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MSMU MBA PROGRAM
SYLLABUS- page 1
MOUNT SAINT MARY’S UNIVERSITY
MBA PROGRAM SYLLABUS
Semester 3 Theme: Making it happen – Implementation of strategy
BUS 236
The role of the board of directors and key stakeholders
Summer Semester, 2018
Sunday, June 17, 2018
1 pm – 5 pm
Saturday, June 30, 2018
8 am-noon 1 pm - 5 pm
Faculty: William Coffin
[email protected]; [email protected]
(818-744-5971)
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SYLLABUS INTRODUCTION The course syllabus is one aspect of good pedagogy: It sets out information about the course as well as course expectations. From the faculty member’s standpoint, it provides an easy-to-use form setting out the components and requirements, so there is clear communication with the students. From the students’ point of view, the syllabus gives an overview of the coverage as well as the requirements, so they have a good sense of what the course entails from the beginning of the semester. Any surprises should be in the satisfaction of learning and the joys of being in an educational environment that values all the participants—students and faculty. At Mount St. Mary’s University, we are guided by the Mount Mission to further the development of the whole person. The syllabus helps make that evident.
The syllabus has two major functions: 1. THE SYLLABUS IS A STATEMENT OF COURSE EXPECTATIONS The syllabus sets out the course requirements, the grading scale, and the methods of assessment. It is intended to provide the students with sufficient information about the course expectations, along with due dates, and a class schedule. After the add/drop period, instructors should not redistribute points unless it is to the advantage of the student (e.g., reducing the homework/reading, removing a specific requirement, such as a quiz). The syllabus should be consistent with the catalog description.
2. THE SYLLABUS IS A PERMANENT RECORD
The syllabus is a permanent record for the student, instructor, the department, and the institution. As such, it is both a professional and personal document. The syllabus provides a record of course content, grading methods, and information vital for equivalency transfers, as well as for the evaluation of a course or instructor. Subsequently, both faculty and students should retain course syllabi for future reference.
Student Credit Hour Policy – A credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that reasonably approximates not less than: (1) One hour of classroom or direct faculty instruction and a minimum of two hours of out-of-class student work each week for approximately fifteen weeks for one semester, or the equivalent amount of work over a different amount of time; or (2) At least an equivalent amount of work as required in paragraph (1) for other academic activities, including laboratory work, internships, practice, studio work, and other academic work leading to the award of credit hours.
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SYLLABUS
Semester Theme Making it Happen—Implementation of Strategy
Module Prefix and Number
BUS 236
Module Title The Role of the Board of Directors and Key Stakeholders
Module Description This module emphasizes the role of corporate governance in the modern global economy. Topics include examining; the various theories of U.S. corporate governance in relationship to business success; formulating a framework for analyzing and resolving ethical Issues in relationship to various stakeholder’s interests; identifying the role and responsibilities a U.S based public, private and/or non-for-profit Board of Directors in ethical decision-making and supervising corporate behavior. Understanding the role of government and government regulation, such as The Sarbanes-Oxley Act, and The Dodd-Frank Act on corporations. This module provides both theory and practical examples to introduce the student to the system of best practices in Corporate Governance which facilitates superior corporate and individual performance and deters fraud and corporate abuse.
Module and MBA Program Learning Outcomes
1. Examine the role of the modern board in establishing oversight to not just corporate strategy but also standards of ethics, risk management, the perception of the company in the capital markets, and implementing best practices corporate governance.
2. Develop a clear understanding of the crucial role of corporate disclosure in building fair market value and lowering the cost of capital.
3. Review basic issues and conflicts with respect to over and under regulation and the high stakes of "getting it right."
4. 5. Analyze current examples of corporate governance and
capital markets controversy such; insider trading, the right to privacy compared to the right to transparency; tolerance levels to ethical behavior and executive compensation, i.e., how much is too much?
6. 7. Put into context the long and short-term trends in
government regulation in the marketplace; trends in corporate disclosure; the proliferation of insider trading; accounting fraud in emerging markets; increased shareholder rights to control the board.
