WINTER 2015 THE UNIVERSITY OF MANITOBA DEPARTMENT OF BUSINESS ADMINISTRATION

WINTER 2015
THE UNIVERSITY OF MANITOBA
DEPARTMENT OF BUSINESS ADMINISTRATION
COURSE OUTLINE
GMGT 1010 BUSINESS AND SOCIETY
SECTION 1010 –A03
Name: Howard Harmatz
Phone: 204 474-6408 Office Location: 468 Drake
Fax:
204 474-7545
Email: [email protected]
Office Hours: Tues & Thur 11:15-11:59am
Mon & Wed 1:50-2:20pm
COURSE DESCRIPTION
This course provides students with a general intellectual and conceptual foundation for subsequent courses in
management and business. As such, it educates students about management and business, not to provide an indepth examination of specific topics or techniques of management. The role of management in society beyond
the organization, and of organizations within society is our focus. On completing this course, students should have
a good sense of what business is, where it comes from, the role of management within business, the relationships
between business, the economy, and society, and various issues and debates pertaining to these relationships.
This course will provide an overarching framework to examine the nature, role, and importance of business in
society. Key internal operations of business organizations will be discussed (e.g., finance, marketing, operations),
but the majority of the course examines the relationships that business firms must balance among key
stakeholders in their external environment (i.e., government, owners, customers, communities, suppliers, future
generations, etc.). Students will examine various institutional contexts (e.g., economic, political-legal, and sociocultural) and critically think about relationships between business and society, mindfully considering alternative
approaches to management. In addition, special emphasis is placed on contemporary social issues in business (e.g.,
sustainable development, corporate social responsibility).
LEARNING OBJECTIVES
Students will:
•
Become aware of key issues facing managers in Canada, examining the context in which these challenges
are actually encountered and exploring alternative approaches to meet them.
•
Understand how key business functions (e.g., marketing, finance, HRM) are related to each other and fit
together within organizations, and how they in turn reflect and interact within the larger societal
institutions and environment (e.g., government, economy, culture).
•
Understand the deeper philosophical assumptions that underpin organizational and societal structures
and systems, and the forces that prevent and push for change.
•
Understand the dynamic relationships across different stakeholders, and the forces that promote conflict
as well as question the status quo and promote change, especially through the Canadian political system.
•
Learn about the challenges facing business that require thinking across numerous intellectual domains.
•
Develop analytical thinking skills in reading and writing.
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PRE-REQUISITES & LIMITATIONS
All university students will be welcome to take this course, and students planning to enter the Asper School are
encouraged to take the course in University 1 or in their first year in the Asper School.
This is a “W” course and fulfills part of the written degree requirements for non-Asper students.
REQUIRED READINGS
The required readings are detailed on the Course Schedule. The required text is only part of the required reading.
All the required readings, other than The Canadian Regime (below) will be posted on D2L. In addition, students
should read a national or international newspaper on a daily basis to acquire a general knowledge of business.
REQUIRED TEXT PURCHASE
Malcomsom, Patick & Richard Myers.
The Canadian Regime; and introduction to parliamentary government in Canada.
5 Ed. University of Toronto Press, Toronto (2012).
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EXPECTATIONS
Readings, lectures, and class discussions are all important in this course. The classes use material taken from the
assigned readings, but students should not expect the instructor to repeat all the material.
Students are expected to attend all classes; the instructor will monitor attendance on a random basis.
This course focuses on analysis of available material. You are expected to display quality thinking and writing.
Your written work will ask you to explain why and how, not what.
When reading material, read with a critical mind, but do not memorize the material. You will develop the skills to
take away ideas and use these ideas.
Students should also be aware of assistance offered by the Academic Learning Centre. Writing tutors are available,
one on one, or when working on a paper in groups of 2 or 3 other students who are having the same difficulties.
With appropriate lead times, help can be obtained by email as well. You can book times with them online.
Umanitoba.ca/d2l will get you to the home page. Use your ID and password to get into the system. This system
supports Safari, Chrome, Foxfire, and Internet Explorer. It is faster as well.
EVALUATION
Examinations
20%
30%
Mid-term examination. Two essay questions (90 minutes)
Final examination. A three-hour essay examination will be administered at the end of the course.
