Learning Objectives:

MEMORANDUM

ATTENTION

FROM

S.12-31

Revised

OFFICE OF THE ASSOCIATE VICE-PRESIDENT, ACADEMIC AND

ASSOCIATE PROVOST

8888 University Drive

Burnaby, BC

Canada V5A 156

Senate

Bill Krane, Chair

TEL

778.782.4636

778.782

5876

DATE

PAGES

Senate Committee on Undergraduate

Studies

Beedie School

Business !SCUS 12-05!ill

avpciorasfu.ca

www

sfu

ca/vpacademic

January 13,

2012

1/1

Action undertaken by the Senate Committee on Undergraduate Studies at its meeting of

January 12, 2012,

gives

rise to the following recommendation

Motion:

That

Senate approve

the

admission

changes

to the Business Minor Program

within the Beedie School of Business,

effective

Fal

2012.

SIMON FRASER

UNIVERSITY

THIN

KING

THE

WORLD

scus

12-05

SIMON FRASER UNIVERSITY

Office of the Dean/ Beedie School of Business

MEMORANDUM

To:

Jo Hinchliffe

Senate Committee on

Undergraduate Studies

Date: January 3,

2012

Subject: Material for next SCUS meeting

From: Andrew Gemino, Chair

Beedie School

of Business

UG Curriculum Committee

The Undergraduate Curriculum Committee in the Beedie School

of Business approved:

1. Calendar Language - Business Minor Program

2. Business 341 Course Change Form

3. Business 311 New Course Proposal and Course Outline

4. Business 340 New Course Proposal and Course Outline

5. Business 401 New Course Proposal and Course Outline

Would you please place these items on the January 12,2012 Senate Committee on

Undergraduate Studies agenda?

Sincerely,

Andrew Gemino

Associate

Dean

Beedie School of Business

scus

12-05

(i]

Calendar Change, Undergraduate Department, Beedie School of Business

Effective: Fall

2012 Calendar

Rationale:

The Beedie

School of Business is proposing changes to the Business Minor program to provide

more accessibility for students to complete a minor program while in alternate faculties.

As it currently stands, course requirements for admission to the major and minor programs are

similar and students must meet the same admission average

for admission to business, regardless

of the program to which they apply. The current Business Minor provides a direct pathway for

students who wish to transition to the Business Major program. With proposed changes to the

minor program, admission and course requirements would be clearly separate from the

requirements of the major program. Students wishing to switch from the minor to major program

would be required to take additional coursework to meet the programs admission requirements

and

must formally apply for admission to the major program.

The proposed revisions

to Business Minor program would require students to complete

lower

division courses required for admission, as well as

units of upper division course work, based

upper division business courses. By removing the calculus and statistics components of the

existing Business Minor, students who have a strong interest in Business but do not have strong

Calculus

and/or Statistics backgrounds would have an opportunity to apply to the program. The

upper division business courses would consist of one existing marketing course (Business

341),

as well as three additional new business courses (Bus

311,

Bus

340,

and Bus

401).

The following program will be affected

these changes: Business Minor program.

From:

To:

Admission Requirements

A specific number

of seats will be allocated each year to

the Business Minor program. Students who have

completed

the five lower division requirement courses

will apply

to the Business Minor program, and will be

selected competitively based on

the grades achieved in

the five lower division required courses,

with a

maximum

of two repeated courses on those five lower

division courses. Note that a

minimum Simon Fraser

University cumulative grade

point average {CGPA) of 2.4

is required.

Students must have completed each

lower division

required course

with a minimum C- grade.

Grade Requirements

In addition to normal university grade point average

requirements,

the Beedie School of Business requires a

minimum 2.40 cumulative grade point average (CGPA)

for entry into all300 and 400 division business courses.

For a course

to be accepted as fulfilling a prerequisite,

or for a lower division requirement, or for a core course

to be accepted in a student's program in business, a

student must have obtained a minimum grade of C- (C

minus).

Course Limit

Students with fewer than 60 units may enrol in a

maximum of 16 units per term. Those with 60 or more

may enrol in a maximum of 18 units.

Letters of Permission

The Beedie School

of Business does not normally

approve letters of permission for students already

enrolled

at Simon Fraser University.

Program Requirements

Lower Division Requirements

Students complete one of

•

BUEC 232 Data and Decisions I (4)

•

STAT 270 Introduction to Probability and

Statistics (3)

and all

•

BUS 237 Information Systems in Business (3)

•

BUS 251 Financial Accounting I (3)

• BUS 254 Managerial Accounting I • {3) .

•

BUS 272 Behavior in Organizations (3)

•

ECON 103 Principles of Microeconomics (4)

•

ECON 105 Principles of Macroeconomics (4)

and

one of

•

MATH 150 Calculus I with Review (4)

Grade Requirements

In addition to normal university grade point average

requirements,

the Beedie School of Business requires a

minimum 2.40 cumulative grade point average (CGPA)

for entry into all 300 and 400 division business courses.

For a course

to be accepted as fulfilling a lower division

requirement,

or for a core course to be accepted in a

student's

program in business, a student must have

obtained a

minimum grade of C- (C minus).

Letters

of Permission

The Beedie School

of Business does not normally

approve letters of permission for students already

enrolled

at Simon Fraser University.

