career development and lifestyle planning · web viewusing the notion of defining moments and...

135.301.XX – Ethics, Governance, and Accountability – Instructor Name – of 20

Ethics, Governance, & Accountability3 Credits

135.301.XX[NOTE: Each section must have a separate syllabus.]

[Day & Time / ex: Monday, 6pm-9pm][Start & End Dates / ex: 3/24/15-5/12/15]

[Semester / ex: Fall 2016][Location / ex: Washington, DC]

Instructor[Full Name]

Contact Information[Email Address][Phone Number, (###) ###-#### (Optional)]

Office Hours[Please specify the day and time of the 2 hours that will be dedicated to office hours each week. For evening classes, faculty may wish to hold their office hours by phone or email. While faculty are permitted to state “and by appointment,” office hours should not be held exclusively by appointment.]

Required Text(s) & Learning Materials

Hartman, L. P., & Desjardins, J. (2013). Business ethics: Decision making for personal integrity and social responsibility (3rd ed.). New York, NY: McGraw Hill Irwin.

Articles and Chapters on Blackboard

Badaracco, J. (1997). Defining moments. Boston: Harvard Business School Press. Pp. 1-24.

Bok, S. (1980, Summer). Whistleblowing and professional responsibility. New York University Education Quarterly, 11. In Donaldson, T., & Werhane, P. (2008), Ethical issues in business: A philosophical approach (8th ed.). (pp. 128-35). Upper Saddle River, NJ: Pearson.

Freeman, R.E. (2007). Managing for stakeholders. In Donaldson, T., & Werhane, P. (2008), Ethical issues in business: A philosophical approach (8th ed.) (pp. 39-53). Upper Saddle River, NJ: Pearson.

Friedman, M. (1970, September 13). The social responsibility of business is to increase its profits. The New York Times Magazine.

Hamilton, S. (2003). Case study: The Enron collapse. In Donaldson, T., & Werhane, P. (2008), Ethical issues in business: A philosophical approach (8th ed.). (pp. 39-53). Upper Saddle River, NJ: Pearson.

Kidder, R. (2003). How Good People Make Tough Choices: Resolving the Dilemmas of Ethical Living. New York: HarperCollins. Chapter 1.

Magretta, J. (1997, March-April). Will she fit in? HBR case study. Harvard Business Review.

Mead, E., and Werhane, P. (2007). Case study: Cynthia Cooper and WorldCom. In Ethical issues in business: A philosophical approach (8th ed.). Edited by Thomas Donaldson and Patricia Werhane. Upper Saddle River, NJ: Pearson/Prentice Hall.

Pinker, S. (2008, January 13). The moral instinct. The New York Times.


Porter, M. E., and Kramer, M. R. (2006, December). Strategy and society: The link between competitive advantage and corporate social responsibility. Harvard Business Review.

Prentice, R. (2010). Student guide to the Sarbanes-Oxley Act (2nd ed.). Mason, OH: South-Western Cengage Learning.

Schein, E. (1990). Organizational culture. American Psychologist, vol. 45, no. 2, pp. 109-119.

Films and Audio Clips

Friedman, Thomas (2004). The other side of outsourcing. Washington, DC: Discovery Education.

Frontline (PBS). (2004, November 16). Is Walmart good for America?

Gibney, A., Director. (2005). Enron: The smartest guys in the room. New York: Magnolia Pictures.

Mann, M., Director (1999). The Insider. Burbank, CA: Touchstone Pictures.

Course DescriptionThis course examines the role of ethics in business decision making, with an eye to corporate governance and accountability. Beginning with an exploration of their own values and beliefs, students develop an awareness of the role of emotion, reason, and culture in moral judgments. Through readings, films, and discussion, students sharpen their ability to argue and negotiate from ethical principles. They then apply these tools to an examination of issues impacting contemporary business, ranging from work/life balance to intellectual property, whistleblowing, and insider trading. The course concludes with a look at recent scandals (Enron, WorldCom, the subprime mortgage crisis) and the role of boards of directors, shareholders, managers, employees, governments, rating agencies, and other stakeholders in holding businesses accountable, in the United States and globally.

Prerequisite(s)None

Learning ObjectivesBy the end of this course, students will be able to:

1. Understand and apply ethical frameworks and codes of conduct that guide personal and organizational decisions and conduct.

