Homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions course syllabus blended model instructor version Cover evening.

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions course syllabus blended model instructor version Cover evening classes MBA 520 Leadership & Ethics in a Global Environment next Benedictine Hallmarks 2011-2012 STABILITY  STEWARDSHIP

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Benedictine University Margaret and Harold Moser Center 1832 Centre Point Circle Naperville, IL 60563 Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience Discipline  Humility  Stewardship  Hospitality  Community Phone: (630) 829-6289 Fax: (630) 829-1375 http://www1.ben.edu/programs/a dult_cohorts/mission_vision.asp Addresses the educational needs of adult students by developing and providing engaging, relevant and accelerated programs. Enhances scholarship, leadership skills, social responsibility, and promotes life-long learning. Provides high-quality, easily accessible educational opportunities for adult learners. Enables adults to earn specific undergraduate and graduate degrees while maintaining their personal and professional commitments. Develops new degree and non-degree programs that address the expressed needs of the professional community. course syllabus blended model Moser College Mission Statement: Moser College embodies the values of respect, excellence, collaboration, and professionalism. We are committed to delivering innovative and dynamic programs designed for adult students who are dedicated to enhancing their professional, local, and global communities. Moser College Vision Statement: To be one of the premier university colleges in the nation. MBA 520 Leadership & Ethics in a Global Environment instructor version about this document about Moser College about blended learning hallmarks of a Benedictine education student expectations attendance policy financial aid submission of work library resources services for students with disabilities Academic Honesty Policy APA formatting and style netiquette course overview required textbooks grading scale IDEA objectives IDEA description learning outcomes course schedule content links index 2 Content Links

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 3 About Your Program at Benedictine University – Moser College About This Document This is a hypermedia document – it has been built to mimic navigation on the web. This document can also be viewed as a presentation or it can be printed like a traditional document. We use this sort of document because it allows for navigation links (hyperlinks) to text, graphics, audio/video, and the web. This type of document also allows you to navigate in a nontraditional, nonlinear way – by following the page links you are not bound to read or flip through the document in any sort of order. This is yet another example of Moser College’s commitment to advancements in technology and blended learning. About Moser College The Moser College of Adult & Professional Studies delivers its curricular programs in a specifically designed structure deliberately oriented for working, adult learners. The Moser College is committed to providing a learning environment which extends beyond the classroom and is designed specifically to meet the needs of its students and their employers by bringing a quality educational experience without requiring the student to relocate or travel extensively beyond their home area. Benedictine University's Moser College of Adult & Professional Studies is fully accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools*. hallmarks of a Benedictine Education: About * http://www.ben.edu/academic_programs/moser/about/index.cfmhttp://www.ben.edu/academic_programs/moser/about/index.cfm About Blended Learning Blended learning is the integration of different learning environments: mainly the online format with the face-to-face format, but may also include mobile learning. Blended learning, also referred to as hybrid learning, relies on both the advantages of digital/technology innovation and the methods of face-to-face instruction. At Moser College, we use blended learning by combining asynchronous online classroom sessions with a face-to-face classroom environment. We alternate between the online session and the face-to-face session in 5-week courses, with the A session being face-to-face and the B session being online. MBA 520 | Leadership & Ethics in a Global Environment

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 4 The Ten Hallmarks of a Benedictine Education A Benedictine Education Based on the Rules of Saint Benedict, a Benedictine Education is based on the Benedictine Wisdom Tradition that sets as its goals the transformation of the Human mind AND Heart and has at its foundation “The Ten Hallmarks of a Benedictine Education”.Rules of Saint Benedict“The Ten Hallmarks of a Benedictine Education The Ten Hallmarks Each academic year Moser College will be celebrating two of the Hallmarks. This academic year 2011-2012, the Hallmarks Stability and Stewardship have been chosen. The ten hallmarks are: 1.Love of Christ and Neighbor 2.Prayer: a Life marked by liturgy, lection and Mindfulness 3.Stability: commitment to the daily life of this place, its heritage and tradition 4.Conversatio: the way of formation and transformation 5.Obedience: a commitment to listening and consequent action 6.Discipline: a way toward learning and freedom 7.Humility: knowledge of self in relation to God, others and creation 8.Stewardship: responsible use of creation, culture and the arts 9.Hospitality: openness to others 10. Community: call to serve the common good Portrait (1926) by Herman Nieg (1849–1928); Heiligenkreuz Abbey, Austria Hallmarks MBA 520 | Leadership & Ethics in a Global Environment

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 5 Student Expectations Expectations of Students In order to get the maximum use of the time available, it is expected that you will: Read the material to be covered in the class and complete required assignments prior to attending the class/session; Arrive/login to class/session prepared to participate actively; Be prepared to actively participate in the collaborative activities of each class/session; and Always feel free to seek additional help from the instructor when the need arises. Attendance Policy Students may not miss more than 25% of the live classroom sessions. Doing so will result in an F for the course. Expectations financial aid information MBA 520 | Leadership & Ethics in a Global Environment Submission of Work All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor. Assignments must be submitted by due date. Any assigned work submitted late for any unexcused reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L. In the event that you miss an examination for due cause, arrangements must be made with the instructor for a make-up examination. Important criteria concerning the submission of work: Make-up examinations may differ from the original class examination. Per University policy, assignments cannot be accepted by an instructor after the last day of the course. Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes. information concerning netiquette:

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 6 Financial Aid Information Applying for Financial Aid A college education is one of the largest financial investments a family will make. We believe that an education from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial Aid is dedicated to helping students and their families make a Benedictine University education affordable. We view the process of financing an education as a partnership. Although the student and his/her family have primary responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have a variety of financial aid programs available to students who need financial assistance. Financial Aid Types of Financial Aid Benedictine University's Office of Financial Aid administers a variety of federal, state and institutional programs of student financial assistance. All financial aid recipients must maintain satisfactory academic progress in accordance with the published, "Satisfactory Academic Progress Policy for Financial Aid Recipients.“satisfactory academic progress After completing the financial aid application process, the student will receive a financial aid award notification letter. The award letter will include the program(s) that the student is eligible to receive and the award amount(s). Grants/Scholarships - Grants and scholarships are considered to be gift assistance. This means the awards do not have to be repaid. Loans - Loans are considered to be a form of self-help assistance. Loan programs provide funds for educational purposes and are paid back with interest. Employment - Part-time jobs on campus are available to students through the University and Federal Work-Study program. Students working on campus receive a bi-weekly paycheck. Applying for Financial Aid – All students applying for financial aid are asked to complete the Free Application for Federal Student Aid (FAFSA).Free Application for Federal Student Aid (FAFSA). FAFSA – Free Application for Federal Student Aid The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance. It should be completed as soon as possible after January 1 st. Applying online with FAFSA on the Web at www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax returns readily available when completing the FAFSA. Include Benedictine University's school code: 001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent information, one parent must also sign you FAFSA. www.fafsa.govwww.pin.ed.gov MBA 520 | Leadership & Ethics in a Global Environment

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 7 About Netiquette What is Netiquette? "Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well. Netiquette Netiquette Basics 1.Follow the Golden Rule (“One should treat others as one would like others to treat oneself”) 2.Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice 3.Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may not be appropriate in a classroom or in an online conversation with an instructor 4.Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs and headers and 6) limiting your use of attachments 5.Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier for the poster, but it is not easier for the reader For more information please review Netiquette by Virginia Shea Inappropriate Online Usage 1.Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often online then in face-to-face interaction, because there is an illusion of anonymity. 2.Flaming is neither productive nor appropriate for the learning environment 3.Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar, punctuation and spelling corrections 4.Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often seen as a form of aggression 5.Use emoticons ( :), :(, :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language Confidentiality and Privacy 1.Email, messaging and posting are forms of written record and are just as permanent as a letter or document 2.Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.) 3.Respect copyright and cite any and all sources 4.Do not expect that your communications are private, instead assume all communications are public MBA 520 | Leadership & Ethics in a Global Environment

