Ba 301 Research And Analysis
BA 301 Research and Analysis of Business Problems
Section: 007
CRN: 10270
Tuesday/Thursday Noon-1:50 p.m., Lincoln Hall 249
Instructor: Maureen O’Connor
E-mail: maureeno@sba.pdx.edu
Office hours: T, W, TH 9:30-11:30 a.m. in UCB 486-F (above McDonald’s)
Course Description
The School of Business Administration identifies three core competencies necessary to ensure success in the workplace – problem-solving, theory to practice and long-term perspective. This course will help you to enhance those competencies, focusing on problem-solving, and build a strong set of tools and skills for the remainder of your formal business studies. You will spend a great deal of time solving problems and making decisions in your future business careers. This course will help to make you better at it. …show more content…
The course content and structure focuses on the six step PSU SBA framework for problem-solving.
Although similar to other methodologies, the PSU approach adds some subtle and not so subtle elements that make it a bit more complex, but also more comprehensive and useful in the real world and in day-to-day business decision making. With a unique combination of reading, writing, lecture and group activities, BA 301 should help to provide a strong foundation for knowing not only how to use the framework, but when to use it.
Course Materials
This course uses a custom text, combining the original text by PSU Professor Kristi Yuthas and a range of supplemental chapters.
Research and Analysis of Business Problems, by Yuthas, Barker, Terry, Daft, Anderson, Marcic, Cengage Learning, ISBN-13: 978-1-435-42885-0, available at the PSU bookstore.
Learning
Objectives
• Understand why you need to develop formal skills in problem-solving. • Understand the importance of data analysis in problem-solving, and learn how to gather relevant data for problem-solving from credible sources. • Increase your facility in addressing challenging, complex and unstructured problems, using qualitative and quantitative techniques for analysis. • Develop your ability to manage and evaluate your own learning and critical thinking process. • Learn a thorough process for exploring and solving problems, allowing you to identify and consider various solution alternatives and present a logical case for the chosen solution.
Expectations
Workload
This class requires weekly effort. There are a few short quizzes, but no midterms and no final exam. Class attendance and participation are critical for success. You’ll get the best grade by putting a strong effort into each of the four grading areas – research paper, homework assignments/quizzes, group work, and attendance/participation.
This is a student-centered, process-oriented class. The lectures are short and the readings are brief. Learning comes through repeated practice in applying conceptual material to problems – most often in small groups. You can expect several hours of homework every week completing the reading, the homework assignments, and the group work (although most of the group work is completed in class). PSU expects you to spend a minimum of 2-3 hours outside class for every hour spent in class. You may spend more than that if you have below-average skills in focused, critical thinking or in English writing. Even if your skills in these areas are strong, other course requirements such as library research or statistical analysis cause problems for you or take more time that you expect.
If you can’t make it to most of the classes or you don’t think you can complete the homework on time, I would suggest that you reschedule the course to a future term. Dropping out of the course during the term wastes money and time. In addition, it will cause problems for others in your group as they complete course requirements without your help. If you take the class this term, please make the commitment to complete the course.
Course Documents
To save paper and to ensure that you have the latest versions, important course documents, including project instructions, are available only on the web and will not be handed out in class – although I will hand out some of the more critical materials. Documents posted on my faculty web page at pdx.edu/sba/fp-maureen-oconnor include:
1.) Research Paper instructions and a layout/structure template 2.) Weekly assignment instructions and quiz questions 3.) Group Activities Instructions and Group Activity Guidelines
In addition, spreadsheet templates, links to useful web sites, and other course information will be posted at the site. I will often add materials to the web site. You should make a habit of checking often, as I may post items to the site every week.
I may also communicate changes and other important information via email, so it is important that I have your email address and that you check messages often.
Preparation and Planning
The class requires you to integrate conceptual material from course readings and discussions with hands-on application through activities, homework and projects. To accomplish the course learning objectives, it is very important that you keep up with assignments and readings, and come to class prepared. Believe me, missing class and lack of preparation will impact your grade.
Class assignments involve a variety of activities such as: searching various databases for useful data, selecting and summarizing information, performing descriptive and statistical analyses, and presenting arguments and data in written format. You will perform these activities in class and for homework assignments. The amount and depth of effort required for these activities is hard to predict, and unanticipated difficulties can arise in the course of your work.
