2017-2018 hba2 timetable - bond university western 2017-2018 spring cour… · 1310 4505 (2) gmm i....

Room Faculty Room Faculty Room Faculty Room Faculty

1310 4608 (1) C&S - Managing Energy, Env & Natural Resources A. Fremeth 1310 4505 (3) GMM I. Holloway 1310 4608 (1) C&S - Managing Energy, Env & Natural Resources A. Fremeth 1310 4505 (3) GMM I. Holloway

1320 4479 (1) Taxation for Managers D. MacDonald 1320 4433 (1) Portfolio Management S. Patel 1320 4479 (1) Taxation for Managers D. MacDonald 1320 4433 (1) Portfolio Management S. Patel

2115 4517 (1) End User Modelling TBD 2115 4468 (2) Negotiations A. Frost 2115 4517 (1) End User Modelling TBD 2115 4468 (4) Negotiations A. Frost

1330 4505 (1) GMM I. Holloway 1330 4558 (3) New Venture Creation L. Plummer 1330 4505 (1) GMM I. Holloway 1330 4558 (3) New Venture Creation L. Plummer

1310 4608 (2) C&S - Managing Energy, Env & Natural Resources A. Fremeth 1310 4505 (4) GMM I. Holloway 1310 4608 (2) C&S - Managing Energy, Env & Natural Resources A. Fremeth 1310 4505 (4) GMM I. Holloway

1320 4479 (2) Taxation for Managers D. MacDonald 2120 4417 (3) Corporate Financial Reporting M. Stein 1320 4479 (2) Taxation for Managers D. MacDonald 2120 4417 (3) Corporate Financial Reporting M. Stein

1330 4567 (1) Wealth Management C. Grace 1330 4588 (1) C&S - Sustainable Finance D. Arjalies 1330 4567 (1) Wealth Management C. Grace 1330 4588 (1) C&S - Sustainable Finance D. Arjalies

2115 4564 (1) Design Driven Innovation D. Meister 1320 4505 (5) GMM B. Schaufele 2115 4564 (1) Design Driven Innovation D. Meister 1320 4505 (5) GMM B. Schaufele

2115 4468 (2) Negotiations A. Frost 2115 4468 (4) Negotiations A. Frost

1330 4567 (2) Wealth Management C. Grace 1320 4505 (6) GMM B. Schaufele 1330 4567 (2) Wealth Management C. Grace 1320 4505 (6) GMM B. Schaufele

1320 4439 (1) Entrepreneurial Finance D. Simpson 1310 4559 (1) Raising Capital W. Adlam 1320 4439 (1) Entrepreneurial Finance D. Simpson 1310 4559 (1) Raising Capital W. Adlam

1310 4505 (2) GMM I. Holloway 2115 4433(2) Portfolio Management S. Patel 1310 4505 (2) GMM I. Holloway 2115 4433(2) Portfolio Management S. Patel

1330 4588 (2) C&S - Sustainable Finance D. Arjalies 1330 4588 (2) C&S - Sustainable Finance D. Arjalies

2120 4417 (4) Corporate Financial Reporting K. Huo 2120 4417 (4) Corporate Financial Reporting K. Huo

1310 4607 (1) Microeconomics B. Schaufele 2115 4468 (3) Negotiations A. Frost 1310 4607(1) Microeconomics B. Schaufele 1230 4500 (1) Learning From Leaders K. Hardy

1120 4517 (2) End User Modelling TBD 1130 4535 (1) Integrated Marketing M. Taylor 1120 4517 (2) End User Modelling TBD 1120 4554 (1) Private Equity W. Adlam

1130 4450 (1) Business Law P. King 1120 4554 (1) Private Equity W. Adlam 1130 4450 (1) Business Law P. King 1140 4518 (1) Project Management M. Cheikh-Ammar

1140 4458 (1) Leading Change C. Maurer 1140 4518 (1) Project Management M. Cheikh-Ammar 1140 4458 (1) Leading Change C. Maurer 1200 4433(3) Portfolio Management S. Patel

1240 4439 (2) Entrepreneurial Finance D.Simpson 1200 4433(3) Portfolio Management S. Patel 1240 4439 (2) Entrepreneurial Finance D.Simpson 1210 4486 (1) Financial Analytics H. Pun

1200 4613(1) Fundemantals Commercial Real Estate C. Brawn 1210 4486 (1) Financial Analytics H. Pun 1200 4613(1) Fundamentals Commercial Real Estate C. Brawn 1220 4588 (3) C&S - Sustainable Finance D. Arjalies

1210 4454 (1) Operations Strategy D. Wood 1220 4588 (3) C&S - Sustainable Finance D. Arjalies 1210 4454 (1) Operations Strategy D. Wood 1310 4592 (1) Sports & Ent Marketing C. McDougall

1220 4417 (1) Corporate Financial Reporting M. Stein 1310 4592 (1) Sports & Ent Marketing C. McDougall 1220 4417 (1) Corporate Financial Reporting M. Stein

2120 4421 (1) Business to Business Marketing M. Taylor 2120 4421 (1) Business to Business Marketing M. Taylor

1230 4441 (1) Entrepreneurial Marketing C. McDougall 1230 4441 (1) Entrepreneurial Marketing C. McDougall

2115 NEW - 4619 (1) The Performing Leader J. Seijts 2115 NEW - 4619 (1) The Performing Leader J. Seijts

2115 4520 (1) Revenue Management TBD 2115 4468 (3) Negotiations A. Frost 2115 4520 (1) Revenue Management TBD 1230 4500 (1) Learning From Leaders K. Hardy

1220 4417 (2) Corporate Financial Reporting M. Stein 1130 4535 (1) Integrated Marketing M. Taylor 1220 4417 (2) Corporate Financial Reporting M. Stein 2120 NEW - 4623 (1) International Collaborative Arrangements D. Chakravarty

2120 NEW - 4620 (1) Impact Assessment D. Arjalies 2120 NEW - 4623 (1) International Collaborative Arrangements D. Chakravarty 2120 NEW - 4620 (1) Impact Assessment D. Arjalies 1210 4486 (2) Financial Analytics H. Pun

1210 4486 (2) Financial Analytics H. Pun

1200 4477 (1) Corporate Financial Reporting II D. Ross, D. Talbot, M. Hart 1200 4477 (2) Corporate Financial Reporting II D. Ross, D. Talbot, M. Hart

1120 4503 (1) Leadership and Communication M. Sider

Room Faculty Room Faculty Room Faculty Room Faculty

1310 4611(1) Start Ups, Tricky Issues, Hustle & Grit E. Morse 2115 4547 (1) Health Sector Leadership and Innovation M. Rouse 1310 4611(1) Start Ups, Tricky Issues, Hustle & Grit E. Morse 2115 4547 (1) Health Sector Leadership and Innovation M. Rouse

1320 4567 (3) Wealth Management C. Grace 1310 4543 (1) Technology Innovation I. Haase 1320 4567 (3) Wealth Management C. Grace 1310 4543 (1) Technology Innovation I. Haase

2115 NEW - 4621 (1) Design and Technology Management Y. Rahrovani 1320 2115 NEW - 4621 (1) Design and Technology Management Y. Rahrovani

1320 4567 (4) Wealth Management C. Grace 1310 4505 (9) GMM D. Raiha 1320 4567 (4) Wealth Management C. Grace 1310 4505 (9) GMM D. Raiha

1330 4505 (7) GMM D. Raiha 1320 4539 (1) C&S - Business Strategy & Sustainability P. Shulist 1330 4505 (7) GMM D. Raiha 1320 4539 (1) C&S - Business Strategy & Sustainability P. Shulist

1310 4566 (1) Managing High Growth D. Lim 1330 4538 (1) C&S - Women in Leadership A. Konrad 1310 4566 (1) Managing High Growth D. Lim 1330 4538 (1) C&S - Women in Leadership A. Konrad

2115 4600 (1) Data Management D. Neufeld 2120 4434 (1) Mngmt of Services TBD 2115 4600 (1) Data Management D. Neufeld 2120 4434 (1) Mngmt of Services TBD

2120 4614(1) Social Media Analytics & Digital Mktg X. Wang 2120 4614(1) Social Media Analytics & Digital Mktg X. Wang

1320 4469 (1) Competing with Analytics R. Kashef 1310 4505 (10) GMM D. Raiha 1320 4469 (1) Competing with Analytics R. Kashef 1310 4505 (10) GMM D. Raiha

1310 4566 (2) Managing High Growth D. Lim 1330 4413 (1) Derivatives and Risk Management W. Busaba 1310 4566 (2) Managing High Growth D. Lim 1330 4413 (1) Derivatives and Risk Management W. Busaba

2115 4443 (1) Value Investing G. Athanassakos 1320 4539 (2) C&S - Business Strategy & Sustainability P. Shulist 2115 4443 (1) Value Investing G. Athanassakos 1320 4539 (2) C&S - Business Strategy & Sustainability P. Shulist

2120 4572 (1) Retail Marketing K. Antia 2120 4603 (1) Data Management in Excel TBD 2120 4572 (1) Retail Marketing K. Antia 2120 4603 (1) Data Management in Excel TBD

1330 4505 (8) GMM D. Raiha 1330 4505 (8) GMM D. Raiha

2115 4412 (3) - T8 Advanced Presentation Skills D. Shackel 1120 NEW - 4591 (1) Business and Markets N. Dawar 1120 4417 (5) Corporate Financial Reporting K. Huo 1120 4548 (1) Consumer Insights A. Johnson

1120 4417 (5) Corporate Financial Reporting K. Huo 1200 4610 (1) Leading Family Firms D. Simpson 1130 4439 (3) Entrepreneurial Finance D. Simpson 1200 4610 (1) Leading Family Firms D. Simpson

1130 4439 (3) Entrepreneurial Finance D. Simpson 2115 4584 (1) - T8 Giving Voice to Leadership J. Seijts 1140 4443 (2) Value Investing G. Athanassakos 2115 4584 (1) - T8 Giving Voice to Leadership J. Seijts

1140 4443 (2) Value Investing G. Athanassakos 1130 4583 (1) Behavioural Finance A. Nadler 1200 4458 (2) Leading Change C. Maurer 1130 4583 (1) Behavioural Finance A. Nadler

1200 4458 (2) Leading Change C. Maurer 1210 4518 (2) Project Management M. Cheikh-Ammar 1210 4450 (2) Business Law P. King 1210 4518 (2) Project Management M. Cheikh-Ammar

1210 4450 (2) Business Law P. King 1220 4539 (3) C&S - Business Strategy & Sustainability P. Shulist 1220 4431 (1) Ad & Promo A. Johnson 1220 4539 (3) C&S - Business Strategy & Sustainability P. Shulist

1220 4431 (1) Ad & Promo A. Johnson 2120 4580 (1) Reputation Management M. Weil 1230 4469 (2) Competing with Analytics R. Kashef 2120 4580 (1) Reputation Management M. Weil

1230 4469 (2) Competing with Analytics R. Kashef 1140 4480 (1) Global Strategy S. Chen 1320 4408 (1) Cross Cultural Management M. Maznevski 1140 4480 (1) Global Strategy S. Chen

1320 4408 (1) Cross Cultural Management M. Maznevski 1230 4413 (2) Derivatives and Risk Management W. Busaba 2120 4614(2) Social Media Analytics & Digital Mktg X. Wang 1230 4413 (2) Derivatives and Risk Management W. Busaba

2120 4614(2) Social Media Analytics & Digital Mktg X. Wang 1240 4495 (1) Building Consumer Brands R. Duclos 2120 1240 4495 (1) Building Consumer Brands R. Duclos

1320 4603 (2) Data Management in Excel TBD 1320 4603 (2) Data Management in Excel TBD

2115 4412 (3) T8 Advanced Presentation Skills D. Shackel 1120 NEW - 4591 (1) Business and Markets N. Dawar 1120 4417 (6) Corporate Financial Reporting K. Huo 1120 4548 (1) Consumer Insights A. Johnson

1120 4417 (6) Corporate Financial Reporting K. Huo 1220 NEW - 4560 (1) Strategic Investing R. Barel 1140 4443 (3) Value Investing G. Athanassakos 1220 NEW - 4560 (1) Strategic Investing R. Barel

1140 4443 (3) Value Investing G. Athanassakos 1130 4583 (2) Behavioural Finance A. Nadler 1210 4450 (3) Business Law P. King 1130 4583 (2) Behavioural Finance A. Nadler

1210 4450 (3) Business Law P. King 1240 4495 (2) Building Consumer Brands R. Duclos 1230 4618 (1) Decision Making & Risk Management L. Austin 1240 4495 (2) Building Consumer Brands R. Duclos