2. Reason from ethical principles and build logical arguments in addressing issues. 3. Reflect on their own values and beliefs and their role in decision making.4. Understand the mechanisms of corporate governance that keep organizations accountable to a variety

of stakeholders—locally, nationally, and globally. 5. Identify—and develop strategies to address—the needs of diverse stakeholders in business decisions

and ethical dilemmas.6. Understand the relation between culture and ethical value systems and the issues that arise when

doing business globally.

The course will also reinforce undergraduate competencies in team building, oral and written communication, and analytical and critical thinking.

To view the complete list of Carey Business School’s general learning goals and objectives, visit the Carey website.

Attendance Students are expected to attend all class sessions. If you must miss a class, you are nevertheless responsible for all information covered. Failure to attend two or more class sessions will likely impact your final grade. If you must miss a class, you should inform the instructor in advance. Out of respect to your classmates and instructor, you should plan to arrive on time in this course, and to be courteous and respectful in all class interactions. Turn off cell phones and laptops in class unless they are needed for a group project.

http://carey.jhu.edu/faculty-research/learning-at-carey/accreditation/

http://carey.jhu.edu/faculty-research/learning-at-carey/accreditation/


Assignments The following percentages apply to the assignments; for specifics on how the assessments will be done, please refer to the rubrics for the essays and team presentations on pages that follow.

Assignment Course Learning Objective(s) WeightAttendance and participation in class discussion 1-6 15%Reading Assessments 1, 4, 6 15%Essay 1: Right-vs-Right Dilemmas, Defining Moments, and Whistleblowing in The Insider

1, 2 15%

Team Presentation 1: Corporate Culture & Values 1, 2, 6 10%Essay 2: Enron 1, 2, 4, 5 15%Team Presentation 2: Corporate CSR 1, 2, 4, 5 10%Essay 3: Ethical Audit: Corporate Strategy and Social Responsibility

1, 2, 4-6 20%

Total 100%

Class Participation (15%)Active participation in classroom discussions and debates is a requirement of this course. Criteria include not only timeliness and regularity of attendance but the quality and quantity of student comments and contributions to group exchanges. As this is the one area in which learning objective #3 will be measured, your participation in exercises examining your own moral vision, moral code, and defining moment will be an important part of this grade.

Reading Assessments (15%) There will be four short quizzes (25 multiple-choice questions each) on the reading.

Essay 1: Right-vs-Right Dilemmas, Defining Moments, and Whistle-blowing (15%) Analyze the film The Insider using the notion of defining moments and right-versus-right ethical decisions. Identify what you think are the right-versus-right dilemmas facing Jeffrey Wigand and Lowell Bergman and the factors that enter into their decisions—personal and professional, emotional and rational. What makes whistle-blowing particularly difficult for an employee? To what extent do utilitarian and deontological perspectives enter into their decisions? What do you think is each character’s defining moment in the film? How would you say the characters’ values make them leaders? Combine your answers to these questions into a coherent, unified essay with a thesis and supporting argument. Using APA style for format and documentation, apply the course readings by Kidder, Bok, Badaracco, and Hartman & Desjardins, with at least one citation for each work and a list of references at the end. Do not use any other outside sources beyond these four. Do not provide an abstract. Scope: 4 pages (1,000 words), double-spaced, 12-point font.

Team Presentation 1: Corporate Culture and Values (10%)You will be assigned a team and the team will be asked to choose an organization. In the first presentation, you should describe to the class the mission, structure, values, and culture of the organization and the role of its leaders in shaping these. Each team will have 15 minutes to present, and every member should participate in the presentation. You will be evaluated as a group on your team’s knowledge of the company, your use of time and AV, your ability to engage the audience, the quality of your research sources, and your ability to coordinate with one another. Individuals will be evaluated on their preparation, knowledge, presentation skills, and ability to answer questions.

Essay 2: Enron (15%)Using the template for ethical analysis, analyze the Enron case and identify the key ethical issues that arose. What were the salient facts in the case? Who were the key decision makers and stakeholders? How did Enron’s culture contribute to the wrongdoing of its leaders and traders? How did the internal and external mechanisms of Enron’s governance structure fail? Look particularly at conflicts of interest among managers and the role of Enron’s investors, board of directors, partners, auditors, government agencies, and the press. What provisions in the Sarbanes Oxley Act address each of the major issues that arose? Combine your answers to these questions into a coherent, unified, well developed essay and consider how Enron might have foreseen and avoided the mistakes made by its leaders. Apply class readings


where appropriate, providing citations and references. Use APA style. Scope: 4–5 pages (1,000–1,250 words), double-spaced, 12-point font.

