SYLLABUS FOR MTMS 2372
Ethics in Management
Hybrid Course
Semester Hours Credit: 3
Lecture Hours: 48
Location: Kleber - Bldg. 3245, Rm. 301
Course Dates/Days/Times: 16 Jan - 12 Mar 2017/
Every other Wednesday & Tuesday, starting with
18 January 2017 / 1800-2100 hours
Instructor: Mr. Cecil D. Blount
Office Hours: Before and after class
Instructor Email: [email protected]
Phone: 06303/8091407
01719533558
INSTRUCTOR BIOGRAPHY
Cecil Blount completed his undergraduate work at Grantham University, where he graduated with
a Bachelor of Science. He also holds a Master's of Science in Information Management
Technology and another in Public Administration from Grantham and Columbia Southern
University respectively. He is currently enrolled at Walden University, in its Public Policy and
Administration PhD program.
In addition to his combined 38 years of military service in the United States Army and United
States Army Reserve, Mr. Blount spent seven years as Course Manager, Senior Instructor, and
Senior Course Coordinator at the United States Army Reserve Forces School (USARFS), in
Germany between 1997 and 2007.
Mr. Blount's professional experience includes working as Network Administrator for several
large international businesses that specialize in banking and long-haul communication services.
He says he fully understands adult learners, because he is currently one himself. Having
experienced the loss of employment due to unscheduled deployments as well as the challenges of
raising children, he says, “I can understand the difficulties of writing papers, solving
mathematical problems late at night or spending time at the library on the weekend preparing
annotated bibliographies.” Mr. Blount currently lives in Germany working as a Global
Information Grid Technician within the United States Military Information Defense System.
I.
INTRODUCTION
A.
The purpose of this course is to introduce the student to the principles of ethics
and analyzing dominant ethical theories related to organization and management.
The course provides actual case studies in which ethical principles are used in
solving today's business management problems.
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II.
B.
This course is required to meet curriculum requirements for the Central Texas
College Associate of Applied Science degree in Applied Management-Military
Science Specialization and as an elective in other programs.
C.
This course is occupationally related to all military career fields and serves as
preparation for jobs in the business world.
D.
Prerequisite(s): (None)
LEARNING OUTCOMES
Upon successful completion of this course, Ethics in Management, the student will be
able to:
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
III.
Discuss major ethical theories and principles and apply these theories and
principles to the workplace.
Apply individual moral values to business ethics.
Analyze the ethical components of contemporary business issues.
Distinguish the difference between individual morality and professional ethics.
Discuss social responsibility.
Discuss an ethical decision making framework.
Explain how organizational culture influences ethical decision-making.
Describe the influence of significant others in the organization.
Explain the role of opportunity and conflict.
Discuss the international aspects of ethics.
Develop an effective ethics program.
INSTRUCTIONAL MATERIALS
A. The instructional materials identified for this course are viewable through
http://www.ctcd.edu/academics/booksinstructional-materials/
B. Required Text:
O. C. Ferrell, Fredrick & Ferrell: Business ethics. 8th Edition, South-Western
Cengage Learning, 2010 (ISBN: 9781439042236).
C. Supplementary reading: ADRP 6-22 & ADP 6-22.
D. See Appendix W: For additional and optional reading sources:
IV.
COURSE REQUIREMENTS
A.
Your first responsibility is scholarship. The grade you receive for this course will not
be the grade of the instructor, but rather the grade you and you alone make.
B.
You should attend class regularly in both face-to-face and online Central Texas
College (CTC) Blackboard classes. Online attendance involves logging into your
Blackboard class and participating in discussions, submitting assignments, etc. Be
prepared to also take any unannounced quizzes relating to text assignments and
MTMS 2372 8th Ed. (09.15) 217B9218
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lecture material presented from the beginning of the course. Please refer to ‘Class
Attendance and Course Progress’ under the Academic Policies section in our current
CTC Course Catalog.
C.
You are encouraged to give your best effort throughout the course. From the
beginning, you should plan for a steady, organized, and continuous effort, which in
the long run will prove more effective for your final grade than a last minute crashcram policy. Your course grade is not determined solely by exam grade. Such
factors as class participation, initiative, attendance, and individual research papers or
projects will be considered in grade computation.
D.
From time to time, special library and/or outside assignments will be made to
members of the class individually and/or in groups. You are expected to read all
assignments and fulfill your responsibilities to any group assignment.
E.
You are expected to read all assigned material and bring your textbook/reading
materials to class. Keep informed on all assignments, especially after an absence.
F.
Good class notes are indispensable for earning a good grade, since both the material
assigned and that discussed in class will be the basis for examination material.
G.
Scholastic Honesty: All students are required and expected to maintain the highest
standards of scholastic honesty in the preparation of all coursework and during
examinations. The following are considered examples of scholastic dishonesty:
Plagiarism: The taking of passages from the writing of others without giving
proper credit to the sources. Students are expected to adhere to principles of
academic integrity in their work.
Collusion: Using another’s work as one’s own, or working together with
another person in the preparation of work, unless such joint preparation is
specifically approved in advance by the instructor.
Cheating: Giving or receiving information on examinations.
Students guilty of scholastic dishonesty will be administratively dropped from the
course with a grade of “F” and be subject to disciplinary action, which may include
suspension and expulsion.
H.
Special Work: A term paper or other project, per requirements of the instructor, will
be required. The subject must be appropriate for the course material. Check with the
instructor when you have made a selection. The value is indicated in the semester
grade computation and has considerable weight on your final average.
I.
Text Analysis Project: Each student will write a paper supporting one of the
following three statements:
1.
th
The O. C. Ferrell, Fraedrich, & Ferrell text reflects a general
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unfavorable opinion of business.
2.
The O. C. Ferrell, Fraedrich, & Ferrell text reflects a general
favorable opinion of business.
3.
The O. C. Ferrell, Fraedrich, & Ferrell text reflects a balanced view
of business.
The paper will include examples from the text substantiating the position taken in
the paper, and a discussion of applicable ethics issues. The paper will be typed,
double-spaced, and four to five pages long, excluding the title. At least four
references must be cited. The paper will follow the format and reference citation
guidelines given by the instructor.
J.
V.
Appendix J: Case Studies will be assigned throughout the course. Each student is
required to complete these case studies.
COURSE FORMAT – Hybrid with BLACKBOARD
This course has been developed as a hybrid course. Hybrid courses combine face-to-face
classroom instruction with assignments and interaction with instructor via CTC
Blackboard. It is the student’s responsibility to make sure that they have access to CTC
Blackboard and that they are familiar with the contents and assignments.
It is also the student’s responsibility to log into CTC Blackboard at least once a
week to ‘attend’ the online class portion and to participate in the online Blackboard
discussions and assignments. Failure to do so will violate the attendance policy and
will have a negative impact on the course grade.
Each class meeting will be a combination of lecture and interaction. As a rule, I will
lecture no more than one-third of each class meeting. We will have discussions and
debates about the material we are learning. In short, the class meetings overall will be
highly interactive.
The course will meet for eight weeks--once a week--for a three-hour face-to-face
session. In addition, instructional strategies will include weekly CTC Blackboard
assignments and discussion boards to accomplish the remaining instruction per
week.
VI.
EXAMINATIONS
A.
There will be a minimum of two major examinations and a written paper or project
as follows:
1.
Mid-term exam - Classroom (Week 4, 7 February2017)
2.
Term Paper due on (Blackboard Week 7, 5 March 2017)
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3.
Final exam - Classroom (Week 8, 6 March 2017)
See appendix A, B, C, D for Discussion Topic submission, Assignment submission,
Term Paper submission requirements and Grading Rubrics respectively.
VII.
B.
A student must take all examinations as scheduled by the instructor. Students who
know in advance that they will be unavailable for an examination, due to valid
reasons, must arrange to take an early examination. Unexpected absences from
class, due to illness or extenuating circumstances will require the student to
communicate with the instructor about individual make-up work.
C.
Students who miss an exam without communicating the reason or circumstance with
the instructor will be given a zero for the missed examination.
D.
Examinations will consist of both objective (true/false, multiple choice, fill in-theblank, and matching) and subjective (short answer and essay) questions. Students
must be able to communicate both orally and in written form, thus some questions
requiring the composition and writing of an essay answer will be required.
SEMESTER GRADE COMPUTATIONS
Grading Grid and Total Components of a Grade
Course grades will be based on participation (Discussion postings) and completion of
assignments listed below. Please refer to the Course Information area of the online classroom
for specific grading criteria for each activity.
Assignment
Participation weekly (online) Discussion
10 @ 10 points each
Participation in weekly (Classroom)
Discussion 15 @ 10 points each
Quizzes 2 @ 50 points each
Assignments 4 @ 25 points each
Total Points
Percentage of Grade
100
10%
150
15%
100
100
10%
10%
Midterm 1@ 200 points
Research Paper 1@200 points
Final Exam 1@ 200 points
150
200
200
15%
20%
20%
TOTAL POSSIBLE POINTS
1,000
100%
Grading Scale for Final Grade
A = 90–100%
C = 70–79%
B = 80–89%
F = below 70%
A term paper or term project is expected from all students. Students may vary in their
competency levels on these abilities, so the instructor may need to revisit the term paper
concept during the course.
