A model of Assessing Competencies of Undergraduate Business

Students at Grant MacEwan College

Lyle Benson and Davar Rezania

2005-2008 Processes

1. Definition of learning outcome2. Competency profile3. Professional skills4. Performance benchmarks5. Curriculum mapping of benchmark to courses6. Faculty team analysis7. Revisiting professional skills8. Data collection9. Preliminary results

Definition of learning outcome

2005: The literature reviews from peer-reviewed journals on the following databases:

• ERIC• Expanded Academic ASAP• Academic Search Premier• Business Source Premier• MasterFILE Premier

The search targeted material dated from 2000 onwards.

Definition of learning outcome

• There is overwhelming agreement in the literature that the skills that will help business graduates succeed in the workplace go far beyond the content area knowledge traditionally associated with schools of business. The professional skills that are most frequently mentioned are the ability to think abstractly, analytically and critically; writing and presentation skills; the ability to work in a team; interpersonal skills including the ability to handle conflict or criticism; technology; and information literacy (Taylor, 2003; Vice and Carnes, 2001, Harpe, Radloff & Wyber, 2000; Candy, 2000). In fact, employers are quoted as valuing these “soft” or professional skills more highly than specific functional knowledge (Taylor, 2003).

Definition of learning outcome

• “soft” skills will tend to be lost if they are not made explicit in the curriculum Montano, Anes, Hassall, & Joyce, 2001 and Milne and McConnell (2001).

• Writers note a perception among students and faculty that relational and behavioural themes are less legitimate than content themes (McAlister; Medline, Graves, & McGowan, 2003).

Definition of learning outcomes

• these generic skills should be attained in an integrated way (Bath et al., 2004; Arquero, Anes, Hassall & Joyce, J., 2001; Harpe et al., 2000).

• learning occurs most effectively in context so that professional skills need to permeate the curriculum. Discipline knowledge and professional skills are interdependent (Robley, Whittle & Murdoch-Eaton, 2005; Bath et al, 2004; Harpe et al, 2000; Johnston & Webber, 2000).

Competency profile

1. What differentiates a high performing undergraduate student from an average undergraduate student?

Professional skills (2005)

1. Ethical Practice2. Presentation Skills3. Writing Skills4. Research Skills5. Group work Skills6. Case Study Analysis Skills (critical thinking)7. Technology Skills* Note also ASCSB requirements for

undergraduate degrees.

Performance benchmarks

1. Benchmarks were developed for each professional skill for years 2,3, and 4 (see handouts)

Curriculum mapping of benchmark to courses

1. Ethics example

Level Themes Outcomes Some Suggested Readings

Course Grading rubric AACSB References: All page references to report found at http://www.aacsb.edu/resource_centers/ethicsedu/EETF-report-6-25-04.pdf

Proposal

Page # (Dec. 2005)

CAQC References: 1. DEGREE PROGRAM PROPOSAL CHECKLIST – RESIDENT ALBERTA INSTITUTIONS (15 November 2005), 2. APPENDIX B CAMPUS ALBERTA QUALITY COUNCIL QUALITY ASSESSMENT STANDARDS - ORGANIZATIONAL 3. A GUIDE FOR TEAMS CONDUCTING EVALUATIONS OF PROPOSED UNDERGRADUATE PROGRAMS APPENDIX CCANADIAN DEGREE QUALIFICATIONS FRAMEWORK (draft) (May 2006)

Bologna Magna Charta Universitatum of 1988.

Lisbon Strategy of the European Union

1st year

Exploration of ethical dilemmas as constant companion to commerce and management

Recognition of ethics issues; mapping of ethics to course work

“Understanding Canadian Business,” 4th Edition, Nickels, McGraw Hill Ryerson.

ORGA 201; BUSN 201

Clear descriptionCorrect use of terminology Accurate application

page 7: From the undergraduate to the master’s and doctoral levels, business schools must encourage students to develop a deep understanding of the myriad challenges surrounding corporate responsibility and corporate governance; provide them with tools for recognizing and responding to ethical issues, both personally and organizationally; and engage them at an individual level through analyses of both positive and negative examples of everyday conduct in business. All of us involved in business education need to think more deeply and creatively about how to advance ethical awareness, ethical reasoning skills, and core ethical principles that will help to guide business leaders as they respond to a changing legal and compliance environment as well as complex, conflicting, and sometimes highly problematic interests and opportunities. We must socialize students in the obligations and rewards of stewardship, including the concerns of multiple stakeholders and the responsible use of power.

