Course Syllabus

KINGFISHER SCHOOL OF BUSINESS AND FINANCE
Last Updated
Revision No. School Year
0 2020 - 2021
OUTCOME BASED COURSE SYLLABUS
Course Title: ETHICS AND MORAL REASONING IN MODERN SOCIETY

Course Code/ Ethics 11 3 units
No. of Units
Number of Hours 3 hours
Room/ Professor Daryl Ejeil F. Sinlao
Course Description: Ethics deals with principles of ethical behavior in modern society at the
level of the person, society, and in interaction with the environment
and other shared resources. (CMO 20 s 2013)
Morality pertains to the standards of right and wrong that an individual
originally picks up from the community. The course discusses the
context and principles of ethical behavior in modern society at the level
of individual, society, and in interaction with the environment and other
shared resources. The course also teaches students to make moral
decisions by using dominant moral frameworks and by applying a
seven-step moral reasoning model to analyze and solve moral
dilemmas.
The course is organized according to the three (3) main elements of the
moral experience: (a) agent, including context — cultural, communal,
and environmental; (b) the act; and (c) reason or framework (for the
act).
This course includes the mandatory topic on taxation.
Nature of the course General Education subject
Prerequisites: None
Pre-requisites, Co- Pre-requisites indicate the base of knowledge on which the subject
requisites, Requisite matter of a particular module will be built. Before taking a subject, a
to and Preclusions student should complete any pre-requisite subject(s) listed for that
particular subject. Where pre-requisites are specified, equivalent subject
will also be accepted. If in doubt, students should consult the subject
instructor or the Department academic advisor regarding the acceptable
equivalent subjects.
Co-requisites are subjects that are to be taken concurrently.

Kingfisher School of Business and Finance Ethics 11 Syllabus
Requisite To will be the subjects that require a particular subject as a

pre-requisite.
A subject may also specify certain preclusions. These are qualifying or

comprehensive examinations that have been passed before a particular
subject is taken. These may also be a subject with similar emphases and
may not be taken together with that particular subject.
School’s 1. BENEVOLENCE/ CARE

Vision/ Mission
As a social institution, it seeks to:
❖ Promote, preserve and communicate the upliftment of the human
condition.
❖ Form individuals into persons, who are capable of scientific activity
and of relating everything to an ideal of ethics and social practice;
and,
❖ Identify and respond to students’ struggles as they imbibe the
sensitivity towards social, cultural, economic and environmental issues
Institutional As graduates, they should be able to:
outcomes
Starting with a WHY On Benevolence and Care
The Three Feathers  Present ideas persuasively using appropriate language registers,
tone, facial expressions, and gestures in various forums, contexts,
and technologies of human interaction.
On Excellence
 Develop the following 21st century soft skills requirements,
being industrious, conscientious, patient along with hard work,
and can shape their destiny.
 Analyze, create, critically think through the use of language,
and innovate the complex effects of economic activities.
 Communicate as well as collaborate.
 Engage in reflective practice to ensure continuous learning
relevant to his professional and personal development.
 Embrace continuing challenges to improve their craft and
competencies required in greater responsibilities.
On Courage
 Develop the courage to be excellent and benevolent
 Embrace their fears but have the will to go on.
 Believe that people are the foundation of any firm’s competitive
advantage.
 Know their individual differences and uniqueness.
 Manage as well as lead that enhance their team members’
performance behaviors, commitment and engagement, and
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citizenship behaviors and minimize various dysfunctional

behaviors.
General Education Intellectual Competencies

Learning outcomes 1. Higher level of comprehension (textual, visual, etc)
2. Proficient and effective communication (writing, speaking and use of
technologies)
3. Understanding of basic concepts across the domains of knowledge
4. Critical, analytical and creative thinking
Practical skills
5. Working effectively in a group
Course Learning At the end of the course, the students should be able to:
Outcomes Knowledge
[Inaasahang 1. Describe the nature, elements, and functions of verbal and non-
Matututuhan] verbal communication in various and multicultural contexts
2. Explain how cultural and global issues affect communication
3. Determine culturally appropriate terms, expressions, and images
4. Evaluate multimodal texts critically to enhance receptive
(listening, reading, viewing) skills;
5. Summarize the principles of academic text structure
Skills
1. Convey ideas through oral, audio-visual, and/or web-based
presentations for different target audiences in local and
global settings using appropriate registers
2. Create clear, coherent, and effective communication materials
3. Present ideas persuasively using appropriate language registers,
tone, facial expressions, and gestures
4. Identify (formulate) a business problem based on a compelling
need or a value proposition or competitive advantage, how to
go about it (data gathering procedures) in sourcing known
management knowledge (review of related literature) and what
research design to adopt for the purpose of building
management knowledge.
5. Write and present academic papers/ business proposal using
appropriate tone, style, conventions, and reference styles
Values
1. Adopt cultural and intercultural awareness and sensitivity in
communication of ideas
2. Appreciate the differences of the varieties of spoken and
written language
3. Adopt awareness of audience and context in presenting ideas
4. Appreciate the impact of communication on society and the
world
Sound bites “Real integrity is doing the right thing, knowing that nobody’s
going to know whether you did it or not.” ~ Oprah Winfrey
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Workload The weekly workload of each subject is given in the full subject
description. There are five workload components to each subject. In the
subject description, these components are given in a series of five
numbers.
Component Description Remarks

No. of Lecture
A Actual contact hours per week
hours
No. of Tutorial
B Actual contact hours per week
hours
No. of Laboratory
C Actual contact hours per week
hours
This caters to assignments,
No. of hours for
independent studies, fieldwork, and
projects,
D other forms of continuous
assignments,
assessment that contribute towards
fieldwork, etc
the final grade of the subject.
This refers to the number of hours a
No. of hours for student is expected to spend each
E
preparatory work week in preparing for lectures and
tutorials.
Units UNIT is a measure of effort, stated in terms of time, expected of a
typical student in managing his/her workload. The Unit-value of a
subject is derived by dividing the estimated total number of workload
hours per week for that module by the credit factor of 2.5 (i.e., one
UNIT is equivalent to 2.5 hours of study and preparation per week).
Thus, a 3-unit subject would require 7.5 hours of work a week,
including lectures, tutorials, laboratory sessions, assignments,
and independent or group study/ activity.
WORKLOAD 3-0-0-4.5-7.5
Timeframe Course Outline – Topics
Week 1 1st meeting Freshman Orientation
• School vision and mission, Institutional outcomes, General
education learning outcomes, Course syllabus, Course Learning
Outcomes, Schedule
• Effective Use of Reference and Resources
• How to Ask Questions
• House Rules
1. Plagiarism
2. Cheating
3. Fabrication
4. Late and Absence
5. Submission of writing papers
6. Notebook for Most Significant Learning (MSL)
7. Class Performance (Thinking and Expression)
4
8. Asking questions
9. No Cell phone policy
10. Email
11. Discussion groups
12. Going out of class
Week 1 2nd meeting Difference between moral and non-moral standards
Week 2 1st meeting What are moral dilemmas?