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Required Textbooks and Materials
The purpose of the course is to provide students with a survey of
important and topical issues in the field of Corporate Governance,
and Business Ethics. Therefore, a range of materials have been
selected to illustrate the areas to be covered in class. The two texts
selected cover key areas and provide additional excellent
background. It is recommended that, at a minimum, the text
“Corporate Governance Matters” be purchased. The second text,
The Investor Relations Guide Book, and the additional texts have
been scanned and are available to you at no cost on the Canvas
class website.
Excerpts of text:
Corporate Governance Matters; second edition; David Larcker,
Bryan Tayan
The Investors Relations Guide Book, by Steven M. Bragg, CPA;
(portions of text)
Supplemental Readings and Materials
The following articles and supplementary reading:
ENRON Case Study
“Summary of Dodd-Frank Financial Regulation Legislation”,
David Huntington, Harvard Law School Forum, July 2010
Directors’ alert-Through the eyes of the board; Key
governance issues for 2015
“Learning to Love Insider Trading”, Wall Street Journal,
October 2009
Dodd Frank-Picked to Pieces
Siemens case study; The Recovery of Trust case studies
Faculty William Coffin
Contact Phone Number 818-744-5971
Contact E-Mail Address [email protected]
Faculty Availability Available by appointment
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Assignment Submissions: June 17, 2018- Afternoon Session (Session one), please read the following materials 1. Corporate Governance Matters, Chapters
1,3,4,5,6,8,12,15(material to be covered in quizzes and
tests, rest of chapters recommended but not required.
2. Investor Relations Guidebook, Chapters 1,2,3,4,5,6,7,8
a) Summary of Dodd-Frank Financial Regulation
Legislation, David Huntington, Harvard Law School
Forum, July 2010
b) Directors’ Alert-Through the eyes of the board;
Key governance issues in 2015
c) “Learning to Love Insider Trading”, Wall Street
Journal, October 2009
d) Dodd-Frank Picked to Pieces
3. ENRON case study
4. Assignment; Identify, from any national media source
such as the Wall Street Journal, New York Times, Business
Week, The Economist Magazine, etc., an article that, from
your point of view examines any aspect of corporate
governance including but not limited to; regulatory
reform, executive success or failure linked to governance
practices; executive compensation issues; governance
failures such as insider trading; public policy debates
about over or under regulation. Then, write a two-to-
three-page paper (a hard copy to be submitted in Canvas
and in hard copy at the end of Session one (June 17)
which analyzes from the perspective of the publication
and your own critical analysis the issue, it’s possible cause,
the effect, and your view on a longer-term perspective on
public policy or impact on society. There will be a
discussion related to the assignment in the morning
session.
Submit the paper in the Dropbox folder titled assignment one
After session one on June 17, a take-home test will be distributed. Please submit the test in typewritten form in the appropriate drop box no later than Monday, June 25, 2018. Please be advised that Canvas automatically identifies late Dropbox submissions for assignments and tests which provides me little flexibility and will be subject to a reduced grade.
June 30 Morning Session (session two)
Having reviewed the Siemens Case Study and Siemen’s
Analysis Assignment please be prepared to discuss in class
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June 30, 2018 (Afternoon Session Three) will cover the following; The Investor Relations Guide Book, review Chapters 1-9 The regulatory foundation to the U.S. Capital Markets
(covered in the powerpoint presentations in Canvas) Class presentations on Enron case study. In Session three,
class groups will present their findings and analysis of the Enron case study (additional details will be covered in session two and in Canvas)
Final exam (closed book but notes allowed) (multiple choice, true/false, short essay questions) will cover course materials other than those tested in sessions one and two
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Assignments and point (percentage) allocations:
DUE DATE Group/Individual ASSIGNMENT DESCRIPTION
PERCENTAGE OF
GRADE
June 17, 2018-morning June 17, 2018
Class Class
Corporate governance article Receive take-home exam (exam due in typewritten form in drop box by Monday June 25, 2018. Late submissions penalized.
