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CAPSTONE: GLOBAL BUSINESS POLICY AND STRATEGY STUDENT — 1

CMB 544

CAPSTONE: GLOBAL

BUSINESS POLICY

AND STRATEGY

COURSE DESCRIPTION

This course illustrates the development, implementation, and reformulation of global

business strategy. It stresses the need for, awareness of, and accommodation to changes

in a company’s internal and external environments and covers generic types of business

strategies and techniques for analyzing global initiatives and operations. Students

complete a Capstone Paper that incorporates concepts from this course and previous

courses and analyzes a problem or opportunity found in the workplace. Students

defend their research during an oral presentation that also provides an overview of the

Capstone Paper.

TOPICS

Topics to be covered in this course:

Mission Statements

Globalization

External Environment: Remote, Industry, and Operating (Global and Domestic)

Global Environmental Forecasting

Strengths, Weaknesses, Opportunities, Threats (SWOT) Analysis

Long-Term Objectives and Annual Objectives

Grand Strategies and Functional Strategies

Global Strategic Analysis and Choice

Organizational Culture and Leadership

Global Strategic Control and Evaluation

Ethical Issues in International Business

Analysis of Risks and Opportunities in Global Business

STUDENT — 2 CAPSTONE: GLOBAL BUSINESS POLICY AND STRATEGY

This syllabus has been developed by the faculty

of the College of Business and Management

at Cardinal Stritch University.

© WP Revised March 2011


SYLLABUS FOR ONGROUND DELIVERY


INTRODUCTION

OVERALL COURSE OBJECTIVES

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

Develop organizational mission statements.

Define and analyze the internal strengths and weaknesses of an organization.

Conduct a global business environmental analysis.

Compare and contrast business-unit and corporate strategic plans.

Formulate business-unit and corporate strategic plans and create methods of

implementation.

Define and analyze global risks and opportunities.


INTRODUCTION

OVERALL LEARNING OUTCOMES

Each student in this course is expected to:

Through completing homework assignments, examine and discuss global strategic

management issues and concepts.

Through completing papers and oral presentations with a project team, critically

analyze cases.

Through completing an oral presentation, identify and analyze cultural and ethical

issues and opportunities arising from global business development in a selected

region of the world.

Through completing a Capstone Research Product, identify information required for

an organization’s successful strategic plan, analyze the data, and make

recommendations for improvement.


INTRODUCTION

FRANCISCAN VALUES

Inspired by the 13th-century religious leader St. Francis of Assisi, the Sisters of St.

Francis of Assisi founded and continue to sponsor Cardinal Stritch University. They

have articulated a set of values to foster a learning community with a spirit of service

and a renewal of ideals reflective of their Franciscan heritage. This heritage finds

expression in the University’s mission ―to transform lives through value-centered

education‖ and in the following Franciscan values:

Creating a Caring Community

Respecting each person’s dignity

Offering hospitality, courtesy, kindness, and friendship

Fostering loving relationships

Showing Compassion

Serving and caring for the poor and oppressed

Working for justice

Taking responsible social action

Offering unselfish service

Reverencing All of Creation

Fostering a simple lifestyle and responsible stewardship

Preserving the environment

Respecting all creatures

Making Peace

Forgiving others

Healing and reconciling

Resolving conflicts

Promoting non-violence


INTRODUCTION

INTRODUCTORY NOTES TO STUDENTS

Introduction

This course has been developed with a heavy emphasis on case analysis. Case analyses

are included in many of the learning sessions. This emphasis will allow you to gain

experience with the concepts of global strategic management using a variety of real-

world situations.

The following icon is used in this syllabus:

Onground: Assignments and activities are designed for onground

instruction. Assignments are to be completed prior to the learning

session meeting in which they appear.

My Stritch

My Stritch (http://my.stritch.edu) is a personalized, customizable information source

providing online grades, financial aid resources, and other campus resources to the

Cardinal Stritch University community. My Stritch contains access instructions to

tutorials and other online resources. My Stritch may be accessed by following the

instructions in the Materials Inventory section of this syllabus.

Myitlab

Myitlab is an online resource provided to students with their orientation materials.

Students should work through the Word, PowerPoint, and Excel portions of the tutorial

to help them learn the skills necessary to word process the papers, develop the

presentations, and complete the problems required for this course, as well as other

courses throughout the degree program.

Specific student access instructions for this tutorial and other online resources are only

available on the My Stritch—CBM Student Academic Materials group site. To access

My Stritch, follow the instructions in the Materials Inventory section of this syllabus.

http://my.stritch.edu/


INTRODUCTION

INTRODUCTORY NOTES TO STUDENTS continued

Smarthinking

Smarthinking is an online tutorial service that allows students to meet online with

and/or get feedback from seasoned teaching professionals, almost all of whom have

advanced degrees in their fields. Through Smarthinking, students can do the following:

Meet with an e-structor for a private session

Schedule a live session with an e-structor of the student’s choice

Submit writing and receive the tutor’s comments in the student’s inbox, usually

within 24 hours

Submit a question and get the e-structor’s response via e-mail, usually within 24

hours

Check out study guides, study skills manuals, test preparation tools, and self-

assessment tools that help students study smarter

Subject matters include writing, basic math skills, math en español, algebra, geometry

and trigonometry, calculus, statistics, introductory accounting, introductory finance,

micro- and macroeconomics principles, general chemistry, physics, biology,

introductory human anatomy and physiology, organic chemistry, and Spanish.




Online Learning Centers

McGraw-Hill provides online resources for both course textbooks. Access the Strategic

Management site by going to http://www.mhhe.com/pearce12e. For the Business

Research Methods site, go to http://www.mhhe.com/cooper10e. The learning centers

include Excel templates, self-test questions and answers, reviews of key terms, quizzes,

and other resources

http://www.mhhe.com/pearce11e

http://www.mhhe.com/cooper9e


INTRODUCTION


MyCompLab and The Longman Handbook

MyCompLab is an online resource that accompanies The Longman Handbook for Writers

and Readers, a text that students received with their orientation materials. The

MyCompLab Web site includes grammar exercises, model writing samples, writing

activities, research assistance, and help in avoiding plagiarism.

Specific access instructions to this tutorial and other online resources are only available

on My Stritch. To access My Stritch, follow the instructions in the Materials Inventory

section of this syllabus.

Library Web Site

Students may access the Cardinal Stritch Library Web site at http://library.stritch.edu

to locate a variety of sources of information. The site includes the resources ―Live chat

with a librarian‖ and ―Ask a librarian,‖ which can provide assistance in navigating the

site and conducting research.

The Web site also hosts a number of resources devoted to the fundamentals of APA

style. From the home page, users can select ―Research guides/Citation guides‖ and

then select ―APA Style Guide.‖

Sister JoAnne Marie Kliebhan Award

Students and faculty are encouraged to nominate graduating students for the Sister

JoAnne Marie Kliebhan Award. Selection criteria for this award include graduate

students who will have completed at least 30 credits by May of the award year.

Recipients demonstrate a history of exceptional service at Stritch and/or in the

community or in a profession that reflects Franciscan values, have a solid record of

academic achievement and/or contributions and have a record of outstanding

leadership either at the University, in the community, or in the professional field while

enrolled at Stritch.

http://library.stritch.edu/


INTRODUCTION


Computer Use

Searching the Internet can be helpful in securing background information on cases and

organizations assigned for class discussion. While you are expected to use your

computer in most activities, make sure to demonstrate a sound balance between online

and offline research efforts. Papers must be word processed, and presentations must be

prepared in PowerPoint. For case analysis, your project team should develop mini-

spreadsheets as part of your presentations.

Use of the Internet

The Internet can be a valuable source of information. However, it is important to

understand that good Internet research is not simple. In fact, it requires an

understanding of search engines and a strong ability to evaluate sources. Because it is

often difficult to find out who posted information, time should be taken to determine a

site’s sponsors, their stake in the views presented, and the degree to which the

information is objective. Sites, addresses, and content may change without warning,

making yesterday’s great source today’s ―Not Found‖ message. The Longman Handbook

contains a chapter about Internet resources for more information on doing research on

the World Wide Web, as well as on how to document and cite such sources

appropriately.

Rehabilitation Act Policy Statement

It shall be the policy of Cardinal Stritch University to comply with the Rehabilitation

Act and Americans with Disabilities Act and regulations tested thereunder to the extent

applicable to Cardinal Stritch University. Refer to the Services for Students with

Disabilities section in the Student Handbook for further details.


INTRODUCTION


Curriculum Feedback Form

The final page of this syllabus is a curriculum feedback form. Use it to note any

typographical errors, spelling mistakes, grammatical problems, or omissions found in

this document or in the texts. Point out sections that are unclear or confusing, as well as

activities, assignments, or teaching methods that are especially helpful. Please review

the form, and then jot down any comments as the course progresses. Submit the form

with the End-of-Course Survey, or mail it to the address listed on the back of the form.


INTRODUCTION

ASSIGNMENT OVERVIEW

INDIVIDUAL

Participation

The success of this course is dependent on comprehensive discussion of the assigned

case analyses and readings. You are expected to thoroughly prepare each case analysis,

read the required material, and actively participate in class discussions. You should also

add your personal experiences and synthesis of prior learning to the discussions of case

analyses and readings. Evaluation of class participation includes quality, not necessarily

quantity, of contributions to class discussions; sharp insight into course concepts; and

participation in learning sessions. Likewise, you should be prepared for each project

team meeting. Part of the class participation grade will be devoted to project team peer

evaluation. See the Evaluation Criteria for Class Participation and the Evaluation Form

for Project Team Members, located in Appendix C of this syllabus, for additional

grading criteria.

Assessment Test by Peregrine

Prior to Learning Session Seven, students should log on to http://www.PeregrineAcademics.com/stritch, register, and take an assessment test. Registration and access instructions are located in Learning Session Seven Assignment section. Students may take this assessment test at any time prior to Learning Session Seven. The 120 multiple-choice question online test, administered by Peregrine Academic Services, takes about 1½ to 2 hours to complete. The University pays the fee for the exam. Each program in the College of Business and Management requires each student to take an assessment test at the beginning of the program and one at the end of the program. The purpose of this test is to allow the College of Business and Management to assess the quality of its academic programs, so that the College can improve its programs and provide the best possible educational experience for its students. The test results are used by the College and are aligned to the accreditation requirements of the Accreditation Council of Business Schools and Programs (ACBSP). Students are required to complete the exam and asked to do their best in order for the College to have the best possible data for the continuous improvement process.

http://www.peregrineacademics.com/stritch


INTRODUCTION

ASSIGNMENT OVERVIEW continued

INDIVIDUAL continued

Beginning of Program Assessment

Early in this program, students will take an assessment test that measures the students’

knowledge at the beginning of the program. It is expected that students will not know

the correct answer to many of the questions. Students, however, should try to answer

the questions to the best of their ability so that the College can accurately assess its

programs.

End of Program Assessment

Near the end of this program, students will take an assessment test that measures the

students have gained in the program. The assessment test at the end of the program

should contain questions in areas that are familiar to students, and students should

attempt to do their best to demonstrate current knowledge.

Assessment Grading Scale

Students will receive the full 5% toward the final grade by completing the assessment

test and submitting the completion certificate. Students will receive 0%, if they do not

complete the assessment test.

For further information on the assessment test by Peregrine, including frequently asked

questions, see the appendix of this syllabus.

Assessment Test Score Assignment Grade

Any score 5%

Test not taken 0%


INTRODUCTION



Capstone Research Product Outline

A two-page, word-processed outline of the proposed Capstone Research Product is due

in Learning session One. Students should review the Capstone Research Product

assignment overview which follows, to gain insight as to how the topic should be

selected and the outline developed. The instructor will review your outline, write

comments on it, and return it in Learning session Two. If you have difficulty focusing

on one topic prior to Learning Session One, you may submit more than one outline. You

may consult with the instructor during Learning Session One to determine which

avenue is the best to pursue.