Written work
10%
Article Reviews (two papers; valued at 5% each). Each article will be a short two-page, double spaced
(minimum) paper, to be submitted via upload to Desire2Learn, using a ‘Drop-box’.
10%
A short 5-6 page paper, to be uploaded to Desire2Learn, using a drop box. Your work will be evaluated
language (grammar, spelling, etc.), a demonstrated awareness of your academic audience and the
purpose of your written work, coherence of your writing, and originality. All standards of academic
integrity apply.
30%
A 7 – 10 page paper, to be submitted to Desire2Learn, using a drop box. Your work will be evaluated for
language (grammar, spelling, etc.), a demonstrated awareness of your academic audience and the
purpose of your written work, coherence of your writing, and originality. All standards of academic
integrity apply.
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Deliverable
Date
Review 1
Review 2
Mid-term
Short Paper
Long Paper
January 21 midnight
January 28 midnight
February 11 4:00-5:30
February 23 midnight
March 23 midnight
Final will be administered through the student Records Office in the examination period in
April.
TENTATIVE GRADING SYSTEM
87- 100
81 – 86
A+
A
76 - 80
71 – 74
B+
B
66 – 69
60 – 65
C+
C
50 – 59
0 – 49
D
F
Recording and video-recording of classes
The instructor(s) and/or the University hold copyright over the course materials, presentations and
lectures which form part of this course. No audio or video recording of lectures or presentations is
allowed. Course materials (both paper and digital) are for the student’s private study and research, and
are not to be reproduced, distributed, or posted online without permission. If you have a disability and
require audio or video recordings, or materials in alternative formats, please make arrangements
through Student Accessibility Services.
Electronics in Classes
Electronic devices may be used judiciously. If you are using a computer for note taking, please sit in the
back rows as the illumination from screens is distracting to people sitting behind you. Cell phones are to
be should be off. If you require that your phone is kept on for a legitimate emergency, please notify
the Instructor before class.
Student Accessibility Services
Any student who, because of a disability of any kind, may require some special arrangements in
order to meet course requirements should contact either Student Accessibility Services at 4746213 or the instructor as soon as possible to make the necessary accommodations.
IMPORTANT: Effective September 1, 2013, the U of M will only use your university email account
for official communications, including messages from your instructors, department or faculty,
academic advisors, and other administrative offices. If you have not already been doing so, please
send all emails from your UofM email account. Remember to include your full name, student
number and faculty in all correspondence.
For more information visit: http://umanitoba.ca/registrar/e-mail_policy
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Deferred Exams
Effective September 2005, the Department of Business Administration has instituted a policy which
provides ONE DATE ONLY for students who have deferred their final exams. The deferred final
exam date has been pre-set for May 8, 2015 at 1:00 p.m., Room TBD. This does not apply to
take home final exams.
Please refer to University of Manitoba’s Policy 1305 – Exam Regulations
(http://umanitoba.ca/admin/governance/governing_documents/academic/454.htm) or the
Undergraduate Program Office for rules and regulations concerning deferred exams.
Unclaimed Assignments
Pursuant to the FIPPA Review Committee’s approved recommendations as of August 15, 2007, all
unclaimed student assignments will become the property of the faculty and will be subject to
destruction six months after the completion of any given academic term.
Classroom time
Our students bring to the classroom diverse backgrounds and experiences. Many of our students
have not experienced much beyond Canadian borders, while many are far more familiar with places
other than Canada, and a small number have broad multi-cultural experience. The classroom
should be a place where ideas are discussed.
We want you to read assigned material before coming to class; it will make class topics more
meaningful.
The instructors want to encourage your interest in business and management as a means to making a
better world, making a difference on the ground. Moreover, students will be able to see how the large
variety of courses ahead fit together.
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Tentative Class schedule:
DAY
Jan 6/7
Week 1;
Class 1
What to read before class
Course Outline
Jan 12/13
Week 2;
Class 2
Dyck,B. (2011)."Business and Society: Key
Foundational Ideas.”. unpublished.