'-I

Program Requirements

Lower Division Requirements

Students complete all of

•

BUS 237 Information Systems in Business (3)

•

BUS 251 Financial Accounting I (3)

•

BUS 272 Behavior in Organizations (3)

•

ECON 103 Principles of Microeconomics (4)

and one

•

ENGL 101W Introduction to Fiction (3)

•

ENGL 102W Introduction to Poetry {3)

• ENGL 103W Introduction to Drama (3)

•

ENGL 104W Introduction to Prose Genres (3)

• ENGL 105W Introduction to Issues in Literature

and

Culture (3)

•

ENGL 199W Introduction to University Writing

(3)

•

PHIL 001Critical Thinking (3)

•

PHIL100W Knowledge and Reality (3)

•

MATH 151 Calculus I {3}

•

MATH 154 Calculus I for the Biological Sciences

(3)

•

MATH 157 Calculus for the Social Sciences I (3)

Upper Division Requirements

All upper division

BUS courses have a prerequisite of 60

units but approved business minors may complete 300

division BUS courses upon completion of 45 units.

However, any upper division

BUS or BUEC course

completed before 60 units will not count toward

fulfilling the 16 upper division units

for the minor.

Students wishing to take

BUS 360W and 478 to fulfil the

16 upper division requirements must take these courses

at Simon Fraser University.

least 16 upper division BUS or BUEC units are

required including both

•

BUS 312 Introduction to Finance {4}

•

BUS 343 Introduction to Marketing (3)

and one of

•

BUS 374 Organization Theory (3)

•

BUS 3811ntroduction to Human Resource

Management (3)

.may be completed after admission to the faculty

•

PHIL 120W Introduction to Moral Philosophy

(3}

• WL 101W Writing About Literature (3)

• WL 103W Pre-Modern World Literature (3)

•

WL 104W Modern World Literature {3}

•

ECON 105 Principles of Macroeconomics (4}

Upper Division Requirements

All upper division

BUS courses have a prerequisite of 60

units but approved Business Minors may complete the

designated upper division

BUS courses upon completion

of 45 units and acceptance into the Business Minor

program.

At least

16 upper division BUS units are required

including all of:

•

Bus 3111ntroduction to Managerial Accounting

and Financial Management (4)

•

BUS 341 Fundamentals of Marketing {4)

•

Bus 340 International Business Strategy (4)

•

Bus 401 Developing Organizational

Opportunities

(4)

scus 12-05

(ii)

SIMON FRASER UNIVERSITY

Senate Committee on Undergraduate Studies

Course Change/Deletion Form

Existing Course Changes Recommended: Bus 341

Please check appropriate revision(s)

Course Number: __

Credit

Hour:.~X

___ _

Title:,~x~--

Description: ___ ....:X::::

Prerequisite:_x_ State number of hours for:

Lect ( 2 )

Sem ( ) Tut (

2 )

Lab ( )

Course deletion:. __ _

FROM:

Course Number

Credit Hour 3

Credit Hour

Title:

(1) Long title for calendar/schedule no more than 100 characters including spaces and

punctuation

FROM

Fundamentals of Marketing for

Integrated Studies Program

Fundamentals of Marketing

(2) Short title for enrolment and transcript no more than 30 characters including spaces and

punctuation

FROM

Marketing/IS Program

Description

FROM

Fundamentals of Marketing

This course is intended to be a first course in marketing management. Its purpose is to present

students with

the fundamentals of the marketing management process and of the importance of

marketing in general. You will also develop some insight into the complex area of marketing

decision-making

and what marketing managers need to know to be effective. By applying

fundamental marketing concepts, students will

be able to solve real life marketing problems.

Particular emphasis will

be placed on understanding consumer behavior and segmentation

analysis, the management

of promotion, product-related decision-making and market

distribution. Uncontrollable environmental elements pertinent

to marketing planning will also be

discussed. Prerequisite:

60 units. This course is only open for credit to students in the Integrated

Studies Program within the bachelor of general studies degree.

Description

Provides an introduction to the field and practice of marketing. Takes an expansive approach and

addresses

how people, ideas, organizations, and places as well as more conventional

products/services are marketed. The course goes beyond theory and challenges students

to apply

scus 2006

.A--"

these concepts to real world situations. Prerequisite: 60 units. This course is only open to

students

in the Business Minor program. Students with credit for Bus 343 may not take Bus 341

for further credit.

RATIONALE:

This course was formally offered by the Integrated Studies program as a 300 level marketing

course. As the Integrated Studies program will no longer be offering this course, the Beedie

School of Business would like to adapt this course to provide students with marketing knowledge

in the Business Minor program.

Effective semester and year

------=F::.....:all=-=2:.;::0~1=2

____ _

scus 2006

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Sr.

TE COMM

NEW

COURSE

PROPOSAL

RGk:\DUATf.

STUD

PACES

COURSENUMBER

_________

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3_1_1

____________________________________________ _

COURSE

TITLE

ON(;

-to

C~l.:nd3

/sc

hcdulc,

more than 100

char~ctc

includin[\

spacc:s an

punctu3tion

Introduction t

nageria

Accounting and Financ

Management

AND

SHORT

for t:nroll

!transcript

han 3

0 c

aracters

induding

spacc:s

punctuation

Managerial

cct

Fin. Mgmt.