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community Benedictine’s Library Resources Benedictine University Libraries strive to provide the resources for all of your academic and research needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7 days a week, we are here to assist you in person and online. The primary mission of the Benedictine University Library is to provide library resources and services that support the Benedictine University community and meet its academic and research needs. To support our mission, the Library has made provisions for all students to gain access to important academic resources through the Benedictine Library Website. As you begin your academic journey please take note of these key concepts that will affect that access: Entry into academic databases and most Library resources must be made through the Benedictine Library Website at www.ben.edu/librarywww.ben.edu/library Within one week of your official enrollment your patron information will be automatically entered into the library system, where once entered, you will be able to check out books and access databases When off-campus you will be prompted by authentication software (a proxy server) to provide your Library ID number and last name to access article databases and request books. This software proxy server confirms that you are a current Benedictine University student and thus allowed access Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is the Library ID number with X’s being the seven digit student number. This number is prominently located just below the barcode on your Benedictine ID card For further information on any aspect of Library resources and access please call or write the Benedictine Library Reference Desk at 630-829-6057 or libref@ben.edu. Please take note of Library hours and staff directory located on the Library Website under About the Library and feel free to contact us about any concern or need you might havelibref@ben.edu 8 Resources for Success additional resources for student success: homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Library MBA 520 | Leadership & Ethics in a Global Environment

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community University Academic Honesty Policy The search for truth and the dissemination of knowledge are the central missions of a university. Benedictine University pursues these missions in an environment guided by our Roman Catholic tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification, destruction, multiple submission, solicitation, and misrepresentation are violations of these expectations and constitute unacceptable behavior in the University community. To access the complete Academic Honesty Policy, which includes student responsibility, responsibility and authority of faculty, violations, reporting and communicating, responsibilities of the provost, appeals, composition of the academic appeals board, procedures of the academic appeals board, and records, please select the following link: www.ben.edu/ahpwww.ben.edu/ahp 9 Resources for Success APA Formatting and Style All course assignments must use APA citation and formatting. This is a mandatory requirement for all assignments, including discussions, if a publication or other work is being referenced. For more information on APA, please see the APA Style section at the website of the American Psychological Association, linked here: www.apa.org/www.apa.org/ APA resources for students: www.apa.org/about/students.aspxwww.apa.org/about/students.aspx Services for Students with Disabilities Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990 prohibit discrimination against individuals with disabilities by standing provision of reasonable accommodations to make programs and activities accessible to qualified individuals with disabilities. If you have a documented learning, psychological, or physical disability, you may be eligible for reasonable academic accommodations or services. To request accommodations or services, please contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to fulfill essential course requirements. The University will not waive any essential skill or requirement of a course or degree program. Other Resources MBA 520 | Leadership & Ethics in a Global Environment

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community IDEA Objectives Acquiring skills in working with others as a member of a team. Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.) Gaining a broader understanding and appreciation of intellectual/ cultural activity (music, science, literature, etc.) Developing skill in expressing oneself orally or in writing. Learning how to find and use resources for answering questions or solving problems. Developing a clearer understanding of, and commitment to, personal values. Learning to analyze and critically evaluate ideas, arguments, and points of view. Acquiring an interest in learning more by asking questions and seeking answers. 10 Individual Development and Educational Assessment IDEA Description The IDEA student survey focuses on the instructor’s learning objectives for the course and on the progress each student made toward achieving those objectives. By answering thoughtfully and honestly, your ratings and comments will be much more helpful – to the instructor, the department chair, and the dean of the college. As students, you should also know that student ratings and comments have been used to help evaluate courses and to improve the educational experience at Benedictine University. The appropriate standard of conduct with respect to student surveys is thoughtful comments and constructive criticism – respectfully communicated. A Focus on Learning “The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than emphasizing teaching style or personality, the IDEA system focuses on student learning and the methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5www.theideacenter.org/node/5 IDEA MBA 520 | Leadership & Ethics in a Global Environment

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community Course Description This is an introductory course that will provide a critical thinking framework for graduate students. which integrates legal, ethical, and social reasoning coupled with a business enterprises quest for profits and growth. The class will focus on the obligations and duties that business entities and their agents have to individuals, groups, employees, governmental agencies, and the general population. During the decision-making process, we will consider the interests of all the affected parties and attempt to produce a more ethical outcome while still maintaining the best interests of the firms shareholders. To effectively achieve this goal, we will examine all aspects of ethical decisions with special attention being applied to privacy, employee loyalty, customer relationships, and the ethical standards of companies, operating in a global business environment. 11 Faculty Evening Course Overview Course Materials Required Textbook and Materials Lawrence, A. T., & Weber, J., (2014). Business and society: Stakeholder, ethics, public policy. (14th ed.). ISBN: 9780078029479 Suggested Course Materials In addition, students will need access to current scholarly articles from Benedictine University’s electronic library resources. The Course Grading Scale Technological Computer Requirements Students in the Blended program will need: High-speed Internet access; a sound card and speakers; Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or higher. It is also highly recommended that students have access to a microphone or webcam for optional audio/videoconferencing. A=4.0090 - 100%EXCELLENT B = 3.0080 – 89%GOOD C = 2.0070 – 79%SATISFACTORY D = 1.0060 – 69%PASS F = 0.00BELOW 60%FAIL I = INCINCOMPLETE Course Overview Discussion Forum Guidelines To receive a minimum passing grade, students must make a post to each discussion question for that week by day 4 of each week and respond to at least two other postings by the end of the week. Individual Posts are worth up to 5 points and the total Response Posts are worth up to 5 points total. Each discussion will total up to 10 points. MBA 520 | Leadership & Ethics in a Global Environment

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 12 Faculty Evening Course Outcomes Based in Bloom’s Taxonomy Learning Outcomes MBA 520 | Leadership & Ethics in a Global Environment WkBloom’s Level Learning ObjectiveBenedictine Hallmark and/or IDEA Obj COI AssignmentPts 1A Level 5 Evaluating Apply course concepts in an explanatory case study, exploring causation and underlying standards IDEA Obj 9: Learning how to find and use resources Case Study in class Group Activity 50 pts 25 pts Level 5 Evaluating Assessing new knowledge, new skills and mastery of concepts. IDEA Obj 2: Learning fundamental principles Key term quiz35 pts Level 3 Applying Engage active learning scenario and brainstorm solutions IDEA Obj 12: Acquiring an interest in learning Hallmark: Hospitality PBL: Introduce the PBL topic and brainstorm solutions PBL will total 200 pts 1B Level 3 Applying Discuss business ethics, business in society, and ethical leadership with peers in a comprehensive way. IDEA COI: Social Hallmark: Community Discussion Post and Response Post 10 pts Level 5 Evaluating Apply course concepts in an explanatory case study, exploring causation and underlying standards IDEA Obj 4: Developing specific skills Complete Case Study – submit to dropbox 50 pts 2A Level 4 Analyzing Scrutinize the text for key ideas and concepts, to be used as “talking points” IDEA Obj 2: Learning fundamental principles Disc Case and Questions 16 pts Level 4 Analyzing Explore business ethics in collaborative and experiential learning exercises IDEA Obj 9: Learning how to find and use resources Group Activity25 pts Level 5 Evaluating Assessing new knowledge, new skills and mastery of concepts. IDEA Obj 2: Learning fundamental principles Key term quiz35 pts Level 3 Applying Stimulate learning through the problem scenario and explore prior knowledge IDEA Obj 12: Acquiring an interest in learning PBL: Use prior knowledge to develop the problem statement PBL will total 200 pts 2B Level 3 Applying Discuss business ethics, business in society, and ethical leadership with peers in a comprehensive way. IDEA COI: Social Hallmark: Community Discussion Post and Response Post 10 pts Level 5 Evaluating Apply course concepts in an explanatory case study, exploring causation and underlying standards IDEA Obj 4: Developing specific skills Complete Case Study – submit to dropbox 50 pts 3A Level 4 Analyzing Scrutinize the text for key ideas and concepts, to be used as “talking points” IDEA Obj 2: Learning fundamental principles Disc Case and Questions 16 pts Level 4 Analyzing Explore business ethics in collaborative and experiential learning exercises IDEA Obj 9: Learning how to find and use resources Group Activity25 pts Level 5 Evaluating Assessing new knowledge, new skills and mastery of concepts. IDEA Obj 2: Learning fundamental principles Key term quiz35 pts Level 6 Creating Design self-directed learning opportunities by outlining a plan IDEA Obj 12: Acquiring an interest in learning PBL: Develop an action plan PBL will total 200 pts 3B Level 3 Applying Discuss business ethics, business in society, and ethical leadership with peers in a comprehensive way. IDEA COI: Social Hallmark: Community Discussion Post and Response Post 10 pts Level 5 Evaluating Apply course concepts in an explanatory case study, exploring causation and underlying standards IDEA Obj 4: Developing specific skills Complete Case Study – submit to dropbox 50 pts