Team Presentation 2: Corporate Strategy and Social Responsibility (10%) Your team should select a multinational company and conduct a CSR audit. First examine the company’s governance structure and how its board, shareholders, top management, and employees hold each other accountable. What governance tools does the company have? Does it have a code of conduct? A values statement? How do these relate to its mission? What reports does it generate? In what corporate wrongdoing has firm been involved? What criticisms of the firm’s responsibility to society can you find? How has it erred in the past? Then apply Porter and Kramer’s article, “Strategy and Society,” to the firm’s CSR initiatives. You should provide a brief overview of what some of its CSR initiatives are, and then focus on one major effort that is international in scope and that illustrates Porter and Kramer’s thesis, that corporations and society can be mutually beneficial and not antagonists. The authors give as an example Nestlé’s network of dairy farms in India.

Each team will have 20 minutes to present, and every member should participate in the presentation. You will be evaluated as a group on your team’s knowledge of the company, the quality of your research, your use of time and AV, your ability to engage the audience, your ability to apply the Porter & Kramer model to your firm. Individuals will be evaluated on their preparation, knowledge, presentation skills, and ability to answer questions.

Essay 3: Corporate Strategy and Social Responsibility (20%)Using the information gathered by your team, you should write up your own analysis of the company’s Corporate Social Responsibility efforts. Your analysis should present an argument, taking a position on whether the company has demonstrated strong or weak responsibility to its various stakeholders, as well as society in general, and whether the initiative on which your team focused exemplifies the kind of synergy between business and society that Porter and Kramer advocate.

Your essay should demonstrate critical thinking, giving both positive and negative accounts of the firm you are examining. It should also show a detailed understanding of the article by Porter and Kramer: what the authors see as the deficiencies of traditional arguments in favor of CSR; what they mean by value proposition and value chain; and how their model maps a company’s CSR efforts onto its value chain through inside-out and outside-in linkages. You should apply at least four course readings (including the Porter and Kramer) and at least four additional sources related to your firm. Follow APA format and citation guidelines. Scope: 5 pages (1,250 words), double-spaced, 12-point font.

GradingThe grade of A is reserved for those who demonstrate extraordinarily excellent performance. The grade of A- is awarded only for excellent performance. The grade for good performance in this course is a B+/B. The grades of D+, D, and D- are not awarded at the graduate level.

Please refer to the Carey Business School’s Student Handbook for grade appeal information.

Tentative Course Calendar**The instructors reserve the right to alter course content and/or adjust the pace to accommodate class progress. Students are responsible for keeping up with all adjustments to the course calendar.

Abbreviations: Munter and Hamilton, M&H; Browne and Keeley, B&K; Blackboard, (Bb).

Week Topic Readings & Films Exercises and Deliverables1 Ethics and Business Text, chapter 1

Article by Pinker (Bb)View in class: clip from Huckleberry Finn

2 Ethical Decision Making Text, chapter 2Badaracco, pp. 1-24 (Bb)

In-class exercises on moral vision and Badaracco’s 3 cases

http://carey.jhu.edu/students/student-handbook-and-academic-catalog/


Week Topic Readings & Films Exercises and Deliverables3 Ethical Dilemmas and

Defining MomentsText, ch. 3, pp. 102-121; readings by Kidder (Bb) and Bok (Bb)

Quiz 1: readings

4 Ethical Schools of Thought Text, finish chapter 3View The Insider before class

Essay 1: The Insider. In class: defining moment

5 Moral Codes and Reasoning from Principles

Text, begin reading chapter 4 In class exercise: moral code

6 Corporate Values & Culture Text, finish chapter 4Schein (Bb)

Quiz 2: ReadingsView in class: clip from TED

7 Corporate Social Responsibility

Text, chapter 5Team Presentations

Team Presentation I

8 Shareholders and Stakeholders

Friedman, Freeman (BB)

9 Employers, Employees, and Work/Life Balance

Text, chapter 6Case to be assigned

10 Property, Privacy, and Technology

Text: chapter 7Case: Google in China

Quiz 3: Readings

11 Corporate Governance Text: chapter 10

12 Enron and the Sarbanes Oxley Act

Prentice (text)Case Studies: Enron and Worldcom (Bb) Film: ENRON: The Smartest Guys in the Room

Essay 2: Enron

13 Global CSR;Strategy and Society

UN Global Compact;OECD; Porter and Kramer (Bb)

Quiz 4: Readings View in Class: The Other Side of Outsourcing

14 International cases: Outsourcing

View film: Is Walmart Good for America?

