ISSN 1940-204X
Northern State University: A Balanced Scorecard Strategy Map
Steven H. Smith
Assistant Professor – Department of Accounting
Western Washington University
I want to thank two anonymous referees and the associate editor for their helpful comments and suggestions. A particular note of gratitude goes to Jere
Hawn, who was instrumental in the early versions of this case and its formulation.Without his assistance, this case might have never been started.
INTRODUCTION
Exhibit 1: The Value of Accreditation
In a free market, consumers can easily shift purchases from one firm
to another. Consumer preferences and dollars are captured in firms’
revenues, profits, and financial statements. Investors use the financial
information to assess a firm’s success and future prospects. But when
evaluating not-for-profits or governmental agencies, the typical for-profit
financial measures don’t work as well. While the financial statements
of a homeless shelter, a hospital, a city, or a university can provide
useful information about the resources and expenditures, the financial
statements don’t convey any information about the organization’s
effectiveness—i.e., the decrease in homelessness, successful patient
outcomes, the maintenance of city streets, or whether students are
getting a quality education.
“Sara, are the papers ready for the meeting?” asked dean
Stewart Armstrong.
“Yes, dean, they are,” Sara answered.
Stewart is the dean of the College of Business (COB) at
Northern State University (NSU). Stewart is replacing the
retiring dean, Ben Albertson. At Stewart’s previous university,
he was seen as a visionary with substantial accomplishments.
Nonetheless, some faculty feel Stewart can be abrasive and
terse in his pursuit of getting things done.
As Stewart exits his office, Sara hands him neatly
packaged binders that contain the Association to Advance
Collegiate Schools of Business (AACSB) continuous
maintenance review standards and other pertinent
documents. Accreditation answers the question, “Does the
COB provide a quality education?” Seeking accreditation
requires extensive documentation demonstrating that a
college adheres to accreditation standards. Since achieving
accreditation about 20 years ago, NSU’s COB has grown in
enrollment and has gained a quiet reputation as a highly
rated regional state university. Every five years the COB
must go through an accreditation maintenance review
(hereafter, reaccreditation), which is an extensive review of
the COB. Failing reaccreditation is problematic—not only is
a college’s reputation tarnished, but heads can roll.
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Accreditation is the process in which a third party evaluates an
organization against a set of objective standards and attests whether
the organization is effectively meeting those standards. Accreditation is
a particularly efficient method to gather and convey information about
organizational effectiveness, particularly when organizational success
isn’t measured by profits. The Association to Advance Collegiate Schools
of Business (AACSB) is one organization that accredits business schools
and colleges. An AACSB accreditation signifies that the school has a
long-term commitment to maintain, develop, and implement a highquality education to its students. Accreditation isn’t a one-time event; it
happens every few years. The reaccreditation process monitors whether
the organization continues to follow standards and is making progress to
alleviate any weaknesses identified in previous evaluations. Prospective
students can use accreditation to determine if they will receive a
relevant, high-quality education. Employers can use accreditation
to determine whether the graduates will have the requisite skills.
Accreditation isn’t the only method to assure an organization is meeting
a set of objective standards and providing a high-quality education, but
accreditation is an efficient method to communicate the information and
is widely recognized.
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Stewart has called this second meeting for the
department chairpersons to review the mission statements
for each department, as these statements will be used as
the starting point for reexamining the college’s mission
statement. In the first meeting, Stewart and the chairs
discussed the nuances of accreditation. The takeaways from
the first meeting include:
department chairs quietly peruse the mission statements of
the other departments. Pages are turned, coffee is sipped, and
one by one each department chair looks up and sits back.
“Martha, would you mind presenting first?” Stewart asks.
Martha Abernathy is chair of the Management
department, which includes two subgroups: Management and
Management Information Systems. Martha begins, “Please
turn to page one of your packets. I won’t bore you by reading
our mission statement but instead will highlight several
important parts. We believe that NSU is selling an education
and the student is the customer. Our mission statement is
directed toward the students’ wants: a high-quality education.
We also emphasize the need for faculty research and service,
since both are necessary for our faculty to stay up to date and
ultimately improve students’ education.”