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 13 Faculty Evening Course Outcomes Based in Bloom’s Taxonomy Learning Outcomes MBA 520 | Leadership & Ethics in a Global Environment WkBloom’s Level Learning ObjectiveBenedictine Hallmark and/or IDEA Obj COI AssignmentPts 4A Level 5 Evaluating Apply course concepts in an explanatory case study, exploring causation and underlying standards IDEA Obj 9: Learning how to find and use resources Disc Case and Questions 16 pts Level 4 Analyzing Explore business ethics in collaborative and experiential learning exercises IDEA Obj 9: Learning how to find and use resources Group Activity25 pts Level 5 Evaluating Assessing new knowledge, new skills and mastery of concepts. IDEA Obj 2: Learning fundamental principles Key term quiz35 pts Level 6 Creating Design critical thinking opportunities by making a proposal IDEA Obj 12: Acquiring an interest in learning PBL: Make a proposal PBL will total 200 pts 4B Level 3 Applying Discuss business ethics, business in society, and ethical leadership with peers in a comprehensive way. IDEA COI: Social Hallmark: Community Discussion Post and Response Post 10 pts Level 5 Evaluating Apply course concepts in an explanatory case study, exploring causation and underlying standards IDEA Obj 4: Developing specific skills Complete Case Study – submit to dropbox 50 pts 5A Level 4 Analyzing Scrutinize the text for key ideas and concepts, to be used as “talking points” IDEA Obj 2: Learning fundamental principles Disc Case and Questions 16 pts Level 4 Analyzing Explore business ethics in collaborative and experiential learning exercises IDEA Obj 9: Learning how to find and use resources Group Activity25 pts Level 5 Evaluating Assessing new knowledge, new skills and mastery of concepts. IDEA Obj 2: Learning fundamental principles Key term quiz35 pts Level 6 Creating Develop a presentation defending ethical solutions to ethical dilemmas IDEA Obj 12: Acquiring an interest in learning PBL: Develop a presentation for review PBL will total 200 pts 5B Level 3 Applying Discuss business ethics, business in society, and ethical leadership with peers in a comprehensive way. IDEA COI: Social Hallmark: Community Discussion Post and Response Post 10 pts Level 5 Evaluating Apply course concepts in an explanatory case study, exploring causation and underlying standards IDEA Obj 4: Developing specific skills Complete Case Study – submit to dropbox 50 pts

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 14 Faculty Evening Course Outcomes Based in Bloom’s Taxonomy Learning Outcomes MBA 520 | Leadership & Ethics in a Global Environment Total Points for the Course Discussion Questions (D2L)10 pts ea x 6= 60 pts6% of total points In Class Disc Case and Questions16 pts ea X 5= 80 pts5 % of total points Group: experiential learning exercise25 pts ea x 6= 150 pts 15% of total points Group assessment35 pts ea x 6= 210 pts 21% of total points Case Studies50pts ea x 6=300 pts30 % of total points PBL Presentation100 pts ea x 1= 100 pts10 % of total points Reflection Paper100 pts ea x 1= 100 pts 10% of total points Total Points for the Course= 1000 pts WkBloom’s Level Learning ObjectiveBenedictine Hallmark and/or IDEA Obj COI AssignmentPts 6A Level 4 Analyzing Scrutinize the text for key ideas and concepts, to be used as “talking points” IDEA Obj 2: Learning fundamental principles Disc Case and Questions 16 pts Level 4 Analyzing Explore business ethics in collaborative and experiential learning exercises IDEA Obj 9: Learning how to find and use resources Group Activity25 pts Level 5 Evaluating Assessing new knowledge, new skills and mastery of concepts. IDEA Obj 2: Learning fundamental principles Key term quiz35 pts Level 6 Creating Develop a presentation defending ethical solutions to ethical dilemmas IDEA Obj 12: Acquiring an interest in learning Hallmark: Hospitality PBL: present PBL solutions 100 pts 6B Level 3 Applying Discuss business ethics, business in society, and ethical leadership with peers in a comprehensive way. IDEA COI: Social Hallmark: Community Discussion Post and Response Post 10 pts Level 6 Craeting Reflect on the PBL Ethics Game simulation and roleplaying experience IDEA Obj 4: Developing specific skills Complete Final Reflection Paper – submit to dropbox 100 pts

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 15 Faculty Evening Course Schedule SessionLoc.Class TitleAssignments 01 A F2F Business in Society no pre assignment for this class Media: Corporate Power and Responsibility (pg 53) In Class: Complete Case Study 1 in class (pg 448) Group Activity: experiential learning exercise Group Assessment: group key terms quiz PBL: Introduce the PBL topic and brainstorm solutions 01 B online The Corporation’s Social Responsibilities Read Part One (Chap 1 – 3) Discussion Post and Response Post Complete Case Study 2 (pg 458) – submit to dropbox 02 A F2F Business Ethics Media: What is Business Ethics? (pg 70) In Class: Disc Case and Questions pg 88 Group Activity: experiential learning exercise Group Assessment: group key terms quiz PBL: Use prior knowledge to develop the problem statement 02 B online Organizational Ethics Read Part Two (Chap 4 & 5) Discussion Post and Response Post Complete Case Study 3 (pg 467) – submit to dropbox 03 A F2F Business in Globalized World Media: Doing Business in a Diverse World (pg 126) In Class: Disc Case and Questions pg 155 Group Activity: experiential learning exercise Group Assessment: group key terms quiz PBL: Develop an action plan 03 B online Business and Public Policy Read Part Three (Chap 6 & 7) and Part Four (Chap 8 & 9) Discussion Post and Response Post Complete Case Study 4 (pg 480) – submit to dropbox 04 A F2F Business and the Natural Environment Media: Sustainable Development (pg 213) In Class: Disc Case and Questions pg 282 Group Activity: experiential learning exercise Group Assessment: group key terms quiz PBL: Make a proposal 04 B online Business and Technology Read Part Five (Chap 10 & 11) and Part Six (Chap 12 & 13) Discussion Post and Response Post Complete Case Study 5 (pg 493) – submit to dropbox 05 A F2F Business and Its Stakeholders Media: Social Networking – Tools and Threats (pg 271) In Class: Disc Case and Questions pg 400 Group Activity: experiential learning exercise Group Assessment: group key terms quiz PBL: develop presentation for review 05 B online Consumer Protection Read Part Seven (Chap 14 – 19) Discussion Post and Response Post Complete Case Study 6 (pg 503) – submit to dropbox 06 A F2F Managing a Diverse Workforce Media: Gender and Race in the Workplace (pg 381) In Class: Disc Case and Questions pg 444 Group Activity: experiential learning exercise Group Assessment: PBL presentation PBL: present PBL solutions 06 B online The Community and the Corporation Review Part Seven (Chap 14 – 19) Discussion Post and Response Post Final Reflection Papers Course Schedule MBA 520 | Leadership & Ethics in a Global Environment