Teams prepare for final presentations

15 Team Presentations Team PresentationsFinal paper due by …


Academic Writing: Checklist

Writing Process

1. Are you certain you understand what is expected on the assignment? Have you asked your instructor for clarification on anything you don't understand?

2. Who is your audience? What are the purpose and scope of your essay?

3. Have you scheduled adequate time to plan, research, write, and revise your paper?

4. Did you conduct a preliminary review of what's available on your topic?

5. Have you used an outline to see logical relationships between the parts of your essay?

Topic and Thesis

1. Is your topic too narrow or too broad for the scope of the assignment?

2. Have you adequately distinguished between your topic (your general area of interest) and your thesis (your central idea and attitude about that idea)?

3. Have you expressed your thesis clearly in the introduction to your paper?

4. Is your thesis reflected in the title of your paper?

Organization

1. Does your introductory paragraph establish the significance of your topic and provide necessary background?

2. Does your introduction articulate the thesis of your paper? Suggest subtopics and the order in which they will be developed in the body of your paper? Or is there a research question that suggests the material you will cover and your approach to it?

3. Are the subtopics related logically to the thesis?

4. Are the subtopics different, yet related to each other?

5. Does your conclusion restate your thesis in a fresh way? Answer a question posed in the beginning? Suggest an appropriate action?

Paragraph Structure

1. Does each paragraph have a single central topic, stated or implied?

2. Is each paragraph well developed? (Have you provided enough reasons, examples, facts, definitions, etc., to support the topic sentence?)

3. Is each paragraph unified? (Do all sentences clearly relate to one topic?)

4. Is each paragraph coherent? (Does each sentence relate to the ones before and after it in a logical way? Are there appropriate transitions?)


Mechanics (Grammar, Punctuation, etc.)

1. Have you proofread your sentences carefully to detect and correct errors in sentence completeness (fragments, run-ons)? subject/verb agreement? pronoun reference (be sure all pronouns have only one antecedent)? modifiers (adjective/adverb form; misplaced and dangling modifiers)? verb tense? punctuation?

2. Where appropriate, have you eliminated unnecessary words? varied your syntax, sentence length, and word choice? put parallel thoughts into parallel form? checked to see that comparisons are worded logically? preferred active to passive verb forms?

3. Have you checked your words to be sure that they are correctly spelled and used? Have you consulted a dictionary? Thesaurus? appropriate? (Avoid inappropriate slang, trite expressions and clichés.)

4. Have you used the proper format? Is your paper typed, double-spaced with 1½-inch margins, in 12-point font, with page numbers and name on all

pages? in line with APA style for quotes, citations, reference list, etc.?

Information Sources

1. Have you properly attributed all quotes and paraphrases of other's work?

2. Have you checked your sources to see that they are sufficiently numerous, authoritative, various, relevant, and timely?


Evaluating Academic Writing

Criteria for Grading:A. Assignment (parameters, instructions, purpose)M Mechanics (grammar, style, usage, format) O Organization (thesis, introduction, body, conclusion, paragraphing, transitions) T Thought (analysis, research, content, creativity, logic)

Characteristics of the "Excellent" Paper (A) [exceeds expectations for graduate work]

A • Response to the assignment fully addresses its purpose • Paper follows instructions regarding length, number of sources, etc.• Tone and approach are appropriate for and sensitive to the target audience’s needs • Choice of topic meets and exceeds the instructor’s expectations• The topic is distinguished from the paper’s central thesis

M • Format follows appropriate guidelines (MLA, APA, instructor's own)

• Usage is correct and language is appropriate and unbiased (gender, culture)• Punctuation, spelling, capitalization, etc., are correct; paper was carefully proofread• Sentences are clear, varied, and concise• Writing style is concrete, avoiding jargon and preferring active to passive voice

O • The paper is logically organized, with an introduction, body and conclusion• Writer has clearly articulated his/her thesis or controlling idea • Paragraphs are coherent, well developed, and unified around a single topic• Transitions are logical, signaled by connecting language. • Introduction captures attention, establishes topic’s significance, and articulates a thesis• Conclusion effectively ties together the paper’s key points, whether through a creative restatement of the thesis, or by offering recommendations and actions to be taken

T • Paper demonstrates in-depth knowledge of subject• Controlling idea (thesis) is fully supported with evidence, reasons, quotes, etc.• Conclusions follow from the information presented• Writer shows ability to think critically and creatively• Sources of information are examined critically and weighed against other sources

Characteristics of the “Good” Paper (B) [at expectation for graduate work]

