S.12-33

OFFICE OF THE

ASSOCIATE VICE-PRESIDENT, ACADEMIC AND

ASSOCIATE PROVOST

8888

University Drive,

Burnab

y

, BC

Canada

V5A

156

TEL

:

778.782.4636

FAX:

778.782.5876

avpciorasfu.ca

www.sfu.ca/vpa

cademic

MEMORANDUM

ATTENTION

Senate

DATE

January 13,2012

FROM

Bill Krane, Chair

PAGES

1

/

1

RE:

Senate Committee

on

Undergraduate

Studies

Beedie

School

of

Business [SCUS 12-05]

For information:

Acting

under delegated authority

at

its meeting of Janua

ry

12,

2012

SCUS

approved the

following curriculum

revisions

:

(effective

Fa

ll

2012)

1. Upper and

Lower

Division

requirement changes

to the Bus

iness

Minor

Program

2. Changes

to

credit

hour,

title,

description and prerequ

isi

te for B

US 34

1

3.

New

Course

Proposals:

BUS

311-4,

Introduction to Managerial

Accounting

and

Financial Management

BUS

340-4,

International Business

Strategy

BUS

401-4,

Developing Organizational Opportunities

Senators wishing

to

consult

a

more

detailed report

of curriculum revisions may

do

so by

going

to

Docushare:

https://docushare

.

sfu

.

ca/dsweb/V

i

ew/Collect

i

on-12682

If

you

are unable to access the information, please

call

778-782

-

3168

or email

shelley

qairrasfu

.ca

.

SIMON FRASER UNIVERSITY

THINKING

OF

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 5 lower

division courses required for admission, as well as 16 units of upper division course work, based

on 4

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 by 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.

1

---

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 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 1 (4)

•

STAT 270 Introduction to Probability and

Statistics

(3)

and all of

•

BUS 237 Information Systems in Business (3)

•

BUS 251 Financial Accounting I (3)

•

BUS 254 Managerial Accounting

1 •

(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.

Program Requirements

Lower Division Requirements

Students complete all of

•

BUS 237 Information Systems in Business (3)

•

BUS 251 Financial Accounting

1

(3)

•

BUS 272 Behavior in Organizations (3)

•

ECON 103 Principles of Microeconomics (4)

and one of

•

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 lOSW Introduction to Issues in Literature

and Culture (3)

•

ENGL 199W Introduction to University Writing

(3)

•

PHIL 001Critical Thinking (3)

•

PHIL 100W Knowledge and Reality (3)

2

---

•

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.

At least 16 upper division BUS or BUEC units are

required including

both of

•

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)

3

---

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:

TO

Course Number

Course Number

Credit Hour 3

Credit Hour

4

Title:

(1) Long title for

calendar/schedule no more than 100 characters including spaces and

punctuation

FROM

TO

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

TO

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

TO

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

SCUS2006 1

---

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.:.:12=------

scus 2006 2

---

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p

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f

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a

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t

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---

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------

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-

--

--

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Dat

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___

___

_

_

___

_____ _

3

SCUS app

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ova

l

ind

ica

tes

that

th

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course

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as

been ap

p

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for

impl

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COURSE

APPROVED DY

SCUS

(Chair of

SCUS)

:

D

a

tt'

-----

---

--

_

_

_

_

APPROVAL

IS SIGNIFIED BY DATE AND APPROPR

I

ATE SIGNATURE

.

j.'\

NU.

'.

RY

200~

---

--

.

SFU

BEEDlE

SCHOOL

OF BUSINESS

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 in financial accounting

and examines a variety of

tools

and techniques

used by

managers

to

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 of

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

hour

s

Textbooks

To

be

determined

Evaluation

Students will be expected

to

attend all

l

ect

ur

es,

as

the latter

part of each class will be

give

n

over to

workshop-like exercises. There will be 5 quizzes randomly held at

the

beginning of 5 of the

cla

sses

for 3

mark

s

each.

Course components are

as follows:

Quizzes

:

15

%

Group presentation:

10

%

Mid

-

term:

25%

Final:

50%

Course Schedule

Students will meet twice a week for 2

hour

s

at

a

time. No

tutorials

a

re planned.

Page

1

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.

Page 2 of 5

---

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

Page 3 of 5

---

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 2:

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.

Week 10:

Lecture 1

This unit begins by explaining how to calculate a project's net present value (NPV) and why this method

Page 4 of 5

---

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.

Week 11:

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 of 5

---

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SFU

COURSE:

Bus

340-

4

INSTRUCTOR:

Neil

Abramson

PHONE:

778-782-4137

BEED

l

E SCHOOL OF BUSINESS

SEMESTER:

Fall

2012

OFFICE:

Segal 3915

E-MAIL:

nabramso@sfu.ca

TITLE

:

International Business

Strategy

Learning

Objectives:

Course participants will have the opportunity to

le

arn

how Multinational

Enterprises (MNE) formulate

strategies and

the

organizationa

l

capabilities

needed

to

support

these

strategies

to produce international

competitive

advantages.

Participants will

study

the criteria for

assessing strategic

and organizational

capabili

tie

s

of MNEs to determine solutions for increasing organizational

performance.

