University of Minnesota Duluth
Labovitz School of Business and Economics
Department of Management Studies
MgtS 4461 – Business and Society
Course Syllabus
Spring 2008
|
Instructor: |
Geoffrey G. Bell, Ph.D., CA |
Office hours: |
|
Office: |
SBE 121 |
M 11:00-12:00, W 10:00-11:00, Th 1:00-2:00 |
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Phone: |
726-7640 |
Or by appointment |
|
email: |
fax: 218-726-7578 |
|
|
Website: |
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Meeting time: Section
1: 3:30-4:45PM,
Tuesday / Thursday SBE 40
Text (required): Trevino,
Linda K. and Katherine A. Nelson (2007).
Managing Business Ethics: Straight talk about how to do it right,
4th Edition. Wiley.[1]
Readings (required):
Hoffman, Andrew J. (2006). Getting ahead of the
curve: Corporate strategies that address climate change, The Pew Center on
Global Climate Change. Available
on-line at http://www.pewclimate.org/global-warming-in-depth/all_reports/corporate_strategies/
or http://webuser.bus.umich.edu/ajhoff/2006%20Pew%20Report.pdf
or for purchase under the title, Carbon Strategies: How leading companies
are reducing their climate change footprint.
Intergovernmental Panel on Climate Change (2007).
ÒIntergovernmental Panel on Climate Change Fourth Assessment Report: Climate
Change 2007: Synthesis Report: Summary for PolicymakersÓ Available on-line at: http://www.ipcc.ch/. Go to the section labeled ÒThe AR4 Synthesis ReportÓ and
click on ÒSummary for policymakers.Ó
(For those of you interested in more information, you might want to look
at the three ÒWorking GroupÓ reports available at the same website.)
Lloyds Insurance 360 Risk Project (2006). ÒClimate Change: Adapt or Bust?Ó Available on-line at: http://www.lloyds.com/News_Centre/360_risk_project/360_homepage.htm
(Go
to the link called ÒDownload Adapt or BustÓ at the bottom of the page. Available in PDF>)
Minnesota Pollution Control Agency (2007). ÒGlobal
climate change and its impact on Minnesota.Ó Available on-line at: http://www.pca.state.mn.us/hot/globalwarming.html
(HTM format)
Stern, Sir Nicholas (2006). ÒExecutive SummaryÓ from
ÒStern Review: The economics of climate change.Ó Available on-line at: http://www.hm-treasury.gov.uk/independent_reviews/stern_review_economics_climate_change/sternreview_summary.cfm
(Go
to this website, and click on ÒPDF File of executive summary (long)Ó)
Union of Concerned Scientists (2005). ÒMinnesota:
findings from Confronting Climate Change in the Great Lakes RegionÓ and ÒGlobal
Warming Solutions: Reducing heat-trapping emissions in Minnesota: from
Confronting Climate Change in the Great Lakes RegionÓ
Both
available on-line at: http://www.ucsusa.org/greatlakes/glregionmin.html
(Go to this webpage and click the two icons at the bottom.)
Course Overview:
There
are many ways that a Business and Society course can be taught. Traditionally, I have taught it as a
pure business ethics course. However, I have become increasingly
dissatisfied with this approach, and have decided it is Òtime for a
change.Ó Therefore, I have
embarked on a major revision of the course and, for better or for worse, you
are my Òguinea pigs.Ó I hope you
enjoy this major revision of the course!
One thing remains constant – this course is very much an applied
one, wherein I strive to have you challenge and deepen your thinking. The course is highly interactive,
relying on small group discussions, case discussion, and lectures. Your contribution is critical to the success of both the course and your learning.
The
first part of the course covers issues related to business ethics. Many of you
have an already well-established sense of right and wrong that you have
developed over many years and derived from a variety of sources. This part of the course will help you
to think about and apply this belief structure in a new context – the
business world. I will not try to tell you Òwhat to thinkÓ about ethics in the
workplace. Rather, it will help
you develop your ability Òhow to thinkÓ about these issues. Therefore, my approach differs greatly
from that of many other courses here at LSBE, even other courses I teach. Rather than trying to Òfill your heads
with knowledge,Ó I plan to help you think through the ethical issues that you
will confront as a manager.