Jan 14/15
Week 2;
Class 3
Dyck, B. and M. Neubert (2011) "A short history
of management thought." Material drawn from
chapter 2 in Dyck, B. & Neubert, M.J. (2010).
How has management thought changed?
Why has it changed?
What are some of the challenges ahead?
Jan 19/20
Week 3;
Class 4
Jan 21/22
Week 3;
Class 5
Jan 26/27
Week 4;
Class 6
Hamel, G. (2009). Moon shots for management.
Harvard Business Review, 87(2), 91.
Management’s Grand Challenge
Khurana, R., & Nohria, N. (2008). It's time to
make management a true profession. Harvard
Business Review, 86(10), p 70.
Personal ethics and goals.
Jan 28/29
Week 4;
Class 7
Feb 2/3
Week 5;
Class 8
Feb 4/5
Week 5;
Class 9
World Business Council for Sustainable
Development, “Corporate Social Responsibility:
making good business sense), January 2000
--------------------------------
http://country.eiu.com.proxy2.lib.umanitoba.ca
/FileHandler.ashx?issue_id=119996196&mode=
pdf (should be listed on EReserve simply as:
Economic Intelligence Unit)
Castaldo, J. (2012, Aug 13). The end of rim.
Canadian Business, 85, 22-26.
Feb 9/10
Week 6;
Class 10
Feb 11/12
Week 6;
Class 11
Feb 23/24
Week 7;
Class 12
--------------------------------
Feb 25/26
Week 7;
Class 13
Malcomsom, Patick & Richard Myers.
The Canadian Regime; and introduction to
parliamentary government in Canada.
5 Ed. University of Toronto Press, Toronto
(2012). Chapters 3, 4, 6
--------------------------------
http://blogs.hbr.org/cs/2011/10/steve_job
s_and_management_by_m.html
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What will be discussed
Review Course Outline
The scope of management: three vignettes
(distributed in class). What is
management?
The social context of business and
management.
Ford and Taylor: mass production.
First Article Review is due today.
Corporate Social Responsibility.
Human resources.
Traditional vs. Contemporary Leadership
styles
Jack Welch as a leader.
The international view of Canada
Cross-cultural perspectives.
Technological change.
Political and economic opinions.
Second Article Review is due today.
Marketing.
Mid-term Test.
Entrepreneurship.
Steve Jobs impact assessed as a
transformative manager.
The formal structure of Canadian
government.
Short Paper is due today
5
Mar 2/3
Week 8;
Class 14
Mar 4/5
Week 8;
Class 15
Mar 9/10
Week 9;
Class 16
Mar
11/12
Week 9;
Class 17
Mar 16/17
Week 10;
Class 18
Mar 18/19
Week 10;
Class 19
Mar 23/24
Week 11;
Class 20
Mar 25/26
Week 11;
Class 21
Mar 30, 31
Week 12;
Class 22
Apr 1, 2
Week 12;
Class 23
Apr 6, 7
Week 13;
Class 24
Apr 8, 9
Week 13;
Class 25
Malcomsom, Patick & Richard Myers.
The Canadian Regime; and introduction to
parliamentary government in Canada.
5 Ed. University of Toronto Press, Toronto
(2012). Chapters 7, 10, 11
Pross, A. P. (1982). Governing under pressure:
the special interest groups-- summary of
discussion. Canadian Public Administration,
25(2), 170-182.
The formal structure of Canadian
government.
Savioe, D. (2008). Court government and the
collapse of accountability in Canada and the
United Kingdom. Toronto, ON, CAN: University
of Toronto Press. Chapter 12, E-Reserve.
How the Federal government makes
decisions.
th
Lobbying.
Businesses impact on government.
Lester Pearson vs. John Baird:
Political styles.
Social pressures and issues.
Unions.
Porter, M.E, & van der Linde, C. (1995). Toward
a new conception of the environmentcompetitiveness relationship. The Journal of
Economic Perspectives
Dyck, B. and M. Neubert (2011) "Fitting
Together the Parts of a Business Firm: a
Conventional and an Alternative Perspective."
Material drawn from chapter 18 in Dyck, B. &
Neubert, M.J. (2010). Management: Current
practices and new directions. Boston, MA:
Houghton Mifflin Harcourt Publishing.