10% 35%
June 25, 2018 Morning session
Class Review of Siemens Case Study (hard copy of talking points (one Page) due in drop box)
10%
June 25, 2018 Afternoon session
Groups Enron Presentations in afternoon session 10%
June 25, 2018 Afternoon session
Class Final Exam 35%
Total 100%
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PLEASE NOTE: Wikipedia is NOT an acceptable reference for work due in this module. As a graduate student, you need to use scholarly resources/references. You may locate scholarly articles through EBSCO Host or Lexis/Nexis which can be accessed at the MSMU library.
WRITTEN WORK: Writing Requirements:
All assignments must be typed, and spell/grammar checked. Note: while this is not a writing class, it is a graduate level course and, as such, failure to proofread submissions for spelling and grammar will result in a significantly lower grade being assigned. Papers are also to be well written with a logical flow of thought. Submit your papers double-spaced w i t h 1" margins. Include a title page that identifies the assignment, the day it is due, the module name and number and your name. Papers should be in 12-pitch font. Indent paragraphs five spaces to indicate a new paragraph. Please include a title page on all papers. The title page should include your name, the title of the assignment, the date it is due, the class for which it was written (e.g., BUS 231) and the name of the professor(s). Please staple your papers together in the upper left-hand corner.
Please contact the Graduate Writing Tutor at the Learning Center for additional information about writing skills. Note: In this class, you will be marked down for incorrect grammar and/or spelling. Plagiarism (discussed later in this syllabus) will result in several consequences including a grade of “F” for your paper. To avoid plagiarism, be sure to use quotation marks for all direct quotes and use in-text citations for BOTH direct quotes and paraphrases.
Group Assignments:
When an assignment or in-class project is designated "group," ALL group members are required to contribute to the group assignments. Failure of all members to participate will result in a reduced grade for every member of the group. At the completion of each module, you will be asked to grade your group members (See Appendix C for Group Grading Form). THE GROUP GRADING will be considered in determining the final grade for the course.
ADDITIONAL INFORMATION REGARDING ASSIGNMENTS:
End-of-Semester Final Project: The student will further demonstrate learning outcomes from this module in the end-of-semester group project to be presented to the MBA Steering Committee and selected faculty. This project represents 10% of your grade for the indicated c o u r s e s .
PROFESSOR'S POLICY REGARDING LATE WORK:
No late work accepted. Accepting late work encourages sloppy and unprofessional behavior. Because the workplace has zero tolerance when a project is not completed on time that same policy will be applied to this course. Being punctual and completing your work on time are very valuable personal attributes as they reflect your professionalism, so be sure to turn in all assignments on or before their due dates.
ADDITIONAL INFORMATION REGARDING STUDENT/faculty expectations Written Work: Writing assignments; All homework assignments (including case studies and the final group project must be typed, and spell/grammar checked. Note: while this is not a writing class, it is a graduate level course and, as such, failure to proofread submissions for spelling and grammar will result in a significantly lower grade being assigned. Please include a title page on all papers. SEE ADDITIONAL WRITING RESOURCES ON THE ATTACHED APPENDIX A.
NO EXCEPTIONS. APA FORMAT REQUIRED for this class. Unless otherwise stated in the syllabus, the following grading criteria will apply:
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WRITTEN ASSIGNMENTS (individual and group)
Item Description
1 Content and Conceptualization
2 Logical organization of thoughts, ideas, and structure
3 Spelling, Grammar, APA format, etc.
Total
Please contact the Learning Center / Graduate Writing Coach for additional information about APA format and/or go to http://www.apa.org/ on the Internet to get additional information.
ORAL PRESENTATIONS: In the MBA Program, professional dress is required for all presentations, unless you are instructed otherwise by the professor. Recall: the purpose of the presentation is to inform the class of the case, organization, or industry you analyzed and demonstrate how you (and your group, if applicable) conducted your analysis to reach the final conclusions. You should, as a group, be prepared to defend your conclusions and recommendations. You will be able to do this if you have researched your topic thoroughly and worked together to formulate logical conclusions. SEE ADDITIONAL SUGGESTIONS REGARDING ORAL PRESENTATIONS IN THE ATTACHED APPENDIX B.
