FACULTY COUNCIL SCHULICH SCHOOL OF...

FACULTY COUNCIL

SCHULICH SCHOOL OF BUSINESS

A meeting of the Schulich Faculty Council for the 2015/2016 academic year will be held on Friday April 1st 2016 at 11:30 a.m. in SSB E111.

AGENDA

Pages 1. Welcome & Chair’s Remarks a) Advisory Statement to the Presidential Search Committee 1 b) Senate Committees and Positions Elected by Senate: Call for Expressions of

Interest and Recommendations 2

2. Dean’s Remarks 3. Enquiries & Communications a) Senate Synopses (2015.11.26, 2015.12.10 & 2016.01.28) 3-8 b) Memo re Applications for Associate Vice-President Teaching & Learning Position 9-12 4. PHD/GBC/UBS Initiatives 5. MBA Program Committee a) Motion: New Course Proposal PUBL 6050 3.00 - Managing for Public Purpose

(B. Eberlein) 13-37

6. Programs Coordinating Committee a) Motion: New Course Proposals for MSTM Program (T. Beechy) 38-40 1. MSTM 5000 3.00 - Business Communication and Team Dynamics 41-52 2. MSTM 5030 3.00 - Applied Macroeconomics 53-64 3. MSTM 5050 3.00 - Business and Sustainability 65-92 4. MSTM 5060 3.00 - Managerial Decision Analysis 93-106 5. MSTM 5210 3.00 - Design and Management of Organizational Processes 107-129 6. MSTM 5220 3.00 - Managerial Finance 130-141 7. MSTM 5260 3.00 - Managerial Accounting 142-154 8. MSTM 5300 3.00 - Strategic Thinking 155-166 b) Motion: Substitution of Ex-Officio Members on Committees (J. Darroch) 167 c) Motion: Guided / Individual Studies Policy (M. Biehl) 168-171 7. IMBA Program Committee a) Motion: Curriculum Changes IMBA 6200 3.00 - International Strategy Field

Study (A. Campbell) 172-176

8. Other Business: a) For Information: Final version of MREI Program Proposal 177-226 9. Adjournment

If you are unable to attend, please send regrets to Emily Rush at [email protected]. Next Faculty Council Meeting: April 29th, 2016

CONSENT AGENDA A consent agenda item is deemed to be approved unless, prior to the commencement of a meeting, a member of the Council of the Faculty of the Schulich School of Business advises the Chair, James McKellar, of their request to debate it. Pages

1. Nominating Committee a) Approval of Changes for 2015-2016 SSB Faculty Committees 227-233 2. BBA/iBBA Program Committee a) Consent Agenda: Curriculum Changes 234-238 1. Course Number Change: INTL 1300 3.00 to INTL 2300 3.00 - Organizational

Behaviour Across Cultures 239-240

2. Course Number Change: INTL 4400 3.00 to INTL 3000 3.00 - Strategic Management for International Business

241-242

3. Course Number Change: MKTG 2030 3.00 to MKTG 1030 3.00 - Marketing Management

243-244

4. Course Number Change: ORGS 1000 3.00 to ORGS 2100 3.00 - Individuals and Groups in Organizations

245-246

5. Course Number Change: ORGS 2010 3.00 to ORGS 2200 3.00 - Organizations and their Environments

247-248

6. Course Retirement: INTL 4100 3.00 - Internship Abroad 249-251 7. Course Title & Calendar Description Change: IBUS 4100 3.00 - Internship

Abroad 252-261

3. MBA Program Committee a) Consent Agenda: Curriculum Changes 1. Course Deletion: PUBL 5500 3.00 - Public Policy and Management 262-263 2. Course Title and Description Change: FNSV 6960 1.50 - Activity-Based Costing

and the Financial Services Industry 264-273

4. EMBA Program Committee a) Consent Agenda: Curriculum Changes 1. Course Title Change: EMBA 6870 2.00 - Strategic Issues in Commodity

Industries 274-281

2. Course Title & Course Description Change: EMBA 6510 2.00 - Strategic Management in Non-Market Environments

282-289

5. For Information: February 2016 Convocation Graduand List 290-291 6. Minutes from Previous Meeting: December 3rd, 2015 292-295

From Senate Executive to Senate Committees and Faculty Councils Advisory Statement to the Presidential Search Committee March 16, 2016 The Principles Governing a Presidential Search (approved by Senate, March 2005; and by the Board of Governors, May 2005) spell out an explicit role for the Executive Committee of Senate with regard to the development of advice to the Search Committee:

“The process should include broad and extensive consultations with the York community about the University's strategic needs in the following five to ten year period and about the attributes which the new president should possess to meet those needs. Senate’s advice to the search committee shall be based on focused discussion by Senators in committee of the whole and in key Senate committees. Senate Executive shall be responsible for preparing an advisory statement on the criteria which will be submitted to Senate for approval prior to transmittal to the search committee.”

As in the past, the Executive Committee seeks input from Senate committees and Faculty Councils in the development of the advisory statement. The Search Committee has formulated a series of questions as the basis for consultations. Senate committees and Faculty Councils are asked to provide input to Senate Executive by responding to the following questions. In doing so, please pay particular attention to the University Academic Plan 2015-2020 and its objectives.

What makes York University different from other universities / what strengths should York continue to build upon? What challenges and opportunities do you see for York University over the next few years? What should be the goals and priorities for the next President and Vice-Chancellor? (Alternatively, you may wish to just finish the sentence: “I hope that the next President does …”.) What experience and/or leadership attributes should York University be seeking in its next President and Vice-Chancellor – and are there any characteristics of York itself that the next President should exemplify? What else should the Search Committee be considering?

Senate Executive meetings on April 19 to finalize a draft advisory statement for approval by Senate. The Committee asks that responses are forwarded by April 11. Members of Senate committees and Faculty Councils may also wish to participate in consultations scheduled for the Keele and Glendon campuses. A list of meeting dates, times and locations can be accessed from this link: http://secretariat.info.yorku.ca/files/Notice-of-Consultations.pdf

Individuals may also submit confidential responses to the questions or other comments to the Search Committee at its e-mail address of [email protected]

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Senate Committees and Positions Elected by Senate: Call for Expressions of Interest and Recommendations Robert Everett to: SENATE-S 2016/03/16 01:55 PM Sent by: "Senate Secretaries/Faculty Council Secretaries Info." <[email protected]> Faculty Council Secretaries: The Executive Committee has issued its annual call for expressions of personal interest in, and suggestions for, nominations for membership on Senate committees and other positions elected by Senate. For details, please see the dedicated "Elections" page accessible from the Senate Website at http://secretariat.info.yorku.ca/senate/senate-elections/ Expressions of personal interest and the recommendation of other individuals can be transmitted by means of a form created for this purpose. Specific criteria for each of the positions should be reviewed carefully before the forms are submitted. Individuals must be available to serve at the standing meeting times of committees, and other criteria apply. Faculty Councils are asked to assist in the process of identifying prospective candidates for Senate-elected positions as well as Faculty-designated committees. Members of Senate Executive are available to speak at Faculty Council meetings about membership opportunities, and the Committee would be grateful if a few moments could be set aside for this purpose.

Questions about any aspect of the nomination and election process may be addressed to Robert Everett of the University Secretariat ([email protected])

Senate Committee or Position* 2015-2016 Vacancies

Vice-Chair of Senate (term beginning July 1, 2017) 1 full-time faculty member Academic Colleague to the Council of Ontario Universities 1 full-time faculty member Senator on the Board of Governors 1 full-time faculty member Academic Standards, Curriculum and Pedagogy 3 full-time faculty members

1 contract faculty member Tenure and Promotions Committee 5 full-time faculty members Senate Appeals Committee 4 full-time faculty members Awards 5 full-time faculty members Tenure and Promotions Appeals Committee 3 full-time faculty members

* Senate Executive, Academic Policy, Planning and Research, and the Sub-Committee on Honorary Degrees and Ceremonials are populated by a process leading to nominations by Faculty Councils. Please contact Faculty Council secretaries for information on vacancies.

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The Senate of York University

Synopsis The 620th Meeting of Senate held on Thursday, November 26, 2015

Remarks The Chair of Senate, Professor George Comninel, advised that the December meeting would not be held unless there was pressing business, and wished Senators well as the Fall Term came to a close. The President, Dr Mamdouh Shoukri, celebrated recent notable accomplishments by members of the York community, commented on a transformative donation in support of Global Health from Victor Dahdaleh, and pointed to another encouraging rise in reputational indicators in the Maclean’s annual university rankings while identifying areas in which strides must be made. Dr Shoukri also provided Senators with a copy of correspondence from the Executive Heads of Ontario Universities to the Executive Director of the provincial government’s University Funding Model Reform initaitve. Finally, efforts are underway to ensure that York responds swiftly and appropriately to provisions in the provincial government’s Sexual Violence and Harassment Action Plan Act. The President’s monthly “Kudos Report” can be accessed from the agenda package. Reports Under the auspices of the Academic Policy, Planning and Research Committee Provost Rhonda Lenton and Vice-President Finance and Administration presented a joint report covering a wide range of topics, including:

• the overall context for academic planning • enrolments and complements (current data and planning assumptions) • the budget context for academic planning • Markham Campus planning • working groups established to make recommendations flowing out of the

Institutional Integrated Resource Plan (endorsed by Senate in September 2015) • implementation of the SHARP budget model

The report can be accessed from the Senate meeting Website with other material for the meeting. Approvals Senate approved the chartering of a Global Health Research Institute for a term beginning January 1, 2016 and ending June 30, 2021 as recommended by the Academic Policy, Planning and Research Committee. Senate approved recommendations made by the Academic Standards, Curriculum and Pedagogy Committee to:

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Synopsis

• establish a PhD Program in Nursing, Faculty of Graduate Studies • amend the requirements for the MA Program in Cinema and Media Studies,

Graduate Program in Cinema & Media Studies, Faculty of Graduate Studies • add a Delayed-Entry Option for the International Bachelor of Business

Administration Program (iBBA), Schulich School of Business Notice of Motion to Establish a New Degree Type ASCP gave notice of its intention to recommend at a future meeting the establishment of a Degree of Master of Real Estate and Infrastructure, Schulich School of Business / Faculty of Graduate Studies (at the same meeting it will recommend approval of an MREI degree program). University Academic Plan 2015-2020 Academic Policy, Planning and Research advised that it had received submissions from most Faculty Councils and was poised to review the results of a community survey in which there were more than 600 respondents. The survey and other input received during the recent consultation phase of the UAP renewal process will inform a discussion paper which will help animate discussion at a special forum on the next University Academic Plan at 9:00 a.m. on Thursday, December 10 in Founders Assembly Hall. An invitation will be forwarded in the near future. Committee Information Reports Senate Executive informed Senators of the following: • the advancement by two weeks of the June meeting of Senate to avoid a conflict

with convocation ceremonies • its approval of members of Senate Committees nominated by Faculty Councils • a high participation rate by Senators in balloting to determine Senate’s nominees to

the Presidential Search Committees and the timelines for announcing the membership of the committee

• vacancies on Academic Standards, Curriculum and Pedagogy, Awards, Tenure and Promotions and Tenure and Promotions Appeals

• its approval of the 2015-2016 membership lists for the Councils of Arts, Media, Performance and Design, Health, Lassonde, Liberal Arts and Professional Studies, Osgoode and Schulich

• the presentation, likely in January, of proposed amendments to Senate’s Rules and Procedures

Academic Standards, Curriculum and Pedagogy reported that minor revisions had been made to the sessional dates for Summer 2016 terms (posted online with the agenda package).

Please refer to the full Senate agenda posted online for additional information.

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Synopsis The 621stth Meeting of Senate held on Thursday, December 10, 2015

A special meeting of Senate was held following an open forum on the next University Academic Plan sponsored by the Academic Policy, Planning and Research Committee. Approvals

Senate approved recommendations made by the Academic Standards, Curriculum and Pedagogy Committee to establish a Master of Real Estate and Infrastructure degree type and a Master of Real Estate and Infrastructure degree program (Faculty of Graduate Studies / Schulich School of Business).

Please refer to the full Senate agenda posted online for information.

The 622nd meeting of Senate will be held at 3:00 p.m. on Thursday, January 28,

2016 in the Senate Chamber, Ross Building.

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Synopsis The 622nd Meeting of Senate held on Thursday, January 28, 2016

Remarks The President, Dr Mamdouh Shoukri, commented on a successful Inclusion Day Conference held on January 27, and called on the University community to uphold core values in a respectful, inclusive manner without intimidation or marginalization. An advisory committee will be struck to review the University’s policies to ensure that they promote and sustain free and open exchanges in a positive atmosphere. President Shoukri expressed confidence that the new federal government is sensitive to the special role of universities, and he continues to work with others in championing postsecondary causes. A funding recommendation has not yet been submitted to the Treasury Board for the new campus, but the University is enhancing its presence in Markham under the leadership of Professor Angelo Belcastro, Advisor and Executive Director for the project. On the eve of a trip to India as a member of an Ontario government delegation, Dr Shoukri looked forward to visiting York’s campus in Hyderabad and further solidifying ties with partners in that country. The President’s monthly “Kudos Report” can be accessed from the agenda package. Reports Under the auspices of the Academic Policy, Planning and Research Committee (APPRC), Vice-President Research and Innovation Robert Haché presented his annual report on research. The main topics covered were:

• recognition accorded to York faculty members and graduate student researchers • York’s publications and citations record in comparative perspective • individual and aggregated sponsored income (which has grown over a five-year

period) • notable achievements in collaborative research • the University’s standing in national indicators of research intensity • growth in the number, kind and value of research interactions facilitated by

Innovation York and the Knowledge Mobilization unit • major initiatives for the year, included the VPRI’s active participation in the UAP

renewal exercise, action arising from a forthcoming report of the Task Force on Sustainability Research, and the developing consensus around priorities and strategies to be identified in the Plan for the Intensification and Enhancement of Research (PIER)

The report can be accessed from the Senate meeting Website with other material for the meeting. Approvals Senate approved recommendations made by the Academic Standards, Curriculum and Pedagogy Committee to

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Synopsis

• establish an Honours Minor Degree Option in Cognitive Science, Department of Philosophy, Faculty of Liberal Arts & Professional Studies

• change degree and admission requirements for the Honours Minor in Business, School of Administrative Studies, Faculty of Liberal Arts & Professional Studies

• close the Specialized Honours BA and Honours Double Major Interdisciplinary (Linked) BA degree options, Italian Studies, Department of Languages, Literatures & Linguistics, Faculty of Liberal Arts & Professional Studies and revise degree requirements for the Honours BA program

• merge the General Certificate in Gender & Women’s Studies and the Advanced Certificate in Gender & Women’s Studies under the name of Certificate in Gender and Women’s Studies and requirements, School of Women’s Studies , Faculty of Liberal Arts & Professional Studies and Glendon

• change the name of the program in Computer Engineering to Electrical & Computer Engineering while adding Electrical Engineering as a field of specialization and revising certain other degree and admission requirements, Lassonde School of Engineering

• close three streams within the BA and BSc Programs in Computer Science, Department of Electrical Engineering & Computer Science, Lassonde School of Engineering

• change requirements for the Dispute Resolution Specialization of the Professional LLM Program, Osgoode Hall Law School / Faculty of Graduate Studies

• change the name of the Earth Science Stream within the BSc Program in Earth & Atmospheric Science to Geomatics Science, Earth & Space Science Engineering, Lassonde School of Engineering

Notices of Motions ASCP gave notice of its intention to recommend at a future meeting the establishment of a new degree type of Master of Management, Schulich School of Business / Faculty of Graduate Studies (at the same meeting it will recommend approval of a related degree program). APPRC gave notice of its intention to recommend approval of University Academic Plan 2015-2020. The Executive Committee gave notice of its intention to recommend approval of amendments to Senate’s rules and procedures. Facilitated Discussion Academic Standards, Curriculum and Pedagogy facilitated a discussion of a series of related initiatives in progress which together comprised an “academic forgiveness” framework:

• establishment of a Senate Policy and Guidelines on Withdrawn from Course (W) Option

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Synopsis • amendments to the Senate Policy on Repeating Passed or Failed Courses for

Credit • establishment of a Senate Policy on Course Relief

Committee Information Reports Senate Executive informed Senators that it had approved the addition of four individuals to the pool of prospective honorary degree candidates as recommended for approval by the Sub-Committee on Honorary Degrees and Ceremonial. The Committee also called on the community to nominate worthy candidates that will make the pool as diverse as possible.

Academic Standards, Curriculum and Pedagogy reported that it had approved minor modifications for the following: Arts, Media, Performance and Design

• Specialized Honours Bachelor of Design program Graduate Studies

• PhD program in Social Work

Lassonde School of Engineering • BEng program in Computer Engineering • BEng program in Geomatics Engineering • BEng degree programs in Computer Engineering, Electrical Engineering and

Software Engineering • BEng degree program in Electrical Engineering • BSc programs in Earth and Atmospheric Science

Liberal Arts & Professional Studies • BA program in Health & Society • Professional Certificate in Accounting (SAS) • Specialized Honours BAS Program, Accounting Stream • Sexuality Studies Certificate

In a memorandum addressed to the Executive Committee, APPRC described its role on behalf of Senate concerning the Markham Centre campus as academic planning unfolds.

Please refer to the full Senate agenda posted online for additional information.

http://secretariat.info.yorku.ca/files/senate-agenda-20160128.pdf

Senate next meets at 3:00 p.m. on Thursday, February 25, 2016.

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http://secretariat.info.yorku.ca/files/senate-agenda-20160128.pdf

Schulich School of Business Memorandum To: Faculty Council From: Prof. Burkard Eberlein, Course Originator Date: February 17, 2016

Motion That Faculty Council approve the new course proposal PUBL 6050 3.00: Managing for Public Purpose Rationale: The Public Management Program (PUBL) at Schulich is in a period of transition and renewal. A Task Force, composed of faculty colleagues and students, convened over the past academic year to thoroughly review the program and make recommendations for a sustainable model with greater appeal to students. It has proposed to shift the focus of the program from governmental structures and processes to business-government relations. This is to better serve the careers needs of MBA students who all require awareness and aptitude to work with governments, as virtually all businesses must interface with the public sector. This course is the first of two required PUBL courses of a proposed concentration in Business & Government (complementing an industry specialization), designed to replace the current Public Management specialization. The course provides a unique opportunity for MBA students to acquire a nuanced, managerial and experiential understanding of the role of government as regulator, enabler and partner of business. Students gain experience by stepping into role of public managers whose mission is to create value, often in collaboration with the private and social sector. (The second course will focus on how to manage different types of business-government relations across a variety of highly regulated industries, drawing on Schulich’s rich portfolio of industry specializations). Moreover, Managing for Public Purpose will be the only course in the MBA curriculum that directly prepares for careers in the public and para-public sector, which remains a significant employer. Also, as signature PUBL course, it exemplifies Schulich’s commitment to management education in and for different contexts, including the public sector. Finally, the course is designed to build on and deepen the proposed enhanced teaching about the role of government for business in the first-year MGMT courses, as currently under development (MGMT 5260-6000).

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Form Vs.: May 2012

Faculty of Graduate Studies New Course Proposal

1. Program Schulich MBA Program

2. Course Number PUBL 6050

3. Credit Value 3.00

4. Long Course Title

Managing for Public Purpose

5. Short Course Title Managing for Public Purpose

6. Effective Session

Winter 2017

7. Calendar (Short) Course Description This course deepens the strategic understanding of the role of government for business in different contexts across the globe. It challenges students to take on the role of public managers who need to improve performance and service delivery, in collaboration with private and social sector partners.

Prerequisites: All 5100-series Required Foundations of Management Core Courses.

8. Expanded Course Description The public sector is a major force shaping the business environment. The mission of public managers and governments is to create public value, regulating, enabling and partnering with business in the process. Building on foundations provided in the MGMT backbone, this course deepens the strategic understanding of the role of government, and of key features of public policy and management in different contexts across the globe. It challenges students to take on the role of public managers who need to improve performance and service delivery, often in collaboration with private and social sector partners, in order to enhance public value in a ‘no-one-wholly-in-charge world’. This is the first required course for the specialization in “Business & Government”.

Prerequisites: All 5100-series Required Foundations of Management Core Courses.

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Form Vs.: May 2012

9. Evaluation

Assignment/Task Quantity % Weight Total % Author Public Value Team Project 1 35 35 Group Research Term Paper 1 35 35 Individual Current Events Presentation 1 20 20 Individual Course Contribution/Participation 1 10 10 Individual

100% 10. Integrated Courses

Not applicable

11. Rationale This course deepens the foundations laid in the first-year management courses regarding the crucial role of the public sector and of government for business. It provides a unique opportunity for MBA students to acquire a nuanced, managerial understanding of the role of government as regulator, enabler and partner of business. Students gain experience by stepping into the role of public managers whose mission is to create value, often in collaboration with the private and social sector. This course is the first of two required courses of a proposed specialization in Business & Government. Furthermore, it is the only course in the MBA curriculum that directly prepares for careers in, or those that strongly interfaced with, the public sector. It represents Schulich’s commitment to management education for different contexts, which includes the public sector content.

12. Faculty Resources Professor Burkard Eberlein will be the core instructor. The course will be offered once a year. Other faculty members or part-time instructors with an interest in public sector, public policy, or business-government relations may wish to teach the course as well.

13. Cross-listed Courses N/A

14. Bibliography and Library Statement A library statement is attached # to the proposal.

15. Physical Resources Fully equipped classrooms as available at Schulich are sufficient; no additional physical resources

are required.

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Form Vs.: May 2012


Part B (Schulich Use Only)

16. Instructors and Faculty Coordinator Initial instructor

Professor Burkard Eberlein

Alternative instructors

N/A

Course coordinator

Professor Burkard Eberlein

17. Specializations Primary area or specialization

Business & Government, Public Management

Secondary areas or specializations

To be determined

18. Student Contact and Enrolment Contact hours

36 classroom hours

Maximum enrolment

45

Expected enrolment

20-25

Evidence for enrolment expectations

Please see #11. As explained further there, the proposed model for the PUBL area foresees only two in-house courses, with the present one as the signature course for public sector and public policy as it relates to business. Over time, the course will build an audience through the enhanced teaching of business-government foundations in the first-year management courses, which are currently under development.

19. Human Participants Research N/A

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Form Vs.: May 2012

20. Conditions for Approval If this proposal is for a new elective course, please indicate which one of the two following conditions required by Faculty Council applies:

a) The Area is deleting courses with at least the same total number of credits:

PUBL 5500 3.00: Public Policy and Management.

Course Originator

Burkard Eberlein

February 8, 2016 Signature Date

Burkard Eberlein

Name

Supporting Faculty Members The course originator should consult with other interested parties and obtain their support. Support should be obtained from other units of the university if their interests are related to this course.

The faculty members whose names appear below confirm that they have examined this course proposal. They feel it is a worthwhile addition to the SSB curriculum and does not, to their knowledge, significantly duplicate the content of existing courses.

Tom Beechy

Andrew Crane Name Name

Brenda Gainer

Cameron Graham Name Name

David Johnston

Ian Macdonald Name Name

Gordon Roberts

Joyce Zemans Name Name

Charlene Zietsma

Name Name

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Form Vs.: May 2012

Approvals

Area or Specialization I have reviewed this course proposal with the faculty members of this Area or Specialization, and I support the addition of the course to the SSB curriculum.

Ian Macdonald


Ian Macdonald

Public Management

Area Coordinator or Specialization Director Area or Specialization

Degree Program This course has received the approval of the Program Committee, and I support the addition of the course to the SSB curriculum.

A. Joshi


A. Joshi

MBA Program Director Program

Required Attachments • Schulich course outline: must conform to program norms; see the Program Assistant for details • Librarian’s statement indicating that adequate library resources are available for the course • For cross-listed courses: signed statement of agreement from director of other graduate course • For integrated courses: signed statement of agreement from chair of undergraduate program • If applicable, a completed Human Participants Research Protocol Form.

Send to: Send an electronic copy of all forms and attachments, and forward emails of support from other faculty members, to the appropriate program assistant:

• IMBA: Jamie Heron, Program Coordinator, IMBA ([email protected]) • MBA/MPA: Mel Poteck, MBA Program Assistant ([email protected]) • MF: Lucy Sirianni, Faculty Secretary, Finance ([email protected] )

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mailto:[email protected]



February 8, 2016 Dear Burkard: I have had an opportunity to review your proposed syllabus for PUBL 6050: Managing for Public Purpose, and I wanted to express my support for this course. All businesses must interface with the public sector, and increasingly, businesses, governments and social sector organizations are working together to deliver public and social value. Your proposed course takes the perspective of public sector managers to identify emerging understandings of governance and public value provision in today’s context of constraints to state power, and the necessity to co-create value with businesses and others. It would be of significant value not only to those considering public sector careers, but also those in commercial, social, health sector and other enterprises, all of which require awareness and aptitude for working with public sector managers. In addition, as the first course in a redesigned Public Policy and Management cross-specialization, I believe this course sets a strong foundation for students interested in specializing in this area. I also wanted to comment on the course pedagogy. In addition to challenging readings, the course includes case studies featuring different public value challenges, as well as guest speakers and an experiential project that will enable students to engage with a current public value problem. I believe these experiential components are very important aspects of MBA courses, and should serve your students very well. I fully support the offering of this course. Sincerely,

Charlene Zietsma Associate Professor and Ann Brown Chair of Organization Studies

Professor Charlene Zietsma Associate Professor & Ann Brown Chair of Organization Studies; Phone: 416 736 2100 ext 77919 Fax: 416 736 5762 Email: [email protected]

Room N317 Seymour Schulich Building Schulich School of Business York University 4700 Keele Street Toronto, Ontario Canada M3J 1P3

Web: www.schulich.yorku.ca

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Course Outline Winter 2017

DAY, TIME, ROOM, Seymour Schulich Building

Instructor Assistant Professor Burkard Eberlein N209, Seymour Schulich Building 416-736-2100 ext. 44592 [email protected] Office hours: By appointment

TBD XXX, Seymour Schulich Building 416-736-XXXX [email protected]

Professor Eberlein holds degrees in public administration and political science from the London School of Economics, and from the University of Konstanz. He had appointments at the Institut d’Etudes Politiques de Paris, Technical University of Munich, University of Konstanz, and Faculty of Arts at York University, before joining Schulich in 2005. His research is in comparative public policy and international governance, with a focus on transnational policy-making in the energy and environment field. Brief Description

The public sector is a major force shaping the business environment. The mission of public managers and governments is to create public value, regulating, enabling and partnering with business in the process. Building on foundations provided in the MGMT backbone, this course deepens the strategic understanding of the role of government, and of key features of public policy and management in different contexts across the globe. It challenges students to take on the role of public managers who need to improve performance and service delivery, often in collaboration with private and social sector partners, in order to enhance public value in a ‘no-one-wholly-in-charge world’. This is the first required course for the specialization in “Business & Government”. Prerequisites: All 5100-series Required Foundations of Management Core Courses. Contents Course Learning Outcomes ........................................................................................................................... 2 Deliverables at a Glance ................................................................................................................................ 3 Course Material............................................................................................................................................. 3 Student Preparation for Class and Class Participation: Expectations ........................................................... 4 Class-by-Class Syllabus .................................................................................................................................. 5 Written Assignments and Projects: Description and Evaluation ................................................................ 13 Calculation of Course Grade ....................................................................................................................... 14 General Academic Policies: Grading, Academic Honesty and Accommodations ....................................... 15 Quick Reference: Summary of Classes, Activities and Deliverables ........................................................... 16

PUBL 6050 3.00: Managing for Public Purpose

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PUBL 6050 p. 2 Course Learning Outcomes This course builds on and deepens the foundations laid in the MGMT backbone regarding the role of the public sector and of governments for business. The public sector and public policies deeply affect how today’s businesses operate—governments at different levels set the rules of the game for market activities, regulate corporate conduct, provide infrastructure (education, transportation, etc.) and business support, while increasingly relying on a web of contracts and partnerships with the private and not-for-profit sectors to deliver services. The course enables students to acquire a nuanced understanding of the role of government as regulator, enabler, and partner by taking the role of public managers whose mission is to create public value, often in collaboration with the private and social sectors. Students learn to appreciate the complexities and tensions of managing in the public sector, including the political context of governmental decision-making. They also learn to develop practical proposals to address specific social issues or problems through networked government, driving for enhanced public value in collaboration with multiple players. These are valuable skills for managers in the private and social sectors who must necessarily engage with governments in shaping and abiding by public policies. In a first part of the course, we will (1) introduce the changing role of government for business, (2) present the characteristics of managing in the public sector, (3) identify broader trends in public management and governance, and (4) discuss the importance of culture, context and capacity to fully understand the varying ways in which different governments across the globe operate in practice. The second part of the course focuses on strategies for public managers to improve performance, from goal setting to execution to change management and sourcing decisions. The third part focuses on managing horizontally, with other public agencies and with external partners in the for-profit and not-for-profit sectors. This involves several areas of leadership for public value: articulating a clear purpose, engaging stakeholders, building winning coalitions, and managing partnerships. Upon completion of this course, students should hence be able to:

• Appreciate the complex role of governments as regulator, enabler and partner of business; • Appreciate the key characteristics of public sector management, strategic implications of

broader public sector trends, and the importance of context in shaping government practice in different ways across the globe;

• Identify, assess and apply the requisite steps and tools to improve performance and to drive innovation within a public sector context;

• Design and execute a concrete public sector strategy to enhance public value with regard to a specific issue or program, in collaboration with internal and external partners;

• Develop strategies for private sector leaders to successfully engage the public sector, based on a deeper understanding of the latter; and

• Develop or hone research skills through a term paper assignment More generally, the course will help students strengthen their writing, team-working and presentation skills as well as facilitate the learning of others through class participation and discussion.

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PUBL 6050 p. 3 Deliverables at a Glance The final grade for the course will be based on the following items weighted as indicated.

Assignment/Task Quantity % Weight

Total %

Author

Public Value Team Project 1 35 35 Group Research Term Paper 1 35 35 Individual Current Events Presentation 1 20 20 Individual Course Contribution/Participation 1 10 10 Individual

100% For details, see “Written Assignments/Projects and Exam[s]: Descriptions” (p. <XX>) and “Evaluation …” (p. <XX>).

Course Material This course will use a variety of learning tools, including a set of readings and cases, an online discussion forum, and engagement with guest speakers. There is no specific textbook for this course. Instead, each session of the course has a list of core readings and case studies, which are required readings and serve as the basis of the weekly class discussions and are listed in the detailed course schedule below. The schedule also lists a number of supplementary background readings, which are not compulsory but may be useful for the individual term paper or the group project, depending on your choice of topics. Most of these readings can be found on the course Moodle (https://courses.schulich.yorku.ca/) either as a file or with “permanent” links to the Library website or other URLs in this course outline. Students will need to access some of the readings individually on the York University Library website due to copyright restrictions. This is particularly true for the Harvard Business Review (HBR), which no longer allows us to put its publications in Moodle or create permanent links. The following guide explains how to access these articles: http://researchguides.library.yorku.ca/HBR. Please note that you will require a Passport York account and password to access both the Moodle and Library website or to use the permanent links provided. It is advisable to log in before using these links. If you do not yet have a Passport York account, you can open one at http://www.yorku.ca/yorkweb/ppystudents.html. All of these readings are without charge for registered students, so if you are asked to pay for access, there is some mistake and you should contact the instructor. Finally, a Course Materials Database (CMD) has been created within Schulich’s Lotus Notes. It contains general information for Schulich students and may also be used for posting certain course specific documents.

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https://courses.schulich.yorku.ca/

http://researchguides.library.yorku.ca/HBR

http://www.yorku.ca/yorkweb/ppystudents.html

PUBL 6050 p. 4 Student Preparation for Class and Class Participation: Expectations Students are expected to attend all sessions, prepare the assigned readings, participate actively in class discussions, complete all assignments and hand them in on time. Preparation. It is crucial to read the assigned cases and readings for each session. Since class discussions center on specific material for that particular week, you will be able to participate more actively if you actually do read the corresponding cases and texts. Please note that the instructor reserves the right to “cold call” students at the beginning of each class to test their preparedness and to give those who tend to participate less actively a chance to improve their participation mark. Class Participation. Contribution is an essential component in the overall education experience of this course and therefore accounts for 20% of your final grade. There will be ample opportunity to contribute to the class. Contribution takes many forms: asking informed questions in class, making intelligent comments, reading the required cases and being prepared to discuss their main issues, etc. Quantity is no substitute for quality. Please note that it is your responsibility to ensure that you take an active role in the class. You should be ready to comment, debate and contribute to the class discussion. Your participation grade will be based on the instructor’s assessment of the extent to which you helped make the class a productive learning experience. The following point system will be used to record your contribution to each class:

Points Contribution 0 Does not show up for class (without valid cause) 1 Attends class, but says nothing or very little 2 Is prepared, having read the material before the class; contributes to the

discussion; makes contributions that demonstrate basic understanding of the conceptual frameworks and the case, i.e. summarizing facts or asking questions for clarification; can draw some contemporary parallels

3 Is very well prepared having read and analyzed the material/case in-depth prior to class; makes a significant contribution to the class by raising important points with an element of originality or demonstrating mastery of the relevant concepts introduced in previous classes; demonstrates an ability to link the case insights to similar issues and discussions

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PUBL 6050 p. 5 Class-by-Class Syllabus Topics, readings, and other preparations for every class are listed below:

Note: If any changes in this schedule become necessary, notifications and an updated outline will be posted on the course Moodle, and when changes need to be announced between classes, an email will be sent to students’ Lotus Notes email accounts, notifying them of the change.

Week 1 Part I. CONTEXT

How government is (not) changing, and why it matters for business This class will address four main questions:

• How have globalization, digitization, market reforms, and empowered citizens changed the role of governments in society?

• What is government good at, and what is it less good at? • How does ‘politics’ drive decision-making in government? • How do governments and the public sector affect business?

Required Readings:

Kamarack, E. 2007. The End of Government …as we know: Making Public Policy Work. Lynne Rienner Publishers, chapter 1 (The Revolution in Governing), pp. 1-13.

Goldsmith, S. and Eggers, W.D. 2004. Governing by Network, chapter 1 (The New Shape of Government), pp. 3-24.

Savoie, D. 2015. What is Government Good At? A Canadian answer, McGill Queens University Press, chapter 11 (Good at What?), pp. 237-260.

Required Case: Mini-case drawn from current events at start of course; Read response of Schulich alumni to focus group survey on role of government for business

Supplementary Material:

Salamon, L. 2002. The New Governance and the Tools of Public Action: An Introduction, in: L. Salamon (ed.), The Tools of Government: A guide to the new governance, Oxford UP.

Class Activities/ Ideas for Guest Speakers:

Exercise drawing on students’ experience with public sector/ services, details tbd

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PUBL 6050 p. 6 Week 2

Defining the public mission: creating public value This class will address three main questions: • What is the nature of value creation in government? • How is public management similar to or different from managing in the private and

not-for-profit sector? • How to define and measure public value in a world of conflicting goals and

competing interests? Required Readings:

Moore, M. H. 2000. Managing for Value: Organizational Strategy in For-Profit, Nonprofit, and Governmental Organizations. Nonprofit and Voluntary Sector Quarterly, 29: 183-208. Moore, M.H. 2013. Recognizing Public Value. Harvard University Press, Introduction, pp. 1-18, and Appendix, pp. 419-421.

Required Case: TTC – Challenges of Public Value Creation (various news sources)


Moore, M.H. 2013. Recognizing Public Value. Harvard University Press, Introduction & Chapter 1 (pp. 1-71) Leonard, H.B. 2002. A Short Note on Public Sector Strategy-Building. HBS Rainey, Hal G. 2003. Understanding and Managing Public Organizations. Jossey-Bass, chapter 3 (What makes public organizations distinctive), pp. 55-78.

Class Activities/ Ideas for Guest Speakers

Role-playing the public vs. private manager; Guest speaker: Andy Byford, CEO of TTC

Week 3:

Culture, context, and capacity: how they determine what governments (can) do This class will address four issues: • Which context factors are responsible for how well governments govern? • Is economic prosperity a necessary condition for ‘good governance’? • How should we assess models that deliver prosperity without democratic

governance? • What can/ should other jurisdictions learn from the Singapore experience? Required Readings:

Micklethwait, J. and Wooldridge, A. 2014. The Fourth Revolution: the Global Race to Reinvent the State. Penguin Press, chapter 6 (The Asian Alternative), pp. 133-166.

Required Case: Singapore Inc., HBS Case 9-703-040 (2006)

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PUBL 6050 p. 7


Adolino, J.R. and Blake, Ch. 2011. Comparing Public Policies, CQ Press, Chapters 2 (Theories of Policy Making) and 3 (Political and Economic Dynamics) pp. 31-76. Bovens, M. , Hart, P.’t and B.G. Peters (eds.) 2001. Success and Failure in Public Governance: A Comparative Analysis. Edward Elgar. Class Activities/ Ideas for Guest Speakers

Lesson-drawing (from other jurisdictions) Exercise: Best-Practice versus Best-Fit Approaches: what works better?

Week 4: Reforming government: beyond the ‘New Public Management’ This class will primarily address three questions: • Why is it so difficult to ‘improve’ government? • What is the record of attempts to make governments more like business? • How are new trends of co-production and partnership changing the role of

government? Required Readings:

Savoie, D. 2015. What is Government Good At? A Canadian answer, McGill Queens University Press, chapter 9 (Why are things so complicated?), pp. 191-210. Bourgon, J. 2012. e-Dialogue for Democratic Development: The New Synthesis of Public Administration. IPAC/NS World, September 4-12, 2012 Blum, J., Manning, N. & Srivastava, V. (2012). Public Sector Management Reform: toward a problem-solving approach. The World Bank/ Economic Premise, December, no. 100, p. 1-9.

Required Case: Case Write-ups:

1. What lessons can be learned from the legacy of NPM in New Zealand?

(Obong’o, S. & Wilkins, J. 2014. Good practice in public sector reform. Governance for Development 2014-15: Towards Excellence in Global Public Service, Cambridge: Nexus Strategic Partnerships, 43-47.

Schick, A. 1998. Why Most Developing Countries Should Not Try New Zealand Reforms, World Bank Research Observer, 13(1) February 1998, pp. 123 - 131


Bourgon, J. 2011. A New Synthesis of Public Administration. McGill Queens University Press, chapters 1-3, pp. 1-57 Schuck, P.H. 2014. Why Government fails so often: And how it can do better. Princeton University Press.


Debate: Should government be more like business?

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PUBL 6050 p. 8 Week 5 Part II. PERFORMANCE

Strategic planning, goal setting and leadership for public value This class will address three main questions: • Who sets the mission and broad goals for public sector entities? • Which type of leadership is required to garner support for a public sector strategy? • How do ethical leaders reconcile public value and public service values? Required Readings:

Moore, M. Creating Public Value. 1995. Harvard University Press, chapter 3 (Organizational Strategy in the Public Sector), pp. 57-102. Kernaghan, K. and Langford, J. 2014. The Responsible Public Servant Revisited. Canadian Government Executive, September, Volume 20, Issue 7 http://www.canadiangovernmentexecutive.ca/category/item/1628-the-responsible-public-servant-revisited.html

Required Case: Dora Nakulyini at NAFDAC: The Challenges of Changing a Government Agency, 413-084-1, Lagos Business School 2013 OR Restoring the British Museum IMD 2012, no. IMD-3-2230


Bryson, J. M. 2011. Strategic Planning for Public and Nonprofit Organizations. Jossey-Bass, chapter 2 (The Strategy Change Cycle), pp. 41-80. Kernaghan, K. and Langford, J. 2014. The Responsible Public Servant (2nd edition). IPAC.


Current Events Presentation

Week 6

Improving service delivery This class will address three issues:

• Why does government need to focus on services to business, not just to citizens?

• How can governments harness new ICTs to improve service delivery? • What capacities should governments develop to systematically examine

programs and services? Required Readings:

Dean, T. 2015. Building Better Public Services: A Guide for Practitioners. Friesen. Chapters 6 & 7, pp. 77-126. Wilkins, J. 2011. Alternative Service Delivery Revisited. Commonwealth Secretariat. Discussion Paper 10, March, 1-11.

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PUBL 6050 p. 9

Required Case: ‘Taking Care of Business’

Institute for Citizen-Centred Service. Citizens First 6. http://www.iccs-isac.org/research/citizens-first/citizens-first-6/?lang=en

Institute for Citizen-Centred Service. Taking Care of Business 4. http://www.iccs-isac.org/research/taking-care-of-business/taking-care-of-business-4/?lang=en

World Bank. 2016. Doing Business 2016. http://www.doingbusiness.org/~/media/GIAWB/Doing%20Business/Documents/Annual-Reports/English/DB16-Full-Report.pdf

Class Activities/ Ideas for Guest Speakers:

Spokesperson, Institute for Citizen-Centred Service www.iccs-isac.org

Week 7 Performance measurement and change management This class will address three main questions:

• Who benefits from measuring performance, and how? • How do ‘political realities’ influence performance management? • Why is implementing change so tough, and what can be done to manage for

results? Required Readings:

Baird, A. 2015. Factors Influencing the Successful Implementation of Performance Management: A Review of the Literature. Public Sector Management, Volume 26, Issue 1, pp. 10-11 Kaplan, R. and Norton, D. 2007. Using the Balanced Scorecard as a Strategic Management System. HBR 85 (7/8), 150-161. Ostroff, F. 2006. Change Management in Government, Harvard Business Review, May 84(5), pp. 141-7.

Required Case: N/A


Institute of Public Administration of Canada. IPAC Award for Innovative Management. http://www.ipac.ca/IM-Home

Treasury Board of Canada Secretariat. Directive on Performance Management. http://www.tbs-sct.gc.ca/pol/doc-eng.aspx?id=27146&section=text


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http://www.iccs-isac.org/research/citizens-first/citizens-first-6/?lang=en

http://www.iccs-isac.org/research/citizens-first/citizens-first-6/?lang=en

http://www.iccs-isac.org/research/taking-care-of-business/taking-care-of-business-4/?lang=en

http://www.iccs-isac.org/research/taking-care-of-business/taking-care-of-business-4/?lang=en

http://www.doingbusiness.org/%7E/media/GIAWB/Doing%20Business/Documents/Annual-Reports/English/DB16-Full-Report.pdf

http://www.doingbusiness.org/%7E/media/GIAWB/Doing%20Business/Documents/Annual-Reports/English/DB16-Full-Report.pdf

http://www.iccs-isac.org/

http://www.ipac.ca/IM-Home

http://www.tbs-sct.gc.ca/pol/doc-eng.aspx?id=27146&section=text

PUBL 6050 p. 10

• Negotiation Exercise: Service Agreements (Practice Field: Making Performance Matter in Services (David Osborne and the Public Strategies Group, Inc.)

Week 8 Outsourcing: privatization and deregulation

This class will address the following issues:

• How do business and government view make/buy decisions differently? • What choices are available in the outsourcing continuum? • Under which conditions can privatization be said to further the public interest?

Required Readings:

Osborne, D. & Gaebler, T. 1992. Reinventing Government, Addison-Wesley Publishing, Appendix A: Alternative Service Delivery Options (pp. 332-347) Boardman, A. & Vining, A. 2012. A Review and Assessment of Privatization in Canada, SPP Research Papers, University of Calgary, 5(4), January. 28 pages (http://www.policyschool.ucalgary.ca/sites/default/files/research/boardman-vining-privatization.pdf) Seymour, R. 2012. A Short History of Privatisation in the UK. The Guardian, 29 March 2012 (http://www.theguardian.com/commentisfree/2012/mar/29/short-history-of-privatisation

Required Case: 2015 Privatization of Hydro One

Ontario Auditor’s General Report Fall 2015:

http://www.auditor.on.ca/en/reports_en/en15/2015AR_en_final.pdf (sections 3.05 and 3.06)

http://www.theglobeandmail.com/news/politics/hydro-one-ontarios-privatization-plan-explained/article24743446/

http://www.theglobeandmail.com/report-on-business/wynnes-quest-for-full-valuethe-long-road-to-privatization/article23461789/


Savas, E. 1987. Privatization: the key to better government. Chatham, chapters 4 (Alternative Arrangements for providing goods and services) and 5 (Analysis and Comparison of Alternative Arrangements)

Ontario Chamber of Commerce. 2015. Partial sale of Hydro One draws response from Ontario Chamber Network. http://www.occ.ca/wp-content/uploads/2013/05/Hydro-One-Submission.pdf

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http://www.policyschool.ucalgary.ca/sites/default/files/research/boardman-vining-privatization.pdf

http://www.policyschool.ucalgary.ca/sites/default/files/research/boardman-vining-privatization.pdf

http://www.theguardian.com/commentisfree/2012/mar/29/short-history-of-privatisation

http://www.theguardian.com/commentisfree/2012/mar/29/short-history-of-privatisation

http://www.auditor.on.ca/en/reports_en/en15/2015AR_en_final.pdf





http://www.occ.ca/wp-content/uploads/2013/05/Hydro-One-Submission.pdf

http://www.occ.ca/wp-content/uploads/2013/05/Hydro-One-Submission.pdf

PUBL 6050 p. 11


Debate on Costs and Benefits of Privatization from a public value perspective

Week 9 Part III. COLLABORATION

Horizontal public management and networked governance This class will primarily address two questions:

• Why is a coordinated, ‘whole-of-government’ approach necessary to tackle complex societal issues, and why is it so difficult to achieve?

• How can collaboration within and across sectors (‘networked governance’) create public value?

Required Readings:

Dean, T. 2015. Building Better Public Services. A Guide for Practitioners. Friesen, chap. 3 (The Architecture of Government, pp. 15-25) chap. 7 (Integrated Service Delivery in Canada and the United Kingdom) pp. 93-128. Goldsmith, S. & Eggers, W.D. 2004. Governing by Network, Brookings, chap. 5: Ties that bind, pp. 93-119.

Required Case: 2015 Toronto PanAm Games as challenge of coordination within and across governments (various news sources)


Donahue, J.D. & Zeckhauser, R.J. 2011. Collaborative Governance. Princeton, Lindquist, E. 2012. Culture, Control, or Capacity’ Re-Visited: How is the Government of Canada Meeting Horizontal Challenges in Public Sector Management Ten Years Later? paper presented at the CAPPA Research Conference, Carlton University, 28-29 May 2012.


Guest Speaker: Saad Rafi, 2015 Toronto Pan Am / Parapan Am Games

Week 10 Entrepreneurship and driving change in government This class will address three questions:

• Can we expect governments to become more entrepreneurial? • What are the prerequisites for sustainable change? • Who is responsible for ensuring accountability in collaborative ventures?

Required Readings:

Hisrich, R.D.& Al-Dabbagh. 2013. Governpreneurship: Establishing a Thriving Entrepreneurial Spirit in Government. Edward Elgar, chap. 1 (Entrepreneurship in the Public Sector), pp. 1-22 and Appendix HUG Geneva University Hospital, pp. 240-49.

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PUBL 6050 p. 12

Kotter, J. 1995. Leading Change: Why Transformation Efforts Fail. HBR March April, pp. 59-67.

Required Case: Majeed, R. 2012. Building a Culture of Results: Institutionalizing Rapid Results Initiatives in Kenya, 2005 – 2009. Innovation for Successful Societies; Princeton University. (http://successfulsocieties.princeton.edu/publications/building-culture-results-institutionalizing-rapid-results-initiatives-kenya-2005-2009)


Kotter, J. 2012. Leading Change (2nd edition).

Wilkins, J. 2014. ‘Stewardship of Public Service Renewal and Reform’. International Journal of Leadership in Public Services, Volume 10, Issue 4, 188-199.

Week 11 Public-Private-People Partnerships This class will consider the following issues: • What is the role of the different stakeholders in a partnerships? • How is a cross-sector partnership created? • How to analyze its strengths and weaknesses? • How to ensure its success and possible expansion? Required Readings:

Siemiatycki, M. 2015. Public-private partnerships in Canada: Reflections on twenty years of practice. Canadian Public Administration, September, 58 (3) pp. 343-362. Eggers, W.D. & Macmillan, P. 2013. The Solution Revolution. How Business, Government and Social Enterprises are teaming up to solve society’s toughest problems, Havard Business Review Press, Introduction, pp. 1-16.

Required Case: The New Royal Adelaide Hospital: Australia’s largest health PPP. INSEAD 2015 (115-036-1)


Canadian Council for Public-Private Partnerships www.pppcouncil.ca Conference Board of Canada. 2013. Canada as a Global Leader: Delivering Value through Public-Private Partnerships at Home and Abroad, Report, August 2013, available at: http://www.infrastructure.alberta.ca/documents/14-004_P3Leader_RPT_-_08_21_13.pdf Yong, H.K. (ed.). 2010. Public-Private Partnerships Policy and Practice: A Reference Guide. Commonwealth Secretariat.