The outline is significant for three reasons:

It prompts you to select a topic for research prior to starting the course, thereby

ensuring proper use of class time. When a student enters the course without a

topic in mind, the student often has difficulty keeping up in the course.

It requires you to apply principles of strategic management discussed in the

readings for Learning Session One.

It allows the instructor to provide you with graded feedback early in the course.

During Learning Session One, you are to give a 3- to 5-minute informal oral

presentation based on your outline. The purpose of the presentation is to help you

finalize the direction for the Capstone Research Product. The oral presentation will also

help you further develop communication skills and reinforce the learning of strategic

principles.

Evaluation of the outline will be based on how well the steps of the outline follow a

logical progression of ideas and how well it identifies main and subordinate ideas.


INTRODUCTION



Capstone Research Product

Strategic planning is very challenging. Often the challenge can be attributed to the

requirement that a manager uses knowledge outside his or her area of expertise. Both

research and analysis must be performed if successful strategic planning is to be

accomplished. Research is a systematic process of investigation and inquiry aimed at

discovering and interpreting facts, assumptions, and information to support and to

validate business decision making. Analysis is the process of converting primary and

secondary data into useful information that supports the decision making. Global

strategic planning is one type of decision making that managers must undertake.

You are to select an organization, privately held or publicly traded, in which you have a

special interest. The organization will be the basis of the Capstone Research Product, a

paper intended to integrate the research project with what you have learned in prior

courses and from your employment experience. Two helpful resources for this project,

The Guide to the Capstone Research Product and a sample paper, are located on the College

of Business and Management’s My Stritch CBM Student Academic Materials group

page site.

The selected organization may be, but does not have to be, your current employer. You

are to select an issue or opportunity (preferably with a global focus) pertaining to

strategic planning, strategic management, or business policy in the organization. The

Capstone Research Product should be a minimum of 50 pages and follow APA format

and the guidelines located in Appendix D of the syllabus.


INTRODUCTION


INDIVIDUAL continued Capstone Research Product continued

The Capstone Research Product should contain a minimum of 20 scholarly references;

all factual statements must be cited. See The Longman Handbook for Writers and Readers

(provided with orientation materials), The Guide to the Capstone Research Product, or the

Cardinal Stritch University library Web site (http://www.stritch.edu) for examples of

scholarly references. Due to the rapidly changing environment in the business world,

resources should not be older than 5 years.

The complete Capstone Research Product is due in Learning Session Ten, which

provides you with sufficient time to complete the Capstone Research Product and

develop the oral defense of the research. Oral defenses are scheduled for Learning

Sessions Eleven and Twelve. Late submission of your Capstone Research Product will

have a negative impact on your course grade.

The Capstone Research Product should incorporate one of the following research

processes: inductive research, deductive research, an applied decision report (which

may include a case analysis), or model building. All four require theoretical content and

have elements in common. In Learning session One, the instructor will lead a class

discussion comparing and contrasting the research formats.

You are to plan and conduct research, report the findings, and develop conclusions and

recommendations (which may include implementation proposals). These steps are

distinct but interrelated activities.

http://www.stritch.edu/


INTRODUCTION



Capstone Research Product continued

The Capstone Research Product is to have five chapters. Generally, Chapter 1

introduces the challenge or opportunity and background information on the

organization. The background may include the following:

The driving forces of globalization affecting the organization

The particular industry

The competition

The organizational SWOT

The functional areas of global business (e.g., production, personnel, marketing,

and finance

The regulatory environment

The direction of society and technology impacting the organization

Chapter 2 provides a literature review (i.e., what experts say about the selected topic).

Chapter 3 describes the data collection plan, explaining the method for collecting,

processing, and assessing information. Chapter 4 describes findings, and Chapter 5

presents conclusions and recommendations.

Evaluation of the Capstone Research Product is based on adherence to the required

format, identification and analysis of the issues, well-developed statements with

supporting arguments, the overall quality of appearance and language, and use of APA

style. Appendix D of this syllabus contains criteria for the Capstone Research Product;

use the criteria as an aid in developing your paper.


INTRODUCTION



Capstone Research Product Oral Defense

In Learning Session Eleven or Twelve, you are to present an overview of your Capstone

Research Product and defend the research conducted. Your presentation should be

approximately 20 minutes, and an additional 10 minutes will be allotted for questions

from the instructor and the audience.

Evaluation of the presentation is based on the following:

The organization of the presentation

The breadth and depth of issues covered

Appropriate application of course concepts

Logical reasoning of analysis, conclusions, and recommendations

Use of audiovisual aids

See Appendix C of this syllabus for additional grading criteria.


INTRODUCTION


PROJECT TEAM

Case Analysis and Presentation

For Learning Sessions Three through Five and Eight, your project team is to analyze

and prepare to discuss the assigned cases. The instructor will assign your team to

present your analysis and facilitate class discussion of one of the cases. Refer to the

Guide to Strategic Management Case Analysis, pages 396-404 of the text, for

instructions on the format for case presentations.

In addition to the presentation, your team is to submit a three- to four-page case

analysis paper that includes a reference page and adheres to APA style.

Each case analysis should include the following:

Title/number of case

Corporate background information

Identification of key issues

Significance of key issues

Conclusions/recommendations

References

The case analysis is to be evaluated on the adherence to the required format,

identification of key issues, ideas, the breadth and depth of analysis, and the clarity and

substantiation of recommendations or conclusions. Additional grading criteria for the

paper and oral presentation are located in Appendix C of this syllabus.


INTRODUCTION


PROJECT TEAM continued

Country/Region Analysis Presentation

Sensitivity to culture, leadership, and ethics is indispensable in global management.

Your project team is to select one country or region of the world (Middle East, Northern

Europe, Southeast Asia, etc.) and research how the selected country or region conducts

business. Your team should consider the following critical factors of success:

Culture

Ethics

Protocol

Law

Regulations

Politics

Military

Finance

Economics

Technology

Prepare a 20- to 25-minute PowerPoint presentation and accompanying handouts in

which you identify and analyze the risks and opportunities for success in the selected

country or region. A question-and-answer period and class discussion will follow the

presentation. The presentation is due Learning Session Six or Seven as indicated by the

instructor. See Appendix C for additional grading criteria.

Peer Editing

You are encouraged to share your Capstone Research Product with project team

members for editing, proofreading, constructive criticism, and suggestions. If, for

reasons of confidentiality, you do not wish to share your Capstone Research Product,

you may meet individually with the instructor, a peer within the cohort, or a work

colleague.


INTRODUCTION


UNGRADED ACTIVITIES

This course includes many ungraded activities. For adult students in an accelerated

program, the classroom provides a laboratory in which to apply and refine learning

through a variety of exercises. When such activities are conscientiously completed, they

will enhance your understanding and improve the quality of your graded assignments.


INTRODUCTION


GRADING WEIGHTS

The instructor will assign a grade value to each of the course assignments. You may

insert the percentage of grade in the chart, as he or she indicates.

Assignment Percentage of

Grade

Due at

Learning Session(s)

Individual

Participation One through Twelve

Capstone Research Product Outline One

Assessment Test 5%* Seven

Capstone Research Product Ten

Capstone Research Product Oral Defense Eleven or Twelve

Project Team

Case Analysis and Presentation Three, Four, Five, or

Eight

Country/Region Analysis Presentation Six or Seven

Total 100%

* The required percentage weight for this assignment is set as a standard by the College of

Business and Management and may not be modified by the instructor.


MATERIALS INVENTORY

COURSE MATERIALS

Materials to be used in this course:

TEXTBOOKS

Cooper, D. R., & Schindler, P. S. (2008). Business research methods (10th ed.). Burr

Ridge, IL: McGraw-Hill/Irwin. (This text was supplied in CMB 526 Statistical

Methods II.)

Pearce, J. A., II, & Robinson, R. B., Jr. (2011). Strategic management: Formulation,

implementation, and control (12th ed.). New York, NY: McGraw-Hill/Irwin.

APPENDIXES

Appendix A: Capstone Research Product: Steps for Protecting Human

Participants in Research

Appendix B: Research Proposal Form: Documentation of Protection of Human

Participants

Appendix C: Evaluation Criteria for Onground Participation

Evaluation Criteria for Online Participation

Evaluation Criteria for Written Assignments

Evaluation Criteria for Onground Presentations

Evaluation Form for Onground Presentations

Evaluation Criteria for Online Presentations

Evaluation Form for Project Team Members

Assessment Test by Peregrine - Frequently Asked Questions

Appendix D: Evaluation Criteria for Capstone Research Products

Evaluation Form for Capstone Research Products


MATERIALS INVENTORY

COURSE MATERIALS continued

ONLINE RESOURCES

Assessment Test by Peregrine: http://www.PeregrineAcademics.com/stritch

Cardinal Stritch University Library: http://library.stritch.edu

MyCompLab and The Longman Handbook:

http://www.pearsoncustom.com/wi/cardinalstritch

Myitlab: http://www.pearsoncustom.com/wi/cardinalstritch

My Stritch: http://my.stritch.edu (Instructions are on the following pages.)

Online Learning Center for Business Research Methods


Online Learning Center for Strategic Management: Formulation, Implementation, and

Control: http://www.mhhe.com/pearce12e

Smarthinking: http://www.smarthinking.com

Access instructions are on the following pages for sites requiring them.

MBA Capstone Sample and Guides

The Guide to Capstone Research Product and the Sample MBA Capstone

Product can be found on the My Stritch CBM Student Academic Materials group

page. Follow the My Stritch access instructions and select Course Materials on

the CBM Student Academic Materials group page.

The University Library's APA summary is the authoritative resource for all

writing style questions. Go to the following URL to access the Library Website

and download the current APA summary:

http://library.stritch.edu/research/researchGuides/APAStyleGuide.pdf








http://smarthinking.com/



MATERIALS INVENTORY


CBM Student Academic Materials Group Access Instructions

1. Go to http://my.stritch.edu.

2. Enter the following:

a. User Name: The first part of your Cardinal Stritch University

e-mail address

b. Password: Your Cardinal Stritch University e-mail password

Contact PC Help Desk at (414) 410-4600 for user name/password issues.

3. Select Login.

4. Select the Stritch Life tab.

5. Under Academic Programs, select CBM Student Academic Materials.

6. Access the registration and login instructions for the following online products:

a. Select Online Resources.

b. Select the desired online resource for access instructions.

7. Access course materials by selecting Course Materials.


http://www.myitlab.com/index.a

http://www.smarthinking.com/


PROJECT TEAMS

Individual effort plays a large role in earning a college degree. Students take charge of

their own learning by seeking answers to their questions, identifying resources, and

developing solutions to their problems. The world outside school, however, requires

and rewards teamwork. From work projects to volunteer efforts, working

collaboratively is a requirement.

The College of Business and Management recognizes the importance of working in

teams. Therefore, the College has integrated project teams into its educational model.

The College has found that project teams:

Provide a source for mutual support.

Help students learn from the professional expertise of their peers.

Allow students to cover more content in a limited time.

Help individuals develop conflict resolution skills.

The College’s students are enthusiastic about using project teams as a tool. Surveys of

employers indicate that the team concept is important for helping employees achieve

goals, and that employees with strong teamwork skills are increasingly valued.

Project teams, composed of three to five students each, meet weekly for an average of

four hours outside of class (up to 48 hours total for a twelve-session course). During this

time, they discuss and prepare assignments and share learning resources. In addition,

each course generally requires a group project in the form of a written paper and a

presentation. In most cases, students will be asked to evaluate their performance and

that of other project team members. Instructors might choose to award grades based on

these evaluations.


LEARNING SESSION ONE

OBJECTIVES

Upon completion of this learning session, each student should be able to:

1. Define the nine critical tasks of strategic management.

2. Identify the components of the strategic management model.

3. Identify who is responsible for establishing, communicating, and carrying out

the organization’s mission.