Unless otherwise stated in the syllabus, the following grading criteria will also apply:
GROUP ORAL PRESENTATIONS
Item Description
1 Relevancy to stated objectives
2 Appropriateness of examples as an illustrative vehicle
3 Evidence of contribution of each team member
4 Creativity
5 Presentation skills including compliance with time limits
6 Evidence of substantive research
7 Identification of principles
8 Practical applications
9 Mechanics of presentation
Total
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GRADING SCALE: CRITERIA AND GUIDELINES
Letter Grade Criteria Numeric Range
A Student performance is clearly outstanding 93-100 A- Performance indicates sharp insights and an ability to integrate
and generalize material beyond the context of the course 90-92
B+ 87-89
B Student performance is above average, demonstrating knowledge of facts and an ability to integrate and apply material within the context of the course.
83-86
B- 80-83
C+ 77-80
C Student performance is average, demonstrating knowledge of course content and exhibiting an ability to apply basic concepts within the context of the course.
73-77
C- 70-73
D Student performance is below average, partially fulfilling minimum course requirements. This level of performance may not prepare the student to progress to a more advanced level of study within the subject content or the major.
60-69
F Student performance is unacceptable and does not meet minimum course requirements
< 60
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Participation Grading Criteria.
Participation is graded on individual contribution to class discussions and participation in your study group. Most of leaders’ interactions with others are oral. They generally spend very little time reading and even less time writing reports. For this reason, the development of oral skills is given a high priority in this course. The classroom should be considered a laboratory in which you can test your ability to interact and interface effectively with your peers. Some of the characteristics of effective class participation are:
Are the points that are made relevant to the discussion in terms of increasing everyone's understanding, or are they merely interruptions or regurgitation of case facts?
Do the comments take into consideration the ideas offered by others earlier in the class, or are the points
isolated and disjointed? The best contributions following the lead off tend to be those that reflect not only excellent preparation, but good listening, and interpretative and integrative skills as well.
Do the comments show evidence of a thorough reading and analysis of the material, including the text, the case (if applicable) and outside business resources?
Does the participant demonstrate critical thinking about the issue and differentiate among opinions,
assumptions, and inferences?
Is there a willingness to test new ideas or are all comments cautious/"safe"?
Is the participant willing to interact with other class members by asking questions or challenging conclusions?
Outstanding Contributor: (A) grade: Contributions in class reflect thorough preparation. Ideas offered are substantive, provide one or more major insights as well as direction for the class. Arguments, when offered, are well substantiated and persuasively presented. If this person were not a member of the class, the quality of the discussions would be diminished significantly.
Good Contributor: (B) grade: Contribution in class reflects thorough preparation. Ideas offered are usually substantive, provide good insights and sometimes direction for the class. Arguments, when presented, are generally well substantiated and are often persuasive. If this person were not a member of the class, the quality of the discussion would be diminished considerably.
Adequate Contributor: (C) grade. Contributions in class reflect satisfactory preparation. Ideas offered are sometimes substantive, provide generally useful insights, but seldom offer a major new direction for the discussion. Arguments are sometimes presented and are well substantiated and sometimes persuasive. If this person were not a member of the class, the quality of the discussions would be diminished somewhat.
Non-participant: (D) grade. This person has said little or nothing in this workshop or class. Hence, there is not an adequate basis for evaluation. If this person were not a member of the class, the quality of the discussions would not be changed.
Unsatisfactory Contributor: (F) grade. Contribution in class reflects inadequate preparation. Ideas offered are seldom substantive; provide few, if any, insights; and rarely a constructive direction for the class. Integrative comments and effective arguments are absent. Class contribution is, at best, “time filler” efforts making isolated, obvious, or confusing points. If this person were not a member of the class, valuable class time would be saved.
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The classroom is your laboratory for demonstrating professional behavior and business acumen.
