Personal Interview Transcript on Art Gallery Work

Interview Transcript
Personal Interview with Susan Murray
Interview Conducted November 20, 2019
Transcribed November 21, 2019
Me: Is there any qualifications required for this job? Any
degrees or only experience will also work?
Susan: Well, I am here based on my experience. There is no
certain degree requirement for this job but you need to have
some knowledge about this field so that you could handle the
people trying to get some information in this field. Talking
about me then I am here basically on my experience and
willingness to volunteer.
Me: What are some responsibilities over here?
Susan: Basically, I substitute the art director whenever there is
a need for that. I take care of the art gallery. Move things
around as per their necessity. I am always ready to answer
questions to our visitor about the art gallery and arts that are
kept here. I give them a tour to our gallery with the information
about the arts and their artist.
Me: What are some challenges do you face at work?
Susan: There are challenges in every work you get involved to.
Talking about my work, there are also some challenges over
here. There are people who come in and tries to touch the
artwork. People think this is a public restroom and tries to be
here. Despite all the challenges it is a good place to be in and
work here.
Me: Do you enjoy working here?
Susan: Yes, I really enjoy working here. You get chance to meet
different people every day and get to know about their thoughts
related to the artwork. You get chance to share your knowledge
with them. So, it is good place to work.
Me: What are your thoughts about arts and art gallery?
Susan: Well, I think these are the places where the artist can

display their work to the public and let them see about their
talent and creativity. Moreover, these places provide inspiration
to the people who are interested in these field to do more better
than they are capable of.
Me: Thank you for letting me interview you and visit your
place.
Susan: It was my pleasure and thank you for visiting us.
37Barram — Case Study: Greenhill College
Case Study: Greenhill College
T H E C A S E S T U D Y
Provost Chad Logan ambled along the red bricked
pathway leading to Centennial Hall, the 100-year-old orig-
inal administration building of Greenhill College, estab-
lished in 1909 by a group of protestant clergy and like-
minded educators who wanted an alternative to the secular
institutions of their day. The college had remained true to
its historical roots as a faith-based, Christian, interdenomi-
national institution. Chad entered, making his way directly
to the Academic Affairs Office. Sue Grant, the department
receptionist, was on the phone and shot him a warm smile
and mouthed, “Good morning.” The red blinking light
on his phone caught his eye as he entered his office. He
reached over and punched in his code and listened to a
pleasant voice telling him he had six new messages. The
most recent was Emerson Wilson, longtime president of
Greenhill, who wanted him to call as soon as he got in.
Ten minutes later he was seated in the president’s office
on the second floor. Chad still couldn’t decide if he liked
Wilson. At one moment he could be warm and friendly,

the next cold and unbending. The unpredictability of the
man’s nature created stress among all those around him.
“Chad, you better pay more attention to the new stu-
dent enrollment projections for this fall,” Wilson said. “I
saw Al Sanders this morning in the gym, and he tells me
next fall’s new student numbers are projected to be down
from this year. This is the first I have heard of it, and I’m
not too happy about being kept out of the loop. I really
don’t like hearing this news from the director of admis-
sions.”
Chad felt that now-familiar pang of worry in his
stomach. Unfortunately, Greenhill lacked the significant
endowment, immediate name recognition, and the ster-
ling academic reputation of its competition. Even though
Greenhill had a rich history, the glaring lack of a big
endowment and popular name recognition resulted in
continual financial pressure. Greenhill was a tuition-driven
institution. Eighty-five percent of the annual budget rev-
enue came from student tuition dollars. Chad despised this
dependence on student admissions. He believed it to be a
stranglehold on the college’s ability to move forward.
Chad wasn’t frustrated with Al because he knew
Wilson probably put him on the spot earlier that morn-
ing in the gym. Wilson’s management style didn’t confine
him to the office. He could be like a cat on the prowl. He
loved the college and believed it was appropriate to ask any
employee — at any time and place — about their job. In
A B S T R A C T : Greenhill College is an organizational
decision-making case study involving the financial stabil-
ity of a fictitious small, private, religious liberal arts college
with an enrollment of more than 2,000 students.

Traditional, small liberal arts colleges, long a staple of the
American higher education scene, are facing
unprecedented challenges for survival. Steadily rising tuition
costs, stiff competition for students, and escalat-
ing operational expenses represent just some of the pressures
currently confronting Greenhill College. The
college faces the immediate threat of an unbalanced budget,
difficult decisions on financial and non-financial
issues, and the need to manage possible morale issues. Finally,
the administration must carefully address the
potential of internal and external perceptions of the viability of
Greenhill College.
diRk BaRRam
George Fox University
[email protected]
38
part this could be good. Employees knew he cared. Yet it
also could be stressful, and maybe inappropriate, such as
in the gym. Al Sanders, overweight and not the world’s
healthiest eater, certainly didn’t need to be badgered
about admissions while he exercised. The poor guy had
enough pressure in his life. That’s why he was in the gym
in the first place. Rather than being visionary, Wilson was
reactionary. He really wasn’t a fun guy to be around! He
wasn’t the type of leader people would go to the wall for.
At times Wilson just simply could not keep the bigger pic-
ture in mind. Take the admissions situation. Al Sanders’
role was integral to a strong incoming freshmen class. So
what did Wilson do? He cornered him in the weight room
and asked him about admissions for next year. Why not

take a different approach and just ask Al how he was doing
and leave it at that? Al would have responded much better.
Wilson shifted his tall, rail thin frame uneasily in his
leather swivel chair. His beak-like nose and thinning hair
reminded Chad of that guy from the Wizard of Oz. What
was his name?
“We are so tuition-driven, it isn’t funny. I’m counting
on you to bring in the numbers.”
Chad knew the pressure Wilson felt from a demand-
ing Board of Trustees. The present era in higher education
was one of diminishing federal and state dollars, fierce
competition for students from state schools, and an alarm-
ing rise in private college tuitions, including Greenhill. As
if this weren’t enough, the respected Chronicle of Higher
Education had just come out with a report that said, “With
the trend toward attending lower-cost alternatives, the
business model of private colleges — higher prices for pre-
mium products — is being tested. Affordability is the larg-
est challenge going forward said the admissions director of
one very selective small private college...” (Van De Werf,
2008, p. 5). The Chronicle predicted difficult days ahead
for the small, private, liberal arts colleges.
“Emerson, the summer is always a waiting game; you
know that,” said Chad.
“Yes, but what are you doing now to make sure we get
the right numbers? Are you sure Al Sanders is the right guy
for the job? He’s so laid back, it makes me nervous.”
Chad intensely disliked these kinds of conversations
with Wilson. At the first sign of trouble, he wanted to fire
someone and usually it was one of his people. He could be