CREDITS

lndic.at.:

urnh~r ofcred

or:

tur

__ _

Sem

nar

____

_ _

utor

ial

____ _

scus

12-05

(iii)

Lah

---

COURSE DESCRIPTION (FOR CALENDAR).

50-60

WORDS MAXIMUM. ATTACH A COURSE OUTLINE TO THIS PROPOSAL.

lds

on fundamental concepts introduced in financial

account

and exam

nes a

variety

tools and techniques used

managers

operate

a business

Introduction

to the

principles,

concepts.

and techn

ques of financial management

with

emphasis

on financial

managers

financial markets

and

investmen

dec

isio

PREREQUISITE

251, 60

unit

This

urse i

only open to students in

the

Business

program

COREOUISITE

n/a

SPECIAL INSTRUCTIONS

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do.~

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this should

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prcrl)quisiitc

COURSE(SI

TO BE DELETED IF THIS COURSE IS APPROVED

NOTE: APPROPRIATE DOCUMENT

FOR DELETION MUST BE SUBMITTED TO SCUS

None

RATIONALE

FOR INTRODUCTION OF THIS COURSE

the Business Minor program, this course will provide students

ntroduction

managerial accounting and financial

manageme

nt.

ENATE

C:OMMITTEE ON

NEW

COURSE PROPOSAL

liNDEHC;IlAOUATE

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Indican: dfectiv(!

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frequency

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Fal12012

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RESOURCE IMPLICATIONS

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Senate

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Burnaby

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Libra

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____

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UNDf-.JtGflAOUATI'. STUOI

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Departmental

app

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the

cou

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has

consu

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with

other

Departments

Schools/Faculties regarding

proposed course content and overlap

issues.

Chair,

Department/School

Date

air,

Faculty

riculum

Committee

Date

Faculty approval

indi

tes

that

the necessary

cou

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have been resolved,

and that

the

Faculty

School/Department commits to providing the required Library funds.

Dean

designate

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----

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COURSE APPROVED UY SCUS

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----

---

APPROVAL IS

SIGNIFIED BY DATE

AND APPROPRIATE SIGNATURE.

J .'

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. .

SFU

BEEDlE S

HOOL OF BUSINES

COURSE:

Bus

311-4

INSTRUCTOR:

Stephen Spector

PHONE:

778-782

3637

SEMESTER:

Fall 2012

OFFICE:

WMC 3377

E-MAIL:

sspector@sfu.ca

TITLE:

Introduction to Management

Accounting and

Financial Management

learning Objectives

This course builds on the concepts introduced

financial accounting and e

amines a variety of tools

and techniques

used by

managers

operate their business.

Topics

include

cost

concepts and

behaviour,

product

costing systems,

pricing

and

product-mix decisions,

planning and control, and

competitive

management methods. It then bridges the

transition

between the

computation

data and

the use of the data for

strategic purposes. The course will introduce the use of case analysis and the

application

of critical thinking to

managerial

accounting

information

The

last component of the course

introduces

the

principles, concepts

and techniques

of financial

management

The

emphasis will be on

financial managers, financial markets,

and investment

decisions.

Prerequisites:

BUS

251, 60 credit

hours

Textbooks

To be determined

Evaluation

Students will

be expected to

attend all

lectures,

the latter part

of each class will

given over

workshop-like exercises.

There

will be 5

quizzes

randomly

held

at the beginning of 5 of

the

classes for 3

marks each

Course

component

are as follow

Quizzes

Group presentation:

10%

Mid-term:

Final:

Course Schedule

Students will meet

twice a

week for 2

hours at

time

No tutorials

are planned.

e-i

-of-5

Management Accounting component

Week 1:

lecture 1:

The first unit introduces students to the various issues related to management accounting. It explains

what managers do, and describes the information they need from management accountants. It

contrasts management accounting and financial accounting with respect to a few major points. The unit

also introduces different relationships (formal and informal) and the notion of lines of responsibility

within an organization. The unit then introduces the cost components of a product in terms of

manufacturing and nonmanufacturing costs. It will then remind students where costs are located in the

financial statements of merchandizing concerns and manufacturing settings. lastly, it introduces the

different types of cost with respect to their behaviour, traceability, and their use for planning and

decision-making.

lecture 2:

This unit introduces job-order costing and describes how it is used in organizations that offer a great

variety of different products or services. It explains the rationale of using a predetermined overhead

rate based on estimates. The unit then tracks the three basic cost components for each job, and

describes how to apply overhead cost to Work in process.

Week2

lecture 1:

This unit finishes the material on job-order costing. The unit deals with under- or over- application of

overhead and how to dispose of these differences. It then explains how to handle flawed units in job-

order systems. The unit then deals with cost behaviour: it explains how to recognize and analyze

variable, fixed, and mixed costs behaviour patterns. It concludes by introducing the contribution format

income statement as a basic tool for decision-making.

lecture 2:

This unit starts with the basics of cost-volume-profit analysis, and shows how this tool can help identify

courses of actions for profitability improvement programs. It then offers a direct application of the CVP

model with break-even point analysis. The unit shows how the CVP model is used in decisions involving

the choice of cost structure for a business, the structure of sales commissions and the applicability of

CVP analysis in a multiproduct environment. The unit concludes with a discussion of the weaknesses of

the CVP model.

