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Barry Ellis, Ph.D.
R. Barry Ellis currently serves as a professor in the Department of Finance. Through his role, he teaches, advises and mentors students and evaluates student performances. Ellis is the faculty mentor for the CFA Investment Research Challenge team. Ellis graduated from Baylor University in 1974 with a BBA in Economics and Finance. He earned his doctorate in Finance from the University of North Texas in 2000.
Ellis grew up in Texas and moved to Edmond, Oklahoma, in 2007.
- FIN 4213, Investments
- FIN 3563, Fund of Bus Finance
- FIN 3603, Financial Statement Analysis
Education and Certifications
Ph D, University of North Texas, 2000.
Dissertation Title: "What Insight Do Market Participants Gain from Dividend Increases?"
MBA, East Texas State University, 1980.
BBA, Baylor University, 1974.
Major: Economics and Finance
Chartered Financial Analyst, CFA Institute. (November 9, 2007 - Present)
- Professor, University of Central Oklahoma. (August 2016 - Present).
- Associate Professor, University of Central Oklahoma. (August 2012 - August 2016).
- Assistant Professor, University of Central Oklahoma. (August 2007 - August 2012).
- Professor, Southwest Baptist University. (August 2001 - July 2007).
- Visiting Assistant Professor, Texas Woman's University. (August 2000 - July 2001).
- Assistant Professor, Southeastern Oklahoma State University. (August 1982 - June 2000).
- Instructor, Amarillo College. (August 1980 - July 1982).
Honors and Awards
- Faculty Newcomer of the Year, Southwest Baptist University. (2002)
- Faculty Senate Recognition Award for Excellence in Teaching, Southeastern Oklahoma State University. (1998)
In his free time, Ellis enjoys running and mathematics.
Professional and Community Involvement
Ellis has been actively involved with the CFA Society Oklahoma since 2007. He is an associate deacon at Highland Park Baptist Church in Edmond, Oklahoma.
Research, Published Work, and Scholarly Activities
- Black, S., Ellis, R. (2010). Evaluating the Level of Critical Thinking in Introductory Investments Courses.Academy of Educational Leadership Journal, 14(4), 99-106. http://www.alliedacademies.com
- Jung, M., Ellis, R., Epplin, M. (2010). Effects of Call Provisions and Sale and Lease-back Restrictions on Agency Costs of Debt. International Journal of Business Accounting and Finance, 4(2, Summer 2010). iabpad.com
- Jung, M., Ellis, R., Epplin, M. (2009). Can Agency Costs be Reduced Without Explicit Protective Covenants? The Case of Restrictions on the Sale and Lease-back Arrangements. Journal of Business and Behavioral Science, 21(1), 118-129. http://www.asbbs.org/publications.htmlConference Proceedings
- Krishnan, V. Sivarama, Ellis, R. (2010). In Jean Heck (Ed.), Berkshire Hathaway: A Successful Conglomerate and not just a Mutual Fund! (2010th ed., vol. 11, pp. 12 pages). Journal of the Academy of Business Education. http://www.abe.sju.edu/krishnan.pdf
- Ellis, R. (2008). In David Wesley Whitlock and Gordon Dutile (Ed.), “Capital Rationing and the Fall” in A Noble Calling, Devotions and Essays for Business Professionals (pp. 209). Eugene, OR: Wipf and Stock Publishers. http://www.wipfandstock.com
- Ellis, R. (2008). In Dr. Charles S. Kelley, Dr. Steve W. Lemke (Ed.), “An Examination of ‘Tentmaker’ Ministers in Missouri: Challenges and Opportunities” with David Whitlock, Mick Arnold, and Amanda Rutherford, Journal for Baptist Theology and Ministry (1st ed., vol. 5, pp. 41-52). New Orleans, Louisiana: The Journal for Baptist Theology & Ministry. baptistcenter.com/baptistsonmission.pdf
I base my teaching philosophy on love of student, love of finance, and love of teaching. To be a finance teacher is a unique privilege.
My teaching philosophy is simple. My intent in finance education is to prepare my students to be the highest quality job candidates by helping them obtain the skills and understand the tenets that will enable them to pursue a business career at the highest level possible. I want my students to have the resources and confidence necessary to succeed and advance in their careers and find satisfaction in their work. I believe that the investment I make in my students will bring substantial rewards when they enter the workforce.
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