GMGT 4210 A01 (3 CH) Seminar in Management and Capitalism

Winter 2018 104 Drake Centre 10:00-11:15am Tuesday and Thursday

INSTRUCTOR Name: Howard R. Harmatz Office: 468 Drake Centre Phone: 204-474-6408 Email: Harmatz@umanitoba.ca Office hours: Wednesday 2:20-3:30; Tuesday and Thursday 11:30-1:00

COURSE DESCRIPTION

This seminar course is an extended discussion on the future of capitalist society. We start with a history of capitalism and carefully explore its definition. The focus shifts to its discontents and proposed remedies.

The final element is the exploration of capitalist values infused into all of us and how we make decisions and our reflections on our market impacted value systems.

COURSE OBJECTIVES What you are expected to know already:

Basic critical reading and English writing skills. Current newspaper coverage of Canadian business, economic, and political

events and an awareness of global political economic issues. Perspectives on management usually discussed in business schools

What you will learn:

Development of capitalism over the last four centuries Conceptions of forms of capitalism What makes capitalism work or not work well A look at the economy of China

Why you need to know these things:

Business as usual is never usual, the social environment is always changing. Many contemporary business practices are not sustainable in either terms of

stable social relations or environmental practices. Business students need to be sensitive to the perspectives of others and the

broader demands of society. Seeing modern management from outside of current practice broadens the

ability to work with multiple stakeholders.

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Core competencies: Critical thinking Communication in writing and orally Globalization

COURSE MATERIALS Meyer, Christopher & Julia Kirby Standing on the Sun; how the explosion of capitalism abroad will change business everywhere. (2012) Cambridge, Harvard Business School Publishing Company. A current non-fiction book dealing with inequality, globalization, the problems of capitalism and modern management (first written after 2006). This book will be selected by the student and approved by the instructor. Only one person may choose a given book as each book will result in a class presentation.

A work of fiction first produced in the last twenty years that focuses on a credible individual making personal choices and influenced by cultural values including market based values. Each student will produce an analysis of how management or life in a capitalist world is implicitly depicted and what it means for their own futures.

Other materials are on UM Learn.

COURSE FORMAT In the modern world, what frames the choices that people make. E.g. In Jane Austin’s world (over two centuries ago) marrying well is the core problem facing the women. Today, what forms the decision matrix governing choices? How do you develop your own frameworks? It is a self-reflection of self in contrast to the principal character. The paper should be 40% empathy for the character and 60% contemplation of the implications for the student’s next twenty years. A Seminar Course

A seminar course relies upon the contributions of each and every participant. Ideas are put onto the table to be explored. Each member of this seminar will have the opportunity to lead part of the discussion and the responsibility to participate fully when others are taking the lead. The instructor acts as a facilitator instead of the “expert.” We know a seminar course takes off when we find ourselves discussing the issues out of class. “Seminarium” is the Latin root meaning a plant nursery: a place of beginnings.

TENTATIVE GRADING SYSTEM (final grade distribution is subject to department head’s review)

87- 100 A+ 76 - 80 B+ 66 – 70 C+ 50 – 59 D 81 – 86 A 71 – 75 B 60 – 65 C 0 – 49 F

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ASSESSMENT OF LEARNING

Review of Standing on the Sun (20%)

Review of a non-fiction book (25%)

Video presentation (10%)

Participation (25%)

Reflection based on a current novel (20%)

ATTENDANCE POLICY

Participation in class can be supplemented by UM Learn postings, where essays or critical responses to essays count as participation. Attendance in all classes is required. (Often, students need to be away. That may be the right personal choice, but there is a loss within this academic program.) More than four absences will result in a loss of all participation points. More than 6 absences will result in course failure. This is a course that depends upon the students to make it a great learning experience.

ELECTRONIC DEVICE POLICY

Recording and video-records of classes The instructor, fellow students, and/or the University hold copyright over the course materials, presentations and lectures that form part of this course. No audio or video recording of lectures or presentations is allowed without permission. Course materials (both paper and digital) are for the student’s private study and research, and are not to be reproduced, distributed, or posted online without permission. If you have a disability and require audio or video recordings, or materials in alternative formats, please make arrangements through Student Accessibility Services. Respect for the privacy of other participants is required. Electronics in Classes Electronic devices may be used judiciously. If you are using a computer for note taking, please sit in the back rows as the illumination from screens is distracting to people sitting behind you. Cell phones should be off or kept muted. Text messaging is neither acceptable nor respectful behavior. Surely, we can all go a full 75 minutes without checking messages or email, albeit with the exception of emergency notifications.

OUT-OF-CLASS COMMUNICATION

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UM Learn and your official University of Manitoba email address will be used for communication. All written assignments are to be submitted to UM Learn dropboxes.

REFERENCING STYLE FOR WRITTEN WORK All referencing will be done using APA.

