BUS 364 or BUS 320 - Login - CAS – Central Authentication … · · 2016-04-11BUS 364 or BUS 320 ... (8 – Week Format) ASSIGNMENT DUE ON THE FIRST NIGHT OF CLASS SEE PAGE 13

WALSH UNIVERSITY

The DeVille School of Business

BUS 364 or BUS 320

Research Methods & Designs

(8 – Week Format)

ASSIGNMENT DUE ON THE FIRST NIGHT OF CLASS

SEE PAGE 13

PREREQUISITE: BCP II Status.

DSoB Approved: March 5, 2016 Page 2

Degree Completion Program Syllabus Course Number: BUS 364 Course Title: Research Methods and Design Course Description: This course provides students with a fundamental understanding of the concepts and process of research methods used by for-profit and not-for-profit organizations. Students gain understanding of research problem formulation, research design, questionnaire construction, statistical sampling, data collection, and analysis by performing their own research. Proper use of statistical applications, both qualitative and quantitative, and interpretation of results is emphasized. Course Prerequisites: BCP II Status Course Level: Business Core Program (BCP) II Faculty Developer: Julie Szendrey Course Instructor: Contact Information: Email: Phone: Required Course Materials including Technology Tools: Primary Text: Neuman, W. L. (2009). Understanding Research, Pearson, ISBN-10: 0-205-47153-6, ISBN-13: 978-0-205-47153-9. Note: Although not required, it is suggested that the course textbook for BUS 232 Information Analysis be used as a resource for this course.

Other: Microsoft Excel, Business/financial calculator containing exponent & factorial keys ECN Information: Refer to the ECN website for additional required readings and materials. All papers and assignments will be submitted via an ECN Assignment folder and Dropbox folder, as specified by the instructor.


Additional Readings & Handouts: Additional handouts and materials will be distributed to the class. Guest speakers may also distribute materials relevant to their presentations. Additional Resources: Additional resources, links, videos and websites will be uploaded periodically on ECN. It is your responsibility to check ECN often for updates.

NOTES REGARDING ASSIGNMENTS AND WORKLOAD This course typically meets once a week, for 4 hours each time, for eight weeks. The highly accelerated pace requires students to take a great deal of responsibility for their own learning outcomes. While in class, students are expected to actively participate in discussion and group activities. Outside of class, students are expected to do a minimum of 10 to 12 hours per week of study, homework assignments and/or projects. STUDENT LEARNING OUTCOMES Institutional Student Learning Outcomes (ISLOs): Not applicable Program Student Learning Outcomes (PSLOs):

1. PSLO 1.2: Graduates communicate effectively (written) (Master). 2. PSLO 2.2 and 2.3: Graduates think critically and solve problems supporting their

decisions with appropriate analytical and quantitative techniques (Master). 3. PSLO 4.1: Graduates demonstrate the personal and professional knowledge, skills and

cross-cultural competencies to function effectively in a global environment (Introduce/Reinforce).

Major Student Learning Outcomes (MSLOs): Not applicable Course Student Learning Outcomes (CSLOs):

1. Students apply research techniques to analyze a business/not-for-profit dilemma. 2. Students understand the fundamental principles of research methods in a multi-faceted

global business environment. 3. Students report written analytical results in an ethical and professional manner.

Topic Student Learning Outcomes (TSLOs):

1. Define Statistical terms used in research 2. Explain Probability Concept 3. Understand and Differentiate between Validity and Reliability 4. Understand and Differentiate between Internal and External Validity 5. Perform a Literature Review of related research 6. Develop the Test Hypothesis based on the research question 7. Select the Survey Method 8. Construct and Design the Survey Instrument 9. Distinguish between a Qualitative and Quantitative measures


10. Collect, Prepare, Summarize and Tabulate the Research Data 11. Analyze the Data 12. Report the results 13. Ethical Issues in Data Collection and Analysis

General Education Student Learning Outcomes (GESLOs) Not applicable.

Background/Rationale: To be successful in today’s global economy, students must understand and be able to apply the concepts of research methods in a business/not-for-profit environment. Activities: Homework assignments (both written and computer-based), in-class group assignments, discussions, outside readings, guest speaker, Assessments and Rubrics: Homework assignments (both written and computer-based), exams, comprehensive project Experiential Learning Component: Guest speaker (virtual and/or in-class) Incorporation of Themes:

1. Ethical, Social and Moral Responsibility: The importance of social and ethical responsibility is reinforced by emphasis on accurate research methods, data collection, and reporting methods.

