Fiscal Year 2015-16 Accountability Report

The University of South Carolina Upstate reports to the Office of State Budget its annual accountability report that includes an executive summary, a description of the leadership system, customer focus and satisfaction and other performance criteria, mission, and program descriptions and budgets.

Fiscal Year 2015-16 Accountability Report

Each year the South Carolina Vocational Rehabilitation Department produces an annual accountability report for the South Carolina General Assembly and the Budget and Control Board. Included is an executive summary, organizational profile, and discussion of the elements of the Malcolm Baldrige Award criteria.

Fiscal Year 2015-16 Accountability Report

This annual accountability report of the Workers' Compensation Commission includes the background of the Commission, the organizational structure, major achievements, a summary of revenues and expenditures and strategic planning.

Fiscal Year 2015-16 Accountability Report

Each year the Wil Lou Gray Opportunity School produces an annual accountability report for the South Carolina General Assembly and the governor.

Fiscal Year 2015-16 Accountability Report

Winthrop University annually presents an accountability report to the governor and General Assembly with descriptions and budget of each program, objectives, and performance measures.

Fiscal Year 2015-16 Accountability Report

The South Carolina Retirement System Investment Commission reports to the Office of State Budget its annual accountability report that includes an executive summary, a description of the leadership system, customer focus and satisfaction and other performance criteria, mission, and program descriptions and budgets.

Integrated Marketing Communication (IMC): New Discipline with an Old Learning Approach: A Syllabi Analysis

Marketing communications as a discipline has changed significantly in both theory and practice over the past decade. But has our teaching of IMC kept pace with the discipline changes? The purpose of this paper is to explore how far the evolving concepts of IMC are reaching university learners. By doing this, the paper offers an approach to assessing how well marketing curricula are fulfilling their purpose. The course outlines (syllabi) for all IMC courses in 30 universities in Australia and five universities in New Zealand were analyzed. The findings suggest that most of what is taught in the units is not IMC. It is not directed by the key constructs of IMC, nor by the research informing the discipline. Rather, it appears to have evolved little from traditional promotion management units and is close in content and structure to many introductory advertising courses. This paper suggests several possible explanations for this, including: (1) a tacit rejection of IMC as a valid concept; (2) a lack of information about what IMC is and what it is not; and (3) a scarcity of teaching and learning materials that are clearly focused on key constructs and research issues of IMC.