...this case a book chapter) and then to evaluate it. This is what most review tasks will require you to do – though you may find some variation on this theme. It’s important to always read the topic instructions carefully. Hint: When you are reading a text to be reviewed – keep the following two questions uppermost in your mind: • What is this text saying? (summary); • What do I think about what it’s saying? (evaluation) 2. The text being reviewed Notice how this review begins with the full bibliographical information about the text being reviewed – author, date, title publisher, place etc. Hint: Always commence your review with this information. 3. Introduction Rather than going straight into reviewing the text, notice how this student writer has begun by introducing the broad issue that the text is addressing. In this case it is the problems that international students can experience in Australian universities. Hint: Think about how you can relate the text you are reviewing to its broader context. 4. Summarising the text (see paragraphs 2-6) As we noted, one of the main components of a review is to summarise the original text. A good summary like this one will do the following: • accurately represent the ideas in the original text • focus on the more important ideas • be perfectly understandable to someone who has not read the original How long should a summary section be? It will depend on the required length of the review. Hint: In a well-constructed review the summary section...
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...hodges@broad.msu.edu Section 002: TU / TH 2:40 – 4:00 Office Phone Number: 517-432-3522 Location: C132 Holden Hall Fax: 517-432-1111 Office: N440 BCC Office Hours: TU 10:30 – 11:30 (or by appointment) Address: Department of Management Eli Broad College of Business 632 Bogue Street N475 Michigan State University East Lansing, MI 48824-1032 COURSE DESCRIPTION This course addresses a very fundamental business question: “Why are some firms more successful than others over the long term?” The answer to this important question can be found in the relationship between the organization, its strategy, and its environment. This relationship is complex, uncertain, and always changing. Top managers shape and guide this relationship, making strategic decisions that change the organization's capabilities, shift its position in the environment, and / or lead the firm into a new business. This course is designed to familiarize students with the strategic management process by: * Introducing students to the different aspects of strategic decision-making from a business, corporate, and entrepreneurial perspective (lecture materials) * Exposing students to the complexity and ambiguity of strategic decision-making through the analysis of situations faced by real companies (case studies) * Interpreting (through discussion), and applying (through exercises), fundamental strategic management concepts Prerequisites: MKT 300 Managerial Marketing; SCM 303 Introduction...
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...(Statesboro), Home:912- 898-3893 (Savannah), email: bmccart@georgiasouthern.edu (GSU) or bkm1963@comcast.net (home) OFFICE HOURS: Tuesdays 1:30-3:30 pm, 5:00-6:30 pm (in Statesboro); Wednesdays 1:30-3:30 pm; Thursdays 5:00-6:30pm (in Savannah); and by appointment. I am also available by telephone and email. PREREQUISITES: Completion of the MBA Core. COURSE DESCRIPTION: A study of Leadership and Motivation. This course provides an overview of existing theories and models of leadership and motivation. Using readings, cases, discussion, and guest speakers the course explains the importance of leadership, motivation, power and influence in organizational life. Special emphasis is placed on leadership of change. |LEARNING OUTCOMES |EXPECTED RESULTS |ASSESSMENT | |Enhance leadership skills as they pertain |Express an understanding of the importance |Problem solving and decision-making skills | |to problem solving and decision-making. |of problem solving and decision making in |will be evaluated using cases and exercises| | |the leadership process. |requiring application of these skills. | | |Compare and contrast different leadership |“Real-world” business issues will be | | |styles and express understanding when each |introduced...
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...1 SCHULICH SCHOOL OF BUSINESS YORK UNIVERSITY SGMT 6000 3.0 STRATEGIC MANAGEMENT Wednesday 2:30-5:30 pm (A) - Room N108 Tuesday 08:30-11:30 pm (B) - Room W136 Fall Term, 2011 Professor: Moshe Farjoun Email: mfarjoun@schulich.yorku.ca Room: N311 SSB Office Hours: By appointment Secretary: JoAnne Stein Office: N305B SSB Telephone: 416-736-5087 Brief Description This course examines business and corporate strategy. The focus is on strategic management, the process of choosing and defining purposes and objectives, formulating and implementing a viable strategy and monitoring strategic performance. It deals with the organization in its totality and demonstrates how and why the various functions of business are interdependent and need to be coordinated if the organization is to perform effectively. The course elaborates on the applicability of the strategic management discipline to a variety of sizes and types of organizations. Prerequisites Students are required to complete all 5000-series Required Foundations of Management Core Courses before enrolling in this course. Extended Description and Objectives One of the classic definitions of strategy is as follows: “A strategy is the pattern or plan that integrates an organization’s major goals, policies and action sequences into a cohesive whole. Well-formulated strategies help marshal and allocate an organization’s resources into a unique and viable posture based upon its relative internal competencies and shortcomings, anticipated...