2. Global Perspective: Students develop a global perspective as they formulate an understanding and appreciation for the usage of research throughout the world in decision making.

3. Systems and Sustainability: The interconnectedness of the business disciplines through research provides insight on organizational systems and sustainability.


WALSH UNIVERSITY POLICIES Incomplete Grade

Traditional Classroom Modality (Undergraduate) An Incomplete Grade Form must be completed by the faculty member and student and submitted to the Office of the Registrar. If a course has not been completed because of illness or some other extenuating reason, an incomplete grade (“IN”) may be assigned by the faculty member. To have this “IN” grade removed, the student must satisfy all course requirements by the end of the following semester. Any course not completed by this time will result in the “IN” being converted to an “F.” No student will be allowed to graduate with “IN” on the official transcript.

In Progress Grade

An “IP” grade is issued when the nature of the course requires ongoing work that cannot be completed in the semester in which the student was enrolled in the course. Typical courses for which an “IP” grade is an option include independent studies, field work/clinical experience courses, project courses, self directed study and similar courses of an unstructured nature. Course work for an “IP” grade will be completed within one calendar year following the semester in which the “IP” grade was issued. When the course work is completed, the instructor of record will issue a revised grade converting the “IP” to the appropriate letter grade. In cases where one year is not sufficient to complete the course work for reasons deemed valid by the instructor, the student may appeal to the program director for an extension. If “IP” course work is not completed and/or an extension has not been approved, the “IP” grade will convert to a letter grade of “F”.

Disability Statement: Walsh University is committed to fostering an institutional climate in which qualified students

with disabilities have full access to the academic environment. However, please be advised

that it is your responsibility to arrange accommodations and failure to do so in a timely manner

may have a negative impact on your academic success.

If you feel that you may need an accommodation based on the impact of a disability, please

contact Meredith Soduk, Director of Accessibility Services, at 330-490-7529 or

[email protected] to begin delivery of services as soon as possible. Once your eligibility for

services is determined, your instructors will be provided a letter which will outline your

accommodations. If you believe you may have a disability and would like to learn more about

disability-related services, please contact the Office of Accessibility Services, located in Farrell

Hall 209, immediately.

Academic Dishonesty Academic integrity lies at the heart of student–teacher relationships involving learning, free inquiry, and the search for knowledge and truth. Inspired by the spirit of the Judeo-Christian tradition expressed in the University’s mission statement, Walsh University requires all faculty and students to act honestly, morally, and ethically in the maintenance of professional standards for learning, research, writing, and assessment. To maintain the academic integrity of

mailto:[email protected]


the University, students are responsible for their own academic work. Academic dishonesty is not acceptable. See the Walsh University Undergraduate and Graduate Catalogs, “Academic Integrity Policy and Procedures,” for a full description of procedures. Classroom Attendance/Participation

Traditional Classroom Modality (Undergraduate)

Attendance at all classes and laboratories is expected of all students. Exceptions may occur as described below. Students are excused from regular lectures and laboratories for approved, university-sponsored activities such as intercollegiate athletic competitions and special events (field trips, e.g.) approved by the academic vice president. Students who are excused from a particular class are responsible for notifying the instructor in advance of the absence, for making arrangements to complete any learning activities occurring during their absence, and for completing that work within the agreed time. Excuse from class for reasons other than university-sponsored activities is determined by individual instructors according to the policies of their division. Students are responsible for knowing an instructor’s attendance policy, as stated in the course syllabus. After careful thought, after one written warning to the student, and with appropriate notice of such a practice in the syllabus, an instructor may administratively withdraw a student from a course after nine cumulative hours of unexcused absence. The student will receive only one warning. In case of foreseen and extended absences, a student should assume responsibility to inform instructors, gather assignments, and make suitable arrangements to make up work. For unforeseen absences, the student should contact instructors as soon as possible and determine whether it is possible to make up the work, whether withdrawal is the best option, or whether an Incomplete might be arranged. Except for officially excused absences, instructors are not required to permit make-ups. If coursework is time-restricted or requires participation with others, equivalent learning activities cannot be substituted. All make-up for exams or labs must be at the instructor’s convenience. Each course syllabus should provide attendance/absence/make-up policies.

Attendance is mandatory for all sessions of DeVille School of Business courses delivered through the School for Professional Studies. See the SPS Student Handbook for details.


