843 168 4001 Syllabus

GB 450 Syllabus
College of Business and Economics
GB 450-4001
Fall 2016
Table of Contents
Table of Contents
PART I. Course Information & Requirements
Course Description
Instructor Information
Teaching Assistant Information
Prerequisites
Course Objectives
Boise State University Learning Outcomes
Course Materials
Online and Other Resources
Technology Resources/Requirements
eCampus Resources
Blackboard Resources
Computer and Internet Skill Requirements
Computer Requirements
Email Requirements
Blackboard Collaborate Requirements
Faculty Initiated Withdrawal for Nonattendance
Course Modules & Activities
Student Evaluation
Grading Scale
Course Schedule
Course Expectations & Policies
Student Expectations/Responsibilities
Netiquette
Grading Policies
Instructor Expectations/Responsibilities
PART II. Institutional Academic Policies
Academic Integrity
Student Online Privacy
Disabilities Statement
Copyright Compliance
Statement of Shared Values
Downloading Course Content
PART I. Course Information & Requirements
Course Description
GENBUS 450 BUSINESS POLICIES (3-0-3)(FF). To develop analytical, problem-solving, and decision-making skills in
situations dealing with complex organizations, with the ultimate objective of formulating policies and strategies, both domestic
and worldwide. To build upon and integrate the knowledge and methods acquired to examine all functional areas of the
organization. PREREQ: Admission to COBE, Senior standing, and FINAN 303, MGMT 301, MKTG 301, SCM 345.
Instructor Information
Name: John C. McIntosh
Office: MBEB 3106
Office Hours: Mon, Wed: 12 Noon to 1.00 p.m.
Phone: Office: (208) 426-1673 Cell: (208) 319-4189 please feel free to text me.
E-Mail: JohnMcIntosh@Boisestate.edu
Prerequisites
Admission to COBE Senior standing, and FINAN 303, MGMT 301, MKTG 301, SCM 345.
Learning Objectives and Outcomes
Course Objectives
1. Knowledge
Define and describe terminology and concepts of global strategic management including strategic management frameworks,
levels of strategic analysis, and determinants of sustainable competitive advantage.
2. Application
Analyze business situations at a firm level to determine key opportunities, challenges, and competitive dynamics.
3. Synthesis
Develop strategy alternatives to business problems, integrating cross-discipline knowledge, especially marketing, finance, and
operations.
Applicable University Learning Outcomes:
Boise State's Foundational Studies Program provides undergraduates with a broad-based education that spans the entire
university experience. GENBUS 450 Business Policies satisfies three credits of the Foundation Program's Finishing Foundations
(FF) requirement. It supports the following University Learning Outcomes, along with course-specific goals:
U1. Writing - Write effectively in multiple contexts, for a variety of audiences.
U2. Oral Communication - Communicate effectively in speech, both as speaker and listener.
U3. Critical Inquiry - Engage in effective critical inquiry by defining problems, gathering and evaluating evidence, and
determining the adequacy of argumentative discourse.
U11. Social Sciences - Apply knowledge and the methods of inquiry characteristic of the social sciences to explain and evaluate
human behavior and institutions.
Students in this class will learn or practice the following COBE Core Curriculum concepts, methods, and skills:
1. Understand and apply analytical and disciplinary concepts and methods related to business and economics:
1.1. Accounting
1.2. Business Policy and Strategy
1.3. Economics
1.4. Finance
1.6. International environment of business
1.7. Legal environment of business
1.8.Management
1.9. Marketing
1.11. Supply Chain Management
2.1. Communicate effectively: Write messages and documents that are clear, concise, and compelling
2.2. Communicate effectively: Give oral presentations that use effective content, organization, and delivery
3. Solve problems, including unstructured problems, related to business and economics
4. Use effective teamwork and collaboration skills
Course Materials
Strategic Management Theory, 11th Edition, Charles W. L. Hill, Gareth R. Jones, and Melissa Schilling. South-Western
Publishing/Cengage.
Business and economic news regularly gleaned from Business Week, the Wall Street Journal, the Economist, or like publications.
On-line editions of most are available, such as http://online.wsj.com/public/us and http://www.economist.com/index.html
Other readings and references at the discretion of the instructor.
Technology Resources/Requirements
Several computer skills and resources are necessary to complete this course. They include:
 Competence in Microsoft Word, Excel, Powerpoint or an equivalent such as Open Office and Adobe Reader.
If you use an equivalent software package you must be able to submit your deliverables in the corresponding
Microsoft format ex: .docx, .pptx, or .xls.
 Proficiency in sending and receiving emails and file attachments from your BSU account. Communications
from other accounts may not be accepted.
 Capability in conducting Internet searches and using research tools and databases in the Albertson’s library.
 Adept at taking online quizzes and exams in Blackboard. For those unfamiliar with Blackboard please click
this link: http://at.boisestate.edu/elearning/blackboard/BbDocs/general/WhatisBlackboard.asp
eCampus Resources
The eCampus Center provides a number of services and resources to help online students succeed. If you would like to
receive assistance from any of the offices or services, please make contact with them as soon as possible. It is much
better to start receiving these services at the beginning of the semester, rather than waiting several weeks before you
initiate contact. Select the following link to learn more about the services and resources available to you through the
eCampus Center.
Boise State eCampus Center Student Support
While exploring this site, you may want to take special note of the following:
1) Links to academic resources such as the Writing Center, Disability Resource Center, and Albertsons Library.
2) A QuickStart Guide with strategies for being successful in an online course.
3) Information about online tutoring services.
4) Computer and Technology Resources.
5) Tabs for Boise State Tutorials, Tutorials on the Web, Reporting Resources, and Tips for Success.
Blackboard Resources
For students new to Blackboard, please follow this link and confirm that you know where to locate resources to get
started in Blackboard and complete your work in the course: Student Blackboard Help at Boise State.
Computer and Internet Skill Requirements

