busn 491 syllabus template_8 wk_ol_2015

Last updated: 8/14/15 1 | P a g e

Mission Statement:

Regent University serves as a center of Christian thought and action to provide excellent education

through a Biblical perspective and global context equipping Christian leaders to change the world.

SECTION 1: COURSE OVERVIEW

Regent University

COLLEGE OF ARTS AND SCIENCES

BUSN 491

SENIOR CAPSTONE: ENTREPRENEURSHIP

Semester Dates (8 weeks)

Location (Online)

Instructor: Dr. Bob Castaneda Location: Chicago , IL Office hours: 8AM to 8PM Mon thur Sat Phone: 312-498-2028 Email: [email protected]

Communications Policy

My preferred method of contact is to use the Community link Questions/Comments/Issues as I check

this daily and if you could leave me your questions there as long as they are not of a personal nature (i.e.

grades, etc.) as other students would probably have the same question. I generally respond to this link in

less than 24 hours. Otherwise you can email ([email protected]) me or call me (312-498-2028) if it

is urgent immediate response.


Course Description

This course is designed to lead students to discover what it takes to be successful in starting and

managing a small business, as well as providing the tools for them to develop their own small business

concept and follow it through various stages of development. Through the study of successful business

models, interaction with guest speakers and the development of their own Business Plan, students will

develop the skills and knowledge to be able to consider Entrepreneurship as a career option in the

future.

Program Outcomes

This course contributes to the fulfillment of the following program goals for all Business and Leadership

courses:

1. Analyze business and leadership theories and operational practices in the light of Gods revealed truth.

2. Apply professional, ethical, and responsible entrepreneurial leadership behaviors to tangible business and technology situations from a Biblical worldview.

3. Recommend solutions to real-world problems based on strategic business and leadership applications and data-driven assessments.

Relationship of course to Regents Mission

Mission: Regent University serves as a center of Christian thought and action to provide excellent education through a Biblical perspective and global context equipping Christian leaders to change the world. Below are the examplesas appropriateof how this course supports the mission.

1. Biblical Perspective: In this course, we will study Business from a Biblical perspective, understanding that the nature of business to is to acquire and use resources to increase their value and make products and services available to meet others needs. While carrying out business activity with the best intentions, finite human beings bound by sinful natures are limited by their self-interest and often times make self-promoting decisions at the expense of others. Man needs moral guidance to make good decisions which allow for individual flourishing, but not by deceptive means as in taking advantage of others. A moral foundation is absolutely necessary for the free market. So the readings, quizzes papers and exams in our course help students to understand and synthesize the content of Business material; while the essays, papers and projects help students to articulate a biblical worldview and demonstrate professional, ethical, responsible and Christian leadership behaviors in this field of study.

2. Global Context: In this course, we will study Business within a global context. For Christians with a global perspective, globalization has the potential to provide sustainable income opportunities for isolated individuals, who can gain new skills and access to broader markets in which to exchange their goods. Globalization has also opened the doors of the gospel through service into many parts of the world where professional missionaries cannot venture. Globalization is the process by which there is a tighter economic, political and social integration and cooperation that allows for a free flow of products, services, investments, and employees around the world (Rae & Wong, 2004, p. 168). Some critics have argued that this process put the poor further behind in terms of availability of resources while the rich, powerful corporations have just made more money (Rae and Wong, 2004). There is also the issue of global interdependence as an adverse effect of globalization (Rae and Wong, 2004). Yet the Scripture and other faith-based authors see the advent of global connectivity as advantageous to the advance of the Gospel. So as we read


and gain content knowledge we will experience people, places and cultures very different than our own. In seeking to understand and appreciate the expression of their experiences, we will learn to value and appreciate their unique cultural attributes and the dignity of their environment, both of which are essential to interacting in a global context.