1230 4618 (1) Decision Making & Risk Management L. Austin 2115 4489 (2) - T7 Mngmt of Professional Service Firms L. Menor 2120 NEW - 4464 (1) Supply Chain Management S. Vachon 2115 4489 (2) - T7 Mngmt of Professional Service Firms L. Menor

2120 NEW - 4464 (1) Supply Chain Management S. Vachon 1140 4480 (2) Global Strategy S. Chen 1130 NEW - 4545 (1) Sports and Entertainment Analytics TBD 1140 4480 (2) Global Strategy S. Chen

1130 NEW - 4545 (1) Sports and Entertainment Analytics TBD 1210 4553 (1) Social Enterprise O. Branzei 1210 4553 (1) Social Enterprise O. Branzei

1320 4590 (1) Introduction to Data Science TBD 1320 4590 (1) Introduction to Data Science TBD

2115 4412 (4) - T8 Advanced Presentation Skills D. Shackel 2115 4449 (1) - T8 Leadership : Habit of Mind D. Shackel 2120 4468 (6) Negotiations K. Raz

1240 4559 (2) Raising Capital D. Thomas 2120 4468 (5) Negotiations K. Raz 1240 4461 (2) Strategic Marketing N. Dawar

1200 4503 (2) Leadership and Communication M. Sider

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2017-2018 HBA2 TimetableFall

Mon Tues Wed Thur

IVEY BUSINESS SCHOOL COURSE FACT SHEET 2017/2018

BUSINESS 4408 CROSS-CULTURAL MANAGEMENT

20 Sessions

Professor Martha Maznevski Office 3359, Phone: 519-661-3263

TARGET AUDIENCE: HBA 2

Global leaders influence others for high and sustainable performance across cultures – national cultures as well as professional, organizational, and other types of cultures. The multi-cultural environment itself offers people unique opportunities to grow as individuals and leaders throughout their career. This course helps students lead effectively across different social contexts, and learn to create opportunities for themselves, others, and enterprises by drawing on the rich variety of cultural perspectives. It also provides an environment for learning about yourself as a leader, by confronting your own assumptions and questioning ways that people work together. This course is particularly beneficial for students who are interested in working in an international context, and students who may work in a culturally diverse workforce within a local context.

PURPOSE/OBJECTIVES

The course develops global leadership knowledge and capabilities. Through this course, you will: 1. Explore the ways in which global leadership has challenging requirements and innovative opportunities.2. Develop a sophisticated and deep appreciation of culture – not only geographic cultures – and a perspective for

leveraging your cultural expertise in changing multi-cultural combinations both within and across people.3. Increase your knowledge and behavioural capabilities for leading in global contexts to achieve results.4. Enhance your own self-awareness and your mindfulness about context in today’s unpredictable, complex, global

business environment.

OVERVIEW

Global leadership is influencing individuals, groups and organizations across boundaries and contexts, for enhanced performance now and over time. This course examines different aspects of global leadership, aligned around the leader’s role of working with people from different cultures to achieve results in innovative ways. We deeply explore what culture is, why it is important, and how it influences managerial behaviours in various organizational settings (e.g., negotiation, communication, leadership, teams, motivation) and at multiple levels (e.g., individual, interpersonal, and team levels). We develop skills for bridging across cultures and for empowering people from different cultures to work innovatively together, drawing on the resource of culture. Throughout the course, we draw on the diversity of cultural perspectives and experiences among students to develop self-awareness and contextual awareness.

The format is highly interactive, with a mix of cases, behavioural simulations, guest speakers, and live experiences.

MATERIALS/EQUIPMENT

Course package and textbook International Management Behavior, by Lane, Maznevski & DiStefano.

WORKLOAD/EVALUATION

Component Weight Individual Class Contribution 30% Team Presentation 25% Individual Cultural Immersion Field Project 45%

IVEY BUSINESS SCHOOL COURSE FACT SHEET 2017 - 2018

B - 1

BUSINESS 4412 ADVANCED PRESENTATION SKILLS

Professor Denis S. J. Shackel Tel. Number 519-661-2111 x.82557

(10 Sessions)

TARGET AUDIENCE

HBA2 students.

PURPOSE/OBJECTIVES To master techniques to present our ideas, plans and proposals with clarity, persuasion and credibility. To master empathy and listening skills; and both give and receive feedback with grace, honesty and effectiveness.

OVERVIEW The 4 P’s of the course are: Preparation, Presentation, Practice, Performance … with special emphasis on doing and experiencing. It is a “second step” and requires the students to have completed successfully the 3302 prerequisite.

MATERIALS/EQUIPMENT

1. Text: “Presentations That Persuade and Motivate” (H.B.S. Press) …optional 2. Text “Five Seconds at a Time” D.Shackel [Harper Collins] .. recommended 3. Hand-outs distributed throughout class 4. Video taping and MP3 feedback.

WORKLOAD/EVALUATION

Component Weight % Classroom contribution 20%

Presentation of Personal Vision 20%

Concluding “Insights” presentation 60%

IVEY BUSINESS SCHOOL COURSE FACT SHEET 2017-2018

- 1 -

Business 4413 DERIVATIVES AND RISK MANAGEMENT

Professor Busaba Office Rm. No. - Tel. Number

20 Sessions

TARGET AUDIENCE

This course is designed for students whose careers will be enhanced by an understanding of how financial derivatives can be used to advance the strategic goals of their firms. Nearly all financial activities within the modern firm involve the use of derivative products. The course aims to prepare future executives who use derivatives in capital raising activities; executives who use derivatives to manage financial and business risks; bankers who design, price, sell and buy derivatives on their own behalf and for their clients; and investment managers, including those at hedge funds, who use derivatives to strategically manage risk or enhance returns.

PURPOSE/OBJECTIVES

A wide variety of complex financial instruments have been developed over the past two decades. Many of these products fall under the category of derivatives; instruments whose value derives from fundamental assets such as commodities, currency exchange rates, stocks, and bonds (interest rates). The building blocks for many of these complex instruments are four basic derivative instruments – forwards, futures, options and swaps. The purpose of this course is to introduce participants to derivative securities with particular focus on the four basic instruments. Towards this end, the class examines the structure of these contracts, their valuation, and their strategic use. Applications include: (1) using derivatives to reduce financing costs; (2) using derivatives to manage risks; (3) valuation of Executive Stock Options; (4) “other” applications (e.g. using options to value merger alternatives or to structure an underwriting contract); and (5) using tools from the valuation of derivatives to analyze “real options” available to corporations. Companies involved include automakers, airlines, energy companies, hedge funds, and commercial and investment banks.

OVERVIEW

The course strikes a balance between theory and applications. To this end, the course material includes textbook chapters, articles written in practitioners’ journals—directed to executives and high level managers—and cases. Relevant articles from the public press are also discussed. The earlier part of the course involves slightly more analytical material and problem-based exercises, since the aim there is to fill the toolbox students would later need to tackle the applications. The latter part includes, in addition to cases and lectures, exercises/projects using market data, simulations, guest speakers, and presentations by students.

MATERIALS/EQUIPMENT

The required textbook for the course is John C. Hull, Foundations of Futures and Options Markets, 7h or later Edition, Prentice-Hall. Other materials (cases and readings from professional journals) are sold separately. Lecture notes for some classes and PowerPoint presentations are posted on e-zone.

WORKLOAD/EVALUATION

Evaluation is based tentatively on two non-case exams (midterm and final), a project, and class participation and presentations.


B - 1

BUSINESS 4417 CORPORATE FINANCIAL REPORTING

Professor Mitch Stein – Office #3305 – 519-661-3012 Professor Kun Huo

20 Sessions

TARGET AUDIENCE: HBA Students

The course is designed for individuals seeking to enhance their ability to read, understand and interpret financial statements.

PURPOSE/OBJECTIVES 1. Prepare students to become better users of financial statements that are prepared under contemporary accounting

models. Participants will study the accounting concepts, principles and institutions that impact the preparation of financial statements and other financial reporting documents.

2. Develop a managerial perspective of financial disclosure. Participants will develop the ability to identify major

financial reporting issues in particular situations and be able to resolve these issues in an operational manner. 3. Build on students’ financial reporting knowledge by developing a comprehensive understanding of the financial

reporting system, the major constituents and forces that impact the financial statements. 4. Facilitate students’ understanding of how financial reporting systems operate and the role of the users, managers,

auditors and others in such systems.

OVERVIEW The course is oriented to users of financial statements and concentrates on the measurement and communication of financial data to individuals outside the firm. Since these reports are prepared by management, an understanding of management’s choices is essential. Considerable attention is therefore devoted to corporate financial statements, together with their underlying accounting principles, and to guidelines and standards of the professional accounting bodies, the securities commissions and various government agencies.

MATERIALS/EQUIPMENT

No materials are required beyond the course casebook. The course is based on discussion of the assigned cases, course notes and other readings.

WORKLOAD/EVALUATION

Component Weight % Group Report 35%

Class Contribution 30%

Final Exam 35%

Ivey Business School COURSE FACT SHEET 2017-18

B - 1

BUSINESS (4431) Advertising & Promotion

Professor Allison Johnson Office Rm No. 2327

(20 Sessions)

TARGET AUDIENCE

At Ivey, this class is for HBA2 students with an interest in marketing. In reality, EVERYONE EVERYWHERE in business leadership should study advertising at some point in their lives. There are many more media options today than there have ever been, so some of the terminology and measurement is a throwback to ‘days of yore’ but if you don’t know the basics in an intimate way, there will always be some people who are ahead of you in their understanding of marketing. So, this class is for people who do not want to pretend to understand marketing, but rather want to be ahead of those who choose not to take marketing seriously.

PURPOSE/OBJECTIVES

The objective of this course is to practice communication that creates a connection with potential customers. We will explore the basics of advertising as “persuasion” and extend those basics into practical examples.

OVERVIEW

Advertising and promotion involve every aspect that customers perceive about your brand, company, product, service, as well as any communication put out by you or about you. Managing the image that is created by these perceptions involves the least control of any business function: you cannot buy or sell it outright, cannot rigidly define and operationalize it, and cannot dismantle it. If you succeed or fail, you cannot value it on a balance sheet (though its effects will be felt there). It is truly an art form of shared meaning on a canvas in the collective understanding. And if that makes any sense to you, you are a marketing genius and don’t need to take this class. For the rest of us, this class will be an opportunity to explore and practice methods of creating connections with potential customers. Those connections allow an opportunity for your ‘offering’ to create sales.

MATERIALS/EQUIPMENT

The required materials for this course are cases and readings in a coursepack. You will also have the strategic opportunity to use your creativity with regard to technology and any other costumes, voices, art skills, dramatic tendencies, video editing, design, and other maverick and eccentric talents you or your classmates may have.

WORKLOAD/EVALUATION

Component Weight %

Contribution 30% Midterm Assignment (Video/Presentation, Group Project) 30%

Final Creative Strategy Project (Group Project: Creative Brief and Creative Execution Drafts + Presentation)

40%

Group Participation Peer Evaluation 15% of each group grade


Business 4439

ENTREPRENEURIAL FINANCE Professor David Simpson

Office Rm. No. 2320 – Tel. Number 519-661-3080 20 Sessions

TARGET AUDIENCE If you plan to be an entrepreneur at some point in your life, this course will benefit you. Students who plan on acquiring or starting a business are the key target audience. Secondary audience are the students who will work in financial institutions that finance entrepreneurs, or will be advisors and consultants to entrepreneurs. PURPOSE/OBJECTIVES

• Provide students with the skills and knowledge to design and evaluate financial "deals" between the firm and

various suppliers of funds. Particular emphasis is placed on understanding the risk and return associated with a firm and how that risk and return can be allocated among the various parties to the deal.

• Expose students to a wide range of financing vehicles available to meet the needs of potentially rapidly growing companies.

• Provide practical insights into the valuation of closely held companies. • Develop skills at utilizing Excel models as a tool to structure deals.

OVERVIEW This course focuses on the financial challenges facing entrepreneurs of mid-sized companies that are growing rapidly or have the potential for rapid growth. A conceptual model for making deals will be introduced at the outset, which will serve as a framework for all subsequent learning exercises. The primary setting of the new cases written especially for this course will be on the entrepreneur’s perspective. How does the entrepreneur value a firm, how does he/she make an acquisition and what role does finance play in the entrepreneurs deal making skills. Students will complete leveraged buyouts, structure offer sheets for buying businesses and structure term sheets from financial institutions. We will examine the role of private and public capital markets and the role of angel investors in entrepreneurial ventures. The final class is a live acquisition presentation where students will hear from a business owner and construct a deal to purchase their company.

