BUSINESS ETHICS and CORPORATE SOCIAL RESPONSIBILITY MARK 3330.01 FALL 2016 Syllabus Instructor Information: Instructor Name: Professor Arturo Z. Vasquez-Párraga Classroom: BA113 Class time: FRIDAY 1:20 pm 3:50 pm Email: arturo.vasquez@utrgv.edu Work Phone: 956-665-5204 Office Location: BA 211-E Office Hours: Wednesday 1PM - 3PM Prerequisite: Junior Standing Course Description: The course of Business Ethics and Social Responsibility aims at training undergraduate students for ethical behavior in the various areas of business including management, finance, marketing, information systems and accounting. If focuses on the decision-making process and outcomes, the organizational framework that helps understand the role of ethics in stakeholder relationships, and the ethics program and organizational tools aimed at correcting and preventing ethical problems in the organization. The course combines competency-based learning, participant-oriented research and readings, case-based problem analyzing and solving, and high degree of instructor-student and student-student interactions. Course Goals: This course is not focused on what is right or wrong, what is good or bad; it focuses on the ethical behavior of people participating in business transactions and activities. Ethical behavior is a requirement to succeed individually and collectively in the practice of business. Therefore the course aims at: Training junior students in business ethics on the basis of research that involves students as participants and that focuses on people s ethical behavior as opposed to norms and concepts only, so that students can quickly develop an interest on the matter for their own sake. Guiding students to the understanding, not just the recognition, of the process of ethical
2 decision-making when confronting both individual and organizational problems involving ethics in key areas of business including management, finance, marketing, information systems and accounting. Providing an appropriate organizational framework to understand the role of ethics in stakeholder relationships, social responsibility, and corporate governance. Developing an effective ethics program and applying appropriate organizational tools to both correct and prevent ethical problems in the organization. Learning Objectives: Students will be able to: 1. Identify ethical issues inherent in situations common in modern life (AACSB required); 2. Articulate multiple perspectives on contested ethical issues (AACSB required); 3. Articulate coherent arguments in support of their own normative judgments about contested ethical issues, arguments that are grounded in ethical and other analytic or scholarly perspectives (AACSB required); 4. Demonstrate a critical understanding of the conceptual foundations of the ethical and other scholarly perspectives addressed in the course (AACSB required); 5. Apply appropriate organizational tools to correct and prevent ethical problems in the organization. In addition, broader competencies will be achieved as listed in the BBA Marketing Goals (see below). BBA in Marketing Goals Whose Goal? In this course: Knowledge in the functional area of business (i.e., marketing) Major & College Strong written communication skills Major & College Strong oral communication skills Major & College Ability to develop a quality marketing plan Major Ability to design, implement and interpret marketing research Major Critical thinking and problem-solving College Professional attitudes College An appreciation of the role of business in a free enterprise economy College Basic quantitative and analytical skills College Global awareness College Appreciation for cultural diversity College Ethical decision-making College
3 Required Resources: Textbook: Understanding Business Ethics by Peter A. Stanwick and Sarah D. Stanwick, Third Edition, 2016 (SS). Additional Readings: (Posted in Blackboard) 1) Reading # 1: Ethical Decision-Making in the Light of Culture and Control by Arturo Vásquez- Parraga, in Svensson, Goran, and Greg Wood (eds.), Business Ethics: Through Time and Across Contexts 2009. 2) Reading # 2: MBA Students Lead a Campaign for a Hippocratic Oath for Managers. The Economist June 2009. 3) Reading # 3: Defining the Corporate Ethics Brand. Executive Action. The Conference Board, November 2005. 4) Reading # 4: Why Ethical leaders Are Different? Executive Action. The Conference Board, May 2005. 5) Reading # 5: Global Corporate Ethics Practices: A Developing Consensus. Research Report. The Conference Board 1243-99-RR. Videos: Five video cases for group discussion and evaluation. (Shown in class) Questionnaire: a student ethics questionnaire designed to evaluate ethical dilemmas. (Provided in class) Power Point Sets developed by the instructor. (Posted in Blackboard and Shown in class) Use of Web Site: Even though this course is fundamentally a face-to-face class, we will use Blackboard extensively to post materials and perform some tasks, in particular to submit student assignments and have forum discussions. Technical Skills Required: Students must be able to effectively use computer and Internet browser software. In addition, students must be proficient in Word, Excel and Power Point software. Viruses can spell disaster. Consequently you must use a reputable anti-virus program for participation in this course. You should also consider backing up your files to avoid losing them to events like my hard drive crashed or my modem doesn t work.
