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Management and Leadership

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Introduction to American Business
College of Adult Professional Studies
Course Number: BUS105

Syllabus

Course Overview

Introduction to American Business will take you on a journey of understanding the science of business. Even though new business applications are emerging some foundational principles remain unchanged. This course will include both basic business applications and new emerging trends.

As you read the material and interact with classmates you will gain a greater understanding of entrepreneurship, quality of life, revenue, profit and loss, risk taking, production and return on investment. The course will highlight the importance of finance, the role of a financial manager, where to get long term funding and how to finance large capital. The financial principles that are taught will have applications to you personally. You will learn about controlling your assets, building a capital account and planning for your retirement.

American business is an ever-changing science. Today’s businesses are challenged with global competition and faster technological changes; these changes will have a direct impact on you as a manager. The information and learning activities presented in the course will help you to examine up-and-coming business strategies that influence traditional management. You will learn about management approaches that are more customer-driven than they were a decade ago. You will understand and study the necessity of developing and participating in cross-functional teams.

Course Description

This course is an overview of business, including: business ownership, entrepreneurship, economics, global markets, ethics and social responsibility, management and leadership, human resources, marketing, financial management, and accounting.

Course Objectives

Upon successful completion of this course, you should be able to:

• Understand what a business is, its ownership and structure. • Understand the basic economic principles and how they affect business. • Understand the following and how they impact business operations: o Global Markets o Ethics and Social Responsibility o Entrepreneurship o Management and Leadership o Information and Technology o Human Resources o Accounting and Financial Management

Course Materials

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Nickels, W. G., McHugh, J. M., & McHugh, S.M. (2010). Understanding business (9th ed.). New York, New York: Irwin/McGraw Hill.

Course Structure

Introduction to American Business allows you to explore the science using a variety of learning opportunities and tools. The course is structured into two sections; the Learning Activities and the Learning Medium. During each workshop you will be provided with a structured opportunity to share and apply the information learned.

The Learning Activities portion of this course consists of four learning components; reading assignments, individual study, discussion forums and team assignments. The Learning Medium provides a variety of methods by which the learner can access and learn information. You will research information using the course textbook, web-based links, library resources and professional interviews. Throughout the course you will write reflective papers using workplace experience and personal life applications, analyze real-world cases, work within a group (faculty to assign) and discuss business concepts with other members of the class.

Course Assessment

The student will be awarded points at the conclusion of each workshop. Points will be allocated based on specific criteria and assignment. The assignments are grouped into four categories; individual graded assignments, participation in on-line discussions, individual projects, and team projects. Points for each assignment are calculated using the charts shown in this section.

| |Workshop One |Workshop Two |Workshop Three |Workshop Four |Workshop Five |TOTAL |
|Discussion |2 @ 30 |2 @ 30 |2 @ 30 |2 @ 30 |2 @ 30 |300 |
|Individual |1 @ 50 |75 |75 |75 |0 |350 |
|Activity |1 @ 75 | | | | | |
|Individual Project|0 |0 |0 |0 |150 |150 |
|Team Project |0 |0 |0 |0 |100 |100 |
|TOTAL |185 |135 |135 |135 |310 |900 |

Course Grade

|Grade |% |
|A |95% - 100% |
|A- |92% - 94% |
|B+ |89% - 91% |
|B |85% - 88% |
|B- |82% - 84% |
|C+ |79% - 81% |
|C |75% - 78% |
|C- |72% - 74% |
|D+ |69% - 71% |
|D |65% - 68% |
|F |64% and below |

Discussions

Each discussion requires an initial writing. The initial posting should be comprehensive enough to demonstrate understanding of the workshop objective, yet informal enough to dialog with other students. Discussions are designed to create learning using two methods; individual writings and dialog with other students. This means that you will gain knowledge independently, then reinforce or clarify that knowledge with your own professional experience. Therefore, offering feedback about discussions is very important to the learning goal. To receive maximum points for a discussion you will be required to response with at least 2 well thought out comments to other students’ writings during each workshop.