DeVILLE SCHOOL OF BUSINESS (DS0B) POLICIES ACADEMIC INTEGRITY The DeVille School of Business subscribes to the “Academic Integrity Policies and Procedures” published in the most recent edition of the Walsh University Undergraduate Catalog. The policy states, “The faculty member has the primary responsibility in determining the severity of the impact on a student’s grade in a course.” DSoB faculty have responsibility for informing students of the consequence imposed for a breach in the policy. The course instructor will provide in writing the consequences imposed for violations of academic integrity at the first class meeting. Plagiarism is a serious offense against academic integrity and honesty. It entails benefitting directly from someone else’s ideas without giving due credit and is the unacknowledged use of someone else’s published or unpublished writing or ideas. There are many kinds of plagiarism:

a. Handing in a paper written by someone else b. Copying directly from sources without using quotation marks c. Using someone else’s sequence of ideas, arrangement of material, or pattern of thought d. Inadequately paraphrasing a source by changing only slightly the author’s word choice

and sentence structure, instead of completely rephrasing the ideas/ideas in your own words

e. Plagiarizing your own work by handing in a paper you have already submitted in one course as an original work for another course (this is generally not acceptable without the full knowledge and consent of all faculty members involved)

f. Failing to document a direct quote, a paraphrase, a summary, or a chart or graph, both in the body of the paper [an in-text citation] and in the “References” or “Works Cited”

ELECTRONIC DEVICES Unless otherwise permitted by the instructor, cell phones and other electronic devices are to be turned off and placed out of site during examinations. A violation will result in a grade of “F” on the exam. LATE WORK POLICY The DSoB is committed to developing the behaviors required for success in that workplace and expects that assignments and other work will be submitted as requested. Instructors are encouraged to establish their own policy on the unacceptability and/or consequences of late submission of student work. The course instructor will provide in writing his/her policy for accepting late work at the first class meeting.


WRITING POLICY A minimum of twenty-five (25%) percent of the grade on ALL written assignments is based on

the writing skills evidenced in the writing assignment. Those skills are evaluated using the

written report evaluation criteria (DSoB Writing Rubric) available from the School of Business.

A student scoring lower than 16.5/24 on the DSoB Writing Rubric (14/24 in 100- and 200- level

BUS courses) will not have their work graded for quality, and the student will be required to

remediate his/her work by getting writing tutoring provided by the Academic Support Center at

Walsh University which is available in person or by electronic means.

A specific plan of action may be determined by the course instructor in consultation with the

Academic Support Center. A specific plan of action may include, but is not limited to: requiring

a student to attend writing tutoring sessions prior to each subsequent assignment in the

course; requiring students to submit multiple drafts of a paper; and/or requiring a student to

attend multiple writing tutoring sessions. Any assignment that is remediated will be graded for

content quality upon resubmission, however in fairness to those who submit acceptable work

when it is due, the written quality grade will remain as it was upon first submission.”

Format:

Term Papers: Term papers submitted for School of Business courses will conform to APA writing guidelines. The format is published in the Manual of the American Psychological Association (current edition) and it also available at the following site: http://owl.english.purdue.edu/owl/resource/560/01/. Approved: January 29, 2003; Revised Spring 2009; Revised April, 2015)

STUDENT DRESS DSoB students are expected to dress appropriately when representing Walsh University and the DSoB. Business casual apparel is the minimum standard when engaging with business or other professionals on campus, in the classroom or in the community. When circumstances warrant, business professional apparel is expected. Classroom instructors, student organization advisors or event leaders will establish the appropriate standard (business casual or business professional) for specific events and engagements.

http://owl.english.purdue.edu/owl/resource/560/01/


ASSIGNMENTS AND EVALUATION

EXAM 1 AND FINAL EXAM (500 POINTS TOTAL)

Exam 1 will cover Chapters 1-6. The final exam will be comprehensive with emphasis on Chapters 7, 8, 9, and 12. The exams will be closed book and closed notes and will be a combination of multiple choice, short answer and essay covering theory, application, in-class discussions, presentations, etc. The examinations will be in-class and will cover those chapters as noted in the syllabus. Make-Up Exams: Students must take all exams on the day and time announced by the instructor in class. Make-up exams are only given in exceptional circumstances at the discretion of the instructor.

