3.3 Dedicated CSOA staff FTE | Total dedicated CSOA staff FTE (administrative, advising, recruiting) | FCBE Dean’s office HR records, fall snapshot | Capacity aligned with FCBE Goal 7 staffing commitments | Director | A2, A3 |
| 3.4 Digital infrastructure | Faculty and student access to required data, software, AI platforms (e.g., Alteryx, Tableau or Power BI, IDEA, Bloomberg, audit analytics, AI sandbox) | Annual review of platform access by Strategic Planning Committee | Sustained access for all required courses | Director | A2, A5 |
| 3.5 Research support per SA faculty | Annual research, travel and development funding per SA faculty, including CSOA budget allocations, FCBE and University of Memphis internal grants and external professional society support (TSCPA, AICPA, AAA, IMA) | CSOA budget records, FCBE Dean’s office records, University of Memphis Office of Research records and faculty annual reports, compiled annually | Competitive with peer-group reference values | Director | A2, A3, A6 |
| 3.6 Scholarship dollars to students | Total CSOA scholarship dollars awarded annually | UofM Foundation and FCBE financial aid records, annual | Year-over-year growth | Director | A2 |
| 3.6 Professional Examination support | Number of students receiving financial support for professional examination costs per year, including CSOA-funded support, Tennessee State Board of Accountancy support, employer-funded support from accounting firms and TSCPA awards | CSOA records, alumni and student self-reporting through annual surveys and partner records where available, compiled annually | Sustained support program | Director | A2, A4 |
develop a future-focused school
rationale
The 2026 AACSB Accounting Standard A5 on Digital Agility meaningfully strengthens the prior 2018 IT Skills standard. Three sub-elements address technology integration, technology judgment and interpretation and learning-to-learn adaptability. Goal 4 commits CSOA to a sustained program of curriculum integration, faculty development and evidence collection on digital agility competencies, building on recent course launches in data analytics (ACCT 3320), systems assurance and advisory (ACCT 4030/6030), emerging attestations (ACCT 7232), advanced auditing technology (ACCT 7242), accounting data analytics II (ACCT 7312) and business sustainability (ACCT 7050).
objectives
- Objective 4.1. Embed substantive data analytics and AI content across required BBA Accounting and MS Accounting Analytics courses, with documented coverage in syllabi and direct assessment of digital agility competencies.
- Objective 4.2. Sustain faculty currency through professional development in AI, analytics, audit and tax technologies and emerging accounting technologies.
- Objective 4.3. Strengthen the MS Accounting Analytics program through enrollment growth, alignment with the BAR section of the redesigned CPA Examination and continued international student recruitment leveraging STEM designation.
- Objective 4.4. Maintain a forward-looking faculty workforce plan that anticipates retirements, voluntary departures, evolving curricular needs and AACSB faculty sufficiency requirements.
CSOA will adapt the AACSB-recommended Faculty Workload Plan to document deployment of teaching, research and service responsibilities across CSOA faculty (see CSOA Faculty Workload Plan).
KEY PERFORMANCE INDICATORS
| INITIATIVE | KPI | MEASUREMENT BASIS | 2030 TARGET | RESPONSIBLE PARTY | STANDARD |
|---|---|---|---|---|---|
| 4.1 Analytics and AI curriculum coverage | Required BBA Accounting credit hours with documented substantive analytics or AI content (defined threshold) | Annual syllabus audit | Defined threshold of substantive analytics and AI coverage achieved and maintained across required courses, reviewed annually for currency, sufficiency and balance with core subject matter | Undergraduate Curriculum Committee Chair | A4, A5 |
| 4.1 Digital agility AoL attainment | Student attainment on direct assessments of digital agility competency | Annual AoL assessment cycle | Year-over-year improvement against CSOA reference value | AoL Lead | A4, A5 |
| 4.2 Faculty AI and analytics development | Faculty professional development hours in AI and analytics per SA faculty per year | Annual faculty activity reports | All SA faculty engaged in annual professional development in AI and analytics, reviewed annually for currency and sufficiency | Director | A3, A5 |
| 4.3 MS Accounting Analytics enrollment | Total MS Accounting Analytics enrollment by track (including BAR concentration) | FCBE Office of Institutional Research, fall snapshot | Sustained or growing enrollment, accounting for national contraction in MS accounting enrollment | MS Program Director | A1, A4 |
| 4.3 Discipline-aligned graduates | Number of MS graduates completing a CPA Exam Discipline-aligned concentration (BAR, ISC or TCP) per year | MS program records, annual | Year-over-year growth | MS Program Director | A4 |
| 4.4 Faculty workforce plan | Annual update of CSOA faculty workforce plan documenting deployment, qualification and projected retirements | Strategic Planning Committee minutes and workforce plan document | Annual completion | Director | A3 |
build long-lasting ties with external communities
rationale
The 2026 AACSB Accounting Standard A7 on Academic and Professional Engagement is new as a standalone standard. It elevates engagement expectations for faculty, students and the school as an institution. Goal 5 commits CSOA to deeper, documented engagement with the Advisory Board, employer partners, alumni, the Tennessee Society of Certified Public Accountants and the broader Mid-South business community.
