Faculty Profile

Casey Schwab

Title
Professor
Department
Accounting
College
College of Business

    

Education

PhD, University of Texas at Austin, 2009.
Major: Accounting
BS, Texas Tech University, 2002.
Major: Accounting
MSA, Texas Tech University, 2002.
Major: Accounting

Current Scheduled Teaching*

ACCT 5390.001, Taxes and Business Strategy, Fall 2021 Syllabus

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

ACCT 4320.001, Federal Income Taxation II, Spring 2021 Syllabus SPOT
ACCT 5900.001, Directed Study, Fall 2020 Syllabus

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Journal Article
Schwab, C., B., Xia, J. (2021). What Determines ETRs? The Relative Influence of Tax and Other Factors. Contemporary Accounting Research. https://doi.org/10.1111/1911-3846.12720
Dhaliwal, D., Goodman, T., Hoffman, P., Schwab, C. (2021). The Incidence, Valuation and Management of Tax-related Reputational Costs: Evidence from a Period of Protest. Journal of the American Taxation Association.
Nessa, M., Schwab, C., Stomberg, B., Towery, E. M. (2020). How do IRS Resources Affect the Corporate Audit Process?. The Accounting Review. 95(2), 311-338.
Ayers, B. C., Call, A. C., Schwab, C. (2018). Do Analysts' Cash Flow Forecasts Encourage Managers to Improve the Firm's Cash Flows? Evidence from Tax Planning. Contemporary Accounting Research. 35(2), 767-793.
Edwards, A., Schwab, C., Shelvin, T. (2016). Financial Constraints and Cash Tax Savings. The Accounting Review. 91(3), 859-881. http://dx.doi.org/10.2308/accr-51282
Bratten, B., Jennings, R., Schwab, C. (2016). The accuracy of disclosures for complex estimates: Evidence from reported stock option fair values. Accounting, Organizations & Society. 52, 32-49. http://dx.doi.org/10.1016/j.aos.2015.09.001
Ayers, B., Schwab, C., Utke, S. (2015). Noncompliance with Mandatory Disclosure Requirements: The Magnitude and Determinants of Undisclosed Permanently Reinvested Earnings.. The Accounting Review. 90(1), 59-83. http://dx.doi.org/10.2308/accr-50853
Bratten, B., Jennings, R., Schwab, C. (2015). The Effect of Using a Lattice Model to Estimate Reported Option Values. Contemporary Accounting Research. 32(1), 193-222. https://onlinelibrary.wiley.com/doi/abs/10.1111/1911-3846.12067
Mills, L., Nutter, S., Schwab, C. (2013). The Effect of Political Sensitivity and Bargaining Power on Taxes: Evidence from Federal Contractors.. The Accounting Review. 88(3), 977-1005. http://dx.doi.org/10.2308/accr-50368
,
Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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