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Principle Centered Leadership (MNGT5773) Spring 2015, Online Class, Tentative Course Syllabus

Instructor: C. W. Von Bergen, Ph.D. (Dr. Von)John Massey Professor of ManagementOffice Location: 211 Russell, Management & Marketing Department,

1405 N. 4th Ave., PMB 4103, Durant, OK 74701-0609 Office Phone: 580-745-2430Office Fax: 580-745-7485Office Hours: M: 2-5; Tu: 2-5; W: 7:45-9:45; Th: 2-4; or by appointmentEmail: cvonbergen@se.eduHome Page: http://homepages.se.edu/cvonbergen /

Course Requirements

Textbook: -Sandra J. Sucher, The Moral Leader. NY: Routledge. (ISBN10: 0-415-40064-3)        Other Required Books/Novellas/Plays: (you may also want to check your local library for these books) -Alfred Lansing, Endurance: Shackleton’s Incredible Voyage     -Allan Gurganus, White People (read “Blessed Assurance” in the book White People)     -Chinua Achebe, Things Fall Apart     -Russell Banks, The Sweet Hereafter     -Kazuo Ishiguro, The Remains of the Day     -Niccolò Machiavelli, The Prince -Joseph Conrad, The Secret Sharer -Michael Walzer, Just and Unjust Wars     -Katharine Graham, Personal History -William Langewiescher, American Ground: Unbuilding the World Trade Center

The books highlighted in yellow above are available in the SE library. They are on reserve.

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There are several other readings that are part of The Moral Leader textbook or available on line or at a video store (see Tentative Assignments and note links). Note that for our 2/08 class we will discuss A Man for All Seasons which is available as a movie. Students may want to use Netflix (http://www.netflix.com) to rent this movie. It may also be available at your local video rental store, or at Red Box. Allow time for its delivery. I did find a rough transcript of the play but I think most of you will get more information from watching the movie.

Course Prerequisites Graduate Student Status

Course Description and Objectives Some of the hardest leadership decisions are the ones that have moral or ethical stakes. The purpose of the course is for students to develop their own workable definition of moral leadership, a definition that they build during the course sessions and document, at the end, in a course term paper.

This is a literature-based leadership course. Each class is dedicated to debating and drawing lessons from a powerful work of fiction, biography, autobiography, or history. The literature spans 2,000 years, covers 8 countries and all of the continents, and continually challenges students to expand their understanding of the world and their place, as future leaders, in it. Through the novels, plays, short stories, and historical accounts students are brought much closer to life as it is really lived, certainly closer than in lecture learning and even closer than in a case discussion. That is because the authors lay out for us the full context of a situation: the fast friendships, bitter enmities, strong ambitions, and confused goals that the characters must navigate. This feels like reality to us—it is how we live and experience the complexity of our own lives. Through literature, the study of moral leadership becomes a very real hunt for clues for how to confront situations that we believe we could encounter ourselves. The texts have been chosen for their thematic relevance at both macro and micro levels. There are obvious segues from one reading to another, but there are also more subtle connections. This allows for students to make sense of increasingly complex topics that build to an understanding of moral leadership—what it entails and how it is demonstrated.

The course is designed to enable students to explore the rich material of the course—extraordinarily fine literary and historical stories of moral challenge and leadership—both broadly and deeply. Armed with background about the wider historical and social environment from the student textbook (chapters in The Moral Leader by Sandra Sucher), students are guided through a detailed analysis of the circumstances of the characters, focusing on the individual situations and problems they face. Ultimately, students build capabilities in moral analysis and moral judgment, which helps them towards the goal of personal discovery and insight into their understanding of moral leadership.

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Students engage with the literature through active discussion and debate. The Instructor wishes to create a climate in which people feel free to challenge each others’ views (and expect their own views to be challenged) as they discuss the books/readings. The stories force students to consider and articulate their own moral positions, the judgments they make of the characters and their actions. Most of us treat our own moral views as both obvious and self-evident—the only reasonable response that could be taken. Students are continually surprised and amazed by how differently they each think about the characters’ choices. They hear arguments and interpretations that cause them to challenge their own views. And by repeatedly going through a process of analysis, interpretation, judgment, and debate, they hone their skills in moral reasoning and their understanding of their own moral priorities.

The course’s design aims at having students create a set of analytical skills that prepare them to exercise moral leadership. These include the ability to identify what constitutes a situation with moral or ethical stakes, and the related ability to identify and distinguish types and categories of moral problems.

Broad themes of the course are listed by the three modules in the tables below and include:

MODULE I: MORAL CHALLENGE

Central Theme Text & Setting Storyline Learning Points Survival: The challenge of right versus wrong

Endurance, by Alfred Lansing Antarctic, 1914

How Ernest Shackleton saved the members of an Antarctic exploration expedition

-Impact of context / situation -Burden of leadership -Tactics of leadership -Mixed motives

The challenge of right versus right

Antigone, by Sophocles Ancient Greece

A clash of competing “rights” in which neither side yields

-Action driven by principle -Benefits and drawbacks of strongly held beliefs -Moral alternatives

The challenge of a moral dilemma

Blessed Assurance, by Allan Gurganus 1940s America

A young, white insurance collection agent is torn between helping his black clients and his need for employment

-Moral awareness -Exploitation -Conflicting moral duties

The challenge of new principles

Things Fall Apart, by Chinua Achebe Early 20th century Nigeria

An Ibo clan confronts the arrival of Christian missionaries and British colonial authorities

-Differences in world view -Navigating a changing terrain -Strategies for response

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MODULE II: MORAL REASONING

Central Theme Text & Setting Storyline Learning Points Reasoning from moral theory

Trifles, by Susan Glaspell Early 20th century rural America; “Moral Theories,” from Principles of Biomedical Ethics, Tom L. Beauchamp and James X. Childress

Two friends must decide whether to help a farm wife accused of murdering her husband

-Moral analysis -Mounting a morally-defended argument -The danger of unconscious assumptions

Reasoning from personal perspective

The Sweet Hereafter, by Russell Banks Contemporary America

Four individuals respond in the aftermath of a school bus accident

-One event—many viewpoints -Moral logic versus legal logic -Emotion in moral reasoning

Reasoning from a moral code

The Remains of the Day, by Kazuo Ishiguro Britain between World Wars

A butler reckons with the consequences of a life in service to a British lord

-The limits of agency -Benefits and drawbacks of fixed beliefs -Balancing professional and personal commitments