50 CAQC references 1; 30. Where appropriate, indicate the method of establishing and a description of the competency profile that students are expected to attain in the program, and how this achievement will be evaluated. Providing a mapping of the courses to the competencyprofile, particularly in professional programs, is helpful.

From the preamble: "3) that universities must give future generations education and training that will teach them, and through them others, to respect the great harmonies of their natural environment and of life itself The undersigned Rectors of European universities proclaim to all States and to the conscience of all nations the fundamental principles which must, now and always, support the vocation of universities."

A changing world of higher education – the Bologna process 1.7 The university world is changing rapidly under the combined pressures of the new demands of the knowledge society in current and new Member States, an increasingly global research community and ever-rising national targets for participation in higher education. These targets are not generally matched by proportionate increases in resources for teaching or for research, and therefore imply changes in the organization and balance of work done within universities. At the same time, Member States are increasingly concerned about ways of improving the quality and relevance of teaching and research within higher education, and with its efficiency and governance. Higher education systems and institutions are less and less “protected” behind national borders and increasingly open to competition and pressures from beyond them.

1st year

Ethical failings and successes in business news; development of ability to explain ethical dilemmas

Explication of ethical issues

Enron, WorldCom etc. Kurt Eichenwald, Conspiracy of Fools, Film: Bethany McLean and Peter Elkind; Enron: The Smartest Guys in the Room

Introduction to Business courses; BUSN 310 Research Methodology and Analysis; PROW 210 Advanced Business Writing

Correct use of terminology; clear and accepted citation of ethical sources

    CANADIAN DEGREE QUALIFICATIONS FRAMEWORK: For bachelor degrees: The ability to communicate information, arguments, and analyses accurately and reliably,orally and in writing, to a range of audiences, to specialist and non-specialist audiences, using structured and coherent arguments, and, where appropriate, informed by key concepts and techniques of the discipline.

 

 

1st year

7 threats to ethics; 1. Believe in anything, 2. Relativism, 3. Egoism, 4. Evolutionary theory, 5. Determinism and futility, 6. Unreasonable demands, 7. False Consciousness

Exploration of Ethics as truth finding (epistemology)

Blackburn, Simon, Ethics; A very Short Introduction Oxford, ____________, Truth, A guide for the perplexed.

ENGL 101 Critical Reading and Writing; PROW 210 Advanced Business Writing

ClarityOrganization of ideasSentence structure, grammar, spellingObjective tone and voice

  50  

 

1st year

Reluctance of most business people to recognize ethics as a philosophical issue until it is too late.

Comprehension of Ethics as a branch of axiology or applied ethics concerning the philosophy of value finding

Alexis de Tocqueville,Democracy in America, Vol 2, chapter 1, Philosophical Methods of the Americans

LEGL 210 Business Law ; PROW 210 Advanced Business Writing

Objectivity expressed with a dispassionate voice

  50  

 

2nd year

Ethics vs. legal rules debate; Techne and Poïesis: Finding the missing element and bringing-forth to completion through reasoned ethical analysis (Phronesis)

Enumeration of ethics theories

Mill, John Stuart Utilitarianism

LEGL 210 Business Law

A clear position (not vague)Argue the position using an ethical framework (ethical theories) such as Utilitarianism, deontology or teleology

page 10; Traditionally, ethical decision-making frameworks have included consequentialist, deontological, and virtue ethics approaches. The consequentialist approach requires students to analyze a decision in terms of the harms and benefits to multiple stakeholders and to arrive at a decision that produces the greatest good for the greatest number. A deontological approach raises issues related to duties, rights, and justice considerations and teaches students to use moral standards, principles, and rules as a guide to making the best ethical decision. Virtue ethics focuses on the character or integrity of the moral actor and looks to moral communities, such as professional communities, to help identify ethical issues and guide ethical action. In some environments, new frameworks—with new names—combine these precepts in different ways. Regardless of the terminology or particular features, the central purpose behind understanding and applying these frameworks lies in giving students the tools they need to identify and think through ethical issues. Above all, they learn what questions should be asked—of themselves and others—and what factors need to be considered in their decision-making.

