Strategic Management

 

THE AMERICAN UNIVERSITY OF PARIS

 

COURSE TITLE:	Strategic Management	COURSE NO:	BA 480
PREREQUISITES:	BA 240, BA 310	SEMESTER:	Spring 2008
PROFESSOR:	Harry Costin, DBA	CREDITS:	3
CLASS SCHEDULE:	W, periods 2 and 3	ROOM NO:	B-33
OFFICE HOURS:	Mondays and Thursdays, 10.30-11.30 and by appointment (please send an e-mail to hcostin@aup.fr to inform me that you are coming. Another good time to meet you individually or in your group is before our Wednesday class (at Bosquet).
CONTACT:	hcostin@aup.fr

 

COURSE DESCRIPTION:	Concentrates on functional skills already acquired by students in the area of general management and corporate and business-level strategy. Through case studies, lecture/discussions, presentations, and the Business Strategy Game simulation, students perfect analytical skills, problem-solving ability, and the application of strategy concepts to the formation and implementation of strategy.
STUDENT LEARNING GOALS:	Learn about different “perspectives” on strategy. Apply strategy as a complex decision-making process in the context of a competitive business simulation. Use business cases to analyze strategic options and evaluate performance.
TEXTBOOKS: REQUIRED: 1. Management of Strategy. Hitt/Hiskisson/Ireland. Mason: Thomson. 20072. Student manual for the Strategy Game (at least one manual per group) RECOMMENDED: Any of the books on Strategy by Michael Porter or Henry Mintzberg
ATTENDANCE: Attendance is mandatory. Repeated absences may result in a lowering of your final grade.
GRADING: Please be so kind to submit a CV with picture to the instructor (anyone you have already will do) Grading will be done using a “portfolio” approach (everything matters and adds up to a meaningful whole).  Class attendance, punctuality, preparedness for class discussion, and on-time delivery of assignments. It is expected from you that you will take your participation in this course seriously. Therefore, continuous violation of these essential course requirements (being in-class on time and well-prepared) may result in a reduction of up to a full grade of your final grade.  Individual portfolio of summaries (cases, readings and lectures) and individual case analysis: 1/3  Thorough preparation is needed for a course that uses cases as an important learning tool. Therefore, you are expected to write brief summaries of all assigned readings, and longer summaries of the cases, including “notes” and tentative answers to important questions related to each one of the cases (you need to bring your summary in the day the case will be discussed in class).  For one of the cases you will be asked to do a longer analysis (not just a summary), showing that you are able to apply the tools and theories discussed in the assigned readings and in class. The latest due date for your individual case analysis is at the beginning of the session in which the case will be discussed. Your final, complete individual portfolio is due Wednesday, April 23.  During the final exam period each group will discuss the approach it used, and what it learned throughout the simulation game.  Group presentations: 1/3  Your group presentations and assignments will be graded. You should alert the instructor about potential disagreements within your group. However, if you do so, the instructor may assume the role of an “arbitrator” and not simply of “mediator”, and his decisions will be final. Peer grades (I will introduce these if I detect that groups are not working well together).  1. Results of the simulation game and group portfolio of memos and notes         (optional) and peer grades (I will introduce these if I detect that groups are not working well together): 1/3
ABSENCE POLICY: You are allowed one excused or unexcused double-session absence (equivalent to two absences since we meet only once a week). Further excused absences require that Student Affairs informs me that they consider valid your excuse. Further absences will automatically result in a reduction of your final grade.PLEASE NOTE: Copies of the University’s policies on absences and academic dishonesty were given to each student at registration.  You are responsible for adhering strictly to these policies in all classes.  Additional copies of the policies are available at the Office of the Registrar.