Speaker from Infrastructure Ontario

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http://successfulsocieties.princeton.edu/publications/building-culture-results-institutionalizing-rapid-results-initiatives-kenya-2005-2009

http://successfulsocieties.princeton.edu/publications/building-culture-results-institutionalizing-rapid-results-initiatives-kenya-2005-2009

http://www.pppcouncil.ca/

http://www.infrastructure.alberta.ca/documents/14-004_P3Leader_RPT_-_08_21_13.pdf

http://www.infrastructure.alberta.ca/documents/14-004_P3Leader_RPT_-_08_21_13.pdf

PUBL 6050 p. 13 Week 12 Public Value Team Presentations

This class will conclude course learning:

• To what extent have the course learning outcomes been achieved? • What lessons can be taken away from applied learning projects? • How can we translate insights about governments to effective business-

government relationship management going forward? Required Readings: N/A Required Case: N/A


N/A


Public Value Team Project Presentations Course Review and Wrap-up

Written Assignments and Projects: Description and Evaluation The following provides an overview of the expectations for all the assignments in this course and the way they will be evaluated. Please note that you are expected to submit all written assignments before the corresponding class. Late assignments are not accepted and will receive an F grade (0 grade points). Public Value Group Projects (35%) The purpose of this assignment is to hone your analytical and leadership skills in applying ‘public value’ tools and concepts learned to a specific challenge faced by public managers. Each group selects a concrete and current issue that governments would typically be expected to address but that also offers opportunities to involve the private sector. Examples are the development of the waterfront in Toronto or the challenge of providing home care for an aging population. Students are expected to adopt a public managers’ perspective and (a) determine the current ‘public value account’ for the issue and public policy at hand and (b) to make specific, actionable recommendations to enhance public value, taking into account the involvement of other players. Students will employ tools such as the public value scorecard (Moore 2013) or the balanced scorecard to conduct their analysis. They will also learn how to build coalitions and to engage in partnerships that are necessary to enhance public value. More details will be provided in class or on Moodle. Individual Term Paper (35%)

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PUBL 6050 p. 14 This assignment gives you the opportunity to more deeply explore one of the three course areas: Context, Performance, and Collaboration. Each student selects a specific, instructor-approved topic for individual study. For example, under Performance, students could research under which conditions privatization as an outsourcing strategy can be expected to provide net welfare benefits, based on the experience of different jurisdictions. This assignment will help you identify high-quality sources and generally hone your research and analytical skills. It will also assist in the design and execution of strategies for enhanced value as these rest on sound research. The term paper is due one week after last class. More details will be provided in class or on Moodle. Current Events Presentation / Contribution to online Discussion Forum (20%) The purpose of this assignment is to hone your skills in applying the core concepts and tools to current events in the government and business world and to recap key learning outcomes from previous weeks. Moreover, contributions to the Discussion Forum will help students to quickly interpret, connect, and compellingly present on current events. Each student will be assigned a week for a short presentation. You select a current news/ events item (not older than one month) that can illustrate the key concepts or tools discussed in the previous session. This can be a short article from a reputable news source (e.g. The Economist, Financial Times, Globe and Mail, Huffington Post, Wall Street Journal, etc.). Based on this news item you will prepare a post to the Discussion Forum on Moodle. This can be a short PowerPoint presentation, a self-produced video, or a blog-style comment that discusses the ways in which the selected news story illustrates (or probes) a key concept or tool introduced in the course, and that identifies issues/questions for debate with the entire class. In addition, each student must make regular contributions to the online Discussion Forum (at least one per week of class). These can, for example, relate to course readings, discussions in class, or the guest speakers presentations. More details will be provided in class or on the Moodle site.

Calculation of Course Grade In this class, final course grades will be determined by the following process: All assignments and projects will be marked using the letter grades from A+ through F. To calculate the final grade, these letter grades for each assignment will be translated into grade points using the conversion scheme detailed below. These are then added using the percentage weight of each assignment and rounded up or down to the nearest full grade point, which is finally translated back into the corresponding letter grade.

A+ 9 grade points A 8 A- 7 B+ 6 B 5 B- 4 C+ 3 C 2

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PUBL 6050 p. 15

C- 1 F 0

General Academic Policies: Grading, Academic Honesty and Accommodations Grades at Schulich are based on a 9-value index system. The top grade is A+ (9) and the minimum passing grade is C- (1). To keep final grades comparable across courses, elective courses are expected to have a mean grade between 5.2 and 6.2. The Schulich School does not use a percentage scale or prescribe a standard conversion formula from percentages to letter grades. Conversions within a course are at the discretion of the instructor. For more details on the index, grading policy, and grade point average (GPA) requirements, see the Student Handbook or the Student Services & International Relations website: http://www.schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Enrolment+Grades+and+Convocation!OpenDocument#tabs-2 Academic honesty is fundamental to the integrity of university education and degree programs, and applies in every course offered at Schulich. Students should familiarize themselves with York University’s policy on academic honesty, which may be found in the Student Handbook and on the Student Services & International Relations website: http://www.schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Academic+Honesty!OpenDocument Accommodations. For accommodations sought due to exam conflicts, religious reasons, unavoidable absences or disabilities, please refer to the Student Handbook or contact Student Services. For counseling & disability services, contact Student Services or see http://www.yorku.ca/cds/.

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http://www.schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Enrolment+Grades+and+Convocation!OpenDocument%23tabs-2


http://www.schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Academic+Honesty!OpenDocument

http://www.yorku.ca/cds/

PUBL 6050 p. 16 Quick Reference: Summary of Classes, Activities and Deliverables

Class No., Title, Date and Topic Case / Exercise Required Reading Written Preparation

W 1: How Government is (not) changing, and why it matters for business

Current Mini-case As per syllabus Contribute to Discussion Forum

W 2: Defining the Public Mission: Creating Public Value

TTC (various news sources)

As per syllabus Contribute to Discussion Forum

W 3: Culture, Context, and Capacity: how they determine what governments (can) do

Singapore Inc. / Lesson-drawing exercise


W 4: Reforming Government: Beyond the ‘New Public Management’

New Zealand Reforms/ Debate


W 5: Strategic Planning, Goal-Setting and Leadership for Public Value

NAFDAC: Changing a Government Agency

As per syllabus Contribute to Discussion Forum Current Events Presentation is due

W 6: Improving Service Delivery ‘Taking Care of Business’ Citizen-Centered Services


W 7: Performance Measurement and Change Management

Negotiating Service Agreements Exercise


W 8: Outsourcing: Privatization and Deregulation

Privatization of Hydro One/ Debate


W 9: Horizontal Management and Networked Governance

Toronto Pan Am Games As per syllabus Contribute to Discussion Forum

W 10: Entrepreneurship and Driving Change in Government

Rapid Results Initiative Kenya case


W 11: Public-Private-People Partnerships New Royal Adelaide Hospital / Infrastructure Ontario


W 12: Public Value Team Presentations None Team Projects are due; Term Papers due on XX.

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MEMORANDUM Peter F. Bronfman Business Library

SUBJECT: Library Statement for PUBL 6050 Managing for Public Purpose FROM: Sophie Bury Head, Bronfman Business Library DATE: February 9, 2016

PUBL 6050: Managing for Public Purpose York University Libraries will be able to support the proposed new course PUBL 6050 Managing for Public Purpose, which builds on the foundations laid in the MGMT backbone by deepening students’ strategic understanding of government, and of key aspects of public policy and management in different contexts globally. The role of public managers in creating valuing, often in collaboration with private and social sectors, is explored. A range of required and supplementary readings are listed for this course. It is noted that the Libraries own the majority of books listed as readings, with a good number available as e-books. A minority of book titles are not owned by the Libraries, but will be purchased and added to the collection in support of this course. The course instructor may wish to consider placing such books on course reserve or short-term loan at the library to maximize access for students. The articles listed among the course readings have, where possible and available, been linked in the Moodle site for this course using permalinks in library subscription databases. In the case of Havard Business Review articles, students are pointed to this guide with directions on how articles may be searched: http://researchguides.library.yorku.ca/HBR It is noted that students will complete various assignments in this course including an indvidual term paper where some research is expected. Below some collections of relevance, in addition to the recommended course readings, are outlined. Keyword searching of the YULCatalogue at http://www.library.yorku.ca reveals a good collection of books in the area of public sector management and related topics, in both hard-copy and e-book formats. Examples of relevant Library of Congress Subject Headings include: “public administration,” “public-private sector cooperation,” “adminstrative agencies,” and “policy sciences.” A majority of the books available in print can be found at the Scott Library, which houses the primary collection of public policy and management materials at York. The periodical collection available to support this course is also in place, and titles are predominantly available in online format. This includes core journal titles in the area of public sector management and related fields. Specific titles of relevance, the majority of which are available online, include but are not limited to: Canadian Public Administration, Public Management Review, Public Performance & Management Review, International Journal of Public Sector Management, International Journal of Leadership in Public Services, International Public Management Journal, Public Organization Review, and the Harvard Business Review. The Libraries’ reference and full-text databases play a key role in facilitating extensive searching of the relevant periodical literature. Relevant databases include those with wide coverage of the business periodicals e.g. Proquest Business, Business Source Premier and Canadian Business and Current Affairs. Articles databases with coverage of public administration and management

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http://researchguides.library.yorku.ca/HBR

http://www.library.yorku.ca/

topics also include resources such as PAIS and Political Science Abstracts. Other relevant databases are those with good coverage of business and mainstream news sources, e.g. Factiva, Canadian Newsstand, and Lexis Nexis. Additionally, interdisciplinary databases such as Scholars Portal, Proquest, and Web of Science will be important in supporting this course.

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To: Faculty Council From: Ashwin Joshi, MSTM Task Force Member Date: February 24, 2016 Subject: Master of Management New Course Proposals

Motion:

That Faculty Council approve the following new course proposals for the Master of

Management (MSTM) program:

1. MSTM 5000 3.00 - Business Communication and Team Dynamics2. MSTM 5030 3.00 - Applied Macroeconomics3. MSTM 5050 3.00 - Business and Sustainability4. MSTM 5060 3.00 - Managerial Decision Analysis5. MSTM 5210 3.00 - Design and Management of Organizational Processes6. MSTM 5220 3.00 - Managerial Finance7. MSTM 5260 3.00 - Managerial Accounting8. MSTM 5300 3.00 - Strategic Thinking

Rationale:

The new Master of Management program is designed to enable students to obtain meaningful employment that can lead to future careers in management of any type of organization or enterprise – private, public or non-profit. The selection of courses for the program is similar to that in most general management degrees: (1) courses that develop the students’ qualitative and quantitative skills, and (2) courses that lay the foundation of management studies.

The appendix presents an overview of the program structure. The program consists of twelve required courses and three electives. Each course will be three credits, for a program total of 45 credits. Of the twelve required courses, only three are existing masters-level courses—the other nine are unique to the Master of Management. A motion for the approval of the ninth course, MSTM 6000 3.0 – Enterprise Consulting Project, will be submitted at a later date.

The individual courses have been sequenced with two primary criteria in mind: (1) the progressive development of students’ critical thinking and communication skills, and (2) a balancing of quantitative and qualitative courses in each term.

The program has been designed from the ground up, based on the program’s expected learning outcomes. Unlike many apparently-similar programs, we have designed approaches that exclude technical material that is appropriate only for those who already have substantial experience or training in management issues and instead focus on the skills students will need upon entering the workforce in any type of organization, or as entrepreneurs. Although some topics are common to all management programs, the way in which those topics are experienced by the students must depend on both the students’ backgrounds and on achievable learning outcomes.

38

All Masters of Management courses will be taught in separate MSTM sections, including those courses that, on the surface, may appear to be similar to MBA courses. MSTM students will not be mixed with students in other Schulich degree programs, either graduate (e.g., MBA) or undergraduate honours (BBA or iBBA). This will avoid conflict in learning objectives between differing programs and permit course directors to tailor course content to suit the needs of preprofessional students. As indicated in appendix, the Master of Management will require three terms of full-time attendance, preceded by a mandatory pre-start program. The pre-start program will give the entering students some common ground for moving forward together, since they will be entering the program from widely varying disciplines and with varying competencies. For further details on the MSTM courses, please see the MSTM Program Proposal.

Ashwin Joshi

39

Appendix

40


1. ProgramMaster of Management

2. Course NumberMSTM 5000

3. Credit Value3.0

4. Long Course TitleBusiness Communication and Team Dynamics

5. Short Course TitleBusiness Communication & Team Dynamics

6. Effective Session Fall 2016

7. Calendar (Short) Course DescriptionThis course will sharpen students’ ability to communicate in both verbal and written formats. Students willlearn how to design, create, manage, and work effectively within teams. The course uses a workshop formatthat relies heavily on in-class experiential learning, including small group exploration, class discussions, self-assessments and peer feedback, developing skills in communication and the management of team dynamics.

8. Expanded Course DescriptionThis course provides students with the opportunity to hone important management and leadershipcompetencies in the areas of communication and team building. Since contemporary business environmentshave moved to flatter, team-based structures, managers must be able to communicate clearly andpersuasively to facilitate creative collaboration. The ability to think strategically about all forms ofcommunication with diverse audiences is essential for professional advancement. As well, the ability tounderstand how groups and teams function, and the factors causing team success or failure, is essential inthe modern workplace. Therefore, the aim of this course is to develop knowledge of effective oral and writtencommunication techniques and to demonstrate how such communication skills intersect with positive teamstrategies and practices, such as problem-solving and decision-making. The course uses a workshop formatthat relies heavily on in-class experiential learning, including small group exploration, class discussions, self-assessments and peer feedback, to develop skills in communication and the management of team dynamics.

9. EvaluationThe grading components are as follows:

Assignment/Task Total % Author

Correspondence Package 20 Individual

CV Cover Letter & Biographical Profile

Small Group Presentation

10

20

Individual

Pair

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Form Vs.: May 2012

2

10. Integrated CoursesNot applicable

11. RationalePlease see Master of Management Program Brief

12. Faculty ResourcesPlease see Master of Management Program Brief

13. Cross-listed CoursesNot cross-listed.

14. Bibliography and Library StatementFirst, the following book is available for purchase from the York University Bookstore:

Thompson, L. 2014. Making the team: A guide for managers (5th edition). New Jersey: Pearson/Prentice Hall.

Second, an online digital collection of additional reading materials has been prepared to supplement the required text. Most of this material consists of academic journal articles. Don’t panic -- we will show you in class how to read these articles quickly and efficiently. Students are expected to have read the assigned readings before attending each class session. These materials are available free through the library. You may access them through the York library course reserves website (http://www.library.yorku.ca/web/) by entering either the course number under “Course Reserves” tab.

Third, the Course Materials Database (CMD) has been created within Schulich’s Lotus Notes. It contains general information for Schulich students and information and materials specific to this course. Check it frequently. You can reach the CMD through the student portal on Schlulich’s website: http://schulich.yorku.ca.

Please see the Master of Management Program Brief for the library statement.

15. Physical ResourcesPlease see Master of Management Program Brief

Individual Paper (team analysis) 25 Individual

Individual Journal (5 entries) 10 Individual

Team Challenge 15 Group

TOTAL 100%

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Form Vs.: May 2012

3



16. Instructors and Faculty CoordinatorInitial instructor

Kevin Tasa


Chris Bell

Mary Waller

Course coordinator

Kevin Tasa

17. SpecializationsPrimary area or specialization

N/A


N/A

18. Student Contact and EnrolmentContact hours

36 hours

Maximum enrolment

55 students

Expected enrolment

45 students


This is a Master of Management core course and thus enrolment will always be the full complement of eachyear’s student intake.

19. Human Participants ResearchN/A

20. Conditions for ApprovalIf this proposal is for a new elective course, please indicate which one of the following conditionsrequired by Faculty Council applies:

a) The Area is deleting courses with at least the same total number of credits.

N/A

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4

b) Provide a convincing case for the proposed course.

This is a mandatory core course for the Master of Management program

Course Originator

Kevin Tasa 2015 September 18 Signature Date

Kevin Tasa Name



Thomas H. Beechy Ashwin Joshi Name Name

Chris Bell Giri Kanagaretnam Name Name

Mary Waller David Johnston Name Name

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Form Vs.: May 2012

5

Approvals


Chris Bell 2015 October 09 Signature Date

Chris Bell Organization Studies Area Coordinator or Specialization Director Area or

Specialization


Thomas H. Beechy 2015 November 18 Signature Date

Thomas H. Beechy Master of Management Program Director (pro tem) Program

Program Committee

This course has received the approval of the appropriate program committee, and I support the addition of the course to the SSB curriculum.

Markus Biehl 2016 January 13 Signature Date

Markus Biehl Programs Coordinating Committee Committee Chair Committee

45

Business Communication and Team Dynamics Course Outline Fall 2016

Time: TBD Room: TBD

Instructor Assistant Dr. Kevin Tasa N332 Seymour Schulich Building [email protected] Office hours: drop in or by appointment

Carla D’Agostino N303A (416) 736-‐5095 [email protected]

Brief Description This course provides students with the opportunity to hone important management and leadership competencies in the areas of communication and team building. Since contemporary business environments have moved to flatter, team-‐based structures, managers must be able to communicate clearly and persuasively to facilitate creative collaboration. The ability to think strategically about all forms of communication with diverse audiences is essential for professional advancement. As well, the ability to understand how groups and teams function, and the factors causing team success or failure, is essential in the modern workplace. Therefore, the aim of this course is to develop knowledge of effective oral and written communication techniques and to demonstrate how such communication skills intersect with positive team strategies and practices, such as problem-‐solving and decision-‐making. The course uses a workshop format that relies heavily on in-‐class experiential learning, including small group exploration, class discussions, self-‐assessments and peer feedback, to develop skills in communication and the management of team dynamics.

Prerequisite Prerequisite: None

Contents Prerequisite .................................................................................................................................................. 1 Course Objectives ......................................................................................................................................... 2 Organization and Deliverables at a Glance .................................................................................................. 2 Course Material Teams Component ............................................................................................................ 2 Evaluation of Student Performance ............................................................................................................. 3 Calculation of Course Grade ......................................................................................................................... 5 General Academic Policies: Grading and Academic Honesty ....................................................................... 5 Schedule of Topics and Readings ................................................................................................................. 6

MSTM 5000 3.0: Business Communication and Team Dynamics

46

MSTM 5000 p. 2 Course Objectives This course focuses on two distinct yet related skills: 1) the ability to communicate strategically in a business context and 2) the ability to design and contribute to effective teams. At the completion of this course, you should be able to:

1. Think strategically about the various forms of communication needed to interact successfully with others in the business world and communicate your written and verbal ideas clearly and concisely.

2. Create a variety of business documents (memoranda, letters, emails and reports) with logical and persuasive reasoning adapted for the specific audience.

3. Confidently deliver professional presentations. 4. Understand the consequences of team formation and development processes. 5. Engage in effective teamwork behaviors and conflict resolution through increased self-‐awareness

and interpersonal problem-‐solving. 6. Access thorough knowledge of key team processes and outcomes.

Organization and Deliverables at a Glance In the table below, the impact of each task on your final grade for the course is indicated in the Total % column. Assignment/Task Total % Author Correspondence Package 20 Individual CV Cover Letter & Biographical Profile Small Group Presentation

10 20

Individual Pair

Individual Paper (team analysis) 25 Individual Individual Journal (5 entries) 10 Individual Team Challenge 15 Group

100%

Course Material Teams Component First, the following book is available for purchase from the York University Bookstore (http://bookstore.blog.yorku.ca):

TBD -‐ Business Communication Handbook Thompson, L. 2014. Making the team: A guide for managers (5th ed). New Jersey: Pearson/Prentice Hall.

Second, an online digital collection of additional reading materials has been prepared to supplement the required text. Most of this material consists of academic journal articles. Don’t panic -‐-‐ we will show you in class how to read these articles quickly and efficiently. Students are expected to have read the

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MSTM 5000 p. 3

assigned readings before attending each class session. These materials are available free through the library. You may access them through the York library course reserves website (http://www.library.yorku.ca/web/) by entering either the course number under “Course Reserves” tab.

Third, the Course Materials Database (CMD) has been created within Schulich’s Lotus Notes. It contains general information for Schulich students and information and materials specific to this course. Check it frequently. You can reach the CMD through the student portal on Schlulich’s website: http://schulich.yorku.ca.

Finally, over the course of the semester, you will write 5 journal entries in a personal journal for this course. Your journal will be located on my Google Drive and will be shared only between you and me. More information about this resource will be provided in class. A free Gmail account may be required to access your journal.

Evaluation of Student Performance

The final grade for the course will be based on the following components:

Communications Topics

Successful business leaders succinctly and convincingly articulate their ideas both in writing and orally. Business leaders must be able to adapt their communication style to collaborate with colleagues, as well as to suit the needs of their clients. In Classes 1 -‐3, students will examine the common forms of written business communications. Students will learn about effective written communication strategies, such as delineating the aim of the correspondence, analyzing the target audience, selecting concise and persuasive vocabulary and efficiently arranging and managing the message. In Classes 4-‐6, students will learn how to present oral content in a clear and organized manner, harness techniques for establishing credibility and connecting with the audience. Students will practice how to employ a courteous, convincing and respectful tone. Students will learn to avoid common style errors.

The Communications portion of the course consists of three assignments. The objective of these assignments is to improve students’ written and verbal communication proficiency, with an emphasis on professionalism, sharpening editing aptitude and persuasion skills.

Individual Correspondence Package (20%)

The Instructor will provide students with a Case Study involving a client complaint, which students will respond to by creating various types of documentation to address the issues. Students will be required to compose a concise and persuasive package of business-‐related correspondence, including emails, a response letter and a formal memorandum consisting of recommendations proposing a specific course of action to deal with the matter. Students will practice writing formal and informal correspondence and learn how to employ positive and constructive language to resolve a business dispute.

Individual CV Cover Letter & Biographical Profile (10%)

Students will be required to draft a cover letter for their curriculum vitae and create a biographical profile. Students will practice editing using accessible and persuasive style. The profile summary will highlight their academic and vocational experience.

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MSTM 5000 p. 4

Partner Presentations (20%)

Third, working in pairs, students will be required to deliver an informative oral presentation. Students will develop and stage a joint speech, using an appropriate visual aid. Through the oral and visual components of their presentation, the students will demonstrate the benefits and unique features of a particular product and practices responding to audience questions to overcome resistance.

Team Topics

Individual Paper (25%)

Max length: 3 pages (12-‐point fonts, double-‐spaced with 2.54 cm, 1 inch margins)

This paper will provide you the opportunity to analyze an actual example of teamwork using concepts covered in the course.

First, find an article or articles from business or popular press (for example, articles from Fortune, BusinessWeek, Financial Times, Wired, Wall Street Journal, New York Times, Vanity Fair, Popular Mechanics, Sports Illustrated, or other various factual sources -‐-‐ but see below for unacceptable sources) that describes one real team’s behavior in a given situation or over a defined period of time. Your article(s) could, for example, include information about the behaviors of a sports team, a political team, a top management team, a military team, an entrepreneurial team, the owners of a family business… any group that satisfies our definition of “team.” Second, write a brief summary of the article(s) as the introduction to your paper. Third, write a descriptive explanation of the team’s behaviors using concepts from our course -‐-‐ link the descriptions of the behavior to course concepts. Finally, conclude your paper with your own short analysis of why the team engaged in the behaviors it did, and why the team succeeded or failed (or, if the team’s outcome is not clear from the source material, why you believe the team would succeed or fail in the future), again using concepts from our course. You may need to read a bit ahead in our textbook to find the best team dynamics concepts to use for your paper.

Submit a PDF file containing your paper, along with either (1) a PDF file containing your source article(s) or (2) working hyperlinks embedded in your paper that link to your source article(s). Please include your last (family) name in the names of any PDF files you submit. Papers are limited in length to three double-‐spaced pages with 2.54 cm (1 inch) margins and 12-‐point fonts.

Individual Journal (10%)

Part of the graded component of the course will involve your entries in an individual journal stored online. The questions you will address in your journal typically concern your thoughts and feelings about your team as it engaged in a task or exercise during class. It is obviously difficult to complete your journal entry if you were not in class to experience the team task yourself. Should you be forced to miss a class, please be sure to contact and interview your team members in order to gather enough information about your team’s behaviors during the task or exercise that you missed so that you can answer the assigned questions for your journal entry.

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MSTM 5000 p. 5

Team Challenge (15%)

In addition to the team presentations, near the end of our course we will have the Team Challenge. Attendance for the Team Challenge is mandatory. Teams will be given a task to perform under deadline conditions during the class meeting, and their performance will be graded and rank-‐ordered. The Challenge will be designed to give teams the opportunity to put into practice the theories and knowledge they have gained throughout the course. The results of the Team Challenge will be announced during the final meeting of the course. The team in first place will receive 100% of the possible points (or a grade of A+) for the Challenge, and the grades for the remaining teams will be distributed between the grades of A and B, based on the teams’ scores. Note: teams may be video-‐recorded during the team challenge for feedback purposes. More information about this will be provided in class.

Calculation of Course Grade To calculate your final course (letter) grade, letter grades earned on assignments during the term will be converted to Schulich index values (e.g., A=8) and multiplied by the weight for the assignment. The resulting numeric grades will be converted to letter grades according to the following scale: 7.50 to 8.49 = A, 6.50 to 7.49 = A-‐, etc. On occasion (e.g., when class-‐wide performance is low), higher letter grades may be assigned, but the assigned letter grades will never be lower than the grade earned according to the scale.

General Academic Policies: Grading and Academic Honesty Grades at Schulich are based on a 9-‐value index system. The top grade is A+ (9) and the minimum passing grade is C-‐ (1). To keep final grades comparable across courses, elective courses are expected to have a mean grade between 5.2 and 6.2.

The Schulich School does not use a percentage scale or prescribe a standard conversion formula from percentages to letter grades. Conversions within a course are at the discretion of the instructor.

For more details on the index, grading policy, and grade point average (GPA) requirements, see the Graduate Handbook or the Student Services & International Relations website: http://www.schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Enrolment+Grades+and+Convocation!OpenDocument#tabs-‐2

Academic honesty is fundamental to the integrity of university education and degree programs, and applies in every course offered at Schulich. Students should familiarize themselves with York University’s policy on academic honesty, which may be found in the Graduate Handbook and on the Student Services & International Relations website:

http://www.schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Academic+Honesty!OpenDocument Accommodations. For accommodations sought due to exam conflicts, religious reasons, unavoidable absences or disabilities, please refer to the Student Handbook or contact Student Services. For counseling & disability services, contact Student Services or see http://www.yorku.ca/cds/.

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MSTM 5000 p. 6

Schedule of Topics and Readings

The following list of lecture topics and readings indicate the material to be read, reviewed and/or prepared for the various class sessions. If any changes in this schedule become necessary, notifications will be posted in the course CMD notifying students of the change.

Communication Topics

Class 1 Mastering the Basics: This class will discuss barriers to effective communication. You will learn how to identify and analyze your audience; draft outlines to prepare for writing; ensure your written content is clear and coherent; and include a grammar refresher for the business-‐focused writer.

Class 2 Persuasive Writing in the Workplace #1: In this class, you will gain proficiency in composing accessible, plain language memoranda, emails, formal correspondence and executive summaries. The class will focus on grammar, logical transitions, reducing wordiness and stylistic improvements to enhance clarity and professionalism in business correspondence.

Class 3 Persuasive Writing in the Workplace #2: In this class, you will practice editing your message to promote reader-‐centered writing, draft a personal CV profile and review best strategies for persuasive business writing.

Class 4 Personal Communication Skills: This class will discuss the importance of body language; how to polish your communication style and develop awareness of language and tone; and how to deliver and receive feedback.

Class 5 Professional Presentations #1: In this class, you will practice key skills for persuasive oral presentations including selecting the appropriate words, structure, tone, and style to convey your ideas and message.

Class 6 Professional Presentations #2: In this class, students will deliver their oral presentations.

Team Topics

Class 7 Introduction to Team Dynamics: Introduce structure of the team module; teams will be assigned and will prepare their Team Contracts.

Text: None, materials will be distributed in class Articles: None

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MSTM 5000 p. 7

Class 8 Team Outcomes and Rewards: Introduce a general model of team performance and various reward and motivation structures used in team-‐based organizations.

Text: Chapters 2 and 3 Articles: Mathieu et al. and Johnson et al. articles Journal: Journal entry about Class 7 due 24 hours before this class meeting.

Class 9 Team Communication: The vital role of team communication in team effectiveness, particularly vis a vis information sharing will be covered.

Text: Chapter 6 Articles: Wittenbaum et al. and Lewis articles. Journal: Journal entry about Class 8 due 24 hours before this class meeting.

Class 10 Team Decision Making: Discussion during this class will center on processes of team decision making as well as on the effects of time pressure and deadlines.

Text: Chapter 7 Articles: De Dreu et al. and Tasa et al. articles Journal: Journal entry about Class 9 due 24 hours before this class meeting.

Class 11

Team Conflict and Creativity: Both team conflict and creativity can have surprising benefits and drawbacks – these will be discussed and illustrated in class.

Text: Chapters 8 and 9 Articles: Langfred and George et al. articles Journal: Journal entry about Class 10 due 24 hours before this class meeting.

Class 12

Virtual Teams: The increasingly important role of virtual teams will be discussed, along with task types appropriate and problematic for virtual teams.

Text: Chapter 13 Articles: TBD Journal: Journal entry about Class 11 due 24 hours before this class meeting.

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3. Credit Value3.0

4. Long Course TitleApplied Macroeconomics

5. Short Course TitleApplied Macroeconomics


7. Calendar (Short) Course DescriptionThis course provides students with an overview of the aggregative performance of the economy with emphasis on policy application and implications for business. Particular attention will be paid to the role of the financial sector in the overall macro-economy.

8. Expanded Course DescriptionThis course provides students with an overview of the aggregative performance of the economy with emphasis on policy application and implications for business. Particular attention will be paid to the role of the financial sector in the overall macro-economy. It begins by reviewing various financial instruments and markets, with a focus on their economic function. The course then examines the challenges to monetary and fiscal policy that arise because of macro-financial linkages. Further, a number of analytical tools are developed to determine the exchange rate and to examine economic policy implications of capital markets integration under alternative currency systems.

9. Evaluation

Course work includes assignments, a midterm exam and a final exam.

Assignment/Task Quantity Weight (%) Total (%) Author

Take Home Assignments

2 15 30 Group

Class Participation 1 15 15 individual

Mid-‐term Examination

1 20 20 Individual

Final Examination 35 Individual

100%

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Form Vs.: May 2012

2





14. Bibliography and Library Statement

Required reading for this course includes the following textbook and study guide. They are available as apackage for purchase from the York University bookstore.

Blanchard, O. Johnson, D.H., “Macroeconomics”, 6/E, Prentice Hall, 2013, ISBN-‐10: 0133061639 • ISBN-‐13: 9780133061635

Supplementary Readings and Handouts are to supplement the required text: See the reading list below. Thelinks to these materials have been posted on the course CMD. Additional current readings may also beassigned later. Also, students are encouraged to read the business section of at least one of the following:The Globe & Mail, National Post, the Economist, and the Financial Times (London), or other similarpublications.

Each section of a Schulich-‐based course has a Course Materials Database (‘CMD’) created within Lotus Notes.Every CMD includes some important general information for Schulich students.

For library statement, please see Master of Management Program Brief

15. Physical ResourcesPlease see Master of Management Program Brief.

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Form Vs.: May 2012

3




Farrokh Zandi


Theodore Tolias

Course coordinator

Farrokh Zandi


N/A


N/A


36 hours

Maximum enrolment

55 students

Expected enrolment

45 students






N/A

55

Form Vs.: May 2012

4



Course Originator

Farrokh Zandi 2015 October 08 Signature Date

Farrokh Zandi Name




Kevin Tasa Giri Kanagaretnam Name Name

Atipol Bhanich Supapol Theodore Tolias Name Name

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Form Vs.: May 2012

5

Approvals


Atipol Supapol 2015 October 19 Signature Date

Atipol Bhanich Supapol Economics Area Coordinator or Specialization Director Area or Specialization




Program Committee




57

Course Outline Fall 2016

xxxxxxxxxxxxxxxxxxx

Instructor Assistant Professor Farrokh Zandi N205H, Seymour Schulich Building (416) 736-‐5067 [email protected] Office hours: xxxxxxx

Jennifer Fernandez N205A, Seymour Schulich Building (416) 736-‐5067 [email protected]

Professor Zandi is a faculty member in the Economics area, specializing in International Economics and Macroeconomics. He is also the Associate Director of Undergraduate Programs at Schulich. He has taught at Schulich since 1991.

Brief Description This course provides students with an overview of the aggregative performance of the economy with emphasis on policy application and implications for business. Particular attention will be paid to the role of the financial sector in the overall macroeconomy. It begins by reviewing various financial instruments and markets, with a focus on their economic function. The course then examines the challenges to monetary and fiscal policy that arise because of macro-‐financial linkages. Further, a number of analytical tools are developed to determine the exchange rate and to examine economic policy implications of capital markets integration under alternative currency systems.

Prerequisites: none

Contents

Course Learning Outcomes ............................................................................................................ 2 Deliverables at a Glance ................................................................................................................. 2 Course Material .............................................................................................................................. 2 Student Preparation for Class and Class Participation: Expectations ............................................. 3 Class-‐by-‐Class Syllabus ................................................................................................................... 4 Written Assignments/Projects and Exam[s]: Descriptions ............................................................. 6 Evaluation of Written Assignments/Projects and Exams ............................................................... 6 Calculation of Course Grade ........................................................................................................... 6 General Academic Policies: Grading, Academic Honesty, Accommodations and Exams ............... 7 Quick Reference: Summary of Classes, Activities and Deliverables ............................................... 8

MSTM 5030 3.0: Applied Macroeconomics

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MSTM 5030 p. 2

Course Learning Outcomes

i. Understand macroeconomic fundamentals in order to study the business environmentii. Identify, understand and evaluate the domestic and global forces causing economic changeiii. Analyze the factors affecting policy decisions by the government and in turn how these affect

important indicators like interest rate, inflation and exchange rateiv. Understand the factors affecting an economy’s performance in terms of growth and stabilityv. Comprehend current events/ issues that have a bearing on Business and participants can relate

to national and international events, macroeconomic policies and other issues to decisionmaking in business

Deliverables at a Glance


Assignment/Task Quantity Weight (%) Total (%) Author

Take Home Assignments

2 15 30 Group

Class Participation 1 15 15 individual

Mid-‐term Examination

1 20 20 Individual

Final Examination 35 Individual

100%

For details, see “Written Assignments/Exams: Descriptions” (p. 5) and “Evaluation …” (p. 6).

Course Material

Required reading for this course includes the following textbook and study guide. They are available as a package for purchase from the York University bookstore.

Blanchard, O. Johnson, D.H., “Macroeconomics”, 6/E, Prentice Hall, 2013, ISBN-‐10: 0133061639 • ISBN-‐13: 9780133061635

For sample test questions with answers visit the website at http://www.pearsonhighered.com/educator/product/Macroeconomics/9780133061635.page

Supplementary Readings and Handouts are to supplement the required text: See the reading list below. The links to these materials have been posted on the course CMD. Additional current readings may also be assigned later. Also, students are encouraged to read the business section of at least one of the following: The Globe & Mail, National Post, the Economist, and the Financial Times (London), or other similar publications.

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MSTM 5030 p. 3

End of Chapter Questions: Students are strongly encouraged to do some of the questions and problems at the end of each chapter of the textbook.

Each section of a Schulich-‐based course has a Course Materials Database (‘CMD’) created within Lotus Notes. Every CMD includes some important general information for Schulich students.

Student Preparation for Class: Expectations

Each class I introduce important topics in applied macroeconomics and demonstrate these concepts using a range of different examples. It is expected that students will actively learn the material presented by reading the textbook, studying the overheads, and working problems from the student study guide.

Preparation.

You should have high expectations from the course; I have high [but clearly not impossible] expectations from you. To have those mutual expectations met, you are expected to come to class prepared as the learning of Economics occurs through a conscientious preparation for course lectures and active participation in classroom. It is important that you read the textbook [and associated readings, especially the required readings] before coming to class, but the reading does not have to be in-‐depth since you can go back after class to see what has been emphasized in the class discussion. In terms of grasping the material, it is a good idea to reread your notes from the class discussion after each and every session to make sure you understand the concepts and their applications. As a general rule a minimum of 3 to 4 hours of work outside of class is required every week. You are expected to spend 1 hour of work outside of class for every 1 hour inside of class. The course outline is a guide. Actual lectures may be one week ahead or one week behind the topics listed on the course outline.

Class Participation (Contribution). Students are required to prepare for class by reading the relevant textbook chapters and the assigned readings. In every class, the quality and quantity of your participation will be evaluated. I will record these evaluations every week. Significant contributions add depth rather than simply providing factual information. Your participation mark will be based on your attendance, substantive contribution and the overall quality of the set of contribution.

Class-‐by-‐Class Syllabus

Topics, readings, and other preparations for every class are listed below. Note that as the course proceeds, it is possible to be slightly ahead of schedule or slightly behind schedule.

Note: If any changes in this schedule become necessary, notifications will be posted on the course CMD, and when changes need to be announced between classes, an email will be sent to students’ Lotus Notes email accounts, notifying them of the change.

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MSTM 5030 p. 4

September XX (1)

Introduction

Difference between micro and macro-‐economics The demand and supply model The story of Macroeconomics

Reading: Blanchard & Johnson: Chapters 1 & 26

September XX (2)

A. The Short Run (a) The Goods Market

Economic Indicators GDP and its composition National Income Account Equilibrium: GDP determination Savings and investment

Reading: Blanchard & Johnson: Chapters 2 & 3 Appendix 1. An Introduction to National Income and Expenditure Accounts

September XX (3)

(b) Financial Markets: Money and Inflation, and Business Cycles

Determination of Interest rates Nominal and real interest rates Bond prices and yield curve

Reading: Blanchard & Johnson: Chapters 4, 19 (248-‐354) & 20 (PP. 268-‐273)

October XX & XX (4 & 5)

Interaction between Goods Market and Financial Market (The IS/LM model)

Government budget and fiscal policy Bank of Canada Monetary Policy Quantitative Easing Inflation and deflation

Reading: Blanchard & Johnson: Chapters 5, 24 &25

October XX (6)

Open Economy Macroeconomics

Foreign exchange market Balance of Payments

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MSTM 5030 p. 5

Reading: Blanchard & Johnson: Chapters 6 & 7

October XX (7)

Output, the Exchange Rate, and the Interest rate

Fixed versus flexible exchange rate Fiscal and monetary policy

Reading: Blanchard & Johnson: Chapter 8

October XX (8)

Mid-‐Term Exam (120 minutes)

November XX (9)

B. The Medium Run (a) Labour market

Natural rate of unemployment Aggregate Supply

Reading: Blanchard & Johnson: Chapters 9 &10

November XX (10)

(b) Putting All Markets Together

Aggregate demand and supply – from short run to long run The Phillips Curve

Reading: Blanchard & Johnson: Chapters 11 &12

November XX (11)

C. Long Run (a) The Facts of Growth

Savings and Investment Steady State Golden Rule

Reading: Blanchard & Johnson: Chapters 15&16

December XX (12)

(b) Solow Growth Model and Technological Progress

Endogenous and exogenous technological change

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Reading: Blanchard & Johnson: Chapter 17

Written Assignments and Exams: Descriptions

There are 2 individual/group assignments. Students have the option of working in groups of no more than 3 people.

Due Date October XX, & November XX,

Assignments will be posted on the CMD and will consist of using the concepts presented in class to analyze macroeconomic issues. Value: 2 x 15% = 30%

October XX

Midterm Exam. This is a closed book exam set for 120 minutes.

December Exam Schedule

Final Exam

The date of the Final Exam is set by the York University Registrar’s Office. This is a closed book cumulative exam set for 3 hours.

Evaluation of Written Assignments and Exams

Assignments and exams are marked for accuracy. Late assignments will not be accepted.

Calculation of Course Grade

You will be assigned a number grade for each of the 5 components of the course. Your course grade, as suggested on page 2, will then be calculated by weighted averaging of these components’ grades. The resulting numeric grade will be converted to letter grades according to the following scale: 90+ (A+), 85-‐89 (A), 80-‐84 (A-‐), 77-‐79 (B+), 74-‐76 (B), 70-‐73 (B-‐), etc. This conversion formula might not be the same as that used in other courses as Schulich School of Business does not have a standard policy for translating percentages into letter grades. Such conversions within a course are at the discretion of the instructor.

I do not use a fixed grading scheme. The course will be graded according to the Schulich Grading Guidelines (see Academic Policies below).

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Academic Policies: Grading, Academic Honesty

Grades at Schulich are based on a 9-‐value index system. The top grade is A+ (9) and the minimum passing grade is D (2). To keep final grades comparable across courses, the average course grade within a section of an undergraduate course is normally between 5.5 and 7.0.

For more details on the index, grading policy, and grade point average (GPA) requirements, see the Student Handbook or the Student Services & International Relations website:

http://schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Academic+Policies+BBA?OpenDocument

Academic honesty is fundamental to the integrity of university education and degree programs, and applies in every course offered at Schulich. Students should familiarize themselves with York University’s policy on academic honesty, which may be found in the Student Handbook and on the Student Services & International Relations website:

Accommodations. For accommodations sought due to exam conflicts, religious reasons, unavoidable absences or disabilities, please refer to the Student Handbook or contact Student Services.

For counseling & disability services, contact Student Services or see http://www.yorku.ca/cds/.

Exams (Absence from) Mid-‐term. Students who miss a mid-‐term examination must contact me instructor within 24 hours to produce documentation substantiating the reason for the absence. A copy of the documentation must also be submitted to Student Services; it will be placed in the student’s file. Students who miss a mid-‐term exam due to illness must have their doctor complete an “Attending Physician’s Statement.” For more details, see: http://schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Enrolment+-‐+MBA+Exam+Schedule?OpenDocument

A make-‐up exam shall be arranged within days of the midterm exam.

Final. Within 24 hours of missing a final examination, students must contact the Undergraduate Programs Unit> at (416) 736-‐5060 and must also contact their course instructor. Formal, original documentation regarding the reason for missing the exam must be submitted to Undergraduate Programs Unit (SSB Room W262) within 48 hours of missing the final exam. Students who miss a final exam due to illness must have their doctor complete an “Attending Physician’s Statement.” For more details, see: http://schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Enrolment+-‐+MBA+Exam+Schedule?OpenDocument.

After these two steps are completed, you may write the exam at a time to be arranged by the economics area.

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3. Credit Value3.0

4. Long Course TitleBusiness and Sustainability

5. Short Course TitleBusiness and Sustainability


7. Calendar (Short) Course DescriptionThis course explores how organizations respond to increasing expectations to deliver sustainableperformance at the economic, social and environmental level. Students grasp different ways in whichcompanies can respond to growing pressures to adopt sustainability and study strategies of how companiescan lead the way forward by developing practical solutions to some of society's most challenging problems.

8. Expanded Course DescriptionSustainability has emerged as a new area for contemporary managers. It occurs either as a challenge to existing practices and the bottom line, or as a source of considerable new business opportunities. This course explores the ways organizations can respond to increasing expectations on delivering sustainable performance at the economic, social and environmental level. Managers need to understand how business interfaces with a diverse group of stakeholders, including government and civil society, in their response to growing demands for sustainable practices. In this course students will be challenged to think critically about the role of business in creating a sustainable world. Students will gain a solid understanding of the different ways in which companies can respond to growing pressures to adopt sustainability and will study basic strategic ways of how companies can lead the way forward by developing practical solutions to some of society's most challenging problems.

9. EvaluationCourse contribution (15%): An important teaching vehicle is interactive case analysis and discussion. Reading assignments, short simulation exercises, debates and videos are used to expand student opportunities to learn, discuss and debate. Class contribution is there a key factor for student success in the course and is especially important for this course as the topics are hotly debated and oftentimes contentious.

Video Project (25%): In groups of three, students are required to produce a 6-minute video accompanied by a 1,500 word write-up on a conflict that illuminates the clash of societal and business interests. This evaluation component tests students on their understanding of the conflict between business and societal interests, a topic that is predominant in the early part of the course.

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Form Vs.: May 2012

2

Group Project (30%): The focus of the project is on integrating student learning about the relationship between business and sustainability and applying this to evaluate the sustainability practices and performance of one company. In assigned groups, students adopt the role of a consultant and develop a briefing at the request of the company’s CEO on the firm’s sustainability performance thus far, its comparison to two competitors, and key recommendations on how to better link sustainability to the firm’s strategy.

Final Exam (30%): The final exam will test student comprehension of the topics covered in the course. The exam will be a combination of multiple choice, short and long answer questions.





14. Bibliography and Library StatementThere is no text or book for this course. A large part of this course will involve cases and in-class exercisesaccompanied by readings meant to assist in student analysis of the cases. Assigned questions, weblinks,videos, readings and some of the cases will be available on the Course Material Database (CMD), which hasbeen created within Schulich’s Lotus Notes. The CMD contains the most up-to-date version of the readingsand assigned questions for each class as current events may warrant a change in readings assigned. Soplease revert to the CMD for the most up-to-date preparation requirements.

For the library statement, please see the Master of Management Program Brief

15. Physical ResourcesPlease see the Master of Management Program Brief

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Form Vs.: May 2012

3




Mike Valente


Andrew Crane, Dirk Matten

Course coordinator

Mike Valente


N/A


N/A


36 hours

Maximum enrolment

55 students

Expected enrolment

45 students






N/A



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Form Vs.: May 2012

4

Course Originator

Mike Valente 2015 October 16 Signature Date

Mike Valente Name

Supporting Faculty Members The faculty members whose names appear below confirm that they have examined this course proposal. They feel it is a worthwhile addition to the SSB curriculum and does not, to their knowledge, significantly duplicate the content of existing courses.



Andrew Crane Dirk Matten Name Name

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Form Vs.: May 2012

5

Approvals


Mike Valente 2015 November 04 Signature Date

Dirk Matten & Andrew Crane N/A Area Coordinator or Specialization Director Area or

Specialization




Program Committee




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Course Outline TBD

Start date/time: TBD Location: TBD

Instructor Assistant Professor Mike Valente N328 Seymour Schulich Building (416) 736-‐2100 (ext. 66009) [email protected] Office hours: Tuesdays 2:30pm to 4:00pm; Wednesdays 12:00pm until 2:00pm (no appointment required)

Mary Amati N211 Seymour Schulich Building 416-‐736-‐5268 [email protected]

Professor Valente began teaching at Schulich in January 2013 following posts at the Gustavson School of Business at University of Victoria and the Ivey School of Business at Western University. His research examines the role of business in society, with a specific focus on how and why companies adopt sustainability in different ways.

Brief Description This course explores how organizations respond to increasing expectations to deliver sustainable performance at the economic, social and environmental level. Students grasp different ways in which companies can respond to growing pressures to adopt sustainability and study strategies of how companies can lead the way forward by developing practical solutions to some of society's most challenging problems.

Prerequisites/Corequisites/Course Exclusions: None

Contents Course Learning Outcomes .......................................................................................................................... 2 Deliverables at a Glance .............................................................................................................................. 2 Course Roadmap ......................................................................................................................................... 2 Course Material ........................................................................................................................................... 3 Course Contribution (15%) .......................................................................................................................... 3 “The Clash of Interests” Video Project (25%) .............................................................................................. 4 Group Project (30%) .................................................................................................................................... 6 Final Exam (30%) .......................................................................................................................................... 9 Calculation of Course Grade ........................................................................................................................ 9 General Academic Policies: Grading, Academic Honesty, Accommodations and Exams .......................... 10 Syllabus ...................................................................................................................................................... 11

MSTM 5050 3.0: Business and Sustainability

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Sustainability has emerged as a new area for contemporary managers. It occurs either as a challenge to existing practices and the bottom line, or as a source of considerable new business opportunities. This course explores the ways organizations can respond to increasing expectations on delivering sustainable performance at the economic, social and environmental level. Managers need to understand how business interfaces with a diverse group of stakeholders, including government and civil society, in their response to growing demands for sustainable practices. In this course students will be challenged to think critically about the role of business in creating a sustainable world. Students will gain a solid understanding of the different ways in which companies can respond to growing pressures to adopt sustainability and will study basic strategic ways of how companies can lead the way forward by developing practical solutions to some of society's most challenging problems.

By the conclusion of this course, students would have:

1. Demonstrated the ability to think critically about the role of business in society and to defendtheir position on a wide range of contentious topics.

2. Gained a broad understanding of the tension between traditional business approaches andsustainability and the challenges managers and leaders face as a result.

3. Developed a deep knowledge of the different strategic approaches companies can adopt inresponse to sustainability across a range of industries.

4. Developed an ability to assess and identify a company’s commitment to sustainability and todifferentiate this commitment from its competitors.

5. Catalogued a number of management tools through which to create value for firms and multipleinterests of society.

6. Communicated information, arguments and analyses in writing, verbally, and in video format toan audience of at least 30 people.

Deliverables at a Glance In the table below, the impact of each task on your final grade for the course is indicated in the “% weight” column.

Assignment/Task Quantity % Weight Total % Author Course Contribution 1 15 15 Individual Video Project 1 25 25 Groups of 3 Group Project 1 30 30 Groups of 5 or 6 Final Exam 1 30 30 Individual

100%

Course Roadmap

The content and roadmap of the course is displayed in the diagram below. The course begins by exposing students to the ways in which business strategies can conflict with the interests of society. As the course progresses, students will see an evolution of business strategies that increasingly incorporate principles of sustainability and create value along economic, social, and ecological dimensions. We will work through a number of frameworks as an aid in our understanding. By the end of the course,

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students would have been exposed to a wide range of companies across several industries that have pushed the limits on redefining their strategies in such a way that sustainability is not only embedded but has a transformative impact on an industry and even society.

Course Material

There is no text or book for this course. A large part of this course will involve cases and in-‐class exercises accompanied by readings meant to assist in student analysis of the cases. Assigned questions, weblinks, videos, readings and some of the cases will be available on the Course Material Database (CMD), which has been created within Schulich’s Lotus Notes. The CMD contains the most up-‐to-‐date version of the readings and assigned questions for each class as current events may warrant a change in readings assigned. So please revert to the CMD for the most up-‐to-‐date preparation requirements.

The remaining material will be in a course kit available for purchase at the York University bookstore. You must purchase the course kit in time to prepare for our second class. Class slides are posted on the CMD after each class.

Students should bring a laptop and/or smartphone to class as we will engage in a number of real time exercises in class that will require that you participate through such devices. A word of caution, any use of your smartphone or laptop for purposes outside the classroom discussion will severely impact your course contribution grade.