You must also have a number of computer skills and resources to take this class.
1) Please review the list of basic computer and Internet skills and minimum technology links on the eCampus Center
website (particularly the first and last links).
2) For technical assistance, please refer to the help resources listed under the TECHNICAL link within the left menu
at my.boisestate.edu, or other resources found listed in Module 00: Getting Started of this course.
Computer Requirements
To be successful in an online course, you must ensure that you and your computer are ready. If you have questions
about the system requirements for your computer, select the link below to access a list of the minimum computer
hardware and software requirements, including information about your Internet connection and web browsers.
System Requirements
Technology Services for Students Website
Email Requirements
University policy (2280) establishes email as one of the official modes of communicating with students. The University
officially discourages students from forwarding u.boisestate.edu email to another account.
Blackboard Collaborate Requirements

To participate in the live discussions, you will need a headphone/microphone combination. Directions for Blackboard
Collaborate can be found in the Module 00: Getting Started folder of this Blackboard course.
Faculty Initiated Withdrawal for Nonattendance

Boise State University values course participation enough that nonattendance can lead to a faculty-initiated drop, defined as
failure to attend the first class session of a class that meets once weekly. In an online course, the first week’s attendance is
verified by other means that show a student has at least logged in to the course.
To meet this requirement, you must complete the Syllabus Quiz found in Syllabus area no later than 11:59 p.m. Mountain time on
the 3rd day of the course.  The outcome for not completing the quiz by the 3rd day of the course is that you will be
administratively dropped from the class.
Course Modules & Activities