4. Create a mission statement.

5. Identify trends in mission statement components.

6. Identify the guidelines for a socially and ethically responsible global company.

7. Identify an organization’s mission and generic strategy.

8. Define research types.



ASSIGNMENTS

INDIVIDUAL ASSIGNMENTS

1. Read Chapters 1-3 in the Strategic Management text.

2. Read the Guide to Strategic Management Case Analysis, pages 396-404 in the

text.

3. Read and analyze Case 2 (pages 2-1 to 2-4 in Strategic Management). Use the

Guide to Strategic Management Case Analysis to structure your analysis and the

Suggestions for Effective Preparation, on page 397, to aid in your analysis.

4. Bring a copy of your organization’s mission statement to class.

5. Select the organization and the topic for your Capstone Research Product.

6. Submit a two-page, word processed outline of your Capstone Research Product.

Be prepared to discuss the outline in class.

7. Review and download the Guide to the Capstone Research Product and a sample

paper from the My Stritch CBM Student Academic Materials group page. Follow

the My Stritch CBM Student Academic Materials access instructions (in the Materials

Inventory section of this syllabus) and select Course Materials on the CBM Student

Academic Materials group page.

8. Read the research strategies segment of The Longman Handbook for Writers and

Readers to learn about research tactics.


LEARNING SESSION TWO

OBJECTIVES


1. Identify the factors in a company’s global environment, remote environment,

industry environment, and operating environment.

2. List the steps and key questions in competitive and organization analyses.

3. Explain the use and effectiveness of industry, country, and competitive analysis.

4. Design a plan for the literature review of the Capstone Research Product.



ASSIGNMENTS

The following assignments are due at the beginning of this learning session:


1. Read Chapter 4 in the Strategic Management text.

2. Submit Chapter 1 of the Capstone Research Product.

3. Bring to class and discuss an article involving strategic management. The article

may be from a scholarly periodical, The Wall Street Journal, Business Week, or the

Internet.

4. Develop a plan for the literature review of the Capstone Research Product.

5. Read and prepare to discuss Case 15 (pages 15-1 to 15-11) in Strategic

Management.

PROJECT TEAM ASSIGNMENTS

1. Select a country or region, to be approved by the instructor, to be the topic of a

presentation analyzing the risks and opportunities of doing business in that

country.

2. Prepare to discuss in class Case 15 (pages 15-1 to 15-11) in Strategic Management.

Use the Guide to Strategic Management Case Analysis (pages 396-404) to

structure your written analysis.

3. Proofread and critique Chapter 1 of team members’ Capstone Research Products.


LEARNING SESSION THREE

OBJECTIVES


1. Identify the driving forces behind globalization and globalization’s effect on

corporate strategy.

2. Define and discuss the risks and opportunities of globalization.

3. Define the steps and key questions required in regional or country analysis.



ASSIGNMENTS




2. Begin to work on Chapter 2 of the Capstone Research Product.



Management. If assigned by the instructor, prepare to facilitate the discussion and

submit a three- to four-page paper containing your analysis. Include references

to any Web sites you used to complete the analysis. Also, create handouts for the

entire class and PowerPoint slides to use in the discussion. Use the Guide to

Strategic Management Case Analysis to structure your written analysis.

2. Continue to work on your country/region analysis presentation.


LEARNING SESSION FOUR

OBJECTIVES


1. Identify the characteristics that make a resource valuable.

2. Identify and explain the steps used to conduct a value chain analysis.

3. Analyze the four perspectives of comparison in internal analysis.

4. Prepare a SWOT analysis.



ASSIGNMENTS




2. Submit Chapter 2 of your Capstone Research Product. Revise Chapter 1, as

necessary.


1. Read and prepare to discuss Case 4 (pages 4-1 to 4-5) in Strategic Management. If

assigned by the instructor, prepare to facilitate the discussion and submit a three-

to four-page paper containing your analysis. Include references to any Web sites

you used to complete the analysis. Also, create handouts for the entire class and

PowerPoint slides to use in the discussion. Use the Guide to Strategic

Management Case Analysis to structure your written analysis



LEARNING SESSION FIVE

OBJECTIVES


1. Identify and define long-term objectives.

2. Define and discuss generic strategies.

3. Explain and discuss various models of selecting grand strategies.



ASSIGNMENTS




2. If you are developing a survey instrument for the Capstone Research Product,

submit it this learning session.

3. Read Appendix A of the syllabus, to review the steps for protecting human

participants.





to any Web sites you used to complete the analysis. Also, create PowerPoint

slides to use in the discussion and handouts for the entire class. Use the Guide to

Strategic Management Case Analysis to structure your written analysis

2. Proofread and critique Chapters 1–3 of team members’ Capstone Research

Products.



LEARNING SESSION SIX

OBJECTIVES


1. Identify and explain techniques for analyzing diversified portfolios.

2. Apply the Boston Consulting Group (BCG) growth-share matrix to a global

strategy.

3. Identify and explain strategic fit opportunities for international business



ASSIGNMENTS



1. Read Chapters 8 and 9 in the Strategic Management text.

2. Prepare to submit Chapters 1–3 of the Capstone Research Product. Include any

data collection instruments you have developed and your plan for protecting

human participants.

3. Select two or three articles focusing on diversified companies and their

respective strategies. Prepare to discuss the articles in class.


1. Deliver the country/region analysis, if your instructor has assigned it due this

session. If the analysis is due Learning Session Seven, continue to work on your

presentation

2. Proofread and critique Chapters 1–3 of team members’ Capstone Research

Products.


LEARNING SESSION SEVEN

OBJECTIVES


1. Evaluate the impact of international culture on global business.

2. Demonstrate the various protocols and the etiquette required to do business in

different regions of the world.

3. Explain existing and potential ethical issues facing global companies that interact

with various cultures.

4. Analyze critical success factors for businesses in different regions of the world.

5. Analyze existing corporate culture and links between strategy and international

culture.



ASSIGNMENTS



1. Read Chapter 12 in the text.

2. Continue to work on Chapter 4 of the Capstone Research Product.

3. Register and complete the assessment test taken online outside of class. The test must be completed within 48 hours of starting the test. Allow approximately 1 ½ to 2 hours for completion of the test.

a. Select www.PeregrineAcademics.com/stritch b. Enter case-sensitive password STRITCH-1001 (on right side of screen under

Self-Registration for Passwords) c. Select View Registration. d. Select your designated course. e. Select Review Your Selection(s) and Proceed to Checkout. f. Select Proceed to Checkout. g. Enter Course Start Date, Cohort Number, Name, and Stritch E-mail

address. (Use your Stritch e-mail address. Do not use your personal or work e-mail address.)

h. Select Review Registration(s). i. Select Complete Order. j. To take exam right now:

i. Select the hyperlink under Course/Exam heading. ii. When finished, print completion certificate.

k. To take exam within 48 hours: i. When e-mail arrives, select exam link from the e-mail.

ii. Use supplied name and password from the e-mail. iii. When finished, print completion certificate.

Please take the time to read the frequently asked questions regarding the assessment test. See the appendix of this syllabus. It is suggested to keep a copy of the questions within reach while taking the test.




ASSIGNMENTS continued

INDIVIDUAL ASSIGNMENTS continued

4. Print and bring to class a copy of the assessment test completion certificate. You may want to keep a copy for your records.

PROJECT TEAM ASSIGNMENT

If your team did not present in Learning Session Six, present your country/region

analysis presentation.


LEARNING SESSION EIGHT

OBJECTIVES


1. Define and develop annual objectives.

2. Identify functional strategies for production/operations, marketing, finance and

accounting, research and development, and human resource management.

Discuss the effect of globalization on each function.

3. Evaluate global implementation of functional strategies.



ASSIGNMENTS





3. Revise Chapters 1–3 of the Capstone Research Product, as needed.


Read and prepare to discuss Case 30 (pages 30-1 to 30-19) in Strategic Management. If

assigned by the instructor, prepare to facilitate the discussion and submit a three- to

four-page paper containing your analysis. Include references to any Web sites you

used to complete the analysis. Also, create handouts for the entire class and

PowerPoint slides to use in the discussion. Use the Guide to Strategic Management

Case Analysis to structure your written analysis.


LEARNING SESSION NINE

OBJECTIVES


1. Define the primary organizational structures and their global-strategy-related

pros and cons.

2. Explain operational control systems.

3. Create continuous improvement techniques to build customer value.



ASSIGNMENTS



1. Read Chapters 11, 12, 13, and 14 in the text.

2. Develop a diagram (or obtain a diagram) of the general organizational structure

for your company. The diagram will be used for an in-class discussion.



Proofread and critique Chapter 5 of team members’ Capstone Research Products.


LEARNING SESSION TEN

OBJECTIVES


Apply concepts of strategic management to the workplace.



ASSIGNMENTS


INDIVIDUAL ASSIGNMENT

Submit the entire Capstone Research Product.


1. Read the following cases in Strategic Management, and prepare to discuss them in

class:

a. Case 1(pages 1-1 to 1-3)

b. Case 7 (pages 7-1 to 7-18)

c. Case 12 (pages 12-1 to 12-17)

2. Proofread and critique team members’ Capstone Research Products.


LEARNING SESSION ELEVEN

OBJECTIVES


Analyze issues relating to business policy and strategy.



ASSIGNMENTS



Present the oral defense of your Capstone Research Product, if assigned to present

this learning session.


Practice your oral defense before your project team members.


LEARNING SESSION TWELVE

OBJECTIVES


Analyze issues relating to global business policy and strategy.



ASSIGNMENTS



1. Develop a list of three companies you admire and consider to be stellar places of

employment. Conduct research in order to provide the following information for

each company:

a. Mission b. Vision c. Values d. Location e. Corporate background f. Stakeholders g. Competitive posture h. SWOT analysis i. Employee-focused behaviors j. Three reasons the company would be an ideal place to work k. Recommendations for what to include in a step-by-step action plan for

someone interested in joining the corporate team

(The purpose of this activity is to prompt you to determine what might be valued about a company and to understand the nature of planning to enhance one’s professional posture.)

2. Develop a 1-year, 3-year, and 5-year professional plan. Include how you will use

knowledge accumulated throughout the Master of Business in Administration program to help you accomplish your goals.

3. If you did not conduct your oral defense in Learning Session Eleven, prepare to

conduct your oral defense in this learning session.



ASSIGNMENTS


1. If you did not conduct your oral defense in Learning Session Eleven, practice

your oral defense before your project team members.

2. Discuss the meaning of your learning experience in the Master of Business in

Administration program and how you intend to apply your experiences.


SYLLABUS FOR ONLINE DELIVERY


INTRODUCTION

OVERALL COURSE OBJECTIVES

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

Develop organizational mission statements.

Define and analyze the internal strengths and weaknesses of an organization.

Conduct a global business environmental analysis.

Compare and contrast business-unit and corporate strategic plans.

Formulate business-unit and corporate strategic plans and create methods of

implementation.

Define and analyze global risks and opportunities.


INTRODUCTION

OVERALL LEARNING OUTCOMES

Each student in this course is expected to:

Through completing homework assignments, examine and discuss global

strategic management issues and concepts.

Through completing papers and posting online presentations with a project

team, critically analyze cases.

Through posting an online presentation, identify and analyze cultural and ethical

issues and opportunities arising from global business development in a selected

region of the world.

Through completing a Capstone Research Product, identify information required

for an organization’s successful strategic plan, analyze the data, and make

recommendations for improvement.


INTRODUCTION

FRANCISCAN VALUES

Inspired by the 13th-century religious leader St. Francis of Assisi, the Sisters of St.