Reasoning from multiple moralities

A Man for All Seasons, by Robert Bolt; 16th century England

Sir Thomas More looks for a way to reconcile duty to his King, religion, family, and self

-Making good on multiple obligations -Capacity for complexity and tolerance for ambiguity -Constitutive commitments

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MODULE III: Moral Leadership

Central Theme Text & Setting Storyline Learning Points

Exercising authority

The Prince by Niccolo Machiavelli, 16th century Italy

A handbook of advice for new leaders

-How to obtain and maintain power-Public versus private morality-Relationship between leaders and followers

Earning legitimacy The Secret Sharer by Joseph Conrad, 1890s on the coast of Siam

A new captain’s struggle to establish himself in his first command

-Procedural legitimacy-Technical legitimacy-Moral legitimacy

Balancing benefits and harms

Truman and the Bomb, Harvard Business School case Japan, World War IIExcerpts from Just and Unjust Wars by Michael Walzer

US President Harry S. Truman ‘s decision to use the atomic bomb and its consequences

-Leaders and advisers-War as a rule-governed activity-Judging leaders’ moral decisions

Taking a stand Personal History, Autobiography of Katharine Graham, 1970s America, recalledExcerpt from A Good Life, Autobiography of Ben Bradlee

The leadership of Washington Post publisher Katharine Graham during the investigations of the ‘Pentagon Papers’ and Watergate

-Moral courage-Power of moral legitimacy-Moral consistency

Assuming leadership

American Ground: Unbuilding the World Trade Center, William Langewiesche, Post September 11th USA

How a small group of city bureaucrats and engineers came to manage the ‘unbuilding’ of the World Trade Center

-Willingness to act-Power of technical expertise-Learning to manage

Course objectives:

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Define the nature of a moral challenge Identify key burdens of leadership (Endurance) List benefits and drawbacks of strongly held beliefs Identify the key components of a moral analysis (Trifles) List and explain three key moral theories (Moral Theories) Identify key factors in balancing professional and personal commitments (The Remains of

the Day) List key elements in obtaining and maintaining power (The Prince) List important factors in judging leaders’ moral decisions (Truman and the Bomb) Explain how moral leadership is different from leadership of any other kind To understand other people and other ideas through reading a number of great literature

texts Enhance writing skills through the Course Term Paper.

Principle Centered Leadership Assignments

**Note Well** There are no quizzes or exams in this course!Getting StartedAfter reading this syllabus, the first thing you should do is familiarize yourself with BlackBoard (BB). Particularly important is familiarity with the Class Participation in Discussion Boards.   

Next, students should go to Assignments in BB and submit an acknowledgement in the Syllabus Understanding Assignment Link indicating that they have read and understand the syllabus by Friday, January 16.

If students have questions please contact the Instructor as soon as possible so that he can respond quickly to student concerns. Please print off a copy of the Course Syllabus and review it thoroughly. Furthermore, points may be deducted for missing this deadline.

Blackboard (BB)Your instructor will be using Bb in this course and you will be required to enroll in this Southeastern course management system. The Bb website is http://blackboard.se.edu. Each week there will be an assigned reading/s and students will be asked to comment on the reading several times. Furthermore, student’s gradebook will be displayed in Bb so that students can always know their grades in this class. Your instructor is not an expert in the technical aspects of Bb so please contact Bb technical support with technical questions (email listed on Bb home page). The preferred way to communicate with your instructor for this course is to use the SE student email account you have been given. Because of firewall issues using personal or work email addresses to communicate with your instructor can be problematic.

Discussion Board (DB) in BBThe DB forum is the online version of classroom discussions. A new discussion thread will be posted on most Sundays by about 3:00 p.m. and will be available until 10:00 p.m. on Friday

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of the same week. Students will not be able to contribute to the discussion thread/s after the Friday night deadline. Students should plan on accessing the course in Bb at least five days each week because the instructor may place additional information on the DB. Additionally, students are expected to post at least six times to the weekly DB with the first post on Sunday.

The following provide some guidelines for DB postings:

• Post only meaningful and appropriate responses of 500 words or less, unless otherwise indicated. Simply “I agree or disagree” is not meaningful! Remember to use correct grammar, punctuation, capitalization, and spelling, including capitalizing “I” when referring to yourself. In addition to your initial meaningful response, respond to at least one other person’s comments.

• Meaningful responses will be supported with evidence, such as references. Please refrain from just posting your opinions about the topics! Good references (i.e., references with references and/or footnotes can be obtained by accessing the electronic resources on the SE library page (http://www.se.edu/library/serials-department/electronic-resources/). Two particularly good electronic databases for this course are EBSCOHost and ABI-Inform. Students will want to check boxes that indicate peer review or scholarly articles or articles with references since these are references that have references.

• Here are some of the factors or elements that enter into your Instructor's grade determination. Your Instructor does not have any mathematical formula that is used in grading DBs such that X% is allocated to one factor and so much weight assigned to another element. Rather, your Instructor looks at the totality (gestalt, if you will) of the DB for each student. Generally, your Instructor will sort the DB by author and that will tell him who participated, how many times, and when the participation occurred.

o What a student says in terms of content; content is accurate and supported by research rather than just a personal, unsubstantiated opinion (unless specifically asked for);

o The creativity of the response;

o How the student communicates information on the DB in terms of quality English writing;

o The quality of the references provided; a major determinant of quality is that references included in a file attachment have references in a peer-reviewed, scholarly journal;

o When the student responds; DBs are designed to involve some discussion and if students respond for the first time a day or so before the ending of the DB then s/he does not give others much of an opportunity to participate. Additionally, the Instructor is not pleased to see a student post responses all within a one hour

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period or on the last day since that does not allow for much discussion. Please respond throughout the week with the first posting on Sunday; and

o How many times a student participates in a meaningful way; for example, posting just an agreement or disagreement with a position offered will generally not count for much. It is suggested that students post 6+ times for each DB with the first post occurring on Sunday of each week.

There are 8 DBs and thus a significant amount of reading required.

