DE LA SALLE UNIVERSITY

Ramon V. Del Rosario College of Business

Management and Organization Department
COURSE SYLLABUS

Course Code : BUS560M

Course Title : Lasallian Business Leadership, Ethics and Corporate Social
Responsibility
Type of Course : Foundation
Term/Time/Room : 3RD Trimester, AY 2017-18
Room : XM0526 (GMB/GMC); LS209 (GTD)
Schedule : Tuesday; Wednesday; Thursday, 6:00 to 9:15 p.m. (GMB, GMC,
GTD)
Faculty : Dr. Maria Paquita Diongon-Bonnet
mariia.paquita.diongon-bonnet@dlsu.edu.ph

COURSE DESCRIPTION:
The goal of the MBA Program is to form Lasallian Business Leaders who will be competent,
humanistic, nationalistic, and socially responsible change agents in business organizations and
society. In support of this goal, this foundation course aims to develop among management
students the knowledge, skills, mindset, and values needed for responsible and ethical
leadership. The course examines the challenges of social responsibility in meeting the needs and
interests of all stakeholders that balances social, environmental, and economic resources. Likewise
the course impacts and investigates avenues for reshaping a business to operate responsibly and
profitably within a multiple bottom line, thus contributing toward global sustainability. The course
builds the foundation for business leadership on Catholic Social Teachings and Lasallian
Guiding Principles. It will also introduce theoretical concepts and an ethical decision framework that
could be used to come up with solutions to ethical and moral issues.

LEARNING OUTCOMES
ELGA LEARNING OUTCOME
Critical and Creative Thinker  Able to generate sustainable value for business and
society at large
 Able to explore business and organization ideas critically
 Analyze problems and comes up with the decisions based
on sound reason
 Constructively challenge the status quo and comes up
with innovative alternatives in approaching problems or
opportunities
 Approach a business decision using Lasallian core values
as basis
 Apply lessons from the life and writings of St. La Salle to
work and life decisions and actions

Effective Communicator  Communicate effectively, change initiatives and plan in an

Reflective Lifelong Learner
organizational and systems context
 Express business and organizational ideas clearly and
persuasively to aid in management decision,
organizational improvement, systems development and
various stakeholders interest
 Relate effectively with people of different backgrounds
 Listen and obtain feedback from stakeholders
 Search continuously for higher purpose and deeper
meaning of work and promote these to others.

 Engage in conceptual and empirical research that

advances understanding of roles, dynamics and impact of
corporations in the creation of sustainable social,
environmental, and economic value

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 ELGA LEARNING OUTCOME
 Formulate a personal vision-mission statement and
life plan incorporating Lasallian values
Service-driven, Ethical, and Socially  Partner with managers, entrepreneurs, government, and
Responsible Citizen NGOs to meet social and environmental challenges and
explore effective and morally sound approaches to meet
these needs

 Work for inclusive and sustainable organization as well as

the local and global economies

 Apply his or her understanding of the social challenges of

Technically Proficient and Competent
Professionals and Leaders
a specific group by working with cause-oriented civic
organization guided by the Principles of Lasallian Social
Development
 Be competent and socially responsible business leaders
for the local and global markets that will help business
organizations become robust organizations that could
serve as engines of economic growth and development

 Inspire and build high performance teams and

organizations

REQUIREMENTS AND ASSESSMENTS

LEARNING OUTCOME REQUIRED OUTPUT DUE DATE
Communicates Effectively; Partner with 1. Service Learning Proposal Session 5
organization to social and environmental 2. Integration project: service Sessions 13 and
challenges; Relate effectively with people of learning journal/report, 14
different backgrounds leadership mission, self-
assessment and leadership
development plan
Analyze problems and comes up with the 3. Analysis and Group Throughout the
decisions based on sound reason; Discussion of Cases term
Approach a business decision using
Lasallian core values as basis
Engage in conceptual and empirical 4. Ethics and CSR Project: Session 13
research that advances understanding of Organizational assessment
roles, dynamics and impact of corporations and change leadership plan
in the creation of sustainable social,
environmental, and economic value; Apply 5. Life Plan, including Income Session 6
lessons from the life and writings of St. La and Expense Budget
Salle to work and life decisions and actions