Kaplan, R., & Norton, D. (1993). PUTTING THE
BALANCED SCORECARD TO WORK. Harvard
Business Review, 71(5), 134-142.
Is there a trade-off between environmental
issues and other measures of business
competitiveness?
The Globalization Paradox
Can global markets and democracy coexist?
Porter, M. E. ( Nov-Dec 1996). What is strategy?
Harvard Business Review, 74(6)
Strategy in an uncertain world.
How do the pieces of management within a
firm fit together?
Long Paper is due today
Measuring success in numerous directions.
Course Summary; closing comments.
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Study guide
Weeks of January 6 and January 12
A Vision of Management; what are the parts to be brought together
Assigned Pre-class Readings:
And on Electronic reserve:
Dyck,B. (2011)."Business and Society: Key Foundational Ideas.”. unpublished.
Dyck, B. and M. Neubert (2011) "A short history of management thought." Material drawn from chapter 2 in
Dyck, B. & Neubert, M.J. (2010). Management: Current practices and new directions. Boston, MA: Houghton
Mifflin Harcourt Publishing
In class:
(1) Understanding general management problems via three vignettes:
a. Granite Manufacturing
b. Ghost Hospital
c. Winnipeg Second Theatre
(2) http://www.youtube.com/watch?v=PvbG9Sjp97o
(3) http://www.youtube.com/watch?v=kFsBC0_Uglg&feature=relmfu
Pre-class Study Questions: (have in mind while doing the assigned readings)
(1) In your own words, what do you see as the consequences of managing: (i) by specific results, mostly
measured in money terms or (ii) in the more broad way.
(2) Do you see a theme or path in which management thought has developed? What problems do you think
these different generations of management thinkers were responding to?
Post-class Questions:
(1) What are the pressures that you see managers facing in today’s environment?
(2) Which do see as more of a challenge for management today; the technical demands, or the human
component?
(3) Do you think as a society we are too concerned about measuring success in terms of how much we
produce, how much we have or earn, and less about the quality of life? Is this perspective changing?
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Weeks of January 19 and January 26
Caring about people inside and outside the organization
Assigned Pre-class Readings: (go to EReserve)
Hamel, G. (2009). Moon shots for management. Harvard Business Review, 87(2), 91.
Khurana, R., & Nohria, N. (2008). It's time to make management a true profession. Harvard Business Review,
86(10), p 70.
World Business Council for Sustainable Development, “Corporate Social Responsibility: making good business
sense), January 2000
Pre-class Study Questions: (have in mind while doing the assigned reading)
(1) Is it realistic to expect managers to care about more than increased sales, lowered costs, increased output
per worker?
(2) To whom do issues such as environmental protection matter?
(3) If some people are bothered by how a product is made, why can they not simply force change through
refusing to buy goods?
Post-class Questions:
(1) Is corporate social responsibility real or merely a marketing activity?
(2) If it is a smoke screen, how could a person who cares make it more of a reality?
(3) Do you think that managers who allow profits, people and planet issues to all reflect in management
decisions will get promoted more quickly than those who focus on just profits?
(4) Should we hold managers responsible just as we hold physicians responsible?
First Article Review: due January 21/22
Using material discussed in this course in addition to knowledge gained in prior courses and specific
material related to the interaction between business and society, the student will develop a paper that
discusses (and provides comment) in regard to a business’s recent news announcement.
Specifically:
-
From news or press announcements made within the last thirty days, students will select a business
that has been recently active with society-related activities.
The student will describe those activities with specific reference to three theories/concepts discussed
in this course.
Rubric: scoring is based on a successful combination of: (i) grammar, proper use of citations, overall
consistency in format/presentation (25%), (ii) a paper that logically moves from a brief introduction,
through a main body, to a logical conclusion, (30%), (iii) the application of three theories/concepts
from this course to the business’s activities combined with the student’s analysis (up to 45%).
You will submit the short two-page (maximum) paper, uploaded via Desire2Learn, using a ‘Drop-box’.
The paper will be submitted on January 21/22 (at beginning of class), depending upon what day your
section meets. Ensure your submission includes a scan of the original article.
