Description
Information around duane ireland (2007). entrepreneurship successfully launching new ventures (2nd edition).
Page 1 of 22
Portland State University University Studies Senior Capstone
School of Business Administration BA495 BUSINESS STRATEGY Term: Sp14
Professor: William M. Jones
BA 495: CRN 60284, Section 006, Monday/Wednesday 5:40-8:30
Classroom: SBA 390
Office: SBA 441
Hours: Tuesday/Thurs (noon-5), Monday/Wednesday (10-3), by appointment
Phone: 503-869-6407 Fax: 503-725-5850 Email: [email protected]
Required Reading
• Text: Frank T. Rothaermel, Strategic Management: Concepts. ISBN-
978-0-07-764506-9 (This is the second edition, which has
significant revisions from the first edition. It is available at PSU
Book Store & on-line)
• Cases: You have to purchase a course pack on-line from Harvard
Business Publishing. GO TO THIS LINK TO SIGN-UP &
PURCHASE COURSE PACK (Cost $15.80):https://cb.hbsp.harvard.edu:443/cbmp/access/26403440
o Several additional articles will be posted on the D2L course site to
download (these are free)
• Capstone Student Handbook: Each student is required to review the
Handbook which can be found on-line athttp://www.pdx.edu/sba/capstone
Supplemental Reading (depending on client & Optional)
• Bruce R. Barringer and R. Duane Ireland (2007). Entrepreneurship: Successfully
Launching New Ventures (2nd Edition). Upper Saddle River, N.J.: Prentice Hall.
• Robert Gunn and Chris Durkin (eds.) (2010). Social Entrepreneurship: A Skills Approach.
Bristol, Great Britain: The Policy Press.
• Peri H. Pakroo (2009). Starting & Building a Nonprofit: A Practical Guide. Berkeley, CA:
Nolo.
• in D2L: Merrill Lynch (2000) How to Read a Financial Report Merrill Lynch, Pierce, Fenner
& Smith, Inc., New Brunswick, NJ (Posted on Course D2L)
Course Overview
• Effective strategies lead organizations to stand out—for what they do and how they do it.
One of the primary pillars of Portland State University’s strategy is to develop students
who can apply interdisciplinary learning to real world issues and become leaders of
change. PSU’s University Studies program is one of the ways that the University has
consistently gained international recognition for a distinguished undergraduate
experience.
• The University Studies capstone course contributes to this strategic pillar by seeking to
enhance the lives of PSU seniors through service learning with partners in the
community.
BA495-009: Winter 2014
Page 2 of 22
• The Business Strategy Capstone course is designed to provide an integrative experience
along two dimensions:
o 1) as a culminating experience for the University Studies program at PSU; and
o 2) as a way for business students from different majors to combine their
knowledge and work together to work in the field with an external partner on a
pressing strategic issue.
Course Objectives
In this course, we will rely on business strategy frameworks to thoroughly analyze the client’s
strategic issues and formulate recommendations. The strategy content and the client project
have been selected so our students can experience the key goals of the University Studies
Program.
1. Appreciation of the diversity of the human experience: This means we will focus on
diversity issues that are central to business success: embracing cultural differences,
addressing the needs of varied stakeholders, and working through differences across
team members
2. Engage in effective communication: Throughout your career, effective
communication will be fundamental to your success, so we will practice both written
and oral, and individual and team communication.
3. Hone critical thinking skills: Your client project will require you to thoroughly
understand the client’s problem, analyze pertinent data, and formulate
recommendations. Working with a client will make this process very real and exciting
4. Understand social and ethical responsibilities: Businesses confront profound
social and ethical issues in their pursuit of corporate social responsibility. Both through
case analyses and the client work, you will need to weigh the social, environmental,
and economic implications of your recommendations.
The following course objectives include notations about which University Studies goal(s) are
embedded within that objective:
• To develop the ability to incisively apply and effectively communicate business
concepts in practical application, including:
! Conducting a comprehensive analysis of an organization, its industry,
competitors, and general environment, and develop viable strategic
alternatives. (communication, critical thinking)
! Relating strategic management theory, concepts and frameworks to a partner
organization that will serve as the client during the term. (appreciation of
diversity, critical thinking)
! Applying concepts to current news events. (communication, critical thinking)
• To develop abilities for assessing competitive environments and identifying value-
creating opportunities in the global economy. (appreciation of diversity,
communication, critical thinking, social/ethical responsibility)
• To acquire tools for judging performance, identifying changing industry dynamics,
anticipating competitors’ responses, and leading organizational and strategy evolution
accordingly. (communication, critical thinking)
• To understand the levels of strategy creation spanning business unit-level and
corporate-level decision-making. (communication, critical thinking, social/ethical
responsibility)
• To recognize the viewpoints and influences of a variety of stakeholders during strategy
creation. (appreciation of diversity, critical thinking, social/ethical responsibility)
• To understand how strategy formulation demands simultaneous decision-making along
multiple dimensions involving innovation, functional areas, and external relationships.
(communication, critical thinking)
• To engage in highly interactive analyses, where students push each other to their
analytical limits in a respectful way and are encouraged to take risks, while also
working collaboratively in a team-based setting. (appreciation of diversity,
communication, critical thinking, social/ethical responsibility)
BA495-009: Winter 2014
Page 3 of 22
! To offer consultation services to the businesses that are our community partners in
ways that further both the interests of that community partner and us, as we share and
hone our expertise as business students from various majors (communication, critical
thinking, appreciation of diversity, social/ethical responsibility)
Important Resources:
PSU LIBRARY: Should be your first stop when conducting research:
PSU Library now has a DIY (Do It Yourself) research guidance web-page that can be extremely
useful to your project. Go to this site to begin your research (http://library.pdx.edu/diy/). There
you’ll find easy to use prompts to help you in your research.
DISABILITY RESOURCE CENTER:
Accommodations are collaborative efforts between students, faculty and the Disability Resource
Center (DRC). Students with accommodations approved through the DRC are responsible
for contacting the faculty member in charge of the course prior to or during the first week of the
term to discuss accommodations. Students who believe they are eligible for accommodations but
who have not yet obtained approval through the DRC should contact the DRC immediately at
503-725-4150.
THE WRITING CENTER: 188 Cramer Hall
The Writing Center can help with all varieties of projects including class assignments. The Writing
Center aims to help writers at any stage of the writing process, from brainstorming to the final
draft. Contact TWC:http://www.writingcenter.pdx.edu/index.php#; Phone: 503-725-3570;
Important Notes:
This class will be taught in a dynamic case-method format. Everyone will be expected to attend
every class, contribute to class discussions (I will randomly call on students to comment), and
visit the Client’s operations. Do not search the internet to see “what happened” after the time of
the case, because this could limit your thinking as to possible outcomes.
Laptop use during lecture is prohibited, unless you are using the laptop to take notes. [If that is
the case, please see me for permission. In these circumstances, I’ll ask that you email me your
notes taken for the lecture for the first 4 class sessions.] Exception: on the days where we have
client work, having a laptop within your group is helpful, but not essential.
Cell phones and mobile devices, PDAs etc. should be silenced and put away during class. If you
routinely engage in texting, surfing or other device use during lecture, it sends a strong signal to
the professor about your participation in class and your participation grade will be lowered to
reflect this.
Course Grading:
Client Project:
• 30% Final Client Report with Strategic Recommendations
• 25% Client Presentations: each student will present a minimum of twice [Note:
passion and pictures are essential!]
[5% PESTEL+6 Forces; 5% VRIO+SW; 5% Financials; 10% Final Presentation to Client]
Preparation and Analysis of Readings:
• 10% Weekly short write-ups posted for weeks 2-8 to Desire2Learn (upload to D2L Drop-
box folder Tuesdays by 11:30PM)
• 10% Reflective Essay on the 5 Course Goals in this Capstone.
• 5% Quizzes [Best 2 out of 3; no make-ups]
• 20% Attendance + Discussion Contributions in-class
Please send your instructor an email before class if you have to miss class
Final Grade Adjustment (THIS IS CRITICAL TO YOUR GRADE):
• Final grades will be adjusted based upon the following:
BA495-009: Winter 2014
Page 4 of 22
o Student Peer reviews/assessments: Mid-Term & End-Term assessment forms all
students fill out evaluating the performance of their project teammates (peers).
o Professor’s observations and assessment: focusing on student performance
working with their project teams.
Students who disagree with scores on their individual written work have one week from the score
posting to write a justification for a different score.
[Regarding Attendance + Discussion Contributions:
Grade of A: requires no unexcused absences and makes high quality contributions in every class;
Grade of B: requires no unexcused absences and participates often;
Grade of C: requires no unexcused absences and participates rarely;
Grade of D (or less): has one or more unexcused absence and/or does not participate.]
Readings and Assignments Required:
(bring answers to assignment questions to class for discussion)
(1) Cases and Readings: Course Pack – combination of on-line Harvard Business
Cases (Obtain on-line see information above) & D2L (free)
(2) Frank T. Rothaermel, Strategic Management: Concepts.
Week Topic Case/Readings
WEEK 1
Weekly Assignments
• No written assignment to hand in Week 1.
• Email to me your Client selection form by Friday
1.
March
31
Introduction to course
content, Client
Organization, Course
Goals (SBA & UNST)
Readings: Syllabus and Materials for course project in course
D2L sites
Project Assignment: Read:
(1) 3 clients’ project overviews & Applications (D2L course
site);
(2) in D2L: The Syllabus;
(3) Review D2L Course site
(4) in D2L: Templates: Proposal, SOW, Progress Report, Final
Rpt.
(4) The Capstone Student Handbook:http://www.pdx.edu/sba/sites/www.pdx.edu.sba/files/Handb
ook-%20Student%20Capstone.pdf
(5) Materials on the Business Capstone website:http://www.pdx.edu/sba/capstone
UNST goal: Inquiry and Critical Thinking
UNST goal: Communication
IN CLASS
(1) Bring your questions about the syllabus and client project.
1.
April 2
What is Strategy?
Client: Client speakers: senior managers from 3 client
organizations
• 6-6:45: Mission: Citizen (Michael Field, Stephen
Griffith)
• 6:50-7:35: Colonial Heights Presbyterian Church Pdx
(Linda Stewart-Kalen)
• 7:40-8:25: Smart Traffic Control Cones, LLC
(Herb Jenkins, Craig Howard)
Text: Chapter 1. What Is Strategy and Why Is It Important?
Chapter 2. Strategic Leadership: Managing the Strategy
Process
Readings: in D2L: materials about clients
UNST goal: Inquiry and Critical Thinking
IN CLASS
Work on Client Project
BA495-009: Winter 2014
Page 5 of 22
(1) Prepare questions for the client related to their project overview.
(2) Research all of the clients online (their websites; competitor websites; etc.)
(3) Please take notes on the overview provided by the senior manager from the client. The person
will describe the pressing strategic issue that you will address as part of your business plan and
strategic recommendation deliverable.
Assignment Question tied to textbook reading
(4) If you can find the following information online: analyze the clients’ missions. How do the
strategies followed by the client organizations appear to be influenced by their missions? What
are the primary strengths and weaknesses of the clients’ strategies?
[At end of class, you will specify your preferences regarding the clients. The instructor will assign
you to a client team to assure there is diversity on each team in terms of each business major.]
WEEK 2
Week 2: assignments
• Short write-up #1 is due by 11:30PM Tuesday (upload to D2L folder for that write-
up)
• Email Weekly Project Progress Report to your client Friday (CC Professor)
• Email Proposal to Client & upload to D2L SOW Folder (Saturday, April 12,
11:30PM).
2.
April 7
Introduction to Client’s
Business
Readings:
• in D2L:: Review Client Applications
• Research client & client business on-line
• in D2L:: review Proposal, SOW, Progress Report
Templates
Reading: in D2L: “Groups are Fun and Not Fun.pdf”
UNST goal: Inquiry and Critical Thinking
IN CLASS
Work on Client Project: How to Write a Proposal
(1) Each team will need to develop a proposal (see Proposal Template in D2L) 1-2
paragraph(s) and prepare a bullet point of deliverables that will form the outline for the
final report.
(2) Class will review proposal & SOW templates & discuss preparation
2.
April 9
What is Performance?
Client Assignment: Prior to class the Instructor will email team
assignments to all students.
Text: Chapter 5. Competitive Advantage, Firm Performance,
and Business Models
Cases: Chemalite, Inc., HBS [9-177-078]
Reading: in D2L: (skim it): “The Merrill Lynch Guide to
Understanding Financial Reports 2000”
UNST goal: Critical Thinking
IN CLASS
Work on Client Project:
Each team will develop a summary and list of bullet points (PPt slides or project up your
document if large enough to read). Each team members should talk through the bullet points
that s/he will take the lead on.
Assignment Questions
(1) Which performance metric from Chapter 5 is most appropriate for each client? Why?
(2) Which performance metric do you favor for assessing performance?
(3) With your team, develop Chemalite’s Balance Sheet for its first 6 months. [Note, people might
have different ideas about the appropriate entries. Just form a quick consensus.]
(4) With your team, walk through the transactions of the second 6 months in the Balance Sheet,
Income Statement and Cash Flow statement.
(5) Make sure everyone on the team is comfortable with these financial statements.