so impatient. Chad struggled with a president who at times
seemed more to worry, than act in faith that God would
provide. The dynamic of integrating one’s faith with his or
her work was an oft-used phrase at Greenhill. This seemed
like a good time to practice this, thought Chad.
“Emerson, Al is doing a good job for us. He’s thor-
ough, well organized, and on top of things.”
The slightly balding college president arched his thin
eyebrows in doubt.
“You better be right on this one Chad. Honestly, our
necks are on the chopping blocks.”
Greenhill’s Challenge
Chad knew Greenhill was facing some real organiza-
tional challenges. He decided to sort things out, including
developing a strategy of how to confront the issues, before
his next meeting with Wilson. Undergraduate enrollment
was projected to decrease seven percent from 1,689 in
2009-2010 to 1,571 in 2010-2011. At $26,180, annual
tuition per student, a seven percent increase over the previ-
ous year, that meant a decline in anticipated tuition rev-
enues of $1.7 million. Room and board for the students
living on campus was $8,320 for next year. This repre-
sented a three percent increase over last year’s room and
board rate of $8,070. With a decline of 118 students, that
reduced room and board revenues by another $475,584.
The state’s demographic data on high school gradu-
ates for the next seven years was sitting on Chad’s desk.
Projections called for a decline in high school graduates
from the previous year and continuing for the next six

years. The previous year it had been four percent and next
year it would be six percent. The third year it was project-
ed to be eight percent. Enrollment could be a long-term
challenge for Greenhill.
Graduate enrollment projected a two percent decline
for next year. In 2009–2010, graduate programs had
enrolled 700 graduate students. Projections for next year,
even with the two new graduate programs slated to start
this fall, forecasted an enrollment of 686 which was 14
fewer graduate students. This represented a $116,760
decline in graduate tuition.
Chad quickly added all three numbers. The total rev-
enue shortfall was slightly more than $2 million in tuition
and room and board revenue. To make matters worse,
Greenhill had already announced to undergraduate stu-
dents the seven percent undergraduate tuition increase.
What would it look like if the college raised tuition again?
Chad knew the Greenhill College Board of Trustees
had established a set of strategic assumptions for the
administration to follow. These included a $500,000
contingency fund, a continued focus on undergraduate
and graduate academic programs, evaluation of academic
programs showing decline or stagnant growth, and a man-
dated institutional balanced budget. There was also the
auxiliary enterprise budget and other increases in the new
budget. These included summer maintenance projects of
CBAR Spring 2011
39

$1,225,000, a $975,000 faculty and staff salary increase
(unannounced), and $360,000 in new academic programs
to name a few. The college administration had a lot to
consider. Certainly the 2010-2011 fiscal year budget had
to be balanced. Should the undergraduate tuition be raised
a second time? What about a graduate program tuition
increase? How about the $360,000 committed to new
academic programs in 2010-2011? Might the $1,225,000
dedicated to summer maintenance projects be delayed?
Should some academic programs and even faculty be elimi-
nated? What about not following through on the as yet
announced faculty and staff salary increases? None of these
options were perfect. In fact each carried less-than-pleasant
ramifications. Finally, Chad had to think about the inter-
nal and external perceptions of Greenhill given this finan-
cial crises. Might campus morale become an issue? Chad
knew he had to take the lead on this and make some tough
decisions. The very future of Greenhill College rested on
these decisions.
Greenhill’s History
Greenhill College had been founded in 1909 as a reli-
gious, liberal arts college. The college had 30 undergraduate
majors, the top four being business, nursing, education,
and biology. Not all of these 30 majors were growing.
Undergraduate student enrollment was at 1,689 (2009-
2010). In the last ten years since 2000, the college had
launched graduate programs in education, business, and
psychology, which added more than 700 graduate students
(2009-2010). Greenhill had 360 employees, 150 of whom
are regular, full-time faculty (110 undergraduate and 40
graduate). Greenhill had an active student life program
with more than 85 percent of the undergraduate students
living in campus residence halls. Graduate students lived
in town or nearby. The college contracted with a national

food service for all on-campus student meals and catering
for on-campus events. The college was accredited with the
Northeast Association of Schools and Colleges. Greenhill
was a member of the National College Athletic Association,
Division Three, and offered a wide variety of men’s and
women’s sports. The primary source of financial revenues
came from student tuition dollars. Approximately 85 per-
cent of revenue was tuition-generated. The remaining 15
percent came from restricted and unrestricted giving from
donors and money generated from the college’s endow-
ment. While Greenhill was private, students still were eli-
gible for federal and state college loan programs. Greenhill
had an academic scholarship program that awarded money
to eligible students. Undergraduate tuition for the 2010-
2011 academic year was $26,180 and room and board as
$8,320. The typical financial aid package was more than
$11,000 per student. Graduate tuition was $695 per semes-
ter credit hour. The average graduate student was enrolled
in six hours per semester or 12 hours per year. The annual
budget of $56 million was well managed, and while it
didn’t allow for all needs to be met it did satisfy most. The
college currently had an endowment, which generated less
than $1 million annually. During the previous two fiscal
years, the endowment has lost 30 percent of its value.
Case Study Conclusion
Chad believed that as a faith-based institution,
Greenhill had been called to be a good steward of its
resources (Matthew 25:14-30). He wondered how this
biblical mandate translated into subsequent organizational
decisions he and others would be called upon to make.
Stewardship of resources meant using financial resources
wisely, but it also implied managing human resources, such
as effectively utilizing faculty and staff. One could interpret

this to mean addressing faculty performance issues. Was
Greenhill putting the best faculty in the classroom? Related
to this was also the tuition question. Students were facing
increasing challenges of affordability. He knew of students
who held several off-campus jobs just to make ends meet.
Given the high cost of college, didn’t Greenhill have a
responsibility to provide students with the best faculty pos-
sible? Was this not a fundamental stewardship imperative?
Yet perhaps the greatest struggle Chad faced was the bibli-
cal principle to treat people fairly or as he would want to
be treated (Matthew 7:12). “Do unto others as you would
want them to do unto you” kept ringing in his ears. The
question of faculty layoffs weighed heavily on Chad. The
dilemma, maybe even the moral question, of laying off a
longtime, loyal, decent but not excellent faculty member
in order to provide students with a superior teacher in the
classroom continually plagued Chad. This was not simply
an economic dilemma, but also a spiritual mandate.
Chad also believed in the biblical principle that every
man should be paid his due for a day’s work (Matthew
20:1-14). This led to the question of whether the unan-
nounced faculty salary increase should be implemented.
Christian colleges historically were behind most schools in
terms of faculty salary levels. Greenhill needed to increase
faculty salaries, yet Chad knew he could recapture some
monies by not instituting the proposed increases. Would
such action be inconsistent with the biblical principle of
paying people a fair wage (Malachi 3:5)?
As provost, Chad knew Greenhill College absolutely
needed to address organizational issues and direction. Yes,
the immediate problem was the $2 million deficit, but
Barram — Case Study: Greenhill College