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Weeks of February 2 and February 9
Business and the Economy
Assigned Pre-class Readings: (go to EReserve)
(1) http://country.eiu.com.proxy2.lib.umanitoba.ca/FileHandler.ashx?issue_id=119996196&mode=pdf
(should be listed on EReserve simply as: Economic Intelligence Unit)
(2) Castaldo, J. (2012, Aug 13). The end of rim. Canadian Business, 85, 22-26.
Pre-class Study Questions: (have in mind while doing the assigned reading)
(1) Going through this report on Canada, what issues are identified that you want to explore in business?
(2) What do you think are the transformative technologies that will transform the next decade?
In-class:
(1) We will discuss the dimensions of marketing, creating value for the customer. Consumer behaviour and
marketing research and the connection to the four Ps of marketing.
Second Article Review: due February 4/5
Week 6, Class 11 (February 11/12): mid-term test.
Post-class Questions:
(1) What events or conditions do you see as creating challenges and opportunities?
(2) What do you think business needs to do to better adapt to these challenges and opportunities?
(3) How do you see consumers reacting to current economic and social changes and how do the marketing
people gain insight fast enough for meaningful reaction or innovation?
(4) Are cross-cultural issues exclusive to global businesses?
February 23/24
Entrepreneurship
Assigned Pre-class Readings:
http://blogs.hbr.org/cs/2011/10/steve_jobs_and_management_by_m.html
Post-class Questions:
(1) How do we build a robust, engaged, and dynamic pool of talent?
(2) How do firms change direction or new firms arrive with a different direction?
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Weeks of February 25/26 & March 2/3
The Formal Structure of Canadian Government
Assigned Pre-class Readings:
Malcomsom, Patick & Richard Myers.
The Canadian Regime; and introduction to parliamentary government in Canada.
5 Ed. University of Toronto Press, Toronto (2012).
th
Short Paper due February 25/26
Pre-class Study Questions: (have in mind while doing the assigned reading)
(1) Do you think that this actually depicts how decisions are made? For example, does every constituency
send to Parliament a person to represent the concerns and priorities of the riding, or do candidates represent
a common perspective determined by the party leadership?
(2) Does being a constitutional monarchy mean something different from being a republic?
In class:
(1) We go through the formal institutions of Canadian government and the evolution of constitutional
democracy
10
Weeks of March 4/5 & 9/10
Business Lobbying in Canada
Assigned Pre-class Readings: (go to EReserve)
Pross, A. P. (1982). Governing under pressure: the special interest groups-- summary of discussion. Canadian
Public Administration, 25(2), 170-182.
http://www.theglobeandmail.com/news/national/watchdog-urges-stronger-rules-but-wont-probe-mp-calandrasprivate-basement-fundraisers/article4487715/
http://www.theglobeandmail.com/globe-investor/magazines-turn-to-federal-government-for-help-with-a-digitalrevolution/article4466654/
http://www.theglobeandmail.com/news/politics/boardroom-confidential-what-ceos-are-asking-of-jimflaherty/article4483479/
Pre-class Study Questions: (have in mind while doing the assigned reading)
(1) Do you think lobbying is a corruption of politics?
(2) Who gets the ear of government?
Post-class Questions:
(1) Do you think the Minister of Finance meeting with leading business people means that these people have
greater influence than most Canadians?
(2) Does the Minister of Finance meeting with business people reduce the influence of Parliament?
(3) Does the Canadian political process reflect the Canadian social consensus?
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Weeks of March 11/12 & 16-19
Who is making the Decisions?
Assigned Pre-class Readings: (go to EReserve)
Savioe, D. (2008). Court government and the collapse of accountability in Canada and the United Kingdom.
Toronto, ON, CAN: University of Toronto Press. Chapter 12, E-Reserve.
Pre-class Study Questions: (have in mind while doing the assigned reading)
(1) Is pressure best applied to Parliament or to the key decision makers in Canada?
(2) Has Parliament lost control of government and accountability?
(3) Does centralization of power mean more coordination of governmental actions?