50 CANADIAN DEGREE QUALIFICATIONS FRAMEWORK: For bachelor degrees: (a) An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to (i) evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques; (ii) devise and sustain arguments or solve problems using these methods; and (iii) describe and comment upon particular aspects of current research or equivalent advanced scholarship in the discipline and how these are relevant to the evolution of the discipline.(b) The ability to review, present and critically evaluate qualitative and quantitative information to: (i) develop lines of argument, (ii) make sound judgments in accordance with the major theories, concepts and methods of the subject(s) of study; (iii) apply underlying concepts, principles, and techniques of analysis, both within and outside the discipline, and, (iv) where appropriate, use this knowledge in the creative process.

3. Freedom in research and training is the fundamental principle of university life, and governments and universities, each as far as in them lies, must ensure respect for this fundamental requirement. Rejecting intolerance and always open to dialogue, the university is an ideal meeting-ground for teachers capable of imparting their knowledge and well equipped to develop it by research and innovation and students entitled, able and willing to enrich their minds with that knowledge.

 

2nd year

Ethics as value finding; ethics as value making;

Analysis of ethical theories/ strengths / weaknesses

Plato, SymposiumBlackburn, Simon, Ethics; A very Short Introduction Oxford, ____________, Truth, A guide for the perplexed.

LEGL 210 Business Law

Demonstration of comprehensive and insightful understanding of competing theories

    CANADIAN DEGREE QUALIFICATIONS FRAMEWORK: For bachelor degrees: (a) The ability to use a range of established techniques to (i) initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information; (ii) propose solutions; (iii) frame appropriate questions for the purpose of solving a problem; (iv) solve a problem or create a new work; and(b) The ability to make critical use of scholarly reviews and primary sources.

 

 

3rd year

Development of ethical intelligence; Ethics as discretion or prudence; analysis of complex ethical dilemmas; "Traders" vs. "Raiders." Guardians and commercial syndromes

Choosing amongst ethical theories; defending that choice

Jacobs, Jane Systems of Survival, Plato, The Republic

ORGA 310 Advanced Leadership Topics / Issues

Making justifiable ethical choices; use of written rhetoric to advance an objectively convincing position

page 11 Resolving ethical issues requires reflection on underlying values. An important part of the values clarification process involves prioritizing one’s values and being prepared to deal with values conflicts that might occur, for example, when success and security clash with justice or honesty. In recent years ethics education has advanced a number of exercises aimed at helping students to clarify their personal values. One approach requires students to identify five or six values that they would choose to guide behavior in an ideal society or business. Research indicates that people around the world tend to identify a similar set of values, suggesting that people from different cultures generally agree that honesty, fairness, and respect for human life, for example, are important. Ironically, a missing piece in most ethics education in the field of business is the development of “moral courage,” which is particularly important in organizational contexts. Examples abound of individuals with “solid” values who failed to do the right thing because of constraints imposed by authority structures and unethical corporate cultures.

At minimum, business students should learn how to act on their values to confront unethical behavior.Simply saying “no” to a request to behave unethically and reporting such conduct may not be enough, and these actions may prove to be personally risky and ineffective at generating change. It is, therefore, essential to know howto use one’s voice effectively. Learning how to name and locate the problem, analyze and map the power structure and politics that influence the problem, build allies and mentors, and apply effective persuasion skills can equip students with the skills they need to put their values to work in the corporate world.

51 CANADIAN DEGREE QUALIFICATIONS FRAMEWORK: For bachelor degrees: All bachelor programs are designed to provide graduates with knowledge and skills that enable them to develop the capacity for independent intellectual work. That capacity may be demonstrated by the preparation, under supervision, of one or more essays, a terminal research paper, thesis, project, exhibition, or other research-based or performance-based exercise that demonstrates methodological competence and capacity for independent and ethical intellectual/creative work and, where relevant, the exercise of profess

 

 

3rd year

Effects of moral relativism and cultural conflict; Dominance of one culture over another

Development of ethical stances

Achebe, Chinua, Things Fall Apart (New York: Fawcett Crest, 1984); Somerville, Margaret; The Ethical Imagination.

INTB 311 Diversity and Intercultural Communication ORGA 314 Managing Conflict

Evaluation of the effects of moral relativism in cultural and power imbalances

53 From the "Fundamental Principles" of the Charta: 3. Each university must - with due allowance for particular circumstances - ensure that its students' freedoms are safeguarded and that they enjoy conditions in which they can acquire the culture and training which it is their purpose to possess.