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community Learning Objectives By the end of the week the learner should be able to: 1.Create awareness and clear understanding of the emerging business environment including the impact of globalization. 16 Faculty Evening Session 1A Activities, Assignments and Assessments Session 1A MBA 520 | Leadership & Ethics in a Global Environment WEEKLY AGENDA Business in Society Icebreaker (see the Successful Lessons section) Media: Corporate Power and Responsibility (pg 53) In Class: Complete Case Study 1 in class (pg 448) Group Activity: experiential learning exercise Group Assessment: group key terms quiz PBL: Introduce the PBL topic and brainstorm solutions IN CLASS ACTIVITIES Multimedia: Corporate Power and Responsibility (pg 53) 1.Before class, review the above topic from the text. 2.Prepare five to six open-ended discussion questions concerning this topic. 3.At the end of each chapter you will find a list of internet resources. Review these resources prior to class. 4.Share these internet resources with your students, or encourage them to pull up these sites on their laptops, smart-devices, class computers or other technology sources (if available). 5.Lead a class discussion on the above topic. Use the internet resources provided by the text to justify answers, support debates, support opinions and/or critique ideas. Case Study 1 (pg 448): Complete Case Study 1 in class. You may delegate this to small groups and then come together as a large group to review ideas and answers. Or you can lead this as a class activity. Week 1B provides a general set of guidelines which outline how to use critical thinking and problem solving skills in a case-based scenario. Group Assessment: At the end of each chapter you will find a list of key words. Prepare a brief quiz concerning these terms. I recommend a fill in the blank quiz or a quiz which requires students to use key terms in meaningful ways. Have students complete these in small groups. It is to the teacher’s discretion of s/he would like to make these quizzes open book or open note. For Week One, I recommend making this open book and making it less rigorous than later quizzes. I also recommend having the quiz at the end of the night. GROUP ACTIVITIES Experiential Learning Exercise: Leadership and Ethics are often best experienced as opposed to simply read about. In our adult program, we focus on experiential learning. Preparation: Before class review the Chapter Summaries at the end of each chapter. Encourage your students to do the same. Engagement: In small groups, students brainstorm about personal experiences which connect to or illustrate the Chapter Summaries. After brief discussions, groups should settle on one “story” or anecdote. Groups should determine if others can relate to the story. Then small groups should share with the class. Reflection: Encourage students to reflect on the experience and share with the class. PROBLEM or PROJECT BASED LEARNING Step 1: Introduce the Problem Each group will be partaking in an Ethics Game. The theme of this course is based on roleplaying exercises, dialogues and experiential learning. See the Ethic Game page at the end of this document for more information concerning setting up the PBL. Briefly, the game consists of groups taking on the role of a Committee and group members taking on specific action roles. The game is a simulation and its success is judged by the Chairperson (the role of the instructor). Instructors should present the Ethics Game to the class and explain the basics of experiential learning, roleplaying, and simulation games. Step 2: Prior Knowledge Discussion: At this point, it is going to be a good idea to discuss the basics of ethics and developing ethical solutions. Follow the guidelines outlined on pg 32 for developing solutions and use the four methods of ethical reasoning on pg 83. Students will be using these methods in Weeks 2 – 5. Assign Roles and Explore Roleplaying: Explain the different roles outlined in the Game Rules (again at the end of this document). The roles are intended to create conflict and encourage debate in ethical models. This conflict will help groups to look at different perspectives and encourage a true debate of ideas.

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 17 Faculty Evening Session 1B Session 1B MBA 520 | Leadership & Ethics in a Global Environment Learning Objectives By the end of the week the learner should be able to: 1.Create awareness and clear understanding of the emerging business environment including the impact of globalization. Activities, Assignments and Assessments INDIVIDUAL ACTIVITIES The Corporation’s Social Responsibilities Read Part One (Chap 1 – 3) Discussion Post and Response Post Complete Case Study 2 (pg 458) – submit to dropbox Discussion Post Corporate social responsibility (CSR) is a prominent 21st century business ideology that heightens expectations of companies regarding social and environmental standards. The results of CSR compliance are generally viewed as a good thing by most companies. However, their are challenges regarding allocating time and resources. Consider your favorite fast food outlet. What are two or three negatives associated with developing a CSR approach? Response Guidelines Respond to two other learners' postings. Choose someone who responded differently than yourself and discuss your differences. If you find no differences, what challenges can you bring up? DELIVERABLES Case Study 2 (pg 458) Guidelines for Preparing a Case Study: 1.Follow APA guidelines 2.Summarize the situation identify the stakeholders involved complete a Five W analysis (Who, What, Where, When, and Why) 3.Identify the problem or significance of the situation develop a specific problem statement which should be clear and concise explain why the problem is important explain how the problem was discovered or identified and by whom 4.Outline any steps taken to solve any of the problems who was involved in solving the problem? what methods did they use? were these solutions effective? 5.Connect the scenario to course content support arguments, predictions and claims using course material, key terms and key ideas support opinions, judgments and interpretations of the situation with course material 6.Address the discussion questions answer these to the best of your ability use the course text to support your answers if outside sources are needed, site these sources and explain the rational for relying on them 7.Formulate a conclusion summarize the content of your case study highlight your ideas and your opinions outline lessons learned from the case study explain why the case was valuable

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 18 Faculty Evening Session 2A Session 2A MBA 520 | Leadership & Ethics in a Global Environment Learning Objectives By the end of the week the learner should be able to: 1.Examine complex issues experienced in today's business environment. Activities, Assignments and Assessments WEEKLY AGENDA Business Ethics Icebreaker (see the Successful Lessons section) Media: What is Business Ethics? (pg 70) In Class: Disc Case and Questions pg 88 Group Activity: experiential learning exercise Group Assessment: group key terms quiz PBL: Use prior knowledge to develop the problem statement IN CLASS ACTIVITIES Multimedia: What is Business Ethics? (pg 70) 1.Before class, review the above topic from the text. 2.Prepare five to six open-ended discussion questions concerning this topic. 3.At the end of each chapter you will find a list of internet resources. Review these resources prior to class. 4.Share these internet resources with your students, or encourage them to pull up these sites on their laptops, smart-devices, class computers or other technology sources (if available). 5.Lead a class discussion on the above topic. Use the internet resources provided by the text to justify answers, support debates, support opinions and/or critique ideas. Discussion Case and Questions: In small groups read the assigned Discussion Case from this week’s reading. Assign each group one of the Discussion Case Questions. Have groups discuss these and answer the question to the best of their ability. Groups can either submit their answer to the dropbox or can informally present to the class (teacher’s discretion). Group Assessment: At the end of each chapter you will find a list of key words. Prepare a brief quiz concerning these terms. I recommend a fill in the blank quiz or a quiz which requires students to use key terms in meaningful ways. Have students complete these in small groups. It is to the teacher’s discretion of s/he would like to make these quizzes open book or open note. GROUP ACTIVITIES Experiential Learning Exercise: Leadership and Ethics are often best experienced as opposed to simply read about. In our adult program, we focus on experiential learning. Preparation: Before class review the Chapter Summaries at the end of each chapter. Encourage your students to do the same. Engagement: In small groups, students brainstorm about personal experiences which connect to or illustrate the Chapter Summaries. After brief discussions, groups should settle on one “story” or anecdote. Groups should determine if others can relate to the story. Then small groups should share with the class. Reflection: Encourage students to reflect on the experience and share with the class. PROBLEM or PROJECT BASED LEARNING Recap Steps 1 & 2 Step 3: Develop the Problem Statement and Ethical Solutions Follow the guidelines outlined on pg 32 for developing solutions and use the four methods of ethical reasoning on pg 83. This week’s roleplaying scenario: At your company, six departments’ budgets have gone under review: Sales, Auditing, Marketing, Customer Care, Information Tech (IT), and Human Resources. The CFO of your company is in charge of the budget review. Three of the budgets have had an increase in funds (Sales, Marketing and Human Resources). The Finance Department has determined that Sales, Marketing and Human Resources are in most need of budgetary increases. But the Department Chairs of each of these departments have donated $200 to The CFO’s favorite charity, a local youth sports team. How would you respond to this?