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VIII. NOTES AND ADDITIONAL INSTRUCTIONS FROM THE INSTRUCTOR
A. Tuition refunds are made only in the case of class cancellation or official and timely
withdrawal from CTC or from a course. Please refer to the current course catalog for
more details.
B. GoArmyEd students should contact their education counselor before withdrawing and
are required to withdraw through the GoArmyEd portal.
Please note: a military withdrawal does not override CTC’s grading policy.
For self-pay students, refunds are computed from the date the Application for
Withdrawal or Refund is filed with the CTC Field Representative or designated student
Services Officer. Special conditions apply to students who receive federal, state, and/or
institutional financial aid.
Tuition and fees paid directly to the Institution by the Veterans Administration, Title
IV (Financial Aid Programs, a sponsor, donor, or scholarship shall be refunded to the
source rather than directly to the students.
C. Course Withdrawals, Student Responsibilities: It is the student’s responsibility to
officially withdraw from a course. The instructor cannot initiate a withdrawal based upon
a student’s request. Rather, students must initiate the withdrawal with the designated
Education Center Representative, through the CTC Field Representative or the Student
Services Officer for that region.
Applications for Withdrawal will be accepted at any time before the completion of 75%
of the course, after which time the student will be assigned an “FN”- “Failure for Nonattendance.”
D. Faculty/Administrative Initiated Withdrawals
Faculty are authorized to withdraw students who are not making satisfactory course
progress as outlined in the section of the Catalog entitled "Satisfactory Progress
Standards.
A student may be administratively withdrawn by a designated member of the
administrative staff of the College under the following conditions:



The student has been placed on Academic Suspension or Disciplinary Suspension;
The student has an outstanding financial obligation owed to the college;
The student registered for a course without the required prerequisite or
departmental permission;
 Students who do not participate or complete graded activities during the first week
will be administratively withdrawn.
The college is under no obligation to refund tuition and fees, or other costs associated
with a student who is administratively withdrawn.
E. Incomplete / Course in Progress Grade Policy: An “IP” or “Incomplete” grade may be
assigned by an instructor if a student has made satisfactory progress in a course with the
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exception of a major quiz, final exam, or other project. The “IP” grade may also be
assigned based on circumstances beyond a student’s control, such as personal illness,
death in the immediate family, or military orders. Notice of absences, with supporting
documentation, may be required by the instructor. The instructor makes the final decision
concerning the granting of the incomplete grade. With an “Incomplete” grade, students
are required to complete a set amount of work before the instructor will submit an official
letter grade.
F. Cellular phones, beepers, and other electronic devices will be turned off while the
student is in the classroom or laboratory unless the student is using the device for class
purposes. No texting or social networking is allowed during class.
G. Instructor Discretion: The instructor reserves the right of final decision in course
requirements.
H. Civility: Individuals are expected to be cognizant of what a constructive educational
experience is and respectful of those participating in a learning environment. Failure to
do so can result in disciplinary action up to and including expulsion.
IX.
COURSE OUTLINE
Course Weeks
Week 1
[16 - 22 Jan 2017]
Week 2
[23 - 29 Jan 2017]
Week 3
[30 Jan - 5 Feb 2017]
Week 4
[6 - 12 Feb 2017]
Week 5
[13 - 19 Feb 2017]
Week 6
[20 - 26 Feb 2017]
Week 7
[27 Feb - 5 Mar 2017]
Week 8
[6 - 12 Mar 2017]
Face to Face
Session
18 January 2017
CTC Blackboard Discussion Board
posts are due by Thursdays at
midnight (European time)
24 January 2017
1 February 2017
7 February 2017
CTC Blackboard peer response to
Discussion Board posts are due by
Sundays at midnight (European
time)
15 February 2017
21 February 2017
1 March 2017
CTC Blackboard
assignment/project/term papers are
due by Sunday midnight (European
time)
6 March 2017
Note:
The instructor has the right to change the course schedule. Any changes will be announced in
class. If the student misses a class period and changes are announced, it is the student’s
responsibility to receive the missed information from a classmate or the instructor.
Topics covered in this course during the semester will come from chapters of the appropriate
text. The order and the specific topics covered will be at the discretion of the individual
instructor assigned to teach the course.
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Hybrid courses combine face-to-face classroom instruction with assignments and interaction via
CTC Blackboard. It is the student’s responsibility to make sure that they have access to internet
so that they may communicate, via CTC Blackboard, with the instructor.
The class is broken down into eight (Modify to suit your class) sessions. See below for course
outline.
From The Authors:
ETHICAL LEADERSHIP CHALLENGES
The assumption in all of these challenges is that quitting the firm is not an option.
To the Instructor: Your students will find many of these challenges difficult in that they are, by
nature of their brevity, fraught with assumptions. A useful technique is to elicit questions that
students would ask if they were the person in the challenge. In a group discussion you may wish
to have someone take on the role of manager and, as such, answer the questions posed by the rest
of the group. Another student can write down the student manager’s answers to the assumptions
and students can make even more varied decisions.
The objective of the challenges is to help students understand their values and whether
they change depending on the assumptions made. The same question/answer activity can be
done with the potential action alternatives. The potential action alternatives in the challenges are
in no way exhaustive, particularly given different answers regarding assumptions. As noted at
the beginning of the challenges, students should be reminded that quitting the firm is not an
option even though it might be their best choice.
If your students want a “best answer” it depends upon the values of the players. We are
not suggesting that ethics is simply relativism, rather we acknowledge that students have varying
values and can agree to disagree as to a “best” alternative. From a societal perspective what is
ethical is legal and can conflict with an individual’s values. Depending upon the organization
that employs a student, the law might be the ethical limit whereas there may be a higher set of
rules or heuristics within other firms. Hence what is ethical in one firm may be unethical in
another. The same argument exists with students’ personal values.
WEEK 1: [16 - 22 January 2017]
Face-to-Face: Class will meet face-to-face on Wednesday 18 January 2017 (1800 to 2100)
Read:
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

Chapter 1: The Importance of Business Ethics (pp. 2-27)
Chapter 10: Globalization of Ethical Decision Making (pp. 270-299)
Chapter 1 Objectives:
 To explore conceptualizations of business ethics from an organizational perspective
 To examine the historical foundations and evolution of business ethics
 To provide evidence that ethical value systems support business performance
 To gain insight into the extent of ethical misconduct in the workplace and the pressures
for unethical behavior
Chapter 10 Objectives:
 To understand the role of capitalism and economics as factors in business ethics
 To discuss global values, goals, and business practices within ethics
 To explore and question common global business practices
 To gain awareness of global ethical issues
 To assess the role of the international monetary fund
 To assess the role of the world trade organization in business ethics
 To assess the role of multinational corporations in business ethics
Classroom Case Study Discussion Forum:
 Case 1: Monsanto Attempts to Balance Stakeholder Interests (pp. 302-313)
 Case 2: Wal-Mart: the Future is Sustainability (pp. 314-326)
 Case 7: Starbucks' Mission: Social Responsibility and Brand Strength (pp. 367-374)
 Floor discussion open topic
Quiz: None
Chapter Review:
 End of Chapter 1 Review (pp. 24-27)
 End of Chapter 10 Review (pp. 296-299)
Discussions:
Select ANY TWO of the below Discussion Topics:
Discussion 1: Accounting: Asset Valuation Write Downs
Allen Carns is the new controller at a computer hardware manufacturer. The economy
has taken a downturn, and jobs like Allen’s are hard to find. After several months he
notices a high inventory of outdated, high priced hardware. Allen looks at the books and
notices a big discrepancy between the book value of the inventory and its real value. He
makes an appointment with the company president and is told to wait and see if the
auditors notice the problem. If they do, he is told to find a way to explain that the items
are selling. He should:
Selection two of the below options, and defend your selection.
a. follow the president’s request as he interprets it.
b. attempt to write off a modest though incomplete portion of the old
inventory this year.
c. ask the president if he wants him to lie to the auditors.
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d. price out the inventory at full cost, while hoping that the auditors do not
uncover the problem.
e. talk to the auditors about the problem when they arrive even though they
are considered an outside entity.
Discussion 2: Management: Check Kiting
Tiffany is an operations manager at New England Savings & Loan, a small local bank.
One of her jobs is to deal with check kiters -- people who withdraw funds they do not
have by cashing precisely timed checks at more than one bank. The issue for Tiffany is
that one check kiter is a friend of Tiffany’s husband and is dating her boss. Tiffany also
knows that this person is a financial officer at another bank. Tiffany should:
Selection two of the below options, and defend your selection.
a. do nothing.
b. call the check kiter and give him an opportunity to change his ways.
c. inform her boss and follow standard procedure.
d. inform the boss’s boss and follow standard procedure.
e. inform the other bank about what is happening and follow standard
procedure.
Discussion 3: Management: Federal Sentencing Guidelines
Tiffany is the production supervisor of a large division of ZL Corp., a U.S. multinational.
She is working in Panama as a consultant to one of ZL’s suppliers. As Tiffany inspects
the products being made, she discovers that many of the workers are children.
She finds out that without the financial support that these children bring into their
families, severe poverty would result. Tiffany should:
Selection two of the below options, and defend your selection.
a.
do nothing.
b.
report the problem to ZL Corp.
c.
try to increase the wages of the children.
d.
terminate the supplier contract.
e.
try to increase the wages of the children and report the problem to ZL
Corp.