ENGLISH LANGUAGE PROFICIENCY STATEMENT: As an Anglophone university, The American University of Paris is strongly committed to effective English language mastery at the undergraduate level.  Most courses require scholarly research and formal written and oral presentations in English, and AUP students are expected to strive to achieve excellence in these domains as part of their course work.  To that end, professors include English proficiency among the criteria in student evaluation, often referring students to the university Writing Lab where they may obtain help on specific academic assignments.  Proficiency in English is monitored at various points throughout the student’s academic career, most notably during the admissions and advising processes, while the student is completing general education requirements, and during the accomplishment of degree program courses and senior theses.
OUTLINE: The number of sessions (each session is equivalent to two periods, i.e., 2 hours and 40 minutes) dedicated to the different topics and cases is approximate. Small adjustments may be made along the course and new topics of common interest introduced. Session 1 – Introduction: The Five Ps of Strategy Strategy as Plan Strategy as Position Strategy as Pattern Strategy as Ploy Strategy as Perspective   Session 2: The Strategy Toolbox   SWOT analysis Read: Chapters 1 and 2  Value chain analysis Read: Chapter 3  Generic competitive strategies Case (C-6): Mass Retailing in Asia (B) Competition Read: Chapter 5 Session 3: The Strategy Simulation Game (meeting place: computer lab at Grenelle)  Each student has to become familiarized with the manual of the simulation game before we meet in the lab.  “Study” the game manual as a group and determine how operational variables, costs, marketing expenses, etc. are likely to affect strategic choices and financial and strategic performance. Be prepared to do a ppt. presentation to the entire class on these issues.  Define your Mission and Vision Define the “parameters/variables” of strategic choice. What are your strategic options? Define your “assumptions” and how they will affect your decision making    Sessions 4: Levels of Strategic Decision Making (1)   Business Unit Strategy. Read: Chapter 4 Case (C-16): L’Oreal’s Business Strategy   Session 5: Levels of Strategic Decision Making   Corporate Level Strategy: Read Chapter 6 Case (C-12): Wal-Mart Stires Inc.: Dominating Global Retailing Session 6: Organizational Culture and Structure   Organizational Structure: Read Chapter 11   Group assignment: Prepare a ppt. presentation on the organizational structure of an organization of your choice. Stakeholder analysis and  CSR Case (C-1): Tata Steel   Sessions 7-8: Entrepreneurship and the Birth of New Industries Movie: Pirates of Silicon Valley (to be scheduled at a time and place you will be informed of. If you can not attend this session you are expected to watch the movie on your own and to submit to the instructor a summary).   Assignment (Powerpoint presentation and executive summary in form of a memo): Your group will do a presentation on the history and development of Apple or Microsoft? How have and do their strategies differ? Are they in the same industry?   Case (C-9): MapQuest   Session 9: International Strategy (1)   The reawakening of China Case (C-19): China on the I-Way Case (C-13) : Dell in China Session 10: International Strategy (2)   Read: Chapter 8 Case: Lucchetti   Session 11 : Turnaround and Change Strategies Case (C-4): Lufthansa 2003 – Energizing a Decade of Change     Session 12: Mergers and Acquisitions   Read: Chapter 7    Case (C-18): News Corp. on 2005: Consolidating the DirectTV Acquisition   Assignment: Ruperto Murdoch’s news empire and the recent acquisition of The Wall Street Journal (Powerpoint presentation)    Session 13: Leadership and The Heroic Myth – is Strategy a One-Man Game?   Read: Chapter 12 Case (C3): Louis Gerstner Jr. – The man Who Turned IBM Around   Final exam period    Each team will present an analysis of the team’s strategy and results for the simulation game. BIBLIOGRAPHY:
Competitive Strategy. Michael Porter. N.Y.: Free Press. 1980  Competitive Advantage. Michael Porter. N.Y.: Free Press. 1985   The Competitive Advantage of Nations. Michael Porter. N.Y.: Free Press. 1990

 

 