A • The paper topic addresses the purpose of the assignment• The paper follows instructions regarding length, number of sources, format, etc.• Choice of topic considers assignment’s scope and purpose• Effort was made to identify and address target audience

M • Sentences are clear, complete, and generally varied in length and structure• Format follows appropriate guidelines (MLA, APA, instructor’s own)• Usage is generally correct and language is appropriate• Punctuation, spelling, capitalization, etc., are generally correct

O • The paper is generally focused, with an introduction, body, and conclusion• Writer has clearly articulated his/her thesis or controlling idea• Paragraphs are coherent, well developed, and unified around a single topic• Transitions are logical, signaled by connecting language• Introduction identifies topic and thesis• Conclusion restates thesis and provides helpful clarifications

T • Paper demonstrates knowledge of subject• Controlling idea (thesis) is supported with evidence, reasons, quotes, etc.


• Conclusions follow from the information presented• Writer shows some ability to think critically and creatively• Sources of information are examined critically and weighed against other sources

Characteristics of the "Adequate" Paper (C) [below expectations for graduate work]

A • Choice of topic may show lack of care in considering assignment's scope and purpose• Student has not adequately considered the audience (s) for which he/she is writing • Student does not follow instructions in all regards. Paper may be too short or long; it may not incorporate enough sources, etc.

M • Occasional grammar errors appear (e.g. fragments, subject/verb agreement)• There is little variety or sophistication in the length and structure of sentences• Writing is occasionally wordy and unclear• Format may be inconsistent or does not fully follow academic guidelines• Other errors appear (in usage and word choice, spelling, capitalization, punctuation…)

O • Organization is not always logical; introduction, body, or conclusion may be incomplete • Student attempts to provide coherence and unity but is not always successful

• Controlling idea is unfocused and only partially developed; thesis is too narrow/ broad• Paper occasionally skips around without adequate transitions

T • Knowledge of subject is adequate but not deep• Controlling idea is supported but not extensively• Conclusions are incomplete or do not follow directly from the information presented• Information sources are flawed or accepted uncritically• Approach to subject lacks creativity, mastery


Essay 1: Right-vs-Right Dilemmas, Defining Moments, & Whistleblowing Assurance of Learning

Assessment CriteriaNot Good Enough

0≤ score <6

Good6≤ score

<9

Excellent9≤ score ≤10 Score

Template for Ethical Decision Making (score x 2) The paper• applied the template for ethical decision making to the film • explained the salient facts for Wigand and Bergman. • identified Wigand and Bergman’s decision options. • considered the consequences of each decision option for key stakeholders and how each option would affect them.

___/20

Ethical Issues/ Philosophical Schools (score x 1.5) The paper • identified the ethical issues confronting Bergman and Wigand. • related these issues to philosophical schools of thought discussed in class (e.g. utilitarianism, deontology). • applied Bok’s essay to Bergman and Wigand—and the particular difficulties associated with whistleblowing.

___/15

Right-versus-Right Dilemmas (score x 1.5) The paper• showed an understanding of the notion of right-versus-right dilemmas as developed by Badaracco and Kidder• identified the values in conflict for Jeffrey Wigand.• identified the values in conflict for Lowell Bergman.• provided an explanation for why each character acted as he did in resolving his dilemma.

___/20

Defining Moments (score x 1.5) The paper• applied Badaracco’s notion of defining moments to the film.• identified a possible defining moment for Wigand & Bergman.• provided evidence supporting your choice of defining moment. • explained how the decisions made by Wigand and Bergman “revealed, tested, and shaped” their character, demonstrating ethical leadership.

___/15

Organization (weight: point total x ) The paper• was unified, coherent, and developed (paragraphs and essay). • developed a thesis that unified all parts of the paper.• provided links between paragraphs and sections.

___/15

Mechanics, Format, and Document Design (score x 2)• used sophisticated and appropriate language and syntax.• wrote with a minimum of grammar and usage errors. • wrote clear, concise, and varied sentences.• followed APA guidelines for format and documentation.