Support your post with specific references to all resources used in its preparation. Provide
a reference list with all resources included in your post.
Your post must demonstrate both breadth and depth of knowledge critical thinking
appropriate for the undergraduate-level. It must follow guidelines of the Publication
Manual of the American Psychological Association (APA Publication Manual), sixth
edition and be free of typographical, spelling, and grammatical errors. Your response
should be a minimum of 250 words (1 page) in length (double-spaced), not including the
title page, abstract, and references
Read a selection of your colleagues' postings.
Respond by Day 5 to at least two of your colleagues.
Submit your post by Day 7.
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Assignment:
Case 7: Starbucks' Mission: Social Responsibility and Brand Strength (pp. 367-374)
Application Assignments are due on Day 7 [Sunday] of the week. Failure to meet the
deadline without prior approval will result in a 3-point deduction per day. Any
Application Assignment submitted after Day 4 of the following week will receive zero
points.
Final Project:
Although your Final Project is not due until Day 7 of Week 10, you should become
familiar with its requirements as the topics and concepts you examine throughout the
course will inform the content of your Final Project. Please refer to the Final Project
Overview document located in this week’s resources or refer to the Project area of Week
10 for more details.
WEEK 2: [23 - 29 January 2017]
Face-to-Face: Class will meet face-to-face on 24 Tuesday January 2017 (1800 to 2100)
Read:
 Chapter 2: Stakeholder Relationships, Social Responsibility, and Corporate Governance
(pp. 28-53)
 Chapter 10: Globalization of Ethical Decision Making (pp. 270-299)
Chapter 2 Objectives:
 To identify stakeholders' roles in business ethics
 To define social responsibility
 To examine the relationship between stakeholder orientation and social responsibility
 To delineate a stakeholder orientation in creating corporate social responsibility
 To explore the role of corporate governance in structuring ethics and social responsibility
in business
 To list the steps involved in implementing a stakeholder perspective in social
responsibility and business ethics
Chapter 10 Objectives:
 To understand the role of capitalism and economics as factors in business ethics
 To discuss global values, goals, and business practices within ethics
 To explore and question common global business practices
 To gain awareness of global ethical issues
 To assess the role of the international monetary fund
 To assess the role of the world trade organization in business ethics
 To assess the role of multinational corporations in business ethics
Classroom Case Study Discussion Forum:
 Case 3: The American Red Cross (pp. 327-337)
 Case 4: Countrywide Financial: The Subprime Meltdown (pp. 338-347)
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

Case 8: The Fraud of the Century: The Case of Bernard Madoff (pp. 375-385)
Floor discussion open topic
Quiz:
 Chapters 1, 2, 10
Chapter Review:
 End of Chapter 2 Review (pp. 49-53)
 End of Chapter 10 Review (pp. 296-299)
Discussions:
Respond to BOTH of the below Discussion Topics:
Discussion 1: Management: Workplace Policies/Discrimination/Harassment
Wayne is a manager for Cool Lots, an eating and drinking establishment with a beach
motif that is targeted to young singles. Corporate headquarters sent Wayne a letter
indicating that waitresses would be required to wear new attire. The new attire consists
of tight tank tops and short shorts or bikinis. Wayne thinks the vague wording in the letter
tells him he should fire women whose bodies aren’t appropriate for the new attire and
hire those whose bodies are. The current waitresses have seen the new outfits and are less
than happy. In fact they are very upset. Wayne should:
Selection one of the below options, and defend your selection.
a.
b.
c.
d.
e.
disregard the letter and keep the status quo.
fire the waitresses who complain and implement the new policy.
implement the tank tops and shorts but not the bikinis.
fire the waitresses whose physical appearance does not conform to the
underlying meaning of the letter and implement the new policy.
implement the new policy but not fire any waitresses.
Discussion 2: Accounting: Fraud
Betty King is the new controller at EZdot.com. The previous controller was fired for
“incompetence.” Ezdot.com has some severe cash-flow problems that have become
exacerbated by the recent acquisition of another firm. The financials of both EZ and the
other firm are as clear as Mississippi mud. The new company has 450 employees that
have a “can do” attitude. EZ’s bank is seriously concerned about the company’s viability.
Betty discovers that her new boss, Ryan, who is EZ’s president and major shareholder, is
holding a substantial amount of checks from customers in his desk without telling her.
Ryan also plays with the firm’s float on a daily basis. (Float is the money that is used on
a day-to-day basis for operations.) It’s close to tax time. The bank wants to know what is
occurring and has a meeting with Betty today. Betty should:
Selection one of the below options, and defend your selection.
a.
b.
c.
d.
e.
explain to the bank exactly what is occurring at EZ.
say nothing and continue the status quo.
talk to Ryan and explain her concerns.
give hints to the bank about EZ’s situation.
attempt to cover up the problems and stall the bank’s auditors.
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Support your post with specific references to all resources used in its preparation. Provide
a reference list with all resources included in your post.
Your post must demonstrate both breadth and depth of knowledge critical thinking
appropriate for the undergraduate-level. It must follow guidelines of the Publication
Manual of the American Psychological Association (APA Publication Manual), sixth
edition and be free of typographical, spelling, and grammatical errors. Your response
should be a minimum of 250 words (1 page) in length (double-spaced), not including the
title page, abstract, and references
Read a selection of your colleagues' postings.
Respond by Day 5 to at least two of your colleagues.
Submit your post by Day 7.
Assignment: None
WEEK 3: [30 January - 5 February 2017]
Face-to-Face: Class will meet face-to-face on Wednesday 1 February 2017 (1800 to 2100)
Read:
 Chapter 2: Stakeholder Relationships, Social Responsibility, and Corporate Governance
(pp. 28-53)
 Chapter 3: Emerging Business Ethics Issues (pp. 56-89)
Chapter 2 Objectives:
 To identify stakeholders' roles in business ethics
 To define social responsibility
 To examine the relationship between stakeholder orientation and social responsibility
 To delineate a stakeholder orientation in creating corporate social responsibility
 To explore the role of corporate governance in structuring ethics and social responsibility
in business
 To list the steps involved in implementing a stakeholder perspective in social
responsibility and business ethics
Chapter 3 Objectives:
 To define ethical issues in the context of organizational ethics
 To examine ethical issues as they relate to the basic values of honesty, fairness, and
integrity
 To delineate abusive and intimidating behavior, lying, conflicts of interest, bribery,
corporate intelligence, discrimination, sexual harassment, environmental issues, fraud,
insider trading, intellectual property rights, and privacy as business ethics issues
 To examine the challenge of determining an ethical issue in business
Classroom Case Study Discussion Forum:
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


Case 5: Arthur Andersen: Questionable Accounting Practices (pp. 348-356)
Case 6: Coping with Financial and Ethical Risks at American International Group (AIG)
(pp. 357-366)
Floor discussion open topic
Term Paper: Topic
Quiz: Chapters 2, 3,
Chapter Review:
 End of Chapter 2 Review (pp. 49-53)
 End of Chapter 3 Review (pp. 85-89)
Discussions:
Select ONE of the below Discussion Topics:
Discussion 1: Accounting: Cost Allocation On Government Contracts
Debbie, a CPA, is an internal auditor for DefensCom, a company that deals with many
government contracts. Debbie’s job is to review items and amounts that have been
assigned to the general and administrative (G&A) cost pool as a basis to support the
allocation rate. A cost pool is a randomly generated number of cost items for a firm that
generates approximate costs for governmental projects. Government auditors periodically
verify whether the G&A pool costs are reasonable and allowable. Debbie sampled the
current pool and found questionable charges to government contracts and asked Ellen, her
boss, about them. Ellen responded by saying, “These are legitimate business costs and, in
the aggregate, should be used to fill the G&A pool. Besides the government auditors
usually don’t bother to check the pool for individual items since the actual rate is usually
higher than the budget. Debbie, you need to delete those items from your sample and
choose others from the pool. This is the way it has been done for years. We’ll all be
better off if you keep these items in.” Debbie should:
Selection one of the below options, and defend your selection.
a.
delete the items from the sample.
b.
leave the items and costs in the work papers.
c.
document everything that was done and spoken.
d.
request a conference with the Director of Internal Audit.
e.
call a federal government investigative agency.
Discussion 2: Marketing: Cost vs. Price vs. Value
Walter is the brand/marketing manager for Crinkles Potato Chips. Basic costs for the
product have increased to the point where something must be done to keep margins at
their present levels. Walter could suggest a price increase, a reduction in the amount of
product in each package, or cheaper (and lower quality) ingredients. Walter knows that
changing the net weight will be less noticeable to consumers. Walter should:
Selection one of the below options, and defend your selection.
a.
b.
c.
increase prices.
decrease the package size.
reduce the quality of the product.
MTMS 2372 8th Ed. (09.15) 217B9218
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d.
e.
decrease the package size but have the promotions department develop a
campaign to make the consumer aware of the change.
decrease the quality but have the promotions department develop a
campaign to make the consumer aware of the change.
Support your post with specific references to all resources used in its preparation. Provide
a reference list with all resources included in your post.
Your post must demonstrate both breadth and depth of knowledge critical thinking
appropriate for the undergraduate-level. It must follow guidelines of the Publication
Manual of the American Psychological Association (APA Publication Manual), sixth
edition and be free of typographical, spelling, and grammatical errors. Your response
should be a minimum of 250 words (1 page) in length (double-spaced), not including the
title page, abstract, and references
Read a selection of your colleagues' postings.