Each DB will be graded using the following grading template:

Element 1-3 5 7 91. Textual Analysis Error or incomplete

readingCorrect grasp of facts

Identifies patterns or themes

Novel or very well crafted interpretation

2. Influence of comment

Distraction Maintains flow of discussion

Adds new layer or larger question; class picks up on contribution

Sets new direction for discussion; class picks up and follows input

3. Logic/coherence Hard to follow; inconsistent; incoherent

Clear; consistent

Ability to lay out strands of argument and evaluate them

Excellent ability to lay out argument and evaluate it

4. Argumentation Harsh personal attack; inappropriate persistence

Direct, clear response to other; on point rebuttal; good defense of viewpoint with back-up data

Clear depiction of novel or well-structured point of view; ability to escalate/deepen argument

Direct engagement; helps others clarify their views or change them

5. Meta-cognition Treats on views as facts; does not separate fact from opinion

Aware of own thought patterns and opinions

Excellent description of thought process; can change point of view knowingly

Offers novel, well flushed out frameworks

6. Linking/continuity Repeats points without realizing/acknowledging; misses obvious links in material or comments

Knowingly maintains flow; acknowledges links in material or comments

Good summary; draws strands of discussion together; creates links across works or class sessions

Excellent synthesis of discussion; creates links across works or class sessions

7. Application of course concepts/frameworks

Misuse of concepts; no use of concepts

Use of frameworks

Appeals to frameworks

Helps other understand

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within discussion as expected

even when not expected; attempts to master frameworks through application

frameworks or concepts; brings new or novel dimensions or interpretations to concepts

8. Personal experience Inappropriate theme; inappropriate level of detail

Appropriate theme; appropriate level of detail

Illuminating; helps others see new angle or in more depth

Changes way class thinks about topic

9. Writing Skill Poor writing and grammar; difficulty expressing ideas; student  has placed instructor in English teacher role

Fair writing; several grammar and writing errors

Good writing; generally good writing with just a few errors

Excellent writing; few, if any, errors

Participation Since this is an online course, students are expected to be highly self-motivated. It is imperative the student make the time commitment to check the course website at least 6 times a week.

The Moral Leader Course SafeAssignment PaperThe assignment for the course paper is to describe and analyze a situation involving the demonstration of moral leadership. Your paper should be approximately 20 pages long (give or take 2 pages; page count does not include references page/s), double-spaced and typed left justified on regular 8.5” x 11” paper with margins of 1” (top, bottom, left, right) in Times Roman 12 point font in Word. The paper should have page numbers and the author’s name in the header on the upper right. Use American Psychological Association (APA; see FAQs below). In addition to the book/play/novella that contains your key protagonist please supply seven other journal references (please do not use Wikipedia as a reference) that support your views in the manuscript. Do not worry if your paper turns out to be a bit longer than this.

Please make your paper readable. The average college graduate student should be able to read and understand your paper. A good test is to find a graduate student without an extensive background in business and have them read it. Do not ask the Instructor to read your paper before you turn it in, but certainly feel free to have personnel at the SE Learning Center on campus review your paper before turning submitting your paper to your Instructor. Please allow time for this.

The term paper is due 03/05. To assist you please refer to the Term Paper Checklist (click on the attached link; it is also available in BB > Course Information. This subject, your Instructor believes, is of interest to managers and supervisors and while it is a practitioner-oriented paper your Instructor is interested in a professional, library-oriented, well-documented, academic treatise. Your paper should have a minimum of 7 journal references. These references should be peer-reviewed journals (see this link for more information on peer-reviewed journals): http://library.nsuok.edu/tutorials/BSOL/bsol_peerreviewjournals.html. Each of the references used in the paper must have at least three references/footnotes/endnotes in its bibliography/reference list/footnotes. Each reference the student uses should be attached and should be submitted using BB > Assignments > Term Paper References. The entire journal

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article must be attached in case the Instructor wants to read the complete journal article. Please do not use books (including your text or the Bible for this course) as references.

This paper should be written in American Psychological Association (APA) format. Refer to the following page for APA formatting: https://owl.english.purdue.edu/owl/resource/560/01/. Briefly, manuscripts must be double-spaced and typed left justified on regular 8.5” x 11” paper with margins of 1” (top, bottom, left, and right) in Times Roman 12-point font in Word. The manuscript should have a title page, an abstract page, a list of references used in the paper, and page numbers.

Students should retain a disk copy of their paper in the event it is misplaced or lost.

The manuscript/s is a professional paper and colloquialisms (e.g., “a lot of” vs. “many”; “bugged” vs. “upset”; “doesn’t have a clue” vs. “does not understand”; “all the time in the world” vs. “much time”) and contractions (e.g., they’ve, aren’t) should be avoided. Such colloquialisms may be fine for a conversation or an informal written communication, but not for a formal paper. Also, avoid lengthy quotations. Furthermore, your Instructor does not want to read a paper of quotes since part of your job is to read and interpret the references. Additionally, students should back up what they say with references. Do not say things like: “Males have worse attendance records that females” without a reference to back it up. I am from Missouri (the Show Me state) when it comes to papers—so Show Me! Say instead, “Von Bergen (1999) reported that males have worse attendance than females….” Be sure that you cite the references in the body of the paper and then list the references in alphabetical order by the last name of the first author on the References page of your paper. Personal interviews and personal accounts are not considered a reference and should not be included. Please limit the use rhetorical questions in your paper as excessive use indicates to your Instructor an immature writing style (e.g., “What is self-esteem?” and then the writer goes ahead and answers his or her question). Significant grade reductions will occur for poor punctuation, grammar, or spelling, or for insufficient references, or for incoherent, awkward or run-on sentences. Please refer to the Term Paper Checklist in BB. Papers less than the required pages will be penalized at least 25% of the possible points for the paper. Significant grade increases will be given for particularly creative and well written papers. Late papers (submitted after the date indicated in the Tentative Weekly Assignments below) will generally receive a 10% point reduction for each hour late or part thereof. For example, a paper submitted 1minute late will have a point deduction of 10% of the total points allotted to the this assignment; a student submitting this assignment 61 minutes late will result in a 20% point reduction.

Please make your paper readable. The average college graduate student should be able to read and understand your paper. A good test is to find a student who writes well but does not have an extensive background in business and have them read it. Do not ask the Instructor to read your paper before you turn it in. Certainly feel free to have personnel at the Learning Resources Center (580-745-2990; email: bcastle@se.edu) on campus review your paper before submitting your paper. You must give personnel at the Learning Resources Center a lead time to review your paper and return it back to you so plan your schedule accordingly and contact them for more details. Dr. Von has examples of both poor and good term papers. This should give all students a better idea of what he is looking for. To review these four term papers go to Dr. Von’s

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homepage (http://homepages.se.edu/cvonbergen/), click on Class Resources, and then click on Principle Centered Leadership, and then scroll down the alphabetical listing and locate Examples of a Good Term Paper (three papers) and Examples of a Poor Term Paper (three papers).

