CENTRAL TEXAS COLLEGE
| | |
| | |
| |SYLLABUS FOR MTMS 2372 |
|[pic] |Ethics in Management |
| |Hybrid Course |
| |Semester Hours Credit: 3 |
| |Lecture Hours: 48 |
| | |
| |Location: Kleber - Bldg. 3245, Rm. 301 |
| |Course Dates/Days/Times: 16 Jan - 12 Mar 2017/ Every other Wednesday & |
| |Tuesday, starting with 18 January 2017 / 1800-2100 hours |
| |Instructor: Mr. Cecil D. Blount |
| |Office Hours: Before and after class |
| |Instructor Email: cecil_blount@ |
| |Phone: 06303/8091407 |
| |01719533558 |
| | |
INSTRUCTOR BIOGRAPHY
Cecil Blount completed his undergraduate work at Grantham University, where he graduated with a Bachelor of Science. He also holds a Master's of Science in Information Management Technology and another in Public Administration from Grantham and Columbia Southern University respectively. He is currently enrolled at Walden University, in its Public Policy and Administration PhD program.
In addition to his combined 38 years of military service in the United States Army and United States Army Reserve, Mr. Blount spent seven years as Course Manager, Senior Instructor, and Senior Course Coordinator at the United States Army Reserve Forces School (USARFS), in Germany between 1997 and 2007.
Mr. Blount's professional experience includes working as Network Administrator for several large international businesses that specialize in banking and long-haul communication services. He says he fully understands adult learners, because he is currently one himself. Having experienced the loss of employment due to unscheduled deployments as well as the challenges of raising children, he says, “I can understand the difficulties of writing papers, solving mathematical problems late at night or spending time at the library on the weekend preparing annotated bibliographies.” Mr. Blount currently lives in Germany working as a Global Information Grid Technician within the United States Military Information Defense System.
I. INTRODUCTION
A. The purpose of this course is to introduce the student to the principles of ethics and analyzing dominant ethical theories related to organization and management. The course provides actual case studies in which ethical principles are used in solving today's business management problems.
B. This course is required to meet curriculum requirements for the Central Texas College Associate of Applied Science degree in Applied Management-Military Science Specialization and as an elective in other programs.
C. This course is occupationally related to all military career fields and serves as preparation for jobs in the business world.
D. Prerequisite(s): (None)
II. LEARNING OUTCOMES
Upon successful completion of this course, Ethics in Management, the student will be able to:
A. Discuss major ethical theories and principles and apply these theories and principles to the workplace.
B. Apply individual moral values to business ethics.
C. Analyze the ethical components of contemporary business issues.
D. Distinguish the difference between individual morality and professional ethics.
E. Discuss social responsibility.
F. Discuss an ethical decision making framework.
G. Explain how organizational culture influences ethical decision-making.
H. Describe the influence of significant others in the organization.
I. Explain the role of opportunity and conflict.
J. Discuss the international aspects of ethics.
K. Develop an effective ethics program.
III. INSTRUCTIONAL MATERIALS
A. The instructional materials identified for this course are viewable through
B. Required Text:
O. C. Ferrell, Fredrick & Ferrell: Business ethics. 8th Edition, South-Western Cengage Learning, 2010 (ISBN: 9781439042236).
C. Supplementary reading: ADRP 6-22 & ADP 6-22.
D. See Appendix W: For additional and optional reading sources:
IV. COURSE REQUIREMENTS
A. Your first responsibility is scholarship. The grade you receive for this course will not be the grade of the instructor, but rather the grade you and you alone make.
B. You should attend class regularly in both face-to-face and online Central Texas College (CTC) Blackboard classes. Online attendance involves logging into your Blackboard class and participating in discussions, submitting assignments, etc. Be prepared to also take any unannounced quizzes relating to text assignments and lecture material presented from the beginning of the course. Please refer to ‘Class Attendance and Course Progress’ under the Academic Policies section in our current CTC Course Catalog.
C. You are encouraged to give your best effort throughout the course. From the beginning, you should plan for a steady, organized, and continuous effort, which in the long run will prove more effective for your final grade than a last minute crash-cram policy. Your course grade is not determined solely by exam grade. Such factors as class participation, initiative, attendance, and individual research papers or projects will be considered in grade computation.
D. From time to time, special library and/or outside assignments will be made to members of the class individually and/or in groups. You are expected to read all assignments and fulfill your responsibilities to any group assignment.
E. You are expected to read all assigned material and bring your textbook/reading materials to class. Keep informed on all assignments, especially after an absence.
F. Good class notes are indispensable for earning a good grade, since both the material assigned and that discussed in class will be the basis for examination material.
G. Scholastic Honesty: All students are required and expected to maintain the highest standards of scholastic honesty in the preparation of all coursework and during examinations. The following are considered examples of scholastic dishonesty:
Plagiarism: The taking of passages from the writing of others without giving proper credit to the sources. Students are expected to adhere to principles of academic integrity in their work.
Collusion: Using another’s work as one’s own, or working together with another person in the preparation of work, unless such joint preparation is specifically approved in advance by the instructor.
Cheating: Giving or receiving information on examinations.
Students guilty of scholastic dishonesty will be administratively dropped from the course with a grade of “F” and be subject to disciplinary action, which may include suspension and expulsion.
H. Special Work: A term paper or other project, per requirements of the instructor, will be required. The subject must be appropriate for the course material. Check with the instructor when you have made a selection. The value is indicated in the semester grade computation and has considerable weight on your final average.
I. Text Analysis Project: Each student will write a paper supporting one of the following three statements:
1. The O. C. Ferrell, Fraedrich, & Ferrell text reflects a general unfavorable opinion of business.
2. The O. C. Ferrell, Fraedrich, & Ferrell text reflects a general favorable opinion of business.
3. The O. C. Ferrell, Fraedrich, & Ferrell text reflects a balanced view of business.
The paper will include examples from the text substantiating the position taken in the paper, and a discussion of applicable ethics issues. The paper will be typed, double-spaced, and four to five pages long, excluding the title. At least four references must be cited. The paper will follow the format and reference citation guidelines given by the instructor.
J. Appendix J: Case Studies will be assigned throughout the course. Each student is required to complete these case studies.
V. COURSE FORMAT – Hybrid with BLACKBOARD
This course has been developed as a hybrid course. Hybrid courses combine face-to-face classroom instruction with assignments and interaction with instructor via CTC Blackboard. It is the student’s responsibility to make sure that they have access to CTC Blackboard and that they are familiar with the contents and assignments.
It is also the student’s responsibility to log into CTC Blackboard at least once a week to ‘attend’ the online class portion and to participate in the online Blackboard discussions and assignments. Failure to do so will violate the attendance policy and will have a negative impact on the course grade.
Each class meeting will be a combination of lecture and interaction. As a rule, I will lecture no more than one-third of each class meeting. We will have discussions and debates about the material we are learning. In short, the class meetings overall will be highly interactive.
The course will meet for eight weeks--once a week--for a three-hour face-to-face session. In addition, instructional strategies will include weekly CTC Blackboard assignments and discussion boards to accomplish the remaining instruction per week.
VI. EXAMINATIONS
A. There will be a minimum of two major examinations and a written paper or project as follows:
1. Mid-term exam - Classroom (Week 4, 7 February2017)
2. Term Paper due on (Blackboard Week 7, 5 March 2017)
3. Final exam - Classroom (Week 8, 6 March 2017)
See appendix A, B, C, D for Discussion Topic submission, Assignment submission, Term Paper submission requirements and Grading Rubrics respectively.
B. A student must take all examinations as scheduled by the instructor. Students who know in advance that they will be unavailable for an examination, due to valid reasons, must arrange to take an early examination. Unexpected absences from class, due to illness or extenuating circumstances will require the student to communicate with the instructor about individual make-up work.
C. Students who miss an exam without communicating the reason or circumstance with the instructor will be given a zero for the missed examination.
D. Examinations will consist of both objective (true/false, multiple choice, fill in-the-blank, and matching) and subjective (short answer and essay) questions. Students must be able to communicate both orally and in written form, thus some questions requiring the composition and writing of an essay answer will be required.
VII. SEMESTER GRADE COMPUTATIONS
Grading Grid and Total Components of a Grade
Course grades will be based on participation (Discussion postings) and completion of assignments listed below. Please refer to the Course Information area of the online classroom for specific grading criteria for each activity.
|Assignment |Total Points |Percentage of Grade |
|Participation weekly (online) Discussion |100 |10% |
|10 @ 10 points each | | |
|Participation in weekly (Classroom) Discussion 15 @ 10 points |150 |15% |
|each | | |
|Quizzes 2 @ 50 points each |100 |10% |
|Assignments 4 @ 25 points each |100 |10% |
|Midterm 1@ 200 points |150 |15% |
|Research Paper 1@200 points |200 |20% |
|Final Exam 1@ 200 points |200 |20% |
|TOTAL POSSIBLE POINTS |1,000 |100% |
Grading Scale for Final Grade
A = 90–100% C = 70–79%
B = 80–89% F = below 70%
A term paper or term project is expected from all students. Students may vary in their competency levels on these abilities, so the instructor may need to revisit the term paper concept during the course.
