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BARUCH COLLEGE
Zicklin School of Business
Narendra Paul Loomba Department of Management

Business Policy Laboratory - Syllabus

BPL 5100–DMWA - Fall 2019
Mondays/Wednesdays 12:50-2:05 PM VC 4-170

Instructor: Prof. Raymond T. LaManna

Office: NVC 9-285 Office Hours : Mon & Wed 2-4 PM
Email: Raymond.LaManna@baruch.cuny.edu

Course Description:

Why do some organizations succeed and others fail? We will try to find answers to this
important question throughout the term. A principal concern of BPL 5100 is the relationship
between the organization, its strategy, and its environment. This relationship is complex,
uncertain, and always changing. Managers seek to shape this relationship through strategic
decisions that change their organizations’ capabilities, shift their competitive positions, or lead
these firms into new businesses. This capstone course for undergraduate Business
Administration majors has as its theme the development and implementation of strategy within
the business enterprise. During the course of the semester, you will develop strategic plans and
engage in strategic management exercises. The course has been designed to introduce students to
these different aspects of strategic decision-making. Students will have ample opportunity to
understand how to craft and implement effective strategies, and to recognize when changes are
needed in existing strategies of companies.

Until now, most of your coursework has emphasized a specialized, functional approach to help
you understand how each of the functional disciplines such as marketing, operations, and human
resources, play an important role in determining the success of a company. This course will help
you recognize how organizational success is determined by how different functions fit together.
Therefore, this course highlights the perspective of the general manager. The general manager's
job is to diagnose what is critical in complex business situations and to find realistic solutions to
strategic and organizational problems. To solve problems, the general manager must be capable
of understanding and using the knowledge from each of the organization’s functional areas to
provide a "total business" (or systems) perspective on issues pertaining to strategic management.
The general manager must decide, articulate and monitor the overall direction of the firm and the
building and sustaining of a competitive advantage.

Your enrollment in this class is evidence that you have successfully navigated your way through
a college education. Therefore, it is essential that you exhibit a high degree of professionalism
and participation during the course of the semester. Each of you has knowledge and creative
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ideas that are valuable and that should be shared with other members of this class. Given these
beliefs, I expect that each of you will be an active, intelligent and mature participant in class.

BBA Learning Goals Addressed in This Course:

The faculty of the Zicklin School of Business has adopted seven (7) “Learning Goals” for BBA
students. The purpose of these goals is to create a common understanding between students,
faculty and potential employers of the core objectives for a business education. The following
Zicklin Learning Goals will be addressed in this course:

Students will possess the analytical and critical

Analytical Skills
Technological Skills
Communication Skills: Oral
Communication Skills: Written
Civic Awareness and Ethical Decision-
Making
Global Awareness
thinking skills to evaluate issues faced in business
and professional careers.
Students will possess the necessary technological
skills to analyze problems, develop solutions, and
convey information.
Students will have the necessary oral
communication skills to convey ideas and
information effectively and persuasively.
Students will have the necessary written
communication skills to convey ideas and
information effectively and persuasively.
Students will have the knowledge base and
analytical skills to guide them when faced with
ethical dilemmas in business. Students will have an
awareness of political, civic and public policy
issues affecting business.
Students will know how differences in perspectives
and cultures affect business practices around the
world.

BPL 5100 Course Learning Goals:

As an outcome of completing this course, students will be able to:

• Identify and diagnose issues related to interactions among the organization, its strategy, and its
environment
• Apply strategic management techniques to generate recommendations for strategic issues
• Synthesize recommendations in persuasive oral and written communications
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Required Course Materials:

Dess, McNamara & Eisner. (2019) Strategic Management: Text and Cases, 9/E. This text is
available in the Baruch bookstore.

NOTE: Because earlier editions of the textbook do not have all the information covered in the
9th edition and some of the cases are not up-to-date, it is recommended that you do not use other
editions.