An electronic copy of the term paper must be submitted on or before 03/05. To submit your SafeAssignment Term Paper go to BB and for this course click on Assignments > SafeAssignment Term Paper > View/Complete. Then scroll down to Attach File > Browse My Computer > Submit and locate your term paper on your computer that you previously saved. Upload your term paper. Essentially, SafeAssignment checks for plagiarism and matching scores above 30% (excluding reference list) indicate to the Instructor that significant plagiarism has occurred and penalties may apply up to and including a zero on the assignment, an F in the class, or expulsion from university. Do not plagiarize or use too many quotes in the term paper.

Term Paper References. As part of your term paper assignment, you will be asked to submit to BB an entire copy of each reference you used in your paper. For example, if a student uses 7 references in her paper then the Instructor expects to find 7 separate files with each file containing a copy of one ENTIRE ARTICLE. (If you have questions here then please email the Instructor.) Your Instructor is emphasizing this because some students just have a hard time believing that he wants to see the entire article!

As you write your SafeAssignment Term Paper, it will be important for you to document where you obtained the information cited in your report. Your term paper should have a minimum of 7 journal articles (professional peer reviewed articles with a minimum of three references in the article’s list of references). These journal articles will be cited in the paper and in the reference list at the end of your paper (also known as a bibliography or works cited). Each of these journal articles (the entire article) should be saved to your desktop and an electronic copy of each article (the entire article) should be uploaded into BB in case the Instructor wants to read the whole article. To do this go to BB and go to our course and then click on Assignments > Term Paper References and then locate and upload the articles that you saved to your desktop (or other location). Please upload each article as a separate file and name them so that the Instructor can easily distinguish one article from another. The name of the article should correspond to the listing in your list of References in your paper. When you are finished, click Submit. Please submit by 03/05 to avoid any penalties for lateness. When your Instructor reviews your references in BB he should then find at least 7 files with each file having one journal article—the entire article. As a reminder, please do not use Wikipedia, books, or websites as references. There are no points associated with this activity but points will be deducted in the event of insufficient professional references or inappropriate references which will be included in the grade for the SafeAssignment Term Paper. Generally, 100 points deducted for each reference less than 7.

AssignmentThe purpose of the course paper is to help you clarify—and chronicle—your own understanding of moral leadership, particularly as it has evolved during the course. The assignment has three parts:

A description of a situation that you believe demonstrates moral leadership Analysis of why you believe this—the reasoning behind your assumption, and your

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assessment of the decisions and actions of the protagonist Reflections and lessons—implications you draw from the protagonist/situation and

the course that inform your understanding and your own, personal definition of moral leadership.

Selection of topicThe protagonist of your paper can be drawn from biographies, autobiographies, novels, drama, and works of history—but not from any readings covered in the course.

Students have written successful papers on texts as familiar as F. Scott Fitzgerald’s The Great Gatsby and Henrik Ibsen’s A Doll’s House, on novels or biographies I never heard of until the student told me about them, and about a wide range of historical figures and situations, including Thabo Mbeke’s stance on HIV/AIDs, and Anwar Sadat and the Middle East peace process. The two main criteria for selection are: (1) to choose works whose protagonist and situation interest you personally; (2) to select topics that can be effectively covered in a 20-page paper (see “Suggestions,” below). There will be a 200 point deduction per page (or fraction thereof) for each page less than 18.

There is a bibliography of readings on ethics and literature provided below to stimulate your thinking.

Possible Resources for the Moral Leader Paper

The list below is by no means exhaustive, but it contains a number of books, mostly works of fiction, that offer a variety of insights into issues of leadership and responsibility. Select one of these books for your paper.

Jonathan Alter, The Defining Moment: FDR’s Hundred Days and the Triumph of Hope. This biography analyzes the background and early actions of US President Franklin Delano Roosevelt, who came to office in 1933 in the heart of the American Depression.

Louis Auchincloss, The Rector of Justin. A portrait of the life and work of the founder of a New England prep school—a story of entrepreneurship, idealism, shrewdness, and pragmatism.

Louis Auchincloss, I Come as a Thief. Can I resist the flow of success? Do I recognize the hidden hazards of success and the ways to avoid them?

Howard Bahr, The Year of Jubilo: A Novel of the Civil War. This is a novel about the challenges of a returning Confederate soldier as he navigates the transition to civil life, a transformed town, and new and old loyalties and conflicts.

Russell Banks, Cloudsplitter. This is Banks’ historical novel about John Brown, American abolitionist and leader of the failed attempt to capture a federal arsenal in Harper’s Ferry, VA.

Tom Barbash, all Top of the World: Cantor Fitzgerald, Howard Lutnick & 9/11. 658 of 1,000 Cantor Fitzgerald employees died at the World Trade Center on September 11th, the single

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largest loss of any WTC business. It is a chronicle of CEO Howard Lutnick’s actions in response to this organizational and personal crisis.

Albert Camus, The Plague. This is a story about the resilience of the human spirit in the face of almost overwhelming horror, as the bubonic plague sweeps through a quarantined city in Algeria.

Raymond Chandler, The Big Sleep is a classic American detective story, first published in 1939, which can be read as a story about the pursuit of professional excellence and the moral dilemmas arising from dedicated service to a client.

Terrence Cheng, Sons of Heaven. Many remember the Tiananmen Square massacre by the photograph of a single student who stands alone, facing a line of incoming government tanks. The identity of this student has never been determined. This novel is a fictional “back story” that creates a description of the student’s life and motivations for the actions he took.

Joseph Conrad, Typhoon. A story of moral courage at sea, involving an unlikely hero—a quiet, unassuming ship’s captain.

Theodore Dreiser, The Financier. This story is about the rise and fall, and subsequent rise, of a nineteenth-century financier—a counterpart in many respects to 1980s corporate raider Michael Milken.

F. Scott Fitzgerald, The Love of the Last Tycoon. How can leaders and aspiring leaders know if they actually care enough to make their dreams real? Do I have the patience, courage, and tenacity that leadership requires?