VIII. NOTES AND ADDITIONAL INSTRUCTIONS FROM THE INSTRUCTOR
A. Tuition refunds are made only in the case of class cancellation or official and timely withdrawal from CTC or from a course. Please refer to the current course catalog for more details.
B. GoArmyEd students should contact their education counselor before withdrawing and are required to withdraw through the GoArmyEd portal.
Please note: a military withdrawal does not override CTC’s grading policy.
For self-pay students, refunds are computed from the date the Application for
0. Withdrawal or Refund is filed with the CTC Field Representative or designated student Services Officer. Special conditions apply to students who receive federal, state, and/or institutional financial aid.
Tuition and fees paid directly to the Institution by the Veterans Administration, Title IV (Financial Aid Programs, a sponsor, donor, or scholarship shall be refunded to the source rather than directly to the students.
C. Course Withdrawals, Student Responsibilities: It is the student’s responsibility to officially withdraw from a course. The instructor cannot initiate a withdrawal based upon a student’s request. Rather, students must initiate the withdrawal with the designated Education Center Representative, through the CTC Field Representative or the Student Services Officer for that region.
Applications for Withdrawal will be accepted at any time before the completion of 75% of the course, after which time the student will be assigned an “FN”- “Failure for Non-attendance.”
D. Faculty/Administrative Initiated Withdrawals
Faculty are authorized to withdraw students who are not making satisfactory course progress as outlined in the section of the Catalog entitled "Satisfactory Progress Standards.
A student may be administratively withdrawn by a designated member of the administrative staff of the College under the following conditions:
• The student has been placed on Academic Suspension or Disciplinary Suspension;
• The student has an outstanding financial obligation owed to the college;
• The student registered for a course without the required prerequisite or departmental permission;
• Students who do not participate or complete graded activities during the first week will be administratively withdrawn.
The college is under no obligation to refund tuition and fees, or other costs associated with a student who is administratively withdrawn.
E. Incomplete / Course in Progress Grade Policy: An “IP” or “Incomplete” grade may be assigned by an instructor if a student has made satisfactory progress in a course with the exception of a major quiz, final exam, or other project. The “IP” grade may also be assigned based on circumstances beyond a student’s control, such as personal illness, death in the immediate family, or military orders. Notice of absences, with supporting documentation, may be required by the instructor. The instructor makes the final decision concerning the granting of the incomplete grade. With an “Incomplete” grade, students are required to complete a set amount of work before the instructor will submit an official letter grade.
F. Cellular phones, beepers, and other electronic devices will be turned off while the student is in the classroom or laboratory unless the student is using the device for class purposes. No texting or social networking is allowed during class.
G. Instructor Discretion: The instructor reserves the right of final decision in course requirements.
H. Civility: Individuals are expected to be cognizant of what a constructive educational experience is and respectful of those participating in a learning environment. Failure to do so can result in disciplinary action up to and including expulsion.
IX. COURSE OUTLINE
|Course Weeks |Face to Face Session | |
| | |CTC Blackboard Discussion Board posts are due by |
| | |Thursdays at midnight (European time) |
| | | |
| | | |
| | |CTC Blackboard peer response to Discussion Board posts |
| | |are due by Sundays at midnight (European time) |
| | | |
| | | |
| | |CTC Blackboard assignment/project/term papers are due by|
| | |Sunday midnight (European time) |
|Week 1 |18 January 2017 | |
|[16 - 22 Jan 2017] | | |
|Week 2 |24 January 2017 | |
|[23 - 29 Jan 2017] | | |
|Week 3 |1 February 2017 | |
|[30 Jan - 5 Feb 2017] | | |
|Week 4 |7 February 2017 | |
|[6 - 12 Feb 2017] | | |
|Week 5 |15 February 2017 | |
|[13 - 19 Feb 2017] | | |
|Week 6 |21 February 2017 | |
|[20 - 26 Feb 2017] | | |
|Week 7 |1 March 2017 | |
|[27 Feb - 5 Mar 2017] | | |
|Week 8 |6 March 2017 | |
|[6 - 12 Mar 2017] | | |
Note:
The instructor has the right to change the course schedule. Any changes will be announced in class. If the student misses a class period and changes are announced, it is the student’s responsibility to receive the missed information from a classmate or the instructor.
Topics covered in this course during the semester will come from chapters of the appropriate text. The order and the specific topics covered will be at the discretion of the individual instructor assigned to teach the course.
Hybrid courses combine face-to-face classroom instruction with assignments and interaction via CTC Blackboard. It is the student’s responsibility to make sure that they have access to internet so that they may communicate, via CTC Blackboard, with the instructor.
The class is broken down into eight (Modify to suit your class) sessions. See below for course outline.
From The Authors:
ETHICAL LEADERSHIP CHALLENGES
The assumption in all of these challenges is that quitting the firm is not an option.
To the Instructor: Your students will find many of these challenges difficult in that they are, by nature of their brevity, fraught with assumptions. A useful technique is to elicit questions that students would ask if they were the person in the challenge. In a group discussion you may wish to have someone take on the role of manager and, as such, answer the questions posed by the rest of the group. Another student can write down the student manager’s answers to the assumptions and students can make even more varied decisions.
The objective of the challenges is to help students understand their values and whether they change depending on the assumptions made. The same question/answer activity can be done with the potential action alternatives. The potential action alternatives in the challenges are in no way exhaustive, particularly given different answers regarding assumptions. As noted at the beginning of the challenges, students should be reminded that quitting the firm is not an option even though it might be their best choice.
If your students want a “best answer” it depends upon the values of the players. We are not suggesting that ethics is simply relativism, rather we acknowledge that students have varying values and can agree to disagree as to a “best” alternative. From a societal perspective what is ethical is legal and can conflict with an individual’s values. Depending upon the organization that employs a student, the law might be the ethical limit whereas there may be a higher set of rules or heuristics within other firms. Hence what is ethical in one firm may be unethical in another. The same argument exists with students’ personal values.
WEEK 1: [16 - 22 January 2017]
Face-to-Face: Class will meet face-to-face on Wednesday 18 January 2017 (1800 to 2100)
Read:
• Chapter 1: The Importance of Business Ethics (pp. 2-27)
• Chapter 10: Globalization of Ethical Decision Making (pp. 270-299)
Chapter 1 Objectives:
• To explore conceptualizations of business ethics from an organizational perspective
• To examine the historical foundations and evolution of business ethics
• To provide evidence that ethical value systems support business performance
• To gain insight into the extent of ethical misconduct in the workplace and the pressures for unethical behavior
Chapter 10 Objectives:
• To understand the role of capitalism and economics as factors in business ethics
• To discuss global values, goals, and business practices within ethics
• To explore and question common global business practices
• To gain awareness of global ethical issues
• To assess the role of the international monetary fund
• To assess the role of the world trade organization in business ethics
• To assess the role of multinational corporations in business ethics
Classroom Case Study Discussion Forum:
• Case 1: Monsanto Attempts to Balance Stakeholder Interests (pp. 302-313)
• Case 2: Wal-Mart: the Future is Sustainability (pp. 314-326)
• Case 7: Starbucks' Mission: Social Responsibility and Brand Strength (pp. 367-374)
• Floor discussion open topic
Quiz: None
Chapter Review:
• End of Chapter 1 Review (pp. 24-27)
• End of Chapter 10 Review (pp. 296-299)
Discussions:
Select ANY TWO of the below Discussion Topics:
Discussion 1: Accounting: Asset Valuation Write Downs
Allen Carns is the new controller at a computer hardware manufacturer. The economy has taken a downturn, and jobs like Allen’s are hard to find. After several months he notices a high inventory of outdated, high priced hardware. Allen looks at the books and notices a big discrepancy between the book value of the inventory and its real value. He makes an appointment with the company president and is told to wait and see if the auditors notice the problem. If they do, he is told to find a way to explain that the items are selling. He should:
Selection two of the below options, and defend your selection.
a. follow the president’s request as he interprets it.
b. attempt to write off a modest though incomplete portion of the old inventory this year.
c. ask the president if he wants him to lie to the auditors.
d. price out the inventory at full cost, while hoping that the auditors do not uncover the problem.
e. talk to the auditors about the problem when they arrive even though they are considered an outside entity.
Discussion 2: Management: Check Kiting
Tiffany is an operations manager at New England Savings & Loan, a small local bank. One of her jobs is to deal with check kiters -- people who withdraw funds they do not have by cashing precisely timed checks at more than one bank. The issue for Tiffany is that one check kiter is a friend of Tiffany’s husband and is dating her boss. Tiffany also knows that this person is a financial officer at another bank. Tiffany should:
Selection two of the below options, and defend your selection.
a. do nothing.
b. call the check kiter and give him an opportunity to change his ways.
c. inform her boss and follow standard procedure.
d. inform the boss’s boss and follow standard procedure.
e. inform the other bank about what is happening and follow standard procedure.