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International Strategy

THE AMERICAN UNIVERSITY OF PARIS

COURSE TITLE:	International Strategy	COURSE NO:	400A
PREREQUISITES:	Macroeconomics	SEMESTER:	Spring 2009
PROFESSOR:	Harry Costin, DBA	CREDITS:	4
CLASS SCHEDULE:	Mondays and Thursdays	ROOM NO:	C-34
OFFICE HOURS:OFFICE NUMBER: OFFICE TEL EXT:	Tel: Office hours: Mo. and Thu. 15.00 – 16.00 by appointment only (you need to let me know that you intend to come to see me by e-mail at least 1 day prior or latest in class the day you would like to see me. I will confirm my availability by e-mail or in person). If my normal office hours “by appointment” conflict with other courses you are taking, I will make myself available at other times. I will also schedule extended office hours as needed.	PERIOD (S):	3
CONTACT:	Email: harrycostin@gmail.com

                                                                                                                                                                       

COURSE DESCRIPTION:

 This upper level business elective provides the student with an understanding of the close relationship that exists between economics, international business and international strategy. The course’s goal is to teach students how to apply relevant concepts and models drawn from these disciplines to the understanding of critical questions such as:

•  Who are some of the key actors of the current international system?
• What are some of the challenges faced by these actors currently? What are the choices open to them?
• What are the origins and reasons of the current economic and financial crisis?
• How are different actors responding to the crisis?
• What is green management and corporate social responsibility?
• How should and can environmental concerns be addressed by the different international actors, especially at a time of global economic crisis?

 STUDENT LEARNING GOALS:

• Learn to identify important actors of international business such as MNEs
• Understand strategy as choices pursued by specific international actors
• Apply core concepts and models of economics to the understanding of the global business environment
• Apply the tools of strategy to global crisis management

GENERAL EDUCATION:   This course fulfills one or more General Education requirement   ___ Yes   x No This is an upper level elective course

COURSE MATERIALS:

 REQUIRED:

 Package of Harvard cases. Additional readings will be assigned by the instructor. Please include in your portfolio evidence that you purchased online the assigned Harvard materials, which we receive at a significant discount (a copy of the receipt will suffice).

  RECOMMENDED:

 Periodicals

Les Echos

Financial Times

The Economist

The Wall Street Journal

GRADING:

 3 individual and/or group projects (20% each)                                                                       60%

 Individual portfolio of summaries and classnotes                                                                 20%

 Individual responsibility grade: On-time class attendance, on-time submission of

projects, class preparedness and frequency and quality of class participation                      20%

 What do grades mean?

 D         A bare minimum of work to receive credit for elective courses

 Cs        Adequate work to receive course credit for major course requirements. An understanding of fundamental course concepts, definitions and frameworks.

 Bs        Good to very good work.

 As        Excellent or outstanding work.

 Grade scale to be used for assessment and conversion between points and grades:

 96-100                          A

90-95                              A-

87-89                              B+

84-86                              B

80-83                              B-

77-79                              C+

74-76                              C

70-73                              C-

60-69                              D

Below 60         F

ATTENDANCE POLICY:Students studying at The American University of Paris are expected to attend ALL scheduled classes. A maximum of two (2) unexcused absences  or three (3) total absences per semester is acceptable for BA 400. Missed class sessions are counted from the first scheduled session during the first week of the semester.  Excused absences, such as those validated by student affairs (illness or other personal circumstances) and field trips of other courses, plus non-excused absences should not exceed a total number of three (3).  For example: you missed a class during the first week of class because you added the course and you were sick twice (you presented a medical certificate to Student Affairs).  If class sessions are scheduled outside of the normal periods and students have a conflict these sessions will not count toward the maximum number of absences. However, students will be asked to do written make-up work.  Attendance at all exams/project presentations is mandatory.  Student Affairs will recommend that a professor excuse an absence for the following reason only: Involuntary absences due to illness or personal emergencies, upon presentation of documentary proof of illness or emergency. Religious and National Holidays: Due to the large number of nationalities and faiths represented at the University, religious and national holidays (other than those on the academic schedule) will not be excused by Student Affairs. Academic Affairs will excuse an absence for students’ participation in study trips related to their courses. Lateness to course meetings: If a student arrives at course meetings more than 10 minutes late without documentation for one of the above scenarios, it will be considered an unexcused absence. All documentation must be submitted to the Office of Student Affairs within ONE WEEK following the first day of the absence. IN ALL CASES OF MISSED COURSE MEETINGS, THE RESPONSIBILITY FOR COMMUNICATION WITH THE PROFESSOR AND FOR ARRANGING TO MAKE UP MISSED WORK RESTS SOLELY WITH THE STUDENT. Whether an absence (excused or unexcused) is accepted or not is ALWAYS up to the discretion of the professor or the department.  Unexcused absences can result in a low or failing participation grade.  In the case of excessive excused and unexcused absences, it is up to the professor or the department to decide if the student will receive an “F” for the course.  An instructor may recommend the withdrawal of a student whose absences from any course, excused or not, have made it impossible to continue in the course at a satisfactory level.  The professor may consult with Student Affairs for additional information.   Students must be mindful of this policy when making their travel arrangements, and especially during the Drop/Add and Exam Periods.