Allegra Goodman, Intuition. Set in a prestigious medical research laboratory, this novel traces the accusations, and their consequences, that one of the laboratory’s star young postdocs has been falsifying his research results.

Nadine Gordimer, My Son’s Story. Gordimer is a Nobel Prize-winning South African writer who has chronicled that country’s search to free itself from apartheid. This novel describes the evolution of a family led by an anti-apartheid activist, and the impact of his actions on his family and the cause.

Jonathan Harr, A Civil Action. The non-fiction account upon which a recent movie was based is a fascinating story of moral leadership, in all its complexities, as seen through the efforts of a young lawyer bringing a class-action environmental suit against two large companies.

Nathaniel Hawthorne, The Scarlet Letter. One of the greatest American novels, this is the story of Hester Prynne) a Puritan woman convicted of committing adultery, her husband, and her lover, who is also an admired clergyman. Prynne, in many respects, some surprising, emerged as the moral leader in the story.

Joseph Heller, Something Happened. This is a black comedy, by the author of Catch 22, about

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success in corporate life and a fast-track executive adept at living on the surface of things.

Andrew Hodges, Alan Turing: The Enigma. Britain’s Alan Turing (1912-1954) happened to be a mathematical genius. He happened to be a marathon-class amateur runner. And he happened to be a homosexual. The first quality helped Turing construct a rudimentary computer that cracked the code used by the Nazis during the Second World War. The second is neither here nor there, though it did help Turing get from here to there. And the last resulted in a charge of gross indecency in 1952, for which Turing was sentenced to chemical castration. He later committed suicide.

Henrik Ibsen, A Doll’s House. The classic play about a wife’s moral choices and her actions of self-liberation, set in Victorian times.

Edward P. Jones, The Known World. This Pulitzer Prize-winning novel and “book of tremendous moral intricacy” (The New Yorker) describes the little-known history of African-Americans who were themselves slave owners.

Tracy Kidder, Mountains Beyond Mountains. This book describes the work and life of Dr. Paul Farmer, celebrated infectious-disease specialist and Harvard professor who devotes himself to fighting tuberculosis in rural Haiti.

Barbara Kingsolver, The Poisonwood Bible. The story of the quiet and heroic leadership of a mother who takes her children to the Congo, following her missionary husband, and then leaves him and Africa and reassembles a life from the wreckage of these decisions.

David Lodge, Nice Work. Is a serious and funny book about what two people learn from the collision of their very different worlds. One is a factory manager; the other a deconstructionist professor of literature.

David Mamet, Glengarry Glen Ross. This is a Pulitzer Prize-winning play about the brutal competition among a group of real-estate agents.

John Marquand, Point of No Return. A successful investment banker returns to his hometown and reflects on the choices that shaped his life.

Arthur Miller, Death of a Salesman. Do my deepest aspirations impel me forward through hardships, and do they engage others’ aspirations and dreams? Does Willy Loman have a good dream?

Michael Shaara, The Killer Angels. This is a great historical novel that tells the story of the Battle of Gettysburg in brilliant detail. It presents a wide range of leaders, moral and otherwise, including the remarkable Colonel Joshua Lawrence Chamberlain.

George Bernard Shaw, Major Barbara. This is a witty, complex, surprising play about an arms manufacturer and his idealistic daughter.

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Anita Shreve, The Pilot’s Wife is a story of moral challenges faced by the wife of a secret member of the IRA.

Leo Tolstoy, War and Peace. One of the great books, worth reading and rereading for a multitude of reasons, among which are Tolstoy’s vivid and unforgettable portraits of men and women who change the world, on both the grand stage of life and in subtle, everyday ways.

Leo Tolstoy, The Death of Ivan llyich. The somber tale of an ambitious, successful man and his discovery of the vacuum his life had become.

John Updike, Rabbit at Rest. The final book in Updike’s highly acclaimed trilogy recounting both the life of Harry Angstrom, a middle-class everyman, and the evolution of American society from the 1950s to the 1980s.

Gore Vidal, Lincoln A long, masterful work of historical fiction that portrays not only the story of Lincoln’s presidency but his thoughts and feelings, as well as those of the people Lincoln lived and worked with.

Tom Wolfe, Bonfire of the Vanities and A Man in Full. Two long, entertaining, often satirical portraits of American business life and society. The first views the world through the experience of a New York investment banker during the 1980s: the second through an Atlanta real-estate developer during the 1990s.

Historical ProtagonistsSome examples of historical figures that students have written about include:• Menachem Begin• Neville Chamberlain• Phoolan Devi• Lyndon B. Johnson• Evita Peron• Thabo Mbeki• J. P. Morgan• Anwar Sadat

SuggestionsFirst, you should err on the side of depth rather than breadth. You will find it more rewarding to describe something, provide an analysis of it, and connect it to your own insights if you focus on one (or at most two) characters facing one or two decisions/actions/events/episodes that you believe demonstrate moral leadership. It is preferable to dig deeper into one or two situations than to attempt a broad sweep of multiple situations, especially those involving an array of characters.

Second, an important aspect of this paper is showing how your thinking has been influenced by the stories we have read, the themes that have been raised, and the discussions you have participated in. For example, in addition to reflecting on moral leadership, your analysis may include a discussion of the type of moral challenge the protagonist faces, or whether you see

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evidence of what you would consider to be moral reasoning. You may also find it helpful to contrast the decisions and actions of the protagonist with protagonists and situations read about during the course. Here, depth is preferable to breadth. This may mean drawing fewer lessons, but presenting each with greater detail and fuller analysis. It generally means drawing upon fewer rather than more works of literature.

Third, you will find the paper more valuable to the extent that the lessons you draw are personal. You should write this paper for yourself and make it an opportunity for reflection on aspects of moral leadership that matter to you. You have documented your incoming definition of moral leadership on your Moral Leader class card, and you may want to reflect on how your ideas about this concept have evolved through the course, the class discussions, and the process of writing your paper. This is the grading template that I will use.