Recommendation of the Council and the Parliament on Key Competences which sets out what are considered to be the essential skills, knowledge and attitudes that every European should have to prosper in a knowledge-based society and economy. The eight key competences identified include: (1) Communication in the mother tongue; (2) Communication in foreign languages; (3) Basic competences in maths, science and technology; (4) Digital competence; (5) Learning to learn; (6) Interpersonal, intercultural and social competences, and civic competence; (7) Entrepreneurship; and (8) Cultural expression. These are underpinned by basic skills, and include ‘horizontal components’ such as critical thinking, creativity, the European dimension, and active citizenship.

3rd year

Ethics as literature; the effect of technology on ethical and political discourse; Technology as a path or a hindrance to Poïesis? Word choice and grammatical structure as a means to truth telling; misuse of language as a means to obfuscation

Expression of ethics in writing; ethical errors arising out of writing errors; Critiques of written ethical codes

Postman, Neil, Amusing Ourselves to Death, Viking, Huxley, Aldous, Brave New World. Orwell, George, Animal Farm, Grant, George, Technology and Justice ;Guffey, Rhodes& Rogin; Business Communication: Process and product Scarborough: Thomson Nelson 2003

PROW 210 Business Writing

Discussion of ethical dilemmas; Writing and effects on ethical expression; Insight into unintended effects of technology on ethics and politics; transformations of written ethical codes

50-51, 52 (s. 3.3)

 

 

3rd year

Ethical dilemmas in literature; ethical codes; personal, legal and corporate; advantages and disadvantages of each; Education and ethics; Ethical dystopias

Development of ethical codes; personal, legal and corporate.

Shakespeare; Henry V, The Merchant of Venice, Saramago, Jose, SeeingRousseau, Jean-Jacques, The Social Contract, _________, Émile, Koestler, Arthur; Darkness at Noon Attwood, Margaret, Oryx and Crake; Somerville, Margaret; The Ethical Imagination.

English literature courses

Clear description and interpretation of corporation’s ethical statementAccurate representationInsight into ethical dimensionCorrect terminology; Insightful comparison of dystopias with present society

50, 53

3rd year

Ethics as dialogue and discourse

Self criticism of ethical theories; criticism of other ethical theories

Carson and Moser; Morality and the Good Life Oxford 1996

ORGA 314 Managing Conflict

Demonstration of comprehensive and insightful understanding of competing theories

page 10 Another way students learn about ethical behaviours is through the ethical culture they observe in their respective business schools. Students cannot be expected to internalize the importance of ethics andvalues unless business schools demonstrate such commitment within their own organizations. This means that business school deans need to think of themselves as ethical leaders who communicate regularly about ethics and values; who model ethical conduct; and who hold community members—faculty, staff, and students—accountable for their actions. Academic policies and systems should clearly be an integral, living part of the school’s culture, and not simply a stack of documents in the file drawer.

70 (s 6.1)

2. :7. Ethical conduct – The organization values and upholds integrity and ethical conduct as demonstrated by the relevant policies and practices by which it conducts its business. It has fair and ethical policies in place governing admissions and recruitment of students and a systematic method for evaluating and awarding academic credit.

2) that the universities' task of spreading knowledge among the younger generations implies that, in today's world, they must also serve society as a whole; and that the cultural, social and economic future of society requires, in particular, a considerable investment in continuing education;

Lifelong learning 1.5 At the same time, the concept of lifelong learning itself has been highlighted and developed at European level, notably at the European Councils in Lisbon and Feira. Following extensive consultation on a Commission Memorandum, strong consensus was reached on a new paradigm of learning which places the learner at the centre of the learning process and emphasizes the importance of equal opportunities and the quality and relevance of available learning. The definition extends from pre-school to post-retirement, and encompasses the spectrum of formal, non-formal and informal learning. Active citizenship, personal fulfillment and social inclusion, as well as the employment-related aspects of employability and adaptability, are mutually supporting aims.

3rd year

Ethics as foundation of social policy; use of primary sources beyond textbooks

Applicability of business principles to non-business contexts; applicability of non-business ideas to business environments

Galbraith, John Kenneth The Affluent Society, The New Industrial State, The Economics of Innocent Fraud, Tuchman, Barbara, The March of Folly; From Troy to Vietnam, New York : Knopf : Distributed by Random House, 1984

ECON 101 Introduction to Microeconomics ;ECON 102 Introduction to Macroeconomics; Econ 281 Intermediate Microeconomics ;Econ373 Industrial Organization;

Effective use of comparative languageInsight to ethical triumphs or failures of corporation’s ethical statementInsight into what would make the ethical statement better, more effective or more defensible. Use of language that charts descriptions of experience leading to insight and thence to defensible judgment.