In class:
http://www.theglobeandmail.com/news/national/john-bairds-canada-no-longer-content-to-go-along-just-to-getalong/article4475191/
Post-class Questions:
(1) Do you think the centralized decision making of the government produces better, more coordinated
technically efficient outcomes?
(2) Do you think that centralized decision making serves political ambitions more than efficient outcomes
(3) What do you think the central government of Canada focuses on doing?
(4) What is the role of unions?
Social Issues
Pre-class Study Questions:
http://www.newscientist.com/article/mg21528752.400-inequality-of-wealth-and-health.html
http://www.newscientist.com/article/mg21528752.300-inequality-the-more-money-the-merrier.html
http://www.newscientist.com/article/mg21528752.100-inequality-who-are-the-1-per-cent.html
http://www.newscientist.com/article/dn22106-inequality-why-it-helps-the-planet.html
http://www.newscientist.com/article/dn22071-inequality-why-egalitarian-societies-died-out.html
In class:
We will discuss the above articles as well as review the history/influence brought from unions.
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Week of March 23-26
Redrawing the Map of the firm and its activities
Assigned Pre-class Readings: (go to EReserve)
Porter, M.E, & van der Linde, C. (1995). Toward a new conception of the environment-competitiveness
relationship. The Journal of Economic Perspectives.
Dyck, B. and M. Neubert (2011) "Fitting Together the Parts of a Business Firm: a Conventional and an
Alternative Perspective." Material drawn from chapter 18 in Dyck, B. & Neubert, M.J. (2010). Management:
Current practices and new directions. Boston, MA: Houghton Mifflin Harcourt Publishing.
Long Paper due March 25/26
Pre-class Study Questions: (have in mind while doing the assigned reading)
(1) Do you prefer the conventional or alternative perspective?
(2) Did a single person make a difference?
(3) Does concern about the environment endanger the profitability of a firm?
In class:
A discussion of the above articles.
Post-class Questions:
(1) Do you think current managers and future managers (such as yourselves) will work with a different mindset from earlier generations? Can you explain your approach based on former and current management
theories?
(2) How does your answer to the question above suggest you present yourself in a job interview?
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Weeks of March 30 & April 6
Evaluating the Firm
Assigned Pre-class Readings: (go to EReserve)
Kaplan, R., & Norton, D. (1993). PUTTING THE BALANCED SCORECARD TO WORK. Harvard Business
Review, 71(5), 134-142.
Porter, M. E. ( Nov-Dec 1996). What is strategy? Harvard Business Review, 74(6)
Pre-class Study Question: (have in mind while doing the assigned reading)
(1) Do you think managers think about balancing these impacts?
(2) Must strategy have a single goal?
Post-class Questions:
(1) Can stakeholders force managers to produce balanced results? Explain.
(2) Do you think that self-esteem can lead managers to see processes and outcomes in a balance?
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Short Paper
The report will be prepared using ‘word’ processing software and will be at least 5 full pages; not
exceeding 6 full pages (not including cover page and reference page). Assignments must be submitted in
12-point Times New Roman font (double-spaced) on white paper using black ink with one-inch (2.54 cm)
margins. A separate reference page listing ALL sources used must be included.
You will submit document to the appropriate Dropbox on Desire2learn: (i) a scan of the sourced material
that served as the key material used for your paper, and (ii) your paper. They are both due on February 23
(Late papers will be subjected to 20% deduction for every day, or part thereof, late.
Topic: Is it possible for a business to make environmentally-responsible decisions that will provide
positive spin-offs to society, but still maintain (or increase) its profits?
Your paper (by using your sourced material as support for your position) will follow one of the following
propositions (but not both):
1. Yes, based on the research of my selected business, it is possible for a business to make
environmentally-responsible decisions that will provide positive spin-offs to society, but still
maintain (or increase) its profits.
2. No, based on the research of my selected business, it is not possible for a business to make
environmentally-responsible decisions that will provide positive spin-offs to society, but still
maintain (or increase) its profits.
Please note: we do not want a paper describing the problem. We want an analysis that focuses on the
conflicts between a business operating a profitable operation and society’s expectations of that business in
regard to environmental responsibility.