WEEK 3
Week 3 Assignments
• Short write-up #2 is due by 11:30PM Tuesday (upload to D2L folder for that write-
up)
• Email Weekly Project Progress Report to your client Friday (CC Professor)
• Email Draft Scope of Work to Client & upload to D2L Folder for Draft SOW
BA495-009: Winter 2014
Page 6 of 22
(Saturday, 11:30PM)
3.
April 14
no class: meet with client this week
Project Assignment: With your team, meet with your client
(preferably at their operations) and walk through financial
statements: 5-year pro forma income statement, balance
sheet and cash flow for last year, and finalize Scope of
Work.
Search data sources to understand key performance metrics
and industry-level data (from competitors; statistics;
customer segment data; etc.) that would influence
outcomes for your client.
UNST goal: Inquiry and Critical Thinking
UNST goal: Communication
Work on Client Project
(1) Create financials for client.
(2) Outline key performance metrics given the scope of work.
(3) Research important trend data that could influence client performance.
(4) Sign final Scope of Work to hand to professor in next class. Post final Scope of Work both to
D2L and email to Client.
3.
April 16
Evaluating
Environmental
Opportunities and
Threats
Text: Chapter 3. External Analysis: Industry Structure,
Competitive Forces, and Strategic Groups;
]
Case: in D2L: Tropical Salvage: From Recession to Expansion,
Portland State University, School of Business
Administration
Reading: in D2L: Bloom and Chatterji, “Scaling Social
Entrepreneurial Impact,” California Management Review, 51:3,
Spring 2009: 114-133
Reading: Porter, M.E., "The Five Competitive Forces that
Shape Strategy," Harvard Business Review, Jan 2008: 2-17
Course goal: Diversity of Human Experience
Course goal: Social and Ethical Responsibility
IN CLASS
Assignment Questions
(1) Analyze the 2 most important PESTEL elements for each client.
(2) Analyze the 5 Forces + Complements for the furniture industry.
(3) How well is Tropical Salvage positioned to survive the primary threats? And take advantage of
opportunities running their own retail stores and offering new product lines? What additional
opportunities might Tropical Salvage pursue?
(4) Which SCALERS element is the most important for Tropical Salvage to scale as a social
enterprise? Why?
WEEK 4
Week 4 Assignments:
• External (PESTEL & 6-Forces) Project Team Presentation to Class/Client, Monday.
o Email PPt slide deck to Client & upload to D2l folder by Tuesday, 11:30PM.
• Short write-up #3 is due by 11:30PM Tuesday (upload to D2L folder for that write-
up)
• Final SOW email to client upload to D2L Final SOW folder, Saturday, 11:30PM.
• Email Weekly Project Progress Report to your client Friday (CC Professor)
4.
April 21
Evaluating Client’s
External Environment
Project: Evaluate PESTEL and the “6” forces that influence the
Client’s industry by drawing on pertinent data. Analyze the
biggest threats and the greatest opportunities. What would
you recommend to the Client regarding its pressing
strategic issue given these forces?
Client Presentation order (client will attend)
• 6-6:45: Mission: Citizen (Michael Field, Stephen
Griffith)
• 6:50-7:35: Colonial Heights Presbyterian Church Pdx
BA495-009: Winter 2014
Page 7 of 22
(Linda Stewart-Kalen)
• 7:40-8:25: Smart Traffic Control Cones, LLC
(Herb Jenkins, Craig Howard)
UNST goal: Inquiry and Critical Thinking
UNST goal: Communication
IN CLASS
Work on Client Project
(1) Each team will prepare their PESTEL and 6 forces analysis in a PPT slide deck, the primary
threats and opportunities, and their recommendation to the Client.
• Note: Focus on the PESTEL and “6” forces that are the MOST pertinent to the client.
• Provide lots of data to back up analysis. Use data at the level of the client. (Include
citations to the data and research.)
(Each team member will present twice; the presentation is graded. All members of the same team get
the same grade unless team members did not participate in the preparation & presentation.)
4.
April 23
Evaluating a Firm’s
Internal Strengths and
Weaknesses
Text: Chapter 4. Internal Analysis: Resources, Capabilities, &
Core Competencies + Chap 6 1-page highlight on Whole
Foods (page 170)
Case: Whole Foods: Balancing Social Mission and Growth,
HBS [9-410-023]
Reading: in D2L: Audio Recordings of interview with John
Mackey (CEO Whole Foods)
UNST goal: Social Responsibility
IN CLASS
Assignment Questions
(1) How has Whole Foods created value for society? What are its primary strengths and
weaknesses? How have their efforts to create social value led to business results?
(2) How has Whole Foods grown while staying true to its social mission? For example, what
organizational strategies, processes, and procedures have enabled them to balance these
seemingly conflicting goals? Which resources and capabilities are VRIO?
(3) In the last few years, would you say that Whole Foods is more about growth or its social
mission? How does their support of practices such as the development of large-scale organic
farms fit with their broader social ideology?
(4) Assess Mackey’s new model of “conscious capitalism.” How does it relate to the Porter and
Kramer reading?
(5) What changes, if any, should Mackey make to Whole Foods’s strategy going forward?
WEEK 5
Week 5 Assignments:
• Internal (SWOT & VRIO) Project Team Presentation to Class/Client, Monday
o After Presentation email PPt slide deck to Client; upload to D2l folder, by
Tuesday, 11:30PM.
• Short write-up #4 is due by 11:30PM Tuesday (upload to D2L folder for that write-
up)
• Email Weekly Project Progress Report to your client Friday (CC Professor)
BA495-009: Winter 2014
Page 8 of 22
5.
April 28
Evaluating Client’s
Internal Environment
(SWOT & VRIO)
Project: In the context of the Client’s pressing strategic issue,
evaluate the Client’s relative to 1 competitor (each team for
a particular client should choose a difference competitor).
What would your team recommend to the Client regarding
the capabilities it needs to acquire?
Focus on:
1) the VRIO capabilities and related Core Competencies,
2) the resultant SWOT matrix, and
3) the key recommendations from this matrix;
4) additionally: what would your team recommend to the Client
regarding the capabilities it needs to acquire?
Client Presentation order (client will attend)
• 6-6:45: Mission: Citizen (Michael Field, Stephen
Griffith)
• 6:50-7:35: Colonial Heights Presbyterian Church Pdx
(Linda Stewart-Kalen)
• 7:40-8:25: Smart Traffic Control Cones, LLC
(Herb Jenkins, Craig Howard)
[NOTE: in a future class, you will be asked to calculate how
your recommendations will affect the Client’s financials.
Therefore, it is recommended to sketch these effects out as
your complete your work scope.]
Each team member should download and study the sample
Final Report and financials from Desire2Learn if they have
not done so already.
UNST goal: Inquiry and Critical Thinking
IN CLASS
Work on Client Project
With team create a PPT slide deck:
(1) Identify the 5 key resources that would lead to capabilities and ultimately core competencies?
Analyze by using the VRIO framework.
(2) Assess how these core competencies will lead to competitive advantage for your client by doing
a SWOT matrix that leads to strategic recommendations.
(3) Assess your client’s SWOT matrix relative to 1 competitor. How should you refine your
recommendations based on the SWOT matrix given this assessment?
(4) Provide specifics in terms of how the client will implement your recommendations (provide
screen shots, etc., as examples).
(Each team member will present twice; the presentation is graded. All members of the same team get
the same grade unless team members did not participate in the preparation & presentation.)
Note, for the financials due the next client work session, make sure everyone on your team
understands the Breakeven, Profit and Loss, and pro forma Income statement from the sample
Business Plan. Using the Client’s data, start work on the Profit and Loss and Income
statements.
5.
April 30
Business-level Strategy
Text: Chapter 6. Business Strategy: Differentiation, Cost
Leadership, and Integration
Reading: in D2L Lack of peripheral vision – How Starbucks
failed in
Israel, African Journal of Marketing Management
BA495-009: Winter 2014
Page 9 of 22
UNST goal: Critical Thinking
UNST goal: Diversity of Human Experience
IN CLASS
Assignment Questions
(1) Do an external analysis and an internal analysis: what was the rationale for Starbucks entering
Israel?
(2) What were the fatal flaws in Starbucks’s strategy in Israel? Include using the global strategy
framework in Chapter 10 to depict their entry strategy vs. what strategy you would have advised
them to use.
(3) Consider your client’s business-level strategy. What are the greatest flaws?
WEEK 6
Week 6 Assignments:
• Short write-up #5 is due by 11:30PM Tuesday (upload to D2L folder for that write-
up)
• Email Weekly Project Progress Report to your client Friday (CC Professor)
6.
May 5
• Cross-Cultural
Diversity
• Diversity in Teams
and
Communication
Text: Chapter 10. Global Strategy: Competing Around the
World *ONLY* section 10.3 the CAGE Distance Framework &
Hofstede’s Cultural Dimensions (pages 318-322)
In-class simulation: Exercise
IN CLASS
6.
May 7
Business Strategy:
Strategic
Entrepreneurship
Text: Chapter 7. Business Strategy: Innovation &
Entrepreneurship
UNST goal: Inquiry and Critical Thinking
UNST goal: Communication
IN CLASS
Assignment Questions
(1) Pick a framework in Chapter 7 to illustrate the most pressing threat and greatest opportunity for
your client. How does this influence your recommendations?
WEEK 7
Week 7 Assignments:
• Financials Project Team Presentation to Class, Monday
o After Presentation email PPt slide deck to Client; upload to D2l folder, by
Tuesday, 11:30PM.
• Short write-up #6 is due by 11:30PM Tuesday (upload to D2L folder for that write-
up)
• Email Weekly Project Progress Report to your client Friday (CC Professor)
7.
May 12
Evaluating Client’s
Financial Position
Project: With your team, complete the list of start-up costs (if
applicable), Balance Sheet, Cash Flow, and pro-forma
Income Statement for the next 5 years, as well as the
Breakeven analysis, using the Client’s data.
Client Presentation order (client will attend)
• 6-6:45: Mission: Citizen (Michael Field, Stephen
Griffith)
• 6:50-7:35: Colonial Heights Presbyterian Church Pdx
(Linda Stewart-Kalen)
• 7:40-8:25: Smart Traffic Control Cones, LLC
(Herb Jenkins, Craig Howard)
UNST goal: Inquiry and Critical Thinking
BA495-009: Winter 2014
Page 10 of 22
UNST goal: Communication
IN CLASS
Work on Client Project
(1) Be prepared to present your client’s start-up costs (as applicable), and financial statements.
Note, that it is recommended that you create monthly entries for the first year in the income
statement and cash flow statement, and then annual entries for the subsequent 4 years. Create a
PPT slide deck.
(2) How do your emerging recommendations play out in the financials?
(Each team member will present twice; the presentation is graded. All members of the same team get
the same grade unless team members did not participate in the preparation & presentation.)
7.
May 14
Corporate Strategy:
Alliances
Text: Chapter 8. Corporate Strategy: Vertical Integration and
Diversification
Chapter 9. Corporate Strategy: Mergers & Acquisitions,
Strategic Alliances (Focus on Strategic Alliances
section of chapter)
Case: In D2L: Better World Books: Social Entrepreneurship
and the Triple Bottom Line, Georgia Tech
Course Goal: Ethics and Social Responsibility
IN CLASS
Assignment Questions
(1) What do you think about the Mission statement of Better World Books (BWB)?
(2) What is their Business Model? Is it ethical?
(3) Search the Internet for information on a B-corp and measuring the Triple Bottom Line: is BWB
fulfilling these goals?
(4) What are the creative ways that BWB manages its value chain?
(5) Lay out the incentives for contributions. Are these win-win relationships?
(6) What role have strategic alliances played in the success of BWB?
(7) What strategic alliances or other relationships across company boundaries would you
recommend to BWB in order to: 1) ensure growth; 2) set up a migration path for BWB’s
business model given the threats it faces?
(8) Stepping back, please synthesize this case and if you were the CEO, which part of your current
strategy would you concentrate on? Which part would you change given the major threats (and
opportunities) that exist?
WEEK 8
Week 8 Assignments:
• EXTRA CREDIT: Last Short write-up #7 is due by 11:30PM Tuesday (upload to D2L
folder for that write-up)
• Email Weekly Project Progress Report to client end-of-week, Friday, (CC Professor)
8.
May 19
NO CLASS (FIELD
DAY)
Client’s Ecosystem and
remaining issues
FIELD DAY: no class: meet with client this week
Project: Visit Client’s operations or someone in Client’s
ecosystem and talk with Client about remaining issues.
UNST goal: Inquiry and Critical Thinking
UNST goal: Communication
8.
May 21
Corporate Strategy:
Alliances
Text: Chapter 10. Global Strategy: Competing Around the
World (Focus on pp.322-327 and understand Exhibits 10.5 &
10.6)
Case: Grupo Bimbo, HBS [9-707-521]
Course Goal: Diversity of Human Experience: Cross-Cultural Differences
Assignment Questions
BA495-009: Winter 2014
Page 11 of 22
(1) Bring your laptop if you have one with your PPT slides for the below loaded, or save your PPT
to Google Drive so you can easily access it.
(2) Assume you are a country manager for Grupo Bimbo and you are presenting your strategic
recommendations to the Board of Directors. Choose to represent Grupo Bimbo’s operations in
either the U.S., Brazil or China.
(3) Create 1 PPT slide with your primary recommendations for sustained competitive advantage for
your country’s operations.
(4) Create 1 PPT slide with the data/analysis from the case that backs up each recommendation.
Consider our main frameworks of: PESTEL, 6-Forces, VRIO capabilities, SWOT, business-level and
corporate-level strategy in guiding your analysis.