Chapter 1: Ethics and Business
1.1 Nature of Business Ethics

1.2 Moral Reasoning and Moral Decision Making
Week 2 2nd meeting The three levels of moral dilemmas: individual; organizational (i.e.,
business, medical, and public sector); and structural (i.e., network of
institutions and operative theoretical paradigms, e.g., universal
health care)
1.3. Ethical Issues in International Business

1.4. Foundations of Moral Reasoning
Week 3 1st meeting Freedom as foundation for moral acts
1.5. Moral Responsibility and Blame

nd
Week 3 2 meeting What is culture? How does it define our moral behavior?
Chapter 3: The Business System: Government, Markets, and

International Trade
3.1. Globalization and the Business System

3.2. Free Markets and Rights: John Locke
Week 4 1st meeting Cultural relativism: definition, advantages of recognizing the
differences, and the dangers of the position
3.3. Free markets and utility: Adam Smith

3.4. Free trade and utility: David Ricardo
Week 4 2nd meeting The Filipino way
3.5. Karl Marx and Justice: A Critique of Free Markets and Free
Trade
3.6. The Mixed Economy, New Forms of Property, and the End of
Marxism
Week 5 1st meeting Universal values
Week 5 2nd meeting How is moral character developed?
Stages of moral development
Case Analysis Presentation
5
Week 6 1st meeting Preliminary Examinations

Week 6 2nd meeting
Week 7 1st meeting Reason and impartiality as requirements for ethics
Chapter 4: Ethics in the Marketplace
4.1. Applying Ethics to Market Competition

4.2. Perfect Competition
Week 7 2nd meeting Feelings and reason: Upsurge of feelings is natural and what we do with
them is what makes us ethical or unethical
4.3. Monopoly Competition

4.4. Oligopolistic Competition
4.5. Oligopolies and Public Policy
Week 8 1st meeting The ethical requirement of reason and impartiality
Chapter 5: Ethics and the Environment
5.1. The Dimensions of Pollution and Resource Depletion

5.2. The Ethics of Pollution Control
Week 8 2nd meeting The 7-step moral reasoning model
5.3. Remedies and Duties of the Firm

5.4. The Ethics of Conserving Resources
Week 9 1st meeting The difference between reason and will
Chapter 6: The Ethics of Consumer Production and Marketing
6.1. Everyday Consumer Risks

6.2. Markets and Consumer Protection
Week 9 2nd meeting 6.3. The Contractual View of the Manufacturer’s Duties to Consumers
Week 10 1st meeting 6.4. The Due-Care View of the Manufacturer’s Duties to Consumers
Week 10 2nd meeting 6.5. The Social Costs View of the Manufacturer’s Duties to Consumers
Week 11 1st meeting 6.6. Advertising Ethics
Week 11 2nd meeting 6.7. Consumer Privacy

Week 12 1st meeting
Mid Term Examinations
nd
Week 12 2 meeting
6
Week 13 1st meeting Moral theories and mental frames and why they are important
Chapter 2: Ethical Principles in Business
2.1. Approaches to Moral Decision-making
Week 13 2nd meeting Aristotle and St.Thomas
Kant and rights

st
Week 14 1 meeting 2.2. Utilitarianism: Weighing Social Costs and Benefits
2.3. Rights and Duties
Mandated Topic: Taxation
Week 14 2nd meeting 2.4. Justice and Fairness

2.5. Ethics of Care
2.6. Integrating Utility, Rights, Justice and Caring
2.7. An Alternative to Moral Principles: Virtue Ethics
2.8. Unconscious and conscious Moral Decisions
Week 15 1st meeting Globalization and its ethical challenges
Chapter 7: Ethics of Job Discrimination
7.1. Divided over Discrimination

7.2. The Nature of Job Discrimination
Week 15 2nd meeting 7.3. The Extent of Discrimination
7.4. Discrimination: Utility, Rights and Justice
7.5. Affirmative Action
Week 16 1st meeting Millennials and Filinnials: Ethical challenges and responses
Week 16 2nd meeting Chapter 8: Ethics and the Employee

8.1. The Rational Organization
Week 17 1st meeting 8.2. The Political Organization
Week 17 2nd meeting 8.3. Informal Power Relationships in Organizations
8.4. The Caring Organization

st
Week 18 1 meeting
Final Examinations
Week 18 2nd meeting
Asking questions We emphasize that while there is only limited time and space within
one course to devote to specific disciplinary lines of investigations,
we encourage all students to actively think about other lines of
questioning, other questions that need to be asked, particularly in
disciplines not represented in this platform as we move through this
journey together. We expect that in future subsequent offerings,
other disciplinary modes of investigations may also be introduced.
Learning approaches 1. Readings – The required readings are essentially from the text
book. It is assumed that students have adequately read and
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prepared prior to class attendance based on the syllabus

schedule. Students are encouraged to supplement their readings
with other reference materials.
2. Class Discussion – Students will be engaged in an open-forum

discussion on various real-life scenarios discussed in the
readings. The aim is to extract key marketing concepts revolving
around the different companies’ approach to trade channels.
3. Collaborative Learning - Students work in small groups to

complete a specific task or to work together over time to
complete various assignments. The most productive
collaborations involve a fair division of labor and relevant and
complex projects that cannot be completed by an individual
alone. Interdependence is required.
4. Presentations – One of the keys in implementing a marketing

strategy is securing the agreement of your trade partners. By
enhancing the students’ communication skills, students will
further boost their confidence and professionalism.
5. Case Study /Discussion Method - An open ended story or

case study provides a vehicle for analysis, criticism, and reaching
conclusions.
6. Multimedia Instruction - Integrating varying formats such as

lecture, text, graphics, audio, video, Web resources, projection
devices, and interactive devices in a lesson. Increases
motivation, alertness, and can improve the quality of student
responses. Simultaneous presentation using multiple formats
allows students to learn using multiple senses.
7. Problem Solving - Problems common to a discipline are