SECTION 2: COURSE REQUIREMENTS

Course Learning Outcomes (with match to Program Outcomes) 1) Develop skills in accounting, economics, marketing, human resources and management. 2) Make valid data-driven recommendations. 3) Demonstrate core business knowledge and skills within simulated and actual work experiences. 4) Articulate and integrate Christian values, ethical principles, and a contemporary global perspective into managerial decision-making. 5) Explore small business and entrepreneurial opportunities as well as corporate careers, government assignments and nonprofit positions. 6) Collaborate with other future business leaders through Enactus, a student organization formerly known as SIFE. Upon completion of this course, students should be able to:

1. Students will be able to demonstrate a basic knowledge of the principles and concepts of Business and Management.

2. Students will be able to demonstrate a basic knowledge of business tools and their application. 3. Students will be able to apply concepts of ethical decision-making in dealing with stakeholders

and recommending solutions. 4. Students will be able to synthesize the fundamental elements of business to apply solutions to

solve business cases. 5. Students will be able to synthesize and evaluate relevance of data. 6. Students will be able to develop well-written organized reports and/or presentations that

explain findings and justify recommendations. 7. Students will be able to apply biblical principles and theological concepts to leadership practices

and business cases.

Course Objectives (specific tasks/assignments with match to CLOs)

Course Learning Outcomes

Assignments CLO1 CLO2 CLO3 CLO4 CLO5 CLO6 CLO7

Blackboard Dialogues X X X X X X

Interviews X X X X X

Business Plan X X X X X X X

Feasibility Study X X X X X X

Franchise Comparison X X X X

Pricing Strategy X X X X X


Description of how faith and learning will be integrated in the course

As the various strategic management topics are studied in this course, class discussions, dialogs, group projects and case assignments will also consider how a Christian Worldview should inform and impact the use of that particular business strategy. Significant discussions will occur surrounding how strategy and leadership affect privacy, ethics, social structures, and moral choices. Specific portions of scripture will be investigated to find biblical examples of how the use of sound strategic tactics and moral leadership are formulated and used in the Bible with a focus of understanding how these examples should impact a Christian business students approach to the use of business strategy.

Course Procedures

Attendance Policy (College of Arts & Sciences)

Regent University recognizes the importance of class attendance and participation for students

learning. While attendance alone does not guarantee learning, engagement with the class through

regular attendance and participation is essential to learning, both to the individual student and to the

class itself as all benefit by others contributions. At Regent University, class attendance, understood as

the act of being present, is considered to be separate from participating in the class, understood as

active engagement through discussion and other forms of interaction. Both are valuable to student

learning.

Like other institutions of higher education, Regent University is required to maintain accurate

attendance records by the U.S. Department of Education. Attendance is tracked weekly. For any week (7

days) in which a student does not attend class or, for online courses, participate in academic activities

for the course in Blackboard, the student will be marked absent in the Blackboard grade book. The

standard by which a final date of attendance in the class is measured will be the last date on which the

online student engages in academic activity for the course in Blackboard or the on-campus student

attends the on-campus class for a course, whichever is more recent. Academic activity includes

submitting an assignment, taking an exam or tutorial, engaging in computer-assisted instruction,

participating in online discussion about academic matters, or initiating contact with a faculty member to

discuss academic matters concerning the course. Students should be aware that this date could affect

their financial aid and financial obligations.

Normally, expectations for participationsuch as those for quality work in the group discussions

(including those in Blackboard)--differ from the minimal requirements for attendance. Thus, at the

instructor's discretion, a student who is present or absent might lose participation points. Instructors

determine whether students may gain back lost participation points (for example, through additional

work). Students should be aware that instructors follow their posted policy for receiving late work from

students. Work turned in late (papers, discussion board posts, etc.) could result in the loss of

participation points or other components of the final course grade. Instructors are responsible to

maintain accurate records regarding attendance and to follow course policies for grading student work,

including students participation. Students are responsible to attend and participate in class and to

follow campus policies.

Blackboard Requirements Blackboard has four primary purposes in our courses: (1) to provide a means for students to receive timely information about the course in general, assignments, grades, and announcements from the


instructor; (2) to promote thoughtful interaction between the instructor and students and among students themselves as they work through course materials; (3) to provide a means for students to complete quizzes and other forms of evaluation; and (4) to enhance the learning process by providing a variety of materials. Students are expected to log in to Blackboard and check the Announcements section of Blackboard at

least once a week beginning one week before the start of the course. Students must keep their e-mail

address current in Blackboard; they are expected to check their Regent e-mail daily to ensure timely

receipt of messages from the professor.