40
larger, more critical issues of organizational dynamics and
even survival cast an invisible shadow over the quiet cam-
pus. There was work to do, and Chad knew it would take
the effort of a representative group of faculty, staff and
administrators. He decided to appoint a blue ribbon strate-
gy task force to address the issues facing Greenhill College.
The biblical principle of counting the cost came to Chad’s
mind (Luke 14: 28–30). The integration of this biblical
principle with Greenhill’s budget management process
would be an important first step for the task force.
T E A C H I N G C O N T E X T A N D R A T I O N A L E
This case study was specifically designed for and prod-
uct tested in a senior-level organizational behavior course
at a church-related, liberal arts university. The case study
seemed to have particular appeal to senior business majors
in part because of their familiarity with the organization
(most had been enrolled for four years), and the issues
such as tuition increases and facilities were of interest. The
class was made up of accounting, finance, management,
and marketing students. In this course, students learned
the dynamic nature of organizations and that there are no
clear cut-choices when it comes to budget, program, and
human resource decisions within organizations. Robert
Kreitner and Angelo Kinicki (2010) wrote that “organi-
zational behavior deals with how people act and react in
organizations of all kinds” (p. 5). For students in organiza-
tional behavior, this case study sought to provide them the
opportunity to respond to some of the difficult situations
faced by organizations. Seeking to understand the impact
of decision-making in an organization is one of the ulti-

mate objectives of organizational behavior. This case study
was designed to achieve this objective.
The case study required a significant use of class time.
This called for a serious alteration of the syllabus as well
as the instructor turning a good portion of the class over
to the students. Initially there were questions. Would this
even work? Would students take the case study seriously?
Would they be accountable? How would the administra-
tion respond to seniors delving into case study issues that
no doubt mirrored their own institution? Even though the
case study was fictitious, the similarities might have hit
too close to home. Kenneth Eble (1979) said that teaching
requires a “willingness to take risks,” and that “teaching
is not a safe occupation, either for teacher or student” (p.
157). I take heart, if not courage, from these words.
Not only was the pedagogy risky, it also required a
mindset that my teaching could improve. Weimer (1990)
suggests that faculty “continue to rely on the teaching
methods they have always used – despite research docu-
menting the need for students to learn actively” (p. xi). I
have never tried using a lengthy case study in organization-
al behavior before. Faculty must be open to taking risks in
the classroom and be willing to move outside their com-
fortable paradigms and look for creative and innovate ways
to truly engage students, even if it is uncomfortable. The
pedagogical change I was about to embark upon required
both risk as well as a paradigm shift in my thinking.
Utilizing this lengthy case study in class was a departure
for me as a faculty member.
Would students be motivated to truly engage in the
case study was another major question. Nigel Nicholson
(2003) said the job of the manager in motivating employ-

ees is to “create the circumstances in which their inher-
ent motivation — the natural commitment and drive
that most people have — is freed and channeled toward
achievement goals” (p. 57). The same concept applies to
the classroom. This case study, in which students were
required to actually present a balanced budget by making
some tough organizational decisions, was inherently moti-
vating to students. They were given a significant amount
of responsibility, authority, and autonomy to address the
serious issues facing Greenhill College. Frederick Herzberg
(2002) referred to this in the work world as job enrich-
ment and vertical job loading where employees are moti-
vated by intrinsic rewards (p. 1). A story that was integrat-
ed with real-life management issues, at least in this case,
proved to be good motivation for learning.
Another interesting result of this class is what I call the
accountability factor. Could students be counted on to rise
to the occasion and hold themselves accountable for their
work since the teams have so much autonomy? Thomas
Connellan (2003) said, “Be sure everyone understands the
goal” when it comes to accountability (p. 57). Students in
organizational behavior clearly knew they had to develop a
balanced budget with the case study. They had to reduce
the Greenhill institutional budget by more than $2 million.
Connellan also said, “The message I get from people is,
‘Let me know what you want me to do, hold me account-
able for getting results, and get out of the way’” (p. 77).
This was precisely what happened in this class. I presented
the challenge, told students they were accountable for bal-
ancing Greenhill’s budget, and turned them loose. This was
both freeing and frustrating for students, yet I saw them
hold themselves accountable for their work product.
CBAR Spring 2011

41
S U G G E S T E D T E A C H I N G A P P R O A C H E S
A N D Q U E S T I O N S
The Greenhill College case study can be used in a
number of business classes, including finance, accounting,
business management, organizational behavior, and busi-
ness ethics. There are no clear-cut choices in terms of bud-
get, program, and people decisions. All will have impact
on the organization. Seeking to minimize the impact and
continuing to move the organization forward in a positive
direction must be the ultimate objective.
This case has been classroom tested in a senior-level
organizational behavior class of more than 35 undergradu-
ate business and accounting majors. The class was divided
into teams of six who were required to carefully read
and analyze the case as if they were the administrators at
Greenhill. The students were given a case study analysis
guideline and were required to consult with and obtain
signatures from at least three administrators at their own
institution. At the end of the semester, each team made a
major presentation as to their findings and ultimate deci-
sions. This case was highly interactive with students vigor-
ously debating the issues within and at times outside their
teams.
Serious consideration should be given to how
Greenhill College’s financial decision-making reflects the
teachings of Scripture. A suggested teaching approach
would be to include how the scriptural imperatives to treat
people fairly, pay a fair wage, and to be good and faith-

ful stewards of God-provided resources should impact the
budget management process.
Learning Outcomes
1. Students should further develop their understanding
of systems thinking in their decision-making (Senge,
1990). The idea that organizational decisions are not
made in isolation, but rather are interrelated is a crit-
ical concept for students to learn in this case study.
2. Students will learn how financial and non-financial
data impacts an organization’s decisions, and that it is
critical to analyze and give appropriate weight to both.
3. Students will see the value and productivity of work-
ing in teams and how each member has something
to contribute.
4. Students will develop critical analysis and critical
thinking skills and learn the value of using these to
support a position.
Discussion Questions and Issues for Consideration
1. What are the critical issues and how would you effec-
tively address them?
2. How might Greenhill’s financial pressures impact
organizational culture?
3. What might be some examples and ramifications of
Greenhill making isolated rather than interrelated
decisions in its attempt to solve the current crises?
(systems thinking in organizations)