Course Contribution (15%)

An important teaching vehicle is interactive case analysis and discussion. Reading assignments, short simulation exercises, debates and videos have also been chosen to expand your opportunities to learn, discuss and debate. Class contribution is therefore a key factor in the success of the course and is

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MSTM 5050 p. 4 especially important for this course as the topics are hotly debated and oftentimes contentious. Students should therefore use this course as a springboard from which to have these sorts of discussions in the workplace by crafting solid arguments that challenge or support conventional business practices. You are expected to come to each class having read the case and/or readings and answered the assignment questions listed on the CMD to contribute to the class discussion. A willingness to openly share knowledge and perspectives both in class and online is crucial. Your contribution to the learning of others, through the experience and insights you have, is a key part of this learning process. Each day after class I review each student’s contribution to the class and assign it from -‐1 to 4 points noting absences, illnesses, and students who had their hands up but were not called on. Students who are absent receive 0 (excusable absences exempted); those who are present but say nothing receive 1; those who offer topical information or provide factual information from the reading/case to advance the class discussion receive 2; those who contribute with answers to the assigned questions and/or build or on or challenge comments made in class in ways that elicit student learning receive 3; those who demonstrate an ability to analyze/apply course material and are willing to take risks in attempting to answer difficult questions, receive 4. Finally, those who are clearly unprepared, fail to listen, arrive late to class, and are disruptive in class receive -‐1. Poor attendance will be penalized heavily. Students missing more than 3 classes (including excused absences) will receive a contribution grade of less than 50/100. Online Contribution: Those students who did not get a chance to participate in a given class or thought of something to say after the conclusion of the class are encouraged to post comments on the CMD. A similar grading scheme to the one described above will be used for any online comment with higher grades allocated to those students who elicit good online discussion, link their posts to course concepts/discussion, and challenge conventional viewpoints. I will grade each online contribution using the point scale above and then rank order students by tallying student scores. To post a new comment or to reply to existing comments, go to the Class Discussion tab in the CMD. I will check these regularly and will likely join the discussion. The online discussion will close one day after our last class. Students are discouraged from relying on this contribution mechanism exclusively. At the end of the course, I sum the daily points and rank the class by these totals. The student with the highest score receives 100% and the student with the lowest score tends to receive 30-‐40%. The remaining students are ranked accordingly and allotted a grade that aligns with their relative point score. Halfway through the course I will provide all students with individual feedback on their course contribution with a specific point score and how that score compares with the rest of the class.

“The Clash of Interests” Video Project (25%) Your task in a self-‐selected group of three students is to produce a 6-‐minute video accompanied by a 1,500 word write-‐up on a conflict that illuminates the clash of societal and business interests. By DATE TO BE DETERMINED, one person from each team must email me your group’s membership and a paragraph describing the conflict being explored in your video. The deadline for the submission of the video and write-‐up is DATE TO BE DETERMINED. Late submissions will have points deducted. The video should be submitted via CD, DVD, memory stick or private youtube hyperlink and the report via soft-‐copy to my email address: [email protected]. Failure to adhere to the 6-‐minute maximum time limit will result in a penalty.

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Guidelines

1. Choose a conflict. Teams are expected to select a conflict that illuminates a clash between theinterests of society and the interests of business. The term conflict is used loosely here but speaks to the misalignment of business and society interests and can refer to a particular catastrophic event created by a particular business or a more chronic long-‐term problem created by an industry or group of industries that is causing irreversible negative effects on society and/or the environment. You will want to choose a conflict that is not too vast and intractable, but not too small and trivial. Best to choose a conflict that your team cares a lot about. Here are some examples:

Environmental issues: deforestation, climate change, marine pollution, oceanic dead zones, aquaculture, overfishing, urban food supply, water scarcity, biodiversity, acid rain, toxic waste, hazardous spills, overconsumption, waste, livestock management, species extinction, material use, privatization.

Social issues: food safety, obesity, labour exploitation (e.g. sweatshops), child labour, poverty, customer health and safety, small community displacement and poverty, human rights violations, war, indigenous rights, workplace diversity, unethical marketing, organ trading, human cloning, pharmaceutical drug patents.

Economic: financial crisis, insider trading, government corruption, unethical investing, political contributions, pay equity, community job and entrepreneurial opportunities.

2. Describe the conflict today. Inform your audience about the conflict. Discuss the fundamentaltensions, trade-‐offs and perspectives that exist between business and society. Choose the most salient facts to help the viewer understand the nature of the societal issue associated with the conflict, its magnitude and importance. Present the business-‐societal tensions with impact.

3. Project an alternative future (heaven or hell). How will the world look in 50 years as a result of theconflict if no intervention were initiated today (hell scenario)? Or, how will the world look in 50 years if we actively resolved the conflict (heaven scenario)? What is business’ role in these futures? Think in terms of “plausible extremes”, i.e., a worst (but imaginable) case or a best (and also imaginable) case. This will require a balance between discipline and creativity. You are only required to project one future (heaven or hell) although projecting both is permitted if you wish to do so.

4. Connect heaven or hell with the present. In your video, you may consider possible events – againmake these plausible – that could lead to the Heaven or Hell scenario that you have identified. We should be able to understand your chain of logic, reasoning, and causality and see the role of business in these outcomes.

5. Identify and describe how corporations should respond to the issue. What can corporations dorealistically to address the conflict? Who needs to act? Where is resistance expected? What can be done to overcome it? You may provide some examples of for-‐profit companies who are leading the way in your chosen conflict area. Choose your cases carefully to illuminate best practices in the conflict area and, if possible, how the firm itself is benefiting by overcoming the conflict or incorporating relevant practices into its business strategy and operations. (Note: if you wish, you may address these aspects in the write up rather than the video.)

6. Evaluation. Your project will be assessed based on three broad criteria:

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a) Video Substance (50%): the degree to which you inform the viewer about the conflict. Thefundamental questions that I will ask in assessing your project is: How much would a viewer have learned from this video and how convinced is the viewer that there is a conflict between societal and business interests? Students should be cognizant of the alternative argument that there is no conflict or that the conflict is benign relative to the benefits of business activity. There are many factors that will contribute to the strength of your argument, from the quality of your research, to presenting a coherent and logical storyline, to the way you present the information. How credible and accurate is your message? Use evidence and facts to support your assertions, so the message is convincing.

Credit will be given for creation of original content that is appropriate for the topic, for example taped interviews with industry experts, company representatives, and stakeholders. That said, student groups can rely exclusively on third party content though you must show originality in how you introduce, choreograph and synthesize this content (i.e. playing several continuous minutes of an existing documentary or news brief will result in a poor grade). You must fully cite all your sources. Student groups are not permitted to use paid or professional assistance for their video projects.

b) Video Style (20%): the degree to which you engage the viewer with your video. Again, there aremany factors that will contribute to engagement and learning, and your team will have to make decisions about this. One hint: do not go to extremes in your video. Humour, for example, is very effective but tricky to pull off. Do not let style undermine substance; let style contribute to substance. Keep your videos professional and appropriate to the audience. Note that video quality is not a major concern in this assignment. I recognize that you are not experts in producing videos.

c) Write-‐Up (30%): A written report detailing the key issues, analysis and conclusions related to yourvideo project is required with your submission. Maximum of 1,500 words excluding exhibits (single-‐spaced). Remember to cite your sources.

Here are some examples of videos that might help with your thinking. Many of these are comedic but very effectively tell a story about the issue or conflict. Notice that some of these are unconventional businesses as well. Please feel free to go beyond typical business organizations.

https://www.youtube.com/watch?v=MepXBJjsNxs https://www.youtube.com/watch?v=oDPCmmZifE8 https://www.youtube.com/watch?v=VdLf4fihP78

Group Project (30%)

For option A, the focus of the project is on integrating your learning about the relationship between business and sustainability and applying this to evaluate the sustainability practices and performance of one company. In your assigned groups, I ask that you adopt the role of a consultant, and develop a briefing at the request of the company’s CEO on the firm’s sustainability performance thus far, its comparison to two competitors, and key recommendations on how to better link sustainability to the firm’s strategy. Students can choose from the list of company groups below or they can choose their own set of three companies with my approval.

Examining a company’s sustainability performance can become quickly overwhelming. Students are encouraged to consider focusing in on a limited number of issues (typically 2-‐4) that are particularly

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relevant to the company/industry you’ve chosen. Part of your evaluation will encompass whether you’ve done your homework in understanding the key sustainability issues associated with a company/industry. The companies’ sustainability reports will be a good source to both determine your focus areas and to conduct your analysis of their performance in these areas. You should also be referring to reputable independent third parties for their take on the top sustainability issues associated with a given sector/company as many sustainability reports might avoid the harder issues. With this in mind, students should not attempt to cover everything the company is doing in their sustainability efforts. The company you pick to focus on out of the group of three is entirely up to you. It makes no difference whether you choose a leading company, a laggard, or one that is mediocre. The sustainability issues that you choose to focus on can be all ecological, all social, or a combination of both. Firm-‐specific economic issues (i.e. firm financial performance) are not permitted. Examples of sustainability issues might include:

– Climate change (carbon emissions)– Energy use– Water use– Material use– Waste and recycling– Impact on local communities– Wildlife preservation– Human rights violations– Hazardous spills– Marketing ethics– Supply chain (social)– Supply chain (ecological– Income equality– Community economic impact

Your analysis should be broken down into three sections:

1. Using course concepts, briefly identify and explain how and why the issues or focus areas you choseto examine are relevant to your company. Based on the company’s commitment to andperformance along these issues, which of the five sustainability strategies are they using? On whatdo you base this assessment?

2. Compare the company’s response to these issues against two competitors. The purpose of thissection is to complement your analysis above with a comparative assessment of the performance ofthe industry. From this analysis, you should be able to pull out best practices across the threecompanies. Which company is better, why?

3. Outline a set of recommendations for how your chosen company can increase their strategiccommitment to sustainability. Your analysis from the previous two sections combined with coursematerial should guide you here.

The group assignment has two main components: a written report (20%) and oral presentation (10%).

Written Report: Students are expected to use the companies’ sustainability reports and other reputable sources to conduct their analysis. The report is to be a maximum of 3,000 words. Exhibits (tables and figures), references (including footnotes) are not included in the word count. The structure of the report is entirely up to you. You will find that a report of this length is very easy to assemble – your

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challenge is to identify key challenges for sustainability for this particular firm, and then write an insightful, concise critique and set of recommendations. Naturally, I expect to see sufficient depth to demonstrate your understanding of key course concepts. I have no objection if you wish to investigate an organization with which you are already familiar; however, your report must not be repetition of other course work. All external information should be referenced appropriately either through a works cited list with in-‐text citations or endnotes or footnotes with the full citation included (e.g. author, title, year, publisher, etc.).

The evaluation of the report will be broken down as follows:

1) Company discussion and evaluation of issues (35/100) 2) Comparative and best practice analysis (25/100) 3) Recommendations (short-‐ and long-‐term) (25/100) 4) Report presentation, grammar, style, references (15/100)

Suggested company groupings are listed below although you are permitted to choose your own group of three companies, with my approval. All companies are known to have relevant information on their sustainability performance. Only one group can examine one group of three companies. Please select one person from your group to email me ([email protected]) the company and competitors you’d like to examine. I will respond with whether your chosen company/industry is still available. Again, you may choose any of the three companies to represent your focal company, with the other two companies to be used in your comparative analysis.

Banking Airlines 1) BMO 1) Southwest Airlines2) RBC 2) Virgin-‐Atlantic3) CIBC 3) Singapore Airlines

Automotive Oil and Gas 1) Honda 1) Royal Dutch Shell2) Ford Motor Company 2) Exxon3) BMW 3) Chevron

Mining Grocery Retail 1) BHB Billiton 1) Metro Inc.2) De Beers 2) Tesco3) Rio Tinto 3) Safeway

Consumer Packaged Goods Textiles 1) Johnson and Johnson 1) Adidas2) Colgate-‐Palmolive 2) Puma3) Kimberley-‐Clark Corporation 3) Nike

Fast Food Beer 1) Tim Horton’s 1) Heineken2) Burger King 2) Molson/Coors3) KFC 3) SAB Miller

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Meat Production Food and Beverage 1) Tyson Foods 1) Kellogg2) Maple Leaf Foods 2) General Mills3) Cargill Meat 3) Kraft

Student groups must choose and inform me of a group of companies they intend on analyzing by DATE TO BE DETERMINED. Groups will be required to submit their analysis of their chosen company’s sustainability performance by DATE TO BE DETERMINED. That is, the first deliverable above is due on this date via softcopy to [email protected]. I will quickly provide each group with a letter grade and feedback on how to improve the quality of their analysis. If you sufficiently incorporate my feedback, you will be rewarded with an increase in letter grade for this section. If you fail to effectively incorporate my feedback, you may be penalized with a drop in letter grade. The final report is due in class on the date of our last class.. Students will be penalized one letter grade level (e.g. A+ to an A) for every day that the group project is late. Students must submit their final report through Turnitin.com. More details on how to do this will be forthcoming.

Oral Presentation: Presentations will take place in our final class (class 12).. Presentation length (typically 10-‐15 minutes) will be determined once we have confirmed the total number of students in the course with an additional 5 minutes for questions from the audience. There is no required format of your presentation. Groups are advised to come to class early to upload their presentations. If groups go beyond 2 minutes in the setup of their presentation, the timer will begin. Grading of the presentation will be based on the following:

1. Student presentation skills (e.g. eye contact, hand gestures, voice, etc.)2. Creativity/Originality3. Interest level of the presentation4. Group cohesion5. Effective Use of visual aids6. Demonstrating mastery of material7. Effective responses to questions

Final Exam (30%)

The final exam will test student comprehension of the topics covered in the course. The exam will be a combination of multiple choice, short and long answer questions and will take place during the Schulich/York exam period.


For this course, students will receive numerical grades for their performance across all evaluation components. The Schulich School does not use a percentage scale or prescribe a standard conversion formula from percentages to letter grades. Consequently, conversions within this course will be as follows:

Letter Grade Grade Points Numerical Score Equivalent

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A+ 9 90-‐100 A 8 85-‐89 A-‐ 7 80-‐84 B+ 6 77-‐79 B 5 73-‐76 B-‐ 4 70-‐72 C+ 3 67-‐69 C 2 63-‐66 C-‐ 1 60-‐65 F 0 0-‐59

General Academic Policies: Grading, Academic Honesty, Accommodations and Exams

Grades at Schulich are based on a 9-‐value index system. The top grade is A+ (9) and the minimum passing grade is C-‐ (1). To keep final grades comparable across courses, elective courses are expected to have a mean grade between 5.2 and 6.2.

The Schulich School does not use a percentage scale or prescribe a standard conversion formula from percentages to letter grades. Conversions for this course are listed above.


http://www.schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Enrolment+Grades+and+Convocation!OpenDocument#tabs-‐2



Accommodations. For accommodations sought due to exam conflicts, religious reasons, unavoidable absences or disabilities, please refer to the Student Handbook or contact Student Services. For counseling & disability services, contact Student Services or see http://www.yorku.ca/cds/.

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Syllabus

Class 1 TBD

Ecological Externalities

The course begins with an interactive team-‐based simulation exercise, Fishbanks, that illustrates how a failure in fundamental market conditions generates non-‐optimal environmental externalities. In this case, when property rights are not allocated or are unenforceable, a natural resource such as a fish population is exhausted through unfettered private sector actions. The preservation of the commons, whether environmental, economic, or social, is often in direct conflict with the interests of business.

In the second half of class, we’ll summarize the Fishbanks exercise and use the experience to compare the underlying paradigm of industry with the paradigm of nature to help students understand how business as usual can be in direct conflict with the interests of society and the environment. We’ll introduce and discuss “natural capital”, “carrying capacity”, and “ecological footprint” as important concepts in that have growing implications for environmental management and policy. You are to come to class having read/watched the below hyperlinks with answers to the subsequent questions below:

Preparation:

1. Exercise: Calculate your personal ecological footprint (hyperlink)2. Read: The Inflection is Near (Friedman, 2009) (hyperlink)3. Watch: How I fell in love with a fish (Barber) (hyperlink)4. Read: Fishbanks Briefing Note (posted on CMD)

Assignment/Questions:

1. Calculate your personal ecological footprint in hectares (link above). How many planet earthswould be required if everyone had the same footprint as you?

2. How is T. Friedman drawing a comparison between the financial crisis and a looming ecologicalcrisis? Do you think that we are we in for an ecological crisis similar to our financial crisis asFriedman suggests? How would we go about answering this question?

3. What is unique and different about the business model Barber is explaining in the video, “How Ifell In Love with a Fish”?

Class 2 TBD

Social Externalities

In our second class, we’ll look at social drivers of sustainability by closely examining the food and beverage industry where many large companies have been scrutinized for a rather blatant neglect of social and ecological systems – particularly those related to obesity and health. We’ll examine why the profit motive of food and beverage companies has resulted in unintended social externalities and debate whether PepsiCo can fulfill its recent stated objective to represent a solution to obesity. We’ll

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evaluate PepsiCo’s commitment to sustainability thus far, learn about some alternative strategies companies use to respond to sustainability objectives, and advise PepsiCo on a strategy going forward.

Preparation:

1. Case to Read: Identifying PepsiCo’s Role in a Sustainable Society (in Coursekit)2. Read: Note: Business Strategies for Sustainability (Posted on CMD)3. Optional Video: Jamie Oliver’s TED Prize Wish (hyperlink)


1. Why are food and beverage companies being blamed for the emergence of social externalitiesrelated to health and obesity?

2. Do you think it is possible for PepsiCo to be a “solution” to the obesity epidemic? Why or whynot?

3. What is your evaluation of PepsiCo’s commitment to sustainability in Exhibits 2 and 3? Howcentral do you think sustainability is to PepsiCo’s strategy, culture, and operations? On what areyou basing this judgment?

4. Using a time scale of 10 years, identify three business strategies for sustainability available toPepsiCo? In each alternative, what percentage of PepsiCo’s products should be healthy versusunhealthy, what is the company’s consumer positioning strategy and how would you define itscore competencies?

5. Out of those three alternatives you’ve identified, which do you recommend PepsiCo pursuegoing forward?

Class 3 TBD

Part A: The Irrational Consumer

In our third class, we’ll continue our examination of negative externalities in the social dimension. In Part A, we take a cognitive psychology perspective to explore the implications of business on consumer behaviour. The fundamental assumption underlying economic theory is that the market, through consumer choice, represents the most efficient mechanism through which to satisfy societal needs and interests. We’re going to examine this assumption by exploring situations where consumers are behaving in ways that are not in their own best interest or are irrational. For instance, a large majority of obese consumers say that they would prefer not to be obese yet they continue to consume products that suggest otherwise. Another more discreet yet far reaching example might be Google’s search platform where the company targets consumers with particular advertisements that are based on historical data of their specific behaviour on the internet. Arguably, the messages these consumers are receiving reinforce a particular behaviour, leaving very little room for challenging that behaviour that might have come with exposure to a wider range of messages. These consumers demonstrate high levels of vulnerability to business behaviour suggesting that the market mechanism itself might be flawed in some instances in its ability to meet societal needs if business can influence the mechanism for its own gains.

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For the first part of this class, you’re asked to think about your role as a consumer (hypothetically or from experience) and to identify 3 examples where the tactics of companies (e.g. marketing) push you to behave irrationality in your purchase decisions. In other words, what dynamics in the marketplace make it difficult for you to make decisions for your own best interest? The reading/video will provide you with some ideas here. In class, we’ll summarize some key decision heuristics consumers use in their everyday purchase decisions and then break out into small groups to refine your examples by applying these heuristics more directly. We’ll then have a spokesperson from each group present the results of your discussion to the class.

Preparation:

1. Watch: Are we in control of our own decisions (Dan Ariely) (click on hyperlink)2. Read: Why the free market today resembles Soviet-‐Style Communism (click on hyperlink)


Students are to come to class with a very brief power point presentation (1-‐3 slides) that provides an example of a situation where consumers are highly influenced or manipulated in ways that affect their behaviour. A random group of students will be asked to present their powerpoint to elicit discussion. The slides should provide the following:

1. A description of the consumer behaviour that is influenced. How would the consumer bebehaving differently if this influence didn’t exist?

2. An explanation (or speculation) of the tactics/strategies companies o industries are using tofacilitate this influence.

3. A prediction of some of the implications of this influence over the long term if left unabated.

Part B: Nike and Human Rights

In part B, we’ll cover a topic that, while old, remains quite pervasive today. In the mid-‐1990s, Nike, one of the world’s most successful footwear companies, was hit by a spate of bad publicity. After years of high profile media attention as the company that could “Just do it!”, Nike was suddenly being painted as a firm that relied on low-‐cost, exploited labour in its overseas plants. Like many other manufacturing firms and industries today, Nike had chosen to outsource and off-‐shore the manufacturing of its products. The case study traces the path of a company caught in the highly emotional debates surrounding globalization and human rights. It describes the actions, motivations and growing influence of non-‐governmental organizations, a group of actors that are increasingly setting the rules of international business, especially in developing countries. Despite the lessons learned by Nike, many companies in recent years have continued to fall victim to the same criticisms. We’ll discuss the difference between relativism and universalism as ways of normative oh evaluating different practices in different countries. We’ll end the class with a discussion of the complexity of the supply chain and what it means for companies like Nike and the conscious consumer.

Preparation:

1. Case: Hitting the Wall: Nike and International Labour Practices (coursepack)

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1. What charges has Jeff Ballinger levied against Nike? What do you think is a “fair” wage inVietnam?

2. Imagine that you are the CEO of Nike, Phil Knight: How would you respond to the Ballingerallegations? What do you think is a “fair” wage in Vietnam?

3. Between Ballinger and Knight/Nike, who do you think has the more compelling arguments?Why?

4. Referring back to our reading from class 2, what strategic options did Nike employ in respondingto Ballinger and other activists? How and why did this change over time?

5. For a company today facing similar issues related to human rights and outsourcing, what advicedo you have for them?

Class 4 TBD

Part A: Product Life Cycle Analysis

As our last class showed, companies serious about incorporating sustainability into their business practices are beginning to realize that they must take responsibility for the decisions and actions of the entire supply chain. How far a product travels, the types of ingredients used in the product, the working conditions of outsourced manufacturers, and the treatment of rural farmers all represent examples of things to consider when adopting sustainability in the supply chain. We’ll spend the first part of this class deciding which bottle of wine to add to a restaurant's wine list that will contribute to the restaurant's mission to reduce CO2 while also maximizing short-‐ and long-‐term economic and strategic return. To do this, we introduce you to the concept of product life cycle and how it plays a role in strategic decision making as it relates to climate change..

Preparation:

1. Case to Read: South Side: Creating a Low Carbon Wine List (in Coursekit)2. Exercise: Without searching online, guess in kilograms the carbon footprint required to make a

Toyota prius, Timberland Boot, laundry detergent, Patagonia jacket, organic milk, 6-‐pack ofbeer, and an iPhone 5. Write these down and be ready to put them on the board.

Questions/Assignment:

1. If you were Silverton, which bottle of wine would you choose? Why?2. What is the carbon footprint of the three bottles? What explains most of the variation in CO2

levels?3. How do the carbon footprints of each bottle Silverton is considering match up to the rest of the

restaurant’s wine list?4. Which bottle of wine has the highest financial return for Silverton? What factors explain the

variation in financial margins across the bottles?5. What bottle should Silverton choose to add to her wine list?

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Part B: Strategic Responses to Regulation

In this class we assess the ways in which governments attempt to correct market failures and to regulate environmental pollution by the private sector. We focus on policies that use market mechanisms – e.g. carbon markets – to influence corporate emissions. Even though recent attempts at creating carbon markets in the U.S. have stalled, Ontario and Quebec recently signed into law cap and trade legislation. What is more, there is a long history of governments using tradeable emissions permit schemes to successfully reduce pollution levels in various jurisdictions. For instance, the U.S. sulphur dioxide scheme launched during the 1980s has notably drastically curtailed the problems of “acid rain”.

During the class we will use a simulation game to investigate the mechanics of how carbon markets work, their pros and cons relative to alternative policy instruments, and how businesses can respond to these regulations in highly diverse ways.

Preparation:

1. Read: “The Value of Carbon in Decision-‐Making” click here (p. 1-‐3; 12-‐16 only)2. Cap and Trade 101” click here to access the report (read p. 4-‐9 and p. 28-‐32 only).

Class 5 TBD

Part A: Measuring Sustainability

We’ll spend the first half of this class examining how to go about evaluating a company’s sustainability performance. Over 90% of public companies now report their sustainability commitment online or publish a formal report that outlines these commitments. But many of these company reports have been criticized as marketing tactics that lack strong commitment to addressing social and ecological issues. At the same time, because we know that only those things that are measured tend to get managed, executives are eager to develop appropriate measures through which to track and improve upon their social and ecological performance.

Preparation:

1. Read: Note: Sustainability Reporting (Mike Valente) (posted on CMD)2. Come to class with some preliminary research on the sustainability performance of your chosen

company (for your group project) along one focus area that is relevant to the business (e.g.carbon emissions, energy use, water use, charitable contributions). Using the questions below,how do they compare to the two competitors in their industry? Elect one or two spokespeopleto present your findings to the class.


1. What is the purpose of the business’ efforts to report on this issue? How does it compare withother companies?

2. Of the three companies, who is the leader in performance on this dimension? Which companyhas improved better over time?

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3. Who is the leader in commitment on this dimension? Which company’s initiatives andcommitments are more ambitious?

4. Which company is more authentic and legitimate in their reporting?

Part B: The Political Role of Business I

After the break, we’ll shift gears to a relatively new topic in business and sustainability. In their commitment to sustainability and social responsibility, transnational corporations have grown to take on functions typically fulfilled by government. Google’s stance against censorship in China, Heineken’s progressive HIV/AIDS program in South African communities, and Facebook’s monitoring of explicit content represent examples. While certainly within the domain of corporate social responsibility, these activities that were once the domain of government create a particular set of challenges based on the strategic approaches companies use. We begin this class with a very brief debate on whether companies should play these roles. We then examine this phenomenon through Suncor’s quest to address major public welfare gaps in Fort McMurray, Alberta in the backdrop of an oilsands boom.

Preparation:

1. Read: Public responsibility and private enterprise in developing countries (Valente and Crane,2010) (click here -‐ you must be signed into your York account)

2. Read Case: Suncor’s Political Role in Fort McMurray (posted on CMD)


1. Come prepared to debate whether corporations should play political roles.2. Why is Suncor eager to play a political role? Do you think Suncor should play this role?3. How should they go about this role?

Class 6 TBD

Part A: The Political Role of Business II

We concluded our last class with an unresolved issue facing Suncor, despite their proactive efforts to play a political role. In this class, we’ll examine this topic further in the continent of Africa where a mining company faces a highly complex problem of poverty surrounding its operations. In light of the absence of governmental public services in the region that no doubt are associated with poverty levels, the company, named Tata Chemicals Magadi, has been called upon to respond.

Preparation: 1. Read Case: Tata Chemicals Magadi: Confronting Poverty in Rural Africa (in coursekit)


1. Why are companies such as TCM compelled to respond to extreme poverty surrounding theiroperations?

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2. Based on the assigned Valente and Crane reading from last class, what strategy did TCM employin the 1990s? What instigated a shift in this strategy?

3. How did TCM’s approach to poverty change between 1999 and 2004? What happened duringthis time period that allowed the change to unfold?

4. How did TCM’s approach to poverty change between 2004 and 2009? What happened duringthis period that allowed the change to unfold?

5. How should the managing director reconcile the growing pressure to reduce costs with thecompany’s commitment to the Magadi Division?

Part B: Base of the Pyramid

In the second part of the class, we’ll continue on the theme of developing countries and shift to Mexico where a cement company is looking to address a chronic housing shortage for impoverished Mexicans. Students will be exposed to the opportunities and challenges of targeting those consumers at what has become known as the “base of the pyramid”: the 4.5 billion people living on less than $3/day with minimal access to goods and services. Students will learn some of the unique capabilities required to enter these markets while understanding how to go about developing commercial infrastructure that would typically be available in industrialized markets.

Preparation:

1. Read “Fortune at the Bottom of the Pyramid” (Prahalad and Hart, 2002). To access articleclick here

2. Read Case: CEMEX: Innovation in Housing for the Poor (posted on CMD)


1. What are the challenges CEMEX faced early on in their journey to penetrate the low incomemarket in Mexico?

2. How does the Patrimonio Hoy program address these challenges? Apply the concept ofcommercial infrastructure from the article to Patrimonio Hoy.

3. What is Patrimonio Hoy's overall strategy? What are its core competencies? How is itpositioned in the minds of consumers?

Class 7 TBD

Sustainable Agriculture

Returning from the break, we’ll spend the remainder of the course looking at companies that have adopted high levels of strategic commitment to sustainability (strategies 4 and 5). We’ll begin with YU Ranch, a ranching business located in Tilsonburg, Ontario that embodies principles of sustainability through its focus on environmental sustainability and healthier food. We are very fortunate to have the founder and owner, Bryan Gilvesy, with us in class to explore the key decision in the case regarding how to go about growing the business beyond its current capacity. This is the first case where we get to see how sustainability can represent a critical source of competitive advantage. We’ll spend part of the

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class talking with Mr. Gilvesy to understand how the firm has been able to achieve this feat and then, based on this analysis, explore how to improve, or at least maintain, this level of competitive advantage. Following the break, we’ll let Mr. Gilvesy take the floor to share more of his experiences.

Preparation:

1. Read Case: YU Ranch: Growing a Sustainable Business (in coursekit)


1. What are YU Ranch’s options for growth?2. Which option best balances financial risks and returns?3. Which option best leverages GIlvesy and YU Ranch’s core competencies?4. If growth is achieved, where would any additional product be sold?5. What are the implications associated with your proposed growth strategy?

Class 8: TBD

Sustainable Entrepreneurship

Part A: Starting a Sustainable Enterprise

We’ll spend this class on the topic of sustainable entrepreneurship, defined very simply as entrepreneurship that encompasses principles of sustainability. We’ll begin the class with an in-‐class simulation where each student will have the opportunity to encounter some of the main challenges of starting a clean-‐tech business. Working individually, students will experience some of the key decisions entrepreneurs face when launching a clean-‐tech startup such as what sort of employees to hire, the compensation of those employees, how and when to go about raising capital, and the price point of their product. Students will then be able to compare their performance with their peers, after which time we’ll have a discussion about what might be explaining varying levels of success.

Preparation:

1. Read: Market imperfections, opportunity and sustainable entrepreneurship (Cohen and Winn,2007). Click here for access. You must be signed into your York account. Read pages 259-‐265only.

2. Watch: The video tutorial for the CleanSmart simulation. To access the tutorial, click here. Ourclass login is MBA6500. No password is required.

3. Bring a laptop or ipad to class. Your smartphone will not suffice.

Part B: Growing a Sustainable Enterprise

We’ll continue with the theme of sustainable entrepreneurship in the second part of the class by learning about a company called Veja, the world’s first eco-‐sneaker company, and very successful in launching an ecological startup. We’ll look at the company in the broader context of the evolution of

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the fashion industry and the emergence of the eco-‐fashion movement. By September 2010, the five-‐year-‐old venture had become a reference in ethical fashion and an inspiration for other eco-‐fashion start-‐ups. The case chronicles solutions to a number of business practices that produce social and environmental problems. The two founders are facing a decision about whether to stay the course, to grow Veja as a stand-‐alone brand or to seek a like-‐minded partner who would preserve the brand and the sustainable practices they had been developing since its inception.

Preparation:

1. Read Case: Veja: Sneakers with a Conscience (in coursekit)


1. Is Veja more or less successful than other brands in the ethical fashion movement? Explain yourcriteria.

2. In which key ways does Veja’s business model differ from that of conventional fashion industryfirms? What role do those differences play in terms of partnership and acquisition?

3. How did the founders build the brand? Did they use any magic ingredients, or was it business asusual?

4. How did Veja’s founders choose brand, product, and process extensions?5. Provide your best estimate of Veja’s worth? What considerations are included in your valuation?6. If Veja were to sell to Timberland, what would be the consequences on the ethical fashion industry

and the conventional fashion industry?

Class 9 TBD

Financial Crisis and the Financial Industry

We’ll begin this class by taking a close look at the 2008 financial crisis with an emphasis on the role of business in the crisis, and, as a consequence, the inherent conflict between business and the ‘economic’ interests society. The class is organized around clips from the Academy Award winning documentary “Inside Job”. The clips serve to spark discussion and debate on whether business should be accountable in situations where they have a fundamental impact on greater society. We’ll introduce complexity theory as a relevant lens through which to understand the interconnected set of circumstances that led to its creation and to recognize some of its effects. With that in mind, we’ll focus more specifically on how businesses played a role in the crisis and, more importantly, what motivated them to do so. Before we leave for the break, we’ll connect the crisis to the financial services industry in Canada. After the break we'll here from an expert in the financial services industry.

Preparation:

1. Read: Rational Irrationality (John Cassidy, October 5th, 2009): The New Yorker (click onhyperlink)

2. Read: Who’s to blame for household debt levels (Mike Valente, October 22nd, 2012):Click on hyperlink

3. Read: Note: Complexity Theory (Mike Valente, 2015)

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1. How is the financial crisis associated with the concept of a commons introduced in class 1?What is the commons and what is the tragedy?

2. How is complexity theory a useful lens to understand how the financial crisis unfolded? How isthe theory related to John Cassidy’s arguments?

3. Should big business be accountable to broader society when their size, influence, and powercarries immense consequences for public welfare?

4. How could a bank develop a competitive strategy that aims to avoid a similar crisis fromreoccurring? Is such a strategy feasible?

Class 10 TBD

Transformational Strategies for Sustainability

Part A: Patagonia

Unlike eco-‐efficiency which represents an incremental form of environmental performance improvement, this class introduces students to natural capitalism whereby companies undertake more radical approaches to sustainability that challenge norms and regulations. We'll introduce four components of natural capitalism and apply them to what many believe to be one of the few business models that have effectively adopted our fourth strategy for sustainability -‐ Patagonia. We’ll explore how our conceptualization of value creation and value capture changes when sustainability is front and centre to the business. We’ll also examine how Patagonia’s business model balances its three seemingly contradictory goals of causing no unnecessary harm, being profitable, and achieving growth, that collective push the firm into the fifth strategy. We’ll end with an examination of the Product Lifecycle Initiative; Patagonia’s latest and perhaps boldest strategy that challenges the gospel-‐like business fundamental of maximizing consumer repeat purchases.

Preparation:

1. Read Case: Patagonia (in course kit)2. Read: Note: Embedding Sustainability in Business (Mike Valente) (posted on CMD)


1. Conduct a financial analysis of Patagonia’s business model. Does their environmental businessmodel make them more competitive? How?

2. What are the different ways in which Patagonia can reduce its harm on the environment?Which of these has Patagonia focused on the most? Why?

3. How does Patagonia achieve its goal of inspiring others? Is this a good idea? Why or why not?4. What is your assessment of the PLI initiative? Is it good for Patagonia’s business? What would

need to happen to make sure that the initiative aligns with its three goals of profitability,creating no harm, and inspiring others?

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Part B: TerraCycle

In 2001, Tom Szaky, a Princeton freshman, founded TerraCycle with the hope of creating perfect eco-‐capitalism. His idea was a company built on waste – worm waste to be exact. Tom ultimately dropped out of Princeton to pursue a dream of eliminating waste, which propelled his company into upcycling – making products from waste that would otherwise have been sent to landfills or, at best, downgraded to scrap. Ten years later, TerraCycle’s eco-‐friendly products have received numerous environmental accolades, partnerships with multinationals such as Kraft, SmithKline Beecham and L’Oreal and the company’s upcycled products were sold at major retailers from Home Depot to Walmart. TerraCycle aims to employ a transformative sustainability strategy where their aim is to revolutionize the behaviour of consumers and various industries.

Preparation:

1. Case: Terra Cycle: Outsmarting Waste (in Coursekit)2. Read: Creating Shared Value (Porter and Kramer; Harvard Business Review, Vol, 89 Issue 1/2; Pages.62-‐77, 2011). Click on this link for instructions on how to access this article. Use the title “Creating Shared Value” in your search 3. Optional Video: TerraCycle Clip (click here)

. Questions/Assignment:

1. Drawing on the Porter and Kramer article, explain how TerraCycle creates shared value by expandingthe value pool. 2. Why is the creation of shared value important for a business like TerraCycle?3. How is TerraCycle expecting to capture value in a way that will sustain its competitive position?

Class 11: TBD

Part A: The Role of Meta Organizations: Honey Care

The final case will introduce us to social entrepreneurship. We’ll specifically examine a social enterprise known as Honey Care Africa, that set out to revolutionize the beekeeping sector in Kenya by linking the rural poor to market opportunities associated with honey consumption. Through this case, we’ll summarize a key difference between the 4th and 5th strategies of sustainability by introducing the concept of meta-‐organizations and tying it back to the Porter and Kramer and the complexity readings from previous classes.

Preparation:

1. Read Case: Honey Care Africa (in coursekit)


1. What are the key components to the Honey Care business model?

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2. How does Honey Care expand the value pool?3. How does Honey Care capture value?4. What are some of the main similarities and differences between the Honey Care and TerraCyclecases?

Part B: Course Review

We’ll spend a bit of time providing expectations for the project presentations next week and reviewing course material for the final exam.

Class 12 TBD

Group Project Presentations

See above section on group project for details.

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Class No., Title and Date In-‐Class Case/Exercise

Reading Preparation (excluding cases and optional readings )

Written Preparation/ Assignment Due

1. Ecological Externalities • FishbanksSimulation

• Calculate your carbon footprint• The inflection is near• How I feel in love with a fish

2. Social Externalities • Case • PepsiCo case• Business Strategies for Sustainability

3. The Irrational Consumer Human Rights

• Case Simulation(Nike)

• Video: Are we in control of our owndecisions?

• Case: Hitting the Wall

4. Product Life CycleStrategic Responses to Regulation

• Case • Case: South Side Restaurant• Cap and Trade 101

Analyze one sustainability issue for your chosen company

5. Measuring SustainabilityPolitical Role of Business I

• Discussion• Case

• Sustainability Reporting• Public responsibility and privateenterprise

• Case: Suncor

Video Project Due

6. Political Role of Business IIBase of the Pyramid

• Cases • Case: Tata Chemicals Magadi• Case: CEMEX• Read: Fortune at the Base of the

Pyramid

7. Sustainability Agriculture • Guest Speaker • Case: YU Ranch

8. Sustainable Entrepreneurship • Simulation• Case

• Sustainable entrepreneurship• Video on simulation• Case: Veja

1st part of project due

9. Financial Crisis and theFinancial Services Industry

• Guest Speaker • Rational Irrationality

10. Transformative Strategies forSustainability

• Case: Patagonia• Case: TerraCycle

• Embedding Sustainability• Case: Patagonia• Creating Shared Value• Case: Terracycle

11. The Role of MetaOrganizations

• Case: Honey CareAfrica

12. Group Presentations Team Project Report due Team Presentations

December Final Examination (Date: TBA)

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3. Credit Value3.0

4. Long Course TitleManagerial Decision Analysis

5. Short Course TitleManagerial Decision Analysis


7. Calendar (Short) Course Description

This course leads students through the problem analysis and decision-‐making process using a generalmanagerial decision framework by will introducing students to the types of decisions often faced byfunctional managers. An emphasis will be placed on establishing an integrative and encompassing way ofanalyzing a wide variety of decision problems that managers (and others) face every day.

8. Expanded Course Description

This course leads students through the problem analysis and decision-‐making process using a generalmanagerial decision framework. The course focuses on various basic decision making fundamentals,including a fundamental (root) cause problem analysis; data collection, types of data and sources,triangulation and reliability analysis; analyzing the problem from various perspectives (framing / reframing);decision trees and decision tables (including multi criteria decision making) and risk and sensitivity analysis.The course will introduce the student to types of decisions often faced by functional managers in areas suchFinance, Accounting, Operations and Strategy. An emphasis will be placed on establishing an integrative andencompassing way of analyzing a wide variety of decision problems that managers (and others) face everyday.

9. Evaluation

Course work includes assignments, a midterm exam and a final exam:

Assignment/Task Quantity % Weight Total % Author Participation (in-‐class activities) 5 2%

10% Individual/Gro

up Quiz 1 10% 10% Individual Homework Assignments 2 10% 20% Individual/Pairs Term Test 1 35% 35% Individual Final Project 1 25% 25% Group

100.00%

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2



12. Faculty ResourcesPlease see the Master of Management Program Brief



The required text for this course is:

Camm, Cochran, Fry, Ohlmann, Anderson, Sweeney and Williams: Essentials of Business Analytics, 1st ed., Cengage Learning, 2015. ISBN #139781285187273.

The Course Materials Database (CMD) has been created within Schulich’s Lotus Notes. It contains general information for Schulich students and information and materials specific to this course, including lecture slides, Excel spreadsheets, practice problems, references to additional readings and other supporting materials.

For the Library Statement, please see the Master of Management Program Brief

15. Physical ResourcesPlease see the Master of Management Program Brief

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Form Vs.: May 2012

3




Linda Lakats


Wade Cook

Course coordinator

Linda Lakats


N/A


N/A


36 hours

Maximum enrolment

55 students

Expected enrolment

45 students






N/A



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4

Course Originator

Linda Lakats 2015 September 18 Signature Date

Linda Lakats Name

Supporting Faculty Members




Markus Biehl Wade Cook Name Name

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5

Approvals


Wade Cook 2015 November 08 Signature Date

Wade Cook Operations Management & Information Systems Area Coordinator or Specialization Director Area or Specialization




Program Committee




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Course Outline Fall 2016

Instructor Assistant Linda Lakats S337F Seymour Schulich Building (SSB) Tel: 416-‐736-‐2100, ext. 77939 Email: [email protected] Office Hours: TBA

Paula Gowdie Rose 416-‐736-‐5074 S337N SSB [email protected]

Dr. Lakats combines teaching at Schulich (since 1998) with consulting/advisory roles in both corporate and not-‐for-‐profit environments. She has been nominated for teaching awards at both the undergraduate and masters level. While her research at Stanford University focused on probabilistic risk analysis, her current interests include healthcare applications and supply chain issues.

Brief Description This course leads students through the problem analysis and decision-‐making process using a general managerial decision framework. The course focuses on various basic decision making fundamentals, including a fundamental (root) cause problem analysis; data collection, types of data and sources, triangulation and reliability analysis; analyzing the problem from various perspectives (framing / reframing); decision trees and decision tables (including multi criteria decision making) and risk and sensitivity analysis. The course will introduce the student to types of decisions often faced by functional managers in areas such Finance, Accounting, Operations and Strategy. An emphasis will be placed on establishing an integrative and encompassing way of analyzing a wide variety of decision problems that managers (and others) face every day.

Prerequisites/Corequisites/Course Exclusions: None

Contents Course Learning Outcomes .......................................................................................................................... 2 Deliverables at a Glance .............................................................................................................................. 2 Course Material ........................................................................................................................................... 3 Student Preparation for Class and Class Participation: Expectations .......................................................... 3 Class-‐by-‐Class Syllabus ................................................................................................................................. 4 Calculation of Course Grade ........................................................................................................................ 7 General Academic Policies: Grading, Academic Honesty, Accommodations and Exams ............................ 8 Quick Reference: Summary of Classes, Activities and Deliverables ............................................................ 8

MSTM 5060 3.0: Managerial Decision Analysis

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Managers are faced with a multitude of important decisions on a daily basis. The purpose of this course is to provide managers with the tools to be more effective decision makers through the use of insights generated through a combination of quantitative and qualitative analysis. Effective decision making begins with asking the right questions and digging for the root causes of problems. Data, when effectively organized, combined and compared, allows businesses to become more efficient and profitable, better understand their customers, price their products more effectively, and gain a competitive advantage. Ineffective use of data or use of inappropriate data can similarly lead to erroneous conclusions and bad decisions. In this course you will gain familiarity with structured approaches for decision making to generate improved results.

Organization of the course

The course transitions from descriptive analytics to predictive and prescriptive methods, interweaving traditional quantitative methods with more qualitative techniques to generate maximum insight. It begins by looking at data itself – students will have the opportunity to critically analyze the information needs of an organization in various contexts and to determine what data would best address a particular business question. The unique challenges of working with larger data sets will be explored and students will also use data to validate or disprove their beliefs or intuition. Recognizing that the desired data is not always available directly, students will develop skills in building models to predict required information as well as understand relationships between data to generate the deeper insight that leads to superior decisions. We will then move on to decision making itself – recognizing that decisions are often made in a context of uncertainty. Students will have hands-‐on practice in structuring decision problems and will also explore contexts requiring tradeoffs among multiple quantitative and qualitative factors. They will also build and analyze mathematical representations of business problems in a variety of fields, determining the best course of action under various sets of assumptions.

To achieve these objectives, students will be engaged in active problem solving in class sessions, generally in the form of analysis of a real world problem setting (often in case format). This will be supplemented by background reading and individual practice to solidify learning. Students will demonstrate their mastery of concepts and approaches through assignments and formal testing.



Assignment/Task Quantity % Weight

Total % Author

Participation (in-‐class activities) 5 2% 10% Individual/Group Quiz 1 10% 10% Individual Homework Assignments 2 10% 20% Individual/Pairs Term Test 1 35% 35% Individual Final Project 1 25% 25% Group

100.00%

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Course Material

The required text for this course is:

Camm, Cochran, Fry, Ohlmann, Anderson, Sweeney and Williams: Essentials of Business Analytics, 1st ed., Cengage Learning, 2015. ISBN #139781285187273.

Special arrangements are being made to provide Schulich students access to this material in the form of an e-‐text for an extended 2-‐year term at a competitive rate. Details regarding how to purchase the text will be provided on the course CMD as soon as they become available.

[Note: we will only be covering certain chapters and sections of the text in this introductory course. There are additional topics provided in the text that you may wish to explore in the future. This course provides the foundation for you to build on as you continue to develop your quantitative analysis and decision making skills in other Schulich courses and beyond.]

The Course Materials Database (CMD) has been created within Schulich’s Lotus Notes. It contains general information for Schulich students and information and materials specific to this course, including lecture slides, Excel spreadsheets, practice problems, references to additional readings and other supporting materials. Check it frequently.

Student Preparation for Class and Class Participation: Expectations

Preparation. The material in this course requires practice to gain proficiency. Reading the textbook/readings and attending lectures provides the foundation for conceptual understanding and learning. However, it is through exposure to solving a variety of problems that true mastery is gained. The best way to discover how much you know is to try to solve a problem. You will learn the most if you first attempt solving a problem on your own before seeking help. While working in groups is helpful to take your understanding to the next level, it is advisable to first attempt to solve problems individually before meeting with a study group to compare answers and share solution approaches or seeking help during office hours.

Some suggested practice problems will be provided on the CMD for each of the topic areas we will explore, but you do not need to limit yourself to these problems. The textbook provides solutions to even numbered problems and many other problems are available through a variety of sources. Your instructor can provide suggestions for anyone looking for additional practice resources.

Class Participation (contribution). As lecture sessions will involve a significant component of active problem solving and case discussion, students may find it helpful to bring technology to class. In particular, we will be making regular use of Excel as we explore different aspects of quantitative analysis. Students will be expected to work on short cases and problems individually and in groups during class sessions and individuals or groups may be called upon to share their analysis with the class. Active participation in class has been shown to positively correlate with class performance.

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Topics, readings, and other preparations for every class are listed below. More detailed reading lists and exclusions will be provided on the CMD.


DATE / WEEK TOPIC(S) / ASSIGNED READING(S) / ASSIGNED WORK DUE

(1) Questions and Data Gathering Business decisions are complex and challenging. To make a good decision, managers need to ask good questions and look for answers using appropriate data sources. The search for insight begins with formulating relevant questions, focusing on the root cause of problems rather than associated symptoms. Next comes the challenge of gathering appropriate data. Data sources and collection methods all influence the reliability of data. Care must be taken to identify any potential sources of bias. In this session we will explore:

• Are you asking the right question? What are the most importantquestions to explore? (Root Cause Analysis, 5 Why’s)

• What type of data do I need? How should it be arranged? (Types ofData, Modifying Data)

• Where do I find data? How do I best collect data in organizations?(Sources of Data, Challenges of Data Gathering)

Read: 1. Supplementary readings (on CMD)

(2) Introduction to Data Decision making is improved by correct interpretation of relevant data. In today’s environment, vast quantities of data of various types is readily available. The challenge is to select the most relevant data and to transform it effectively into information that generates insight for management decision making. Simple methods can generate significant insight. But there are also common traps that can lead to incorrect interpretations and bad decisions. In this session we will explore:

• What is typical/”average”? (Measures of Location)• What should we normally expect? (Distributions and Variability)• How is data related? (Measures of Association)• What errors or pitfalls might lead to misinterpreting data?

Read: 2. Chapters 1 and 23. Supplementary readings (on CMD)

(3)

CASE ASSIGNMENT due (based on lectures 1 and 2)

Triangulation and Working with Large Data Sets The volume of data available to organizations is increasing rapidly. The

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DATE / WEEK TOPIC(S) / ASSIGNED READING(S) / ASSIGNED WORK DUE ability to efficiently summarize and aggregate data allows the analyst to rapidly recognize and respond to emerging patterns in data. Verification of observations or insights through triangulation (arriving at the same result using multiple data sources and/or methods) is essential for reliable, high quality analysis. In this session we will explore:

• How best to see and show what is going on? (Data Visualization)• How to group data effectively? (Pivot tables, sorting, filtering)• How do you know you’ve got it right? (Data Triangulation)

Read: 4. Chapter 35. Supplementary materials (posted on CMD)

(4) Evaluating a Hypothesis A decision maker’s intuition can be verified (or disproven) by examining data. Situations can be compared to determine whether or not differences exist. In this session we will explore the use of hypothesis tests and distributions to draw conclusions and evaluate the accuracy of our beliefs. We will discover the value of applying an iterative process of identifying a relevant question, forming hypothesis, investigating through data analysis, and generating insight, leading to further (new or deeper) questions for further exploration. Read:

6. Chapter from another source (Keller?)(TBD)7. Supplementary materials (posted on CMD)

(5) QUIZ (covers lectures 2-‐4)

Regression Models Deeper understanding of business situations is central to improved decision making. One way to develop this deeper understanding is by recognizing relationships between data. Sometimes we lack the information we need, but may be able to infer it indirectly from other observable values. In the remaining 3 sessions, we will explore regression as a tool for understanding relationships between data and for predicting information necessary for decision making when it is not directly available.

Simple Linear Regression With simple linear regression, we explore the link between one variable and another:

• Are 2 factors related to each other? If so, how?• How strong is the relationship?• How reliably can you predict one factor from another?