Consequently, this part of the course tends to be ÒshortÓ on theory and
ÒlongÓ on application to management.
(One of the biggest
compliments a student ever gave me was, ÒWe never knew what you wanted to hear,
so we had to think about the issues.Ó)
The
second part of the course (which is brand-new for this semester) is a Òcurrent
topics in Business and SocietyÓ component. This year, we will examine the issue of climate change. However, I do not plan to take a
ÒtraditionalÓ ÒethicsÓ approach to the subject, which would involve thinking
about how business choices affect the environment. Rather, I want to present evidence on climate change and
then, presuming that climate
change is Òreal,Ó I will ask you to develop plans to help you change your own
and a businessÕs carbon footprint.
The reason I am taking this tack is that in some ways, whether or not
climate change is real or not
doesnÕt matter. Businesses,
governments, societies, and individuals are becoming convinced that it is, and
are finding ways to alter their behavior that is beneficial for them
economically – a win/win situation.
(For example, the January 11, 2008 Duluth News-Tribune reported
that the DECC has changed its heat source to capture waste steam heat from the
City, thereby saving the DECC $200,000 a year in operating expenses. These changes instigated to reduce the
DECCÕs carbon footprint would save the DECC real money whether or not there is
climate change at work!) In this
part of the course, IÕm going to have you look at the evidence regarding climate
change, and then propose and implement a personal plan to reduce your own
climate footprint and develop a plan to do the same for a business with which
you are familiar.
Objectives:
1.
To understand the
fundamental concepts underlying business ethics.
2.
To assess whether
business ethics matters and if so, why.
3.
To analyze complex
ethical situations you are likely to face as a manager.
4.
To understand the
scientific and economic case regarding global climate change.
5.
To develop a plan to
reduce you own carbon footprint in a cost-effective manner, and begin to
understand some of the intended and unintended impacts of personal action.
6.
To develop a plan to
help a business with which you are familiar to reduce its carbon footprint.
Prerequisites:
Required prerequisite:
MgtS 3401; recommended prerequisite: MgtS 3801. To
register for this class, you must have completed MgtS 3401 (Organizational
Behavior). Additionally, you (and
I) will benefit if you have completed MgtS 3801 (Human Resources
Management). I will assume for
this class that you have a fundamental understanding of organizational behavior
issues and concepts. Additionally,
I will draw upon those of you who have completed the Introduction to HR class
to provide insights into the HR issues we address.
My
Philosophy of Teaching:
"Mr. Bell – It's all about the 'why' with you,
isn't it?"
Luke Marsolek, Student, Fall 2005
Learning
should be an enjoyable experience for both the students and the
instructor. The learning process
is greatly facilitated by active involvement of both the students and the instructor. I expect you to help me create a
positive learning atmosphere by coming to class ready to participate in the
discussion.
Additionally,
for a positive learning environment to exist, an atmosphere of acceptance is
vital. We should all try to keep an
open, but questioning, mind about ideas which our peers present in the
class. Before we criticize what appears
to be a "silly" idea, we must remember that the person who "invented" the hula
hoop got rich! However,
before we accept othersÕ ideas uncritically, we need to remember that Thomas
Watson, Senior, the legendary CEO of IBM, expected that the total worldwide
market
for computers would never exceed five (thatÕs right, five – not five billion,
but five), machines!
Moreover,
because this course is really all about developing your thinking skills, I will
(and I hope others will) "push" your thinking when you present your logic in
class. In many classes, when the
professor challenges your thinking, that means youÕre "on the wrong track." Not
so in this class! When I ask you to go further in your
thinking, itÕs because I want you to develop and refine your thinking. ItÕs a "good thing" (to quote Martha
Stewart).
Course Format:
The
course will consist of class discussions, lectures, videos, and case analyses. It extensively uses small group discussion as a primary pedagogical
tool. Hence, your willingness to
participate actively in the discussion will be a key component of the success
of the course.