___/15

Total Score __/100


Comments:


Essay 2: Enron

Assessment Criteria: The essay Not Good Enough0≤ score <6

Good6≤score<9

Excellent9≤score≤10 Score

1. provided a brief but clear background on Enron (its purpose, industry, history, and business model)

2. clearly identified internal failures in Enron’s governance that helped to lead to its collapse

3. clearly identified external failures in oversight and the partners/ institutions that were complicit in wrongdoing

4. clearly identified internal and external stakeholders who were impacted by Enron’s success and collapse

5. analyzed thoroughly the firm’s values and culture, and the role of its leaders in exemplifying them (x 2)

6. analyzed the major governance issues that the case raises (the role of boards, management & shareholders) (x 3)

7. explained the key issues in the Enron cases that the Sarbanes Oxley Act addressed (x 3)

8. showed conversance with, and applied, Hamilton’s case study, the Enron film, the Senate Subcommittee report, our text, and the Student guide to SOX (x 2)

9. used APA style for citations, and references.

10. was well organized; paragraphs and the overall composition were unified, coherent, and developed (x 2)

11. demonstrated a sophisticated command of English with a minimum of errors in grammar and diction. (x 2)

12. followed APA guidelines for manuscript format.

Total Score: Total Score/ 2

Comments:


Essay 3: Ethical Audit: Corporate Strategy and Social Responsibility Assurance of Learning

Assessment CriteriaNot Good Enough

0≤ score <6

Good6≤ score <9

Excellent9≤score ≤10 Score

Internal Governance (score x 1.5) The paper• reviewed the company’s mission and vision.• provided an overview of the firm’s management structure.• evaluated the firm’s board composition and leadership.• identified other governance tools such as an ethics code.

___/15

External Governance (score x 1.5) The paper• identified key laws and government agencies regulating the company and its industry.• evaluated the firm’s compliance with pertinent policies.• reviewed the firm’s transparency (information that it makes available to shareholders, the public, and rating agencies)

___/15

Corporate Social Responsibility (score x 2.5) The paper• identified firm’s previous scandals and the ethical issues • provided a general overview of the firm’s CSR initiatives.• focused on a singular CSR initiative and applied Porter and Kramer’s model of strategic CSR to it.• evaluated the firm’s corporate social responsibility. • made recommendations for how the firm could improve its governance and CSR profile.• developed an action plan for how it might do this.

___/25

Research (score x 1.5) The paper• applied the Porter and Kramer article and at least 4 other course readings in its analysis of the firm.• used credible sources to analyze and evaluate the firm’s governance, response to previous scandals, & CSR. • used APA style guidelines for references and citations.

___/15

Organization (score x 1.5) The paper• introduced the report’s purpose & methods early on. • provided a thesis in the introduction• composed unified, coherent, and developed paragraphs.• used transition markers to link paragraphs and sections. • gave recommendations and next steps in the conclusion.

___/15

Mechanics, Format, and Document Design (score x 1.5) The paper• used sophisticated and appropriate language and syntax.• wrote with a minimum of grammar and usage errors. • wrote clear, concise, and varied sentences.• followed APA guidelines for document format.

___/15

Maximum Points: 100 Total Score ____/100

Comments:


Team Presentation 1: Assurance of Learning

disagree agreeThe Team

1. made good use of A/V 1 2 3 4 5

2. made good use of time 1 2 3 4 5

3. coordinated with one another 1 2 3 4 5

4. made the material clear and comprehensible 1 2 3 4 5

5. identified sources & established their credibility 1 2 3 4 5

6. interacted with the audience 1 2 3 4 5

7. left time for questions and answered them well 1 2 3 4 5

The Presenter(s)

8. was well prepared and organized 1 2 3 4 5

9. applied course readings where appropriate 1 2 3 4 5

10. effectively engaged the audience 1 2 3 4 5

11. pronounced words clearly and articulately 1 2 3 4 5

12. spoke with effective volume and pacing 1 2 3 4 5

13. kept my interest. 1 2 3 4 5

14. used effective non-verbal communication 1 2 3 4 5

Score:

Team _______ (average)

Individual _______ (average)

Total score _______ (team average + individual average)


Team Presentation 2: Ethical Audit

Assessment Criteria: The team Not Good Enough0≤ score <6

Good6≤score<9

Excellent9≤score≤10 Score

1. made good use of time, presenting neither too much nor too little information

2. designed and made effective use of PowerPoint slides and/or other audio/visual media

3. coordinated well with one another, defining clear roles and distributing time and tasks

4. engaged the audience effectively

5. organized the material effectively (presentation was unified, coherent, and developed)

6. reviewed and took a clear position in assessing the firm’s overall social responsibility, including scandals (x 2)

7. gave a concise summary of the firm’s internal governance (mission, vision, code of conduct, board of directors, management structure) (x 2)

8. identified and evaluated the effectiveness of external governance mechanisms (reports, government regulation, credit and analyst ratings, news media) (x 2)

9. selected one of the firm’s signature programs and evaluated it in terms of Porter and Kramer’s model of responsive CSR (x 4)

10. identified and used a variety of information sources, including other course readings

Total Score: Total Score/ 160 Comments:


APA Manuscript Style: Checklist*

Paper and Font

8½” x 11” white paper

Font is 12-point Courier or Times New Roman and the same font is used throughout the paper

Bolding and underlining are not used

Page Elements

Margins: One inch on all sides (top, bottom, left, right).