Week3

lecture 1:

This unit discusses the two methods of determining unit product costs - absorption and variable

costing, and explains the rationale that underlies each of the methods. The unit notes that because of

the differing treatments of fixed manufacturing overhead, the two methods yield different net operating

income figures. The unit shows how the difference between the two net operating income figures can

be reconciled. The unit provides an evaluation of both costing methods and highlights the likelihood of

making correct decisions with the CVP analysis using the variable costing approach. Finally, it explains

how lean production can lessen or even eliminate the need for reconciliation of net operating income

figures.

P.age 2 of 5

12-

lecture 2:

This unit examines the concept of budgeting. It explains the relationships between budgeting, planning,

and control. It emphasizes the importance of budgeting and makes connections between goal, strategy,

and budget driven operations. The budgeting process culminates with the preparation of the master

budget. The unit introduces sensitivity analysis into the budgeting process by creating sales budget and

budgeted cash collections schedules and performing a 'what-if analysis. The unit concludes with an

explanation the importance of using a flexible budget for controlling when the actual level of activity is

different from the planned level of activity.

Week4:

lecture 1:

Overflow from first six units ... problem-solving session.

Lecture 2:

This unit addresses the concepts of management control and performance evaluation. It deals with the

need for standards in various activities and introduces the concept of management by exception. The

unit discusses the standard setting for the three components of a product cost - direct materials, direct

labour, and variable overhead. It describes the advantages and disadvantages of using standard costs,

and then introduces variance analysis of direct materials, direct labour, variable overhead spending and

efficiency variances. Finally, it explains how managers determine whether a variance constitutes an

exception that requires their attention.

WeekS

lecture 1:

This unit addresses decision-making issues, pointing out that management accounting plays a central

role in providing only information that is relevant to that decision. It discusses the criteria of relevant

costs and shows how they are used in dealing with issues such as the decision to add or drop a product

line, on make-or-buy decisions or the decision to retain or to close a store. The unit concludes with a

discussion of the notion of a special order or one-time order by focusing on incremental revenues and

incremental costs.

Lecture 2:

In this unit, the subject of decision-making is extended into the area of pricing. The module covers cost-

plus pricing formulas, the absorption and variable costing approaches to cost-plus pricing, target costing,

and time and materials pricing. It also explains quality management and the costs of quality and

reporting of quality costs.

Week&

Lecture 1:

In this unit, cost management and strategic decision-making are considered. The structure of an

organization as it grows from centralized to decentralized is explored, as well as the reasons for, and

benefits/drawbacks of, decentralization. The notion of responsibility centres is covered as well as the

considerations as to what type of centre is appropriate in what circumstances.

Lecture 2:

In this unit, the topics of motivating behaviour and management control systems are addressed. The

unit examines the effects of different performance measurement methods on corporate strategies and

strategic business units. It looks at how different performance measurement methods are used in

ease a ef5

evaluating management and operations. It provides examples of compensation related to performance

measurement outcomes, and

relates this to ethical issues in executive compensation packages for

senior management.

Week7

Lecture 1:

Overflow from past five units

... problem-solving session and review prior to midterm.

Lecture

MIDTERM EXAM

Financial Management component

WeekS:

Lecture 1

This unit provides an overview of corporate finance by explaining the major role and tasks of the

financial executive. It describes the criteria the financial executive uses when making decisions within

each organizational form - sole proprietorship, partnership, and corporation. The unit continues with a

review

of how the financial system works, and describes the major types of securities. It concludes by

explaining how corporations issue new securities to

raise capital and the role of venture capital firms.

Lecture 2

This unit introduces and examines discounting and compounding concepts. It examines the general

determinants

of bond and preferred share prices. The unit then describe how the risk of a bond or

preferred share is assessed, and how that risk is reflected in price. It concludes by explaining the concept

of fair prices and the issues that can arise in capital markets.

Week9:

Lecture 1

This unit continues the introduction to valuation issues started in Week 8. It identifies the general

determinants of common share prices. It describes the relationships between the current price of a

security, the expected rate

of return on the security, and the required rate of return on the security. It

then covers the basic formula for the required rate of return and how operating leverage and financial

leverage affect equity risk and hence share price. It concludes by describing how to use the risk-adjusted

discount rate

{RADR) approach to evaluate investments.

Lecture 2

This unit introduces the capital budgeting process and how cash flows are estimated. It begins by

describing the general administrative structure that exists in most firms for the capital budgeting

decision process, and the reasons

for such a structure. It explains which cash flows are relevant in

capital budgeting and determine the present value

of tax shields arising from CCA. It concludes by

addressing the additional analysis necessary for interdependent projects, when

cash flows are uncertain,

and the additional complications that are introduced by cash flows involving international operations.

WeeklO:

Lecture 1

This unit begins by explaining how

to calculate a project's net present value (NPV) and why this method

Base 4 ef

1'1

is preferred for capital budgeting analysis. It examines three alternative capital budgeting methods:

internal rate of return (IRR), payback period {PBP), and profitability index {PI). It explains how to select

projects when there is a constraint on the amount of capital the firm can spend on new projects (capital

rationing). The discount rate to apply to an investment project is explained, and capital budgeting and

risk are explored. It picks up the notion of the risk-adjusted discount rate (RADR) from last unit, and

shows how to determine a project's RADR. The unit concludes by describing how to allocate projects to

risk classes.