INDIVIDUAL RESEARCH PROJECT (250 POINTS)

Students will conduct an empirical research study relating to their major/area of interest. Homework problems and assignments will be given throughout the course to support the material covered in conjunction with the development of students’ individual research projects. The intent is for students to complete a research project using steps in the research process throughout the semester. These steps in the research process include the following:

- Defining the Research Question/Literature Review - Research Proposal - Developing and Implementing Research Design - Data Collection (Survey) Design - Data Collection and Preparation (Primary or secondary data) - Data Analysis and Interpretation - Research Project Reporting

Each week, students will be asked to come to class and share with other students the progress they are making on each step of the research process. Completing the CITI Training Certification will be considered a course requirement. At the end of the semester, each student will submit a professional written document as a course artifact in conjunction with providing a brief presentation to the class explaining their research and results. The development of an Individual Research Project will be the summative project for each student in the course. The structure of the Research Project is shown in the back of your textbook (Neuman, 2009) pages 332-334 under the section The Quantitative Research Report. The purpose of this assignment is to give you experience in understanding the components of and developing a research project based on scholarly work. Each student will prepare a written formal document along with a class presentation during the last weeks of the course. The tools needed to complete the research project will have been taught over the course of the semester using assignments, class lectures, group activities, etc. Preparing the report and presentation is the final step of the process. The summative project will address the PSLO’s (Program Student Learning Outcome) listed for this course.


I. Research Report (to be uploaded under the Assignments section of ECN) (75 points)

- 10-15 pages, not including references, tables, and charts - APA FORMATTING! (Reference the APA manual, double-spaced, Times New Roman, 12 pt. font,

1 inch margins, cover page, stapled) - The DeVille School of Business Writing Rubric will be used to evaluate the writing content. The

rubric includes the components of: Organization/Flow of Paper, Grammar, usage, sentence structure, spelling, and Proper APA Referencing and may be found at the end of the syllabus.

II. Class Presentation (to be uploaded under the Assignments section of ECN) (75 points)

- Each student will be required to present a professional presentation of their plan to the class - Maximum length (10 minutes) - Maximum of 10 Power Point slides (address the highlights, key points) - Presentation may be video-taped for assessment purposes - The DeVille School of Business Oral Rubric will be used to evaluate the oral presentation, and

may be found at the end of the syllabus. III. Contents of paper and highlights in presentation (as shown in Neuman, 2009) (75 points)

o Abstract or Executive Summary o Presentation of the Problem

Literature Review and Hypotheses Development Be sure to state your hypotheses (null and alternative) at the end of this section

o Description of the Method o Results and Tables o Discussion o Conclusions o References o Appendix o Charts, Survey, Excel Spreadsheet, Codebook

Extra Credit (+10): Students are encouraged to focus individual research projects on quantitative/empirical-based research, rather than qualitative-based research. An additional +10 extra credit points will be awarded to students who do quantitative-based research. IV. Class Peer Grade (25 points) Each member of the class will give each individual a score (0-25) at the end of his/her presentation with (1) additional positive comment and (1) suggestion regarding the presentation. The scores will be averaged and converted to a score out a 25 for this portion of the individual research project grade. Extra Credit (+10): Students who are present for all in-class presentations will receive an additional +10 extra credit points.


Research Topic List

1. Poverty in America

2. Using illegal drugs among college students

3. Using alcohol among college students

4. Sexual Harassment and college students

5. Affirmative Action in Higher Education

6. Aids/HIV and college students

7. Global Warming

8. Alcohol and teenagers

9. Capital Punishment

10. American with disabilities

11. Capitalism vs. Socialism

12. Child Labor

13. Glass Ceiling and Gender Inequality

14. Fast Food and Nutrition

15. Fraud in Financial Market

16. Illiteracy in America

17. Healthcare in America

18. Homelessness

19. Human Rights

20. Internet and privacy

21. Social Media and Privacy

22. Immigration Policy (U.S.)

23. Freedom of Speech and media

24. Income Inequality in America

25. Intellectual Property

26. Political Corruptions

27. Teen Pregnancy

28. Plagiarism among College students

29. Racial Profiling

30. Drug testing in the Workplace

31. Video games and Violence

32. Texting and driving

33. Bullying

34. Marketing and Social Networks

35. Organic food and Nutrition

36. Home Schooling in America

37. Divorce in America

38. Steroid and Sports

39. Guns and Violence

40. Civil Rights in America


EXERCISES AND ASSIGNMENTS (250 POINTS TOTAL)

Miscellaneous exercises and assignments will be assigned throughout the semester to supplement course content for a total of 250 points. Obtaining CITI Training Certification will be considered a course exercise. The exercises and assignments are explained in greater detail in the session schedule found below.