Preparation:
Because
of the highly participative nature of this course, all students must come to class prepared to participate in the dayÕs
activities. I expect you to read the assigned readings (text material and/or case) and
think about them before coming to class. This class is somewhat different from many others you have
taken. While I expect you to read
the chapter material, I also expect you to spend the majority of your time reflecting
and cogitating on the reading. That is, reading the material is not
enough – reflecting on it is required to gain true insight. My
experience in the last couple of years teaching this course is that students
really enjoyed this somewhat different format, and were willing to commit quite
a lot of time to thinking!
However, as a caveat, I generally find that students tend to benefit
from the course in direct proportion to their effort. If you want to "slide" through this course, you will be
wasting your time, your peersÕ, and mine.
Please take this course only
if youÕre prepared to do the hard, but fun, work of thinking!
Attendance:
Since
constructive contribution to class discussion is an integral part of this
course, attendance at classes is necessary. Students who have excessive absences will cheat both
themselves and their colleagues out of a major part of the learning
experience. As a consequence,
students who fail to attend the majority of classes will find their grade
suffering. (You canÕt learn if
youÕre not here!) Please try to
attend all classes.
Course
Requirements and Evaluation:
In
this course, I place very little emphasis on mere ÒregurgitationÓ of text
material. Rather, I expect you to
focus extensively on applying the
material and thinking about its
implications for you as a future manager.
In so doing, I will provide you with a variety of opportunities to show
me your knowledge and learning.
Tests (the mid-term and pre-test) allow you to display your
comprehension and understanding of the important concepts we discuss. The extensive written assignments show
your ability to think through complex issues. Small group case discussion help you discuss issues and
present your conclusions to your peers.
Case discussion in class allows you to develop your analytic skills and
your ability to Òthink on your feetÓ.
Grade distribution
|
Element |
Percent of course grade |
|
Class contribution |
15% |
|
"What is ethics?"
assignment
|
|
|
Individual
component |
5% |
|
Group
component |
5% |
|
Remaining hand-in ethics
assignments |
15% |
|
Mid-term test |
20% |
|
Pre-test exam |
10% |
|
Individual climate change
exercise I |
|
|
Options
to reduce carbon footprint |
5% |
|
Reflections
on reducing carbon footprint |
5% |
|
Group project on reducing
climate footprint |
20% |
|
Student survey |
0 OR -5% |
|
Total |
100% |
Description of grading
options:
A. Class contribution
Why
do I evaluate class contribution?
Some students are under the misperception that class contribution
consists primarily of Òshowing up.Ó
However, class is like work in that few organizations will pay you
merely to Òshow up.Ó To receive
the rewards you want (pay, in the case of a work organization; grades, in the
case of class), you are expected to add value to your organization. Similarly, I do not reward students for merely showing
up. Much of the value add in the
class comes from the perspectives that you bring to the classÕs discussion and
the ideas that you share in class.
When we discuss a case or a theoretical concept, you may bring a work
perspective (having worked in a similar organization), or a unique cultural
perspective (especially for you non-Minnesotans!). Thus, class contribution really includes active contribution to your and your colleaguesÕ learning.
Sometimes,
students also want permission to do extra work to Òmake upÓ a lack of active contribution. I do not allow this. Why not? This perspective really presumes that the primary reason I
want you to contribute to class discussion is so I can evaluate whether or not
youÕve read the assigned material.
However, ascertaining whether youÕve done so is really only a minor
by-product of the exercise. My primary goal of asking you to contribute actively in class
discussion is my recognition that we all contribute to the learning process. Learning is a joint product of teacher and student wrestling
with material, such that we all (including me) learn something valuable. As mentioned above, we all bring our unique backgrounds and
perspectives, and thus we all have something uniquely valuable to contribute to
the class learning experience.
Having you share your thoughts with me one-on-one would allow me to
estimate your comprehension of course material, but would rob your colleagues
of the opportunity to learn from your experience and perspective, so does not
meet the objectives of class contribution.