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...nothinggg 1. Canyon Ranch Case Study - College Essays - Ssherman www.studymode.com › Home › Business & Economy › Case Studies Case Study 7: Canyon Ranch Written for: Professor Efrem Mallach MIS650 Authored by Group 2: December 9, 2009. Case Description Background Canyon ... 2. Canyon Ranch Case Study - College Essays - Farter77 www.studymode.com › Home › Linguistics & Human Languages What sets Canyon Ranch's apart from their competitors is there incomparable attention to their guests needs. After all Canyon Ranch is all about the Customers. 3. Canyon Ranch Case - College Essay - Mollipop33 www.studymode.com/essays/Canyon-Ranch-Case-1786957.html Canyon Ranch should absolutely implement a CRM strategy. For years Canyon Ranch ... Ranch Case Study ...Canyon Ranch Case Study Executive Summary. 4. Canyon Ranch Presentation - SlideShare www.slideshare.net/vensotto/presentation-canyon-ranch Oct 31, 2013 - Canyon Ranch is the only first-class, private residential community in the ... presentation 381 views; Modern Ranch Makeover Case Study: The ... 5. [PDF]case studies - Utah State University Extension extension.usu.edu/rangelands/files/uploads/.../Case_Studies_UT_Range.p... CASE STUDIES. B & B Ranch ... Boulder Creek Canyon Ranch is a 298-acre ranch located in the town of Boulder, Garfield County,. Utah. The ranch is owned ... 6. Publications and Reports - Canyon Ranch Institute www.canyonranchinstitute.org/...a.../summary Canyon Ranch Institute ...
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...Project Management Case Studies: Ikea And Timbuk2 Project Management Case Studies: IKEA and Timbuk2 Table of Contents Case I: IKEA Design and Pricing 3 Case Summary: 3 Key Terms: 3 Case Questions 5 Conclusions 9 Case II: The Tao of Timbuk2 9 Case Summary: 9 Key Terms: 10 Questions: 11 Conclusions: 15 Bibliography 16 Case I: IKEA Design and Pricing Case Summary: IKEA is a Swedish retailer that dominates the home market in 32 countries and is currently expanding in the United States. The success of the company is providing low cost products that include function, modern design, environmental considerations and healthy manufacturing conditions. IKEA designs its products, manufacturing, and distribution systems with the target price in mind. IKEA’s processes and corporate mantras feel unique and cheerful. Both customers and employees count on the company to operate responsibly. IKEA makes customers feel like they are living well even though they aren’t paying for premium product. There is a great deal to learn from its operations and management. The company’s goals have been incorporated into the product design process that IKEA uses. Key Terms: • Triple bottom line – A business strategy that includes social, economic and environmental criteria. IKEA is an example of a company that judges itself by the triple bottom line. While it strives to do good business, it includes a business and operating model designed to minimize the...
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...Session Time: Mondays, 11:30 am - 2:20 pm Session Room: Robert Sutherland Hall, Room 554 Overview of the Course The course is an introduction to the concepts, principles and analytical methods involved in making the broad variety of key investment decisions regarding commercial real estate. It is designed to supplement, rather than replace SURP 844: Real Estate Project Planning. Therefore, the emphasis of this course is on commercial real estate investment rather than development. However, some elements of the latter will inevitably be addressed. The focus will be on fullyoperational income-generating properties, primarily large in scale. The main asset types of office, industrial, retail and multi-unit residential will be discussed (and possibly a few more specialized types). Another emphasis of the course will be on the micro level – the evaluation of the investment merits of individual properties (or at least individual transactions). Less attention will be paid to the macro level i.e. portfolio management. To the extent possible, the course content (including readings, cases and assignments) will be Canadian (although it is recognized that real estate investment is increasingly a global endeavor). This is primarily a combination seminar and case study course. It is designed around a cornerstone of five carefully chosen guest speakers, who will each address their specific area of expertise within commercial real estate investment. Course readings, case studies, exercises and assignments...
