G302: BUSINESS AND ECONOMIC STRATEGY IN THE PUBLIC …



G316: “Sustainable Enterprise”

Spring 2018 (3 credit hours)

Required class for Sustainable Business Co-Majors

Pre-Req: none

Indiana University, Kelley School of Business

Department of Business Economics and Public Policy (BEPP)

INSTRUCTOR INFORMATION

Instructor Name: Steven F. Kreft

Telephone: (812) 856-4965

E-mail: skreft@indiana.edu

Office: HH-3080D

Office Hours: Rather than locking in a time that is not convenient for you, or competing with 1,000 g202ers, I rather do office hours by appointment, and I will always preference your requests.

|Section |Days |Times |Room |

|10409 |M/W |9:30am—10:45am |HH-3057 |

COURSE MATERIALS

Required Text: Getting Green Done (GGD): Hard Truths from the Front Lines of the Sustainability Revolution. Auden Schendler. PublicAffairs (2009).

Required Case Readings: purchase directly through the following Harvard Business School website . After you set up a guest account with Harvard and purchase the case packet, you will then have access to the digital downloads of the cases (in pdf).

All other course material will be provided through Canvas.

COURSE DESCRIPTION

A sustainable enterprise is defined as any human endeavor with integrity in three interrelated dimensions – environmental, cultural/social, and economic—and whose collective actions meet the needs of the enterprise and its stakeholders today without compromising the ability of future generations to meet their needs.

The purpose of this course is to investigate the challenges of implementing sustainability in a variety of contexts and under often divergent perspectives. This course is designed to give students the tools to be able to identify and explain how sustainability creates new opportunities for, and constraints on, enterprise value creation.

COURSE LEARNING OBJECTIVES

By the end of this course, students should be able to:

1) Exhibit a working knowledge of the fundamental economic, social, and environmental sustainability challenges being addressed by business leaders, non-governmental organizations, entrepreneurs, and policy-makers;

2) Examine the issue of enterprise sustainability from an internal stakeholder perspective as well as from an external stakeholder perspective;

3) Recommend and defend strategies that create opportunities and mitigate risks associated with sustained enterprise profitability and related effects to society and the environment.

These learning objectives support learning goals 1 (An Integrative Point of View), 3 (Critical Thinking and Decision Making) and 9 (Global Awareness) of the Undergraduate Program. See the end of this syllabus for a full articulation of these goals.

COURSE STRUCTURE

This course will follow the Getting Green Done text that will serve as a foundation for perspective. It is expected that you read the relevant GGD Chapters before the week in which they are assigned.

Also, this course will largely follow a current topics model of discussion-based learning. We will build a depository of current news articles that we will regularly integrate in the classroom, where the class will debate the merits of the sustainable enterprise strategies contained in the articles. Furthermore, students in the class will be expected to regularly keep up with developments and trends in implementing sustainability, so that multifaceted views and perspectives can be developed in the class discussions and debates.

COURSE REQUIREMENTS

Participation 30%

Current News Articles 20%

Case Decision Point Analysis 30%

Team Advisory Engagement 20%

Participation (30%)

The daily classroom discussion represents a unique opportunity for you to develop and enhance your confidence and skill in articulating a personal position, reacting "on the spot" to new ideas, and receiving and providing critical feedback from a group of assertive and demanding colleagues. This is an opportunity that is encouraged for all to engage in. You are expected to come to each class, with the readings dissected and prepared to contribute to the class discussion. If you must miss a class meeting due to an unavoidable circumstance, please e-mail me in advance.

Your ability to build on the comments of others requires you to listen and to consider the timing of your contribution, and that is a very valuable skill to develop. In addition to my monitoring of your in-class efforts, each class period that we discuss a GGD chapter or related news articles, your efforts will be audited by randomly selected members of the class. The class graders will be given instructions on how to record the in-class activity based on the following criteria:

|Point Value|Category |Components of in-class contribution |

| |(Frequency) | |

|3 |Outstanding |The comment adds substantial value to the discussion. |

| | |Demonstrates willingness to take risks in attempting to answer difficult or unpopular questions. |

| |Rare |Breaks new ground and raises the flow of discussion to a higher level, often by synthesizing material |

| |(0-20%) |and applying multiple lenses or techniques. |

|2 |Significant |The comment adds value to the discussion, beyond case facts. |

| | |There is evidence of analysis rather than just the expression of opinion (although some espousal of |