4 Teaching Methods: The course combines participant-oriented research and readings, case-based learning, and high degree of interaction between the instructor and the student and other types of interactions, such as those that take place in organized group discussions. Consequently the course uses pedagogical methods emphasizing competency-based learning, pedagogical repetition, and interactive delivery. Competency-based learning involves student comprehensive development including student characteristics, traits, abilities, motivations, skills, and knowledge as the critical components of integrated learning. Thus, learning in this course is not based on memory use alone and on first exposure to the subject matter. Based on scientific principles of actual learning, it is based on several human traits, abilities, motivations and skills, as many as an undergraduate course can allow, and on repetition and space-out repetitions that yield longterm memories and skill development at the same time. "Memory may not be fixed at the moment of learning, but repetition, doled out in specifically timed intervals, is the fixative. Given its potential relevance to business and education, it is high time we talked about it." (Medina, John, Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School, 2008). Therefore, student are asked to analyze and discuss ethical and non-ethical concepts, frameworks, practices and cases, watch and discuss video cases illustrating human behavior involving ethical issues, analyze and solve short-cases, scenarios and problems illustrating exemplary lessons, and apply appropriate organizational tools to organizations, in addition to preparing responses to chapter questions as written assignments and testing themselves using quizzes and an essay exam. To achieve the above, the pedagogy of the course combines various methods and delivery techniques for undergraduate teaching. The course is fully interactive, involves intense group dynamics, uses modern pedagogical methods, and assesses learning outcomes using multimethod techniques, as follows: 1. Interaction between the instructor and the student. 2. Interaction between a student and another student individually and in groups. 3. Interaction between the student and the course core materials such as the textbook. 4. Interaction between the student and up-to-date materials such as current cases and news. Assessment Methods and Grading Policy: The course assessment is multi-method in order to secure a pedagogy that is effective and, at the same time, appealing to the undergraduate student. At the outset, the course is assessed using standard class evaluations for seminar courses, in addition to various evaluations that are specifically designed to measure student performance in the various course components and pedagogical methods employed,
5 including homework, group discussions, class discussions, student presentations of student-identified topics based on reading books, and a focused research project. The format used demonstrably stretches student intellect, incentivizes student creativity and intellectual curiosity, and develops student proficiency and fluency in written expression as well as critical thinking/analysis. In addition, the course helps students synthesize ideas, build conceptual frameworks, and perform research in a comprehensive research project. The assessment methods used in this course are detailed below. The chapter assignments will consist of written answers to the set of questions provided in the textbook at the end of each chapter under the label Questions for Thought. The instructor may modify some questions and/or add questions as needed. Your written answers will be posted in the ASSIGNMENT section of Blackboard. The assignment is due on the deadline (usually Thursday) by 11:00 PM. Each chapter assignment will be graded on the basis of 10 points following the Rubric for Chapter Assignments for a total of 120 points. Plagiarism is strictly forbidden. Any occurrence of plagiarism will be immediately reported to the Dean of Students for him/her to judge the misconduct and its consequences according to the University rules and procedures. The case assignments, worth 10 points each for a total of 130 points, will consist of written answers to the set of questions provided in the textbook at the end of each assigned case under the label Questions for Thought. The instructor may modify some questions and/or add questions as needed. Your written answers will be posted in the ASSIGNMENT section of Blackboard. The assignment is due on the deadline (usually Thursday) by 11:00 PM. Each case assignment will be graded on the basis of 10 points following the Rubric for Case Assignments for a total of 120 points. The class discussion of chapter and case questions will take place in the classroom as follows: chapter questions in the first half of the class, and case questions in the second half. Each question will be discussed in two ways. First, teams will briefly review their answers in class. Then, all teams will competitively debate the same questions with the instructor in order to reach clarification of the issues involved and experience further examples to illustrate key points and sustained learning in view of the overall course. Each chapter and case discussion will be separately graded on the basis of 10 points each following the Rubric for Class Discussions for a total of 240 points (120 for chapters and 120 for cases). Each complete class discussion is worth 20 points. The online discussion of real-life ethical dilemmas will take place from Saturday to Thursday as scheduled on the basis of short stories provided in the textbook at the end of each chapter under the label Real-life ethical dilemma exercise followed by a set of 3 or 4 questions. After reading the story and related questions, the student will react to it by posting his/her answers to the questions and by asking questions or replying to another student s posting ASAP, following up discussions at least 3 times per exercise. Quality answers will be awarded with 4 points per exercise and each reply or follow-up discussion will be awarded with 2 points for a total possible number of 10 points per exercise as per the Rubric for Online Discussions and a total of 120 points. Remember to post your answers and start interacting ASAP to have enough time to participate. You cannot post your comments after the deadline. Missed discussions cannot be substituted, compensated or otherwise credited for.
