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PH 308 Business Ethics
Flippen, Barbara F.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

PH 308 Business Ethics

Semester

S1LL 2013 LR

Faculty

Flippen, Barbara F.

Title

Senior Instructor

Degrees/Certificates

M.A. in Human Relations, University of Oklahoma
B.A. in Management, Park College
B.S. in Education, Kent State University

Office Hours

Before and after class

Daytime Phone

501-982-7305

Other Phone

501-352-1118

E-Mail

Barbara.Flippen02@park.edu

Semester Dates

January 14 - March 10, 2013

Class Days

------S

Class Time

9:00 - 2:00 PM

Credit Hours

3


Textbook:

Ethical Theory and Business, Eighth Edition
Beauchamp, Tom L., Norman E. Bowie, and Denis G. Arnold
Pearson/Prentice-Hall Publishers, 2008   
ISBN:  978-0-13-612602-7
ISBN:  0-13-612602-2

Textbooks can be purchased through the MBS bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
PH 308 Business Ethics An inquiry into the role of ethics in business situations. Topics considered include: the justice of various economic systems, corporate rate responsibility, conflict of interest, government regulation versus self-regulation, the ethics of investment, responsible advertising, discrimination, affirmative action, and sexual harassment. Emphasis is put upon the application of ethical theory to specific cases with attention to the sometimes conflicting demands of profit maximization and societal well-being. 3:0:3

Learning Outcomes:
  Core Learning Outcomes

  1. Discuss ethics in general, with an analysis of various approaches
  2. Analyze issues as they appear in the business arena.
  3. Recognize the strengths, weaknesses and fallacies of particular ethical arguments.
  4. Outline the particulars of vocabulary, assumptions and points of difficulty in ethical arguments.
  5. Identify ethical behaviors in both personal and professional situations.
  6. Distinguish and develop the requisite skills for making ethical decisions and engaging in transactions ethically.
  7. Research the dynamics and concerns of any given issue, speaking and writing knowledgeably about one particular issue in business ethics.
  8. Recognize and assess factors in the multicultural, socio-economic, legal, and political environments in which moral issues impacting organizations arise.


Core Assessment:

PH 308 Core Assessment Assignment

The main portion of the semester grade will derive from student presentations of the various issues in their complexity, and a derivative paper arguing an ethical position on one issue.  

Semester Project and Paper 

It is a truism that one learns by doing. This is certainly true in the application of ethical theory. To facilitate learning about ethics and its role and function in business issues, the major portion of the grade will derive from the handling of one specific ethical issue related to business. 

In coordination with the instructor, students will present to the class a topic concerned with business ethics, with the expectation that they will teach the topic: review the text material; draw in current news and current debate, as appropriate; raise the questions which emerge from such news and debate; present the various prominent arguments, identify their proponents and highlight the most important points; critique the arguments, giving reasons for perceived weaknesses, and so on.  

The text may be the beginning point, but it is expected that students will look further to discover more which might enhance the discussion. At minimum, the student will facilitate a class discussion of the questions raised by the chosen topic. The presentation will be strengthened, however, with the structuring of a debate, or a mock “battle of wits”, or some exercise for the class to experience the complexity and challenge of the topic. 

Any materials generated for class dissemination or for display will strengthen the presentation. Any local resources the student discovers may be utilized in the presentation. 

Finally, out of this experience, the student will write a 10-12 page paper which functions both as a research paper and a position piece. If the presentation is well prepared, the student will have the research portion accomplished and need only put it in written form. From there, the student is challenged to take a stand on the topic: What is your position? Why? On what do you base your position? What are the issues? Who is in the fray? Who stands to gain? Remember that while opinion certainly enters into any position, the essay is expected to be a carefully reasoned and clearly explained argument. The point is not whether or not the instructor agrees with the position, but whether it is clearly and solidly articulated utilizing the language and tools of business ethics. 

Specific standards about style, research resources, formatting and such will be determined by the instructor.