4. What might be some examples and ramifications of
Greenhill making interrelated rather than isolated
decisions in its attempt to solve the current crises?
(systems thinking in organizations)
5. What might be the value of the Blue Ribbon Task
Force on Greenhill’s culture and morale?
6. How would you utilize critical thinking and analysis
to address the financial and other pertinent issues
facing Greenhill College?
7. How might Greenhill College’s leadership faithfully
integrate the biblical principles of financial manage-
ment and stewardship of God provided resources in its
budgeting process and institutional decision making?
R E F E R E N C E S
Connellan, T.K. (2003). Bringing out the best in others. Austin:
Brad
Press.
Eble, K. E. (1976). The craft of teaching. San Francisco:
Jossey-Bass
Publishing.
Herzberg, F. (2002). One more time: How do you motivate
employees?
Cambridge: Harvard Business School Publishing.
Kreitner, R., & Kinicki, A. (2010). Organizational behavior.
New
York: McGraw-Hill Irwin Publishing.

Nicholson, N. (2003). How to motivate your problem people.
Cambridge: Harvard Business School Publishing.
Senge, P. M. (1990). The fifth discipline. New York:
Doubleday.
Van De Werf, M. (2008). Financial uncertainty and the
admissions
class of 2008. Washington, D.C.: Chronicle Research Services.
Weiner, M. (1990). Improving college teaching. San Francisco:
Josey-
Bass.
Barram — Case Study: Greenhill College
42 CBAR Spring 2011
Revenues
Educational and general
Student tuition undergraduate
Student tuition graduate
Government grants
Private gifts and grants
Endowment income
Other revenues

Total educational and general revenues
Auxiliary enterprises
Total revenues
Expenditures
Educational and general
Academic instruction
Academic support
Student services
Student life
Intercollegiate athletics
Institutional support
Advancement
Contingency fund
Summer facilities projects
Auxiliary enterprises
Total expenditures
Excess (deficit) of revenues over expenditures
Appendix A: Statement of Current Fund Revenues and

Expenditures
2009/2010
(ending June 30)
2010/2011
(ending June 30)
42,892,155
5,838,000
350,000
1,200,000
850,000
200,000
51,330,155
6,165,824
57,240,979
29,000,000
1,900,000
2,900,000
1,900,000
1,900,000

5,000,000
1,900,000
500,000
1,100,000
10,100,000
56,200,000
1,584,350
41,128,780
5,721,240
400,000
900,000
800,000
250,000
49,200, 020
6,840,000
56,040, 020
29,300,000
2,000,000

2,950,000
2,100,000
2,000,000
5,200,000
1,900,000
500,000
1,225,000
11,010,000
58,185,000
-2,144,980
Academic Instruction
School of Liberal Arts
School of Business
School of Education
School of Science
Total

Academic Support
Library
Faculty professional
growth
Academic administration
Graduation
Total
Student Services
Admissions UG
Orientation
Admissions GR
Student financial services
Registrar
Other/Admin/Assessment
Total
Student Life
Campus ministries
Dean of students
Associate dean

Orientation
Health and counseling
center
Academic learning center
Security
Multicultural services
Career development center
Intramural athletics
Housing programs and
services
Total
Appendix B: Greenhill College Summary of General
Educational Expenses
2009/2010
(ending June 30)
2010/2011
(ending June 30)
12,192,000
5,210,000
5,361,000

6,237,000
29,000,000
1,100,000
396,000
332,000
72,000
1,900,000
1,000,000
12,000
400,000
832,000
600,000
56,000
2,900,000
125,000
316,000
168,000
78,000

256,000
192,000
278,000
77,000
197,000
186,000
27,000
1,900,000
12,200,000
5,320,000
5,443,000
6,337,000
29,300,000
1,150,000
406,000
362,000
82,000
2,000,000

1,200,000
17,000
425,000
582,000
670,000
56,000
2,950,000
155,000
326,000
188,000
98,000
276,000
202,000
298,000
97,000
207,000
206,000
47,000

2,100,000
Intercollegiate Athletics
Institutional Support
Executive management
General administration
External relations
Total
Advancement
Plant Operations
Plant administration
New construction
Building maintenance
Mechanical and electrical
Grounds
Custodial services
Utilities
Environmental /Safety
Total

Allocated across
departments
Personnel Benefits
Social security
Retirement
Medical insurance
Worker’s compensation
and insurance
Unemployment
Life & disability insurance
Tuition Remission
Total
Allocated across
departments
Contingency Fund
Summer facilities projects
Auxiliary Enterprises
Total Educational and
General Expenditures
2009/2010
(ending June 30)

2010/2011
(ending June 30)
1,900,000
2,380,000
1,800,000
820,000
5,000,000
1,900,000
510,000
175,000
910,000
780,000
495,000
853,000
975,000
2,000
4,700,000
0

1,350,000
1,250,000
2,300,000
175,000
5,000
127,000
1,600,000
6,807,000
0
500,000
1,100,000
10,100,000
56,200,000
2,000,000
2,480,000
1,900,000
820,000

5,200,000
1,900,000
520,000
225,000
940,000
795,000
515,000
870,000
995,000
2,000
4,862,000
1,400,000
1,300,000
2,500,000
195,000
4,000
130,000
1,700,000

7,229,000
500,000
1,225,000
11,010,000
58,185,000
44 CBAR Spring 2011
Housing
Revenues
Expenditures
Personnel Costs
Program costs
Total expenditures
Excess (deficit)
Food service
Revenues
Expenditures
Personnel costs