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LEARNING PLAN
Module Topics
Higher Purpose  The Life of St. La Salle and the Lasallian Core Values of Faith,
Zeal, & Communion in Mission
 Catholic Social Teachings
Vocation of the Business Leader
Family and Resource  Family Code
Foundation  Work and Life Harmony
 Personal Finance
Demands of National  Business Ethics
And Global Imperatives  Corporate Social Responsibility
 Global Business Oath
 Philippine Constitution

GRADE COMPONENTS:
Activity
Service Learning Outputs
Group Case Analysis and Reports
Individual CSR Project
Life Plan (Individual)
Class Participation
Particulars Points
SL Journal 1 (Individual) 10
SL Journal 2 (Individual) 10
SL Presentation (Group) 10
10
Identify a potential CSR project that your company or 20
community could undertake. Write a proposal to the
Board of Directors/Top Management or Community
Leaders on how this project can implemented.
Life Plan including an Income and Expense Budget 20
Students are evaluated based on the following: 20
 Ability to stimulate discussion
 Frequency of participation
 Student participation in class activities
Total 100

1. Service Learning Outputs

The service learning report should include the originally signed and printed letter to the
community partner, a duly certified Service Learning Form signed by a representative of the
partner community, details on the service learning project (program for the day), documentary
pictures showing activity of student with partner communities, a service learning journal, and
a service learning presentation.

a. Proposal (2 pages) – identify the SL project and specify the activity (Due on Week 5)

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 b. Service Learning Journal (Part 1 due on Week 7 –Part 2 due on Week 14)
A journal is one of the most common reflective components in service-learning
experiences. In order for students to gain as much as possible from their service, the
journal should be used to connect the service experience to class work. Guided by
the Principles of Lasallian Social Development, students will describe what they have
been doing for their service, not just as a way to summarize their experience, but to
illustrate concepts from research, articles, and texts read for class. In addition,
students can use their journal to reflect on the efficacy/goals/outcomes of service-
learning as pedagogy. The journal, therefore, is a way for students to demonstrate
what they are learning from their service. The service-learning journal is a form of
academic writing and as such should integrate relevant course readings.

Each journal entry should use the Lasallian Reflection framework

(http://www.dlsu.edu.ph/offices/cosca/who-we-are/lrf.asp). Refer also to slides in PPT
file for session 1.

c. Service Learning Presentation (To be presented on Week 14)

Guided by the Principles of Lasallian Social Development, students will prepare a
presentation about their service-learning experience for the class. The presentation
should cover information such as: description of project, address questions/issues
that emerged, make recommendations for ways in which the site could better meet its
mission, and lessons learned from the service-learning experience.

High quality Service Learning projects will have the following characteristics:
 Integrated Learning
 High Quality Service
 Student Voice
 Responsibility
 Collaboration
 Evaluation
 Reflection

Students must complete six hours each of service learning as part of the course
requirement. No payment can be received for services rendered. It must be volunteer
work.

The six hours can be served with one organization or several organizations.
Students are free to select their service learning activity, or can work with DLSU’s
Center for Social Concern and Action (COSCA). Please have an authorized
representative fill out the Service Learning Volunteer Form at the end of the service
learning activity.

2. Group Case Analysis and Reports (Reporting group to submit six- to eight-page report)
Case analysis exposes students to actual social responsibility and human rights concerns
confronting managers pursuing sustainable development.

The cases require group analysis. This would allow the group members to interact
intelligently among themselves to come up with a thorough analysis of the case. Each group
will submit a written analysis of two cases – one on which it will report, and the other
on which it will critique.

A critical synopsis and reflections on assigned topics will also be required and evaluated
based on how deeply they integrate course concepts and apply analytical frameworks
learned.

Please refer to the case analysis template.

Individual CSR Project (To be presented on Week 12)

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 Identify a potential CSR project that could be undertaken by your company or community.
Write a proposal addressed to the Board of Directors/Top Management or Community
Leaders on how this project can implemented. The outline is as follows:

I. CSR Audit/Assessment
II. Why your company/community should engage in CSR
III. Potential CSR Activity/CSR Initiative
IV. Business case for adopting this Activity/Initiative
V. Strategies for Implementing Proposed Activity/Initiative/Leadership Plan
VI. Proposed Framework for Implementation

4. Life Plan (To be submitted on Week 6)

I. Vision and Mission Statements

II. Life Goals (25-year plan)
A. Spiritual
B. Family
C. Career
D. Education
E. Financial
F. Physical
G. Public Service
H. Artistic
I. Pleasure
III. Page 5 of the Financial Planning Worksheet

5. Class Participation
Students are encouraged to actively participate in class discussions and in-class group
activities in order to maximize their and others’ learning.