MATERIALS/EQUIPMENT

A self-contained casebook is provided complete with cases, readings, and EXCEL spread sheets for many of the cases.

WORKLOAD/EVALUATION There are expected to be two classes per week. The majority of classes will involve cases, but there will be a number of lecture/discussion sessions as well Students will be evaluated based on course contribution (30%). The remainder of the grade is based on an in class final exercise (40%) and a group report (30%).

Component

Due Date

Weight

Final Exercise

In class 40%

Contribution Report

Final day

30% 30%


B - 1

BUSINESS (4443) Value Investing

Professor (George Athanassakos) Office Rm No. (Room 3352) - Tel. Number (Phone 519-661-4096)

(20 Sessions)

TARGET AUDIENCE

This is an elective course in the HBA program.

PURPOSE/OBJECTIVES

The course is intended to teach students the fundamentals of the value investing approach to investment management as developed by Graham and Dodd.

OVERVIEW

The substantive areas covered will be (1) the fundamental assumptions and approaches to value investing (2) techniques for assessing fundamental value based on traditional and value investing-based valuation (3) the design of strategies for searching efficiently for value investing opportunities (4) the structuring of value-based portfolios to control for risk.

MATERIALS/EQUIPMENT

Benjamin Graham, The Intelligent Investor, Revised Edition, Harper Collins, New York, 2003 (BG)

Bruce Greenwald, Judd Kahn, Paul Sonkin, Michael van Biema, Value Investing, John Wiley and Sons, New York, 2001 (GKSB)

George Athanassakos, Equity Valuation: A Guide to Discounted Cash Flows and Relative Valuation Methods, Wilfrid Laurier University, Waterloo, 1995 (GA) – Printed and Bound at the University of Western Ontario.

George Athanassakos, Course Package, University of Western Ontario, 2008—includes class overheads, articles, value investor interviews, cases and annual reports.

WORKLOAD/EVALUATION

Component Weight %

In class contribution 20

One-Page Summaries 30

Student (group) Project 50

Total 100

IVEY SCHOOL OF BUSINESS COURSE FACT SHEET 2017-2018

B - 1

BUSINESS 4449 LEADERSHIP: A HABIT OF MIND

Professor Denis S. J. Shackel Tel. Number 519-661-2111 x.82557

(10 Sessions)

TARGET AUDIENCE

HBA2 students.

PURPOSE/OBJECTIVES This course is designed to stretch your skill and confidence as a powerful leader in your personal as well as professional life. To learn how to lead by listening; influence with integrity; and because leadership comes from within, to adopt positive habits of self discipline in order to lead others.

OVERVIEW The leader’s ability to read, analyze and then respond appropriately to the potential follower, begins with a knowledge and awareness of self. Successful business leadership basically comes from within, and involves the evolution of the question “who am I?”, to the acceptance of “who I am”. Therefore, the course enables the participants to analyze their personal leadership style, dominant thinking style, predominant social style and strongest leadership behaviours. Encouragement, instruction and peer feedback will be vehicles to “stretch” each participant’s behavioural comfort zone to new cognitive and experiential levels of leadership success. You will not get much out of the course… this course will get much out of you!

MATERIALS/EQUIPMENT

Extensive casebook hand-out material. Leadership simulations and exercises Textbook : “Five Seconds at a Time” available through Denis Shackel Recommended ; “Good to Great” by Jim Collins

WORKLOAD/EVALUATION


Effective Presentation Project 15% (Team)

Effective Presentation Project 35% (Individual)

Written Assignment (Insights) 25%


B - 1

BUSINESS 4450 BUSINESS LAW Professor Philip King

Office Rm No. SSC 4404 - Tel. Number (519) 858-5105 – [email protected] (20 Sessions)

TARGET AUDIENCE

All HBA students, especially those considering careers in finance, accounting or consulting.

PURPOSE/OBJECTIVES The objectives of this course are: to introduce students to Canadian business law; to give students an understanding of general legal principles as they apply to business; to develop the ability to identify and analyze legal issues that are often found in business; to understand the legal character of various business relationships; to develop an understanding of risk management and good corporate governance from a legal perspective; and to understand dispute resolution and the mechanisms used to resolve legal disputes.

OVERVIEW Topics to be covered include: The Canadian Legal System; Tort Law and Negligence; Contract Law; Employment Law; Agency and Partnership Law; Property Law, Intellectual Property Law; Internet Law and e-Business; Debtor and Creditor Law and the Law of Corporate Finance, Forms of Business Organization; Corporate Governance; and Alternative Dispute Resolution.

MATERIALS/EQUIPMENT

Canadian Business and the Law, 6th Edition, by DuPlessis, Dorothy (Nelson). Required.

WORKLOAD/EVALUATION

Class time is spent discussing assigned readings/cases and the business and legal problems raised. Students are expected to read assigned materials and to be prepared for classroom discussion.

Component Weight % Midterm Exam 30%

Final Exam 50%

Participation 20%


BUSINESS 4458

LEADING CHANGE Professor Cara Maurer

20 Sessions


This course is relevant for HBA students who are interested in learning how to lead organizations through successful and lasting change. The course lies at the intersection of strategy and organizational behaviour. The topic is particularly relevant to those aiming for general management or consulting careers. PURPOSE/OBJECTIVES

The major objectives of the course are: 1. To understand the dynamic nature of change and why most change efforts fail (individual, organizational, and

societal factors).

2. To learn the critical, specific steps needed to lead successful and lasting organizational change, including organizational design, organizational culture and persuasion strategies.

3. To learn how to design and executing plans for different types of changes, including crisis, anticipatory change, and continuous learning.

OVERVIEW The global economy has become fast changing and more unpredictable, increasing the need for organizations to be able to adapt to these changes with successful strategies. We explore many possible sources of change, including technology, competition, growth, M&A’s, and social shifts. Yet, despite the importance of change and the staggering sums of money paid for consulting, most change efforts fail. The course draws from a range of research, including findings from strategy, organizational behaviour, and psychology, to highlight the underlying reasons for these failures. We address the range of challenges faced by leaders as they plan and execute change. The course emphasizes the critical elements needed for successful and lasting change, that stems from individual, organizational, and societal levels. Topics to be covered include, but are not limited to, the following: • Leading continuous, anticipatory change versus dramatic, unanticipated change • The role of individuals, including organizational leaders, in organizational change • Changing behaviour by impacting affect and cognition • Leaders’ role: their values and beliefs, their operating mindset, and their interpersonal abilities • Influence and persuasion tactics to build support and engagement • The role of organizational designs and organizational culture in organizational change • Systems thinking Change management is an applied aspect of leadership that cannot be developed fully by traditional teaching methods. In this course, we will draw from a combination of methods (cases, exercises, an online simulation, role plays, discussions, guest speakers, lectures) and will emphasize reflective practice (individual and group change projects). A high level of engagement is essential!

MATERIALS/EQUIPMENT

Casebook: 4506 Casebook WORKLOAD/EVALUATION

COMPONENT

Due Date

Weight Classroom Contribution

throughout the course

40%

Individual Assignment: Reflections on personal change

end of course

30%

Group Consulting Assignment: presentation and report middle to end of course

30%


Business STRATEGIC MARKETING 4461

Professor Niraj Dawar Office Room 3N30 Tel. Number 519-661-4187

TARGET AUDIENCE

Students aiming for a C-level career in business who require a thorough understanding of the link between firm-level strategy and marketing.

PURPOSE/OBJECTIVES This course will help students:

Create competitive customer choice and market share in focused target product/ service/ technology opportunities.

Build competitive advantage through marketplace activities Map and manage market focus for portfolios of products, services, market segments, technologies,

and market networks: Creating Positioning and Centrality/Distinctiveness Maps. Develop and sustain market-focused planning processes cultures and leadership in companies. Integrate new technologies with market- focused planning and strategies.

OVERVIEW This course will examine how ‘downstream’ activities – those in which firms engage with customers and markets – build competitive advantage. We will learn to map markets, and innovate in customer interactions.

PEDAGOGY

The course consists of a rich mix of topical case discussions, conceptual lecture-discussions, and guest speakers who share their real-world experience. The overarching objective of the pedagogy of this course is to bring the real-world into the classroom and develop mental models for understanding and solving big problems.

WORKLOAD/EVALUATION

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B - 1

BUSINESS 4464 Global Supply Chain Management

Professor Stephan Vachon Office Rm No. 2338 - Tel. Number 519 661 3186

(20 Sessions)

TARGET AUDIENCE Students interested in general management as well as those interested in supply chain management, purchasing, operations, logistics, industrial marketing, and consulting.

PURPOSE/OBJECTIVES

The main objectives of this course are to give students the ability to:

1. Assess and evaluate the contribution of the supply chain. 2. Identify the opportunities available for organizations to use their supply chains to create competitive

advantage. 3. Assess the interrelationships among other organizational functional activities and the supply chain and

the effects of changes in strategies, policies and practices on one another. 4. Identify and analyze the major decisions and problems facing managers in this area and to apply the

appropriate concepts, tools and techniques in their resolution.

OVERVIEW

The course is composed of two parts. Two thirds cover the broad topic of supply chain management focusing on the fundamentals of supply management and logistics from the perspective of the senior manager. Topics covered include supplier selection, supplier management, transportation, distribution, inventory management, organizational issues, planning and forecasting. The balance of the course focuses on supply chain strategy and deals with opportunities to develop and implement initiatives to create competitive advantage.

This course uses a variety of approaches, including cases, exercise, and interactive lectures. Parts of the course will be more technical and quantitative than the average Ivey course.

MATERIALS/EQUIPMENT Casebook

WORKLOAD/EVALUATION

Component Weight % Contribution 50%

Final exam 50%


B - 1

BUSINESS (4468) INTERPERSONAL NEGOTIATIONS

Professor Kelly Raz Office 2325 - Tel. Number 519-661-4210

20 Sessions (10 double classes)

TARGET AUDIENCE

The content is relevant to students interested in consulting, marketing, and entrepreneurship. The basic premise of this course is that negotiation skills are of critical importance for a wide range of leadership challenges in organizations. Leaders must negotiate to implement change, make strategic decisions, and develop effective relationships with clients, suppliers and stakeholders.

PURPOSE/OBJECTIVES The following is a partial list of course objectives:

− To gain a broad, intellectual understanding of a set of central concepts of negotiation. − To develop confidence in the negotiation process as an effective means for resolving conflict. − To improve analytical abilities in understanding the behavior of individuals and groups in

interdependent situations.

− To improve your understanding of your own negotiation style, build on your strengths and address specific areas for improvement.

OVERVIEW Negotiation is a situation in which two or more people decide what each will give and receive through a process of mutual influence and persuasion, by proposing solutions and agreeing on a common course of action. The central issues of this course deal with understanding the behavior of individuals, groups, and organizations in the context of competitive and interdependent situations. This course is designed to complement the diagnostic and problem solving skills learned in other courses at Ivey. A basic premise of the course is that while a manager needs analytical skills to develop optimal solutions to problems, a broad array of negotiation skills is needed to get these solutions accepted and implemented. The course will allow participants the opportunity to develop these skills experientially (through participation in negotiation role-play exercises) and to understand negotiation in useful analytical frameworks.

MATERIALS/EQUIPMENT

The course will include a series of negotiation exercises, in-depth class discussions and short lectures. “Negotiation: Readings, Exercises, and Cases,” Fifth Edition (2007). Roy J. Lewicki, D. M. Saunders, J. W. Minton, & B. Barry. Boston: Irwin/McGraw-Hill. “Getting to Yes,” Second Edition (1991). Roger Fisher, William Ury, & Bruce Patton. Penguin Books.

RICHARD IVEY SCHOOL OF BUSINESS COURSE FACT SHEET 2005-2006

B - 2

WORKLOAD/EVALUATION

Component Weight % Component Weight %


3 Reflection Papers 60%

Real World Negotiation 10%

SPECIAL NOTE: ATTENDANCE POLICY

Students are expected to be prepared for and participate in all negotiation exercises and class discussions. If you miss an exercise you not only deny yourself the learning experience, but you also negatively affect the learning experience of those with whom you are scheduled to negotiate.


B - 1

BUSINESS (4469) Competing with Analytics

Professor (Rasha, Kashef) Office Rm No. (2340) - Tel. Number (519-661-4130)

(20 Sessions)

TARGET AUDIENCE

HBA2 Students

PURPOSE/OBJECTIVES

The objectives of this course are to further develop your decision making and decision analysis skills. This course builds on your analytics foundation from Decision Making with Analytics (BUS316), and will introduce you to additional tools and ideas that will help you frame and make decisions as a future general manager.