Discussion Rubric: This rubric was created by the Instructional Design team at Indiana Wesleyan, adapting in part materials from Dr. Stella Porto and other Internet resources.

| |CRITERIA |
| |Discussion Rubric: This rubric was created by the Instructional Design Team at Indiana Wesleyan, adapting in part materials from Dr. Stella|
|POINTS |Porto and other Internet resources. |
| |Quality-The student’s postings are well developed (at least a full paragraph) and their answers provide clear evidence of critical thinking |
| |(analysis, synthesis, evaluation, or application). Their questions or observations add greater depth to the discussion by introducing new |
| |ideas. |
| |Timeliness-The student’s initial posting to the question or topic assigned in the workshop activity is made by Day 4 of the workshop. Their|
| |contributions are made while the discussion threads are active and flowing. |
|23-30 |Interaction-The student responds to a minimum of two students and/or the facilitator when applicable. The student is clearly collaborative |
| |by taking the initiative to respond to other student’s questions, providing clarification and insight on issues raised in the discussion. |
| |The student shows initiative in leading discussions. |
| |Quality-The student’s postings show some development and their answers some critical thinking is evident. Their questions or observations |
| |add to the discussion by expanding the ideas of others. |
| |Timeliness-The student’s initial posting to the question or topic assigned in the workshop activity is made by Day 5 of the workshop. Their|
| |contributions are mostly made when discussion threads are active and others can profit from the information. |
|15-22 |Interaction-The student responds to one other student and/or the facilitator. The student has been collaborative in some situations. The|
| |student has shown some initiative in workshop discussions. |
| |Quality-The student’s postings show nominal development and only the beginnings of critical thinking. Their contributions (questions and |
| |observations) do not clearly add to the discussion. |
| |Timeliness-The student’s initial posting to the question or topic assigned in the workshop activity is made by Day 6 of the workshop. Most |
| |contributions are made when discussion threads are no longer active and the information can be useful to others. |
|8-14 |Interaction-The student responds to one other student or the facilitator. The student has shown little initiative in workshop discussions |
| |and their presence was not collaborative. |
| |Quality-The student’s postings show no development and are mostly a reiteration of what the textbook or others have said. Their questions |
| |and observations detract from the discussion. |
| |Timeliness-The student does not respond to the question or topic assigned in the workshop activity or responds on Day 7 or later. The |
| |contribution is of negligible value because others have moved on to other discussions. . |
|0-7 |Interaction-The student does not respond to the postings of others in the discussion. They take no initiative in workshop discussions and |
| |any posting(s) are isolated and of negligible value in building a collaborative discussion. |
All Individual and Team Assignments
Individual written assignments and team assignments must follow APA guidelines and be written in a formal manner. For more information on guidelines visit http://www.indwes.edu/ocls/APA/APAREferences6e.pdf. Points will be deducted for spelling errors, poor grammar, punctuation, etc.

Point Distribution – Team Project 5 points – Assignment was written using appropriate mechanics. 5 points – APA Guidelines were followed throughout writing. 10 points – Assignment was well organized. 10 points – Paper/report was consistent with assignment request. 10 points – Assignment was posted on time in the appropriate area. 10 points – Paper/report demonstrated that the assignment concept was understood. 10 points – Paper/report included a conclusion or summary. 20 points – During the assignment you worked with and contributed to the team/group. 20 points—Team/group communication and decision-making. 100 points

Point Distribution – Individual Papers 5 points – Assignment was written using appropriate mechanics. 10 points – APA Guidelines were followed throughout writing. 5 points – Assignment was well organized. 20 points – Paper was consistent with assignment request. 5 points – Assignment was posted on time in the appropriate area. 20 points – Paper demonstrated that the assignment concept was understood. 10 points – Paper included a conclusion or summary. 75 points

Final Paper (Individual Project)

Final papers are designed to test your knowledge level. Papers must be written in a formal manner following APA guidelines. For more information on guidelines visit http://www.indwes.edu/ocls/APA/APAREferences6e.pdf. Points will be deducted for spelling errors, poor grammar, punctuation or failure to include a bibliography.

Point Distribution for Individual Final Papers 10 points – Paper was written using appropriate mechanics. 10 points – APA Guidelines were followed throughout writing. 15 points – Paper was well organized. 15 points – Writing was consistent with assignment request. 10 points – Assignment was posted on time in the appropriate area. 15 points – Writing demonstrated that the assignment concept was understood. 15 points – Paper included a conclusion or summary. 15 points – Workshop objectives were discussed in the paper. 10 points – The thought process used to support your ideas was logical. 10 points – Writing included personal or work experience. 15 points – Paper addressed at least 5 concepts mentioned in the textbook. 10 points – Writing included a Christian principle or application. 150 points

Course Expectations

Online education requires students to learn differently than they would learn in typical onsite classes and calls for the instructor to take on the role of a facilitator. Your facilitator acts more as a facilitator of learning (“guide on the side” rather than the “sage on the stage”). Typically, your facilitator:

• coordinates learning activities, • evaluates the success of learning activities, and • acts as a reference and resource for you as you participate in learning activities.

