|Course Name:||Business Policy and Strategy Capstone|
|Course Prerequisites:||QANT 405|
|Course Co-requisites:||BUSI405, BUSI495|
|Credits Hours:||Three (3) credit hours|
|Class Timing:||(45 contact hours)|
|Final Exam Period:|
This capstone, senior-year course, integrates knowledge and skills in the various functional areas of business for corporate and business strategy development. Student teams will develop a corporate mission, goals and objectives, and implement business policy by managing a complete value chain for a company; deploying marketing, operational and financial strategies and policies in a simulated competitive environment so as to achieve sustainable growth and productivity.
The course is designed to integrate the knowledge and competencies developed in the three functional areas of business studies (marketing, operations, and finance) within a strategic management framework. Accordingly, the emphasis will be placed on the analysis, design and implementation of corporate/business strategies. Student teams will:
This course utilizes the results of the ETS Major Field Test for the Bachelor’s Degree in Business (administered to each student in BUSI405) as a component in the grading rubric.
Upon the successful completion of this course, the student will be able to:
Assurance of Learning Validations (In support of the BSBA Programmatic Learning Goal(s)):
Simulation Exercise (Glo-Bus) will commence after the preliminary discussions are completed. Because of the seminar nature of the course it is impossible to plan ahead a specific date, as every seminar develops at its own pace.
[Week 1 of the Simulation] Introduction to Glo-bus. Read the Participant’s Guide and the PPt Companion slide show.
Teams submit a summary that includes technical aspects and characteristics, associated consumer benefits, and emerging trends in the industry. This will be included into the team’s Strategic Audit.
Each team will have to make the following set of decisions for each time period:
Decisions must be submitted, by each group member in turn, prior to the deadline for a given period, at which time the computer will run the simulation and provide each team with the marketing, operating, and financial results on the company, and less detailed, on the competition. The first two periods will be considered as trials.
Each team will submit a document of Elasticities. To be included into the team’s Strategic Audit
One score will be given for the “Business Strategy”, based on the alignment of the concepts discussed in class with the four aforementioned components (M4O1).
A2. Reflective Reports (WRR): During the course, there will be ample opportunities for finding relevance of the course material to the localized events in the business world, things you observe and/or read about in the business press. Five (5) Reflective Reports must be submitted during the course. Reflective Reports are short (1 to 3 typewritten pages) descriptions of such happenings and an interpretation/position, using the vernacular developed in the course. Two scores are given. The first is based on the quality of the writing (G1O1) and the second on the number of relevant localized (globalized for NY campuses) concepts that were discussed in the analysis and the interpretation/position (G2O2). Grades achieved are added to examination scores. Each submission results in an addition to the midterm (or final) grade according to the following:
|Total Score||Points added to an examination score|
Upon the successful completion of this course, student will be able to:
Assurance of Learning Validation (In support of the Contextualized (Globalized) Learning Goal(s)):
B1. See Assurance of Learning Validation A2, score 2.
Assurance of Learning Validation (In support of the Instructor Specific Learning Goal(s)):
The School of Management’s teaching and learning strategy is informed by contemporary indicators/sources that derive from its target market, specifically the millennial generation. In particular, behavioral traits for this generation are identified and form the basis of emphasis for the schools’ teaching and learning methodologies. These methodologies are reflected in the school’s mission statement by way of its TEMPOS campaign. In addition, teaching and learning strategies are informed by institutional indirect assessment results, periodically collected and reviewed by the Office of Planning and Assessment and the school’s faculty. Teaching and learning strategies are also externally referenced systematically (e.g., the Annual Stakeholder’s Conference) through continuing consultations with non-board key stakeholder groups, including employers, business and community leaders, accreditation and ministerial agencies, alumni, students, peer institutions, and business and governmental agency representatives.