Thompson, A., & Stappenbeck, G. (2019) Glo-Bus: Developing winning competitive

strategies, Participant’s Guide. McGraw-Hill/Irwin. Purchase at http://www.glo-bus.com.

Additional materials available on Blackboard. (Referred to as BB)

Expectations:

The workload in this course is above average at a minimum. Few CEO's or top managers will
suggest that every possible option was considered or that the decision made could not have been
improved had additional analyses (time) been available. Accordingly, this course should be
among the most mentally taxing, interesting, and best courses of your undergraduate experience.
If you do it right, the course will be among the most demanding and most enjoyable courses you
will take. If you do it wrong, you may get by, even score well, but you will have forfeited an
opportunity to develop a perspective that will enhance your opportunities for advancement
(promotion and/or income). It is important that each of us work consistently and diligently to
complete the objectives of the course. My pledge is to work as hard as anyone else in this course
to make it a success for you.

Blackboard:

We will make extensive use of Blackboard this term as a means of communicating with one
another about a variety of issues. The syllabus, and any necessary updates, will be available on
Blackboard. Supplementary readings will be posted on Blackboard as well. Consequently, you
should become familiar with how Blackboard operates and visit the course Blackboard site often.

Academic Integrity:

Students are expected to know and adhere to the Baruch College Academic Honesty Policy,
found at http://www.baruch.cuny.edu/academic/academic_honesty.html. It states that
Academic dishonesty is unacceptable and will not be tolerated. Cheating, forgery, plagiarism and
collusion in dishonest acts undermine the college's educational mission and the students' personal
and intellectual growth. Baruch students are expected to bear individual responsibility for their
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work, to learn the rules and definitions that underlie the practice of academic integrity, and to
uphold its ideals. Ignorance of the rules is not an acceptable excuse for disobeying them. Any
student who attempts to compromise or devalue the academic process will be sanctioned
[possibly by failing an assignment or the entire course].

Academic sanctions in this class will range from an F on the assignment to an F in this course. A
report of suspected academic dishonesty will be sent to the Office of the Dean of Students.
Additional information and definitions can be found at:
http://www.baruch.cuny.edu/academic/academic_honesty.html

If you suspect cheating by anyone in any course you can call the Anonymous Hotline
For reporting violations of academic integrity… 646-312-2020

Students with Disabilities:

Baruch College provides reasonable accommodations and modifications for students with
disabilities to ensure that no student with a disability is denied the benefits of, is excluded from
participation in, or otherwise is subjected to discrimination under the education program or
activity operated by the College because of the absence of educational auxiliary aids for students
with disabilities. Arrangements for adapting class procedures without compromising course
content and standards may take time. Therefore, students who require accommodations or
modifications should speak with me as soon as possible. I am available for you to talk with me
before or after this class or during my office hours described above.

In order to receive services, you must register with the Office of Services for Students with
Disabilities. Documentation is necessary for every disability. For more information concerning
services for students with disabilities, please contact the Director of the Office of Services for
Students with Disabilities, Vertical Campus Building, 2nd floor, Room 2-270, phone number:
646-312-4590.

Some Guidelines for Classroom Behavior:

1. Arriving late interferes with other students' learning and is not acceptable. Subway delays
and other problems are unavoidable on occasion, but it is each student's responsibility to plan
carefully to arrive on time.
2. Leaving early is disruptive and unfair to other students' opportunity to learn. Please
minimize this.
3. It is not appropriate to leave and return during a class meeting. Plan ahead. Anyone with a
medical problem that affects his or her presence in class should discuss the matter privately
with the instructor in advance.
4. Course assignments and performance expectations are well documented in this syllabus and
will be discussed in depth during the first few class sessions.
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THIS CLASSROOM IS A DEVICE-FREE ZONE:

Laptop and Cell Phone Policy: A successful class depends on the active attention and
engagement of everyone in the classroom. You cannot be actively attentive and engaged at the
same time you are checking email, texting, or surfing the Internet. In addition, using your laptop
or mobile device is distracting to those around you. To create a mutually supportive learning
environment, the use of laptops and smartphones, Blackberries, iPads, pagers or any other
mobile devices is not allowed during class sessions unless required for a class activity. Also,
research suggests that writing notes by hand rather than on an electronic device is more
conducive to learning the material. Note: Students who need an electronic device for a specific
emergency or health-related issues must obtain approval from the professor.