Service Learning Project Presentation – 100 points

Beginning Developing Accomplished Exemplary

1 2 3 4
4 points 6 points 8 points 10 points
Project
conceptualization The project was too The project was simple The project was The project was
simple, uncreative, and and barely met the creative and fully unique and
unchallenging. requirements of the utilized the skills and challenging. It
course. talents of the group. showed group was
willing to stretch and
walk the extra mile.

5 points 10 point 15 points 20 points

Project proposal
and approval Project proposal was Project proposal was Project proposal was Project proposal was
submitted and approved submitted and approved submitted and submitted and
past 3 weeks of deadline no later than 3 weeks approved on time. approved at least a
after deadline. week prior to
deadline.

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 Beginning Developing Accomplished Exemplary
1 2 3 4
4 points 6 points 8 points 10 points
Group
organization and The project was ill-planned. The project was The project was The project was
logistics Members were confused about adequately well-organized. professionally
their roles. There was a lot of organized. There There were minor organized.
delay. were minor logistical problems Problems were
logistical and delays. anticipated and
problems. timely addressed,
presenting minor
delays.

5 points 10 points 15 points 20 points

Impact of project
The project barely made a The project made The project made a The project made a
difference in the operations of the some difference in difference in the significant
community organization. There was the operations of operations of the difference in the
no evidence of the impact of the the community community operations of the
project. organization. organization. community
There was barely organization.
any evidence of There was
the impact of the evidence of the There is great
project. impact of the evidence of the
project. impact of the
project.

4 points 6 points 8 points 10 points

Time element
The project required too little or too The project barely The project fully The project was
much time. made the 60-day utilized the 60-day accomplished
allotment. allotment. within the 60-day
allotment, including
time to follow-up
and wrap-up
operations.

Oral Presentation 12 points 18 points 24 points 30 points

Shows absolutely no interest in Shows some Occasionally Demonstrates a

topic presented. negativity toward shows positive strong, positive
topic presented. feelings about feeling about topic
topic. during entire
presentation.
Student mumbles, incorrectly
pronounces terms, and speaks too Student’s voice is Student uses a
quietly for the majority of students low. Student’s voice is clear voice and
to hear. clear. correct, precise
Student incorrectly
pronunciation of
Student does not have grasp of pronounces terms. Student
terms so that all of
information; student cannot answer pronounces most
Audience has the audience can
questions about subject words correctly.
difficulty hearing hear the
the presentation. Most of the presentation.
audience can hear

6
 Student is the presentation. Student
uncomfortable with demonstrates full
information and is Student is at ease knowledge by
able to answer with expected answering all class
only rudimentary answers to all questions with
questions. questions, without explanations and
elaboration. elaboration.

Class Participation – 20 points

Criteria Points

4 3 2 1

Student is late
Student is late Student is late to
Student to class more
to class once class more than
is always than once
Attendance / every two once a
prompt and every two
Promptness weeks and week and/or has
regularly weeks and
regularly poor attendance
attends classes. regularly
attends classes. of classes.
attends classes.

Student
Student
proactively
proactively Student rarely Student never
contributes to
contributes to contributes to contributes to
Level of class by offering
class by offering class by offering class by offering
Engagement ideas and
ideas and ideas and ideas and
In Class asking
asking asking asking
questions more
questions once questions. questions.
than once per
per class.
class.

Student listens Student does

when others not listen when
Student listens Student does
talk, both in others talk, both
when others not listen when
Listening groups and in in groups and in
talk, both in others talk, both
Skills class. Student class. Student
groups and in in groups and in
incorporates or often interrupts
class. class.
builds off the when others
ideas of others. speak.

Behavior Student almost Student rarely Student Student almost

never displays displays occasionally always displays

7
 displays
disruptive disruptive disruptive
disruptive
behavior during behavior during behavior during
behavior during
class. class. class.
class.