OVERVIEW

This course covers topics include: Shadow Prices, Stochastic Processes, Queuing Theory, Logistic Regression, Bayes’ Theorem and Machine Learning. The first part of the course acts as a review and will cover data analysis, and optimization. The second part of the course covers advanced analytical topics and its applications.

MATERIALS/EQUIPMENT

Required The Case Package An introductory Operations Research/Management Science book (e.g. the text-book Analytics for Managers that you used in HBA1) Software: You are required to have recent working versions of Microsoft Excel and PowerPoint for this class. In addition to basic Excel, several Excel Add-Ins will be used in this course. We will make use of the Solver and Data Analysis add-ins.

WORKLOAD/EVALUATION


Assignments 30%

In Class Quiz 15%

Presentation/ Report 30%


B - 1

BUSINESS 4480 GOLBAL STRATEGY Professor Shih-Fen Chen

Office Rm No. 4356 - Tel. Number 519-661-3069 20 one-and-half hour sessions

TARGET AUDIENCE: HBA Students

Those who aim to pursue a global business career and/or those who wish to incorporate a global dimension into their strategic thinking.

PURPOSE/OBJECTIVES The objective of this course is to analyze why firms expand globally and how global strategy differs from corporate strategy. It is based on a set of new models that are not covered in corporate strategy. Simply put, Global Strategy is NOT an extension of Corporate Strategy.

OVERVIEW This course covers three types of global strategy. The first part examines a wide range of entry strategies, such as licensing, outsourcing, joint ventures and acquisitions. The second part covers the fit between a firm’s operation strategy and the foreign environment it operates. The third part investigates a firm’s organization strategy that serves to strike the balance between global efficiency and local responsiveness in their foreign operations.

MATERIALS/EQUIPMENT

Case studies are the learning vehicle. Through assigned readings, case studies, and class discussions, the students will develop the skills for analyzing situations and formulating viable operation strategies in a global context. Student preparation, presence, and participation are essential for this teaching method to work. Case preparation must go beyond descriptive facts, since we will not have time to explain or reiterate case information in the classroom. In the discussion, however, you must back up your arguments with the facts of the case.

WORKLOAD/EVALUATION

Component Weight % Class participation 50%

Group project report 50%

Total 100%


BUSINESS 4489

MANAGING THE PROFESSIONAL SERVICE FIRM Professor Larry Menor

Office Rm No. 2342 - Tel. Number 519-661-2103 10 Sessions

TARGET AUDIENCE

HBA2 students interested in (1) advancing their general understanding of the functioning and management of the professional service firm (PSF) and (2) improving the likelihood of their survival and success career wise in a PSF occupation—e.g., accounting, management/IT consulting, investment banking, advertising, law, engineering, care provision (e.g., physician, surgeon, pharmacists, dentists), architecture, etc.—would benefit from taking this PSF management “raising awareness” and “sense making” course.

PURPOSE/OBJECTIVES The importance of PSFs is reflected by the intersection of two major trends in the global economy: the growing predominance of the service sector and the increasing need for, and reliance upon, knowledge workers. A fundamental premise of this course is that, irrespective of the type of profession examined, PSFs share a host of functioning and management challenges that are different from those in other organizations. These differences are mostly related to the unique business context for PSFs, the characteristics of professional work, and the distinct attributes and needs of professionals. As such, the focus of the course is mostly internally oriented with special emphasis on the strategies/systems governing the functioning and management of the PSF and its professionals. The objectives of the course are to study the special characteristics of professionalism, to improve one’s ability to survive and succeed as a professional employed in a PSF, and to improve one’s ability to manage other professionals. Business 4489, given its particular course focus and objectives, is not an abbreviated version of Business 4434, Management of Services.

OVERVIEW In order to advance students’ PSF specific functioning and management understanding, the course examines the following topics:

Setting – Introduction to professionalism, being a professional, and the organization/governance/economics of PSFs Staffing – PSF job assignments and evaluation Sources of value – PSF project execution, PSF mandate fulfillment (to both the PSF’s clients and its professionals) Services and Servicing – PSF marketing, PSF service improvements/innovations Satisfaction – Hiring of professionals, transitioning/advancement of professionals in a PSF Success – “Dividing the pie” amongst PSF professionals Survival – Growing and holding together the PSF

MATERIALS/EQUIPMENT The course’s learnings will be based upon discussion of cases/readings. The cases span a wide range of professions; there is no attempt to develop technical knowledge or skills in any specific profession. Similarly, the PSFs contexts discussed range from small to large firms, and the decision makers include both male and female professionals functioning at various levels (e.g., partner, manager, junior). As beneficial, visiting professionals will be sharing their managing the PSF insights and survival experiences.

WORKLOAD/EVALUATION As expected of any professional employed in a PSF setting, 4489 students are expected to conduct themselves professionally and make mindful and meaningful contributions wherever possible (e.g., to class discussions and through completing some form of written work). Written work options include preparing a PSF case and analysis, comparing and contrasting the strategies/systems of PSFs, crafting an informed essay on a topic relevant to managing the PSF, preparing a critical review of a published PSF article, or completing a timed case exam. Other viable student-generated options to fulfill the written work course requirement will be considered on an individual basis. The overall mark that each student’s efforts earn in 4489 will be based upon a greater weighting assigned to his/her exhibited area of strength (e.g., class contribution or written work).

Component Weight %

Class Contribution 40% (or 60%)

Written Work 60% (or 40%)


B - 1

BUSINESS (4495) Building Consumer Brands

Professor Rod Duclos (20 Sessions)

TARGET AUDIENCE: Consumer Brands, MKTG 4495, exposes burgeoning marketers to the psychological underpinnings of the relationship between consumers, marketers, and brands.

PURPOSE/OBJECTIVES: Covered above.

OVERVIEW: The class begins with a primer on applied social and cognitive psychology, emphasizing the connection between our current understanding of consumer psychology and behaviour in the marketplace. Students will then apply this understanding to myriad marketing phenomena, including brand development, brand positioning (and repositioning), brand extensions, and the like. Each student should complete the class with a full knowledge of the strategic implications of brand development and management based in a psychologically focused understanding of consumer behaviour.

MATERIALS/EQUIPMENT: A laptop will be required for most classes

WORKLOAD/EVALUATION: Students will be assessed based on in-class participation, a mid-term assessing a working understanding of consumer psychology, a final, class-long project and presentation, and a final exam.

Component Weight % In-class participation 30%

Psychology Mid-term 20%

Final Group Project/Presentation 25%

Final Exam 25%


BUSINESS 4503

Creative Approaches to Leadership and Communication Professor: Sider, Michael Office: 2R12B Tel. Number: 519-661-3951 Email: [email protected]

20 Sessions


PURPOSE/OBJECTIVES • To hone leadership and communication skills through exciting engagements with film, music, drama, and the

arts

OVERVIEW Some of the most profound and exciting moments of leadership and great leadership communication are those represented in films and plays. Shakespeare’s history plays, for example, show warriors and leaders struggling with many of the same leadership problems executives confront today: how to build coalitions among competing parties, how to motivate and persuade, how to articulate strategy, how to problem-solve creatively. Some of the greatest films of all time – for example, Francis Ford Coppola’s The Godfather and Ridley Scott’s Alien – explore the character and values of emergent leaders, as well as the creative, strategic, and communication skills necessary to lead others through tough times. Indeed, the arts can teach us a great deal about leadership and communication. Imagine, for example, the demonstration of both leadership and communication needed for the successful productions of a jazz trio, rock group, or symphony orchestra. Using actors and acting, music and musicians, and the contributions of guest artists from a range of important disciplines (dance, music, pop culture, and the literary arts), this course will help participants explore the nature of leadership and the craft of successful leadership communication and ask participants to confront their own readiness to be a great leader and influential communicator.

MATERIALS/EQUIPMENT Film, music, guest speakers and artists, visits to local cultural attractions

WORKLOAD/EVALUATION Class contribution Creativity project using music, literature, film, etc., to explore and articulate an important area of leadership or communication

Component Weight %

Class Contribution

30%

Group Creativity Project 30%

Individual Creativity Project 40%


B - 1

BUSINESS 4518 Project Management

Professor M. Cheikh-Ammar Office Rm No. 2326 - Tel. Number 519-661-4210

(20 Sessions)

TARGET AUDIENCE:

Students with an interest developing a better understanding of project management issues and challenges (know what), strategies (know why) and tactics (know how); and becoming more efficient and effective project participants given that everyone will be involved in, or manage, both personal and professional projects. • Consulting, Real Estate, Information Technology, Operations, Finance, and General Management"

PURPOSE/OBJECTIVES

This course is designed to provide students with a holistic, integrative view of project management. Both the technical elements (e.g., scope, schedules, budgets and status reports, etc.) and the sociocultural elements (e.g., leadership, teamwork, politics, etc.) of project management will be examined. Students taking this course will advance their understanding of project management and should develop a better appreciation for the common sense and science behind effective project management. At the completion of the courses you will have the necessary skills needed to immediately become a productive member of project teams upon graduation and also have the skills needed to manage project teams later in your career.

OVERVIEW

The project has become the primary and focal work unit in many organizations. Indeed, the use of project management techniques has become the accepted approach to perform a wide range of tasks in diverse industries and business contexts. The unique benefits associated with effective project management include rapid innovation and execution, better and more efficient use of firm resources, and increased and more productive cross-functional communications. This will introduce various project management concepts and techniques.

MATERIALS/EQUIPMENT

Cases, readings, simulations/activities, project management software, and guest speakers. You will be introduced to the tools and techniques used to manage projects. These skills will then be applied to a range of cases that span a diverse range of industries and applications, and vary in terms of scope and complexity.

WORKLOAD/EVALUATION

Component Weight %

Contribution 40%

Major Project (Group) 30%

Individual Project (Paper) 30%


B - 1

BUSINESS (4543) TECHNOLOGY INNOVATION

Professor Ian HaaseTel. Number 519-661-2111 ext 87314

Western Student Services Building (WSSB) Room 2120B(20 Sessions)

TARGET AUDIENCE

This course is targeted to students who are interested in learning practical skills for developing their own innovative business ideas either as a startup, or within a larger organization.

PURPOSE/OBJECTIVES

Students will develop the knowledge, skills and abilities needed to plan and execute -enabled business ventures.Brainstorm innovative, marketable, IT-enabled business opportunitiesInvestigate alternative e-Commerce revenue modelsUnderstand the key components of business plansGain hands-on experience developing front-end user interfaces, and back-end databasesLearn how to “mock-up” IT capabilities (e.g., usage scenarios, use cases, requirements documents)Build feasible technology product / service roadmapsExplore key topics/trends in the technology spaceExplore tech-specific funding optionsStructure their ideas/innovations into compelling pitch decks and presentations

OVERVIEW

With over 1 million small businesses employing half of the private sector workforce, innovation is essential to the Canadian economy (http://www.ic.gc.ca/eic/site/ic1.nsf/eng/05959.html). According to Industry Canada, over two-thirds (66.8%) of Canadian enterprises reported engaging in significant innovation (http://www.ic.gc.ca/eic/site/eas-aes.nsf/eng/h_ra02118.html). The ability to innovate is a key to creating new value.

Successful innovation is not only about thinking differently, it is also about executing differently – and that requires a special set of capabilities. To that end, this course is designed to provide you with three things: (1) tools tobrainstorm novel and marketable business ideas; (2) tools to translate those ideas into concrete, actionable technology requirements; and (3) tools to build technology prototypes to effectively communicate those ideas and build momentum.

MATERIALS/EQUIPMENT

Classes will feature case discussions, lectures, exercises, guest lectures, and technology tool familiarization.

WORKLOAD/EVALUATION

CONTRIBUTION: This will be assessed based on the frequency and quality of your involvement in the day-to-day classroom discussion.

ASSIGNMENTS: Several exercises will be introduced throughout the course to develop and expand your practical knowledge, skills and abilities related to technology innovation, including a “mind-mapping” exercise to identify and hone in on your existing interests and capabilities; a “business model” exercise to explore one of your ideas; and additional in-class exercises to learn other important innovation-related concepts.


B - 2

PROPOSAL: Your assignment efforts will build off one another, culminating in the development of a technology product/service proposal. The proposal will include elements such as a description of the essential product/service idea, the specific problem being solved, an assessment of the market opportunity, an analysis of the specific technology requirements, a broad summary of the resource requirements, and a planned product/service roadmap. The proposal will not be a complete business plan, but may be used to augment such a plan (e.g., it might be leveraged for your ICP, NVP or other course work; or it might be used as the basis of a complete business plan for anew startup business). A working prototype will be encouraged for the final pitch, however is not required.

