syllabuses of subjects offered by ama, cbs, elc and fbsyllabuses of subjects offered by ama, cbs,...

Syllabuses of Subjects offered by

AMA, CBS, ELC and FB C O N T E N T S

*The most updated subject syllabuses are available on web.

Subject Code Title Page AMA2101 Quantitative Methods for Business 1

CBS2015 Putonghua for Business & Administration 4

ELC2203 University English for Business Students 7

ELC3203 Workplace English for Business Students 10

FB3001 Work-Integrated Education 13

1

Subject Description Form

Subject Code AMA2101

Subject Title Quantitative Methods for Business

Credit Value 3

Level 2

Pre-requisite / Co-requisite/ Exclusion

Nil

Role and Purposes

The lectures aim to provide the students with an integrated knowledge required for the understanding and application of mathematical concepts and techniques. To develop students’ ability for logical thinking and effective communication, tutorial and presentation sessions will be held.

Subject Learning Outcomes

Upon completion of the subject, students will be able to:

(a) use a variety of basic techniques in understanding and interpreting data. (b) understand elementary quantitative methods and their applications in

business, analyze business scenarios and problems by applying statistics (c) think critically and creatively about the uses and limitations of

quantitative methods in business. (d) use statistical package and interpret the output, appreciate the

applications of information technology for quantitative analysis in business.

Subject Synopsis/ Indicative Syllabus

Descriptive Statistics Presentation of business data in tabular, diagrammatic and graphic forms; misleading presentations. Summary measures of location and spread. Probability Concepts of probability. Axioms of probability. Bayes’ Theorem. Random variables and expected values; uses and limitations in decision making. Common probability distributions: Binomial, Poisson and Normal. Estimation Simple random samples. Sampling distributions: mean, proportion and differences. Confidence intervals: mean, proportion and differences. Hypothesis Testing Hypothesis testing: mean, proportion and differences. Chi-square Test Test of Goodness of Fit. Test of Independence. Relationships between Variables Exploratory Data Analysis. Linear relationships: ordinary least squares. Correlation coefficients.

August 2009 1 *Subject to change

2

Multiple Regression Multiple Regression Equation. Inferences about Parameters. Modelling Techniques. Financial Mathematics Fundamentals of compound

Teaching/Learning Methodology

A two hour mass lecture will be conducted each week to initiate students into the ideas, concepts and techniques of the topics in the syllabus, which is then reinforced by a one hour tutorial designed to consolidate and develop students’ knowledge through discussion and practical problem solving.

Assessment Methods in Alignment with Intended Learning Outcomes

Specific assessment methods/tasks

% weighting

Intended subject learning outcomes to be assessed (Please tick as appropriate)

a b c d

1. Mid-semester test (closed book)

30% Ö Ö Ö

2. Individual Assignment

10% Ö Ö Ö Ö

3. Tutorial participation 10% Ö Ö Ö Ö

4. Final Examination (closed book)

50% Ö Ö Ö Ö

Total 100 %

Continuous Assessment comprises of assignment, presentation during tutorials and a mid-term test. A written examination is held at the end of the semester.

Questions used in assignment, presentation, test and examination can measure the student's level of understanding of the concept of quantitative methods and statistics, and to assess their statistical reasoning skills; as well as the ability to apply appropriate statistical techniques to model and solve problems.

Student Study Effort Required

Class contact:

§ Lectures 28 Hrs.

§ Tutorials and Student Presentation 14 Hrs.

Other student study effort:

§ Assignments 20 Hrs.

§ Self-study 58 Hrs.


3

Total student study effort 120 Hrs.

Reading List and References

Study Guide: Quantitative Methods for Business, Department of Applied Mathematics, The Hong Kong Polytechnic University Reference Books: Aczel, A.D., Complete Business Statistics, 7th ed., McGraw-Hill, 2009. Levin, Richard I. and Rubin, David S., Statistics for Management, 7th ed., Prentice-Hall, 1998. Moore, David S. and McCabe, G., Introduction to the practice of Statistics, 5th ed., W H Freeman, 2005. McClave, J. T., Benson, P. George and Sincich, Terry., A First Course in Business Statistics, 8 ed., Prentice Hall, 2000.