ENGLISH LANGUAGE PROFICIENCY STATEMENT: As an Anglophone university, The American University of Paris is strongly committed to effective English language mastery at the undergraduate level.  Most courses require scholarly research and formal written and oral presentations in English, and AUP students are expected to strive to achieve excellence in these domains as part of their course work.  To that end, professors include English proficiency among the criteria in student evaluation, often referring students to the university Writing Lab where they may obtain help on specific academic assignments.  Proficiency in English is monitored at various points throughout the student’s academic career, most notably during the admissions and advising processes, while the student is completing general education requirements, and during the accomplishment of degree program courses and senior theses.

OUTLINE:

 I will alert you to specific due dates for readings and projects as we move along. The course will use a “graduate seminar” style format with all of us sharing our “thoughts and discoveries.” Therefore, preparedness is essential!

 Below you will find the “logical” flow of the seminar. We may “mix and match” some of the topics for pedagogical and practical reasons.

 International actors

 –          International organizations

–          MNEs and TNCs (www.unesco.org)

–          Third World MNEs

–          Small MNEs

–          The process of internalization of enterprises

 Read: International Institutions (HBS note)

 Assignment 1:

 You will select a MNE and present to the class a profile of the same (and an executive memo to the instructor). You may decide upon selecting one of the large MNEs (TNCs) on a UNESCO database that contrasts the degree of internationalization of MNEs using an internationalization index.

•  Where are headquarters and subsidiaries located?
• How diversified are its activities?
• What is the breakdown of sales and employees (home country and abroad)
• How would you qualify the strategy pursued by this MNE?

 Note: You may also focus your project on a different international “actor.”

 1. Country analysis

 a. A review of fundamental concepts from macroeconomics and international economics

 b. The Balance of Payments

             Read: The Balance of Payments (HBS)

 c. Strategy-Structure/Context-Performance: framework for country analysis

             Read: Country Analysis… (HBS)

• Turkey 

 Case: Turkey, Securing Stability in a Rough Neighborhood (HBS)

•  Egypt 
•  France 

 Read: EIU reports on France

 Note: The inclusion of Turkey and Egypt among the countries we will study relates to the two field trips organized by Prof. Majidi to these countries during the Spring semester. You are strongly encouraged to avail yourself of the opportunity provided by these field study opportunities.

        Assignment 2:

 You will use the Strategy-Structure-Performance framework and apply it to a specific country highlighting current “strategies” used by the country to manage its economic development challenges.

 Managing the global economic and financial crisis

 The origins and causes of the current financial and economic crisis.

 Read: Selected readings from the business press and recent books on the subject (George Soros, Jaques Atali, …)

 Assignment 3:

You will analyze and evaluate the strategies pursued by a specific international actor (e.g., a country such as Germany or an institution such as the IMF) to deal with the current crisis.

Environmental management

 Is there strong evidence for global warming?

 Movie: An Inconvenient Truth (Monday, March 30 at 5 PM at the Grand Salon)

 Green management and CSR

 Read: Climate Business/Business Climate (HBS)

 BIBLIOGRAPHY:

 The End of Poverty. Jeffrey Sachs.