Martha and her department had spent many hours
discussing the customer and the product. In the end, the
department decided to keep its mission statement simple
and focus on the traditional major themes of teaching,
research, and service.
“Thank you, Martha,” Stewart said. “I want to keep
the meeting moving along. Next, let’s hear from Matt in
Marketing.”
Matt Kemp is the Marketing department chair. Matt
clears his throat and begins: “The Marketing department
believes the state legislature is our customer. The legislature
provides a substantial portion of our annual operating
funds, which we need in order to stay open. Our legislators
recognize that NSU’s hands-on approach to teaching is one
of our core competencies, and state funding allows us to offer
smaller class sizes. Many of our general business courses are
capped at 50 students, and many of the upper-degree courses
have only 20 to 25 students. We offer something our larger
state universities and competitors don’t offer—familiarity
with each of our students.”
As Matt pauses to sip his coffee, the group begins side
discussions, exploring other groups that provide funding,
such as the university foundation and alumni. These other
funding sources are used to supplement the recruiting of
highly qualified students and faculty.
Stewart brings the group back to task: “Thank you, Matt. I
appreciate your thoughts on how we differ from our competition.”
In the brief pause, Matt fills the void and continues,
“And while I appreciate that the Management department
identified students as the customer, the Marketing
department sees students as clients. Some of you are thinking
‘customers’ or ‘clients,’ what is the difference? Well, there is
a difference. ‘Customer’ is a retailing concept, and in retail
‘the customer is always right.’ Clients are the customers of
•
Reaccreditation is based on how well NSU is meeting
objective criteria derived from its own mission statement.
Mission-aligned objectives and performance measures are
benchmarked against peer and aspirant business colleges.
•
The COB has a vision to be the first choice for in-state
students and one of the top five choices for students
throughout the region.
•
Each department is to review its mission statement, as
the statements will be used as models for revising the
COB’s mission statement. As part of the process, each
department is to deliberate on the product the COB is
selling and to identify its customers.
Figure 1: NSU Organizational Chart
When Stewart arrives at the meeting, the department
chairs are conferring among themselves. “Welcome everyone,”
Stewart says. “In front of you are copies of the mission
statements each of you submitted. I hope to accomplish
several things today. First, I would like everyone to look at
the other departments’ submissions (see Table 1). Then,
I want each of you to present your department’s mission
statement. And finally, we will determine our next step.” The
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professionals like lawyers, accountants, and universities.
Clients come to professionals not for a one-off transaction but
instead seek a longer-term relationship and well-informed
advice. It is the professional’s job to tell the client the truth,
even when it hurts. Clients are not always right.”
Stewart interjects, “Thank you Matt. Your insight into
the subtle differences between clients and customers is
intriguing. Edith and Economics, you’re up next.”
Edith begins, “The Economics department doesn’t consider
students as customers or clients but as work-in-progress
inventory. The COB is the go-between for the students and the
firms that employ them. Employers come to us seeking good
employees who can do the job, and the students come to us
seeking the skills to succeed and connection with employers.”
Edith then segues into an analysis on the supply and demand
of graduates; when the demand for NSU’s graduates increases,
student demand for NSU degrees will increase. Finally, she
adds that students eventually become customers once they
graduate and come back to NSU looking for employees.
“Thank you, Edith,” Stewart says. “I apologize to all
of you for being so abrupt, but I just want to focus on the
differences in our mission statements and keep this meeting
short. Next up, Finance.”
“Thanks,” says Franklin Newton, chair of the Finance
department. “Our No. 1 customer, or client, is not the student,
nor the state, nor the employers; we see the customer as us,
the faculty. Yes, each one of you is a customer. If a student
who has completed a general prerequisite finance course
doesn’t come to you prepared with the necessary finance
knowledge, then the Finance department has failed you.”
“Thank you, Franklin,” Stewart says. “And finally, let’s
hear from the Accounting department.”
“Thank you, Stewart,” Arthur, the Accounting department
chair, says. “On the last page you will find the Accounting
department’s mission statement. Similar to Economics, we see
employers as our customers. But we also looked at the role of
faculty and our internal processes in achieving high levels of
student growth and organizational success.”