GRADING CRITERIA Point allocation is as follows:

Assignment Description

Points Possible Your Grade

Exam 1 200

Individual Research Project 250

Exercises and Assignments 250

Final Exam 300

Total Points 1000

A grade will be assigned based upon achievement of points within one of the following ranges:

Grade

A (93% to 100%)

A- (90% to 92%)

B+ (87% to 89%)

B (83% to 86%)

B- (80% to 82%)

C+ (77% to 79%)

C (73% to 76%)

C- (70% to 72%)

D+ (67% to 69%)

D (63% to 66%)

D- (60% to 62%)

F (59% and below)


SESSION SCHEDULE

SESSION ONE ASSIGNMENTS TO BE COMPLETED PRIOR TO SESSION ONE (25 points) Address the following questions in a Word document. Submit the document in class to your instructor.

1) Read Chapters 1, 2, and 3 and Appendix A of your textbook.

2) (10 points) Submit three hypotheses relating variables from the following list. For each

hypothesis, specify the independent and dependent variables.

a. Gender (males/female)

b. Level of education (high school/college)

c. Marital status (married/divorce)

d. Party identification (republican/democrat)

e. Attitude toward capital punishment (favor/oppose)

3) Review the list of research topics in the Research Topic List found earlier in the syllabus.

4) (15 points total) Submit a research topic of interest to you from the list provided and address

the following research questions:

a. Find three scholarly peer-reviewed articles relating to the topic and list the sources.

These can be accessed through the online Walsh Library. (5 points)

b. Find three “popular press” articles relating to the topic and list the sources. These can

also be accessed through the online Walsh Library. (5 points)

c. Discuss the differences between the two types of articles. Why is each type important?

(5 points)

CHAPTERS/TOPICS Course Introduction Brief discussion on extension of BUS 232 Information Analysis concepts Chapter 1: Why Do Research? Chapter 2: Planning a Study Chapter 3: Becoming an Ethical Researcher Appendix A: Sample Research Proposals IN-CLASS ACTIVITIES Chapter 1, 2, and 3 Discussion Appendix A (Sample Research Proposals) Discussion Pre-Session Assignment Select Research Topic from Research Topic List at end of Syllabus Discuss Research Proposal with class and develop a minimum of three research questions Discuss how to access and complete proper CITI Training Certification under Walsh IRB Site


SESSION TWO ASSIGNMENTS TO BE COMPLETED PRIOR TO SESSION TWO (50 points) Complete the CITI Training Certification and submit to your instructor the certificate generated at the end of the training. Follow the instructions provided to you by the instructor in Session One. CHAPTERS/TOPICS Chapter 4: Sampling: How to Select a Few to Represent the Many Chapter 5: Measuring Social Life Chapter 6: The Survey: Asking People Questions IN-CLASS ACTIVITIES Chapter 4, 5, and 6 Discussion Pre-Session Assignment Discuss details for next week’s Exam 1 (Chapter 1-6)


SESSION THREE ASSIGNMENTS TO BE COMPLETED PRIOR TO SESSION THREE (50 points) Study for Exam #1 (Chapters 1-6). Exam will be given at the beginning of Session Three. Complete the Annotated Bibliography (pre-Literature Review) Assignment and submit the document in class to the instructor. (50 points)

Annotated Bibliography (pre-Literature Review) Assignment

Deductive Study: Ideas to Observed Data Inductive Study: Observed Data to Ideas ASSIGNMENT:

1) Using the Literature Review Steps as explained on pages 27, 28, and 42 in your textbook, please develop an Annotated Bibliography (steps proceeding a formal Literature Review) of your research topic. Please select 10 articles that specifically relate to your area of interest. Using APA format, submit a maximum of 5 pages covering the 10 selected articles. The suggested format is first article reference followed by annotated bib, second article reference followed by annotated bib, third…, fourth,….tenth.

NOTE: The articles selected for this annotated bibliography assignment may or may not be part of your final reference list for your final research project. Your reference list will develop and/or change as you go through developing your research over the semester.

2) Draw a “research funnel” of the topic of interest to you, narrowing down the topic from its broadest level

to most specific. Attach this to the Annotated Bibliography above.