Discussion 3: Management: Federal Sentencing Guidelines
Tiffany is the production supervisor of a large division of ZL Corp., a U.S. multinational. She is working in Panama as a consultant to one of ZL’s suppliers. As Tiffany inspects the products being made, she discovers that many of the workers are children.
She finds out that without the financial support that these children bring into their families, severe poverty would result. Tiffany should:
Selection two of the below options, and defend your selection.
a. do nothing.
b. report the problem to ZL Corp.
c. try to increase the wages of the children.
d. terminate the supplier contract.
e. try to increase the wages of the children and report the problem to ZL Corp.
Support your post with specific references to all resources used in its preparation. Provide a reference list with all resources included in your post.
Your post must demonstrate both breadth and depth of knowledge critical thinking appropriate for the undergraduate-level. It must follow guidelines of the Publication Manual of the American Psychological Association (APA Publication Manual), sixth edition and be free of typographical, spelling, and grammatical errors. Your response should be a minimum of 250 words (1 page) in length (double-spaced), not including the title page, abstract, and references
Read a selection of your colleagues' postings.
Respond by Day 5 to at least two of your colleagues.
Submit your post by Day 7.
Assignment:
Case 7: Starbucks' Mission: Social Responsibility and Brand Strength (pp. 367-374)
Application Assignments are due on Day 7 [Sunday] of the week. Failure to meet the deadline without prior approval will result in a 3point deduction per day. Any Application Assignment submitted after Day 4 of the following week will receive zero points.
Final Project:
Although your Final Project is not due until Day 7 of Week 10, you should become familiar with its requirements as the topics and concepts you examine throughout the course will inform the content of your Final Project. Please refer to the Final Project Overview document located in this week’s resources or refer to the Project area of Week 10 for more details.
WEEK 2: [23 - 29 January 2017]
Face-to-Face: Class will meet face-to-face on 24 Tuesday January 2017 (1800 to 2100)
Read:
• Chapter 2: Stakeholder Relationships, Social Responsibility, and Corporate Governance (pp. 28-53)
• Chapter 10: Globalization of Ethical Decision Making (pp. 270-299)
Chapter 2 Objectives:
• To identify stakeholders' roles in business ethics
• To define social responsibility
• To examine the relationship between stakeholder orientation and social responsibility
• To delineate a stakeholder orientation in creating corporate social responsibility
• To explore the role of corporate governance in structuring ethics and social responsibility in business
• To list the steps involved in implementing a stakeholder perspective in social responsibility and business ethics
Chapter 10 Objectives:
• To understand the role of capitalism and economics as factors in business ethics
• To discuss global values, goals, and business practices within ethics
• To explore and question common global business practices
• To gain awareness of global ethical issues
• To assess the role of the international monetary fund
• To assess the role of the world trade organization in business ethics
• To assess the role of multinational corporations in business ethics
Classroom Case Study Discussion Forum:
• Case 3: The American Red Cross (pp. 327-337)
• Case 4: Countrywide Financial: The Subprime Meltdown (pp. 338-347)
• Case 8: The Fraud of the Century: The Case of Bernard Madoff (pp. 375-385)
• Floor discussion open topic
Quiz:
• Chapters 1, 2, 10
Chapter Review:
• End of Chapter 2 Review (pp. 49-53)
• End of Chapter 10 Review (pp. 296-299)
Discussions:
Respond to BOTH of the below Discussion Topics:
Discussion 1: Management: Workplace Policies/Discrimination/Harassment
Wayne is a manager for Cool Lots, an eating and drinking establishment with a beach motif that is targeted to young singles. Corporate headquarters sent Wayne a letter indicating that waitresses would be required to wear new attire. The new attire consists of tight tank tops and short shorts or bikinis. Wayne thinks the vague wording in the letter tells him he should fire women whose bodies aren’t appropriate for the new attire and hire those whose bodies are. The current waitresses have seen the new outfits and are less than happy. In fact they are very upset. Wayne should:
Selection one of the below options, and defend your selection.
a. disregard the letter and keep the status quo.
b. fire the waitresses who complain and implement the new policy.
c. implement the tank tops and shorts but not the bikinis.
d. fire the waitresses whose physical appearance does not conform to the underlying meaning of the letter and implement the new policy.
e. implement the new policy but not fire any waitresses.
Discussion 2: Accounting: Fraud
Betty King is the new controller at . The previous controller was fired for “incompetence.” has some severe cash-flow problems that have become exacerbated by the recent acquisition of another firm. The financials of both EZ and the other firm are as clear as Mississippi mud. The new company has 450 employees that have a “can do” attitude. EZ’s bank is seriously concerned about the company’s viability. Betty discovers that her new boss, Ryan, who is EZ’s president and major shareholder, is holding a substantial amount of checks from customers in his desk without telling her. Ryan also plays with the firm’s float on a daily basis. (Float is the money that is used on a day-to-day basis for operations.) It’s close to tax time. The bank wants to know what is occurring and has a meeting with Betty today. Betty should:
Selection one of the below options, and defend your selection.
a. explain to the bank exactly what is occurring at EZ.
b. say nothing and continue the status quo.
c. talk to Ryan and explain her concerns.
d. give hints to the bank about EZ’s situation.
e. attempt to cover up the problems and stall the bank’s auditors.
Support your post with specific references to all resources used in its preparation. Provide a reference list with all resources included in your post.
Your post must demonstrate both breadth and depth of knowledge critical thinking appropriate for the undergraduate-level. It must follow guidelines of the Publication Manual of the American Psychological Association (APA Publication Manual), sixth edition and be free of typographical, spelling, and grammatical errors. Your response should be a minimum of 250 words (1 page) in length (double-spaced), not including the title page, abstract, and references
Read a selection of your colleagues' postings.
Respond by Day 5 to at least two of your colleagues.
Submit your post by Day 7.
Assignment: None
WEEK 3: [30 January - 5 February 2017]
Face-to-Face: Class will meet face-to-face on Wednesday 1 February 2017 (1800 to 2100)
Read:
• Chapter 2: Stakeholder Relationships, Social Responsibility, and Corporate Governance (pp. 28-53)
• Chapter 3: Emerging Business Ethics Issues (pp. 56-89)
Chapter 2 Objectives:
• To identify stakeholders' roles in business ethics
• To define social responsibility
• To examine the relationship between stakeholder orientation and social responsibility
• To delineate a stakeholder orientation in creating corporate social responsibility
• To explore the role of corporate governance in structuring ethics and social responsibility in business
• To list the steps involved in implementing a stakeholder perspective in social responsibility and business ethics
Chapter 3 Objectives:
• To define ethical issues in the context of organizational ethics
• To examine ethical issues as they relate to the basic values of honesty, fairness, and integrity
• To delineate abusive and intimidating behavior, lying, conflicts of interest, bribery, corporate intelligence, discrimination, sexual harassment, environmental issues, fraud, insider trading, intellectual property rights, and privacy as business ethics issues
• To examine the challenge of determining an ethical issue in business
Classroom Case Study Discussion Forum:
• Case 5: Arthur Andersen: Questionable Accounting Practices (pp. 348-356)
• Case 6: Coping with Financial and Ethical Risks at American International Group (AIG) (pp. 357-366)
• Floor discussion open topic
Term Paper: Topic
Quiz: Chapters 2, 3,
Chapter Review:
• End of Chapter 2 Review (pp. 49-53)
• End of Chapter 3 Review (pp. 85-89)
Discussions:
Select ONE of the below Discussion Topics:
Discussion 1: Accounting: Cost Allocation On Government Contracts
Debbie, a CPA, is an internal auditor for DefensCom, a company that deals with many government contracts. Debbie’s job is to review items and amounts that have been assigned to the general and administrative (G&A) cost pool as a basis to support the allocation rate. A cost pool is a randomly generated number of cost items for a firm that generates approximate costs for governmental projects. Government auditors periodically verify whether the G&A pool costs are reasonable and allowable. Debbie sampled the current pool and found questionable charges to government contracts and asked Ellen, her boss, about them. Ellen responded by saying, “These are legitimate business costs and, in the aggregate, should be used to fill the G&A pool. Besides the government auditors usually don’t bother to check the pool for individual items since the actual rate is usually higher than the budget. Debbie, you need to delete those items from your sample and choose others from the pool. This is the way it has been done for years. We’ll all be better off if you keep these items in.” Debbie should:
Selection one of the below options, and defend your selection.
a. delete the items from the sample.
b. leave the items and costs in the work papers.
c. document everything that was done and spoken.
d. request a conference with the Director of Internal Audit.
e. call a federal government investigative agency.