 The new Paradigm for Financial Markets – The Credit Crisis of 2008 and What it Means. George Soros

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THE EUROPEAN UNION: The economic and business environment

 

COURSE DESCRIPTION:

This course introduces students to the origins, history, structure and policies of the European Union. The exploration of the environment of the European Union is pursued from a multi-disciplinary perspective drawing from disciplines that include: Economics, Business, Political Science and History. Also, the discussion of topics and issues will look at different relevant actors and “levels” of analysis:

• The European Union as an international actor in its own right
• The member countries of the EU (the six founding members, the countries that joined the EU until the launching of the “Europe 1992” and the Maastricht Treaty, and the new Eastern European members)
• Strategic EU industries (such as aeronautics and transportation)
• EU companies and other MNEs operating in the EU

 STUDENT LEARNING GOALS:

• Understand the origins and history of the EU
• Understand the process and impact of enlargement through EU-27
• Learn about key EU policies
• Understand the inner workings of the EU
• Understand the challenges and opportunities related to doing business in the EU

COURSE MATERIALS:

REQUIRED:

 The European Union: Politics and Policies, 4^th edition. John McCormick. Westview Press. 2008

 Doing Business in Europe. Gabriele Suder. Sage. 2008

Case studies from the Harvard Business School

 Selected readings from periodicals such as The Economist and The Financial Times

  RECOMMENDED:

 The European Union. John Pinder & Simon Usherwood. Oxford. 2007

 Xenophobe’s Guide to the French. Oval Books. 2008. This fun and insightful short guide that explore country cultures also exist for many other EU member countries.

Periodicals

 Les Echos

Financial Times

The Economist

The Wall Street Journal (European edition)

GRADING:

3 individual and/or group assignments (25% each)                                                                               75%

Individual portfolio of summaries and classnotes. Class participation                                  25%

OUTLINE:

  I. From the European Economic Community to the European Union

 We will discuss the origins and development of the EU dividing its history into three distinct eras:

1. The Founding of the European Economic Community. The 1957 Treaty of Rome

 Read: Suder, pp. 1-27

             McCormick, chapters 1, 2, 3

 What led to the founding of the EEC? What role did key actors such as Jean Monnet and Robert Schuman play? Why did they propose an economic integration of strategic industries such as coal and steel between former enemy countries such as France and Germany?

2. The Single European Act of 1985. Relaunching Europe: Europe 1992

 Read:  Suder, pp. 28-44

             McCormich, chapter 4

             Economist surveys: 1988-1993

 What did “Europe 1992” represent? How did the Single European Act of 1985 provide a new framework that facilitated intra-EC decision making? What was the importance of the Maastricht Treaty?

 3. The introduction of the Euro and the recent wave of enlargement

 Read: Suder, chapters 3 and 7

 How does EU-27 differ from EC 12? How has the introduction of 12 new member countries from Eastern Europe brought about a shift of power in Europe? What does the record show in terms of the impact of the introduction of the Euro as a common currency used by most of the most populated and economically powerful countries of the EU (excluding important countries such as the United Kingdom and Poland)? How does the “pooling of sovereignty” in the context of the EU compare to the one of the countries that also belong to the European Monetary Union?

 Assignment:

Short summaries of all readings (to be submitted at the end of the course as part of your portfolio)

II. The Inner Workings of the European Union 

 1. EU Institutions

•  The European Council
• The Council of Ministers
• The Commission
• The European Parliament
• The European Court of Justice

 Read: Suder, chapter 4

            McCormick, chapters 5-10

2. Lobbying in the EU

 Read: Suder, chapter 9

 3. EU Policies

•  Public Policy
• Economic Policy
• Agricultural and Environmental Policy
• Cohesion Policy
• Foreign Policy

 Read: McCormick, chapters 11-16

 Assignment:

 Each student or small group of students will do a presentation and an executive memo on one of the core EU institutions or EU policies. Students are expected to go beyond the material presented in the required books for the course and discuss current issues pertaining their specific topic.