A component of all courses, as a part of the teaching and learning strategies, is to maintain academic rigor and to be intellectually challenging. This is validated in institutional survey results. However, School of Management faculty members utilize an overall collective portfolio of strategies/initiatives that obtain from the aforementioned sources in delineating those that are most appropriate or emphasized in the courses they lead.
In this course (BUSI435), four (4) prioritized teaching and learning strategies focus on:
All faculty members that instruct this course should consider how to execute the course to emphasize these key components of the strategies considered. Following a review of learning outcomes, faculty members consider how re-orientation of teaching and learning strategies might result in strengthening these outcomes, and adjustments are made, accordingly. Faculty members also consider how the School of Management Triple Platforms of Excellence (Professional Enrichment, Experiential Education, and Student Advancement) might be leveraged as a part of this strategy, and provide recommendations to the Directors of those platforms. The school also reviews the distribution of identified teaching and learning strategies periodically to ensure comprehension and the integration of each (from the designated list of approximately 20-25 strategies) within the curriculum. Finally, results from student teaching evaluations also provide indications of how various teaching and learning strategies are integrated into the course delivery. The following issues (indicator number is provided) are among those in the evaluations that bear on this review and analysis:
7. The instructor was responsive to student questions.
8. The instructor was available for course related consultation and advice.
9. The instructor graded and returned student work and exams promptly.
10. The instructor incorporated information technology (e.g. computer or the Internet) in the course.
18. The instructor was responsive to student needs and concerns.
21. The instructor assigned challenging course work.
22. The instructor provided helpful, constructive feedback on assignments and course work.
23. The instructor acknowledged cultural differences and diversity among students.
24. The instructor helped me understand the subject matter.
Along with teaching and learning strategies, the notion of student effort/time on task is also considered, although it is not necessarily driven by metrics. It is noted that the notion of student effort, specifically metric driven, is not a universally adopted approach. However, if an instance occurs where student learning outcomes do not meet targeted academic standards, the School of Management utilizes indirect inputs in this area to explore the interdependencies between factors including the amount of work required in the course, the degree of challenge in the coursework, and level of critical analysis, among others.
This course also employs instructor led lectures, student discussion and teamwork, case study, and a computer-based simulation to integrate all core business functions with an outcome of creating, implementing, evaluating and improving business strategy and policy. Emphasis is placed on peer-learning and individual reflection.
Online Learning Center www.mhhe.com/thompson
The student sections of this site contains
A) Concept-Tutor. Self-grading, 20 questions quizzes for each chapter
B) Power Point Slides for each chapter.
E-Book of this text is available as a part of Glo-Bus Premium, which in addition includes the access to the business simulation http://www.glo-bus.com/
Relevant journals and magazines for consultation
Internet search websites
|Instrument||Points (i.e. weights)||Time on Task|
|Tests (Midterm and Final) (See A2 for adjustments)||300 points (100 points for midterm, 200 points for final)||25 hours (10 for Midterm, 15 for Final)|
|Simulation Portfolio (see A1; and 1 below)||100 points||15 hours|
|Simulation Quantitative Finish (see A1; and 2 below)||100 points||60 hours|
|Individual Simulation Score (see A1 and 3 below)||100 points||0 hours|
|TOTAL||600 points||100 hours|
The grading criteria for each Company’s simulation performance will include the following:
|Earnings Per Share:||25%|
|Return on Equity:||20%|
(3) Individual Score: The grading criteria for the Individual performance in the Simulation Game, in addition to the Company’s score, will include the following: Quizzes I and II, the Activity Log, Memo on Digital Cameras Characteristics and the and the peer evaluations. The individual simulation score is computed by Glo-Busand depends on the percentile placement among all teams (usually around 1500) from all colleges and universities around the globe (usually in excess of 100) participated in the Simulation Game.