| |Frequent |opinion is acceptable, even desirable in certain circumstances). |

| |(20-30%) |Comments are linked to those of others, facilitating the flow of the discussion. |

| | |Demonstrates knowledge of readings and other relevant course material. |

| | |Incorporate relevant insights from other courses or current affairs. |

|1 |Good |The comment advances the flow of the discussion (including responses to questions from the instructor).|

| | |Demonstrates clear grasp of case material. |

| |Common |Information presented is relevant to the discussion. |

| |(60-70%) | |

After we have finished debating GGD chapter 4, you will receive a progress report on how you compare to the class average in-class activity (quality and quantity), so that there is significant time to correct any trends that need to be corrected.

Current News Articles (20%)

Every week that we debate a chapter of GGD, selected students will have a current news article analysis due prior to covering the relevant chapter in class. Specifically, students in Group A will conduct news analysis for chapters (1, 3, 5, 7, 9) and students in Group B will conduct news analysis for chapters (2, 4, 6, 8, 9). The analysis conducted by the respective students will be due on the Sunday prior to the week by 11:59pm EST (see class content at the end of this document for specific due dates). You will be responsible to submit via assignments built in Canvas, a current news event article relating to the relevant GGD chapter and your own original analysis. Articles must have been published within the last 365 days. Article analysis write ups will be turned in as individual assignments and late assignments will result in 10% penalties for each 12-hour period that the assignment is late.

A sample write up will be posted in Canvas, but generally your write up should follow these guidelines: Within your submission, you will type one page, single space, Times Roman 12 point font. Roughly 1/3 of the page will summarize the article. Then the remaining 2/3 of the page will detail how the article relates to the relevant GGD chapter. Your article can either be used to affirm a concept, or to challenge a concept in the text chapter, so make sure to fully detail the article’s value in face of our class perspectives. Also, please make sure to include an electronic copy of the article that you have analyzed.

In the relevant weeks that news articles are due, I will pick some of the most interesting articles of the week to debate in class on the following Wednesday. So, the more value that your article and analysis has, the more likely it will serve as foundation for our in-class debate.

Case Decision Point Analysis (30%)

To give you an avenue to apply your perspective to a specific sustainable business decision point, you will conduct three case analysis exercises (see class content at the end of this document for specific dates). In the relevant week, we will not discuss a GGD chapter, rather we will focus our efforts on the assigned case (which you have already purchased from Harvard). A week prior to its due date, I will post the case’s decision point for you to analyze. You will then turn in a two-page, single space, Times Roman 12 point font submission that responds to the case decision point prompts. Your individual submission will be due in Canvas by 9:00am on the Wednesday of the relevant week, because we will conduct a live case debate in class on that Wednesday.

Each case decision point analysis will count for 10% of your class grade. Also, these write ups will be turned in as individual assignments and no late submissions will be accepted as the case will be debated in class immediately after the due time.

Team Advisory Engagement (20%)

The Team Advisory Engagement will allow you to apply the business perspective that you have developed throughout the course in order to make a business case for implementing sustainability. The project will be completed in teams that will be formed by the end of the second week of class. To ensure participation of each team member, an internal team peer evaluation will be conducted at the end of the semester.

In week 6, I will deliver the client engagement to the class, all teams will work under the same general guidelines but ample flexibility will be given so that team innovation and differentiation will be widely possible. In general, your team will need to analyze the client’s existing sustainability ventures and suggest an avenue for improvement. Your team’s analysis will be contained in the following two deliverables, and more details on each will be provided in class in the weeks before each is due.

(i) Business Case Rough Draft

4 PowerPoint slides (one slide for idea development, one slide for costs, one slide for benefits, one slide for implementation timeline) due by 11:59pm on the Friday that ends week 9. Then, one-on-one team meetings will occur in class on Monday of week 11 (no class during week 10 because of spring break), and a team meeting schedule will be posted in Canvas in advance. Within this deliverable, you begin to quantify the anticipated returns and anticipated costs, to show the payoff potential of implementing your program.

(ii) Advisory Engagement Presentation

Enough PowerPoint slides to fill a 15 minute presentation on your recommendation’s business case. Slide decks due by 11:59pm on the Monday that starts week 15. There are no scheduled class activities that day to better allow for team meetings and last minute organizing efforts. Team presentations will occur in week 16.