I
will assign contribution grades based on the quality of your contribution, not
just the quantity. Indeed, simply
monopolizing Òair timeÓ without adding to the learning of the group will not
garner credit and may even detract from it. Some of the criteria I will use to evaluate contribution
quality include:
á
Are your points relevant
to the discussion?
á
Do you draw clear
implications of your analysis?
á
Do you present your
arguments logically and coherently?
á
Have you considered
relevant counter-arguments, or do they Òtake you by surpriseÓ?
á
Do you enhance the
classÕs understanding of the issues?
á
Can you effectively
critique othersÕ comments or act as a ÒdevilÕs advocateÓ in discussion?
To
help me evaluate class contribution fairly, please choose and stay in the same
seat throughout the semester. That
way, the probability of erroneous contribution credit will be minimized.
B.
Hand-in assignments
Hand-in
assignment for Week 1 – ÒWhat is ethics all about?Ó:
I
expect that before you first enter this class, you may not have thought very
much about the issues of business ethics.
That is okay, and in fact, may be beneficial for this class! Before you read the material for chapter 1, I want you to do
the following:
This assignment will be due
our second class period, January 24th. Be sure to bring it with you to class.
Remaining hand-in ethics
assignments:
When
you glance through the text, you will notice that there are a variety of
questions to address at the end of each chapter. I will assign several questions for each week of the course,
beginning with class 2. However,
you do not have to answer all
questions for all chapters.
Rather, you can (should) limit your responses as follows.
The
answers you choose to submit will be due in class the day we study that
material, at the start of the class period. For example, if you choose to answer the questions for
chapter 4, they will be due in class the day we discuss chapter 4. I expect that your answers to be about
2-3 pages, typed, double-spaced. I
will grade your responses on the thoroughness and thoughtfulness of your
response to the issues. (The
detailed grading guide is available on my course web-site.) Generally, I am looking for the logic of your argument. Logic differs greatly from opinion in that opinion states,
ÒI believe (thus and so),Ó while logic states, ÒHere is why I believe (thus and so) to be true (or false) –
or true and false.Ó Logic explores the reasoning behind your opinion, and, in this course at least, is
much more important than the opinion itself.
C. Mid-term Test
Students
will write one in-class mid-term test lasting the full class period. The test will be long-answer
format. The test questions seek to
determine both whether you have read
and understood the course
material, and whether you can apply
it to a variety of business events and settings. There will be no regurgitation-type questions. Rather, all of the questions will ask
you to apply what we have been thinking about to a business situation. The mid-term is open-book format.
D. Pre-test exam
This
is a new experiment this year. In
terms of the climate change material, we simply will not have time to cover
much of it in class. Therefore, I
will assign much of it as self-study during the first part of the course, and
have an open-book pre-test before we begin this part of the course. The test itself will be a
multiple-choice, true/false format, and seek to ensure that you have covered
the basic underlying material.
While it will be an open-book format (meaning that you donÕt have to
memorize all the data in detail), you wonÕt have time during the test to read
the material for the first time, so itÕs imperative that you read the material
ahead of time.
E. Individual climate
change project
The
individual climate change project gives you an opportunity to reflect on your
own personal carbon footprint and examine ways that you could reduce your
impact on the earth. The project
will consist of two parts. In part
1, I want you to examine three potential actions you could take to reduce your
impact on earthÕs environment. I
want you to assess both the costs and benefits of doing the actions you
contemplate, both in terms of environmental and financial costs and
benefits. You will need to review
the three options you present, and justify one as the final choice you make, in
terms of both environmental impact and financial impact. When I assess your work, I will
consider the thoroughness of your analysis in determining your possible courses
of action. I will also review them
for Òdo-ability,Ó and any student who considers an option that is patently not
doable will receive a failing grade.
(For example, if you are a renter and consider installing additional
insulation in the house you live, that would be impractical, as the financial
cost would be borne by you, while
the financial benefits would be reaped by your landlord.) I would like you to be creative in this
project. We all know about
changing to CFL light bulbs, but thatÕs just the beginning. For example, if youÕre a coffee lover,
you might want to think about switching from Folgers to a shade-grown
coffee. With your permission, IÕd
like to post all the ideas onto the class website, so we can all learn from
each other. I expect this part of
the assignment will be roughly 4-5 pages plus exhibits.