Francis of Assisi founded and continue to sponsor Cardinal Stritch University. They

have articulated a set of values to foster a learning community with a spirit of service

and a renewal of ideals reflective of their Franciscan heritage. This heritage finds

expression in the University’s mission ―to transform lives through value-centered

education‖ and in the following Franciscan values:

Creating a Caring Community

Respecting each person’s dignity

Offering hospitality, courtesy, kindness, and friendship

Fostering loving relationships

Showing Compassion

Serving and caring for the poor and oppressed

Working for justice

Taking responsible social action

Offering unselfish service

Reverencing All of Creation

Fostering a simple lifestyle and responsible stewardship

Preserving the environment

Respecting all creatures

Making Peace

Forgiving others

Healing and reconciling

Resolving conflicts

Promoting non-violence


INTRODUCTION

INTRODUCTORY NOTES TO STUDENTS

Overview

This course has been developed with a heavy emphasis on case analysis. Case analyses

are included in many of the learning sessions. This emphasis will allow you to gain

experience with the concepts of global strategic management using a variety of real-

world situations.

The following icon is used in this syllabus:

Online: Assignments and activities are designed for online instruction.

Assignments are to be completed before the end of the weekly

learning session.

My Stritch

My Stritch (http://my.stritch.edu) is a personalized, customizable information source

providing online grades, financial aid resources, and other campus resources to the

Cardinal Stritch University community. My Stritch contains access instructions to

tutorials and other online resources. My Stritch may be accessed by following the

instructions in the Materials Inventory section of this syllabus.

Myitlab

Myitlab is an online resource provided to students with their orientation materials.

Students should work through the Word, PowerPoint, and Excel portions of the tutorial

to help them learn the skills necessary to word process the papers, develop the

presentations, and complete the problems required for this course, as well as other

courses throughout the degree program.






INTRODUCTION


Smarthinking

Smarthinking is an online tutorial service that allows students to meet online with

and/or get feedback from seasoned teaching professionals, almost all of whom have

advanced degrees in their fields. Through Smarthinking, students can do the following:

Meet with an e-structor for a private session

Schedule a live session with an e-structor of the student’s choice

Submit writing and receive the tutor’s comments in the student’s inbox, usually

within 24 hours

Submit a question and get the e-structor’s response via e-mail, usually within 24

hours

Check out study guides, study skills manuals, test preparation tools, and self-

assessment tools that help students study smarter

Subject matters include writing, basic math skills, math en español, algebra, geometry

and trigonometry, calculus, statistics, introductory accounting, introductory finance,

micro- and macroeconomics principles, general chemistry, physics, biology,

introductory human anatomy and physiology, organic chemistry, and Spanish.




Online Learning Centers

McGraw-Hill provides online resources for both course textbooks. Access the Strategic

Management site by going to http://www.mhhe.com/pearce12e. For the Business

Research Methods site, go to http://www.mhhe.com/cooper10e. The learning centers

include Excel templates, self-test questions and answers, reviews of key terms, quizzes,

and other resources.




INTRODUCTION


MyCompLab and The Longman Handbook

MyCompLab is an online resource that accompanies The Longman Handbook for Writers

and Readers, a text that students received with their orientation materials. The

MyCompLab Web site includes grammar exercises, model writing samples, writing

activities, research assistance, and help in avoiding plagiarism.

Specific access instructions to this tutorial and other online resources are only available

on My Stritch. To access My Stritch, follow the instructions in the Materials Inventory

section of this syllabus.

Library Web Site

Students may access the Cardinal Stritch Library Web site at http://library.stritch.edu

to locate a variety of sources of information. The site includes the resources ―Live chat

with a librarian‖ and ―Ask a librarian,‖ which can provide assistance in navigating the

site and conducting research.

The Web site also hosts a number of resources devoted to the fundamentals of APA

style. From the home page, users can select ―Research guides/Citation guides‖ and

then select ―APA Style Guide.‖

Sister JoAnne Marie Kliebhan Award

Students and faculty are encouraged to nominate graduating students for the Sister

JoAnne Marie Kliebhan Award. Selection criteria for this award include graduate

students who will have completed at least 30 credits by May of the award year.

Recipients demonstrate a history of exceptional service at Stritch and/or in the

community or in a profession that reflects Franciscan values, have a solid record of

academic achievement and/or contributions and have a record of outstanding

leadership either at the University, in the community, or in the professional field while

enrolled at Stritch.



INTRODUCTION


Computer Use

Searching the Internet can be helpful in securing background information on cases and

organizations assigned for class discussion. While you are expected to use your

computer in most activities, make sure to demonstrate a sound balance between online

and offline research efforts. Papers must be word processed, and presentations must be

prepared in PowerPoint. For case analysis, your project team should develop

minispreadsheets as part of your presentations.

Use of the Internet

The Internet can be a valuable source of information. However, it is important to

understand that good Internet research is not simple. In fact, it requires an

understanding of search engines and a strong ability to evaluate sources. Because it is

often difficult to find out who posted information, time should be taken to determine a

site’s sponsors, their stake in the views presented, and the degree to which the

information is objective. Sites, addresses, and content may change without warning,

making yesterday’s great source today’s ―Not Found‖ message. The Longman Handbook

contains a chapter about Internet resources for more information on doing research on

the World Wide Web, as well as on how to document and cite such sources

appropriately.

Rehabilitation Act Policy Statement

It shall be the policy of Cardinal Stritch University to comply with the Rehabilitation

Act and Americans with Disabilities Act and regulations tested thereunder to the extent

applicable to Cardinal Stritch University. Refer to the Services for Students with

Disabilities section in the Student Handbook for further details.


INTRODUCTION


Curriculum Feedback Form

The final page of this syllabus is a curriculum feedback form. Use it to note any

typographical errors, spelling mistakes, grammatical problems, or omissions found in

this document or in the texts. Point out sections that are unclear or confusing, as well as

activities, assignments, or teaching methods that are especially helpful. Please review

the form, and then jot down any comments as the course progresses. Submit the form

with the End-of-Course Survey, or mail it to the address listed on the back of the form.


INTRODUCTION

ASSIGNMENT OVERVIEW

INDIVIDUAL

Participation

The success of this course is dependent on comprehensive discussion of the assigned

case analyses and readings. You are expected to thoroughly prepare each case analysis,

read the required material, and actively participate in class discussions. You should also

add your personal experiences and synthesis of prior learning to the discussions of case

analyses and readings. Evaluation of class participation includes quality, not necessarily

quantity, of contributions to class discussions; sharp insight into course concepts; and

participation in learning sessions. Likewise, you should be prepared for each project

team meeting. Part of the class participation grade will be devoted to project team peer

evaluation. See the Evaluation Criteria for Class Participation and the Evaluation Form

for Project Team Members, located in Appendix C of this syllabus, for additional

grading criteria.

Assessment Test by Peregrine

Prior to Learning Session Seven, students should log on to http://www.PeregrineAcademics.com/stritch, register, and take an assessment test. Registration and access instructions are located in Learning Session Seven Assignment section. Students may take this assessment test at any time prior to Learning Session Seven. The 120 multiple-choice question online test, administered by Peregrine Academic Services, takes about 1½ to 2 hours to complete. The University pays the fee for the exam. Each program in the College of Business and Management requires each student to take an assessment test at the beginning of the program and one at the end of the program. The purpose of this test is to allow the College of Business and Management to assess the quality of its academic programs, so that the College can improve its programs and provide the best possible educational experience for its students. The test results are used by the College and are aligned to the accreditation requirements of the Accreditation Council of Business Schools and Programs (ACBSP). Students are required to complete the exam and asked to do their best in order for the College to have the best possible data for the continuous improvement process.



INTRODUCTION



Beginning of Program Assessment

Early in this program, students will take an assessment test that measures the students’

knowledge at the beginning of the program. It is expected that students will not know

the correct answer to many of the questions. Students, however, should try to answer

the questions to the best of their ability so that the College can accurately assess its

programs.

End of Program Assessment

Near the end of this program, students will take an assessment test that measures the

students have gained in the program. The assessment test at the end of the program

should contain questions in areas that are familiar to students, and students should

attempt to do their best to demonstrate current knowledge.

Assessment Grading Scale

Students will receive the full 5% toward the final grade by completing the assessment

test and submitting the completion certificate. Students will receive 0%, if they do not

complete the assessment test.

For further information on the assessment test by Peregrine, including frequently asked

questions, see the appendix of this syllabus.

Assessment Test Score Assignment Grade

Any score 5%

Test not taken 0%


INTRODUCTION



Capstone Research Product Outline

A two-page, word-processed outline of the proposed Capstone Research Product is due

in Learning session One. Students should review the Capstone Research Product

assignment overview which follows, to gain insight as to how the topic should be

selected and the outline developed. The instructor will review your outline, comment

on it, and return it in Learning Session Two. If you have difficulty focusing on one topic

prior to Learning Session One, you may submit more than one outline. You may consult

with the instructor during Learning Session One to determine which avenue is the best

to pursue.

The outline is significant for three reasons:

It prompts you to select a topic for research prior to starting the course, thereby

ensuring proper use of class time. When a student enters the course without a

topic in mind, the student often has difficulty keeping up in the course.

It requires you to apply principles of strategic management discussed in the

readings for Learning Session One.

It allows the instructor to provide you with graded feedback early in the course.

During Learning Session One, you are to post to the ―Discussion/Groups‖ area an

informal online presentation, consisting of perhaps one paragraph on your outline. The

purpose of the presentation is to help you finalize the direction for the Capstone

Research Product. The oral presentation will also help you develop communication

skills and reinforce the learning of strategic principles.

Evaluation of the outline will be based on how well the steps of the outline follow a

logical progression of ideas and how well it identifies main and subordinate ideas.


INTRODUCTION



Strategic planning is very challenging. Often the challenge can be attributed to a

manager’s need to use knowledge outside his or her area of expertise. Both research and

analysis must be performed if successful strategic planning is to be accomplished.

Research is a systematic process of investigation and inquiry aimed at discovering and

interpreting facts, assumptions, and information to support and to validate business

decision making. Analysis is the process of converting primary and secondary data into

useful information that supports the decision making. Global strategic planning is one

type of decision making that managers must undertake.

You are to select an organization, privately held or publicly traded, in which you have a

special interest. The organization will be the basis of the Capstone Research Product, a

paper intended to integrate the research project with what you have learned in prior

courses and from your employment experience. Two helpful resources for this project,

The Guide to the Capstone Research Product and a sample paper are located on the College

of Business and Management’s My Stritch CBM Student Academic Materials group

page site.


INTRODUCTION




The selected organization may be, but does not have to be, your current employer. You

are to select an issue or opportunity (preferably with a global focus) pertaining to

strategic planning, strategic management, or business policy in the organization. The

Capstone Research Product should be a minimum of 50 pages and follow APA format

and the guidelines located in Appendix D of the syllabus.

The Capstone Research Product should contain a minimum of 20 scholarly references;

all factual statements must be cited. See The Longman Handbook for Writers and Readers

(provided with orientation materials), The Guide to the Capstone Research Product, or the

Cardinal Stritch University library Web site (http://www.stritch.edu) for examples of

scholarly references. Due to the rapidly changing environment in the business world,

resources should not be older than 5 years.

The complete Capstone Research Product is due in Learning Session Ten, which

provides you with sufficient time to complete the Capstone Research Product and

develop the oral defense of the research. Oral defenses are scheduled for Learning

Sessions Eleven and Twelve. Late submission of your Capstone Research Product will

have a negative impact on your course grade.

The Capstone Research Product should incorporate one of the following research

processes: inductive research, deductive research, an applied decision report (which

may include a case analysis), or model building. All four require theoretical content and

have elements in common. In Learning Session One, the instructor will lead a

discussion comparing and contrasting the research formats.