Example of things that cause one not to earn the full amount of participation points:
Doing homework in class Failing to listen and interact courteously with faculty and fellow students
Not reading assigned material
Being disruptive verbally and non-verbally Not participating in class discussions
Missing class (please note: the MBA program has a zero-tolerance policy for absences)
Arriving late, leaving early
Text messaging during class (yes, we can tell), cell phone/pagers going off during class Surfing the Internet during class
Policies:
Classroom Attendance and Punctuality: Consistent attendance and timely arrival are highly valued behaviors in today's competitive, dynamic work environment. Therefore, classroom on-time attendance is required. Much of your learning will derive from discussions and activities in class, rather than from lecture. Therefore you cannot make up an absence. PLEASE NOTE: THERE IS A ZERO TOLERANCE POLICY FOR ABSENCES. PLEASE MAKE ARRANGEMENTS TO ATTEND AND BE ON TIME FOR EVERY CLASS.
ADDITIONAL POLICIES:
Respect: Active participation in class requires a safe and trusting environment. It is important for us to respect the views and comments made by others, even if we disagree with such comments. I encourage debate and critical discu55ssion, yet it must be respectful, polite, and professional.
Confidentiality: Confidentiality is required to foster a safe environment for active discussion of business-related topics. Student discussions may involve experiences from their jobs or personal experiences. Therefore, all discussions of business or personal experiences are expected to be treated respectfully and confidentially. Students should not share proprietary information without permission of their employer.
Academic I n t e g r i t y /Plagiarism:
All student-submitted materials are expected to be the product of the student’s thought process.
Information from other sources may be used; however, credit must be given, by using in-text citations.
There are a few things that you can do that will help you to avoid being charged with academic dishonesty. Please note the following: 1) Anytime that you use the words or ideas of another person without giving credit, it is considered plagiarism, WHETHER YOUR ACTIONS ARE INTENTIONAL OR NOT! 2) Difference between direct and indirect quotes: a. Direct Quotes: Includes the exact wording from the source.
b. Indirect Quotes: Summarizes or paraphrases the content from the source
3) APA in-text requirements:
a. Direct Quote: Author’s last name, publication date, and page number.
b. Indirect Quote: Author’s last name, publication date.
4) Punctuation requirements: ALL word-for-word quotations MUST be placed in quotation marks.
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5) Exception to the rule: Common Knowledge – if the same information can be found in three or more sources and those sources do not cite an earlier source, the information is considered common knowledge. Also, commonly known facts (e.g., Washington, D.C. is the capital of the U.S.) do not need a citation, even if you had to look them up.
6) If you have knowledge that is not common knowledge, tell the reader why he or she should trust what you say. For example,
From the writer’s 25 years’ work as a financial analyst with a major commercial bank, it has been his or her experience that failure to maintain adequate cash flow often results in a firm’s inability to take advantage of expansion opportunities………….
When in doubt, CITE
A reference list should be attached to the paper to further identify the sources utilized.
Please refer to the Mount Saint Mary’s 2016-2018 Catalog section on Academic Integrity for a complete discussion of cheating, failing to hand in original work, plagiarism, falsification or misrepresentation, and theft. If the work of someone else (whether it is quoted or paraphrased) is not properly cited (or footnoted) in the assignment and if there is not a reference list giving the details of the work, THAT IS PLAGIARISM.
If work is plagiarized in this course, the student will be subject to the consequences outlined in the 2016-2018 Catalog which states, “The penalty for an act of dishonesty could range from a grade of F on an examination or assignment, a reduced or failing grade for the course in question, probation, suspension or expulsion from the University. Repeated acts of academic dishonesty will be treated more gravely”.
To read the entire policy, visit: http://msmu.smartcatalogiq.com/en/2016-2018/2016-2018-Catalog/Academic-Policies-and-Procedures/Registration-and-Course-Information/Academic-Integrity.
Extra credit: There is no “extra credit” in this course, so please plan your time to be certain you are prepared for all class discussions and oral presentations and that all assignments are turned in on time.