Collaboration
You are strongly encouraged to work with other students and share ideas and resources. Your interaction with peers can be an excellent way to strengthen your own knowledge and skills. Just make sure that your collaboration supplements rather than substitutes for your own independent thought. In the end, all of the work you submit for the course must be your own independent work. Work that is too similar to that of other classmates suggests a lack of independent thought and will be penalized. Don’t hesitate to ask me if you have questions regarding appropriate collaboration.
Special Needs
Please notify me if you have a disability or require special assistance with this course.
Grading
There are no exams in this course. Your final grade will be composed of your performance in the following four areas, explained in more detail later in the syllabus:
|Course Components/Assignments |Percentage |
|1.) Research Paper (due end of term) |35% |
|2.) HW Assignments & Quizzes |25% |
|3.) Group Work (Group Report 75%; Group presentation 25%) |25% |
|4.) Participation and Class Attendance |15% |
The good news is – there are no big tests. The bad news is – there are no big tests. It may be difficult to know how you are doing until the end of the course. I will grade homework assignments and quizzes throughout the course, and I will give you a mid-term grade approximation, if you wish it. My suggestions – do the homework on time, prepare for the quizzes, come to class and work actively with and contribute to your group, and don’t wait until the last minute for your Research Paper. You will also receive regular feedback from your peers. And, you can always come and talk with me about how you’re doing.
The class is not graded on a curve, and it is theoretically possible for all students to earn A’s or F’s. In general, students who exceed expectations earn A’s, those who meet expectations earn B’s, those who demonstrate effort throughout the course, but fall short of expectations in some important areas earn C’s, and those who fail to demonstrate effort or fall well below standards earn F’s.
The essence of A-level work is that it is excellent overall or outstanding in some way. It meets or exceeds all requirements and demonstrates strength in all grading areas and excellence in problem-solving performance.
The essence of B-level work is that it fulfills all course requirements completely and effectively. It demonstrates both strength and weakness, but the overall level of performance is strong.
The essence of C-level work is that it demonstrates concerted effort in meeting all course requirements. It demonstrates strengths in some areas and weaknesses in a number of important areas. The overall level of performance is acceptable, but lower than expected for a 300-level class.
Details of Course Components & Assignments
There are a number of assignments and projects in this class, all of which contribute to your final grade. We’ll talk more about these in the class, at the beginning of the term, and closer to when they are actually due. The following sections should provide a place to start and a good summary. More specific materials are available on the web site. If you’re confused – ask me! Don’t wait until the last minute.
1. Business Problem Analysis Research Paper
One of the most challenging and demanding components of the course is the research paper. This project requires you to choose a challenging business problem in a real-life organization, and apply the problem solving framework (PSU SBA) as you develop a solution and a plan for implementation. Solving the chosen problem should consider implications for improving the social or environmental, rather than just economic, performance of the organization in question. Social and environmental performance are two aspects of CSR, or Corporate Social Responsibility. CSR is an active international effort at increasing managerial attention on corporate sustainability and the needs of a larger group of stakeholders during decision-making. Many of your other business courses focus on economic performance, i.e. profit, market share, etc. This course provides an excellent opportunity to look beyond economic performance, and to consider the larger role that organizations play in society.
The first step for this project is to choose a company from the Fortune 500 list on the course page. This needs to be done by the second week of class, and can be written down on the Personal Information Sheet. We will also talk more about CSR and the research paper in class, so you will have plenty of opportunities for questions. My advice is to start early. The PSU SBA process is all about thoroughly understanding the problem before developing solutions. This requires research, creativity, critical thinking and time.
Keep in mind, this is a research project. For those of you without much experience doing research, we will have a lecture covering this during week 4. The paper should be at least ten (10) pages long (not counting cover sheets, table of contents or citation list) with a citation list (at least 10 citations) and proper formatting. A template for the paper is on my website. This template provides detailed instructions about the structure and format of the paper, as well as information on grading criteria. It’s 35% of the grade – I would suggest that you read and follow it. In summary, your paper should be double-spaced, 12-point Times New Roman, with Arial 14-point Bold headlines – and one-sided, please. The paper is due on the last day of class, and will not be accepted by email – no excuses. You will be required to turn in an outline of the paper as part of one of the homework assignments.