integrated in scenarios to allow students to strengthen creative
and critical thinking. Problem solving is the most independent
of learning methods that empowers the students to initiate their
own learning. The learner sequences action steps that will lead
to the correct solutions. The teacher therefore must assume the
role of the facilitator, and be prepared to provide students with
feedback rather than solutions.
a. Brainstorming - Used most often with groups, brainstorming is a

technique for refining the definition of a problem, generating multiple
solutions to a problem or multiple designs for developing something
new, and to identify possible threats to the solutions and designs. It
promotes creative and critical thinking.
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b. Change the Rules - Rarely do circumstances stay the same for long in
the real world. Integrating changes in a problem scenario during the
solution timeframe provides necessary experience with responding to
new information.
8. Immersion – Students shall observe the trade and reflect upon

things learned in the class. As a marketing professional, they
should have first-hand experience of how the system works so
as to get high-quality insights.
9. Portfolio - Collecting, organizing, reflecting upon and

publishing a variety of student work including papers,
presentations, videos, and images.
ePortfolio - Collecting materials (artifacts/evidence) in a
digital file
10. Podcasting
a. Audio: Using mp3 compression to make audio files small enough to
be broadcast, downloaded, or emailed by instructors and students. Files
may include lectures or verbal feedback regarding assignments.
b. Enhanced: Combining images, such as PowerPoint, and audio, such

as instructor voice over, which are compressed and viewable on a
computer or photo/video iPod.
c. Video: Digital video, such as classroom lectures or interviews with

experts, which are compressed and viewable on a computer or video
iPod.
13. Video-conferencing – Point-to-point or point-to-multipoint

discussions using a digital format.
14. Web-based Instruction - Using Web resources to support

learning.
a. blogs
b. building a Website
c. discussion boards
d. online testing and quizzes
e. research
f. virtual tours
g. web-streaming
h. wikis
i. Tegrity Campus (http://tegritycampus.mhhe.com)
Course Requirements
1. Quizzes (40%) – This tests students’ preparation and
knowledge of the topic previously discussed. Students are
expected to have adequately read the assigned textbooks based
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on the syllabus schedule.
2. Reflection Papers (20%) – Each students will reflect on a

series of ethical dilemmas. They are required to think about an
ethical solution and share own experiences.
3. Group Case Analyses and Presentation (20%) – This will be

an individual effort and will be rated on the substance and depth
of the written analysis as well as the physical preparation of the
report. This report must be submitted on the day assigned as
late reports will not be accepted. Accordingly, students must
follow the following format:
a. Font – Times New Roman
b. Font Size – 12
c. Line Spacing – Double Spaced (No space before and
after paragraph)
d. Page Margins – 1 inch all sides
e. Maximum of 1000 words
Meanwhile, for the presentation, each student group will be
immersing themselves in the assigned trade channel with the
objective of identifying how their key learnings from the class
apply in the field. The group presentation will be rated based on
the accuracy of application, clarity, substance, extent of
research, and depth of analysis shown by key insights from the
activity. Individual grades will be given to each member
depending on his/her performance and contribution to overall
team activity. Presenting student should not read the report in
class but should be ready to orally present his/her assigned
portion of the report with visual aids.
4. Examinations (20%) – The Prelim, Midterm and Final

examinations will be given to assess the attainment of the
learning objectives and student’s performance. Absences,
missed quizzes and missed exams will be governed by the
school policies.
Basis in Evaluating The following is the distribution of weights of specific course

requirements:
Quizzes 40%
Reflection Papers 20%
Group Case Analysis 20%
Exams 20%
Total 100%
Grade Evaluation Module requirements encompass different modes of assessment such as
tutorial presentations, laboratory reports, projects, essays, as well as
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mid-term and final examinations. Module assessment may be based on

absolute and/or relative performance. Whereas higher-level modules
with small enrolments typically rely on absolute measures in terms of a
student's performance, larger lower-level modules take into account a
student's performance vis-à-vis the other students in the same module.
Where necessary, the final grade which a student receives for a module
may be subject to moderation. One important reason for grade
moderation is that examiners come from diverse academic backgrounds
with different marking regimes. Grade moderation will prevent grade
inflation or deflation and thus help achieve consistency in assessment
across modules. However, grade distribution is applied flexibly and
depends on the judgment of the examiner(s).
All grades are carefully scrutinized by Department and Faculty Board of

Evaluators before they are submitted to the Academic Dean for
approval. The grades for individual modules are examined and
compared at the Department level, and the grades across Departments
are deliberated by the Faculty Board of Evaluators. Further scrutiny is
conducted at the School level by the Registrar’s office to ensure that
there is consistency of assessment across Departments.
Examination Processes
The School has in place standard operating procedures to ensure that

examination processes are conducted with utmost care and attention.
Multiple levels of checks are built into the handling of examination
answer scripts, marking and processing of marks and grades.
Feedback on Student Performance
Continuous assessment (CA) and examination serve different

pedagogical needs. Examination serves primarily to assess a student's
understanding of the subject matter, whereas CA plays in addition a
formative role in educational terms. For this reason, unlike examination
scripts which are not returned to students, CA is returned to students
with comments and/or discussion if appropriate, so that they may
improve on their work. For many modules, CA constitutes a significant
percentage of the final grade.
Review of Examination Results
After the release of examination results, students may request

a review through the Department. This review will verify whether the
examination script has been marked completely and that all marks
(including CA) have been correctly transmitted to the Board of
Examiners. The review will not involve marking an examination script a
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second time. To do so at this juncture would be out of context with no

relative comparison with the rest of the class. In order to maintain
consistency of assessment for all students, the University therefore does
not allow re-marking unless certain parts of the answer were not taken
into account in the original assessment.
In addition, the School reserves the right to review current students'

results at any time and make revisions to these results in accordance
with Kingfisher's guidelines and policies. These reviews may arise from
audit on past semesters' results or routine checks and reviews
conducted by faculties during the semester.
A P400 charge is imposed to deter frivolous requests to review

examination results. It also goes towards defraying the administrative
cost for such reviews.
Required Textbook Velasquez, Manuel. Business Ethics 8th edition. Philippines: Pearson
Education, Inc. 2018.
References Angeles, Antonette and Azadat Rowena, "Medicine Prices, Price
Controls and the Philippine Pharmaceutical Industry"
Monograph produced by the Jose B Fernandez, Jr. Ethics Center

and Ateneo graduate School of Business, 2011
Aquinas, Thomas: On Law, Eternal Law and Naturat Law, Summa