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Moral Leader Course Paper Grading Template

Coherence: Analysis of protagonist/situation and definition of moral leadership---------------------------------------------------------------------------------------------------------------------Nature of task: ambitious/original/novel 20 40 60 80 100Nature of argument: ambitious/original/novel 20 40 60 80 100Analysis is dear, well defended, sound 20 40 60 80 100Reasoning is cogent, persuasive, complete 20 40 60 80 100Overall quality of execution 20 40 60 80 100Total Score____________________________________________________________________________________________Integration of course themes/readings: Whether what happened in the course is meaningfully applied to the argument made. A degree of application running from parroting to transformation of the topic and student--------------------------------------------------------------------------------------------------------------------------------------------Accurate/clear description of course themes

20 40 60 80 100

Appropriate use of themes and readings 20 40 60 80 100New/novel interpretation/argument 20 40 60 80 100Total Score

____________________________________________________________________________________________Authenticity/quality of reflection: Integration of student’s own viewpoint and quality of “implications” section on personal learning/definition of moral leadership--------------------------------------------------------------------------------------------------------------------------------------------Integration of personal concerns into analysis 20 40 60 80 100Personal definition of moral leadership 20 40 60 80 100Thoughtful, complete, novel reflections 20 40 60 80 100

Total Score____________________________________________________________________________________________Bonus Points--------------------------------------------------------------------------------------------------------------------------------------------Especially creative/innovative 20 40 60 80 100Especially well reasoned, insightful,well presented 20 40 60 80 100

Overall Score ______________________________________________________

Comments:

_____________________________________________________________________________

_____________________________________________________________________________

_______________________________________________________________

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LIBRARY AND INFORMATION RESOURCESInformation regarding the library and references as well as other online resources and the library’s electronic databases: http://www.se.edu/library/serials-department/electronic-resources/. The information below provides some information on the references desired in various written assignments (including Discussion Boards). Certainly, our competent library staff will be able to assist students with their searches.

Use of Wikipedia . Wikipedia should not be used as a reference nor information used from this cite since it contains many errors as admitted by the developers of this site because information placed here is not screened or reviewed for accuracy, nor is it peer-reviewed. While many Wikipedia entries have good bibliographies, most students are not in a position to judge the validity of these sources. Penalties and significant point deductions for the course, up to and including receiving an “F” in this course, may apply.

Using the SE Library’s Electronic Resources . (Again, available at http://www.se.edu/library/serials-department/electronic-resources/) Some student written assignments (e.g., the term paper) require students to list and attach references. The Instructor is particularly interested in students listing and attaching an entire article from journals. These articles should have at least four references at the back of the paper/manuscript in the references list, sometimes called the bibliography section of the paper. (An exception is the Harvard Business Review which has no references but is still a quality journal and can be used.) The following link takes students to an example of an article that has references at the end of the article and is acceptable: Family Responsibilities Discrimination: What Employment Counselors Need to Know. Also, acceptable could be articles that have footnotes (footnotes are particularly popular in legal articles). The following link takes students to an example of an article that has footnotes and is likewise acceptable: Burlington Northern and Santa Fe Railway Co. v. White: Has the Supreme Court Opened the Floodgates for Employee Retaliation Lawsuits? Your Instructor refers to these kinds of references as “references with references” and he will mention this throughout the course and so this should explain what he is talking about.

The Instructor is not interested in students using web sites or books as references. The following link provides an example of an article that was taken from the Internet and is NOT ACCEPTABLE: http://humanresources.about.com/od/glossarys/a/sexualharassdef.htm. The following posting (as an example) is also NOT ACCEPTABLE as a reference because it was taken from Wikipedia: http://en.wikipedia.org/wiki/Sexual_harassment. Students will also be asked to attach a copy of the entire article to certain papers (not just provide a link) so that the Instructor might be able to quickly review the article if desired.

To help students find pertinent professional articles (references with references) students should use the electronic resources from SE’s library. To do so, go to the following link: http://www.se.edu/library/serials-department/electronic-resources/. There are two key databases that the Instructor has found particularly helpful (although others may be helpful): 1) ABI-INFORM ON PROQUEST, and 2) EBSCOHOST. To access these

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databases students must have their SE user name and password which they received. All electronic resources are available on and off campus, 24/7 to SE staff and students.

Once a student is in ABI-INFORM ON PROQUEST they should check (√) the box for both “Full text documents only” and “Scholarly journals, including peer-reviewed”. The student should then enter desired search terms in the “Basic Search” box (e.g., behavioral management) and then click “Search”. Students should use only references that have a bibliography or references or footnotes. References of interest should be saved to the student’s computer.

Once a student is in EBSCOHOST he or she should check (√) check at least the boxes for Academic Search Premier, Business Search Premier, PsycARTICLES, and PsycINFO. Then click “Continue” located at the top or bottom of the page. On the next page go to the “Limit your results” section of the page and check (√) the boxes for “Full Text,” “Scholarly (Peer Reviewed) Journals,” and “References Available.” Then in the search box at the top of the page the student should enter their search terms (e.g., extinction) in the box and then press “Search”.

A basic search is a quick and easy way to get results. It uses free text searching which finds any mention of a student search term in the database records. However, this also means that a student’s subject may not be the main focus of the articles, so be prepared to retrieve some articles of only marginal interest.

Students must be clear about the subject of their search which will often involve more than one topic. Identify the single words or short phrases which describe the key elements and then think of any synonyms, related words, acronyms or common abbreviations which are associated with them. Creativity is especially important here. Searching for all these possibilities will increase the number of hits. Consider the following:

E.g., treatments for teenagers with eating disorders.

bulimia, anorexia, diet, nutrition, body image

teenagers adolescents, young people treatments therapies, interventions

When beginning a search, students should also consider the following: Spelling – Databases are international in scope so students will need to include both

the UK and US spelling forms; e.g., ageing and aging, behaviour and behavior. Truncation – Truncation replaces the end of a search term with a symbol, usually an

asterisk (*), or a dollar sign ($). This allows students to retrieve not just the root word but all of its possible endings; e.g., therap$ will return therapy, therapies, therapeutic etc.

Wildcard – a wildcard symbol, usually a question mark(?), replaces non or more letters in the middle of a search term so that variations in the spelling can be retrieved; e.g., behavio?r will find behaviour or behavior. These symbols vary between databases so select the online help.

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Additionally, search terms can be used in combination to broaden or narrow the scope of a student’s search. This is commonly achieved using the Boolean operators AND, OR and NOT which work as follows: And narrows a search by finding documents which contain all the terms; e.g., eating

disorders AND teenagers will find documents which contain both terms Or broadens a search by finding documents which contain at least one of the terms;

e.g., teenagers or adolescents will find results that contain either term. Not excludes terms so that each search result does not contain any of the terms that

follow it; e.g., treatment NOT therapy will find results containing the term treatment but not the term therapy. Note well—NOT needs to be used carefully as it can exclude useful documents where treatment and therapy both occur.