Discussion 2: Marketing: Cost vs. Price vs. Value
Walter is the brand/marketing manager for Crinkles Potato Chips. Basic costs for the product have increased to the point where something must be done to keep margins at their present levels. Walter could suggest a price increase, a reduction in the amount of product in each package, or cheaper (and lower quality) ingredients. Walter knows that changing the net weight will be less noticeable to consumers. Walter should:
Selection one of the below options, and defend your selection.
a. increase prices.
b. decrease the package size.
c. reduce the quality of the product.
d. decrease the package size but have the promotions department develop a campaign to make the consumer aware of the change.
e. decrease the quality but have the promotions department develop a campaign to make the consumer aware of the change.
Support your post with specific references to all resources used in its preparation. Provide a reference list with all resources included in your post.
Your post must demonstrate both breadth and depth of knowledge critical thinking appropriate for the undergraduate-level. It must follow guidelines of the Publication Manual of the American Psychological Association (APA Publication Manual), sixth edition and be free of typographical, spelling, and grammatical errors. Your response should be a minimum of 250 words (1 page) in length (double-spaced), not including the title page, abstract, and references
Read a selection of your colleagues' postings.
Respond by Day 5 to at least two of your colleagues.
Submit your post by Day 7.
Assignment:
• Case 3: The American Red Cross (pp. 327-337)
• Case 8: The Fraud of the Century: The Case of Bernard Madoff (pp. 375-385)
• Case 15: Mattel Responds to Ethical Challenges (pp. 448-457)
See appendix A: weekly assignment listing.
Application Assignments are due on Day 7 of the week. Failure to meet the deadline without prior approval will result in a 3point deduction per day. Any Application Assignment submitted after Day 4 of the following week will receive zero points.
WEEK 4: [6 - 12 February 2017]
Face-to-Face: Class will meet face-to-face on Tuesday 7 February 2017 (1800 to 2100)
Read:
• Chapter 3: Emerging Business Ethics Issues (pp. 56-89)
• Chapter 4: The Institutionalization of Business Ethics (pp. 90-123)
Chapter 3 Objectives:
• To define ethical issues in the context of organizational ethics
• To examine ethical issues as they relate to the basic values of honesty, fairness, and integrity
• To delineate abusive and intimidating behavior, lying, conflicts of interest, bribery, corporate intelligence, discrimination, sexual harassment, environmental issues, fraud, insider trading, intellectual property rights, and privacy as business ethics issues
• To examine the challenge of determining an ethical issue in business
Chapter 4 Objectives:
• To distinguish between the voluntary and mandated boundaries of ethical conduct
• To provide specific mandated requirements for legal compliance in specific subject matter areas related to competition, consumers, safety, and the environment
• To specifically address the requirements of the Sarbanes–Oxley legislation and implementation by the Securities and Exchange Commission
• To provide an overview of regulatory efforts to provide incentives for ethical behavior
• To provide an overview of the Federal Sentencing Guidelines for Organizations recommendations and incentives for developing an ethical corporate culture
• To provide an overview of voluntary boundaries and the relationship to social responsibility
Classroom Case Study Discussion Forum: None
Midterm Exam Classroom:
• 5 True & False
• 5 Multiple Choices
• 3 Essay Questions 250 minimum [1 page].
• 1 Case Study
Chapter Review:
• End of Chapter 3 Review (pp. 85-89)
• End of Chapter 4 Review (pp. 119-123)
Discussions:
Select ONE of the below Discussion Topics:
Discussion 1:Management: Environmental Protection
Paul, a recently hired product development manger is in charge of a new polymer-processing project that has a genetic component to it. The project has the potential for billions in revenues. The company has been dumping a variety of wastes into a nearby river. The EPA has checked the waste levels and has signed off on them, but Paul is still concerned. Because of the radical nature of the project and the EPA’s unfamiliarity with the types of chemicals, genetic manipulations, and their properties, Paul and a few others feel that this could not only harm the environment but could cause the company problems in the long run. Paul should:
Selection one of the below options, and defend your selection.
a. try to gather data to provide hard evidence that there is a problem.
b. inform the media of the potential environmental hazards.
c. talk to the EPA and convince them of the long-term dangers of the waste runoff.
d. do nothing.
e. do nothing and convince other employees not to pursue this.
Discussion 2: Accounting: Corporate Culture
Oscar is a newly hired controller for Able Corporation, a nonprofit manufacturing firm. All of Able’s buildings are owned by the controlling shareholders and leased to the company on a yearly basis to maximize tax benefits. Oscar feels that it should be treated as a capital lease that would not give the company a tax advantage. Collin, the CEO, explains to Oscar that if they do this it would jeopardize a much-needed loan. Oscar should:
Selection one of the below options, and defend your selection.
a. report the lease as Collin requests.
b. insist the lease be capitalized.
c. report the lease as an operating lease but hint to the auditors that it is not.
d. report the lease as an operating lease but convince the auditors that it should be capitalized.
Support your post with specific references to all resources used in its preparation. Provide a reference list with all resources included in your post.
Your post must demonstrate both breadth and depth of knowledge critical thinking appropriate for the undergraduate-level. It must follow guidelines of the Publication Manual of the American Psychological Association (APA Publication Manual), sixth edition and be free of typographical, spelling, and grammatical errors. Your response should be a minimum of 250 words (1 page) in length (double-spaced), not including the title page, abstract, and references
Read a selection of your colleagues' postings.
Respond by Day 5 to at least two of your colleagues.
Submit your post by Day 7.
Assignment:
• Case 18: New Belgium Brewing: Ethical and Environmental Responsibility (pp. 476-485)
WEEK 5: [13 - 19 February 2017]
Face-to-Face: Class will meet face-to-face on Wednesday 15 February 2017 (1800 to 2100)
Read:
• Chapter 4: The Institutionalization of Business Ethics (pp. 90-123)
• Chapter 5: Ethical Decision Making and Ethical Leadership (pp. 126-147)
Chapter 4 Objectives:
• To distinguish between the voluntary and mandated boundaries of ethical conduct
• To provide specific mandated requirements for legal compliance in specific subject matter areas related to competition, consumers, safety, and the environment
• To specifically address the requirements of the Sarbanes–Oxley legislation and implementation by the Securities and Exchange Commission
• To provide an overview of regulatory efforts to provide incentives for ethical behavior
• To provide an overview of the Federal Sentencing Guidelines for Organizations recommendations and incentives for developing an ethical corporate culture
• To provide an overview of voluntary boundaries and the relationship to social responsibility
Chapter 5 Objectives:
• To provide a comprehensive framework for ethical decision making in business
• To examine the intensity of ethical issues as an important element influencing the ethical decision making process
• To introduce individual factors that may influence ethical decision making in business
• To introduce organizational factors that may influence ethical decision making in business
• To explore the role of opportunity in ethical decision making in business
• To explain how knowledge about the ethical decision making framework can be used to improve ethical leadership
• To provide leadership styles and habits that promote an ethical culture
Classroom Case Study Discussion Forum:
• Case 9: Nike: Managing Ethical Missteps—Sweatshops to Leadership in Employment Practices (pp. 386-396)
• Case 10: Banking Industry Meltdown: The Ethical and Financial Risks of Derivatives (pp. 397-406)
• Case 16: Petco Develops Successful Stakeholder Relationships (pp. 458-465)
• Floor discussion open topic
Chapter Review:
• End of Chapter 4 Review (pp. 119-123)
• End of Chapter 5 Review (pp. 144-147)
Term Paper: Annotated Bibliography
Discussions:
Select ONE of the below Discussion Topics:
Discussion 1: Finance: Accidental Robbery
Lorraine is the relief branch manager of a variety of retail bank offices. She rotates around the Los Angeles metroplex area and is unfamiliar with specific branch protocols. Angela has been with one such bank office for only a month when one day she reconciles her teller window and is short $900. Lorraine traces the source of the error to a $100 check cashed for $1,000, but the customer denies the $900 error. Angela pleads with Lorraine to help her with this error. Angela is a single mother with two children. Lorraine should:
Selection one of the below options, and defend your selection.
a. report the $900 loss in her shortage report.
b. call the customer a second time to attempt to recover the $900.
c. report the $900 loss in her shortage report and request immediate dismissal of Angela.
d. have Angela make up the shortage.
e. report the loss in small increments over a period of time so that no red flags would appear on Angela’s file.
Discussion 2: Management: Due Process
Ryan is the security manager for JellCo, a large retail store, and suspects Daryl, father of three children, of stealing. Ryan gave Daryl a lie detector test, which he failed. However, Ryan cannot fire Daryl because lie detector tests cannot legally be used. Ryan goes to Tom, the new human resource manager who happens to be Daryl’s friend, and asks him to find anything in Daryl’s personnel records that could be grounds for firing. Tom finds some inconsistencies that would not normally be discovered but could warrant termination. Tom should:
Selection one of the below options, and defend your selection.
a. report the findings to Ryan so that Daryl is fired.
b. report to Ryan that there are no issues that will help Daryl be fired.
c. tell Daryl what Ryan is trying to do and report the inconsistencies to Ryan.
d. tell Daryl what Ryan is trying to do and report that there are no inconsistencies in Daryl’s records to Ryan.
e. go through Ryan’s personnel records to see if he can find anything to get Ryan fired.