Theologiae, vol. 28, Btackfriars in conjunction with McGraw-
Hill Book Company, New York, 1966, Pp. 5-97
Aristotle, Book I-Il, Nicomachean Ethics trans. Martin Oswald,
Indianapolis: Bobbs-Merrill Educational Publishing, 1983
Friedman, Thomas. The Lexus and the Olive Tree: Understanding
Globalization. 1 st ed. New York: Anchor Books, 2000.
Gula, R.M. Reason Informed by Faith. New York: Paulist Press,

1989.
Kant, Immanuel, "Categorical Imperative," in

Groundwork of the Metaphysic of Morals, Trans.
H.J.Paton, Kohlberg, Lawrence, Essays on Moral
Development, Vol 1 The Philosophy of Moral
Development.
Kubrick, Stanley. Clockwork Orange (video clip). Burbank, CA:

Warner Bros., 1971.
12
Licuanan, Patricia et at, "A Moral Recovery Program: Building a

People—Building Nation." In Values in Philippine Culture and
Education: Philippine Philosophical Studies l, edited by Manuel
B. Dy Jr., 31—48. Washington, DC: The Council for Research
in Values and Philosophy, 1994.
Palma-Angeles, Antonette. "Cultural Drivers of Corruption in

Business and Governance." In Business Ethics in Asia: Issues
and Cases, edited by Oscar G. Bulaong Jr., Ike Danita Dewi,
and J. Sedfrey Santiago, Quezon City, PH: Ateneo de Manila
University Press, 2014.
Que, Nemesio S., S.J. "Notes on Moral Deliberation." Introduction

to course notes for PHI 04: Foundations of Moral Value.
Ateneo de Manila University
Rachels, James "What is Morality", Chapter 1 and "The Challenge

of Cultural Relativism", Chapter 2 in The Elements of Moral
Philosophy. 4th ed. New York: McGraw-Hill College, 2004, pp
1-31.
Rae, Scott, "A Model for Moral Decision Making" Chapter 16,
Beyond Integrity
Werhane, Patricia H. Moral Imagination and Management

Decision Making. New York: Oxford University Press, 1999.
Prepared by Approved by:
DARYL EJEIL F. SINLAO AUGUSTUES P. LAMBINO

Professor Academic Dean
ACADEMIC INTEGRITY POLICY:
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It is the Kingfisher mission to train its students in the highest levels of professionalism and integrity.
In support of this goal, academic integrity is highly valued at Kingfisher and violations are
considered serious offenses.
All students are expected to be academically honest. Cheating, lying and other forms of unethical
behavior will not be tolerated. Any student found guilty of cheating in examinations or plagiarism in
submitted course requirements will receive a 5.0 or failure in the course requirement or in the
course.
1. Plagiarism refers to the use of books, notes or other intellectual property without giving proper
attribution to its author, or representing the work of another person as one’s own;
Example: copying text from web site without quoting or properly citing the URL page.
2. Cheating refers to securing help in a test; copying tests, assignments, reports or term papers;
collaborating with other students during an examination or in preparing academic work; signing
another student’s name on an attendance sheet; or otherwise practicing scholastic dishonesty.
Examples: using a cheat sheet in quiz or exam, altering a grade exam and resubmitting it for
a better grade.
3. 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.
POLICY on ABSENCES
The allowed number of absences for business students enrolled in this mentoring class should be no
more than 20% of the required number of meetings for the term. In a semester, the student must
not be absent more than seven (7) times for a class meeting of twice a week; not more than ten (10)
times for class meeting of thrice a week. Request for excused absences or waiver of absences must
be presented upon reporting back to class. Special examinations will be allowed only in special cases,
such as prolonged illness. It is the responsibility of the student to monitor her/his own tardy
incidents and absences that might accumulate leading to a grade of “UW.” It is also his/her
responsibility to consult with the teacher or dean should her/his case be of special nature.
EXPECTATIONS FROM STUDENT:
The student’s responsibility is to come to each class prepared. S/he is also expected to take all
examinations on the date scheduled. S/he should read the assigned problems prior to class. S/he is
expected to attend each class and participate actively in the discussions.
I have read the course syllabus and I understand that I have to comply with the requirements of the
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course and the expectations from me as a student of ________ during the ____ Semester of SY
202__ – 202__ I am fully aware of the consequences of non-compliance with the abovementioned
requirements and expectations.
__________________________________
Printed name and signature of student
__________________________
Date
----------------------------------------------------------------------------------------------------------------------------
---------
I have read the course syllabus and I understand that I have to comply with the requirements of the
course and the expectations from me as a student of ______ during the _____ Semester of SY
202___ – 202___. I am fully aware of the consequences of non-compliance with the
abovementioned requirements and expectations.
__________________________________
Printed name and signature of student
__________________________
Date
Ethics 11 Course Map
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GE LEARNING OUTCOMES Accounting ________

KNOWLEDGE
1. Analyze “texts” (written, visual, oral, etc.) critically
L
2. Demonstrate proficient and effective communication (writing,
speaking, and use of new technologies) L
3. Use basic concepts across the domains of knowledge
L
4. Demonstrate critical, analytical, and creative thinking
L
5. Apply different analytical modes in problem solving
L
VALUES
1. Appreciate the complexity of the human condition
0
2. Interpret the human experience from various perspectives
0
3. Examine the contemporary world from both Philippine and global
perspectives 0
4. Take responsibility for knowing and being Filipino
0
5. Reflect critically on shared concerns
0
PURPOSIVE
GE LEARNING OUTCOMES COMMUNICATION
6. Generate innovative practices and solutions guided by O

ethical standards
7. Make decisions based on moral norms and imperatives O
8. Appreciate various art forms
9. Contribute to aesthetics
10. Advocate respect for human rights
11. Contribute personally and meaningfully to the country’s O

development
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SKILLS
1. Work effectively in a group O
2. Apply computing tools to process information L

effectively
3. Use current technology to assist and facilitate learning L
and research
4. Negotiate the word of technology responsibly P
5. Create solutions to problems in various fields P
6. Manage one’s knowledge, skills, and values for O

responsible and productive living
7. Organize one’s self for lifelong learning O
L= Learned P= Practiced O= Opportunity
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Ethics 11 Suggested Readings and References
Angeles, Antonette and Azadat Rowena, "Medicine Prices, Price Controls and the
Philippine Pharmaceutical Industry"
Monograph produced by the Jose B Fernandez, Jr. Ethics Center and Ateneo graduate School of
Business, 2011
Aquinas, Thomas: On Law, Eternal Law and Naturat Law, Summa Theologiae, vol. 28,
Btackfriars in conjunction with McGraw-Hill Book Company, New York, 1966, Pp. 5-97
Aristotle, Book I-Il, Nicomachean Ethics trans. Martin Oswald, Indianapolis: Bobbs-Merrill
Educational Publishing, 1983
Friedman, Thomas. The Lexus and the Olive Tree: Understanding Globalization. 1 st ed. New
York: Anchor Books, 2000.
Gula, R.M. Reason Informed by Faith. New York: Paulist Press, 1989.
Kant, Immanuel, "Categorical Imperative," in Groundwork of the Metaphysic of