Listing of Acceptable Journals . Many of these journals (but not all) are available through SE library electronic databases. There are other journals that may be acceptable but I wanted to provide you a sampling of sources.

Journal of Business Ethics Journal of Labor Research Business Ethics: A European Review

Business and Society Personnel Psychology Human Relations

Business Ethics Quarterly Training and Development Ethics and Behavior

Ethics and the Environment Occupational Psychology Issues in Business Ethics

Administrative Science Quarterly

Sloan Management Review

Journal of Occupational Behavior

Journal of Applied Psychology

Employee Rights and Responsibilities Journal

Public Administration Quarterly

Academy of Management Perspectives

Business and Professional Ethics Journal

Journal of Organizational Behavior Management

Academy of Management Journal

Journal of Human Resources Organizational Dynamics

Industrial and Labor Relations Review

Journal of Personality and Social Psychology

Columbia Journal of World Business

SAM Advanced Management Journal

Journal of Conflict Resolution

Academy of Management Review

Harvard Business Review Public Personnel Management

Journal of Vocational Labor

Journal of Management Labor Law Journal Business HorizonsReview of  Small Business Management

Journal of Business & Entrepreneurship

Journal of Applied Behavioral Science

California Management Review Journal of Business Ethics Journal of Management

StudiesEmployee Relations Law Journal

Business and Public Affairs

Human Resources Planning

Tentative Weekly Assignments

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Week of Topic Assignment/s

01/11 Introduction to course; Overview of Moral Leader;Guide to Literature-based Leadership

Obtain books; Review syllabus; email Instructor any questions: cvonbergen@se.edu

Moral Challenge Preview

Read Chapters 1-3 in Sandra Sucher’s The Moral Leader

Survival: The challenge ofright versus wrong

Read: Endurance: Shackleton’s Incredible Voyage by Alfred Lansing

DB # 1 Endurance: Shackleton’s Incredible VoyageSubmit Syllabus Understanding thru Assignments on or before 01/16Send Instructor Title of Book for SafeAssignment Term Paper by 01/17; Book must be approved by Instructor

01/22 Read Chapters 4-5 in Sandra Sucher’s The Moral LeaderThe challenge of right versus right

Read Antigone by Sophocles at http://classics.mit.edu/Sophocles/antigone.html

DB # 2: Antigone01/25 Read Chapters 6-7 in Sandra Sucher’s The Moral Leader

The challenge of a moral dilemma

Read “Blessed Assurance” in White People by Allan Gurganus

The challenge of new principles

Read Things Fall Apart by Chinua Achebe

DB # 3: Thread A: Blessed AssuranceThread B: Things Fall Apart

02/01 Read Chapters 8-10 in Sandra Sucher’s The Moral LeaderReasoning from moral theory

Read Trifles at http://www.one-act-plays.com/dramas/trifles.html

Read excerpts from “Moral Theories” in Appendix 1 in Sandra Sucher’s The Moral Leader

Reasoning Read The Sweet Hereafter by Russell Banks

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from personal perspectiveDB # 4: Thread A: Trifles

Thread B: The Sweet Hereafter02/08 Read Chapters 11-12 in Sandra Sucher’s The Moral Leader

Reasoning from a moral code

Read The Remains of the Day by Kazuo Ishiguro

Reasoning from multiplemoralities

View the movie, A Man for All Seasons;Review Study Guide for A Man for All Seasons: http://www.timelinetheatre.com/man_for_all_seasons/mfas_study_guide.pdf Transcript of play instead of movie (can be confusing): http://www.script-o-rama.com/movie_scripts/m/man-for-all-seasons-script.html

DB # 5: Thread A: The Remains of the DayThread B: A Man for All Seasons

02/15 Read Chapters 13-15 in Sandra Sucher’s The Moral LeaderExercising authority

Read The Prince by Niccolò Machiavelli

Earning legitimacy

Read The Secret Sharer by Joseph Conrad

DB # 6: Thread A: The PrinceThread B: The Secret Sharer

02/22 Read Chapter 16-17 in Sandra Sucher’s The Moral LeaderBalancing benefits and harms

Read Truman and the Bomb in Appendix 2 in Sandra Sucher’s The Moral Leader

Read excerpts from Just and Unjust Wars by Michael WalzerTaking a standRead Personal History by Katherine Graham (pp. 433-508)

Read A Good Life by Ben Bradlee in Appendix 3 in Sandra Sucher’s The Moral Leader

DB # 7: Thread A: Truman and the Bomb and Just and Unjust WarsThread B: Personal History

03/01 Read Chapter 18 in Sandra Sucher’s The Moral LeaderRead American Ground: Unbuilding the World Trade Center by William Langewiesche

DB # 8: American Ground: Unbuilding the World Trade CenterCourse Paper of 20 (+ or – 2) pages due 03/05; page count does not include a page (or pages) with list of references; Submit thru Assignments in Bb.

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Grading and Important Dates to Remember

Anticipated Grading Structu

Required Tasks Point ValueClass Participation (8 DBs @ 81 points) 648The Moral Leader Course Term Paper 700Total Course Points (TCP) 1348

Anticipated Grade DistributionPercentage of the TCP Grade

90%  - 100% A80%  -  89% B70%  -  79% C60%  -  69% D59% and below F

Important Dates to Remember

There are a number of important dates for this semester listed below. Students can review these dates by clicking on the following link and then scrolling down: http://www.se.edu/dept/registrar/2014/01/09/spring-2015-calendar/

Students with DisabilitiesAny student needing special accommodations due to a disability should contact the Coordinator for Disability Services, GDJ Student Union, Suite 328 or call (580) 745–2392 (TDD# 745–2704). It is the responsibility of each student to make an official request for accommodations to the Coordinator.

Counseling Center Information“Any student experiencing mental or emotional issues who desires free, confidential, clinical counseling is encouraged to contact the SE Counseling Center at (580) 745-2988 to schedule an appointment during normal working hours Monday – Friday, 8:00 AM to 5:00 PM. For after-hours mental health emergencies, please call SE Campus Police at (580) 745-2911 or the Mental Health Crisis Hotline at 1-(800) 522-1090”.