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 19 Faculty Evening Session 2B Session 2B MBA 520 | Leadership & Ethics in a Global Environment Learning Objectives By the end of the week the learner should be able to: 1.Examine complex issues experienced in today's business environment. Activities, Assignments and Assessments INDIVIDUAL ACTIVITIES Organizational Ethics Read Part Two (Chap 4 & 5) Discussion Post and Response Post Complete Case Study 3 (pg 467) – submit to dropbox Discussion Post The idea that our self-interests are always bound in some way to the interests of others takes on a new dimension in the age of globalization. Establishing the common good in the 21st century will depend on forging common interests around issues of global concern. What are your top two concerns regarding Globalization? Response Guidelines Respond to two other learners' postings. Choose someone who responded differently than yourself and discuss your differences. If you find no differences, what challenges can you bring up? DELIVERABLES Case Study 3 (pg 467) Guidelines for Preparing a Case Study: 1.Follow APA guidelines 2.Summarize the situation identify the stakeholders involved complete a Five W analysis (Who, What, Where, When, and Why) 3.Identify the problem or significance of the situation develop a specific problem statement which should be clear and concise explain why the problem is important explain how the problem was discovered or identified and by whom 4.Outline any steps taken to solve any of the problems who was involved in solving the problem? what methods did they use? were these solutions effective? 5.Connect the scenario to course content support arguments, predictions and claims using course material, key terms and key ideas support opinions, judgments and interpretations of the situation with course material 6.Address the discussion questions answer these to the best of your ability use the course text to support your answers if outside sources are needed, site these sources and explain the rational for relying on them 7.Formulate a conclusion summarize the content of your case study highlight your ideas and your opinions outline lessons learned from the case study explain why the case was valuable

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 20 Faculty Evening Session 3A Session 3A MBA 520 | Leadership & Ethics in a Global Environment Learning Objectives By the end of the week the learner should be able to: 1.Explore fundamental management and leadership principles. Activities, Assignments and Assessments WEEKLY AGENDA Business in Globalized World Icebreaker (see the Successful Lessons section) Media: Doing Business in a Diverse World (pg 126) In Class: Disc Case and Questions pg 155 Group Activity: experiential learning exercise Group Assessment: group key terms quiz PBL: Develop an action plan IN CLASS ACTIVITIES Multimedia: Doing Business in a Diverse World (pg 126) 1.Before class, review the above topic from the text. 2.Prepare five to six open-ended discussion questions concerning this topic. 3.At the end of each chapter you will find a list of internet resources. Review these resources prior to class. 4.Share these internet resources with your students, or encourage them to pull up these sites on their laptops, smart-devices, class computers or other technology sources (if available). 5.Lead a class discussion on the above topic. Use the internet resources provided by the text to justify answers, support debates, support opinions and/or critique ideas. Discussion Case and Questions: In small groups read the assigned Discussion Case from this week’s reading. Assign each group one of the Discussion Case Questions. Have groups discuss these and answer the question to the best of their ability. Groups can either submit their answer to the dropbox or can informally present to the class (teacher’s discretion). Group Assessment: At the end of each chapter you will find a list of key words. Prepare a brief quiz concerning these terms. I recommend a fill in the blank quiz or a quiz which requires students to use key terms in meaningful ways. Have students complete these in small groups. It is to the teacher’s discretion of s/he would like to make these quizzes open book or open note. GROUP ACTIVITIES Experiential Learning Exercise: Leadership and Ethics are often best experienced as opposed to simply read about. In our adult program, we focus on experiential learning. Preparation: Before class review the Chapter Summaries at the end of each chapter. Encourage your students to do the same. Engagement: In small groups, students brainstorm about personal experiences which connect to or illustrate the Chapter Summaries. After brief discussions, groups should settle on one “story” or anecdote. Groups should determine if others can relate to the story. Then small groups should share with the class. Reflection: Encourage students to reflect on the experience and share with the class. PROBLEM or PROJECT BASED LEARNING Recap Steps 1, 2 & 3 Step 4: Develop an Action Plan Committees now have experience playing the game and solving their first problem. Although they will have developed an action plan last week, they were really focusing on Steps 1 – 3. This week they should focus on taking action. This week’s roleplaying scenario: Your CFO has put pressure on your company to increase profits by 8%. Which would be a record high for your group. Now that he has increased the Sales budget, five new salespeople have joined the team. These new salespeople come from a competing firm. They are having excellent months with record commissions, while the competing company they came from is bleeding clients left and right. This seems questionable – especially because the competing firm is doing so poorly in the absence of their salespeople. How would you respond to this?

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 21 Faculty Evening Session 3B Session 3B MBA 520 | Leadership & Ethics in a Global Environment Learning Objectives By the end of the week the learner should be able to: 1.Explore fundamental management and leadership principles. Activities, Assignments and Assessments INDIVIDUAL ACTIVITIES Business and Public Policy Read Part Three (Chap 6 & 7) and Part Four (Chap 8 & 9) Discussion Post and Response Post Complete Case Study 4 (pg 480) – submit to dropbox Discussion Post Triple bottom line thinking holds that a company should combine standard metrics of financial success with those that measure environmental stewardship and social justice. It is sometimes called the 3P approach -- People, Planet and Profits. In each case it requires thinking in three dimensions, not one. Provide an example how this concept can be used at Walmart or Amazon.com. Response Guidelines Respond to two other learners' postings. Choose someone who responded differently than yourself and discuss your differences. If you find no differences, what challenges can you bring up? DELIVERABLES Case Study 4 (pg 480) Guidelines for Preparing a Case Study: 1.Follow APA guidelines 2.Summarize the situation identify the stakeholders involved complete a Five W analysis (Who, What, Where, When, and Why) 3.Identify the problem or significance of the situation develop a specific problem statement which should be clear and concise explain why the problem is important explain how the problem was discovered or identified and by whom 4.Outline any steps taken to solve any of the problems who was involved in solving the problem? what methods did they use? were these solutions effective? 5.Connect the scenario to course content support arguments, predictions and claims using course material, key terms and key ideas support opinions, judgments and interpretations of the situation with course material 6.Address the discussion questions answer these to the best of your ability use the course text to support your answers if outside sources are needed, site these sources and explain the rational for relying on them 7.Formulate a conclusion summarize the content of your case study highlight your ideas and your opinions outline lessons learned from the case study explain why the case was valuable

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 22 Faculty Evening Session 4A Session 4A MBA 520 | Leadership & Ethics in a Global Environment Learning Objectives By the end of the week the learner should be able to: 1.Analyze business ethical issues and examine methods of resolving moral dilemmas. Activities, Assignments and Assessments WEEKLY AGENDA Business and the Natural Environment Icebreaker (see the Successful Lessons section) Media: Sustainable Development (pg 213) In Class: Disc Case and Questions pg 282 Group Activity: experiential learning exercise Group Assessment: group key terms quiz PBL: Make a proposal IN CLASS ACTIVITIES Multimedia: Sustainable Development (pg 213) 1.Before class, review the above topic from the text. 2.Prepare five to six open-ended discussion questions concerning this topic. 3.At the end of each chapter you will find a list of internet resources. Review these resources prior to class. 4.Share these internet resources with your students, or encourage them to pull up these sites on their laptops, smart-devices, class computers or other technology sources (if available). 5.Lead a class discussion on the above topic. Use the internet resources provided by the text to justify answers, support debates, support opinions and/or critique ideas. Discussion Case and Questions: In small groups read the assigned Discussion Case from this week’s reading. Assign each group one of the Discussion Case Questions. Have groups discuss these and answer the question to the best of their ability. Groups can either submit their answer to the dropbox or can informally present to the class (teacher’s discretion). Group Assessment: At the end of each chapter you will find a list of key words. Prepare a brief quiz concerning these terms. I recommend a fill in the blank quiz or a quiz which requires students to use key terms in meaningful ways. Have students complete these in small groups. It is to the teacher’s discretion of s/he would like to make these quizzes open book or open note. GROUP ACTIVITIES Experiential Learning Exercise: Leadership and Ethics are often best experienced as opposed to simply read about. In our adult program, we focus on experiential learning. Preparation: Before class review the Chapter Summaries at the end of each chapter. Encourage your students to do the same. Engagement: In small groups, students brainstorm about personal experiences which connect to or illustrate the Chapter Summaries. After brief discussions, groups should settle on one “story” or anecdote. Groups should determine if others can relate to the story. Then small groups should share with the class. Reflection: Encourage students to reflect on the experience and share with the class. PROBLEM or PROJECT BASED LEARNING Recap Steps 1 – 4 Step 5: Make a Proposal Committees have solved two problems thus far. Although, in both scenarios they should have also made a small proposals. This week we will be focusing on proposing ideas – not just solutions and plans, but being able to sell solutions as well. This week’s roleplaying scenario: Your company has recently gone through a merger. The company you merged with had vastly different policies and procedures. Your company requires staff members to be in the office Mon – Fri. The merging company allows staff members to work from home, and build comp time. This was a necessity as many of the employees are out of state. Staff members from your company are being asked to continue to come into the office, even when many have asked to work from home. It is also rumored that many of the merging company’s employees are paid higher wages. However, your CFO does not want to address this. How would you respond to this?