Morals, Trans. H.J.Paton, Kohlberg, Lawrence, Essays on Moral
Development, Vol 1 The Philosophy of Moral Development.
Kubrick, Stanley. Clockwork Orange (video clip). Burbank, CA: Warner Bros., 1971.
Licuanan, Patricia et at, "A Moral Recovery Program: Building a People—Building Nation." In
Values in Philippine Culture and Education: Philippine Philosophical Studies l, edited by
Manuel B. Dy Jr., 31—48. Washington, DC: The Council for Research in Values and
Philosophy, 1994.
Palma-Angeles, Antonette. "Cultural Drivers of Corruption in Business and Governance." In

Business Ethics in Asia: Issues and Cases, edited by Oscar G. Bulaong Jr., Ike Danita Dewi,
and J. Sedfrey Santiago, Quezon City, PH: Ateneo de Manila University Press, 2014.
Que, Nemesio S., S.J. "Notes on Moral Deliberation." Introduction to course notes for PHI 04:
Foundations of Moral Value. Ateneo de Manila University
Rachels, James "What is Morality", Chapter 1 and "The Challenge of Cultural Relativism",
Chapter 2 in The Elements of Moral Philosophy. 4th ed. New York: McGraw-Hill College,
2004, pp 1-31.
Rae, Scott, "A Model for Moral Decision Making" Chapter 16, Beyond Integrity
18
Werhane, Patricia H. Moral Imagination and Management Decision Making. New York:
Oxford University Press, 1999.
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Ethics 11 Learning Plan
Methodology
COURSE
Resources
DELIVERY/LEARNING TEXT AND
Learning Outcome APPROACHES/ SUPPORT
WEEK Schedule (LO) Topics TEACHING METHODS MATERIALS Assessment Timeframe
Week 1 Determine how to Freshman Orientation Class discussion Zoom conference Provide multiple 120 minutes
1st achieve the LOs of the • School vision and choice pop up
course mission, Institutional question to
determine the
outcomes, General students
education learning understanding of
outcomes, Course the course.
syllabus, Course Learning
Outcomes, Schedule Advise attendees to
• Effective Use of use the
Reference and Resources CHAT BOX,
RAISE/ LOWER
• How to Ask Questions HAND
• Webinar guidelines QA
• House Rules/ Class Tools of the
Policies webinar to assess
1. Plagiarism learning outcome
2. Cheating
3. Fabrication
4. Late and Absences
5. Submission of writing
papers
6. Notebook for Most
Significant Learning
(MSL)
7. Class Performance
(Thinking and
Expression)
20
8. Asking questions
9. No Cell phone policy
10. Email
11. Discussion groups
12. Going out of class
Week 1 At the end of this part, Difference between moral and Class discussion 60 minutes
2nd students must be able to: non-moral standards “Ethics”.
Video Presentation https://www.youtu
1. Differentiate between be.com/watch?v=z
moral and non-moral PsoFhUDLuU
standards
Week 2 At the end of this part, What are moral dilemmas? Class discussion Velasquez. 120 minutes
1st students must be able to: Chapter 1: Ethics and Business (2018)Business
Video Presentation Ethics: Concepts
1. Recognize and recall a 1.1Nature of Business Ethics and Cases 8th ed.
moral experience Phil: Pearson
1.2.Moral Reasoning and
2. Analyze the basic Education, Inc. pp.
Moral Decision Making 1-52.
nature of business
ethics
3. Emphasize the
importance of moral “What is business
reasoning and moral ethics”.
decision-making in https://www.youtu
business ethics be.com/watch?v=I
EmUag1ri6U&t=2
1s
Week 2 At the end of this part, The three levels of moral Class discussion Velasquez. E-THICking: 60 minutes
2nd students must be able to: dilemmas: individual; (2018)Business Reflection Paper 1
organizational (i.e., business, Video Presentation Ethics: Concepts
1. Detect a moral medical, and public sector); and and Cases 8th ed.
dilemma structural (i.e., network of Phil: Pearson
2. Identify the three Education, Inc. pp.
levels of moral institutions and operative 1-52.
dilemmas theoretical paradigms, e.g.,
21
3. Examine ethical universal health care) “Kohlberg’s 6

issues arising from Stages of Moral
globalization and 1.3. Ethical Issues in Development.”.
international business International Business https://www.youtu
connections and be.com/watch?v=b
1.4. Foundations of Moral
practices ounwXLkme4
4. Explain the deep Reasoning
foundations and
structure of moral
reasoning
Week 3 At the end of this part, Freedom as foundation for Class discussion Velasquez. (2018). 120 minutes
1st students must be able to: moral acts Business Ethics:
Concepts and Cases
1. Explain why only 1.5. Moral Responsibility and 8th ed. Phil: Pearson
human beings can be Blame Education, Inc. pp.
ethical 1-52.
2. Assess the factors
that define and refine
the concept of moral
responsibility
Week 3 At the end of this part, What is culture? How does it Class discussion Velasquez. (2018). Quiz 1 60 minutes
2nd students must be able to: define our moral behavior? Business Ethics:
Concepts and Cases
1. Articulate what Chapter 3: The Business Video Presentation 8th ed. Phil Pearson
culture means System: Government, Markets, Education, Inc. pp.
2. Attribute facets of 123 - 161.
personal behavior to and International Trade
culture
3. Explain the impact of 3.1. Globalization and the “Essential John
globalization on the Business System Locke: Natural
business system 3.2. Free Markets and Rights: Freedom and
4. Analyze John Locke’s John Locke Rights”.
theory of natural https://www.youtu
rights as it relates to be.com/watch?v=o
free markets cJ2fPk5FGE
Week 4 At the end of this part, Cultural relativism: definition, Class discussion Velasquez. (2018). 120 minutes
22
1st students must be able to: advantages of recognizing the Business Ethics:
differences, and the dangers of Video Presentation Concepts and Cases
1. Recognize differences the position 8th ed. Phil: Pearson
in moral behavior of Education, Inc. pp.
different cultures 123 - 161.
3.3. Free markets and utility:
2. Appreciate the
differences Adam Smith
3. Evaluate the 3.4. Free trade and utility: “David Ricardo vs
strengths and David Ricardo Adam Smith (Why
weaknesses of do countries
cultural relativism Trade?)”.
4. Assess key arguments https://www.youtu
associated with Adam be.com/watch?v=4
Smith’s utilitarian I7vk0WlmaY
view of free markets
5. Analyze comparative
advantage as a
foundation for free
trade among nations
Week 4 Quiz 2 60 minutes