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...© Supply Chain Management Association Supply Chain Management Professional Designation Program Module Three Logistics and Transportation Information and Overview .................................................................................................... IO – 1 General Information ........................................................................................................ IO – 2 Module Overview ........................................................................................................... IO – 4 Module Readings ............................................................................................................ IO – 7 Session and Reading Summary ....................................................................................... IO – 9 Candidate Evaluation .................................................................................................... IO – 12 Module Evaluation ........................................................................................................ IO – 25 Session One – Logistics...
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...202 Fax: 471-3937 (O) Office Hrs: T-TH 10:30-11:30, and by appt. COURSE DESCRIPTION Supply Chain Management involves the flows of materials and information among all of the firms that contribute value to a product, from the source of raw materials to end customers. We will integrate issues from marketing (channels of distribution), logistics, and operations management to develop a broad understanding of a supply chain. By taking a strategic perspective, we will focus on relatively long term decisions involving the investment in productive resources, configuration of processes, product designs, and development of parterships with suppliers and channels of distribution. Although the development of analytical tools is not one of the primary objectives of the course, students should be comfortable with quantitative analysis. By the end of the course, you should have developed an appreciation for the major strategic issues trade-offs in supply chain management as well as the ability to use conceptual frameworks to make decisions. TEACHING/LEARNING METHODOLOGY The detailed course outline starting on page 6 lists, for every class session, the reading(s), case(s), assignment(s), and anything else of importance. Please read this outline carefully before every session. Because class time is our most precious and inelastic resource, please come to every class prepared. Essential preparation includes reading the assigned readings and cases and doing the assignments. Recommended Text...
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...[pic] COURSE: MKT 4398 – Strategic Brand Management TERM: Fall 2009 | | | |Section 05: 12:30-1:45 T-Th | | | | | |Room: HSB 101 | | PROFESSOR: Dr. Chris Pullig OFFICE: HSB 223 OFFICE HOURS: T-Th 1:45 – 4:00 or by appointment PHONE: 710-4769 (Office) and 836-0206 (Home) EMAIL: Chris_Pullig@Baylor.edu Course Description and Objectives: One of the most valuable assets for any firm is the brand associated with its products and/or services. Despite this, very little attention has been paid to the subject in business education. To address this, Strategic Brand Management is an advanced elective that addresses important branding decisions faced by an organization. Its basic objectives are: 1) to increase understanding of the important issues in planning and evaluating brand strategies; 2) to provide the appropriate theories, models, and other tools to make better branding decisions; and 3) to provide a forum for students to apply these principles. Specifically, we will cover: ...
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...and Using Information Systems, Wiley, 2006 (3nd edition) 2. A package of Harvard Business School Case Studies Additional Readings and Cases: Class handouts as needed. Course Description and Goals This course is designed to provide the current and future managers with understanding and appreciation of the issues that are related to the organization’s information technology assets. The course is not to educate technical specialists, rather, it is to give students a managerial perspective on the use of, design of, and evaluations of information systems that exist in organizations today. The objective of this course is to prepare students to manage information services in both today’s and tomorrow’s environment with its managerial, social, political, ethical and global issues. Conduct of the Course All students are expected to read the assigned materials (text, end-of-chapter discussion board questions (DBQ) and Harvard Business School case studies- HBC) before coming to the class. Some days we will discuss the materials in the text book. You are expected to be prepared to actively participate in this discussion, answering questions such as “What are the issues involved in ...?”, “What do the authors mean by ...?”, and “Give an example of...?” The second use of class time will be group presentation on the selected cases from the case study package. You will be assigned a group and lead the discussion for this activity. Those of you not assigned for...
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...Literature Review: Enlarged Tracheoesophageal Puncture after Total Laryngectomy: A Systematic Review and Meta-Analysis Name Affiliation Date ABSTRACT Objectives: Enlargement of the tracheoesophageal puncture (TEP) is a challenging complication after laryngectomy with TEP. We sought to estimate the rate of enlarged puncture, associated pneumonia rates, potential risk factors, and conservative treatments excluding complete surgical TEP closure. Methods: A systematic review was conducted (1978–2008). A summary risk estimate was calculated using a random-effects meta-analysis model. Results: Twenty-seven peer-reviewed manuscripts were included. The rate of enlarged puncture and/or leakage around the prosthesis was reported in 23 articles (range, 1% to 29%; summary risk estimate, 7.2%; 95% confidence interval [CI], 4.8% to 9.6%). Temporary removal of the prosthesis and TEP- site injections were the most commonly reported conservative treatments. Prosthetic diameter (p =.076) and timing of TEP (p = .297) were analyzed as risk factors; however, radiotherapy variables were inconsistently reported. Conclusions: The overall risk of enlarged puncture seems relatively low, but it remains a rehabilitative challenge. Future research should clearly establish risk factors for enlarged puncture and optimal conservative management. Keywords: tracheoesophageal puncture, total laryngectomy, enlarged tracheoesophageal puncture, complications, leakage Enlarged Tracheoesophageal Puncture after Total...