 

Link to Class Rubric

Class Assessment:

Case studies, midterm and final examinations, semester project and semester paper, and participation in class discussions will be used to assess student grades.  Four case studies are preceded by an asterisk (*); these are the written case studies.  For each of the four written case studies students are expected to submit typed answers to the case study discussion questions at the beginning of the scheduled class meeting for the chapters to which each of the case study applies.
 
Midterm and Final Examinations:  Questions will be based upon material in assigned readings, class discussions, lectures, presentations, and handouts.

Grading:

Case Studies (4 @ 5 points) = 20 points (5%)
Participation = 20 points (5%)
Midterm Examination = 50 points (12.5%)
Final Examination = 50 points (12.5%)
Semester Project = 110 points (27.5%)
Semester Paper = 150 points (37.5%)
 
Total Possible = 400 points (100%)
 
360 - 400 points = A
320 - 359 points = B
280 - 319 points = C
240 - 279 points = D
Below 240 points = F

Late Submission of Course Materials:

Students are expectedto turn in all assignments on or before the date they are due.  A minimum 10% penalty will be assessed on all late assignments.  In addition, students are required to turn in the semester paper before they will be permitted to take the final examination.
 
If a student is absent for an examination, the examination must be made up in the Park University office during normal office hours before the next class meeting.  It is the student's responsibility to contact the Park University office to make arrangements to take the make-up examination.  If a student misses the final examination, the student must contact the instructor and obtain permission to make up that examination.

Classroom Rules of Conduct:

The instructor and students will conduct themselves appropriately at all times.  Cell phones will be turned off or set to "vibrate" to avoid disrupting the class.  Any cell phone conversations (e.g., talking, texting, e-mailing) will be done outside of the classroom or on breaks.
 
During the class discussions, the instructor and students will demonstrate courtesy and respect the opinions of others.

Course Topic/Dates/Assignments:

DATE ASSIGNMENT
January 19, 2013 (S)
Introduction to Business Ethics
Chapter 1:  Ethical Theory and Business Practice (pp 1 - 41)
January 26, 2013 (S)   
Chapter 2:  The Purpose of the Corporation (pp 45 - 90)
*Case #2 (pp 98 - 100) CASE A
Case #4 (pp 102 - 104)
 
Chapter 3:  Ethical Treatment of Employees (pp 107 = 159)
February 2, 2013 (S) 
Chapter 3, continued
*Case #1 (pg 171) CASE B
Case #6 (pp 177 - 181)
 
Chapter 4:  Diversity, Discrimination, and Harassment in the Workplace (pp 184 - 244)
Case #1 (pp 264 & 265)
Case #5 (pp 268 & 269)
February 9, 2013 (S)

Midterm Examination (Chapters 1 - 4)

Chapter 6:  Ethical Issues in Finance and Accounting (pp 352 - 402)

February 16, 2013 (S)
Chapter 6, continued
Case #2 (pp 409 - 414)
 
Chapter 5:  Marketing and the Disclosure of Information (pp 273 - 317)
Case #2 (pp 331 - 336)
*Case #4 (pp 336 - 338) CASE C
February 23, 2013 (S)
Chapter 7:  Ethical Issues Regarding Emerging Technologies (pp 423 - 485)
*Case #1 (pp 502 & 503) CASE D
Case #2 (pp 504 & 505)
March 2, 2013 (S)
Chapter 8:  Ethical Issues Regarding the Natural Environment (pp 512 - 547)
Case #5 (pp 565 - 566)
 
Chapter 9:  Ethical Issues in International Business (pp 571 - 631)
Case #4 (pp 653 - 656)
March 9, 2013 (S)

Chapter 9, continued

Semester Paper due
 
Final Examination (Chapters 5 - 9)

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 95-96

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 95

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2011-2012 Undergraduate Catalog Page 98

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Bibliography:

"Ethics in America" (videos from Annenberg/CPB Project)
 