3) Develop three questions (eventually hypotheses) you would like to address in your research. Explain how you plan to test the variables in these questions. Please remember to focus on questions/hypotheses that can be answered using secondary data (data that already exists), unless you have been given permission to do primary research. Attach your research questions/hypotheses to the items listed above.


ARTICLE SUMMARY/REVIEW:

Select research articles (quantitative, qualitative, or mixed method) and summarize their essential points. Summarize each article in your own words, identifying the problem, the research question and/or hypothesis, and the conclusion(s) from the article. These three main areas should help you structure your summary. Include only essential information to support these main areas, separating out less important points and concentrating on the central idea(s). After completing your summary, please also consider the following questions: (1) What questions do you have about this article or what remains unclear to you? (i.e. the assessments used, the statistics applied, the limitations discussed, or the methodology); and (2) How does this article relate to your overall literature review? Does it give new/valuable information? Support or contradict other articles/research? CHAPTERS/TOPICS Chapter 7: The Experiment IN-CLASS ACTIVITIES Exam #1 (Chapters 1-6) Chapter 7 Discussion Pre-Session Assignment


SESSION FOUR ASSIGNMENTS TO BE COMPLETED PRIOR TO SESSION FOUR (50 points) Address the following questions in a Word document. Submit the document in class to your instructor.

1) (25 points) Submit a two-page mail questionnaire with 10-15 questions as instructed below on your individual research topic by using page 145-152 of your textbook as an example. Remember that in a mail survey you need to be very explicit and clear because the respondent cannot ask anyone for clarification. In total, your questionnaire should be two pages long with a minimum of:

One (1) contingency question

Two (2) open-ended questions

Three (3) demographic questions

Two (2) standard format/quasi-filter questions

Two leading questions

2) (25 points) Submit five paragraphs addressing the following: a. What is meant by a construct and give an example relating to your research topic? b. What is meant by reliability and how is it measured? c. What is meant by validity and how is it measured? d. How are reliability and validity different? e. The goal is to have good reliability and validity when doing research. How can you

improve both in your research project? CHAPTERS/TOPICS Chapter 8: Research with Nonreactive Measures IN-CLASS ACTIVITIES Exam #1 Returned and Discussed Chapter 8 Discussion Pre-Session Assignment In-class discussion and work on Survey Design Assignment


SESSION FIVE ASSIGNMENTS TO BE COMPLETED PRIOR TO SESSION FIVE (50 points) Address the following questions in a Word document. Submit the document in class to your instructor.

1) (25 points) Submit nutrition facts for a hamburger, soup, salad, and French fries for 3 fast-food restaurants of McDonald’s, Wendy’s, and Burger King. a. Develop descriptive statistics for the above data

b. Develop a hypothesis test (a set of null and alternative statements)

c. Test your hypothesis using a α = 0.05 level of significance

d. State whether you should reject or not reject the null hypothesis based on your results

2) (25 points) Prepare a 5 minute presentation (3 minutes to present and 2 minutes for Q&A)

of your individual research proposal to present to the class. The presentation should be a maximum of two Power Point Slides containing the following information. Submit a hardcopy of your slides to your instructor. o Your Name o General Research Question with 3 supporting scholarly journal articles (author, year) o Three specific hypotheses/research questions

H1 null and alternative H2 null and alternative H3 null and alternative

o How are you going to measure each of the variables? Where did you find the data? Website? Observation?

o What statistical method will you use to test the hypotheses/research questions? t-test, regression analysis, ANOVA, proportion analysis, difference of the

means? What confidence level are you using? p-value to accept or reject null

hypotheses (α = 0.05)? o Give a separate hard copy of raw data (with reference to where you got the raw data –

website, etc.) to your instructor. If the raw data set is too large, provide enough information to show details of some of the data. For example, column headings with some of data listed would be sufficient.

CHAPTERS/TOPICS Chapter 9: Making Sense of the Numbers IN-CLASS ACTIVITIES Presentations and discussion of Research Design Proposals Address questions pertaining to end-of course Individual Research Paper and Presentation Chapter 9 Discussion Pre-Session Assignment


SESSION SIX ASSIGNMENTS TO BE COMPLETED PRIOR TO SESSION SIX (25 points) Submit the following document in class to your instructor.

After reading Chapter 12, prepare a “rough draft” of your research paper containing all the necessary headings as described in Appendix A of your textbook.