You are to plan and conduct research, report the findings, and develop conclusions and

recommendations (which may include implementation proposals). These steps are

distinct but interrelated activities.

http://www.stritch.edu/


INTRODUCTION




The Capstone Research Product is to have five chapters. Generally, Chapter 1

introduces the challenge or opportunity and background information on the

organization. The background may include the following:

The driving forces of globalization affecting the organization

The particular industry

The competition

The organizational SWOT

The functional areas of global business (e.g., production, personnel, marketing,

and finance

The regulatory environment

The direction of society and technology impacting the organization

Chapter 2 provides a literature review (i.e., what experts say about the selected topic).

Chapter 3 describes the data collection plan, explaining the method for collecting,

processing, and assessing information. Chapter 4 describes findings, and Chapter 5

presents conclusions and recommendations.

Evaluation of the Capstone Research Product is based on adherence to the required

format, identification and analysis of the issues, well-developed statements with

supporting arguments, the overall quality of appearance and language, and use of APA

style. Appendix D of this syllabus contains criteria for the Capstone Research Product;

use the criteria as an aid in developing your paper.


INTRODUCTION



Capstone Research Product Online Defense

In Learning Session Eleven or Twelve, you are to present an online overview of your

Capstone Research Product and defend the research conducted. Your presentation

should include a minimum of 25 slides. Each classmate is to ask you one question, to

enhance the nature of the research defense process.

Evaluation of the presentation is based on the following:

The organization of the presentation

The breadth and depth of issues covered

Appropriate application of course concepts

Logical reasoning of analysis, conclusions, and recommendations

Use of audiovisual aids

See Appendix C of this syllabus for additional grading criteria.


INTRODUCTION


PROJECT TEAM continued

Case Analysis and Presentation

For Learning Sessions Three through Five and Eight, your project team is to analyze

and prepare to discuss the assigned cases. The instructor will assign your team to

present a 20- to 25-slide PowerPoint presentation of your analysis and facilitate class

discussion of one of the cases. Refer to the Guide to Strategic Management Case

Analysis, pages 396-404 of the text, for instructions on the format for case presentations.

In addition to the presentation, your team is to submit a three- to four-page case

analysis paper that includes a reference page and adheres to APA style.

Each case analysis should include the following:

Title/number of case

Corporate background information

Identification of key issues

Significance of key issues

Conclusions/recommendations

References

The case analysis is to be evaluated on the adherence to the required format,

identification of key issues, ideas, the breadth and depth of analysis, and the clarity and

substantiation of recommendations or conclusions. Additional grading criteria for the

paper and oral presentation are located in Appendix C of this syllabus.


INTRODUCTION


PROJECT TEAM Country/Region Analysis Presentation Sensitivity to culture, leadership, and ethics is indispensable in global management. Your project team is to select one country or region of the world (Middle East, Northern Europe, Southeast Asia, etc.) and research how the selected country or region conducts business. Your team should consider the following critical factors of success:

Culture

Ethics

Protocol

Law

Regulations

Politics

Military

Finance

Economics

Technology Prepare a 20- to 25-slide PowerPoint presentation and accompanying handouts in which you identify and analyze the risks and opportunities for success in the selected country or region. Other students in the cohort are to review your presentation and then post comments and questions. The presentation is due Learning Session Six or Seven as indicated by the instructor. See Appendix C of this syllabus for additional grading criteria. Peer Editing You are encouraged to share your Capstone Research Product with project team members for editing, proofreading, constructive criticism, and suggestions. If, for reasons of confidentiality, you do not wish to share your Capstone Research Product, you may meet individually with the instructor, a peer within the cohort, or a work colleague.


INTRODUCTION


UNGRADED ACTIVITIES

This course includes many ungraded activities. For adult students in an accelerated

program, the learning session activities provide a laboratory in to and refine learning

through a variety of exercises. When such activities are conscientiously completed, they

enhance understanding and improve the quality of graded assignments.


INTRODUCTION


GRADING WEIGHTS

The instructor will assign a grade value to each of the course assignments. You may

insert the percentage of grade in the chart, as he or she indicates.

Assignment Percentage of

Grade

Due at

Learning Session(s)

Individual

Participation One through Twelve

Capstone Research Product Outline One

Assessment Test 5%* Seven

Capstone Research Product Ten

Capstone Research Product Oral Defense Eleven or Twelve

Project Team

Case Analysis and Presentation Three, Four, Five, or

Eight

Country/Region Analysis Presentation Seven

Total 100%

* The required percentage weight for this assignment is set as a standard by the College of

Business and Management and may not be modified by the instructor.


MATERIALS INVENTORY

COURSE MATERIALS

Materials to be used in this course:

TEXTBOOKS

Cooper, D. R., & Schindler, P. S. (2008). Business research methods (10th ed.). Burr

Ridge, IL: McGraw-Hill/Irwin. (This text was supplied in CMB 526 Statistical

Methods II.)

Pearce, J. A., II, & Robinson, R. B., Jr. (2011). Strategic management: Formulation,

implementation, and control (12th ed.). New York, NY: McGraw-Hill/Irwin.

APPENDIXES

Appendix A: Capstone Research Product: Steps for Protecting Human

Participants in Research

Appendix B: Research Proposal Form: Documentation of Protection of Human

Participants

Appendix C: Evaluation Criteria for Onground Participation




Evaluation Form for Onground Presentations

Evaluation Criteria for Online Presentations

Evaluation Form for Project Team Members


Appendix D: Evaluation Criteria for Capstone Research Products



MATERIALS INVENTORY


ONLINE RESOURCES

Assessment Test by Peregrine: http://www.PeregrineAcademics.com/stritch

Cardinal Stritch University Library: http://library.stritch.edu

MyCompLab and The Longman Handbook:


Myitlab: http://www.pearsoncustom.com/wi/cardinalstritch

My Stritch: http://my.stritch.edu (Instructions are on the following pages.)

Online Learning Center for Business Research Methods


Online Learning Center for Strategic Management: Formulation, Implementation, and

Control: http://www.mhhe.com/pearce12e

Smarthinking: http://www.smarthinking.com

Access instructions are on the following pages for sites requiring them.

MBA Capstone Sample and Guides

The Guide to Capstone Research Product and the Sample MBA Capstone Product

can be found on the My Stritch CBM Student Academic Materials group page.

Follow the My Stritch access instructions and select Course Materials on the CBM

Student Academic Materials group page.

The University Library's APA summary is the authoritative resource for all writing

style questions. Go to the following URL to access the Library Website and

download the current APA summary:









http://smarthinking.com/



MATERIALS INVENTORY


CBM Student Academic Materials Group Access Instructions

1. Go to http://my.stritch.edu.

2. Enter the following:

a. User Name: The first part of your Cardinal Stritch University

e-mail address

b. Password: Your Cardinal Stritch University e-mail password

Contact PC Help Desk at (414) 410-4600 for user name/password issues.

3. Select Login.

4. Select the Stritch Life tab.

5. Under Academic Programs, select CBM Student Academic Materials.

6. Access the registration and login instructions for the following online products:

c. Select Online Resources.

d. Select the desired online resource for access instructions.

7. Access course materials by selecting Course Materials.


http://www.myitlab.com/index.a

http://www.smarthinking.com/


PROJECT TEAMS

Individual effort plays a large role in earning a college degree. Students take charge of

their own learning by seeking answers to their questions, identifying resources, and

developing solutions to their problems. The world outside school, however, requires

and rewards teamwork. From work projects to volunteer efforts, working

collaboratively is a requirement.

The College of Business and Management recognizes the importance of working in

teams. Therefore, the College has integrated project teams into its educational model.

The College has found that project teams:

Provide a source for mutual support.

Help students learn from the professional expertise of their peers.

Allow students to cover more content in a limited time.

Help individuals develop conflict resolution skills.

The College’s students are enthusiastic about using project teams as a tool. Surveys of

employers indicate that the team concept is important for helping employees achieve

goals, and that employees with strong teamwork skills are increasingly valued.

Project teams, composed of three to five students each, meet weekly for an average of

four hours outside of class (up to 48 hours total for a twelve-session course). During this

time, they discuss and prepare assignments and share learning resources. In addition,

each course generally requires a group project in the form of a written paper and a

presentation. In most cases, students will be asked to evaluate their performance and

that of other project team members. Instructors might choose to award grades based on

these evaluations.



OBJECTIVES


1. Define the nine critical tasks of strategic management.

2. Identify the components of the strategic management model.

3. Identify who is responsible for establishing, communicating, and carrying out

the organization’s mission.

4. Create a mission statement.

5. Identify trends in mission statement components.

6. Identify an organization’s mission and generic strategy.

7. Identify the guidelines for a socially and ethically responsible global company.

8. Define research types.



ASSIGNMENTS



1. Read Chapters 1-3 in the Strategic Management text.

2. Read the Guide to Strategic Management Case Analysis, pages 396-404 in the

text.

3. Read and analyze Case 2 (pages 2-1 to 2-4 in Strategic Management). Use the

Guide to Strategic Management Case Analysis to structure your analysis and the

Suggestions for Effective Preparation on page 397, to aid your analysis.

4. Post to the ―Discussion/Groups‖ area your organization’s mission statement.

Remember to cite the source.

5. Select the organization and the topic for your Capstone Research Product.

6. Submit a two-page, word-processed outline of your Capstone Research Product,

and prepare to discuss the outline online. Upload the assignment to the

Assignment Link folder. Post a paragraph on the anticipated title and focus of

your Capstone Research Product.

7. Review and download the Guide to the Capstone Research Product and a sample

paper from the My Stritch CBM Student Academic Materials group page. Follow

the My Stritch CBM Student Academic Materials access instructions (in the Materials

Inventory section of this syllabus) and select Course Materials on the CBM Student

Academic Materials group page.

8. Read the research strategies segment of The Longman Handbook for Writers and

Readers to learn about research tactics.



ASSIGNMENTS


1. Introduce yourself to your project team via the ―Discussion/Groups‖ forum. Post your place of employment, position title, position tasks, and level of familiarity with online learning.

2. Respond to team members’ research intentions, which have been posted in the discussion forum.

3. Establish a weekly time when all team members will meet online to discuss project team assignments.



OBJECTIVES


1. Identify the factors in a company’s global environment, remote environment,

industry environment, and operating environment.

2. List the steps and key questions in competitive and organization analyses.

3. Explain the use and effectiveness of industry, country, and competitive analysis.

4. Design a plan for the literature review of the Capstone Research Product.



ASSIGNMENTS





3. Prepare to discuss online an article involving strategic management. The article

may be from a scholarly periodical, The Wall Street Journal, Business Week, or the

Internet.

4. Develop a plan for the literature review of the Capstone Research Product.


Management.


1. Select a country or region, to be approved by the instructor, to be the topic of a

presentation analyzing the risks and opportunities of doing business in that

country or region.

2. Read and prepare to discuss online Case 15 (pages 15-1 to 15-11) in Strategic

Management. Use the Guide to Strategic Management Case Analysis (pages 396-

404) to structure your written analysis.

3. Proofread and critique Chapter 1 of team members’ Capstone Research Products.



OBJECTIVES


1. Identify the driving forces behind globalization and globalization’s effect on

corporate strategy.

2. Define and discuss the risks and opportunities of globalization.

3. Define the steps and key questions required in regional or country analysis.



ASSIGNMENTS






1. Read and prepare for online discussion of Case 17 (pages 17-1 to 17-20) in

Strategic Management. If assigned by the instructor, prepare to facilitate the

discussion thread and submit a three- to four-page paper containing your

analysis. Include references to any Web sites you used to complete the analysis.

Also, create PowerPoint slides to use in the discussion and additional postings as

deemed appropriate for the entire class to view. Use the Guide to Strategic

Management Case Analysis to structure your written analysis.




OBJECTIVES


1. Identify the characteristics that make a resource valuable.

2. Identify and explain the steps used to conduct a value chain analysis.

3. Analyze the four perspectives of comparison in internal analysis.

4. Prepare a SWOT analysis.



ASSIGNMENTS




2. Submit Chapter 2 of your Capstone Research Product. Revise Chapter 1, as

necessary.