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 23 Faculty Evening Session 4B Session 4B MBA 520 | Leadership & Ethics in a Global Environment Learning Objectives By the end of the week the learner should be able to: 1.Analyze business ethical issues and examine methods of resolving moral dilemmas. Activities, Assignments and Assessments INDIVIDUAL ACTIVITIES Business and Technology Read Part Five (Chap 10 & 11) and Part Six (Chap 12 & 13) Discussion Post and Response Post Complete Case Study 5 (pg 493) – submit to dropbox Discussion Post The internet is a major business tool for most organizations in the modern world. However, some employees use the service for personal activity above and beyond professional work related task. What rules would you mandate for your company regarding personal internet usage? Response Guidelines Respond to two other learners' postings. Choose someone who responded differently than yourself and discuss your differences. If you find no differences, what challenges can you bring up? DELIVERABLES Case Study 5 (pg 493) Guidelines for Preparing a Case Study: 1.Follow APA guidelines 2.Summarize the situation identify the stakeholders involved complete a Five W analysis (Who, What, Where, When, and Why) 3.Identify the problem or significance of the situation develop a specific problem statement which should be clear and concise explain why the problem is important explain how the problem was discovered or identified and by whom 4.Outline any steps taken to solve any of the problems who was involved in solving the problem? what methods did they use? were these solutions effective? 5.Connect the scenario to course content support arguments, predictions and claims using course material, key terms and key ideas support opinions, judgments and interpretations of the situation with course material 6.Address the discussion questions answer these to the best of your ability use the course text to support your answers if outside sources are needed, site these sources and explain the rational for relying on them 7.Formulate a conclusion summarize the content of your case study highlight your ideas and your opinions outline lessons learned from the case study explain why the case was valuable

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 24 Faculty Evening Session 5A Session 4A MBA 520 | Leadership & Ethics in a Global Environment Learning Objectives By the end of the week the learner should be able to: 1.Utilize critical strategic thinking necessary for effective case analysis. Activities, Assignments and Assessments WEEKLY AGENDA Business and the Natural Environment Icebreaker (see the Successful Lessons section) Media: Social Networking – Tools and Threats (pg 271) In Class: Disc Case and Questions pg 400 Group Activity: experiential learning exercise Group Assessment: group key terms quiz PBL: develop presentation for review IN CLASS ACTIVITIES Multimedia: Social Networking (pg 271) 1.Before class, review the above topic from the text. 2.Prepare five to six open-ended discussion questions concerning this topic. 3.At the end of each chapter you will find a list of internet resources. Review these resources prior to class. 4.Share these internet resources with your students, or encourage them to pull up these sites on their laptops, smart-devices, class computers or other technology sources (if available). 5.Lead a class discussion on the above topic. Use the internet resources provided by the text to justify answers, support debates, support opinions and/or critique ideas. Discussion Case and Questions: In small groups read the assigned Discussion Case from this week’s reading. Assign each group one of the Discussion Case Questions. Have groups discuss these and answer the question to the best of their ability. Groups can either submit their answer to the dropbox or can informally present to the class (teacher’s discretion). Group Assessment: At the end of each chapter you will find a list of key words. Prepare a brief quiz concerning these terms. I recommend a fill in the blank quiz or a quiz which requires students to use key terms in meaningful ways. Have students complete these in small groups. It is to the teacher’s discretion of s/he would like to make these quizzes open book or open note. GROUP ACTIVITIES Experiential Learning Exercise: Leadership and Ethics are often best experienced as opposed to simply read about. In our adult program, we focus on experiential learning. Preparation: Before class review the Chapter Summaries at the end of each chapter. Encourage your students to do the same. Engagement: In small groups, students brainstorm about personal experiences which connect to or illustrate the Chapter Summaries. After brief discussions, groups should settle on one “story” or anecdote. Groups should determine if others can relate to the story. Then small groups should share with the class. Reflection: Encourage students to reflect on the experience and share with the class. PROBLEM or PROJECT BASED LEARNING Recap Steps 1 – 5 Step 6: Develop Presentation for Review Committees should continue to play the simulation game and solve ethical scenarios as they have for the past few weeks. They should also begin discussing putting together their Reflection Paper and Final Reflection Presentation. This week’s roleplaying scenario: You are being audited by a client. You know that you are not going to meet your guarantees to the client that you have been contracted for. This means you will most likely fail the audit. If you fail the aduit you will also most likely lose the client. However, the client is not coming on site to do the audit. The client is asking you send them a sampling of files. You can “cherry pick” the files that will let you pass the audit. If you get caught, the client could be subject to a government audit. They would then be subject to fines. Your company will also be subject to fines.

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 25 Faculty Evening Session 5B Session 4B MBA 520 | Leadership & Ethics in a Global Environment Learning Objectives By the end of the week the learner should be able to: 1.Utilize critical strategic thinking necessary for effective case analysis. Activities, Assignments and Assessments INDIVIDUAL ACTIVITIES Consumer Protection Read Part Seven (Chap 14 – 19) Discussion Post and Response Post Complete Case Study 6 (pg 503) – submit to dropbox Discussion Post Business ethics manifests both as written and unwritten codes of moral standards that are critical to the current activities and future aspirations of a business organization. They can differ from one company to another because of differences in cultural perspectives, operational structures and strategic orientations. The guiding framework of business ethics permeates all levels of the organization. It is about having the wisdom to determine the difference between right actions and wrong decisions. What are the written standards for your company? Response Guidelines Respond to two other learners' postings. Choose someone who responded differently than yourself and discuss your differences. If you find no differences, what challenges can you bring up? DELIVERABLES Case Study 6 (pg 503) Guidelines for Preparing a Case Study: 1.Follow APA guidelines 2.Summarize the situation identify the stakeholders involved complete a Five W analysis (Who, What, Where, When, and Why) 3.Identify the problem or significance of the situation develop a specific problem statement which should be clear and concise explain why the problem is important explain how the problem was discovered or identified and by whom 4.Outline any steps taken to solve any of the problems who was involved in solving the problem? what methods did they use? were these solutions effective? 5.Connect the scenario to course content support arguments, predictions and claims using course material, key terms and key ideas support opinions, judgments and interpretations of the situation with course material 6.Address the discussion questions answer these to the best of your ability use the course text to support your answers if outside sources are needed, site these sources and explain the rational for relying on them 7.Formulate a conclusion summarize the content of your case study highlight your ideas and your opinions outline lessons learned from the case study explain why the case was valuable PROBLEM or PROJECT BASED LEARNING Step 6: Develop Presentation for Review Committees will present their PBL experience Week 6A. Committees must present their solutions to the Chairperson at the end of the course. The Chairperson will evaluate the decisions made and the justifications for those decisions. The Chairperson will determine if these decisions were ethical or unethical. The Chairperson will ask questions and pose challenges to the group. The Chairperson will issue a report determining if the Committee was successful or if the Committee should be dissolved. The Presentation should include: a brief summary of each of the four PBL game scenarios an explanation of the groups’ solutions ethical theories and models used to justify the solutions a reflection on the roleplaying experience a reflection on conflict resolution, debate, and dialogues a reflection on the PBL Ethics Game as a whole