Lecture 2

This unit begins with an explanation what comprises a firm's cost of capital, and how the firm makes use

of that information. The unit explains the importance of a firm's weighted average cost of capital

(WACC) and how it affects a firm's capital structure. It then explains the effect of using debt financing on

the return and risk to common shareholders, and how operating leverage affects the amount of debt

financing.

Weekll:

Lecture 1

This unit addresses how dividends are declared and paid. It explains three alternative dividend policies

and the factors that affect a firm's dividend policy. It shows how stock dividends and stock splits affect a

shareholder's position, and how share repurchases can serve as substitutes to cash dividends. The unit

then turns to the topic of leasing as an alternative to purchasing an asset, and you learn how to evaluate

whether it is more advantageous to lease or borrow to purchase an asset.

Lecture 2

This focuses on the management of working capital. It begins by describing the concept of net working

capital (NWC) and by identifying the objective of NWC management. To understand how to plan for

cash shortfalls and cash surpluses, it shows how a firm develops a cash budget and how the budget's

components affect NWC. The unit explains the factors that determine the optimal levels for current

asset accounts and describes the main issues relevant to the management of accounts payable. It

concludes by showing the importance of cyclical patterns in NWC, and how international complications

arising from multinational operations affect NWC management.

Week 12:

Lecture 1

This unit identifies key elements in the financial planning process. The objectives and benefits of

financial planning are assessed. It explains the purpose and benefits of pro forma financial statements,

and look at the links between long-term and short-term planning. It concludes by showing how to use

financial statement ratios to identify long- and short-term trends.

Lecture 2

Overflow and introduction to case analysis.

Integration component

Week13

Team presentations {10 to 15 minutes each) of small cases that combine matters covered in the course.

Exam review if time permits.

Page 5 ofS

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NEW COURSE PROPOSAL

UNDERGRADUATE STUDIES

3 01: 3 PACES

APPROVALS

Departmental approval indicates that dte Department or School bas approved the content of the course, and has consulted with

other Departments/Schools/Faculties regarding proposed course content and overlap issues.

Chair,

Department/School

Date

Chair, Faculty Curriculum Committee

Date

Faculty approval indicates that all the necessary course content and overlap concerns have been resolved, and that the

Paculty/SchooVDepartment comntits to providing the required Library funds.

Dean or designate

Date

LIST which oth.r Dc:partmcnts, Schools ;md Faculties

h;lh'

been consulted regarding the propc .cd

coun;~,.

content, induding overlap issuc!i. AttJch

dncum~ntary ~:vidence

respons~s.

Odll'r F:tl.uV::, ;1ppr0'. al indic:atcd that the Dcan(s) or Designate of othc•. F:tcultics AFFECTED by the proposcd new course support(s) the approval of

tlu: new counc:

Date--------------

SCUS approval indicates that the course has been approved for implementation subject, where appropriate, to financial issues

being addressed.

COURSE APPROVED BY SCUS (Chair of SCUS):

Date --------------

APPROVAL IS SIGNIFIED BY DATE AND APPROPRIATE SIGNATURE.

..: .

SFU

COURSE:

Bus

340-4

INSTRUCTOR:

Neil Abramson

PHONE

778-782-4137

BEEDlE

SCHOOL OF

ESS

SEMESTER:

Fall

2012

OFFICE:

Segal

391

MAIL

nabramso@sfu

TITLE:

Int

rnational Busin

ess

Strategy

Learning Objectives:

Course participants

will have

the

opportunity

learn

how

Multinationa

Enterprises (MNE) formulate

strategies

and t

e organizationa

capab

ilities

needed

support

these

strategies

to produce international competitive

advantages

Participants

will study

criteria for assessing strategic and organiza

tion

capabilities

MNEs

determine

solut

ons for

increasing

organizationa

perform

ance.

Participant

will

familiarized with

e following content areas:

Motivations and

mind

that

drive

companies to

build

and maintain

operations

in on

national

ets

addition

their

home market

to build

worldwide operations.

2. Key aspects

environmental uncertainty

including

politica

economic

socia

forces

and

how these may

affect corporate

rfo

rmance.

3. Four stra

gic

orient

ions- internation

l, multinational

obal

and

transnational-

eac

strategy

intended to

rodu

ce international

competitive

advant

Multinational may be considered

a "differentiation"

strategy, g

oba

ow cost" strategy

Transna

onal stra

egies are

int

ended

to s

imult

aneous

y achieve "

ow cost

"differentiation."

Organizational

capabilities-

sys

tems

str

uctures,

ltu

re,

urces- needed

to support each of

the four

tegie

plus

the

organizatio

deficiencie

common to each strategy

The

orga

zation of effective cross-national know

edge

tran

sfer

and

worldwide

earning as

source of competitive

advantage.

The

organization of corporate

boundar

-spanning

structures and processes

suc

as a

iances

nd joint

ventures

urce

of competitive advantage.

Implementation

of the

tran

national

strategy at

the

eve

obal Business

Manager,

orldwide

Functional Man

age

and especia

Country

Subsidiary

Manager

8. Recent ethical issues that have tarnished the worldwide reputation of MNEs:

exploitative, transactional, responsive,

and transformative MNE mindsets.

Text:

Bartlett, Christopher A.

Paul W. Beamish (2011).