Student Student Student is

Student is
is almost is rarely almost never
usually prepare
always prepare prepared for prepared for
d for class with
Preparation d for class with class with class with
assignments
assignments assignments assignments and
and required
and required and required required class
class materials.
class materials. class materials. materials.

TOTAL

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Case Analysis Rubric – 50 points
Does Not Meet Standards Meets Standards
1 pt 3 pts
Determine the Does not identify relevant
facts facts of the case.
(SWOT Analysis)
Identify ethical Does not identify and
issues summarize the problem, is
(Statement of the confused or identifies a
Problem) different or inappropriate
problem
Identify Does not determine who
stakeholders should be involved in the
decision making process for
this case and does not
identify the interested
stakeholders
Consider the Identifies alternatives that
alternatives are not all seemingly equal
or that reflect confusion or
limited understanding of the
situation
Consider how a Determines the extent to
decision affects which some of the
stakeholders alternatives possess each
criterion or the extent to
which all of the alternatives
possess some of the criteria
Make a Rates the ethical reasoning Rates the ethical reasoning Rates the ethical reasoning
decision and arguments for some of and arguments for most of the and arguments for all of the
the alternatives alternatives
Does not make a decision
about the best alternative
available
Identifies some
information; however,
neglects to identify
some important fact
Identifies the main problem
and subsidiary, embedded, or
implicit aspects of the
problem
Determines who should be
involved in the decision
making process for this case
or identifies some of the
interested stakeholders
Identifies alternatives that are
seemingly equal and that
reflect a basic understanding
of the situation
Determines the extent to
which each alternative
possesses each criterion and
justifies this with appropriate
information or knowledge
alternatives
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Exceeds Standard
5 pts
Identifies all major
facts related to the
case and searched
for more information
from multiple sources
Recognizes multiple problems
in the case. Indicates some
issues are more important
than others and explains why.
Determines who should be
involved in the decision
making process for this case
and accurately identifies all of
the interested stakeholders
evidencing the student
thoroughly reflected on the
viewpoints of these key
players as well as their value
systems and thought through
what each of these
stakeholders would like the
student to decide as a plan of
action
Identifies alternatives that are
seemingly equal and that
reflect an in-depth
understanding of the situation
Determines the extent to
which each alternative
possesses each criterion and
justifies this with appropriate
information or knowledge at
an unusual level of depth
 Does Not Meet Standards Meets Standards Exceeds Standard
1 pt 3 pts 5 pts

Monitor and Does not formulate an Formulates an implementation Formulates an implementation

learn from implementation plan plan that delineates the plan that delineates the
outcomes execution of the decision execution of the decision and
evidences a design that will
maximize the benefits and
minimize the risks while taking
into account all of the
resources necessary for
implementation including
personnel and money

Written Quality Was plainly presented Was fairly well presented Professionally presented
or slightly sloppy in (neat, clean) but had several (impressive) with a clean
appearance grammar errors; cover, font, and layout
included was fairly well-written but used proper grammar,
multiple errors missing some spelling, and punctuation
in grammar, spelling key organizational element throughout the report.
and punctuation
was poorly written in
some places or
throughout; lacked
key organizational
elements

Use of Visual Student uses superfluous
Aids during graphics, no graphics, or
presentation graphics that are so poorly
prepared that they detract
from the presentation.
Font is too small to be easily Font size is appropriate for
seen
While graphics relate and aid
presentation thesis, these
media are not as varied and
not as well connected to
presentation thesis.
reading.
Appropriate information is
prepared. Some material is
not supported by visual aids. back of the class
Graphics are designed to
reinforce presentation thesis
and maximize audience
understanding; use of media
is varied and appropriate with
media not being added simply
for the sake of use.
Visual aids are colorful and
large enough to be seen by all
even those who are at the

Media are prepared

professionally. Details are
minimized so that main points
stand out.