One more thing about the paper. You must turn in a term paper in order to pass this course! In other words, if you do pretty well in the other grade components (the homework, group work and attendance/participation) and think that you can skip the paper and still get a C, think again. If you fail to turn in a term paper, you will not get higher than a D+ for the course.
2. Weekly Homework Assignments & Quizzes
There are three written homework assignments due throughout the term. These assignments require you to apply parts of the problem-solving framework to specific questions, work with some simple statistical tools (remember that stuff?), as well as answer some other course-related questions. There is a handout for each assignment on the website, and each handout has specific questions that need to be answered. Due dates are shown on the class schedule and on the handout. Although I’m normally quite flexible, in this case there can be no late homework, and it should be turned in during class. If you will not be in class, please make sure that you put it in my box in faculty services (SBA 560) before the end of the day it is due. Medical or legitimate family emergencies with written documentation are the only possible excuses for late homework. And – NO HOMEWORK BY EMAIL!
There will also be two quizzes during the term. They will be focused on the lectures and readings and will have a short answer format. I will give you a list of five to six questions prior to the quiz. I will choose two to three from that list the morning of the quiz. I would suggest that you prepare all of them, although I’m sure some of you will play the odds. Let me know how that works out for you.
3. Participation and attendance
You are required to attend and participate in every class session. Problem-solving skills are best learned when you both intellectualize and practice them. Class sessions involve classroom discussions and participation in group problem-solving exercises. To participate effectively, you must come prepared to each class session, which includes completing all required reading and homework prior to class. This will enhance class discussions, benefiting all members of the class. It will also provide the foundation that allows you to meet the expectations of your group for participation in group activities.
Here’s the deal - if you attend all of the class sessions, you’ll get a B for this portion of your grade. Seems simple, right? If you also participate actively, your grade for this portion goes up – maybe to an A. If you miss some classes your grade goes down. And there are various combinations of this scheme. If you have questions, ask me.
4. Group Work
You will be assigned to a group for the duration of the class. There will be group activities during each class, and you can find the instructions on my web site. Please download these instructions early in the term so they will be available for you to review in class before and during the activities. Most of the group activity can be accomplished during class, as I realize you have other groups that require meetings outside of class. Each group is required to keep notes and records of the results of your group discussions and activities. You will turn in your group work at the end of the term. The records for each day’s activities will consist of two parts – 1.) handwritten notes and activity results/answers, and 2.) an analysis of the day’s activities written by an assigned group scribe for the day. I will expect everyone to serve as scribe throughout the term.
What is an analysis, you ask? It is a summary of how you felt about the activity and the relevant lecture materials for that activity. It’s a critical analysis. Was it relevant to you? Why or why not? What did you think of it? Do you think you would ever use the techniques in real life? It’s not just a regurgitation of the day’s notes. I can read your notes. And I will. Use critical thinking skills to go beyond the obvious. I might look at your group records halfway through the class in order to give you an idea as to how you’re doing. Organize your records by week in a group notebook, which you will hand in the last day of class. Use tabs to note the individual weeks. Each group will receive a grade, and individual grades will be adjusted based on peer evaluations completed at the end of the class.
Academic Integrity
Standards of academic conduct are set forth in the university’s academic integrity policies. By registering for this course, you have acknowledged your awareness of these policies, and you are obliged to become familiar with your rights and responsibilities as defined by the policies. Violations of the academic will be treated seriously, and disciplinary action will be taken should violations occur. Please see the instructor if you have any questions concerning the academic violations in general or as they relate to particular requirements for this course. Please refer to the following web page for the Code of Student Conduct and Responsibility:
http://www.ess.pdx.edu/osa/osa_b.htm
Tutoring
The 301 class is very demanding in the use of basic skills such as reading, writing, and research. If you need help with any aspect of the writing process, you can get it at The Writing Center, 188F Cramer Hall, 725-3570, www.writingcenter@pdx.edu. The writing center offers workshops and individual assistance. You may need to sign up in advance for these services. The Skills Enhancement and Tutoring Center, 425 Smith Center, 725-4448, www.setc.pdx.edu can also help with writing and many other issues. You can ask questions on line, or work with peer tutors who are available on a drop-in basis.