Spacing: The entire paper is double-spaced, including the title page, abstract, body, references, appendixes, footnotes, tables, and figure captions. Extra spaces are not added between paragraphs.

Page numbering begins with the title page. The short title and page number appear one inch from the right edge of the paper on the first line of every page (1/2 inch from the top margin). Figure pages that are not embedded are not numbered.

Paragraphs: Each paragraph is indented 5-7 spaces. The only exceptions are the abstract and paragraphs within block quotations. Paragraphs should be more than one sentence, but less than a page.

Bulleted items should be punctuated as part of a complete sentence. See Seriation APA 3.03, pp. 63-64.

Headings: Three levels of headings will suffice for most papers. See APA 3.02, page 62. (see next page for example)

The First Level, Centered Boldface, with Uppercase and Lowercase Typing

Second Level, Flush-Left, Boldface, Uppercase and Lowercase Heading

Third level, indented, boldface, lowercase paragraph heading ending with period.

* Please note: Section and page numbers in this checklist refer to the Sixth Edition of the Publication Manual of the American Psychological Association (2009).


Title Page

The Title Page is page 1.

The Running head (the first 50 characters of the title) should be typed flush left in uppercase letters following the words “Running head:” It appears on the line below the short title and page number. Running heads should not exceed 50 characters, including punctuation and spacing.

Paper Title: Uppercase and lowercase letters are used. The title is centered on the page. The recommended length for a title is 10-12 words.

Author: Uppercase and lowercase letters are used; the author’s name is centered on the line following the title.

Affiliation: Uppercase and lowercase letters are used; the affiliation is centered on the line following the author.

See APA sample paper, section 2.1, page 41; section 8.03, page 229; and sections 2.01-2.03, pages 23-25.

Abstract

The abstract, if required, is page 2.

The heading “Abstract” is centered on the first line.

The abstract (not indented) begins on the line following the Abstract heading.

The abstract does not exceed 120 words.

All numbers in the abstract (except those beginning a sentence) are typed as digits rather than words.

The abstract is a brief, comprehensive summary of the contents of the paper. A good abstract is accurate, self-contained, concise, non-evaluative, and coherent.

Body

The body of the paper begins on page 3 (or page 2 if no abstract is required).

The title of the paper (in uppercase and lowercase letters) is centered on the first line below the short title and page number.

The introduction (which is not labeled) begins on the line following the paper title.

Punctuation and Numbering

Use the last serial comma (e.g., in a series, place a comma before “and”).

All numbers 10 and above are expressed in figures (e.g., 15) with the exception of numbers beginning a sentence; these are expressed in words.

All numbers below ten are expressed in words (e.g., four). An exception to this rule is numbers that represent time, dates, ages (4 hours, 3 weeks, 7 years old) and numbers that represent parts of manuscripts (e.g., Part 3, Table 2, pages 4-9).


Quotations and In-text Citations

All material that is not the author’s own and is not common knowledge is cited.

All direct quotations are enclosed in quotation marks and are cited. The citation includes the author(s) last name(s), the year of publication and the page or paragraph number.

Direct quotations of 40 words or less are indicated by quotation marks at the beginning and end of the quotation.

Direct quotations of 40 or more words are in block format (indented 5 spaces from the left margin) and without quotation marks.

In-text citations provide:

author’s last name (sometimes in a signal phrase),

last names for multiple authors of a single document are joined with an ampersand (&)

the year of publication (n.d., for “no date,” is used when the year of publication is not available;

a page number in parentheses for direct quotations and paraphrases. The abbreviation for page is “p.” For electronic sources, include a paragraph number or combine a section description with a paragraph number: (¶7) or (para. 7) or (Conclusions section, ¶4).

Example: (Doe, 2006, p.3)(Doe & Smith, 2006, p.3)(Doe, n.d., p.3)(Doe, 2006, para. 7)

Consult APA sections 6.11-6.21, pages 174-179 for formatting in-text citations when there are more than two authors, when the author is a company, when no author is credited, etc.