Respond by Day 5 to at least two of your colleagues.
Submit your post by Day 7.
Assignment:



Case 3: The American Red Cross (pp. 327-337)
Case 8: The Fraud of the Century: The Case of Bernard Madoff (pp. 375-385)
Case 15: Mattel Responds to Ethical Challenges (pp. 448-457)
See appendix A: weekly assignment listing.
Application Assignments are due on Day 7 of the week. Failure to meet the deadline without
prior approval will result in a 3-point deduction per day. Any Application Assignment
submitted after Day 4 of the following week will receive zero points.
WEEK 4: [6 - 12 February 2017]
Face-to-Face: Class will meet face-to-face on Tuesday 7 February 2017 (1800 to 2100)
Read:
 Chapter 3: Emerging Business Ethics Issues (pp. 56-89)
 Chapter 4: The Institutionalization of Business Ethics (pp. 90-123)
Chapter 3 Objectives:
 To define ethical issues in the context of organizational ethics
 To examine ethical issues as they relate to the basic values of honesty, fairness, and
integrity
 To delineate abusive and intimidating behavior, lying, conflicts of interest, bribery,
corporate intelligence, discrimination, sexual harassment, environmental issues, fraud,
insider trading, intellectual property rights, and privacy as business ethics issues
 To examine the challenge of determining an ethical issue in business
MTMS 2372 8th Ed. (09.15) 217B9218
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Chapter 4 Objectives:
 To distinguish between the voluntary and mandated boundaries of ethical conduct
 To provide specific mandated requirements for legal compliance in specific subject
matter areas related to competition, consumers, safety, and the environment
 To specifically address the requirements of the Sarbanes– Oxley legislation and
implementation by the Securities and Exchange Commission
 To provide an overview of regulatory efforts to provide incentives for ethical behavior
 To provide an overview of the Federal Sentencing Guidelines for Organizations
recommendations and incentives for developing an ethical corporate culture
 To provide an overview of voluntary boundaries and the relationship to social
responsibility
Classroom Case Study Discussion Forum: None
Midterm Exam Classroom:
 5 True & False
 5 Multiple Choices
 3 Essay Questions 250 minimum [1 page].
 1 Case Study
Chapter Review:
 End of Chapter 3 Review (pp. 85-89)
 End of Chapter 4 Review (pp. 119-123)
Discussions:
Select ONE of the below Discussion Topics:
Discussion 1:Management: Environmental Protection
Paul, a recently hired product development manger is in charge of a new polymerprocessing project that has a genetic component to it. The project has the potential for
billions in revenues. The company has been dumping a variety of wastes into a nearby
river. The EPA has checked the waste levels and has signed off on them, but Paul is still
concerned. Because of the radical nature of the project and the EPA’s unfamiliarity with
the types of chemicals, genetic manipulations, and their properties, Paul and a few others
feel that this could not only harm the environment but could cause the company problems
in the long run. Paul should:
Selection one of the below options, and defend your selection.
a.
try to gather data to provide hard evidence that there is a problem.
b.
inform the media of the potential environmental hazards.
c.
talk to the EPA and convince them of the long-term dangers of the waste
runoff.
d.
do nothing.
e.
do nothing and convince other employees not to pursue this.
Discussion 2: Accounting: Corporate Culture
MTMS 2372 8th Ed. (09.15) 217B9218
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Oscar is a newly hired controller for Able Corporation, a nonprofit manufacturing firm.
All of Able’s buildings are owned by the controlling shareholders and leased to the
company on a yearly basis to maximize tax benefits. Oscar feels that it should be treated
as a capital lease that would not give the company a tax advantage. Collin, the CEO,
explains to Oscar that if they do this it would jeopardize a much-needed loan. Oscar
should:
Selection one of the below options, and defend your selection.
a.
report the lease as Collin requests.
b.
insist the lease be capitalized.
c.
report the lease as an operating lease but hint to the auditors that it is not.
d.
report the lease as an operating lease but convince the auditors that it
should be capitalized.
Support your post with specific references to all resources used in its preparation. Provide
a reference list with all resources included in your post.
Your post must demonstrate both breadth and depth of knowledge critical thinking
appropriate for the undergraduate-level. It must follow guidelines of the Publication
Manual of the American Psychological Association (APA Publication Manual), sixth
edition and be free of typographical, spelling, and grammatical errors. Your response
should be a minimum of 250 words (1 page) in length (double-spaced), not including the
title page, abstract, and references
Read a selection of your colleagues' postings.
Respond by Day 5 to at least two of your colleagues.
Submit your post by Day 7.
Assignment:
 Case 18: New Belgium Brewing: Ethical and Environmental Responsibility (pp. 476485)
WEEK 5: [13 - 19 February 2017]
Face-to-Face: Class will meet face-to-face on Wednesday 15 February 2017 (1800 to 2100)
Read:
 Chapter 4: The Institutionalization of Business Ethics (pp. 90-123)
 Chapter 5: Ethical Decision Making and Ethical Leadership (pp. 126-147)
Chapter 4 Objectives:
 To distinguish between the voluntary and mandated boundaries of ethical conduct
 To provide specific mandated requirements for legal compliance in specific subject
matter areas related to competition, consumers, safety, and the environment
 To specifically address the requirements of the Sarbanes– Oxley legislation and
implementation by the Securities and Exchange Commission
MTMS 2372 8th Ed. (09.15) 217B9218
Page 17 of 39



To provide an overview of regulatory efforts to provide incentives for ethical behavior
To provide an overview of the Federal Sentencing Guidelines for Organizations
recommendations and incentives for developing an ethical corporate culture
To provide an overview of voluntary boundaries and the relationship to social
responsibility
Chapter 5 Objectives:
 To provide a comprehensive framework for ethical decision making in business
 To examine the intensity of ethical issues as an important element influencing the ethical
decision making process
 To introduce individual factors that may influence ethical decision making in business
 To introduce organizational factors that may influence ethical decision making in
business
 To explore the role of opportunity in ethical decision making in business
 To explain how knowledge about the ethical decision making framework can be used to
improve ethical leadership
 To provide leadership styles and habits that promote an ethical culture
Classroom Case Study Discussion Forum:
 Case 9: Nike: Managing Ethical Missteps—Sweatshops to Leadership in Employment
Practices (pp. 386-396)
 Case 10: Banking Industry Meltdown: The Ethical and Financial Risks of Derivatives
(pp. 397-406)
 Case 16: Petco Develops Successful Stakeholder Relationships (pp. 458-465)
 Floor discussion open topic
Chapter Review:
 End of Chapter 4 Review (pp. 119-123)
 End of Chapter 5 Review (pp. 144-147)
Term Paper: Annotated Bibliography
Discussions:
Select ONE of the below Discussion Topics:
Discussion 1: Finance: Accidental Robbery
Lorraine is the relief branch manager of a variety of retail bank offices. She rotates
around the Los Angeles metroplex area and is unfamiliar with specific branch protocols.
Angela has been with one such bank office for only a month when one day she reconciles
her teller window and is short $900. Lorraine traces the source of the error to a $100
check cashed for $1,000, but the customer denies the $900 error. Angela pleads with
Lorraine to help her with this error. Angela is a single mother with two children. Lorraine
should:
Selection one of the below options, and defend your selection.
a.
report the $900 loss in her shortage report.
b.
call the customer a second time to attempt to recover the $900.
MTMS 2372 8th Ed. (09.15) 217B9218
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c.
d.
e.
report the $900 loss in her shortage report and request immediate dismissal
of Angela.
have Angela make up the shortage.
report the loss in small increments over a period of time so that no red
flags would appear on Angela’s file.
Discussion 2: Management: Due Process
Ryan is the security manager for JellCo, a large retail store, and suspects Daryl, father of
three children, of stealing. Ryan gave Daryl a lie detector test, which he failed. However,
Ryan cannot fire Daryl because lie detector tests cannot legally be used. Ryan goes to
Tom, the new human resource manager who happens to be Daryl’s friend, and asks him
to find anything in Daryl’s personnel records that could be grounds for firing. Tom finds
some inconsistencies that would not normally be discovered but could warrant
termination. Tom should:
Selection one of the below options, and defend your selection.
a.
report the findings to Ryan so that Daryl is fired.
b.
report to Ryan that there are no issues that will help Daryl be fired.
c.
tell Daryl what Ryan is trying to do and report the inconsistencies to Ryan.
d.
tell Daryl what Ryan is trying to do and report that there are no
inconsistencies in Daryl’s records to Ryan.
e.
go through Ryan’s personnel records to see if he can find anything to get
Ryan fired.
Support your post with specific references to all resources used in its preparation. Provide
a reference list with all resources included in your post.
Your post must demonstrate both breadth and depth of knowledge critical thinking
appropriate for the undergraduate-level. It must follow guidelines of the Publication
Manual of the American Psychological Association (APA Publication Manual), sixth
edition and be free of typographical, spelling, and grammatical errors. Your response
should be a minimum of 250 words (1 page) in length (double-spaced), not including the
title page, abstract, and references
Read a selection of your colleagues' postings.
Respond by Day 5 to at least two of your colleagues.
Submit your post by Day 7.