Career Services
SBA Career Services helps business students develop the skills they need to manage their careers. If you are interested in an internship, need career counseling, or would like to participate in other career development programs including the Mentor Program, Mock Interviews, and Workshops on resume writing and other topics, visit the Undergraduate Programs Office in SBA 240 or go to the web at www.careersrvs.sba.pdx.edu/# and choose Student Resources. Go to www.sba.pdx.edu/undergradlist.asp to sign up to receive information via email about currently available internship and job opportunities in your option area.
|Week |Tuesday |Thursday |
|1 |Introduction to BA 301 |Introduction to BA 301 |
|9/25 and 9/27 |Reading— Part 1, Introduction |Reading—Part 1, Introduction |
| |Syllabus Review, Course Requirements |Activity—0.1 Problem-solving review |
| |Group formation | |
|2 |Lecture — POSITION: Mission, Vision, Values |Lecture — POSITION: Stakeholders, CSR |
|10/2 and 10/4 |Readings—Part 1, Chapter 1 (Position), pgs. 10-11 |Reading— Part 1, Chapter 1 (Position), pages 11-12 |
| |Part 2,Vision & Strategic Direction (pgs 3-29) |Part 2, Ethics/Social Responsibility, pgs. 130-142 |
| |Activity 1.1— Mission & Vision Statements |Activity—1.2: Mission & Stakeholders |
|3 |Lecture — POSITION: Decision models, impediments |Lecture — SENSE: Find, Define & Prioritize Problems |
|10/9 and 10/11 |Reading— Part 1, Chapter 1 (Position), pages 12-14 |Reading— Part 1, Chapter 2 (Sense), pages 15-20 |
| |Part 2, Decision Making, pgs. 196-206 |Activity—2.1: Problem Finding & Prioritization |
| |Activity—1.3: Cognitive Bias |ASSIGNMENT 1 DUE |
|4 |Lecture — Research & Data Analysis, Pt. 1 - Research |Lecture — Research & Data Analysis, Pt. 2 - Stats |
|10/16 and 10/18 |Reading— Part 1, Chapter 3, pages 24-28 |Reading— Part 1, Chapter 4 |
| |Appendix: Doing Internet Research |QUIZ # 1 |
| |Activity A—Group Research Activity | |
|5 | Lecture — Research & Data Analysis, Pt. 2 - Stats |Lecture — UNCOVER: Causes & Alternative Solutions |
|10/23 and 10/25 |Part 2, Data and Statistics |Reading— Part 1, Chapter 3 (Uncover), pages 21-24 |
| |Activity B— Statistical Analysis |Activity—3.1: Causes & Alternatives |
| | |ASSIGNMENT 2 DUE |
|6 |Lecture — SOLVE: Decision-Making Tools |Lecture – SOLVE: Decision making tools and strategies |
|10/30 and 11/1 |Reading— Part 1, Chapter 4 (Solve) |Research paper overview |
| |Part 2, Decision Making, pgs. 207-220 | |
| |Activity—4.1: Decision Making Tools |QUIZ #2 |
|7 |Lecture — BUILD: Ethical Screening |Lecture — BUILD: Cost-Benefit Analysis |
|11/6 and 11/8 |Reading— Part 1, Chapter 5 (Build), pages 35-36 |Reading— Part 1, Chapter 5 (Build), pages 37-38 |
| |Part 2, Ethics/Social Responsibility, pgs. 116-130 |Activity—5.2: Cost/Benefit Analysis |
| |Activity—5.1: Ethical Screening |Note: If you wish to get my feedback on your outline |
| | |(assignment 3) in time for you to revise your draft for peer |
| | |review, I must have the outline by this date. |
|8 |Lecture — BUILD: Argumentation, Making the Case |Lecture —ACHIEVE: Implement & Evaluate |
|11/13 and 11/15 |Reading— Part 1, Chapter 5 (Build), pages 39-40 |Reading— Part 1, Chapter 6 (Achieve) |
| |Activity—5.3: Argumentation |Activity—6.1: Project Management |
| | |ASSIGNMENT 3 DUE |
|9 |Activity — Class time will be devoted to final group work | |
|11/20 and 11/22 |on case presentation | |
| | | |
| |Term Paper peer evaluations due | |
|10 |Group presentations – Part 1 |Group presentations – Part 2 |
|11/27 and 11/29 | |Group Activity Notebooks DUE |
| | |Research Papers DUE |
| | |Last Day of class! |
Section: 007
CRN: 10270
Tuesday/Thursday Noon-1:50 p.m., Lincoln Hall 249
Instructor: Maureen O’Connor
E-mail: maureeno@sba.pdx.edu
Office hours: T, W, TH 9:30-11:30 a.m. in UCB 486-F (above McDonald’s)
Course Description
The School of Business Administration identifies three core competencies necessary to ensure success in the workplace – problem-solving, theory to practice and long-term perspective. This course will help you to enhance those competencies, focusing on problem-solving, and build a strong set of tools and skills for the remainder of your formal business studies. You will spend a great deal of time solving problems and making decisions in your future business careers. This course will help to make you better at it. …show more content…
The course content and structure focuses on the six step PSU SBA framework for problem-solving.