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 26 Faculty Evening Session 6A Session 4A MBA 520 | Leadership & Ethics in a Global Environment Learning Objectives By the end of the week the learner should be able to: 1.Demonstrate professional communication skills (written and presentation). Activities, Assignments and Assessments WEEKLY AGENDA Managing a Diverse Workforce Icebreaker (see the Successful Lessons section) Media: Gender and Race in the Workplace (pg 381) In Class: Disc Case and Questions pg 444 Group Activity: experiential learning exercise Group Assessment: PBL presentation PBL: present PBL solutions IN CLASS ACTIVITIES Multimedia: Gender and Race in the Workplace (pg 381) 1.Before class, review the above topic from the text. 2.Prepare five to six open-ended discussion questions concerning this topic. 3.At the end of each chapter you will find a list of internet resources. Review these resources prior to class. 4.Share these internet resources with your students, or encourage them to pull up these sites on their laptops, smart-devices, class computers or other technology sources (if available). 5.Lead a class discussion on the above topic. Use the internet resources provided by the text to justify answers, support debates, support opinions and/or critique ideas. Discussion Case and Questions: In small groups read the assigned Discussion Case from this week’s reading. Assign each group one of the Discussion Case Questions. Have groups discuss these and answer the question to the best of their ability. Groups can either submit their answer to the dropbox or can informally present to the class (teacher’s discretion). Group Assessment: At the end of each chapter you will find a list of key words. Prepare a brief quiz concerning these terms. I recommend a fill in the blank quiz or a quiz which requires students to use key terms in meaningful ways. Have students complete these in small groups. It is to the teacher’s discretion of s/he would like to make these quizzes open book or open note. GROUP ACTIVITIES Experiential Learning Exercise: Leadership and Ethics are often best experienced as opposed to simply read about. In our adult program, we focus on experiential learning. Preparation: Before class review the Chapter Summaries at the end of each chapter. Encourage your students to do the same. Engagement: In small groups, students brainstorm about personal experiences which connect to or illustrate the Chapter Summaries. After brief discussions, groups should settle on one “story” or anecdote. Groups should determine if others can relate to the story. Then small groups should share with the class. Reflection: Encourage students to reflect on the experience and share with the class. PROBLEM or PROJECT BASED LEARNING Recap Steps 1 – 6 Step 7: Present PBL Ethic Games Solutions to the Class The Presentation should include: a brief summary of each of the four PBL game scenarios an explanation of the groups’ solutions ethical theories and models used to justify the solutions a reflection on the roleplaying experience a reflection on conflict resolution, debate, and dialogues a reflection on the PBL Ethics Game as a whole

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 27 Faculty Evening Session 6B Session 4B MBA 520 | Leadership & Ethics in a Global Environment Learning Objectives By the end of the week the learner should be able to: 1.Demonstrate professional communication skills (written and presentation). Activities, Assignments and Assessments INDIVIDUAL ACTIVITIES The Community and the Corporation Review Part Seven (Chap 14 – 19) Discussion Post and Response Post Final Reflection Papers Discussion Post Since this is the last week's discussion provide an example of a company or organization that exhibits global ethical standards. Feel free to use any company of choice. Explain why you selected this company. Response Guidelines Respond to two other learners' postings. Choose someone who responded differently than yourself and discuss your differences. If you find no differences, what challenges can you bring up? DELIVERABLES Final Reflection Paper Guidelines for the Final Reflection Paper Each week students are responsible for a Reflection Journal. The Reflection Journals should address the following: 1.Describe roleplaying sessions and include details about the experience 2.Reflect on the value of the experience 3.Explain how decisions were made and how your role impacted that decision (did you help it? hinder it? act as an obstacle? or a motivator?) 4.Explain the ethical dilemma 5.Explain the ethical solution and justify the ethics behind it 6.Journals should be about a page and follow APA style NOTE: It is up to the instructor to determine if s/he would like to collect these on a weekly basis and give students’ feedback in progress. Or if the instructor would prefer to have the students submit the reflections in the Reflection Paper once. Week 6B students will submit a Final Reflection Paper to the dropbox. This will include their weekly reflections (outlined above). The paper should include: 1.Four Reflection Journals (outlined above) 2.A final Reflection concerning the entire experience of the course 3.What were your initial expectations of the PBL Game? How have these expectations changed? 4.How did you motivate yourself to complete the Game? Which exercises were the most valuable to you? Which were the least? Why? 5.List three things you learned from this Game. Why were these ideas/concepts important to you? 6.What suggestions could you offer to improve this Game? 7.Talk about any disappointments you might have now that the Game is over. Compare these to your successes. 8.Discuss the challenges of roleplaying, conflict resolutions, dissension in the group, and other issues of the Game.

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 28 The Committee SETUP Scenario: Students will organize into small groups. These small groups will form a “Committee.” This Committee is generic and has been convened to solve four different problems. These problems will be presented as the Problem Based Learning Game is played out. At the end the Committee is subject to the Chairperson of the Ethics Review Board (the instructor) who will evaluate the Committee’s decisions. Roles: The instructor may assign nondescript signs to each Committee (such as Committee A or Committee 2) to distinguish one group from the other. The instructor and the students will take on different roles. The instructor’s role is The Chairperson of the Ethics Review Board. Students will then take on the other roles outlined below. Students are not themselves, but rather are playing a role like an actor playing a role in a movie. The Chairperson of the Ethics Review Board: This role should be taken by the instructor. The Chairperson should seek to uphold and enforce high ethical standards and promote confidence in all stakeholders. Leader (Committee Member): There must be one leader in every Committee. The Leader has two powers: tiebreaking and veto. The Leader can serve as the tiebreaker in any disputes in the Committee. The Leader can also veto any unanimous decision made by the group. However, there is a lot of pressure on the Leader. The Leader has these responsibilities: Delegating and Monitoring task completion Tiebreaking and Vetoing Shaper (Committee Member): There must be at least one Shaper in every Committee. Shapers are often argumentative, provocative and impatient. Shapers are often the cause of friction and sometimes backstab but also “shape” the mood and temperament of the Committee. Shapers have the following responsibilities: Shapers push the group towards decisions quickly Shapers embrace challenges and remove barriers Implementer (Committee Member): Committees can have as many Implementers as they would like. Implementers are practical. Implementers force ideas and theories into practice, strategies, and action. Implementers have the following responsibilities: Implementers want to get things done properly Implementers organize and prioritize Resource Investigator (Committee Member): There can be one Resource Investigator in every Committee. Resource Investigators are negotiators and gather resources. Resource Investigators have the following responsibilities: Resource Investigators take inventory and collect materials Resource Investigators are rule sticklers The Plant (Committee Member): There must be at least one Plant in every Committee. Plants are spies placed in the Committee by the Chairperson. Plants coax groups into decisions – sometimes good ones and sometimes bad ones, depending on the Chairperson’s “mood”. Plants have the following responsibilities: Plants are introverts and poor communicators Plants are loners and are “Yes Men/Women” Specialist (Committee Member): There can be one Specialist in every Committee. Specialists are privy to secret knowledge. Specialists have the following responsibilities: Specialists have expert knowledge in narrow fields Specialists are single-minded and are not goal-orientated HOW TO PLAY Weekly Events: Weeks 2 – 5 the Chairperson will give an ethical dilemma to the Committees. Committees must solve the Ethical Dilemma in their groups and by playing their roles. Committees will be evaluated in four ways: 1.Developing an ethical solution to weekly challenges based on the course readings and course discussions 2.Students portraying and playing their roles as accurately as possible 3.Weekly Reflection Journals and a Reflection Paper 4.A final Reflection Presentation to the class Developing an Ethical Solution: Follow the guidelines outlined on pg 32 and use the four methods of ethical reasoning on pg 83. 1.Identify the Issue1. Virtues 2.Analyze the Issue 2. Utilitarian 3.Generate Options 3. Rights 4.Take Action 4. Justice 5.Evaluate Results 6.Identify New Issues Roleplaying: The key to good roleplaying is five fold: 1.Be open-minded, imaginative, and willing to step into others’ shoes 2.Embrace the role completely 3.Focus on details and create drama 4.Improv and use a lot of dialogue – avoid long pauses 5.Think positively and have fun! Weekly Reflection Journals: Each week students are responsible for a Reflection Journal. The Reflection Journals should address the following: 1.Describe roleplaying sessions and include details about the experience 2.Reflect on the value of the experience 3.Explain how decisions were made and how your role impacted that decision (did you help it? hinder it? act as an obstacle? or a motivator?) 4.Explain the ethical dilemma 5.Explain the ethical solution and justify the ethics behind it 6.Journals should be about a page and follow APA style Week 6B students will submit a Final Reflection Paper to the dropbox. This will include their weekly reflections (outlined above). The paper should include: 1.Four Reflection Journals (outlined above) 2.A final Reflection concerning the entire experience of the course 3.What were your initial expectations of the PBL Game? How have these expectations changed? 4.How did you motivate yourself to complete the Game? Which exercises were the most valuable to you? Which were the least? Why? 5.List three things you learned from this Game. Why were these ideas/concepts important to you? 6.What suggestions could you offer to improve this Game? 7.Talk about any disappointments you might have now that the Game is over. Compare these to your successes. 8.Discuss the challenges of roleplaying, conflict resolutions, dissension in the group, and other issues of the Game. Final Reflection Presentation: Committees must present their solutions to the Chairperson at the end of the course. The Chairperson will evaluate the decisions made and the justifications for those decisions. The Chairperson will determine if these decisions were ethical or unethical. The Chairperson will ask questions and pose challenges to the group. The Chairperson will issue a report determining if the Committee was successful or if the Committee should be dissolved. Problem Based Learning: Roleplaying Game Brief