Program costs
Other costs
Total expenditures
Excess (deficit)
College bookstore
Revenues
Expenditures
Personnel costs
Program costs
Other costs
Total Expenditures
Excess (deficit)
Conferences
Revenues
Expenditures
Personnel costs
Program costs
Other costs

Total expenditures
Excess (deficit)
Total Auxiliary Enterprises
Revenues
Expenditures
Excess (deficit)
Appendix C: Auxiliary Enterprises
2009/2010
(ending June 30)
2010/2011
(ending June 30)
11,585,695
349,999
4,409,305
4,759,304
6,826,391
3,792,847
130,000
3,500,000

150,264
3,780,264
12,583
887,152
100,000
940,432
50,000
1,090,432
-203,280
289,000
225,000
225,000
20,000
470,000
-181,000
10,100,000
16,554, 695
10,100,000

6,454, 695
11,110,112
260,000
5,600,000
5,860,000
5,250,112
5,489,888
130,000
3,700,000
200,000
4,030,000
1,459,888
950,000
75,000
700,000
50,000
825,000
125,000

300,000
100,000
175,000
20,000
295,000
5,000
11,010,000
17,850,000
11,010,000
6,840,000
Business
Nursing
Elementary Education
Psychology
Biology
Engineering

Art
Writing
Consumer Science
Accounting
Physical Education
Media Communications
Religion
Sociology
Chemistry
Mathematics
English
Computer Science
Athletic Training
Social Work
History
Spanish
Organizational
Communication

Economics
International Studies
Music
Theatre
Philosophy
Total UG Enrollment
Appendix D: Undergraduate Majors as a Percentage of
Undergraduate Enrollment
2009/20102010/2011
Number
225
195
135
102
101
93
71
61
61

59
54
60
68
52
51
48
45
25
32
29
27
26
21
14
14
8
6

6
1571
Majors 2007/20082008/2009
Percentage
13.321%
11.545%
7.993%
6.039%
5.980%
5.506%
4.204%
3.612%
3.612%
3.493%
3.197%
0.030%
3.000%
3.079%

3.020%
2.842%
2.664%
1.480%
1.895%
1.717%
1.599%
1.539%
1.243%
0.829%
0.829%
0.474%
0.355%
0.355%
Number
215
188
130

95
95
85
67
57
59
55
51
52
49
49
38
49
48
38
31
28
28

19
16
9
9
7
5
5
1698
Percentage
13.633%
11.921%
8.244%
6.024%
6.024%
5.390%
4.249%
3.614%
3.741%

3.488%
3.234%
3.297%
3.107%
3.107%
2.410%
3.107%
3.044%
2.410%
1.966%
1.776%
1.776%
1.205%
1.015%
0.571%
0.571%
0.444%
0.317%

0.317%
Number
210
100
120
88
88
78
65
56
58
50
48
45
45
42
35
42

49
37
30
25
27
17
19
7
8
6
5
4
1404
Percentage
14.957%
7.123%
8.547%
6.268%

6.268%
5.556%
4.630%
3.989%
4.131%
3.561%
3.419%
3.205%
3.205%
2.991%
2.493%
2.991%
3.490%
2.635%
2.137%
1.781%
1.923%
1.211%

1.353%
0.499%
0.570%
0.427%
0.356%
0.285%
Number
195
90
100
65
75
68
61
65
65
45
39

41
40
39
32
39
47
44
29
21
27
16
18
8
5
10
4
5
1293

Percentage
15.081%
6.961%
7.734%
5.027%
5.800%
5.259%
4.718%
5.027%
5.027%
3.480%
3.016%
3.171%
3.094%
3.016%
2.475%
3.016%
3.635%

3.403%
2.243%
1.624%
2.088%
1.237%
1.392%
0.619%
0.387%
0.773%
0.309%
0.387%
46 CBAR Spring 2011
Business
Nursing
Psychology
Biology

Engineering
Art
Writing
Consumer Science
Accounting
Physical Education
Religion
Sociology
Mathematics
English
Chemistry
Computer Science
Athletic Training
Social Work
History
Spanish
Organizational

Communication
Economics
Music
Theatre
Philosophy
Appendix E: Undergraduate Enrollment and Retention Data
for the University and by Academic Department, Last Four
Years
2009/20102010/2011
225
195
135
102
101
93
71
61
61

59
54
60
68
52
48
45
51
25
32
29
27
26
21
14
14
8
6

6
Majors 2007/20082008/2009
215
188
130
95
95
85
67
57
59
55
51
52
49
49
49
48

38
38
31
28
28
19
16
9
9
7
5
5
210
100
120
88
88
78

65
56
58
50
48
45
45
42
42
49
35
37
30
25
27
17
19
7

8
6
5
4
195
90
100
65
75
68
61
65
65
45
39
41
40
39

39
47
32
44
29
21
27
16
18
8
5
10
4
5
Business
Nursing

Psychology
Biology
Engineering
Art
Writing
Consumer Science
Accounting
Physical Education
Religion
Sociology
Mathematics
English
Chemistry
Computer Science
Athletic Training
Social Work

History
Spanish
Organizational
Communication
Economics
Music
Theatre
Philosophy
Total
Appendix F: Academic Department Full Time Equivalent
Faculty
2009/20102010/2011
9
9
8
5
5
5

4
4
4
2
4
3
6
3
3.5
3
3
2
3
3
4.5
3
3
3

1
5
2
1
110
Majors 2007/20082008/2009
9
7
9
4
5
5
3
4
4
2
4
3

5
3
3.5
3
3
2
3
3
3.5
2
3
2
1
5
2
1
104
8

6
8
3
4
4
3
3
4
2
3
2
4
2
3
3
3
3
2

2
3
2
3
2
1
4
2
1
90
7
5
7
3
4
4
2
3

4
2
3
2
3
2
3
2
2
3
2
2
3
2
2
2
1
3

1.5
.5
80
48 CBAR Spring 2011
Religion
Business
Nursing
Psychology
Biology
Engineering
Art
Literature
Consumer Science
Accounting
Physical Education
Sociology

Mathematics
Writing
Chemistry
Computer Science
Athletic Training
Social Work
History
Spanish
Cinema and Media
Organizational Comm
Economics
Music
Theatre
Philosophy
Appendix G : Academic Department Full Time Equivalent
Faculty
Majors 5 year change %2010/2011
5600

3200
1700
1400
2888
2584
1150
2200
2088
1350
1227
703
2056
2210
1523
1822
449
1573
577