This course is conducted entirely online. You can complete this course on your own schedule, but please stay on track or ahead of
the due dates each week. It is important for you to recognize that this class will require a minimum of 2.5-3 hours of coursework
per credit each week or 8 to 9 hours per week for a 3 credit, 15 week course.
There are 15 modules. You have this entire time to complete the readings, and other associated activities, recognizing that
participation assignments have further refined due dates within each lesson. Assignments and deliverables not submitted by the
assigned due date will be considered late and points will be deducted (see grading policy below for details). The modules are
grouped into several topic areas.
Each module will provide a variety of online material, activities, discussions, and small group interactions, designed to develop
the foundational knowledge and communication skills associated with this subject. Take some time to explore and understand the
course website and how to navigate using the menu and breadcrumb links.
After reading any new announcements, you will begin each week’s module from the Blackboard course Modules menu and use
the numbered items to guide you through the module teaching and learning activities and tasks. An estimated time is provided for
each activity to help you gauge the effort involved. Estimated times may not include time spent taking notes, which varies from
student to student. Here is an overview of the various activities in the course:
Module Overview and Checklist - Introduction to the module and checklist of essential tasks and deadlines for the week.
Readings - Reading assignments will come in the form of online articles, your textbook, and any additional sources posted on
Blackboard. Scheduling regular reading blocks in your calendar will help you stay current with the reading. Estimated times are
suggested using a 200 word per minute (or 5 min. per page) college level reading speed. Reading estimates do not include time to
take notes or the extra time involved when reading more challenging material. You may wish to adjust your study plan
accordingly.
Check for Understanding Quiz based on the reading - You will take all tests and quizzes on the Blackboard course site.
Blackboard will immediately grade all of the quizzes upon submission; tests will involve essay questions and will therefore be
graded within one week from the due date. You can check your score by accessing My Grades in the Blackboard course menu.
Discussion Forum - Each week, I will post one question to the discussion board. Each student will post an initial response to the
question by Tuesday, 11.59 p.m. and two responses by 11.59 p.m. the following day. Dates for posts and replies are listed in the
“Weekly Activities and Assessments” section below. Late initial posts make it difficult for others to write their replies, so please
aim to meet the deadline. Then, read eight posts from fellow students, and respond to two of them using the guidelines.
When writing replies, try to respond to posts that do not have any comments first, then, if you wish, add comments to posts that
already have one or more replies. Each post must be concise, relevant, informational and on time. Where possible, cite your
references, including references to the readings and resources for the module. Once discussions close it is not possible to post to
them and you will not earn credit so please pay attention to due dates.
At the end of the week, students will find it helpful to browse the forum and make note of key points made. I believe online
discussions are an important component of this course. Thoughtful discussions stimulate reflective thinking, deeper learning and
a productive exchange of ideas. I will be following along with the discussion, and may post clarifying questions and feedback
from time to time. For the most part, this venue is where you will go to teach and learn from each other.
If you have questions about the assignments, your inquiry should be emailed to me. After you have exhausted your individual
options for moving forward (do not spend 8 hours on something before you ask your question – conversely do not ask something
after being stuck for 8 seconds).
Cases and written Assignments – Teams are required to use Google Docs to work on cases and written assignments in this
course. Make sure you give me access to your Google Docs and keep all material therein until the end of the semester. This is
important in the event there is a disagreement within the team or there are questions about the deliverable.
You will turn in all assignments via the assignment links provided in the Blackboard course site. In general, you can expect me to
have assignments graded and returned via Blackboard within one week from any given due date. I'll use the formatting and
highlighting tools in Blackboard to comment on your papers, however, assignments must be in a format compatible with MS
Word 2007 or later (that is, in .DOCX or .DOC). No other formats are acceptable.
Module Self-Evaluation - At the end of every week I’ll ask you to complete a Module Self-Evaluation. It asks you questions
about your work in the course, such as the number of hours spent per week, and participation in the discussion board. I run
reports from these Module Self-Evaluations so please complete them. They are worth 10 points each and you cannot get a
"wrong" answer so please answer honestly. Do keep in mind that 10 points over fifteen weeks WILL have an impact on your
grade if you choose not to do them.
Student Evaluation
Quizzes: 100 points x 14 = 1400 points.
Class Discussion boards: 20 points x 14 = 280 points
Module self-evaluation: 10 points x 15 = 150 points
Case analyses: 250 points x 7 = 1750 points
Case presentations: 100 points x 7 = 700 points
Teamwork: 400 points*
COBE Assessment: 200 points
Total points = 4880 points
*The teamwork evaluation will be done through a questionnaire in Excel format available in Module 15.
You can look at all of your scores by accessing My Grades in the Blackboard course menu.
Grading Scale
Percentage Letter Grade Points
96-100% A+ 4684.8 - 4880
93-95.99 A 4538.4 – 4684.3
90-92.99 A- 4392.0 – 4537.9
86-89.99 B+ 4196.8 – 4391.5
83-85.99 B 4050.4 – 4196.3
80-82.99 B- 3904.0 – 4049.9
76-79.99 C+ 3708.8 – 3903.5
73-75.99 C 3562.4 – 3708.3
70-72.99 C- 3416.0 – 3561.9
66-69.99 D+ 3220.8 – 3415.5
63-65.99 D 3074.4 – 3220.3
60-62.99 D- 2928.0 – 3073.9
0-59.99 F 0 – 2927.5
Course Schedule
The course instructor reserves the right to amend this schedule. Students will be notified of a change via an announcement on the
course site.
Weekly Activities and Assessments
Week 1 Module 00 - Getting Started
8/22/2016 Activities:
Module 00 Self select into teams by 11.59 p.m. on 08/23/2016.
Take syllabus quiz by 11.59 p.m. on 08/24/2016.
Module 1
Module 1
Readings:
Chapter 1. Strategic Leadership: Managing the Strategy-Making Process for Competitive Analysis. (45 min)
What is strategy? (Available in Course Documents) (45 min)
Are you sure you have a strategy? (Available in Course Documents) (45 min)
Class discussion board #1:

Initial post due 11.59 p.m. Tuesday, 08/23/2016
Two (2) reply posts due by 11.59 p.m. Wednesday, 08/24/2016 (90 min)
Quiz #1:
Chapter 1 due 11.59 p.m. Saturday, 08/27/2016. (60 min)
Module self-evaluation #1 due 11.59 p.m. Saturday, 08/27/2016. (10 min)
Week 2 Readings:
Chapter 3. Internal Analysis: Distinctive Competencies, Competitive Advantage, and Profitability. (90 min)
08/29/2016
Homegrocers Case C-59 in textbook-start familiarizing yourself with this case and coordinate with your team
Module 2 because the analysis is due on Sunday 09/04/2016. (240 min)
Video:
SWOT analysis (5 min 24 sec)
MacDonald's SWOT analysis (8 min 33 sec)

Initial post due 11.59 p.m. Tuesday, 08/30/2016
Quiz #2:
Chapter 3 due 11.59 p.m. Saturday, 09/03/2016 (60 min)
Case Presentation and Analysis #1:

Homegrocers case analysis due 11.59 p.m. Sunday, 09/04/2016.
Module self-evaluation #2 due 11.59 p.m. Sunday, 09/04/2016.
Week 3 Reading:
Chapter 2. External Analysis: The Identification of Opportunities and Threats.
09/05/2016 (90 min)
Module 3 Video:
External Scanning and Analysis (16 min 24 sec)

Initial post due 11.59 p.m. Tuesday, 09/06/2016.
Two (2) reply posts due by 11.59 p.m. Wednesday, 09/07/2016. (90 min)
Quiz #3:
Module self-evaluation #3 due 11.59 p.m. Saturday, 09/10/2016.
Week 4 Reading:
Chapter 4. Building Competitive Advantage Through Functional-Level Strategy. (90 min)
09/12/2016 Harley Davidson’s Focus Strategy case C-115 in textbook- start familiarizing yourself with this case and
coordinate with your team because the analysis is due on Sunday 09/18/2016. (240 min)
Module 4
Video:
Functional Level Strategy (10 min 21 sec)

Quiz #4:

Harley Davidson case due by 11.59 p.m. on Sunday, 09/18/2016.
Module self-evaluation #4 due by 11.59 p.m. on Sunday, 09/18/2016.
Week 5 Readings:
Chapter 5. Business-Level Strategy (90 min)
09/19/2016
Video:
Module 5 Porter's Generic Strategies (8 min 3 sec)
Functional Strategy Development (16 min 34 sec)

Quiz #5:
Chapter 5 due 11.59 p.m. Saturday, 09/24/2016.
Week 6 Readings:
Chapter 6. Business Level Strategy and the Industry Environment. (90 min)
09/26/2016 Tesla Motors case C-201 in textbook- start familiarizing yourself with this case and coordinate with your team
because the analysis is due on Sunday, 10/02/2016. (240 min)
Module 6
Video: Battle for Standards and Dominant Design.