(9)
WEEK 9
Week 9 Assignments:
• UNST Reflection Essay assignment upload to D2L Tuesday, 11:30 PM
• Email Weekly Project Progress Report to client Friday (CC professor). This is the
last progress report you will submit to client
• Draft Final Rpt: email to client by Saturday, 11:30PM; upload draft to D2L Draft Rpt
Folder
9.
May 26
Memorial Day Holiday
NO CLASS
9.
May 28
Work on Final Report
Draft
Project: Each team will meet with professor and walk through
final report, final presentation, and any remaining issues.
UNST goal: Critical Thinking, Communication
WEEK 10
Week 10 Assignments:
• Final Presentation PPt: email slide deck to Client no later than Tuesday, 11:30PM;
upload to D2L Tuesday, 11:30PM
10.
June 2
UNST goal: Inquiry and
Critical Thinking
UNST goal:
Communication
Dry Run of Final Presentation
10.
June 4
UNST goal: Inquiry and
Critical Thinking
UNST goal:
Communication
--Presentation to Client (business attire)
--Final Presentation Slides prior to presentation submit to
client (email & bring 1 hardcopy to presentation). For
instructor upload PPt slides to appropriate D2L folder.
Client Presentation order (client will attend)
• 6-6:45: Mission: Citizen (Michael Field, Stephen
Griffith)
• 6:50-7:35: Colonial Heights Presbyterian Church Pdx
(Linda Stewart-Kalen)
• 7:40-8:25: Smart Traffic Control Cones, LLC
(Herb Jenkins, Craig Howard)
WEEK 11 – EXAM WEEK
Week 11 Assignments:
• FINAL REPORT with Appendices: Ideally deliver to client day of Final Presentation.
If need more time, Final Report must be submitted to Client & Instructor no later
than Wednesday, June 11 (post Final Report & all appendices to D2L folder and email
to Client’s email address)
BA495-009: Winter 2014
Page 12 of 22
11.
June 9-
13
(TBD)
IF NEEDED:
UNST goal: Inquiry and
Critical Thinking
UNST goal:
Communication
--Presentation to Client (business attire)
--Final Presentation Slides prior to presentation submit to
client (email & bring 1 hardcopy to presentation). For
instructor upload PPt slides to appropriate D2L folder.
--Final Report submitted to Client & Instructor no later than
Wednesday, June 12 for All Teams
(post Final Project and Presentation to D2L folder and email to
Client’s email address)
Admittance to this course: If you miss class sessions 1 and 2, you cannot take this course.
Academic Honesty: Students will uphold the honor code in all work associated to this course. All
work must be original and non-original work should be appropriately referenced. Copying
material from the internet or any other source without proper citation is considered plagiarism and
cheating and will receive a failing grade. For more information regarding PSU’s policies on
behavior and academic honesty, please see:http://www.pdx.edu/dos/psu-student-code-conduct
For your information:
The SBA provides academic advisors as well as career and internship advisors to assist students
in making the most of their collegiate experience. Academic advisors are trained to provide
counsel in a wide range of issues. From selecting a business major to evaluating transferred
transcripts, academic advisors are here to help students with all of their degree related questions.
The following is a brief summary of the type of issues with which academic advisors can offer
assistance
DARS reports / SBA admissions requirements / Major selection and requirements /
Transcript evaluation / Course overrides / Transfer credit petitions / Career planning /
Portland State rules and policies
In addition to academic advising, the SBA provides career and internship advisors to assist
students in landing a job upon graduation or a summer internship while students are still in pursuit
of their degree. Career and internship advisors can also provide resume and interview guidance.
All SBA advisors are available by appointment, which must be scheduled in advance. Drop-in
hours are available as well. Drop-in hours are held regularly throughout the week and are
designed to help answer routine or simple questions. For more information about SBA advising
and drop-in hours please visit the School of Business website athttp://www.pdx.edu/sba/ and
click on student resources.
BA495-009: Winter 2014
Page 13 of 22
Appendix 1
Client Project: Business Plan and Strategic Recommendation Products
THIS IS 30% OF YOUR ENTIRE GRADE
Working with an interdisciplinary team, you will develop a business plan (OR RELATED
DELIVERABLE) for the external Client around a pressing strategic issue identified by the Client.
After the second-class session, you will be assigned a team with members who represent a
cross-section of the business majors.
The team will produce a written report and a final presentation that make clear recommendations
depending on the Client’s scope of work.
Client Project Deliverables (mandatory):
During the term the project team will prepare several products (or deliverables) for the client
based upon a written & approved scope of work. At a minimum the mandatory products will
include the following:
• Proposal (see example Proposal template in D2L template folder): short (1-2 pages)
proposal on what team proposes to do for project based upon what client wants and term
length. This will be done before the scope of work will be developed.
• Draft proposal will be sent to Client for review & comment
• Team will revise according to comments.
• Scope of work (SOW) (see example SOW template in D2L template folder): this is a
detailed outline of the tasks the project team will undertake based upon the proposal.
SOW is a recipe for the work & includes a numbered list & description of all the tasks,
any deliverables from the task & the schedule that the deliverable will be sent to the
client.
• Final Report (see example report & example report template in D2L Templates folder):
body of the final written report should be approximately 20-25 pages (it can be longer if
you think necessary). The body of the report does not include, executive summary,
Table of Contents, references, or appendices. Reports should be typed and organized
using subheadings for easy reference. Text not including headings and labels should be
11 point font, single spaced with sub headings
• Make sure to cite all data and sources for quotes, chart data, etc. Follow the
convention of: (Last name of source, date) in the text and use citation examples
in BA495 library resource page for full citations in endnotes.
• Draft of the final report must be sent to the client for review & comment before
finalizing the final report (assume 1 week for client review)
• Completed final report to be submitted to client electronically
• Final presentation (see example PPt master slide template in D2L template folder): PPt
slides and handouts to be prepared, each team member should present for
approximately 4 minutes.
• Weekly Progress reports (see progress report template in D2L template folder): these will
be emailed weekly (it should always be the same day) to the client beginning Week 2
after teams are created and ending Week 10.
Client Interim Project Deliverables (potential):
It is very likely that you will also have “interim deliverables” the team submits to the client. What
they are will be based upon the specific work outlined in the SOW. The advantage of an interim
project deliverable is you can use that information in the final report (see below). Potential “interim
deliverables” could include the following:
• Technical Memoranda or TM (see TM Template in D2L template folder): actual content of
the TM will depend on the SOW. Some examples may be technical memoranda on
competitor’s analyses, SWOT, PESTEL, market demand, financial forecasts, ROI, market
plan, supply chain & logistics, etc. You will not have to finalize the TMs. They are for your
BA495-009: Winter 2014
Page 14 of 22
client to comment on. Client comments should be incorporated into your final report.
• Excel Spreadsheet Analysis (See several examples of different excel templates): actual
content of spreadsheet will depend on the SOW. Financial information may include
spreadsheet analyses such as financial forecasts, accounting, revenue forecasts,
balance sheet, ROI, etc. You will not have to finalize the spreadsheet analysis. They are
for your client to comment on. Client comments should be incorporated into your final
report.
• Interim Presentations: Interim Presentations (PPt slides) may include financials, SWOT,
PESTEL, Competitor’s analysis, etc. Any PPt slides are simply for your client’s record
and are not for client comment.
Deliverable Deadlines (mandatory & potential):
• Proposal (mandatory): to be submitted to client & instructor end of week 2
• SOW (mandatory):
• Draft SOW to be submitted to client & instructor end week 3 for
review/comment
• Final SOW to be submitted to client & instructor end week 4
• Final PowerPoint presentation (mandatory): needs to be posted to D2L before the
presentation to the client. Bring 1 hard copy for the client.
• Final Report (mandatory):
• Draft Final Report: email digital copy to client no later than Week 9 (see
assignment section for exact date) for review. Allow a week for
review/comment. Finalize report based on client comments.
• Final Report: Ideally submit to client day of presentation (email to client &
bring 1 hard copy to client on day of Presentation, Week 10). If unable to
submit final report day of final presentation, email to client and upload to D2L
folder for instructor no later than Week 11 (see assignment section for exact
date).
• Weekly Progress Reports (mandatory): email to client & post on D2L for Instructor on the
same day weeks 2-10
• Technical Memoranda (potential): delivery date(s) to client & instructor will depend on the
schedule in the SOW. TMs to email to client & upload to D2L for instructor.
• Spreadsheet Analysis (potential): delivery date(s) to client & instructor will depend on the
schedule in the SOW. Spreadsheets to email to client & upload to D2L for instructor.
• Interim Presentations (mandatory): Presentation Topics (PESTEL, VIRO, Financials) &
dates have been identified & scheduled, but actual topic & schedule will depend on
project SOW. All presentation PPt slides will be emailed to client & uploaded to D2L for
instructor PRIOR TO PRESENTATION DATE. 1 hard copy of PPt slides will be handed
to client at Presentation.
Typical Business Plan Elements
Typical elements of a Business Plan are as follows. (NOTE THAT YOUR FINAL REPORT MAY
HAVE VERY DIFFERENT ELEMENTS DEPENDING ON THE CLIENT’S SCOPE OF WORK.)
See example previous BA495 final report and template is in the D2L Templates folder.
I. INTRODUCTION:
• Cover Page – The cover page should clearly state all members of your group alphabetically,
the client’s organization, and the date. Please do not go to the time and expense of “fancy”
binding and coverings, the report needs to be stapled in the upper left-hand corner with the
cover page on top.
• Table of Contents – lists all major sections (headings & sub-headings) of the report by page
number. List Appendices by Name in order of inclusion & can be either numbered or use
alphanumeric (A,B,C…Z). They can include your Interim deliverables (the Technical
memoranda, financial analysis, surveys, etc.) or other research you have completed.
• Table of Tables: – not needed unless you have many tables, then list tables included in the
BA495-009: Winter 2014
Page 15 of 22
body of the report by page number.
• Table of Figures: – not needed unless you have many figures & graphs, then list figures &
graphs included in the body of the report by page number.
• Executive Summary – Provide brief summaries of each area covered in the body of your
plan with the primary recommendations (try to keep to one page). The purpose is to provide a
quick overview for easy reference and to create interest and “excitement” for the reader to
continue into the specifics of the report. The executive summary should be written after the
body of the report is completed. Each paragraph is similar to a “journal abstract” and
should be an informative summary of the critical recommendations of each section.
• State the overall key strategy problem or issue/opportunity that the client is facing.
• One-paragraph summaries of each area covered in the body of your plan with the
primary recommendations: Company Description, Management, Marketing, Financial,
and Strategic (try not to be longer than a single page).
• Lastly, you state your overall recommendation for the client and that the rest of the
analysis serves to support this recommendation.
II. BODY: (* below means: include if appropriate and create a chart in an appendix in addition to
the FULL narrative)
The actual content of the Final Report will depend on your SOW. The purpose of the final
report is to integrate the work you did during the term into a consistent, rational, and
understandable document whose logic justifies the recommendations you identify. The reader
may not agree with your recommendations but by reading the final report they will understand
how you came to those recommendations. You do this by drawing on the research, analysis, and
findings you conducted over the term and the interim deliverables you submitted to the client.
Below are some guidelines for content.
• Overview of client’s primary issues addressed in the report. Also include a brief history
of the client’s organization. You can use the materials from your Proposal, which becomes
the first two sections of the SOW.
• Company Description and Management Plan:
! Vision, Mission, Strategy [this information may be in your Proposal & SOW]
! Organizational Structure *
! Human Resources (Wages and Benefits)*
! Production Process* (PERT-program evaluation and review technique-diagram of
process or schedule that is repetitious for the Client’s organization – example: restaurant
– daily schedule, remodeler – job schedule, financial planner – client meeting etc.)
! Facility Layout* (if you are suggesting a change to their current operations)
• Industry Analysis and Market Feasibility: Based on the External and Internal
presentations in class.
! Target Markets Focusing on Client’s Strategic Issue (RESEARCH – should have 5 –10
“cited” sources)
o Primary issues in External Environment and resultant Threats and Opportunities
(only include dimensions from PESTEL and 5 Forces + Complements that are
pertinent)
o Go beyond static analysis. If there are cycles in the industry or key events that
affected some competitors more than others, note these.
! Business-level Strategy
o Industry size, projected growth, possible sales growth
o Industry structure and pertinent strategic group for client
! Competitor Analysis
o Analyze top competitors relative to client (include: how does the client’s SWOT
compare with their top competitor)
o Primary issues from Internal Analysis (which resources/capabilities does the
client has/needs that would provide truly VRIO and lead to strengths for
sustained competitive advantage)
BA495-009: Winter 2014
Page 16 of 22
• Marketing, Operations, and Sales Plan
! Product/Service Characteristics (description) & Pricing Strategy
o Status of product/service
o Primary risks in market entry and expansion
! Promotional Plan (Promotional mix and budget)
o Market segmentation and buyer behavior
o Marketing collateral: website content, brochures, etc.
! Operations
o Procedures, location, facilities, equipment
! Distribution
• Financial Plan: Based on Financial Analyses presented in class. Possible helpful resources:http://www.score.org/resources/business-plans-financial-statements-template-gallery
**create a chart where the key elements and projections are explained in the text.
! Feasibility: How much money does the Client need and how do you propose to get it?