Audience Avoids or discourages active Encourages audience Encourages audience

Interaction, audience participation. interaction. interaction. Calls on
Q&A classmates by name.
Demonstrates knowledge of Demonstrates extensive
Demonstrates incomplete the topic by responding knowledge of the topic by
knowledge of the topic by accurately and responding confidently,
responding inaccurately and appropriately addressing precisely and
inappropriately to questions. questions. At ease with appropriately to all audience
answers to all questions questions Involved the

10
Does Not Meet Standards Meets Standards Exceeds Standard
1 pt 3 pts 5 pts

Incoherent; audience lost audience in the presentation;

interest. held the audience's attention
Presented facts with some throughout.
Too long or too short; +/– 10 interesting "twists"; held the
or more minutes the allotted audience's attention most of Stayed within +/- 2 minutes of
presentation time the time, but fails to the allotted presentation time.
elaborate.

Within +/– 5 minutes of

allotted presentation time

11
Service Learning Journal – 20 points

CRITERIA EXCELLENT VERY GOOD SATISFACTORY NEEDS WORK UNSATISFACTORY

Score 4 3 2 1 0

Writing Strong writing style Good writing style Writing style Difficulty Considerable
Quality with clear ability to with solid ability to conveys meaning expressing difficulty
express thoughts convey meaning. Very adequately. ideas, feelings expressing ideas or
and point of view. good grammar, syntax, Some grammar, or descriptions. descriptions
spelling, etc. syntax and clearly. Many
Excellent grammar, spelling errors. Limited syntax. grammatical,
syntax, spelling, etc. Needs to work syntactical, and
on grammar, spelling errors.
spelling, etc.

Service- Clear incisive Solid description that Factual Brief or general Little description at
Learning description that fully discloses the description of statement with all, or brief,
and reveals situation scene. Some sequence of few details. perfunctory
Class and dynamics interpretation of events with little Little if any statements
vividly. Excellent events, meanings, etc. “texture” or sense of glossing over the
Session(s) use of adjectives, interpretation. meaning. event(s). The
metaphors, etc. Clearly not fully reader has little
Sensitive and developed. idea of what
perceptive. transpired.

Insights Definite insights into Some insights into Some sense of Gains Doing the
and issues and situations, issues and complexity. affectively from assignment.
implications of personal the ‘experience’ Neutral experience
Understan events for self and change/growth. Positive but insights without personal
ding students. Aware of experience at an based on resonance or
increased Making connections intuitive or conscious impact.
complexity of issues with implications for emotive level. reflection are
and situations. self or students. few or Rigid attitude.
simplistic. Resistant to change
in established point
of view.

Commitme Creates a personal Creates a ‘next step’ Committed to Somewhat Unchallenged.

nt and plan of action or based on previous class through committed to
Challenge personal challenge events or progress in rapport or class and/or Not committed to
based on teaching. personal caring. teaching. the class or
commitment to teaching. Definitely
class or insights into Notes class not exerting self to
teaching. progress. a level of
commitment.

Progress Significant growth Increased sensitivity, Steady course. No progress. Losing ground.
and or personal change of attitude, Incremental Repetitious Bored or
development. and awareness of Progress. experience and frustrated.
Leadership connections. reflection. Negative attitude
Evidence of in reflection
Developme synthesis of
nt experience into

12
. goals or plan of
action, with
implications for the
future.

Created by Dr. David Burton

CLASS SCHEDULE

Week No./ Topic Readings/Cases/Activity

Date
1 Higher Purpose Course Introduction
5/22 (GMB) Lasallian Guiding Principles
5/23 (GMC) Catholic Social Teachings
5/24 (GTD) Service Learning Groups/ Case Analysis Groups

2 Higher Purpose Introduction to Service Learning

5/29(GMB) Life of St. John Baptist de La Salle
5/30(GMC) Vocation of a Business Leader
5/31(GTD) UN-PRME and Global Business Oath
3  Family and Resource Gelsinger, Chapters 1 and 2 (www.tinyurl.com/lbldocs2016)
6/5(GMB) Foundation Start of Service Learning Visit to Partner Communities/Orgs
6/6(GMC)  Work-Life Harmony
6/7(GTD)  Personal Mission
Statement
4  Family Code Philippine Family Code, Title III and Title IX
6/12(GMB)  Career and Life Video: Suzie Orman
6/13(GMC) Planning
6/14(GTD)  Personal Finance
5 Business Ethics Hartman, Chapter 1: Ethics and Business
6/19(GMB) Hartman, Chapter 2: Ethical Decision Making: Personal and
6/20(GMC) Professional Contexts
6/21(GTD) Class Case: The Ford Motor Car
Service Learning Proposal due