6 Nine In-class exercises will be based on videos, questionnaires, and scenarios. Each exercise is worth 10 points. An individual research project will involve searching and collecting information, analyzing the results, and issuing a report on a company or organization codes of ethics. The report is due on a deadline as scheduled in the syllabus and will be graded following the Project Guidelines for up to 50 points. Two essay exams will be administered at mid-semester and at the end of the semester, respectively. The content of the exam will include materials discussed on the basis of all books, articles, and other materials used. Each exam will be graded on the basis of 30 points following the Rubric for Exams for a total of 60 points Your final grade will be based on the total points earned on each of the above components. You probably have a good idea at the beginning of the semester about the grade you need in this course. Don't wait until the end of the semester to realize that you won't reach your goal. If you have difficulty with the course, contact the instructor in time to do something about it. The assessment format used demonstrably stretches student intellect, incentivizes student creativity and intellectual curiosity, and develops student proficiency and fluency in written expression as well as critical thinking/analysis. In addition, the course helps students synthesize ideas, build conceptual frameworks, and develop solutions to Hispanic marketing problems. We will use RUBRICS to evaluate and grade your work outcomes. Late work Policy: Late submission of assessments (assignments, exams, discussion participation, or focused research project) will be penalized with a 20% grade deduction for each day late. Deadlines will be defined as 11:00 p.m., Central U.S. time of the due date. If you know you will be offline the day an assessment is due, please make sure to post it early. Anytime you feel that you might be falling behind in the course, it is best to contact me to discuss your situation. As noted, no assessments can be accepted after the final day of class. Grading Policy: The course grade will be computed as follows: Chapter assignments (12 x 10) 120 points = 15.0% Case assignments (12 x 10) 120 points = 15.0% Class discussions of chapter questions (12 x 10) 120 points = 15.0% Class discussions of case questions (12 x 10) 120 points = 15.0% Online discussions (12 x 10) 120 points = 15.0% In-Class Exercises video, questionnaire, scenario (9x 10) 90 points = 11.25% Individual Project Codes of Ethics (1 x 50) 50 points = 6.25% Essay Exams (2 x 30) 60 points = 7.50% Total 800 points 100% 720-800 (A) 640-799 (B) 560-639 (C) 480-559 (D) BELOW 480 (F)
7 Course Outline: Module 1: Ethical decision making at the personal level Week 1: Introduction to Course: Data sheet, Syllabus (9/2) Ethical dilemmas in everyday life (Power Point) Video exercise: Five cases showing ethical dilemmas Week 2: Ethical decision making process (SS Chapter 1) (9/9) Ethical Decision-Making in the Light of Culture and Control (Reading # 1, pp. 1-6) Individual factors: Dilemmas and Orientation (Power Point) Exercise using a questionnaire CASE: Bernie Madoff Week 3: Ethical decision making within the organization (SS Chapter 2) (9/16) Students Lead a Campaign for a Hippocratic Oath for Managers (Reading # 2) Organizational factors: Dilemmas and Orientation (Power Point) CASE: The Music Industry Module 2: Ethical decision making in the organization Week 4: Ethics and Corporate Social Responsibility (SS Chapter 3) (9/23) Defining the Corporate Ethics Brand (Reading # 3) CASE: Disney Citizenship Week 5: Organizational factors: Culture and Control Systems (SS Chapter 8) (9/30) Ethical Decision-Making in the Light of Culture and Control (Reading # 1, pp. 6-30) CASE: BP & the Deepwater Horizon Disaster Week 6: Organizational tools: Codes of Ethics (SS Chapter 12) (10/7) Global Corporate Ethics Practices: A Developing Consensus (Reading # 5, pp. 17 40) CASE: Greystone Bakery Individual Project Codes of Ethics is due Week 7: Organizational tools: Training, role of committees, auditing (SS Chapter 13) (10/14) CASE: Enron Mid-term Essay Exam
8 Module 3: Role of Ethics in Business Organizations and Environment Week 8: Ethical Leadership and Corporate Governance (SS Chapter 5) (10/21) Why Ethical leaders Are Different? (Reading # 4) CASE: Olympus Week 9: Strategic Planning, Corporate Culture, and Corporate Compliance (SS Chapter 6) (10/28) CASE: GM & the Ignition Switch Week 10: Decision Making and Human Resources Issues (SS Chapter 7) (11/4) CASE: Wal-Mart Week 11: Ethics and Financial Reporting (SS Chapter 4) (11/11) CASE: WorldCom Week 12: Ethics and Information technology (SS Chapter 9) (11/18) CASE: Google Week 13: (11/25) Thanksgiving Week 14: Marketing and Advertising (SS Chapter 10) (12/2) CASE: Merck s Vioxx Week 15: (12/9) Final Essay Exam Netiquette Guidelines: The following ground rules will help you perform accomplished work in this course and go much more smoothly. Netiquette is Internet etiquette, or a set of expectations that describe appropriate behaviors when interacting online. It is important to understand that you will be held to the exact same standards of students taking a face-to-face course. In fact, for 100% online courses, your online classroom behavior may be the only interaction you have with your faculty and classmates, therefore making