2400
837
748
1914
1160
200
1863
679
843
30%
58%
N/A
-59%
35%
18%
102%
29%
10%

67%
62%
-63%
25%
43%
37%
18%
-34%
65%
45%
0%
24%
162%
38%
37%
-41%
45%
7%

-9%
Appendix H: Greenhill College Organizational Chart
Board of Trustees
President
VP Finance
Associate Director
Finance
Director of
Physical Plant
Institutional
Technology
Human Resources
Security
Provost
Associate Provost
Faculty
Development
College Deans

Athletics
Library
Registrar
Financial Aid
Admissions
Student Financial
VP Advancement
Development
University Relations
VP Student Life
Residence Life
Food Service
Campus Ministries
Health and
Counseling
Academic Resource
Center
Student Leadership
VP Communication

Public Relations
Marketing
CASE STUDY GUIDELINES
Abstract (75-100 words): on separate page
Introduction:
Overview of the organization
Identify the type of business organization and strategies
Key players
Competitors
Organizational Structure
Organizational Strategy (low cost; differentiation; etc.)
Body: (Label headings according to subject/content)
Identify problems, issues, variables, and relationships related to
the case
Discuss problems and List symptoms
Isolate critical issues
Conduct SWOT analysis and discuss the components
Strengths
Weaknesses
Opportunities
Threats
Closing:
Summary
Discuss solutions and alternative solutions
Discuss Christian and ethical repercussions within the context
of the case
Make recommendations
Offer a plan for implementation
Determine measurements for effectiveness and efficiency

Logical conclusion
References
points)
A Format
CASE STUDY PAPER RUBRIC
Campbellsville Unlversity School of Buliness and Economics
l. Compleæd in word
application, typed, double
spaced, on standard süc
paper with margins of one
iuch on all sides. Comolies
fi:lly with the assigrureut.
(10 poinrs)
2. Ruuing hoad and page
number ia upper right-haod
comer with five spaces
botween runaing head ard
page number. Complies
firlly with the assignmenr
(I0 poins)
3. On separate page, the
word "Abstract,' cente¡ed oD
paper followed by 75-100
word overvieu Comolies
fully with rhe assignnent.
( 10 points)
4. Major headiags oentered

on page. Every word
capiblized excspt articles,
short prepositions, and
coordinating conjuactions.
Complies fully with rhe
assiFment. (5 points)
Levels of Achievement
L Completed ia word
application, typed double
spaccd, on standard sizo
papor with margix of one
inch on all sides. Complios
mosdy with the assignmenl
(8-9 points)
2. Runniug hoad and page
nunber in upper right-hand
oomer wità five spaces
botween ruaning head and
mosdy with the assigarnent.
(8-9 points)
word "Abstracf' centered o¡
paper followed by 75- I 00
word overview. Complies
mostly ¡¡ith tàe assignment.
(8-9 points)
4. Major headings centered
on page. Every word
capiølizod oxcept artioles,

coordinating conjunctions.
Complies mostly with the
assigunent. (4 points)
l. Completed in word
application, typed, double
.spaced, on standard size
paper wit! margirc of one
iaoh on all sidos. Complies
adoqustely witl the
assigamenl (7 points)
2. Running head ald page
nunber in upper right-haad
corner with fivc spaoes
betweeu ruDljng head a¡d
adequately with the
assigDment (7 points)
3. Oa separate page, the
word "Abstraof' centered oD
paper followed by 75-100
word overview. Complies
adequatcly wirh tbe
assigDmenL (7 poiats)
on page. Every word
capitalized exccpt articles,
coordinating oorjunctions.
Complies adequately with
the assiguent. (3 points)

Unacceptable
l. Completed in word
applicatioo, t¡'ped, double
spaced, on sta:rdard size
paper with margias of one
inch on all sides. Does not
comply adequaæly with tbe
assignment (<7 points)
2. Runaing head and page
aumber in upper right-haad
comer with five spaces
between runaing head and
page number. Does rtot
comply adequaæly with the
assig xenL (<7 points)
wo¡d "Abstract" centered
on paper followed by 75-
100 word overview. Does
not comply âdequately u¡it¡
the assig¡meût (<7 poinæ)
on page. Every word
capitalizod excclrt articles,
coordinating conjunctions.
Does not comply with the
assignûrent (<3 points)
5. Visuals labeled with a¡
A¡abic nume¡al a¡d include

title on separate lines above
the visual flush left. Sou¡co
provided below the øble
flush left. Complies firlly
with the assiFrtrent.
(5 poiats)
6. References on sqlarate
(last) page, title conteröd
one inch from top, double
spaced, and alphabetized by
last name ofautho¡s. If
author is unkrow¡,
alphabotize by first word of
tbe tide (excluding A, An,
The). References properly
used in the text and on
roference page. Complies
firlly with the assignment
(10 points)
CASE STUDY PAPF'R RUBRIC
Campbellsville University School of Business and Economics
5. Visu¿ls labeled with an
A¡abic numeral and i¡clude
title on scparate lines above
tho visual flush left. Sou¡ce
provided below the table
flush leñ, Complios mostly
with the assignnent.
(4 poilts)
6. Reforences on se,parate
(last) page, title certered
oae inch ûom top, double

spaced aad alphabotÞed by
last nan¡e of autho¡s, If
autho¡ is u¡loo¡.¡,
alphabetiza by first word of
the tide (excluding A, An"
The). References properly
used in the text and on
reforence page. Complies
mostly with the assignment,
(8-9 points)
Content (50
points)
). V$uals labeled ¡¡ith, a¡
A¡abic ¡r¡mer¿l and i¡clude
tite on separaæ lines above
the visual flush left. Sou¡ce
flush left. Complies
adequately with the
assigDrnenl (3 poi*s)
6. Referenoes on scparate
(last) page, title coatered
spaced, and alpbabetized by
last name ofauthors. If
author is unknow4
alphabotize by first word of
the title (excluding , A.n,
The). Roferences properþ
usod in the æxt a¡d o¡
reference pagc. Complies
adoquately with the
assignment (7 points)