“Thanks, Arthur,” Stewart interrupts and addresses
the room. “Late last week, Arthur and I had a discussion
regarding the balanced scorecard (BSC) and how it might help
us. The BSC typically examines an organization from four
major perspectives: learning and growth, customers, business
processes, and finances. The purpose is to determine outcome
objectives for each perspective, decide how to measure
success for the objectives, set performance targets, and create
initiatives to achieve the targets.”
Stewart continues, “But the BSC is more than a list of
targets. It is critical that the objectives are linked to one
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another and across dimensions, forming a strategy map. The
BSC strategy map becomes a diagnostic tool that enables
drilling down to identify why targets aren’t being achieved.
I believe the BSC is a useful framework to organize our
thinking and guide our reaccreditation process. After reading
several articles, however, we aren’t constrained to using the
traditional four BSC perspectives. Rather, we can create
alternative perspectives that fit our specific circumstances.
Thank you, Arthur, for bringing the BSC to my attention.”
“I’ve made copies of a two-part article that discusses the
balanced scorecard and how it is used to derive missionaligned objectives.1 In addition, attached is an article about
developing a BSC strategy map and another one about
using nonfinancial performance measurements, which is
particularly applicable to us,” says Stewart.2 Stewart passes
out the articles to the department chairs. “And finally, here is
a link to a short video in which Robert S. Kaplan, one of the
inventors of the BSC, does a great job of explaining why the
BSC is particularly relevant to organizations like NSU whose
primary assets are its people,” says Stewart.3
“Thanks to all of you and your faculty for your hard work,
but our job is just beginning,” Stewart continues. “While we
plan for reaccreditation, we must keep in mind the numerous
pressures we face, the most daunting of which is declining
state funding. While NSU has raised tuition every year for
the past five years, it isn’t enough to cover our rising costs and
state funding losses. Student protests over tuition hikes are
getting more vocal, and teaching loads are increasing. While
our competitive advantage has been our small class sizes, those
days may be waning. Sizes of our required business classes
have doubled over the past five years, and the use of problem
and essay tests has increasingly given way to multiple-choice
exams. The increased use of multiple-choice exams has
happened despite employers who demand students that can
solve unstructured problems and effectively communicate the
results. While we’re graduating more students every year, I
worry that the quality of our education is declining.
“Additionally, as you’re all aware, the overall number
of business Ph.D. graduates is declining. Many of the postVietnam War Ph.D.s are on the verge of retirement. In some
disciplines, there are currently two or three faculty positions for
every new Ph.D. Starting salaries are increasing dramatically—
the median starting salary is currently 25% to 30% higher than
we can offer. Some institutions that grant Ph.D.s with large
endowments have starting salaries that are almost twice ours
with half the teaching load. The use of non-Ph.D. adjunct
faculty is one option, but our small town and location limits the
number of qualified adjunct professors,” says Stewart.
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Silence falls over the room. After a brief pause, Stewart
continues: “I realize that funding and salary issues aren’t
something we’re going to resolve today, but we need to
be cognizant of the constraints we face as we plan for
reaccreditation. At this point, we need to regroup. The
reaccreditation process relies heavily on the mission statement
and mission-derived objectives to assess how a COB is
performing. While we have the benefit of defining our own
mission, mission objectives, and ultimately the criteria used
to grade ourselves, our feet are going to be held to the fire if
we miss it. It’s crucial that we take the time necessary to lay
a strong foundation and focus our reaccreditation direction
early so that we don’t find ourselves floundering later. The
next step is to establish a committee to draft a BSC strategy
map by next month’s chair meeting. I asked the university’s
Department of Institutional Research to put together some
key data for comparison purposes. The data packet includes:
able to sustain its long-run objectives and mission? What
will lead to the COB’s long-term success among its peers
and competitors? Consider the short- and long-term
objectives of the COB and how to measure them.
•
The subtle distinction between customer and client is
helpful in noticing that the focus isn’t always on just
making the next sale to the next new customer. This is
even more important for not-for-profits and governmental
agencies to consider, where the focus is to develop an
organization’s reputation and meet its objectives.
b.What is NSU’s mission relative to the other in-state
universities? What is NSU’s strategic niche relative to the
other in-state universities?