Assignment:


Case 10: Banking Industry Meltdown: The Ethical and Financial Risks of Derivatives
(pp. 397-406
Case 16: Petco Develops Successful Stakeholder Relationships (pp. 458-465)
See appendix A: weekly assignment listing.
MTMS 2372 8th Ed. (09.15) 217B9218
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Assignments are due on Day 7 of the week. Failure to meet the deadline without prior
approval will result in a 3-point deduction per day. Any Application Assignment submitted
after Day 4 of the following week will receive zero points.
WEEK 6: [20 - 26 February 2017]
Face-to-Face: Class will meet face-to-face on Tuesday21 February 2017 (1800 to 2100)
Read:
 Chapter 5: Ethical Decision Making and Ethical Leadership (pp. 126-147)
 Chapter 6: Individual Factors: Moral Philosophies and Values (pp. 148-177)
Chapter 5 Objectives:
 To provide a comprehensive framework for ethical decision making in business
 To examine the intensity of ethical issues as an important element influencing the ethical
decision making process
 To introduce individual factors that may influence ethical decision making in business
 To introduce organizational factors that may influence ethical decision making in
business
 To explore the role of opportunity in ethical decision making in business
 To explain how knowledge about the ethical decision making framework can be used to
improve ethical leadership
 To provide leadership styles and habits that promote an ethical culture
Chapter 6 Objectives:
 To understand how moral philosophies and values influence individual and group ethical
decision making in business
 To compare and contrast the teleological, deontological, virtue, and justice perspectives
of moral philosophy
 To discuss the impact of philosophies on business ethics
 To recognize the stages of cognitive moral development and its shortcomings
 To introduce white-collar crime as it relates to moral philosophies, values, and corporate
culture
Classroom Case Study Discussion Forum:
 Case 11: The Coca-Cola Company Struggles with Ethical Crises (pp. 407-418)
 Case 12: Enron: Questionable Accounting Leads to Collapse (pp. 419-430)
 Floor discussion open topic
Quiz: Chapters 3 - 6
Chapter Review:
 End of Chapter 5 Review (pp. 144-147)
 End of Chapter 6 Review (pp. 172-177)
Discussions:
Select ONE of the below Discussion Topics:
MTMS 2372 8th Ed. (09.15) 217B9218
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Discussion 1: Management: Strategic Planning, Policy and Control
John is the district manager in charge of operations for a large company. He is told by
Terry, his superior and the CEO’s nephew, that he needs to respond in a positive
manner to the concerns of the company’s CEO about the alleged poor
performance of a new computer system. Terry wants John to misrepresent the
facts of the new system. John should:
Selection one of the below options, and defend your selection.
a.
misrepresent the facts to the CEO but state that Terry told him what to say.
b.
misrepresent the facts to the CEO.
c.
misrepresent the facts to the CEO but hint that Terry is forcing him to do
it.
d.
tell the CEO that the new system is doing poorly.
e.
tell the CEO that the new system is doing poorly and that Terry told him to
lie about it to him.
Discussion 2: Finance: Obligations to Shareholders
Ramona has been an investment banker with Shark and Co. for several years. One of her
clients, DogCo, wants to go public. DogCo is a major supplier of medical
equipment to veterinarians. As Ramona promotes DogCo to initial prospects, she
finds out that a number of years ago a series of DogCo products caused a number
of animal deaths. DogCo investigated the matter and concluded that the vets had
improperly used the equipment. Some of the reports Ramona has studied point to
more recent animal deaths. Such information could depress the initial public
offering (IPO) scheduled for tomorrow and future events with the stock as well.
Ramona should:
Selection one of the below options, and defend your selection.
a.
go ahead with the IPO and say nothing.
b.
postpone the IPO until the cause of the deaths has been determined.
c.
go ahead with the IPO, say nothing, but tell her friends who are thinking of
investing.
d.
go ahead with the IPO but state her findings about the animal deaths in the
prospectus.
e.
have a friend buy initial shares in DogCo for her, wait several months, and
just before releasing the negative information have her friend sell the
shares for a profit.
Support your post with specific references to all resources used in its preparation. Provide
a reference list with all resources included in your post.
Your post must demonstrate both breadth and depth of knowledge critical thinking
appropriate for the undergraduate-level. It must follow guidelines of the Publication
Manual of the American Psychological Association (APA Publication Manual), sixth
edition and be free of typographical, spelling, and grammatical errors. Your response
should be a minimum of 250 words (1 page) in length (double-spaced), not including the
title page, abstract, and references
MTMS 2372 8th Ed. (09.15) 217B9218
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Read a selection of your colleagues' postings.
Respond by Day 5 to at least two of your colleagues.
Submit your post by Day 7.
WEEK 7: [27 February - 5 March 2017]
Face-to-Face: Class will meet face-to-face on Wednesday 1 March 2017 (1800 to 2100)
Read:
 Chapter 6: Individual Factors: Moral Philosophies and Values (pp. 148-177)
 Chapter 7: Organizational Factors: The Role of Ethical Culture and Relationships (pp.
178-211)
Chapter 6 Objectives:
 To understand how moral philosophies and values influence individual and group ethical
decision making in business
 To compare and contrast the teleological, deontological, virtue, and justice perspectives
of moral philosophy
 To discuss the impact of philosophies on business ethics
 To recognize the stages of cognitive moral development and its shortcomings
 To introduce white-collar crime as it relates to moral philosophies, values, and corporate
culture
Chapter 7 Objectives:
 To understand the concept of corporate culture
 To examine the influence of corporate culture on business ethics
 To determine how leadership, power, and motivation relate to ethical decision making in
organizations
 To assess organizational structure and its relationship to business ethics
 To explore how the work group influences ethical decisions
 To discuss the relationship between individual and group ethical decision making
Classroom Case Study Discussion Forum:
 Case 13: BP (Beyond Petroleum) Focuses on Sustainability (pp. 431-439)
 Case 14: Tyco International: Leadership Crisis (pp. 440-447)
 Floor discussion open topic
Chapter Review:
 End of Chapter 6 Review (pp. 172-177)
 End of Chapter 7 Review (pp. 208-211)
Discussions:
Select ONE of the below Discussion Topics:
Discussion 1: Marketing: Falsification of Data
MTMS 2372 8th Ed. (09.15) 217B9218
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Myron is a research analyst for a large market research firm. He has been asked by his
superior to rewrite his report so that it is more positive to the client. This would entail
reworking the statistics to coincide with the positive report. Myron should:
Selection one of the below options, and defend your selection.
a.
misrepresent the facts to the CEO but state that Terry told him what to say.
b.
misrepresent the facts to the CEO.
c.
misrepresent the facts to the CEO but hint that Terry is forcing him to do
it.
d.
tell the CEO that the new system is doing poorly.
e.
tell the CEO that the new system is doing poorly and that Terry told him to
lie about it to him.
Discussion 2: Accounting: Conflict of Interest
Brett, in his first year as a CPA with the firm Dewy, Cheatem, and Howe, is auditing a
bank client. Last month Brett audited another firm called HoBoy Distributors. As Brett
works on his bank audit, he notices that there are discrepancies between the financial
statements supporting a bank loan to HoBoy Distributors and what he saw on his audit of
that company. When Brett calls the CFO for HoBoy and informs him of the
discrepancies, the CFO becomes evasive. The next day HoBoy’s CFO informs Dewey,
Cheatem, and Howe that their company has decided to engage another CPA firm. Brett
should:
Selection one of the below options, and defend your selection.
a.
call the CFO and try to persuade him to change the loan application.
b.
alert his bank client of his suspicions.
c.
do nothing.
d.
hint to the bank of his suspicions.
e.
report the information to Dewey, Cheatem, and Howe.
Support your post with specific references to all resources used in its preparation. Provide
a reference list with all resources included in your post.
Your post must demonstrate both breadth and depth of knowledge critical thinking
appropriate for the undergraduate-level. It must follow guidelines of the Publication
Manual of the American Psychological Association (APA Publication Manual), sixth
edition and be free of typographical, spelling, and grammatical errors. Your response
should be a minimum of 250 words (1 page) in length (double-spaced), not including the
title page, abstract, and references
Read a selection of your colleagues' postings.
Respond by Day 5 to at least two of your colleagues.
Submit your post by Day 7.
Assignment:
 Case 7: Starbucks' Mission: Social Responsibility and Brand Strength (pp. 367-374)
 Case 17: Home Depot Implements Stakeholder Orientation (pp. 466-475)
MTMS 2372 8th Ed. (09.15) 217B9218
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Term Paper:
Term Paper - upload /SafeAssign/Turnitin/Unplag
See appendix A: weekly assignment listing.
Application Assignments are due on Day 7 of the week. Failure to meet the deadline
without prior approval will result in a 3-point deduction per day. Any Application
Assignment submitted after Day 4 of the following week will receive zero points.
WEEK 8: [6 - 12 March 2017]
Face-to-Face: Class will meet face-to-face on Tuesday 6 March 2017 (1800 to 2100)
Read & Review:
 Chapter 1: The Importance of Business Ethics (pp. 2-27)
 Chapter 2: Stakeholder Relationships, Social Responsibility, and Corporate Governance
(pp. 28-53)
 Chapter 3: Emerging Business Ethics Issues (pp. 56-89)
 Chapter 4: The Institutionalization of Business Ethics (pp. 90-123)
 Chapter 5: Ethical Decision Making and Ethical Leadership (pp. 126-147)
 Chapter 6: Individual Factors: Moral Philosophies and Values (pp. 148-177)
 Chapter 6: Individual Factors: Moral Philosophies and Values (pp. 148-177)
 Chapter 7: Organizational Factors: The Role of Ethical Culture and Relationships (pp.