Overall how will this client be successful and why (last part of this section written –
include breakeven and costs)
! Projection of anticipated costs at start up** (research – cite your sources: e.g.,
costco.com and catalogues)
! Pro Forma Income Statement, Balance Sheet, Cash Flow for first 5 years, with monthly
income statement and cash flow broken out in first year**
! Break even projections** (refer to text and www.JavaCalc.com)
! Scenario(s).
• Conclusion:
! Strategic Recommendations – What should the client do and why regarding its pressing
strategic issues?
o Short term (one year or less), intermediate (2 - 5 year) and long range (5+ year)
goals. These are GOALS – Small, Achievable, Measurable and Specific.
o Conclude along the lines of: “Considering the alternatives presented in this report,
the consulting team recommends the following strategies be pursued: (provide a
bulleted list of your key recommendations).”
! If your team identified additional strategic issues that the Client should address in the
near term, present your analysis.
! Also present your analysis of Corporate-level strategy opportunities regarding Vertical
Integration, Diversification, Strategic Alliances, Networks, Acquisitions, and Geographic
Expansion over the next 5 years if not in the scope of work but your team identified
attractive opportunities in any of these areas.
• ADDITIONAL ATTACHMENTS:
! Appendices – All charts, tables, graphs, etc.
! Bibliography & References (can be either in the form of EndNotes so numbered as
appeared in text or alphabetical). I will expect at least five DIFFERENT secondary
sources to be utilized, credited, and cited in your report. DIFFERENT means five various
sources (i.e. all web sites count as only ONE source). Possible sources include Internet,
competitor information, brochures, personal interviews, marketing collateral, periodicals,
newspapers, and books (one or more of each type – often students have a total of 5 or
more sources within each “type” ).
[Acknowledgement: This project was adapted from a course project developed by PSU Professor Brenda Eichelberger
and includes content from Barringer, Bruce R. (2009). Preparing Effective Business Plans: An Entrepreneurial Approach,
Upper Saddle River, NJ: Pearson/Prentice Hall.]
Group Project Work & Handling of Any Group Conflicts
Team members will be collectively responsible for completing each of the Capstone assignments
and the grades earned on the client project will be assigned equally to each group member and
weighted by team evaluations.
BA495-009: Winter 2014
Page 17 of 22
I recommend that each team elect a “Project Manager” (PM) to direct the development of the
various components of the project work, organize team meetings, help lead team discussion and
communicate with the professor & client. The role of PM can be rotated every week, so all team
members can play this role throughout the term.
Don’t be a free rider on the project. You likely have been on teams where someone did not fully
contribute to the project, but expected the same grade as those making a strong contribution.
Therefore, strong contributions to projects, showing a collaborative attitude, regular
attendance both in class and at team meetings are essential for optimal grading. In
situations where someone is consistently not sharing in the responsibilities of the project, or
delivering poor quality and/or late work to the group members, it is essential that others on the
team help the person understand what issues exist and have everyone on the team brainstorm
possible solutions. If I can be of any help in overcoming team-related issues, step 1 is for all of
us to meet and sort things out. Step 2 is a follow on meeting to make sure things are better.
BA495-009: Winter 2014
Page 18 of 22
Appendix 2
Short write-ups: Synthesis of Readings
THIS IS 10% OF YOUR ENTIRE GRADE
UNST goal: Inquiry and Critical Thinking
UNST goal: Communication
The short write-ups are to be prepared for weeks 2-8 & are due by:
• 11:30PM on Tuesdays. Upload to D2L Drop-box folder for week due. Late
submissions will not be accepted.
The short write-ups will be graded as follows:
• Superficial = 1
• Adequate = 3
• Superb = 5
Synthesis of the Readings for the day and Application
In addition to preparing the assignment questions for each class, which can be found below,
please post short responses to the drop-box folder for that week’s assignment in the course’s
Desire2Learn site.
The purpose of these postings is to have you step back and formulate a summary view of the
material and link the course material to current events. PLEASE FOLLOW THIS FORMAT:
(1) First paragraph define the concept(s) from the reading or class discussion IN YOUR
OWN WORDS (do not quote the concept from the book or any source you use).
(2) Next paragraph(s) apply the concept(s) to your client, the readings, or class
discussion(s). Make sure you focus on the strategic implications of how or why the
concept(s) is/are relevant or not relevant to your application.
(3) Next paragraph(s) apply the concept(s) to a current business issue in the news from
the last 6 months. Make sure you focus on the strategic implications of how or why
the concept(s) is/are relevant or not relevant to your application.
(4) Finally, cite the news source for the current business issue.
The purpose of these short write-ups is to allow students to practice applying strategy constructs
to real-world situations. Students should become masterful at relating strategic management
theory, concepts and frameworks to current events while understanding the implications of these
events for business practice.
Instructions for posting the Short write-ups:
(1) Go to the Desire2Learn site for the course
(2) Post in appropriate drop-box folder for the class session
Again, your Short write-up is in addition to your extensive preparation of the assignment
questions for each class, which will form the basis of our class discussion. You do not have to
hand in your analysis of the assignment questions, but please have your Short write-ups and your
answers to the assignment questions ready to discuss both in class.
Additional Information on Student Access to Desire2Learn:
Students registered under the CRN for this course will be automatically added to the
Desire2Learn site. Each student needs an ODIN account to be added to the course. The
students' Desire2Learn ID will be the same as their ODIN username and their password will be
the last four digits of their PSU Student ID number.
BA495-009: Winter 2014
Page 19 of 22
Appendix 3
Reflective Essay
THIS IS 10% OF YOUR ENTIRE GRADE
University Studies Goals as Experienced in the BA495 Business Strategy Capstone
Course
Choose one from the Two Following Options
Requirements for either assignment:
• 3+ pages, 1.5 spacing, 11 pt Arial font
Due:
• upload Week 9 (see Week 9 assignment for exact date/time) to the D2L drop-box folder designated
for the essay.
INTRODUCTION TO THE ASSIGNMENT:
The purpose of the Capstone is to serve as the culminating general education course at PSU
allowing, students to apply academic learning to address a real issue in our community. The
Capstone has four goals: communication, critical thinking, diversity of human experience, and
social and ethical responsibility.
Select from the two Options described below.
OPTION 1: REFLECT ON YOUR COURSE EXPERIENCE RELATED TO ANY OR ALL 4 UNST
GOALS
The University Studies program has four goals that serve as the cornerstones around which each
University Studies class is designed: Inquiry and Critical Thinking, Communication, Appreciation
of Human Diversity and Ethical and Social Responsibility, defined as follows:
1) Inquiry and Critical Thinking: able to: develop and utilize decision criteria for
problem/opportunity identification, utilize appropriate data sources, use analytical tools
and quantitative evaluation techniques, and select and present a solution consistent with
identified decision criteria.
2) Communication: able to communicate clearly for a variety of purposes and to diverse
audiences; written and oral output is marked by lucid and orderly thinking, substantial
depth, fullness and complexity of thought.
3) Appreciation of Human Diversity: “diversity” refers to differences in ethnic, religious,
and cultural perspectives, class, race, gender, age, sexual orientation and ability; able to
view issues from multiple perspectives, to question what is being taught, and to construct
independent meaning and interpretations; demonstrates broad awareness of how the self
(you) appears from the greater perspective of human experience, questions own views in
light of this awareness, and contemplates its implications for life choices in the personal
and public spheres.
4) Ethical and Social Responsibility: creatively and comprehensively articulates
approaches to ethical issues and social responsibility, in a scholarly manner, citing
specific evidence; demonstrates an ability to view multiple sides of these issues, to
question what is being taught, and to construct independent meaning and interpretations.
To help you frame your essay, please consider the following:
• Imagine someone from PSU has selected you to speak to the four University Studies
goals from your own lived experience in this Capstone class. What connections can be
made between your lived experience in this course and those four goals?
You may consider these questions to craft your 3-PLUS page reflective paper addressing how
you enhanced your approach to the four areas:
BA495-009: Winter 2014
Page 20 of 22
• From my own lived experience, how did engaging in the community project for this
course enhance my abilities in the four goal areas?
• How have the structure of this course, the assignments, the tasks of this class, and/or our
class discussions enhanced my ability to analyze community issues from diverse
perspectives?
• How has my work as a team member given me insight into collective problem solving,
communication, and recommendation formulation?
• How does this process of self-reflection enhance my ability to critically think about my
beliefs and attitudes towards the real world issues we addressed in this class?
• How has the production of the inputs into the final project for the client allowed me to
expand and practice my skills in the goal areas?
• How have the readings and in this class furthered my skills in the goal areas? What new
insights and understandings have I gained through the required reading of this course?
As you craft your 3-PLUS pages, remember to write from your own experience with
I/me/my language. It will be important that you generate your observations and experiences with
detail. You can draw on frameworks from prior classes to shape your essay. As you write, ask
yourself how do I claim this to be true? Be sure the content of your essay reflects those claims.
OPTION 2: REFLECT ON YOUR COURSE EXPERIENCE RELATED TO THE UNIVERSITY
STUDIES ETHICAL AND SOCIAL RESPONSIBILITY GOAL
Every year University Studies selects a specific goal to assess in more depth and detail. This
year the Capstone program is creating a portfolio to showcase the ways in which the Capstone
Course provides evidence of students’ capacities to understand, analyze, and appreciate the
Ethical & Social Responsibility Goal in the context of their coursework. Therefore, the purpose of
this assessment is to capture the wide variety of ways that students come to learn about ethical &
social responsibility through direct interactions and indirect service to a variety of populations.
If you select this option, University Studies would like you to consider participating in their
ongoing research of this goal by submitting your essay. It is important to know that:
• Participation is completely voluntary,
• Participation has absolutely no impact on your grade,
• All participant’s names will be kept confidential, and
• If excerpts from your essay are used in publications or presentations, any information that
can identify you or be linked to you will be kept confidential.
Please review the Student Consent Form posted on D2L under the course content folder labeled
University Studies Consent Form. If you agree to select this option, please:
• Download the consent form
• Fill-out the form
• Upload Student Consent Form to D2L Drop-box folder for Consent Form by Tuesday,
May 27, 2014.
Specific Instructions related to Ethical & Social Responsibility Goal Essay
In Capstone courses, students apply the expertise learned in the classroom to address real
issues in the community. Each Capstone course should further students’ sense of social
responsibility and ethical reasoning. Through their community interactions, students
prepare for public lives as citizens, members of communities, and professionals in a
complex society (http://www.aacu.org/value/rubrics/pdf/civicengagement.pdf). The
purpose of this assessment is to capture the wide variety of ways that students come to
learn about social responsibility and ethical reasoning through direct and indirect service
to a variety of communities.
BA495-009: Winter 2014
Page 21 of 22
Prompts To Help You With The Essay:
• Reflect on their personal efficacy to make a difference in lives of others in their
local or global community through direct contact with community members (i.e.
mentoring/tutoring youth, interacting with senior citizens, assisting refugee
resettlement, documenting oral histories) and/or indirect service activities (i.e.
grant writing or creating marketing plans for a non-profit organization).
• Analyze new insights regarding the root causes of social and environmental issues
(such as poverty, homelessness, hunger, or environmental degradation),
developed as a result of working with and/or learning about community issues.
• Examine grassroots efforts to change the structures which create or perpetuate
social and environmental problems.
• Reflect on how their own perspectives have changed or developed in relationship
to the community issues addressed as a result of the Capstone experience.
• Consider the impact of their individual choices on broader societal issues (i.e.
global warming, homelessness, poverty). This may include an examination of a
wide variety of behaviors including everyday decisions, career choices, and
political action.
• Reflect on their role and responsibility as citizens to actively participate with
others towards a public purpose (common good).
• Apply technical skills (marketing, science research, business, graphic design) in
the community in order to address social issues and/or serve the common good.
This may include reflections about scientists as engaged citizens, the importance
of corporations’ responsibility to serve the public good, and/or professional ethics
and responsibility.
• Examine the systemic structures in society that create or perpetuate social
problems.
BA495-009: Winter 2014
Page 22 of 22
Appendix 4
Discussion Contributions
THIS IS 20% OF YOUR ENTIRE GRADE
UNST goal: Inquiry and Critical Thinking
UNST goal: Communication
A central part in developing your inquiry, critical thinking and communication skills will be active
and thoughtful contributions to the class discussion. Your contributions will be critical in refining
your managerial and presentation skills, as well as to your learning and the learning of your
classmates, so everyone is expected to participate in each class session. I usually ask for
volunteers, but I also cold call people throughout the class session.
In evaluating class contributions, I consider both quality and the frequency of contribution, but I
weigh quality more heavily. In assessing quality, I consider the following dimensions:
• Is the student taking risks?
• Is the student creatively trying to experiment with strategic thinking and visioning?
• Does the comment simply repeat facts from the case, or does it provide analysis that
adds to our understanding of the case and its broader implications?
• Does the comment fit well into the flow of the discussion? Is it linked to the comments of
others?
• Does the comment trigger others to enter the analysis?
• Does the comment link the case material effectively to the material from the textbook?
• Does the comment reflect creative thinking, perhaps by tying together multiple viewpoints
or tying back to material covered previously in the course?
• Is the comment presented in a clear, compelling manner or is it confusing, repetitive or
contradictory?
• Is the comment delivered in a respectful, constructive tone?
In making my overall assessment of class participation, the overarching criterion is “How
significantly did this student’s contributions add to the learning of the class as a whole?”
doc_833505483.pdf
Information around duane ireland (2007). entrepreneurship successfully launching new ventures (2nd edition).