FINAL GRADING SCALE:

A = above 93% B = 83-86.9% C = 73-76.9% D = 60-66.9%

A- = 90-92.9% B- = 80-82.9% C- = 70-72.9% F = Below 60%
B+ = 87-89.9% C+ = 77-79.9% D+ = 67-69.9%

GRADING CRITERIA:

Attendance & Contribution to Class (Individual) 10%

Case Analysis Written Assignments (Individual) 20%
Mid-Term & Final (Individual) 25%
GLO-BUS Quizzes (Individual) 5%
Team Presentation (Team) 15%
Consultants’ Report (Team) 5%
GLO-BUS Simulation & Debrief (Team) 15%
Peer Evaluation 5%

A NOTE ON ATTENDANCE:

Attendance at class and participation in class discussions are important ways in which
college students enter into the learning process. Therefore, attendance is extremely important.
Students who have an excessive number of absences (more than 3 in the semester) will have their
final grade reduced by a substantial amount. I also expect students to have read all the required
readings before each class period. In that way, you will be better able to participate in a more
meaningful manner.
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Summary of Assignments:

Attendance and Contribution are vital aspects of student learning in this course. For effective
contribution, you should review the assigned material prior to coming to class and be prepared to
discuss the major themes.

Here is a guide for how contribution will be graded:

Outstanding contributor (A). In-class contributions reflect exceptional preparation,

thoughtfulness, and insight. Integration and higher-order thinking are often evident. Arguments
are well-supported, persuasively presented, and reveal that this person is an excellent learner. If
this person were not a member of the class, the quality of discussions would be greatly
diminished.

Good contributor (B). In-class contributions reflect thorough preparation, good thoughts, and
some insight. Integration and higher-order thinking is sometimes evident. Arguments are
supported, persuasively presented, and reveal that this person is learning. If this person were not
a member of the class, the quality of discussions would be diminished.

Adequate contributor (C). Contributions reflect satisfactory preparation. Ideas offered

sometimes provide useful insight, but seldom offer a major contribution or useful direction for
discussion. Arguments display only basic support, are minimally persuasive, and reveal that this
person is keeping up with the material. If this person were not a member of the class, the quality
of discussions would diminish only slightly.

Unsatisfactory contributor (D). Contributions in class reflect inadequate preparation. Ideas

offered are seldom important, are often irrelevant, and do not provide insight or a constructive
direction for the class. Integration and higher-order thinking are absent. This person does little
to further the thinking and potential contributions of others.

Non-contributor (F). This person has said little or nothing in class. The person has appeared
uninterested or disengaged. The quality of discussions would be improved if a different student
occupied the seat.

Manage your expectations about contribution grades throughout the semester; do not
claim afterwards that you were present in class when it was not documented or that you
contributed more than you believe you are being given credit for. Contribution grades will
not be negotiated after the completion of the semester.
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WRITTEN ASSIGNMENTS:

“To doubt everything or to believe everything are two equally convenient

solutions; both dispense with the necessity of thinking.”

Henri Poincare` (1854 – 1912)

Individual Case Analyses:

Students will be required to complete three (3) case study analyses to be

provided by the instructor. Write a 2-3 page paper analyzing each individually submitted
case – do NOT compare cases. Treat each case as a separate assignment. Your paper should
be written in integrated essay format and address the issues outlined in the prompts provided
for each case on Blackboard. You should add your own evaluation of the case and provide a
synthesis of your ideas on the subject of the case. Be creative – remember, what counts is the
quality of your analysis. You should not do any outside research for these case analyses.
Instead, you may refer to your course readings and discussions for insights and direction.