Although similar to other methodologies, the PSU approach adds some subtle and not so subtle elements that make it a bit more complex, but also more comprehensive and useful in the real world and in day-to-day business decision making. With a unique combination of reading, writing, lecture and group activities, BA 301 should help to provide a strong foundation for knowing not only how to use the framework, but when to use it.
Course Materials
This course uses a custom text, combining the original text by PSU Professor Kristi Yuthas and a range of supplemental chapters.
Research and Analysis of Business Problems, by Yuthas, Barker, Terry, Daft, Anderson, Marcic, Cengage Learning, ISBN-13: 978-1-435-42885-0, available at the PSU bookstore.
Learning
Objectives
• Understand why you need to develop formal skills in problem-solving. • Understand the importance of data analysis in problem-solving, and learn how to gather relevant data for problem-solving from credible sources. • Increase your facility in addressing challenging, complex and unstructured problems, using qualitative and quantitative techniques for analysis. • Develop your ability to manage and evaluate your own learning and critical thinking process. • Learn a thorough process for exploring and solving problems, allowing you to identify and consider various solution alternatives and present a logical case for the chosen solution.
Expectations
Workload
This class requires weekly effort. There are a few short quizzes, but no midterms and no final exam. Class attendance and participation are critical for success. You’ll get the best grade by putting a strong effort into each of the four grading areas – research paper, homework assignments/quizzes, group work, and attendance/participation.
This is a student-centered, process-oriented class. The lectures are short and the readings are brief. Learning comes through repeated practice in applying conceptual material to problems – most often in small groups. You can expect several hours of homework every week completing the reading, the homework assignments, and the group work (although most of the group work is completed in class). PSU expects you to spend a minimum of 2-3 hours outside class for every hour spent in class. You may spend more than that if you have below-average skills in focused, critical thinking or in English writing. Even if your skills in these areas are strong, other course requirements such as library research or statistical analysis cause problems for you or take more time that you expect.
If you can’t make it to most of the classes or you don’t think you can complete the homework on time, I would suggest that you reschedule the course to a future term. Dropping out of the course during the term wastes money and time. In addition, it will cause problems for others in your group as they complete course requirements without your help. If you take the class this term, please make the commitment to complete the course.
Course Documents
To save paper and to ensure that you have the latest versions, important course documents, including project instructions, are available only on the web and will not be handed out in class – although I will hand out some of the more critical materials. Documents posted on my faculty web page at pdx.edu/sba/fp-maureen-oconnor include:
1.) Research Paper instructions and a layout/structure template 2.) Weekly assignment instructions and quiz questions 3.) Group Activities Instructions and Group Activity Guidelines
In addition, spreadsheet templates, links to useful web sites, and other course information will be posted at the site. I will often add materials to the web site. You should make a habit of checking often, as I may post items to the site every week.
I may also communicate changes and other important information via email, so it is important that I have your email address and that you check messages often.
Preparation and Planning
The class requires you to integrate conceptual material from course readings and discussions with hands-on application through activities, homework and projects. To accomplish the course learning objectives, it is very important that you keep up with assignments and readings, and come to class prepared. Believe me, missing class and lack of preparation will impact your grade.
Class assignments involve a variety of activities such as: searching various databases for useful data, selecting and summarizing information, performing descriptive and statistical analyses, and presenting arguments and data in written format. You will perform these activities in class and for homework assignments. The amount and depth of effort required for these activities is hard to predict, and unanticipated difficulties can arise in the course of your work.