For courses with online discussions, they will be posted in Blackboard. Unless otherwise instructed, the

parameters for a students postings are 250-300 words for the original post and 100-150 words for

responses to others (please keep the word count in this range). The original post and responses to

others need to be posted on separate days (minimum three posts on three separate days). The purpose

of these parameters is to promote writing that is both thorough and concise. The instructor will post

questions and activities weekly. Discussion questions will be posted in advance. Since not everyone will

see things identically, students are to review one anothers postings in order to further their insight and

learning. This is an important benefit of dialogue.

Note that the expectations for quality work in the Blackboard group discussions differ from the minimal

requirements for attendance. Be sure to post more than the minimum number of postings by

collaborating with other students.

Please check the Start Here link in Blackboard for University Library information and Academic Support

information, Blackboard Tutorials and Resources, Academic Honor Code, Writing Styles, Discipline

Policies, and Disability Services.

Some basic computer skills you are expected to have mastered before taking an online course include

the following: sending and receiving emails, opening or sending an email attachment, searching the

Internet, using Microsoft Word and downloading files. Numerous online tutorials are available to teach

you how to use Blackboard. When you log into Blackboard, access the RU Resources tab at the top right

of your screen.

If you have technical problems with Blackboard and/or are not able to log in, please contact the Help

Desk/IT department. You can e-mail the Help Desk at: [email protected] or call at (757) 352-4076.

Late Assignment Penalties

Assignments are considered late when submitted past the course due date and the submission time

deadline as recorded by Blackboard (e.g., assignments due at midnight are counted as late when they

are officially submitted at 12:30 A.M.). Late assignments will be penalized at 10% off the assignment

grade per day until submitted. After three days, late assignments will not be accepted.

Due to the nature of the discussion board postings (both initial and responses) and the continuation of the class as a whole, discussion board posts cannot be accepted late. Discussion board postings need to be posted on separate days (minimum three posts on three separate days). The weekly discussion board assignment (1 initial and 2 minimum replies-you should post early and more than the minimum two replies to engage in the learning process) constitute a single assignment and thus the failure to complete


any aspect of the assignment will result in a zero for the assignment as a whole. Please remain diligent in posting assignments. Class Participation Your attendance and participation are important means for the instructor to assess your skills, quality of thought, and growth as a student. The attendance policy and procedures are described below. When applicable, requirements for your participation in Blackboard discussions important both for your learning and for your instructors evaluation of your progress in the courseare described below (see Requirements regarding Blackboard Discussions). Required Work Hours As per Regent Universitys Credit Hour policy, 45 hours of total student work are minimally required for each credit hour earned in a course; therefore, you should calculate the average number of work hours per week required by this course (e.g., a 3-credit course lasting 15 weeks requires at least 9 hours per week of student work) in order to give you an approximate understanding of the amount of time you should devote to its requirements. For online, 8 week classes, the student work effort per week is in effect doubled to about 17 hours per week (vs. 9 hours per week for 15-week courses). Writing All papers and essays at Regent University must follow the writing style format required by the degree specialty for which they are being written. The writing style to be used in this course is APA. Please find a lnk on APA if you would like further insight on this (https://owl.english.purdue.edu/owl/resource/560/01/ ) SafeAssign In order to support students and faculty in reducing plagiarism, the College of Arts & Sciences utilizes SafeAssign, a plagiarism prevention service offered through Blackboard. SafeAssign detects unoriginal content in student assignments and provides an easily identifiable report for faculty to distinguish between original and plagiarized content. This service helps educators prevent plagiarism by detecting unoriginal content in student papers. College of Arts & Sciences Academic Policies For additional academic policies, please review the latest college catalog below- http://www.regent.edu/academics/catalog.cfm#undergrad

Required and Supplemental Resources

Students are responsible for acquiring the following books and materials for this course by the time the course begins:


Entrepreneurship: Starting and Operating a Small Business (3rd, 2012) by Mariotti & Glackin. Publisher: Prentice Hall (ISBN: 9780132784085).

Information on ordering textbooks and other course materials is available in Blackboard and on the

Regent University website.

Additional materials (e.g., PowerPoint files, quizzes, media, and the like) may be found on Blackboard.

Students are responsible for the information and materials distributed through Blackboard and, for on-

ground students, in class.