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 29 Sample Icebreakers, Energizers, and In-Class Activities ACTIVITIES 1.Think-Pair-Share on this week’s Chapter readings and key concepts PREPARE teacher prepares questions  use the chapter summaries or chapter questions at the end of each chapter in textbook compare these to the learning objectives and outcomes teacher gives one question to each student or pair SETUP students reflect on these questions for few minutes individually students pair up and compare ideas ENGAGE pairs develop a succinct list of ideas and content pairs share with the class as a whole other groups/pairs comment 2.KWL on this week’s Chapter readings and key concepts PREPARE teacher explains KWL to the class students make three columns: KNOW – WANT TO KNOW – LEARNED SETUP have students list what they know about a topic have students list what they would like to learn more about or what material they have questions on have students list everything learned in tonight’s discussion or from their readings ENGAGE students share with the class as a whole 3.Venn Diagram on this week’s Chapter readings and key concepts PREPARE teacher should use a blank template and make copies you can use PPT’s SmartArt graphic teacher explains Venn diagrams to the class SETUP use a Venn Diagram to compare this week’s material to last week’s material or next week’s material use the Venn Diagram to compare and contrast opposing ideas from the text ENGAGE students share with the class as a whole 4.3-2-1 Response on this week’s Chapter readings and key concepts PREPARE teacher explains the 3-2-1 SETUP students list three new things learned students list two things that were anecdotal or interesting students list any questions or confusing material ENGAGE students share with the class as a whole list one question to pose to the class (use this question to complete a new Think-Pair-Share) ENERGIZERS 1.Peer teaching on this week’s Chapter readings and key concepts PREPARE teacher explains peer teaching students complete an analysis or investigation of a concept SETUP students teach partners or group members about the concept students solicit feedback or questions from other members ENGAGE students complete a 3-2-1 from what they have learned 2.+/ ∆ on this week’s F2F or Online lessons PREPARE teacher’s determine if students will complete a +/ ∆ on the teacher’s instructional methods, course content, the syllabus, the online discussions or other components of the course SETUP students list at least three of each +/ ∆ ENGAGE students write their top +/ ∆ on the board up front 3.1 MIN papers on this week’s Chapter readings and key concepts PREPARE teacher explain the one minute paper teacher explains that this paper will be timed SETUP students write everything they know about a topic for one minute and cannot stop writing ENGAGE students pass to the next person who then continues to write about that topic for one more minute repeat as many times as you like 4.Word association on this or last week’s key ideas PREPARE teacher explain the word association process students gather in small groups SETUP give each group a specific topic students free-associate as many ideas for 2 minutes there are no wrong answers ENGAGE students share with the class 5.Warm-up before this week’s lesson PREPARE this is an “opening-act”  can consist of a pre-test, a survey, or questionnaire this could also be a “Five W’s (Who, What, Where, When and Why) about a specific scenario or content SETUP allow students to engage in the warm-up ENGAGE ask students to predict why they engaged in this activity SUCCESSFUL LESSONS

homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community 30 Sample Icebreakers, Energizers, and In-Class Activities ICEBREAKERS 1.Two Truths and a Lie on key concepts and key ideas PREPARE teacher asks students to write down three statements two of the statements need to be truthful, one has to be false SETUP students pass their list to their neighbor or partner partners must determine which are true and which are false partners should correct the false statement ENGAGE students check with the class to make sure answers are correct – if they are not correct, the class explains why 2.“Maybe I don’t Know” on key concepts or key ideas PREPARE teacher prepares questions: “I've always wondered about...”, “If I could stay at any age, I'd like to be...”, “If I had the day off tomorrow, I would...”, “The most fun thing I did this year is…”, and “I've always wanted to (but never had the courage to)...” SETUP students answer these questions for themselves then students answer these questions for others in the room ENGAGE students compare their answers 3.“Have you ever?” on key concepts and key ideas PREPARE teacher prepares questions or scenarios these should be open-ended they should allow for student’s to answer with their past experiences or past events SETUP in groups, students share “Have you ever?” statements ENGAGE groups share their ideas in “clusters” or graphic organizers/graphic mapping 4.Brain Teasers and Riddles ideally related to the course PREPARE teacher prepares a list of brain teasers and riddles SETUP teacher gives the brain teasers and riddles to students as soon as one student completes one of the brain teasers or riddles, the student is given another ENGAGE the student or group that completes the most wins 5.“Its So True” on key concepts and key ideas PREPARE teacher prepares a list of “Its so True” (examples: “Driving through a tunnel makes you feel excited.”, “Everyone had an uncle who tried to steal their nose.”, and “In every plate of chips there is a bad chip”) SETUP students have to come up with generalities and “Its So True” statements either individually or in groups ENGAGE students debate one another on how true or fair these are DE-INHIBITERS 1.Priority Pyramid on this week’s Chapter readings and key concepts PREPARE make copies of a blank pyramid chart for the class PPT has a SmartArt pyramid that can be used SETUP have students rank the most important topics in this course –or have students rank the most important topics in this program ENGAGE make a class pyramid through democratically voting on the most important topics 2.Quotes on this week’s Chapter readings and key concepts PREPARE teacher prepares quotes from the textbook or from famous or historical individuals SETUP students are given the quotes students are asked to connect to the quotes personally or connect the quotes to the chapter readings ENGAGE students share in class and explain why they have made the connections they have made 3.Storytelling on this week’s Chapter readings and key concepts PREPARE teacher prepares a series of images these should connect to the lesson SETUP students, in groups, try to link the images together in a sequence, a series, or a narrative ENGAGE students share their stories in class 4.Bingo on this or last week’s key ideas PREPARE prepare Bingo boards for key ideas and concepts SETUP play bingo, but use questions and answers to mark the squares (an informal quiz) ENGAGE check answers and check for winners 5.Categories on key concepts and key ideas PREPARE teacher prepares a handful of category pairs (Italian Food/Chinese Food, Romance Movies/Action Movies, Motown/Country) teacher explains the premise to the class SETUP students gather in the groups that define them students continue to move as the teacher introduces new categories ENGAGE then the teacher introduces categories linked to the text teacher facilitates a debate or discussion based on the different categories SUCCESSFUL LESSONS

Homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions course syllabus blended model instructor version Cover evening.

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Homeaboutexpectationsresources course overview learning outcomes IDEA schedule & sessions course syllabus blended model instructor version Cover evening.

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