1. Read and prepare for online discussion of Case 4 (pages 4-1 to 4-5) in Strategic



to any Web sites you used to complete the analysis. Also, create PowerPoint

slides to use in the discussion and additional postings as deemed appropriate for

the entire class to view. Use the Guide to Strategic Management Case Analysis to

structure your written analysis.




OBJECTIVES


1. Identify and define long-term objectives.

2. Define and discuss generic strategies.

3. Explain and discuss various models of selecting grand strategies.



ASSIGNMENTS




2. If you are developing a survey instrument for the Capstone Research Product,

prepare to submit it this learning session.

3. Read Appendix A of the syllabus, to review the steps for protecting human

participants.


1. Read and prepare for online discussion of Case 10 (pages 10-1 to 10-17) in

Strategic Management. If assigned by the instructor, prepare to facilitate the

discussion and submit a three- to four-page paper containing your analysis.

Include references to any Web sites you used to complete the analysis. Also,

create PowerPoint slides to use in the discussion and additional postings as

deemed appropriate for the entire class to view. Use the Guide to Strategic

Management Case Analysis to structure your written analysis.

2. Proofread and critique Chapter 1-3 of team members’ Capstone Research

Products.




OBJECTIVES


1. Identify and explain techniques for analyzing diversified portfolios.

2. Apply the Boston Consulting Group (BCG) growth-share matrix to a global

strategy.

3. Identify and explain strategic fit opportunities for international business



ASSIGNMENTS



1. Read Chapters 8 and 9 in the Strategic Management text.

2. Submit Chapter 1-3 of the Capstone Research Product. Include any data

collection instruments you have developed and your plan for protecting human

participants.

3. Select two or three articles focusing on diversified companies and their

respective strategies. Prepare to discuss and analyze the articles online.


1. Continue to work on your country/region analysis presentation, due Learning

Session Seven.

2. Proofread and critique Chapter 1-3 of team members’ Capstone Research

Products.



OBJECTIVES


1. Evaluate the impact of international culture on global business.

2. Demonstrate the various protocols and the etiquette required to do business in

different regions of the world.

3. Explain existing and potential ethical issues facing global companies that interact

with various cultures.

4. Analyze critical success factors for businesses in different regions of the world.

5. Analyze existing corporate culture and links between strategy and international

culture.



ASSIGNMENTS



1. Read Chapter 12 in the text.

2. Continue to work on Chapter 4 of the Capstone Research Product.

3. Register and complete the assessment test taken online outside of class. Allow

approximately 1 ½ to 2 hours for completion of the test.

a. Select www.PeregrineAcademics.com/stritch b. Enter case-sensitive password STRITCH-1001 (on right side of screen under

Self-Registration for Passwords) c. Select View Registration. d. Select your designated course. e. Select Review Your Selection(s) and Proceed to Checkout. f. Select Proceed to Checkout. g. Enter Course Start Date, Cohort Number, Name, and Stritch E-mail

address. (Use your Stritch e-mail address. Do not use your personal or work e-mail address.)

h. Select Review Registration(s). i. Select Complete Order. j. To take exam right now:

i. Select the hyperlink under Course/Exam heading. ii. When finished, save and e-mail completion certificate.

k. To take exam within 48 hours: i. When e-mail arrives, select exam link from the e-mail.

ii. Use supplied name and password from the e-mail. iii. When finished, save and e-mail completion certificate.

Please take the time to read the frequently asked questions regarding the assessment test. See the appendix of this syllabus. It is suggested to keep a copy of the questions within reach while taking the test.




ASSIGNMENTS continued

INDIVIDUAL ASSIGNMENTS continued

4. Save and e-mail a copy of the assessment test completion certificate to your

instructor.


Present your country/region analysis presentation.



OBJECTIVES


1. Define and develop annual objectives.

2. Identify functional strategies for production/operations, marketing, finance and

accounting, research and development, and human resource management.

Discuss the effect of globalization on each function.

3. Evaluate global implementation of functional strategies.



ASSIGNMENTS





3. Revise Chapters 1–3 of the Capstone Research Product, as needed.


Read and prepare for online discussion of Case 30 (pages 30-1 to 30-19) in Strategic


submit a three- to four-page paper containing your analysis. Include references to

any Web sites you used to complete the analysis. Also, create PowerPoint slides to

use in the discussion and additional postings as deemed appropriate for the entire

class to view. Use the Guide to Strategic Management Case Analysis to structure

your written analysis.



OBJECTIVES


1. Define the primary organizational structures and their global-strategy-related

pros and cons.

2. Explain operational control systems.

3. Create continuous improvement techniques to build customer value.



ASSIGNMENTS



1. Read Chapters 11, 12, 13, and 14 in the text.

2. Develop (or obtain) a diagram of the general organizational structure for your

company. The diagram will be used for an online discussion.



Proofread and critique Chapter 5 of team members’ Capstone Research Products.



OBJECTIVES


Apply concepts of strategic management to the workplace.



ASSIGNMENTS



Submit the entire Capstone Research Product.


1. Read the following cases in Strategic Management, and prepare to present online

case overviews and analyses (do not prepare written analyses):

a. Case 1(pages 1-1 to 1-3)

b. Case 7 (pages 7-1 to 7-18)

c. Case 12 (pages 12-1 to 12-17)

2. Proofread and critique team members’ Capstone Research Products.



OBJECTIVES


Analyze issues relating to business policy and strategy.



ASSIGNMENTS



Present an online oral defense of your Capstone Research Product.


Practice your defense with your project team members.



OBJECTIVES


Analyze issues relating to global business policy and strategy.



ASSIGNMENTS



1. Develop a list of three companies you admire and consider to be stellar places of

employment. Conduct research in order to provide the following information for

each company:

a. Mission

b. Vision

c. Values

d. Location

e. Corporate background

f. Stakeholders

g. Competitive posture

h. SWOT analysis

i. Employee-focused behaviors

j. Three reasons the company would be an ideal place to work

k. Recommendations for what to include in a step-by-step action plan for

someone interested in joining the corporate team

(The purpose of this activity is to prompt you to determine what might be valued

about a company and to understand the nature of planning to enhance one’s

professional posture.)

2. Develop a 1-year, 3-year, and 5-year professional plan. Include how you will use

knowledge accumulated throughout the Master of Business in Administration

program to help you accomplish your goals.



ASSIGNMENTS


1. If you did not conduct your defense in Learning Session Eleven, practice your

defense with your project team members.

2. Discuss the meaning of your learning experience in the Master of Business in

Administration program and how you intend to apply your experiences.


APPENDIX A



Steps for Protecting Human Participants in Research

1. As part of a class activity, the course instructor will review IRB (Institutional

Review Board) protocol and procedures per faculty training and Web Site

materials.

2. The student then will develop a proposal for the capstone paper/product. This

research proposal includes proposed questions to be used for descriptive survey

methods (questionnaire, structured interview, or focus group), which should be

included as an appendix and submitted to the instructor.

3. The instructor will evaluate the student’s proposal, return it to the student, and

explain which forms (if any) need to be completed.

4. Once the instructor approves the student’s proposal, the instructor will do one or

more of the following:

a. Sign off on the Research Proposal Form and return the form to the

student

b. Inform the student that he or she can now continue with his or her

paper

c. Inform the student that IRB approval is needed before research can be

approved and assist the student in filling out protocol located at

http://www.stritch.edu/irb.aspx.

5. After instructor approval and IRB approval is granted (if needed), the student is

authorized to begin implementation of the data collection plan.

6. If students have any questions, they should contact the course instructor.

http://www.stritch.edu/irb.aspx


APPENDIX B


Research Proposal Form Documentation of Protection of Human Participants

Cardinal Stritch University

College of Business and Management

Research Advisory Committee (RAC) of the Institutional Review Board

No data are to be collected prior to approval of the proposed topic. The instructor must send this form to

the Office of the Regional Research Director.

Human Research Protocol (course instructor will check one and sign below):

___ Exempt A: No human participants (data are from secondary, nonhuman sources, existing

demographics, financial, market forecasts, statistical abstracts, etc.) and no external funding.

___ Exempt B: Human participants from nonprotected population, minimal risk, and no external

funding. This research requires one copy of HPRP I with a description of sampling methods for

recruitment of a population of human participants and copies of all survey tools (questionnaires,

interview questions, focus group questions) to ensure the research involves neither deception nor

sensitive questions. Minimal risk means that human participants are not from a protected

population and there is documentation of informed consent.

___ Requires Review by CBM-RAC: This research involves one or more of the research factors that

require HPRP I and HPRP II to document protection of human participants (e.g., protected

population, sensitive questions, external funding). In addition to a description of sampling

methods and a copy of all surveys, HPRP I and HPRP II must accompany this proposal. Note:

The CBM-RAC will determine whether the proposal requires full review by the Cardinal Stritch

University Institutional Review Board (IRB).

Signed __________________________________________________ Date: _______________

(Course Instructor)

CBM 1/2002

Student Researcher: Name (Print) ____________________________________ Phone: ( ___)______________

Student I.D.________________ E-Mail Address___________________________________________________

Region _____ Group Number ___________ MBA____________MSM____________ MBA-H_____________

Date Research Proposal Submitted: _________________ Expected Graduation Date: __________________

Assurance: I have read the COB-RAC Statement for Protection of Human Participants in Research and

understand my obligations and responsibilities regarding use of participant names, obtaining informed

consent, and other required research procedures for protecting human participants, and I agree to comply.

Student Signature: _________________________________________________ Date: ________________

Student Signature _______________________________________________Date:__________________


APPENDIX C


Evaluation Criteria for Onground Participation

A = Clearly stands out as excellent performance. Has unusually sharp insight into

material and initiates thoughtful questions. Sees many sides of an issue.

Articulates well and writes logically and clearly. Integrates ideas previously

learned from this and other disciplines; anticipates next steps in progression of

ideas. Brings to class current outside business information. Relies primarily on

objective information rather than personal opinion.

Work receiving an A should be of such a nature that it could be put on reserve

for all students to review and emulate. The A student is an example for others to

follow.

B = Grasps subject matter at a level considered to be good to very good. Is an active

listener and participant in class discussion. Speaks and writes well.

Accomplishes more than the minimum requirements. Performs high quality

work in and out of class. Brings to class current business-events information.

B work indicates a high quality of performance and is given in recognition for

solid work: a B should be considered a high grade.

C = Demonstrates a satisfactory comprehension of the subject matter. Accomplishes

only the minimum requirements, and displays little or no initiative.

Communicates orally and in writing at an acceptable level for a college student.

Has a generally acceptable understanding of all basic concepts. Shows blending

of personal opinion with outside objective business information. Contributions in

class are generally driven by personal opinion.

C work represents average work. A student receiving a C has met the

requirements, including deadlines, of the course.

D = Quality and quantity of work in and out of class is below average and barely

acceptable.

D work is passing by a slim margin.

F = Quality and quantity of work in and out of class is unacceptable.

F work does not qualify the student to progress to a more advanced level of

course work.



A Level of Participation

Student makes a minimum of two substantial postings each session, including one that begins a new thread and one that responds to an existing thread. Each posting consists of a minimum of four paragraphs.

Postings of new threads are relevant, demonstrate sharp insight into course concepts, and prompt on-topic discussion.

Postings of responses to existing threads are relevant and move the discussion forward

with critical analysis or a different interpretation.

Postings help clarify or synthesize other members’ ideas.

Postings integrate multiple views and/or show reflection on other students’ responses

in the thread.

If a posting disagrees with other students’ ideas, it states the disagreement or objections

clearly yet politely.

Postings include current, outside business information that supports the topic.

Postings contain fewer than two grammar or spelling errors.

Postings are always courteous and polite. B Level of Participation

Student’s participation notably lacks in one or two of the items listed for the A level of

participation.

The student has to be prompted to participate.

Postings provide limited justification or explanation of one or two ideas.