Americans with Disabilities Act:
Mount Saint Mary’s University Los Angeles, in compliance with state and federal laws and regulations, does not discriminate based on disability in administration of its education-related programs and activities. We have an institutional commitment to provide equal educational opportunities for disabled students who are otherwise qualified. Students with documented disabilities must call 213-477-2539, Director of the Doheny Learning Resource Center, to decide for classroom accommodations. It is the responsibility of the student to obtain accommodation letters from the director and to decide for the implementation of accommodations with faculty and/or staff in advance. Students who believe they have been subjected to discrimination based on disability or have been denied access to services or accommodations required by law, should contact the campus Disability Services Coordinator at his/her campus for resolution. For more information regarding disability grievance procedures, go to: msmu.edu/disabilitygrievanceprocedures.
Course changes: The Instructor reserves the right to change assignments, as needed, to achieve the learning objectives of the course. These changes will not require additional work on the part of the student. Students will be informed, in writing, of these changes.
Additional Requirements: The requirements and conditions established by Mount Saint Mary’s University, as enumerated
in the Graduate Student Handbook, Catalog, and Department of Business Administration policies, are incorporated in this
syllabus, in their entirety, by this reference.
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APPENDIX A
Electronic Writing Resources
follow these links to some excellent writing resources: http://www.bartleby.com/141/
http://www.gc.maricopa.edu/English/writing.html
http://www.powa.org/
http://grammar.ccc.commnet.edu/grammar/
http://owl.english.purdue.edu/
www.library.cornell.edu/resrch/citmanage/apa
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APPENDIX B
TIPS FOR SUCCESSFUL ORAL PRESENTATIONS
Be aware of your nonverbal communication throughout the entire group presentation. When you speak in a group, you should still follow the guidelines for effective delivery (form). Remember that you are “on stage” during the entire presentation. While other speakers are talking, look attentive and be courteous. Make sure that you do not distract the audience by whispering, fidgeting, or grimacing. Do not hurt your own credibility by looking bored, or by frantically going over your notes.
Ensure consistency of delivery. Glaring inconsistencies between the presenters’ delivery styles can disrupt the group presentation. Audiences become distracted by marked disparities in style, such as a captivating speaker followed by one less prepared or energetic. Achieve a good balance of delivery styles. Together with the other members, each participant should practice his/her portion of the presentation in the same order in which it will be given in the final form and do so until it proceeds smoothly.
Maintain a symmetry of appearance. Coordinate your attire with the other members of the group so that there is a symmetry of appearance. Audiences become distracted by radical differences in the attire of the presenters, especially if casual attire is mixed with business attire. Don’t necessarily try to dress alike; this can also distract an audience. Rather, make sure that your attire is (1) appropriate to your presentation, (2) shows respect for the audience, and (3) is of like manner. When in doubt, opt for business casual.
Approach the podium in the same fashion. If your presentation format dictates that each participant will get up from a chair and speak from a podium, make sure that everyone does so in the same way. Also, be attentive to the verbal transitions used to introduce the next speaker (if appropriate) and make sure to follow suit.
Arrange your speaking environment to suit your needs. Arrange yourselves and any podium, chairs, tables, audio-visual equipment, etc., to accommodate your presentation. Don’t accommodate yourselves to the environment. Arrange things so that they provide for easy transitions among speakers, accommodate audience viewing, and prevent unwanted distractions.
Assign roles for the presentation. Choose the person with the strongest presentation style and credibility for the opening. Assign other presenters in the middle of the presentation. Select a strong speaker to conclude the presentation. Assign someone to handle the visual aids. Assign someone to manage a question-and-answer session (if applicable). However, each presenter should be prepared to answer questions about his or her section.
Plan transitions among the speakers. Decide how each presenter will hand the presentation over to the next speaker. Determine how introductions will be made – all at once at the beginning or as each speaker introduces the next speaker. Any method you decide is fine, just make sure to keep it consistent, and BE COURTEOUS.
Coordinate speaking notes. Depending upon your chosen presentation format, each presenter will have their speaking notes. Decide how you will coordinate the handling of the notes: in a binder at the podium, in similar formats in front of each speaker, etc. Avoid distracting the audience with different formats between each speaker (paper, notes, binder, and folder). This relates very closely to ensure a consistent delivery.