Directions:
1. Your paper will be based on information sourced from a business’s website (of your choosing)
that discusses an aspect of this paper’s topic. Specifically, find material from the company’s
website (annual report, recent news announcements posted on the site, etc.) that discusses
either: (i) the business’s activities in regard to demonstrated environmental responsibility
(or lack of) or (ii) society’s response to a specific business’s activities in regard to a lack of
environmental responsibility. Your paper will also discuss the short-term and long-term
consequences of those activities in regard to the business’s profits/future. Some examples
(without being limited to these examples):
a. A business has made an investment in production equipment that reduces pollution or
waste within a production process. Yet, the equipment upgrade was not required by law.
b. A business has made a change in its packaging standards that reduces waste at the
consumer level. Yet, the policy changes (and related costs) were was not required by law.
c. Society’s reaction to a business that has made an investment in the reduction of
production-related waste materials (such as air /water pollution or toxic chemicals).
d. Society’s reaction to a business that is ignoring ethical standards in environmental
responsibility, but is not breaking any current environmental laws.
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2. Think about the following questions before you compose an essay;
a. Who are the stakeholders? That is, identify the different groups of people affected by
choices in this instance. Your analysis how those various groups will be affected.
b. How does a large company’s internal culture affect its decision-making process in regard
to this paper’s chosen topic?
c. How does ‘change of perspective’ in regard to environmental responsibility (within the
business as well as in regard to society’s expectations) take place? Is it through
leadership? Is it through evolution or revolution? Is it through increased regulation and
government monitoring? Explain.
3. Develop a thesis statement.
a. Sketch out your argument so that you can support your thesis statement.
b. What criticisms of your argument can you anticipate? Imbed your defense within the
essay.
4. Rewrite the paper for logical flow.
5. Proof and rewrite the paper for language and grammar.
6. Make sure that all ideas and facts are cited. APA (6th ed.) is the preferred reference style.
7. Make sure that all phrases, sentences, and paragraphs that use the words of others are set off with
quotation marks or if paraphrasing include the citation as appropriate.
8. Make sure your pages are numbered and you have a reference page.
9. Look at the rubric .
You may want to look at:
http://www.markville.ss.yrdsb.edu.on.ca/politics/arg_essay.html
A final note: since we know about the topic on which you are writing, keep descriptive material to a
minimum; especially in the introduction.
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Business and Society
Long Paper
GMGT 1010
Due at beginning of class March 25/26 (at beginning of class) on paper and in D2L dropbox labeled:
“Long-paper”
You will produce a paper that is at least 7 pages and not more than 10 pages, double-spaced, using 12 point pitch.
This does not count the cover page, rubric, or reference page. Pages must be numbered. Double-check citations,
especially quotations.
Late papers will only be accepted if documentation is received that indicates the student has not been able to
work for at least four days during the seven days prior to the due date of this paper. Otherwise a 20% deduction
for each day or part thereof late.
The paper will be scored using the rubric shown Choose only one of the four broad social issues listed at the
bottom. Answer the following questions as these general questions pertain to the specific issue selected.
The questions that you will cover with respect to your choice of broad social issue in the paper are:
1.
2.
3.
4.
5.
6.
7.
Who are the stakeholders? How does the issue impact each, and what are the desired outcomes for each
stakeholder group?
Why and how did the issue become a social issue rather than simply remain a private issue? What do you
see as the responsibilities of the affected individuals?
What do you see as the responsibilities of firms in the Canadian economy with respect to the issue?
Explain your thoughts fully.
What do you see as the responsibility of governments? (Federal, provincial, municipal) and explain your
response.
Who should pay the taxes to support government activities in these areas and why?
Are there are other groups or institutions that have a responsibility as part of this social issue? Explain.
Why have these problems persisted?
Your paper should analyze the conflicts inherent in each of these difficult policy areas. Do not describe
them. Explain why the conflicts persist and there are no easy answers.
Analyze and discuss one of the following issues:
•
post-secondary education in regard to economic demands and society’s expectations.
•
an economic justification that demonstrates the value of people in the workplace.
•
economic opportunities/barriers for the aboriginal population.
•
economic opportunities/barriers for new Canadians.