CHAPTERS/TOPICS Chapter 12: Writing a Research Report IN-CLASS ACTIVITIES Determine order of Individual Research Presentations for Session Seven Pre-Session Assignment Chapter 12 Discussion Discuss Final Exam

SESSION SEVEN ASSIGNMENTS TO BE COMPLETED PRIOR TO SESSION SEVEN Prepare for Comprehensive Final Exam. Complete and submit your Individual Research Paper to the course ECN site under the Assignments section AND give a hardcopy of your paper to the instructor. Prepare to present Individual Research Presentations in class. IN-CLASS ACTIVITIES Final Exam Begin Individual Research Presentations (all members of class)

SESSION EIGHT IN-CLASS ACTIVITIES Course Evaluation Complete Individual Research Presentations (all members of class)


APPENDIX

A. DeVille School of Business Program Student Learning Outcomes B. DeVille School of Business Oral Presentation Rubric: Exit Expectations C. DeVille School of Business Writing Rubric: Exit Expectations D. DeVille School of Business Report Format Template


THE DeVILLE SCHOOL OF BUSINESS

UNDERGRADUATE PROGRAM

STUDENT LEARNING OUTCOMES

1. Graduates communicate effectively.

2. Graduates think critically and solve problems supporting their decisions with appropriate analytical and quantitative techniques.

3. Graduates demonstrate effective decision-making that incorporates the

tenets of ethics and cultural awareness.

4. Graduates demonstrate the personal and professional knowledge, interpersonal skills and cross-cultural competencies to function effectively in a global environment.

5. Graduates demonstrate leadership in service to others.

6. Graduates demonstrate knowledge in a specialized area of business.


DeVille School of Business

Oral Presentation Rubric: Exit Expectations

Criterion

0 Not Acceptable

1 Needs Improvement

2 Satisfactory

3 Exemplary

Score*

0-3

Organization and

Coherence

Unorganized and

incoherent.

The presentation is weak

in organization and/or

coherence. The audience

cannot identify a line of

reasoning.

The presentation is

generally organized and

coherent. The audience

can mostly follow the line

of reasoning.

The presentation is

well organized and

coherent throughout.

The audience can

follow the line of

reasoning.

Flow (smooth transitions from

point to point and slide to slide,

where applicable)

Fragmented. With few exceptions, flow

is generally disjointed.

Flow supports delivery of

the message.

Flow is supportive

and seamless.

Non-Verbal (eye contact,

gestures, movement, posture)

Lacking in all

attributes.

Needs improvement

(circle): eye contact,

gestures, movement,

posture.

Generally acceptable in

all areas with minor

lapses.

Exceptional in all

areas.

Verbal Crutches (use of ah,

um, uh, you know, etc.)

Inarticulate. Frequent use of verbal

crutches.

Generally fluent with

minor lapses.

Fluent throughout.

Appearance No attention to

appearance.

Inappropriate appearance. Generally professional in

appearance.

Professional

appearance.

Demeanor (Professional

conduct)

No attention to

demeanor.

Inappropriate demeanor. Generally professional in

demeanor.

Professional

demeanor. Exudes

confidence and poise

throughout.

Length > +/- 2 minutes +/- 2 minutes +/- 1 minute Used allotted time.

Visual Appeal/Satisfaction (originality, creativity, charts,

graphs)

Ineffective or

inappropriate.

Lacks variety, originality,

boring. Graphics do not

support the message.

Supports the message and

engages audience but

does little to enhance the

presentation.

Exceptional in

originality and/or

creativity. Graphics

enhance and reinforce

the message.

*Score may be recorded in decimals or fractions. Total Score


DeVille School of Business

Writing Rubric

Exit Expectations

Criterion

0

Not

Acceptable

1

Needs Improvement

2

Satisfactory

3

Exemplary

Score*

0-3

Organization and

Coherence

Unorganized and

incoherent.

The paper is weak in

organization and/or

coherence. The reader

cannot identify a line of

reasoning.

The paper is generally

organized and coherent. The

reader can mostly follow the

line of reasoning.

The paper is well organized

and coherent throughout.

The reader can follow the

line of reasoning.

Professional

Tone/Voice

Tone and voice are

inappropriate

throughout.

Frequent lapses in tone and

voice. The writing does not

engage the reader.

Tone and voice are generally

appropriate with only minor

lapses.

Tone and voice are

professional and

consistently appropriate

throughout.