Transnational Management: Text,

Cases, and Readings in Cross-Border Management, Sixth Edition

(New York: McGraw-

Hill Irwin).

Porter, Michael J. (2003). "Strategy and the Internet," (Boston: Harvard Business

Review

On Point Article [ www.hbr.org]). View at

http: //hvass.nu /s2/article/teori /Misc/porter.pdf

Crossan, Mary

(2011). "Strategic Analysis and Action," (London: lvey Publishing

9809M041). 43pp. $3.40/permission.

Evaluation:

1. In Class Participation

2. In Class Hand In Small Group Assignments

3. Mid

Term Exam

4. Final Exam

5. Hand In

Case Analysis

Course Schedule:

Class 1: Introduce Class, Grading, Assignments, Syllabus, Theory

15%

20o/o

20%

30°4

100%

• Readings: Porter, Michael E. "Strategy and the Internet." Be prepared to

discuss Industry Analysis, Competitive Advantage, Generic Strategies (cost

leader, differentiation, focus).

• Case: None.

Class 2: Introduction to Strategic Analysis

• Readings: Crossan, Mary M. "Strategic Analysis and Action.''

• Case:

Designer Classic Carpet Manufacturing Ltd.

Class 3: Expanding Abroad: Motivations, Means, and Mentalities

Learning Objective:

Motivations and mindsets that drive companies to build

and maintain operations in one or more national market in addition to their

home market, or to build worldwide operations.

• Readings: B&B, 1-14.

• Lecture: Chapter 1

• Case:

Research in Motion: Managing Explosive Growth

• Special: Small Group Exercise

Class 4: Understanding the International Context: Responding to Conflicting

Environmental Forces

• Learning Objective: Key aspects of environmental uncertainty including

political, economic, and social forces, and how these may affect corporate

performance.

• Readings:

B&B 113-127.

• Lecture: Chapter 2

• Case:

The Globalization ofCEMEX

Class 5: Developing Transnational Strategies: Building Layers of Competitive

Advantage

• Learning Objective: Four strategic orientations- international,

multinational,

global, and transnational - each a strategy intended to

produce international competitive advantage. Multinational may be

considered a "differentiation" strategy, global a "low cost" strategy.

Transnational strategies are intended to simultaneously achieve

"low cost"

and "differentiation."

• Readings:

B&B 210-2 2 3

• Lecture: Chapter 3

• Case:

GE's Imagination Breakthroughs: The Evo Project

• Special: Video: Interviews

with

John Dineen, Brett BeGole, and Pierre

Compte.

Class

6: Developing a Transnational Organization: Managing Integration,

Responsiveness,

and Flexibility

• Learning Objective: Organizational capabilities - systems, structures,

culture, resources - needed to support each of

the four strategies, plus the

organizational deficiencies common to each strategy.

• Readings:

B&B 314-330

• Lecture: Chapter 4

• Case:

Philips versus Matsushita: Competing Strategies and Organizational

Choices

• Video: Cor vander Klugt describing Philips' frustration competing with

Matsushita (8 minutes).

Class 7: Midterm Exam

• Short answer; short essay.

Class 8: Creating Worldwide Innovation and Learning: Exploiting Cross-

Border Knowledge Management

• Learning Objective: The organization of effective cross-national knowledge

transfer and worldwide learning as a source

of competitive advantage.

• Readings:

B&B 408-418

• Lecture: Chapter 5

.21

• Case:

McKinsey

Company: Managing Knowledge and Learning

Class 9: Engaging in Cross-Border Collaboration: Management Across

Corporate Boundaries (Part 1: Negotiating an Alliance)

• Learning Objective: The organization of corporate boundary-spanning

structures and processes such as alliances and joint ventures, as a source of

competitive advantage. Implementation.

• Readings: B&B 510-524

• Lecture: Chapter 6

• Case:

Nora-Sakari: A Proposed ]V in Malaysia {Revised)

• Special: Role play.

Class 10: Engaging in Cross-Border Collaboration: Management Across

Corporate Boundaries (Part 2: Evaluating an Alliance)

• Learning Objective: The organization of corporate boundary-spanning

structures

and processes such as alliances and joint ventures, as a source of

competitive advantage. Evolution and evaluation.

• Readings: B&B Readings 6.1 (pp. 567-580) and 6.2 (pp. 580-587).

• Lecture: Evaluation tool from Hero/Honda

• Case:

Eli Lilly in India: Rethinking the joint Venture Strategy

• Video: Lorenzo Tallarigo explains the decision to acquire 100o/o of the JV (13

minutes).

• Special: Roles - Lilly vs. Ranbaxy

Class 11: Implementing the Strategy: Building Multidimensional Capabilities

• Learning Objective: Implementation of the Transnational strategy at the

levels of Global Business Manager, Worldwide Functional Manager, and

especially,

Country Subsidiary Manager. Case emphasizes Country Subsidiary

Manager.

• Readings: B&B 388-600

• Lecture: Chapter 7

• Case:

Silvio Napoli at Schindler India (A)

• Video: Silvio Napoli at Schindler India Video

• Supplemental Case:

Silvio Napoli at Schindler India [B)

(9-302-054): An

update as to what Napoli achieved and subsequent action. Supplemental

video.