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Academic Integrity
It is critical to the reputation of the Asper School of Business and of our degrees that everyone
associated with our faculty behave with the highest academic integrity. As the faculty that helps create
business and government leaders, we have a special obligation to ensure that our ethical standards are
beyond reproach. Any dishonesty in our academic transactions violates this trust. Section 8 of the
University Policies, found in The University of Manitoba Calendar, addresses the issue of academic
dishonesty. Specifically, acts of academic dishonesty include, but are not limited to:
-
using the exact words of a published or unpublished author without quotation marks and without
referencing the source of these words
-
duplicating a table, graph or diagram, in whole or in part, without referencing the source
-
paraphrasing the conceptual framework, research design, interpretation, or any other ideas of
another person, whether written or verbal (e.g., personal communications, ideas from a verbal
presentation) without referencing the source
-
copying the answers of another student in any test, examination, or take-home assignment
-
providing answers to another student in any test, examination, or take-home assignment
-
taking any unauthorized materials into an examination or term test (crib notes)
-
impersonating another student or allowing another person to impersonate oneself for the purpose of
submitting academic work or writing any test or examination
-
stealing or mutilating library materials
-
accessing test prior to the time and date of the sitting
-
changing name or answer(s) on a test after that test has been graded and returned
-
submitting the same paper or portions thereof for more than one assignment, without discussions
with the instructors involved
Group Projects and Group Work
Many courses in the Asper School of Business require group projects. Students should be aware
that group projects are subject to the same rules regarding academic dishonesty. Because of the unique
nature of group projects, all group members should exercise special care to ensure that the group project
does not violate the policy on Academic Integrity. Should a violation occur, group members are jointly
accountable unless the violation can be attributed to a specific individual(s).
Some courses, while not requiring group projects, encourage students to work together in groups (or
at least do not prohibit it) before submitting individual assignments. Students are encouraged to discuss this
issue as it relates to academic integrity with their instructor to avoid violating this policy.
In the Asper School of Business, all suspected cases of academic dishonesty are passed to the
Dean's office in order to ensure consistency of treatment.
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University of Manitoba
I.H. ASPER SCHOOL OF BUSINESS
MEDICAL ABSENTEEISM FORM
STUDENT IDENTIFICATION: (PLEASE PRINT CLEARLY)
_____________________
Last Name
_______________
First Name
___________
Middle Initial
_______________________________
U of M Student Identification Number
_________________________________
Course #
________________________________________
Instructor Name
________________________________
Student’s Signature
_______________________________
Date
TO BE COMPLETED BY THE ATTENDING PHYSICIAN: (after the above section is completed)
(PLEASE PRINT CLEARLY)
___________________________________
Physician’s Last Name
__________________________________
Street Address
________________________
Telephone Number
_________________________________
Physician’s First Name
_________________________________
City, Province
________________________
Fax Number
___________
Middle Initial
___________
Postal Code
To the attention of the physician: Your evaluation of the student’s condition is being used for the purpose of
determining whether or not the student has a valid reason to miss an important exam or assignment. Your professional
evaluation is necessary to ensure that only valid cases are excused.
I certify that the nature of the student’s condition is severe enough to prevent the student from taking an exam or
completing an assignment. If requested, my associates or I will verify for the above named
instructor/administrator that this information is accurate.
The student’s condition will likely span the following dates:
______________________________
(Indicate start date)
______________________________
Physician’s Signature
until
_______________________________
(Indicate end date)
______________________________
Date
NOTES TO PHYSICIAN:
• Please make a note in the student/patient’s file indicating that the student has given the above named
instructor/administrator permission to verify with you, your staff, or your colleagues, that the information
contained on this form is correct. Thank you for your professional evaluation of this student’s condition.
• PLEASE ATTACH THIS FORM TO YOUR REGULAR OFFICE STATIONERY THAT INDICATES THE STUDENT VISITED
YOUR OFFICE.
NOTES TO STUDENT:
•
The use of this form is at the option of the student. However, in order to obtain an excused absence for an
assignment or exam the student must obtain a doctor’s certification that the student’s condition is severe enough
to prevent the student from taking the exam or completing the assignment.
•
It is NOT SUFFICIENT to provide a note that only indicates the student visited the doctor’s office.
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