•
University focus can vary widely. Tier I research
institutions are known for conducting high-quality
research and have strong incentives for faculty
publications. At the other end of the spectrum are
community and technical colleges that focus primarily
on high-quality teaching with little or no incentives
for faculty research and publication—most emphasis
is on teaching. Most universities and colleges focus on
a balance between teaching and research, with some a
bit more on one or the other. A university’s decisions on
research and teaching trade-offs should be reflected in
the organization’s mission, strategy map, and decisions for
faculty promotion and advancement.
•
Table 1: Mission statements and descriptions for each
department in NSU’s COB
•
Tables 2-5: The history and mission of all four state
universities (NSU, SSU, ESU, and WSU) and the mission
of the COB for each, and
•
Tables 6-11: Comparative demographic data across all
four universities.”
“Please keep in mind that while ESU and WSU are Tier
I research institutions and may not be directly comparable
to NSU, both compete with NSU for state funds, incoming
students, student placement, and donations. So, who wants
to be on this committee?” (All data and information is from
actual universities. The data has been modified by an algorithm to
disguise the actual universities and maintain relative differences.
Other information has been abbreviated and condensed for space.)
•
In addressing this question, put personal biases aside and
focus on NSU’s stated mission and how it differs from
the other universities. How has NSU positioned itself
in the marketplace of state universities? How has NSU
differentiated itself from the other state universities?
While a strengths-weaknesses-opportunities-threats
(SWOT) analysis is beyond the scope of this teaching
case, it’s something to consider when addressing this
discussion question.
PREPARE FOR DISCUSSION
1.
Prepare a strategy map for NSU. You may use the
traditional four perspectives of the BSC, or you
can develop your own perspectives that fit NSU’s
circumstances.
c.Using the comparative data, what are NSU’s strengths and
weaknesses relative to the other in-state universities?
DISCUSSION QUESTIONS – CONSIDERATIONS WHEN
PREPARING YOUR STRATEGY MAP:
a.Who are the customers of the COB? What is the COB selling?
•
The case discusses various customers: students, the
state and its taxpayers, employers, and faculty. In
considering this question, one approach is to consider
the funding sources (e.g., revenues). But if generating
more revenues is the primary focus, will the COB be
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Table 1: NSU College of Business - Department Mission Statements & Backgrounds
Accounting Department Mission: The Accounting department provides a high-quality undergraduate accounting education. We coach students in
communication and application of accounting methods. Faculty maintain intellectual curiosity and contribute positively toward a scholarly experience.
Background: The department’s focus is training students to enter public accounting. Students typically enroll in additional accounting courses or double
major to attain the required credit hours to obtain a certified public accounting (CPA) license. There are numerous accounting electives, which faculty
believe is a strength, but some classes rarely fill. CPA exam pass rates are consistently in the top 20 in the country.
Management Department Mission: The Management department advances and disseminates knowledge in management and information systems.
We provide high-quality educational programs, publish theoretical and applied research, and serve university, professional, and community organizations.
Background: Management has the highest student enrollment growth, but faculty funding has not kept pace. Consequently, mandatory prerequisites
offer fewer seats than students need. These bottlenecks have negatively affected on-time graduation rates. Some departments have started waiving
management prerequisites for students so that on-time graduation goals can be met.
Economics Department Mission: The Economics department provides students with rigorous training in both economic theory and the ability to apply
economic analysis in problem solving. Applied and theoretical research are an integral part of our mission. The department strives to serve the profession
and raise economic awareness within our community.
Background: Economics has the largest COB faculty. It’s the only COB department to offer courses under the General University Requirements, which
increases credit hours and department budget dollars. The department has been very successful in securing external grants to develop community-based
business programs and to increase visibility.
Finance Department Mission: Our mission is to advance the understanding and appreciation of resource allocation both within and between
organizations through quality education, scholarship, and service.