The second
part of this assignment is actually implementing your top choice from part one,
and then writing up your experiences with it. It will be due the last day of class. For example, maybe you decided in part
1 to switch from mass-market coffee to shade grown coffee. However, you only drink decaf. Maybe you discovered itÕs almost
impossible to find reasonably-priced decaf shade-grown coffee in Duluth. ThatÕs a worthwhile lesson. Maybe you found that switching to this
type of coffee allowed you to reduce the amount of grounds per pot, so even
though the cost per pound was higher, you could make each pound go
further. Again, IÕd like to post
your reflection pieces to the web so we can all learn from each other. This part of the assignment will be 2-3
pages long.
F. Group project
This
semester, the group project also deals with issues of global climate change,
and business reactions / responses to it.
We will be using the book Getting ahead of the curve: Corporate
strategies that address climate change (A.k.a. Carbon strategies: How
leading companies are reducing their climate change footprint) for this
assignment. I will assign you into
small groups (3-5 students) on the basis of your work experience. (I want you to be in a familiar setting
for this assignment.) The
assignment will involve working through the steps that Hoffman identifies for
your organization, at your level.
So for example, if thereÕs a group consisting of a service person at
WendyÕs, an assistant manager at McDonaldÕs and a cook at Burger King, I would
want you to look at what changes could be made at the individual restaurant
level; not the corporate level.
In
your report, you will prepare a plan for your organizations to reduce their
carbon footprints. The report
should be 10-15 pages long, plus appendices. It should be of such quality that I could take it and
deliver it to your manager and have him/her happy with the product. You will have significant in-class time
to work on this assignment.
G.
Student survey
The
student survey is very important.
I use it to ÒmeetÓ you as an individual, to help tailor my lectures to
the needs of the class, and to help me Òput a face and a name together,Ó which
is very important for grading class contribution. Therefore, I request that all students complete and return
the survey (along with a recent photo) no later than Tuesday, January 29th. Students who fail to do so will be
docked 5 percentage points.
H. Incomplete grades
Incomplete
grades will be given only in cases of extreme hardship (such as the death of an
immediate family member), and only after you have discussed the matter with
me. Documentation of the hardship
will be required.
The
hand-in assignments are due the class we discuss the related material. Please hand them in at the end of the
class. The written group paper is due at the end of what otherwise would be the
final exam (6:00 PM, Wednesday, May 14).
I will consider any paper not in my hands on the date it is due to be
late, and I will not accept late papers.
For your individual climate change papers, I would like them in both electronic (i.e., email attachment) and hard copy.
Your
ability to write cogently and coherently influences your career success. Few managers can succeed in business
today without strong writing skills.
Therefore, I expect that your written assignments will, at a minimum, be
grammatically correct and free of spelling errors. I reserve the right to evaluate your spelling and grammar
when grading your work, and to dock papers up to one full letter grade for poor
grammar.
If
you are concerned that your written work is Ònot up to par,Ó I recommend that
you contact the Tutoring Center
(40 CCtr, 726-6244 or email tutoring@d.umn.edu) for assistance.
Students
may be excused from taking a test or handing in an assignment on the date
specified only because of severe unforeseen personal circumstances (e.g. death of an immediate family member, hospitalization)
or religious reasons. Please note
that while I recognize that you Òhave a lifeÓ outside this class, I also
realize that you & I are committing to be here during class times. Therefore, I will not excuse you from attending test, exam, or assignment
classes for other scheduled activities such as job interviews. Please do not schedule such activities
during ÒimportantÓ class periods.
If you are unable to take the test or exam or hand in your assignment,
please let me know in advance, or immediately upon your return. Students who do not have an adequate
reason for missing a quiz or an assignment will be awarded a grade of zero. If
you have any questions, please ask me.