Adult learners are typically more self-directed and take more responsibility for their learning; they need to be even more so in online courses.

What Facilitators Expect of Students 1. Submit assignments on time. If there are circumstances beyond your control, discuss possible options for completion with your facilitator. 2. Accomplish work on your own unless otherwise instructed (i.e., do not cheat or plagiarize). See the APS Bulletin for “Student Honesty/Cheating" policy (under Academic Information – CAPS). 3. Contribute substantively to discussions according to guidelines provided. 4. Contribute to discussions throughout each workshop rather than waiting until the end of the workshop. 5. Contribute substantively to group assignments (if required in course). 6. After spending a reasonable time on it, ask your facilitator if you do not understand content or instructions. Ask for help early while there is time to fix problems. 7. Treat other students courteously and respectfully. 8. Every time you enter Blackboard read and abide by all Announcements and postings in the Facilitator’s Forum. These postings are critical. 9. Attendance Policy: Online workshop attendance is determined by activity during a workshop, either through discussions or submission of assignments. A student is reported absent for a workshop if they do not make at least one submission (or posting) of an assignment or in a discussion forum assigned during that workshop. • If a student exceeds the allowed absences and does not contact the Office of Student Services to officially withdraw before the last class session, the instructor is directed to issue the grade of “F”. • Under emergency circumstances, a student may be allowed one (1) absence in courses that are five workshops/weeks or fewer. Students need to contact the faculty member regarding make up work. • Under emergency circumstances, a student may be allowed two (2) absences in courses that are more than five workshops/weeks. Students need to contact the faculty member regarding make up work.

What Students Expect of Facilitators 1. Set a friendly, open, and encouraging environment. 2. Guide discussions. 3. Set clear rules, standards, and expectations. 4. Provide workshop grades/feedback within 7 days of assignment submission or due date, whichever is later. Provide final grades/feedback within 14 days after the last date of class. 5. Ensure students treat each other respectfully. 6. Respond to student inquiries within 48 hours.

Assignments

1. Submit assignments on time. If there are circumstances beyond your control, discuss possible options for completion with your facilitator. 2. Accomplish work on your own unless otherwise instructed (i.e. do not cheat or plagiarize). See the APS Catalog for “Student Honesty/Cheating” policy. a. You are expected to submit your own work! You are expected to give credit when borrowing from any reference source (i.e. Internet, etc) by quoting, paraphrasing or using appropriate citations. 3. Contribute substantively to discussion according to guidelines provided. 4. Contribute to discussions throughout each workshop, rather than waiting until the end of the workshop. 5. Contribute substantially to team assignments. 6. If you do not understand an assignment and have spent a reasonable amount of time on it, then ask your facilitator for help. Ask for help early while there is still time to fix the problem. 7. Treat other students with courteously and respect. • No late assignments will be accepted after the close of the final workshop.
KEY DEFINITIONS:
Cheating and plagiarism are extremely serious issues. However, IWU Online serves a diverse student population, some of whom reside in countries that neither recognize international copyright conventions, nor understand cheating and plagiarism in the same way. Furthermore, the ready accessibility of material on the Internet that can easily be copy-pasted, and often bears no copyright warning has created a false impression among many web surfers that material on the Internet is exempt from copyright protection. Since IWU is governed by the laws and treaties of the United States of America, as well as the academic standards of various U.S. accrediting agencies, it is essential that IWU Online students understand the issue of plagiarism in the same way.

Cheating is defined in IWU’s APS Bulletin (see link below) as: “submitting work for academic evaluation that is not the student’s own, copying answers from another student during an examination, using prepared notes or materials during an examination, or other misrepresentation of academic achievement submitted for evaluation and a grade.”

Students must understand the difference between cheating and collaboration. There are many instances in which students are directed or permitted to collaborate with, or assist, one another on certain assignments. The product of these efforts is not cheating. Neither is it cheating to ask another student for assistance in understanding how to solve a problem or to understand a course concept, and to use that information to independently complete and submit the required assignment. It is cheating to copy the work of another student and to submit it under the pretext of having been independently produced.