Component Weight %In-class contribution 35%

Assignments (2 x 20%) 40%

Final Pitch / Pitch Deck 25%


B - 1

BUSINESS (4545) Sports and Entertainment Analytics

Professor TBD Office Rm No. TBD - Tel. Number TBD

20 Sessions

TARGET AUDIENCE

Sports and Entertainment (S&E) Analytics will be of interest to all students who are interested in quantitatively analyzing the S&E industries or who are interested in developing their analytics skills in a fascinating subject area. The focus of the course is on understanding how S&E differ from traditional industries and developing analytical methods to analyze business situations.

PURPOSE/OBJECTIVES This course builds on concepts covered in the core Decision Making with Analytics (DMA) class. The three main elements of the course include: 1. Learning about the role of chance in S&E, and how to acknowledge and measure chance/luck; 2. Learning how to make better on-field decisions and identify the best plays that a coach/player can make in a game situation; and 3. Analyzing off-field decisions made by managers in sports and entertainment. Evaluation will consist of class contribution, a midterm exam, and a group project.

OVERVIEW The objectives of the course are as follows:

1. To expand student’s understanding of multiple statistical fallacies (hot-hand, gambler’s, small sample). 2. To enhance understanding of business environments with high variance/risk (entertainment/fashion/sports). 3. To introduce formal game-theoretic modeling and how to find mixed-strategy equilibrium.

MATERIALS/EQUIPMENT

Students will be required to have a fully functional recent version of Excel with the standard Solver. The course will use optimization and regression techniques (as previously seen in DMA). It is the responsibility of students not using Windows-based computers to ensure that their computers have this functionality before enrolling the class.

WORKLOAD/EVALUATION

Component Weight % Class Contribution 30%

Midterm Exam 30%

Final Project (Group) 40%

Total 100%


B - 1

BUSINESS 4547 HEALTH SECTOR LEADERSHIP and INNOVATION

Professor Michael Rouse Office Rm No. 3356 - Tel. Number 519-661-4026 – email: [email protected]

20 Sessions

TARGET AUDIENCE

This 0.5 credit course is for students who have an interest, or wish to pursue careers, in the health sector. It will be of interest, also, to those seeking insight into challenges that require leadership and innovation, as well as students interested in leveraging their interests in the life sciences.

PURPOSE/OBJECTIVES

The purpose of the course is to provide a foundation for students who wish to pursue careers or who have an interest in the health sector. The course is designed to encourage innovation and systems thinking and to help students develop a deep understanding of the how the industries and policy spaces that comprise the health sector interact to deliver value in the form of patient outcomes. Students will be challenged to think strategically with regard to sector issues.

OVERVIEW

The course begins with a discussion of the Canadian context; policy, population health issues, globalization and health focusing on a systems view of the health sector. The course then moves to look at specific industries including hospitals, health care deliver, and biotechnology and pharmaceuticals. Most classes consist of cases and/or issue discussions and may include a number of classroom guests who will take part in the discussions.

MATERIALS/EQUIPMENT

Readings and cases as described in course outline.

WORKLOAD/EVALUATION

There is no final examination. Class contribution, a leadership and innovation thought paper, and a group project form the assessment criteria. Peer evaluations may be utilized as an input into the professors’ evaluation of class contribution.

Component Weight % Class contribution 40%

Thought piece (essay) 20%

Group project 40%

Total 100%

mailto:[email protected]


B - 1

BUSINESS (4548) CONSUMER INSIGHTS Professor Allison Johnson

Office Rm No. 2327 (10 Sessions, 3 hrs each)

TARGET AUDIENCE

If you aspire to have a career in a leading edge, customer-centric company that relies heavily on unique customer insights to motivate marketing strategy (from segmentation, positioning, innovation development and communications decisions) then this course is for you. From consumer packaged goods to pharmaceuticals to consulting, these industries are experiencing a major shift to customer insight driven decision-making and recognize that intimate knowledge of consumer psychology is imperative to sustainable value creation.

PURPOSE/OBJECTIVES

• Learn and use current techniques to DISCOVER & GENERATE consumer insights (e.g., metaphor-elicitation, brand concept mapping, laddering analysis, consumption chain mapping, deprivation studies). Specifically, you will conduct actual market research with qualitative methods to gain practical experience in insight.

• EVALUATE the actionability of consumer insights in marketing strategy • Use consumer insights to DRIVE marketing decisions

OVERVIEW Consumer insights refer to a company’s intimate knowledge of potential and current customer segments that inspires big ideas that drive company growth. Insights are 1) based on data and empathetic understanding of customers, 2) unique, and 3) actionable.

In this course, you will have the opportunity to delve into the psychology that underlies consumer behavior. To do this, we will explore a variety of techniques both in class and in team projects. The course will fundamentally focus on increasing your ability to translate consumer insights into winning marketing strategy. It’s not enough to acquire intimate knowledge of your customers’ needs, motivation, and consumption behaviours. You must be able to make the leap of faith required to turn this into actionable recommendations that create sustainable value for your company and customers. This requires the right mix of data, creativity, intuition, empathy, and a humanistic perspective.

MATERIALS/EQUIPMENT

The course materials will consist of cases, conceptual articles, and lecture slides. In-class exercises and out-of-class independent research will be also be involved in the course delivery.

WORKLOAD/EVALUATION

Component Weight %

Contribution 30%

Individual Consumer Insight Assignment (Midterm Project) 20%

Final Group Presentation 25%

Final Group Report 25%

4553 SOCIAL ENTERPRISE

Professor Oana Branzei Office 2368, Tel. 519-851-4025

(20 Sessions) WHO

The course is designed for young leaders for whom making money is important, but no longer enough, who may have an urge to give back, or who are simply growing impatient with the pace at which traditional businesses tackle issues of global significance, from climate change to child poverty. The course also builds business modeling and critical evaluation skills useful to students contemplating careers in social investing, business consulting, or in international institutions (many now actively embracing entrepreneurial solutions to address the 17 Sustainable Development Goals (SDGs), stabilize post-conflict regions, and create transactions that add equity, social justice and gender empowerment by supporting the creation of markets and income-generating models.

WHY

The objectives of the course are to enable students to a) apply conceptual frameworks to address market failures and create pro-social, for-profit business models; b) explore social enterprise as an alternative to traditional entrepreneurship; c) sample the range of hybrid organizations that do well by doing good; d) anticipate and evaluate social opportunities in different settings and according to different personal priorities; and e) make a difference!

WHAT

This course explores the different mechanisms of value creation in organizations that combine doing good and doing well. It complements the main offerings on Entrepreneurship by addressing the specific types and motivations of social entrepreneurs and by exploring the key differences between traditional and pro-social enterprise. It encourages a close-up look at the “difference-makers”, their attempts to diagnose and correct market failures, and their efforts to create socially- and environmentally-minded markets where none existed (e.g. green technologies, education technologies, nutrition and healthcare). It also engages the students in anticipating, evaluating and addressing the challenges of implementing such hybrid business models in different socio-economic, political and cultural contexts.

The course consists of four modules. The first module is designed as a broad survey of social entrepreneurship, and covers the types and drives of social entrepreneurs, the kinds and evolution of social enterprises, and the unique processes of creation and discovery of social opportunities. The second module unpack the value creation, conversion and contagion mechanisms that help hybrid business models hit a sweet spot where socially-minded actions magnify economic returns and vice-versa. The third module explores issues associated with pitching and financing social ventures. Here we speak of micro-finance models, venture capital models, metrics for social return on investment, and the existing protocols for evaluating the financial and non-financial success of social enterprises. The fourth module deals with how enterprise can make a radical difference even under extreme conditions. It reveals the really tough trade-offs social entrepreneurs make when trying to address basic human rights. It also connects social enterprise to a broader range of social change initiatives including social movements and what we call “grand challenges” or wicked problems, from water scarcity to immigration.

In parallel with the course work, students pursue their own social start-up OR choose and consult with a social venture. These team projects provide real-time, real-world learning and an immediate contribution to society and the environment.

HOW

This is a case-based course. We use a variety of media and teaching methods, including live cases, role-plays, videos, simulation exercises and guest speakers, including 2-3 social enterprises launched by Ivey students in 4553.

In this class you will develop three sets of skills. You will 1) assess and augment your own identity and capability as a social entrepreneur; 2) envision and pitch social ventures that represent the change you want to be in the world, and 3) troubleshoot and leverage others’ social impact by consulting with 12-15 organizations in our/your community.

Class contribution (30%), group project (30%), individual report (30%), before & after exhibition (5%+5%). SO WHAT

Watch the positive impact prior cohorts have made: https://www.youtube.com/watch?v=OfI13eiePPs.

https://www.youtube.com/watch?v=OfI13eiePPs

IVEY BUSINESS SCHOOL COURSE FACT SHEET

B - 1

BUSINESS 4559 RAISING CAPITAL IN THE FINANCIAL MARKETS

Professor Wayne Adlam – Fall term (1 section)

Office 2328 – Tel: (519) 661-4001 [email protected] Professor David Thomas – Spring term (1 section)

20 Sessions

TARGET AUDIENCE

This course is designed for HBA2s who plan to work for an investment bank, the corporate treasury division of a mature corporation, or a company about to go public. It is also suitable for students pursuing a career in private equity, investments, or consulting. (This course does not cover private equity, which is covered by BUS 4554 Private Equity).

PURPOSE/OBJECTIVES

This course places corporate financial decisions in a strategic context, emphasizing the relationship between capital structure and financial markets. This course is designed as a “how to” course on capital raising in domestic and global financial markets. Students learn how managers create shareholder value through their capital structure and financing choices.

OVERVIEW

The course builds on the tools introduced in HBA1, namely financial statement analysis, capital budgeting, net present value, and security valuation. The emphasis will be on the institutional arrangements of capital markets, the underwriting and issuance process, and the strategic decisions related to capital structure. Along the way students will learn about the objectives and incentives of market participants – investment bankers, traders, equity analysts, credit rating agencies, institutional investors, private equity, and regulators. The course combines case studies of capital raisings with presentations by students analysing a recent capital markets transaction. Topics to be covered include: • Principles of capital structure • Overview of investment banking • Debt capital markets • Equity capital markets • The new issue process • Secondary market and cross-border financings • Banks and regulation • Leveraged buy-outs (LBOs) • Strategic issues in capital raising • Ethics and regulation

IVEY BUSINESS SCHOOL COURSE FACT SHEET

B - 2

MATERIALS/EQUIPMENT

Case book Investment Banking 2nd Edition by Rosenbaum and Pearl (optional)

WORKLOAD/EVALUATION


Case Hand In’s (two) 30%

Final Exam 40%


B - 1

HBA 4560 Strategic Investing

Reyer Barel

Office Rm No. tdb - Tel. Number tdb (20 Sessions)

TARGET AUDIENCE

This is an elective course for HBA students.

PURPOSE/OBJECTIVES

This course explores ways by which aggregate (macro) stock market risk may be assessed within a value investing approach, provides various methods for determining an approximate fair value for the stock market and determines steps to take to manage exposure to such market risk. The course will also review manias and behavioral biases which have affected (and will continue to affect) the stock market.

OVERVIEW

The substantive areas covered will include: (1) review of the history of financial markets (2) examine several market manias and review behavioral biases which can affect market prices, (3) examine several methods which can be used to assess an approximate fair value for the stock market (4) determine how and when to employ hedging strategies to help mitigate (macro) stock market risk.

MATERIALS/EQUIPMENT

The Little Book of Behavioral Investing: How not to be your own worst enemy, James Montier, 1 edition, Wiley, 2010, ISBN-10: 0470686022. Kindle version available.

Devil Take the Hindmost: A History of Financial Speculation, Edward Chancellor, Plume, June (2000). ISBN-10: 0452281806.

Irrational Exuberance: Revised and expanded 3rd edition, Robert J. Shiller, Princeton University Press (2015). ISBN-10: 0691166269. Kindle version available.

Triumph of the Optimists: 101 Years of Global Investment Returns, E. Dimson, P. Marsh, M. Staunton, Princeton University Press, 2002 (DMS). Copy available in Ivey Business Library.

Course Package, Reyer Barel, University of Western Ontario, 2017—includes class overheads, articles, select newsletters, excerpts from books and cases.