Please note that you should write an integrated essay incorporating your ideas in response to the
prompts found for each case on Blackboard. All case studies must be typewritten, double-
spaced, with 1” margins on all sides. Students will be graded on content, quality of analysis,
ability to apply a critical perspective to the topic, grammar/punctuation and brevity.

Here are the grading criteria for individual case analyses:

Outstanding writer (A). Written analysis reflects exceptional organization, thoughtfulness and
insight. The work shows that the student can use the substantive material covered in class to
produce optimal business outcomes. Explanations are well supported, persuasively presented,
and reveal that this person is an excellent communicator. All writing is fully edited, and is
stylistically and grammatically correct.

Good writer (B). Written analysis reflects organization, thoughtfulness and insight. The work
shows that the student can use the substantive material covered in class to produce good business
outcomes. Explanations are supported, somewhat persuasively presented, and reveal that this
person is a good communicator. Writing shows signs of having been edited, and is, for the most
part, stylistically and grammatically correct.

Adequate writer (C). Written analysis reflects only basic organization, thoughtfulness and
insight. The work shows that the student understands the substantive material covered in class.
Explanations are minimally supported, mildly persuasive and reveal that this person can
communicate. Writing is barely edited, and is stylistically and grammatically passable.
Unsatisfactory writer (D). Written analysis is disorganized, unthoughtful and reflects inadequate
or a complete lack of preparation. Little or no understanding is reflected. Explanations are
unsupported or non-existent. Writing is unedited, or is stylistically or grammatically defective.

Non-writer (F). Written analysis is not submitted and does not make any effort to address the
assigned tasks.

NOTE: Written assignments which are late for any reason will be reduced by one grade. All
written assignments are individual efforts. Group collaboration is not permitted.

GROUP INDUSTRY/COMPANY PRESENTATION:

The class will be divided into teams of approximately five (5) students each. These
teams will be required to make an oral presentation on an industry and related company as well
as work together on the GLO-BUS Simulation. Each team will pick an industry which they will
be required to research in depth. You should do this through the Internet, library resources, the
Subotnick Center and/or direct contact with the company.

Teams will be required to meet outside of class time to conduct their research and
prepare their presentations.

Our class is conducted in collaboration with consultants from Baruch’s Bernard L.

Schwartz Communication Institute. A communications Fellow will come to our class to work
with you on some of the writing, speaking, and presenting skills that will prepare your team to
design and deliver the strongest final presentation you can. In this session, you will practice
using data to construct engaging narratives, and using PowerPoint and your body to speak
effectively. Additionally, each team is required to meet with a Schwartz Communications
Fellow outside of class time to practice your presentation, hear from an engaged, helpful
expert, and identify some areas for further development. This meeting will take place 7-10 days
before your final presentation, giving each team sufficient time to put into practice what you
learn. Details on how to sign up for this meeting will be distributed during class.

In order for you to get the most out of the meeting with the Fellow, please come
prepared. All members of a team are required to participate in the Team Presentation.
Prepare your presentation carefully. You should pay careful attention to the flow and clarity of
the presentation. You should practice and time the presentation before you present to the class.

You are encouraged to make creative use of your presentation time. For example, you
could use slides, videos, slides, posters, product samples, and audience participation to generate
and sustain interest in your topic. You should prepare the presentation as if you were presenting
to potential mutual fund investors. Thus, you should be concerned about keeping their interest
and communicating clearly and effectively. Although it is appropriate to refer to prepared notes
during your presentation, do not read your presentation directly from a prewritten script.

Your task as a team is to make an oral presentation on the company in your designated
industry which offers good investment opportunities. This presentation should cover strategic
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issues and problems, opportunities and constraints, strategic alternatives, company financials and
recommendations for investment opportunities. Please note that you must be able to
recommend the company covered in your presentation. Your presentation as a group must
deal with the firm’s strategic, competitive and financial performance, demonstrating your
deeper understanding of the field of strategic management. Please note that team presentations
must be on Power-Point or Prezi formats and should be a total of 30-35 minutes, followed by a
question and answer period. Please provide me with a hard copy of your presentation material.
All groups must submit this material on the day on which the first group comes up for
presentation. Below is an outline of some of the important issues you should consider in your
research and presentation.