page 17 FROM THE PAST AACSB STANDARDS(Revised February 14, 2001) – Page 17CURRICULUM CONTENT AND EVALUATIONC.1 CURRICULUM CONTENTC.1.1 Perspectives: Undergraduate and MBAC.1.1: Both undergraduate and MBA curricula should provide an understanding of perspectives that form the context for business. Coverage should include: ethical and global issues, the influence of political, social, legal and regulatory, environmental and technologicalissues, and the impact of demographic diversity on organizations.INTERPRETATION: The perspectives indicated above might be addressed via individual courses with titles that explicitly identify the perspective being treated. However, it is not the intent of this standard to require a separate course for any one or for any combination of these perspectives. Schools may approach any or all of these topics by interweaving them throughout other required curricular elements.

54 (s. 4.5),

   

 

4th year

Relation of ethical theories to other business issues: leadership, strategy; relation of ethics to politics

Integration of ethical theories into business disciplines

Saramago, Jose, Blindness (2002), Seeing (2006), The Cadbury Code, The King Report,

ORGA 414 Introduction to Public Affairs – Government and Regulatory Issues ORGA 441 (Strategic management) ORGA 422 Issues in Management - Senior Seminar

CAQC Canadian Degree Framework (May 2006): "The ability to communicate information, arguments, and analyses accurately and reliably,orally and in writing, to a range of audiences, to specialist and non-specialist audiences, using structured and coherent arguments, and, whereappropriate, informed by key concepts and techniques of the discipline."

56 (s. 5.1)

CANADIAN DEGREE QUALIFICATIONS FRAMEWORK: For bachelor degrees: (a) Knowledge and critical understanding in a field of study that builds upon their secondary education and includes the key assumptions, methodologies, and applications of the discipline and/or field of practice; (b) Basic understanding of the range of fields within the discipline/field of practice and of how the discipline may intersect with fields in related disciplines; (c) The ability to gather, review, evaluate and interpret information, including new information relevant to the discipline; and to compare the merits of alternate hypotheses or creative options relevant to one or more of the major fields in a discipline; (d) The capacity to engage in independent research or practice in a supervised context; (e) Critical thinking and analytical skills inside and outside the discipline; (f) The ability to apply learning from one or more areas outside the discipline.

 

 

4th year

Cross reference of ethical theories to politics, international relations, economics, history, sociological theory, stakeholder theory, corporate social responsibility, triple bottom line, measurement and ambiguity in ethical theories, limitations on econometrics in ethical analysis, communication theory and its effect on business

Integrating ethical theories into complex economic political analysis

Tapscott, Don and Ticoll, David, The Naked Corporation, Penguin. Bakan, Joel. The Corporation, Penguin. Carlton, D. and C. Perloff, Modern Industrial Organization, 4th edition, Pearson Addison Wesley. Senge, Peter M., The fifth discipline : the art and practice of the learning organization (New York : Currency Doubleday, 1994.) Dostoevsky, Fyodor, The Legend of the Grand Inquisitor in The Brothers Karamazov (New York : Barnes & Noble, 1995)

INTB 310 Global Business and Sustainability MARK 410 Issues in International marketing; ASCM 205 Introduction to eBusiness ; ASCM 404 e-Business Execution; ORGA 433 Managing Change ORGA 412 Intrapreneurship and Organizational Culture

Demonstration of comprehensive and insightful understanding of competing theories

page 5:All of us in management education need to ponder more deeply and creatively on how to advance the awareness, reasoning skills, and core principles of ethical behavior that will help to guide business leaders as they deal with a changing legal and compliance environment. We must ground students in the duties and rewards of stewardship, including the concerns of multiple stakeholders and the responsible use of power.; page 8 Four broad themes that, in our collective judgment, should inform ethics education are addressed in this document: the responsibility of business in society; ethical decision-making; ethical leadership; and corporate governance. page 16: Specific Area Sample Ethical Component; Market research Use of human subjects Human resource management Fairness in selection and promotion procedures Corporate Strategy Personal consequences of relocation/closing decisions; Finance Fiduciary responsibilities; Auditing Independence; Information technology Censorship and privacy; Manufacturing management Environmental impact; Organizational behavior Privacy management

50, 57 CANADIAN DEGREE QUALIFICATIONS FRAMEWORK: For bachelor degrees: An understanding of the limits to their ownknowledge and ability, and an appreciation of the uncertainty, ambiguity and limits to knowledge and how this might influence analyses and interpretations.