Read: 1. Chapter 4 -‐ sections 4.1-‐4.3

Multiple Regression

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DATE / WEEK TOPIC(S) / ASSIGNED READING(S) / ASSIGNED WORK DUE (6) To begin this session, we will complete our exploration of simple regression

models by completing our assessment of model quality. We will discover that, like many business problems, relationships can also be more complex and it may require the integration of several different factors to more fully explain the phenomenon we are interested in. In this session, we will focus on multiple linear regression and its associated challenges, including expanding our ability to evaluate model quality in this context. Once the fundamentals of multiple linear regression have been developed, additional topics in this session can be tailored to the interests of each student group (as time permits) and could include:

• Multicollinearity• Categorical independent variables• Non-‐linear relationships

Read: 1. Chapter 4

(7)

ASSIGNMENT due (based on lectures 5 and 6)

Decision Making Under Uncertainty Many business decisions are challenging because at least some of the circumstances affecting the success of the decision are beyond the decision maker’s control. In the next 2 sessions we will explore a framework for structuring and quantitatively evaluating complex decisions.

Framing Complex and Uncertain Situations In this session we will work with the diagrammatic framework of a decision tree to represent and analyze complex decisions. Through the use of probability, we will be able to quantify uncertainty and incorporate it into our decision making process.

Read: 1. Chapter 12 -‐ sections 12.1, 12.3 and 12.5

(8) Sensitivity and Multicriteria Decision Making Prioritization and cost effectiveness are keys to managing effectively. In addition to exploring more complex decision problems in this session, decision trees will also be used to develop risk profiles and understand how changes in probabilities or outcomes will affect the decision. Not all decisions can be reduced to a single decision making criterion. In this session we will also explore the use of decision tables to support multicriteria decision making.

Read: 1. Chapter 12 -‐ section 12.32. Supplementary readings (on CMD)

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DATE / WEEK TOPIC(S) / ASSIGNED READING(S) / ASSIGNED WORK DUE

(9) TERM TEST (covers lectures 5-‐8)

(10) Templates and What-‐if Analysis A mathematical representation of a business situation is a powerful tool for exploring scenarios and determining the best course of action. In this session you will gain experience in building templates to generalize a business problem, allowing the same logic to be reused to explore the outcome in different scenarios. You will also discover how to use a template structure to solve for an unknown variable in a complex relationship. Read:

3. Chapter 7

(11) Introduction to Optimization A template structure can be used not only to explore scenarios, but also to determine what to do in a given situation. In this session you will build mathematical models of real business situations in a variety of disciplines and will use those models to determine the best course of action as well as to identify other opportunities and generate deeper insights into the specific business problem. Read:

4. Chapter 8

(12) Optimization Models In this session, you will continue to explore models built to address problems in different fields to broaden the range of scenarios you can explore. You will also gain experience adapting models to address changing circumstances. These skills will prepare you for the analysis of a more complex multi-‐faceted problem as a final project. Read:

5. Chapter 86. Some sections of Chapter 9 (as time permits)

1week after last class FINAL PROJECT due (based on lectures 10-‐12)


The student’s grade in the course is computed from his/her performance each of the graded components in the course. Numerical grades will be assigned to each component and the results will be aggregated as described in “Deliverables at a Glance”. Class participation activities will be scored 0 or 2 out of 2. There will be a total of 6 participation activities throughout the term, of which the best 5 will count for credit. All other graded elements will be scored on a full scale (from 0 to 100%). Students are expected to hand in work for grading in a timely fashion. Late work will not be accepted without prior

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approval of the instructor (exceptional circumstances only). Schulich policies will be followed with regards to missed exams.


Grades at Schulich are based on a 9-‐value index system. The top grade is A+ (9) and the minimum passing grade is C-‐ (1). To keep final grades comparable across courses, sections of required core courses are normally expected to have a mean grade between 4.7 and 6.1.

The Schulich School does not use a percentage scale or prescribe a standard conversion formula from percentages to letter grades. Conversions within a course are at the discretion of the instructor. 6 class


http://www.schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Enrolment+Grades+and+Convocation!OpenDocument#tabs-‐2




Exams (Absence from)

Midterm. Students who miss a mid-‐term examination must contact their course instructor within 24 hours and provide the course instructor with documentation substantiating the reason for the absence. A copy of the documentation must also be submitted to Student Services; it will be placed in the student’s file.

Quick Reference: Summary of Classes, Activities and Deliverables

Class No., Title and Date In-‐Class Case/Exercise Reading Preparation (excluding cases and optional readings )

Written Preparation

1. Questions and Data Gathering

Data Gathering Exercise TBD

2. Chapters 1 and 2

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Class No., Title and Date In-‐Class Case/Exercise Reading Preparation (excluding cases and optional readings )

Written Preparation

Introduction to Data

3. Triangulation and Working with Large Datasets

Chapter 3 CASE ASSIGNMENT due (covers lectures 1 and 2)

4. Evaluating a Hypothesis

TBD

5. Simple Linear Regression

QUIZ (covers lectures 2-‐4) Chapter 4 – to section 4.3

6. Multiple Regression

Chapter 4

7. Framing Complex and Uncertain Situations

Chapter 12-‐ sections 12.1, 12.3 and 12.5

ASSIGNMENT due (covers lectures 5 and 6)

8. Sensitivity and Multicriteria Decision Making

Chapter 12 – section 12.3 And TBD

9. TERM TEST (covers lectures 5-‐8)

10. Templates and What-‐ifAnalysis

Chapter 7

11. Introduction toOptimization

Chapter 8

12. Optimization Models Chapter 8 and (time permitting) parts of Chapter 9

FINAL PROJECT (covers lectures 10-‐12)

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3. Credit Value3.0

4. Long Course TitleDesign and Management of Organizational Processes

5. Short Course TitleDesign and Management of Organizational Processes

6. Effective Session Winter 2017

7. Calendar (Short) Course DescriptionThis course involves a critical examination of the most important ideas and practices used by organizations to design and implement competitive processes. This includes six sigma lean, supply chain management, project management and the adoption of new technology. This also involves consideration of the role of customers, employees and suppliers. The goal is safer, greener, more cost effective and better quality products and services.

8. Expanded Course DescriptionOrganizations, whether in manufacturing, service, nonprofit or public sectors, are composed of bundles ofprocesses that must accomplish tasks and work together effectively and efficiently. People, materials andinformation must be configured into responsive supply networks within and between organizations to createvalue for key stakeholders such as customers. In this course we cover some of the basic yet powerful ideasfrom operations management on how to improve quality, use fewer resources and be flexible in the face ofrapid and sudden change. The focus is on not only basic tools and techniques for getting work done, such asproject management, but also the on key trade-offs that managers must make when designing internalprocesses and supply chains. We examine how we can harness emerging technologies, such as informationtechnology, and cope responsibly with other emerging changes in the marketplace and in society.

9. Evaluation

The impact of each component on the final course grade is as follows:

Assignment/Task % Weight Total % Mid Term 30 30 Individual Project Management Simulation 10 10 Individual Operating Management Simulation 20 20 Group Group Process Improvement Project 30 30 Group Class participation 10 10 Individual

100%

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2





14. Bibliography and Library StatementThe primary course materials consist of (1) a textbook (to be ordered online or through the York Universitybookstore), (2) assigned readings that will be available via the Schulich Course Materials Database, and (3) aseries of case studies that will be assigned through the course.

For the Library Statement, please see the Master of Management Program Brief.


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Kevin Tasa


Course coordinator


N/A

Secondary areas or specializationsN/A


36 hours

Maximum enrolment

55 students

Expected enrolment

45 students






N/A



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4

Course Originator

David Johnston 2015 October 16 Signature Date

David Johnston Name





Ric Irving Scott Yeomans Name Name

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Approvals


Wade Cook 2015 October 16 Signature Date

Wade Cook Operations Management & Information Systems Area Coordinator or Specialization Director Area or Specialization




Program Committee




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Instructors: TBD Assistant: TBD

Brief Description

Organizations, whether in manufacturing, service, nonprofit or public sectors are composed of bundles of processes that must accomplish tasks and work together effectively and efficiently. People, materials and information must be configured into responsive supply networks within and between organizations to create value for key stakeholders such as customers. In this course we cover some of the basic yet powerful ideas from operations management on how to improve quality, use fewer resources and be flexible in the face of rapid and sudden change. The focus is on not only basic tools and techniques for getting work done, such as project management, but also the on key trade-‐offs that managers must make when designing internal processes and supply chains. We examine how we can harness emerging technologies such as information technology and cope responsibly with other emerging changes in the marketplace and in society.

Contents Course Learning Outcomes .......................................................................................................................... 2 Deliverables at a Glance .............................................................................................................................. 2 Explanation and Evaluation of Deliverables …………………………………………………………………………………………… 2 Course Material ........................................................................................................................................... 3 Expectations for Student Preparation and Class Participation .................................................................... 4 Student Responsibilities ……………………………………………………………………………………………………………………… ..5 Class-‐by-‐Class Syllabus ................................................................................................................................. 5 Calculation of Course Grade ...................................................................................................................... 13 General Academic Policies: Academic Honesty and Accommodations ..................................................... 13 Quick Reference: Summary of Classes, Activities and Deliverables .......................................................... 14

Appendix 1 Guidelines for Business Process Improvement Project ……………………………………………….15 Appendix 2 Guidelines for Preparing a Case Study ……………………………………………………………………….18

MSTM 5210 3.0: Design and Management of Organizational Processes

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The fundamental managerial task in achieving best practice in operations is to correctly match the capabilities of administrative, manufacturing and service processes to the needs of internal and external customers.

1. Provide a process-‐centric view of the organization and its supply network.2. Describe how the structure of processes influences organizational performance.3. Acquire generic process analysis skills to describe and improve process performance.4. Understand how organizations forecast, schedule and monitor the flow of goods and services

between them and their customers and suppliers.5. Explain the value added by digital technology in enabling and controlling processes.6. Discuss issues of security and privacy in the adoption of new information technologies and how they

influence the design and coordination of processes.7. Introduce techniques for controlling variability in process outcomes8. Introduce techniques associated with lean and six sigma quality process improvement.9. Introduce best practice concepts for managing international supply networks.10. Acquire basic project management skills to effectively plan and execute large projects.11. Understand how cross functional collaboration and coordination is required to achieve financial

performance and avoid operational risks.12. Discuss how social responsibility can be integrated into decision making about the design and

coordination of processes.13. Develop skills in presenting analysis of organizational processes to a managerial audience

This course utilizes cases from real world companies and emphasizes the importance of students working with their individual and group experiences to develop their ability to think and talk credibly about operations.

Deliverables at a Glance In the table below, the impact of each task on your final grade for the course is indicated in the “% weight” column.

Assignment/Task Quantity % Weight Total % Author Mid Term 1 30 30 Individual Project Management Simulation 1 10 10 Individual Operating Management Simulation 1 20 20 Group Group Process Improvement Project 1 30 30 Group Class participation 1 10 10 Individual

100%

Explanation and Evaluation of Deliverables

MID TERM EXAM This is an individual test of whether the assigned readings and case studies from the first 6 weeks of the course are understood. Instructor PowerPoints and the lectures are not sufficient in of themselves as preparation. Students must read the assigned cases and readings carefully. The exam is composed of multiple choice and short answer questions. This is a closed book exam.

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MSTM 5210 p. 3 PROJECT MANAGEMENT SIMULATION Individual students will be asked to either run a computer simulation in one of the Schulich computer labs. This will reinforce how the performance of a project can be influenced by the management of activities and the allocation of resources. There is no written assignment to hand-‐in. Marks are determined by relative class standing and by running the simulation through to completion. The instructions for playing the project management game (CPSIM) and a supporting reading is detailed in class assignment. You will be asked to download the simulation instructions on the CMD. OPERATIONS MANAGEMENT SIMULATION. This is an on-‐line management simulation of the cross functional integration required to manage operational decision making effectively. This will be played in teams chosen by the instructor. Please see the Littlefield Labs Instructions posted on the CMD. The simulation will be run between Classes 9 and 10 over multiple days. Each student will prepare an individual 2 page report accounting for their team’s performance and their role in that performance. This is to be e-‐mailed to the instructor 24 hours before Class 10. The instructor will award 10 marks as individuals for playing the game and writing a credible report and 10 marks based on your team’s performance relative to the others at the end of the simulation. Instructions and timing will posted on the course CMD. GROUP PROCESS IMPROVEMENT PROJECT. Students may form a group with four other students. Each group will conduct an analysis of one organizational process and its supporting information systems. Students will have two options for conducting this project as detailed in Appendix 1. Each group will submit a group report no longer than 8 single spaced pages excluding exhibits and references (no less than 12 point font). This is to be submitted after Class 12 .Further details will be provided about submission requirements on the CMD. Each report should have the Human Participants form attached if applicable. Of the 30% of your final grade allocated for this project, 20% will be for the written report and 10% for the effectiveness of the presentation of a draft of the report in Classes 11 and 12. Each group will submit a form provided by the instructor grading each member’s contribution to completing the project. In situations of disagreement each group member can submit their individual opinion. This input will be taken into consideration in allocating individual student participation marks. CLASS PARTICIPATION. The participation grade recognizes a student’s contribution to the education of the class. Good class participation by all class members is necessary in order to get the most out of the cases and readings. Students are encouraged to take advantage of this gathering of their peers to improve communication skills and obtain feedback on their views in a relatively low-‐risk environment. Case studies are an important opportunity for instructors to evaluate student contributions. If students are unfamiliar as how to prepare a case study for class discussion please see Appendix 2. Please read carefully the section “Expectations for Student Preparation and Class Participation.”

Course Material This course uses a custom textbook for the operations management components and textbook for the information system topics which can be ordered online. We also use case studies that can be ordered online or downloaded from the CMD.

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1) Required Textbook:

This course uses a customized textbook containing all readings and cases. Students have two options: buy access to an electronic version for two years or buy a print version from the bookstore.

Please go to the website URL: XXXX At this site, students will see Register, Purchase Access, and Login links. New users will either choose to register a code they have already purchased at the bookstore or purchase access online using a credit card. Once registered, a student will be redirected directly into the eText.

The York University Bookstore keeps limited paper copies, so check their website for availability in advance of the course if you wish to buy a print version (Bookstore (http://bookstore.blog.yorku.ca). You are expected to have purchased either the electronic or print editions of the textbook to prepare for Class 1 of the course.

2) The Course Materials Database (CMD) has been created within Schulich’s Lotus Notes. It containsgeneral information for Schulich students and information and materials specific to this course. Check it frequently before and after each class.

Expectations for Student Preparation and Class Participation

Preparation. Students are expected to keep up with the assigned readings and class discussions week to week. This is necessary for good class discussion and required to complete the various deliverables for the course.

Class Participation. Good participation is defined and measured as, "the consistent demonstration of good preparation and presentation of relevant thought about the readings, cases, and exercises". The emphasis is on quality not quantity. The sharing of experiences relevant to the topics being discussed is also appreciated where class time allows.

Here is a check list for determining the adequacy of your own participation in and out of class:

1. Am I a good listener?2. Are my points relevant to the discussion and address those of others?3. Do my comments reflect good preparation? (i.e., careful reading of the class materials)4. Are my comments a rehash of case facts or points made by others with no additional insight?5. Am I taking chances, being critical in a constructive manner and trying to be innovative or just

playing it safe?6. Do I ask good questions?7. Do I help discussion with clarifications, concise summaries, appropriate use of numbers, or lead

discussion into relevant areas?8. Do I respect the right of other class members to participate?

Attendance is not participation. Attendance is expected for the full duration of the class. That means being on time when the class starts and being there when it ends.

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The instructor will frequently and randomly select students in class to contribute. At that time they will be expected to be present and prepared. For some subjects, students will want to participate a lot. In these situations students should be respectful of other’s desires to participate and therefore be brief and have a relevant point that adds to the discussion.

Students often vary as to their level of confidence and ability in speaking. The instructor is aware of this and will try to help where possible.

Student Responsibilities

1. Be prepared for class. You should expect to be called upon in class to present your analysis andpositions at any time.

2. Be on time for class. Given the short duration of the course we need to use the full amount of timeavailable without distracting interruptions form late arrivals and early departures. The instructorreserves the right to deduct class participation marks for consistently being late and disrupting theclass.

3. Keep the instructor informed. Do not suffer in silence. Let the instructor know if you are havingproblems. Let it be known if you cannot attend class. You do not want to miss anything.

4. Identify yourself. Universities can be impersonal places, do not become a number! COME TO CLASSWITH A READABLE NAME CARD. This is important for monitoring your participation. Identify all yourwork completely with student number and name. Both of these actions will help the instructor toget to know you as an individual.

5. Check the CMD the day before class to make sure you are aware of any class announcements and todownload any PowerPoint slides and other documents left there by the instructor.

6. Get the information directly from the instructor. If you have a question about the course, contactthe instructor directly. Do not rely on second hand information from other students and formerstudents of the course. When in doubt, first consult this course outline.

7. Do not use any electronic devices for any purpose other than to follow course materials and takenotes. For example, laptops and tablets can be used to view and annotate class PowerPoints. Inorder to protect individual privacy, no part of any class can be photographed or subjected to audioor video recording.


Topics, readings, and other preparations for every class are listed below. All readings and case studies are to be prepared before class. If any changes in this schedule become necessary, notifications will be posted on the course CMD, and when changes need to be announced between classes, an email will be sent to students’ Lotus Notes email accounts, notifying them of the change. All readings and case studies unless noted are contained in the custom case textbook.

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CLASS 1: Investing In Organizational Processes and Systems

Key Learnings • Why a process-‐centric view of organized work is important• The importance of aligning process and systems to deliver external and internal customer value• How to analyze what is an appropriate organizational process• How to maximize the flow of materials and information to support value creation• The role of information management in enabling effective processes

Read: 1) "Process Fundamentals" HBS 9-‐696-‐0232) “Investing in the IT That Makes a Competitive Difference” R0807J

Case Study: 1) Kristen’s Cookies

Questions for Readings: Please read the Process Fundamentals note carefully. You will need this to answer the questions in Kristen’s cookies.

Questions for “Investing in the IT That Makes a Competitive Difference”; 1) What makes a successful IT –enabled process?2) How do firms become capable of being successful in developing such processes?

Questions for Case Studies Kristen’s Cookies: 1) What questions should you ask first to begin to design the best process for making cookies?2) Answer questions 1,2,3 and 6 at the back of the case.

CLASS 2: Quality Management

Key Learnings • Definition and measurement of quality• Process variance and its impact on organizational performance• Process capability• Strategies for improving product and process quality• Using total quality and six sigma improvement methods

Read: 1) Managing Quality2) Statistical Process Control Please focus on why and how SPC works to improve quality versus the

details of the formula for doing control charts, process capability analysis and acceptance sampling.

Reading Questions: 1) What is the universal definition of quality?2) How should quality be managed in most organizational processes? What must be controlled to have

a quality process?3) How does variability in processes impact performance for an organization’s various stakeholders?

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4) When is a process capable?5) What are the essential concepts and tools in managing six sigma and other quality improvement

programs?6) What is the role of management in quality improvement programs?

Case Study: Agile Electric: Quality Issues in a Global Supply Chain (In OM text)

Case Study Questions: 1) Should the complete recall/field failure an associated costs be charged to the tiered suppliers?2) Was Automek’s decision to source the business from Agile a good one? Did Agile make the right call

in accepting the contract?3) Do you see the internal quality practices as having a major in the case, considering all the supply

chain members? Are ISO 9000 and TS 16949 necessary and sufficient conditions for adequateprocess knowledge and diffusion of internal quality practices?

4) Would Agile receive any benefits if it invested resources in developing its suppliers? Who isresponsible for accelerating the implementation of quality practices in lower-‐tier suppliers? Whywere ECPL and BIPL not interested in improving their processes and manufacturing practices?

CLASS 3: Supply Chain Management

Key Learnings • What is a supply chain?• What key decisions are made in a managing supply chains?• How supply chain decisions must align with organizational strategy.• Make versus sourcing strategies.• Customer-‐supplier collaboration.• Supply chain integration strategies.• How performance is managed in supply chains.

Read: Supply Chain Management

Reading Questions: 1) What should drive the choice of supply chain strategy?2) What are the generic strategies?3) What is the upside of choosing the right strategy? And the downside of choosing the wrong

strategy?4) What are the critical decisions that make up a supply chain strategy?5) What is the role of supplier relationships in an organizations performance?6) What is the “bullwhip” effect? Why does it happen?7) What do firms measure and therefore manage to get performance out of their supply chains?

Case Study: New Balance Shoes

Case Study Questions: 1) Evaluate New Balance’s current operating strategy. How well does their supply chain decisions fit

within this strategy?

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2) Assuming that the total US market for athletic footwear was 400 million pairs in 2005, how costlywas New Balances decision to maintain 25% of its manufacturing in the USA? What is yourassessment of this decision?

3) Moving forward, how important is the NB2E initiative for New Balance?

CLASS 4: Forecasting Demand and Managing Capacity

Key Learnings • Basic methods for forecasting demand• Balancing the risk of over and under investment in capacity• Strategies for reducing the risk of product shortages and denial of service• Structuring operating processes and policies to minimize risks

Read: Forecasting ( Chapter in Reader) We will concentrate on the basic models using exponential smoothing and regression and the means of evaluating the quality of the forecast.

Case Study: Sport Obermeyer

Questions for Class Discussion:

1) Critically evaluate the Order Cycle used by Sport Obermeyer. Drawing a time-‐line for the differentactivities will help in your analysis. Can you suggest any improvements to decrease the lead timerequired to introduce new products?

2) What general rules would you use to decide what styles you will order in advance of the fashionseason versus wait and see then react with an order during the season? (HINT: Which are more orless risky?).

3) How desirable is it to be able to produce more of Sport Obermeyer’s needs after the fashion seasonstarts and demand becomes known?

4) Should Sport Obermeyer be sourcing out of Hong Kong and/or mainland China? Why? (For furtherthought: Would the basic decision differ if the sourcing decision was between a coastal Chineseprovince versus an interior Chinese province versus India versus Mexico)

5) What other changes might you make in the supply chain to lower the risk of excess inventory andcapacity versus stocking out of popular products. To give you some perspective on what SportObermeyer might learn form a fashion industry leader such as Zara (Inditex), there is a briefcommentary by one of our Kellogg colleagues on a video and a recent New York Time article at:

http://operationsroom.wordpress.com/2012/11/12/zara-‐zara-‐zara/

CLASS 5: Managing Inventories and Product Availability

Key Learnings • Why hold inventory?• Basic inventory models for managing how much to order and hold in inventory• The use of safety capacity in service businesses• Strategies to use inventory and capacity effectively to insure product and service availability

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Read: Inventory Management Chapter. We will concentrate on sections on the function of inventory, Economic Order Quantity and Safety Stock.

Case Study: Prepare Case: Evergreen Irrigation Systems (Posted on CMD)

Some Questions for Evergreen Irrigation: 1) How well is the company doing?2) How does the order policy of the OEM affect the distributor?3) How does Southern Toro's own systems and decision rules impact its performance?4) How would you determine whether Southern Toro has too much or too little inventory to service

their customers?5) What suggestions do you have for Southern Toro management? (other than drop the OEM)

CLASS 6: Lean Operations

Key Learnings: • Define JIT and Lean Operations• Pull versus push process strategies• The Seven Wastes and 5 S Methodology in Process Improvement• The relationship between waste reduction and improved process performance• Lean applied to supply chain relationships• How the Toyota Production System works

Read: JIT and Lean Operations (In OM text)

Reading Questions

1) How is JIT related to Lean?2) What makes JIT possible?3) What is the difference between a push versus pull approach to production?4) What is the role of transaction costs and setups in determining the availability of goods and their

costs?5) What is the impact of lean thinking on supply chain management?6) How does a 7 wastes/ 5 S approach improve processes?7) What drives the Toyota Production System?8) What are the basic elements of a lean philosophy in services? How do they differ from

manufacturing?9) Is lean “mean”?

Case Study: Toyota Motor Manufacturing USA Inc.

Case Study Questions 1) What would you do on Monday morning as Doug Friesen?2) What are the essential elements of the Toyota Production System (TPS)?3) What is the role of line employees, supervision and management in the TPS?4) What are your recommendations to Doug Friesen to address the seat problem?

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5) What do you think about stopping the line? Should it be stopped when the station identifies adefective seat?

6) How would you deal with the supplier, employees and managers involved?7) What is the real management problem facing Doug Friesen?

CLASS 7: MID TERM

CLASS 8: Planning and Improving Projects

Key Learnings: • Projects need to managed like a process• Importance of defining a project’s deliverables• Critical Path Method for planning projects• Methods for controlling project performance• Importance of managing relationships between project stakeholders

Read: 1) Project Management (In OM text)2) CPSIM: The Critical Path Simulator (Release 2) Ivey Business School, Western University.

(Download from Ivey)

In-‐Class Activities:

This class begins with a lecture on project management. In the second half of the class you play a simulation in one of the school computer labs that will allow you to experience critical path thinking. Please read the CPSIM note carefully before class and have a strategy to “win” the scenario.

CLASS 9: Managing Information Technology

Key Learnings: • The information technology components of “Big Data”• Big Data impacts on supply chain management and customer relationships• Critical issues in implementing large IT projects• Introduce the procedures for the Operations Management Simulation and the importance of cross

functional coordination of information to support key organizational decisions

Read: A Conversation about Information Technology

Questions to consider for reading: 1. In your experience, does this conversation ring true?2. Why are many business managers frustrated with organizational IT?3. Why are many IT managers frustrated with ‘the business side’?4. What can be done to improve relations between the two sides?

Case Study: Future Vision Digital Services (Download from CMD)

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Case Study Questions to consider: 1) As Blake Randolph, what would you do to deal with the immediate problem?2) Does the blame reside with Gregoire for being difficult to manage, or with Randolph, for not

being able to manage Gregoire?3) Would you use Gregoire on another project? Why or why not?4) If you answered yes to Q3, would you change the way you manage Gregoire? How?

Please read the instruction for “Littlefield Labs Simulation” for class. The instructor will be allocating time at the end of class to making sure you are ready to begin the simulation immediately after class.

CLASS 10: Managing Risks to Employee, Customer and Supplies Responsibly

Key Learnings: • Creating processes for assess threats to an organization’s stakeholders• Security is critical to information system effectiveness• Identifying weaknesses in system security and strategies for mitigating the risk of security breaches• Privacy as a right for information system stakeholders and the regulation of Privacy• Assuring customer and employee safety throughout a supply chain

PART 1 Lecture and Discussion of Operating Risks and their Management

We will be discussing the recent articles posted on the CMD about the risk management practices of: BP, VW, Toyota and Target. Please expect to be called upon in class to discuss one of the examples. You may pick the one you are most interested in. Consider the following questions:

1) What was the root cause of the incident?2) What was the consequences to all stakeholders?3) How could the problem have been avoided or mitigated?4) Was the recovery from the incident appropriate?

PART 2 Debrief and Discussion of the Operations Management Simulation Results

REMINDER: YOU WILL BE HANDING IN YOU EVALUATION OF YOUR PERFORMANCE BEFORE CLASS. Be prepared to discuss you team’s performance in class. See evaluation section.

CLASS 11 and 12 Group Presentations and Course Summary

Key Learnings: • Critical analysis of organizational processes• Identification of tradeoffs and synergies in the design of organizational processes• Identification of opportunities for process innovation• How to describe and communicate changes to important organizational processes• Debrief of key concepts form the course

In-‐Class Activities:

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Groups will present their process improvement projects. Each group is to bring a PowerPoint slides presentation describing their project to class. Please limit each presentation to 10 minutes and be prepared to answer at least 5 minutes of questions from the class. More detail will be posted on the class CMD. The instructor will summarize key ideas from the course.

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This course conforms to the MBA program's guidelines for grading of core courses. Grades at Schulich are based on a 9-‐value index system. To keep final grades comparable across courses, sections of required core courses are normally expected to have a mean grade between 4.7 and 6.1.

Letter Grade (Schulich) Index System (Schulich) Approximate Percentage Range

A+ 9 87-‐100 A 8 84-‐86 A-‐ 7 80-‐83 B+ 6 77-‐79 B 5 74-‐76 B-‐ 4 70-‐73 C+ 3 67-‐69 C 2 64-‐66 C-‐ 1 60-‐63 F 0 < 60

Conversions within a course are at the discretion of the instructor. For more details on the index, grading policy, and grade point average (GPA) requirements, see the Student Handbook or the Student Services & International Relations website: http://www.schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Enrolment+Grades+and+Convocation!OpenDocument#tabs-‐2

General Academic Policies: Academic Honesty and Accommodations




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Class No., Title and Date

In-‐Class Case/Exercise Reading Preparation (excluding cases and optional readings )

Evaluation

1. Investing InOrganizational Processes and Systems

Case Study: Kristen’s Cookies 1) Investing in the IT That Makes aCompetitive Difference

2) Process Fundamentals3) Case Study: Kristen’s Cookies

None

2. Quality Management Case Study: Agile Electric: Quality Issues in a Global Supply Chain

1) Managing Quality2) Statistical Process Control Case

Study: Agile Electric: Quality Issuesin a Global Supply Chain

None

3. Supply ChainManagement

Case Study: New Balance Shoes 1) Supply Chain Management2) Case Study: New Balance Shoes

None

4. Forecasting Demandand Managing Capacity

Case Study: Sport Obermeyer 1) Forecasting2) Sport Obermeyer

None

5. Managing Inventoriesand Product Availability

Case Study: Evergreen Irrigation 1) Inventory Management2) Case Study: Evergreen Irrigation

None

6.Lean Operations Case Study: Toyota Motor Manufacturing USA Inc.

1) JIT and Lean Operations2) Case Study: Toyota Motor

Manufacturing USA Inc.

None

MID TERM ( Class 7)

8. Project Management CPSIM: The Critical Path Simulator (Release 2)

1) Project Management2) "CPSIM: The Critical Path

Simulator (Release 2) Ivey BusinessSchool, Western University.

In Class Exercise

9. ManagingInformation Technology

Case Study: Future Vision Digital Services

1) A Conversation about InformationTechnology

2) Case Study: Future Vision DigitalServices

3) Instructions for OperationsManagement Simulation

None

Operations Management Simulation Run Between Classes 9 and 10

10. Managing Risks toEmployees, Customers and Suppliers Responsibly

Recent articles on risk management in the news on CMD

Operation Mgt Simulation Report

11. GroupPresentations on Group Process Improvement Projects

Presentation

12. Group Presentationsand Course Summary

Presentation

Submit Process Analysis Project

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Appendix 1

Guidelines for Group Process Improvement Project

The learning objective for this group project is to develop the ability to systematically analyze a process leading to improvement. You have two options as to how to complete this project within the 6 week time period of the course.

1) As a group, pick a process in a business of your own choosing and examine how that process servessomeone within the organization or a customer. Any administrative, service or manufacturing process in a for-‐profit or not-‐for-‐profit organization may be used. Most organization's operations are composed of many processes. Often one large process has many sub-‐processes producing intermediate products for other parts of the firm (e.g., management reports, marketing plans, parts for final assembly, etc.). You can pick one of these sub processes.

2) As a group pick a business that prepares and serves food (i.e. a restaurant) and examine the processby which they service their customers. This is the minimum requirement for completing this course requirement. As described below the analysis can be done either with or without interviewing employees and management.

The Content of the Project

A useful starting point is to review the articles "Process Fundamentals" HBS 9-‐696-‐023. You should realize that material, customers and information need to flow well in order to have a successful organizational process in any setting. You are expected to be able to do this analysis in any setting. Please also note the managerial orientation on pages 13 to 15 in "Process Fundamentals". The other readings on information systems, quality, supply chain management and lean operations will provide additional insight, terminology and tools to support your analysis. Please feel free to use it liberally in your analysis and recommendations for improvement. Your project should address most of the following questions:

Describe the current process:

1) Who is the current customer/client/user for this process?2) What are the products or services provided by this process?3) How does the performance of this process in terms, of cost, quality, speed, capacity, align with

what customers expect?4) How do materials, people and product flow through the process?5) Does information flow efficiently and accurately to coordinate the work?6) What is the capacity of the process?7) How well is this process capacity utilized?8) Where is the bottleneck in the process? Why?9) How does the capacity of the process impact the performance of the process?10) How long does it take for the process to process a customer or their order?11) How is quality currently defined and measured?12) What is the level of quality?

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13) Where are there quality problems? Why?14) Where do people, information and materials “wait” in the process? Why?15) What is the impact of people, information and materials waiting on performance?16) How do suppliers impact the performance of the process?17) Are the supporting information systems effective for all process stakeholders ( i.e., customers,

employees, management, etc.)?18) How sustainable is the current process?

a. Are employees safe and happy?b. Are customers safe and happy?c. What risks do you see and/or might you envision might potentially impact this process?d. Is the process profitable?e. Does the process learn to improve and avoid problems? Why or why not?f. Are there problems or opportunities for the security and privacy of stakeholders?

Describe the potential process improvements:

1) Where can the process be improved?2) What quality, lean, supply chain, project management principles from the course can be applied toimproving process performance? 3) How will any improvements change the process? (i.e., people, materials, technology)4) Are there potential tradeoffs between quality, costs, flexibility, etc. in making changes?5) How financially viable are the potential improvements?6) How capable and motivated are process stakeholders in making the necessary changes?

Research Methods:

All members of your group must spend time observing the process. That includes observing patterns of demand and the behavior of the process (i.e., the number of customers at critical periods and the capacity of the process to handle them).

In Option1 and 2 you should talk to people working in the process and if possible the manager. They often can direct you to critical activities and problems with the process which you can analyze for improvement. You can use their expert judgment but you still must verify it by observation. Be polite but take a critical viewpoint. You should check what you are told by comparing it to your own observations or any written documentation provided by the organization.

If you cannot talk to people managing or working in the process then you can still achieve the minimum of Option 2 by systematically observing the food preparation and/or service process in a restaurant (i.e. as customer). The group can observe the process including the patterns of demand and work in the process as a customer. This can be done at different times of the day and week with different members of the group collecting observations. In your report you should be clear as to your plan for systematically conducting your observations.

Organizations should be assured that any information that they give you (i.e., performance numbers, opinions) will be kept confidential. Only the group and instructor will see the report and it will not be used for any other purpose other than for the course. The manager of the process should sign the

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Human Participants form posted on the CMD which signifies that you informed them of their right to privacy. If they are concerned about why you are doing this project you can have them call the instructor to confirm. If you are not interviewing the process stakeholders formally then you do not need the form.

Format for the Final Report

The report should be a maximum of 8 pages, single spaced, no less than 10 point font, excluding exhibits and diagrams. Please consider the following guidelines:

1) Reference all sources.2) Back all major statements with evidence.3) Question critically the credibility of all sources.4) Spend time carefully organizing your arguments.5) Provide a brief executive summary with your decision and key recommendations.6) Detailed supporting evidence, if critical, should be put in appendices or exhibits.7) Have someone read your paper for clarity before you hand it in (It really does help!).8) Attach an e-‐mail address on the report for one member of the group to act as key contact forfeedback on the finished project. 9) Please attach the Human Participants form to the report. (You can download it from the class (CMD).10) Please avoid packaging waste by printing the report single spaced, two sided, with a single staple.(i.e., no elaborate binding)

Key Success Factors

This project should begin sooner rather than later. That means finding a group and then a process. In the group, divide up the work where possible. The instructor is not responsible for finding organizations to analyze. The instructor is responsible for giving you guidance on how to conduct the analysis. This should be done using the channels mentioned in the previous section on Getting Help. It is difficult to get help if the project is done last minute or the instructor is approached in class when they are trying to teach the material for that day. Remember you may be asked to talk about the project in Class 6.

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Appendix 2

Guidelines for Preparing a Case

No two cases are the same just as no two management situations in real life are the same. Given that qualification, there are some "better" ways to go about examining an operations management situation leading to informed and hopefully correct decisions whether they be for class preparation or in a written report.

Consider these general steps and questions as you tackle a case.

WHO IS THE DECISION MAKER? What is this person's position, what is the decision confronting them? From their perspective, what are their objectives or major concerns? When writing up a case you write for this person(s) so know your audience!

SIZE UP THE ORGANIZATION. What product(s) do they make or services do they deliver? What do their customers expect and competitors offer? What do you have to do well in their industry? (Key Success Factors (KSF)) What is the company's competitive advantage if any? How did it arrive at its current situation? (Some history is not worth repeating!) Is it financially sound? What kind of management is running the company? What is the nature of the process by which products are made or services delivered? While it is always necessary to spend some time sizing up the organization in preparing the case, it is not necessary to devote a large amount of space for it in a written report. The decision maker(s) must be assumed to know what is written in the case.

ANALYSIS -‐ PUT THINGS IN PERSPECTIVE. What is the nature of the problem or opportunity requiring a decision? What are the causes or sources? Sometimes you have to dig deeper into all the verbiage of the case and find the real root cause or leverage point for management action. How good or bad is the situation? How critical is it to the firm's short and long term performance? What is your evidence? (This may be defined quantitatively and/or qualitatively) What are the specific problem areas and what is their priority for management? Putting a situation in perspective is similar to making an argument to motivate a decision maker to take action. Therefore you may examine the impact of a problem or opportunity on the profitability of a firm, or the severity of its quality and productivity problems on customer satisfaction. Remember sometimes there is no real problem (i.e., there is an opportunity to seize an advantage) or what is thought to be the obvious problem is not.

ALTERNATIVES. Since, you know the situation and what is required of you for future action, what are the alternatives for action? You may have to look at a number of alternatives for a number of probable scenarios. Remember that alternatives can be defined by not only what they involve but by when they are to be done (e.g., wait a year or do it now). It is very important at this stage to define the criterion that will be used to select an alternative (e.g., ROI, employee satisfaction)? Prioritize your criterion (e.g., rank or weight them in importance). Your criteria and their priority should be consistent with the firm's KSF and the requirements of the decision and decision maker. Doing further research without some action now is rarely a high priority alternative.

MAKE A DECISION AND ACTION PLAN. Pick an alternative and specify the who, when, where, why and how of implementation. Show you know what it takes to implement your chosen alternative.

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3. Credit Value3.0

4. Long Course TitleManagerial Finance

5. Short Course TitleManagerial Finance


7. Calendar (Short) Course DescriptionStudents learn about investment and financing in this course. The investment decision allocates scarceresources, while the financing decision chooses sources of cash for investment decisions and involves capitalstructure, financial instruments, the risk-return trade-off, financial planning and the cost of capital. Ethicalconsiderations and management in the global context are integrated into these topics.

8. Expanded Course DescriptionStudents learn about investment and financing in this course. The investment decision allocates scarceresources to projects in the organization, and involves asset valuation, capital budgeting, risk management,working capital management and performance assessment. The financing decision chooses sources of cashto finance the investment decisions and involves capital structure, financial instruments, the risk-return trade-off, financial planning and the cost of capital. Ethical considerations and management in the global context areintegrated into these topics.

9. EvaluationThe learning of finance occurs through both a conscientious preparation for course lectures and the activeparticipation in classroom activities. The grading components are as follows:

Assignment/Task Quantity % Weight Total % Author

Class attendance and participation 1 10 10 Individual

Quiz 1 1 10 10 Individual

Quiz 2 1 15 15 Individual

Midterm Exam 1 30 30 Individual

Final Exam 1 35 35 Individual

100%

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2

Class attendance and participation

Mini Pop-up quizzes will be randomly held any time during the class to help either check the preparation for the class or to review the key concepts covered in the class. Class attendance will be regularly registered. Class participation (constructive comments, questions and other class contributions) will be registered on a bi-weekly basis based on self-reporting using a template provided by the instructor at course website.

Quiz 1 & 2

There are two quizzes during the term, both held in-class, and both are closed book. You will be provided with a basic formula sheet that will be posted on the CMD in advance of the quiz. On these quiz days, lectures may also be held during the balance of the available time. The first Quiz (10% weight) is designed to ensure you have mastered some early concepts and can apply these using your calculator. The second Quiz (15% weight) deals with more advanced financial issues. No books, notes, phones or computers are allowed during the quizzes.

Midterm test

A 75-minute midterm exam will be held mid-way through the term. It will be held in class and will be closed book. You will be provided a formula sheet as part of the exam. You must bring a non-programmable calculator with no text capabilities. No books, notes, phones or computers are allowed during the midterm test.

Examination

Final Exam: The final exam will be 3-hours long and will cover material from the entire course. You will be provided with a formula sheet as part of the exam. You must bring a non- programmable calculator with no text capabilities. No books, notes, phones or computers are allowed during the exam.






Required reading for this course includes the following book[s]. It is (They are) available for purchase fromthe York University Bookstore (http://bookstore.blog.yorku.ca):

TextbookThe following materials are required for this course:

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Brealey, Myers, Marcus, Maynes, and Mitra (2012). Fundamentals of Corporate Finance. Fifth Canadian edition. Toronto: McGraw-‐Hill Ryerson.

Recommended reading: The Globe & Mail, the Economist, plus other on-‐line publications. We will, on occasion, review interesting articles from these publications and examine their implications.

Please see Master of Management Program Brief for the library statement.


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4




Hongping Tang


Ming Dong

Course coordinator

Hongping Tang


N/A



36 hours

Maximum enrolment

55 students

Expected enrolment

45 students






N/A

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5



Course Originator

Hongping Tan 2015 September 11 Signature Date

Hongping Tan Name





Kee-Hong Bae Melanie Cao Name Name

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6

Approvals


Kee-Hong Bae 2016 November 18 Signature Date

Kee-Hong Bae Finance Area Coordinator or Specialization Director Area or Specialization


Thomas H. Beechy 2016 January 13 Signature Date


Program Committee




135


Tuesdays and Thursdays, 11:30 -‐13:00; 13:00-‐14:30 at N106, beginning January 6

Instructor

Dr. xxx xxx Associate professor of finance & accounting Email: [email protected]

Office hours: 15:30-‐17:30 on Tue or by appointment Office: xxx Seymour Schulich Building Phone: Ext xxx

Professor self-‐introduction here.

Brief Description

Students learn about investment and financing in this core course. The investment decision allocates scarce resources to projects in the organization, and involves asset valuation, capital budgeting, risk management, working capital management and performance assessment. The financing decision chooses sources of cash to finance the investment decisions and involves capital structure, financial instruments, the risk-‐return trade-‐off, financial planning and the cost of capital. Ethical considerations and management in the global context are integrated into these topics.

Course Credit Exclusion: AP/ECON 3.00 (AS/ECON 4400 3.00 or AK/ECON 4082 3.00)

Contents Course Learning Outcomes .......................................................................................................................... 2 Deliverables at a Glance .............................................................................................................................. 1 Course Material ........................................................................................................................................... 2 Student Preparation for Class and Class Participation: Expectations .......................................................... 3 Class-‐by-‐Class Syllabus ................................................................................................................................. 4 Written Assignments/Projects and Exam[s]: Descriptions .......................................................................... 5 Evaluation of Written Assignments/Projects and Exams ............................................................................. 6 Calculation of Course Grade ........................................................................................................................ 6 General Academic Policies: Grading, Academic Honesty, Accommodations and Exams ............................ 6

Course Learning Outcomes In MSTM 5220 you will be expected to:

• Understand the role of the corporate financial manager in the business world.• Understand the relationship between Corporate Finance and Accounting

• Learn the basic concepts of the time value of money (TVM) and how to apply these concepts toreal world financial situations.

• Develop the skills to be able to use the Texas BAII Plus calculate TVM and cash flow problems• Evaluate the financial feasibility of a new project using different evaluation techniques.

MSTM 5220 3.0: Managerial Finance

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MSTM 5220 p. 2

• Analyse and measure corporate performance using a variety of ratios and other comparativetools.

• Understand the various forms of financing available to a company and be able to value bonds,stocks, and other financial securities

Deliverables at a Glance The learning of finance occurs through both a conscientious preparation for course lectures, and the active participation in classroom activities. Class lectures will consist of a review of key concepts as well as a variety of other learning activities. In the table below, the impact of each task on your final grade for the course is indicated in the “% weight” column.

Assignment/Task Quantity % Weight Total % Author Class attendance and participation 1 10 10 Individual Quiz 1 1 10 10 Individual Quiz 2 1 15 15 Individual Midterm Exam 1 30 30 Individual Final Exam 1 35 35 Individual

100%

If you miss any Quiz or Mid-‐Term, you need to provide an Attending Physician Statement. With properly completed Attending Physician Statement (APS), the weighting of the missed quiz or midterm will be added to your final exam upon the approval of the instructor.

For details, see “Written Assignments/Projects and Exam[s]: Descriptions” (p. 6-‐8).

Course Material Required reading for this course includes the following book[s]. It is (They are) available for purchase from the York University Bookstore (http://bookstore.blog.yorku.ca):

Textbook The following materials are required for this course:

Brealey, Myers, Marcus, Maynes, and Mitra (2012). Fundamentals of Corporate Finance. Fifth Canadian edition. Toronto: McGraw-‐Hill Ryerson.

Recommended reading: The Globe & Mail, the Economist, plus other on-‐line publications. We will, on occasion, review interesting articles from these publications and examine their implications.

Every student must have a hand-‐held calculator that has Time Value of Money functions and you will need to be able to use your calculator effectively. Some examples of calculators you may wish to purchase include: The Texas Instruments BAII Plus (recommended model, supported in the text, and used in the CFA and CPA programs), the Sharpe EL 735 (or later) model, or the Hewlett Packard HP12, are all good choices. (Look for n, i or I/Y, PMT, PV, FV, CF, IRR and NPV functions).

Each section of a Schulich-‐based course has a Course Materials Database (‘CMD’) created within Lotus Notes. Every CMD includes some important general information for Schulich students. The Course Materials Database (CMD) is used as a central bulletin board on which items will be electronically posted. Students have read-‐only access to the CMD. You are expected to check the CMD at least twice

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each week, so make this part of your routine. Class announcements will be posted there along with lecture notes, assignments, and solutions.


This course weaves together theory, concepts, teaching problems, and practical problems. It emphasizes a manager’s perspective on corporate finance and is dependent on understanding the relationship between return and risk, as well as a solid foundation in the time value of money (TVM). A thorough understanding of the time value of money (TVM) includes the concepts of present value, future value, annuities, perpetuities, and uneven cash flows. Only then will you be able to understand and analyze finance decisions. The textbook and its accompanying Online Learning Centre are excellent sources of practice problems and detailed examples.

Preparation This course is very fast paced, technical in nature, and it requires each student to do considerable out-‐of-‐class work. It is estimated that a minimum of 6 hours of work outside of class is required every week. Even more work may be needed to prepare for quizzes, midterms and exams. You are responsible for preparing in advance for all classes. This includes reading the relevant textbook material, assigned readings, cases (if applicable), and doing any practice problems you decide you need to do in order to master the material. If you are not properly prepared for class, you may be asked to leave the room and return the following week better prepared.

Class Participation Students are encouraged to prepare and participate in class by reading the relevant textbook chapters, assigned reading, and any other assigned material.

Participation in class will give students the opportunity to put their thoughts into words and will help students learn far, far more than those who simply listen passively. Preparing properly for class will increase the value of your contribution. If you miss a class, you are responsible for arranging with your classmates to get copies of any handouts, and for finding out what was discussed in class. Material distributed in class will usually be posted to the CMD when copyright allows.

Punctuality and decorum

Lectures will start at the indicated time, sharp. Students are expected to be on time. If you are uncharacteristically late due to unforeseen circumstances, please take a seat at the back of the class and try not to disturb anyone. Students are asked to remain in the class for the duration of the lectures and not to leave the classroom and/or come back and forth at will. If you must leave early occasionally, please have the courtesy to let me know in advance.

Written Assignments/Projects and Exam[s]: Descriptions

Class attendance and participation

Mini Pop-‐up quizzes will be randomly held any time during the class to help either check the preparation for the class or to review the key concepts covered in the class. Class attendance will be

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MSTM 5220 p. 4

regularly registered. Class participation (constructive comments, questions and other class contributions) is strongly encouraged.

Quiz 1 & 2

There are two quizzes during the term, both held in-‐class, and both are closed book. You will be provided with a basic formula sheet that will be posted on the CMD in advance of the quiz. On these quiz days, lectures may also be held during the balance of the available time. The first Quiz (10% weight) is designed to ensure you have mastered some early concepts and can apply these using your calculator. The second Quiz (15% weight) deals with more advanced financial issues. No books, notes, phones or computers are allowed during the quizzes.

Midterm test

A 70-‐minute midterm exam will be held mid-‐way through the term. It will be held in class and will be closed book. You will be provided a formula sheet as part of the exam. You must bring a non-‐programmable calculator with no text capabilities. No books, notes, phones or computers are allowed during the midterm test.

Examination

Final Exam: The final exam will be 3-‐hours long and will cover material from the entire course. You will be provided with a formula sheet as part of the exam. You must bring a non-‐ programmable calculator with no text capabilities. No books, notes, phones or computers are allowed during the exam.

The final exam may cover, at the discretion of the instructor, all readings, handout material, class discussions, lectures, and, of course, the textbook. The exam will take place during the regularly scheduled examination period following the end of the term. Students should not make plans to be away from Schulich during any portion of the announced examination period until the dates for their specific examinations have been announced.

Absences from exams are not acceptable. Absences for medical or serious personal reasons must be documented (by a note from a doctor, for example) and the instructor must be notified within 24 hours. If the midterm exam is missed, (predicated on a documented and valid reason), the weight of the midterm will be added to the final exam. If the final exam is missed, you must 1) notify your instructor and Student Services in writing within 24 hours, and 2) present valid and documented support to Student Services within 48 hours, and ensure Student Services notifies your instructor. After these two steps are completed, you may write the exam at a time to be arranged by the finance area.

Evaluation of Written Assignments, Projects and Examination

For the quizzes, midterm and final exam, students will be evaluated on their written answers in terms of correctness and quality relative to the standard solution. Partial marks will sometimes be available depending on the nature of the question. Orderly neat work is expected and the marker is not expected to sort through your response to find the correct answer.

Calculation of Course Grade In this class, final course grades will be determined by the following process:

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All the assignments and exams marks will be multiplied by weighting of each deliverable as outlined in the ’Deliverables at a glance’ section above. The average mark will then be converted into a letter grade. The letter grade corresponds to Schulich’s 9-‐value index system as discussed below.




For more details on the index, grading policy, and grade point average (GPA) requirements, see the Student Handbook or the Student Services & International Relations website: http://schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Academic+Policies+BBA?OpenDocument

Academic honesty is fundamental to the integrity of university education and degree programs, and applies in every course offered at Schulich. Students should familiarize themselves with York University’s policy on academic honesty, which may be found in the Student Handbook and on the Student Services & International Relations website: http://www.schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Academic+Honesty!OpenDocument


Exams (Absence from) Mid-‐term. Students who miss a mid-‐term examination must contact their course instructor within 24 hours and provide the course instructor with documentation substantiating the reason for the absence. A copy of the documentation must also be submitted to Student Services; it will be placed in the student’s file.