Background: The Finance department has a reputation for rigor. Graduates are well trained, but student placement isn’t satisfactory. Possible reasons
include (1) the long distance to large cities, (2) competition from better known universities, and (3) faculty teaching and research demands leave little time
to nurture recruiter relationships.
Marketing Department Mission: The Marketing department provides students a strong foundation in applied marketing, communication, and a global
orientation. Students are involved in their own education through internships and projects. Scholarly activity is an integral part of our instructional mission.
Background: The department encourages majors to take psychology and sociology classes to better understand human behavior. But shifting credit hours
outside the COB costs resources since internal funding allocations are based on credit hours. The department downplays grade point averages. Instead,
the department encourages students to develop a completed projects portfolio. The department believes the portfolios have increased the quality of
student placement.
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Table 2: NSU History and Mission and COB Mission
University History
Northern State School started in 1906 as a teachers’ school. In 1963, the college was renamed Northern State University, and the College of Business was
established. NSU is located in Maywell, population of 70,000, and is halfway between the state’s two largest cities—100 miles from both. Maywell is
close to mountains, lakes, and many outdoor recreation opportunities. NSU is consistently among the top five public regional universities. More than 90%
of its students are state residents, and most alumni live in the state.
University Mission
NSU is committed to excellence in teaching, scholarship, and service in a student-centered environment with a liberal arts foundation and opportunities to
develop professional skills. We serve the state citizenry by providing undergraduate and select graduate programs. We provide students with high-quality
personalized teaching and learning. We strive to:
•
•
•
•
•
Instill graduates with a lifelong passion for learning that fosters individual curiosity, intellectual rigor, critical thinking, and creativity.
Promote scholarly and creative work of significance.
Create student opportunities for leadership, civic engagement, and social responsibility.
Engage a diverse student body, faculty, and staff in active learning.
Provide a sustainable campus to support learning and environmental stewardship.
College of Business Mission
The COB provides high-quality programs in business and focuses on undergraduate instruction. The college serves the needs of regional students by
offering programs that provide a global perspective, knowledge of information technology, and the ability to apply business and economic principles.
As a supporting part of this educational mission, the faculty engages in applied, integrative, and pedagogical scholarship and provides service to their
professions, the community, and the university. The college seeks continuous improvement in the quality of its programs and faculty.
Table 3: Southern State University (SSU) History and Mission and COB Mission
University History
The Southern State College was started in 1882 as a teachers’ school. The campus grew rapidly in size and program offerings following World War II.
In response to increasing demand for regional professionals, a wide range of undergraduate degree programs were offered. The name was changed to
Southern State University in 1977, and the COB was formed. SSU is located in a bedroom community of 10,000 people and is part of a metropolitan area
with a population of 450,000.
University Mission
SSU is a student-centered, regionally based, comprehensive university. Its mission is to prepare broadly educated, technologically proficient, and highly
productive citizens to attain meaningful careers, to enjoy enriched lives, and to make contributions to a culturally diverse society. SSU will achieve its
mission by providing:
• A quality student-centered learning environment characterized by a rigorous and challenging academic experience.
• Professionally accomplished faculty who are strongly committed to student learning and committed to our communities.
•
High-quality programs that build on the region’s assets and offer a broad range of choices as appropriate to the needs of SSU’s students and the
region.
• Exceptional student support services, resources, and facilities
College of Business Mission
The COB’s mission is to prepare students for professional and administrative careers in the business community. To achieve this mission, the college’s
professionally active faculty is committed to:
•
A rigorous, collaborative, cross-disciplinary, and engaged student-centered learning experience that is relevant to the region.
•
An academic community culture that supports and engages faculty and staff throughout their careers.
•
Academic programs that benefit the university, the region, and the world.
•
Growth of resources and capacity to enhance academic quality.
•
Management of resources, capacity, and people effectively and efficiently.
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Table 4: Eastern State University (ESU) History and Mission and COB Mission
University History
The university was founded in 1890 as a land grant college. Today, ESU has 10 colleges and a graduate school and offers varied academic programs,
including architecture, engineering, nursing, pharmacy, agriculture, and veterinary medicine. The College of Business was started in 1940 and was a
natural extension of the university’s strong agricultural economics program. Bachelor degrees are available in all major areas, with master and doctoral
degrees available in most. ESU is located in a metropolitan area of 450,000 that has an agricultural economic base.