CLASS SCHEDULE

Tentative Schedule, by week beginning:

January 2 History of Capitalism (more lecture than seminar)

Read: Henry Mintzberg Robert Simons, and Kunal Basu, “Beyond Selfishness”

http://www.d.umn.edu/~scastleb/mintzberg%20etc%20beyond%20selfishness.pdf

January 9 – January

16

Dennis Rasmussen, “Adam Smith on What is Wrong with Economic Inequality” American Political Science Review (May 2016), pp. 342-352. Varieties of Capitalism (more lecture than seminar)

Peter A. Hall (2010) “An Introduction to Varieties of Capitalism”

http://www.people.fas.harvard.edu/~phall/VofCIntro.pdf

Robert Taft (ed.) A Force for Good (2015), Chapter 3, “Finance and the Good Society” Robert Shiller Robert Taft (ed.) A Force for Good (2015), Chapter 16, “The Dawn of Fiduciary Capitalism” John Rogers.

January 23 Europe, China

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January 30 Cooperatives

February 5,

February 12

Human aspirations and structures

Moral basis for society

February 26-

March 19

Presentations

March 19 Is a crisis a terrible thing to waste?

Reflections on 1907 and 2008.

Read: Peter A. Hall (2010) “The Significance of Politics”

http://www.people.fas.harvard.edu/~phall/Aftershocks%202010.pdf

Last classes Discussion of themes that emerged.

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Standing on the Sun

In no more than two pages, state what you think the thesis is and what is the logic behind the argument. The rest of the paper, the important part follows in the next six to eight pages. What criticisms can you come up with, especially those grounded in what you have read or thought about in other courses? These are your criticisms and nothing that has been gleaned from others. (This examination is the core of the paper and should be at least six pages in length!) Given your

criticisms, is this vision bold and possible, or more problematic? Do not consult other sources. You have an extensive education, use what you have learned. Criteria used for evaluation are: understanding the author’s thesis and argument, students own clear thesis statement, student’s ability to create ideas, and mechanics of writing. Non-Fiction paper In the last decade, roughly speaking (written after 2009 a number of books have appeared that have been critical of the variety of capitalism that seemingly dominates the Canadian and American business communities. Some offer “fixes” and others are jeremiads; others suggest alternatives instead of fixes. Find one, register your choice on the appropriate space on a Google spreadsheet to be sent out, and produce an analytical paper that is no more than 10-20% a simple exposition of the idea and its logic, but is at its core a critical examination of the ideas the writer or writers present. It

should demonstrate your critical and creative thinking. Do not consult other sources. Criteria used for evaluation are: clear writing, fairly and succinctly representing the author’s thesis and argument, solid critical thesis statement, and material analysis and discussion incorporating criticisms. The derivative oral presentation will be limited to the exposition and the question of usefulness of the ideas for you not more than 2 minutes of summary and 5 to 7 minutes of critical insight. This will be presented in class using a prerecorded video presentation. This allows several attempts by a student until a presentation that meets the student’s own standards is ready to be shared. Recent books by authors such as Joseph Stiglitz, Mervyn King, Barry Eichengreen, Jefferey Sachs, Anthony Atkinson, and other prominent economists and political scientists are particularly good choices. Check possible choices with instructor. Final paper Dewey wrote that education is the reconstruction of experience. Fiction allows us to explore the inner life of characters in addition to the overt behaviours more easily observed. Through our interactions with fiction we can explore ourselves and learn reconstruct ourselves. There is a

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research literature suggesting that management students reading good fiction become better in developing a sense of self and in developing compassion, a necessary skill for a leader or manager. Look at novels first published in the last two decades. How do the realistic characters make choices? Do they put money ahead of other values? Career before family? What gives meaning to their lives? This exercise is really about you becoming compassionate with the characters and knowing what frames your own decisions. Good choices are books that focus on the choices a modern person makes and the drivers of such choices. Books that are plot driven, fantasy, science fiction, apocalyptic, etc. do not work. Examine how the “capitalist system” shapes the lives and values of the principal character. Often this is in the background. Explore both your empathy and insight into the choices made. This is a self-reflection wherein you assess how you make decisions that shape your values and test your own character. How are choices framed? Today, what forms the decision matrix governing choices? How do you develop your own frameworks? It is a self-reflection of self in contrast to the principal character. The paper should be 30% compassion for the character and 70% contemplation of the implications for the student’s next twenty years. This document is one of introspection. Criteria used for assessment are: clear writing, mechanics of writing, empathy and understanding of choices made by others, self-knowledge and awareness of student’s own identity in the 21st century.

IMPORTANT DATES TO REMEMBER First Day of Classes January 3 Course revision date: January 16 Standing on the Sun February 1 Winter break February 19-23 Video presentation February 26 Non-fiction review March 1 Voluntary Withdrawal March 16 Last day of classes April 6 Final Paper due April 13

February 1 9- 10 page analysis* of Standing on the Sun March 1 7 - 10 page analysis* and review of a book addressing a current

problem in capitalism February 26 Video Presentation of the work above (lottery for which day you

will present, but all should be ready! April 13 A 9 – 12 page analytical reflection* of a current work of fiction

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INTENDED LEARNING OUTCOMES

The Asper School of Business is proudly accredited by AACSB. Accreditation requires a process of continuous improvement of the School and our students. Part of “student improvement” is ensuring that students graduate with the knowledge and skills they need to succeed in their careers. To do so, the Asper School has set the learning goals and objectives listed below for the Undergraduate Program. The checked goal(s) and objective(s) will be addressed in this course and done so by means of the items listed next to the checkmark.