Final. Within 24 hours of missing a final examination, students must contact the Associate Director, Undergraduate Programs Unit at (416) 736-‐5060 and must also contact their course instructor. Formal, original documentation regarding the reason for missing the exam must be submitted to the Director of Associate Director, Undergraduate Programs Unit (SSB Room W262) within 48 hours of missing the final exam. Students who miss a final exam due to illness must have their doctor complete an “Attending Physician’s Statement.” For more details, see: http://schulich.yorku.ca/client/schulich/schulich _lp4w_lnd_webstation.nsf/page/Enrolment+-‐+MBA+Exam+Schedule?OpenDocument After these two steps are completed, you may write the exam at a time to be arranged by the Finance area.

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The following list of lecture topics and readings indicate the material to be read, reviewed and/or prepared for the various class sessions. If any changes in this schedule become necessary, notifications will be posted in the course CMD, and where such changes need to be announced between class sessions, an email will be sent to students’ Lotus Notes email accounts, notifying them of the change.

Lecture

Date Topic and Textbook Material 1 Jan. 6, Tue Introduction to Corporate Finance - Chapters 1 & 2 2 Jan 8, Thu Review of Accounting and Finance - Chapter 3

3 Jan 13, Tue Measuring Corporate Performance - Chapter 4 4 Jan 15, Thu Measuring Corporate Performance (continued)

5 Jan 20, Tue Time Value of Money ("TVM") - Chapter 5 6 Jan 22, Thu TVM (continued)

7 Jan 27, Tue Bonds - Chapter 6 & QUIZ #1 (worth 10%; covers Ch. 4-5) - 45 min. 8 Jan 29, Thu Bonds (continued)

9 Feb 3, Tue Stocks - Chapter 7 10 Feb 5, Thu Stocks (con’t) & Corporate Financing - Chapter 14 (sections 14.2-14.5 only)

11 Feb 10, Tue Net Present Value ("NPV") & Other Criterion - Chapter 8 12 Feb 12, Thu MID_TERM EXAM (worth 30%; covers Ch. 1-7 & 14) - 75 min.

No Class Feb. 15-21 **** BBA Reading Week ****

13 Feb 24, Tue Net Present Value & Other Criterion (continued) 14 Feb 26, Thu Discounted Cash Flow (DCF) Analysis - Chapter 9

15 Mar 3, Tue DCF (continued) 16 Mar 5, Thu Project Analysis - Chapter 10

17 Mar 10, Tue Introduction to Risk and Return - Chapter 11 18 Mar 12, Thu Risk (continued) & QUIZ # 2 (worth 15%; covers Ch. 8-10) – 45 min.

19 Mar 17, Tue Risk, Return & Capital Budgeting - Chapter 12 20 Mar 19, Thu Risk, Return & Capital Budgeting (continued)

21 Mar 24, Tue Cost of Capital - Chapter 13 22 Mar 26, Thu Cost of Capital (continued)

23 Mar 31, Tue How Corporations Issue Securities - Chapter 15 24 Apr 2, Thu Review & catch-up

Apr 8-24 FINAL EXAM (Date TBA) – 3 hours

141




3. Credit Value3.0

4. Long Course TitleManagerial Accounting

5. Short Course TitleManagerial Accounting

6. Effective Session Summer 2017

7. Calendar (Short) Course DescriptionIn this course, students will learn to develop measurements tailored for internal decisions such as managingcosts, pricing special orders, determining service levels, and evaluating performance.

8. Expanded Course DescriptionManagers need tailor-made accounting measurements for decisions affecting their organization’s operationaland strategic needs. Financial reports prepared for external users on the basis of Generally AcceptedAccounting Principles have little usefulness for internal management. In this course, students will learn todevelop measurements tailored for internal decisions such as managing costs, pricing special orders,determining service levels, and evaluating performance.

9. EvaluationThe final grade for the course will be based on the following items weighted as indicated:

Group Case Analysis 20% Groups of 4

Midterm Exam 25% Individual

Individual Assignment 20% Individual

Final Exam 35% Individual

Total 100%

Group Case Analysis: 20% (In groups of four)

This case will be provided by the professor. The purpose of this group case is to explore how management accounting techniques are used in business. The assignment must be submitted in hard copy by the

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beginning of class on week five. One group member must also submit electronically via www.turnitin.com. The credentials for access will be made available on the CMD. Email submissions will not be accepted.

Individual Assignment: 20%

An individual assignment will be due by the beginning of class on week ten. Each student must also submit electronically via www.turnitin.com. The credentials for access will be made available on the CMD. Email submissions will not be accepted.

Midterm Exam: 25%

The midterm test will be in week six. The test will include all material covered in weeks 1 - 5. Details of the midterm will be discussed in class. Students who miss the midterm exam must supply medical documentation to Student Services and must notify the course instructor before the exam takes place. Students will then be given a makeup exam within a reasonable time frame as set by the instructor. Should a student miss the makeup exam, the weighting of the midterm will be shifted to the final exam.

Final Exam: 35%

The final exam is cumulative, and will consist of problems similar to the questions taken up in class and assigned problems and cases. The examination will last three hours. The exam will take place during the regularly scheduled examination period following the end of the course.

Materials eligible for examinations include all assigned readings, handout materials, class discussions, class discussion questions, lectures and homework assignments.





14. Bibliography and Library StatementRequired reading for this course includes the following book. It is available for purchase from the YorkUniversity bookstore.

Garrison, Managerial Accounting with Connect, 10th Cdn edition

Please see Master of Management Program Brief for the library statement.


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Giri Kanagaretnam


Cameron Graham

Course coordinator

Giri Kanagaretnam


N/A


N/A


36 hours

Maximum enrolment

55 students

Expected enrolment

45 students






N/A



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Course Originator

Giri Kanagaretnam 2015 October 16 Signature Date

Giri Kanagaretnam Name




Kevin Tasa Dean Nu Name Name

Cameron Graham Name Name

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Approvals


Cameron Graham 2015 November 04 Signature Date

Cameron Graham Accounting Area Coordinator or Specialization Director Area or Specialization




Program Committee




146

Course Outline Summer 2017

Monday(s), 2:30 -‐ 5:30 p.m

Instructor Faculty Secretary Giri Kanagaretnam 416-‐736-‐5066 S344F Seymour Schulich Building Email: [email protected] Office Hours: Tuesdays 3-‐ 4 pm or by appointment

TBA

Instructor Profile

Kiridaran (Giri) Kanagaretnam ACMA (U.K.), CPA, CMA, CGA is a Professor of Accounting at Schulich. He received his PhD from the Syracuse University and a MSEE from Purdue University. His research focuses on bank financial reporting, corporate governance and organizational trust and related issues.

Brief Description Managers need tailor-‐made accounting measurements for decisions affecting their organization’s operational and strategic needs. Financial reports prepared for external users on the basis of Generally Accepted Accounting Principles have little usefulness for internal management. In this course, students will learn to develop measurements tailored for internal decisions such as managing costs, pricing special orders, determining service levels, and evaluating performance.

Prerequisite[s]/Co-‐Requisite[s]

Prerequisite: SB/ACTG 5100 3.0

Contents Course Learning Outcomes ............................................................................................................ 2 Deliverables at a Glance ................................................................................................................. 3 Course Material .............................................................................................................................. 3 Student Preparation for Class and Class Participation: Expectations ............................................. 3 Evaluation of Written Assignments/Projects and Exams ............................................................... 4 General Academic Policies: Grading, Academic Honesty, Accommodations and Exams ............... 5 Quick Reference: Summary of Classes, Activities and Deliverables ........................................... 6-‐8

MSTM 5260 3.0: Managerial Accounting

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MSTM 5260 p. 2


In supporting senior management in all types of organizations, accounting information is often necessary to facilitate decisions. Managers have the responsibility and the authority for making decisions about the use of the firms’ resources. To do this effectively, they must identify the alternative actions (strategies) available to them, predict the possible consequences of those actions, and then choose the action that has the most preferred predicted outcome. Management accounting information is useful in predicting the possible consequences of alternative actions, as well as in structuring the description of those consequences. Relevant accounting information can help in management’s stewardship role that includes identifying strategic opportunities and maintaining competitive advantage.

The applications in this course pertain to the decision-‐facilitating and decision-‐influencing role of management accounting information. Various management accounting techniques and applications are explored in case and problem settings.

Class discussions of the readings, their applications and limitations as well as numerical problems and cases will consume the bulk of class time. The success of the course depends on the extent we are able to draw upon the diverse background, and interest of the participants.

Themes of the Course 1) Different management decisions require different types of management accounting

information. Unlike financial accounting, there are no “rules” or guidelines that specify how information is to be presented. Rather, a guiding principle is the decision usefulness of information for any particular decision.

2) There is a cost/benefit tradeoff to consider when determining the extent of informationneeded for a particular decision. Particular “tools” may provide more “accurate” information than others, but the incremental cost of this accuracy may outweigh the benefits.

3) When making suggestions / recommendations, always consider alternatives.4) Consider multiple perspectives – What information is relevant, to whom, and for what

purpose.5) Always consider the context surrounding a decision that needs to be made (“large” vs

“small” company; startup vs mature company, etc.).6) Consider both qualitative and quantitative aspects of a particular decision.

These themes are reinforced throughout the term by class discussions, cases, and examinations.

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The final grade for the course will be based on the following items weighted as indicated:

Group Case Analysis 20% Groups of 4 Midterm Exam 25% Individual Individual Assignment 20% Individual Final Exam 35% Individual Total 100%

Late assignments will be subject to a penalty of 10% per day (applies to both hard copy and soft copy submissions).

For details, see “Evaluations of Written Assignments/Projects and Exam”, p. 4.

Course Material

Required reading for this course includes the following book. It is available for purchase from the York University bookstore.

Garrison, Managerial Accounting with Connect, 10th Cdn edition

Each section of a Schulich-‐based course has a Course Materials Database (‘CMD’) created within Lotus Notes. Every CMD includes some important general information for Schulich students. It is students’ responsibility to follow up on CMD on a regular basis.


You are encouraged to take an active part in the class discussions by providing thoughtful, constructive, worthwhile comments, questions and debate. Oral communication skills are a must for professionals, so meaningful classroom contribution is expected.

Expectations: I consider preparing for class, and participating in the exploration of ideas during class, to be a normal, expected part of life as a Schulich graduate student.

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MSTM 5260 p. 4

Evaluation of Written Assignments/Projects and Exam

Group Case Analysis: 20% (In groups of four)

This case will be provided by the professor. The purpose of this group case is to explore how management accounting techniques are used in business. The assignment must be submitted in hard copy by the beginning of class on week five. One group member must also submit electronically via www.turnitin.com. The credentials for access will be made available on the CMD. Email submissions will not be accepted.

Individual Assignment: 20%

An individual assignment will be due by the beginning of class on week ten. Each student must also submit electronically via www.turnitin.com. The credentials for access will be made available on the CMD. Email submissions will not be accepted.

Midterm Exam: 25%

The midterm test will be in week six. The test will include all material covered in weeks 1 -‐ 5. Details of the midterm will be discussed in class. Students who miss the midterm exam must supply medical documentation to Student Services and must notify the course instructor before the exam takes place. Students will then be given a makeup exam within a reasonable time frame as set by the instructor. Should a student miss the makeup exam, the weighting of the midterm will be shifted to the final exam.

Final Exam: 35%

The final exam is cumulative, and will consist of problems similar to the questions taken up in class and assigned problems and cases. The examination will last three hours. The exam will take place during the regularly scheduled examination period following the end of the course.

Materials eligible for examinations include all assigned readings, handout materials, class discussions, class discussion questions, lectures and homework assignments.

The exam is closed book however, you will be allowed to use one 8 ½” x 11” (double-‐sided) sheet for notes. You will not be provided a formula sheet. Calculators that store text are not permitted.

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For more details on the index, grading policy, and grade point average (GPA) requirements, see the Student Handbook or the Student Services & International Relations website: http://www.schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Enrolment+Grades+and+Convocation!OpenDocument#tabs-‐2






Final. Within 24 hours of missing a final examination, students must contact the Director of Student Services at (416) 736-‐5060 and must also contact their course instructor. Formal, original documentation regarding the reason for missing the exam must be submitted to the Director of Student Services (SSB Room W262) within 48 hours of missing the final exam. Students who miss a final exam due to illness must have their doctor complete an “Attending Physician’s Statement.” For more details, see:

http://schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Enrolment+-‐+MBA+Exam+Schedule?OpenDocument

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MSTM 5260 p. 6


Topics, readings, and other preparations for every class are listed below. Note: If any changes in this schedule become necessary, notifications will be posted on the course CMD, and when changes need to be announced between classes, an email will be sent to students’ Lotus Notes email accounts, notifying them of the change.

Date Topics Textbook Chapters Covered

Suggested Questions*

Week 1 Chapter 1: Managerial Accounting and the Business Environment

Chapter 2: Cost Terms Concepts and Classifications • What is managerial accounting?• Financial accounting vs. managerial

accounting• Professional Ethics• Cost classification, Manufacturing vs. Non

Manufacturing Costs• Product vs. Period Costs, Cost of Goods

Manufactured and Sold• Cost classification by behaviour, Direct vs.

Indirect Costs.• Costs for decision making: Relevant vs. Non

Relevant Costs

Chapters 1 & 2 Ch 1: Exercise 1-‐6

Ch 2: Problem 2-‐19, 2-‐14, 2-‐24

Week 2 Chapter 3: Cost Behaviour: Analysis and Use • Types of Cost Behaviour Patterns• Analyzing Mixed Costs• The Contribution Format

Chapter 4: Cost Volume Profit Relationships • Cost-Volume-Profit (CVP) analysis - what it

is, its uses, assumptions, strengths and weaknesses.

• The breakeven point• Margin of safety and operating leverage

Chapters 3 & 4 P4-‐18, P4-‐19, P4-‐20, P4-‐31

Week 3 Chapter 12: Relevant Costs for Decision Making• The concept of relevance and relevant

costing • Identifying Relevant Costs and Benefits• Sunk costs, differential costs and opportunity

costs• Adding and Dropping product lines• Relevant costs for make or buy decisions• Special order decisions

Chapter 12 P12-‐24, P12-‐27, P12-‐26, P12-‐28

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MSTM 5260 p. 7

Week 4 Chapter 5: Systems Design: Job Order Costing • Analyzing Cases for Management

Accounting • A Guide to Case Analysis• Overview of Job order costing• Overhead Application

Chapters 5 Exercise 5-‐14,5-‐12 Problem 5-‐22,5-‐29

Week 5 Chapter 6: Systems Design: Process Costing • Comparison of Job-order and Process

Costing• Process cost flows• Applying costs• Flexible manufacturing systems

Group Case Assignment due

Chapter 6 P6-‐10, P6-‐12, P6-‐15

Week 6: In-‐Class Midterm Exam Week 7 Chapter 7: Activity Based Costing: A Tool to

Aid Decision Making • How Costs are treated under ABC• The Mechanics of ABC• Activity based costing vs. the traditional

model of cost allocation

Chapter 7 P7-‐19, P7-‐20

Week 8 Chapter 9: Budgeting • Overview of Absorption vs. Variable costing• Budgeting as a tool for planning, controlling

and evaluating• Imposed vs. participative budget.• Budgetary slack, budget “games”• The budgeting process, preparing the Master

Budget• Flexible Budgeting

Chapter 9 P9-‐12, P9-‐21, P9-‐24

Week 9 Chapter 10: Standard Costs and Variance Analysis • Standard Costs- Management by exception• Setting Standard Costs , considerations in

establishing standards• Materials, labour, overhead standards• Variance analysis – what it is, its uses,

assumptions• Interpretation of variances.• Overhead Rates and Fixed Overhead

Analysis• Evaluation of Controls Based on Standard

Costs,• Strengths and Limitations of Standard Costs

and variance analysis

Chapter 10 P10-‐18, P10-‐20

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MSTM 5260 p. 8

Week 10 Chapter 11: Reporting for Control • Decentralization in organizations –

advantages, disadvantages • Responsibility accounting -Cost, revenue,

profit and investment centres • Evaluating Investment Center Performance:

ROI, Residual income and Economic Value Added, The Balanced Score Card

• Suboptimization & Goal congruence• Transfer pricing- Negotiated, Cost-based,

and Market-based transfer prices

Individual Assignment due

Chapter 11 Please see CMD for practice cases/problems.

Week 11 Chapter 11: Balanced Scorecard • Common characteristics of Balanced

Scorecard • Tying compensation to Balanced Scorecard• Advantages of timely feedback

Chapter 11 Please see CMD for practice cases/problems.

Week 12 Exam Review

FINAL EXAM

* Additional practice problems/cases will be posted on CMD

154




3. Credit Value3.0

4. Long Course TitleStrategic Thinking

5. Short Course TitleStrategic Thinking


7. Calendar (Short) Course DescriptionThe course provides students will tools and methodologies that will enable students to manage situationseffectively and efficiently. Specifically, it will teach them how to formulate problems in turbulent environments,develop and evaluate alternative solutions to this problem, and craft a comprehensive implementationstrategy. Students also will learn how to communicate their solutions to stakeholders in an impactful manner.

8. Expanded Course DescriptionThis course provides an in-depth coverage of the tools and frameworks that are useful in managerial decisionmaking at both the micro (or tactical) level and at the macro (or strategic) level. Additionally, the coursefocuses on the development of communication skills across written and oral mediums. The course isintended to exercise and develop analytical skills, quantitative skills, attention to detail, presentation skills,teamwork skills, and an ability to work in high pressure and time sensitive environments.

9. EvaluationThe final grade for the course will be based on the following items weighted as indicated below:

Midterm Exam 20% Individual

Case Presentations 30% Groups of 5; 5 presentations

Industry Analysis 20% Group of 5

Final Exam 30% Individual

Total 100%


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14. Bibliography and Library StatementRequired reading for this course includes: (i) 2 articles from the Harvard Business Review (HBR), (ii) theVault.com Guide to Case Interviews (500 pages), and (iii) Live Case studies from the Globe and Mail. TheHBR articles and the Globe and Mail cases can be downloaded from the Library website. The Vault.comguide can be downloaded from the CDC website.

HBR Articles

• Johnson, Mark W., Clayton M. Christensen, and Henning Kagermann (2008), “Reinventing Your BusinessModel,” Harvard Business Review, 86 (December), 50-59.

• Porter, Michael E. (1996), “What is Strategy?” Harvard Business Review, 74 (November-December), 61-78.

Vault.com – Guide to Case Interviews

You will also be required to download the following from the CDC website.

Vault.com – the guide to consulting case interviews. (NOTE: the guide is over 500 pages in length).

• Visit the Schulich Career Portal at www.schulich.yorku.ca/careerportal

• Click on the Vault logo and enter your Vault username and ID. If you do not have an existing account, youcan create one (please ensure you use your Lotus Notes email address when creating the account)

•Once you have logged in, click on Vault Guides at the top right hand side

Globe and Mail - Cases

You will also be directed to Factiva (on the library website) to download specific newspaper articles on: Dell; Tim Hortons; Loblaws; Uncorking the Okanagan; Crocs; and Subway Sandwiches.

Course Materials Database (CMD)

Each section of a Schulich-based course has a Course Materials Database (‘CMD’) created within Lotus Notes. Every CMD includes some important general information for Schulich students. It is students’ responsibility to follow up on CMD on a regular basis.


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Ashwin Joshi


Jim Mackay

Course coordinator

Ashwin Joshi


N/A


N/A


36 hours

Maximum enrolment

55 students

Expected enrolment

45 students






N/A



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Course Originator

Ashwin Joshi 2015 September 11 Signature Date

Ashwin Joshi Name



Thomas H. Beechy Jim Mackay Name Name


Yuval Deutsch Name Name

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Approvals


James Darroch 2015 October 16 Signature Date

James Darroch Strategic Management Area Coordinator or Specialization Director Area or Specialization




Program Committee




159


Monday(s), 2:30 -‐ 5:30 p.m (TBA)

Instructor Faculty Secretary Ashwin Joshi (TBA) TBA

Instructor Profile (TBA – Sample attached) Ashwin W. Joshi is Associate Professor of Marketing at the Schulich School of Business, where he is also Director of the MBA Program. Over the last 20 years, Ashwin has taught across the BBA, MBA, EMBA, and PhD Programs. Working with the Schulich Executive Education Center, Ashwin has delivered executive education programs in Canada, China, Mexico, and India. He has also developed executive education programs for companies in South Africa and the Middle-‐East. Ashwin’s research and consulting interests are in the areas of innovation and salesforce management.

Brief Description This course provides an in-‐depth coverage of the tools and frameworks that are useful in managerial decision making at both the mirco (or tactical) level and at the macro (or strategic) level. Additionally, the course focuses on the development of communication skills across written and oral mediums. The course is intended to exercise and develop analytical skills, quantitative skills, attention to detail, presentation skills, teamwork skills, and the ability to work in high pressure and time sensitive environments.

Prerequisite[s]/Co-‐Requisite[s]: Prerequisite: SB/MGMT XXXX 3.00

Contents Course Learning Outcomes ............................................................................................................ 2 Deliverables at a Glance ................................................................................................................. 3 Course Material .............................................................................................................................. 3 Student Preparation for Class and Class Participation: Expectations ............................................. 3 Evaluation of Written Assignments/Projects and Exams ............................................................... 4 General Academic Policies: Grading, Academic Honesty, Accommodations and Exams ............... 5 Quick Reference: Summary of Classes, Activities and Deliverables ........................................... 6-‐8

MSTM 5300 3.0: Strategic Thinking

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MM 5300 p. 2


Strategic Thinking Skills. How does a business make money? What factors prevent it from making more money than it is now? What should it do to make more money? At a concrete level these are the essential questions that are entailed in strategic thinking. The development of a systematic way of thinking that enables you to develop comprehensive answers to these questions is a key objective of this course.

“Framework” Thinking Skills. Here is a sample situation that requires explanation: The price for a cup of coffee increased from $1/cup to $1.50/cup on February 1, 2002 in the Financial Poste. The number of cups of coffee sold in that month was greater than in any other month before. Why?

In answering this question, the typical impulse would be identify factors (e.g., perceived improvement in quality; closure of competitor) that account for this situation, as and how these factors come to mind. “Framework” thinking requires that you develop a structure within which to organize factors (e.g., factors that lead to an increase in demand; factors that lead to an increase in supply) and subsequently to situate the factors that you identify in this structure.

In this course, you will be introduced to a variety of frameworks and you will be required to use them repeatedly.

Presentation Skills. As part of a team, you will make over 7 presentations in this course. At the end of each presentation I (and sometimes an external referee) will provide you with a detailed critique of both the content and style of your presentation. This iterative process is designed to enhance your presentation skills.

Teamwork Skills. You will work in teams of 5 (depends on class size). I will assign team membership at random for each class. This is designed to give you exposure to various individuals and team climates. As a result, I expect that you will learn lots of lessons about how to work effectively in teams.

Job Interviewing Skills: By the end of this course participating in a “case” interview should become second nature. Since these interviews are a staple of the management consulting world and are increasingly being used across the board, my expectation is that this course will generate the skill set necessary to become a good consultant and a sound analytical thinker more generally.

Logical Argumentation Skills: This course is designed to enable you to clearly state a position and to back it up with relevant arguments.

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The final grade for the course will be based on the following items weighted as indicated:

Midterm Exam 20% Individual Case Presentations 30% Groups of 5; 5

presentations Industry Analysis 20% Group of 5 Final Exam 30% Individual Total 100%

Late submissions will be subject to a penalty of 10% per day (applies to both hard copy and soft copy submissions).

For details, see “Evaluations of Written Assignments/Projects and Exam”, p. 4.

Course Material

Required reading for this course includes: (i) 2 articles from the Harvard Business Review (HBR), (ii) the Vault.com Guide to Case Interviews (500 pages), and (iii) Live Case studies from the Globe and Mail. The HBR articles and the Globe and Mail cases can be downloaded from the Library website. The Vault.com guide can be downloaded from the CDC website.

HBR Articles

Johnson, Mark W., Clayton M. Christensen, and Henning Kagermann (2008), “Reinventing Your Business Model,” Harvard Business Review, 86 (December), 50-‐59.

Porter, Michael E. (1996), “What is Strategy?” Harvard Business Review, 74 (November-‐December), 61-‐78.

Vault.com – Guide to Case Interviews

You will also be required to download the following from the CDC website. Vault.com – the guide to consulting case interviews. (NOTE: the guide is over 500 pages in length). • Visit the Schulich Career Portal at www.schulich.yorku.ca/careerportal• Click on the Vault logo and enter your Vault username and ID. If you do not have an existing account, you can

create one (please ensure you use your Lotus Notes email address when creating the account)• Once you have logged in, click on Vault Guides at the top right hand side

Globe and Mail -‐ Cases

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MM 5300 p. 4

You will also be directed to Factiva (on the library website) to download specific newspaper articles on: Dell; Tim Hortons; Loblaws; Uncorking the Okanagan; Crocs; and Subway Sandwiches.

Course Materials Database (CMD)

Each section of a Schulich-‐based course has a Course Materials Database (‘CMD’) created within Lotus Notes. Every CMD includes some important general information for Schulich students. It is students’ responsibility to follow up on CMD on a regular basis.


You are encouraged to take an active part in the class discussions by providing thoughtful, constructive, worthwhile comments, questions and debate. Oral communication skills are a must for professionals, so meaningful classroom contribution is expected.

Expectations: I consider preparing for class, and participating in the exploration of ideas during class, to be a normal, expected part of life as a Schulich graduate student.

Evaluation of Written Assignments/Projects and Exam

Midterm Exam: 20%

The midterm test will be in week four. The test will include all material covered in weeks 1 -‐ 3. The mid-‐term test will last three hours. The test will take place during the regularly scheduled class (see Class Schedule for details). The test is OPEN BOOK.

Students who miss the midterm exam must supply medical documentation to Student Services and must notify the course instructor before the exam takes place. Students will then be given a makeup exam within a reasonable time frame as set by the instructor. Should a student miss the makeup exam, the weighting of the midterm will be shifted to the final exam.

Case Presentations: 30% (In groups of five)

The course contains 3 sessions that involve case presentations. You will be divided into groups of 5 at the start of each session (e.g., at 2.30 pm). All groups will be assigned the same case. The groups will work on the case for 90 minutes (e.g., till 4.00 pm). After a 15-‐minute break, group presentations of the case will commence. I will randomly call upon 3 groups in each class (10 minute presentation followed by a 5 minute question/answer session). Note that you will be in a different group in each class.

163

MM 5300 p. 5 Industry Analysis Presentation: 20% At the beginning of the course, you will be assigned to an industry analysis presentation group (group size = 5 members). Each group will focus upon 1 industry and provide a comprehensive presentation of the industry. Specifically, each presentation will address the following questions:

1. Who are the key players in the industry? 2. What are the different ways in which firms make money in this industry? 3. Who are the current winners/losers in this industry and why? 4. Who do we expect the future winners in this industry to be and why?

Each presentation will be 20 minutes in length followed by a 5 minute question/answer period. For this project, groups will be assigned at the beginning of term. That way the group has all term to prepare for it. Final Exam: 30% The final exam is cumulative, and will consist of questions and cases similar to the ones taken up in class. The examination will last three hours. The exam will take place during the regularly scheduled examination period following the end of the course. Materials eligible for examinations include all assigned readings, handout materials, class discussions, class discussion questions, lectures and homework assignments. The exam is OPEN book. General Academic Policies: Grading, Academic Honesty, Accommodations, and Exams Grades at Schulich are based on a 9-‐value index system. The top grade is A+ (9) and the minimum passing grade is C-‐ (1). To keep final grades comparable across courses, sections of required core courses are normally expected to have a mean grade between 4.7 and 6.1. The Schulich School does not use a percentage scale or prescribe a standard conversion formula from percentages to letter grades. Conversions within a course are at the discretion of the instructor. For more details on the index, grading policy, and grade point average (GPA) requirements, see the Student Handbook or the Student Services & International Relations website: http://www.schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Enrolment+Grades+and+Convocation!OpenDocument#tabs-‐2 Academic honesty is fundamental to the integrity of university education and degree programs, and applies in every course offered at Schulich. Students should familiarize themselves with

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MM 5300 p. 6

York University’s policy on academic honesty, which may be found in the Student Handbook and on the Student Services & International Relations website:





Final. Within 24 hours of missing a final examination, students must contact the Director of Student Services at (416) 736-‐5060 and must also contact their course instructor. Formal, original documentation regarding the reason for missing the exam must be submitted to the Director of Student Services (SSB Room W262) within 48 hours of missing the final exam. Students who miss a final exam due to illness must have their doctor complete an “Attending Physician’s Statement.” For more details, see:

http://schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Enrolment+-‐+MBA+Exam+Schedule?OpenDocument

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Topics, readings, and other preparations for every class are listed below. Note: If any changes in this schedule become necessary, notifications will be posted on the course CMD, and when changes need to be announced between classes, an email will be sent to students’ Lotus Notes email accounts, notifying them of the change.

Date Topics Required Reading In-‐Class Activity Week 1 Essential Tools for Strategic

Thinking Porter (1996); Vault – Introduction Chapter; Case Strategies Chapter;

Lecture + Analysis of Subway Sandwiches

Week 2 Essential Tools for Strategic Thinking

Vault – Case Frameworks Chapter;

Lecture + Analysis of Dell Computers Inc.

Week 3 Essential Tools for Strategic Thinking

Vault – Advanced Concepts and Frameworks

Lecture + 5 in-‐class exercises

Week 4 Essentials of Strategic Thinking Vault – Advanced Concepts and Frameworks

Lecture + 5 in-‐class exercises

Week 5 Mid-‐Term (3 hours; open book) _____ ______

Week 6 Case Presentation 1 Loblaws 90 minutes to prep and 90 minutes to deliver

Week 8 Case Presentation 2 Tim Hortons 90 minutes to prep and 90 minutes to deliver

Week 9 Case Presentation 3 Crocs 90 minutes to prep and 90 minutes to deliver

Week 10 Strategic Thinking Exercises Vault – Advanced Concepts and Frameworks

5 in-‐class exercises

Week 11 Industry Analysis Presentation 1 Week 12 Industry Analysis Presentation 2 DATE TBA FINAL EXAM 3 HOURS OPEN BOOK

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Memorandum To: Schulich Faculty Council CC: From: James Darroch, Chair, Nominating Committee Date: February 19, 2016 Subject: Substitution of Ex-Officio Members on Committees

Motion

It is moved that ex-officio members of committees may be represented by qualified personnel. The personnel will have the status of the ex-officio members.

Rationale

As Schulich grows, it becomes ever more challenging for ex-officio committee members to make all meetings. Examples of ex-officio members include the Director of the SCTE, representatives of SSIR (admissions, student services), CDC and Alumni Relations representatives, the Executive Director of IST, or the AD Academic. Practice has been so far that all potential names for a certain position be noted in the nominating slate. This is both impractical and inflexible. The above motion allows ex-officio members to ask a personnel member to represent them on the committee who is best suited for the meeting – typically a CPM staff member (manager or higher).

4700 KEELE ST.

TORONTO ON

CANADA M3J 1P3

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OFFICE OF THE DEAN

Associate Dean Academic

4700 KEELE ST.

TORONTO ON

CANADA M3J 1P3

T 416 736 5097

F 416 736 5762

[email protected]

ada.schulich.yorku.ca

Memorandum To: Faculty Council CC: From: Markus Biehl, Chair, Programs Coordinating Committee Date: February 22, 2016 Subject: Guided / Individual Studies

Motion

It is moved to adopt the updated policy on Guided Studies and Individual Studies as shown in the appendix.

Rationale

The current policy has served Schulich well for many years. There are three reasons for updating the existing policy.

• First, with an increased shift away from an input oriented view of Teaching & Learning towards one that is outcomes based and student centric, the relevant language needs updating.

• Second, these studies have, over the years, been used frequently as vehicles forexperiential education, including studies that involved outside stakeholders. Thisversion of the policy better recognizes this fact.

• Lastly, some instructors use this vehicle, which was clearly intended for research-based projects with individual students, to do group studies. The latter are (moreakin to) a course and will have to be either authorized by Faculty Council througha formal course proposal, or obtain decanal authorization to be allowed to runwithin established University structures. This proposal makes this explicit.

The appendix shows the current and proposed version of the policy. Upon implementation of the new policy the language will be adapted to reflect either the prevailing terminology and numerology to the Undergraduate or Masters level.

A companion piece is currently making its way through the PhD Committee.

Proposed effective date: Fall 2016

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Appendix Existing Policy1 Proposed Policy

SCHULICH INDIVIDUAL STUDY 6900 X.XX SERIES

In addition to registering in regular Schulich elective courses, a student may also work with an individual faculty member on a topic of mutual interest. They are normally supervised by a tenured or tenure track faculty member and if the supervisor is a part-time or contract instructor, a full time faculty member must co-sign the forms. Please note that faculty members are not obligated to accept individual study proposals from students.

These studies are co-designed by the student and the faculty member to have a clearly defined problem and or area of focus including:

1. Learning objectives 2. Means of achieving these objectives 3. Method of evaluation

The purpose of an Individual Study is not to replace existing courses and should be designed to have minimal overlap with existing or previously taken courses. The workload is equivalent to a course of the same credits. Students are advised to give careful thought to the title that they use to describe the course since it will appear on their transcript.

SCHULICH /INDIVIDUAL STUDY2 4900/6900 X.XX SERIES

In addition to registering in regular Schulich elective courses, a student may also work with an individual faculty member on a topic of mutual interest. Please note that faculty members are not obligated to accept individual study proposals from students.

Principles

Learning Outcomes. These studies are co-designed by the student and the faculty member to have a clearly defined problem and/or area of focus including:

1. Expected learning outcomes 2. Means of achieving these outcomes 3. Methods of evaluating the

achievement of the learning outcomes; normally, multiple assessment / feedback points should be used

Purpose. The Individual Study is normally focused on a particular research area, including research projects in the context of an internship, community-based project or similar types of experiential learning. It should not replace or have significant overlap with previously taken courses or existing courses that are offered regularly.

Groups. Any individual study (or individual studies that are related to each other) involving a group of students is an ad-hoc course and requires decanal approval from the Associate Dean, Academic before

1 Original text from Graduate Academic Handbook 2015, p. 59 2 Schulich uses the following terminology:

Undergraduate: Guided Study; Master: Individual Study; PhD: Independent Study; This policy applies to the UG and Masters levels; the appropriate terminology and course numbers will be used in student handbooks and other outlets.

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A student may take a maximum of 6.00 credits of Individual Study courses for degree credit.

Individual Study courses are coded as XXXX 6900 X.XX. The initial XXXX portion of the course code uses the functional area or program a faculty member is associated with, while the final X.XX indicates whether the course is worth 3.00 or 1.50 credits (e.g., FINE 6900 3.00 or BSUS 6900 1.50.)

students can be enrolled.

Workload. The workload is equivalent to a course of the same credits. For a 3.00-credit Individual Study, this means an effort of about 100 hours of the student’s time.

Supervision. Given their research-oriented nature, Individual Studies are normally supervised by a tenure stream or CLA faculty member. If the supervisor is a contract instructor, a tenure stream/CLA faculty member must co-sign the form.

Logistics

• Students are advised to give careful thought to the title that they use to describe the course since it will appear on their transcript.

• A student may take a maximum of 6.00 credits of Individual Studies for degree credit.

• Individual Studies are coded as XXXX 6900 Y.YY. The XXXX portion of the course code uses the functional area or program a faculty member is associated with while the Y.YY indicates whether the study is worth 3.00 or 1.50 credits (e.g., FINE 6900 3.00 or BSUS 6900 1.50.)

Existing Additional Information for Students3

Proposed Additional Information for Students

Enrolment in Individual Study Elective Courses (6.00 credits maximum)

• print the Individual Study form from schulich.yorku.ca/forms

• include the approved clearly defined course topic, title and signature of the faculty member supervising the course. Please note that faculty members are not obligated to accept individual study proposals from students pursuing

Enrolment in Individual Study Elective Courses (6.00 credits maximum)

• print the Individual Study form from schulich.yorku.ca/forms

• include the form containing a clearly defined title, set of learning outcomes and assessment structure, signature of the supervising faculty member as well as the signature of the Associate Dean, Academic if multiple students

3 Original text from Graduate Academic Handbook 2015, p. 6

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individual studies

• return completed form to the Student Services Office, W262, by the end of Week 1 of the term in which the course is undertaken

• upon receipt of approved form, you will be advised by e-mail to enrol in the course online

• see “Schulich Individual Study” on page 59 for additional information

are to be enrolled.

• return completed form to the Student Services Office, W262, by the end of Week 1 of the term in which the course is undertaken

• upon receipt of approved form, you will be advised by e-mail to enrol in the course online

• see “Schulich Individual Study” on page ??? for additional information

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TO: Faculty Council

FROM: Alexandra Campbell, IMBA Program Director

DATE: March 21, 2016

RE: Changes to IMBA 6200 3.00

MOTION:

That Faculty Council approves changes to the IMBA 6200 3.00 course to allow IMBA students to work with MBA students and to adopt the MGMT 6100 course outline with amendments for IMBA students

RATIONALE

The basic academic requirements for IMBA 6200 are the same as MGMT 6100 with the added requirement that IMBA 6200 sites must have an international dimension. Currently this international dimension is already satisfied by 40% of MGMT 6100 sites. This proposal is an implementation change that allows IMBA students to do their Strategy Field Study also with MBA students while putting systems in place to ensure the academic mission of IMBA 6200.

IMBA students will benefit from being able to do the IMBA 6200 Strategy Field Study course with MBA students rather than being restricted to doing IMBA 6200 only with other IMBA students for the following reasons:

-‐ A greater choice of 6200 student groups will allow IMBA students to choose student groups based on common interests rather than the current practice of students being assigned to groups only with other IMBA students. MBA students studying an international firm site in their Strategy Field Study will also benefit from the international specialization of IMBA students in their groups.

-‐ A greater choice of IMBA 6200 groups will accommodate IMBA students’ academic focus/specialization as well as facilitate IMBA students being able to choose sites in sectors in which they are interested. Currently, IMBA students are not able to do a Strategy Field Study on SOCM, ARTM, HIMP or PROP sites since these programs require that two or more group members must have successfully completed at least one elective each in these programs prior to starting the Field Study project. IMBA students are also not able to do a Strategy Field Study on MINE sites since typically this specialization requires that two or more group members must be enrolled in the Mining specialization.

-‐ Allowing IMBA students to do their Strategy Field Study with MBA students will open up these sites for IMBA students interested in these specializations and also facilitate IMBA students being able to choose these academic specializations if desired.

-‐ Alexandra Campbell

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Faculty of Graduate Studies Course Change Proposal

1. Program Schulich IMBA Program

2. Course Number and Credit Value IMBA 6200 3.00

3. Course Title a) Long Course Title International Strategy Field Study

b) Short Course Title (if a change in the course title is requested)

4. Type of Course Change (indicate all that apply)

in course number in credit value in course title in course description in integration in cross-listing in pre/co-requisite expire course

X other Change in Group Composition Criteria to allow IMBA students work with MBA students and Adoption of MGMT 6100 course outline with amendments for IMBA students

5. Effective Session of Proposed Change(s) Summer 2016

6. Academic Rationale The basic academic requirements for IMBA 6200 are the same as MGMT 6100 with the added requirement that IMBA 6200 sites must have an international dimension. Currently this international dimension is already satisfied by 40% of MGMT 6100 sites. This proposal is an implementation change that allows IMBA students to do their Strategy Field Study also with MBA students while putting systems in place to ensure the academic mission of IMBA 6200.

IMBA students will benefit from being able to do the IMBA 6200 Strategy Field Study course with MBA students rather than being restricted to doing IMBA 6200 only with other IMBA students for the following reasons:

- A greater choice of 6200 student groups will allow IMBA students to choose student groups based on common interests rather than the current practice of students being assigned to groups only with other IMBA students. MBA students studying an international firm site in their Strategy Field Study will also benefit from the international specialization of IMBA students in their student groups.

- A greater choice of IMBA 6200 groups will accommodate IMBA students’ academic focus/specialization as well as facilitate IMBA students being able to choose firm sites in sectors in which they are interested. Currently, IMBA students are not able to do a Strategy Field Study on SOCM, ARTM, HIMP or PROP sites since these programs require that two or group members must have successfully completed at least one

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elective each in these programs prior to starting the Field Study project. IMBA students are also not able to do a Strategy Field Study on MINE sites since typically this specialization requires that two or more group members must be enrolled in the Mining specialization.

- Allowing IMBA students to do their Strategy Field Study with MBA students will open up these sites for IMBA students interested in these specializations and also facilitate IMBA students being able to choose these academic specializations if desired.

7. Proposed Course Information

Existing Course Information (change from)

Proposed Course Information (change to)

IMBA 6200 3.00 course outline MGMT 6100 3.00 course outline with amendments in an Appendix to outline Special Requirements for IMBA students (see attached)

8. Consultation

Jim MacKay and MGMT 6100 Office; IMBA Program Committee.

9. Approvals a) Originator

Alexandra Campbell


Alexandra Campbell

Name

b) Area or Specialization I have reviewed this change form and I support the proposed changes to the course.

Signature Date

Name of Area Coordinator / Specialization Director

Area or Specialization

c) Degree Program

This course change has received the approval of the IMBA Program Committee, and I support the proposed changes.

Alexandra Campbell


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Alexandra Campbell

IMBA Name of Program Director Program

Strategy Field Study Requirements for IMBA Students

IMBA students can choose to do their Strategy Field Study either with other IMBA Students or with MBA Students. IMBA Students enroll in IMBA 6200 3.00 in the SECOND semester of their Strategy Field Study course and receive the IMBA 6200 3.00 course credit on their final transcript. IMBA students must follow the guidelines in the MGMT 6100 3.00 course outline and also in this appendix that specifically pertains to IMBA students and groups with IMBA students.

LEARNING OBJECTIVES

In addition to the Learning Objectives of MGMT 6100, an additional Learning Objective for IMBA students and groups with IMBA students is:

• To provide practical insight into the complexity of strategic decisions of international business such as entering non-‐Canadian markets and the global operations of multinational competitors

SITE SELECTION

In addition to the Site Selection Guidelines in this course outline, site approval for groups including IMBA students must meet the following criteria:

• The site must be an organization whose activities include significant international operations and/or entering non-‐Canadian markets

• Significant International Operations is defined as follows: 30% of the organization’s strategic direction is non-‐Canadian. This may be assessed either by sources of goods or from the sale of goods or services.

Questions about the International Operations site requirement should be discussed with your Faculty Chair who will refer them to the Director, Strategy Field Studies Program if necessary. Site approval by the Faculty Chair for groups including IMBA students must specify that the site meets the International Operations criteria. Faculty Chairs will email confirmation to the IMBA office: ([email protected])

WORK TERMS AND THE STRATEGY FIELD STUDY

• IMBA Students doing a summer work term in Toronto can do the Strategy Field Study concurrently and complete the Strategy Field Study in the fall or winter semester

• IMBA Students doing a work term outside of Canada in summer must start their Strategy Field Study in the fall and complete the Strategy Field Study in the winter semester.

EXCHANGE AND THE STRATEGY FIELD STUDY

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• IMBA students interested in doing an exchange follow the same requirements as MBA students as specified in this course outline. IMBA students interested in an exchange MUST book an appointment with International Relations ([email protected]) to determine the best option for completing the Strategy Field Study in two semesters.

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York University

Schulich School of Business

Proposal for a Master of Real Estate and Infrastructure (MREI)

November 2014

Vs. November 19, 2015

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ProposedMasterofRealEstateandInfrastructureSchulichSchoolofBusiness

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MasterofRealEstateandInfrastructure

1.Introduction

ThePrograminRealEstateandInfrastructure(originallyknownasthePrograminRealProperty

Development)waslaunchedin1992asaconcentrationintheSchulichMBA.Itwasinitiatedby

Canadianrealestateindustryleaderswhoforesawaneedforimprovedformaleducationwithinthe

field.In2009,theProgramwasrecasttoincludeinfrastructureinordertoreflectgrowinginternational

interestinaddressingglobalinfrastructureneeds.ThescopeoftheProgramnowcoversdevelopment,

investmentandfinanceinboththerealestateandinfrastructureindustries.MBAandIMBAstudents

havetheoptionoftakingindividualcoursesorpursuingaspecializationviaaspecializationortheGraduateDiplomainRealEstateandInfrastructure(formerlytheGraduateDiplomainRealPropertyDevelopment).SinceinceptiontheProgramhasmaintainedastrongandgrowingpresencewithinthe

MBAprogram,increaseditsinternationalreputation,andestablishedanextensivealumnibase.

TheProgramisstronglycommittedtoanappliedfieldofstudywhereacademicandindustryinteraction

isessentialandexperientiallearningdrivesthecurriculum.Thiscommitmentisreflectedinthe

Program’sadministrationthroughatenuredAcademicDirectorandapractitionerExecutiveDirector.

Thisgovernanceapproachfacilitatesthecreationofopportunitiestoexpandandsupportanactiveco-

curricularprogramandtoengagestudents,alumniandindustryinavarietyofsuccessfulinitiatives

includingtheannualPerspectivesLecture,theannualDevelopers’Dencasecompetition,theannual

RealEstateandInfrastructureNetworkingBreakfastandtheSchulichRealEstateandInfrastructure

StudentExperienceFund,amongstothers.TheProgramhasactivelysupportedthedevelopmentof

Schulich’sRealEstateandInfrastructureStudentClub(theSRPSA),whichoffersanextensiveandvaried

programofactivitiesandeventsfacilitatingstudent/industryengagement,andhassupplementedthe

careercounselingandplacementservicesofferedbytheCareerCentre.Theprimaryfocusofallthese

activitiesistoenrichstudentlearningbycreatingrealworldlearningopportunitiesthatrunparallelto

theformalcurriculum.

TheProgram’sintentistocaptureasizeableuntappedmarketofindividualsinCanadaandabroadwho

wishtopursueorenhancetheircareersinrealestateorinfrastructurebutseekanalternativetothe

MBAthroughthecreationofaMastersinRealEstateandInfrastructure(MREI).Fromanindustry

perspective,theMREIwilladdresstheneedforgraduateswithleadershipattributes,skillsand

knowledgespecificallytailoredtoboththerealestateandinfrastructureindustries.TheMREIwill

addressasignificantresourceneedinboththerealestateandinfrastructuresectorsforqualified

professionscapableofcontributingtowhatisrecognizedasthesinglelargestindustryintheregion

(whencombiningrealestateandinfrastructureandmeasuredbypercentofGDP).Itwillbetheonly

suchprograminCanadaandsetsitselfapartfromprogramsintheUSandEuropedesignedonlyforreal

estateandtypicallyofferedthrougharchitectureorplanningfaculties;pleaseseeSection3).Thereare

nomaster’sdegreesininfrastructureinexistence,anywhere,withtheexceptionofsomespecializations

incivilengineeringfaculties.Givenitslongandstrongtrackrecord,combinedwithstrongsupportfrom

industryforthisprogram(seesupportlettersinAppendix2),theSchulichSchoolofBusinessiswell

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positionedtoattractstudentstotheMREIbothnationallyandinternationallyandvaulttheminto

managementandleadershipcareersacrosstheglobe.

ThisproposalintendstointroduceanewMaster’sdegree,commencingSeptember2016.TheMREIis

designedtoappealtohighlymotivatedandintellectuallystrongstudentswhodemonstratean

appreciationofthesocial,environmentalandethicalconsiderationsaffectingtherealestateand

infrastructureindustries.GraduatesoftheMREIprogramwillbepositionedtobefutureleadersinboth

domesticandinternationalmarkets.

TheMaster’sprogramwillonlybeavailableonafull-timebasisandwillspanthreeconsecutiveterms

throughahighlystructuredcurriculum.SimilartotheMBAconcentration,theMREIwillbeco-directed

byatenuredAcademicDirectorandapractitionerExecutiveDirector.Inthefuture,ajointMREI/MBA

programmaybepossible.

2.TheIndustry,theVisionandtheGeneralObjectivesoftheProgram

2.1RealEstate–anEvolvingIndustry

Overthepasttwodecadestherealestateindustryhasundergoneaperiodofconsiderablechangeboth

domesticallyandinternationally.Thesechangesaredrivenbytechnology,demographics,financial

volatilityandtheglobalizationoftheeconomy,andarereflectedintwomajorthemes.

Thefirstthemeistheevolutionofrealestateintowhatiseffectivelyamainstreamassetclass.In

Canada,pensionfundshavebecomedominantplayersinthecommercialrealestatemarketandonthe

internationalscenethesefundsareviewedasbeingattheleadingedgeofinvestmentstrategy.The

publicmarketforrealestatecontinuestogrow,ashasthesophisticationofindustryparticipants.

Moreovertherehasbeenapopularizationofrealestateasaninvestmentoptionwithsignificantgrowth

intheretail-orientedinvestormarket.

Thesecondthemeistheinternationalizationofrealestate.Inlargepartthisthemeistheproductofthe

emergenceofdevelopingeconomiesandtheattendantdemandforavarietyofrealestateproduct,

whichhasattractedcrossbordercapitalflowsfromtheUS,CanadaandWesternEurope.Capitalhas

alsobeguntoflowfromdevelopingeconomiesintheformofliquidsovereignwealthfundsandother

institutions.

Realestatetodayisoneofthelargestindustrysectorsinbothdevelopedanddevelopingcountries.It

dominatestheCanadianbankingindustrythroughthemortgagemarkets,attractsandmanageslarge

sumsofprivateequityanddebt,isthelargestofthealternativeassetclassesamongtheinstitutional

investors,andfacilitatesathrivingdevelopmentandconstructionindustryacrossthecountry.Real

estateisthesinglelargestsourceofpersonalandhouseholdwealth.Housingaccountsfor40-60%of

totalhouseholdwealthandhomeownershipinNorthAmericaandinEuropeandismorewidespread

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thantheownershipoffinancialassetssuchasstocksandmutualfunds.ThenumbersthroughoutAsia

aremuchlargerandincreasingastheworld’spopulationacceleratestheirmigrationtoexistingand

emergingcities.