Academic Honesty. Academic honesty is expected at all times. All work submitted in each course must be the Learner’s own. This includes all assignments, exams, term papers, and other projects required by the Instructor. The submission of another person’s work represented as that of the Learner’s without properly citing the source of the work will be considered plagiarism and will result in an unsatisfactory grade for the work submitted or for the entire course, and may result in academic dismissal. To avoid plagiarism, do not “copy and paste” into any assignments without using quotations marks and citing in APA format the source of the material. More information on the School of Business Academic Honesty Policy is provided below:

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I. STATEMENT OF PRINCIPLESAcademic honesty and ethical behavior are essential to existence and growth of an academic community. These principles are central concepts in the educational experience of the student taking courses in the School of Business. A School's intellectual reputation rests on the development and adherence to the highest standards of intellectual ethics and honesty. A commitment to these standards by a student attending any course in the School of Business is an expectation and requirement for a passing grade. Any breach of the expectations of academic honesty and academic ethics will be considered unacceptable and will merit censure.

The breaches of academic honesty and ethical behavior includes cheating, plagiarism, and the unauthorized possession of exams, papers, computer applications or other class materials that have not been formally released by the Instructor. Academic dishonesty can be simply stated as misrepresenting another's ideas and efforts as one's own. These efforts may take the form of examinations, written assignments, computer applications, research or any other work product required of the student.

Faculty in the School of Business has endorsed this policy. The School of Business will support the Faculty in their attempts to enforce a rigorous standard of academic honesty and academic ethics in all classes and at all levels of academic standing.

II. DEFINITIONS OF VIOLATIONSA. CHEATING--Cheating may be defined as using unauthorized materials or giving or receiving unauthorized assistance during an examination or  other academic exercise. Examples may include:        *copying the work of another student during an examination OR other academic exercise (including computer exercises), or permitting another student to copy one's work;        *taking an examination for another student, or allowing another student to take one's examination;        *possessing unauthorized notes, study sheets or other materials during an examination or other academic exercise;        *falsifying or tampering with examination results; and        *completing, copying, or using the results of any other student's computer assignments.

B. PLAGIARISM--Plagiarism may be defined as the use of another's ideas or words without acknowledgement. Examples of plagiarism may include:        *failing to use quotation marks when quoting from a source;        *failing to document distinctive ideas from a source; and        *fabrication or inventing sources.

C. UNAUTHORIZED POSSESSION OR DISPOSITION OF ACADEMIC MATERIALS--Unauthorized possession or disposition of academic materials may include:        *selling or purchasing examinations or other academic work;        *taking another student's academic work without permission;        *possessing examinations or other assignments not formally released by an Instructor; and        *submitting the same paper for two different classes without specific authorization.  

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III. SANCTIONSBreaches of academic honesty or academic ethics will result in disciplinary measures that may include:        *a failing grade for a particular assignment or examination;        *a failing grade for a particular course;        *suspension from the School of Business program at any level; and        *application from the School of Business to the Vice President for Student Affairs of the

University for the offending student's suspension for various lengths of time or permanent expulsion from the university.

IV. PROCEDURESA.  If a student is accused of a breach of the Academic Honesty Policy, the faculty member affected must notify the student or students accused of the specific behavior that is alleged to be a violation of said policy. The information of the violation of policy may be a result of direct observations of the faculty member or through information received by the faculty member. The faculty member should give the student an opportunity to explain any extenuating circumstances. If the faculty member reasonably believes that the behavior is a violation of the Policy of Academic Honesty and that the student is responsible for said violation, then the faculty member will discuss with the student the sanction that she/he will assess for this infraction. If the student agrees with the proposed sanction, a memorandum of the matter and its results should be prepared, and both the faculty member and the student should sign it.  A copy of the memorandum will be forwarded to the Department Chair and a copy will be placed in the student's advisor file. Copies may also be forwarded to the Dean of the School of Business and the Vice President for Student Affairs if this remedy is called for in the memorandum.

B. If the student does not agree to the sanction imposed, the student and the faculty member will meet with the Department Chair at the soonest time reasonably available. At this meeting the student and the faculty member will be given the opportunity to discuss the infraction.  Every  reasonable effort should be made to allow the student an opportunity to respond to the allegations.

C.  Within fourteen (14) days, the Department Chair will make a decision on the matter and inform both the faculty member and the student in writing of that decision.

D.  If the student wishes to appeal the decision, he/she may petition the School of Business Dean for a Grievance Hearing.E.  Any disciplinary actions and decisions should be reduced to writing and be placed in the student's advisor file.

Individuals in this course are expected to conduct themselves in a manner which is both conducive to learning and is ethical. Obviously, cheating is neither conducive to learning nor ethical and will not be tolerated. Pay particular attention to the issue of plagiarism.

Plagiarism

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Plagiarism is the failure—intentional or unintentional—to give someone else credit for his/her words, ideas, or creative work. It can range from improperly documenting a source in a paper to downloading an entire paper from the Web and turning it in as your own work. Find out more:

https://www.youtube.com/watch?v=hdOYE-FLNuo https://www.youtube.com/watch?v=VnTPv9PtOoo From the SE library:

o http://library.nsuok.edu/tutorials/BSOL/bsol_citationplagiarism.html (turn on computer speakers to hear this tutorial)

OTHER INFORMATION

Student Handbook: Available at http://homepages.se.edu/student-life/student-handbook/.

Undergraduate and Graduate Catalogs: Students can access the undergraduate and graduate catalogs at http://academics.se.edu/academics/catalogs/.

FAQs1.  Do you give make-ups for class participation? Generally, no.

2.  When exactly are assignments late? All assignments are due by the indicated date. Assignments submitted at a later time or date will generally receive NO credit.

3.  Can I turn in handwritten assignments? No.

4.  Do you give extra credit work? No. However, there may be extra credit assignments.

5.  Do you have a preference for the format for the research papers? Yes, the American Psychological Association (APA) format. Please refer to the following sources on APA formatting:

Using APA format (Purdue Online Writing Lab) APA Documentation Style (UW-Madison Writer’s Handbook) Electronic References (APAstyle.org) Mirror Management (Example of paper using APA format)

Many of the published articles by your Instructor are in APA style (see, for example, Vita/Resume on your Instructor’s Homepage: http://homepages.se.edu/cvonbergen).

Contact: C. W. Von BergenRevised Date: May 20, 2023