You are encouraged to proactively seek guidance from me throughout the team advisory engagement, however, once the engagement is launched, I will only force you to have one interaction with me over your Business Case Rough Draft. But if your team desires more meetings, and feedback throughout the process, I am totally supportive of more meetings outside of class. Please send me an e-mail to request scheduling such meetings.

GRADING SCALE

The following grading scale is the default IU grading scale and it will be used for the final assessment of class grades

A+ 97 and above A 93-96 A- 90-92

B+ 87-89 B 83-86 B- 80-82

C+ 77-79 C 73-76 C- 70-72

D+ 67-69 D 63-66 D- 60-62

F 59 and below

HONESTY AND PERSONAL INTEGRITY

Undergraduate students in the Kelley School have developed an Honor Code that defines a vision for what it means to be a Kelley graduate, and can be found online at . Any academic dishonesty, defined as a violation of the Honor Code, will not be tolerated at the IU Kelley School of Business and the appropriate disciplinary actions will be taken against any offenders.

As your instructor, one of my responsibilities is to help create a safe learning environment on our campus. Title IX and our own Sexual Misconduct policy prohibit sexual misconduct. If you have experienced sexual misconduct, or know someone who has, the University can help:

• The Sexual Assault Crisis Service (SACS) at 812-855-8900

• Counseling and Psychological Services (CAPS) at 812-855-5711

• Confidential Victim Advocates (CVA) at 812-856-2469

• IU Health Center at 812-855-4011

More information about available resources can be found here:



It is also important that you know that federal regulations and University policy require me to promptly convey any information about potential sexual misconduct known to me to our campus’ Deputy Title IX Coordinator or IU’s Title IX Coordinator. In that event, they will work with a small number of others on campus to ensure that appropriate measures are taken and resources are made available to the student who may have been harmed. Protecting a student’s privacy is of utmost concern, and all involved will only share information with those that need to know to ensure the University can respond and assist. I encourage you to visit stopsexualviolence.iu.edu to learn more.

COURSE CONTENT

|Dates |Topics, Readings, or Deliverables |

|Week 1 |1/8 |Introduction to Sustainable Enterprise |

| |1/10 |Sustainability Faceoff: Milton Friedman versus Al Gore |

|Week 2 |1/15 |NO CLASS: MLKjr Day |

| |1/17 |Harvard Cases: |

| | |-Competitive Environmental Strategies: When Does It Pay to Be Green? |

| | |-Profiting from Environmental Regulatory Uncertainty: Integrated Strategies for Competitive Advantage |

| | |TEAMs formed in class and Seating Chart Pictures Taken |

|Week 3 |1/21 |SUNDAY: GGD Ch. 1 News Analysis due by 11:59pm (Group A) |

| |1/22 |GGD Chapter 1: Trench Warfare, Not Surgery |

| |1/24 |GGD Chapter 1 in the News |

|Week 4 |1/28 |SUNDAY: GGD Ch. 2 News Analysis due by 11:59pm (Group B) |

| |1/29 |GGD Chapter 2: Climate Change and the Fierce Urgency of Now |

| |1/31 |GGD Chapter 2 in the News |

|Week 5 |2/4 |SUNDAY: GGD Ch. 3 News Analysis due by 11:59pm (Group A) |

| |2/5 |GGD Chapter 3: Sustainability, Fork Split |

| |2/7 |GGD Chapter 3 in the News |

|Week 6 |2/12 |Team Engagement will be launched in class (all teams present) |

| |2/14 |Case Decision Point Analysis #1 Due by 9:00am |

| | |- Unilever's New Global Strategy: Competing through Sustainability |

|Week 7 |2/18 |SUNDAY: GGD Ch. 4 News Analysis due by 11:59pm (Group B) |

| |2/19 |GGD Chapter 4: Aspen: A Canary in the Coal Mine and a Shining City on a Hill. |