Presentation of Ideas Lacking in flow of

thoughts and ideas.

Minimal flow of thoughts

and ideas.

Flow of thoughts and ideas is

generally consistent.

Flow of thoughts and ideas

is consistent throughout.

Word Choice Word choice is

confusing, unclear

and/or inappropriate.

Word choice is poor and/or

inappropriate.

Word choice is generally clear,

concise and appropriate.

Word choice is accurate,

clear, concise and

appropriate throughout.

Sentence Structure

Sentences are

fragmented and

incomplete.

Several sentences are

constructed incorrectly.

Most sentences are well

phrased, clear and varied.

Sentences are well phrased,

clear and varied throughout.

Grammar and

Spelling

No attention given to

grammar and spelling.

Errors are frequent and

distracting.

Minor errors are apparent but

do not detract from or obscure

meaning.

Writing is error free

throughout.

Punctuation and

Capitalization

No attention given to

punctuation and

capitalization.

Errors are frequent and

distracting.

Minor errors are apparent but

do not detract from or obscure

meaning.

Writing is error free

throughout.

Format (Length,

Report, Essay, APA)

No apparent format. Inappropriate format and/or

frequent inconsistency in

application.

Appropriate format but with

minor inconsistencies in

application.

Appropriate format

consistently applied and

artifact within assigned page

length.

*Score may be recorded in decimals or fractions. Total Score

Revised: August 2015


DeVille School of Business BUSINESS REPORT TEMPLATE

Section Descriptions Title Page:

Title and name of person or team who prepared the report

Course name, instructor and date

Table of Contents: List important headings and subheadings with page numbers

List of Illustrations: Maps, charts, tables, figures and pictures

Include page numbers for each one

Executive Summary: Main point of report as well as importance of benefits to reader

Clear, concise, and powerful

Overview of report’s content without technical detail

Includes major findings, conclusions, and recommendations

Body of Report: Introduction:

Identifies subject of report Gives statement of problem/issue States why written, who requested or authorized it, and for whom it was prepared Gives brief background of report’s topic (if short report) Presents overview or forecast of topics report covers and order in which

presented

Background: (As appropriate and not limited to the following)

Company

Problem/issue

Environmental assessment

Competitive analysis

Presentation of Options: (Methods and Materials: As appropriate and note

limited to the following)

Review of alternatives/options

Presentation of hard data reinforced by graphs and charts (if appropriate)

Selection of option(s)

Summary of Findings: (Results and Discussions, as appropriate and not

limited to the following) Interpretation of data for readers

Financial analysis


Timeline for implementation

Financial considerations

Conclusion:

State conclusion in first sentence Present details based on information in previous two sections

Recommendations: Tell readers what you think they should do next

Are a call to action—what should be done and when

Appendices/Exhibits: (As appropriate: clearly labeled with pagination)

Material that further supports conclusions and recommendations

Technical information and statistics Additional evidence too long to include in body of report

Notes and Bibliography:

Notes: if using endnotes, begin on separate page labeled “Notes” Bibliography: list of references writer consulted to prepare the report. Includes

additional references the reader might want to consult.

Sources Used in Creating this Outline: Alicia Abell, Business Grammar, Style & Usage (Boston: Thomson/Aspatore: 2003). Gary Blake & Robert W. Bly, The Elements of Business Writing (New York: Longman, 1991). Claire B. and Gordon S. May, Effective Writing: A Handbook for Accountants, 7th ed. (Upper Saddle River, NJ: Pearson Prentice Hall, 2006).

Richard Worth, Webster’s New World Business Writing Handbook (Indianapolis: Wiley Publishing, Inc.: 2002).


DeVille School of Business BUSINESS REPORT TEMPLATE

Appearance

Font Style: Standard (Times New Roman, Arial, etc.)

Type Size: 12 point Margins: one inch on all sides

Line Spacing: Single-spaced (student reports usually double-spaced)

Leave extra line space between sections of report

Double-space between paragraphs Page Numbering:

Lowercase Roman numerals for table of contents, list of illustrations, and executive summary

Arabic numerals for remainder of report

Paragraphs:

Short

Use bullet points for short lists

Capitalize beginning of each bulleted item

Headings/Subheadings: FIRST LEVEL: BOLD FONT, LEFT MARGIN, ALL CAPS Second Level: Bold Font, Initial Letters Capitalized, Indented Third Level: Bold Font, Italicized, Indented

Documents

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