objectives
- Objective 5.1. Strengthen Advisory Board engagement, including sustained meeting attendance, documented Advisory Board recommendations implemented and balanced board composition across public accounting, corporate accounting, government, nonprofit and alumni representation.
- Objective 5.2. Expand structured employer partnerships supporting internships, applied projects, guest speakers and recruiting access.
- Objective 5.3. Deepen alumni engagement using the four-mode CASE engagement framework (philanthropic, experiential, volunteer, communications).
- Objective 5.4. Sustain and grow community-facing programs, including dual-enrollment partnerships with Mid-South high schools and outreach with community college accounting programs.
KEY PERFORMANCE INDICATORS
| INITIATIVE | KPI | MEASUREMENT BASIS | 2030 TARGET | RESPONSIBLE PARTY | STANDARD |
|---|---|---|---|---|---|
| 5.1 Advisory Board attendance | Average meeting attendance rate, CSOA Advisory Board | Advisory Board minutes, annual | Sustained strong attendance with year-over-year improvement | Director | A7 |
| 5.1 Advisory Board recommendations implemented | Number of Advisory Board recommendations formally implemented per year (with documentation) | Advisory Board recommendations log, annual | All formal recommendations reviewed and documented annually | Director | A1, A7 |
| 5.2 Employer partnerships | Number of employer partners actively recruiting CSOA students per year | FCBE Career Center records, annual | Year-over-year growth | Director | A7 |
| 5.2 Guest speakers and firm visits | Number of guest speakers and firm visits across CSOA courses per academic year | Faculty teaching reports compiled annually | Sustained level of guest speaker and firm engagement across CSOA courses, reviewed annually for sufficiency and balance with instructional time | Director | A7 |
| 5.3 Alumni engagement (CASE four-mode) | CASE four-mode alumni engagement rate (philanthropic, experiential, volunteer, communications) | FCBE and UofM Foundation alumni engagement reports, annual | Year-over-year growth in any mode | Director | A7 |
| 5.4 Dual enrollment | Number of CSOA-supported dual enrollment students per year | Dual enrollment records via Banner, annual | Year-over-year growth | Dual Enrollment Coordinator | A1, A7 |
strengthen reputation and brand
rationale
Reputation is the cumulative result of educational quality, student outcomes, faculty scholarship and engagement. Goal 6 commits CSOA to evidence-based reputation building through external rankings that reflect mission-relevant outputs (NASBA pass rates, BYU Accounting Research Rankings in subdisciplines of CSOA strength, regional public accounting rankings), faculty visibility in professional and academic associations and structured communication of CSOA accomplishments to alumni, prospective students and employer partners.
objectives
- Objective 6.1. Improve CSOA visibility in external rankings tied to mission-relevant outputs, including NASBA university CPA performance summaries, BYU Accounting Research Rankings (with emphasis on subdiscipline rankings of CSOA strength) and Public Accounting Report regional rankings.
- Objective 6.2. Increase faculty visibility through editorial board service, American Accounting Association section leadership and professional association engagement.
- Objective 6.3. Strengthen CSOA communications, including success stories, faculty research highlights, alumni profiles and event coverage, in coordination with FCBE marketing.