2.2TheEmergenceofInfrastructure

Infrastructuresharestwoimportantsimilaritieswithrealestate:thecreationandmaintenanceofa

tangibleasset,usuallybythesamecontractorsinvolvedinbuildings;andtheinvestmentoflargesums

ofcapital,usuallycapitalthatseesrealestateandinfrastructureasapreferredalternativeassetclass

withlong-terminvestmentappeal.Thedemandfornewinfrastructuregloballyisoverwhelming

whetherthisissocialinfrastructuresuchashospitalsorschools,oreconomicinfrastructuresuchas

energyplants,portsandharbours,waterandwastetreatment,sewageandvarioustransportation

systemsrangingfromhighwaystobridges,tunnelstosubways.Infrastructureisthebackboneofany

city,essentialtothehealthandwell-beingofcitizensandformovinggoodsandservicestocustomers

wherevertheyarelocated.TheMcKinseyGlobalInstituteestimatesthattheglobaldemandfor

infrastructurewillbeUS$75trillionbetween2013-2030.1

Canadaiscurrentlyinthefortunatepositionofbeingviewedasaworldleaderinthedevelopmentof,

andinvestmentin,large-scaleinfrastructureprojects.Almosteverymajorglobalfirminthe

infrastructurefieldisactiveinCanada.Ontheinvestmentside,threeToronto-basedpensionfundsare

amongthetop10intheworldwithatotalinvestmentininfrastructureofUS$32.2billion(2014).

2.3TheInteractionofRealEstateandInfrastructure

Intoday’sglobaleconomy,andduetothemutualdriversandtrendsthataffectbothindustries,an

understandingofbothrealestateandinfrastructureisincreasinglyvaluableforstudentsanticipatinga

professionalcareerineitherindustry.

Realestateandinfrastructureareessentialtoaddressingsustainabilityandqualityoflifeissues.Both

industriesarebuildingblocksforcities,directlyaffectingsustainability.Thesetwoindustriesare

inextricablylinkedbyprovidingtheplacesinwhichweliveandworkaswellasthemeanstoconnectthe

two.Thelinksarestrengthenedbytheincreasingpaceofurbanizationacrosstheglobe,thenatureand

complexityoftheopportunitiesthatarise,andtheincreasingrelianceontheprivatesectorandprivate

capitaltoimplementpublicpolicyinitiatives.

Financially,realestateandinfrastructurearecloselylinkedinthecapitalmarketsasthetwoprimary

alternativeassetclassesforinvestors.Recentstudieshaveshownthatinfrastructureisthenumberone

driveraffectingrealestateinvestments.Bothrealestateandinfrastructurearecapitalintensive,require

equityanddebtoftenfromthesamesources,applyleverage,andaresensitivetosimilarsystemicrisks

1McKinseyGlobalInstitute,InfrastructureProductivity:Howtosave$1TrillionaYear,January2013.

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includinginterestrateswings.Largeinfrastructureprojectsnowincorporateelementsofbothproject

andrealestatefinanceandareattractivetoinstitutionalinvestorswhodesirelong-termstable

commitments.

Bothrealestateandinfrastructureinvolveconstructionthatrequiresmostofthesameserviceproviders

fromarchitectsandengineerstocontractorsandfacilitymanagers.Onthecapitalsidebothareexposed

tomanyofthesamerisksfromcontrollingconstructioncostandtimingofdelivery,tobuilding

performance,obsolescence,andoperatingcosts.Realestate,andmoresoinfrastructure,increasingly

involvesformalarrangementstoincorporatelife-cyclecostingaspartofthevalueproposition.Bothuse

similarmethodologiesandassumptionsintheircalculationsandrelyonthesameorsimilar

organizationstosupportassetmaintenanceandoperations.

Newpartnershipmodelsarealsoneededininfrastructureandrealestatethatcanaffectnewrolesfor

theprivateandthepublicsectorrespectivelyandpromotemodelsthatextendbeyondriskallocationto

addressvaluecreation.Themovetoincreasingurbanintensificationwilldrivetheneedformore

successful“brownfield”solutionsthatcanintegrateinfrastructureandrealestatetoaddressurban

redevelopmentopportunitiesinnewpartnershiparrangements. Infrastructureinbrownfieldsituationsmustcontendwiththesameconditionsthataffectrealestateinsimilarsituationsfromenvironmental

remediationtoregulatoryregimes.

Finally, investors and developers, both in real estate and infrastructure, will continue to gravitate to

markets where new opportunities exist and these opportunities may require the creation of new

infrastructureasafoundationforproposedrealestateinitiatives.

2.4TheMREIVision

TheMREIwillprovidestudentswithamorecomprehensiveunderstandingof,andabroaderskillbase

in,realestateandinfrastructurethanisachievablewithintheMBA.Bychoosingthisoption,graduates

maynothavethebenefitoftheMBAfirst-yearcorecurriculum,butwillhavethebenefitofahighly

specializedcurriculum.TheMREIwillbuilduponthecurriculumoftheexistingPrograminRealEstate

andInfrastructure,formalizecertainco-curricularfeaturesoftheProgram,andaddadditionalcourses

toprovidestudentswithacomprehensivefoundationfortheircareers.IntheMREIstudentswill

progressasacohortbytakingacommonsetofcoursesintwotermswiththeoptiontotakerealestate

orinfrastructureelectivesinthethirdandfinalterm.TheMREIoffersasharedexperienceamonga

groupoffull-timestudentswhoenterandgraduatetogether,notdissimilartowhatEMBAstudents

experience.Theresultisaone-yearprogramthathasahighlystructuredcurriculumemphasizing

leadershipandsupportedbyanintensiveline-upofco-curricularactivities,includingmentorshipand

careerplanning.Theaimistoassistgraduateswiththeirpersonalandprofessionalgrowth,groundedin

avaluesystemreflectiveoftheSchulichSchool.

DespiteitsnarrowerfocusascomparedtotheMBA,graduatesoftheMREImustachieveabalance

betweenspecialistandgeneralist;specialistinthesenseofexpertiseinrealestateandinfrastructure,

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andgeneralistinthesenseofpossessingtheintegrativeskillsnecessarytomanageprojects,lead

organizations,andadvanceone’scareer.Studentswillbetaughttoappreciatethevalueofgooddesign,

understandthehistoricalrootsoftheindustryandwhyprojectsandorganizationshavesucceededor

failed,andexplorethesocial,cultural,environmentalandeconomicimpactsofrealestateand

infrastructuredevelopment.

2.5ObjectivesoftheMREIProgram

TheprimaryobjectiveoftheMREIistopreparestudentsforfutureleadershiprolesinrealestateand

infrastructuredevelopment,investmentandmanagement.Theprogramseeksto:

• Provideabroadunderstandingoftherealestateandinfrastructureindustrieslocallyandina

globalcontext;

• Impartthefundamentalskillsandknowledgeofrealestateandinfrastructureinvestmentand

development;

• Developstrongcommunicationandcriticalthinkingskills;

• Engenderself-awarenessandcommitmenttopersonalgrowth;and

• Stimulateadesiretocreateandoperateassetsthatarenotonlyprofitablebutalsosociallyand

environmentallybeneficial.

ThisproposedMREIreflectsseveraldimensionsofUniversityAcademicPlan2010-2015(UAP)’s.Thenewdegreeisarecognitionof,and“commitmentto,globalissuesthatfaceourcommunitiesandtothedevelopmentofsolutionstothoseissues”(UAP,page3).Nogreaterchallengeexiststodaythantheneedtoprovidefortherapidmigrationofpopulationsfromruraltourbanenvironmentsthatimpact

existingcitiesandrequireentirelynewcities.Thismustbeachievedinwaysthataddressenvironmental

sustainability,providesafeandhealthyenvironments,andaddressthenecessitiesoflifeincluding

shelter,andfood,waterandenergysources.Thesechallengesmustbeaddressedinthecontextof

“globalizationandinternationalization,withtheirconcomitantsofincreasinginteractionsofallkindsandnewmodesofthinkingabouttheworld,aswellasopportunitiesforYorktobuilduponitsleadershipininternationalpartnershipsforteaching,learningandresearch”(UAP,page4).

BuildingontheinternationalsuccessesachievedthroughtheProgram’sconcentrationintheMBA

degreeandtheDiplomaprogram,theMREIwilldirectlyaddressthethreeoverarchingthemesofthe

UAP:academicquality,studentsuccess,andengagementandoutreach(UAP,page6).AcademicqualityisreflectedintheabilityofourMBAstudentstoconsistentlyplaceatthetopofvariousinternational

casecompetitionsandgarnermajorscholarshipsandawards.TheMREIwillmaintainthislevelof

academicachievement.Studentsuccesscanbemeasuredbytheincreasingnumberofgraduate

studentsattractedtoYork,fromhereandabroad,toenrollintheProgramandtheMREI.Student

successisalsoevidentinthemanycareeropportunitiessecuredbyourgraduatesandthestrengthof

ouralumniassociation.EngagementandoutreachisafoundationofthecurrentProgramandtheMREI

willincreasetheseopportunities,particularlyintheareaofexperientiallearning.

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TheMREIcannotachieveitsobjectiveswithoutastrongappliedresearchorientation(UAP,page8).We

are“committedtoaninclusiveunderstandingofscholarshipthatencompassesdiscovery,integration,collaboration,application,anddissemination.Wetakeitasaxiomaticthatactiveresearchersareactiveteachers,andweinsistontheinseparabilityofresearchandpedagogyatalllevelsaspartofthisculture.”Thiscommitmenttoexperience-basedlearningwillinfluenceourhiringofnewtenuredfaculty

andextendintotheclassroomthroughassignments,independentwork,andopportunitiesinthe

curriculumforcreativethinking.

3.NeedandDemand

3.1SimilarProgramsinNorthAmerica

Thereisawidevarietyofrealestatecoursesandprogramsattheundergraduateandgraduatelevelsin

boththeU.S.andtheU.K,inadditiontoafewundergraduateprogramsinrealestateatCanadian

universities.InCanada,realestatespecializationsaretypicallyofferedwithinaB.Comdegree.These

areavailableatRyersonUniversity,theUniversityofGuelphandtheUniversityofBritishColumbia

SauderSchoolofBusiness.SeveralgraduateschoolsofferrealestatecoursesincludingRyerson

University,theRotmanSchoolofManagementwithintheirMBA,theSauderSchoolofBusinessand

Queen’sUniversityintheirurbanplanningprogram.ManygraduatebusinessschoolsintheU.S.offer

realestatecourses,primarilyintheareaofrealestatefinance.IntheU.K.thereisalongtraditionof

undergraduatecourses,promotedinlargepartbytherequirementsoftheRoyalInstitutionof

CharteredSurveyors(RICS),thatcoverabroadscopeofrealestaterelatedtopicssuchasvaluation,

appraisalandpropertymanagement.ThistraditionprovidedafoundationforahostofMastersof

SciencedegreeprogramsinrealestateatsuchU.K.universitiesasCass,Kingston,Henley,Leeds,

Glasgow,theBartlettSchoolandtheLondonSchoolofEconomics.

Realestateundergraduateprogramstypicallyfocusonlocalandregionalindustryneedsandcareersin

theserviceandsupportingindustries.Startinginthemid-1980s,andfollowingthesuccessfullaunchof

theMITMastersofScienceinRealEstatein1984,numerousU.S.universitiesintroducedoneandtwo

yearMastersofSciencerealestatedegreeprograms.OfthemanyMastersofScienceprogramsthere

areaselectfewthathavegarneredstrongnationalreputationsandfewerstillwithaglobalreach.The

notablemastersprogramsincludeMIT,Columbia,NYU,Florida,Berkeley,Cornell,andUSC.Thereare

wellover75suchmastersprogramsthroughouttheU.S.today.Theseprogramsareofferedthrough

variousfacultiesincludingarchitectureandplanning,business,andcontinuingandprofessionalstudies.

Wharton,Columbia,Wisconsin,UCLA,USC,UniversityofTexas,BerkeleyandCincinnatihavewell-

establishedrealestateconcentrationswithintheirMBAinamannersimilartowhatisofferedatthe

SchulichSchool.

MastersprogramsinrealestateinboththeU.S.andtheU.K.stillfocuslargelyondomesticmarkets.

Severalprogramshaveattemptedtoexpandcurriculumtoattractinternationalstudents,primarilyfrom

ChinaandIndiawherebuildingactivityisintenseandeducationalopportunitiesinthefieldarelimited.

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Thesemasterdegreeprogramsstillrelyonacurriculumthatisalmostexclusivelybasedonlocaland

countrypracticesdespiteaninternationalcohortofstudents.Whenitcomestoinfrastructure,

opportunitiesattheundergraduateandgraduatelevelarelargelynon-existentbeyondaselectfew

coursesofferedbyengineeringschools.

3.2NeedandDemandfortheProposedProgram

3.2.1RealEstate

OverthelasttwodecadestheCanadianrealestateindustryhastransitionedfromalocally-basedand

entrepreneurledindustrytoonethatisincreasingly“professionalized,institutionalizedandglobalized”.

Commercialrealestateisnowdominatedbylargepensionfunds,ahealthypublicmarketsector,anda

varietyofprivatethirdpartyprofessionalmanagementbusinessesincludinginvestmentadvisoryfirms

andprivateequityfunds.Ontheresidentialside,firmsareoftenconsiderablylarger,moresophisticated

intheirstructureandoperations,andmorelikelytomoveintonationalandeveninternationalmarkets.

Internationally,theemergenceofthemiddleclassinemergingmarketshasdrivenrapidlygrowing

demandforhousingandcommercialrealestate.Thisinturnisdrivinggrowinginterestintappinginto

theexperienceandexpertiseofdevelopedeconomiesandintakingadvantageofeducational

opportunitiesinthesemarkets.Thesechangesaredrivinganeedforbetter-educatedemployeeswith

greaterleadershipcapabilities,amoreglobalorientation,andadvancedinvestment,project

managementandriskmanagementskills.

Itshouldbenotedthatalthoughtheindustryhaschangedsignificantlyoverthepasttwodecades,the

approachtorealestateeducationhasnot.Whatisbeingtaughtinmostprogramsis‘howtomake

money’and‘howthingsaredone’ratherthan‘howtoaddvalue’and‘howthingsshouldbedone’.In

particular,thereisalackofattentiontoexaminingthesocialpurposesoftheindustry,promoting

innovationandsustainability,exploringnewwaysofthinking,anddevelopingfutureleadersthatwill

thinkcritically.

Forprospectivestudentsseekingagraduateprogram,thechoiceinrealestateisaU.S.programat

substantialcostandseldomdealingwithotherthanU.S.basedcoursecontent.Therearenosimilar

programsavailableinCanada.TheMREIwouldaddresstheopportunityforstudentstoobtaina

master’sdegreeatoneoftheworld’stop-rankedbusinessschoolsinCanada.

3.2.2Infrastructure

Thisisahighlyskilledindustrysectorduetothelarge-scaleandcomplexityoftheprojects,the

substantialinvestmentlevels,themanagementofparticularkindsofrisk,thenatureofthelong-term

commitmentsinvolved,andtheglobalfocus.Thechallengeisdevelopingacurriculumandteaching

materialswhenverylittlecurrentlyexist,wherethereisapaucityofacademicresearch,andthereisstill

noacknowledgmentamongbusinessschoolsoftheimportanceofthisfastgrowingindustrysector.For

example,fewbusinessprogramsteachprojectfinanceasopposedtocorporateorevenrealestate

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8

finance.Thisisanindustrythatrequiressophisticatedtechnicalskillsinsuchareasasthepricingofrisk,

investmentanalysisbasedonnon-assetbasedlending,projectmanagementofcomplexprojects,

financialmodelingwithassumptionsonrevenuesandcostsovera30yearperiod,andasset

managementofverylargeamountsdenominatedinvariouscurrencies.Theforecastedgrowthin

demandforinfrastructureworld-wideforthenextseveraldecadesisanindicationofthehighdemand

forprofessionalsonboththedevelopmentandinvestmentsideofinfrastructureintheyearstocome.

ItshouldbenotedthatinthecaseofinfrastructuretheSchulichSchoolcurrentlyenjoysa“first-mover”

advantageasoptionsforstudyelsewheredonotexistotherthaninsomecivilengineeringprograms.

Therearenoprogramscomparabletotheonebeingproposed.Schulichwishestocapitalizeonthis

advantagegiventherapidexpansionofglobalcareeropportunitiesininfrastructure.

IndustryhasexpressedastronginterestinsupportingtheMREIasitwillcontributetomaintaining

Canada’sstatusasanacknowledgedworldleaderinbothsectors.Welleducatedprofessionalsareat

thefoundationoftheseintersectingindustrysectors..Thisinterestisconfirmedthroughsupport

lettersfromseveralmajororganizationsoperatinginthesesectors,includedinAppendix2.

SeeSection8forenrolmentprojections.

4.ProgramContentandCurriculum

4.1ProgramRequirements

TheMREIwillrequirestudentstocomplete42credithoursoveran11-monthperiod,comprisedof

threeconsecutivetermsthatcoincidewiththeSchulichacademiccalendar.Inthefirsttwoterms,all

studentswillenrollinasetofcorecoursesthatcoversbothrealestateandinfrastructurewiththe

optionoftakingelectivesineitherindustryduringthethirdterm.Thethirdtermishighlightedbya

workshopexperiencethatfocusesoncollaborationandcreativethinking.Theworkshopwilldirect

studentstoopportunitiesthataddresssignificantenvironmentalandsocialchallenges.Overthe

durationoftheMREI,studentswillattendamandatoryleadershipcoursethatwillbetaughtonanon-

creditbasis,Pass/Failbasis,duringthefirsttwotermsand,uponsuccessfulcompletionofthecourse

duringthefinaltermoftheMREI,studentswillreceivecoursecreditonaPass/Failbasis.Coursework

willbedeliveredthroughacombinationoflecturesandassignments,utilizingcaseworkwhere

appropriate,andtheextensiveuseofguestlectures.

TheMREIcurriculumiscomprisedof6existing3-creditcoursescurrentlyofferedintheMBA

concentrationwithnewsections,and10new3-creditcourses,foratotalof16courses.Graduates

complete36coursecreditsthatarerequiredcourses,and6coursecreditsthatareelectives.Advanced

standingin,orwaiverof,anycorecourseintheMREIwillnotbepermitted.Eachstudentmust

complete42credithours.

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4.2ListofCourses

TERM1(Fall):MandatoryforallMREIstudents,15.0CourseCredits

• PROP61003.00RealEstateFinanceandInvestment.(ExistingCourse)

• PROP61503.00MarketsandTheirBehavior(NEW)

• PROP62003.00DevelopmentPrototypes(ExistingCourse)

• PROP62503.00SitePlanningandDesign(NEW)

• PROP63003.00PublicPrivateInfrastructureDelivery(ExistingCourse)

• PROP60010.00LeadershipinRealEstateandInfrastructureI(NEW)

TERM2(Winter):MandatoryforallMREIstudents,15.0CourseCredits

• PROP60503.00ChangingLandscapes:HistoricalPerspectivesontheIndustry(NEW)

• PROP64503.00TheLifeofaProject(NEW)

• PROP65503.00SustainableCities:Urbanization,Infrastructure,andStrategicChoices(Existing

Course)

• PROP67503.00ProjectFinanceforInfrastructure(ExistingCourse)

• PROP68503.00StructuringDevelopmentTransactions(NEW)

• PROP60020.00LeadershipinRealEstateandInfrastructureII(NEW)

TERM3(Summer):12.0CourseCredits(2electivesandtwomandatorycourses)*

Mandatoryforallstudents

• PROP60803.00CreativeWorkshop(NEW)

• PROP60033.00LeadershipinRealEstateandInfrastructureIII(NEW)

Selecttwoelectives

• PROP63503.00InfrastructureasanAssetClass(NEW)

• PROP66003.00RealEstatePortfolioManagement(ExistingCourse)

• PROP66503:00CommercialRealEstateAssetManagement(NEW)

• PROP67803.00CaseStudiesinInfrastructure(NEW)

*CoursestakenduringTerm3willbeofferedonFridaysandweekends.Studentswillbeencouragedto

pursueinternshipsorundertakeresearchduringTerm3toenhanceexperienced-basedlearning.

TheproposedcoursestructureisillustratedinAppendix5.

4.3CourseDescriptions

Appendix4containsalistofall18courses,alongwiththeirdescriptions.Thesedescriptionsprovidean

overviewofwhatthesecourses(will)contain.Ofthetwelvenewcourses,fiveareadaptedfromexisting

courses:

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• PROP6001,6002,60030.00,LeadershipinRealEstateandInfrastructureI,IIandIIIisderived

fromMGMT5150,SkillsforLeadership;

• PROP68503.00,StructuringDevelopmentTransactions,isbasedonPROP6580,Structuring

RealEstateTransactionsandManagingProjectDelivery;

• PROP61503.00,MarketsandtheirBehavior,isderivedfromECON5100,TheEconomic

EnvironmentofBusiness.

Ratherthansubmittingpreliminarycourseproposalswellinadvanceofimplementingtheprogram,and

thenpotentiallychangingthemasstaffingissolidified,itistheprogram’sintenttoinvolvethosethat

(will)teachthecoursesinthecoursedesigninordertoensurethattheirdeliverywillbeeffective.This

approach(definingthelearningoutcomesandcontentofacourseupfront,butsubmittingdetailed

outlinesatalaterpoint)hasworkedwellinthepast.ItistheProgram’sintenttocompletethedesignof

theonenewandtwoadaptedcoursesforTerm1(tobetaughtinFall2016)plustheremainingtwo

LeadershipcoursesbytheendofFall2015andtheremainingneworadaptedcoursesbytheendof

Winter2016.ItisourhopethatASCPandAPPRCwillconcurwiththatapproach.

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ProposedMasterofRealEstateandInfrastructureSchulichSchoolofBusinessNovember19,2015

11

5.ProgramStructure,LearningOutcomesandAssessment

5.1ProgramLearningOutcomes

LEARNING OUTCOMES How are the learning outcomes achieved?

PROP6001,

6002&6003

PROP6100

PROP6150

PROP6200

PROP6250

PROP6300

PROP6050

PROP6450

PROP6550

PROP6750

PROP6850

PROP6080

PROP6350

PROP6600

PROP6650

PROP6780

1.DepthandBreadthofKnowledge

• Graduatesshouldunderstandtheglobalscopeofrealestateandinfrastructureandthesocial,political,environmentalandeconomicforceswhichimpactriskandopportunitywithintheseindustries

Studentstakearequiredsetofcorecoursesinbothrealestateandinfrastructureaggregating36credithours.Studentstakeanadditionalsixcredithoursineitherrealestateorinfrastructureoracombinationofboth.Theprogramaddressesabroadspectrumofknowledgeandskills,combinestheoryandpractice,includesmacroandmicroperspectivesandexamineslocalandinternationalenvironments.

√ √ √ √ √ √ √ √ √ √

• Graduatesshouldbesensitivetotherolethatrealandinfrastructuredevelopers,financiersandinvestorsplayinshapingthequalityofthebuiltenvironmentandimpactingthesocialandeconomicsuccessofthecommunitieswithinwhichtheyoperate

√ √ √ √ √ √ √

• Graduatesshouldbeabletodescribethestructureofeachindustryandtheroles,responsibilities,activitiesandrelationshipsamongstthemainindustryplayers

√ √ √ √ √

• Graduatesshouldbeabletodifferentiateamongstthevariouspropertyandinfrastructuretypesbyreferencetotheactivities,users,functionalcharacteristicsandbusinessmodelsineachcase

√ √ √ √ √ √ √

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PROP6001,

6002&6003

PROP6100

PROP6150

PROP6200

PROP6250

PROP6300

PROP6050

PROP6450

PROP6550

PROP6750

PROP6850

PROP6080

PROP6350

PROP6600

PROP6650

PROP6780

• Graduatesshouldhavethefundamentalknowledgeandskillstoevaluateandmanagerealestateandinfrastructuredevelopments,investmentsandoperations

√ √ √ √ √ √ √ √

2.KnowledgeofMethodologies • Graduatesshouldhavetheabilitytorelateeffectivelytotheplanning,design,constructionandprojectmanagementissuesencounteredinmajorcapitalprojects

Severaloftherequiredcoursesteachfundamentalindustryskillsandmethodsincludinganalyticalmethodologies,designandconstructionsolutions,projectmanagementandthelegalframeworkofprototypicaltransactions.

√ √ √ √ √

• Graduatesshouldbefamiliarwiththechallengesandopportunitiesassociatedwiththeenvironmentalimpactandsustainabilityperformanceofrealestateandinfrastructureprojects

√ √ √ √ √ √ √

• Graduatesshouldbeabletodistinguish,quantifyandanalyzedemandandsupplyfactorsthatdescribemarketconditionsandsetprices

√ √ √ √ √ √ √ √

• Graduatesshouldbeabletoapplyfinancialanalyticalmethods,toolsandtechniquestoassessinvestmentopportunities

√ √ √ √ √ √

• Graduatesshouldunderstandtheregulatoryandcontractualframeworkgoverningrealestateandinfrastructuredevelopmentandinvestments

√ √ √ √ √ √ √ √ √ √

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PROP6001,

6002&6003

PROP6100

PROP6150

PROP6200

PROP6250

PROP6300

PROP6050

PROP6450

PROP6550

PROP6750

PROP6850

PROP6080

PROP6350

PROP6600

PROP6650

PROP6780

3.LevelofApplicationofKnowledge

• Graduatesshouldhavetheabilitytoestimateinvestmentreturnsincludingtheimpactofincometaxandleverage

Extensiveuseismadeofcaseworkinwhichknowledgeandskillstaughtinthecoursesmustbeintegratedandapplied.ThecreativeworkshopservesasacapstoneprojectinwhichstudentsareguidedthroughacreativeprocessrequiringtheuseandapplicationoftheskillsandknowledgetaughtthroughouttheProgram.

√ √ √ √ √

• Graduatesshouldbeabletoassesstheeconomicviabilityofaproposeddevelopmentsiteandtoassessitshighestandbestuse

√ √ √

√ √

• Graduatesshouldbeabletotranslateuserandperformancerequirements;marketintelligence;andsite,buildingandregulatoryconstraintsintoaschematicbuildingform

√ √ √ √ √

• Graduatesshouldbeabletoidentifyfeaturesthatcontributetoenhancedbuildingperformanceandsustainability

√ √ √ √ √

√ √

• Graduatesshouldbeabletoevaluatemortgage,directrealestate,REIT,privateequityfundandinternationalrealestateinvestmentopportunitiesinthecontextofportfoliostrategy

√ √

• Graduatesshouldbeabletodescribeandanalyzevariousbusinessmodelsandapproachestopartnershiparrangementsforinfrastructureincludingthestructureofcontractualarrangementsandtheallocationofrisk

√ √ √ √

√

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PROP6001,

6002&6003

PROP6100

PROP6150

PROP6200

PROP6250

PROP6300

PROP6050

PROP6450

PROP6550

PROP6750

PROP6850

PROP6080

PROP6350

PROP6600

PROP6650

PROP6780

4.AwarenessofLimitsofKnowledge

• Graduatesshouldbeabletoidentifycriticalanalyticalassumptions

Allcoursesemphasizesoundresearchandcriticalthinkingasanapproachtoriskmanagement.Throughcasework,readingsandguestlecturescoursesincorporateexamplesoffailures,aswellassuccesses,inordertoconveytherisksattachedtopoorresearch,analysis,executionand/orgovernance.

√ √ √ √ √ √

• Graduatesshouldbecognizantoftheneedtoutilizemultipleanalyticalproceduresandtosynthesizequantitativeandqualitativeinformation

√ √ √ √ √ √

• Graduatesshouldbeabletoidentifyandassesssourcesofriskinthecontextofdevelopment,financeandinvestmentandtoproposeappropriateriskmitigationstrategies

√ √ √ √ √ √ √ √ √ √

5.LevelofCommunicationSkills • Graduatesshoulddemonstrateliteracyinthelanguageandconstructsofrealestateandinfrastructuredevelopment,financeandinvestment

TheSkillsforLeadershipcourseservesasthebaselinefortheacquisitionandrefinementofcommunicationandnegotiationskills.Mostcoursesrequirestudentstowritereportsandmakeindividualorgrouppresentations.Writtenreportsareevaluatedbasedoncontentandclarityofexposition.Oralpresentationspresenttheopportunitytohonepublicspeakingandgeneralpresentationskills.Casesrequiringroleplayingareusedtodevelopnegotiationskills.

√ √ √ √ √ √ √ √ √ √ √ √ √ √

• Graduatesshouldhavetheabilitytocommunicateanalysisandrecommendationsclearlyandpersuasivelyinreportformandoralpresentations

√ √

• Graduatesshouldhaveintermediatenegotiatingskills

√

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PROP6001,

6002&6003

PROP6100

PROP6150

PROP6200

PROP6250

PROP6300

PROP6050

PROP6450

PROP6550

PROP6750

PROP6850

PROP6080

PROP6350

PROP6600

PROP6650

PROP6780

6.AutonomyandProfessionalCapacity

• Graduatesshouldrecognizethevalueofone’sprofessionalreputationandwhatitembodiesintermsofintegrity,ethicalpracticesandsocialresponsibility

TeamworkisemphasizedthroughouttheprogramculminatingintheCreativeWorkshopexperience.CareerpathsareexploredthroughoutmanyofthecoursesintheProgram.TheSkillsforLeadershipcourseencouragesselfawarenessandpreparesstudentstomanagetheircareers.Theimportanceofpersonalintegrity,ethicalpracticesandsocialresponsibilityishighlightedinthiscourseandisreflectedthroughoutthecurriculumviatheselectionofcasestudiesandguestspeakers.

√ √ √

• Graduatesshouldbeabletocharacterizetheorganizationsandfirmsinvolvedinrealestateandinfrastructureandidentifypotentialcareeroptionsandcompetencyrequirements

√ √ √ √ √ √ √ √ √ √

• Graduatesshouldhaveanappreciationofthevalueofbuildingastrongprofessionalnetworkandhavetheskillsrequiredtodothis

√

• Graduatesshouldhaveanappreciationfortheroleofvisionandentrepreneurshipinadvancingtheindustryandturningideasintorealities

√ √ √ √

√

• Graduatesshouldhavetheabilitytoworkeffectivelyinteams

√

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5.2Modeofdelivery,methodsandcriteriaforassessingstudents

ThemajorityofcoursesintheProgramwillbedeliveredthroughamixoflectures,researchprojects,

andcasestudies,withtheexceptionofthecreativeworkshopthatemploysastudioformat.Extensive

useismadeofrealworldcasesand/orrealworldresearchassignmentssuchthatstudentshave

multipleopportunitiestoapplytheoryandmethodsinrealisticscenarios.Thisapproachdevelops

criticalthinkingskillsandbuildsstudents’awarenessandunderstandingofindustryspecificlanguage,

conceptsandpractices.Mostcourseswillmakefrequentuseofindustryspeakerstobringexamplesof

currenttransactionsandprojectsintotheclassroomandtoillustrateapplicationwithpractical

examples.Inaddition,guestspeakersoftenprovidecareeradvice,whichassistsstudentsin

understandingcareeroptionsanddevelopingeffectivecareerdevelopmentstrategies.Guestspeakers

willalsoembodyleadershipqualities.Studentachievementwillbeassessedbyamixtureofexams,

groupprojects,individualprojects,andclassparticipation.Groupworkservestodevelopteamskills

andparticipationmarksencourageengagementandthedevelopmentofpublicspeakingskills.

5.3ProgramLength

TheProgramisacontinuouselevenmonthsandwillrunconcurrentlywiththeSchulichSchool’sthree-

termstructurecommencingwiththeFallterm.ThisstructurewillpermitMBAstudentstocatchupto

theMREIcurriculumduringthefalltermandbeeligibletotakethewintertermelectivesalongsidethe

MREIstudents.TheProgramwillbeprecededbyaoneweek‘bootcamp’tosupplementbasic

accountingandfinanceskillsforstudentslackingabusinessdegreeorwishingtoimproveontheirskills.

Non-lectureperiodsmaybeusedforout-of-countryfieldtrips.TheSummertermisstructuredwith

onlynineelectivesthatmaybeofferedofFridaysandweekendstocreateopportunityforstudentsto

pursuepart-timeinternshipsshouldtheychoosetodoso.Aninternshipwillcontributetothe

experientiallearningcomponentoftheMREI.Undertakingaresearchprojectinthisperiodwillalsobe

anoptionforsomestudents.

5.4Co-curricularActivities

Althoughnotaformalpartofthisproposal,theProgramisplanningtoofferco-curricularactivitiesto

enrichtheformaleducationofitsstudents.Examplesofsuchactivitiesincludefieldtrips,internships

andresearchopportunitiesofferedinTerm3,localsitevisitsandlunchandlearnevents.Co-curricular

activitiesofferstudentsopportunitiestobeinspiredbynewexperiences,todeveloptheirleadership

skills,toenhancevaluablerelationships,tobuildprofessionalnetworks,toapplywhattheylearninthe

classroomtotherealworldandtodiscoverpotentialcareerpaths.Theyareconsistentwiththeoneof

thethreeoverarchingthemesoftheUAP,namelyengagementandoutreach,co-curricularactivitiesare

offeredtosupplementtotheMREIcurriculum.Eventhoughencouraged,participationintheProgram

willbevoluntaryandcarrynocredits.

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6.AdmissionRequirementsandAcademicStandards

6.1AdmissionCriteria

• 4-yearundergraduatedegreefromarecognizeduniversitywithaminimumGPAinthefinaltwo

yearsequivalenttoaB.

• AcceptablescoresonallmeasurementsoftheGMATorGRE.2

• Twolettersofrecommendationsoneofwhichoneshouldbefromanacademic,ifpossible.

• Relevantfull-timeworkexperienceof2-5yearsstronglypreferred.

• Asupplementaryapplicationmayberequired.

InthefutureajointMBA/MREImaybepossibleandstudentspursuingajointdegreewillhavetosatisfy

theadmissionrequirementsforbothdegrees.

ApplicantswhosefirstlanguageisnotEnglishmustsubmitevidenceofEnglishproficiency,withthe

exceptionthatthosewhohavestudiesforatleasttwoyearsinauniversitywherethelanguageof

instructionwasEnglish.Evidence,ifrequired,shallbeaTOEFLscoreof600(internet-based)or250

(computer-based),100iBT,IELTS7.0orYELTscoreofBand1,orequivalent.

Thecurriculumisdesignedtoadvancethecareersofindividualswhohavealreadychosenrealestateor

infrastructure,orarelatedfield;however,theadmissionscriteriashallnotprecludetheopportunityfor

highlymotivatedapplicantswithstrongacademicbackgroundstousethedegreetolaunchorchange

careerpaths.

6.2AcademicStandards

TheacademicstandardsshallbegovernedbytheGraduateStudentHandbookandwillencompassthe

following:

MasterofRealEstateandInfrastructurestudentswillbereviewedasfollowstodeterminewhetheror

nottheyhavemetpromotionrequirementsbelow:

1. TheMasterofRealEstateandInfrastructureisafulltimeprogram.

2. InitialreviewuponcompletionoftheFallterm(Term1)

3. Subsequentreviewattheendofeachfollowingterm(Terms2and3).

4. Tomaintaintheirstandingintheprogram,allstudentsmustmaintainaGPAofatleast4.20.

5. StudentswhoreceiveagradeofFinmorethan3.00creditsofcourseworkwillbewithdrawn.

6. Studentswhofailarequiredcoursemustretakeit.Studentswhofailanelectivecoursemay

repeatit,ormayelecttotakeanothercourse.Studentswhorepeatafailedcourseandreceivea

secondfailinggradewillbewithdrawn.Astudentthatisrequiredtorepeatacoursewillbe

permittedtotaketheequivalentcourseinaconsecutivesemesterintheMBAprogramifoffered

2

ForspecializedMastersdegreesSchulichtypicallyrequiresaminimumGMATscoreof600oranequivalentGRE

score.Duetocompetitivereasons,minimumscoresarenotpublishedanddonotappearincalendarcopies.

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andsubjecttothemaximumlimitof18creditspersemester,orenrollpart-timeforthesole

purposeofrepeatingthiscourse.

7. GradesforallcoursestakenwillremainontheofficialYorkUniversitytranscript

8. Tograduate,astudentmustachieveanoverallGPAofatleast4.40(B-).Forspecific

requirements,see‘GraduationRequirements’onpage10.

9. StudentswithaGPAof6.95(A-)orabovewillbeplacedontheDean’sHonourListupongraduation.

7.Resources

TheprogramwillbetaughtbySchulich’susualmixoftenurestreamandcontractfacultymembers,

manyofwhomaredeliveringthecurrentRealEstateandInfrastructurediplomaandspecialization.

Indeed,theexternalreviewerspositivelycommentedonthecapabilitiesofthecurrentdiploma’s

teachingfacultybutpointedoutthat“newrequiredcourseshavenosyllabusoraninstructorofrecord”

(p.3)andthat“theexistingfacultyperseisn’tsufficienttocovertheteachingloadforallofthenewly

requiredrealestateofferings”(p.6).Theyalsonotedthat“thefacultyatSchulichappearstohavethe

necessaryexpertisetocontributesubstantively”(p.5)with“severalurbaneconomistsatSchulich”

present(p.8).Thereviewersrecommendedthat“atleastoneormoretenuredortenuretrackfaculty”

arenecessary,alsoto“lendresearchcredibilitytothisprogram”(p.6).

Itmustbenotedthattheproposedprogramisnotaresearchprogram;itiscourse-basedandhasno

explicitresearchcomponent.Assuch,thediscussionoffacultyresourcesfocusesongraduate

supervisionfromateachingratherthanresearchperspective.Aswell,sincethisisaManagement

program,nodistinctphysicalspacesorequipmentarerequiredforprogramdelivery.Asnotedinthe

Dean’sstatement,administrativeresources(studentservices,careerservices,etc.)arealreadyinplace

throughthediplomaprogram.Theyaresufficientforservicingafullcohortofabout45studentswithin

theMREIprogram.Finally,whileclassroomcapacityatSchulichisverystretched,Appendix5shows

that,atleastinthefirstyearoftheprogram’soperation,spaceforanetofonly3classeseachforthe

FallandWintertermsisneeded.Itwillbepossibletoaccommodatethosewithinthecurrent

constraints.Thisreducedclassroomrequirementistheresultofaligningthespecializationcourses

offeredwithintheMBAwiththoseoftheMREI.Havingaddressedthephysicalresources,thebalanceof

thissectionfocusesonthestaffingrequiredforcoursedelivery.

Theprogramalwayshadtwofulltimefacultymembers–onetenured,onecontract.Overthepastyear

SchulichhasalsohiredaSessionalAssistantProfessor(CLA)withabackgroundinManagement,Real

EstateandInfrastructureandLawtocomplementtheprogram.Thiscolleaguehasnotonlyteaching

experienceinthediplomaprogrambutalsoapublicationtrackrecord,ifmostlyinthelegalrealm.

Schulich’sOperatingCommitteehasprioritizedatenuretrackpositionfortheProgram,andthe

programisintheprocessofhiringintothatposition(theapplicationsdeadlinejustpassedandhiringis

expectedtobecompletedduringtheearlyWintersemester).Finally,theDeanhopestosoonsecure

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19

fundingforachairedpositioninRealEstate&Infrastructure.Particularlythelattertwopositionswould

helpestablisharesearchprofileinthisarea.

Aspointedoutabove,fiveofthetwelvenewlyproposedcoursesareadaptedfromexistingcourses.The

implicationisthatexistingfacultycanteachthosecourses,asfollows:

• PROP6001,6002,60030.00,LeadershipinRealEstateandInfrastructureI,IIandIIIandPROP

61503.00,MarketsandtheirBehavior:asthedemandfortheMBAprogramisinadecline,no

netresourceswillberequiredtostaffthesecourses(allthreeLeadershipcoursesaresimilarto

one3.00creditcourseintermsofteachingeffort).

• PROP68503.00,StructuringDevelopmentTransactions:theoriginalcourse,PROP6580,

StructuringRealEstateTransactionsandManagingProjectDelivery,willberetired;thenew

courseswillbetaughtbytheoriginalinstructor.

AstheexistingspecializationwillbealignedwiththeofferingsoftheproposedMastersprogram,3

courseswouldbesharedwiththeMBAprogramintheFallandWintersemesterseach,atleastinthe

earlyyearsoftheMREI(i.e.,untiltheprogramcansustainsufficientenrolmentforseparatecourse

sections).Appendix5showsthesharedcoursesaswellasalistofthefacultymemberscapableof

teachingthesecourses,Appendix6thosefacultymembers’ranksandareasofspecialization.The

staffingoffourcoursesneedstobedetermined–twoinTerm2,andtwoinTerm3.Itisexpectedthat

thenewtenurestreampositionwillprovidesomeoftherequiredcapacity.Untiltheappointmentof

thechairedcolleague,theprogramwillbeabletomakeuseofoverloadassignmentsorhirequalified

industryexperts.

TheProgramintendstoofferanoptionalinternshipduringTerm3.Thediplomaprogramhasavery

longandrichtrackrecordwithregardstoco-curricularactivitiesthatfacilitatestudents’socialization

intotheindustryaswellasjobplacement.Theseactivitiesaredirectedbythediploma’sExecutive

Directorandstronglysupportedbyaveryactivestudentclub.Asaresultoftheseactivities,Schulich

studentgroupshavewoninternationalcompetitionsinRealEstateManagementagainstvenerable

competitors,includingMITandColumbia.TheProgramhasalsoraisedaStudentExperienceFundof

$100,000thatallowsstudentstoobtaintraininginanalyticalsoftwareortakepartinfieldexcursions.

Whilestudentswouldultimatelyberesponsiblethemselvesforsecuringinternships,theseresourceswill

beused(inadditiontothoseofSchulich’sCareerDevelopmentCenter)tofacilitatestudents’abilitiesto

securethem.

8.EnrollmentProjections

ThenewMREIanticipatesaninitialclasssizeof25studentsatlaunch,withanexpectedgrowthto40

studentswithinthreeyearsoflaunch.Thesenumberswouldbeinlinewiththoseexperiencedinother

specializedSchulichMastersprograms,enrolmenttrendsinrelatedprogramsintheUSA,andconsistent

withtheresultsofconversationstheprogramproponentshadwithindustryleadersinCanadaand

abroadwithregardstoneedandcareeropportunities.Theprogramwillbemarketednationallyand

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internationally.WiththeSchulichnameandreputation,theMREIiswellpositionedtocompetewith

similargraduateprogramsintheU.S.andtheU.K.Torontoisverywellpositionedinbothrealestate

andinfrastructurewithavibrantrealestateandinfrastructurecommunitythathasalreadygarnered

internationalattention.IncombinationwithToronto’sreputationasanattractiveandsafeplacein

whichtoreside,itshouldnotbedifficulttocaptureupto50%oftheclassfrominternationalmarkets.

Schulich’sintakeofvisastudentsiscurrentlyaround40%andexperienceshowsthatspecializedMasters

programsarehighlyattractivetointernationalstudents.

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APPENDIX1:ACOPYOFTHEMREIPROGRAMASITWILLAPPEARINTHEGRADUATECALENDAR

TheprimaryobjectiveoftheMasterofRealEstateandInfrastructure(MREI)istopreparestudentsfor

futureleadershiprolesinrealestateandinfrastructuredevelopment,investmentandmanagement.The

MREIisan11-monthgraduatedegreewithahighlystructuredcurriculumemphasizingleadership

qualitiesandsupportedbyanintensiveline-upofco-curricularactivitiesincludinginternships,research

opportunitiesandcareerplanning.Itisonlyavailableonafull-timebasisandspansthreeconsecutive

terms.Inthefirsttwotermsallstudentsenrollinasetofrequiredcoursesthatcoverbothrealestate

andinfrastructure,withtheoptionoftakingelectivesineitherrealestateorinfrastructureinthethird

term.Thethirdtermishighlightedbyaworkshopexperiencethatfocusesoncollaborationand

creativethinkingthataddressessignificantenvironmentalandsocialchallenges.Studentswillattenda

mandatoryleadershipskillscourseoverthedurationoftheMREI.Courseworkisdeliveredthrougha

combinationoflecturesandassignments,utilizingcasestudieswhereappropriate,withextensiveuseof

guestlecturesfromindustry.Graduatesareexpectedtoachieveabalancebetweenspecialistand

generalist;specialistinthesenseofexpertiseinrealestateandinfrastructureandgeneralistsinthe

senseofpossessingtheintegrativeskillsnecessarytomanageprojectsandleadorganizations.Students

aretaughttoappreciatethevalueofgooddesignandenvironmentalstewardship,respectthehistorical

rootsoftheindustry,andwhyprojectsandorganizationssucceedorfail.Thecurriculumoffersthe

opportunitytoexplorethesocial,cultural,environmentalandeconomicimpactsofrealestateand

infrastructuredevelopment.

TheMREIseeksto:

• Provideabroadunderstandingoftherealestateandinfrastructureindustrieslocallyandina

globalcontext;

• Impartthefundamentalskillsandknowledgeofrealestateandinfrastructureinvestmentand

development;

• Developstrongcommunicationandcriticalthinkingskills;

• Engenderself-awarenessandcommitmenttopersonalgrowth;and

• Stimulateadesiretocreateandoperateassetsthatarenotonlyprofitablebutalsosociallyand

environmentallybeneficial

Thecurriculumisdesignedtoadvancethecareersofindividualswhohavealreadychosenrealestateor

infrastructure,orarelatedfield;however,theadmissionscriteriashallnotprecludetheopportunityfor

highlymotivatedapplicantswithstrongacademicbackgroundstousethedegreetolaunchorchangea

careerpath.

RequirementsforadmissiontotheMasterofRealEstateandInfrastructureinclude:

• 4-yearundergraduatedegreefromarecognizeduniversitywithaminimumGPAinthefinaltwo

yearsequivalenttoaB.

• AnacceptablescoreontheGREorGMAT.

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• Twolettersofrecommendation,oneofwhichoneshouldbefromanacademic,ifpossible.

• Relevantfull-timeworkexperienceof2-5yearsstronglypreferred.

• Asupplementaryapplicationmayberequired.

ApplicantswhosefirstlanguageisnotEnglishmustsubmitevidenceofEnglishproficiency,withthe

exceptionthatthosewhohavestudiesforatleasttwoyearsinauniversitywherethelanguageof

instructionwasEnglish.Evidence,ifrequired,shallbeaTOEFLscoreof600(internet-based)or250

(computer-based),100iBT,IELTS7.0orYELTscoreofBand1,orequivalent.

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APPENDIX2:EXTERNALSUPPORTFORTHEPROGRAM

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Emailfrom:JohnW.Campbell,PresidentandChiefExecutiveOfficer,WaterfrontToronto

From: John Campbell <[email protected]> To: 'James Mckellar' <[email protected]> Date: 12/02/2014 04:44 PM Subject: RE: Re:Commenst on our new degree program James,

Justwentthroughthematerialandwasquiteimpressed.Certainlyaddressesagapaswefacetheneed

forhugeinfrastructureinvestmentsgoingforward.

TheonlycommentIwouldmakeisthattheprogramisfocusedonfinancialandtransactionalelements.

Willthegraduateslearnanythingaboutthetechnicalaspectsofthis?What’smissingis“civil

engineering101”.Cantheybeexpectedtoassessriskwhentheydon’tknowhowitworks?E.g.soils

engineering,brownfields,bearingcapacityetc.

Theydon’tneedtobecivilengineersbuttheyshouldbeawareofwhattobemindful.

Regards,

John

Emailfrom:W.TodMcGrath,Chairman,CenterofRealEstateAdvisoryBoardandLecturer,MITCenter

forRealEstate

From: "W. Tod McGrath" <[email protected]> To: "'James Mckellar'" <[email protected]> Cc: "'Neil Prashad'" <[email protected]> Date: 11/29/2014 09:42 PM Subject: RE: Interested affiliating on this and sending some of your students?

Jim, IjustreadthroughyourproposalandIthinkit’sEXCELLENT.It’sanimpressiveandwell-conceivedvisionofwhat

mastersstudentsshouldlearnandhowtheyshouldlearnit.Ifyouhavethefacultythatcanliveuptoyourcourse

descriptions,Ithinkyou’llhaveoneofthebestone-yearprogramsintheworld. IreceivedacalllateFridayafternoonfromAndreKuzmickiandwillspeakwithhimonMondayorTuesdayabout

ourJVNegotiationeventinSanFranciscoinJanuary.It’sacollaborative,international,experientiallearningevent

thatengagesstudents,facultyandprominentindustrypractitonersaroundthetopicofnegotiatingdevelopment

jointventures.Itwouldbegreatifyouthoughtitwasagoodco-curriculareventforyourstudents(Icanassure

youitis)andencouragedthemtoparticipate.AttachedisthefeedbackwereceivedfromtheJVNegotiationevent

wedidwithColumbiaUniversity(Business,Law,andMSRED)lastmonth,incaseit’shelpful.Ithinkoureventin

SanFranciscowillbeevenbetter. ThanksforhavingAndrereachouttome,andIcallyoulaterintheweekafterwespeak. Tod

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Emailfrom:StevenHobbs,Director,StrategicPlanningandPartnerships,TheCanadianCouncilfor

Public-PrivatePartnerships

From: Steve Hobbs <[email protected]> To: James Mckellar <[email protected]> Date: 12/08/2014 10:54 AM Subject: RE: Re:New Graduate Degree HiJames,

Sorryforslightdelay,wewereinVancouverWednesdaythroughSaturday.

Hereareourthoughtsonwheretheproposalcouldbeslightlyrefined:

-Itshouldstressupfrontthathighqualityexpertiseisneededinthegrowingsectorof

public-privatepartnerships,particularlygiventhecomplexityofthearrangements.AsCanadais

aworldleaderinthisindustry,itisimportanttonotonlyfillthelabourforceneeddomestically,

butalsocapitalizeontheexpertiseneededinternationally.

-3.22isarealstrongparagraphthataccomplishesalotofthepointabove.Youmaywant

tomovesomeofthisupfrontanddistinguishP3sfromtraditionalinfrastructure.