Quiz #6:

Tesla Motors case due by 11.59 p.m. on Sunday, 10/02/2016.
Module self-evaluation #6 due by 11.59 p.m. on Sunday, 10/02/2016.
Week 7 Readings:
Chapter 7. Strategy and Technology. (90 min)
10/03/2016
Video:
Module 7 Business Strategy and Technology Strategy. (24 min)

Initial post due by 11.59 p.m. Tuesday, 10/04/2016.
Quiz #7: Chapter 7 due 11.59 p.m. Saturday, 10/08/2016. (60 min)
Week 8 Readings:
Chapter 9. Corporate-level Strategy. (90 min)
10/10/2016 IKEA Case C-251 in textbook- start familiarizing yourself with this case and coordinate with your team
because the analysis is due on Sunday. (240 min)
Module 8
Video:
Corporate-Level Strategy. (9 min)

Quiz #8:

Ikea due 11.59 p.m. Sunday, 10/16/2016.
Week 9 Reading:
Chapter 10. Corporate-level strategy: Related and Unrelated Diversification. (90 min)
10/17/2016
Video:
Module 9 Diversification (22 min)

Quiz #9:

Week 10 Reading:
Chapter 8. Strategy in the Global Environment. (90 min)
10/24/2016 Wynn Resorts CEO Doubles Down on China Casino Business. (30 min)
The Tata Group case C-334 in textbook- start familiarizing yourself with this case and coordinate with your
Module 10 team because the analysis is due on Sunday, 10/30/2016. (240 min)

Quiz #10:

Tata Group due 11.59 p.m. Sunday, 10/30/2016.
Week 11 Readings:
Chapter 11 – Corporate Performance, Governance, and Business Ethics. (90 min)
10/31/2016
Video: Importance of Corporate Governance in Business Ethics (5 min 19 sec)
Module 11
Quiz #11:
Week 12 Readings:
Re read Chapter 11. Corporate Performance, Governance, and Business Ethics. Pay special attention to
11/07/2016 pages 379-394. (90 min)
Disaster in Bangladesh case C-360 in textbook- start familiarizing yourself with this case and coordinate with
Module 12 your team because the analysis is due on Sunday, 11/13/2016. (240 min)
Discussion Board #12:

Quiz #12:

Disaster in Bangladesh due 11.59 p.m. Sunday, 11/13/2016.
Week 13 Readings:
Blue Ocean Strategy (Available in course documents). (45 min)
11/14/2016
Video:
Module 13 Blue Ocean Strategy CNN. (2 min)
https://www.youtube.com/watch?v=lXuDi_Qljak&index=61&list=PLFGonDGu40gV3ER3YXh0iUWvWl5H
C3_ca
Blue Ocean Strategy Summary (11 min)
https://www.youtube.com/watch?v=8cVS7YEW2Fk
Blue Ocean Strategy Example: How Cirque du Soleil revolutionized the circus. (1 min 30 sec)
https://www.youtube.com/watch?v=GkF_yStN4pw

Quiz #13:
Blue Ocean Strategy due 11.59 p.m. Saturday, 11/19/2016. (60 min)
Week 14 Readings:
Chapter 12. Implementing Strategy in Companies that Compete in a Single Industry. (90 min)
11/28/2016 Starbucks case C-259 in textbook- start familiarizing yourself with this case and coordinate with your team
because the analysis is due on Sunday, 12/04/2016. (240 min)
Module 14
Quiz #14:

Starbucks due 11.59 p.m. Sunday, 12/04/2016.
Week 15 COBE Assessment due by 11.59 p.m. on Friday, 12/09/2016.
12/05/2016 Teamwork assessment due by 11.59 p.m. on Friday, 12/09/2016.
Module 15 Module self-evaluation #15 due by 11.59 p.m. on Friday, 12/09/2016.
Course Expectations & Policies
Student Expectations/Responsibilities
Participate in interactive weekly discussions at least *two* times a week
Once you post your initial response, you will participate in ongoing discussions until the end of the week. Whether we will be
able to continue our discussions or not depends on your interactive participation (i.e., without the input from each of you, we
won't be able to have interactive discussions). Please consider class discussions to be vital to the successful completion of this
class. Interactive discussions will create a forum necessary to learning and enrich the course beyond what we could do alone.
Without interactive class discussions, our class will become another type of a correspondence course -- we don't want this course
to be a correspondence course.
After you post your initial response, read others' comments and post reply messages to them. I do not have a criterion for the
number of your reply messages - It's up to you. The only quantity-related criterion is that you need to participate in discussions at
least 2 times a week. By 2 times a week, I mean 2 different days during the week, not 2 messages in one day. This requirement is
to help you handle a stack of messages on a regular basis. You are placed in groups to manage the amount of messages/posts.
NOTE: Messages posted in the Questions about the course, and the previous weekly areas are not considered as class discussions.
Therefore, they are not used in evaluation of your class attendance/participation level. Please let me know of any individual
learning needs or schedule conflicts in advance of their occurrence. You will find strategies to manage your time within the
activity instructions. Each activity includes an estimated time to complete. If you find you are spending more than double the
estimated time for a given activity, please reach out to a fellow student or to me for clarification and/or assistance. Create a study
plan for readings and activities each week. Estimate the time you will need to complete each task, and set aside that time in your
weekly schedule so that you are able to complete the assigned work before the due dates.
When working with other students, be supportive. This doesn’t mean you should avoid challenging one another’s ideas, however;
try to provide specific, targeted feedback and inquiries, as outlined below.
Contribute to college-level discussions
When you interact with class members, think for a moment if your comments follow the guidelines below:
 Think of your messages as your public speech in a face-to-face classroom. Although your message is inserted
under a specific parent message, it is your voice sent to ALL of us (not just to the author of the parent
message you are responding to, or just to me). So are my messages - When I write a public message, I expect
that ALL of you will hear me (i.e., read it).
 Make clear and concise comments. Short and meaningful comments are more important than long
meaningless messages. Overly verbose contributions without quality will not be viewed favorably. Some
short replies such as 'I agree' or 'Huh?' would not be appropriate either.
 Be “interactive,” not just “active.” I've observed in previous classes that some people responded to messages
posted in the thread that they had started and seldom made any comments in others. Be interactive in various
discussion areas.
 Avoid dominating class discussions. You might have been in a face-to-face classroom where one or two
persons dominated the discussions. In this asynchronous classroom, all of us will participate in discussions.
 Maintain relevancy and appropriateness to the discussion topics. If you want to discuss unrelated topics with
other classmates, please do so using your personal email. Remember this is a classroom, not a chat room.
 Make creative and insightful contributions to discussions. One "really neat thing" about asynchronous
computer-mediated learning is that it gives you time to read and understand each other's comments and to
form clear and insightful replies. An example of unfavorable statements is "Other people have already
mentioned everything, so I don't have much to say about this."
 Don't be afraid of playing devil's advocate. Encourage other people to see new perspectives. But please be
civil when you disagree with others. Written words can be perceived to be much stronger than spoken words.
 Add references from which your ideas are derived (author, journal, page...) when it is appropriate. Feel free
to introduce other relevant sources and publications to class discussions.
Netiquette
Discussion via Blackboard is open to all students and faculty enrolled in this course. All communication between students and
faculty should remain professional and courteous. This is true of both Blackboard and email communications. Language and
grammar matters, so be careful how you phrase your communication. Simplicity and directness are helpful in getting your
message across (directness does not mean rudeness or angry responses to either students or faculty). It is possible to receive a
failing grade ('F') for the Class Participation portion of the course if rude and unseemly communications via Blackboard and
email become an issue and are not corrected. Please skim through and follow the basic rules of netiquette.
Grading Policies
One of the many advantages to taking courses online is that it affords you a degree of flexibility in when and how you complete
your assignments that might be more challenging to achieve in a face-to-face classroom setting. However, taking courses online
does not mean that you've got the autonomy to do and submit the work when you wish.
In order for us to move through the material as a group, it's important that each of you complete your assignments on time. Late
is defined as submitted anytime after the published deadline. This means if you procrastinate and turn it in at 11:05 pm after
an 11:00 pm deadline, it's late.
Late penalty schedule - in order to provide all of you with a fair, uniform way of handling the inevitable late submissions that
will occur, I will deduct 10% of the available points for every 24 hour period that passes before submission occurs (1 minute
through 24 hours late = 10%; 24 hours, 1 minute through 48 hours late = 20%, etc.).
To avoid late penalty, turn your work in on time! Don't tempt fate - technology is far from perfect, and generally, it only fails
when you really need it to work. If you play with fire and wait until the very last second to submit your work via the assignment
link, you may get burned. If I don't have it by 11:00 pm on the due date, it's late. This means that emailing me at 11:05 pm isn't
a viable excuse for a late submission. This is an easy enough problem for us to avoid - you have a full week to complete your
work, so don't wait until that last second to turn it in. Late is late.
Life happens. If you have a legitimate situation or emergency arise during the semester that is going to hinder your ability to
complete work on time, you should contact me to make arrangements. It takes but a minute to email and give me a courtesy
heads up. I'm much more willing to work with you if I know what's going on. Falling off the radar for 3 weeks and then asking
forgiveness isn't the way to go.
*Participation assignments have a two-pronged deadline schedule each week - with initial postings due Thursday night and
comments due on Saturday nights.
Why am I so picky? Good question. Because I believe that college isn't just about giving you a content-specific education, it's
about teaching you to be a productive member of society...and in the real world, deadlines matter.
Instructor Expectations/Responsibilities
I regularly check my email, six days a week. In general, I will try to respond within 24 hours of receiving an email. If you have a
question or comment that applies only to you (such as a question about your grade or academic progress), I prefer that you send
me an email. If your question or comment applies to other students (such as a question about due dates or a comment about an
assigned reading), please post to the Course Questions & Suggestions discussion forum. I will tell you about schedule changes,
revisions to assignments, and other housekeeping details by posting announcements on the course site. I will usually email such
announcements to all students, as well.
PART II. Institutional Academic Policies
Academic Integrity
Students are expected to perform according to the standards of academic honesty and integrity as outlined in the Boise State
University policies. As stated in the Student Handbook, “Plagiarism in written works whether in hard copy, print or in electronic
communications, will not be tolerated and may be cause for failure in the course and/or University dismissal. Academic
dishonesty in any form may result in failure in the course or dismissal from the Program and/or the University.”
You must abide by the Boise State University Student Code of Conduct regarding Academic Dishonesty. You may not give or
receive help on any test from any other student. You may not discuss the content of any tests with other students until all students
have taken the test. This includes students who may have missed the scheduled test time due to illness or emergency.
Please read carefully the Boise State University Student Code of Conduct and specifically the definition of Academic Dishonesty
found in Section 18 of Article 2. You will be held to these standards in all areas of academic performance.
Student Online Privacy