Class 12: The Future of the Transnational:

Evolving Global Role (Part 1:

Ethical and Legal Considerations)

• Learning Objectives: Recent ethical issues that have tarnished the

worldwide reputation of MNEs: exploitative, transactional, responsive, and

transformative MNE mindsets. Political and ethical issues.

• Readings: B&B 662-678

• Lecture: Chapter 8

• Case:

Killer Coke: The Campaign Against Coca Cola

Class 13: The Future of the Transnational:

Evolving Global Role (Part 2:

Corporate Social Responsibility)

• Learning Objectives: Recent ethical issues that have tarnished the

worldwide reputation of MNEs: exploitative, transactional, responsive, and

transformative MNE mindsets. Media driven events and opportunities for

CSR.

• Readings: B&B 8-1 (pp. 7 43-754)

• Case:

Hitting the Wall: Nike and International Labor Practices

Final Examination

SE:

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COURSE

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Organ

zational

opportunities

st in social

and commercial contexts

at organizational and

dividua

evels

Through

ntensi

exper

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studen

s will exper

ence f

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pportunit

PREREQUISITE

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NOTE: APPROPRIATE

DOCUMENT

FOR DELETION

MUST

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RATIONALE

FOR INTRODUCTION

THIS

COURSE

s c

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UNOF.RGRADUATf: STUOIES

NEW COURSE PROPOSAL

3 01:

PAGES

Departmental approval indicates that the Department or School has approved the content of the course, and has consulted with

other Departments/Schools/Faculties regarding proposed course content and overlap issues.

Cbnir, Deportment/School

Date

Chair, F-ctculty Curriculum Committee

Date

Faculty approval indicates that aU the necessary course content and overlap concerns have been resolved, and that the

Faculty/School/Department commits to providing the required Library funds.

Dean or designate

Date

LIST ' .hich other Departments, Sch<><.)):; and Fanllties ha' : been consultc:d regarding the proposl!d course contt!llt, induding v:crlap issues. Attach

documemm-, cvidcn.:c .of responses.

Othl.!r

Fal.uhi«:s

approval

indicated

that the Dcan(s) or Designate of other Faculties AFFECfED by the proposed new course support(s) the appro".tl of

[he

I h.'\'.

roursc:

Date-------------

Date--------------

SCUS approval indicates that the course has been approved for implementation subject, where appropriate, to financial issues

being addressed.

COURSE APPROVED BY SCUS (Chair of SCUS):

Date ---------------

APPROVAL IS SIGNIFIED BY DATE AND APPROPRIATE SIGNATURE.

JANU.\ltY

200~

•

. ....

..... :,"

SFU

BEEDlE SCHOOL OF BUSINESS

COURSE:

Bus 401-4

INSTRUCTOR:

Eric Gedajlovic

PHONE:

778-782-5168

TITLE:

Developing Organizational Opportunities

SEMESTER:

Fall 2012

OFFICE:

Surrey 5032

E-MAIL:

erg@sfu.ca

Organizational opportunities exist

in social and commercial

contexts

at organizational and

individual

levels

Entrepreneurship, defined as the discovery

evaluation and implementation of

novel business and

or social opportunities is the means by which people

diverse social

settings

empower themselves creatively, socially and economically to improve their own

circumstances as well as those of their families and communities. The ability to identify

thoughtfully assess and selectively act

on opportunities are key skills provided in

this introduction to the world of

commercial

and

social

entrepreneurship for non-business

majors

The

format

of the course is intensive and experiential. It

intensive in terms of

workload and the number and pace of individual and group activities. It is experiential as the

pedagogical

approach is immersive.

Students

will experience firsthand the

cha

enges

involved

in the discovery

evaluation

and implementation of entrepreneurial opportunities.

Course Objectives:

By the

end

of this

course

students should

able

Utilize a variety

of approaches to discover potential

entrepreneuria

opportunities

Rigorously research

and

evaluate the quality

and

viability of potential entrepreneurial

opportunities they (and

others)

have

discovered.

Develop and delivery persuasive

"pitches

and lengthier presentations

and

projects to solidify

the

concept

behind

entrepreneurial

opportunity and

also attract commitment

from investors

and other

stakeholders.

Required Readings

• Mullins

J. (201 0).

The

new business road test

(

3'd ed

ition)

London

Financial Time

Prentice

Hall.

•

Michalko

M. (2006).

hink

rtoys

(2n

edition)

Berkeley

CA: Ten

peed Pres

•

Frank

(1986)

w to get yo

point acros

seconds

ess.

New

York: Pocket.

•

Additional

articles

book chapters

sted

in daily

course

outline below

Grading

Students

will be graded upon

both

their individual and group work as described below. Final

grades

will be based upon the following

components.

J..?

• Class Contribution

and Attendance

• 5 Opportunity Identification

Elevator Pitch Assignments

• Group Presentation

And Executive Summaries

• Trade Show Project

Graded Course Components

Attendance

& Class Contribution

15%+

25°/o (5% per pitch)

30%

Students with poor attendance records will have their final grade discounted as described

below.

Since the course involves a lot of structured interaction between students and between

students and the instructor attendance is vital.

In this format, students have responsibilities to

their group as

well as to the class as a whole. Students must come to class having done the

required readings and assignments and be prepared to discuss the material.

The class contribution grade component

will be based upon a student's attendance record and

how much the student has enriched the classroom experience for other students.