1. The university is an autonomous institution at the heart of societies differentlyorganized because of geography and historical heritage; it produces, examines,appraises and hands down culture by research and teaching. To meet the needs ofthe world around it, its research and teaching must be morally and intellectuallyindependent of all political authority and intellectually independent of all politicalauthority and economic power.

Europe has accepted the challenges of the knowledge society. High-quality education and training systems are an essential and indispensable pre-requisite for a competitive knowledge-based society.

4th year

Motivations for ethical conduct; Good for its own sake or as a protection from punishment?

Development of social self as an ethical being; self-reflection as basis for leadership; cultivation of wisdom, courage, temperance and justice

Shakespeare Henry V; Plato, The Republic; Rawls, John, A Theory of Justice

ORGA 433 Managing Change

Insight into competing ethical theories, analysis of strengths and weaknesses, development of personal ethical theories, demonstration of capacity for self-reflection and insight into personal ethical theories. Revisiting of corporate and social ethical theories in light of insight into personal theories.

page 9 To be considered ethical leaders, executives must be both “moral persons” and “moral managers.” As noted in the literature, executives become moral persons by expanding their awareness to include multiple stakeholder interests and by developing and applying their own ethical decision-making skills to organizational decisions in ways that are transparent to their followers.

5     Societies within the EU continue to become more culturally diverse and more interlinked with others, as a result of globalization and new communication technologies on the one hand, and the impact of the European single market and migration on the other. This puts a premium on the development of intercultural understanding and respect, and on the inculcation and reinforcement of habits of active citizenship.

4th year

Virtue ethics: Moral egoism or human flourishing?

Cultivation of prudence (Phronesis) and other virtues (courage, justice and temperance) by practical wisdom (praxis) to achieve human flourishing

Aristotle, Nicomachean Ethics, Babiak, Paul & Hare, Robert, Snakes in Suits; When Psychopaths go to Work (New York: Harper Collins 2006)

ORGA 422 Issues in Management

Synthesis of accepted ethical theories to personal ethical theories and demonstration of how such synthesis applies in expected business environments

FROM THE CURRENT AACSB STANDARDS(Adopted April 25, 2003) (Revised January 1, 2004) – Page 14–15E. The institution or the business programs of the institution must establish expectations for ethical behavior by administrators, faculty, and students.INTERPRETATION: AACSB believes that ethical behavior is paramount to the delivery of quality business education. Schools are encouraged to develop “codes of conduct” to indicate the importance of proper behavior for administrators, faculty, and students in their professional and personal actions. Schools also may foster ethical behavior through procedures such as disciplinary systems to manage inappropriate behavior and through honor codes. This criterion relates to the general procedures of a school. In no instance will AACSB become involved in the adjudication or review of individual cases of alleged misconduct, whether by administrators, faculty, staff, students, or the school.

57    

 

4th year

Virtue ethics of the corporation and of organizations

Comprehension of Corporate Governance and Accountability; policy and best practices in corporate management

Carver, John, The Policy Governance model;

ORGA 410 Business Consulting; ORGA 422 Issues in Management

Insight into how legal and ethical theories affect the structure and management of organizations from the Board room through to all internal and external stakeholders. The use of objective language to render defensible judgments of moral and ethical positions. Prudent use of defensible judgements as indicia of leadership.

page 13, Management degree programs should not only offer students ethics education, but also solid background in corporate governance. Appropriate topics may include: • The role and responsibilities of the governing board of directors. • The role and responsibilities of the audit committee.• An understanding of internal controls, the role and responsibilities of management, and critical monitoring activities such as internal auditing. • Elements of an effective code of conduct. • Understanding of U.S. Federal Sentencing Guidelines and Sarbanes-Oxley, the U.K. Cadbury Code, the King Report from South Africa, and similar regulations and recommendations from other parts of the world. • Components of an effective corporate compliance program. • The role and responsibilities of independent public accountants, counsel, and regulatory bodies. These topics are applicable to any organization, including nonprofits or governmental agencies. With prudent corporate governance, any business entity seems much less vulnerable to corruption. Bringing governance into the classroom helps to prepare students for the realities of the business world and arms them with powerful insights for operating within business environments.

  CANADIAN DEGREE QUALIFICATIONS FRAMEWORK: For bachelor degrees: Qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring (i) the exercise of initiative, personal responsibility and accountability in both personal and group contexts, (ii) working effectively with others and (iii) behaviour consistent with academic integrity.