- Objective 6.4. Promote distinctive program strengths in recruiting communications, including the STEM designation of the MS, the BBA-MS-PhD ladder, accounting analytics and audit technology curriculum and CSOA’s public-interest mission.
KEY PERFORMANCE INDICATORS
| INITIATIVE | KPI | MEASUREMENT BASIS | 2030 TARGET | RESPONSIBLE PARTY | STANDARD |
|---|---|---|---|---|---|
| 6.1 NASBA performance position | CSOA position in NASBA Candidate Performance university summaries within comparable institutional category | NASBA Candidate Performance Report, annual | Year-over-year improvement | Director | A4 |
| 6.1 BYU Accounting Research Rankings (subdiscipline) | CSOA position in BYU Accounting Research Rankings in CSOA strength subdisciplines (e.g., AIS, audit, tax, accounting education) | BYU Accounting Research Rankings, annual update | Year-over-year improvement | Director | A6 |
| 6.2 Faculty editorial and association leadership | Number of CSOA SA faculty in journal editorial roles or AAA section leadership at any time | CSOA faculty activity reports, annual | Sustained presence with year-over-year growth | Director | A6, A7 |
| 6.3 Communication outputs | Number of CSOA success stories, research highlights and event features published per academic year (FCBE channels) | FCBE Marketing and Communications records, annual | Year-over-year growth | Director | A1 |
| 6.4 Recruiting communications updates | Routine update of recruiting brochures, web content and prospect outreach materials | MS and Undergraduate Curriculum Committee Chair review schedule | Annual refresh | MS Program Director and Undergraduate Curriculum Committee Chair | A1 |
societal impact
Although the 2026 AACSB Accounting Accreditation Standards do not include a standalone societal impact standard, the Preamble explicitly recognizes accounting as a learned profession with public-interest responsibility and societal impact is addressed through the 2026 Global Standards at the business school level. CSOA contributes to the broader FCBE societal impact agenda through accounting-specific commitments described below.
CSOA contributes to the social and economic well-being of the Mid-South region through three complementary mechanisms. The first is workforce contribution: CSOA produces accounting graduates who fill positions in the regional economy, with first-destination outcomes tracked under Goal 2. The second is professional pipeline contribution: CSOA prepares candidates for the CPA Examination, providing the regional supply of licensed CPAs that the public-interest function of accounting depends on. The third is direct community engagement: CSOA operates dual-enrollment partnerships with Shelby County and surrounding county high schools, expanding access to college-level accounting education and supports outreach to community college accounting programs.
CSOA also contributes to societal impact through faculty scholarship of policy and practice relevance. Active research areas include taxation and corporate tax outcomes, accounting regulation and reporting quality, audit quality and the workplace learning of auditors, behavioral and ethical decision-making in the accounting profession and the integration of emerging technologies (data analytics, AI, blockchain, digital platforms, data security) into accounting practice. Faculty disseminate this work through peer-reviewed scholarship, professional outlets such as the CPA Journal and the Journal of Accountancy and engagement with regulators, standard setters and the profession. These contributions are measured under Goal 1, including practice and policy intellectual contributions and are reflected in faculty visibility metrics under Goal 6.
In April 2026, the University of Memphis joined the University of Arkansas, the University of Mississippi and the University of Tennessee Health Science Center in launching the Mid-South AI Research Consortium, a regional partnership focused on AI applications in rural and precision health, supply chain and logistics, energy and data centers, agriculture and food security and national defense. CSOA will establish a faculty committee to identify opportunities where accounting and accounting information systems research can contribute to consortium priorities, particularly in areas intersecting with internal controls, audit of AI systems, financial and sustainability reporting and the governance of AI in business processes. Engagement is expected to be selective rather than continuous, reflecting that the consortium’s primary research domains lie outside accounting and the committee’s role will be to identify points of substantive contribution where they exist.