Five

of the contribution point will be based upon a student's attendance record. One mark will

deducted for each absence from a class period. Marks may also be deducted from students who

arrive late for class, or do not stay for the entire period. Students who miss class on days when

deliverables such as pitches and group assignments are due will receive a grade of 0 for that

grade component unless severely extenuating circumstances apply (and are cleared with the

instructor).

In addition, students who miss more than 3 class sessions (or parts thereof) will

automatically receive a grade of "F" for the course unless severely extenuating circumstances

apply

AND the absences and possible make-up work has been discussed and cleared with the

instructor.

It is the student's responsibility to contact the instructor as soon as the student

becomes aware that he/she may need to miss a class.

Another 1

0 points will be based upon how much the student has enriched the classroom

experience. As such, the ability to lead the class

in an informative class discussion (when called

upon to do so), raising thought provoking questions and generally providing useful intellectual

'fodder' that provides the basis for further discussion will positively impact upon a student's final

mark.

On the other hand, a student's failure to attend class and participate meaningfully and

constructively in class discussion

will seriously (and negatively) influence a student's grade. In this

regard, students

will be evaluated on the basis of the quality, rather than the quantity (or decibel

level)

of their contribution.

Opportunity Identification

Elevator Pitch Assignments (Sessions 5-9)

Individually, students will be asked to identify five types of potential new entrepreneurial

opportunities relating

to; 1) a new product or service, 2) a new customer need, 3) a new business

model, 4) a new location and, 5) an unmet social/ community need. On successive weeks (i.e

sessions 5-9), students will be asked to develop and deliver a 60 second "elevator pitch" for each

of these opportunity types

(time limit strictly enforced).

During these class sessions, each student

will be given a fictional $1 million in "venture capital dollars" to invest across all the opportunities

presented (except their

own). The 5 opportunities (i.e. one per each opportunity category)

receiving the greatest amount of "funding"

will be developed as group projects. Participants whose

opportunities were selected will serve as group leaders and the remaining participants will be

drafted into the remaining groups (during session 10). Grades for each of these pitches will be

determined by the amount of "venture capital" investment dollars it receives AND the assessment

of the instructor. Also, each of these groups will develop and deliver a presentation, executive

summary

and tradeshow exhibit as described below.

Note: Student's are responsible for producing all five elevator pitches even if one of their pitches

was selected for further development. In such a case, the student may also develop a second

(etc .. ) proposal that is selected in a different opportunity category. In such a case, he

she will

have the option of which selected proposal to develop and the

2"d

place finisher in the category of

the opportunity not developed will be selected for development.

Group Presentation and Executive Summaries (Sessions 11 and 12)

Each of the elevator pitches selected will be developed by constituted teams into a 10 minutes

(time limit strictly enforced) presentation and accompanying executive summary.

These presentations

should begin with a refined 60 second elevator pitch and then provide a

quick paced overview of

the opportunity which answers to the following questions. (Answers to

these questions

should be based upon desk research and interviews with at least 2 experts and 2

potential clients).

• What is your product or service? Briefly describe what it is you sell/ provide.

• Who is the market? Discuss who your clients will be, how you will add value to them, and

how large of a market they represent.

• How will you make money? (i.e. what is your revenue model?) For what will you charge?

How

will you collect the money? (For all but the social/ community need).

• How will you secure the needed financial resources? Be as detailed as possible (for the

social/ community

need).

•

Who is behind the organisation? Tell them a little about you and your team's background

and achievements. And what

they have accomplished.

• Who is your competition? Briefly discuss who they are and what they have accomplished?

• How will you (keep) beat(ing) the competition? (i.e. what is your competitive advantage?)

Presentations

will be graded (by the instructor) on the basis of the revised elevator pitch, the

quality of the

answers (and related research) to the above listed questions and the team's

ability to answer address the comments and questions they receive in a Q&A session (of 20 -

30 minutes) immediately following their presentation.

Accompanying executive summaries are due at the time

of the presentation and should be 5

pages (single spaced) in length and provide a summary

of the presentation. These

presentations should also include a number

of appendices detailing the team's background

research and market

financial projections. There is no page limit on these appendices.

Trade Show Project (Session 13)

Student teams should prepare a trade show exhibit based upon the opportunity presentation

and executive

summary they delivered in week 11 or 12. These exhibits will be staged in a

public place at

SFU and should be designed to encourage passersby and invited guests to visit

the exhibit and leave with a favourable impression

of the product or service. Teams should

come prepared with an appropriate plan to attract attention to their exhibit and also a refined

second elevator pitch.

small table will be provided for you to set up the exhibit. Each exhibit should include the

following.

•

A 3D prototype of your product OR a short 3-5 minute video illustrating your service.

• Graphical display boards to provide relevant information about your product

• A one page flyer promoting your product or service.

• A research binder containing ...

Your flyer,

A one page executive summary of your product or service,

Photos of your prototype or still photos from your illustrative video,

Your powerpoint slides from week 11/12 (these may be edited for this purpose).

Details regarding your background research (i.e. desk research, interviews with

experts and potential clients).

Grades

for this course component will be based upon the instructor's and potentially some

guest judges' evaluation of the exhibit and research binder.

Academic Integrity

Students are reminded that University regulations regarding cheating and plagiarism are quite

severe.

If you are in doubt about any matter pertaining to academic integrity please discuss the

matter beforehand with the instructor.