Plagiarism is defined in the APS Bulletin (see link below) as: “the act of using another person’s ideas or expressions in writing without acknowledging the source . . . to repeat as your own someone else’s sentences, more or less verbatim.”

Under U.S. law and most international copyright conventions, the written or graphical work of any person is that person’s property. It is specifically referred to as “intellectual property,” and it is protected by copyright laws, even if the material has not been registered with any copyright agency.

Plagiarism is therefore considered cheating and applies to all forms of intellectual property. Plagiarism is defined in The Writer’s Brief Handbook (2002) as using “someone else’s ideas in their original form or in an altered form without proper acknowledgment…” (p. 320). According to the Publication Manual of the American Psychological Association (2001), “Each time you paraphrase another author (i.e., summarize a passage or rearrange the order of a sentence and change some of the words), you will need to credit the source in the text” (p. 349). When you use other people’s thoughts or concepts without crediting them as the source then you have stolen their intellectual work.

At IWU, you are expected to submit only your own work. You are expected to give credit when borrowing, quoting, or paraphrasing, by using appropriate citations.

It is not plagiarism to quote material from a book, article, or web site as long as the author or source of the material is properly cited. Similarly, it is not plagiarism to copy a chart or a diagram from such a source, as long as the source is clearly credited. It is plagiarism to copy verbatim or closely paraphrase a chart or illustration, or material from any book, article, or web site without clearly identifying the source from which it was obtained.

For further information on IWU’s Honesty/Cheating Policy, visit this site: http://caps.indwes.edu/bulletin/0910/. See under Academic Information – CAPS.

ADDITIONAL INFORMATION:

The Online Support team has created a website which students and faculty can access to check the current status of Blackboard. The website is: http://iwublackboard.blogspot.com/. Whenever there is a major problem with the Blackboard Learning System at IWU, the Online Support team will update this website with that information, including an estimate of how long Blackboard is expected to be down.

This is part of an effort to continually improve the ways we communicate with faculty and students. We recommend you bookmark this website “just in case.”

Statement of Academic Honesty You must include the following statement on the title page (or first page) of all assignments/projects that you submit directly to your facilitator.

I have read and understand the plagiarism policy as outlined in the syllabus and the sections in the Student Catalog relating to the IWU Honesty/Cheating Policy. By affixing this statement to the title page of my paper, I certify that I have not cheated or plagiarized in the process of completing this assignment. If it is found that cheating and/or plagiarism did take place in the writing of this paper, I understand the possible consequences of the act/s, which could include expulsion from Indiana Wesleyan University.

Title Page

Below is a sample title page which you should follow when submitting papers or projects.

Title

John B. Student

Facilitator Name

Course Number i.e. UNV111

Date

I have read and understand the plagiarism policy as outlined in the syllabus and the sections in the Student Catalog relating to the IWU Honesty/Cheating Policy. By affixing this statement to the title page of my paper, I certify that I have not cheated or plagiarized in the process of completing this assignment. If it is found that cheating and/or plagiarism did take place in the writing of this paper, I understand the possible consequences of the act/s, which could include expulsion from Indiana Wesleyan University.

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...the public sector include the Social Security Administration, Environmental Protection Agency and public universities. Among the oldest bureaucratic structures in the country is the United States military. In the private sector, most large business firms have a bureaucratic organization. Examples ofprivate sector firms with a bureaucratic structure include IBM, GM and the Union Pacific Railroad. Knowing how bureaucratic management works can lead to a better understanding of how government agencies and large business firms operate; it can assist you in interacting with complex organizations, whether it be seeking social security benefits or working for a large corporation. Max Weber One of the most important thinkers in modern organizational theory, Max Weber (1864-1920), is the 'father of the bureaucratic management theory.' Weber was a German sociologist and political economist that viewed bureaucracy in a positive light, believing it to be more rational and efficient than its historical predecessors. Bureaucratic Management Theory Weber's theory of bureaucratic management also has two essential elements. First, it entails structuring an organization into a hierarchy. Secondly, the organization and its members are governed by clearly defined rational-legal decision-making rules. Each element helps an organization to achieve its goals. An organizational hierarchy is the arrangement of the organization by level of authority in reference to the levels above and below it.......

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