1. INDUSTRY OVERVIEW (Competitive Opportunities and Threats)

If multi-product company, analyze the dominant product and its industry. Summarize the
industry environment for favorableness. The following checklist should help you:

Industry size: Dollar sales volume (also volume in units, if available)

Industry growth: Rate of growth in percentage terms (increase in industry sales

averaged for five-year period). Where is the industry in the life cycle -
emerging, rapid growth, maturity, decline?

Competitive Is the end product highly differentiated (e.g., toothpaste—low

Segments price, medicinal, whitening, good tasting)? If so, entry from
outside the industry is difficult.

Growth of Are there segments within the industry growing faster than others?
Segments If so, threats of entry from other segments may be high.

Technological Is the industry technology changing rapidly? Are there segments

Change where it is changing more rapidly?

Ease of entry Analyze cost, differentiation, and transaction advantages enjoyed

by incumbent firms. Based on this analysis, rate entry threats as
high, medium, or low.

Rivalry Assess the degree of rivalry in each segment. How does

competition occur?

Buyer segment Is the segment consolidated or fragmented? Can buyers easily

(individuals & switch? Rate buyer power as high, medium, or low.
Institutions)
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Industry Summarize the industry conditions based on the above

Favorableness information. Do a Five Forces analysis of the industry as described by
Michael Porter. List the Five Forces under high, medium, and low
categories. How would you characterize the attractiveness of the industry
as a whole? Are there segments that are more favorable than others? Can
firms from one segment easily move to other segments?

2. COMPANY DATA (quantitative and qualitative)

• Company's business: products, markets and customers served. How does the company
describe its business?
• Single product or multi-product firm? In what industry/segment is the firm competing?
• Performance: Sales, market share, profitability, stock performance (provide 5 year trend
charts). Use tables and pie or bar diagrams. If multi-product firm, show sales of each
product using a pie chart.
• Company's competition: Compare sales and financial performance with competition
using pie or bar charts. Provide relative market share. If the company analyzed is the
market leader, compare performance with the ranking company.
• Mission: What is the firm's mission? Vision? What are its strategic goals?
• Stakeholders: Who are the firm’s stakeholders? Which of them are critical and why?
• Governance: Board structure and composition. What are the firm's ideals, culture, and
management philosophy?
• Overall: Has the firm been able to realize its declared goals or is its performance lagging?

3. INTERNAL ANALYSIS (Firm resources, capabilities, and competitive advantage)

What are the firm's resources and capabilities? Is the firm entrepreneurial? Are the firm's
strengths emerging from tangible or intangible resources? Does the firm have sustainable
competitive advantages? What is the firm doing to sustain its advantages? Identify what factors
are critical for competition in the industry and assess the firm's strengths in that context. The
following checklist should help:

1. Profitability Comparisons For industry average profitability refer to Library resources.

2. R&D Strengths Number of patents issued in a given period, industry

awards received for technological excellence.

3. Innovativeness Number of new products introduced in a given period,

relative to competition, indicates innovativeness/speed in
innovation.

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4. Human Resource Strengths: Qualitatively assess HR practices of the firm (employee
selection, training and development, rewards, job
satisfaction levels) vis-à-vis competition.

5. Financial Strengths Cash holdings, absence of debt, and credit ratings by

Moody’s, Fitch and S & P would indicate the financial
strengths of the firm as well as analysts’ recommendations:
buy, sell, hold.

4. STRATEGIC ISSUES AND RECOMMENDATIONS

What are the strategic issues? Are they due to lack of resources or capabilities or are they due to
the pursuit of wrong strategies? Are they strategy implementation issues?