WORKLOAD/EVALUATION

Component Weight %

Hand-In Assignment #1 20%

Hand-In Assignment #2 20%

Student Group Project 35%

Class Participation 25%


B - 1

BUSINESS (4566) MANAGING HIGH GROWTH COMPANIES

Professor Dominic Lim Office Rm No. 2355 - Tel. Number 519-661-3260

(20 Sessions)

TARGET AUDIENCE

This elective course is targeted to all HBA students who are currently responsible, or expect to be responsible, for managing or working with a high-growth organization. This includes entrepreneurs, professional managers, management consultants, investors and leaders from family businesses. Though the course focuses on de-novo entrepreneurial companies, many of its principles also have application in the development of entrepreneurial businesses within established organizations.

PURPOSE/OBJECTIVES The purpose of this course is to develop the knowledge, skills, and attitudes that are needed to create and manage a high growth company. In essence, the course addresses the holistic and systemic nature of firm growth and what it takes to create and sustainably manage a high growth company. The students will also develop a real-world perspective on the management and challenges of high growth by studying high-growth firms in various stages of their growth.

OVERVIEW High growth is tough to achieve and even tougher to maintain. The reason: in a high growth environment the management practices that create success are the same that lead to failure as the firm continues to grow. To successfully create and manage a high growth firm a new set of skills and attitudes are required. Students in this class will, in a hands-on way, learn this new set of skills. Along the way they will practice decision making in a unique setting, where time, money and people shortages demand rapid decisions in the face of uncertainty. They will learn from leaders of firms that have achieved spectacular growth. And leave the course with a clearer picture of the stage of growth their talents are best suited for.

MATERIALS/EQUIPMENT

The course will utilize a mix of cases, readings, computer-based simulation, team learning experiences, guest speakers, and projects. There is no exam.

WORKLOAD/EVALUATION

Component Weight %


In-Class Team Learning Assignments 20%

Individual assignment: High Growth Entrepreneur Interview 20%

Group Project: High Growth Company Case Study 40%


Business 4567

WEALTH MANAGEMENT Course Fact Sheet

Professor Chuck Grace 20 Sessions

TARGET AUDIENCE

Students interested in the management of their own finances and investments or pursuing a career in retail financial planning.

PURPOSE/OBJECTIVES The principal objective of the course is to provide a framework and sufficient knowledge for the individual investor to undertake financial and investment decisions within their overall personal financial plan. Specifically the course aims… 1. To construct a personal financial plan within which investment decisions are made 2. To identify and describe major investment vehicles, both direct (equities, bonds, real estate, mutual funds, etc.) 3. To understand how other financial issues such as debt and risk (insurance) impact investment plans 3. To strengthen understanding of the behavior of asset markets, investments and investors

OVERVIEW The course is organized into four basic components, 1. General concepts and issues: provides an overview of the course content, starts the process of developing a

personal financial plan and examines fundamentals such as the Time Value of Money 2. Investment Drivers – the macro themes that drive investment returns and risks, 3. Products and advice – provides an overview of the investment vehicles in Canada and who distributes them 4. Risk – provides an overview of insurance, debt and other issues that impact investment plans 5. Integration – pulls the previous concepts together into comprehensive Investment plans

MATERIALS/EQUIPMENT

Course materials will be supplemented with presentations from guest speakers working in the investment planning industry.

WORKLOAD/EVALUATION

Component Weight Assignments (in groups) 40% Participation 30% Personal Financial Planning Project 30%


B - 1

BUSINESS (4572) Retailing Management

Professor Kersi D. Antia Office Rm No. (2360) - Tel. Number (519-661-4179)

(20 Sessions)

TARGET AUDIENCE

Students interested in pursuing a career in retail management, as well as those wishing to gain a stronger footing in the current challenges and opportunities firms face when offering their products and services in today’s fast changing market.

PURPOSE/OBJECTIVES This course provides an overview of designing and managing retailing in the current fast moving business environment. Modern day retailing is increasingly buffeted by ever increasing customer demands and expectations on one hand, and intense competition on the other. As such, this course has two main objectives: • To provide a well-grounded understanding of the link between retail strategy and the firm’s overall marketing plan. • To appreciate the issues involved in the design and implementation of a viable retailing strategy.

OVERVIEW

Students enrolled in this class can expect a sound basis of knowledge about what matters to the retail environment today. Topics include managing physical retail cues (store layout and sensory environment), understanding and leveraging customers’ mental biases, tracking and managing relevant customer satisfaction, fulfillment and shipping metrics, franchising in retail, and evolving technologies and their implications (geomarketing, flash kiosks, tie-ups, mobile payments, showrooming, etc.).

MATERIALS/EQUIPMENT

We will be making use of a readings packet comprising cases and relevant business press articles. As well, a set of readings will be made available online, relevant to each day’s discussion. There is no mandatory textbook for this course, although a set of recommended readings will be made available to those interested in furthering their knowledge about any particular topic.

WORKLOAD/EVALUATION

The final grade will be based on the following components:

Component Weight % In-class and online contribution 30%

Individual Written Case Analysis 15%

Individual Topic Report 10%

Group-based Retail Observation and Analysis 30%

Group-based Retail Management Game 15%


B - 1

BUSINESS (4580) Reputation Management

Professor Mary Weil Office 2340 – Phone 519-661-4282

(20 Sessions)

TARGET AUDIENCE

HBA2 students interested in furthering their ability to communicate effectively, build trust and enhance company reputation.

PURPOSE/OBJECTIVES To provide students with a broader understanding of reputation risk and reputation management. Research shows that companies who invest in communications are more profitable.

OVERVIEW

CEOs around the world report that reputation and risk to reputation are two of their biggest worries. This course is designed to provide students with opportunities to apply strategic communication skills to analyze current business communication challenges. Recent economic turmoil has caused public trust in companies to decline. All employees – from the CEO to the front-line customer service representatives – need to think strategically and thoughtfully when interacting with the public and all stakeholders. With the advent of citizen journalism and social media, even a small error by a senior executive or front-line employee becomes broadcast and magnified. The course focuses on three aspects of reputation management:

• on proactively building the public’s trust ahead of a possible communications’ scandal, • on skillfully recovering if there is a scandal, and • on continually fostering a company’s reputation once that solid reputation has been established.

MATERIALS/EQUIPMENT

Case package plus supplemental readings/articles, guest lectures/discussions with industry professionals.

WORKLOAD/EVALUATION

Component Weight % Class contribution 25%

Group presentation 30%

Reputation graphic 10%

Written assignment 35%


B - 1

BUSINESS (4583) BEHAVIORAL FINANCE

Professor: Amos Nadler – Spring Term (2 sections) Office 3349 – Tel: (519) 661-4035 [email protected]

20 Sessions

TARGET AUDIENCE

This course is intended for HBA2 students who plan to pursue finance careers, entrepreneurial endeavours or to enrich their understandings of business decision-making.

PURPOSE/OBJECTIVES

The goal of the course is to deepen students’ understanding of how financial decisions are made in a vast array of settings, incorporating insights from individual and social psychology in modern financial theory. In practice, students will learn the most common “rules of thumb” used in financial decision-making and the potential biases and mistakes that can arise. We'll also consider how behavioral principles can help develop new financial services and products for consumers (and eventually turn a profit).

OVERVIEW

Traditional finance assumes that individual investors and managers are fully rational and markets are generally efficient. Behavioral finance enriches our understanding of how individuals actually behave and how corporations and markets work in reality. The course focuses around three pillars:

i) Investors: how do we make saving and investing decisions? What biases can cloud our decisions? ii) Corporations: do managers exhibit similar biases? How do managers behave if markets are not efficient? iii) Markets: are stock returns predictable? What causes bubbles?

MATERIALS/EQUIPMENT

Case Package (includes 12 cases and readings to motivate class discussion) Required text: Psychology of Investing, John R. Nofsinger, Prentice Hall, 2014. Optional text: Behavioral Finance: Psychology, Decision-Making, and Markets, Lucy Ackert and Richard Deaves, 1st Edition (2010).

WORKLOAD/EVALUATION

Midterm Assignment: Students will investigate an actual business case applying principles of behavioral finance Final Project: Students will present an innovative idea for a product or service that capitalizes on behavioral principles Both assignments are teamwork (the teams will be random and different between assignments)

Component Weight % Midterm assignment 30 Final project presentation 40 Classroom contribution 30


B - 1

4584 Giving Voice to Leadership: Communicating Personal Values in the Workplace

Professor Jana Seijts

Office Rm No. 3313 - Tel. Number 519-661-2111 ext. 82491 (10 Sessions)

TARGET AUDIENCE HBA2 PURPOSE/OBJECTIVES

“In a moment of decision, the best thing you can do is the right thing. The worst thing you can do is nothing.” - Theodore Roosevelt The specific goal of this course is to improve students’ capacity to act effectively as leaders when dealing with ethical conflicts and/or opportunities.

OVERVIEW

Giving Voice to Leadership (“GVL”) is based on the seminal work of Mary Gentile (http://www.givingvoicetovaluesthebook.com/about/) and has been adopted in universities across the world. It provides students with an opportunity to explore their personal values and capabilities and, more importantly, an opportunity to discover ways of giving these values expression and means of communicating these values in their individual and group commitments and conduct, including leadership opportunities. GVL gives students the opportunity to focus on various personally challenging situations which raise “value conflicts,” e.g. conflicts between and among personal commitments and values and develop strategies to communicate and act in ways that result in a win/win for all involved (Gentile, 2010). The skills developed in this course are important building blocks for personal success, effective interpersonal relationships within organizational settings and authentic leadership and communication. Rather than focusing on ethical analysis, GVL focuses on ethical implementation and asks the question: What would I say and do if I were going to act on my values? This course requires personal curiosity and self-reflection from students and requires them to be open and share their experiences and insights both orally and in writing. Students will be encouraged to learn about their values and challenges they face or may face in their future business career. We will have a number of guests presenting on their experience with voicing their values in the real world. The lists of past guests have included journalist and Editor Tom Watson, Canadian Whistleblowers Dr. Nancy Olivieri and Joanna Gualtieri, Dr. Mary Gentile, and Kanina Blanchard.

MATERIALS/EQUIPMENT

1. Giving Voice to Values by Mary Gentile (2010) ISBN-10: 0300161182 2. Supplemental readings and cases

WORKLOAD/EVALUATION

Component Weight %

Contribution 50

Final Insights Paper (5-7pages) 50

http://www.givingvoicetovaluesthebook.com/about/


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BUSINESS (4590) Introductory Data Science

Professor Rafael Nicolas Fermin Cota Email: [email protected]

20 Sessions

TARGET AUDIENCE

Introductory Data Science lives up to its name. We will explain basic principles without the theoretical mumbo-jumbo and jumps right to the real use cases you willl face as you collect, curate, and analyze the data crucial to the success of your business. You will apply the R programming language (http://www.revolutionanalytics.com/what-r) and statistical analysis techniques to carefully explained examples based in marketing, business intelligence, and decision support. This course is accessible to Ivey students without a background in R or another scripting language. Some familiarity with basic statistics is assumed. Using real-world examples we show how to design experiments, build predictive models, and present results to clients. We also show you how to apply the R programming language and useful statistical techniques to everyday business situations. Many data scientists say “you spend 90% of your time preparing your data for analysis.” In this course we will spend time explaining these steps, and learning a lot about the practice of data science. In general, here’s what we expect from students: An interest in working examples. By working through the examples, you’ll learn at least one way to

perform all steps of a project. You must be willing to attempt simple scripting and programming to get the full value of this course. For each example we work, you should try variations and expect both some failures (where your variations don’t work) and some successes (where your variations outperform our example analyses).

Some familiarity with the R statistical system and the will to write short scripts and programs in R. We

will work specific problems in R; to understand what’s going on, you’ll need to run the examples and read additional documentation to understand variations of the commands we didn’t demonstrate.

Some experience with basic statistical concepts such as probabilities, means, standard deviations,

and significance. We introduce these concepts as needed, but you may need to read additional references as we work through examples. We define some terms and refer to some topic references and blogs where appropriate. But we expect you will have to perform some of your own internet searches on certain topics.

A computer (OS X, Linux, or Windows) to install R Studio (http://www.rstudio.com ), as well as internet

access to download tools and datasets.

OVERVIEW Data science draws on tools from the empirical sciences, statistics, reporting, analytics, visualization, business intelligence, expert systems, machine learning, databases, data warehousing, data mining, and big data. It’s because we have so many tools that we need a discipline that covers them all. What

http://www.revolutionanalytics.com/what-r


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distinguishes data science itself from the tools and techniques is the central goal of deploying effective decision-making models to a production environment. Much of the theoretical basis of data science comes from statistics. However, data science as we know it is very much influenced by technology and software engineering methodologies, and has largely evolved in heavily computer science and information technology driven groups. We can call out some of the engineering flavor of data science by listing some famous examples:

Amazon’s product recommendation systems. Google’s advertisement valuation systems. Linkedin’s contact recommendation system. Twitter’s trending topics. Walmart’s consumer demand projection systems.