University Mission
As a public research institution, the university enhances the intellectual, creative, and practical abilities of the individuals, institutions, and communities
that we serve by fostering learning, inquiry, and engagement. ESU offers a premier undergraduate experience, conducts and stimulates world-class
research, graduate and professional education, scholarship and arts, and provides an exemplary working and learning environment that fosters
engagement. We seek to achieve our mission by:
•
•
•
•
ffering the best undergraduate experience in a research university.
O
Nurturing a world-class environment for research, scholarship, graduate education, and the arts.
Creating an environment of trust and respect through positive engagement.
Developing a culture of shared commitment to quality in all of our activities.
College of Business Mission
The COB at ESU offers degree programs in a variety of business disciplines and supplements these offerings through innovative online learning. We
promote a commitment to world-class scholarship, research, and education. We develop dynamic, innovative, and globally competitive business leaders
who will successfully drive the commercialization of innovation across disciplines. We offer the best experience in undergraduate business education.
Our students will create value for the citizens and business communities of the state and the world through insightful leadership, skillful application
of business principles, and conscientious understanding of the impact of business on society and the environment. We will foster a climate of respect,
cooperation, and continued excellence in all college activities.
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Table 5: Western State University (WSU) History and Mission & COB Mission
University History
Western State University opened in 1861 with one professor who taught Latin, Greek, English, history, algebra, and physiology. The College of Business
opened in 1917. The university has grown with the local economy and currently has an international reputation for its research and graduate programs.
WSU has three campuses, 17 schools and colleges, and offers undergraduate to doctoral degrees. Majors include architecture, dentistry, engineering,
law, medicine, nursing, and pharmacy. WSU is in a metropolitan area with a population of 3.3 million with an economy dominated by technology,
pharmaceuticals, and manufacturing.
University Mission
The mission of WSU is the preservation, advancement, and dissemination of knowledge. Knowledge is preserved through its libraries and collections,
its courses, and the scholarship of its faculty. Knowledge is advanced through research, inquiry, and discussion. Knowledge is disseminated through
the classroom and the laboratory, scholarly exchanges, creative practice, international education, and public service. WSU is committed to maintaining
environments of objective and imaginative inquiry, and original scholarship and research to ensure the production of new knowledge in the free exchange
of facts, theories, and ideas. WSU fosters an environment for students to develop independent judgment and an appreciation of the range and diversity
of human achievement. We cultivate students’ critical thinking and effective articulation. We seek broad representation and encourage sustained
participation in the community by its students, faculty, and staff..
College of Business Mission
The COB is an entrepreneurial learning community dedicated to the creation, application, and sharing of knowledge that places special emphasis on
dynamic and global business environments. We promote open communication, encourage personal responsibility, and support creativity, diversity, and
innovation. We commit to intellectual rigor and value creativity in the pursuit and sharing of knowledge. We are a community of stakeholders that
promotes joy of learning through involvement, teamwork, cooperation, shared purpose, commitment, and ethical behavior. We welcome responsibility
to the taxpayers who place trust in our mission. We are committed to maximizing our resources through clear focus, performance measures, continual
evaluation, and monitoring of results.
Top Priorities
• Improve student learning experience.
• Promote cross-campus collaboration.
• Attract and retain a diverse group of faculty, staff, and students.
• Continue to expand revenue-generating programs.
• Create modern facilities to support education and research.
Table 6: Mean Statistics for Incoming Freshman and First-Year Performance
METRIC
NSU
SSU
ESU
WSU
AVG.
High School GPA
3.5
3.3
3.4
3.7
3.5
Total SAT Score
1,090
990
1,030
1,150
1,080
Freshman GPA
2.9
2.9
2.8
3.1
2.9
NSU: Northern State University; SSU: Southern State University; ESU: Eastern State University; WSU: Western State University.