CSOA reports annually on its societal impact alongside FCBE’s reporting under the FCBE Societal Impact Statement.
risk assessment and mitigation
The 2026 AACSB Accounting Accreditation Standard A1.D requires formal risk assessments and mitigation plans for major risks to the strategic plan. The risk register below identifies the principal risks facing CSOA over the planning horizon, the assessed likelihood and impact, the assigned mitigation strategy and the responsible role. Risks are reviewed annually by the Strategic Planning Committee and reported to the FCBE Dean and the Advisory Board.
| RISK | LIKELIHOOD | IMPACT | MITIGATION STRATEGY | RESPONSIBLE PARTY |
|---|---|---|---|---|
| National contraction of accounting talent pipeline | High | High | Diversified recruiting (high schools, community colleges, transfer pipeline); STEM-designated MS to attract international students; alignment with redesigned CPA Examination; CPA Examination support funds | MS Program Director and Undergraduate Curriculum Committee Chair |
| Demographic cliff and Mid-South enrollment pressure | Medium-High | High | FCBE recruiter and enrollment manager support; expanded dual-enrollment pipeline; targeted high school and community college visits; clear value proposition messaging | Director with FCBE Dean |
| Concentration risk in international graduate enrollment | Medium | Medium-High | Diversification of international student source regions through FCBE graduate recruitment; strengthened domestic MS recruitment; STEM designation messaging for OPT | MS Program Director |
| SA-qualified faculty market pressures | High | High | Competitive salary tracking against AACSB peer median; research support competitive with peers; faculty workforce planning anticipating retirements; Chairs of Excellence as retention anchors | Director with FCBE Dean |
| Faculty development resource gap for AI and analytics | Medium | High | Dedicated faculty development funding under Objective 3.5; vendor partnerships and training; communities of practice | Director |
| Building project delays affecting CSOA-allocated space | Medium | Medium | Active engagement in Fogelman Business Complex planning; documented CSOA space requirements; contingency planning for transitional space | Director with FCBE Associate Dean for Operations |
| Curriculum lag relative to redesigned CPA Examination | Medium | High | Annual curriculum review tied to NASBA blueprints; Advisory Board input on examination changes; coordination across BBA and MS programs | Undergraduate Curriculum Committee Chair and MS Program Director |
| Campus safety perception affecting recruitment | Medium | Medium | Coordination with FCBE safety initiatives; transparent communication of safety data; investment in space and security under building project | FCBE Dean |
strategic plan governance, monitoring and review
Oversight of the Strategic Plan is provided by the CSOA Strategic Planning Committee, which is composed of tenured and tenure-track faculty, holders of Chairs of Excellence and members of the AACSB Accounting Accreditation Committee. The committee works in collaboration with the Director of CSOA, the CSOA Advisory Board and the FCBE Dean’s Office.
Decision rights are distributed as follows. The Director holds primary accountability for plan implementation, monitoring and stakeholder communication. The Strategic Planning Committee reviews progress, recommends revisions and approves changes to KPIs and targets through faculty governance. The Advisory Board provides external input on relevance, employer needs and professional currency. The FCBE Dean approves resource allocations and college-level alignment. Faculty governance approves substantive revisions through the established CSOA voting process.
The Strategic Plan is monitored on the following cadence:
- Each semester: the Director and committee chairs review interim progress on objectives with active milestones.
- Annually: the Strategic Planning Committee conducts a formal review using KPI data, AoL results, enrollment and placement data, faculty scholarship reports, financial reports and stakeholder feedback. The Director reports the annual review to faculty, the Advisory Board and the FCBE Dean.
- Mid-cycle (Year 3): the Strategic Planning Committee conducts a comprehensive review aligned with preparation for the next AACSB Continuous Improvement Review under the six-year cycle established in the 2024 update to AACSB standards.
- End-of-cycle (Year 5): a comprehensive revision aligned with the next University of Memphis strategic planning cycle.
Annual review draws on the following evidence sources:
- Enrollment, retention and graduation data from the FCBE Office of the Dean and the University of Memphis Office of Institutional Research.
- CPA Examination performance data from NASBA Candidate Performance reports.
- First-destination outcomes from the FCBE Avron B. Fogelman Center for Professional Career Development, using NACE methodology.
- Faculty scholarship data from CSOA records, supplemented by Google Scholar citation tracking.
- Faculty qualification data using AACSB SA, PA, SP and IP categories under the framework in force at the time of review.