2nd
Group Case
Analysis Paper 1
Week 5 At the end of this part, The Filipino way Class discussion 120 minutes
1st students must be able to:
3.5. Karl Marx and Justice: A Video Presentation Velasquez. (2018).
1. Analyze crucial Critique of Free Markets and Business Ethics:
qualities of the Concepts and Cases
Free Trade
Filipino moral 8th ed. Phil: Pearson
identity in their own 3.6. The Mixed Economy, New Education, Inc. pp.
moral experiences Forms of Property, and the 123 - 161.
2. Evaluate elements End of Marxism
that need to be Universal values “The 10 Most
changed Important Human
23
3. Interpret Marxist Values – Fearless

views on the impact Soul”.
on workers of free https://www.youtu
trade and free be.com/watch?v=k
markets OJu1vj_BVk
4. Explain the mixed
economy and Elemia, Camille.
redefinitions of "Political Dynasties
property that affect in 9News
the business system Philippines,
5. Identify universal October 1, 2012.
values https://youtu.be/F
6. Explain why universal XY K4fKlklM.
values are necessary
for human survival “What is Marxism”.
https://www.youtu
be.com/watch?v=
Vz3eOb6Yl1s
Week 5 60 minutes
2nd Quiz 3
Week 6 At the end of this part, How is moral character Class discussion “Moral Character &
1st students must be able to: developed? Performance
Stages of moral development Video Presentation Character”.
1. Recall defining https://www.youtu
moments in their be.com/watch?v=a
moral formation E9_WN5dIbM
2. Explain the
relationship between
individual acts and
character
3. Identify and articulate
each stage of moral
development
Check their personal
growth, and three other
cases, against the stages
of development
24
Week 6 Preliminary
90 minutes
2nd Examinations
Week 7 At the end of this part, Reason and impartiality as Class discussion Velasquez. (2018).
1st students must be able to: requirements for ethics Business Ethics:
Concepts and Cases
1. Recall immediate Chapter 4: Ethics in the 8th ed. Phil: Pearson
responses to moral Marketplace Education, Inc. pp.
dilemmas 163 - 197.
2. Differentiate
responses based on 4.1. Applying Ethics to Market
reason and those Competition “Why unethical
based on feelings 4.2. Perfect Competition practices go
3. Apply ethics to Feelings and reason: Upsurge unpunished in
market competition of feelings is natural and what competitive
4. Outline the we do with them is what makes markets”.
conditions that must us ethical or unethical https://www.youtu
be present to achieve be.com/watch?v=5
ethical perfect 832E8K-4i4
competition 4.3. Monopoly Competition
5. Capture and analyze 4.4. Oligopolistic Competition
their feelings in 4.5. Oligopolies and Public
personal moral Policy
experiences
6. Compare reasonable
and emotional
responses
7. Evaluate monopoly
competition in terms
of ethical principles
8. Differentiate the
ethical implications of
oligopolistic and
monopolistic
competition
9. Interpret how public
policy is developed in
relation to the effects
of oligopoly
25

2nd
Week 8 At the end of this part, The ethical requirement of Class discussion Velasquez. (2018). 120 minutes
1st students must be able to: reason and impartiality Business Ethics:
Concepts and Cases
1. Identify Chapter 5: Ethics and the 8th ed. Phil: Pearson
environmental threats Education, Inc. pp.
Environment
related to the 198 – 247.
production of
consumer goods 5.1. The Dimensions of
2. Examine the Pollution and Resource “Why I live a zero
important ethical Depletion waste life | Lauren
considerations of 5.2. The Ethics of Pollution Singer |
pollution control Control TEDxTeen”.
3. Check real-life cases The 7-step moral reasoning https://www.youtu
against the 7-step model be.com/watch?v=p
model, a model that F72px2R3Hg
uses reason and
impartiality 5.3. Remedies and Duties of
4. Assess the the Firm
approaches to 5.4. The Ethics of Conserving
internalizing the Resources
external costs of
pollution
5. Evaluate the ethics
related to the
conservation of
resources for future
generations
6.
Week 8 E-THICking: 60 minutes

2nd Reflection Paper 2
Quiz 5
26
Week 9 At the end of this part, The difference between reason Class discussion Velasquez. (2018). 120 minutes
1st students must be able to: and will Business Ethics:
Video Presentation Concepts and Cases
1. Differentiate known Chapter 6: The Ethics of 8th ed. Phil: Pearson
and actually executing Consumer Production and Education, Inc. pp.
a good moral decision 248 – 286.
2. Judge their own Marketing
moral behavior in
terms of planning and 6.1. Everyday Consumer Risks “Ethical vs
execution in 6.2. Markets and Consumer Unethical
important moral Protection Marketing – What’s
experiences The Difference”.
3. Identify risks that https://www.youtu
may occur with the be.com/watch?v=
use of consumer GTmVFSwW57A
products
4. Evaluate the
arguments for and
against consumer
protection within
markets
Week 9 Group Case 60 minutes