-Aneedtocontinuallyscrutinizeindustrypracticesbyconductingindustryresearchwill

leadtoarefinementofbestpractices

Overallthoughts:

-Strongproposal

-Fillsagapinacademiaandthelabourforce

-Alotofopportunityforindustry(bothpublicandprivate)tocollaboratewiththe

Universitytomaketheprogramasuccess

Statementofsupport:

TheCanadianCouncilforPublic-PrivatePartnershipshasreviewedtheproposalforaMasterofReal

EstateandInfrastructureandissupportiveofitsdirection.Canadanowhas220P3projectswithavalue

over$70Bandisviewedasbest-in-classwhenitcomestousingtheP3approach.However,thereisvery

littleinthewayofpost-secondarycoursesthatspecializeininfrastructureand/orpublic-private

partnerships.Thisproposalwouldhelpstudentsgainthenecessaryknowledgeandexperienceto

succeedinaveryspecializedindustry.Theproposalprovidesopportunityforthepublicandprivate

sectortopartnerwiththeUniversityinensuringstudentsgetthemostoutofthisprogram.Wewould

bepleasedtoengageourmembershipandhelptheUniversityachieveitsgoals.

StevenHobbsDirector,StrategicPlanningandPartnerships

TheCanadianCouncilforPublic-PrivatePartnerships

55UniversityAvenue,Suite608,

Toronto,ONM5J2H7

Tel:1-416-861-0605ext204

Email:[email protected]

@pppcouncilhttp://www.linkedin.com/company/the-canadian-council-for-public-private-partnerships

www.pppcouncil.ca

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APPENDIX3:LIBRARYSUPPORT

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APPENDIX4:COURSEDESCRIPTIONS

TERM1:MandatoryforallMREIstudents,15.0CourseCredits

PROP61003.00RealEstateFinanceandInvestment(ExistingCourse)Thiscourseprovidestherequisitequantitativeskillsforanalyzingrealestateinvestmentsandfostersthe

developmentofacriticalperspectiveinfinancialdecision-making.Itcoversvaluationtechniques,cash

flowmodeling,developmentfeasibilityanalysis,taxconsiderations,debtandequityfinancing,risk

assessmentandalsoexaminesstrategicandtacticalinvestmentconsiderations.Thecourseusesa

prescribedtext,casestudies,problemsetsandgroupassignmentsandhasaquantitativefocus.Useof

financialcalculatorsandpersonalcomputersisrequired.

PROP61503.00MarketsandTheirBehaviour(NEW)Inmarketeconomies,thecombinedeffectofmarketforcesanddeliberategovernmentactionsgenerate

urbanspatialstructure.Thiscoursediscusseshowmarketsoperate,thecriteriaforassessingmarket

performance,andthecircumstancesunderwhichmarketsperformwellorpoorly.Thefirsthalfofthe

coursecoversskillsforpredictingmarketbehaviorincludingthesupplyanddemandforspaceand

capitalasitinfluencesinvestmentdecisions.Thesecondhalfexaminestherationaleforgovernment

interventioninmarketsincludingproblemsofinformation,monopoly,externalitiesandcollectiveor

publicgoods.Nopriorexposuretoeconomicsisrequiredandapplicationstourbanplanningandspatial

analysisarestressed.

PROP62003.00DevelopmentPrototypes(ExistingCourse)Thiscoursedealswithdevelopment,developersandtheproductsthattheycreate.Thecourseprovides

anunderstandingofthebusinessofrealestatedevelopment,insightsintotheeconomic,functional,and

technicalandaestheticfactorsthatshapedominantbuildingforms,andanunderstandingofthelink

betweendemandandproductdevelopment.Coursecontentspansanunderstandingofthespatial

economyofcities-whereeconomicactivityoccursandtheinteractionbetweendemandandsupplyin

themarketplace,adetailedexaminationoftheproductsthatareshapedbythemarketforces,andan

overviewofnewprototypesthatareemergingtomeetemergingdemands.Thecourseisdelivered

throughacombinationoflectures,casestudies,andguestspeakersfromindustry.

PROP62503.00SitePlanningandDesign(NEW)Acquiringasiteisaprerequisiteforanynewrealestateorinfrastructureproject.Siteplanningand

designinvolvesamyriadoffactorsthatincludesensitivitytovariousstakeholderandcommunity

interests,designissues,regulatoryandcodeconstraints,siteconfiguration,topography,soilandother

geotechnicalfactors,infrastructurerequirements,trafficimpacts,andintendeduses.Improvementson

thelandincludebothbelowgradeandabovegradestructures.Someofthemostsignificant

developmentrisksoccuratthesiteplanningstagewhethertheseareregulatoryissues,accessand

egressconstraints,limitsonbuildingheightandmassing,orfoundationconditions.Siteplanning

requiresamyriadoftechnicalinvestigations,siteengineering,andarchitecturalstudies.Theresultis

thetranslationofthisinformationinto3-dimensionalbuiltformsandconfigurationofthesitetohandle

traffic,landscapingandotherdevelopmentrequirements.Decisionsatthisstageshapefinancial

performance.

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PROP63003.00PublicPrivateInfrastructureDelivery(ExistingCourse)Infrastructurehasbeenelevatedtoaninternationalbusinessofincreasingscopeandscale.Thiscourse

examinesthemany“movingparts”ofthisbusinessandexploresthevariousmodelsthatarebeing

employedtoaddressavarietyofinfrastructureneeds,fromhospitalsandschoolstoairports,highways,

andenergyplants.PROP60010.00LeadershipinRealEstateandInfrastructureI(NEW)Theobjectiveofthiscourseistoteachstudentsthethinkingandreflectiveskillsrequiredforbusiness

leadership.Thecoursedevelopsandenhancesstudentabilitytodelivercompellingandcoherent

presentations;toapplyanalytic,criticalandstrategicthinkingtocomplexbusinessproblemsandto

identifyandreflectuponunderlyingassumptionsandreframetheminordertodrivetoactionable

outcomes.StudentswillattendthiscoursethroughoutTerms1,2and3.Thecoursewillbetaughtona

non-creditbasisduringthefirsttwotermsand,uponsuccessfulcompletionofthecourseduringTerm3,

studentswillreceivecoursecreditonapass-failbasis.

TERM2:MandatoryforallMREIstudents,15.0CourseCredits

PROP60503.00ChangingLandscapes:HistoricalPerspectivesontheIndustry(NEW)Thiscourseoffersauniqueopportunitytolearnfromthepastthroughevidenceofthekeyissuesfaced

bytheindustrytoday.Theframeworkforthecourseisbuiltonthreeperspectives:a)thedriversof

marketcycles,whatdrovethesecycles,andtheimpactofmarketcyclesonvaluecreationand

destructionforinvestorsaswellasthespatialstructureofcitiesandthedevelopmentindustryover

time;b)thefactorsthatdroveandinfluencedthesuccessorfailureofkeyrealestateandinfrastructure

projectsasimpactedbytheevolutionoftechnology,buildingsystems,andassembliesandtheir

influencesonbuildingform,functionalityandinfrastructure;andc)howsuccessivegenerationsof

entrepreneursbuiltbusinesseswhichinfluencedperceptionsoftheindustry,andthebusiness

organizationsthattheyshaped.Aprimaryobjectiveforthecourseistounderstandthedynamic

relationshipbetweenmarketforces,technologicaladvancements,andleadingentrepreneurs.The

courseisbuiltaroundaselectionofprojectsthathavegainedinternationalrecognition.Thecoursemay

involvetraveltoothercities.

PROP64503.00TheLifeofaProject(NEW)Thecoursecoversprojectmanagementconcepts,needsidentification,proposedsolutions,and

implementingtheproject,whetherrealestateorinfrastructure.Projectmanagementconceptscovers

thedefinitionsofaprojectanditsattributes,thekeyconstraintswithinwhichaprojectmustbe

managed,howaprojectis‘born’,thelifeofaproject,andthestepsintheprojectmanagementprocess.

Actualprojectsarediscussed.Planningcoversprojectdefinition,developingaworkbreakdown

structure,assigningrolesandresponsibilities,anddefiningdetailedactivities.Schedulingdealswith

estimatingactivitydurationandidentifyingthecriticalpathofactivities.Resourceconsiderationsleads

tocostplanningandperformanceandcalculatingaforecastofprojectcostsatcompletionaswellas

approachestocontrollingcost.Thecoursealsodealswiththeresponsibilitiesofthekeymanagers,

characteristicsofeffectiveprojectteams,barrierstoeffectivenessandapproachesassemblingproject

teams.Finally,thecoursedealswiththecharacteristics,advantagesanddisadvantagesofthe

functional,project,andmatrixorganizationstructures,aswellastheadvantagesandconcernsabout

usingprojectmanagementsoftware.

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PROP65503.00SustainableCities:Urbanization,Infrastructure,andStrategicChoices(ExistingCourse)Thecourseprovidesanunderstandingofissuesrelatedtothepaceofurbanizationacrosstheglobeand

theimpactonthedemandfornewinfrastructure.Thechallengesforbothdevelopinganddeveloped

countriesisexaminedfromtheperspectiveofpotentialnewstrategies,newtechnologies,newbusiness

modelsandnewfinancingtechniquesthatcanbegintomakeadifferenceinaddressingafullrangeof

infrastructureneeds.Intermsofsustainability,thiswillincludeanunderstandingofthedemandside

andsupplyside,culturalfactors,andthepolicyframework.

PROP67503.00ProjectFinanceforInfrastructure(ExistingCourse)Understandingtheparticularcharacteristicsofprojectfinanceisfundamentaltostructuringallbusiness

modelsforthedeliveryofinfrastructure.Financingispredicatedoncomplexrisktransferarrangements

andsourcesofrevenuederivedfromlong-termagreementsthatconveyrightstocollectuserfeesor

receiveavailabilitypayments.Thecourseintroducesthefundamentalsofprojectfinanceastheyaffect

infrastructuredeliverythatrangefrompowerandenergyplantstomining,waterandsewageand,more

typical,infrastructurethatsupportsourcities.Thecourseexaminesprojectviabilityandrisk,ownership

andcontractualstructures,fundingsources,financialmodelingandstructuring,andthenexaminesa

seriesofcases.

PROP68503.00StructuringDevelopmentTransactions(NEW)Thiscourseservesrealestateandinfrastructure,bothofwhichdependonthecreationofanassetand

involvesthepublicandtheprivatesectorsinvariousrolesandwithrespectiveresponsibilities.Thefirst

halfofthecoursedealswithtransactionsthatarisethroughtheregulatoryorpublicpolicyframework

thataffectstheuseoflandandtheenvironmentalconsequences.Particularattentionispaidtothe

intendedandunintendedimpactsofthepublicregulatoryandpolicyframeworkonthebuilt

environmentsandresultingsocialandeconomicoutcomes.Studentsgainabasicunderstandingofthe

theories,rationales,techniques,andimplementinginstitutionsinvolvedinlegallycontrollingthe

possession,use,development,andpreservationofdevelopmentrights.Thesecondpartofthecourse

addressesthetransactionaldetailsfrominceptionthroughtocompletionandintotheoperational

stages.Theprocessisviewedfromtwoperspectives.Thefirstperspectiveinvolvesthelegalprinciples

andrelatedcontractsnecessarytoproperlystructuretransactionswhetherinvolvingrealestateor

infrastructure.Thesecondperspectiverelatestotheprocessthatcommenceswithsecuring

developmentrights,whetherbyacquisitionorbyconcession,throughtomanagingprocurementand

thedeliveryprocess.

PROP60020.00LeadershipinRealEstateandInfrastructureII(NEW)Theobjectiveofthiscourseistoteachstudentsthethinkingandreflectiveskillsrequiredforbusiness

leadership.Thecoursedevelopsandenhancesstudents’abilitytodelivercompellingandcoherent


reflectandidentifyunderlyingassumptionsandreframetheminordertodrivetoactionableoutcomes.

StudentswillattendthiscoursethroughoutTerms1,2and3.Thecoursewillbetaughtonanon-credit

basisduringthefirsttwotermsand,uponsuccessfulcompletionofthecourseduringTerm3,students

willreceivecoursecreditonapass-failbasis.

PrerequisitePROP60010.0

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TERM3:12.0CourseCredits(2requiredand2electivecourses)

PROP60803.00CreativeWorkshop(NEW)Theworkshopaffordsteamsofnomorethanfourandnolessthantwostudentstheopportunityto

integratetheory,skillsandknowledgethroughacollaborativeprocessandwithinaprojectframework.

Theprojectwillbeatestofcreativethinkingappliedtoaproblemorprojectthatembodiessocialand

environmentalchallenges.Studentteamsmaychoosebetweenarealestateoraninfrastructureproject

andtheseprojectsmaybedrawnfrombothdevelopedanddevelopingeconomies.Thecourseis

intendedtoexposestudentstoabroadrangeofissuesthatarisefromtheincreasingpaceof

urbanizationacrosstheglobeandbetterequipthemtomoveintocareerswherecreativityisan

essentialpartofproblem-solving.Thecoursewillbestructuredtopromoteself-awareness,curiosity,

andindependentthinking.Thecoursereplacesalectureformatwithastudioformatinvolvingseminars

andguests.Studentteamswillpresenttheirfinalworktoamulti-disciplinarypanelofexperts.

PROP63503.00InfrastructureasanAssetClass(NEW)Thecourseoffersanintroductiontoinfrastructureasanassetclassandprovidesanoverviewofthe

internationalinfrastructuremarketwithaparticularfocusonthedemandforinfrastructureassetsand

theexpectedcapitalrequirements,aswellasacomparisonwithandrelationshiptootherassetclasses.

Thisisfollowedbyanoverviewofthemostimportantinfrastructuresectorsandthecharacteristics

influencingperformanceineachsector.Thiscoursewillalsoprovideanexaminationofsomeofthe

mostexperienced/largestglobalinfrastructureinvestorsandtheinvestmentcharacteristicsbysector

andsub-sector.Finally,thecoursedealswithdirectinvestmentininfrastructureassetsandtheir

evaluation,withaparticularfocusonthefinancingofsuchassets,theirriskprofiles,andthevarious

kindsofcapitalandfinancinginstrumentsthatareused.


PROP66003.00RealEstatePortfolioManagement(ExistingCourse)Thiscoursedealswiththespectrumofinvestmentstyles,structuresandstrategiesemployedinthe

creationandmanagementofinstitutionalrealestateinvestmentportfoliosinboththeprivateand

publicmarkets.Itincludesareviewofportfoliotheoryinarealestatecontext;examinationofthe

conceptsofrisk,return,anddiversificationandhowtheyinfluenceportfolioplanningdecisions;

considerationoftheadvantagesanddisadvantagesofvariousinvestmentvehicles;andthe

consequencesofinternationaldiversificationonportfolioperformance.


PROP66503.00CommercialRealEstateAssetManagement(NEW)Thiscourseexaminesvariousstrategiesforoptimizingperformanceofanassetduringtheoperational

phaseofthepropertylifecycle.Itcoversthemajorcomponentsofastrategicassetmanagementplan

includingleasing,capitalexpenditures,revenueenhancement,re-positioning,re-developmentandthe

hold/sellanalysis.Attentionispaidtoallmajorpropertytypesincludedinaportfolioofassetsincluding

office,retail,industrialandmulti-residential.Extensiveuseismadeofcasestudies.

PrerequisitePROP61003.0PROP67803.00CaseStudiesinInfrastructure(NEW)Thecourseisstructuredasaseminaranddrawsuponaseriesofrecentlycompletedinfrastructure

projectsrepresentingaselectionofsectorsandsub-sectors–transportation,includingroad,railand

water;aviation;fresh/wastewaterandwaste;energy;andsocialinfrastructureincludinghospitals,

schools,courthousesandjails.Threetofourcaseswillbeselectedeachyearforin-depthanalysis.The

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analysiswillincludeadetailedreviewofthedevelopmentandmanagementstructure,theproject

agreementandtheancillarycontracts,therisksandriskmitigationmeasuresinvolved,thefinancial

structureoftheproject,andassessmentofspecifiedperformancerequirements.Thecourserelies

uponlecturesandfieldtrips.Travelmayberequired.


PROP60033.00LeadershipinRealEstateandInfrastructureIII(NEW)Theobjectiveofthiscourseistoteachstudentsthethinkingandreflectiveskillsrequiredforbusiness

leadership.Thecoursedevelopsandenhancesstudents’abilitytodelivercompellingandcoherent


reflectandidentifyunderlyingassumptionsandreframetheminordertodrivetoactionableoutcomes.

StudentswillattendthiscoursethroughoutTerms1,2and3.Thecoursewillbetaughtonanon-credit

basisduringthefirsttwotermsand,uponsuccessfulcompletionofthecourseduringTerm3,students

willreceivecoursecreditonapass-failbasis.


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APPENDIX5:PROPOSEDCOURSESTRUCTUREANDINSTRUCTORS

Course No. Credits Course Title Prerequisite(s) Instructor

Fall PROP 61001 3.00 Real Estate Finance and Investment Andre Kuzmicki

PROP 61502 3.00 Markets and Their Behavior Irene Henriques, Fred Lazar, Perry Sadorsky, Atipol Supapol

PROP 62001 3.00 Development Prototypes Neil Prashad

PROP 62503 3.00 Site Planning and Design James Mckellar

PROP 63001 3.00 Partnership Models for Infrastructure Delivery Sherena Hussain

PROP 60012 0.00 Leadership in Real Estate and Infrastructure I Alexandra Campbell, Ingo Holzinger, Detlev Zwick

Total credits 15.00

Win

ter PROP 60503 3.00 Changing Landscapes: Historical Perspectives TBD

PROP 64503 3.00 The Life of a Project TBD

PROP 65501 3.00 Sustainable Cities: Urbanization, Infrastructure, and Strategic Choices

James Mckellar

PROP 67501 3.00 Financing Large Scale Infrastructure Sherena Hussain

PROP 68501, 2 3.00 Structuring Development Transactions Tyler Hershberg

PROP 60022 0.00 Leadership in Real Estate and Infrastructure II PROP 6001 Alexandra Campbell, Ingo Holzinger, Detlev Zwick

Total Credits 15.00

Sum

mer

PROP 60803 3.00 Creative Workshop TBD

PROP 60032 0.00 Leadership in Real Estate and Infrastructure III PROP 6002 Alexandra Campbell, Ingo Holzinger, Detlev Zwick

PROP 63503, 4 3.00 Infrastructure as an Asset Class PROP 6300 Melanie Cao, Mark Kamstra, Eli Prisman, Yisong Tian,

PROP 66004 3.00 Real Estate Portfolio Management PROP 6100, PROP 6200 Andre Kuzmicki

PROP 66502, 4 3.00 Commercial Real Estate Asset Management PROP 6100, PROP 6200 TBD

PROP 67803, 4 3.00 Case Studies in Infrastructure PROP 6300 Sherena Hussain

Total Credits Program Cred.

12.00 42.00

Legend 1 Course shared with MBA specialization during program’s startup phase 2 New course adapted from existing course

3 Completely new course 4 Elective (choose 2 of the 4 electives); al other courses are core courses

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APPENDIX6:INSTRUCTORSFORTHEMASTEROFREALESTATEANDINFRASTRUCTURE

Surname Given Name Rank Area(s) of Specialization

Management Economics Finance Marketing OMIS PROP

Bhanich Supapol

Atipol Assoc. x

Campbell Alexandra Assoc. x x

Cao Melanie Assoc. x

Henriques Irene Professor x

Kamstra Mark Professor x

Kristal Murat Assoc. x

Lazar Fred Assoc. x

McKellar James Professor x x

Prisman Eliezer Professor x

Sadorsky Perry Assoc. x

Tian Yisong Professor x

Zwick Detlev Assoc. x x

Holzinger Ingo CLA x

Hussain Sherena CLA x x x

Hershberg Tyler Lecturer x

Kuzmicki Andre Lecturer x

Prashand Neil Lecturer x

Zandi Farrokh Lecturer x

Legend: OMIS PROP

Operations Management and Information Systems Real Estate and Infrastructure

226

January 19, 2016

Proposed SCHULICH SCHOOL OF BUSINESS NOMINATING COMMITTEE SLATE FOR 2015-2016

Chair of Council: James McKellar Vice Chair: David Johnston Ph.D. Program

Chair: Program Director Eileen Fisher ACTG Dean Neu FINE Lilian Ng MKTG Theo Noseworthy OMIS Murat Kristal ORGS Mike Valente PLCY Stan Li

Elected Student Members: Ph.D. Rep. Mariam Humayun

Ex Officio Voting Members: Associate Dean, Academic Markus Biehl Exec. Director Student Services Marcia Annisette

Non-Voting Members: Assistant Dean, Student Services Melissa Judd or Olga Carew

MBA Committee Chair: Program Director Ashwin Joshi

ACTG Viswanath Trivedi FINE Yelena Larkin MKTG Marshall Rice OMIS Ron McClean ORGS Kevin Tasa PLCY Andy Crane

Elected Student Members: 1st yr MBA rep. Alisa Bialas 2nd yr MBA rep. Julien Naggar

Ex Officio Voting Members: Associate Dean, Academic Markus Biehl Director MBA/JD Peter Macdonald Director MBAN Murat Kristal Director SCTE Mary Waller Director Strategy Field Study Jim MacKay Exec. Director Student Services Marcia Annisette

Ex Officio Non-Voting Members: Rep. Student Services Melissa Judd, Keshia Gray Exec. Director IST Mark Orlan Rep. Career Develop. Centre Rob Hines Rep. Alumni Relations Aloma Gravel

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January 19, 2016

MF Program: Chair: Program Director Yisong Tian

FINE Melanie Cao FINE Douglas Cumming FNSV James Darroch

Elected Student Members: MF rep. Yue Hu

Ex Officio Voting Members: Associate Dean, Academic Markus Biehl Director SCTE Mary Waller Exec. Director Student Services Marcia Annisette

Ex Officio Non-Voting Members: Rep. Student Services Melissa Judd Exec. Director IST Mark Orlan Rep. Career Develop. Centre Minoo Bhutani Rep. Alumni Relations Aloma Gravel

IMBA Program:

Chair: Program Director Alexandra Campbell Associate Director Mike Valente ACTG Linda Thorne FINE Gordon Roberts MKTG Yigang Pan ORGS Andre deCarufel PLCY Justin Tan

Elected Student Members: 1st yr IMBA rep. Giuseppe Franzé 2nd yr IMBA rep. Sophie Bertrand

Ex Officio Voting Members: Associate Dean, Academic Markus Biehl Director SCTE Mary Waller Exec. Director Student Services Marcia Annisette

Ex Officio Non-Voting Members: Rep. Student Services Carolyn Ward Exec. In Residence Bill Graham Assistant Director Internships Minerva Cernea

Programs Coordinating:

Chair: Associate Dean, Academic Markus Biehl (Non-Voting) MBA Director Ashwin Joshi MBA Faculty M. David Rice MBA Student rep. Catherine Farrell or Julien

Naggar IMBA Director Alexandra Campbell IMBA Faculty TBD IMBA Student rep. Giuseppe Franze MF Director Yisong Tian MF Faculty Melanie Cao MF Student rep. Yue Hu MAcc Faculty Kiradaran Kanagaretnam MAcc Student rep. Kirusa Gugan MBAN Faculty Cook Wade MBAN Student rep. Yonjoon Choo BBA/iBBA Director Detlev Zwick BBA/iBBA Faculty Farrokh Zandi

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January 19, 2016

BBA/iBBA Student rep. Jessica Gahtan Ex Officio Non-Voting Member:

Exec. Director Student Services Marcia Annisette Master’s Admissions:

Chair: Kiradaran Kanagaretnam ORGS Andre de Carufel FINE Ming Dong ACT Jeff Everett (Jan 1 2016) FINE Ambrus Kecskes ECON Irene Henriques OMIS Zhepeng Li ORGS Hazel Rosin FINE Hongping Tan ACTG Viswanath Umashanker Trivedi

Student Member: MBA rep. Suyash Kumar

Ex Officio Voting Members: Exec. Director Student Services Marcia Annisette

Non-Voting Members: Assistant Director of Recruitment

and Admissions Graham Sue, Boris Remes or Imran Kanga

BBA/iBBA Programs:

Chair: Program Director Detlev Zwick ACTG Linda Thorne OMIS Adam Diamant PLCY Willow Sheremata FINE Yisong Tian ORGS Chris Bell PLCY David Weitzner

Elected Student Members: 1st yr BBA rep. TBD 2nd yr BBA rep. TBD 3rd yr BBA rep. Alex Peav 4th yr BBA rep. Muhammad Bilal iBBA rep. Michael Maringola

Ex Officio Voting Members: Associate Dean, Academic Markus Biehl Assoc. Director, BBA/iBBA Farrokh Zandi Exec. Director Student Services Marcia Annisette

Non-Voting Members: Assistant Director SCTE Student Services Rep. Keshia Gray or Hollis Sinker Career Centre Rep. Lyla Korhani

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January 19, 2016

Management: Chair: Dean Dezsö J. Horvath Ex Officio Members:

Associate Dean, Academic Markus Biehl Associate Dean Research Christine Oliver Exec. Director External Relations James McKellar Exec. Director Student Services Marcia Annisette Executive Officer Magda Szaki

Non-Voting Members: Faculty Rep. – Chair of FC James McKellar

Nominating:

Chair: James Darroch ORGS Gareth Morgan PLCY Andrew Crane

Elected Student Members: GBC President Catherine Farrell UBC President Jessica Gahtan

Ex Officio Members: Associate Dean, Academic Markus Biehl

Research & Library:

Chair: Assoc. Dean, Research Christine Oliver ENTR Geoffrey Kistruck FINE Douglas Cumming MKTG Russell Belk

Elected Student Members: MBA rep. Ekta Bhardwaj BBA/iBBA rep. Muhammad Bilal

Ex Officio Voting Members: Bronfman Business Librarian Sophie Bury

Ex Officio Non-Voting Members: Research Officer Joanne Pereira Exec. Director IST Mark Orlan

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January 19, 2016

Student Affairs: Chair: Ajay Sirsi Vice Chair: Henry Kim (January 1 2016)

ACTG Janne Chung ACTG Amin Mawani ACTG Sandy Qu ECON Perry Sadorsky ECON Fred Lazar ENTR Geoff Kistruck MKTG Peter Darke OMIS David Johnston PLCY Moshe Farjoun

Elected Student Members: 1st yr MBA rep. TBD 1st yr MF rep. Yue Hu 2nd yr MBA rep. Catherine Farrell or Julien

Naggar 1st yr BBA rep. TBD 2nd yr BBA rep TBD 3rd yr BBA rep. Alex Peav or Michel Maringola 4th yr BBA rep. Muhammad Bilal or Jessica

Gahtan Ex Officio Voting Members:

Associate Dean-Academic Markus Biehl Ex Officio Non-Voting Members:

Exec. Director Student Services Marcia Annisette Tenure & Promotions

Chair: Wade Cook Core Members Continuing

ENTR Moren Levesque PLCY Dirk Matten (1 year term) MKTG Russell Belk

PhD Rep Claire Deng Noncore Members:

ACTG Hongping Tan, Janne Chung FINE Melanie Cao, Pauline Shum ENTR No Files this year MKTG No Files this year OMIS Murat Kristal, Scott Yeomans ORGS No Files this year PLCY No Files this year

Tenure & Promotions Appeals

ECON Fred Lazar ACTG Dean Neu FINE Gordon Roberts

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January 19, 2016

Kellogg-Schulich Executive MBA Program Committee: Chair: Markus Biehl

Academic Program Director Matthias Kipping ORGS Gareth Morgan PLCY Theodore Peridis Associate Dean, Global Programs Gret Henifee Assistant Dean, Exec MBA Programs Su-Lan Tenn

Ex Officio Member: Associate Dean, Academic Markus Biehl

Student Members: 1st year EMBA rep. Mark Smithyes 2nd year EMBA rep.

Senators:

6 Faculty plus the Dean Marcia Anisette (July 1, 2017) Markus Biehl (July 1, 2017) Richard Irving (July 1, 2016) Rekha Karambaya (July 1 2018) Lorna Wright (July 1, 2018) Scott Yeomans (July 1, 2016)

Ex Officio Dean Dezsö J. Horváth Student Senators:

Graduate Student rep. Ekta Bhardwaj Undergraduate Student rep. Allan Khazak

Senate Committees: (* = designated Schulich slots)

Academic Policy, Planning & Research (APPRC)*

Preet Aulakh

Tenure & Promotions Gareth Morgan Executive* Lorna Wright

Sub-Committee on Honorary Degrees*

Matthias Kipping

Academic Standards, Curriculum and Pedagogy (ASCP)

TBD

HPRC - Sub Committee of APPRC FOR INFORMATION Faculty of Grad Studies:

Ex Officio Dean Dezsö J. Horváth Program Directors & Representatives:

Associate Dean Academic Markus Biehl Ph.D. Eileen Fischer MBA Aswin Joshi MAcc Marcia Annisette MBAN Murat Kristal IMBA Alexandra Campbell MF Yisong Tian Kellogg Schulich Executive MBA Matthias Kipping Diploma Coordinators:

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January 19, 2016

Arts & Cultural Administration Joyce Zemans Financial Engineering Mark Kamstra Social Sector Management Brenda Gainer Real Estate & Infrastructure James McKellar

Student Representatives: Ph.D. Kate Ruff MBA Julien Naggar MAcc N/A MBAN Gavin (Geng) Wang IMBA Everardo Navarro MF Yue Hu Kellogg Schulich Executive MBA N/A

Area Coordinators / Specialization Directors

ACTG Cameron Graham ARTM Joyce Zemans BSUS Andrew Crane ECON Atipol Bhanich Supapol ENTR Charlene Zietsma / Eileen Fischer FINE Kee-Hong Bae FNSV James Darroch FNEN Mark Kamstra HIMP Joseph Mapa (Director)

Amin Mawani (Program Director) IBUS Farrokh Zandi MINE Richard Ross MKTG Markus Giesler ORGS Chris Bell OMIS Wade Cook PLCY James Darroch PROP James McKellar PUBL Ian Macdonald SOCM Brenda Gainer

Other Academic Administrators

Associate Dean, Academic Markus Biehl Associate Dean, Research Christine Oliver Exec. Director, External Relations James McKellar Director, Schulich Centre for Teaching Excellence

Mary Waller

Affirmative Action Coordinator

Burkard Eberlein

Area Affirmative Action Representatives

ACTG Shanker Trivedi ECON Atipol Bhanich Supapol FINE Ambrus Kecskes MKTG Yigang Pan ORGS Hazel Rosin OMIS Scott Yeomans PLCY Justin Tan

YUFA Stewards

TBD TBD

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Schulich School of Business

__________________________________________________________________________

Memorandum

To: Faculty Council

From: Detlev Zwick, Chair, BBA/iBBA Program Committee

Date: January 15, 2016

___________________________________________________________________________

Rationale for changes to the course numbering

The BBA/iBBA Program Committee believes that administrative and communicative benefits accrue from a course numbering system that indicates, whenever possible, the year the course is being offered in the program (ie., the number of a first year course would start with a 1, while a course offered in the second year of the program would start with the number 2. For example, MKTG 1030 is a first year course while ORGS 2200 is a second year course).

Having reviewed course numbers after recent changes to the undergraduate program core curriculum, we identified that the courses listed above now have course numbers that no longer correspond to the program year in which these courses are taught. As a result, we suggest changing the course numbering of these courses to make it easier for administration and students to understand course sequencing.

o Organizational Behaviour Across Cultures: Course number change from SB/INTL 1300 3.00 to SB/INTL 2300 3.00

o Strategic Management for International Business: Course number change from SB/INTL 4400 3.00 to SB/INTL 3000 3.00

o Marketing Management: Course number change from SB/MKTG 2030 3.00 to SB/MKTG 1030 3.00

o Individuals and Groups in Organizations: Course number change from SB/ORGS 1000 3.00 to SB/ORGS 2100 3.00

o Organizations and their Environments: Course number change from SB/ORGS 2010 3.00 to SB/ORGS 2200 3.00

Encl: Revised BBA/iBBA Curriculum Overview Charts and Course Modification Forms for each course

Note: Courses where the above change affects any changes to pre-requisite or course credit exclusion will be administratively updated to reflect the new course numbers in their course calendar descriptions

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FALL TERM WINTER TERMIntoduction to Microeconomics

AP/ECON 1000 3.00Introduction to Macroeconomics

AP/ECON 1010 3.00Managing Contemporary Enterprise

SB/MGMT 1000 3.00Business Analytics I SB/MGMT 1050 3.00

Introduction to Financial Accounting ISB/ACTG 2010 3.00

Introduction to Financial Accounting IISB/ACTG 2011 3.00

Marketing Management or Ethics, Social Responsibility and Sustainability in Business

SB/MKTG 1030 3.00 SB/MKTG 2030 3.00 or SB/MGMT 1040 3.00

Marketing Management or Ethics, Social Responsibility and Sustainability in Business

SB/MKTG 1030 3.00 SB/MKTG 2030 3.00 or SB/MGMT 1040 3.00

FALL TERM WINTER TERMIntroduction to Finance

SB/FINE 2000 3.00Management Accounting Concepts

SB/ACTG 2020 3.00Individuals and Groups in Organizations SB/ORGS 2100 3.00 SB/ORGS 1000 3.00

Organizations and their EnvironmentsSB/ORGS 2200 3.00 SB/ORGS 2010 3.00

Business Analytics II or Operations ManagementSB/MGMT 2050 3.00 or SB/OMIS 2010 3.00


Business HistorySB/MGMT 1030 3.00

Applied MacroeconomicsSB/ECON 2000 3.00

FALL TERM WINTER TERMStrategic Management SB/SGMT 3000 3.00

Integrative Business SimulationSB/MGMT 4100 3.00

*year level requirements apply

YEAR 3 and YEAR 4

Schulich ElectivesTotal of 18.00 credits

Schulich Electives or Non-Business ElectivesTotal of 24.00 credits

Non-Business Electives*Total of 12.00 credits

PROPOSED CURRICULUM OVERVIEWBBA (FALL 2016 ENTRY)

YEAR 1

Non-Business Elective(s)Total of 6.00 credits

YEAR 2

Non-Business Elective(s)Total of 6.00 credits

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Intoduction to MicroeconomicsAP/ECON 1000 3.00

Introduction to MacroeconomicsAP/ECON 1010 3.00

Introductory MarketingAP/ADMS 2200 3.00

Introductory Statistics I SC/MATH 1131 3.00 or equivalent

1Introduction to Financial Accounting I (S1)SB/ACTG 2010 3.00

1Introduction to Financial Accounting II (S2)SB/ACTG 2011 3.00

FALL TERM WINTER TERM

Introduction to FinanceSB/FINE 2000 3.00

Management Accounting ConceptsSB/ACTG 2020 3.00

Managing Contemporary EnterpriseSB/MGMT 1000 3.00

Applied MacroeconomicsSB/ECON 2000 3.00



Business History SB/MGMT 1030 3.00

Ethics, Social Responsibility and Sustainability in Business SB/MGMT 1040 3.00

Individuals and Groups in Organizations SB/ORGS 2100 3.00 SB/ORGS 1000 3.00

Organizations and their EnvironmentsSB/ORGS 2200 3.00 SB/ORGS 2010 3.00

FALL TERM WINTER TERMStrategic Management

SB/SGMT 3000 3.00Integrative Business Simulation

SB/MGMT 4100 3.00

*year level requirements apply

~ Delayed-entry applicants must achieve a minimum 'C' grade in SB/ACTG 2010 3.00 and SB/ACTG 2011 3.00 to be eligible for admission. Offers will be granted in August after a review of their Year 1 academic record including Summer courses.

YEAR 2

YEAR 3 & 4

Non-Business Electives*Total of 6.00 credits


1 Delayed entry applicants who have submitted a satisfactory supplementary application by the March deadline will be given permission to enrol in SB/ACTG 2010 3.00 and SB/ACTG 2011 3.00 in the Summer term prior to Fall entry.

PROPOSED CURRICULUM OVERVIEWDelayed-Entry BBA (FALL 2016 ENTRY)

YEAR 1

Schulich Electives or Non-Business Electives*Total of 24.00 credits

30.00 credits completed at York University to be eligible forthe BBA Delayed-entry admission requirements

Introductory CalculusTotal of 6.00 credits

Non-Business ElectivesTotal of 12.00 credits

Summer Term

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Microeconomics for ManagersSB/INTL 1200 3.00

Macroeconomics for ManagersSB/INTL 1210 3.00


Business Analytics I SB/MGMT 1050 3.00

Introduction to Financial Accounting ISB/ACTG 2010 3.00

Introduction to Financial Accounting IISB/ACTG 2011 3.00

Marketing Management or Responsible Business in an International Context

SB/MKTG 1030 3.00 SB/MKTG 2030 3.00 or SB/INTL 1400 3.00 SB/INTL 2000 3.00

Marketing Management or Responsible Business in an International Context

SB/MKTG 1030 3.00 SB/MKTG 2030 3.00 or SB/INTL 1400 3.00 SB/INTL 2000 3.00




Organizational Behaviour Across CulturesSB/INTL 2300 3.00 SB/INTL 1300 3.00

International EconomicsSB/INTL 2200 3.00




Strategic Management for International BusinessSB/INTL 3000 3.00 SB/INTL 4400 3.00

Integrative International Business SimulationSB/INTL 4300 3.00 SB/INTL 4200 3.00

PROPOSED CURRICULUM OVERVIEWiBBA (FALL 2016 ENTRY)

YEAR 1

* Language StudyTotal of 6.00 credits

YEAR 2

* Students have 18.00 credits to satisfy advanced level competency in a preferred language. If a student satisfies advanced language prior to completing 18.00 credits in language, they may use the remaining credits towards learning a second language or additional regionally-focused elective(s).

** Students must complete 12.00 credits of regionally-focused study in addition to the 18.00 credits used for language study to be eligible for graduation. Year level requirement does not apply to language or regionally-focused courses.

*** Year level requirements do not apply to non-business electives. A total of 12.00 credits of non-business electives can be taken at the 1000-level at any time during your degree.

* Language Study (or Regionally-Focused Elective)Total of 6.00 credits

* *Regionally-Focused Elective(s)Total of 6.00 credits

YEAR 3 and YEAR 4


* Language Study (or Regionally-Focused Elective)Total of 6.00 credits

* *Regionally-Focused Elective(s)Total of 6.00 credits

***Non-Business or Schulich ElectivesTotal of 18.00 credits

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Intoduction to MicroeconomicsAP/ECON 1000 3.00

Introduction to MacroeconomicsAP/ECON 1010 3.00

Introductory MarketingAP/ADMS 2200 3.00

Introductory Statistics ISC/MATH 1131 3.00 or equivalent

1Introduction to Financial Accounting I (S1)SB/ACTG 2010 3.00

1Introduction to Financial Accounting II (S2)SB/ACTG 2011 3.00





International EconomicsSB/INTL 2200 3.00



Organizational Behaviour Across CulturesSB/INTL 2300 3.00 SB/INTL 1300 3.00

Responsible Business in an International ContextSB/INTL 1400 3.00 SB/INTL 2000 3.00

FALL TERM WINTER TERMStrategic Management for International Business

SB/INTL 3000 3.00 SB/INTL 4400 3.00Integrative International Business Simulation

SB/INTL 4300 3.00 SB/INTL 4200 3.00

# student may take regionally-focused course in place of language study if advanced level proficiency has been completed^ Can be reduced to 6.00 credits regionally-focused if course was taken in Year 1 in place of the non-business elective* year level requirement does not apply for non-business electives

Summer Term

1 Delayed entry applicants who have submitted a satisfactory supplementary application by the March deadline will be given permission to enrol in SB/ACTG 2010 3.00 and SB/ACTG 2011 3.00 in the Summer term prior to Fall entry.

~ Delayed-entry applicants must achieve a minimum 'C' grade in SB/ACTG 2010 3.00 and SB/ACTG 2011 3.00 to be eligible for admission. Offers will be granted in August after a review of their Year 1 academic record including Summer courses.

PROPOSED CURRICULUM OVERVIEWDelayed-Entry iBBA (FALL 2016 ENTRY)

YEAR 1

Schulich Electives or Non-Business Electives*Total of 6.00 credits

30.00 credits completed at York University to be eligible forthe iBBA Delayed-entry admission requirements

Introductory CalculusTotal of 6.00 credits

Lanaguage StudyTotal of 6.00 credits

Non-Business Elective or Regionally-focused courseTotal of 6.00 credits

#Lanaguage Study (or Regionally-focused Elective)Total of 6.00 credits

#Language Study (or Regionally-Focused Elective)Total of 6.00 credits

YEAR 2

YEAR 3 & 4

^Regionally-focused Elective(s)Total of 12.00 credits


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Course Change Proposal The following information is required for all course change proposals. To facilitate the review/approval process, please use the headings below, REPLACING each <explanation> with your intended text.

1. ProgramiBBA

2. Course Number and Credit ValueINTL 2300 3.00

3. Course Titlea) Long Course Title

ORGANIZATIONAL BEHAVIOUR ACROSS CULTURES

b) Short Course Title (if a change in the course title is requested)NA


x in course number in credit value in course title (provide course outline; short course titles may be a maximum of 40 characters, including punctuation and spaces) in course description (provide course outline; short course descriptions may be a maximum of 60 words, written in present tense) in integration (provide statement of approval from other program) in cross-listing (provide statement of approval from other program) in pre/co-requisite expire course other (please specify)

5. Effective Session of Proposed Change(s)FALL 2017

6. Academic RationaleThe program committee recently approved to move Organizational Behaviour Across Cultures, INTL 1300 3.00, from the first year to the second year of the iBBA curriculum. For second year courses 2000 level numbers are preferred because numbers help students identify a course’s position in the curriculum. Thus, changing the course code for Organizational Behaviour Across Cultures from INTL 1300 3.00 to INTL 2300 3.00 identifies the course more clearly as a 2nd year course. It also aligns the course code of this course with other second- year mandatory courses in the iBBA program.

7. Proposed Course InformationExisting Course Information

(change from) Proposed Course Information

(change to)

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8. Consultation

9. Approvalsa) Originator

Farrokh Zandi November 19, 2015 Signature Date

Farrokh Zandi Name

b) Area or SpecializationI have reviewed this change form and I support the proposed changes to the course.

Chris Bell January 15, 2016 Signature Date

Chris Bell ORGS Name of Area Coordinator / Specialization Director


c) Degree ProgramThis course change has received the approval of the Program Committee, and I support theproposed changes.

Detlev Zwick January 15, 2016 Signature Date

Detlev Zwick January 15, 2016 Name of Program Director Program

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1. ProgramSchulich iBBA Program

2. Course Number and Credit ValueINTL 3000 3.00


Strategic Management for International Business




5. Effective Session of Proposed Change(s)Fall 2018

6. Academic RationaleThe re-sequencing of the Strategic Management for International Business course, INTL 4400 3.00 to INTL300 3.00 will help identify the course as a 3rd year course. It also aligns the course code of this course withthe Strategic Management course, SGMT 3000 3.00, in the BBA program. INTL 3000 3.0 is the prerequisiteto the new iBBA capstone course: INTL 4200 3.00, Integrative International Business Simulation.



(change to) I

241

8. Consultation<For changes in integrations and cross-listings, as well as changes to courses that are integrated and/orcross-listed, please provide evidence that appropriate consultation has taken place.>


Detlev Zwick Jan. 7, 2016 Signature Date

Detlev Zwick Name


Signature Date




<Date> Signature Date

<Name of Program> Name of Program Director Program

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1. ProgramBBA/iBBA

2. Course Number and Credit ValueMKTG 1030 3.00


MARKETING MANAGEMENT





6. Academic RationaleThe program committee recently approved to move Marketing Management, MKTG 2030 3.00, from the second year to the first year of the BBA as well as iBBA curriculum. For first year courses 1000 level numbers are preferred because numbers help students identify a course’s position in the curriculum. Thus, changing the course code for Marketing Management from MKTG 2030 3.00 to MKTG 1030 3.00 identifies the course more clearly as a 1st year course. It also aligns the course code of this course with other first- year mandatory courses in both programs.



(change to)

243

8. Consultation



Farrokh Zandi Name


Markus Giesler November 20, 2015 Signature Date

Markus Giesler MKTG Name of Area Coordinator / Specialization Director




Detlev Zwick BBA/iBBA Program Director Name of Program Director Program

244


1. ProgramBBA

2. Course Number and Credit ValueORGS 2100 3.00


INDIVIDUALS AND GROUPS IN ORGANIZATIONS





6. Academic RationaleThe program committee recently approved to move Individuals and Groups in Organizations, ORGS 1000 3.00, from the first year to the second year of the BBA program. For second year courses 2000 level numbers are preferred because numbers help students identify a course’s position in the curriculum. Thus, changing the course code for Individuals and Groups in Organizations from ORGS 1000 3.00 to ORGS 2100 3.00 identifies the course more clearly as a 2nd year course. It also aligns the course code of this course with other second- year mandatory courses in the iBBA program.



(change to)

245

8. Consultation



Farrokh Zandi Name








246


1. ProgramBBA

2. Course Number and Credit ValueORGS 2200 3.00


ORGANIZATIONS AND THEIR ENVIRONMENTS





6. Academic RationaleThe course ORGS 2010, Organizations and their Environments is sequenced right after ORGS 2100 3.00, Individual and Groups in Organizations. ORGS 2100 3.00 is the prerequisite for ORGS 2010, Organizations and their Environments. Since ORGS 2010 3.00, Organizations and their Environments will be sequenced after ORGS 2100, changing the course code from ORGS 2010 to ORGS 2200 clarifies the sequencing of ORGS 2100 3.00 first and ORGS 2200 second.



(change to)

247

8. Consultation



Farrokh Zandi Name








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York University Schulich School of Business

Form for Modification of an Existing BBA/iBBA Course

This form is not used for new course proposal. Be sure to outline changes, providing information the nature of the change, including course content, from the current version in the rationale section of this form.

1. Current Course number and Credit Value:INTL 4100 3.00

2. Course Title:a) Internship Abroad

b) Short Course Title (if a change in the course title is requested)INTL 4100 3.00

3. Requested Effective Academic Term of the Change:Fall 2016

Submitted by:

Farrokh Zandi

4. Nature of change: Check all that apply:

Pre-requisite and/or Co-requisite Course(s) and/or Exclusions Course Title* Course Level and/or Course Number Course Calendar Description* Course Topics/Content* Course format/mode of delivery* Cross-listing (attach statement of approval from other programme)

x Retire/expire the Course Other–Specify: First-Time Course Syllabus

*If any of these * changes are made please also attach the new course outline.


6. Academic RationaleCurrently there are two different course codes for the same course (Internship Abroad)

249

on the books: INTL 4100 3.00 and IBUS 4100 3.00. This redundancy is no longer useful and can be confusing to students and staff. It is recommended to retire INTL 4100 3.00 to eliminate the redundancy.

6. If changing the course description, complete section below.

CURRENT CALENDAR COPY

CLEARLY indicate the EXACT new text as it would appear in the calendar (60 words maximum)

.

7. Approvals:

a) Originator

Farrokh Zandi

January 8, 2016 Signature Date

Farrokh Zandi

Name


Signature Date



250

c) BBA/iBBA Committee This course has received the approval of the BBA/iBBA Committee, and I support the addition of the course to the SSB curriculum.

Detlev Zwick

January 15, 2016 Signature (Chair, BBA/iBBA Committee) Date

8. Send to: Send an electronic copy of all forms and attachments, and forward emails of support from other faculty member to:

BBA/iBBA Secretary: Nicola Jagdeosingh ([email protected])

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York University Schulich School of Business

Form for Modification of an Existing BBA/iBBA Course

This form is not used for new course proposal. Be sure to outline changes, providing information the nature of the change, including course content, from the current version in the rationale section of this form.

1. Current Course number and Credit Value: IBUS 4100 3.00

2. Course Title:a) WORK PLACEMENT


3. Requested Effective Academic Term of the Change:September 2016

Submitted by:

Farrokh Zandi

4. Nature of change: Check all that apply:

Pre-requisite and/or Co-requisite Course(s) and/or Exclusions

x Course Title*

Course Level and/or Course Number x Course Calendar Description*

Course Topics/Content* Course format/mode of delivery* Cross-listing (attach statement of approval from other programme) Retire/expire the Course

x Other–Specify: First-Time Course syllabus

*If any of these * changes are made please also attach the new course outline.

5. Details and Rationale for the change(s)(a) Course Title will change from Summer Internship to “Work Placement“. The Work Placement may be granted a maximum of 3.00 credit-hours as Schulich

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elective) towards completion of the BBA and iBBA programs.

Rationale: A Work Placement is defined as an experiential component that satisfies a set of learning outcomes and for which the student obtains course credit. A Work placement can be paid or unpaid. An Internship should also satisfy a set of learning outcomes, but the student does not receive course credit. Internships MUST be paid. Hence the term internship is no longer an accurate description of this course because 1) students do get credit for this course and 2) some students will get paid and some will not get paid for their work as part of this course and we accept both of these possibilities. Therefore we propose to change the course name to Work Placement.

Furthermore, with the term placement we extend the range of experiences that qualify for credit under this course in two significant ways: 1) While currently the course requires students to use the summer months for

placement opportunities we propose to extend the placement option to the entireacademic year as more and more employers are beginning to offer suchopportunities.

2) While currently the course requirements state that the work placement has to bedone at an organization outside Canada, we propose that students be permittedto take advantage of placement opportunities at organizations inside Canada aslong as the work experience offered by the placement entails a substantialinternational learning component.

(b)The course grading will change to a Pass/Fail system.

Rational: Given the nature of this course, as an industry experience, a Pass/Fail system of grading is more suitable.

6. If changing the course description, complete section below.

CURRENT CALENDAR COPY CLEARLY indicate the EXACT new text as it would appear in the calendar (60 words maximum)

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iBBA students who are able, on their own initiative, to find a summer internship abroad may be granted a maximum of 3.00 credithours towards their degree. The summer internship is conducted with an organization outside Canada and must be a minimum of 8 weeks. International students are permitted to do the internship in Canada. The internship should be completed between year 2 & 3 or between year 3 & 4. Multiple internships (e.g., in successive summers) will not be awarded multiple credit. The course SB/INTL 4100 3.00 will count as a Schulich elective. Approval of internship must be obtained by the Associate Director of BBA/ iBBA programs (fzandi@ Schulich.yorku.ca) prior to the beginning of the term for which the internship is being registered.