Page 1 of 22
Portland State University University Studies Senior Capstone
School of Business Administration BA495 BUSINESS STRATEGY Term: Sp14
Professor: William M. Jones
BA 495: CRN 60284, Section 006, Monday/Wednesday 5:40-8:30
Classroom: SBA 390
Office: SBA 441
Hours: Tuesday/Thurs (noon-5), Monday/Wednesday (10-3), by appointment
Phone: 503-869-6407 Fax: 503-725-5850 Email: [email protected]
Required Reading
• Text: Frank T. Rothaermel, Strategic Management: Concepts. ISBN-
978-0-07-764506-9 (This is the second edition, which has
significant revisions from the first edition. It is available at PSU
Book Store & on-line)
• Cases: You have to purchase a course pack on-line from Harvard
Business Publishing. GO TO THIS LINK TO SIGN-UP &
PURCHASE COURSE PACK (Cost $15.80):https://cb.hbsp.harvard.edu:443/cbmp/access/26403440
o Several additional articles will be posted on the D2L course site to
download (these are free)
• Capstone Student Handbook: Each student is required to review the
Handbook which can be found on-line athttp://www.pdx.edu/sba/capstone
Supplemental Reading (depending on client & Optional)
• Bruce R. Barringer and R. Duane Ireland (2007). Entrepreneurship: Successfully
Launching New Ventures (2nd Edition). Upper Saddle River, N.J.: Prentice Hall.
• Robert Gunn and Chris Durkin (eds.) (2010). Social Entrepreneurship: A Skills Approach.
Bristol, Great Britain: The Policy Press.
• Peri H. Pakroo (2009). Starting & Building a Nonprofit: A Practical Guide. Berkeley, CA:
Nolo.
• in D2L: Merrill Lynch (2000) How to Read a Financial Report Merrill Lynch, Pierce, Fenner
& Smith, Inc., New Brunswick, NJ (Posted on Course D2L)
Course Overview
• Effective strategies lead organizations to stand out—for what they do and how they do it.
One of the primary pillars of Portland State University’s strategy is to develop students
who can apply interdisciplinary learning to real world issues and become leaders of
change. PSU’s University Studies program is one of the ways that the University has
consistently gained international recognition for a distinguished undergraduate
experience.
• The University Studies capstone course contributes to this strategic pillar by seeking to
enhance the lives of PSU seniors through service learning with partners in the
community.
BA495-009: Winter 2014
Page 2 of 22
• The Business Strategy Capstone course is designed to provide an integrative experience
along two dimensions:
o 1) as a culminating experience for the University Studies program at PSU; and
o 2) as a way for business students from different majors to combine their
knowledge and work together to work in the field with an external partner on a
pressing strategic issue.
Course Objectives
In this course, we will rely on business strategy frameworks to thoroughly analyze the client’s
strategic issues and formulate recommendations. The strategy content and the client project
have been selected so our students can experience the key goals of the University Studies
Program.
1. Appreciation of the diversity of the human experience: This means we will focus on
diversity issues that are central to business success: embracing cultural differences,
addressing the needs of varied stakeholders, and working through differences across
team members
2. Engage in effective communication: Throughout your career, effective
communication will be fundamental to your success, so we will practice both written
and oral, and individual and team communication.
3. Hone critical thinking skills: Your client project will require you to thoroughly
understand the client’s problem, analyze pertinent data, and formulate
recommendations. Working with a client will make this process very real and exciting
4. Understand social and ethical responsibilities: Businesses confront profound
social and ethical issues in their pursuit of corporate social responsibility. Both through
case analyses and the client work, you will need to weigh the social, environmental,
and economic implications of your recommendations.
The following course objectives include notations about which University Studies goal(s) are
embedded within that objective:
• To develop the ability to incisively apply and effectively communicate business
concepts in practical application, including:
! Conducting a comprehensive analysis of an organization, its industry,
competitors, and general environment, and develop viable strategic
alternatives. (communication, critical thinking)
! Relating strategic management theory, concepts and frameworks to a partner
organization that will serve as the client during the term. (appreciation of
diversity, critical thinking)
! Applying concepts to current news events. (communication, critical thinking)
• To develop abilities for assessing competitive environments and identifying value-
creating opportunities in the global economy. (appreciation of diversity,
communication, critical thinking, social/ethical responsibility)
• To acquire tools for judging performance, identifying changing industry dynamics,
anticipating competitors’ responses, and leading organizational and strategy evolution
accordingly. (communication, critical thinking)
• To understand the levels of strategy creation spanning business unit-level and
corporate-level decision-making. (communication, critical thinking, social/ethical
responsibility)
• To recognize the viewpoints and influences of a variety of stakeholders during strategy
creation. (appreciation of diversity, critical thinking, social/ethical responsibility)
• To understand how strategy formulation demands simultaneous decision-making along
multiple dimensions involving innovation, functional areas, and external relationships.
(communication, critical thinking)
• To engage in highly interactive analyses, where students push each other to their
analytical limits in a respectful way and are encouraged to take risks, while also
working collaboratively in a team-based setting. (appreciation of diversity,
communication, critical thinking, social/ethical responsibility)
BA495-009: Winter 2014
Page 3 of 22
! To offer consultation services to the businesses that are our community partners in
ways that further both the interests of that community partner and us, as we share and
hone our expertise as business students from various majors (communication, critical
thinking, appreciation of diversity, social/ethical responsibility)
Important Resources:
PSU LIBRARY: Should be your first stop when conducting research:
PSU Library now has a DIY (Do It Yourself) research guidance web-page that can be extremely
useful to your project. Go to this site to begin your research (http://library.pdx.edu/diy/). There
you’ll find easy to use prompts to help you in your research.
DISABILITY RESOURCE CENTER:
Accommodations are collaborative efforts between students, faculty and the Disability Resource
Center (DRC). Students with accommodations approved through the DRC are responsible
for contacting the faculty member in charge of the course prior to or during the first week of the
term to discuss accommodations. Students who believe they are eligible for accommodations but
who have not yet obtained approval through the DRC should contact the DRC immediately at
503-725-4150.
THE WRITING CENTER: 188 Cramer Hall
The Writing Center can help with all varieties of projects including class assignments. The Writing
Center aims to help writers at any stage of the writing process, from brainstorming to the final
draft. Contact TWC:http://www.writingcenter.pdx.edu/index.php#; Phone: 503-725-3570;
Important Notes:
This class will be taught in a dynamic case-method format. Everyone will be expected to attend
every class, contribute to class discussions (I will randomly call on students to comment), and
visit the Client’s operations. Do not search the internet to see “what happened” after the time of
the case, because this could limit your thinking as to possible outcomes.
Laptop use during lecture is prohibited, unless you are using the laptop to take notes. [If that is
the case, please see me for permission. In these circumstances, I’ll ask that you email me your
notes taken for the lecture for the first 4 class sessions.] Exception: on the days where we have
client work, having a laptop within your group is helpful, but not essential.
Cell phones and mobile devices, PDAs etc. should be silenced and put away during class. If you
routinely engage in texting, surfing or other device use during lecture, it sends a strong signal to
the professor about your participation in class and your participation grade will be lowered to
reflect this.
Course Grading:
Client Project:
• 30% Final Client Report with Strategic Recommendations
• 25% Client Presentations: each student will present a minimum of twice [Note:
passion and pictures are essential!]
[5% PESTEL+6 Forces; 5% VRIO+SW; 5% Financials; 10% Final Presentation to Client]
Preparation and Analysis of Readings:
• 10% Weekly short write-ups posted for weeks 2-8 to Desire2Learn (upload to D2L Drop-
box folder Tuesdays by 11:30PM)
• 10% Reflective Essay on the 5 Course Goals in this Capstone.
• 5% Quizzes [Best 2 out of 3; no make-ups]
• 20% Attendance + Discussion Contributions in-class
Please send your instructor an email before class if you have to miss class
Final Grade Adjustment (THIS IS CRITICAL TO YOUR GRADE):
• Final grades will be adjusted based upon the following:
BA495-009: Winter 2014
Page 4 of 22
o Student Peer reviews/assessments: Mid-Term & End-Term assessment forms all
students fill out evaluating the performance of their project teammates (peers).
o Professor’s observations and assessment: focusing on student performance
working with their project teams.
Students who disagree with scores on their individual written work have one week from the score
posting to write a justification for a different score.
[Regarding Attendance + Discussion Contributions:
Grade of A: requires no unexcused absences and makes high quality contributions in every class;
Grade of B: requires no unexcused absences and participates often;
Grade of C: requires no unexcused absences and participates rarely;
Grade of D (or less): has one or more unexcused absence and/or does not participate.]
Readings and Assignments Required:
(bring answers to assignment questions to class for discussion)
(1) Cases and Readings: Course Pack – combination of on-line Harvard Business
Cases (Obtain on-line see information above) & D2L (free)
(2) Frank T. Rothaermel, Strategic Management: Concepts.
Week Topic Case/Readings
WEEK 1
Weekly Assignments
• No written assignment to hand in Week 1.
• Email to me your Client selection form by Friday
1.
March
31
Introduction to course
content, Client
Organization, Course
Goals (SBA & UNST)
Readings: Syllabus and Materials for course project in course
D2L sites
Project Assignment: Read:
(1) 3 clients’ project overviews & Applications (D2L course
site);
(2) in D2L: The Syllabus;
(3) Review D2L Course site
(4) in D2L: Templates: Proposal, SOW, Progress Report, Final
Rpt.
(4) The Capstone Student Handbook:http://www.pdx.edu/sba/sites/www.pdx.edu.sba/files/Handb
ook-%20Student%20Capstone.pdf
(5) Materials on the Business Capstone website:http://www.pdx.edu/sba/capstone
UNST goal: Inquiry and Critical Thinking
UNST goal: Communication
IN CLASS
(1) Bring your questions about the syllabus and client project.
1.
April 2
What is Strategy?
Client: Client speakers: senior managers from 3 client
organizations
• 6-6:45: Mission: Citizen (Michael Field, Stephen
Griffith)
• 6:50-7:35: Colonial Heights Presbyterian Church Pdx
(Linda Stewart-Kalen)
• 7:40-8:25: Smart Traffic Control Cones, LLC
(Herb Jenkins, Craig Howard)
Text: Chapter 1. What Is Strategy and Why Is It Important?
Chapter 2. Strategic Leadership: Managing the Strategy
Process
Readings: in D2L: materials about clients
UNST goal: Inquiry and Critical Thinking
IN CLASS
Work on Client Project
BA495-009: Winter 2014
Page 5 of 22
(1) Prepare questions for the client related to their project overview.
(2) Research all of the clients online (their websites; competitor websites; etc.)
(3) Please take notes on the overview provided by the senior manager from the client. The person
will describe the pressing strategic issue that you will address as part of your business plan and
strategic recommendation deliverable.
Assignment Question tied to textbook reading
(4) If you can find the following information online: analyze the clients’ missions. How do the
strategies followed by the client organizations appear to be influenced by their missions? What
are the primary strengths and weaknesses of the clients’ strategies?
[At end of class, you will specify your preferences regarding the clients. The instructor will assign
you to a client team to assure there is diversity on each team in terms of each business major.]
WEEK 2
Week 2: assignments
• Short write-up #1 is due by 11:30PM Tuesday (upload to D2L folder for that write-
up)
• Email Weekly Project Progress Report to your client Friday (CC Professor)
• Email Proposal to Client & upload to D2L SOW Folder (Saturday, April 12,
11:30PM).
2.
April 7
Introduction to Client’s
Business
Readings:
• in D2L:: Review Client Applications
• Research client & client business on-line
• in D2L:: review Proposal, SOW, Progress Report
Templates
Reading: in D2L: “Groups are Fun and Not Fun.pdf”
UNST goal: Inquiry and Critical Thinking
IN CLASS
Work on Client Project: How to Write a Proposal
(1) Each team will need to develop a proposal (see Proposal Template in D2L) 1-2
paragraph(s) and prepare a bullet point of deliverables that will form the outline for the
final report.
(2) Class will review proposal & SOW templates & discuss preparation
2.
April 9
What is Performance?
Client Assignment: Prior to class the Instructor will email team
assignments to all students.
Text: Chapter 5. Competitive Advantage, Firm Performance,
and Business Models
Cases: Chemalite, Inc., HBS [9-177-078]
Reading: in D2L: (skim it): “The Merrill Lynch Guide to
Understanding Financial Reports 2000”
UNST goal: Critical Thinking
IN CLASS
Work on Client Project:
Each team will develop a summary and list of bullet points (PPt slides or project up your
document if large enough to read). Each team members should talk through the bullet points
that s/he will take the lead on.
Assignment Questions
(1) Which performance metric from Chapter 5 is most appropriate for each client? Why?
(2) Which performance metric do you favor for assessing performance?
(3) With your team, develop Chemalite’s Balance Sheet for its first 6 months. [Note, people might
have different ideas about the appropriate entries. Just form a quick consensus.]
(4) With your team, walk through the transactions of the second 6 months in the Balance Sheet,
Income Statement and Cash Flow statement.
(5) Make sure everyone on the team is comfortable with these financial statements.