13
Week No./ Topic Readings/Cases/Activity
Date
6 Business Ethics Hartman, Chapter 3: Philosophical Ethics and Business
6/26(GMB)
6/27(GMC) Hartman, Chapter 4: The Corporate Culture – Impact and
6/28(GTD) Implications

Case 1: Brian’s Franchise

Life Plan due

7 Business Ethics Hartman, Chapter 6: Ethical Decision Making: Employer

7/3(GMB) Responsibilities and Employee Rights
7/4(GMB)
7/5(GTD) Service Learning Journal Part 1 due

Case 2: Gap’s Labor Problem

8 Business Ethics Hartman, Chapter 8: Ethics and Marketing

7/10(GMB)
7/11(GMB) Case 3: Sexism in Advertising and Airlines
7/12(GTD)

9 Philippine Constitution Hartman, Chapter 5: Corporate Social Responsibility

7/17(GMB) Introduction to CSR Carroll, The Pyramid of Corporate Social Responsibility:

7/18(GMB) Toward the Moral Management of Organizational
7/19(GTD) Stakeholders

Teehankee, Why should corporations be socially

responsible?

Prahalad, Serving the World’s Poor, Profitably

www.ima.kth.se/utb/MJ2693/pdf/serving.pdf

Porter, The Competitive Advantage of Corporate Philanthropy

http://www.expert2business.com/itson/Porter%20HBR
%20Corporate%20philantropy.pdf

ISO26000

10 Human Rights International Declaration of Human Rights

7/24(GMB) http://www.un.org/en/universal-declaration-human-
7/25(GMB) rights/index.html
7/26(GTD)
Case 4: Silent Initiative: Pedro’s Commitment to the
Hearing Impaired

11 Sustainable Development Hartman, Chapter 9: Business and Environmental

7/31(GMB) Sustainability Porter and van der Linde, Green and
8/1(GMB) competitive Ethics and CSR Project Presentations and
8/2(GTD) Submission of Papers;Service Learning Journal Part 2
due

12 Preps for Service Learning Presentations/ Offset of CSR visits to the Partner Organizations
8/7 (GMB)

14
 8/8(GMB) and Communities NO CLASS MEETINGS
8/9(GTD)
13 Ethics and CSR Project Presentations and Submission of Papers
8/14(GMB)
8/15(GMB) Service Learning Journal Part 2 due
8/16(GTD)

14 Service Learning Presentations

8/21(GMB)
8/22(GMB)
8/23(GTD)

Grading System
The MBA Program adopts the numerical grading system, with the grade points and their
corresponding description as shown below.

Grade Point % Description

Equivalent

4.0 97 – 100 Excellent / Outstanding

3.5 93 – 96 Superior / Praiseworthy

3.0 89 – 92 Very Good / Noteworthy

2.5 85 – 88 Good / Competent

2.0 80 – 84 Satisfactory / Pass (Pass for MBA students)

1.5 75 – 79 Fair (Pass for PGDM students)

1.0 70 – 74 Passed

0.0 below 70 Failed

W Withdrawal (authorized)

9.9 Incomplete

Students who are not able to meet all the requirements for a course receive a grade of "Inc.”
Students have until the following term to complete the requirements.

A student receives a failing grade for: 1) Absence from a class for more than three times during the
trimester; and 2) Inability to meet the course requirements.

15
DLSU POLICY ON TARDINESS AND ABSENCES

According to Section 5.3.2 of the DLSU Graduate Students Handbook, a student is considered late or
tardy and receives a half-absence if he or she arrives in class during the first third fraction of the
scheduled class time but not to exceed thirty (30) minutes.

Furthermore, a student is considered absent from class if he or she is not present within the first third
fraction of the scheduled class time but not to exceed thirty minutes. Thus, a student is considered
absent if he or she arrives after 30 minutes for a three-hour class (laboratory or lecture).

ACADEMIC INTEGRITY POLICY

It is the mission of MOD to train its students in the highest levels of professionalism and integrity. In
support of this goal, academic integrity is highly valued and violations are considered serious
offenses.