A starting point for understanding strategic issues is by comparing the competencies and
competitive advantages required for success to what the firm actually has. A SWOT analysis
done through industry and internal analysis as above is required for EACH COMPANY
presented. After evaluating company strengths and weaknesses, and industry opportunities and
threats, place the firm in one of the following four categories:

1. Abundant environmental opportunities and significant internal strengths

2. Abundant environmental opportunities but significant internal weaknesses
3. Major environmental threats but significant internal strengths
4. Major environmental threats and significant internal weaknesses

Clearly, category 1 is the most favorable situation. The firm’s strategy should be to pursue
aggressive growth that will use its internal strengths to exploit the abundant external
opportunities. In category 2, the strategy should be to eliminate weaknesses either by acquiring
the needed competencies through joint ventures and alliances or vertical mergers so that
opportunities can be effectively exploited. In category 3, the strategy should be either to alter
industry forces using the firm’s strengths (depending on the threats) or diversify into more
attractive industries. Category 4 is an extremely unfavorable situation. This is a firm, according
to Porter, that has a weak competitive position in an unattractive industry. The firm should
consider repositioning by moving into another segment in the industry or gain the required
strengths through horizontal mergers.

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TEAM CONSULTANTS’ REPORT:

The Consultants’ Report is a team assignment. Imagine that your team has been hired as
a consulting group to report on the company’s strategic prospects. As an important initial
step of your analyses, you will have to evaluate the strength of the company’s performance.
Such an evaluation should involve examining both qualitative and quantitative information
over a period of time (best time frame is the last 5 years). For a quantitative evaluation, you
could consider some key financial indicators including ratios outlined above. Qualitatively,
you could evaluate how important stakeholders such as customers, investors, and
employees perceive the company from relevant press articles and releases.

Having evaluated the strength of firm’s performance, you should evaluate how the
following aspects of your course material contribute (in favorable or unfavorable ways) to
this performance.

▪ Strength of competitive forces in the company’s primary industry and/ or strategic group
▪ Strength of core competencies, extent of difficulty in imitation, and potential core rigidities
▪ Effectiveness in implementation of company’s current competitive position
▪ Company’s scope, extent of relatedness, rationale for recent M&A/alliances, or reasons for
not implementing any diversification
▪ Aspects of company culture, structures, and systems and how they help in (or impede)
implementation of company strategy
▪ An example of a recent innovative initiative (or a few examples), the type of innovation
involved, and reasons for success/ failure
▪ Type of international strategy adopted and its implementation (could be more than one)

Finally, based on the above analyses, highlight one serious issue that the company is either
facing currently or could face in the near future (this should be possible even for relatively
successful firms) describing why this is impacting (or could impact) performance
negatively. Suggest 2-3 actions that the company could take to try and overcome this
problem. Out of those actions, provide criteria to select one final recommendation. The
criteria for your recommendation should be explained, some details provided on how to
Implement it, and potential issues should be recognized with some thought on how these
can be avoided.

The written Consulting Report should be 7- 8 pages in length. The papers must be typed (12-
point font), double spaced, with one-inch margins on all sides. The title page with team
members’ names, a list of references, as well as any exhibits and appendices will not count
towards the page limit. Reports are to be submitted by the date indicated in the class schedule.

NOTE: The Consultants’ Report is based solely on the company you are recommending in
your presentation.

GLO-BUS SIMULATION AND DEBRIEF:

Students are expected to individually purchase access to the GLO-BUS simulation for this
project, which involves the collaborative management of a company over multiple years, through
integrated decisions across multiple business areas including, but not limited to R&D,
Marketing, Production, and Finance. Team scores will be based on company performance
relative to rivals over all the competition rounds.