Method of Evaluating Student Performance

Assignments Weight Blackboard Discussion Board (2.5% each post; x 8) 20% Entrepreneurship Contacts: Interviews, Plan Feedback (5% each; x 4) 20% Feasibility Study 10% Franchise Comparisons 10% Funding Comparisons 10% Full Business Plan with Financials 30%

TOTAL 100% Grading Scale The following grading system is followed in the College of Arts & Sciences:

Grade Percentage Quality Points Meaning of Grade

A 93100 4.00 Superior

A- 90-92 3.67

B+ 87-89 3.33

B 83-86 3.00 Good

B- 80-82 2.67

C+ 77-79 2.33

C 73-76 2.00 Satisfactory

C- 70-72 1.67

D+ 67-69 1.33

D 63-66 1.00 Poor

D- 60-62 0.67

F 0-59 0.00 Failing

Letter grades indicate the following:

A A-

Work of superior quality in all areas. Work displays a mastery of course content at the highest level of

attainment appropriate for the undergraduate level: outstanding quality of thought; excellent

understanding of the course content and demonstration of skills associated with the course; a creative

and critical engagement with the material; and an ability to analyze and evaluate the knowledge and

ideas that shows talent for undergraduate work. Work shows practical or personal application of course


content in specific assignments, as appropriate. The grade for such work will vary from A to A-

according to the quality and quantity of the work.

B+ B B-

Strong performance demonstrating a high level of attainment appropriate for the undergraduate level:

high quality of thought; solid understanding of the course content and demonstration of skills associated

with the course; an engagement with the material that shows good comprehension of the subject; and

an ability to analyze and evaluate the knowledge and ideas in the course. Work shows practical or

personal application of course content in specific assignments, as appropriate. The grade for such work

will vary from B+ to B- according to the quality and quantity of the work.

C+ C C-

Satisfactory performance demonstrating an adequate level of attainment appropriate for the undergraduate level: competent quality of thought; acceptable understanding of the course content and demonstration of skills associated with the course; an engagement with the course that shows adequate ability to analyze and evaluate; and adequate comprehension of the subject. Work shows practical or personal application of course content in specific assignments, as appropriate The grade will vary from C+ to C- according to the quality and quantity of the work.

D+ D D-

Marginal performance demonstrating a minimal passing level of attainment appropriate for the undergraduate level. The students work indicates poor quality of thought and poor comprehension of course content. Work shows practical or personal application of course content in specific assignments, as appropriate.

F

Unacceptable performance. The students work indicates major deficiencies in learning and reveals little or no understanding of course content. This grade denotes either unacceptable performance in spite of some effort, or failure to complete the assigned work.

Course Schedule

Week Assignments Est. Hrs.

Due Dates

1 Introduction: See your professors video introduction in Blackboard: Post your personal introduction to the class on the Introduction Forum in Discussion Board. Include information about yourself that will help the class get to know you. Also, indicate what you anticipate and expect to learn from this course. WEEK ONE: Overview: In Week One students will begin setting appointments for interviews with entrepreneurs and begin to consider several ideas from a market feasibility study or a product opportunity evaluation can be done. Students will do market research for their feasibility study. Example of a format for a Feasibility Study/Opportunity Evaluation: The POEM Framework: Product Opportunity Evaluation for Startups and Product Managers

I. Customer Filter

17 Hrs 8/24 8/30



Due Dates

II. Product Filter III. Economic Filter IV. Timing Filter V. Competition Filter

- See more at: http://poemframework.org/#sthash.27fzE3L3.dpuf. See the Resources folder for several examples and more resources. Study: Read: Mariotti & Glackin text, Chapter(s) Chapter 1 Entrepreneurs Recognize opportunities Chapter 2 The Business Plan: Road Map to Success Dialogue: Discussion: Students will be responsible for answering weekly discussion questions posted under Discussion Board on Bb. The initial posting to each question is due no later than 11:59 pm on Thursday and final responses to classmates postings no later than 11:59 pm on Sunday night. This weeks discussion and Faith Integration: Students will use the discussion post in Week One to describe possible ideas for business start-up. In what ways can you imagine integrating your faith in a business start-up? Assignments: This Weeks Projects / Assignments: Contact entrepreneurs and set up appointments. Also begin idea validation and Feasibility/Product Opportunity Evaluation chart (post by Sunday night 11:59 pm to Blackboard Safe Assign). Notes:

2 WEEK TWO: Overview: In Week Two students will complete their Feasibility Study/Opportunity Evaluation and post results of their first interview as part of the discussion board. Students will submit their a Feasibility Study/Opportunity Evaluation for review and grading; and also incorporate the data collected into their Business Plan outline. Study: Read: Mariotti & Glackin text, Chapter(s) Chapter 3 Creating Business From Opportunity Dialogue: Discussion: Students will be responsible for answering weekly discussion questions posted under Discussion Board on Bb. The initial posting to each question is due no later than 11:59 pm on Thursday and final responses to classmates postings no later than 11:59 pm on Sunday night. This weeks discussion and Faith Integration: Students will use the discussion post in Week Two to review the results of their first Entrepreneurship interview: insights gained. Assignments: This Weeks Projects / Assignments: Conduct entrepreneur interview; finish Feasibility/Product Opportunity Evaluation chart (post by Sunday night 11:59 pm to Blackboard Safe Assign). Notes:

17 Hrs 8/31 9/6

3 WEEK THREE: Overview:

17 Hrs 9/7 9/13



Due Dates

In Week Three students will continue to investigate business opportunities by completing the Franchise Comparisons Chart and begin the outline of a business plan. This week they will post about franchise possibilities they have investigated. Study: Read: Mariotti & Glackin text, Chapter(s) Chapter 13 Management, Leadership, And Ethics Dialogue: Discussion: Students will be responsible for answering weekly discussion questions posted under Discussion Board on Bb. The initial posting to each question is due no later than 11:59 pm on Thursday and final responses to classmates postings no later than 11:59 pm on Sunday night. This weeks discussion and Faith Integration: Students will use the discussion post in Week Three to review the results of the franchise possibilities investigated. Students will discuss some franchising opportunities they have considered, and the advantages and disadvantages examined. Assignment: This Weeks Projects / Assignments: complete and submit the Franchise Comparisons Chart (post by Sunday night 11:59 pm to Blackboard Safe Assign). Notes:

4 WEEK FOUR: Overview: In Week Four students will complete their business plan outline. This week they will also post feedback from the second entrepreneurial interview. Study: Read: Mariotti & Glackin text, Chapter(s) Chapter 4 Exploring Your Market Chapter 5 Developing the Right Marketing Mix Dialogue: Discussion: Students will be responsible for answering weekly discussion questions posted under Discussion Board on Bb. The initial posting to each question is due no later than 11:59 pm on Thursday and final responses to classmates postings no later than 11:59 pm on Sunday night. This weeks discussion and Faith Integration: Students will use the discussion post in Week Four to review the results of their second Entrepreneurship interview: insights gained. Assignment: This Weeks Projects / Assignments: Business Plan outline, incorporating the Feasibility Study/Opportunity Evaluation data (post by Sunday night 11:59 pm to Blackboard Safe Assign). Notes:

17 Hrs 9/14 9/20

5 WEEK FIVE: Overview: In Week Five students will start to develop a full draft of a business plan. They will have two weeks to complete a full business plan with roughed out financials. This week students will consider their pricing strategies and complete a table examining their approach to pricing and their plan for when they will break even. Information on Pricing is available in the Resources

17 Hrs 9/21 9/27



Due Dates

folder for this course. Study: Read: Mariotti & Glackin text, Chapter(s) Chapter 7 Understanding and Managing Start-Up, Fixed, and Variable Costs Chapter 11 Addressing Legal Issues and Managing Risk Dialogue: Discussion: Students will be responsible for answering weekly discussion questions posted under Discussion Board on Bb. The initial posting to each question is due no later than 11:59 pm on Thursday and final responses to classmates postings no later than 11:59 pm on Sunday night. This weeks discussion and Faith Integration: Students will use the discussion posts for Week Five to review their plan for pricing their product or service; and also their plan for maintaining a cash reserve to whether the time until their hit their break even point. Assignment: This Weeks Projects / Assignments: A comparison of different pricing practices, and a chart with a Pricing Strategy and an estimated Break Even post (charted) (post by Sunday night 11:59 pm to Blackboard Safe Assign). Notes:

6 WEEK SIX: Overview: In Week Six students will complete the full final draft of their business plan. The students also work to finalize the financial statements. The full Business Plan should be 15-20 pages long before appendixes (financials, pictures of products, lists of services, etc.). Study: Read: Mariotti & Glackin text, Chapter(s) Chapter 8 Using Financial Statements To Guide A Business Chapter 9 Cash Flow and Taxes Dialogue: Discussion: There will be no discussion post due this week. Next week students will be required to post two separate discussion posts on feedback from actual Entrepreneurs on their Business Plan. Assignment: This Weeks Projects / Assignments: Final Draft full Business Plan less finished financials (post by Sunday night 11:59 pm to Blackboard Safe Assign). Notes:

17 Hrs 9/28 10/4

7 WEEK SEVEN: Overview: In Week Seven students will finish completing their Business Plans by finishing the financial statements required. Then they will also spend time reviewing their Business Plans with two experts either entrepreneurs who have done this, or potential funding sources. These people should be different than the other interviews already conducted. In their discussion post this week, students will describe the feedback they received on their business plans from the two experts (2 separate postings). Study: Read: Mariotti & Glackin text, Chapter(s)

17 Hrs 10/5 10/11



Due Dates

Chapter 10 Financing Strategy: Debt, Equity, or Both? Chapter 6 Smart Selling and Effective Customer Service (skim) Dialogue: Discussion: Students will be responsible for answering weekly discussion questions posted under Discussion Board on Bb. The initial posting to each question is due no later than 11:59 pm on Thursday and final responses to classmates postings no later than 11:59 pm on Sunday night. This weeks discussion and Faith Integration: TWO separate discussion posts: Students will use the discussion posts in Week Seven to review the results of their two Business Plan review interviews with actual Entrepreneurs: insights gained. Assignment: This Weeks Projects / Assignments: Final Business Plan with completed and reviewed financial statements (post by Sunday night 11:59 pm to Blackboard Safe Assign). Notes:

8 WEEK EIGHT: Overview: In Week Eight students will investigate various funding sources and options, and will complete their Funding Comparisons Chart. In their final post will discussed various funding options which they have investigated, and their plans going forward. Study: Read: Mariotti & Glackin text, Chapter(s) Chapter 12 Operating For Success Chapter 14 Franchising, Licensing, and Harvesting: Cashing In Your Brand Dialogue: Discussion: Students will be responsible for answering weekly discussion questions posted under Discussion Board on Bb. The initial posting to each question is due no later than 11:59 pm on Thursday and final responses to classmates postings no later than 11:59 pm on Saturday night. This weeks discussion and Faith Integration: Students will use the discussion post in Week Eight to review the results of their funding comparison to discuss possibilities investigated and their choice of the path to funding their will pursue for their new business. Assignment: This Weeks Projects / Assignments: Funding Comparisons Chart (post by Sunday night 11:59 pm to Blackboard Safe Assign). Due [Saturday of Final Week] by 11:59 PM. Notes:

17 Hrs 10/12 10/17


Interview Questions for Entrepreneurial Interviews

1. Why did you want to start your own business/purchase a franchise? 2. How did you get started? 3. What were the biggest obstacles you had to overcome to get your business going? 4. What lessons have you learned upon establishing your company? 5. How has your faith played a role in your success? 6. Where and how do you see yourself in five or ten years from now? 7. What advice can you give to others so that they too can become successful business owners in their own

right? 8. What tools or knowledge would be critical for students wanting to start a business? 9. Would you be willing to share your story with other students in the future?

Assignment Schedule By Week:

Week Discussion Board Entrepreneurship Contacts

Projects

Text Chapters Article Review

1 Describe possible ideas for business start-up.

Contact entrepreneurs and set up appointments.

Article Reviews Chapters 1 & 2

2 Results of first interview: insights gained.

Entrepreneurship Contact: Interview #1

Idea Feasibility Chart / Product Oppty Evaluation

Article Reviews Chapter 3

3 Results of franchise possibilities investigated.

Franchise Comparison Chart Article Reviews Chapter 13

4 Results of second interview: insights gained.

Entrepreneurship Contact: Interview #2

Business Plan Outline Article Reviews Chapters 4 & 5

5 Pricing Strategies; Break Even

Product/Service Pricing Strategies


6 No discussion post this week. 2 next week.

Full Draft Business Plan Article Reviews Chapters 8 & 9

7 2 Postings: Results of Business Plan Review:

insights gained.