Support your post with specific references to all resources used in its preparation. Provide a reference list with all resources included in your post.
Your post must demonstrate both breadth and depth of knowledge critical thinking appropriate for the undergraduate-level. It must follow guidelines of the Publication Manual of the American Psychological Association (APA Publication Manual), sixth edition and be free of typographical, spelling, and grammatical errors. Your response should be a minimum of 250 words (1 page) in length (double-spaced), not including the title page, abstract, and references
Read a selection of your colleagues' postings.
Respond by Day 5 to at least two of your colleagues.
Submit your post by Day 7.
Assignment:
• Case 10: Banking Industry Meltdown: The Ethical and Financial Risks of Derivatives (pp. 397-406
• Case 16: Petco Develops Successful Stakeholder Relationships (pp. 458-465)
See appendix A: weekly assignment listing.
Assignments are due on Day 7 of the week. Failure to meet the deadline without prior approval will result in a 3point deduction per day. Any Application Assignment submitted after Day 4 of the following week will receive zero points.
WEEK 6: [20 - 26 February 2017]
Face-to-Face: Class will meet face-to-face on Tuesday21 February 2017 (1800 to 2100)
Read:
• Chapter 5: Ethical Decision Making and Ethical Leadership (pp. 126-147)
• Chapter 6: Individual Factors: Moral Philosophies and Values (pp. 148-177)
Chapter 5 Objectives:
• To provide a comprehensive framework for ethical decision making in business
• To examine the intensity of ethical issues as an important element influencing the ethical decision making process
• To introduce individual factors that may influence ethical decision making in business
• To introduce organizational factors that may influence ethical decision making in business
• To explore the role of opportunity in ethical decision making in business
• To explain how knowledge about the ethical decision making framework can be used to improve ethical leadership
• To provide leadership styles and habits that promote an ethical culture
Chapter 6 Objectives:
• To understand how moral philosophies and values influence individual and group ethical decision making in business
• To compare and contrast the teleological, deontological, virtue, and justice perspectives of moral philosophy
• To discuss the impact of philosophies on business ethics
• To recognize the stages of cognitive moral development and its shortcomings
• To introduce white-collar crime as it relates to moral philosophies, values, and corporate culture
Classroom Case Study Discussion Forum:
• Case 11: The Coca-Cola Company Struggles with Ethical Crises (pp. 407-418)
• Case 12: Enron: Questionable Accounting Leads to Collapse (pp. 419-430)
• Floor discussion open topic
Quiz: Chapters 3 - 6
Chapter Review:
• End of Chapter 5 Review (pp. 144-147)
• End of Chapter 6 Review (pp. 172-177)
Discussions:
Select ONE of the below Discussion Topics:
Discussion 1: Management: Strategic Planning, Policy and Control
John is the district manager in charge of operations for a large company. He is told by Terry, his superior and the CEO’s nephew, that he needs to respond in a positive manner to the concerns of the company’s CEO about the alleged poor performance of a new computer system. Terry wants John to misrepresent the facts of the new system. John should:
Selection one of the below options, and defend your selection.
a. misrepresent the facts to the CEO but state that Terry told him what to say.
b. misrepresent the facts to the CEO.
c. misrepresent the facts to the CEO but hint that Terry is forcing him to do it.
d. tell the CEO that the new system is doing poorly.
e. tell the CEO that the new system is doing poorly and that Terry told him to lie about it to him.
Discussion 2: Finance: Obligations to Shareholders
Ramona has been an investment banker with Shark and Co. for several years. One of her clients, DogCo, wants to go public. DogCo is a major supplier of medical equipment to veterinarians. As Ramona promotes DogCo to initial prospects, she finds out that a number of years ago a series of DogCo products caused a number of animal deaths. DogCo investigated the matter and concluded that the vets had improperly used the equipment. Some of the reports Ramona has studied point to more recent animal deaths. Such information could depress the initial public offering (IPO) scheduled for tomorrow and future events with the stock as well. Ramona should:
Selection one of the below options, and defend your selection.
a. go ahead with the IPO and say nothing.
b. postpone the IPO until the cause of the deaths has been determined.
c. go ahead with the IPO, say nothing, but tell her friends who are thinking of investing.
d. go ahead with the IPO but state her findings about the animal deaths in the prospectus.
e. have a friend buy initial shares in DogCo for her, wait several months, and just before releasing the negative information have her friend sell the shares for a profit.
Support your post with specific references to all resources used in its preparation. Provide a reference list with all resources included in your post.
Your post must demonstrate both breadth and depth of knowledge critical thinking appropriate for the undergraduate-level. It must follow guidelines of the Publication Manual of the American Psychological Association (APA Publication Manual), sixth edition and be free of typographical, spelling, and grammatical errors. Your response should be a minimum of 250 words (1 page) in length (double-spaced), not including the title page, abstract, and references
Read a selection of your colleagues' postings.
Respond by Day 5 to at least two of your colleagues.
Submit your post by Day 7.
WEEK 7: [27 February - 5 March 2017]
Face-to-Face: Class will meet face-to-face on Wednesday 1 March 2017 (1800 to 2100)
Read:
• Chapter 6: Individual Factors: Moral Philosophies and Values (pp. 148-177)
• Chapter 7: Organizational Factors: The Role of Ethical Culture and Relationships (pp. 178-211)
Chapter 6 Objectives:
• To understand how moral philosophies and values influence individual and group ethical decision making in business
• To compare and contrast the teleological, deontological, virtue, and justice perspectives of moral philosophy
• To discuss the impact of philosophies on business ethics
• To recognize the stages of cognitive moral development and its shortcomings
• To introduce white-collar crime as it relates to moral philosophies, values, and corporate culture
Chapter 7 Objectives:
• To understand the concept of corporate culture
• To examine the influence of corporate culture on business ethics
• To determine how leadership, power, and motivation relate to ethical decision making in organizations
• To assess organizational structure and its relationship to business ethics
• To explore how the work group influences ethical decisions
• To discuss the relationship between individual and group ethical decision making
Classroom Case Study Discussion Forum:
• Case 13: BP (Beyond Petroleum) Focuses on Sustainability (pp. 431-439)
• Case 14: Tyco International: Leadership Crisis (pp. 440-447)
• Floor discussion open topic
Chapter Review:
• End of Chapter 6 Review (pp. 172-177)
• End of Chapter 7 Review (pp. 208-211)
Discussions:
Select ONE of the below Discussion Topics:
Discussion 1: Marketing: Falsification of Data
Myron is a research analyst for a large market research firm. He has been asked by his superior to rewrite his report so that it is more positive to the client. This would entail reworking the statistics to coincide with the positive report. Myron should:
Selection one of the below options, and defend your selection.
a. misrepresent the facts to the CEO but state that Terry told him what to say.
b. misrepresent the facts to the CEO.
c. misrepresent the facts to the CEO but hint that Terry is forcing him to do it.
d. tell the CEO that the new system is doing poorly.
e. tell the CEO that the new system is doing poorly and that Terry told him to lie about it to him.
Discussion 2: Accounting: Conflict of Interest
Brett, in his first year as a CPA with the firm Dewy, Cheatem, and Howe, is auditing a bank client. Last month Brett audited another firm called HoBoy Distributors. As Brett works on his bank audit, he notices that there are discrepancies between the financial statements supporting a bank loan to HoBoy Distributors and what he saw on his audit of that company. When Brett calls the CFO for HoBoy and informs him of the discrepancies, the CFO becomes evasive. The next day HoBoy’s CFO informs Dewey, Cheatem, and Howe that their company has decided to engage another CPA firm. Brett should:
Selection one of the below options, and defend your selection.
a. call the CFO and try to persuade him to change the loan application.
b. alert his bank client of his suspicions.
c. do nothing.
d. hint to the bank of his suspicions.
e. report the information to Dewey, Cheatem, and Howe.
Support your post with specific references to all resources used in its preparation. Provide a reference list with all resources included in your post.
Your post must demonstrate both breadth and depth of knowledge critical thinking appropriate for the undergraduate-level. It must follow guidelines of the Publication Manual of the American Psychological Association (APA Publication Manual), sixth edition and be free of typographical, spelling, and grammatical errors. Your response should be a minimum of 250 words (1 page) in length (double-spaced), not including the title page, abstract, and references
Read a selection of your colleagues' postings.
Respond by Day 5 to at least two of your colleagues.
Submit your post by Day 7.
Assignment:
• Case 7: Starbucks' Mission: Social Responsibility and Brand Strength (pp. 367-374)
• Case 17: Home Depot Implements Stakeholder Orientation (pp. 466-475)
Term Paper:
Term Paper - upload /SafeAssign/Turnitin/Unplag
See appendix A: weekly assignment listing.
Application Assignments are due on Day 7 of the week. Failure to meet the deadline without prior approval will result in a 3point deduction per day. Any Application Assignment submitted after Day 4 of the following week will receive zero points.