WEEK 3
Week 3 Assignments
• Short write-up #2 is due by 11:30PM Tuesday (upload to D2L folder for that write-
up)
• Email Weekly Project Progress Report to your client Friday (CC Professor)
• Email Draft Scope of Work to Client & upload to D2L Folder for Draft SOW
BA495-009: Winter 2014
Page 6 of 22
(Saturday, 11:30PM)
3.
April 14
no class: meet with client this week
Project Assignment: With your team, meet with your client
(preferably at their operations) and walk through financial
statements: 5-year pro forma income statement, balance
sheet and cash flow for last year, and finalize Scope of
Work.
Search data sources to understand key performance metrics
and industry-level data (from competitors; statistics;
customer segment data; etc.) that would influence
outcomes for your client.
UNST goal: Inquiry and Critical Thinking
UNST goal: Communication
Work on Client Project
(1) Create financials for client.
(2) Outline key performance metrics given the scope of work.
(3) Research important trend data that could influence client performance.
(4) Sign final Scope of Work to hand to professor in next class. Post final Scope of Work both to
D2L and email to Client.
3.
April 16
Evaluating
Environmental
Opportunities and
Threats
Text: Chapter 3. External Analysis: Industry Structure,
Competitive Forces, and Strategic Groups;
]
Case: in D2L: Tropical Salvage: From Recession to Expansion,
Portland State University, School of Business
Administration
Reading: in D2L: Bloom and Chatterji, “Scaling Social
Entrepreneurial Impact,” California Management Review, 51:3,
Spring 2009: 114-133
Reading: Porter, M.E., "The Five Competitive Forces that
Shape Strategy," Harvard Business Review, Jan 2008: 2-17
Course goal: Diversity of Human Experience
Course goal: Social and Ethical Responsibility
IN CLASS
Assignment Questions
(1) Analyze the 2 most important PESTEL elements for each client.
(2) Analyze the 5 Forces + Complements for the furniture industry.
(3) How well is Tropical Salvage positioned to survive the primary threats? And take advantage of
opportunities running their own retail stores and offering new product lines? What additional
opportunities might Tropical Salvage pursue?
(4) Which SCALERS element is the most important for Tropical Salvage to scale as a social
enterprise? Why?
WEEK 4
Week 4 Assignments:
• External (PESTEL & 6-Forces) Project Team Presentation to Class/Client, Monday.
o Email PPt slide deck to Client & upload to D2l folder by Tuesday, 11:30PM.
• Short write-up #3 is due by 11:30PM Tuesday (upload to D2L folder for that write-
up)
• Final SOW email to client upload to D2L Final SOW folder, Saturday, 11:30PM.
• Email Weekly Project Progress Report to your client Friday (CC Professor)
4.
April 21
Evaluating Client’s
External Environment
Project: Evaluate PESTEL and the “6” forces that influence the
Client’s industry by drawing on pertinent data. Analyze the
biggest threats and the greatest opportunities. What would
you recommend to the Client regarding its pressing
strategic issue given these forces?
Client Presentation order (client will attend)
• 6-6:45: Mission: Citizen (Michael Field, Stephen
Griffith)
• 6:50-7:35: Colonial Heights Presbyterian Church Pdx
BA495-009: Winter 2014
Page 7 of 22
(Linda Stewart-Kalen)
• 7:40-8:25: Smart Traffic Control Cones, LLC
(Herb Jenkins, Craig Howard)
UNST goal: Inquiry and Critical Thinking
UNST goal: Communication
IN CLASS
Work on Client Project
(1) Each team will prepare their PESTEL and 6 forces analysis in a PPT slide deck, the primary
threats and opportunities, and their recommendation to the Client.
• Note: Focus on the PESTEL and “6” forces that are the MOST pertinent to the client.
• Provide lots of data to back up analysis. Use data at the level of the client. (Include
citations to the data and research.)
(Each team member will present twice; the presentation is graded. All members of the same team get
the same grade unless team members did not participate in the preparation & presentation.)
4.
April 23
Evaluating a Firm’s
Internal Strengths and
Weaknesses
Text: Chapter 4. Internal Analysis: Resources, Capabilities, &
Core Competencies + Chap 6 1-page highlight on Whole
Foods (page 170)
Case: Whole Foods: Balancing Social Mission and Growth,
HBS [9-410-023]
Reading: in D2L: Audio Recordings of interview with John
Mackey (CEO Whole Foods)
UNST goal: Social Responsibility
IN CLASS
Assignment Questions
(1) How has Whole Foods created value for society? What are its primary strengths and
weaknesses? How have their efforts to create social value led to business results?
(2) How has Whole Foods grown while staying true to its social mission? For example, what
organizational strategies, processes, and procedures have enabled them to balance these
seemingly conflicting goals? Which resources and capabilities are VRIO?
(3) In the last few years, would you say that Whole Foods is more about growth or its social
mission? How does their support of practices such as the development of large-scale organic
farms fit with their broader social ideology?
(4) Assess Mackey’s new model of “conscious capitalism.” How does it relate to the Porter and
Kramer reading?
(5) What changes, if any, should Mackey make to Whole Foods’s strategy going forward?
WEEK 5
Week 5 Assignments:
• Internal (SWOT & VRIO) Project Team Presentation to Class/Client, Monday
o After Presentation email PPt slide deck to Client; upload to D2l folder, by
Tuesday, 11:30PM.
• Short write-up #4 is due by 11:30PM Tuesday (upload to D2L folder for that write-
up)
• Email Weekly Project Progress Report to your client Friday (CC Professor)
BA495-009: Winter 2014
Page 8 of 22
5.
April 28
Evaluating Client’s
Internal Environment
(SWOT & VRIO)
Project: In the context of the Client’s pressing strategic issue,
evaluate the Client’s relative to 1 competitor (each team for
a particular client should choose a difference competitor).
What would your team recommend to the Client regarding
the capabilities it needs to acquire?
Focus on:
1) the VRIO capabilities and related Core Competencies,
2) the resultant SWOT matrix, and
3) the key recommendations from this matrix;
4) additionally: what would your team recommend to the Client
regarding the capabilities it needs to acquire?
Client Presentation order (client will attend)
• 6-6:45: Mission: Citizen (Michael Field, Stephen
Griffith)
• 6:50-7:35: Colonial Heights Presbyterian Church Pdx
(Linda Stewart-Kalen)
• 7:40-8:25: Smart Traffic Control Cones, LLC
(Herb Jenkins, Craig Howard)
[NOTE: in a future class, you will be asked to calculate how
your recommendations will affect the Client’s financials.
Therefore, it is recommended to sketch these effects out as
your complete your work scope.]
Each team member should download and study the sample
Final Report and financials from Desire2Learn if they have
not done so already.
UNST goal: Inquiry and Critical Thinking
IN CLASS
Work on Client Project
With team create a PPT slide deck:
(1) Identify the 5 key resources that would lead to capabilities and ultimately core competencies?
Analyze by using the VRIO framework.
(2) Assess how these core competencies will lead to competitive advantage for your client by doing
a SWOT matrix that leads to strategic recommendations.
(3) Assess your client’s SWOT matrix relative to 1 competitor. How should you refine your
recommendations based on the SWOT matrix given this assessment?
(4) Provide specifics in terms of how the client will implement your recommendations (provide
screen shots, etc., as examples).
(Each team member will present twice; the presentation is graded. All members of the same team get
the same grade unless team members did not participate in the preparation & presentation.)
Note, for the financials due the next client work session, make sure everyone on your team
understands the Breakeven, Profit and Loss, and pro forma Income statement from the sample
Business Plan. Using the Client’s data, start work on the Profit and Loss and Income
statements.
5.
April 30
Business-level Strategy
Text: Chapter 6. Business Strategy: Differentiation, Cost
Leadership, and Integration
Reading: in D2L Lack of peripheral vision – How Starbucks
failed in
Israel, African Journal of Marketing Management
BA495-009: Winter 2014
Page 9 of 22
UNST goal: Critical Thinking
UNST goal: Diversity of Human Experience
IN CLASS
Assignment Questions
(1) Do an external analysis and an internal analysis: what was the rationale for Starbucks entering
Israel?
(2) What were the fatal flaws in Starbucks’s strategy in Israel? Include using the global strategy
framework in Chapter 10 to depict their entry strategy vs. what strategy you would have advised
them to use.
(3) Consider your client’s business-level strategy. What are the greatest flaws?
WEEK 6
Week 6 Assignments:
• Short write-up #5 is due by 11:30PM Tuesday (upload to D2L folder for that write-
up)
• Email Weekly Project Progress Report to your client Friday (CC Professor)
6.
May 5
• Cross-Cultural
Diversity
• Diversity in Teams
and
Communication
Text: Chapter 10. Global Strategy: Competing Around the
World *ONLY* section 10.3 the CAGE Distance Framework &
Hofstede’s Cultural Dimensions (pages 318-322)
In-class simulation: Exercise
IN CLASS
6.
May 7
Business Strategy:
Strategic
Entrepreneurship
Text: Chapter 7. Business Strategy: Innovation &
Entrepreneurship
UNST goal: Inquiry and Critical Thinking
UNST goal: Communication
IN CLASS
Assignment Questions
(1) Pick a framework in Chapter 7 to illustrate the most pressing threat and greatest opportunity for
your client. How does this influence your recommendations?
WEEK 7
Week 7 Assignments:
• Financials Project Team Presentation to Class, Monday
o After Presentation email PPt slide deck to Client; upload to D2l folder, by
Tuesday, 11:30PM.
• Short write-up #6 is due by 11:30PM Tuesday (upload to D2L folder for that write-
up)
• Email Weekly Project Progress Report to your client Friday (CC Professor)
7.
May 12
Evaluating Client’s
Financial Position
Project: With your team, complete the list of start-up costs (if
applicable), Balance Sheet, Cash Flow, and pro-forma
Income Statement for the next 5 years, as well as the
Breakeven analysis, using the Client’s data.
Client Presentation order (client will attend)
• 6-6:45: Mission: Citizen (Michael Field, Stephen
Griffith)
• 6:50-7:35: Colonial Heights Presbyterian Church Pdx
(Linda Stewart-Kalen)
• 7:40-8:25: Smart Traffic Control Cones, LLC
(Herb Jenkins, Craig Howard)
UNST goal: Inquiry and Critical Thinking
BA495-009: Winter 2014
Page 10 of 22
UNST goal: Communication
IN CLASS
Work on Client Project
(1) Be prepared to present your client’s start-up costs (as applicable), and financial statements.
Note, that it is recommended that you create monthly entries for the first year in the income
statement and cash flow statement, and then annual entries for the subsequent 4 years. Create a
PPT slide deck.
(2) How do your emerging recommendations play out in the financials?
(Each team member will present twice; the presentation is graded. All members of the same team get
the same grade unless team members did not participate in the preparation & presentation.)
7.
May 14
Corporate Strategy:
Alliances
Text: Chapter 8. Corporate Strategy: Vertical Integration and
Diversification
Chapter 9. Corporate Strategy: Mergers & Acquisitions,
Strategic Alliances (Focus on Strategic Alliances
section of chapter)
Case: In D2L: Better World Books: Social Entrepreneurship
and the Triple Bottom Line, Georgia Tech
Course Goal: Ethics and Social Responsibility
IN CLASS
Assignment Questions
(1) What do you think about the Mission statement of Better World Books (BWB)?
(2) What is their Business Model? Is it ethical?
(3) Search the Internet for information on a B-corp and measuring the Triple Bottom Line: is BWB
fulfilling these goals?
(4) What are the creative ways that BWB manages its value chain?
(5) Lay out the incentives for contributions. Are these win-win relationships?
(6) What role have strategic alliances played in the success of BWB?
(7) What strategic alliances or other relationships across company boundaries would you
recommend to BWB in order to: 1) ensure growth; 2) set up a migration path for BWB’s
business model given the threats it faces?
(8) Stepping back, please synthesize this case and if you were the CEO, which part of your current
strategy would you concentrate on? Which part would you change given the major threats (and
opportunities) that exist?
WEEK 8
Week 8 Assignments:
• EXTRA CREDIT: Last Short write-up #7 is due by 11:30PM Tuesday (upload to D2L
folder for that write-up)
• Email Weekly Project Progress Report to client end-of-week, Friday, (CC Professor)
8.
May 19
NO CLASS (FIELD
DAY)
Client’s Ecosystem and
remaining issues
FIELD DAY: no class: meet with client this week
Project: Visit Client’s operations or someone in Client’s
ecosystem and talk with Client about remaining issues.
UNST goal: Inquiry and Critical Thinking
UNST goal: Communication
8.
May 21
Corporate Strategy:
Alliances
Text: Chapter 10. Global Strategy: Competing Around the
World (Focus on pp.322-327 and understand Exhibits 10.5 &
10.6)
Case: Grupo Bimbo, HBS [9-707-521]
Course Goal: Diversity of Human Experience: Cross-Cultural Differences
Assignment Questions
BA495-009: Winter 2014
Page 11 of 22
(1) Bring your laptop if you have one with your PPT slides for the below loaded, or save your PPT
to Google Drive so you can easily access it.
(2) Assume you are a country manager for Grupo Bimbo and you are presenting your strategic
recommendations to the Board of Directors. Choose to represent Grupo Bimbo’s operations in
either the U.S., Brazil or China.
(3) Create 1 PPT slide with your primary recommendations for sustained competitive advantage for
your country’s operations.
(4) Create 1 PPT slide with the data/analysis from the case that backs up each recommendation.
Consider our main frameworks of: PESTEL, 6-Forces, VRIO capabilities, SWOT, business-level and
corporate-level strategy in guiding your analysis.