Work Placement provides BBA and iBBA students with an opportunity to earn credit for gaining relevant work experience. International or domestic work placement that offers a strong international learning component may be accepted. International work placement must be full-time. Approval of work placement must be obtained by the Undergraduate Program Director or Associate Director prior to start of the course.

7. Approvals:

a) Originator

Farrokh Zandi Signature Date

Farrokh Zandi Name

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Signature Date



c) BBA/iBBA CommitteeThis course has received the approval of the BBA/iBBA Committee, and I support the addition of the course to the SSB curriculum.

Detlev Zwick January 15, 2016 Signature (Chair, BBA/iBBA Committee) Date

8. Send to:

Send an electronic copy of all forms and attachments, and forward emails of support from other faculty member to:

BBA/iBBA Secretary: Nicola Jagdeosingh ([email protected])

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Course Outline

Fall/Winter/Summer 2016

Instructor Assistant Dr. Farrokh Zandi SSB N205H Tel: 416-736-2100, ext. 77959 [email protected] Office hours: Mondays, 11:30-1:00

Jennifer Fernandez SSB N205A 416-736-5067 [email protected]

Professor Zandi is a faculty member in the Economics Area, specialized in International Economics and Macroeconomics, and Associate Director of Undergraduate Programs at Schulich. He has taught at Schulich since 1991.

Brief Description:

Work Placement provides BBA and iBBA students with an opportunity to earn credit for gaining relevant work experience. International or domestic work placement that offers a strong international learning component may be accepted. International work placement must be full-time. Approval of work placement must be obtained by the Undergraduate Program Director or Associate Director prior to start of the course.

Extended Description:

“Tell me and I will forget. Show me and I will remember. Involve me and I will understand. Step back and I will act.”

This course offers students the opportunity to gain relevant work experience to complement and reflect upon classroom learning. Learning by doing represents a key strategy for impactful management education. Learning consists of four stages: (1) concrete experience (“DO"), (2) reflective observation ("OBSERVE"), (3) abstract conceptualization ("THINK")! and (4) knowledge transfer or active experimentation (“PLAN”).

IBUS 4100 3.00: BBA/iBBA Work Placement

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IBUS 4100 p. 2 It is through the sequencing of these four activities that the dual outcome of learning course material as well as developing critical thinking can be attained. Therefore, this course offers students the opportunity to earn credit for gaining work-focused experience while reflecting upon the management theories and concepts as well as using their cultural and language skills acquired in your program thus far. The objective is to improve theoretical understanding through practical knowledge and vice versa. Innovative managers and business leaders always combine both. Therefore, a work placement such as this one not only adds to a student’s professional portfolio, but also represents a key building block for a successful career in international business. Students may obtain such an immersive and internationally-focused business experience by working for an organization abroad, or with a globally operating organization in Canada. Domestic work placements can be pursued full or part-time, however, international work placements must be full-time. The placement also needs to be of sufficient length (min. of 300 hours) to ensure that significant experiential learning can take place. Prerequisites/Eligibility/Preparation

(a) Student Eligibility Requirement:

The Work Placement can start after completion of the second-year courses subject to the approval obtained from the (Associate) Program Director prior to start of the Placement. (b) Work Placement Eligibility Requirement A work placement may be approved as a 3.00 credit Schulich elective course under the following conditions:

1. The host organization is (a) located outside Canada, preferably in one of the six regions approved for the iBBA program, or (b) located inside Canada and has an international component linking two or more regions of the world

2. The work component of the placement must entail at least 300 hours. (c) Work Placement Preparation: In order for the work placement to be approved as a credit course, students must submit a formal letter of placement offer from a qualified organization along with a three–page proposal in support of their placement application. This proposal will contain:

1. Site description:, 2. Description of work placement responsibilities and duties as specified in the offer

letter 3. Students’ expected tasks and responsibilities given to them by their Placement

supervisor, 4. Students’ academic goals for this experience,

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IBUS 4100 p. 3

5. The list of skills, experiences and reflections the student expects to gain from this experience, and how these skills are expected to meet their goals through the assigned tasks.

Contents Prerequisites/ Eligibility/Preparation ............................................................................................. 3 Course Learning Outcomes ............................................................................................................. 3 Deliverables at a Glance.................................................................................................................. 2 Written Assignments/Projects and Exam[s]: Descriptions ............................................................. 3 Evaluation of Written Assignments/Projects and Exams ............................................................... 3 Calculation of Course Grade ........................................................................................................... 4 General Academic Policies: Grading, Academic Honesty, Accommodations and Exams............... 4 Course Learning Outcomes

1. Understand your role as a co-producer in the placement process, and develop self-management skills towards building a successful placement experience and valuable career skills.

2. Develop effective job finding and career management skills. 3. Understand workplace differences and identify strategies to maximize learning

experiences within a range of work environments. 4. Develop a “global mindset” that supports decision-making and managerial effectiveness

in leading change in international contexts. 5. Utilize and reflect upon relevant ideas, theories, and techniques learned in the

classroom. 6. Develop reflective writing skills.

Deliverables at a Glance Students’ grade for this course is based on successful completion of the Work Placement. The successful completion of the Placement will be evaluated on the successful submission and acceptance of the Final Reflective Paper and other written components -- (for details, see below) -- as well as completion of the Placement contract with your employer as verified by the site supervisor’s letter of evaluation. Students who fail to produce a satisfactory letter of evaluation will not receive credits for this course. All written components are due within two weeks of competition of the placement. If the

Assignment/Task Quantity Weight % Author Time and Activity Logs 1/week 30 Individual Final Reflective Paper 1 40 Individual

Work Placement Site Analysis 1 30 Individual Supervisor Evaluation 1 Required 100%

For details, see “Written Assignments/Projects and Exam[s]: Descriptions” and “Evaluation …” (p. 4).

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IBUS 4100 p. 4 Written Assignments/Projects and Exam[s]: Descriptions Students’ grade for this course is based on four components:

(1) Time and Activity log (2) Final Reflective Paper (3) Work Placement Site Analysis (4) Supervisor’s evaluation, to be sent directly to the course coordinator via email

attachment. Late submissions of your project will be subject to a 5% penalty for each day late. You will not be assigned a passing grade until your supervisor’s letter has been received. If the letter is not received within 4 weeks of the completion date of the placement, a grade of Incomplete will be assigned. This grade will be changed when the letter is received.

Evaluation of Written Assignments/Projects and Exams Time and Activity Log: The Time and Activity log allows you to keep track of all the tasks, duties and assignments you perform during your placement. For each week, you must record in sufficient detail your primary activities in an activity log. Describe in each entry what you did in and learned about the organization, the work environment, your colleagues, customers, etc. during that week. Each log has a word limit of 200. All logs will be submitted as one document. This combined time and activity log is due two weeks after the completion of the placement. Final Reflective Paper: Reflection means to complete the four stages of learning. It is an exercise that allows you to think about what you experienced and observed during your work placement and by doing so generate unique and lasting insights that make a positive difference in your personal and professional life. Through reflective activities, you are encouraged to analyze your actions and the material you are learning. As you go through your work placement you are encouraged to define your experience (answer the “what” question), then to illustrate its significance with respect to personal experience and professional practice (answer the “so what” question), and finally to plan the next steps (answer the “what now” question). You are encouraged to reflect thoughtfully upon and respond to the specific work environment, professional responsibilities, and your own role at your Placement location. Consider the best and worst parts of the Placement, why you liked/not liked certain activities and duties, and what you learned from the activities. The Final Reflective Paper should be based on the entire Placement experience and should incorporate the following points of discussion:

(a) The method by which you secured the Placement opportunity. What worked well, and what would you do differently next time?

(b) The expected learning outcomes you had of the Placement when you chose it and whether those expectations have been met or changed as a result of the actual experience.

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IBUS 4100 p. 5

(c) The most important skills you developed and the most critical knowledge you gained during your Placement.

(d) Your own objective assessment of your work, performance, and contributions at the site. In what areas did you excel? In what areas did you struggle? Did anything you learned about yourself surprise you?

(e) A conflict or disappointment you experienced through your Placement and how you managed it?

(f) The Thesis Statement which identifies whether your expectations were met and what you learned. The body of your paper identifies two or three (depending on the length of your paper) major points that support your thesis statement.

The word limit for this paper is 2000. Please indicate the word count on the cover page of the paper. The assignment is to be written in size 12 Times Roman font, double-spaced with one inch margins. This assignment is due two weeks after the completion of the placement.

Work Placement Site Analysis (a) The internal and external analysis of the organization. This report may include (but is not

limited to): (i) A description of the organization, its history, its core activities and how they may

have changed over time, and an organizational chart, (ii) A brief overview of the industry and its players (competitors, suppliers,

customers, etc.), (iii) A SWOT analysis, and other relevant information and insights you gained about your site.

The word limit for the portfolio is 1500. Please indicate the word count on the cover page of the portfolio. The assignment is to be written in size 12 Times Roman font, double-spaced with one inch margins. This assignment is due two weeks after the completion of the placement.

Calculation of Course Grade You will be assigned a letter grade for each component of the four components above. Your course grade, as suggested on page 2, will then be calculated by weighted averaging of these components’ grades. The resulting numeric grade will be converted to a Pass/ or Fail grade according to the following scale: Pass: (C+) and above, Fail: (C) and below.

General Academic Policies: Grading, Academic Honesty, Accommodations and Exams For more details on the index, grading policy, and grade point average (GPA) requirements, see the Student Handbook or the Student Services & International Relations website:

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IBUS 4100 p. 6 http://schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Academic+Policies+BBA?OpenDocument Academic honesty is fundamental to the integrity of university education and degree programs, and applies in every course offered at Schulich. Students should familiarize themselves with York University’s policy on academic honesty, which may be found in the Student Handbook and on the Student Services & International Relations website: Accommodations. For accommodations sought due to exam conflicts, religious reasons, unavoidable absences or disabilities, please refer to the Student Handbook or contact Student Services. For counseling & disability services, contact Student Services or see http://www.yorku.ca/cds/.

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1. ProgramSchulich MBA Program

2. Course Number and Credit ValuePUBL 5500 3.00


Public Policy and Management


4. Type of Course Change (indicate all that apply)in course number in credit value in course title (provide course outline; short course titles may be a maximum of 40 characters, including punctuation and spaces) in course description (provide course outline; short course descriptions may be a maximum of 60 words, written in present tense) in integration (provide statement of approval from other program) in cross-listing (provide statement of approval from other program) in pre/co-requisite

x expire course other (please specify)

5. Effective Session of Proposed Change(s)Winter 2017

6. Academic RationaleThe course will be replaced by a different course as part of the revamping of the PUBL area.



(change to) This course describes the public policy development process and the public sector management environment within which policy is implemented. In view of Canada’s highly decentralized federal system of government, particular attention is given to the theory and practice of intergovernmental relations. This course provides the framework within which public policy is assessed and evaluated and is the first course in the sequence of MBA Public Management Specialization required core courses.

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8. Consultation N/A


Burkard Eberlein February 9, 2016 Signature Date

Burkard Eberlein

Name


Ian Macdonald


Ian Macdonald

Public Management Name of Area Coordinator / Specialization Director


c) Degree Program

This course change has received the approval of the Program Committee, and I support the proposed changes.

Ashwin Joshi


Ashwin Joshi

MBA Name of Program Director Program

Required Attachments • For changes in the number of credits, course title or course description, please attached the new Schulich

course outline (must conform to program norms; see the Program Assistant for details) • For cross-listed / integrated courses: signed statement of agreement from director of other graduate

course / other degree program

Send to: Send an electronic copy of all forms and attachments, and forward emails of support from other faculty members, to the appropriate program assistant:

• IMBA: Jamie Heron, Program Coordinator, IMBA ([email protected]) • MBA/MPA: Mel Poteck, MBA Program Assistant ([email protected]) • MF: Lucy Sirianni, Faculty Secretary, Finance ([email protected]

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1. ProgramSchulich MBA Program

2. Course Number and Credit ValueFNSV 6960 1.50


OLD: Activity-Based Costing and the Financial Services Industry

NEW: Activity-Based Management and Operational Risk in the Financial Services Industry

b) Short Course Title (if a change in the course title is requested)Activity-Based Management and Operational Risk

4. Type of Course Change (indicate all that apply)in course number in credit value

X in course title (provide course outline; short course titles may be a maximum of 40 characters, including punctuation and spaces)

X in course description (provide course outline; short course descriptions may be a maximum of 60 words, written in present tense) in integration (provide statement of approval from other program) in cross-listing (provide statement of approval from other program) in pre/co-requisite expire course other (please specify)

5. Effective Session of Proposed Change(s)Fall 2016

6. Academic RationaleThe purpose of the proposed course description change is to more accurately reflect the current content ofthe course. Since the course was first introduced in 2002, international bank regulations, especially Basel IIand III, have dramatically changed the perception of operational risk. It is now a formal risk category that isunderstood to have implications for all the classic areas of financial risk management. Given the newimportance of operational risk and its links to Activity-Based Management (ABM), operational risk and riskmitigation strategies have become increasingly important in ABM at financial institutions.

The course has evolved to keep pace with these changes and to better align with the approach to risk in theFNSV program. The changes over time are sufficiently great that it is necessary to appropriately title thecourse.

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7. Proposed Course Information Existing Course Information


(change to) This six-week course will introduce students to the role that activity based costing plays in the financial services sector. Students will learn the language, key concepts, and fundamentals of management accounting in a dynamic and interactive classroom environment. They will also understand the fundamental importance of effective cost management in running a successful financial services business.

This course introduces students to the role that activity-based costing plays in the financial services sector. Students will learn the language, key concepts, and fundamentals of management accounting in a dynamic class room environment. They will also grasp the fundamental importance of effective cost management in mitigating risk and running a successful financial services enterprise.

8. Consultation N/A


James L. Darroch


James L. Darroch

Name


James L. Darroch


James L. Darroch

FNSV Specialization Name of Area Coordinator / Specialization Director


c) Degree Program


Ashwin Joshi February 16, 2016 Signature Date

Ashwin Joshi

MBA Name of Program Director Program

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Long Title: Activity-Based Management & Operational Risk in the Financial Services Industry Course Outline Summer 2016

Tuesdays, 6:30 – 9:30 pm, beginning on (TBD) Miles Nadal Centre, NMC Tr. Rm

Instructor Assistant Professor Bernard Hyams [email protected] Office hours: Tuesday, 6:00 – 6:30 pm

Filomena Ticzon (interim) Room: N205B 416 736 5068 [email protected]

Bernard Hyams is an enthusiastic teacher currently working in the Financial Services Industry for over 15 years. He has been teaching at the Schulich School of Business MBA program for over 10 years. Last year students taking the course ranked the course as outstanding for its practical content and dynamic classroom environment.

Brief Description

This course will introduce students to the role that activity-based costing plays in the Financial Services sector. Students will learn the language, key concepts and fundamentals of management accounting. They will also grasp the fundamental importance of effective cost management in mitigating risk and running a successful financial services enterprise. There are no pre-requisites for this course.

Contents Course Learning Outcomes ........................................................................................................................... 2 Deliverables at a Glance ................................................................................................................................ 2 Course Material............................................................................................................................................. 2 Student Preparation for Class and Class Participation: Expectations ........................................................... 2 Class-by-Class Syllabus .................................................................................................................................. 3 Written Assignments/Projects and Exam[s]: Descriptions ........................................................................... 5 Evaluation of Written Assignments/Projects and Exams ............................................................................. 5 Calculation of Course Grade ......................................................................................................................... 6 General Academic Policies: Grading, Academic Honesty, Accommodations and Exams ............................. 6 Quick Reference: Summary of Classes, Activities and Deliverables ............................................................. 7

FNSV 6960 1.50R Activity-Based Management & Operational Risk

266

<Course Code> p. 2 Course Learning Outcomes At the conclusion of the course, students will have acquired: • an understanding of the cost controls required to run a successful organization; • an appreciation of the key concepts and vocabulary comprising activity-based costing; • analytical skills required to evaluate a corporation applying ABC methodology; and • an understanding of the risk mitigation strategies applied for Operational Risk.


Assignment/Task Quantity % Weight Total % Author Class Participation 1 20 20 Individual Research Paper 1 20 20 Group Presentation 1 20 20 Group Executive Summaries 3 10 10 Group Final exam 1 30 30 Individual

100% For details, see “Written Assignments/Projects and Exam(s): Descriptions” and “Evaluation of Written Assignments/Projects and Exams (p. 5).

Course Material Required reading for this course are included in the Course Kit. There is no textbook required for this course. The course kit contains classic readings from Kaplan & Cooper (Harvard), as well as relevant case studies from the banking and insurance industries. An emphasis is also placed on current events in order to combine theory and practice. Course kits are available for purchase from the York University Bookstore. The Course Materials Database may be found within Schulich’s Lotus Notes. It contains general, information for Schulich students and information/materials specific to this course. Please check it regularly.

Student Preparation for Class and Class Participation: Expectations Preparation. Students are expected to have read the assigned material and developed responses to the study questions as applicable. The material in the course kit is organized in a logical and sequential order. Each session focuses on a specific unit or topic which builds on the previous week. Every 2 weeks an executive summary is due (per group) which focuses on the readings and contains a reflection and an analysis.

267

<Course Code> p. 3 Class Participation (contribution). Class participation is considered a critical success factor in this course. If a student cannot attend a session, the expectation is that they will e-mail the professor prior to the session. Participation is tracked, by student, for each session.

Class-by-Class Syllabus Topics, readings, and other preparations for every class are listed below


#1 Introduction to Activity-Based Costing Methodology

Prep: • Introduction to Financial Services • Introduction to Activity-based Costing methodology • Overview of group project • Manufacturing simulation

Read: • Using Activity-based Costing – Mabberly • Activity-based Costing: Introduction Kaplan & Cooper

# 2 Fundamentals of Activity-Based Management & Operational Risk

Prep: • Key concepts and Relative Time Value Assessment • Focus on the Contact Centre – Activity • Focus on ABC & Risk Mitigation

Read:

• Understanding the mechanics of ABC – Mabberly • Outsourcing to India: Back Office to the World • Linking Strategy-Based Costing and Innovation Based Budgeting

Optional:

• Current Events from relevant periodicals Assignment Due:

• Executive summary on the readings • Action plan for the group project

268

<Course Code> p. 4 # 3 The Creation & Implementation of Activities & Technology

Prep: • An approach to implementing an Activity-based Information System • The Retail Branch as a living lab for Activity-based costing. • Retail Branch simulation activity

Read:

• An Approach to implementing an Activity-based information system – Mabberly

• Case Study: Sun Life Insurance – Jim Gurowka

#4

Product Costing & Profitability Prep:

• Introduction to Product Costing & Profitability • Applications within Financial Services

Read:

• Using Activity-based Costing for Product Costing Mabberly • Clicks and Bricks e-Risk Management in the Age of the Internet

Assignment Due:

• Executive Summary based on the readings. • Include a reflection on the readings

#5

Customer Segmentation & Profitability – Applying ABC Prep:

• Introduction to Customer Profitability • Applications into Strategic Marketing and Product Pricing

Read:

• Using Activity-based costing for customer profitability • Customer Profitability and CRM and RBC Financial Group

Assignment Due:

• Executive Summary • Group Presentation (s)

Enrichment:

• Role Design & Applications to ABC

269

<Course Code> p. 5 #6 Activity-Based Management

Prep: • Activity-Based Management – Synthesis of all modules/topics • Review of key materials and topics

Read:

• ABC in Service Industries • Extending Activity-Based Costing Systems

Assignment Due:

• Group Presentation (s) • Written Research Paper

Final Exam

Written Assignments/Projects and Exam[s]: Descriptions Due Date Executive Summaries (10%) Due Week 2, 4 & 5

Maximum length: 3-5 pages including executive summary and a reflection on the readings.

Due Date Activity-Based Costing Research Paper (20%) Due Week 6 The objective of the group project is to illustrate the importance of successful cost

management in corporate finance. To accomplish this goal, teams will work in self- selected groups of 4-6 students. The project will involve examining the non-interest operational expenses of an existing institution operating in Canada. Relevant examples can include: banks (Bank of Montreal, Bank of Nova Scotia, TD Canada Trust, National Bank, Laurentian Bank, and CIBC), insurance companies (Manulife Financial, Sun Life) credit unions (Caisse Populaire), and mutual fund companies (AGF, Mackenzie Financial Corporation and Dynamic Mutual Funds). Maximum Length: 20 – 25 pages (12 point font), double spaced. 20% Late submissions are not accepted.

Evaluation of Written Assignments/Projects and Exams Evaluation of the Research Paper will be based on the following written components: 1) Macro-analysis of the industry in which the company resides (5 pages double spaced); 2) Corporate specific analysis of the company. This can include operational divisions,

evaluation of core competencies, critical success factors, financial ratios and strategic vision (5 pages);

270

<Course Code> p. 6 3) Cost Analysis- Resources – Activities – Cost Objects including resource drivers and volume drivers (4-

5 pages); 4) Recommendations- logical, substantiated cost saving initiatives which will benefit the corporation. Any assumptions must be clearly quantified and explained (4-5 pages).

Critical Success Factors Include: • Researches the industry • Summarizes and reports on the financial analysis of the corporation • Applies costing methodology • Substantiates recommendations

Calculation of Course Grade Evaluation of Student Performance The course grading scheme for Master’s level courses at Schulich uses a 9-value grade-point system. The possible course letter grades for a course (and the corresponding grade points awarded for each grade are: A+ = 9 A= 8 A- = 7 B+ = 6 B = 5 B- = 4 C+ = 3 C = 2 C- = 1 F= 0 Example: A student receives the following grades: Reading Summaries A+ 9 * 0.10 = 0.9 Class Participation A 8* 0.20 = 1.6 Presentation A- 7* 0.20 = 1.4 Research Paper B+ 6* 0.20 = 1.2 Final Exam B 5* 0.30 = 1.5 Total 6.6

General Academic Policies: Grading, Academic Honesty, Accommodations and Exams Grades at Schulich are based on a 9-value index system. The top grade is A+ (9) and the minimum passing grade is C- . To keep final grades comparable across courses, elective courses are expected to have a mean grade between 5.2 and 6.2. The Schulich School does not use a percentage scale or prescribe a standard conversion formula from percentages to letter grades. Conversions within a course are at the discretion of the instructor.

271

<Course Code> p. 7 For more details on the index, grading policy, and grade point average (GPA) requirements, see the Student Handbook or the Student Services & International Relations website: http://www.schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Enrolment+Grades+and+Convocation!OpenDocument#tabs-2 Academic honesty is fundamental to the integrity of university education and degree programs, and applies in every course offered at Schulich. Students should familiarize themselves with York University’s policy on academic honesty, which may be found in the Student Handbook and on the Student Services & International Relations website: http://www.schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Academic+Honesty!OpenDocument Accommodations. For accommodations sought due to exam conflicts, religious reasons, unavoidable absences or disabilities, please refer to the Student Handbook or contact Student Services. For counseling & disability services, contact Student Services or see http://www.yorku.ca/cds/. Exams (Absence from) Final. Within 24 hours of missing a final examination, students must contact the Director of Student Services and must also contact their course instructor. Formal, original documentation regarding the reason for missing the exam must be submitted to the Director of Student Services (SSB Room W262) within 48 hours of missing the final exam. Students who miss a final exam due to illness must have their doctor complete an “Attending Physician’s Statement.” For more details, see: http://schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Enrolment+-+MBA+Exam+Schedule?OpenDocument


Class No., Title and Date In-Class Case/Exercise Reading Preparation (excluding cases and optional readings )

Written Preparation

1. Introduction Manufacturing Classroom Simulation

Pre-readings of course materials

2. Fundamentals of ABM & Operational Risk

Expectations of group project Executive Summary based on the readings (weeks 1 & 2)

Key elements are found in the course outline

Memo style

3.Creation & Implementation of Activities & Technology

Retail Branch Simulation Pre-readings of course materials

4. Product Costing & Profitability

Executive Summary based on the readings (week 3&4)

Pre-readings of course materials Executive summary 3-5 pages double spaced

5. Customer Segmentation &Profitability

Executive Summary based on readings (week4 & 5) Group Presentation

Pre-readings of course materials Executive summary 3-5 pages double spaced

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http://schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Enrolment+-+MBA+Exam+Schedule?OpenDocument

http://schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Enrolment+-+MBA+Exam+Schedule?OpenDocument

<Course Code> p. 8

Class No., Title and Date In-Class Case/Exercise Reading Preparation (excluding cases and optional readings )

Written Preparation

6. ABM Group Presentation Research Paper Due

Pre-readings of course materials 20 – 25 pages double spaced

7. Final Exam Final Exam will be held during the MBA final examination period.

273


1. ProgramKellogg-Schulich Executive MBA Program

2. Course Number and Credit ValueEMBA 6870 2.00


Strategic Issues in Commodity Industries

b) Short Course Title (if a change in the course title is requested)Strategic Issues in Commodity Industries


in course title (provide course outline; short course titles may be a maximum of 40 characters, including punctuation and spaces) in course description (provide course outline; short course descriptions may be a maximum of 60 words, written in present tense) in integration (provide statement of approval from other program) in cross-listing (provide statement of approval from other program) in pre/co-requisite expire course other (please specify)


6. Academic RationaleThe new title is a better reflection of the content of the course.

274

7. Proposed Course Information Existing Course Information


(change to) Long Title:


Short Title:


Course Description: no change

Pre-requisites: none

Long Title:

Competitive Analysis of Commodity Industries

Short Title:

Competition in Commodity Industries

Course Description: no change


8. Consultation

N/A


Signature Date

Kellogg School of Management

Name


Matthias Kipping (Signed digitally)

Feb 22, 2016 Signature Date

Matthias Kipping

Kellogg-Schulich Executive MBA Academic Director, KS EMBA Area or Specialization

c) Degree Program


Markus Biehl (Signed digitally)

Feb 22, 2016 Signature Date

Markus Biehl

Kellogg-Schulich Executive MBA Name of Program Committee Chair Program

275

Syllabus-CommoditiesElective March 22, 2015

Competitive Analysis ofCommodity Markets

Nabil I. Al-Najjar

John L. and Helen Kellogg Professor of Managerial Economics andDecision SciencesKellogg School of ManagementNorthwestern University

EMP Global Electives Week,April 2015

276


Thank you for your interest in this course. For useful course information, updates,and ways to contact me, please check the course website:

http://goo.gl/5dXH4

My email: [email protected]

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iii

WHAT THIS COURSE IS ABOUT

This course will introduce basic concepts and tools for the analysis of commodityindustries. In particular, we will study:

• The determination of short-run (spot) prices and long-run pricing trends. Wewill learn how to construct industry supply curves from actual costs and ca-pacity data and how to use these supply curves to make educated guessesabout the path of market prices in an industry.

• We will examine the sources of competitive advantage that result from con-solidation strategies and, in particular, whether they are associated with im-proved efficiency or with the greater market power.

• Imperfect information and market volatility. First, we study how herd behav-ior creates and exacerbates volatility. Second, we consider how real optionscan exploit volatility to create value.

• Collusion, market manipulation and market power. We examine recent episodesof collusion and develop a framework to put them in a legal and economicperspectives.

• Government interventions and their effect on prices in competitive markets.We illustrate critical issues concerning the role of government with a caseon the deregulation of the electric power market in California and the causesand consequences of the crisis in that market in 2000 and 2001.

COURSE REQUIREMENTS

• Homework.

– Due dates appear in the course calendar.

– All homeworks are to be done individually.

– Homework is to be submitted electronically using Canvas.

• Term paper guidelines will be discussed in class. The key points are:

– Due date is the beginning of the final class.

– The paper is to be done in groups.

– Term paper guidelines and topic selection will be discussed in class.

– Groups are required to present their paper in the final class.

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iv

COURSE DELIVERABLES AND GRADING

1. Individual homework 50%

2. Group term paper 50%

The final grade may be adjusted by up to 10% to reflect class participation.

COURSE MATERIAL

All material will be distributed using Canvas.

DETAILED SYLLABUS

A detailed syllabus will be distributed electronically about one week before classesstart.

FIRST CLASS PREPARATION

All the details are in the relevant calendar event in Canvas.

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Course Plan and Packet Contents

Day 1. 1

SESSION 1 Course Introduction; The 2008 Commodity CrunchThursday, April 16, 2015.

Handout # 1.1 The 2008 Food CrisisHandout # 1.2 Background Readings

SESSION 2 Lakshmi Mittal’s DreamThursday, April 16, 2015.

Handout # 2.1 Mittal Steel (HBS case)Handout # 2.2 Man of Steel

Day 2. 5

Individual Homework #1 Due

SESSION 3 Long-run AnalysisFriday, April 17, 2015.

Handout # 3.1 Typical Blast Furnace Cost EconomicsHandout # 3.2 Pricing Strategic RiskHandout # 3.3 Big Winners and Losers

SESSION 4 Herding and the “This Time is Different” Syn-drome

Friday, April 17, 2015.

Handout # 4.1 Eight Hundred Years of Financial FollyHandout # 4.2 Economists Who Did Their Homework

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vi COURSE PLAN AND PACKET CONTENTS

Day 3. 7


SESSION 5 Risk and Option ValueSunday, April 19, 2015.

Handout # 5.1 Drill-Baby-DrillHandout # 5.2 Cost Uncertainty

SESSION 6 Collusion, Price Fixing, and Anti-TrustSunday, April 19, 2015.

Handout # 6.1 The Air Cargo CartelHandout # 6.2 Singapore Airlines Settle Cartel CaseHandout # 6.3 List of International Cartels

Day 4. 11


SESSION 7 Macroeconomic and Foreign Exchange RisksMonday, April 20, 2015.

Handout # 7.1 Argentina’s 1991 Currency Peg

SESSION 8 Two-sided MarketsMonday, April 20, 2015.

Day 5. 13

Group Term Papers Due

SESSION 9 Term Paper PresentationsTuesday, April 21, 2015.

SESSION 10 The 2001 California Energy CrisisTuesday, April 21, 2015.

Handout # 10.1 The California Power CrisisHandout # 10.2 California Starved for EnergyHandout # 10.3 Why Electricity Markets Go Haywire

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1. ProgramKellogg-Schulich Executive MBA Program

2. Course Number and Credit ValueEMBA 6510 2.00


Strategic Management in Non-Market Environments

b) Short Course Title (if a change in the course title is requested)Strategic MGMT in Non-Market Environment


in course title (provide course outline; short course titles may be a maximum of 40 characters, including punctuation and spaces)

in course description (provide course outline; short course descriptions may be a maximum of 60 words, written in present tense) in integration (provide statement of approval from other program) in cross-listing (provide statement of approval from other program) in pre/co-requisite expire course other (please specify)


6. Academic RationaleThe new title is a better reflection of the content of the course.

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(change to) Long Title:

Strategic Management in Non-Market Environments

Short Title:

Strategic MGMT in Non-Market Environment

Course Description:

This course will introduce basic concepts and tool for the analysis of commodity industries. In particular, you will study the determination of prices in competitive markets through supply and demand, the evaluation of consolidation strategies, the causes and consequences of herd behavior in exaggerating volatility in commodity markets, the role of real options in postponing capacity additions and withdrawals and its consequences on pricing dynamics, the role of government intervention and its effect on prices in competitive markets, and finally the topics of collusion, market manipulation and market power.


Long Title:

Strategy Beyond Markets

Short Title:

Strategy Beyond Markets

Course Description:

This course focuses on the analysis and development of successful strategies to shape the rules, which are determined, implemented, and interpreted by legislatures and government administrations and vary significantly across countries. Developing successful beyond-market strategies can therefore establish and sustain an organization’s competitive advantage. The analytical frameworks in this course combine elements of competitive strategy, political science, and game theory.


8. ConsultationN/A


Signature Date

Kellogg School of Management Name


Matthias Kipping (Signed digitally) Feb 22, 2016 Signature Date

Matthias Kipping Kellogg-Schulich Executive MBA Academic Director, KS EMBA Area or Specialization

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Markus Biehl (Signed digitally) Feb 22, 2016 Signature Date

Markus Biehl Kellogg-Schulich Executive MBA Name of Program Committee Chair Program

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1

Strategy Beyond Markets1

Professor Nicola Persico Jacobs Center #597 Evanston Campus (847) 467-1796 [email protected] http://www.nicolapersico.com Office Hours: by appointment

Course Overview All economies are defined by formal and informal norms and regulations that structure market competition. These “rules of the competitive game” vary significantly across countries. Many barriers to entry, for example, originate from specific laws and regulations that favor some capabilities over others. The transportation company Uber, for example, is initially at a disadvantage relative to incumbent taxi cab companies.

The rules of the competitive game, and in many cases their enforcement, are not fixed constraints. Instead, they are determined, implemented, and interpreted by legislatures and government administrative agencies. Therefore, they are subject to change. In fact, Uber is often able to gain a license to operate by changing the rules of the competitive game in a given jurisdiction.

The analysis and development of successful strategies to shape the rules of the game to an organization’s advantage constitute the domain of beyond-market strategy.

Successful beyond-market strategy can establish, sustain, or erode a company’s competitive advantage. For example, the rules governing protection of intellectual property impact the advantages to “innovating” firms versus firms that are “fast followers.” Beyond-market issues are also important in determining the profitability of an entire industry. Regulations or taxes, for example, may also hurt or help all players, creating common interests among market rivals.

The analytical framework for beyond-market strategy goes beyond that of traditional competitive strategy. Beyond-market strategy is an emerging discipline which combines elements of competitive strategy, political science, and game theory.

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http://www.nicolapersico.com/

2

Teaching Approach Classes will be conducted on a lecture/case-discussion basis. For a case discussion to be a valuable learning experience, it is essential that you come prepared to discuss the cases and readings assigned for that class. During our case discussions, I ask that you deal with the cases as you find them; do not seek outside or post-case data on the firm or industry. If you have post-case or inside information, I will give you the opportunity to share it with the class at the end of our discussion. Let me know about such information in advance, and I will make a point to call on you at the appropriate time.

Course Requirements and Grading Grades in the course will be based on the following components:

(1) mid-course in-class group project; it counts for 20% (2) final review of concepts: open-notes, individual and in-class, it counts for 25% (3) final group project, which counts for 40% and is due about one month after the

class is over – see below for precise date (4) individual participation, which counts for 15%.

Mid-course in-class group project The class will break into groups. Each group will be given a period from 30 minutes to 1 hour to prepare a 1-page report following instructions that will be provided. The report is to be uploaded on the course website. Grading will be based on how well the report identifies and addresses the strategic challenges posed in the group project. The in-class debrief following the assignment has no impact on the grade.

Final review of concepts The final review is in-class, open-book and open-notes. You will be presented with some of the key concepts, tools, and models introduced in class. You will be asked to explain their meaning and/or to illustrate their application.

Final group project The final group project is an opportunity to apply your class skills to a real-world beyond-market problem. The real-world problem is of your choice. Assuming the role of a consultant, your group will develop a beyond-market strategy for a client. Plan for the output to be about 8-10 pages long. Please refer to the online materials for information about the choice of topic and what the report should look like.

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3

There are three steps to the final group project. These steps are designed to make sure you get all the feedback you need before delivering the final product.

Step 1, before the class reaches its mid-point: Pick the topic and check with me regarding its suitability. Step 2, on the last day of class: each group presents a short (2 minutes) in-class description of the topic. You may, but are not required to, use powerpoint slides. This presentation is designed to provide feedback and does not count for the grade. Step 3, due about a month after class is over: upload the 8-10 page final project on Canvas. This submission will count for the grade. See below for precise due date.

Participation and attendance Attendance and participation are essential for this class to be of value to you. If you have to miss class, please let me know in advance via email. Much of the learning in this course comes from class discussion. Do not be discouraged if, after the first few sessions, you have yet to participate. To increase opportunities for effective participation, I may cold-call a student or a study group to open the class discussion. I may also cold-call students during the course of a discussion. If you feel that you are preparing well but that I am not calling on you sufficiently often, please let me know so that I can address the problem.

Where Do I Find Teaching Materials? The preparation cases are collected in the case reader. Slides and other teaching materials will be posted regularly on the course website. Note that all materials on the course page are copyright protected. They are only for your personal use and may not be distributed without my prior permission.

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4

COURSE OUTLINE Session 1 (Thursday, April 14): Introduction and Basic Structure for Beyond-Market Analysis What you’ll learn What problems this course can help you solve. How to structure your analysis of the beyond-market environment. These ideas will be illustrated through the experience of a mining company attempting to open a mine in Romania. Pre-read: Rosia Montana (A), (B) Session 2 (Friday, April 15): Change and Coalitions What you’ll learn Coalition analysis, a powerfultool for predicting change in the rules of the competitive game and for guiding beyond-market strategy. Coalition analysis will be illustrated through the experience of: car-for-hire company Uber’s strategy; and the plight of businesses hit by a targeted tax on their products. Pre-read: Repeal of the luxury tax Session 3 (Saturday, April 16): Achieving Influence: Deliberative Institutions What you’ll learn How to put together a coalition for maximal influence. These ideas will be illustrated through the experience of: a media company looking to amend copyright law; and the automobile industry grappling with fuel economy regulations. Pre-read: CAFE standards Mid-course in-class group project: based on CAFE standards case

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5

Session 4 (Sunday, April 17): Achieving Influence: Regulatory Institutions What you’ll learn Some key features of regulatory institutions Strategies for influence on regulatory institutions These ideas will be illustrated through the experience of: the movie industry; the data brokerage industry; and firms in the financial services industry. Pre-read: Conseco Senior Health Insurance Session 5 (Monday, April 18): Beyond-Market Strategy during a Crisis What you’ll learn A simulation will test your ability to execute beyond-market strategy in a crisis situation. Previews of final group projects Teaching evaluations Final review of concepts. Pre-read: nothing Last task: Thursday, May 19 at 5 pm US Central Time: upload final project on course website

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SCHULICH SCHOOL OF BUSINESS

MEMO

To: Faculty Council Members

From: Keshia Gray Director Student and Enrolment Services

Subject: February 2016 Convocation Graduand List

Date: January 29, 2016

Attached is the list of graduands for the new February 2016 Convocation for Faculty Council approval.

This list includes PhD, MBA, iBBA, BBA, and Graduate Diploma students who have applied to graduate for the February date.

There is no Convocation ceremony for this event but students will be invited attend the June ceremonial events.

Thank you,

:so

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February 2016 Potential Graduands

PhD -‐ Administration Nada Basir

Master of Business Administration Naseema Ali Amr Aly Uzair Amir Orville Bailey Laszlo Barta Alexandre Bertrand Himanshu Bhutani Rajat Bokaria Polina Buchan Jay Cameron Francesco Cammisa Ying Chen Nomita Chennamraju Billy Kin Tong Chun Matan Cohen Gavin Dia Hong Hanh Do Patrick Egan William Elhallak Princess Etete Hassan Farasat Jannayna Farias Jennifer Fraser-‐Lee Francesco Fuccio Diliara Galina Sudin Garai Shamita Ghosh Frederick Glander Thiruvenkadam Gopalakrishnan Najmuddin Gunja Nicholas Hewer Chitra Jadhav David Jepson Mohit Kaura Sinath Kim Navneet Kumar Randy Lao Anthony Lodi Quan Long Ryan Ma Mark Makary Jared McCormick Alexander Mood Lucas Murua

Jonathon Musser Jeykumar Nagarethnam Eduard Ociacovschi Sabrina Padewski Vanita Persad Maja Piasecka Juliana Pinizzotto Ram Manohar Rajaram Swapnil Rege Onessia Sadoo Salman Saeed Hassan Said Mykhailo Saidov Mohammed Serhan Jieqing Shan Tara Shekarchi Yaozi Shi Jayant Pal Singh Frederick Spoke Ashokkshan Srithavanathan Xiandong Su Daniel Tran Cory Woods Ingrid Xiong Zhizhong Xu Zhao Yang Rabia Yusufzai Haonan Zhang Rui Kan Zhang Li Zhao Yue Zhao Dian Zhou Xiao Zhou Di Zhu

Bachelor of Business Administration Sundeep Singh

International Bachelor of Business Administration Dooly JooYong Sim

Graduate Diploma in Financial Engineering Siyao He

Graduate Diploma in Health Industry Management Li Zhao

Graduate Diploma in Advanced Accounting Garcia Bartley Justin Bedi Snehdeep Gollen Josip Grbavac Abieraam Krishnarajah Billy Lai Catherine Lu Yatri Patel Luc Ryu Sonia Suresh Abhi Vaishnav Shuk Hung Wong

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Schulich School of Business Faculty Council Minutes

A meeting of Faculty Council for the 2015-2016 academic year was held on Thursday December 3rd, 2015 at 2:30pm in room SSB E111.

In Attendance:

J. McKellar, Chair E. Rush, Secretary

Voting Members of Faculty Council Present: Senior Administration D. Horváth, M. Biehl, T. Beechy, M. Judd, M. Szaki, J. Zemans Student Council Reps C. Farrell (GBC) ACTG M. Annisette ARTM/NMLP BSUS ECON A. Bhanich-Supapol FINE M. Kamstra, Y. Larkin, L. Ng, H. Tan, Y. Tian MKTG A. Campbell, M. Giesler, A. Joshi, E. Veresiu, D. Zwick ORGS C. Bell, R. Karambayya, C. Oliver, M. Valente, M. Waller, L. Wright OMIS M. Levesque PLCY J. Darroch, B. Eberlein, T. Peridis, J. Tan PROP OTHER:

Voting Members of Faculty Council Absent: K. Armstrong (GBC) A. deCarufel A. Khazak (UBS) D. Neu K. Tasa P. Aulakh, A. Diamant G. Kistruck T. Noseworthy L. Thorne K-H. Bae D. Dimick R. Kozinets N. Obaid (Ph.D) V. Trivedi K. Bathija (GBC) M. Dong M. Kristal Y. Pan A. Tsang R. Belk J. Everett S. Kumar (GBC) S. Prasad (GBC) E. Waitzer M. Bilal (UBS) M. Farjoun F. Lazar E. Prisman E. Westney S. Bury (Library) J. Gahtan (UBS) S. Li S. Qu B. Wolf M. Cao B. Gainer Z. Li M. Rice Z. Yang (GBC) J. Chung B. Graham (Alumni) M. Maringola

(UBS) G. Roberts S. Yeomans

W. Cook C. Graham D. Matten H. Rosin W. Cragg I. Henriques R. McClean P. Sadorsky A. Crane I. Holzinger C. McMillan W. Sheremata D. Cumming D. Johnston G. Morgan A. J. Sirsi P. Darke A. Kecskes J. Naggar (GBC) J. Smithin

Regrets, Leaves, Sabbaticals (*): E. Auster* H. Kim* E. Maynes (LOA) T. Wesson* Y. Deutsch* M. Kipping M. Milevsky* C. Zietsma* E. Fischer* I. Macdonald P. Shum* K. Kanagaretnam S. Hsu* A. Madhok* D. Thomassin-Sing (LOA) R. Irving* A. Mawani S. Weiss*

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Non-Voting Members of Faculty Council Present: T. Anderson S. Hussain A. Mustapha K. Welsby K. Gray M. LeFranc M. Orlan F. Zandi L. Hillcoat J. MacKay N. Sutherland Non-Voting Members of Faculty Council Absent: J. Adams T. D’Agostino L. Korhani A. Middleton L. Randell D. Weitzner D. Bell P. Deonandan A. Kuzmicki R. Moy M. Rittinger D. Woticky M. Bhutani P. Dillon R. Lynn S. Nahm S. Siddik J. Wu T. Bowes E. Farrell A. Makooie C. Niederwanger G. Sue M. Cernea A. Gravel J. Mapa C. Partland S. Tenn G. Chen R. Hines R. Mayer P. Pivato A. Tung A. Choi J. Jeyakumaran T. Mcqueen V. Raghunathan C. Ward 1. Welcome & Chair's Remarks

The Chair welcomed Faculty Council members and special guests VPA&P Rhonda Lenton and VPFA Gary Brewer. He then provided a brief update to the agenda:

• Further changes have been made to the nominating slate. An updated version has been posted on the ADA website.

• Mary Waller will not present to Faculty Council today (agenda item 8a). She will present to Operating Committee following the Council meeting.

2. Presentation by VPA&P Rhonda Lenton and VPFA Gary Brewer

Rhonda Lenton, Vice President Academic & Provost (VPA&P), and Gary Brewer, Vice-President Finance & Administration (VPFA), provided an update on enrolment and linked it to both the IIRP and the transition to the new SHARP budget model for 2017-2018. VPA&P Lenton provided an overview of the planning context and highlighted ministry changes and trends among enrolments. She noted that, at the undergraduate level, Strategic Enrolment Management has resulted in higher conversions. At the graduate level, master’s applications were slightly below projected targets and doctoral applications were above estimated targets. She also provided an overview of the planning documents and planning cycle shaping the university’s direction and discussed the IIRP’s 6 key initiatives that will benefit from institutional level coordination to complement local level plans. Working groups for these key areas have been determined and will be asked to create recommendations within the next 6 months (or longer) to take back to Board. VPFA Brewer reviewed the 2015-18 Budget Plan summary and discussed projected divisional deficits, noting that there are structural issues across the university system but with very different contexts in each faculty. He noted that Schulich is one of the most complicated faculties in terms of finances at the university and that it might be more useful to break the numbers down into the operating vs. capital components. Overall, an institutional response is needed to help the university move forward in achieving its academic mission in a financially sustainable way. VPFA Brewer also discussed the Board’s interests with regards to the budget and talked about the budget risk associated with future government grant rebasing. He then reviewed the SHARP budget model and discussed the 3-year transition period that will include a ‘hold-harmless’ budget adjustment for faculties that receive less money under the new model. Schulich will receive a base hold-harmless adjustment of close to $1.5

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million to offset the negative budget impact of the conversion to SHARP.

The Dean noted that the new budget model is very sensitive to enrolment numbers. VPFA Brewer agreed, indicating that this has both positive and negative implications. While this creates greater incentive for academic innovation in programs, if enrolments continue to decline, the full effects will be seen by the faculty.

The presentation is available at the following link: http://blogs.schulich.yorku.ca/ada/files/2015/12/151113_-Faculty-Council-Presentation-for-Schulich-v2.pdf

3. Dean's Remarks

The Dean provided a series of updates regarding past and future events in the Schulich community: • EMBA convocation took place on October 16th, which included a keynote address

by Bruce Flatt from Brookfield. • The annual Dean’s Reception, which took place on October 25th, had an excellent

turnout. At the event the Dean highlighted Schulich’s 50th anniversary celebrations. • The Real Estate and Infrastructure program organized an excellent Perspectives

lecture on October 27th, at which Steven Ross was the keynote speaker. • The Alumni Recognition Awards took place on October 29th. Awards were

presented to Ron Mock, President & CEO of Ontario Teachers’ Pension Fund; Kishore Moorjani, Asia Head of Tactical Opportunities, The Blackstone Group, Singapore; and Skip Sigel, Executive-in-Residence, IMBA Program.

• The PhD Welcome Reception took place on November 9th. The Dean commented that more PhD students and faculty members should be in attendance.

• The Experience Schulich event was a success. • The Schulich United Way fundraising event, SchulichPalooza, took place on

November 25th. University President & Vice-Chancellor Dr. Shoukri was in attendance. S. Kimberley put together a great show.

• The Master of Management program review is still ongoing. • The Cyclical Review final report has been received; a follow-up report by Schulich

is due by March 2017. • Schulich International Students’ Holiday Dinner will take place on December 3rd,

with around 170 students expected. • The Schulich holiday luncheon will take place on December 11th. • A reception for long-serving staff and faculty members (25 years+) will take place

on December 14th.

4. Enquiries & Communications The APPRC has requested input from the Council on 5 questions regarding the UAP Renewal Process. Council members were encouraged to send in their responses to the questions if they have input to provide.

5. PHD/GBC/UBC Initiatives

C. Farrell indicated that the GBC is currently fundraising for Ronald McDonald House, as part of the MBA Games taking place at Schulich this year. She asked Council members to consider supporting this cause in their holiday fundraising. More information about this initiative will be provided via email.

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No remarks were made regarding UBS or PhD Student Association initiatives.

6. BBA/iBBA Program Committee:

F. Zandi moved for approval of the new course proposal SB/INTL 1400 3.00: ResponsibleBusiness in an International Context. Seconded by D. Zwick. All in favour. Motion carried.

F. Zandi moved to approve the new course proposal SB/INTL 4200 3.00: IntegrativeInternational Business Simulation. Seconded by D. Zwick. As the course code and title aresimilar to an existing course, a friendly amendment was proposed by F. Zandi to change thecourse code to 4300 and the course title to International Business Simulation. All in favour.Motion carried.

7. MF Program Committee

Y. Tian moved for approval of the new course proposal MFIN 5900 1.50: Ethical DecisionMaking for Finance Professionals. The traditional ethics course in the program, ETHC 69501.50 - Ethics and Finance, does not meet the CFA’s unique requirements regarding the codeof ethics and standards for professional conduct. As the program is affiliated with the CFA,its courses need to be consistent with their standards. Seconded by M. Kipping. All infavour. Motion carried.

8. EMBA Program Committee

The EMBA Committee put forward 2 new course proposals as part of an effort torejuvenate the program.

M. Biehl moved for approval of the new course proposal EMBA 6190 2.00: DoingEntrepreneurship. This course will eventually become a capstone with a highlyexperiential component that will run over a longer period of time within the program.Seconded by M. Waller. A question was asked about the rationale for the course title. Allin favour. Motion carried.

M. Biehl moved for approval of the new course proposal EMBA 6270 2.00: Managing forResilience. Seconded by A. Joshi. All in favour. Motion carried.

9. Adjournment

A. Joshi moved to adjourn. Seconded by M. Biehl. All in favour. Motion carried.

Consent Agenda

The following items were approved by consent.

1. BBA/iBBA Program CommitteeCurriculum Changes:

1. Course Retirement: SB/INTL 3350 1.50: Applied Cross Cultural Management2. Course Retirement: SB/INTL 3400 1.50: Business & Sustainability3. Course Retirement: SB/INTL 3500 3.00: International Business Ethics

2. Nominating CommitteeApproval of changes to 2015-2016 SSB Faculty Committees

3. Faculty Council meeting minutes – October 16, 2015

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