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Table 7: Demographic and Financial Information for the 2016-2017 Academic Year
STUDENT
POPULATION
TOTAL ANNUAL
BUDGET
ANNUAL
INSTRUCTIONAL
BUDGET
BUDGET PER
STUDENT
NUMBER OF
FACULTY
STUDENTS PER
FACULTY*
AVG. FACULTY
START SALARY**.
12,477
$183m
$70.7m
$5,668
610
20.4
$55,000
NSU COB
2,166
N/A
$5.4m
$2,493
60
36.1
$75,000
SSU
9,775
$145m
$52.5m
$5,373
349
28.1
$58,000
SSU COB
1,322
N/A
$4.6m
$3,480
34
38.9
$85,000
20,157
$674m
$155.6m
$7,719
1,362
14.8
$75,000
3,454
N/A
$17.7m
$5,124
110
31.4
$110,000
43,619
$2,299m
$670m
$15,360
1,966
22.2
$80,000
3,806
NA
$37m
$9,984
101
37.7
$132,000
NSU
ESU
ESU COB
WSU
WSU COB
* Students per faculty is the ratio of the number of students divided by the number of faculty.
** Faculty average starting salary is based on publicly available information.
Table 8: Annual Tuition Rates, Housing Costs, and Rates of Increase Over a Five-Year Period
NSU 2016-2017 Tuition
Increase from 2012-2013*
SSU 2016-2017 Tuition
Increase from 2012-2013*
ESU 2016-2017 Tuition
Increase from 2012-2013*
WSU 2016-2017 Tuition
Increase from 2012-2013*
RESIDENT
UNDERGRAD
NONRESIDENT
UNDERGRAD
RESIDENT
GRAD
NONRESIDENT
GRAD
ROOM AND BOARD
$4,453
$13,840
$5,881
$16,724
$6,524
43.5%
33.6%
22.2%
18.5%
30.4%
$3,822
$13,299
$5,772
$17,085
$5,818
37.0%
38.6%
29.1%
29.8%
27.6%
$5,506
$14,514
$6,724
$16,378
$6,280
41.3%
28.9%
18.9%
14.2%
21.9%
$5,610
$19,907
$8,257
$19,557
$8,001
40.8%
50.2%
39.3%
32.4%
26.3%
Percentage change is the cost difference between 2016-2017 academic year and 2012-2013 academic year divided by the cost in the 2012-2013 academic year.
IM A ED U C ATIO NA L C A S E JOURNAL
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VOL. 10, N O. 1, ART. 1, MARCH 2017
Table 9: Historical Funding Sources at the State
Universities
2012-2013
AVG.
2012-2017
2016-2017
Table 10: Historical Funding Uses at the State
Universities
% CHANGE
2012 to 2017
Tuition and Fees
2012-2013
AVG.
2012-2017
2016-2017
% CHANGE
2012 to 2017
Instruction
NSU
28%
32%
36%
28.6%
NSU
51%
44%
38%
-34.2%
SSU
24%
27%
30%
28.0%
SSU
39%
38%
39%
0.0%
ESU
13%
16%
19%
46.2%
ESU
22%
24%
25%
12.0%
WSU
13%
14%
15%
15.4%
WSU
30%
33%
34%
11.8%
State Funding
Auxiliary, Academic Support, and Student Services
*
NSU
38%
33%
29%
-23.7%
NSU
26%
30%
36%
27.8%
SSU
39%
33%
29%
-25.6%
SSU
30%
31%
31%
3.2%
ESU
38%
33%
29%
-23.7%
ESU
29%
28%
28%
-3.6%
WSU
22%
18%
14%
-36.4%
WSU
22%
19%
18%
-22.2%
Auxiliary*
Scholarships
NSU
18%
19%
18%
0.0%
NSU
2%
5%
7%
71.4%
SSU
13%
12%
12%
-7.7%
SSU
10%
9%
8%
-25.0%
ESU
14%
14%
14%
0.0%
ESU
4%
5%
5%
20.0%
WSU
13%
11%
9%
-30.8%
WSU
3%
3%
3%
0.0%
Grants
Administration and Physical Operations Costs
NSU
14%
14%
15%
7.1%
NSU
20%
20%
18%
-11.1%
SSU
21%
23%
24%
14.3%
SSU
18%
19%
19%
5.3%
ESU
26%
25%
25%
-3.8%
ESU
14%
14%
15%
6.7%
WSU
39%
41%
42%
7.7%
WSU
15%
15%
14%
-7.1%
1%
1%
0.0%
Gifts and Investments
Research and Public Service
NSU
2%
2%
2%
0.0%
NSU
SSU
3%
ESU
9%
WSU
13%
16%
4%
5%
66.7%
SSU
3%
3%
3%
0.0%
12%
13%
44.4%
ESU
31%
28%
27%
-14.8%
20%
53.8%
WSU
30%
30%
31%
3.2%
* Auxiliary includes housing, dining, bookstore, parking, and other fee-based services.