Students
with disabilities:
ÒIt
is University policy to provide, on a flexible and individualized basis,
reasonable accommodations to students who have disabilities that may affect
their ability to participate in course activities or to meet course
requirements. Students with
disabilities are encouraged to contact their instructors early in the semester
to discuss their individual needs for accommodations.Ó What this means –
please let me know if youÕve got special needs. My goal is to foster an environment in which all students
can maximize their learning experience.
Please let me know if thereÕs anything special I need to do to help you
maximize your experience. Together
with Disability Services and Resources, we can work out a reasonable
accommodation. If you feel you need formal special accommodation to
meet your needs, it is your duty
to contact Disability Services and Resources to arrange for this. If you take your tests through
Disability Services and Resources, I highly recommend that you remind me shortly (one class period) before
the test and final that I need to take a copy to them. (My memory is good, but getting quite
short! ☺)
I
expect that students will act with the highest levels of academic integrity at
all times – after all; this is
a course on ethics! Generally,
that means that I expect that you will not cheat on assignments, either by
copying other studentsÕ work or by plagiarizing from other sources. Plagiarism is a serious academic
violation. An academicÕs stock
(much like an authorÕs) is in ideas, so you should not use other peopleÕs work
without properly citing it. This
extends to your fellow class-mates as well. If (as will inevitably happen) one of your peers says
something brilliant you wish you had thought of, you can use their ideas, but only if you cite them as the original source.
Additionally, for all your written work, I
expect you to cite and reference your work correctly. The only exception to this is that, in preparation of your
major case assignment, you need not reference material you sourced from the
case (although you may choose to do so for practice). The Management Studies Department has recently adopted a
plagiarism policy, now available on the departmental website (http://www.d.umn.edu/sbe/departments/mgmtstudies/Plagiarism.php). I highly recommend that you read it to
ensure you donÕt accidentally run afoul of the rules.
The above syllabus and
accompanying course schedule are subject to change in the event of extenuating
circumstances.
Tentative Class Schedule
|
Date |
Activity |
|
Week 1 |
|
|
Tuesday, January 22 |
Introduction to the course
and review syllabus |
|
Thursday, January 24 |
Topic: Introduction to business ethics
Readings: Text, chapter 1 Assignment due: ÒWhat is ethics all about?Ó |
|
Week 2 |
|
|
Tuesday, January 29 |
Topic: Why be ethical?
Readings: Text, chapter 2 Case: Merck and river blindness (pages 57-58) Assignment due: Student survey |
|
Thursday, January 31 |
Topic: Common
ethical problems (1)
Readings: Text,
chapter 3, pages 66-77 Short Cases: pages
92-93 (read Òhuman resource issuesÓ and Òconflict of interestÓ) |
|
Week 3 |
|
|
Tuesday, February 5 |
Topic: Common
ethical problems (2)
Readings: Text,
chapter 3, pages 78-91 Short Cases: page
93 (read Òcustomer confidence issueÓ and Òuse of corporate resourcesÓ) |
|
Thursday, February 7 |
Topic:
Deciding whatÕs right
Readings: Text,
chapters 4-5 Case: None |
|
Week 4 |
|
|
Tuesday, February 12 |
Topic:
Deciding whatÕs right (part 2)
Readings:
"Reflections on the Pinto fires case", pages 138-144
Case: Pinto
fires, pages 115-119 |
|
Thursday, February 14 |
Topic:
Ethical problems of managers
Readings: Text,
chapter 6 Short Cases: pages
176-177 |
|
Week 5 |
|
|
Tuesday, February 19 |
Video: ÒObedienceÓ – the Milgram studies |
|
Thursday, February 21 |
Topic:
Managing for ethical conduct Readings: Text,
chapter 7 Case: None
– we will spend some time discussing the ÒObedienceÓ video |
|
Week 6 |
|
|
Tuesday, February 26 |
Topic:
Ethical problems of corporations (1) Readings: Text,