WEEK 8: [6 - 12 March 2017]
Face-to-Face: Class will meet face-to-face on Tuesday 6 March 2017 (1800 to 2100)
Read & Review:
• Chapter 1: The Importance of Business Ethics (pp. 2-27)
• Chapter 2: Stakeholder Relationships, Social Responsibility, and Corporate Governance (pp. 28-53)
• Chapter 3: Emerging Business Ethics Issues (pp. 56-89)
• Chapter 4: The Institutionalization of Business Ethics (pp. 90-123)
• Chapter 5: Ethical Decision Making and Ethical Leadership (pp. 126-147)
• Chapter 6: Individual Factors: Moral Philosophies and Values (pp. 148-177)
• Chapter 6: Individual Factors: Moral Philosophies and Values (pp. 148-177)
• Chapter 7: Organizational Factors: The Role of Ethical Culture and Relationships (pp. 178-211)
• Chapter 8: Developing an Effective Ethics Program (pp. 214-239)
• Chapter 9: Implementing and Auditing Ethics Programs (pp. 240-269)
• Chapter 10: Globalization of Ethical Decision Making (pp. 270-299)
Chapter 8 Objectives:
• To understand the responsibility of the corporation to be a moral agent
• To understand why businesses need to develop ethics programs
• To list the minimum requirements for an ethics program
• To describe the role of codes of ethics in identifying key risk areas for the organization
• To identify the keys to successful ethics training, including program types and goals
• To examine the ways that ethical standards are monitored, audited, and enforced and to understand the need for continuous improvement
Chapter 9 Objectives:
• To define ethics auditing
• To identify the benefits and limitations of ethics auditing
• To examine the challenges of measuring nonfinancial performance
• To explore the stages of the ethics-auditing process
• To understand the strategic role that the ethics audit can play
Classroom Case Study Discussion Forum: Floor discussion open topic
Final Exam Classroom Open Book;
• 10 True & False
• 10 Multiple Choices
• 2 Essay Questions 250 words minimum [1 page per essay].
Discussions:
Select ONE of the below Discussion Topics:
Discussion 1: Accounting: Ethics Program
For the last six months, Jill has been with A&A Accounting, a multi-billion dollar entity. A&A has a high-level person responsible for their ethics compliance program who requires all personnel to view 20 hours of compliance videos. While on a flight to another city, Jill happened to sit behind A&A’s ethics officer and overheard the following: “Yes, Bill, we do have a pretty good compliance program, but it’s really just window dressing. Because of the Federal Sentencing Guidelines we have the appearance of doing most of what we should. Just the other day I had a phone call on our ethics hotline that I had to trace even though we guarantee callers will not be identified. I’ll have to deal with it quietly. You know, bad publicity is NOT what A&A tolerates.” Jill should:
Selection one of the below options, and defend your selection.
a. do nothing.
b. speak to someone higher up concerning the overheard conversation.
c. reveal to the ethics officer what she has heard.
d. tell others in the company about the overheard conversation.
e. report the ethics officer’s conduct to an outside agency for investigation.
Discussion 2: Marketing: Ethics Program
Roger is a new vice president in charge of the ethics program at Netna. His job is to monitor Netna’s compliance relative to the Federal Sentencing Guidelines. Netna has an ethics hotline and has employees read Netna’s code of ethics brochure and sign it every year, as well as view two hours of sexual sensitivity training. Over a period of several months, Roger has had a number of female employees use the ethics hotline to describe sexual harassment that has been taking place with the president’s only son. Roger knows that the son will someday take over the corporation. Roger should:
Selection one of the below options, and defend your selection.
a. confront the president’s son and report the incidents to the proper outside authorities.
b. do nothing.
c. tell the president about the accusations and then do nothing.
d. officially reprimand the son and put it in his personnel file.
e. unofficially reprimand the son and then do nothing.
Discussion 3: Management: Trust
Upon meeting her new supervisor, Shelly, an assistant department manager for several years, mentions that in the past there has been some favoritism in giving out assignments. The next day Shelly’s supervisor takes her into his office and says, “Shelly, I want you to tell me the names of the assistant managers who are not good team players.” Shelly should:
Selection one of the below options, and defend your selection.
a. decline to provide the names.
b. provide the names.
c. be vague about the names.
d. give the supervisor the names of the employees who have received special treatment under the old supervisor.
e. lie to the supervisor and say everyone is a team player.
Support your post with specific references to all resources used in its preparation. Provide a reference list with all resources included in your post.
Your post must demonstrate both breadth and depth of knowledge critical thinking appropriate for the undergraduate-level. It must follow guidelines of the Publication Manual of the American Psychological Association (APA Publication Manual), sixth edition and be free of typographical, spelling, and grammatical errors. Your response should be a minimum of 250 words (1 page) in length (double-spaced), not including the title page, abstract, and references
Read a selection of your colleagues' postings.
Respond by Day 5 to at least two of your colleagues.
Submit your post by Day 7.
Assignment: None
Grading Grid and Total Components of a Grade
Course grades will be based on participation (Discussion postings) and completion of assignments listed below. Please refer to the Course Information area of the online classroom for specific grading criteria for each activity.
|Assignment |Total Points |Percentage of Grade |
|Participation weekly (online) Discussion |100 |10% |
|Participation in weekly (Classroom) Discussion 6 @ 25 points each |150 |15% |
|Quizzes 2 @ 50 points each |100 |10% |
|Assignments 4 @ 25 points each |100 |10% |
|Midterm 1@ 200 points |150 |15% |
|Research Paper 1@200 points |200 |20% |
|Final Exam 1@ 200 points |200 |20% |
|Total |1,000 |100% |
Grading Scale for Final Grade
A = 90–100% B = 80–89% C = 70–79% F = below 70%
Appendix A: Discussion Post Grading Scale
Name: Hybrid Blackboard Discussion Board Rubric
| |Proficient |Competent |Novice |Incomplete |
|Initial Posting |Points: |Points: |Points: |Points: |
| |4 (25%) |2 (16.67%) |1 (8.33%) |0 (0%) |
| |First posting critically |First posting critically |First posting only briefly |Does not complete |
| |analyzes, synthesizes |analyzes, synthesizes |addresses the topic at hand| |
| |and/or evaluates the topic |and/or evaluates the topic | | |
| |at hand, with reference to |at hand, with no direct | | |
| |course readings and |reference to course | | |
| |frameworks |readings or frameworks | | |
|Responses to Other Students|Points: |Points: |Points: |Points: |
| |4 (25%) |2 (16.67%) |1 (8.33%) |0 (0%) |
| |Responses to other students|Responses to other students|Brief statements are made |Does not complete |
| |are professional and |are professional and |in response to other | |
| |supportive with additional |supportive with no |students, such as "I agree"| |
| |ideas being presented. |additional ideas being |or "Good Point" | |
| | |presented. | | |
|Number of Responses |Points: |Points: |Points: |Points: |
| |4 (25%) |2 (16.67%) |1 (8.33%) |0 (0%) |
| |An initial post to the |An initial post to the |An initial post to the |Does not complete |
| |topic is made and at least |topic is made and at least |topic is made but no | |
| |2 responses are made to |1 response is made to |responses are made to other| |
| |other students. |another student. |students. | |
|Conventions |Points: |Points: |Points: |Points: |
| |4 (25%) |2 (16.67%) |1 (8.33%) |0 (0%) |
| |Posts have no grammatical |Posts have few grammatical |Posts have many grammatical|Does not complete |
| |or spelling errors |and/or spelling errors |and/or spelling errors | |
Raw Total: 16.00 (of 16.0)
Appendix B: Assignments Grading Scale
Research Paper Grading Rubric
|Scale |Criteria |
|180–200 |Superior work in all areas – Student consistently exceeds minimal expectations in all areas regarding content, analysis, synthesis, |
|A |evaluation of topic, participation, timeliness, and writing style. |
| |Specifically: |
| |Information is very well-organized with well-constructed paragraphs and headings. |
| |Information clearly relates to the main topic and includes several supporting details. |
| |All sources are accurately documented in current APA format. |
| |The required 9 scholarly sources are each cited numerous times throughout each section of the paper. Scholarly sources (from |
| |peer-reviewed journals) are used and follow the requirements for the time of publication. |
| |Minimal to non-existent spelling, grammatical, or APA errors exist. |
| |Length is 4-5 full pages not including the title page, abstract, and references list. |
|160–179 |Good work in most areas – Student demonstrates minor deficiencies in some areas regarding content, analysis, or writing style. |
|B |Specifically: |
| |Information is organized with well-constructed paragraphs and headings. |
| |Information clearly relates to the main topic and includes supporting details. |
| |Each of the required 9 scholarly sources are cited more than once. Scholarly sources (from peer-reviewed journals) are used and follow |
| |the requirements for the time of publication. |
| |Limited spelling, grammatical, or APA errors exist. |