  1.6 The Joint Interim Report to the Spring 2004 European Council, which was agreed at the Education Council on 26 February 2004, invites all Member States to put in place coherent and comprehensive national lifelong learning strategies by 2006. These strategies should promote more effective partnerships between key actors including business, the social partners and education institutions at all levels; validation of prior learning in order to motivate people to learn; and the creation of learning environments that are open, attractive and accessible to everyone, especially to disadvantaged groups.

4th year

Corporate Governance Assessment of Corporate Governance mechanisms

The Cadbury Code ORGA 410 Business Consulting; ORGA 422 Issues in Management

Use of objective language to appraise governance practices in relation to defensible ethical theories

as above        

4th year

Business philosophy vs. philosophy of business; Revisiting of common ethical dilemmas using case study methods and re-evaluation of conclusions

Self-assessment of progress of ethical intelligence

Case study: What the Law AllowsCorporate Governance and Accountability

ORGA 422 Issues in Management ACCT 426 Management Control Systems; HRMT 412 Strategic HRM

Demonstration of comprehensive and insightful understanding of competing theories. Use of objective tone.

 

50-51    

 

                 

Faculty team analysis (2007-2008)

1. Review professional skills in 2nd/3year core courses

2. Show assessment methods with marking rubrics for each professional skill

3. In each major review curriculum maps for all professional skills and create plan for addressing identified gaps

Example of Marking rubrics• TEAM PROCESS EVALUATION (15%)• ______________________________________________________________________• Section A - Course Content• / 20 marks - Tuckman’s Analysis of your group.• - remember to do research on Tuckman and in text citations and references.• - identified two examples of the group’s behaviour within each stage.• - identified two examples of your behaviour which you did in each stage, which helped your group’s process be more effective. You cannot simply

be an observer or do work.• - 20- excellent insight and analysis, 17 - very good analysis, 15 - good analysis, 13 - basic analysis• /20 marks • Section B - Professional Skills • • 1. Group Work• / 5 marks - In-class 360 Degree Feedback – Keep Doing, Start Doing, and Stop Doing• - this is based on the 360 Degree face –to-face feedback you received from your Team Member Evaluation and the insights you gained about your

behaviour in the group about what do you have to Keep Doing, Start Doing, and Stop Doing.• - 5- excellent insight and analysis, 3 - good analysis, 2 - basic analysis• / 4 marks – Chairing Two Meetings• - prepare and chair two team meetings and report on them.• - 4- excellent insight and analysis, 3 - good analysis, 2 - basic analysis• / 4 marks - Final 360 Degree Feedback • - this is based on the final out-of-class 360 Degree face-to-face feedback you received from your Team Member Evaluation.• - determine the contribution mark of each group member for the written research paper.• -what was the feedback given to you about how you participated as a team member? What have you learned about yourself and group processes that

you can apply to other MacEwan course projects, work situations, etc.?• - 4- excellent insight and analysis, 3 - good analysis, 2 - basic analysis• / 3 marks - Time Sheet Activity• - list each week, record activities for each day of the week, and record hours worked on each activity.• 3- excellent activity report, 2 - good activity report, 1 - basic activity report• • /16 marks

Example of Marking rubrics• 2. Writing Skills Marks Available Received• Centered title page with course name, #, and section. 1 _____• Student’s name and instructor’s name.• Table of contents 1 _____• Uses headings for sequences 1 _____• Introductory report statement . 2 _____

• Clear, concise, and readable. 2 _____ • Grammar, punctuation, sentence structure, and tenses. 3 _____• /10 marks• ______________________________________________________________________________• 3. Research - APA Format• Alphabetical references. 1 _______• Proper APA reference citations for Tuckman . 4 _______• ( Not simply database urls.) • In text citation of primary sources 5 _______• (Author(s), year, and page number(s).) • In text citation of secondary sources. • (Author “as cited in”.) • / 10 marks • Tuckman’s Analysis of your group /20 marks• Group Work /16 marks• Writing Skills /10 marks• • Research - APA Format /10 marks• __________/ 56 Total Marks• __________/ 15%

Revisiting professional skills(2008)

1. From skills to competency

Example: Group Work

Definition: -varies personal behaviour, appropriately acting as both team leader and team member, to make and support business and industry decisions.

• 1. Defines the task and the team’s process and develops plans on how to proceed with the task and the team’s process.