(9)
WEEK 9
Week 9 Assignments:
• UNST Reflection Essay assignment upload to D2L Tuesday, 11:30 PM
• Email Weekly Project Progress Report to client Friday (CC professor). This is the
last progress report you will submit to client
• Draft Final Rpt: email to client by Saturday, 11:30PM; upload draft to D2L Draft Rpt
Folder
9.
May 26
Memorial Day Holiday
NO CLASS
9.
May 28
Work on Final Report
Draft
Project: Each team will meet with professor and walk through
final report, final presentation, and any remaining issues.
UNST goal: Critical Thinking, Communication
WEEK 10
Week 10 Assignments:
• Final Presentation PPt: email slide deck to Client no later than Tuesday, 11:30PM;
upload to D2L Tuesday, 11:30PM
10.
June 2
UNST goal: Inquiry and
Critical Thinking
UNST goal:
Communication
Dry Run of Final Presentation
10.
June 4
UNST goal: Inquiry and
Critical Thinking
UNST goal:
Communication
--Presentation to Client (business attire)
--Final Presentation Slides prior to presentation submit to
client (email & bring 1 hardcopy to presentation). For
instructor upload PPt slides to appropriate D2L folder.
Client Presentation order (client will attend)
• 6-6:45: Mission: Citizen (Michael Field, Stephen
Griffith)
• 6:50-7:35: Colonial Heights Presbyterian Church Pdx
(Linda Stewart-Kalen)
• 7:40-8:25: Smart Traffic Control Cones, LLC
(Herb Jenkins, Craig Howard)
WEEK 11 – EXAM WEEK
Week 11 Assignments:
• FINAL REPORT with Appendices: Ideally deliver to client day of Final Presentation.
If need more time, Final Report must be submitted to Client & Instructor no later
than Wednesday, June 11 (post Final Report & all appendices to D2L folder and email
to Client’s email address)
BA495-009: Winter 2014
Page 12 of 22
11.
June 9-
13
(TBD)
IF NEEDED:
UNST goal: Inquiry and
Critical Thinking
UNST goal:
Communication
--Presentation to Client (business attire)
--Final Presentation Slides prior to presentation submit to
client (email & bring 1 hardcopy to presentation). For
instructor upload PPt slides to appropriate D2L folder.
--Final Report submitted to Client & Instructor no later than
Wednesday, June 12 for All Teams
(post Final Project and Presentation to D2L folder and email to
Client’s email address)
Admittance to this course: If you miss class sessions 1 and 2, you cannot take this course.
Academic Honesty: Students will uphold the honor code in all work associated to this course. All
work must be original and non-original work should be appropriately referenced. Copying
material from the internet or any other source without proper citation is considered plagiarism and
cheating and will receive a failing grade. For more information regarding PSU’s policies on
behavior and academic honesty, please see:http://www.pdx.edu/dos/psu-student-code-conduct
For your information:
The SBA provides academic advisors as well as career and internship advisors to assist students
in making the most of their collegiate experience. Academic advisors are trained to provide
counsel in a wide range of issues. From selecting a business major to evaluating transferred
transcripts, academic advisors are here to help students with all of their degree related questions.
The following is a brief summary of the type of issues with which academic advisors can offer
assistance
DARS reports / SBA admissions requirements / Major selection and requirements /
Transcript evaluation / Course overrides / Transfer credit petitions / Career planning /
Portland State rules and policies
In addition to academic advising, the SBA provides career and internship advisors to assist
students in landing a job upon graduation or a summer internship while students are still in pursuit
of their degree. Career and internship advisors can also provide resume and interview guidance.
All SBA advisors are available by appointment, which must be scheduled in advance. Drop-in
hours are available as well. Drop-in hours are held regularly throughout the week and are
designed to help answer routine or simple questions. For more information about SBA advising
and drop-in hours please visit the School of Business website athttp://www.pdx.edu/sba/ and
click on student resources.
BA495-009: Winter 2014
Page 13 of 22
Appendix 1
Client Project: Business Plan and Strategic Recommendation Products
THIS IS 30% OF YOUR ENTIRE GRADE
Working with an interdisciplinary team, you will develop a business plan (OR RELATED
DELIVERABLE) for the external Client around a pressing strategic issue identified by the Client.
After the second-class session, you will be assigned a team with members who represent a
cross-section of the business majors.
The team will produce a written report and a final presentation that make clear recommendations
depending on the Client’s scope of work.
Client Project Deliverables (mandatory):
During the term the project team will prepare several products (or deliverables) for the client
based upon a written & approved scope of work. At a minimum the mandatory products will
include the following:
• Proposal (see example Proposal template in D2L template folder): short (1-2 pages)
proposal on what team proposes to do for project based upon what client wants and term
length. This will be done before the scope of work will be developed.
• Draft proposal will be sent to Client for review & comment
• Team will revise according to comments.
• Scope of work (SOW) (see example SOW template in D2L template folder): this is a
detailed outline of the tasks the project team will undertake based upon the proposal.
SOW is a recipe for the work & includes a numbered list & description of all the tasks,
any deliverables from the task & the schedule that the deliverable will be sent to the
client.
• Final Report (see example report & example report template in D2L Templates folder):
body of the final written report should be approximately 20-25 pages (it can be longer if
you think necessary). The body of the report does not include, executive summary,
Table of Contents, references, or appendices. Reports should be typed and organized
using subheadings for easy reference. Text not including headings and labels should be
11 point font, single spaced with sub headings
• Make sure to cite all data and sources for quotes, chart data, etc. Follow the
convention of: (Last name of source, date) in the text and use citation examples
in BA495 library resource page for full citations in endnotes.
• Draft of the final report must be sent to the client for review & comment before
finalizing the final report (assume 1 week for client review)
• Completed final report to be submitted to client electronically
• Final presentation (see example PPt master slide template in D2L template folder): PPt
slides and handouts to be prepared, each team member should present for
approximately 4 minutes.
• Weekly Progress reports (see progress report template in D2L template folder): these will
be emailed weekly (it should always be the same day) to the client beginning Week 2
after teams are created and ending Week 10.
Client Interim Project Deliverables (potential):
It is very likely that you will also have “interim deliverables” the team submits to the client. What
they are will be based upon the specific work outlined in the SOW. The advantage of an interim
project deliverable is you can use that information in the final report (see below). Potential “interim
deliverables” could include the following:
• Technical Memoranda or TM (see TM Template in D2L template folder): actual content of
the TM will depend on the SOW. Some examples may be technical memoranda on
competitor’s analyses, SWOT, PESTEL, market demand, financial forecasts, ROI, market
plan, supply chain & logistics, etc. You will not have to finalize the TMs. They are for your
BA495-009: Winter 2014
Page 14 of 22
client to comment on. Client comments should be incorporated into your final report.
• Excel Spreadsheet Analysis (See several examples of different excel templates): actual
content of spreadsheet will depend on the SOW. Financial information may include
spreadsheet analyses such as financial forecasts, accounting, revenue forecasts,
balance sheet, ROI, etc. You will not have to finalize the spreadsheet analysis. They are
for your client to comment on. Client comments should be incorporated into your final
report.
• Interim Presentations: Interim Presentations (PPt slides) may include financials, SWOT,
PESTEL, Competitor’s analysis, etc. Any PPt slides are simply for your client’s record
and are not for client comment.
Deliverable Deadlines (mandatory & potential):
• Proposal (mandatory): to be submitted to client & instructor end of week 2
• SOW (mandatory):
• Draft SOW to be submitted to client & instructor end week 3 for
review/comment
• Final SOW to be submitted to client & instructor end week 4
• Final PowerPoint presentation (mandatory): needs to be posted to D2L before the
presentation to the client. Bring 1 hard copy for the client.
• Final Report (mandatory):
• Draft Final Report: email digital copy to client no later than Week 9 (see
assignment section for exact date) for review. Allow a week for
review/comment. Finalize report based on client comments.
• Final Report: Ideally submit to client day of presentation (email to client &
bring 1 hard copy to client on day of Presentation, Week 10). If unable to
submit final report day of final presentation, email to client and upload to D2L
folder for instructor no later than Week 11 (see assignment section for exact
date).
• Weekly Progress Reports (mandatory): email to client & post on D2L for Instructor on the
same day weeks 2-10
• Technical Memoranda (potential): delivery date(s) to client & instructor will depend on the
schedule in the SOW. TMs to email to client & upload to D2L for instructor.
• Spreadsheet Analysis (potential): delivery date(s) to client & instructor will depend on the
schedule in the SOW. Spreadsheets to email to client & upload to D2L for instructor.
• Interim Presentations (mandatory): Presentation Topics (PESTEL, VIRO, Financials) &
dates have been identified & scheduled, but actual topic & schedule will depend on
project SOW. All presentation PPt slides will be emailed to client & uploaded to D2L for
instructor PRIOR TO PRESENTATION DATE. 1 hard copy of PPt slides will be handed
to client at Presentation.
Typical Business Plan Elements
Typical elements of a Business Plan are as follows. (NOTE THAT YOUR FINAL REPORT MAY
HAVE VERY DIFFERENT ELEMENTS DEPENDING ON THE CLIENT’S SCOPE OF WORK.)
See example previous BA495 final report and template is in the D2L Templates folder.
I. INTRODUCTION:
• Cover Page – The cover page should clearly state all members of your group alphabetically,
the client’s organization, and the date. Please do not go to the time and expense of “fancy”
binding and coverings, the report needs to be stapled in the upper left-hand corner with the
cover page on top.
• Table of Contents – lists all major sections (headings & sub-headings) of the report by page
number. List Appendices by Name in order of inclusion & can be either numbered or use
alphanumeric (A,B,C…Z). They can include your Interim deliverables (the Technical
memoranda, financial analysis, surveys, etc.) or other research you have completed.
• Table of Tables: – not needed unless you have many tables, then list tables included in the
BA495-009: Winter 2014
Page 15 of 22
body of the report by page number.
• Table of Figures: – not needed unless you have many figures & graphs, then list figures &
graphs included in the body of the report by page number.
• Executive Summary – Provide brief summaries of each area covered in the body of your
plan with the primary recommendations (try to keep to one page). The purpose is to provide a
quick overview for easy reference and to create interest and “excitement” for the reader to
continue into the specifics of the report. The executive summary should be written after the
body of the report is completed. Each paragraph is similar to a “journal abstract” and
should be an informative summary of the critical recommendations of each section.
• State the overall key strategy problem or issue/opportunity that the client is facing.
• One-paragraph summaries of each area covered in the body of your plan with the
primary recommendations: Company Description, Management, Marketing, Financial,
and Strategic (try not to be longer than a single page).
• Lastly, you state your overall recommendation for the client and that the rest of the
analysis serves to support this recommendation.
II. BODY: (* below means: include if appropriate and create a chart in an appendix in addition to
the FULL narrative)
The actual content of the Final Report will depend on your SOW. The purpose of the final
report is to integrate the work you did during the term into a consistent, rational, and
understandable document whose logic justifies the recommendations you identify. The reader
may not agree with your recommendations but by reading the final report they will understand
how you came to those recommendations. You do this by drawing on the research, analysis, and
findings you conducted over the term and the interim deliverables you submitted to the client.
Below are some guidelines for content.
• Overview of client’s primary issues addressed in the report. Also include a brief history
of the client’s organization. You can use the materials from your Proposal, which becomes
the first two sections of the SOW.
• Company Description and Management Plan:
! Vision, Mission, Strategy [this information may be in your Proposal & SOW]
! Organizational Structure *
! Human Resources (Wages and Benefits)*
! Production Process* (PERT-program evaluation and review technique-diagram of
process or schedule that is repetitious for the Client’s organization – example: restaurant
– daily schedule, remodeler – job schedule, financial planner – client meeting etc.)
! Facility Layout* (if you are suggesting a change to their current operations)
• Industry Analysis and Market Feasibility: Based on the External and Internal
presentations in class.
! Target Markets Focusing on Client’s Strategic Issue (RESEARCH – should have 5 –10
“cited” sources)
o Primary issues in External Environment and resultant Threats and Opportunities
(only include dimensions from PESTEL and 5 Forces + Complements that are
pertinent)
o Go beyond static analysis. If there are cycles in the industry or key events that
affected some competitors more than others, note these.
! Business-level Strategy
o Industry size, projected growth, possible sales growth
o Industry structure and pertinent strategic group for client
! Competitor Analysis
o Analyze top competitors relative to client (include: how does the client’s SWOT
compare with their top competitor)
o Primary issues from Internal Analysis (which resources/capabilities does the
client has/needs that would provide truly VRIO and lead to strengths for
sustained competitive advantage)
BA495-009: Winter 2014
Page 16 of 22
• Marketing, Operations, and Sales Plan
! Product/Service Characteristics (description) & Pricing Strategy
o Status of product/service
o Primary risks in market entry and expansion
! Promotional Plan (Promotional mix and budget)
o Market segmentation and buyer behavior
o Marketing collateral: website content, brochures, etc.
! Operations
o Procedures, location, facilities, equipment
! Distribution
• Financial Plan: Based on Financial Analyses presented in class. Possible helpful resources:http://www.score.org/resources/business-plans-financial-statements-template-gallery
**create a chart where the key elements and projections are explained in the text.
! Feasibility: How much money does the Client need and how do you propose to get it?