| |Length is 4-5 full pages not including the title page, abstract, and references list. |
|140–159 |Fair work in most areas – Student exhibits need for improvement in most areas regarding content, analysis, writing style, and/or |
|C |participation. |
| |Specifically: |
| |Information is organized but paragraphs are not well-constructed. |
| |Information clearly relates to the main topic but includes few supporting details. |
| |Each of the required 9 scholarly sources is cited at least once. Scholarly sources (from peer-reviewed journals) are used and follow |
| |the requirements for the time of publication. |
| |Few spelling, grammatical, or APA errors exist. |
| |Length is 4-5 full pages not including the title page, abstract, and references list. |
|0–139 |Failing – Student shows evidence of refusal or inability to meet minimum standards of undergraduate level work. |
|D, F |Specifically: |
| |The information appears to be disorganized. |
| |Fewer than the required 9 scholarly sources are used or not accurately documented. |
| |Numerous spelling, grammatical, or APA errors exist. |
| |Length is 4–5 full pages not including the title page, abstract, and references list. |
|Total |Instructor’s Comments: |
| |
|*Findings of academic dishonesty will result in an outcome of either failing the assignment, failing the course, or being dismissed from the program. |
Appendix C: Grading Rubric for Annotated Bibliography
| |Level 1 - Unsatisfactory |Level 2 - Needs |Level 3 - Satisfactory |Level 4 - Good |Level 5 - Excellent |
| | |Improvement | | | |
|Type of |Points Range:0 (0%) - |Points Range:18 (18%) - |Points Range:21 (21%) - |Points Range:24 (24%) - |Points Range:27 (27%) - |
|References |17 (17%) |20 (20%) |23 (23%) |26 (26%) |30 (30%) |
| |Paper lacks several |Some sources may not be |Most sources are |All but one of the |Identifies sources |
| |criteria; sources may be |appropriate to the |appropriate to the |following criteria was |appropriate to the |
| |inappropriate to the |discipline, current |discipline, current |met; sources are |discipline, which are |
| |discipline and are not |(within last five |(within last five |appropriate to the |current (within last |
| |current (within last five |years), and/or relevant.|years), and/or relevant.|discipline, current |five years) and/or |
| |years) and/or relevant. No|Some directly quoted |Little to no directly |(within last five years)|relevant. No directly |
| |directly quoted material |material is present. The|quoted material is |and/or relevant. No |quoted material is |
| |is present. The annotation|annotation does not |present. The annotation |directly quoted material|present. The annotation |
| |does not offer a concise |concisely summarize the |is somewhat concise and |is present. The |is concise and provides |
| |summary of the type of |type of source, topic, |mostly summarizes the |annotation is fairly |a good summary of the |
| |source, topic, argument, |argument, rationale, or |type of source, topic, |concise and summarizes |type of source, topic, |
| |rationale, or |interpretation. |argument, rationale, or |the type of source, |argument, rationale, or |
| |interpretation. | |interpretation. |topic, argument, |interpretation. |
| | | | |rationale, or | |
| | | | |interpretation. | |
|Writing |Points Range:0 (0%) - |Points Range:15 (15%) - |Points Range:18 (18%) - |Points Range:20 (20%) - |Points Range:23 (23%) - |
|Mechanics |14 (14%) |17 (17%) |19 (19%) |22 (22%) |25 (25%) |
| |Writing lacks clarity and |Writing lacks clarity |Writing is somewhat |Writing is mostly clear |Writing is clear and |
| |conciseness. Contains |and conciseness. Some |clear and concise. |and concise. Sentence |concise. Sentence |
| |serious problems with |sentence structure may |Sentence structure and |structure and grammar |structure and grammar |
| |sentence structure and |be weak and contain |grammar are strong and |are strong and mostly |are strong to excellent.|
| |grammar as well as |grammatical errors as |mostly correct. Few |correct. Few minor |Punctuation is used |
| |numerous major and/or |well as several minor |minor errors in |errors in punctuation |correctly. No spelling |
| |minor errors in |errors in punctuation |punctuation and/or |and/or spelling. |errors. |
| |punctuation and spelling. |and spelling. |spelling. | | |
|Evaluation |Points Range:0 (0%) - |Points Range:12 (12%) - |Points Range:14 (14%) - |Points Range:16 (16%) - |Points Range:18 (18%) - |
| |11 (11%) |13 (13%) |15 (15%) |17 (17%) |20 (20%) |
| |Most sources are of |Student did not explain |Some sources in |Most sources in |Sources were critically |
| |questionable quality, |why some resources were |bibliography were |bibliography were |evaluated. Student |
| |unsuitable, and/or |selected. Sources may be|critically evaluated, |critically evaluated, |explained why each |
| |unrelated to the research |of questionable quality |appropriate, and shown |appropriate, and shown |source was selected and |
| |topic. |or dated. |to be of value for the |to be of value for the |how it is of value for |
| | | |topic. |topic. |the research topic. |
|APA Usage |Points Range:0 (0%) - |Points Range:15 (15%) - |Points Range:18 (18%) - |Points Range:20 (20%) - |Points Range:23 (23%) - |
| |14 (14%) |17 (17%) |19 (19%) |22 (22%) |25 (25%) |
| |APA usage is extremely |Reference entries may |Reference entries show |APA guidelines are |APA guidelines are |
| |weak or nonexistent. If |somewhat follow APA |effort to follow APA |mostly followed |correctly followed. |
| |in-text citations and |formatting guidelines; |formatting guidelines; |correctly. Reference |Reference entries follow|
| |references are included, |several major errors in |several errors in |entries follow APA |APA formatting |
| |they contain major errors.|in-text citations or |in-text citations or |formatting guidelines |guidelines and are free |
| | |references may be |references may be |fairly well and are |of errors. In-text |
| | |present. |present. |usually correct. There |citations and references|
| | | | |may be a few minor |are correctly presented.|
| | | | |errors in in-text | |
| | | | |citations or references.| |
Appendix D: Grading Rubric for Term Paper Topic
| |Level 1 - |Level 2 - Needs |Level 3 - Satisfactory |Level 4 - Good |Level 5 - Excellent |
| |Unsatisfactory |Improvement | | | |
|Appropriate-ness of |Points Range:0 (0%) - |Points Range:15 (15%) - |Points Range:18 (18%) - |Points Range:20 (20%) - |Points Range:23 (23%) - |
|Topic |14 (14%) |17 (17%) |19 (19%) |22 (22%) |25 (25%) |
| |The topic is not |The topic is indirectly |The topic is somewhat |The topic mostly relates |The topic is clearly and |
| |related to course |related to some course |related to course content.|to course content. Shows |closely related to course |
| |content and is not |content. Has the potential|Has some potential to host|the potential to offer |content. Shows the |
| |conducive to engagement|to host basic engagement |basic engagement with |substantial engagement |potential to contribute |
| |with course topics. |with course topics. |course topics. |with course topics. |significant analysis and |
| | | | | |substantial engagement |
| | | | | |with course topics. |
|Resource Availability|Points Range:0 (0%) - |Points Range:15 (15%) - |Points Range:18 (18%) - |Points Range:20 (20%) - |Points Range:23 (23%) - |
| |14 (14%) |17 (17%) |19 (19%) |22 (22%) |25 (25%) |
| |Insufficient sources |Sufficient, acceptable |Sufficient, acceptable |Sufficient, acceptable |Sufficient, acceptable, |
| |have been identified; |sources have been |sources have been |sources have been |and useful sources have |
| |few to none are useful.|identified, but several |identified, but a few may |identified, but one or two|been identified. |
| | |may not be useful. |not be useful. |may not be useful. | |
|Creativity |Points Range:0 (0%) - |Points Range:15 (15%) - |Points Range:18 (18%) - |Points Range:20 (20%) - |Points Range:23 (23%) - |
| |14 (14%) |17 (17%) |19 (19%) |22 (22%) |25 (25%) |
| |Topic selected is |Topic selected is somewhat|Topic selected is somewhat|Topic selected is |Topic selected is |
| |common and |interesting, but rather |interesting and novel. |interesting and fairly |interesting and novel, |
| |uninteresting. |common. | |novel. |showing that thought was |
| | | | | |put into its selection. |
|Grammar and Mechanics|Points Range:0 (0%) - |Points Range:15 (15%) - |Points Range:18 (18%) - |Points Range:20 (20%) - |Points Range:23 (23%) - |
| |14 (14%) |17 (17%) |19 (19%) |22 (22%) |25 (25%) |
| |Writing lacks clarity |Writing lacks clarity or |Writing is somewhat clear |Writing is mostly clear |Writing is clear and |
| |and conciseness. |conciseness. Minor |and concise. Minor |and concise. Sentence |concise. Sentence |
| |Serious problems with |problems with sentence |problems with sentence |structure and grammar are |structure and grammar are |
| |sentence structure and |structure and some |structure and some |strong and mostly correct.|excellent. Correct use of |
| |grammar. Numerous major|grammatical errors. |grammatical errors. A few |Few minor errors in |punctuation. No spelling |
| |or minor errors in |Several minor errors in |minor errors in |punctuation or spelling. |errors. |
| |punctuation and |punctuation and spelling. |punctuation and spelling. | | |
| |spelling. | | | | |
Appendix E: Annotated Bibliography instructions
An annotated bibliography is a list of citations to books, articles, and documents. Each citation is
followed by a brief (usually about 100 words), descriptive and evaluative paragraph, which is called the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and
quality of the sources cited.