 III. Country Analysis: cases

 Read:  Strategy-Structure-Performance: a Framework for Country Analysis (Harvard Note)

 France 

 Case:   Unemployment in France: Priority N. 1 (HBS case)

 Germany

 Case:   Germany in the 1990s: Managing Reunification (HBS case)

Poland

 Case:   Poland 1989 (HBS case)

 Czech Republic

 Economic Reform in the Czech Republic. Velvet Revolution or Velvet Blanket? (HBS case)

 Italy

 Case:   If not Now, When? (HBS case)

 Assignments:

•  Case summaries to prepare for in-class discussion (portfolio)
•  Country Analysis of one of the EU member countries using the Strategy-Structure-Performance framework

 IV. Doing Business in the EU

 The European Business Environment

 Read:  Suder, chapters 5, 6, 8

 Cases on doing business in Europe

 Assignment

 You will select one of the cases of Suder, part IV, and do a presentation building on the core issues presented in the case. Be creative and go beyond the information provided in the case!

 

 

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Managing the global enterprise

THE AMERICAN UNIVERSITY OF PARIS

 

COURSE TITLE:	Topics: Managing the Global Enterprise	COURSE NO:	BA 400B
PREREQUISITES:	EC/BA 353 and BA 410	SEMESTER:	Fall 2007
PROFESSOR:	Dr. Harry Costin	CREDITS:	3
CLASS SCHEDULE:	Tuesdays Fridays, 3	ROOM NO:	C 12
OFFICE HOURS:	Mondays and Thursdays 12.00-13.00 and by appointment	PERIOD (S):
CONTACT:	hcostin@aup.fr

                                                                                                                                                                       

COURSE CONTENT

 This “topics” course explores the changed global environment in which international business takes place. Along with traditional large players such as first-world multinational enterprises (MNEs), the role of new actors such as “third-world” MNEs is explored. While keeping in mind how the different actors of international business are being affected by globalization, an important part of the course focuses on the understanding of changes in  specific “environments,” i.e., regions, countries and industries.

TEXTBOOKS:

 REQUIRED:

 Package of Harvard cases. Additional readings will be assigned by the instructor.

 

Periodicals

 Les Echos

Financial Times

The Economist

 ATTENDANCE:

 Attendance is required, since class discussions will constitute the core of the learning process. Alert the instructor if you need to be absent.

 GRADING:

 Please be so kind to submit a CV with picture to the instructor (anyone you have already will do).

Grading will be done using a “portfolio” approach (everything matters and adds up to a meaningful whole)

 Class attendance, preparedness for class discussion, individual portfolio of summaries and analyses (cases and readings) and case analysis (your midterm grade): 50%

You will do brief summaries of assigned readings, longer summaries with a brief analysis of all cases (you need to bring your summary in the day the case will be discussed in class). You will also do a more traditional case analysis. This analysis can be based upon any case in section 2 (the new global competitive context) and is due the day we will discuss the case. The grade for this assignment will serve as your midterm grade.

 Group presentations and executive summaries: 50%

 You will play an active role developing and presenting course material as a group. Each presentation needs to be accompanied by an executive memo, and will be graded .

OUTLINE:

The course content purposely includes some “breathing” space to allow for the introduction of other topics of interest to the entire class. Number of sessions assigned to each section is approximate and may vary slightly.

 1.Globalization and the internationalization process (4 sessions)

 –          MNEs and TNCs (www.unesco.org)

–          Third World MNEs

–          Small MNEs

–          The process of internalization of enterprises

–          Managing the international enterprise (Bartlett and Ghoshal)

 Group assignment:

 You will select a MNE and present to the class a profile of the same (and an executive memo to the instructor). You may decide upon selecting one of the large MNEs (TNCs) on a UNESCO database that contrasts the degree of internationalization of MNEs using an internationalization index.

• Where are headquarters and subsidiaries located?
• How diversified are its activities?
• What is the breakdown of sales and employees (home country and abroad)
• How would you qualify the strategy pursued by this MNE?