These systems share a lot of features:

All of these systems are built off large datasets. That is not to say they’re all in the realm of big data. But none of them could’ve been successful if they would only used small datasets. To manage the data, these systems require concepts from computer science: database theory, parallel programming theory, streaming data techniques, and data warehousing.

Most of these systems are online or live. Rather than producing a single report or analysis, the data science team deploys a decision procedure or scoring procedure to either directly make decisions or directly show results to a large number of end users. The production deployment is the last chance to get things right, as the data scientist can’t always be around to explain defects.

All of these systems are allowed to make mistakes at some non-negotiable rate.

None of these systems are concerned with cause. They’re successful when they find useful

correlations and are not held to correctly sorting cause from effect. This course teaches the principles and tools needed to build systems like these. We teach the common tasks, steps, and tools used to successfully deliver such projects. Our emphasis is on the whole process—project management, working with others, and presenting results to non-specialists. Why this course? This is the course for you if you want to work as a data scientist (https://hbr.org/2012/10/data-scientist-the-sexiest-job-of-the-21st-century/). The class lectures will demonstrate the tools, habits and interactions of data scientists and data science projects. We have learned a lot from different Ivey students and fields that work in learning from data and here we distil down and share the best practices. Some lectures are elementary and some are advanced, but all lectures contain things we wish we had known a lot earlier. The purpose of this course is to explain the best parts of statistics, computer science and machine learning that are relevant to data science. Throughout this course we are going to emphasize scientific principles such as repeatability of experiments. We will also emphasize software engineering principles such as automation of steps. We see scientific principles and software engineering principles as being co-equal ways to think about data science projects. You automate steps because you will have to repeat them and you can repeat steps because of your version control and automation.

https://hbr.org/2012/10/data-scientist-the-sexiest-job-of-the-21st-century/

https://hbr.org/2012/10/data-scientist-the-sexiest-job-of-the-21st-century/


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What is in this course? We will explain the data science process itself. The data scientist must have the ability to measure and track their own project. Together we will apply many of the most powerful statistical and machine-learning techniques used in data science projects. We will describe the model life cycle including putting models into production (http://shiny.rstudio.com) and tracking versions (https://support.rstudio.com/hc/en-us/articles/200532077-Version-Control-with-Git-and-SVN). We will show how to prepare presentations (https://support.rstudio.com/hc/en-us/articles/200486468-Authoring-R-Presentations) for the various stakeholders: management, users, deployment team and so on. You can’t get away with just throwing data science project results over the fence. What is not in this course? It is not an R programming course. We are going to use R to concretely demonstrate the important steps of data science projects. We will teach enough R for you to work through the examples. We will also provide many excellent R tutorials. This course is not a set of case studies. We are going to emphasize methodology and technique. Example data and code is given only to make sure we are giving concrete usable advice. This course is not a “big data” course. We feel most significant data science occurs at a database or file manageable scale. Valuable data that maps measured conditions to dependent outcomes tends to be expensive to produce and that tends to bound its size. For some report generation, data mining and natural language processing you will have to move into the big data regime (https://www.kaggle.com). This is not a theoretical course. We are not going to emphasize the absolute rigorous theory of any one machine learning technique. The goal of data science is to be flexible, have a number of good techniques at hand and be willing to research a technique more deeply if it appears to apply to the problem at hand.

PURPOSE/OBJECTIVES Our goal is to present data science from a pragmatic, practice-oriented viewpoint. We will achieve this by concentrating on fully worked exercises on real data. We feel that this approach allows us to illustrate what we really want to teach and to demonstrate all the preparatory steps necessary to any real-world project.

Concentrates on the process of data science (working with teams and tools to deploy predictive models into production).

Spends more time on how to acquire and load non-trivial data sets (including working with SQL,

CSV files, and Excel).

Spends more time on data treatment (which allows standard modeling methods to be used in new and powerful ways).

http://shiny.rstudio.com/

https://support.rstudio.com/hc/en-us/articles/200532077-Version-Control-with-Git-and-SVN

https://support.rstudio.com/hc/en-us/articles/200532077-Version-Control-with-Git-and-SVN

https://support.rstudio.com/hc/en-us/articles/200486468-Authoring-R-Presentations

https://support.rstudio.com/hc/en-us/articles/200486468-Authoring-R-Presentations


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Deals with real world issues such as setting expectations and producing presentations (not strictly

a part of machine learning, but very much a part of data science).

Provide code and data to reproduce almost every analysis and graph in the lectures (and there are a lot of them).

Throughout the lectures, we discuss useful statistical and machine learning concepts, include concrete code examples, and explore partnering with and presenting to no specialists. We hope if you don’t find one of these topics novels, that we are able to shine a light on one or two other tech topics that you may not have thought about recently.

MATERIALS/EQUIPMENT Book, code conventions and downloads The textbook for the class is “Practical Data Science with R” (http://www.manning.com/zumel/). This book is example driven. The author supply prepared example data at the GitHub repository (https://github.com/WinVector/zmPDSwR), with R code and links back to original sources. You can explore this repository online or clone it onto your own machine. They also supply the code to produce all results and almost all graphs found in the book as a zip file (https://github.com/WinVector/zmPDSwR/raw/master/CodeExamples.zip), since copying code from the zip file can be easier than copying and pasting from the book. You can also download the code from the publisher’s website at www.manning.com/PracticalDataSciencewithR. We encourage you to try the example R code as you read the text; even when they discuss fairly abstract aspects of data science, in class we will illustrate examples with concrete data and code. Every chapter includes links to the specific dataset(s) that it references. In this book, code is set with a fixed-width font like this to distinguish it from regular text. Concrete variables and values are formatted similarly, whereas abstract math will be in italic font like this. R is a mathematical language, so many phrases read correctly in either font. In the examples, any prompts such as > and $ are to be ignored. Inline results may be prefixed by R’s comment character #. Software and hardware requirements To work through our lectures, you will need some sort of computer (Linux, OS X, or Windows) with software installed. All of the software we recommend is fully cross-platform (Linux, OS X, or Windows), freely available, and usually open source. We suggest installing at least the following:

R itself: http://cran.r-project.org.

Various packages from CRAN (installed by R itself using the install.packages() command and activated using the library() command).

Git for version control: http://git-scm.com.

RStudio for an integrated editor, execution and graphing environment - http://www.rstudio.com.

http://www.manning.com/zumel/

https://github.com/WinVector/zmPDSwR

https://github.com/WinVector/zmPDSwR/raw/master/CodeExamples.zip

http://www.manning.com/PracticalDataSciencewithR

http://cran.r-project.org/

http://git-scm.com/

http://www.rstudio.com/


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A bash shell for system commands. This is built-in for Linux and OS X, and can be added to Windows by installing Cygwin (http://www.cygwin.com). We don’t write any scripts, so an experienced Windows shell user can skip installing Cygwin if they’re able to translate our bash commands into the appropriate Windows commands.

WORKLOAD/EVALUATION

Your course grade will be computed from the following components: Class contribution 20% Short assignments 25% Long Assignment 20% Group Final Project 35% Each component of your grade in this course will be assigned a percentage grade. Your final grade will be a weighted average of each of the components.

http://www.cygwin.com/


Business BUSINESS AND MARKETS 4591

Professor Niraj Dawar Office Room 3N30 Tel. Number 519-661-4187

TARGET AUDIENCE

Students who are convinced that business can be the source of systematic solutions to some of the biggest, thorniest, most persistent problems in the world; problems such as poverty, pollution, pestilence, clean water, energy, and others. The course is relevant for those who want to apply their management skills and their hard-nosed innovative thinking to creating business solutions to big problems, and understand the limits of markets.

PURPOSE/OBJECTIVES The purpose of this course is to:

1. Provide an overview of the biggest problems, and the opportunities for applying business skills. 2. Examine the role of markets and business in solving addressing global issues. 3. Help the participants make the connection between the big problems and the tractable solutions; 4. Define specific, addressable and do-able projects that contribute by bringing a business focus to solving big

problems; and 5. Examine best practices in using business to solve big problems.

OVERVIEW In a world where capitalism, business schools, and business are often seen as driven by greed or as the source of problems, this course takes the position that business brings managerial, organizational and motivational acumen that can help address the world’s biggest problems. We will see how markets and organizations offer effective ways to solve problems of energy, pollution, poverty, and disease, and we will also examine the limits of business and markets and examine alternatives.

PEDAGOGY

The course consists of a rich mix of topical case discussions, conceptual lecture-discussions, and guest speakers who share their real-world experience. The overarching objective of the pedagogy of this course is to bring the real-world into the classroom and develop mental models for understanding and solving big problems.

WORKLOAD/EVALUATION

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B - 1

BUSINESS (4600) DATA MANAGEMENT FOR DECISION MAKING

Professor Derrick Neufeld Office Rm No. (3368) - Tel. Number (519-661-3258)

(20 Sessions)

TARGET AUDIENCE

This course provides an applied introduction to cutting-edge techniques and tools used to capture, organize, manage and query data within organizations, with an emphasis on how to design, use, and interpret data via both transactional database and “big data” technologies. The course will be useful to a wide range of graduates including those in marketing, finance, consulting, technology, HR, business development, and anyone interested in “data hacking”.

PURPOSE/OBJECTIVES By the end of this elective you will know how to:

1. design structured data models that reflect real life situations 2. build database structures to enable the optimal capture, organization, management, and retrieval of data 3. query databases using the powerful structured query language (SQL) 4. report findings using cutting-edge techniques and tools

OVERVIEW This course will give you a foundational understanding and skills to work with data. Through the use of hands-on examples, we will explore the design and implementation of the kinds of multi-user transactional databases that you are likely to routinely encounter in your future work. You will learn how to query databases using a powerful computer programming language called SQL, that allows you to combine relatively few operations to answer almost any data question imaginable. We will also explore data visualization technology that will allow you to conduct sophisticated analyses and reveal actionable insights. With the explosion in number and volume of data sources, and the increased focus on analytics and on “Big Data” in general, it is more important than ever that you develop the skills to understand, design, access and analyze data. These skills will be essential to your future as a decision maker.

MATERIALS/EQUIPMENT

• Textbook and readings (TBA) • Each student will install and configure software (freely available) that will allow them to design and access a

transactional database. (Mac users may need to use VirtualBox to install certain software applications.)

WORKLOAD/EVALUATION

You will be required to prepare in advance for each class by reading and practicing exercises. Classes will consist of short cases, lectures and discussions to build concepts, and exercises to develop your practical skill set.


Assignments 35%

Quizzes 30%


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BUSINESS (4603) Data Management in Excel/VBA

Professor Rafael Nicolas Fermin Cota Email: [email protected]

20 Sessions

OVERVIEW Buy side firms are using Business Intelligence solutions to track and manage their portfolio of companies. There is a tremendous amount of data flowing from each portfolio company every month. The incoming data is diverse – balance sheets, income statements, cash flows, operating metrics, debt schedules, budgets vs. actual, segment data, month/quarterly/annual data points.

Data is complex across companies in distinct industries Each company has unique financial reporting and operating metrics A monthly “crunch” window when data is submitted, reconciled and finalized While closely involved, the buy-side firm does not run the day to day businesses of its portfolio

companies Data comes in monthly but companies have different fiscal calendars, currency reporting and

disclosure rules The challenge for these firms is to aggregate all this in-coming data from spreadsheets to monitor trends, look for patterns and help make investment decisions. The aim for this course is to teach students different techniques to crunch the incoming data into meaningful spreadsheets. Students will also create different solutions in VBA and automate some of the processing time, and move from number crunching to value creation (e.g., generate macro-economic insights, market trends and dynamics). We also cover the algorithms and numerical analysis framework to manage credit. Credit is the foundation of private equity as most deals are done with borrowed money. Modeling debt schedule is very critical for analyzing the financial and operating metrics of companies. Lastly, we use VBA to audit formulations and track critical things like monitor commodity prices in real-time and quantifying financial impacts.

Benchmarking all companies against budget plans. What’s the portfolio companies’ revenue exposure to a specific country or region? What’s the impact of currency movements on ebitda? How many employees do we have in a given province or country? What’s the debt maturity schedule of our companies and what portion is fixed vs. floating? What are our hedges, when do they mature? Are margins improving in country X? Reviewing macro financial and operating data on an LTM basis. What companies and regions are accelerating, which ones are slowing on a monthly, quarterly and

LTM basis? Based on previous experiences, there is great demand for Ivey graduates who can apply the spreadsheet modeling and data structures techniques covered in this course. For example, a recent HBA graduate at a top-tier private equity firm created a Management Science department responsible for monthly reporting that is an industry benchmark for performance monitoring of PE companies.