1. Provides oompelling
supporting a¡guments,
ovideace, ald exanplos
presented in the case study.
(10 points)
2. Is free oferro¡s in
gramrnar, punctuation, word
choioe, spellhg and format.
(15 points)
5. Visuals labeled with an
Ar¿bic numeral and include
tidé on separate lines above
the visual flush left. Sou¡ce
flush left. Does not comply
with the assignnenr
(<3 poins)
6, R€feretrces on separ¿te
(last) page, title c€nt€red
spaccd and alpbabetÈed by
last ¡ame ofautho¡s. If
author is unhowa,
alphabetize by first word of
the title (exclu¡ing 4 4q
The). References properþ
used in the text and o¡
reference pago, Docs not
comply with the
assignment (<7 points)
l. Providcs adequate

zupporting arguments,
evideuce, and examples
presented in t¡.o case study.
(8-9 poi¡ts)
2. Contai¡S mi¡imal crrorS
in gnmmar, punctuation,
word choice, spelling and
formar (12-14 poinb)
¡. ,Prol'ldes med.iosre
supporting a¡gumcDts,
evidenoe, aad examples
preseatcd ir the case study.
(7 pôiots)
2. Co¡tai¡s numorous srro¡s
in grammar, puactuation,
word choice, çelling aud
format which are distracting
to tåc readc¡. (9-1 1 points)
i. Providas inadequate
supportingargumcnts,
evideacc, aad cxanples
presented iD the case study.
(<7 points)
2. Cont¿ins numerous errors
il g¡amroar, punctuation"
word choice, spelling and
format which confi¡se the
rcader. (<7 poiDts)

rtent Cont'd
chart, table, or map to
illusûate something in the
pape¡. (10 poi¡rs)
4. Recognize an ethical
issue from the case study or
Êom ¡ese¿¡ch ofthe
company. Evalu¿te this
issue &om a Christiar point
of view. Coraplies fi.rlly
with tåe assignmenl
(5 poi¡ts)
5. The introduotio¡, body
and conclusion ofthe paper
a¡e sound.
( l0 poiats)
CASE STIIDY PAPER RUBRTC
Campbellsville University Schoot of Busi¡ress and Economics
cha:t, lable, or map to
illusn-ato soo.ethi.ng in the
paper. (8-9 points)
4. Reoognize an ethical
issue Êom the case study or
from resea¡ch of the
oompany. Evaluate tlis
issue from a Christian point
of view. Complies mostly
with the assignment,
(4 points)
5. The intoductioq body

and conclusion ofthe paper
aro adequate.
(8-9 points)
not adequately illustate the
htent intended pu+ose.
(7 points)
iszue Êom the case study or
Êom resea¡ch ofthe
company. Evaluate this
issue ûom a Christian point
of view. Complies
adequaæly with the
assigûnoDL (3 poiats)
5. Has partial or inadequaæ
iatoduction, bod¡ or
conclusion.
7 points)
t¿ble, or map to illustrate
something in the paper.
(<7 poinæ)
issue Êom the case study or
from resea¡ch ofthe
Company. Evaluate this
issue from a Christian point
ofview. Does not conply
wilh the assiguent. (<3
points)
5. The introduction, body

and conclusion of the paper
a¡€ iDadequate. (<? points)
Ðoes Dot include a
Research Writing Assignment
English 1302
Immersed in an academic writing situation, problem
solvers begin from a pointof view, rely on
inductive
analysis, and communicate findings through descriptive
writing skills to develop a viable and
logical theory.
Objectives
• Utilize analytical writing form and MLA research
style
• Ensure well-developed paragraphs and paper
coherence
• Navigate the research writing process
Writing Process
1. Complete assigned lessons in eCampus
2. Complete a rough draft
3. Complete the Peer Review Assignment before
the deadline (online students only)
4. Visit the Writing Center for revision and extra-
credit

5. Submit your final composition to eCampus before
the deadline
Required Skills
Demonstrate inductive analytical form, theory
building, smooth flowing sentences and transitions,
valid
documentation, and accurate source citations in MLA
formatting.
Required Sources
You are required to cite at least five sources, one
from each of the following categories:
One observation source: Observe the setting
and people involved in your research project,
create notes of your observations, and quote
thesenotes.
One interview source: Interview an expert related
to your research project, transcribe your
questions and your interviewee’s answers into an
interview transcript,and quote your
interviewee.
One book source: Find and cite one book from a
library or bookstore.
One peer-reviewed article sources: Find and cite
one peer-reviewed journal article from the
library’s database. Newspapers, magazines,
encyclopedias, dictionaries, and websites are not
peer-reviewed.

One photo, artistic representation, graph, table, or
similar visual source:
Embed and cite a visual image as a source.
DO NOT COPY IMAGES FROM THE
INTERNET. Create
your own photograph, illustration, table, or graph.
Source Verification Requirement
You are required to verify your sources by
attaching your observation and interview transcripts
and
photographs of your book pages and journal article
pages. Please complete the following:
• Create your observation and interview transcripts in
MS Word and attach them behind your
Works Cited page.
• Photograph the title page and all pages you are
citing from your book source and journal article.
• Highlight the text you are citing from your book
and journal article using your choice of
software.
If I cannot locate and match your source
text to your citations, then I will assume you
are

plagiarizing.
• Paste your verification images to the end of
your composition, behind your observation and
interview transcripts following your Works Cited
page.
Format
Write a minimum of 1200 words and a
maximum of 1500 words (4 to 5 double
spaced pages) according
to MLA guidelinesfor research papers. Include
a Works Cited page, but do not include
a cover page.
Submission
1. Save your paper as a MS Word file with
the following title: Last name-First name-
Research (Smith-
John-Research).
2. Click the “Submit Compositions” button in
eCampus, click the submission link, and upload
your
digital file before the deadline published in our
syllabus.
Penalties
Compositions will be penalized or rejected without
grading in the following cases:
• Plagiarized paper