IM A ED U C ATIO NA L C A S E JOURNAL
1%
Auxiliary includes housing, dining, bookstore, parking, and other fee-based services.
Academic support includes library and technology services. Student services includes
nonfee student services including recreation centers and club support.
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VOL. 10, N O. 1, ART. 1, MARCH 2017
Table 11: In-field Employment Percent* and Average Starting Salary for 2017 Graduates**
UNIVERSITY
COB
ACCT***
ECON****
FIN
MGMT
MKTG
MIS
MBA
NSU
55%
$33.6K
72%
$36.4K
89%
$37.8K
45%
$36.5K
73%
$32.3K
65%
$35.0K
71%
$32.5K
86%
$44.0K
N/A
SSU
39%
$28.5K
69%
$28.5K
81%
$35.5K
29%
$30.0K
71%
$33.1K
52%
$28.2K
63%
$29.4K
69%
$31.6K
N/A
ESU
46%
$38.5K
60%
$38.5K
79%
$45.5K
37%
$39.0K
72%
$41.0K
57%
$34.2K
63%
$37.2K
59%
$44.0K
85%
$47.0K
WSU
49%
$35.1K
72%
$51.1K
91%
$47.0K
45%
$42.0K
76%
$43.0K
59%
$34.0K
69%
$37.1K
74%
$48.2K
96%
$78.8K
* In-field employment is the number of graduates who obtain employment in a degree-related field within six months of graduation divided by the total number of graduates.
** Salary is the mean starting salary for graduates with employment in a degree-related field within six months of graduation.
*** ESU and WSU have masters in accounting programs; NSU and SSU do not. Placement and starting salary figures for ESU and WSU include both undergraduates and masters students.
**** T he Economics departments at ESU and WSU are in the Colleges of Arts and Sciences rather than the Colleges of Business. Placement and salary figures are estimates based on the best
available resources.
ENDNOTES
ABOUT IMA®
IMA, the association of accountants and financial professionals
in business, is one of the largest and most respected associations
focused exclusively on advancing the management accounting
profession. Globally, IMA supports the profession through
research, the CMA® (Certified Management Accountant)
program, continuing education, networking, and advocacy of the
highest ethical business practices. IMA has a global network of
more than 80,000 members in 140 countries and 300 professional
and student chapters. Headquartered in Montvale, N.J., USA,
IMA provides localized services through its four global regions:
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For more information about IMA, please visit www.imanet.org.
Robert S. Kaplan and David P. Norton, “Transforming
the Balanced Scorecard from Performance Measurement
to Strategic Management: Part I,” Accounting Horizons,
March 2001, pp. 87-104; and Robert S. Kaplan and David
P. Norton, “Transforming the Balanced Scorecard from
Performance Measurement to Strategic Management: Part
II,” Accounting Horizons, June 2001, pp. 147-160.
1 Christopher D. Ittner and David F. Larker, “Coming Up
Short on Nonfinancial Measurement,” Harvard Business
Review, November 2003, pp. 88-95; and Robert S. Kaplan
and David P. Norton, “Having Trouble with Your Strategy?
Then Map It,” Harvard Business Review, September 2000,
pp 167-176.
2 Watch the video at www.youtube.com/
watch?v=oNy8kupW8oI.
3 IM A ED U C ATIO NA L C A S E JOURNAL
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VOL. 10, N O. 1, ART. 1, MARCH 2017