Goals and Objective in the Undergraduate Program

Goals and Objectives Addressed

in this Course

Course Item(s) Relevant to these Goals

and Objectives

1 Quantitative Reasoning A. Determine which quantitative analysis technique is

appropriate for solving a specific problem.

B. Use the appropriate quantitative method in a technically correct way to solve a business problem.

C. Analyze quantitative output and arrive at a conclusion.

2 Written Communication

A. Use correct English grammar and mechanics in their written work.

Written papers

B. Communicate in a coherent and logical manner Written papers Recorded video presentation

C. Present ideas in a clear and organized fashion. Written papers Recorded video presentation

3 Ethical Thinking

A. Identify ethical issues in a problem or case situation Final paper And class discussions

B. Identify the stakeholders in the situation. Final paper And class discussions

C. Analyze the consequences of alternatives from an ethical standpoint.

Final paper And class discussions

D. Discuss the ethical implications of the decision. Final paper And class discussions

4 Core Business Knowledge

ACADEMIC INTEGRITY POLICY It is critical to the reputation of the Asper School of Business and of our degrees that everyone associated with our faculty behave with the highest academic integrity. As the faculty that helps create business and government leaders, we have a special obligation to ensure that our ethical standards are beyond reproach. Any dishonesty in our academic transactions violates this trust.

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The University of Manitoba General Calendar addresses the issue of academic dishonesty under the heading “Plagiarism and Cheating.” Specifically, acts of academic dishonesty include, but are not limited to:

using the exact words of a published or unpublished author without quotation marks and without referencing the source of these words

duplicating a table, graph or diagram, in whole or in part, without referencing the source paraphrasing the conceptual framework, research design, interpretation, or any other ideas

of another person, whether written or verbal (e.g., personal communications, ideas from a verbal presentation) without referencing the source

copying the answers of another student in any test, examination, or take-home assignment providing answers to another student in any test, examination, or take-home assignment taking any unauthorized materials into an examination or term test (crib notes) impersonating another student or allowing another person to impersonate oneself for the

purpose of submitting academic work or writing any test or examination stealing or mutilating library materials accessing test prior to the time and date of the sitting changing name or answer(s) on a test after that test has been graded and returned submitting the same paper or portions thereof for more than one assignment, without

discussions with the instructors involved Group Projects and Group Work

Many courses in the Asper School of Business require group projects. Students should be aware that group projects are subject to the same rules regarding academic integrity. All group members should exercise special care to ensure that the group project does not violate the policy on Academic Integrity. Should a violation occur, group members are jointly accountable unless the violation can be attributed to specific individuals.

Some courses, while not requiring group projects, encourage students to work together in groups before submitting individual assignments. If it’s unclear whether it is allowed, students are encouraged to seek clarification from the instructor to avoid violating the academic integrity policy. In the Asper School of Business, all suspected cases of academic dishonesty in undergraduate courses are reported to the Dean's office in order to ensure consistency of treatment. See following table for typical penalties for academic dishonesty in the Asper School.

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Typical Penalties for Academic Dishonesty in the Asper School

In case of the student being from another Faculty, the student’s Home Faculty often matches the suspension and/or adds penalties beyond the Asper School’s.

F-DISC on transcript indicates the F is for disciplinary reasons.

ACADEMIC DISHONESTY PENALTY

Cheating on exam (copying from or providing answers to another student)

F-DISC in course Suspension from taking Asper courses for 1 year Notation of academic dishonesty in transcript

Possession of unauthorized material during exam (e.g., cheat notes)

F-DISC in course Suspension from taking Asper courses for 1 year Notation of academic dishonesty in transcript

Altering answer on returned exam and asking for re-grading

F-DISC in course Suspension from taking Asper courses for 1 year Notation of academic dishonesty in transcript

Plagiarism on assignment F-DISC in course Suspension from taking Asper courses for 1 year Notation of academic dishonesty in transcript

Submitting paper bought online F-DISC in course Suspension from taking Asper courses for 1 year Notation of academic dishonesty in transcript

Inappropriate Collaboration (collaborating with individuals not explicitly authorized by instructor)

F-DISC in course Suspension from taking Asper courses for 1 year Notation of academic dishonesty in transcript

Group member had knowledge of inappropriate collaboration or plagiarism and played along

F-DISC in course Notation of academic dishonesty in transcript

Signing Attendance Sheet for classmate

F-DISC in course Notation of academic dishonesty in transcript

Impersonation on exam Suspension from all Faculties for several years or possible expulsion from University of Manitoba

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STUDENT SERVICES AND SUPPORTS The University of Manitoba provides many different services that can enhance learning and provide support when needed. You are encouraged to visit the below websites to learn more about these services and supports:

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