Collaboration
You are strongly encouraged to work with other students and share ideas and resources. Your interaction with peers can be an excellent way to strengthen your own knowledge and skills. Just make sure that your collaboration supplements rather than substitutes for your own independent thought. In the end, all of the work you submit for the course must be your own independent work. Work that is too similar to that of other classmates suggests a lack of independent thought and will be penalized. Don’t hesitate to ask me if you have questions regarding appropriate collaboration.
Special Needs
Please notify me if you have a disability or require special assistance with this course.
Grading
There are no exams in this course. Your final grade will be composed of your performance in the following four areas, explained in more detail later in the syllabus:
|Course Components/Assignments |Percentage |
|1.) Research Paper (due end of term) |35% |
|2.) HW Assignments & Quizzes |25% |
|3.) Group Work (Group Report 75%; Group presentation 25%) |25% |
|4.) Participation and Class Attendance |15% |
The good news is – there are no big tests. The bad news is – there are no big tests. It may be difficult to know how you are doing until the end of the course. I will grade homework assignments and quizzes throughout the course, and I will give you a mid-term grade approximation, if you wish it. My suggestions – do the homework on time, prepare for the quizzes, come to class and work actively with and contribute to your group, and don’t wait until the last minute for your Research Paper. You will also receive regular feedback from your peers. And, you can always come and talk with me about how you’re doing.
The class is not graded on a curve, and it is theoretically possible for all students to earn A’s or F’s. In general, students who exceed expectations earn A’s, those who meet expectations earn B’s, those who demonstrate effort throughout the course, but fall short of expectations in some important areas earn C’s, and those who fail to demonstrate effort or fall well below standards earn F’s.
The essence of A-level work is that it is excellent overall or outstanding in some way. It meets or exceeds all requirements and demonstrates strength in all grading areas and excellence in problem-solving performance.
The essence of B-level work is that it fulfills all course requirements completely and effectively. It demonstrates both strength and weakness, but the overall level of performance is strong.
The essence of C-level work is that it demonstrates concerted effort in meeting all course requirements. It demonstrates strengths in some areas and weaknesses in a number of important areas. The overall level of performance is acceptable, but lower than expected for a 300-level class.
Details of Course Components & Assignments
There are a number of assignments and projects in this class, all of which contribute to your final grade. We’ll talk more about these in the class, at the beginning of the term, and closer to when they are actually due. The following sections should provide a place to start and a good summary. More specific materials are available on the web site. If you’re confused – ask me! Don’t wait until the last minute.
1. Business Problem Analysis Research Paper
One of the most challenging and demanding components of the course is the research paper. This project requires you to choose a challenging business problem in a real-life organization, and apply the problem solving framework (PSU SBA) as you develop a solution and a plan for implementation. Solving the chosen problem should consider implications for improving the social or environmental, rather than just economic, performance of the organization in question. Social and environmental performance are two aspects of CSR, or Corporate Social Responsibility. CSR is an active international effort at increasing managerial attention on corporate sustainability and the needs of a larger group of stakeholders during decision-making. Many of your other business courses focus on economic performance, i.e. profit, market share, etc. This course provides an excellent opportunity to look beyond economic performance, and to consider the larger role that organizations play in society.
The first step for this project is to choose a company from the Fortune 500 list on the course page. This needs to be done by the second week of class, and can be written down on the Personal Information Sheet. We will also talk more about CSR and the research paper in class, so you will have plenty of opportunities for questions. My advice is to start early. The PSU SBA process is all about thoroughly understanding the problem before developing solutions. This requires research, creativity, critical thinking and time.
Keep in mind, this is a research project. For those of you without much experience doing research, we will have a lecture covering this during week 4. The paper should be at least ten (10) pages long (not counting cover sheets, table of contents or citation list) with a citation list (at least 10 citations) and proper formatting. A template for the paper is on my website. This template provides detailed instructions about the structure and format of the paper, as well as information on grading criteria. It’s 35% of the grade – I would suggest that you read and follow it. In summary, your paper should be double-spaced, 12-point Times New Roman, with Arial 14-point Bold headlines – and one-sided, please. The paper is due on the last day of class, and will not be accepted by email – no excuses. You will be required to turn in an outline of the paper as part of one of the homework assignments.