Information in electronic form is easily reproduced and easily distributed. For this reason, it is important that you review the
guidelines and limitations regarding the use of email and other technologies for your course in Boise State’s Student Online
Privacy Notice.
Disabilities Statement
Students with disabilities needing accommodations to fully participate in this class should contact the Disability Resource Center
(DRC). All accommodations must be approved through the DRC prior to being implemented. To learn more about the
accommodation process, visit the DRC’s website at http://drc.boisestate.edu/students/getting-started/.
According to Blackboard’s Commitment to Accessibility webpage, the company is committed to ensuring that the Learn platform
is both usable and accessible by everyone, regardless of age, ability, or situation. Blackboard measures and evaluates accessibility
using two sets of standards:
 The WCAG 2.0 standards issued by the World Wide Web Consortium (W3C), and
 Section 508 of the Rehabilitation Act issued in the United States federal government.
For the Blackboard Learn 9.1 SP11 conformance statement for Web Content Accessibility Guidelines 2.0, Level AA, see the
Blackboard Learn Accessibility Conformance Statement.
Copyright Compliance
Some of the materials in this course may be copyrighted. They are intended for use only by students registered and enrolled in
this course and only for instructional activities associated with and for the duration of the course. They may not be retained in
another medium or disseminated further. They are provided in compliance with the provisions of the TEACH Act. For more
information, visit the eCampus Center’s page about copyright.
Statement of Shared Values