The student is always courteous and polite.

C Level of Participation

The student’s participation consistently lacks in one or two of the items listed for the A

level of participation.

The student is extremely reluctant to participate, even when prompted.

Postings rarely express ideas in a clear manner.

Postings provide a restricted understanding of the topic and are limited to information that could be derived from prior posts.

The student is usually courteous and polite.

D Level of Participation

The student’s participation consistently lacks in three or four items listed for the A level

of participation.

The student frequently attempts to draw the discussion off topic, even if the student’s

participation otherwise meets the higher levels of the rubric.

The student is usually courteous and polite.

F Level of Participation

The student consistently fails or refuses to participate at all, even when specifically prompted or questioned, even if the student’s participation otherwise conforms to a higher level of the rubric.

The student is frequently rude to other students.



A = The paper has a clearly recognizable purpose that controls every aspect of the paper. It

demonstrates through its thesis, argument, and organization that the writer is in control

of his or her material and aware of the reader’s needs and expectations. Ideas are fully

and coherently developed with clearly connected argumentative points, evidence,

examples, details, or other appropriate elaboration. The style is clear and direct, and

language is used accurately. There are very few (if any) mechanical problems and only

minor ones. The paper exhibits originality in conception and execution and is not

merely the fulfillment of a directed mechanical task.

B = The paper has a clearly recognizable purpose. Ideas are substantially developed with

argument, evidence, example, detail, or other elaboration. The paper demonstrates an

awareness of the reader’s need for logical and coherent presentation. The paper covers

its topic adequately but perhaps not fully. Ideas may not be fully integrated into the

overriding purpose of the essay, or there may be occasional problems with coherence.

The paper may leave out an important aspect of its topic or fail to follow through on the

implications of its own ideas even though what is written in and of itself is excellent.

The paper has only a few mechanical and stylistic problems. The paper approaches the

topic in any appropriate way but, perhaps, in a conventional or predictable way.

C = The paper accomplishes the assigned task adequately. It does so, however, in an

awkward, unoriginal, superficial, or simplistic way. The ideas and approach may be

conventional, unimaginative, superficial, or perfunctory. The paper may lack a

discernible, controlling purpose or focus, or its focus may change as it goes along. While

the paper is quite readable and its individual paragraphs are clear, the essay as a whole

may not add up to something substantial. The paper may be written without an

awareness of the needs of a reader who is ―outside the head‖ of the writer. The paper

may fail to provide an adequate interpretive frame to assist the reader in ―getting the

point‖ (it may have an organizational plan but will fail to clearly share that plan with

the reader). The paper’s important ideas may be buried under details or facts of lesser

importance or consequence. Important themes or ideas may not be sufficiently

announced and differentiated from subordinate material. Connections between ideas

may be unclear. The paper may simply be underdeveloped, leaving the reader with

questions and a desire for more explanation or elaboration. The paper’s style may

include awkwardness or inaccurate use of language, and it may contain numerous

grammatical and mechanical errors.

D = The paper contains many of the problems described for a C paper.

F = An F grade is usually reserved for uncompleted assignments or cases of plagiarism.

Occasionally, however, a paper with many of the problems noted above that also

demonstrates no sincere effort on the writer’s part will receive an F.



“Ums,” “Uhs,” “Ahs,” “You Knows” and Other Crutches Excellent: Rarely or never uses Satisfactory: Occasionally uses Minimally Acceptable: Frequently uses Needs Improvement: Constantly uses Body Control Excellent: Has good eye contact with individuals in audience. Arms and hands hang

naturally, and gestures are used only to reinforce or complement spoken words. Stands comfortably.

Satisfactory: Usually has good eye contact with individuals in audience. Relatively few

distracting gestures. Appears reasonably comfortable. Minimally Acceptable:

Sometimes focuses on only a portion of the audience or looks away from audience. Looks down at notes for extensive periods of time. At times, keeps hands in pockets or arms in an unnatural position. Exhibits some distracting gestures. Sometimes appears uncomfortable standing, rocks back and forth, or moves around considerably.

Needs Improvement:

Does not have good eye contact with audience. Arms and hands are frequently held in an unnatural position. Frequently makes distracting gestures. Appears uncomfortable standing in front of an audience.

Voice and Delivery Excellent: Voice is well modulated and audible; words are enunciated clearly. Satisfactory: Voice is usually well modulated and audible; words are usually

enunciated clearly. Minimally Acceptable:

Voice is sometimes inaudible and has a monotone quality. Words are not always enunciated clearly.

Needs Improvement:

Voice is frequently inaudible and has a monotone quality; words frequently are not enunciated clearly.


Evaluation Criteria for Onground Presentations continued

Speed of Delivery Excellent: Always speaks at a deliberate pace. Satisfactory: Usually speaks at a deliberate pace. Minimally Acceptable:

Sometimes speaks at a pace that is too rapid or too slow or is sporadic.

Needs Improvement:

Frequently speaks at a pace that is too rapid, too slow, or sporadic.

Vocabulary Excellent: Speaks fluently, with a varied vocabulary suited to the audience. Avoids

clichés, junk words, fad words, and profanity. Technical language used is always appropriate to the audience.

Satisfactory: Speaks with a relatively varied vocabulary. Usually avoids clichés, junk

words, fad words, and profanity. Technical language is usually appropriate to the audience.

Minimally Acceptable:

Speaks with a limited vocabulary. Sometimes uses clichés, junk words, fad words, and profanity. Sometimes uses technical language the audience does not understand.

Needs Improvement:

Speaks with a very limited vocabulary. Frequently uses clichés, junk words, fad words, and profanity. May use technical language the audience does not understand.

Clarity Excellent: Speech is always clear, concise, and convincing. Satisfactory: Speech is usually clear, concise, and convincing. Minimally Acceptable:

Speech is not always clear and carefully thought out; at times, elaborate and wordy; and includes superfluous detail. Sometimes lacks conviction.

Needs Improvement:

Speech is frequently unclear, always elaborate and wordy, includes superfluous detail, and lacks conviction.


Evaluation Criteria for Onground Presentations continued Sentence Structure and Grammar

Excellent: Always speaks in well-constructed sentences, using correct agreement, verb tense, punctuation, and so forth.

Satisfactory: Usually speaks in well-constructed sentences, using correct agreement,

verb tense, punctuation, and so forth. Minimally Acceptable:

Sometimes uses rambling or incomplete sentences, improper word agreement, verb tense usage, punctuation, and so forth.

Needs Improvement:

Frequently uses rambling or incomplete sentences, improper word agreement, verb tense usage, punctuation, and so forth.

Use of Visual Aids Excellent: Makes very effective use of visual aids. Satisfactory: Visuals aids are always simple, clear, and easy to interpret. Makes good

use of visual aids. Visual aids are usually simple, clear, and easy to interpret.

Marginally Acceptable:

Marginal use of visual aids. Visual aids are sometimes too complex, unclear, or difficult to interpret.

Needs Improvement:

Poor use of visual aids. Visual aids are frequently too complex, unclear, or difficult to interpret.

Content Excellent: Topic is thought provoking and interesting; clearly demonstrates mastery

of the course work and thorough research of the presentation topic. Conclusions are objective.

Satisfactory: Topic is usually interesting, and presentation reflects substantial research

efforts. Conclusions are mostly objective. Minimally Acceptable:

Topic is treated superficially. Inadequate research efforts are reflected in the failure to reach a valid conclusion.

Needs Improvement:

Topic is too vague, too broad, too narrow, too technical, or too specialized to permit meaningful research, thereby resulting in failure to reach any conclusion.


Evaluation Form for Onground Presentations Student: ________________________________________________________________ Class/Group No. ________________________________________________________

Assignment: ____________________________________________________________

Dimension Excellent Satisfactory

Minimally

Acceptable

Needs

Improvement

Ums, Uhs, Ahs, You

Knows (Crutches)

Body Control

Voice and Delivery

Speed of Delivery

Vocabulary

Clarity

Sentence Structure

and Grammar

Use of Visual Aids

Content


Evaluation Criteria for Online Presentation

A = Vocabulary is varied and suited to the audience. Avoids clichés, junk words, fad

words, and profanity. Technical language used is always appropriate to the audience.

Presentation slides are always clear, concise, and convincing. Sentences are well-

constructed, using correct agreement, verb tense, punctuation, and so forth. Student

makes very effective use of visual aids. Topic is thought provoking and interesting;

clearly demonstrates mastery of the course work and thorough research of the

presentation topic. Conclusions are objective. Student is always able to respond to a

question with correct information.

B= Vocabulary is relatively varied. Usually avoids clichés, junk words, fad words, and

profanity. Technical language is usually appropriate to the audience.

Presentation slides are usually clear, concise, and convincing. Sentences are usually

well-constructed, using correct agreement, verb tense, punctuation, and so forth.

Visuals aids are usually simple, clear, and easy to interpret. Student makes good use of

visual aids. Topic is usually interesting, and presentation reflects substantial research

efforts. Conclusions are mostly objective. Student is usually able to respond to a

question with correct information.

C= Vocabulary is limited. Sometimes uses clichés, junk words, fad words, and

profanity. Sometimes uses technical language the audience does not understand.

Presentation slides are not always clear and carefully thought out; at times, elaborate

and wordy; and includes superfluous detail. Sentences are sometimes rambling or

incomplete, improper word agreement, verb tense usage, punctuation, and so forth.

Student uses marginal visual aids. Visual aids are sometimes too complex, unclear, or

difficult to interpret. Topic is treated superficially. Inadequate research efforts are

reflected in the failure to reach a valid conclusion. Student frequently cannot respond to

a question with correct information.

D= Vocabulary is very limited. Frequently uses clichés, junk words, fad words, and

profanity. May use technical language the audience does not understand. Presentation

slides are frequently unclear, always elaborate and wordy, include superfluous detail,

and lacks conviction. Sentences are frequently rambling or incomplete, improper word

agreement, verb tense usage, punctuation, and so forth. Presentation makes poor use of

visual aids. Visual aids are frequently too complex, unclear, or difficult to interpret.

Topic is too vague, too broad, too narrow, too technical, or too specialized to permit

meaningful research, thereby resulting in failure to reach any conclusion. Student is

unable to answer questions with correct information.

F= An "F" grade is usually reserved for uncompleted assignments or cases of

plagiarism. Occasionally, however, a presentation with many of the problems noted

above which also demonstrates no sincere effort on the writer's part receives an "F."


Evaluation Form for Project Team Members Evaluator:______________________________________________________________

Fill out the evaluation according to the following guidelines:

9–10: I want to model my behavior and work after this person.

7–8: I felt this person performed better than most of the team members.

5–6: I felt this person met the minimal team expectations.

3–4: I felt this person tried, but the level of performance was less than minimal team

expectations.

1–2: I felt this person did nothing to support the team or hindered the team because of a

poor attitude.

100–93 = A 70–65 = B- 44–38 = D+

92–85 = A- 64–58 = C+ 37–31 = D

84–78 = B+ 57–51 = C 30–25 = D-

77–71 = B 50–45 = C- 24–0 = F

Team Member Being Evaluated: __________________________________________

1. Attendance at scheduled team meetings 1 2 3 4 5 6 7 8 9 10

2. Preparation for meetings 1 2 3 4 5 6 7 8 9 10

3. Contribution of useful ideas 1 2 3 4 5 6 7 8 9 10

4. Contribution of his or her share of work 1 2 3 4 5 6 7 8 9 10

5. Interaction with team members 1 2 3 4 5 6 7 8 9 10

6. Contribution to team work 1 2 3 4 5 6 7 8 9 10

7. Professionalism 1 2 3 4 5 6 7 8 9 10

8. Value to team 1 2 3 4 5 6 7 8 9 10

9. Professionalism of approach 1 2 3 4 5 6 7 8 9 10

10. Attitude 1 2 3 4 5 6 7 8 9 10

Total point rating (100 maximum) I gave this group member is ________.