• Does not address the topicand/or objectives
• Late or missing submission to eCampus
• Incorrectly formatted (incorrect file format and/or
rhetorical form)
• Missing documentation (missing sources, missing Works
Cited page, missing in-text citations)
• Missing source verification (missing transcripts
and/or missing photographed sources)
• Unverifiable sources (no highlighting to match
sources and/or I cannot match sources)
• Missing one or more of the required sources
Extra-credit
Visit NLC’s Writing Center, work with a tutor,
capture a photograph of the tutor’s stamp,
and email me
your image.
Topics
See the next page
TRADITIONAL and SAGE Research Project Topic
Choices
You are required to choose one of the following
research options. If the following descriptions

do not meet
your needs, please ask for clarification or propose
an adjustment before proceeding with your
project.
Research an Interesting Person
Research aspects of a person’s life experience either in the past
or the present. This should be something
unique, extraordinary, or impressive. Focus on discovering and
understanding how this person experienced or
is experiencing life. For example, you may ask the question,
“How does Jenny experience cancer, and what
does survival mean for her?” Include a photo or artistic
representation of Jenny living through her health
challenge. Do not tell Jenny’s life story; rather, focus on how
and why her experience with cancer shapes her
life, creates an identity for her, and helps her know herself.
Other ideas include researching a person who volunteers at a
prison, a food pantry, or an animal sanctuary. You
may research a person with an exceptionally dangerous job, a
former inmate who now helps convicts assimilate
into society, a person who lobbies politicians, or a person who
fights climate change. Maybe you would like to
research a person with a very interesting hobby such as
skydiving (unless you are too chicken to try it). Capture
photos or create artistic interpretations of the experience.
SAGE students must choose a person doing something
interesting for the environment or humanity.
Research an Interesting Space, Place, or Environment
Go to a park, a wildlife sanctuary, the Apple Store, a building, a
bus depot, a homeless shelter, or any
interesting place. Observe the environment and begin to

discover and understand this place. Observe your
relationship or another person’s relationship to this space and
interview that person interacting and living in this
space. For example, you may ask, “How do North Lake College
students experience the college’s landscape?”
Search your own perceptions and discover how other students
see the landscape. Or, you may ask, “How does
the city council view the downtown park?” The park may be a
potential source of income (the city can charge
visitors a fee), but a homeless person sees the park as shelter.
You may see the park as a second home, a place
where you play basketball with your friends. What do these
various perspectives mean? Research the meaning
of this space by creating and capturing images.
This topic is a SAGE qualified research topic and addresses
environmental and social sustainability
Research an Interesting Event
Reflect on an interesting event you experienced in the past or
you are currently experiencing now. This may
include a concert, a Quinceanera, an awkward wedding, a
shocking funeral, immigration to America, a political
rally, a protest, a near death experience. Please do not research
your summer vacation; rather, research how and
why an interesting event is shaping your life, provides meaning
to you, and helps fashion your identity. You
may ask, “How do I experience Beyoncé concerts?” Consider
who you go with, when and why you go with
particular people, and how you might think or feel both at the
concert and after the concert. You may use old
photos or capture new ones as artifacts.
This topic is a SAGE qualified research topic and addresses self
and social sustainability

Official NLC English Department Research Rubric
Criteria Unacceptable (0-7) Developing (8-13) Average (14-
15) Good (16-17) Exemplary (18-20)
Topic/
Thesis/
Content
Lacks a debatable
thesis. Topic is
inappropriate for the
assignment
Represents a
seemingly random
collection of
information.
A debatable claim is
not evident.
Analysis is vague
or not evident
and/or the
paragraphs are not
well developed.
Reader is confused
or may be
misinformed. Topic
may be

inappropriate for
the assignment
Thesis is focused
on an appropriate
topic and is
adequately stated.
Essay’s purpose is
evident and
paragraphs are
well developed.
Information
supports an
argument but
sometimes may
drift off point.
Analysis is basic or
general. Reader
gains a few
insights.
Thesis is clearly,
logically, and effectively
stated and developed.
Essay achieves its
purpose. Information
provides reasonable
support for an argument
and displays evidence of
a basic analysis of a
significant topic. Reader
gains some meaningful
insights. Shows
imagination in its
approach to its topic.

Creatively, clearly, and
logically states and
develops its thesis and
achieves its purpose.
Presents clear, logical,
and thought-provoking
ideas. Balanced
presentation of relevant
and legitimate
information that clearly
the argument and shows a
reasoned in-depth
analysis of a significant
topic. Reader gains
important insights.
Organization Illogically organized.
The reader cannot
identify a line of
reasoning and loses
interest.
The writing is not
logically organized.
Frequently, ideas
fail to make sense
together. Lacks
transitions.
The writing is
arranged logically
and uses adequate
transitions,
although
occasionally ideas

may fail to make
sense together. The
reader is clear
about what the
writer intends.
Ideas are arranged
logically and clearly
linked to each other to
support the argument so
the reader can follow the
line of reasoning.
Consistently employs
appropriate transitions.
The ideas are arranged
logically to support the
argument. They flow
smoothly from one to
another and are clearly
linked to each other. The
reader can follow the line
of reasoning. Uses
surprising but appropriate
transitions.
Quality of
References
There are virtually no
sources that are
professionally
reliable. The reader
seriously doubts the
value of the material
and stops reading.

Many of the
sources are
questionable or are
incorrectly used.
The reader
questions the value
of the material.
Some of the
references are from
sources that are not
peer-reviewed and
have uncertain
reliability. The
reader doubts the
accuracy of some of
the material
presented.
Although most of the
references are
professionally legitimate,
a few are questionable
(e.g., trade books, popular
magazines, etc.). The
reader is uncertain of the
reliability of some of the
sources.
References are primarily
peer- reviewed
professional journals or
other approved. The
reader is confident that
the information and ideas

can be trusted.
Use of Sources/
MLA
Documentation
References are
missing or incorrectly
used. Information is
cited to the wrong
source or is
plagiarized. No
adherence to MLA
guidelines. No
Work Cited page.
References are
seldom cited to
support statements.
Attribution and
quotation marks
are missing where
required.
Inaccurate Work
Cited page. Lack
of adherence to
MLA guidelines
undermines
integrity of essay.
Attribution usually
given, but some
statements may be
undocumented
causing confusion
about the source of

some information
and ideas. Work/s
Cited may contain
inaccuracies which
do not compromise
the integrity of
essay.
Professionally legitimate
sources that support
claims are generally
present and attribution is,
for the most part, clear
and fairly represented.
Consistent adherence to
MLA guidelines; accurate
Works Cited page.
Compelling evidence
from professionally
legitimate sources
supports claims.
Attribution is clear.
Consistent adherence to
MLA guidelines; accurate
Work Cited page.
Grammar/
Mechanics
Contains errors in
spelling, punctuation,
and grammar that
interfere with
understanding.

Contains distracting
errors in spelling,
punctuation, and
grammar that
reduce
understanding.
Contains few
errors in spelling,
punctuation, and
grammar.
Contains infrequent
errors in spelling,
punctuation, and/or
grammar.
Writing is free from
distracting errors in
spelling, punctuation, and
grammar.

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