 1. The new global competitive context (8 sessions)

 –          Large, emerging economies

 As we analyze together the following cases you should reflect upon the following key question: how is the development of these countries affecting the global or regional balance of political and economic power? Is the global economy being reshaoped by their development?

 Groups will be asked to present a brief, but meaningful country profile to help us understand the “context” of  each of the countries we will be discussing.

POLAND

–          Case: Poland Case: Poland 1989 (Harvard case 792091)

 RUSSIA

 –          Case: Russia – The end of a time of troubles?  (Harvard case 701076)

 INDIA

 –          Case: India on the move (Harvard case 703050)

 –          Case: Punjab and Kerala: Regional Development in India (Harvard case 707008)

 –          Case: Infosys in India (Harvard case 707030)

 CHINA

 –          Case: China: Building capitalism with socialist characteristics (Harvard case 706041)

The threat of Chinese textiles (2005)

BRAZIL

 –          Case: Brazil under Lula (Harvard case 707031)

 2. Competing for resources on a global scale (2 sessions)

 –          The oil crises (1973, 1979, 2004…)

 –          The economics and politics  of commodities

 –          Student presentations

1. Competition on a global scale (4 sessions)

 

–          Case: Philips vs. Matsushita (Harvard case 302049)

–          Case: Coca Cola and Pepsi Cola (Harvard case 391179)

–          Case: Airbus vs. Boeing (Harvard case 707447)

3.International Business, the environment and economic development (5 sessions)

 –        Case: The Body Shop International (Harvard case 392032)

–          Case: Nike and International Labor Practices (Harvard case 700047)

 Renewing traditional industries: Ecotourism

 –          Case: Posada Amazonas (Harvard case SKE002)

 –          Case: Elephant Walk Through (Harvard case 904M52)

Your individual portfolio is due the day we discuss together this case

BIBLIOGRAPHY:

 The End of Poverty. Jeffrey Sachs.

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Business Ethics

THE AMERICAN UNIVERSITY OF PARIS

 

COURSE TITLE:	Business Ethics	COURSE NO:	BA 312
PREREQUISITES:	BA 220, BA 240, EC 210 or EC 220 or permission	SEMESTER:	Fall 2008
PROFESSOR:	Dr. Harry Costin	CREDITS:	3
CLASS SCHEDULE:	Mondays, Thursdays, 2	ROOM NO:	C 11
OFFICE HOURS:	Mondays and Thursdays 12.00-13.00 and by appointment	PERIOD (S):
CONTACT:	hcostin@aup.fr

                                                                                                                                                                       

I. COURSE DESCRIPTION

 Concentrates on the role of the manager as an agent for efficient and ethical decision making in modern organizations. Classical and modern philosophical views (variants of the utilitarian, deontologist, and Marxist views) of ethics are presented and applied to a variety of business case studies set in various locations and industries worldwide.

 II. COURSE OBJECTIVES

 Upon completion students will be able to:

•  Understand deontological and consequentialist approaches to ethical thinking
• Relate their individual value system to their future professional choices
• Reflect upon the complex interrelationship that exists between ethics, morals and the legal environment
• Understand the concept and diverse applications of Corporate Social Responsibility
• Understand how different corporations are striving to establish win-win relationships with diverse societal stakeholders

 III. INSTRUCTIONAL MATERIALS

 REQUIRED:

 Ethical Issues in Business: A Philosophical Approach, 7^th. Edition, 2002.

Thomas Donaldson, Patricia H. Werhane and Margaret Cording. Pearson Education, London.

You only need one copy of the book per team!.

 Harvard cases and readings (available directly from Harvard Business School Publishing)

 See: Course Outline for full list of readings and cases

 RECOMMENDED:

 Plato’s Crito and Socrates’ Apology

Periodicals:

 Les Echos

The Economist

Financial Times

Wall Street Journal

IV. TEACHING METHOD

Lectures, videos, readings and cases provide the basis for individual and group projects, and in-class discussions.