Participants will be

fami

li

arized w

ith the

following content areas:

1. Motivations

and

mindsets

th

at

drive

companies

to build

and

maintain

operations

in one

or more national markets in

add

ition to their

home market,

or

to

build

wor

ld

wi

de

operations.

2. Key aspects of environmental uncertainty including political,

economic, and

social

forces,

and

how these may affect

corporate

performance.

3

.

Four

s

tr

ategic

orientations- international, multinational, global,

and

transnational- each a

strategy

intended to produce

intern

a

tion

a

l

competitive

advantage.

Multinational may be considered a

"d

ifferentiation

"

strategy, global a "low cost"

strategy.

Transnational

strategies

are intended

to

simu

lt

aneous

l

y ac

hie

ve "

l

ow

cost"

and

"differentiation."

4.

Organizational capabilities

-

systems, structures,

culture, resources-

n

eeded

to

sup

port

each of the four

strateg

i

es,

plus the

organiza

tion

a

l

deficiencies

common

to

each

strategy.

5. The organization of effective

cross

-n

a

tional

knowledge

transfer

and

wor

ld

wide

learning as

a source of

competitive

advantage.

6

.

The organization of corporate boundary

-

spanning

structures

and

processes

s

uch

as

a

lli

ances and

joint

vent

u

res, as a source

of competitive

advantage.

7.

Implementation of the transnational

strategy a

t

the

lev

e

l

s

of Global Business

Manager, Worldwide Functional Manager,

and espec

i

ally,

Country Subsidiary

Manager.

1

---

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 M. (2011).

~~strategic

Analysis and Action," (London: Ivey 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

1So/o

15%

20%

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

2

---

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 of CEMEX

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

11

and

"differentiation.~~

• Readings:

B&B 210-223

• 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

3

---

• 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 100°/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: An 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 662-6 78

• Lecture: Chapter 8

4

---

• Case:

Killer Coke: The Campaign Against Coca Cola

Class 13: The Future of the Transnational: An 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. 743-754)

• Case:

Hitting the Wall: Nike and International Labor Practices

Final Examination

5

---

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PAGES

APPROVALS

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-

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-

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3

SCUS approval

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the co

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se

has been approved

for implementation subject, where

app

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issues

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COURSE

APPROVED BY

SCUS

(Chair

of SCUS):

D

a

te

------

--

----

--

- ----

-

--

APPROVA

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SIGNIFIED BY DATE AND APPROPRIATE S

I

GNATURE.

j

:\

NU.\

IlY

200~

---

BEEDlE SCHOOL

OF BU

S

INESS

COURSE:

Bus

401

-4

INSTRUCTOR:

Eric

Gedajlovic

PHONE:

778-782-5168

TITLE:

De

ve

l

op

ing

Organizational Opportunities

SEMESTER:

Fall 2012

OFFICE:

Surrey 5032

E-MAIL:

erg@sfu.ca

Organizational opportunities exist

in

social and

comme

rc

i

a

l

conte

xt

s at organ

i

zational and

individual

le

vels.

Entrepreneurship, defined as the discovery

,

evaluation and implementation of

novel

business and

I

or

social opportunities is

the means

by which people

in

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

identif

y

,

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

is intens

i

ve

i

n terms of

work

load

and the number and pace of individual and group activities

.

It

is experiential as

the

pedagogical approach is immersive. Students

wi

ll

e

x

perience firsthand

the

challenges

i

nvolved

in

the discovery

,

evaluation and implementation

of

entrepreneur

i

a

l

opportun

i

ties

.

Course Objectives

:

By the end of this course

,

students should be able to

:

1

.

Utilize a

varie

ty

of approaches

to

disco

v

er potential entrepreneurial opportunities

.

2

.

Rigorously

research

and

eva

luate

the quality and

viabi

lit

y of

potential entrepreneuria

l

opportunities they (and others)

have

discovered

.

3.

De

velop

and delivery persuasive

"

pitches

"

and

lengthier

presentations

and projects to so

li

dif

y

the

co

ncept

behind

an entrepreneurial opportunit

y

and a

l

so attract

commitment from

i

nvestors

and other stakeholders

.

Required Readings

•

Mullins

,

J

.

(2

01

0)

.

Th

e new business road

t

e

st (3

'd

edition)

.

London

:

F

i

nan

cial

Times

-

Prentice

Hall.

•

Michalko

,

M

.

(2006).

Thinkertoys

(

2

"d

edition)

..

Berkeley

,

CA:

Ten

Speed

Press

.

• Frank

.

M

.

(1986).

H

o

w to get your

point

across in

3

0

seconds

or less

.

Ne

w York:

P

ocket.

• Additional articles

I

book

chapters as

listed

in daily course

ou

tline

below

.

Grading

Students

will

be graded upon both their

individua

l

and group

work

as described below

.

F

inal

grades

will

be based

upon

the following components

.

1

---

• 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°k (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 be

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

10 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

I

Elevator Pitch Assignments (Sessions 5-9)

2

---

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

I

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

I

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 1 0 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

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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

I

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

30

second elevator pitch.

A 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 ...

o

Your flyer,

o

A one page executive summary of your product or service,

o

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

o

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

o

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.

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