One more thing about the paper. You must turn in a term paper in order to pass this course! In other words, if you do pretty well in the other grade components (the homework, group work and attendance/participation) and think that you can skip the paper and still get a C, think again. If you fail to turn in a term paper, you will not get higher than a D+ for the course.
2. Weekly Homework Assignments & Quizzes
There are three written homework assignments due throughout the term. These assignments require you to apply parts of the problem-solving framework to specific questions, work with some simple statistical tools (remember that stuff?), as well as answer some other course-related questions. There is a handout for each assignment on the website, and each handout has specific questions that need to be answered. Due dates are shown on the class schedule and on the handout. Although I’m normally quite flexible, in this case there can be no late homework, and it should be turned in during class. If you will not be in class, please make sure that you put it in my box in faculty services (SBA 560) before the end of the day it is due. Medical or legitimate family emergencies with written documentation are the only possible excuses for late homework. And – NO HOMEWORK BY EMAIL!
There will also be two quizzes during the term. They will be focused on the lectures and readings and will have a short answer format. I will give you a list of five to six questions prior to the quiz. I will choose two to three from that list the morning of the quiz. I would suggest that you prepare all of them, although I’m sure some of you will play the odds. Let me know how that works out for you.
3. Participation and attendance
You are required to attend and participate in every class session. Problem-solving skills are best learned when you both intellectualize and practice them. Class sessions involve classroom discussions and participation in group problem-solving exercises. To participate effectively, you must come prepared to each class session, which includes completing all required reading and homework prior to class. This will enhance class discussions, benefiting all members of the class. It will also provide the foundation that allows you to meet the expectations of your group for participation in group activities.
Here’s the deal - if you attend all of the class sessions, you’ll get a B for this portion of your grade. Seems simple, right? If you also participate actively, your grade for this portion goes up – maybe to an A. If you miss some classes your grade goes down. And there are various combinations of this scheme. If you have questions, ask me.
4. Group Work
You will be assigned to a group for the duration of the class. There will be group activities during each class, and you can find the instructions on my web site. Please download these instructions early in the term so they will be available for you to review in class before and during the activities. Most of the group activity can be accomplished during class, as I realize you have other groups that require meetings outside of class. Each group is required to keep notes and records of the results of your group discussions and activities. You will turn in your group work at the end of the term. The records for each day’s activities will consist of two parts – 1.) handwritten notes and activity results/answers, and 2.) an analysis of the day’s activities written by an assigned group scribe for the day. I will expect everyone to serve as scribe throughout the term.
What is an analysis, you ask? It is a summary of how you felt about the activity and the relevant lecture materials for that activity. It’s a critical analysis. Was it relevant to you? Why or why not? What did you think of it? Do you think you would ever use the techniques in real life? It’s not just a regurgitation of the day’s notes. I can read your notes. And I will. Use critical thinking skills to go beyond the obvious. I might look at your group records halfway through the class in order to give you an idea as to how you’re doing. Organize your records by week in a group notebook, which you will hand in the last day of class. Use tabs to note the individual weeks. Each group will receive a grade, and individual grades will be adjusted based on peer evaluations completed at the end of the class.
Academic Integrity
Standards of academic conduct are set forth in the university’s academic integrity policies. By registering for this course, you have acknowledged your awareness of these policies, and you are obliged to become familiar with your rights and responsibilities as defined by the policies. Violations of the academic will be treated seriously, and disciplinary action will be taken should violations occur. Please see the instructor if you have any questions concerning the academic violations in general or as they relate to particular requirements for this course. Please refer to the following web page for the Code of Student Conduct and Responsibility:
http://www.ess.pdx.edu/osa/osa_b.htm
Tutoring
The 301 class is very demanding in the use of basic skills such as reading, writing, and research. If you need help with any aspect of the writing process, you can get it at The Writing Center, 188F Cramer Hall, 725-3570, www.writingcenter@pdx.edu. The writing center offers workshops and individual assistance. You may need to sign up in advance for these services. The Skills Enhancement and Tutoring Center, 425 Smith Center, 725-4448, www.setc.pdx.edu can also help with writing and many other issues. You can ask questions on line, or work with peer tutors who are available on a drop-in basis.