2nd Analysis Paper 2
Week 10 At the end of this part, 6.3. The Contractual View of Class discussion Velasquez. (2018). 120 minutes
1st students must be able to: the Manufacturer’s Duties to Business Ethics:
Consumers Concepts and Cases
1. Explain how a firm’s 6.4. The Due-Care View of the 8th ed. Phil: Pearson
moral duties to Education, Inc. pp.
Manufacturer’s Duties to
consumers may be 248 – 286.
held in a contractual Consumers
relationship 6.5. The Social Costs View of
2. Describe the the Manufacturer’s Duties to
manufacturer’s Consumers
responsibilities to
consumers as
presented by the due-
care view
27
3. Examine the broader

role of manufacturer
responsibility as
expressed by social
costs view

2nd
Week 11 At the end of this part, 6.6. Advertising Ethics 120 mins
1st students must be able to: 6.7. Consumer Privacy
1. Assess the ethical

concerns associated
with information and
persuasion in
advertising
2. Outline ethical and
unethical business
practices as they
relate to the
consumer’s right to
privacy
Week 11 60 mins
2nd
Week 12
1st Mid Term
180 minutes
Week 12 Examinations
2nd
Week 13 At the end of this part, Moral theories and mental Class discussion Velasquez. (2018). 120 minutes
1st students must be able to: frames and why they are Business Ethics:
important Concepts and Cases
1. Explain the rote of Chapter 2: Ethical Principles in 8th ed. Phil: Pearson
mental frames in Education, Inc. pp.
Business
moral experience 54 – 121.
2. Classify the dominant
28
mental frames 2.1. Approaches to Moral “Ethics Defined:

3. Examine the Decision-making Virtue Ethics”.
foundations of moral- https://www.youtu
decision-making in Aristotle and St. Thomas be.com/watch?v=
business NMblKpkKYao
4. Articulate what virtue
ethics is Kant and rights
5. Critique virtue ethics “Aquinas on
6. Make use of virtue Natural Law”.
ethics https://www.youtu
7. Understand and be.com/watch?v=7
articulate the rights kX1bR0-9PA
theory
8. Differentiate a legal “Kant’s Ethical
from a moral right Theory”.
9. Critique virtue ethics https://www.youtu
10. Make use of the be.com/watch?v=-
rights theory UhiRLuSlIU
Week 13 E-THICking: 60 minutes

2nd Reflection Paper 3
Week 14 At the end of this part, 2.2. Utilitarianism: Weighing Class discussion Velasquez. (2018). 120 minutes
1st students must be able to: Social Costs and Benefits Business Ethics:
2.3. Rights and Duties Video Presentation Concepts and Cases
1. Articulate what Mandated Topic: Taxation 8th ed. Phil: Pearson
utilitarianism is 2.4. Justice and Fairness Education, Inc. pp.
2. Critique utilitarianism 54 – 121.
3. Make use of 2.5. Ethics of Care
utilitarianism 2.6. Integrating Utility, Rights, “Ethics Defined:
4. Detail the concept of Justice and Caring Utilitarianism”.
utilitarianism and 2.7. An Alternative to Moral https://www.youtu
how it is applied to Principles: Virtue Ethics be.com/watch?v=-
business decisions 2.8. Unconscious and FrZl22_79Q
5. Examine a rights- conscious Moral Decisions
based approach to “Justice & Fairness
business ethics by John Rawls”.
6. Explain justice and https://www.youtu
fairness as key ethical be.com/watch?v=
29
principles wfumE83oIQg
7. Analyze an ethic of
care as applied to
business decisions
and practices
8. Evaluate an approach
to business ethics that
combines four main
moral standards
9. Relate virtue ethics to
moral decision-
making in business
10. Differentiate
unconscious and
conscious moral
decision-making
processes and
implication
11.

2nd
Week 15 At the end of this part, Globalization and its ethical Class discussion Velasquez. (2018). 120 minutes
1st students must be able to: challenges Business Ethics:
Video Presentation Concepts and Cases
1. Identify the Chapter 7: Ethics of Job 8th ed. Phil: Pearson
important moral Education, Inc. pp.
Discrimination
challenges of 288 – 332.
globalization
2. Describe the legal 7.1. Divided over Knicker, Nicole.
climate and key legal Discrimination "McDonald's:
decisions that have 7.2. The Nature of Job Winning at Global
affected how Discrimination Marketing
discrimination in the 7.3. The Extent of Strategies." Global
workplace is viewed Discrimination E Brands,
3. Analyze the nature of 7.4. Discrimination: Utility, September 15,
job discrimination 2013.
Rights and Justice
based on study of http://qlobalebran
30
intentional, 7.5. Affirmative Action ds.

unintentional, com/mcdonaldswi
individual and nninq-at-
institutional forms qlobalmarketinqstra
4. Outline the extent of teqies.
employment
discrimination by “Business Ethics
making comparisons (Job
among groups Discrimination)”.
5. Analyze https://www.youtu
discrimination using be.com/watch?v=
utilitarian, rights- NCQuo49ZbHQ
based, and justice-
based arguments
6. Examine the policy of
affirmative action
from practical, legal,
and moral points of
view

2nd
Week 16 At the end of this part, Millennials and Filinnials: Class discussion Campbell, W.
1st students must be able to: Ethical challenges and Keith.
responses Video Presentation "The Narcissism
1. Compare responses Epidemic."
to shared moral Interview by Steve
Chapter 8: Ethics and the
dilemmas of baby Paikin. The
boomers and Employee Agenda with Steve
millennials 8.1. The Rational Organization Paikin, July 31,
2. State qualities of the 8.2. The Political Organization 2013.
Filinnials https://youtu.be/lv
3. Construct a plan for 2L kAWc7Tk.
coping with the
challenges of "Filipino American
globalization Millenials."
4. Differentiate ethics Maki/a/aTV,
from religion October
31
5. Appreciate the role of https://voutu.be/

religion in a H2r vFs164k8.
globalized world
6. Describe the rational “Ethics in the
model of the business Workplace between
organization in terms employer and
of structure and the employee”.
obligations of https://www.youtu
employee and be.com/watch?v=x
employer pyBBde6kaA
7. Analyze the political
model of the
organization in terms
of power and rights
and justice
8.

2nd
Group Case
Analysis Paper 3
Week 17 At the end of this part, 8.3. Informal Power Class discussion Velasquez. (2018). 120 minutes
1st students must be able to: Relationships in Organizations Business Ethics:
8.4. The Caring Organization Video Presentation Concepts and Cases
1. Explain informal 8th ed. Phil: Pearson
power relationships Education, Inc. pp.
in organizations from 334 – 389.
an ethical perspective
2. Evaluate the ethical
characteristics of the “Ethics in the
caring organization Workplace!”.
https://www.youtu
be.com/watch?v=0
mUxMpMTT28
Week 17 60 minutes
2nd Quiz 10
Week 18 Final Examinations 180 minutes

32
1st
Week 18
2nd
*Resources and Assessments are subject to change as the course progresses.
Reflection Papers for SUBMISSION