|Wk 1-2||Course introduction: syllabus discussion, learning outcomes, team planning. What is Strategy and why is it important? Charting a Company’s Long Term Direction.||Ch. 1 & 2|
|Wk 3||Organization Analysis: External Environment*||Ch. 3|
|Wk 4||Organization Analysis: Internal Environment: Company’s Resources and Competitive Position*||Ch. 4|
|Wk 5||Strategy Crafting: Five Generic Competitive Strategies*||Ch. 5|
|Wk 6||Strategy Crafting: Supplementing the Chosen Competitive Strategy*||Ch. 6|
|Wk 7||Strategy Crafting: Competing Internationally or Globally||Ch. 7|
|Wk 8||Exam 1|
|Wk 9||Spring Break|
|Wk 10||Diversification Strategies and Strategy, Ethics and Social Responsibility||Ch. 8 and 9|
|Wk 11||Strategy Crafting: Strategy, Ethical Issues, & Social Responsibility Executing Strategy: Building Organization: Competences and Capabilities||Ch. 10 and Ch. 11|
|Wk 12||Executing Strategy: Building Organization: Managing Internal Operations||Ch. 12|
|Wk 13||Executing Strategy: Corporate Culture and Leadership||Ch. 13|
|Wk 14||Recap and Presentations and Make up Classes|
|Wk 15||Exam 2|
All students can access the NYIT virtual library from both on and off campus at www.nyit.edu/library. The same login you use to access NYIT e-mail and NYITConnect will also give you access to the library’s resources from off campus.
On the left side of the library’s home page, you will find the “Library Catalog” and the “Find Journals” sections. In the middle of the home page you will find “Research Guides;” select “Video Tutorials” to find information on using the library’s resources and doing research.
Should you have any questions, please look under “Library Services” to submit a web-based “Ask-A-Librarian” form.
 A note on School of Management Course-Level Learning Goals: Learning goals are partitioned into those that are in support of the programmatic learning goals (Invariant), specific to the localized region of delivery (Contextualized), and specific to the domain expertise of the instructor (Instructor-Specific). The former two categories are required for all courses. Invariant “Assurance of Learning Validations” are specifically linked to the associated programmatic learning goal and objective, with course-level learning goals representing the programmatic goal as it applies to the context of the course. Learning goals that focus on knowledge acquisition (Bloom’s Taxonomy) are not specifically or necessarily included into the course-level learning goals, although it is assumed that knowledge acquisition of all relevant business core fundamentals is addressed within each course. Examinations in class are used to provide feedback concerning knowledge and comprehension for the purpose of ensuring that students who have not mastered these will not advance through the curriculum. Attainment of knowledge within each core area is assessed by way of standalone testing of each student as a required part of the instructional program prior to graduation (e.g. ETS).
 A note on School of Management Assurance of Learning Scoring: Scores form the metric for the degree to which the validation (e.g. learning outcome) satisfies the associated learning goal or objective. Assurance of learning validation descriptions identify the criteria for each score that is to be given. All scores are scaled from 1-5 (1-poor, 2-fair, 3-good, 4-very good, 5-excellent). It must be noted that scores are to be differentiated from grades. Scores form a criterion from which an instructor will ascertain an overall grade for any instrument of assessment, and the overall assessment the student receives for an instrument is a “grade.” A score is an extraction that specifically measures the degree of attainment of a learning goal and/or objective.
 Teaching and Learning Strategies: ”TEMPOS and the Millennials,” revised September 2008.
 E.g., Student Survey on Teaching Quality – Quantitative Data: School of Management.
 See the Victorian TAFE Association Response – Strengthening the AQF: Proposal, June 2009. East Melbourne, Victoria, Australia, retrieved from http://www.vta.vic.edu.au/docs/PositionDiscussion%20Papers/VTA_Response_Strengthening_the_AQF.pdf on February 22, 2010.
 Sample data regularly collected through the New York Institute of Technology Student Rating of Courses/Teaching Form.
 An estimate of the period of time during which a student is actively engaged in a learning activity, excluding classroom contact hours.
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