V. COURSE REQUIREMENTS

ATTENDANCE:

 Attendance is required, since class discussions will constitute the core of the learning process. Alert the instructor if you need to be absent. Your final grade is likely to suffer if you have more than two absences throughout the semester.

GRADING: 

 Grading will be done using a “portfolio” approach (everything matters and adds up to a meaningful whole)

 Class attendance, preparedness for class discussion, individual portfolio of summaries (class notes, cases and readings), short assignments and personal values memo: 50%

 Individual summaries of readings and cases are due the class session in which they will be    discussed.

 Personal values memo

 You will be asked to reflect upon your personal values in light of your future professional choices and ethical dilemmas you may have to face and, if possible, avoid.

 Your values are a fruit of your context (family, school, country of origin), experiences (travels…) and your individual uniqueness (e.g., according to Psychologist C.G. Jung we all have different personality types which influence our choices and preferences). You are to describe your core values as related to your “professional” options and choices.

 Your personal values memo will be presented and discussed during the time assigned to the final exam.

 II.               Group presentations and summaries: 50%

COURSE OUTLINE:

 Note: There may be adjustments to the schedule and assignments throughout the semester. The numbers stand for each sequential class session.

 You will receive any revised versions of the syllabus in your AUP e-mail box.

Week 1: September 8

 S1: Video: Star Trek – Ethics

 S2: Introduction to the Course – What is Ethical, Legal and Moral?

 Week 2: September 15

 S3-4 : Ethics: Consequentialist and deontological approaches

 Read: Selected readings from Donaldson et al.

 Week 3 September 22

 S5: Ethics and Philosophy

 S6: One Ethics for all? Does culture matter?

 Read: Values in Tension: Ethics Away from Home (HBR 96502)

            Selected readings from Donaldson et al.

 Week 4: September 29

 S7: Movie – Wall Street

 S8: Ethics in Finance

 Read: Ethics in Finance (UV0472)

 Week 5: October 6

 S9: Deontologies (Student group presentations)

 S10: Deontologies (Student group presentations)

 S11 Saturday October 11: Field trip to Disneyland?

 Read: Selected readings from Donaldson et al.

Week 6 – 7: October 13 and 20 ( S 12 – S 15)

 CSR and ethicaly responsible management at Disney (student research and group work)

 Movie: Erin Brokovich or A Civil Action

 Special topics

 Week 8: October 27

 S 16: Brief group presentations of relevant issues from the movie (EB or CA)  from the point of view of the course’s framework: Ethical, Moral and Legal considerations

 S 17: Ethics at Disney: Group memo and brief presentation

 Week 9 and 10: November 3 and 10 (S 18 – S 20)

 Video: The Smartest Guys in the Room

 Case: The Enron Collapse

 Case: Broken Trust: Role of Professionals in the Enron Debacle

Individual assignment: Do an individual summary of both cases (3-5 pages) highlighting relevant ethical, moral and legal issues

 Week 11: November 17

 S 21: Case – Ben & Jerry’s Homemade Ice Cream Inc. (9-392-025)

 

Individual case summary due. Group presentation/analysis of what the company’s current (i.e. for the period since the case was written until today) CSR positions and actions are

 S 22: Case – Timberland: Commerce and Justice (9-305-002)

Individual case summary due. Group presentation/analysis of what the company’s current (i.e. for the period since the case was written until today) CSR positions and actions are

 Week 12: November 24

 S 23: Case: The Body Shop International (9-392-032)

Individual case summary due. Group presentation/analysis of what the company’s current (i.e. for the period since the case was written until today) CSR positions and actions are

S 24: Case: Starbucks and Conservation International (9-303-055)

Individual case summary due. Group presentation/analysis of what the company’s current (i.e. for the period since the case was written until today) CSR positions and actions are

Week 13: December 1

S 25 – S 26: Climate change and the ethical dilemmas affecting business

 Video: An inconvenient truth

Read:  Climate business/business climate (F0710A) 

 

Week 14: December 8

Course summary

During the final exam period you will present your Individual Memorandum on Personal Values

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