Overall how will this client be successful and why (last part of this section written –
include breakeven and costs)
! Projection of anticipated costs at start up** (research – cite your sources: e.g.,
costco.com and catalogues)
! Pro Forma Income Statement, Balance Sheet, Cash Flow for first 5 years, with monthly
income statement and cash flow broken out in first year**
! Break even projections** (refer to text and www.JavaCalc.com)
! Scenario(s).
• Conclusion:
! Strategic Recommendations – What should the client do and why regarding its pressing
strategic issues?
o Short term (one year or less), intermediate (2 - 5 year) and long range (5+ year)
goals. These are GOALS – Small, Achievable, Measurable and Specific.
o Conclude along the lines of: “Considering the alternatives presented in this report,
the consulting team recommends the following strategies be pursued: (provide a
bulleted list of your key recommendations).”
! If your team identified additional strategic issues that the Client should address in the
near term, present your analysis.
! Also present your analysis of Corporate-level strategy opportunities regarding Vertical
Integration, Diversification, Strategic Alliances, Networks, Acquisitions, and Geographic
Expansion over the next 5 years if not in the scope of work but your team identified
attractive opportunities in any of these areas.
• ADDITIONAL ATTACHMENTS:
! Appendices – All charts, tables, graphs, etc.
! Bibliography & References (can be either in the form of EndNotes so numbered as
appeared in text or alphabetical). I will expect at least five DIFFERENT secondary
sources to be utilized, credited, and cited in your report. DIFFERENT means five various
sources (i.e. all web sites count as only ONE source). Possible sources include Internet,
competitor information, brochures, personal interviews, marketing collateral, periodicals,
newspapers, and books (one or more of each type – often students have a total of 5 or
more sources within each “type” ).
[Acknowledgement: This project was adapted from a course project developed by PSU Professor Brenda Eichelberger
and includes content from Barringer, Bruce R. (2009). Preparing Effective Business Plans: An Entrepreneurial Approach,
Upper Saddle River, NJ: Pearson/Prentice Hall.]
Group Project Work & Handling of Any Group Conflicts
Team members will be collectively responsible for completing each of the Capstone assignments
and the grades earned on the client project will be assigned equally to each group member and
weighted by team evaluations.
BA495-009: Winter 2014
Page 17 of 22
I recommend that each team elect a “Project Manager” (PM) to direct the development of the
various components of the project work, organize team meetings, help lead team discussion and
communicate with the professor & client. The role of PM can be rotated every week, so all team
members can play this role throughout the term.
Don’t be a free rider on the project. You likely have been on teams where someone did not fully
contribute to the project, but expected the same grade as those making a strong contribution.
Therefore, strong contributions to projects, showing a collaborative attitude, regular
attendance both in class and at team meetings are essential for optimal grading. In
situations where someone is consistently not sharing in the responsibilities of the project, or
delivering poor quality and/or late work to the group members, it is essential that others on the
team help the person understand what issues exist and have everyone on the team brainstorm
possible solutions. If I can be of any help in overcoming team-related issues, step 1 is for all of
us to meet and sort things out. Step 2 is a follow on meeting to make sure things are better.
BA495-009: Winter 2014
Page 18 of 22
Appendix 2
Short write-ups: Synthesis of Readings
THIS IS 10% OF YOUR ENTIRE GRADE
UNST goal: Inquiry and Critical Thinking
UNST goal: Communication
The short write-ups are to be prepared for weeks 2-8 & are due by:
• 11:30PM on Tuesdays. Upload to D2L Drop-box folder for week due. Late
submissions will not be accepted.
The short write-ups will be graded as follows:
• Superficial = 1
• Adequate = 3
• Superb = 5
Synthesis of the Readings for the day and Application
In addition to preparing the assignment questions for each class, which can be found below,
please post short responses to the drop-box folder for that week’s assignment in the course’s
Desire2Learn site.
The purpose of these postings is to have you step back and formulate a summary view of the
material and link the course material to current events. PLEASE FOLLOW THIS FORMAT:
(1) First paragraph define the concept(s) from the reading or class discussion IN YOUR
OWN WORDS (do not quote the concept from the book or any source you use).
(2) Next paragraph(s) apply the concept(s) to your client, the readings, or class
discussion(s). Make sure you focus on the strategic implications of how or why the
concept(s) is/are relevant or not relevant to your application.
(3) Next paragraph(s) apply the concept(s) to a current business issue in the news from
the last 6 months. Make sure you focus on the strategic implications of how or why
the concept(s) is/are relevant or not relevant to your application.
(4) Finally, cite the news source for the current business issue.
The purpose of these short write-ups is to allow students to practice applying strategy constructs
to real-world situations. Students should become masterful at relating strategic management
theory, concepts and frameworks to current events while understanding the implications of these
events for business practice.
Instructions for posting the Short write-ups:
(1) Go to the Desire2Learn site for the course
(2) Post in appropriate drop-box folder for the class session
Again, your Short write-up is in addition to your extensive preparation of the assignment
questions for each class, which will form the basis of our class discussion. You do not have to
hand in your analysis of the assignment questions, but please have your Short write-ups and your
answers to the assignment questions ready to discuss both in class.
Additional Information on Student Access to Desire2Learn:
Students registered under the CRN for this course will be automatically added to the
Desire2Learn site. Each student needs an ODIN account to be added to the course. The
students' Desire2Learn ID will be the same as their ODIN username and their password will be
the last four digits of their PSU Student ID number.
BA495-009: Winter 2014
Page 19 of 22
Appendix 3
Reflective Essay
THIS IS 10% OF YOUR ENTIRE GRADE
University Studies Goals as Experienced in the BA495 Business Strategy Capstone
Course
Choose one from the Two Following Options
Requirements for either assignment:
• 3+ pages, 1.5 spacing, 11 pt Arial font
Due:
• upload Week 9 (see Week 9 assignment for exact date/time) to the D2L drop-box folder designated
for the essay.
INTRODUCTION TO THE ASSIGNMENT:
The purpose of the Capstone is to serve as the culminating general education course at PSU
allowing, students to apply academic learning to address a real issue in our community. The
Capstone has four goals: communication, critical thinking, diversity of human experience, and
social and ethical responsibility.
Select from the two Options described below.
OPTION 1: REFLECT ON YOUR COURSE EXPERIENCE RELATED TO ANY OR ALL 4 UNST
GOALS
The University Studies program has four goals that serve as the cornerstones around which each
University Studies class is designed: Inquiry and Critical Thinking, Communication, Appreciation
of Human Diversity and Ethical and Social Responsibility, defined as follows:
1) Inquiry and Critical Thinking: able to: develop and utilize decision criteria for
problem/opportunity identification, utilize appropriate data sources, use analytical tools
and quantitative evaluation techniques, and select and present a solution consistent with
identified decision criteria.
2) Communication: able to communicate clearly for a variety of purposes and to diverse
audiences; written and oral output is marked by lucid and orderly thinking, substantial
depth, fullness and complexity of thought.
3) Appreciation of Human Diversity: “diversity” refers to differences in ethnic, religious,
and cultural perspectives, class, race, gender, age, sexual orientation and ability; able to
view issues from multiple perspectives, to question what is being taught, and to construct
independent meaning and interpretations; demonstrates broad awareness of how the self
(you) appears from the greater perspective of human experience, questions own views in
light of this awareness, and contemplates its implications for life choices in the personal
and public spheres.
4) Ethical and Social Responsibility: creatively and comprehensively articulates
approaches to ethical issues and social responsibility, in a scholarly manner, citing
specific evidence; demonstrates an ability to view multiple sides of these issues, to
question what is being taught, and to construct independent meaning and interpretations.
To help you frame your essay, please consider the following:
• Imagine someone from PSU has selected you to speak to the four University Studies
goals from your own lived experience in this Capstone class. What connections can be
made between your lived experience in this course and those four goals?
You may consider these questions to craft your 3-PLUS page reflective paper addressing how
you enhanced your approach to the four areas:
BA495-009: Winter 2014
Page 20 of 22
• From my own lived experience, how did engaging in the community project for this
course enhance my abilities in the four goal areas?
• How have the structure of this course, the assignments, the tasks of this class, and/or our
class discussions enhanced my ability to analyze community issues from diverse
perspectives?
• How has my work as a team member given me insight into collective problem solving,
communication, and recommendation formulation?
• How does this process of self-reflection enhance my ability to critically think about my
beliefs and attitudes towards the real world issues we addressed in this class?
• How has the production of the inputs into the final project for the client allowed me to
expand and practice my skills in the goal areas?
• How have the readings and in this class furthered my skills in the goal areas? What new
insights and understandings have I gained through the required reading of this course?
As you craft your 3-PLUS pages, remember to write from your own experience with
I/me/my language. It will be important that you generate your observations and experiences with
detail. You can draw on frameworks from prior classes to shape your essay. As you write, ask
yourself how do I claim this to be true? Be sure the content of your essay reflects those claims.
OPTION 2: REFLECT ON YOUR COURSE EXPERIENCE RELATED TO THE UNIVERSITY
STUDIES ETHICAL AND SOCIAL RESPONSIBILITY GOAL
Every year University Studies selects a specific goal to assess in more depth and detail. This
year the Capstone program is creating a portfolio to showcase the ways in which the Capstone
Course provides evidence of students’ capacities to understand, analyze, and appreciate the
Ethical & Social Responsibility Goal in the context of their coursework. Therefore, the purpose of
this assessment is to capture the wide variety of ways that students come to learn about ethical &
social responsibility through direct interactions and indirect service to a variety of populations.
If you select this option, University Studies would like you to consider participating in their
ongoing research of this goal by submitting your essay. It is important to know that:
• Participation is completely voluntary,
• Participation has absolutely no impact on your grade,
• All participant’s names will be kept confidential, and
• If excerpts from your essay are used in publications or presentations, any information that
can identify you or be linked to you will be kept confidential.
Please review the Student Consent Form posted on D2L under the course content folder labeled
University Studies Consent Form. If you agree to select this option, please:
• Download the consent form
• Fill-out the form
• Upload Student Consent Form to D2L Drop-box folder for Consent Form by Tuesday,
May 27, 2014.
Specific Instructions related to Ethical & Social Responsibility Goal Essay
In Capstone courses, students apply the expertise learned in the classroom to address real
issues in the community. Each Capstone course should further students’ sense of social
responsibility and ethical reasoning. Through their community interactions, students
prepare for public lives as citizens, members of communities, and professionals in a
complex society (http://www.aacu.org/value/rubrics/pdf/civicengagement.pdf). The
purpose of this assessment is to capture the wide variety of ways that students come to
learn about social responsibility and ethical reasoning through direct and indirect service
to a variety of communities.
BA495-009: Winter 2014
Page 21 of 22
Prompts To Help You With The Essay:
• Reflect on their personal efficacy to make a difference in lives of others in their
local or global community through direct contact with community members (i.e.
mentoring/tutoring youth, interacting with senior citizens, assisting refugee
resettlement, documenting oral histories) and/or indirect service activities (i.e.
grant writing or creating marketing plans for a non-profit organization).
• Analyze new insights regarding the root causes of social and environmental issues
(such as poverty, homelessness, hunger, or environmental degradation),
developed as a result of working with and/or learning about community issues.
• Examine grassroots efforts to change the structures which create or perpetuate
social and environmental problems.
• Reflect on how their own perspectives have changed or developed in relationship
to the community issues addressed as a result of the Capstone experience.
• Consider the impact of their individual choices on broader societal issues (i.e.
global warming, homelessness, poverty). This may include an examination of a
wide variety of behaviors including everyday decisions, career choices, and
political action.
• Reflect on their role and responsibility as citizens to actively participate with
others towards a public purpose (common good).
• Apply technical skills (marketing, science research, business, graphic design) in
the community in order to address social issues and/or serve the common good.
This may include reflections about scientists as engaged citizens, the importance
of corporations’ responsibility to serve the public good, and/or professional ethics
and responsibility.
• Examine the systemic structures in society that create or perpetuate social
problems.
BA495-009: Winter 2014
Page 22 of 22
Appendix 4
Discussion Contributions
THIS IS 20% OF YOUR ENTIRE GRADE
UNST goal: Inquiry and Critical Thinking
UNST goal: Communication
A central part in developing your inquiry, critical thinking and communication skills will be active
and thoughtful contributions to the class discussion. Your contributions will be critical in refining
your managerial and presentation skills, as well as to your learning and the learning of your
classmates, so everyone is expected to participate in each class session. I usually ask for
volunteers, but I also cold call people throughout the class session.
In evaluating class contributions, I consider both quality and the frequency of contribution, but I
weigh quality more heavily. In assessing quality, I consider the following dimensions:
• Is the student taking risks?
• Is the student creatively trying to experiment with strategic thinking and visioning?
• Does the comment simply repeat facts from the case, or does it provide analysis that
adds to our understanding of the case and its broader implications?
• Does the comment fit well into the flow of the discussion? Is it linked to the comments of
others?
• Does the comment trigger others to enter the analysis?
• Does the comment link the case material effectively to the material from the textbook?
• Does the comment reflect creative thinking, perhaps by tying together multiple viewpoints
or tying back to material covered previously in the course?
• Is the comment presented in a clear, compelling manner or is it confusing, repetitive or
contradictory?
• Is the comment delivered in a respectful, constructive tone?
In making my overall assessment of class participation, the overarching criterion is “How
significantly did this student’s contributions add to the learning of the class as a whole?”
doc_833505483.pdf