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...Assessment could be defined as the “process of gathering, interpreting, recording and using information about students’ responses to an educational task. “(Harlen, Gipps, Broadfoot, Nuttal. 1992. P.214) It is a part of everyday life for all teachers; it is an integral part of teaching and learning and is a basis for planning lessons and schemes of work based on national curriculum. The main function of assessment is to support teachers and learners in achieving their objectives and aims; by providing information about the progress of learners and by helping institutions to improve and perform better. Assessment can sometimes be seen as something extra that teachers have to undertake, outside of their daily routines; such as invigilating exams or taking books home to mark after school; although assessment is not just marking and awarding grades. It involves identifying at what stage of learning each pupil or student is at, as well as highlighting any miscomprehensions within their learning. It is then possible for a teacher to fill these voids of knowledge and plan lessons appropriately by tailoring lessons to the academic needs of the learners. Using assessment is vital for any learning facilitator and it therefore underpinned by the governments teaching standards, which also make assessment very necessary. Teaching standard 6 requires that to “Make accurate and productive use of assessment”. (URL 5) Assessment itself is a very broad term and many variations exist with...
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...accommodation need only make such a request before the end of the second week of class. Please call the Associate VP for Student Support- 872-3178. My intention is to honor all legitimate requests. The deadline is necessary to allow sufficient time for a meaningful solution. Exceptional circumstances will also be considered at any time during the semester. Student Evaluation: Tests – 2 tests (mid-term and final- 100 pts each) 200 pts Cases: 6 total cases Group Cases: You are leader- 1@ 50 pts 50 pts You are group member- 2@25 pts 50 pts Individual Cases- 3 @ 33.33 pts 100 pts Total Points 400 pts Textbooks: Arens, Elder and , Auditing & Assurance Services: An Integrated Approach 15th ed., Prentice-Hall, 2014 Trussel, John M. and Frazer, J. Douglas The Lakeside Company: Case Studies in Auditing, 12th edition, Prentice-Hall , 2012 Student Learning Objectives- The student will be able to: 1. incorporate professional standards into case analyses and essay responses. 2. perform as a group leader and as a group member to organize work and present it in a professional manner. 3. develop solutions in light of both general business ethics and the AICPA Professional Code of Conduct. 4. demonstrate facility with basic audit steps and the documentation of such work. 5. demonstrate how...
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...MULTINATIONAL CORPORATE FINANCE Winter 2013 Lee McClain Parks Hall 39 (360) 650-3973 Lee.McClain@wwu.edu OFFICE HOURS: TR 10:00-11:50 and by appointment PREREQUISITES: FIN 341 REQUIRED MATERIALS: Moffett, Stonehill, Eiteman; Fundamentals of Multinational Finance, 4th ed. (Prentice Hall, 2012) ISBN: 0132138077. Access to The Wall Street Journal. COURSE OBJECTIVES/LEARNING OUTCOMES: 1. To expand a student’s knowledge beyond domestic financial management. 2. Understand the international financial environment. 3. Examine exchange rate risk management. 4. Examine foreign investment analysis. 5. Understand options for financing foreign operations. 6. To introduce students to the ethical, global, political, social, legal and regulatory, demographic diversity, environmental, and technological issues as related to an introductory study of multinational corporate finance. ASSESSMENT OF OBJECTIVES: Accomplishment of objectives/learning outcomes will be assessed on the papers, problem sets, participation, article reviews, and summaries. FINAL GRADE: BASED UPON A PERCENTAGE OF THE POINTS YOU EARN FROM THE TOTAL POINTS POSSIBLE IN THIS COURSE. TOTAL POINTS POSSIBLE: ARTICLE REVIEWS (30 pts each) 120 CASE STUDIES 150 PARTICIPATION 40 PROBLEM SETS 50 FOREIGN EXCHANGE SUMMARY 40 400 PROBLEM SETS: Students may work in groups of three or four. The problems will come from questions at the end of the...
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