Table A2-4. Rubric for Rating Each Indicator
Rating Description
5 The criterion/criteria (Requirements) for the indicator is/are evident and

exceeded, and its elements are achieved at a level of excellence that provides a
33
MODEL for others.
The paper was completed on time, complete, detailed and analytical
A WOW!
4 The criterion/criteria (Requirements) for the indicator is/are fully met, with most
elements demonstrating good practice. The paper was completed on time,
complete, and detailed.
What is EXPECTED.
3 The criterion/criteria for the indicator is/are met in most respects with most
elements are achieved at the minimum level. The paper is neatly done and
organized. The paper is complete but may lack detail and completed on time.
ALMOST What is expected.
2 The criterion/criteria for the indicator is/are met in most respects, WITH SOME
requirements NOT evident. The paper is incomplete. Improvement is needed to
overcome weaknesses in some elements. Maybe not completed on time.
SORT of what is EXPECTED
1 The criterion/criteria for the indicator is/are met in some respects, but much
improvement is needed to overcome weaknesses. Maybe not completed on time.
NOT what is expected.
0 The criterion is not met. Cannot be scored. No answer whatsoever.
Does NOT meet standards.
34
Group Case Analyses for SUBMISSION

Table A2-4. Rubric for Rating Each Indicator
Rating Description
5 The criterion/criteria (Requirements) for the indicator is/are evident and

exceeded, and its elements are achieved at a level of excellence that provides a
MODEL for others.
The paper was completed on time, complete, detailed and analytical
A WOW!
elements demonstrating good practice. The paper was completed on time,
complete, and detailed.
What is EXPECTED.
3 The criterion/criteria for the indicator is/are met in most respects with most
elements are achieved at the minimum level. The paper is neatly done and
organized. The paper is complete but may lack detail and completed on time.
35
CRITERIA 5 4 3 2 1 0
1. IDEAS – Content, Examples/ Details and development of
message, unifying theme
2. ORGANIZATION – Structure, Sequence, Connections,
present a meaningful, cohesive whole with a beginning, a
middle, and end (i.e. include a persuading introduction and a
strong conclusion.
3.CONVENTIONS – Grammar/ Usage Editing, mechanical
correctness
4. VOICE – Audience, Purpose, Point of View, the way the
writers brings the topic/ idea to life.
5. STYLE, WORD CHOICE, SENTENCE FLUENCY –
Flow, rhythm, the way the words and phrases flow throughout
the paper.
ORAL PRESENTATION
Rating Description
5 The criterion/criteria (Requirements) for the indicator is/are evident and exceeded, and
its elements are achieved at a level of excellence that provides a MODEL for others.
The paper was completed on time, complete, detailed and analytical.
A WOW!
elements demonstrating good practice. The paper was completed on time, complete,
36
and detailed.
What is EXPECTED.
3 The criterion/criteria for the indicator is/are met in most respects with most elements
are achieved at the minimum level. The paper is neatly done and organized. The paper
is complete but may lack detail and completed on time.
CRITERIA 5 4 3 2 1 0
1. CONTENT, Comprehension, Visual Appeal, Grammar and
Spelling
2. SRUCTURE and ORGANIZATION – main points follow a
logical, sequential order
Effective Opening/ Preview
Effective Closing/ Review
37
3.ORAL DELIVERY, Presentation skills, Confidence, Energy,

Word choice, Vocal interferences
4. Non verbal communication, Preparedness, Participation, Group
Dynamics ,Body Language, Appearance, Enthusiasm, Audience
Awareness, Eye Contact
5. Audio Visual Aids, References, Use of graphics
38

Course Syllabus

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KINGFISHER SCHOOL OF BUSINESS AND FINANCE

Course Title: ETHICS AND MORAL REASONING IN MODERN SOCIETY

This course includes the mandatory topic on taxation.

Nature of the course General Education subject

Co-requisites are subjects that are to be taken concurrently.

Requisite To will be the subjects that require a particular subject as a

A subject may also specify certain preclusions. These are qualifying or

School’s 1. BENEVOLENCE/ CARE

citizenship behaviors and minimize various dysfunctional

General Education Intellectual Competencies

Component Description Remarks

Week 2 1st meeting What are moral dilemmas?

1.1 Nature of Business Ethics

1.3. Ethical Issues in International Business

Week 3 1st meeting Freedom as foundation for moral acts

1.5. Moral Responsibility and Blame

Chapter 3: The Business System: Government, Markets, and

3.1. Globalization and the Business System

3.3. Free markets and utility: Adam Smith

Case Analysis Presentation

Week 6 1st meeting Preliminary Examinations

Chapter 4: Ethics in the Marketplace

4.1. Applying Ethics to Market Competition

4.3. Monopoly Competition

Week 8 1st meeting The ethical requirement of reason and impartiality

Chapter 5: Ethics and the Environment

5.1. The Dimensions of Pollution and Resource Depletion

Week 8 2nd meeting The 7-step moral reasoning model

5.3. Remedies and Duties of the Firm

Chapter 6: The Ethics of Consumer Production and Marketing

6.1. Everyday Consumer Risks

Case Analysis Presentation

Kant and rights

Week 14 2nd meeting 2.4. Justice and Fairness

Chapter 7: Ethics of Job Discrimination

7.1. Divided over Discrimination

Week 16 2nd meeting Chapter 8: Ethics and the Employee

Case Analysis Presentation

prepared prior to class attendance based on the syllabus

2. Class Discussion – Students will be engaged in an open-forum

3. Collaborative Learning - Students work in small groups to

4. Presentations – One of the keys in implementing a marketing

5. Case Study /Discussion Method - An open ended story or

6. Multimedia Instruction - Integrating varying formats such as

7. Problem Solving - Problems common to a discipline are

a. Brainstorming - Used most often with groups, brainstorming is a

8. Immersion – Students shall observe the trade and reflect upon

9. Portfolio - Collecting, organizing, reflecting upon and

b. Enhanced: Combining images, such as PowerPoint, and audio, such

c. Video: Digital video, such as classroom lectures or interviews with

13. Video-conferencing – Point-to-point or point-to-multipoint

14. Web-based Instruction - Using Web resources to support

on the syllabus schedule.

2. Reflection Papers (20%) – Each students will reflect on a

3. Group Case Analyses and Presentation (20%) – This will be

4. Examinations (20%) – The Prelim, Midterm and Final

Basis in Evaluating The following is the distribution of weights of specific course

mid-term and final examinations. Module assessment may be based on

All grades are carefully scrutinized by Department and Faculty Board of

The School has in place standard operating procedures to ensure that

Feedback on Student Performance

Continuous assessment (CA) and examination serve different

Review of Examination Results