Reference Page

All sources included in the reference section are cited in the body of the paper.

All in-text citations (with the exception of personal communications, which are not retrievable) appear on the reference page.

The heading “References” is centered on the first line.

Reference entries are double-spaced, as is the rest of the manuscript.

References (with hanging indent) are arranged alphabetically by the last names of first authors. Entire reference page is double-spaced.

All references include author(s), year of publication, title, and publishing data.

All author’s names are inverted and first initials are used rather than first names. e.g., Jane Doe becomes Doe, J.

The titles and subtitles of books are italicized; only the first word of the title and the subtitle (and all proper nouns) are capitalized. Example:


Doe, J. (2006). The art of writing well: A guide for writing in APA style. Boston: Great Books Publishing.

The names of periodicals and volume numbers are italicized. The names of periodicals are capitalized as you would capitalize them normally. Example:

Doe, J. (2006). The challenge of writing well. Writing Review, (42) 1.

The names of Web pages or the titles of sections are italicized and only the first word of the title and subtitle (and all proper nouns) are capitalized. Example:

Doe, J. (2006). Writing well made easy: A writer’s guide. Retrieved April 5, 2006, from http://writing.well.com

When referencing an electronic source, one approach is to give the date it was retrieved and the URL (see example above). Another is to give its digital object identifier (doi):

Johnson, B.T., & Eagly, A. H. (1989). Effects of involvement in persuasion: A meta-analysis. Psychological Bulletin, 106, 290-314. doi: 10.1037/0033-2909.106.2.290

See References, APA sections 6.22-6.32, pages 180-189. Sample reference list, page 59.

http://writing.well.com/


Carey Business SchoolPolicies and General Information

Blackboard SiteA Blackboard course site is set up for this course. Each student is expected to check the site throughout the semester as Blackboard will be the primary venue for outside classroom communications between the instructors and the students. Students can access the course site at https://blackboard.jhu.edu. Support for Blackboard is available at 1-866-669-6138.

Course EvaluationAs a research and learning community, the Carey Business School is committed to continuous improvement. The faculty strongly encourages students to provide complete and honest feedback for this course. Please take this activity seriously; we depend on your feedback to help us improve. Information on how to complete the evaluation will be provided toward the end of the course.

Disability ServicesAll students with disabilities who require accommodations for this course should contact Disability Services ([email protected] or 410-234-9243) at their earliest convenience to discuss their specific needs. If you have a documented disability, you must be registered with Disability Services to receive accommodations. Please note that accommodations are not retroactive. Therefore it is strongly encouraged that you identify your needs to Disability Services as early as possible.

Honor Code/Code of ConductThe Carey community believes that honesty, integrity, and community responsibility are qualities inherent in an exemplary citizen. The objective of the Carey Business School Honor Code is to create an environment of trust among all members of the academic community while the qualities associated with success are developed in students. All students are expected to view the Carey Business School Honor Code/Code of Conduct tutorial and submit their pledge online. Please contact the student services office at [email protected] if you have any questions.

Students are not allowed to use any electronic devices during in-class tests. Calculators will be provided if the instructor requires them for test taking. Students must seek permission from the instructor to leave the classroom during an in-class test. Test scripts must not be removed from the classroom during the test.

Student Success CenterThe Student Success Center offers free online and in-person one-on-one and group coaching in writing, presenting, and quantitative courses. The center also offers a variety of workshops and exam study sessions, and provides a list of self-guided resources. Most of the tutors are current Carey students. For more information or to book an appointment, please visit the Student Success Center website.

Other Important Academic Policies and ServicesStudents are strongly encouraged to consult the Carey Business School’s Student Handbook and Academic Catalog and Student Resources for information regarding the following items:

Statement of Diversity and Inclusion Inclement Weather Policy

Copyright StatementUnless explicitly allowed by the instructor, course materials, class discussions, and examinations are created for and expected to be used by class participants only. The recording and rebroadcasting of such material, by any means, is forbidden. Violations are subject to sanctions under the Honor Code.

http://carey.jhu.edu/students/student-resources/

http://carey.jhu.edu/students/student-handbook-and-academic-catalog

http://carey.jhu.edu/students/student-handbook-and-academic-catalog

http://carey.jhu.edu/students/student-resources/academic-support/student-success-center/

mailto:[email protected]

http://carey.jhu.edu/students/student-resources/honor-code/honor-code-pledge/

http://carey.jhu.edu/students/student-resources/honor-code/

mailto:[email protected]

https://blackboard.jhu.edu/

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