chapter 8 Case: None |
|
Thursday, February 28 |
Topic:
Ethical problems of corporations (2) Readings: None Video:
ÒBigger than Enron |
|
Week 7 |
|
|
Tuesday, March 4 |
Topic: Ethics
as organizational culture Readings: Text,
chapter 9 Case: None |
|
Thursday, March 6 |
Topic:
Managing in a global context Readings: Text,
chapter 11 Video: ÒHow
to talk MinnesotanÓ |
|
Week 8 |
|
|
Tuesday, March 11 |
Topic:
Globalization (1) Readings: None Video: ÒIs
Wal-mart good for America?Ó |
|
Thursday, March 13 |
Topic: Globalization
(2) Readings: None Video: ÒThe
world is flatÓ |
|
|
|
|
March 18 & 20 |
Spring break week
– no classes |
|
|
|
|
Week 9 |
|
|
Tuesday, March 25 |
Mid-term exam |
|
Thursday, March 27 |
Topic:
Introduction to ÒGetting Ahead of the CurveÓ Readings:
Hoffman, pages 1-9 Case:
Whirlpool |
|
Week 10 |
|
|
Tuesday, April 1 |
Pre-test on climate
change |
|
Thursday, April 3 |
Professor for a Day |
|
Week 11 |
|
|
Tuesday, April 8 |
Topic: Assess
emissions profile Readings:
Hoffman, pages 10-14 Case: None |
|
Thursday, April 10 |
Topic: Gauge
risks and opportunities Readings:
Hoffman, pages 14-17 Case: None |
|
Week 12 |
|
|
Tuesday, April 15 |
Topic:
Evaluate options for technological solutions Readings:
Hoffman, pages 18-21 Case: None |
|
Thursday, April 17 |
Topic: Set
goals & targets Readings:
Hoffman, pages 21-27 Case: None |
|
Week 13 |
|
|
Tuesday, April 22 |
Topic:
Differentiating targets and making the business case Readings:
Hoffman, pages 27-31 Case:
ÒPhysical assets at riskÓ, Hoffman page 32 |
|
Thursday, April 28 |
Topic:
Develop financial mechanisms to support climate programs Readings:
Hoffman, pages 33-37 Case: None |
|
Week 14 |
|
|
Tuesday, April 29 |
Topic: Engage
the organization Readings:
Hoffman, pages 37-44 Case: None |
|
Thursday, May 1 |
Topic:
Formulate a policy strategy Readings:
Hoffman, pages 48-53 Case: |
|
Week 15 |
|
|
Tuesday, May 6 |
Topic: Manage
external relations Readings:
Hoffman, pages 53-62 Case: None |
|
Thursday, May 8 |
Work day to polish group
paper |
|
Final exam |
There is no final exam
in this course. Your finished
group paper will be due no later than 6:00 PM on Wednesday, May 14 (the time
weÕd normally finish the final exam). |
Have a GREAT semester!
MgtS 4461 Student Survey
Spring 2008
I use this information to get
to know you a little better. I
will use the information on this page to develop small groups. We will use the information on the
reverse side of this page for class discussion.
Your name: __________________
Your major: __________________ Attach
your photo here
When do you expect to
graduate?:
__________________
Please tell me a little bit
about your work experience.
Do you have a current job?[2] _________________
How many hours a week do you
work? ___________
Where do you work (what is
the name of the organization)? ________________________
What is your job title? _______________________________
What are your job
duties? (Be as detailed as
possible.)
Please think about your
career aspirations. What do you
expect to be doing after you graduate?
Feel free to dream a little – I wonÕt share this information with
others! What do you plan to doÉ
One year after graduation?
Five years after graduation?
1. Why are you taking this course? (It was available, I like your teaching
style, I need it for my major, etc.)
2. What do you hope to learn in this course? What are your goals?
3. What fears & worries
do you have about this course?
4. What rumors have you heard
about the course?
[1] The text is
available on-line from Amazon for $53 new at http://www.amazon.com/Managing-Business-Ethics-Straight-About/dp/0471755257/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1200432558&sr=1-1
and from Barnes and Noble for $54 ($48 if youÕre a member) at http://www.amazon.com/Managing-Business-Ethics-Straight-About/dp/0471755257/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1200432558&sr=1-1
. ItÕs also available used.
[2] If you do not have a current job, please give me information about your immediately past job, and indicate how recently you worked there.