Examples of violations of academic integrity include, but are not limited to, the following:

• Plagiarism - using ideas, data or language of another without specific or proper

acknowledgement. Example: Copying text from web site without quoting or properly citing
the page URL, using a crib sheet during an examination. For a clear description of what
constitutes plagiarism as well as strategies for avoiding it, students may refer to the Writing
Tutorial Services web site at Indiana University using the following link:
http://www.indiana.edu/~wts/wts/plagiarism.html. For citation styles, students may refer to
http://www.uwsp.edu/psych/apa4b.html.

• Cheating - using or attempting to use unauthorized assistance, materials, or study aids

during examination or other academic work. Examples: using a cheat sheet in a quiz or
exam, altering a grade exam and resubmitting it for a better grade

• Fabrication - submitting contrived or improperly altered information in any academic

requirements. Examples: Making up data for a research project, changing data to bias its
interpretation, citing non-existent articles, contriving sources.

Reference: Code of Academic Integrity and Charter of the Student Disciplinary System of the
University of Pennsylvania at http//:www.upenn.edu/almanac/v43/n03/codechar.html.

TEXTBOOK:

Hartman, L., DesJardins, J. & MacDonald, C. (2014).

Business Ethics: Decision-Making for Personal
Integrity and Social Responsibility 3rd Edition. New
York: McGraw-Hill.
REFERENCES:

Leadership

Manalastas, P. (2007). A leader’s values. In V. Santos (Ed.), Doing good in business matters: CSR in
the Philippine setting: Frameworks (pp. 342-351). Makati: Asian Institute of Management.

Day, D. V. & Antonakis, J. (2012) The Nature of leadership. HD57.7 .N367 2012

Johnson, C.E. (2012) . Meeting the ethical challenges of leadership : casting light or shadow. HM1261
.J64 2012

Ethics

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Aquino, Rosemary. (1981). BBC-HD Code of Ethics for Business. In perspectives on the social
responsibility of business. Metro Manila: Bishops-Businessmen’s Conference for Human
Development.

Buchholtz, Ann K. (2012) Business & society: ethics & stakeholder management. Mason, OH : South-
Western Cengage Learning.

Gelsinger, Pat. (2008). The Juggling Act: Bringing Balance to Your Faith, Family, and Work. USA:
David Cook.

Ghosh, B.N. (2012). Business ethics and corporate governance. HF5387.G46 2012

Markkula Center for Applied Ethics. (n.d.) A Framework for Thinking Ethically.
http://www.scu.edu/ethics/practicing/decision/framework.html

Philippine Lasallian Family (2005). Guiding principles of the Philippine Lasallian Family. Mandaluyong.

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RVR COB Code of Ethics

As a business leader I recognize my role in society.

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 • My purpose is to lead people and manage resources to promote human development and
the common good and to create value that no single individual can create alone.

• My decisions affect the well-being of individuals inside and outside my enterprise, today
and tomorrow.

Therefore, I promise that:

• I will manage with loyalty and care, and will not advance my personal interests at the
expense of my enterprise or society.

• I will promote socially useful products and services which serve human development,
keeping in mind reasonable access for the poor and underprivileged.

• I will understand and uphold, in letter and spirit, the laws and contracts governing my
conduct and that of my enterprise.

• I will refrain from corruption, unfair competition, or business practices harmful to society.

• I will respect the human rights and dignity of all people affected by my enterprise, and I
will oppose discrimination and exploitation.

• I will promote a humane and enabling work community within my organization.

• I will promote the just allocation of resources for all stakeholders of the company.

• I will respect the right of future generations to advance their standard of living and enjoy a
healthy planet.

• I will report the performance and risks of my enterprise accurately and honestly.

• I will invest in developing myself and others, helping the management profession continue
to advance and create sustainable and inclusive prosperity.

• In exercising my professional duties according to these principles, I recognize that my

behavior must set an example of integrity, eliciting trust and esteem from those I serve. I
will remain accountable to my peers and to society for my actions and for upholding these
standards.

Adapted from:

The Global Business Oath (http://theoathproject.org/?page_id=47)

Vocation of the Business Leader (http://www.stthomas.edu/cathstudies/cst/VocationBusinessLead/)

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