178-211)
 Chapter 8: Developing an Effective Ethics Program (pp. 214-239)
 Chapter 9: Implementing and Auditing Ethics Programs (pp. 240-269)
 Chapter 10: Globalization of Ethical Decision Making (pp. 270-299)
Chapter 8 Objectives:
 To understand the responsibility of the corporation to be a moral agent
 To understand why businesses need to develop ethics programs
 To list the minimum requirements for an ethics program
 To describe the role of codes of ethics in identifying key risk areas for the organization
 To identify the keys to successful ethics training, including program types and goals
 To examine the ways that ethical standards are monitored, audited, and enforced and to
understand the need for continuous improvement
Chapter 9 Objectives:
 To define ethics auditing
 To identify the benefits and limitations of ethics auditing
 To examine the challenges of measuring nonfinancial performance
 To explore the stages of the ethics-auditing process
 To understand the strategic role that the ethics audit can play
Classroom Case Study Discussion Forum: Floor discussion open topic
MTMS 2372 8th Ed. (09.15) 217B9218
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Final Exam Classroom Open Book;
 10 True & False
 10 Multiple Choices
 2 Essay Questions 250 words minimum [1 page per essay].
Discussions:
Select ONE of the below Discussion Topics:
Discussion 1: Accounting: Ethics Program
For the last six months, Jill has been with A&A Accounting, a multi-billion dollar entity.
A&A has a high-level person responsible for their ethics compliance program who
requires all personnel to view 20 hours of compliance videos. While on a flight to
another city, Jill happened to sit behind A&A’s ethics officer and overheard the
following: “Yes, Bill, we do have a pretty good compliance program, but it’s really just
window dressing. Because of the Federal Sentencing Guidelines we have the appearance
of doing most of what we should. Just the other day I had a phone call on our ethics
hotline that I had to trace even though we guarantee callers will not be identified. I’ll
have to deal with it quietly. You know, bad publicity is NOT what A&A tolerates.” Jill
should:
Selection one of the below options, and defend your selection.
a.
do nothing.
b.
speak to someone higher up concerning the overheard conversation.
c.
reveal to the ethics officer what she has heard.
d.
tell others in the company about the overheard conversation.
e.
report the ethics officer’s conduct to an outside agency for investigation.
Discussion 2: Marketing: Ethics Program
Roger is a new vice president in charge of the ethics program at Netna. His job is to
monitor Netna’s compliance relative to the Federal Sentencing Guidelines. Netna has an
ethics hotline and has employees read Netna’s code of ethics brochure and sign it every
year, as well as view two hours of sexual sensitivity training. Over a period of several
months, Roger has had a number of female employees use the ethics hotline to describe
sexual harassment that has been taking place with the president’s only son. Roger knows
that the son will someday take over the corporation. Roger should:
Selection one of the below options, and defend your selection.
a.
b.
c.
d.
e.
confront the president’s son and report the incidents to the proper outside
authorities.
do nothing.
tell the president about the accusations and then do nothing.
officially reprimand the son and put it in his personnel file.
unofficially reprimand the son and then do nothing.
Discussion 3: Management: Trust
Upon meeting her new supervisor, Shelly, an assistant department manager for several
years, mentions that in the past there has been some favoritism in giving out assignments.
MTMS 2372 8th Ed. (09.15) 217B9218
Page 25 of 39
The next day Shelly’s supervisor takes her into his office and says, “Shelly, I want you to
tell me the names of the assistant managers who are not good team players.” Shelly
should:
Selection one of the below options, and defend your selection.
a.
b.
c.
d.
e.
decline to provide the names.
provide the names.
be vague about the names.
give the supervisor the names of the employees who have received special
treatment under the old supervisor.
lie to the supervisor and say everyone is a team player.
Support your post with specific references to all resources used in its preparation. Provide
a reference list with all resources included in your post.
Your post must demonstrate both breadth and depth of knowledge critical thinking
appropriate for the undergraduate-level. It must follow guidelines of the Publication
Manual of the American Psychological Association (APA Publication Manual), sixth
edition and be free of typographical, spelling, and grammatical errors. Your response
should be a minimum of 250 words (1 page) in length (double-spaced), not including the
title page, abstract, and references
Read a selection of your colleagues' postings.
Respond by Day 5 to at least two of your colleagues.
Submit your post by Day 7.
Assignment: None
Grading Grid and Total Components of a Grade
Course grades will be based on participation (Discussion postings) and completion of assignments
listed below. Please refer to the Course Information area of the online classroom for specific grading
criteria for each activity.
Assignment
Participation weekly (online) Discussion
Participation in weekly (Classroom) Discussion
6 @ 25 points each
Quizzes 2 @ 50 points each
Assignments 4 @ 25 points each
Midterm 1@ 200 points
Research Paper 1@200 points
Final Exam 1@ 200 points
Total
Total Points
100
150
100
100
150
200
200
1,000
Percentage of Grade
10%
15%
10%
10%
15%
20%
20%
100%
Grading Scale for Final Grade
A = 90–100% B = 80–89% C = 70–79% F = below 70%
MTMS 2372 8th Ed. (09.15) 217B9218
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Appendix A: Discussion Post Grading Scale
Name: Hybrid Blackboard Discussion Board Rubric
Proficient
Competent
Initial Posting
Responses to
Other Students
Number of
Responses
Conventions
Novice
Incomplete
Points:
4 (25%)
First posting
critically analyzes,
synthesizes and/or
evaluates the topic
at hand, with
reference to
course readings
and frameworks
Points:
2 (16.67%)
First posting
critically analyzes,
synthesizes and/or
evaluates the topic
at hand, with no
direct reference to
course readings or
frameworks
Points:
Points:
1 (8.33%)
0 (0%)
First posting only Does not complete
briefly addresses
the topic at hand
Points:
4 (25%)
Responses to
other students are
professional and
supportive with
additional ideas
being presented.
Points:
2 (16.67%)
Responses to
other students are
professional and
supportive with
no additional
ideas being
presented.
Points:
Points:
1 (8.33%)
0 (0%)
Brief statements Does not complete
are made in
response to other
students, such as
"I agree" or "Good
Point"
Points:
4 (25%)
An initial post to
the topic is made
and at least 2
responses are
made to other
students.
Points:
2 (16.67%)
An initial post to
the topic is made
and at least 1
response is made
to another student.
Points:
Points:
1 (8.33%)
0 (0%)
An initial post to Does not complete
the topic is made
but no responses
are made to other
students.
Points:
4 (25%)
Posts have no
grammatical or
spelling errors
Points:
2 (16.67%)
Posts have few
grammatical
and/or spelling
errors
Points:
1 (8.33%)
Posts have many
grammatical
and/or spelling
errors
Points:
0 (0%)
Does not complete
Raw Total: 16.00 (of 16.0)
MTMS 2372 8th Ed. (09.15) 217B9218
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Appendix B: Assignments Grading Scale
Research Paper Grading Rubric
Scale
180–200
A
160–179
B
140–159
C
0–139
D, F
Total
Criteria
Superior work in all areas – Student consistently exceeds minimal expectations in all areas
regarding content, analysis, synthesis, evaluation of topic, participation, timeliness, and writing
style.
Specifically:
 Information is very well-organized with well-constructed paragraphs and headings.
 Information clearly relates to the main topic and includes several supporting details.
 All sources are accurately documented in current APA format.
 The required 9 scholarly sources are each cited numerous times throughout each section
of the paper. Scholarly sources (from peer-reviewed journals) are used and follow the
requirements for the time of publication.
 Minimal to non-existent spelling, grammatical, or APA errors exist.
 Length is 4-5 full pages not including the title page, abstract, and references list.
Good work in most areas – Student demonstrates minor deficiencies in some areas regarding
content, analysis, or writing style.
Specifically:
 Information is organized with well-constructed paragraphs and headings.
 Information clearly relates to the main topic and includes supporting details.
 Each of the required 9 scholarly sources are cited more than once. Scholarly sources
(from peer-reviewed journals) are used and follow the requirements for the time of
publication.
 Limited spelling, grammatical, or APA errors exist.
 Length is 4-5 full pages not including the title page, abstract, and references list.
Fair work in most areas – Student exhibits need for improvement in most areas regarding
content, analysis, writing style, and/or participation.
Specifically:
 Information is organized but paragraphs are not well-constructed.
 Information clearly relates to the main topic but includes few supporting details.
 Each of the required 9 scholarly sources is cited at least once. Scholarly sources (from
peer-reviewed journals) are used and follow the requirements for the time of publication.
 Few spelling, grammatical, or APA errors exist.
 Length is 4-5 full pages not including the title page, abstract, and references list.
Failing – Student shows evidence of refusal or inability to meet minimum standards of
undergraduate level work.
Specifically:
 The information appears to be disorganized.
 Fewer than the required 9 scholarly sources are used or not accurately documented.
 Numerous spelling, grammatical, or APA errors exist.
 Length is 4–5 full pages not including the title page, abstract, and references list.