• 2. States personal ideas and feelings and asks team members for their ideas and feelings about the task and the team’s process.

• 3. Summarizes and joins together major points discussed and figures out sources of difficulties in accomplishing the task and difficulties in the team’s process.

• 4. Compares personal contributions and the team’s accomplishments with the team’s stated task goals and the team’s stated processes.

• 5. Encourages team member participation through acknowledging and praising team member contributions.

• 6. Makes sure team members understand what each other is saying in order to find solutions to team member problems.

Example: Case Study Analysis

Definition: demonstrates logical critical thinking skills to make and support business and industry decisions.

• 1. Follows a variety of prescribed logical critical thinking skills to analyze cases, such as identifying problems, symptoms, and causes, etc.

• 2. Identifies a chain of events to analyze root causes of case issues or capitalize on case opportunities.

• 3. Identifies pros and cons or advantages and disadvantages of alternatives in the case based on criteria, such as costs, time, urgency, importance, personnel, expertise, etc.

• 4. Develops a realistic action plan with a timeline for implementation.

• 5. Evaluates large amounts of ambiguous or disorganized information and data, and selects the most relevant information to apply to the case.

Example: Presentations

Definition: effectively creates and delivers individual and team presentations to make and support business and industry decisions.

• 1. Has a structured presentation with an introduction, body, and conclusion.

• 2. Has logical and emotional key points with supporting data and examples.

• 3. Uses an appropriate medium to highlight key points in the presentation, such as, visuals, props, handouts, music, etc.

• 4. Uses a logical and emotional chain of linkage between key points.

• 5. Uses discussions, questions, and activities.• 6. Uses gestures appropriately.• 7. Varies voice volume, rate, and tone.

Questionnaire

Data collection

Pilot courses

ORGA 201

ORGA 316

ORGA 310 (critical incidents)

Factor AnalysisComponent Matrixa

.340 -.371 .409 .349 -.324 .113

.258 .441 .164 .278 .317 -.136 .117 -.314

.246 -.422 -.251 .161 .146 .372 .122 -.114 .406

.469 .242 .390 .195 -.212 -.243

.362 .448 .288 .155 .156 .331 .269 .130 .113

.425 .181 -.223 .213 .153 .315 .425

.450 -.101 -.210 -.452 .181 -.289 -.109 .277 .202

.487 -.264 .112 -.462 .161 .394 -.155

.573 -.291 -.170 .122 .328

.269 .194 -.385 -.443 .203 -.145 .187

.416 .126 .163 -.415 -.188 .419 -.175

.336 .127 .214 .162 -.615 -.118 .241 -.218

.499 -.374 .284 -.396 .231 -.158

.436 -.268 -.179 .329 -.217 .407 -.197 -.165

.526 -.230 -.210 .203 .253 -.164 -.242 .268

.475 -.299 .439 -.306 -.303 -.111

.401 .299 -.230 .556 -.168 -.155

.558 -.299 .217 .109 -.216 -.134 .211

.468 -.167 -.311 .387 .220 -.124 -.280 .170 .111 -.144

.597 -.366 -.101 -.255 -.223

.497 -.370 -.214 .176 .166 -.130

.416 -.282 -.103 -.108 .310 .235 .295 .146

.515 .300 -.416 .110 .134 .128 .175

.483 .420 -.526 .204 -.161 .189 .136 .122

.477 .302 -.488 .379 .138 -.117 .106

.492 .304 -.406 .227 .159 -.243 -.212

.285 .270 .489 .242 -.280 -.332 -.245 .281

.229 .233 .490 .383 .144 .197 -.234 .193

.358 .329 .602 .124 .225 -.131 -.191

.400 .298 .378 -.304 .132 -.353 .178 .112

.498 .326 -.395 -.204 -.156 -.104 -.104 -.139 -.178

.583 .369 -.278 -.289 -.137 -.316

.584 .178 -.448 .116 -.201 -.229 -.164

.427 .336 .228 -.332 -.187 -.147 -.305 .242

R1

R2

R3

R4

R5

R6

R7

R8

R9

R10

R11

R12

R14

R15

R16

R17

R18

R19

R20

R21

R22

R23

R24

R25

R26

R27

R28

R29

R30

R31

R33

R34

R35

R36

1 2 3 4 5 6 7 8 9 10 11

Component

Extraction Method: Principal Component Analysis.

11 components extracted.a.

Discussion

• Next steps

• Validation

• Measurement of Progression

• Collaboration

• …