Additional comments:









8. Value to team 1 2 3 4 5 6 7 8 9 10


10. Attitude 1 2 3 4 5 6 7 8 9 10




Evaluation Form for Project Team Members continued









8. Value to team 1 2 3 4 5 6 7 8 9 10


10. Attitude 1 2 3 4 5 6 7 8 9 10











8. Value to team 1 2 3 4 5 6 7 8 9 10


10. Attitude 1 2 3 4 5 6 7 8 9 10











8. Value to team 1 2 3 4 5 6 7 8 9 10


10. Attitude 1 2 3 4 5 6 7 8 9 10





Question Response

Why am I taking this assessment

test?

Most cohorts in the College of Business and Management will be required to take an

assessment test early in the program and one at the end of the program. The purpose of

this test is to allow the College of Business and Management to assess the quality of its

academic programs, so that the College can improve its curriculum and instruction in

order to provide the best possible educational experience for its students.

How should I prepare for the

assessment test?

Students do not need to conduct an in-depth review for this assessment test. However,

we ask students to do their best on the assessment test. This comprehensive test covers

topics covered throughout your degree program which are aligned to the business topics

required for accreditation. You may wish to take a look at the topics for a quick review.

Does this assessment test affect

my final grade?

Yes. Students are awarded 5% based on the test completion and submission of the

completion certificate. Please see the grading scale in the Assignment Overview section

of the syllabus.

What do I need to access the

assessment test?

You will need a computer with Internet access. No other plug-ins are required. You are

permitted to use course materials during the assessment test.

What is the cost of the assessment

test to the student?

There is no cost to the student.

How do I get my login and

password?

See the self-registration instructions in the Individual Assignment section of the learning

session the assessment test is due. The password arrives by e-mail from

[email protected].

I know I am registered, but I never

received the e-mail.

Please check your SPAM or JUNKMAIL folder for the e-mail from Peregrine Academics.

If the e-mail is not there, then e-mail us at [email protected]. Peregrine

will verify your registration status and register/re-register you as appropriate. You can

also have the password resent to you using the password retrieval form at:

http://www.peregrineacademics.com/support/forgot-pass/

My assessment test site password

doesn’t work anymore.

A student has 48 hours to complete the test and only 3 log-in attempts are allowed.

These restrictions are in place to protect the academic integrity of the testing process.

How do I log into my

Student/Learner site?

The login instructions to access the student/learner site are included with the e-mail

received with the password. It is imperative the student registers using his/her Stritch e-

mail address, the same e-mail address that you used with the self registration for the

password. The login password is listed within the e-mail with the passwords. The login

password is not the same as the password used to take an online test or training session.

With the login information, navigate your Web browser to

http://www.peregrineacademics.com/stritch/login.php. From this site, you can

retrieve completion certificates.

I have the e-mail, but how do I

access the assessment test site?

Click on the hyperlink included with the description of the password. The hyperlink

directs your Web browser to the appropriate site and auto-fills the registration

information.

The assessment test did not start. Double check your pop-up blocker and/or personal firewall settings. The test opens in a

new window. Turn the pop-up blocker off. Add this site to your ―safe sites‖ list within

your personal firewall settings. Another option will be to select the link provided on the

screen under ―It appears you are using a popup blocker software.‖ to launch the

assessment test in another window.

mailto:[email protected]


http://www.peregrineacademics.com/support/forgot-pass/

http://www.peregrineacademics.com/stritch/login.php


Assessment Test by Peregrine - Frequently Asked Questions continued

Question Response

How much time do I have to take

the assessment test?

You have 48 hours to complete the test once the test has been started.

Am I allowed to take breaks

during the testing?

Yes, two 15-minute breaks total are allowed for the entire test. For example, if you use

the two 15-minute breaks during your first log in, no additional breaks will be allowed

during a subsequent log in.

What if I need to stop during the

test?

You are allowed to stop during a test by logging out and sign in at a later time.

However, you may log in 3 three times within the 48 hours.

How many questions are on the

assessment test?

There are 120 multiple-choice questions.

How long will I need to take the

test?

Typically, the test should take about 1 ½ to 2 hours.

How much time is allowed to

answer each question?

You are allowed 5 minutes to answer each question. You will see the time remaining on

the screen for each question during the test.

Can I “back track” during the

test?

No, you will not be able to go back to a question if you decide to skip it. Each question

should be answered within the allotted time. Otherwise, it will be graded as 0 points.

Is the grade weighting the same

for an unanswered question versus

a question answered incorrectly?

Yes.

What if 48 hours elapse or I

attempt a 4th log in?

After 48 hours or more than 3 log-in attempts, the test site is inaccessible and a

completion certificate will be generated, assigning 0 points to unanswered questions.

How do I print or save my

completion certificate?

After completing the test or training session, you will be asked to view or save your

certificate. If you have already completed your test or training session, login to your

student/learner site using the login instructions included within the e-mail with the

passwords from [email protected]. From this site, you can view your

online activity and print or save completion certificates.

How should I submit the

certificate to my instructor?

Onground students: submit a hardcopy to your instructor. However, you should keep a

copy for your records.

Online students: submit an electronic copy to your instructor. However, you should

keep a copy for your records.

I forgot to save my completion

certificate when I finished the

assessment test.

You can retrieve your completion certificate from your student login site at

www.peregrineacademics.com, select the ―For Our Clients‖ tab, and log in. Your login

user name is your e-mail address. Your password is included with the registration

e-mail.

I need help regarding:

Password

Logging in

Disconnected and need to

resume session in progress

Test did not start

Certificate

Other issues

Please contact Customer Support at:

www.PeregrineAcademics.com/support

Call (877) 260-1555

E-mail: [email protected]


http://www.peregrineacademics.com/

http://www.peregrineacademics.com/support



APPENDIX D


Evaluation Criteria for Capstone Research Products

Capstone courses provide an opportunity for students to demonstrate that they have

achieved the goals and objectives established by the College of Business and Management

for their particular degree programs. Through the development of the Capstone Research

Product in the master’s degree programs or the Capstone Paper in the bachelor’s degree

programs, the student is able to integrate and apply concepts and theories learned in the

coursework by analyzing a challenge or opportunity in the workplace. As a result, the

Capstone Research Product and the Capstone Paper become a means to evaluate student

knowledge and skills gained throughout the specific degree program.

The Curriculum Department, in collaboration with the Director of Institutional Research

and Assessment, has developed the Quality Criteria for Capstone Papers checklist as an

aid to assess Capstone Papers and Capstone Research Products. The checklist focuses on

three areas of the paper or product:

Conventions (APA style, grammar, and adherence to the format required in the course)

Content (organization and purpose)

Research (sources and analysis of data)

By using a five-point scale, the instructor can determine whether the student meets the

competencies listed in the areas above. A notation of N should be used for those items that

do not apply to the paper being evaluated. The rating scale is as follows:

5 = Demonstrates superior competency. The work is of such a nature that it could serve

as an example to all students. It demonstrates mastery of the criterion and contains few, if

any, errors.

4 = Exceeds competency. The work is of high quality and is considered solid work. It

demonstrates mastery of the criterion and contains few errors.

3 = Exhibits competency. The work is at a satisfactory or average level but contains some

errors. The work satisfies the minimum requirements.

2 = Exhibits minimum competency. The quality of work is below average and is barely

acceptable. The work contains many errors.

1 = Fails to meet competency. The quality of work is not acceptable and does not reflect

the level of the degree.

N = Not applicable. The item noted does not apply to this particular paper.

The instructor should simply enter an N or an X for the appropriate value in the box

beside each criterion. The checklist also offers space for the instructor’s comments in

every topic area. Once completed, the document should be forwarded to the Research

Director in the appropriate region.



Name: ________________________________________________ Title of Capstone: ______________________________________________

Group Number: _________________________________________

Instructor: ____________________________________________________

Course Number/Title: ____________________________________ Evaluator: ____________________________________________________

Rating Scale

Conventions 1 2 3 4 5 N Instructor Comments

ELEMENTS OF STYLE

CONFORMS TO APA STYLE

Title Page

Footnotes**

Citations

Reference Page

Figures, tables

Format

- Page numbering

- Margins

- Spacing

Font

- 12 point

- Serif typeface (Courier or Times New Roman)

WORD USAGE AND MECHANICS

Diction

Punctuation

Past tense

Active voice

Numbers

Abbreviations

SENTENCE STRUCTURE AND STYLE


Subject/verb agreement

Transitions

Word choice

FREE OF SPELLING ERRORS AND TYPOS

Spelling

Typographical

CONFORMS TO THE GUIDE TO THE CAPSTONE RESEARCH PRODUCT

Title Page

Executive Summary

Table of Contents

List of Tables

List of Figures

Introduction

Literature Review

Method

Results and Analysis

Conclusion

References

Appendixes

**Footnotes refers to content and copyright permission footnotes. (See the APA Manual.)

1 = Fails to meet competency 2 = Exhibits minimum competency 3 = Exhibits competency 4 = Exceeds competency 5 = Demonstrates superior competency N = Not applicable


Rating Scale

Content 1 2 3 4 5 N

ORGANIZATION Instructor Comments

PURPOSE

Clearly recognizable thesis

Thesis is relevant to business management issues

Evident throughout the paper

Solution is relevant to the problem

Realistic

Current

Feasible

IDEAS ARE:

Original

Expressed clearly and coherently

Sequenced logically

Appropriate to the level of degree (Bachelor's or Master's)

Objective

FLOW

Sentences support paragraph

Paragraphs support section headings

Section headings support main points

SUPPORT

Arguments with facts or examples

Factual statements with citations

1 = Fails to meet competency

2 = Exhibits minimum competency

3 = Exhibits competency

4 = Exceeds competency

5 = Demonstrates superior competency

N = Not Applicable

Rating Scale


Research 1 2 3 4 5 N

Instructor Comments

Research

- Relevant to the thesis of the paper

- Comprehensive

- Integration of previous coursework in degree program

- Current/classic research

- Explores multiple views of the topic

Number and Quality of Sources

- Minimum of 20 references

- Variety of sources (such as books, journals, Internet,

and multi-media)

- Scholarly sources

Analysis of Data

Supports statement of purpose

Appropriate to degree (Bachelor's or Master's)

Statistical tools used correctly

Supported with appropriate annotation

Statistically valid

OVERALL RATING _______________________________

1 = Fails to meet competency

2 = Exhibits minimum competency

3 = Exhibits competency

4 = Exceeds competency

5 = Demonstrates superior competency

N = Not Applicable

CMB544—Capstone: Global Business Policy and Strategy (Student)

We have given great attention to detail and accuracy in preparing this syllabus and in choosing the text(s) in order to provide quality curriculum materials and instruction. However, we recognize that, occasionally, an error can occur inadvertently. Therefore, we ask you to record the following:

a. Any errors (typographical, spelling, page referrals, or other) in the course materials

b. Any unclear or confusing sections in your text(s)

In addition, we solicit your input regarding any activities, assignments, or teaching methods that you used that students found particularly helpful in acquiring a better understanding of the material covered.

If online course, submit this sheet with your End-of-Course Survey to the University LMS. If onground course, mail it to the address on the reverse side or e-mail it to: [email protected]. Thank you for your cooperation.

Curriculum Department

SYLLABUS Copyright Date _____________

Page Number Description of Error ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

TEXTBOOK Copyright Date _____________

Page Number Description of Error ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

HELPFUL METHODS, ACTIVITIES, OR ASSIGNMENTS ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

ADDITIONAL COMMENTS ______________________________________________________________________________ ______________________________________________________________________________

YOUR NAME (Optional) ______________________________________________________________________________


Associate Dean of Curriculum and Materials

College of Business and Management

Cardinal Stritch University

6801 N. Yates Road

Milwaukee, WI 53217

University P.O. Box 405

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