9 your netiquette even more important. Remember, you only get to make a first impression once, irrespective of the course delivery method. Be courteous. You only get one chance for an online first impression. Make it count. Do not say or do anything in an online classroom that you would not do in a face-to-face classroom. This includes not YELLING (typing in all caps), not flaming (attacking someone, such as insults and namecalling), and/or not dominating the discussion. Be a good classmate. Remember your own role as a student. Follow your instructor s directions at all times. Be authentic and collaborative with fellow students. Be aware of cyberbullying and make every attempt to eliminate it. Appreciate the diversity and different communication styles of your peers. Remember, since this class is online, you may have classmates from all over the world. Be professional. Proofread your own writing for spelling, grammar, and punctuation to prevent miscommunication. Avoid slang, sarcasm, or emotionally-charged writing, as tone can be difficult to translate online. Profanity and offensive language will not be tolerated. Do not use abbreviations (2moro, 2T, B@U) or emoticons in your online class unless your professor approves and supports such writing styles. UTRGV s Student Services and Resources: UTRGV and COLTT offer a variety of student services and resources that can help you succeed as learner. For specific problems in any of the areas below or for further information go to the corresponding sidebar or link for assistance: UTRGV Resources will help find UTRGV services that are available to students. CLICK ON SIDEBAR of course. COLTT Help Desk: Center for Online Learning Teaching and Technology. There are experts on all tools used in BB Learn available to help. o Location: Education Building Room 2.202 o Phone: 956-665-2979. o Submit a Helprequest: http://coltt.utrgv.edu/helpme UTRGV Policy Statements STUDENTS WITH DISABILITIES: If you have a documented disability (physical, psychological, learning, or other disability which affects your academic performance) and would like to receive academic accommodations, please inform your instructor and contact Student Accessibility Services to schedule an appointment to initiate services. It is recommended that you schedule an appointment with Student Accessibility Services before classes start. However, accommodations can be provided at any time. Brownsville Campus: Student Accessibility Services is located in Cortez Hall Room 129 and can be contacted by phone at (956) 882-7374 (Voice) or via email at accessibility@utrgv.edu. Edinburg Campus: Student Accessibility Services is located in 108 University Center and can be contacted by phone at (956) 665-7005 (Voice), (956) 665-3840 (Fax), or via email at accessibility@utrgv.edu.
MANDATORY COURSE EVALUATION PERIOD: Students are required to complete an ONLINE evaluation of this course, accessed through your UTRGV account (http://my.utrgv.edu); you will be contacted through email with further instructions. Online evaluations will be available Nov. 18 Dec.8, 2016. Students who complete their evaluations will have priority access to their grades. ATTENDANCE: Students are expected to attend all scheduled classes and may be dropped from the course for excessive absences. UTRGV s attendance policy excuses students from attending class if they are participating in officially sponsored university activities, such as athletics; for observance of religious holy days; or for military service. Students should contact the instructor in advance of the excused absence and arrange to make up missed work or examinations. SCHOLASTIC INTEGRITY: As members of a community dedicated to Honesty, Integrity and Respect, students are reminded that those who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and expulsion from the University. Scholastic dishonesty includes but is not limited to: cheating, plagiarism, and collusion; submission for credit of any work or materials that are attributable in whole or in part to another person; taking an examination for another person; any act designed to give unfair advantage to a student; or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students and the integrity of the University, policies on scholastic dishonesty will be strictly enforced (Board of Regents Rules and Regulations and UTRGV Academic Integrity Violation Sanctioning Guidelines). All scholastic dishonesty incidents will be reported to the Dean of Students following the Student Rights and Responsibilities (SRR) procedures. SEXUAL HARASSMENT, DISCRIMINATION, and VIOLENCE: In accordance with UT System regulations, your instructor is a responsible employee for reporting purposes under Title IX regulations and so must report any instance, occurring during a student s time in college, of sexual assault, stalking, dating violence, domestic violence, or sexual harassment about which she/he becomes aware during this course through writing, discussion, or personal disclosure. More information can be found at www.utrgv.edu/equity, including confidential resources available on campus. The faculty and staff of UTRGV actively strive to provide learning, working, and living environment that promote personal integrity, civility, and mutual respect in an environment free from sexual misconduct and discrimination. COURSE DROPS: According to UTRGV policy, students may drop any class without penalty earning a grade of DR until the official drop date. Following that date, students must be assigned a letter grade and can no longer drop the class. 10