Instructor’s Comments:
*Findings of academic dishonesty will result in an outcome of either failing the assignment, failing the
course, or being dismissed from the program.
MTMS 2372 8th Ed. (09.15) 217B9218
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Appendix C: Grading Rubric for Annotated Bibliography
Type of
References
Writing
Mechanics
Evaluation
APA
Usage
Level 1 Unsatisfactory
Points
Range:0 (0%) 17 (17%)
Paper lacks several
criteria; sources
may be
inappropriate to the
discipline and are
not current (within
last five years)
and/or relevant. No
directly quoted
material is present.
The annotation does
not offer a concise
summary of the
type of source,
topic, argument,
rationale, or
interpretation.
Level 2 - Needs
Improvement
Points
Range:18 (18%) 20 (20%)
Some sources
may not be
appropriate to the
discipline,
current (within
last five years),
and/or relevant.
Some directly
quoted material is
present. The
annotation does
not concisely
summarize the
type of source,
topic, argument,
rationale, or
interpretation.
Points
Range:0 (0%) 14 (14%)
Writing lacks
clarity and
conciseness.
Contains serious
problems with
sentence structure
and grammar as
well as numerous
major and/or minor
errors in
punctuation and
spelling.
Points
Range:0 (0%) 11 (11%)
Most sources are of
questionable
quality, unsuitable,
and/or unrelated to
the research topic.
Points
Range:15 (15%) 17 (17%)
Writing lacks
clarity and
conciseness.
Some sentence
structure may be
weak and contain
grammatical
errors as well as
several minor
errors in
punctuation and
spelling.
Points
Range:12 (12%) 13 (13%)
Student did not
explain why
some resources
were selected.
Sources may be
of questionable
quality or dated.
Points
Range:0 (0%) 14 (14%)
APA usage is
extremely weak or
nonexistent. If in-
Points
Range:15 (15%) 17 (17%)
Reference entries
may somewhat
follow APA
MTMS 2372 8th Ed. (09.15) 217B9218
Level 3 Satisfactory
Points
Range:21 (21%) 23 (23%)
Most sources are
appropriate to the
discipline,
current (within
last five years),
and/or relevant.
Little to no
directly quoted
material is
present. The
annotation is
somewhat
concise and
mostly
summarizes the
type of source,
topic, argument,
rationale, or
interpretation.
Points
Range:18 (18%) 19 (19%)
Writing is
somewhat clear
and concise.
Sentence
structure and
grammar are
strong and mostly
correct. Few
minor errors in
punctuation
and/or spelling.
Level 4 - Good
Points
Range:24 (24%) 26 (26%)
All but one of the
following criteria
was met; sources
are appropriate to
the discipline,
current (within
last five years)
and/or relevant.
No directly
quoted material is
present. The
annotation is
fairly concise and
summarizes the
type of source,
topic, argument,
rationale, or
interpretation.
Level 5 Excellent
Points
Range:27 (27%) 30 (30%)
Identifies sources
appropriate to the
discipline, which
are current
(within last five
years) and/or
relevant. No
directly quoted
material is
present. The
annotation is
concise and
provides a good
summary of the
type of source,
topic, argument,
rationale, or
interpretation.
Points
Range:20 (20%) 22 (22%)
Writing is mostly
clear and concise.
Sentence
structure and
grammar are
strong and mostly
correct. Few
minor errors in
punctuation
and/or spelling.
Points
Range:23 (23%) 25 (25%)
Writing is clear
and concise.
Sentence
structure and
grammar are
strong to
excellent.
Punctuation is
used correctly.
No spelling
errors.
Points
Range:14 (14%) 15 (15%)
Some sources in
bibliography
were critically
evaluated,
appropriate, and
shown to be of
value for the
topic.
Points
Range:16 (16%) 17 (17%)
Most sources in
bibliography
were critically
evaluated,
appropriate, and
shown to be of
value for the
topic.
Points
Range:18 (18%) 19 (19%)
Reference entries
show effort to
follow APA
Points
Range:20 (20%) 22 (22%)
APA guidelines
are mostly
followed
Points
Range:18 (18%) 20 (20%)
Sources were
critically
evaluated.
Student
explained why
each source was
selected and how
it is of value for
the research
topic.
Points
Range:23 (23%) 25 (25%)
APA guidelines
are correctly
followed.
Page 29 of 39
text citations and
references are
included, they
contain major
errors.
formatting
guidelines;
several major
errors in in-text
citations or
references may
be present.
MTMS 2372 8th Ed. (09.15) 217B9218
formatting
guidelines;
several errors in
in-text citations
or references may
be present.
correctly.
Reference entries
follow APA
formatting
guidelines fairly
well and are
usually correct.
There may be a
few minor errors
in in-text
citations or
references.
Reference entries
follow APA
formatting
guidelines and
are free of errors.
In-text citations
and references
are correctly
presented.
Page 30 of 39
Appendix D: Grading Rubric for Term Paper Topic
Level 1 Unsatisfactory
Appropriate- Points
ness of Topic Range:0 (0%) 14 (14%)
The topic is not
related to
course content
and is not
conducive to
engagement
with course
topics.
Resource
Availability
Points
Range:0 (0%) 14 (14%)
Insufficient
sources have
been identified;
few to none are
useful.
Creativity
Points
Range:0 (0%) 14 (14%)
Topic selected
is common and
uninteresting.
Grammar
and
Mechanics
Points
Range:0 (0%) 14 (14%)
Writing lacks
clarity and
conciseness.
Serious
problems with
sentence
structure and
grammar.
Numerous
major or minor
errors in
punctuation
and spelling.
Level 2 - Needs
Improvement
Points
Range:15 (15%) 17 (17%)
The topic is
indirectly related
to some course
content. Has the
potential to host
basic engagement
with course
topics.
Level 5 Excellent
Points
Points
Range:20 (20%) - Range:23 (23%) 22 (22%)
25 (25%)
The topic mostly The topic is
relates to course
clearly and
content. Shows
closely related to
the potential to
course content.
offer substantial
Shows the
engagement with potential to
course topics.
contribute
significant
analysis and
substantial
engagement with
course topics.
Points
Points
Points
Points
Range:15 (15%) - Range:18 (18%) - Range:20 (20%) - Range:23 (23%) 17 (17%)
19 (19%)
22 (22%)
25 (25%)
Sufficient,
Sufficient,
Sufficient,
Sufficient,
acceptable
acceptable
acceptable
acceptable, and
sources have
sources have
sources have
useful sources
been identified,
been identified,
been identified,
have been
but several may
but a few may
but one or two
identified.
not be useful.
not be useful.
may not be
useful.
Points
Points
Points
Points
Range:15 (15%) - Range:18 (18%) - Range:20 (20%) - Range:23 (23%) 17 (17%)
19 (19%)
22 (22%)
25 (25%)
Topic selected is Topic selected is Topic selected is Topic selected is
somewhat
somewhat
interesting and
interesting and
interesting, but
interesting and
fairly novel.
novel, showing
rather common.
novel.
that thought was
put into its
selection.
Points
Points
Points
Points
Range:15 (15%) - Range:18 (18%) - Range:20 (20%) - Range:23 (23%) 17 (17%)
19 (19%)
22 (22%)
25 (25%)
Writing lacks
Writing is
Writing is mostly Writing is clear
clarity or
somewhat clear
clear and concise. and concise.
conciseness.
and concise.
Sentence
Sentence
Minor problems
Minor problems
structure and
structure and
with sentence
with sentence
grammar are
grammar are
structure and
structure and
strong and mostly excellent. Correct
some
some
correct. Few
use of
grammatical
grammatical
minor errors in
punctuation. No
errors. Several
errors. A few
punctuation or
spelling errors.
minor errors in
minor errors in
spelling.
punctuation and
punctuation and
spelling.
spelling.
MTMS 2372 8th Ed. (09.15) 217B9218
Level 3 Satisfactory
Points
Range:18 (18%) 19 (19%)
The topic is
somewhat related
to course content.
Has some
potential to host
basic engagement
with course
topics.
Level 4 - Good
Page 31 of 39
Appendix E: Annotated Bibliography instructions
An annotated bibliography is a list of citations to books, articles, and documents. Each citation is
followed by a brief (usually about 100 words), descriptive and evaluative paragraph, which is called
the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and
quality of the sources cited.
For this segment of the paper, you will identify seven (7) scholarly resources from the library by
locating them and analyzing their relevance to your chosen topic. You will gather all of the
scholarly resources you located thus far and put them in the form of a reference list. List each
resource in APA style and in approximately one paragraph, summarize the important details from
each resource. You must provide at least seven (7) reference citations for this assignment, but
only need to use five (5) of them in your final research paper. Include a title page with the
properly APA Style formatted information. If you have not yet chosen a title for your final
research paper, you must still include a title page. Submit the annotated bibliography of the
research as a document in a word processing application (i.e., Microsoft Word).
MTMS 2372 8th Ed. (09.15) 217B9218
Page 32 of 39
Running head: OBAMA HEALTHCARE
Annotated Bibliography America: Affordable Health Care
Cecil D. Blount
LSS 5100-13A, Learning Strategies Graduate Programs (27 Nov 13- 24 Dec 2013)
Dr. Goldwasser
10 December 2013
Belcher, L. M. (2010). What are the benefits of a Universal Health Care System?