For this segment of the paper, you will identify seven (7) scholarly resources from the library by locating them and analyzing their relevance to your chosen topic. You will gather all of the scholarly resources you located thus far and put them in the form of a reference list. List each resource in APA style and in approximately one paragraph, summarize the important details from each resource. You must provide at least seven (7) reference citations for this assignment, but only need to use five (5) of them in your final research paper. Include a title page with the properly APA Style formatted information. If you have not yet chosen a title for your final research paper, you must still include a title page. Submit the annotated bibliography of the research as a document in a word processing application (i.e., Microsoft Word).
Running head: OBAMA HEALTHCARE
Annotated Bibliography America: Affordable Health Care
Cecil D. Blount
LSS 5100-13A, Learning Strategies Graduate Programs (27 Nov 13- 24 Dec 2013)
Dr. Goldwasser
10 December 2013
Belcher, L. M. (2010). What are the benefits of a Universal Health Care System?
Livestrong, Retrieved March 22, 2013, from
Care-system/
The article tries to explain the benefits of having a universal healthcare plan similar to those of Canada, Germany, and the United Kingdom. However, the writer highlights the differences between the countries. Canadians, for instance, do not have private insurance schemes and all citizens have to contribute to the scheme. The United Kingdom citizens have an option to take out private insurance plans. The writer points out the benefits of the universal plan.
Crissey, J. (2013). Are you ready for Obamacare? Commercial Carrier Journal. Vol 170
(6): 6.
In this article, Crissey talks to an employee benefits manager at a big firm who shares his insights on the implications of the passing into law of the Affordable Care Act of 2010.
Appendix F:
Case Studies
Chapter Cases (pp. 302-485)
Case 1: Monsanto Attempts to Balance Stakeholder Interests (pp. 302-313)
Case 2: Wal-Mart: the Future is Sustainability (pp. 314-326)
Case 3: The American Red Cross (pp. 327-337)
Case 4: Countrywide Financial: The Subprime Meltdown (pp. 338-347)
Case 5: Arthur Andersen: Questionable Accounting Practices (pp. 348-356)
Case 6: Coping with Financial and Ethical Risks at American International Group (AIG) (pp. 357-366)
Case 7: Starbucks' Mission: Social Responsibility and Brand Strength (pp. 367-374)
Case 8: The Fraud of the Century: The Case of Bernard Madoff (pp. 375-385)
Case 9: Nike: Managing Ethical Missteps—Sweatshops to Leadership in Employment Practices (pp. 386-396)
Case 10: Banking Industry Meltdown: The Ethical and Financial Risks of Derivatives (pp. 397-406)
Case 11: The Coca-Cola Company Struggles with Ethical Crises (pp. 407-418)
Case 12: Enron: Questionable Accounting Leads to Collapse (pp. 419-430)
Case 13: BP (Beyond Petroleum) Focuses on Sustainability (pp. 431-439)
Case 14: Tyco International: Leadership Crisis (pp. 440-447)
Case 15: Mattel Responds to Ethical Challenges (pp. 448-457)
Case 16: Petco Develops Successful Stakeholder Relationships (pp. 458-465)
Case 17: Home Depot Implements Stakeholder Orientation (pp. 466-475)
Case 18: New Belgium Brewing: Ethical and Environmental Responsibility (pp. 476-485)
Appendix G:
References
Adelheid, A. N., & Penny, M. P. (2012). Presenting Your Findings: A Practical Guide for Creating Tables.
AEGON financial services, The Netherlands
American Psychological Association. (2011). Publication manual of the American psychological association. Washington: American Psychological Association.
Anthony, K. B. (2010). Aristotle and the importance of virtue in the context of the politics
and the Nicomachean Ethics and its relation to today (Thesis, Bucknell
University). Retrieved from
honors_theses
Asahi' Breweries, Japan
Author's e-Business Ethics Website
Ferrell, O. C., & Fraedrich, J. (2015). Business ethics: Ethical decision making & cases. Nelson Education.
Foundation for Critical Thinking. (2007). Elements of Thought. Retrieved from Foundation for Critical Thinking:
Gilman, S. C. (2005). Ethics codes and codes of conduct as tools for promoting an
ethical and professional public service: Comparative successes and lessons.
Retrieved from
Guardian News and Media, United Kingdom
Hartman, L. P., DesJardins, J. R., & MacDonald, C. (2014). Business ethics: Decision making for personal integrity and social responsibility. McGraw-Hill.
Kurtz, R. S. (2003). Organizational culture, decision-making, and integrity: The National Park Service and the Exxon Valdez. Public Integrity, 5(4), 305–317.
Max Weber, “Asceticism and the Spirit of Capitalism,” from The Protestant Ethic and the Spirit of Capitalism, Translated by Talcott Parsons, Introduction by Anthony Giddens (Routledge: London and New York, 2001; or Routledge/Taylor & Francis e-Library, 2005), pp. 102.125.
McNeal, G. S. (2010). Organizational culture, professional ethics and Guantanamo. Case Western Reserve Journal of International Law, 42(1/2), 125–149.
Menzel, D. C. (2009). “‘I didn’t do anything unethical, illegal, or immoral”: A case study of ethical illiteracy in local governance. Public Integrity, 11(4), 371–384.
Northouse, P. G. (2015). Leadership: Theory and practice. Sage publications.
O'Leary, R. (2013). The ethics of dissent: Managing guerrilla government. Cq Press.
PEMEX petroleum, Mexico
Pick'n Pay retail, South Afric
Qantas aviation, Australia
Sharp, B., Aguirre, G., & Kickham, K. (2015). Managing in the Public Sector: A Casebook in Ethics and Leadership. Routledge.
Target Corporation, United States
U.S. Office of Government Ethics (n.d.-a). Retrieved November 19, 2013, from
U.S. Office of Government Ethics. (n.d.-b). Statutes. Retrieved November 19, 2013, from
U.S. Office of Government Ethics. (2000). A brief wrap on ethics. Retrieved from
Officials/Resources/bkbriefwrap_00.pdf
VanCity credit union, Canada
Weber, M. (2002). The Protestant Ethic and the Spirit of Capitalism: and other writings. Penguin.
Appendix H: What are reliable references
Reliable and Unreliable Sources
Resource: “Internet Research Tips” by Grace Fleming Whenever sources must be used for writing academic papers, such as research papers, reliable sources must be used to validate or support your ideas. Some sources are considered as reliable because they have been written by people who are experts in the field. On the other hand, some sources, such as Wikipedia, are not reliable because the authors may not have a thorough knowledge or full understanding of a topic.
Below are two lists of sources that are considered as reliable and unreliable:
List of reliable sources—print and online:
( books—authored, edited, and published
( newspapers and magazines
( peer-reviewed journals
( peer-reviewed articles
( PhD or MBA dissertations and research
( public library including Questia
( scholarly articles
( isolated studies or academic research
( educational institutions and their websites
To determine reliability of online sites and their organizations, determine the URL’s (Uniform Resources Locator) ending:
( If the site ends in .edu, it is most likely an educational institution. Be aware,
however, of political bias.
( If the site ends in .gov, it is most likely a reliable government website. These sites
usually provide good sources for statistics and objective reports.
( If the site ends in .org, it is usually a non-profit organization. These sources vary
in being good or poor sources of information. You need to research their possible
agendas or political biases, if they exist.
Reputable online journals and magazines:
( Contain a bibliography for every article
( List sources within that bibliography that are sometimes extensive and always
include scholarly, non-Internet sources
( Have statistics and data within the article that validate the claims made by the
author
News sources:
( Every television and print news source has a website.
( They are reliable, but sometimes the focus is to entertain rather than inform.
( Think of these sources as a steppingstone to more reliable sources.
List of unreliable sources—print and online:
The following are unreliable sources because they require confirmation with a reliable
source:
( Wikipedia. Although this site is a good starting point for finding initial ideas about a topic, some of their information and attached resources may not be reliable.
( Blogs, tweets
( Personal websites
( Forums
( Questionable sites created by organizations that may have political or biased agendas
( Sites that provide biased information
( Self-published sources
( Opinionated articles such as editorials
( Online sources with an URL (Uniform Resources Locator) that ends in html
(HyperText Markup Language), which is the basic building block of webpages
( Some online sources with an URL (Uniform Resources Locator) that ends in .com
( Sites of companies that conduct their business over the internet. Some of these sites are unreliable because they have hidden agendas.
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- central community college columbus campus
- central texas college online
- central community college hastings ne
- central community college columbus ne
- central community college columbus neb
- central community college kearney ne
- central texas college transcript request
- central texas college fafsa code
- central texas college cost
- central texas builders and remodelers
- central texas militia
- central az college jobs