- Financial reports from the FCBE budget office and UofM Foundation.
- Advisory Board minutes and recommendations log.
- Employer and alumni surveys.
alignment with fcbe and university of memphis strategic plans
This Strategic Plan is designed to advance the missions of the Fogelman College of Business and Economics and the University of Memphis. Each CSOA goal supports one or more goals of the FCBE strategic plan and the University of Memphis Ascend strategic plan.
| CSOA GOAL | FCBE GOAL | PRIMARY LINKAGE |
|---|---|---|
| Goal 1. Academic Excellence and Intellectual Engagement | FCBE Goal 4. Strengthen Research Enterprise; FCBE Goal 3. Outcome-Focused Academics |
Faculty scholarship of practice and policy relevance; rigorous, professionally relevant curriculum |
| Goal 2. Student Success | FCBE Goal 3. Outcome-Focused Academics; FCBE Goal 1. Aggressively Provide Access |
Graduation, retention, CPA and other professional certification outcomes, placement, internship participation |
| Goal 3. Financial Sustainability and Strategic Investments | FCBE Goal 7. Generate and Steward Financial Resources; FCBE Goal 5. Recruit, Retain, Reward and Recognize |
CSOA share of building campaign; faculty headcount; staff capacity; scholarships |
| Goal 4. Future-Focused School | FCBE Goal 3. Outcome-Focused Academics; FCBE Goal 4. Strengthen Research Enterprise |
Curriculum currency; AI and analytics integration; faculty development |
| Goal 5. External Community Ties | FCBE Goal 1. Aggressively Provide Access; FCBE Goal 2. Create Opportunities to Succeed |
Advisory Board; employer partnerships; alumni engagement; community outreach [Beta Alpha Psi Activities] |
| Goal 6. Reputation and Brand | FCBE Goal 6. Exemplify Operational Excellence | External rankings; faculty visibility; communications |
| CSOA GOAL | ASSEND GOAL | PRIMARY LINKAGE |
|---|---|---|
| Goal 1. Academic Excellence and Intellectual Engagement | Ascend Goal 4. Strengthen Research Enterprise; Ascend Goal 3. Outcome-Focused Academics |
Mission-aligned scholarship; curriculum rigor |
| Goal 2. Student Success | Ascend Goal 3. Outcome-Focused Academics; Ascend Goal 1. Aggressively Provide Access |
Graduation, retention, certification, placement |
| Goal 3. Financial Sustainability and Strategic Investments | Ascend Goal 7. Generate and Steward Financial Resources; Ascend Goal 5. Recruit, Retain, Reward and Recognize Our People |
Resourcing for mission delivery |
| Goal 4. Future-Focused School | Ascend Goal 3. Outcome-Focused Academics | Curriculum innovation; faculty development |
| Goal 5. External Community Ties | Ascend Goal 1. Aggressively Provide Access; Ascend Goal 2. Create Opportunities to Succeed |
Engagement with external stakeholders |
| Goal 6. Reputation and Brand | Ascend Goal 6. Exemplify Operational Excellence | Reputation through outputs |
| AACSB STANDARD (2006) | TOPIC | CSOA GOALS THAT ADDRESS |
|---|---|---|
| A1 | Strategic Planning | All Goals; Governance Section |
| A2 | Financial Resources | Goal 3 (3.1, 3.4, 3.6) |
| A3 | Faculty Resources | Goal 3 (3.2, 3.3, 3.5); Goal 4 (4.4) |
| A4 | Curriculum and Assurance of Learning | Goal 1 (1.2, 1.3); Goal 2 (2.2); Goal 4 (4.1) |
| A5 | Digital Agility | Goal 4 (4.1, 4.2) |
| A6 | Impact of Accounting Scholarship | Goal 1 (1.1); Goal 6 (6.1, 6.2) |
| A7 | Academic and Professional Engagement | Goal 1 (1.3); Goal 2 (2.4); Goal 5 (all) |
Note on standards transition. The plan is designed to be defensible under either the 2018 or 2026 AACSB Accounting Accreditation Standards. The crosswalk above uses the 2026 framework (A1 through A7); the 2018 framework (A1 through A6) addresses the same substantive areas under different headings.