"Enron:  The Smartest Guys in the Room" (video from Magnolia Home Entertainment)
 
Business Ethics Now; Andrew Ghillyer; McGraw-Hill; 2012
 
An Introduction to Business Ethics, Fourth Edition; Joseph DesJardins; McGraw-Hill; 2011
 
Business Ethics Concepts and Cases, Fourth Edition; Manuel G. Velasquez; Prentice-Hall; 1998
 
Case Studies in Business, Society, and Ethics, Fifth Edition; Tom L. Beauchamp; Pearson/Prentice-Hall; 2004
 
 



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1,5,7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Defines the problem goals-methods using 4 or more goals & 6 or more methods based on a lit review of 11 or more articles that address the identified research problem. Uses 3 goals and 5 methods and a lit review of 10 articles to complete the proposal and written literature review. Research proposal is presented with less than 3 goal and 5 methodologies and less than 10 articles for the written lit review; items are not well organized or are haphazard. Problem is not well defined and goals and methodologies are not logically presented with no  lit review. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
2,3,5,7,8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Research proposal reflects an extension of existing knowledge and is logically presented; lit review identifies major issues clearly. Personal learnings statement is systematically stated, 4+ pages. Project proposal and lit review trace the readily available factors/elements that are associated with the  identified problem.  Personal learnings statement is adequate—uses three pages. Project proposal meets less than the required elements and/or the lit review is minimally done.  Personal learnings statement is 2 pages or less. Research proposal not done and/or lit review not completed and /or personal learnings statement not provided/ 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
3,6,7,8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Learner provides accurate and extensive interpretations of the data gathered in the lit search and methodically uses it to write the proposal; personal learnings summaries clearly stated with depth of insight. Learner accurately summarizes lit review results and poses a project proposal reflecting the summary; personal learnings summary listed as assigned. Learner neglects relevant data in the lit review and/or shows no cohesion in the project proposal and/or shows limited application of learnings to personal understanding of the self. Lit review and project proposal show no connections and/or personal learnings summary not tied to project proposal process. 
Terminology                                                                                                                                                                                                                                                
Outcomes
1,2,6,7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Learner uses terms relevant to the topic in a manner consistent  with a clear understanding of  concept relationships. Basic meanings of terms appropriately used. Meanings of terms not clearly connected to discussions provided No specialized terminology used. 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1,2,5,7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Learner provides an astute project proposal that extends the relationships and application of ethics to business problems in ethics. Learner provides a research question-proposal fitting to the application of business ethics Learner provides a topic beyond the realm of research or the filed of business ethics. Research problem/question with project proposal and lit search not provided. 
Application                                                                                                                                                                                                                                                
Outcomes
1, 3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Learner demonstrates extended knowledge of research relationships  and extension/applications. Learner structures proposal and lit review in a workable manner. Research methodologies and goals not related and/or not related to lt review data. No knowledge of research design. 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
3,7,8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
APA standards applied with 4 errors or less. APA standards used  with 5-9 errors present. APA style used with 10 or more errors. APA style not used. 
Component                                                                                                                                                                                                                                                  
Outcomes
1, 3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Text of document is 11 pages or longer with proper headings and organization with 1 inch margins, text double spaced and 12-point fonts. Body of text is 10 pages with proper headings and organization with 1 inch margins, text double spaced and 12-point fonts. Body of text is 8-9 pages with proper headings and organization with 1 inch margins, text double spaced and 12-point fonts. Body of text is 7 pages or less and/or  with improper headings and organization with odd inch margins, text line spacing or fonts. 
Courses                                                                                                                                                                                                                                                    
Outcomes
3,4,7,8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Learner provides transdisciplinary insights into related multicultural issues embedded in the research proposal project; poses interventions promoting diversity resources/skills. Learner addresses the multicultural issues within the field of the research topic/question chosen. Multicultural issues are mentioned but not related to the topic at hand. Multicultural issues not mentioned. 

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Last Updated:11/9/2012 11:47:55 AM