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TARGET AUDIENCE This is an exciting time to use Microsoft Excel and Visual Basic as a competitive advantage in assisting management team, deal teams and understanding the market place with proprietary monthly data analysis. The goal of this course is to teach students how to use the spreadsheet programming language, VBA, to accelerate decision making, streamlining data capture and providing scalability to employees, consultants and advisors, even if they have never programmed before. Programming a spreadsheet is a lot like teaching a child to tie his shoes. Until you find the correct way of giving the instructions, not much is accomplished. VBA is a language Ivey students can use to instruct spreadsheets to monitor the portfolio of companies. But, like a child, the spreadsheet will understand only if you explain things very clearly. If you have never programmed before, this sounds like an arduous task, and sometimes it can be. However, in this course we provide easy-to-use course materials that explain in detail working with data structures (e.g., arrays, enumerations, constants, and structures). Although it never hurts to have an understanding of what is happening at the lowest levels, VBA frees the analyst from having to deal with the mundane complexities of writing data spreadsheet applications. In this course you are free to concentrate on solving real problems.

PURPOSE/OBJECTIVES Working with VBA Data Structures:

Understanding Arrays Understanding Enumerations Understanding Constants Structures Working with ArrayLists Working with Collections Building Lookup Tables with Hashtable Advanced Array Manipulation

Through the various VBA data structures covered in this course, two goals will be achieved: first, students will learn how to work with, maintaining, and manipulating lists of complex data (e.g., arrays, enumerations, constants and structures) and second, they will adopt practical skills for real-world applications. This practical, hands-on method will not only provide a means of enhancing understanding and retention, but it will also improve employability of students as they become more adept in their use of data structures widely used in today’s work environment.

MATERIALS/EQUIPMENT Book, code conventions and downloads The textbook will be provided in-class. This book is example driven, and we will supply prepared example data at the GitHub repository with code and links back to the VBA libraries. We encourage you to try the example code as you read the text; even when they discuss fairly abstract aspects of the syntax, in class we will illustrate spreadsheet examples with concrete data and code.


3

Software and hardware requirements To work through our lectures, you will need some sort of Windows computer with Microsoft Excel and VBA software installed.

WORKLOAD/EVALUATION Class contribution 20% Short assignments 25% Long Assignment 20% Group Final Project 35% For each group assignment, students are required to form a team, each with four to five members. The grading for the assignments depends on your choice of strategy and the rest of student’s choice of strategy.


Business 4610

LEADING FAMILY FIRMS Instructor: David Simpson

Office Rm. No. 2320 – Tel. Number 519-661-3080 20 Sessions

TARGET AUDIENCE

HBA students with two characteristics; First, if you are from an entrepreneurial family this course will benefit your interaction with that family business. Second, if you are interested in consulting, wealth management and investment banking, this course teaches advisory skills for dealing with entrepreneurial families and is ideal for you.

PURPOSE/OBJECTIVES

A key purpose of the course is to make students aware of the massive economic role family controlled businesses play in the global economy. It is a virtual certainty that in the students future careers they will deal with an opportunity, a supplier, an employer or a philanthropic endeavour directed and/or controlled by a Business Family. There are unique characteristics of these enterprises, and a key objective is to expose students to these characteristic and identify the strengths, weaknesses and best practices. The goal is to prepare students to be better advisors to entrepreneurial families or to support and enhance their own family business.

OVERVIEW The foundation of the course is the three circle model of family business, which identifies roles of ownership, management and family. These three circles by definition overlap by varying degrees (depending on business stage) in family controlled business. The cases and lectures will focus on the areas of overlap and what is the best approach to good governance within and between each of the three circles. The course takes specific care to identify both the strengths of this business structure and the weaknesses. Upon completion of the course, students should be better equipped to deal positively within their own family business or in their business careers dealing with family controlled enterprise. This course offers insights that are most helpful to three types of audiences: One; students that come from Business Families and who expect to play a key role in their family enterprises. Two; students that expect a career in investment banking, financial services or consulting, where there will be a high degree of interaction with Business Families. Third; entrepreneurs who recognize that over the next decade a substantial number of family owned companies will change generational ownership, and many of these will be acquisition and merger candidates.

MATERIALS/EQUIPMENT

The course has a mix of cases, readings, in class video cases and guest speakers and lectures, and three written assignments (no exam).

WORKLOAD/EVALUATION

Component

Weight

2-page summaries (in-class) 25%

Essay 50% Contribution

25%


B - 1

BUSINESS (4611) Start-ups: Tricky Issues, Hustle, & Grit

Professor (Eric Morse) Office Rm No. (TBA) - Tel. Number (TBA)

(20 Sessions)

TARGET AUDIENCE: This course is being offered for students who have interest in creating their own start-up and who want to become better prepared for the grind.

PURPOSE/OBJECTIVES To help students prepare for the critical moments that may determine the success of their start-ups.

OVERVIEW The hard thing about hard things is that they are really hard. Start-ups are a hard thing. In the face of adversity and uncertainty, there is no recipe for success. There can be a great idea, a solid plan, a talented team, even good timing. And yet, success for start-ups remains elusive, with most startups failing. In many cases, startups don’t grow quickly; they require perseverance. Some start-ups might have succeeded if the challenges could have been navigated. This class examines some of the toughest issues entrepreneurs can expect in start-ups. The course is grounded in the real-life case examples of a broad range of entrepreneurs (both successful and not successful) who founded and still operate their businesses, and is intended to prepare future entrepreneurs to understand and persevere through some of the most challenging decision-making situations of entrepreneurship. The course will tackle tricky issues, including things like:

- Challenging the status quo (even one that you like) - Picking a partner, or not – when and how - Early stage legal challenges - Intellectual property challenges - Team challenges (firing a friend, failing partnerships, etc.) - Dealing with the unscrupulous - Managing an apathetic board - Dirty, or questionable capital - Bootstrapping (when you cannot afford a team) - Generating that first sale of an unproven product - Rejection by key stakeholders - Managing during crisis (personally and professionally) - An examination of hustle - Making decisions without emotion in emotional situations - Persevering through major environment disruptions - Dealing with failure - Communication nightmares, internally and externally

These types of challenges represent critical moments in entrepreneurship that require decision making with limited data. In such situations, decisions are more informed by values, principles, character attributes, and even language, all of which are instrumental in determining short and long-term success. This course is designed to assist future entrepreneurs prepare for these moments.


B - 2

MATERIALS/EQUIPMENT Course workbook that will contain all of the readings and cases required. Other References: The Hard Thing About Hard Things by Ben Horowitz Scar Tissue: Lessons from the World of Entrepreneurship by Daryl Erdman

WORKLOAD/EVALUATION

Component Weight % Class Contribution 40

Individual Adversity Project 25

Final Exam 35


B - 1

BUSINESS (4614) Social Media Analytics and Digital Marketing

Professor (Shane, Wang) Office Rm No. (Room #) - Tel. Number (Phone #)

(20 Sessions)

TARGET AUDIENCE

PURPOSE/OBJECTIVES • Students will be able to employ different digital marketing tactics to serve different objectives • Students will be able to use different social media analytical methods, for example search engine optimization,

affiliate marketing, and market structure analysis. • Students will be able to use web analytics to implement a digital marketing strategy

OVERVIEW The first decade of twenty-first century is the era of business analytics and social media. The increasing popularity of social media has resulted in astounding growth in the amount of digital data available, Marketers keep up to date on emerging digital information relevant to business. Marketing managers are now determining how social media platform can be leverage to gain competitive strategy. This course will help you understand online buy behavior, firm advertising strategy and market structure. The most important, the course identifies data sources that allow you to define and track performance indicators for your digital marketing activities. The goal is for students to learn frameworks and methods that will allow them to generate valuable and actionable marketing insights from common social media sources.

MATERIALS/EQUIPMENT

WORKLOAD/EVALUATION


Quiz 10%

Group Assignment 25%

Final project (oral and report) 35%


B - 1

BUSINESS (4618) Decision Making and Risk Management

Professor (Laurel Austin) Office Rm No. (Room #TBD) - Tel. Number (Phone #)

(20 Sessions)

TARGET AUDIENCE

HBA students interested in understanding the psychology of decision making and risk taking, and putting that into action to improve decision making and risk management in organizations.

PURPOSE/OBJECTIVES

To provide students with a rich foundational understanding of people’s actual judgment and decision making processes when faced with risk and uncertainty. Students will be able to recognize common cognitive limitations and biases that affect human inference, decision making, and risk management, as well as ways to overcome or limit them. They will be able to use normative models of decision making, apply principles of risk management, and use simple probability and statistical information in analyzing decision situations.

OVERVIEW

The quality of our judgment and decision making processes influences how well we manage situations that involve risk and uncertainty. This in turn impacts the economic, health and welfare, and organizational outcomes that we, as well as others impacted by our decisions, experience. This course will provide students with a rich foundation in understanding of people’s actual judgment and decision making processes when faced with risk and uncertainty, as well as normative models of how people ought to make decisions. This course will draw on insights from cognitive, experimental, social, and organizational psychology, economics, game theory, statistics, and decision analysis.

Students will learn a variety of theories related to individual and group decision making and risk management and apply that knowledge in case analysis and group project work. We will examine how emotions and cognitive limitations and biases, and contextual factors affect risk perceptions, decision making, and related behaviours. We will examine cooperation and competition in social dilemmas. Using problems and case studies we will discuss ways to improve decision making and risk management processes. The course provides foundational knowledge within the disciplines of behavioural decision theory, behavioural economics and behavioural finance.

MATERIALS/EQUIPMENT

Text book and related readings (TBA) Case package

WORKLOAD/EVALUATION

Component Weight % Individual Class Contribution 25%

Group project and presentation 35%

Written assignment 40%


B - 1

BUSINESS (4621) Technology Management in Creative Economy

Yasser Rahrovani Room 2309 – 519 661 4280

TARGET AUDIENCE:

This course aims to provide HBA2 students with insights into how to run businesses that occupy the opposite end of the generic strategy spectrum, businesses that sell non-commodity, high-value add products, services, and experiences, that go well beyond mere functionality and often include "cultural content."

PURPOSE/OBJECTIVES

After taking this course, students should be able to: • Demonstrate an ability to analyze decisions about managing innovative capabilities within firms,

taking into account strategy, competitive situation, and operational risk, capabilities, and limitations. • Persuasively explain and defend a position on issues relevant to managing creative capabilities that

are as yet unsettled by research, specifically those issues that we discuss in the course. • Describe a framework for innovative capability management, and for use of technology to support

innovative capabilities, derived from course materials, including points at which the student disagrees or prefers an alternative approach.

• Demonstrate an understanding of the theoretical approaches introduced in the course and an ability to apply them to answer management questions relevant to course scope, content, and issues.

OVERVIEW "Creative Economy Firms” (CEFs) compete, not by generating similar outputs efficiently, but by generating novel outputs more valuable than alternatives. This has become big business. Apple, a firm that credits creativity and design for its success, is among most valuable companies in the world; video games, Broadway plays, and movies can produce returns that well exceed, say, those of a blockbuster drug. The products, services, and experiences offered by CEFs also have competitively attractive characteristics – many earn high profit margins that are comparatively immune to swings in world commodity prices, for example. This course examines the effect of technology on the nature of work and management, especially in businesses that are expected to consistently produce valuable creative outcomes. We find examples in many increasingly important industries (design, entertainment, media, pharmaceuticals) and in expanding enclaves (product development, even manufacturing) within industrial firms. By analyzing cases across industries and organizations, we discover a core of common practice that serves as a basis for the development of a general framework with strong practical relevance. The course unfolds in three modules:

(1) Introduction to CEFs: Explores how CEFs are different from other firms; (2) Work in CEFs: Examines the processes, principles, and practices employed by expert innovators in a

range of fields; and, (3) Managing in CEFs: Focuses on the management implications of differences between CEFs and other

firms.

The course focuses on the potential of technology in enhancing creativity in CEFs. It will also make them mindful on some unintended consequences of relying on tech in creative businesses.


B - 2

MATERIALS/EQUIPMENT N/A

WORKLOAD/EVALUATION

Component Weight % participation in class discussions 50%

Final exam, which will be a written analysis of a case (50%) 50%

Total 100%

2017-2018 hba2 timetable - bond university western 2017-2018 spring cour… · 1310 4505 (2) gmm i....

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