Career Services
SBA Career Services helps business students develop the skills they need to manage their careers. If you are interested in an internship, need career counseling, or would like to participate in other career development programs including the Mentor Program, Mock Interviews, and Workshops on resume writing and other topics, visit the Undergraduate Programs Office in SBA 240 or go to the web at www.careersrvs.sba.pdx.edu/# and choose Student Resources. Go to www.sba.pdx.edu/undergradlist.asp to sign up to receive information via email about currently available internship and job opportunities in your option area.
|Week |Tuesday |Thursday |
|1 |Introduction to BA 301 |Introduction to BA 301 |
|9/25 and 9/27 |Reading— Part 1, Introduction |Reading—Part 1, Introduction |
| |Syllabus Review, Course Requirements |Activity—0.1 Problem-solving review |
| |Group formation | |
|2 |Lecture — POSITION: Mission, Vision, Values |Lecture — POSITION: Stakeholders, CSR |
|10/2 and 10/4 |Readings—Part 1, Chapter 1 (Position), pgs. 10-11 |Reading— Part 1, Chapter 1 (Position), pages 11-12 |
| |Part 2,Vision & Strategic Direction (pgs 3-29) |Part 2, Ethics/Social Responsibility, pgs. 130-142 |
| |Activity 1.1— Mission & Vision Statements |Activity—1.2: Mission & Stakeholders |
|3 |Lecture — POSITION: Decision models, impediments |Lecture — SENSE: Find, Define & Prioritize Problems |
|10/9 and 10/11 |Reading— Part 1, Chapter 1 (Position), pages 12-14 |Reading— Part 1, Chapter 2 (Sense), pages 15-20 |
| |Part 2, Decision Making, pgs. 196-206 |Activity—2.1: Problem Finding & Prioritization |
| |Activity—1.3: Cognitive Bias |ASSIGNMENT 1 DUE |
|4 |Lecture — Research & Data Analysis, Pt. 1 - Research |Lecture — Research & Data Analysis, Pt. 2 - Stats |
|10/16 and 10/18 |Reading— Part 1, Chapter 3, pages 24-28 |Reading— Part 1, Chapter 4 |
| |Appendix: Doing Internet Research |QUIZ # 1 |
| |Activity A—Group Research Activity | |
|5 | Lecture — Research & Data Analysis, Pt. 2 - Stats |Lecture — UNCOVER: Causes & Alternative Solutions |
|10/23 and 10/25 |Part 2, Data and Statistics |Reading— Part 1, Chapter 3 (Uncover), pages 21-24 |
| |Activity B— Statistical Analysis |Activity—3.1: Causes & Alternatives |
| | |ASSIGNMENT 2 DUE |
|6 |Lecture — SOLVE: Decision-Making Tools |Lecture – SOLVE: Decision making tools and strategies |
|10/30 and 11/1 |Reading— Part 1, Chapter 4 (Solve) |Research paper overview |
| |Part 2, Decision Making, pgs. 207-220 | |
| |Activity—4.1: Decision Making Tools |QUIZ #2 |
|7 |Lecture — BUILD: Ethical Screening |Lecture — BUILD: Cost-Benefit Analysis |
|11/6 and 11/8 |Reading— Part 1, Chapter 5 (Build), pages 35-36 |Reading— Part 1, Chapter 5 (Build), pages 37-38 |
| |Part 2, Ethics/Social Responsibility, pgs. 116-130 |Activity—5.2: Cost/Benefit Analysis |
| |Activity—5.1: Ethical Screening |Note: If you wish to get my feedback on your outline |
| | |(assignment 3) in time for you to revise your draft for peer |
| | |review, I must have the outline by this date. |
|8 |Lecture — BUILD: Argumentation, Making the Case |Lecture —ACHIEVE: Implement & Evaluate |
|11/13 and 11/15 |Reading— Part 1, Chapter 5 (Build), pages 39-40 |Reading— Part 1, Chapter 6 (Achieve) |
| |Activity—5.3: Argumentation |Activity—6.1: Project Management |
| | |ASSIGNMENT 3 DUE |
|9 |Activity — Class time will be devoted to final group work | |
|11/20 and 11/22 |on case presentation | |
| | | |
| |Term Paper peer evaluations due | |
|10 |Group presentations – Part 1 |Group presentations – Part 2 |
|11/27 and 11/29 | |Group Activity Notebooks DUE |
| | |Research Papers DUE |
| | |Last Day of class! |