COURSE CALENDAR

Topic Assignments
Orientation and Course Overview
8/28
Preview
Overview
9/4

9/5- Dess, ch. 1

GLO-BUS
THURS.
Strategic Management:
Dess, ch. 1
9/9 Creating Competitive
Advantages
Analyzing the External Dess, ch. 2
9/11
Environment of the Firm
Dess, ch. 2
9/16 External Environment
Submit GLO-BUS TRIAL Decisions Year # 6
Newman Librarian workshop
9/18 Research Workshop 9/20--Submit GLO-BUS TRIAL Decisions
Year # 7
Analyzing the Internal Dess ch. 3
9/23
Environment of the Firm Submit GLO-BUS Mission Statement
Analyzing the Internal and Dess, ch. 3
9/25
External Environments Submit GLO-BUS Decisions Year # 6
10/2 Application of Concepts Dess Case “General Motors”-in class
Business-Level Strategy:
Dess, ch. 5
10/7 Creating and Sustaining
Submit GLO-BUS Decisions Year # 7
Competitive Advantages
Schwartz Communication Workshop I
10/16 Communication Workshop
Submit GLO-BUS Decisions Year # 8
Dess Case “McDonald’s”-in class
10/21 Application of Concepts First Case Study Analysis due
GLO-BUS Quiz # 1
 Topic Assignments

10/23 Mid-Term Exam ch. 1, 2, 3, 5

Corporate-Level Strategy: Dess, ch. 6

10/28 Creating Value Through Submit GLO-BUS Decisions Year # 9
Diversification
Schwartz Communication Workshop II
10/30 Communication Workshop
Submit GLO-BUS Decisions Year # 10
Dess Case “Zynga”-in class
11/4 Application of Concepts
Second Case Study Analysis due
International Strategy:
Dess, ch. 7
11/6 Creating Value in Global
Submit GLO-BUS Decisions Year # 11
Markets
11/11 Application of Concepts Dess Case “Heineken”-in class

Dess, ch. 9
11/13 Strategic Control
Submit GLO-BUS Decisions Year # 12
Team Presentations

Third Case Study Analysis due

11/18
Strategic Control Dess Case “JetBlue Airways”-in class

GLO-BUS Quiz # 2
11/20
Team Presentations Team Presentations

Team Presentations
11/25 Team Presentations
Submit GLO-BUS Decisions Year # 13
11/27 Team Presentations Team Presentations
Team Presentations
12/2 Team Presentations
Consultants’ Report due
Team Presentations
12/4 Team Presentations
Submit GLO-BUS Decisions Year # 14

Corporate Governance
12/9 Dess, ch. 10
Team Presentations
Team Presentations
Future of Strategic
12/11 GLO-BUS Debriefs
Management
Final Exam Cumulative Exam
Appendix 1: Assurance of Learning

BBA Learning Goals Significant Moderate Minimal Not

Part of Part of Part of Part of
Course Course Course Course
Analytical Skills
Technological Skills
Communication Skills:
Oral
Communication Skills:
Written
Civic Awareness &
Ethical Decision-Making
Global Awareness
Proficiency in a Single
Discipline

Appendix 2 - Mapping of Learning Goals and Assignments

Assignments Course Learning Goals BBA Learning Goals

Readings Identify and diagnose issues related to Analytical Skills
interactions among the organization, its
strategy, and its environment Civic Awareness and Ethical
Decision-Making
Apply strategic management techniques Global Awareness
to generate recommendations for
strategic issues
Case Analyses Identify and diagnose issues related to Analytical Skills
interactions among the organization, its
strategy, and its environment Communication Skills:
Written
Apply strategic management techniques Civic Awareness and Ethical
to generate recommendations for Decision-Making
strategic issues
Global Awareness

Lectures/discussions/ Identify and diagnose issues related to Analytical Skills

exercises interactions among the organization, its
strategy, and its environment Communication Skills: Oral
Civic Awareness and Ethical
 Apply strategic management techniques Decision-Making
to generate recommendations for Global Awareness
strategic issues
Company Analysis Identify and diagnose issues related to Analytical Skills
Written Report and interactions among the organization, its
Oral Presentation strategy, and its environment Communication Skills: Oral
Communication Skills:
Apply strategic management techniques Written
to generate recommendations for
strategic issues Civic Awareness and Ethical
Decision-Making
Synthesize recommendations in Global Awareness
persuasive oral and written
communications