Livestrong, Retrieved March 22, 2013, from
http://www.livestrong.com/article/158282-what-are-the-benefits-of-a-universal-healthCare-system/
The article tries to explain the benefits of having a universal healthcare plan similar to
those of Canada, Germany, and the United Kingdom. However, the writer highlights the
differences between the countries. Canadians, for instance, do not have private insurance
schemes and all citizens have to contribute to the scheme. The United Kingdom citizens have an
option to take out private insurance plans. The writer points out the benefits of the universal plan.
Crissey, J. (2013). Are you ready for Obamacare? Commercial Carrier Journal. Vol 170
(6): 6.
In this article, Crissey talks to an employee benefits manager at a big firm who shares his insights on
the implications of the passing into law of the Affordable Care Act of 2010.
MTMS 2372 8th Ed. (09.15) 217B9218
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Appendix F:
Case Studies
Chapter Cases (pp. 302-485)
Case 1: Monsanto Attempts to Balance Stakeholder Interests (pp. 302-313)
Case 2: Wal-Mart: the Future is Sustainability (pp. 314-326)
Case 3: The American Red Cross (pp. 327-337)
Case 4: Countrywide Financial: The Subprime Meltdown (pp. 338-347)
Case 5: Arthur Andersen: Questionable Accounting Practices (pp. 348-356)
Case 6: Coping with Financial and Ethical Risks at American International Group (AIG) (pp.
357-366)
Case 7: Starbucks' Mission: Social Responsibility and Brand Strength (pp. 367-374)
Case 8: The Fraud of the Century: The Case of Bernard Madoff (pp. 375-385)
Case 9: Nike: Managing Ethical Missteps—Sweatshops to Leadership in Employment Practices
(pp. 386-396)
Case 10: Banking Industry Meltdown: The Ethical and Financial Risks of Derivatives (pp. 397406)
Case 11: The Coca-Cola Company Struggles with Ethical Crises (pp. 407-418)
Case 12: Enron: Questionable Accounting Leads to Collapse (pp. 419-430)
Case 13: BP (Beyond Petroleum) Focuses on Sustainability (pp. 431-439)
Case 14: Tyco International: Leadership Crisis (pp. 440-447)
Case 15: Mattel Responds to Ethical Challenges (pp. 448-457)
Case 16: Petco Develops Successful Stakeholder Relationships (pp. 458-465)
Case 17: Home Depot Implements Stakeholder Orientation (pp. 466-475)
Case 18: New Belgium Brewing: Ethical and Environmental Responsibility (pp. 476-485)
MTMS 2372 8th Ed. (09.15) 217B9218
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Appendix G:
References
Adelheid, A. N., & Penny, M. P. (2012). Presenting Your Findings: A Practical Guide for
Creating Tables.
AEGON financial services, The Netherlands
http://www.aegon.com/Documents/AEGON/Corporate%20responsibility/2008%20Corpo
rate%20responsibility%20report.pdf
American Psychological Association. (2011). Publication manual of the American psychological
association. Washington: American Psychological Association.
Anthony, K. B. (2010). Aristotle and the importance of virtue in the context of the politics
and the Nicomachean Ethics and its relation to today (Thesis, Bucknell
University). Retrieved from
http://digitalcommons.bucknell.edu/cgi/viewcontent.cgi?article=1020&context=
honors_theses
Asahi' Breweries, Japan
http://www.asahibeer.co.jp/english/responsibility/pdf/csr/2009/summary09_e_all.pdf
Author's e-Business Ethics Website http://www.e-businessethics.com/
Ferrell, O. C., & Fraedrich, J. (2015). Business ethics: Ethical decision making & cases. Nelson
Education.
Foundation for Critical Thinking. (2007). Elements of Thought. Retrieved from Foundation for
Critical Thinking: http://www.criticalthinking.org/ctmodel/logic-model1.htm
Gilman, S. C. (2005). Ethics codes and codes of conduct as tools for promoting an
ethical and professional public service: Comparative successes and lessons.
Retrieved from http://www.oecd.org/mena/governance/35521418.pdf
Guardian News and Media, United Kingdom http://www.guardian.co.uk/values/socialaudit
MTMS 2372 8th Ed. (09.15) 217B9218
Page 35 of 39
Hartman, L. P., DesJardins, J. R., & MacDonald, C. (2014). Business ethics: Decision making for
personal integrity and social responsibility. McGraw-Hill.
Kurtz, R. S. (2003). Organizational culture, decision-making, and integrity: The National Park
Service and the Exxon Valdez. Public Integrity, 5(4), 305–317.
Max Weber, “Asceticism and the Spirit of Capitalism,” from The Protestant Ethic and the Spirit
of Capitalism, Translated by Talcott Parsons, Introduction by Anthony Giddens
(Routledge: London and New York, 2001; or Routledge/Taylor & Francis e-Library,
2005), pp. 102.125.
McNeal, G. S. (2010). Organizational culture, professional ethics and Guantanamo. Case
Western Reserve Journal of International Law, 42(1/2), 125–149.
Menzel, D. C. (2009). “‘I didn’t do anything unethical, illegal, or immoral”: A case study of
ethical illiteracy in local governance. Public Integrity, 11(4), 371–384.
Northouse, P. G. (2015). Leadership: Theory and practice. Sage publications.
O'Leary, R. (2013). The ethics of dissent: Managing guerrilla government. Cq Press.
PEMEX petroleum, Mexico
http://desarrollosustentable.pemex.com/portal/index.cfm?action=home&language=2
Pick'n Pay retail, South Afric
http://www.pnponline.co.za/Epagers/SDPReport2008/SDP_Report_2008.pdf
ProfessorJournal.com http://info.wsj.com/professor/
Qantas aviation, Australia
http://annualreport.qantas.com.au/global-reporting-initiative-index/
Sharp, B., Aguirre, G., & Kickham, K. (2015). Managing in the Public Sector: A Casebook in
Ethics and Leadership. Routledge.
Target Corporation, United States
http://sites.target.com/images/corporate/about/responsibility_report/2009/full_report.pdf
MTMS 2372 8th Ed. (09.15) 217B9218
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U.S. Office of Government Ethics (n.d.-a). Retrieved November 19, 2013, from
http://www.oge.gov/home.aspx
U.S. Office of Government Ethics. (n.d.-b). Statutes. Retrieved November 19, 2013, from
http://www.oge.gov/Laws-and-Regulations/Statutes/Statutes/
U.S. Office of Government Ethics. (2000). A brief wrap on ethics. Retrieved from
http://www.oge.gov/uploadedFiles/Education/Education_Resources_for_Ethics_
Officials/Resources/bkbriefwrap_00.pdf
VanCity credit union, Canada
https://www.vancity.com/AboutUs/OurValues/CorporateSocialResponsibility/SocialAudi
t/
Weber, M. (2002). The Protestant Ethic and the Spirit of Capitalism: and other writings.
Penguin.
MTMS 2372 8th Ed. (09.15) 217B9218
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Appendix H: What are reliable references
Reliable and Unreliable Sources
Resource: “Internet Research Tips” by Grace Fleming Whenever sources must be used for
writing academic papers, such as research papers, reliable sources must be used to validate or
support your ideas. Some sources are considered as reliable because they have been written by
people who are experts in the field. On the other hand, some sources, such as Wikipedia, are not
reliable because the authors may not have a thorough knowledge or full understanding of a topic.
Below are two lists of sources that are considered as reliable and unreliable:
List of reliable sources—print and online:
 books—authored, edited, and published
 newspapers and magazines
 peer-reviewed journals
 peer-reviewed articles
 PhD or MBA dissertations and research
 public library including Questia
 scholarly articles
 isolated studies or academic research
 educational institutions and their websites
To determine reliability of online
sites and their organizations, determine
the URL’s (Uniform Resources Locator) ending:
 If the site ends in .edu, it is most likely an educational institution. Be aware,
however, of political bias.
 If the site ends in .gov, it is most likely a reliable government website. These sites
usually provide good sources for statistics and objective reports.
 If the site ends in .org, it is usually a non-profit organization. These sources vary
in being good or poor sources of information. You need to research their possible
agendas or political biases, if they exist.
MTMS 2372 8th Ed. (09.15) 217B9218
Page 38 of 39
Reputable online journals and magazines:
 Contain a bibliography for every article
 List sources within that bibliography that are sometimes extensive and always
include scholarly, non-Internet sources
 Have statistics and data within the article that validate the claims made by the
author
News sources:
 Every television and print news source has a website.
 They are reliable, but sometimes the focus is to entertain rather than inform.
 Think of these sources as a steppingstone to more reliable sources.
List of unreliable sources—print and online:
The following are unreliable sources because they require confirmation with a reliable
source:
 Wikipedia. Although this site is a good starting point for finding initial ideas about a
topic, some of their information and attached resources may not be reliable.
 Blogs, tweets
 Personal websites
 Forums
 Questionable sites created by organizations that may have political or biased agendas
 Sites that provide biased information
 Self-published sources
 Opinionated articles such as editorials
 Online sources with an URL (Uniform Resources Locator) that ends in html
(HyperText Markup Language), which is the basic building block of webpages
 Some online sources with an URL (Uniform Resources Locator) that ends in .com
 Sites of companies that conduct their business over the internet. Some of these sites are
unreliable because they have hidden agendas.
MTMS 2372 8th Ed. (09.15) 217B9218
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