Entrepreneurship Contact: #4 & #5

Review Business Plan

Full Business Plan with Financial Statements


8 Results of funding possibilities investigated.

Funding Comparison Chart Article Reviews Chapters 12 & 14

SECTION 3: POLICIES & PROCEDURES

This section covers policies related to academic integrity, accommodations, and University policies and procedures.

Christian Foundations of Academic Integrity Biblical. Regent University affirms the Biblical commandment of thou shalt not steal (Ex. 20:15). In the context of academic integrity, this must be understood in the larger framework of love thy neighbor as thyself (Matt. 22:39) as well as render therefore unto Caesar what are Caesars; and unto God what are Gods (Matt. 22:21). Paul writes from this framework of love and respect when he says, Pay to all what is owed them: taxes to whom taxes are owed, revenue to whom revenue is owed, respect to whom respect is owed, honor to whom honor is owed (Rom. 13:7). Each of these passages conveys the social obligation to respect the dignity of both the personhood and the property of those in society. Paul thus prescribes the biblical standard of honest, hard work as a key to respecting each others personhood and property. In his letter to the Ephesians, Paul even provides counsel to those who have committed theft, stating, Let him labor, doing honest work with his own hands, so that he may have


something to share with anyone in need (4:28). As such, the God of the Bible mandates a higher life than the world requires, a life in which Christians participate in the love and dignity God holds for himself as Father, Son, and Spirit. Indeed, even as Christ honors and acknowledges the will of his Father and the works of his Spirit, so should Christians honor and acknowledge the wills and works of those that provide opportunities to edify their minds and hearts with the knowledge and wisdom of sound scholarship. In doing so, Christians follow the biblical precept of integrity that is founded on love and respect and enables them to learn both from one another and those outside the faith. Philosophical. Regent University also affirms the necessity of recognizing the classical virtues when deriving a foundation for academic integrity, particularly the virtue of diligence. The virtues dictate that researchers should consider morality first. In other words, ones sense of expediency must always follow from that which is right, not from that which is convenient. Cicero comments that, in order to act morally, individuals must act in a manner that prevents themselves from being placed in a position where they must choose between convenience and morality, or, stated differently, into a position where they consider one thing to be right but not expedient, and another to be expedient but not right (102). The virtues, therefore, require diligence in order to act morally uprightdiligence to plan ahead, diligence to rationally consider the context of the moral situation, and diligence to act biblically not just ethically. For that which is ethical to the world is never necessarily moral before Christ. (Cicero, Marcus Tullius. On Moral Obligations. Trans. John Higginbotham. London: Faber and Faber LTD, 1967. Print.) Legal. Finally, Regent University affirms the necessity of equipping students for the reality of functioning within a society bound by laws, including copyright laws. Paul speaks clearly about a Christians responsibility to abide by the laws of the land. He concludes that authority is ultimately from God, so believers must work within that God-ordained system (Rom. 13). Thus, in mastering the art and science of proper attribution of sources, students are participating in the Biblical tradition of exhibiting reverence for the divine institute of law as well as giving honor where honor is due. Accommodations for Students with Disabilities The policy and intent of Regent University is to fully and completely comply with the Americans with Disabilities Act of 1990 (ADA), the Rehabilitation Act of 1973, and the Americans with Disabilities Amendments Act of 2008, to the extent that they apply to the university. Regent University will not discriminate against an otherwise qualified student with a disability in the admissions process, or any academic activity or program, including student-oriented services. Regent University will provide reasonable accommodation to the known physical and mental limitations of a qualified individual with a disability, unless to do so would impose an undue hardship on the operation of the university, or unless it would fundamentally alter a degree or course requirement. Qualified students must request reasonable accommodations for disabilities through the Disability Services Coordinator in Student Services. For information about student records, privacy, and other University policies and procedures, students are directed to the most recent version of the Student Handbook located at http://www.regent.edu/admin/stusrv/docs/StudentHandbook.pdf

busn 491 syllabus template_8 wk_ol_2015

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