In addition to the policies governing academic integrity, Boise State University has adopted a Statement of Shared Values. In a
culture of intellectual inquiry and debate, where the search for knowledge and discovery flourish, campus community members
are expected to demonstrate civility, abide by norms of decorum, and adhere to the principles of civil discourse. Civility is
expressed in the Statement of Shared Values which includes Academic Excellence, Caring, Citizenship, Fairness, Respect,
Responsibility, and Trustworthiness. I encourage you to read these statements carefully and consider them when interacting with
faculty, fellow students, and members of the community.
Downloading Course Content

Course materials may be saved or printed for use in this course only. For use beyond this class, permission must be obtained from
the instructor.

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GB 450 Syllabus

College of Business and Economics

Learning Objectives and Outcomes

Applicable University Learning Outcomes:

U1. Writing - Write effectively in multiple contexts, for a variety of audiences.

Other readings and references at the discretion of the instructor.

Boise State eCampus Center Student Support

Computer and Internet Skill Requirements

Technology Services for Students Website

Blackboard Collaborate Requirements

Faculty Initiated Withdrawal for Nonattendance

Course Modules & Activities

Weekly Activities and Assessments

Week 1 Module 00 - Getting Started

Class discussion board #1:

Module self-evaluation #1 due 11.59 p.m. Saturday, 08/27/2016. (10 min)

Class discussion board #2:

Case Presentation and Analysis #1:

Module self-evaluation #2 due 11.59 p.m. Sunday, 09/04/2016.

Class discussion board #3:

Class discussion board #4:

Case Presentation and Analysis #2:

Module self-evaluation #4 due by 11.59 p.m. on Sunday, 09/18/2016.

Class discussion board #5:

Module self-evaluation #5 due 11.59 p.m. Saturday, 09/24/2016.

Class discussion board #6:

Case Presentation and Analysis #3:

Class discussion board #7:

Module self-evaluation #7 due 11.59 p.m. Saturday, 10/08/2016.

Class discussion board #8:

Case Presentation and Analysis #4:

Module self-evaluation #8 due 11.59 p.m. Sunday, 10/16/2016.

Class discussion board #9:

Module self-evaluation #9 due 11.59 p.m. Saturday, 10/22/2016.

Class discussion board #10:

Case Presentation and Analysis #5:

Module self-evaluation #10 due 11.59 p.m. Sunday, 10/30/2016.

Module self-evaluation #11 due 11.59 p.m. Saturday, 11/05/2016.

Discussion Board #12:

Case Presentation and Analysis #6:

Module self-evaluation #12 due 11.59 p.m. Sunday, 11/13/2016.

Discussion Board #13:

Module self-evaluation #13 due 11.59 p.m. Saturday, 11/19/2016.

Case Presentation and Analysis #7:

Module self-evaluation #14 due 11.59 p.m. Sunday, 12/04/2016.

Week 15 COBE Assessment due by 11.59 p.m. on Friday, 12/09/2016.

12/05/2016 Teamwork assessment due by 11.59 p.m. on Friday, 12/09/2016.

Module 15 Module self-evaluation #15 due by 11.59 p.m. on Friday, 12/09/2016.

Course Expectations & Policies

Participate in interactive weekly discussions at least *two* times a week

Contribute to college-level discussions

PART II. Institutional Academic Policies

Student Online Privacy

Statement of Shared Values

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Participate in interactive weekly discussions at least two times a week