| |2/21 |GGD Chapter 4 in the News |

|Week 8 |2/25 |SUNDAY: GGD Ch. 5 News Analysis due by 11:59pm (Group A) |

| |2/26 |GGD Chapter 5: Finding our Biggest Lever |

| |2/28 |GGD Chapter 5 in the News |

|Week 9 |3/4 |SUNDAY: GGD Ch. 6 News Analysis due by 11:59pm (Group B) |

| |3/5 |GGD Chapter 6: Sustainable Sustainability: Creating Lasting Change |

| |3/7 |GGD Chapter 6 in the News |

| |3/9 |Team Business Case Rough Drafts due FRIDAY by 11:59pm |

|Week 10 |3/12 |NO CLASS: Spring Break |

| |3/14 |NO CLASS: Spring Break |

|Week 11 |3/19 |Team Meetings, Schedule will be posted in Canvas |

| |3/21 |Case Decision Point Analysis #2 Due by 9:00am |

| | |- Levi Strauss & Co.: Driving Adoption of Green Chemistry |

|Week 12 |3/25 |SUNDAY: GGD Ch. 7 News Analysis due by 11:59pm (Group A) |

| |3/26 |GGD Chapter 7: Green Energy: The Key to Solving Climate Change (and sometimes a scam) |

| |3/28 |GGD Chapter 7 in the News |

|Week 13 |4/1 |SUNDAY: GGD Ch. 8 News Analysis due by 11:59pm (Group B) |

| |4/2 |GGD Chapter 8: Green Buildings: Simple, Elegant, and Crucial |

| |4/4 |GGD Chapter 8 in the News |

|Week 14 |4/8 |SUNDAY: GGD Ch. 9 News Analysis due by 11:59pm (Both Groups A & B) |

| |4/9 |GGD Chapter 9: Shameless Self Promotion and Why it Matters |

| |4/11 |GGD Chapter 9 in the News |

|Week 15 |4/16 |Team Presentation Slides due by 11:59pm |

| |4/18 |Case Decision Point Analysis #3 Due by 9:00am |

| | |- Greenpeace’s Unfriend Coal Campaign and Facebook |

|Week 16 |4/23 |Team Presentations |

| |4/25 |Team Presentations |

|Week 17 | |Your Team Advisory Engagement is your final deliverable. |

Kelley Undergraduate Program Learning Goals

Learning Goal 1: An Integrative Point of View

Graduates of the Kelley School of Business Undergraduate Program will be able to evaluate and make business decisions from an integrative point of view, one that reflects an understanding of mutually interdependent relationships among competitive and environmental conditions, organizational resources, and the major functional areas of a business enterprise.

Learning Goal 2: Ethical Reasoning

Graduates of the Kelley School of Business Undergraduate Program will be able to recognize ethical issues, demonstrate familiarity with alternative frameworks for ethical reasoning, and discern tradeoffs and implications of employing different ethical frames of reference when making business decisions.

Learning Goals 3: Critical Thinking & Decision Making

Graduates of the Kelley School of Business Undergraduate Program will be able to use a variety of research methodologies to identify and critically evaluate implications of business decisions for organizational stakeholders (e.g., customers, colleagues, employees, suppliers, foreign governments, communities, cultures, regulatory agencies) and the natural environment.

Learning Goal 4: Communication

Graduates of the Kelley School of Business Undergraduate Program will be able to communicate effectively in a wide variety of business settings (e.g., live, virtual, synchronous and asynchronous), employing multiple mediums of communications (e.g., written, oral and visual).

Learning Goal 5: Quantitative Analysis and Modeling

Graduates of the Kelley School of Business Undergraduate Program will be able systematically apply tools of quantitative analysis and modeling to make recommendations and business decisions.

Learning Goals 6: Team Membership & Leadership

Graduates of the Kelley School of Business Undergraduate Program will be able to collaborate productively with others, functioning effectively as both members and leaders of teams.

Learning Goal 7: Respect, Inclusiveness & Valuing People

Graduates of the Kelley School of Business Undergraduate Program will be able to create and sustain personal and work environments that are respectful and inclusive, valuing the contributions of all persons.

Learning Goal 8: Personal and Professional Development

Graduates of the Kelley School of Business Undergraduate Program will be prepared to become the “authors” of their own futures, make informed and deliberate choices about personal and professional development, assume responsibility for their decisions, take pride in excellence, contribute to community, and demonstrate college-level mastery of the skills needed for pursuing and managing a career as a business professional.

Learning Goal 9: Global Awareness

Graduates of the Kelley School of Business Undergraduate Program will be conversant with major economic, social, political, and technological trends and conditions influencing foreign investment and development of the global economy and demonstrate an understanding of the cultural, interpersonal and analytical competencies required for engaging in global business activities.

Learning Goal 10: Innovation and Creativity

Graduates of the Kelley School of Business Undergraduate Program will know how to respond to the need for innovation or creativity by engaging in ongoing learning, broadening their points of view, exploring cross-contextual links, and consulting with others.

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