Jul 2009


1


Subject Code CBS2015

Subject Title Putonghua for Business & Administration

Credit Value 2

Level 2


Students should possess basic Putonghua proficiency level

Role and Purposes The subject aims to strengthen the students’ Putonghua foundation and enhance their communication skills in Putonghua in the business context.


Upon completion of the subject, students will be able to:

a. master the key features of Putonghua in terms of pronunciation and common ways of expression;

b. communicate efficiently in Putonghua with accuracy and fluency; c. perform a series of communicative tasks in the business context; d. adopt appropriate pragmatic devices underlying business communication in

China; e. understand the social and cultural background of China as reflected in

business communications in China.


1. Comprehensive revision on Putonghua communication skills • pronunciation • vocabularies and grammar • colloquial expressions • speaking skills and social norms

2. In-depth practice on Putonghua listening comprehension skills

• speed and accent • casual speech vs. speech on specialized topics • quantity and structure of information • pragmatics rules and implications

3. Business communication • principles and rules in conversation • common pragmatic devices in business communications • stylistic and rhetorical variations in spoken communications in


2

accordance to contextual changes • communicative tasks in the business setting: inquiry, introduction,

presentation, promotion, question & answer, negotiation etc. • commonly used jargons for business and administration


• Interactive seminars with listening exercises, presentation drills, group discussion, pair conversation and role play;

• Pro-class self study is required with the resources provided; • Teachers’ consultation will be offered to the students depending on

their individual need.



% weighting


a b c d e

1. Assessment 1 25% P P P P P

2. Assessment 2 20% P P P P P

3. Participation & Online Exercise

10% P P P P P

4. Term-end Test 45% P P P P P

Total 100 %

Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes:

The assessment includes criterion-referenced based quizzes, presentations and tests. It will evaluate students’ listening skills, pronunciation, vocabulary, colloquial expression vs. formal expression and speaking achievement. The major assessment items include:

• Listening (assessing ability to understand different situational conversations)

• Presentation (assessing accuracy, fluency and intonation) • Situational conversation in business settings (assessing overall

Putonghua communication skills including pragmatic devices)

Student Study Effort Required Class contact:


3

§ Seminar 28 Hrs.


§ Self-Study 28 Hrs.



Required • 香港理工大學中國語文教學中心編（2005），《商貿普通話教程》（上

冊），中華書局。 Reference • 張泰平編著（2003），《國際商務漢語教程》，北京：北京大學出版

螆氏 • 李聰華著，李山根、顏慧真等譯（1999），《中國：消費者革命》，

香港：三聯書店。 • 陳建民編著（1998），《普通話常用口語詞和句》，香港：香港普通

話研習社。 • 楊長進等編（1994），《商貿普通話 9000 句》，香港：壹出版有限公

塣氏 • 蔡富春主編（2002），《中國商務應用文書手冊》，香港：經濟日報

椋橅螆氏 • 《現代漢語詞典（第 5 版）》（2005），北京：商務印書館。

Jul 2009


1


Subject Code ELC2203

Subject Title University English for Business Students

Credit Value 3

Level 2


Nil

Role and Purposes This subject aims to help students to study effectively in the University’s English medium learning environment and, more specifically, to improve and develop their English language proficiency within a framework of academic contexts. In striving to achieve the two interrelated objectives, attention will be given to developing the core competencies the University has identified as vital to the development of effective life-long learning strategies and skills.


Upon completion of the subject, students will be able to communicate effectively in academic contexts through

a. citing and discussing source materials appropriately in academic writing, b. writing well-organised academic texts, such as problem-solution essays, and c. delivering effective oral presentations. To achieve the above outcomes, students are expected to use language and text structure appropriate to the context, select information critically, and present and support stance and opinion.


The content is indicative. The balance of the components, and the corresponding weighting, will be based on the specific needs of the students. 1. Written academic communication

Identifying and practising writing functions common in written academic discourse; note-taking from reading and listening inputs; understanding and applying principles of academic text structure; developing paraphrasing, summarising and referencing skills; improving editing and proofreading skills; achieving appropriate tone and style in academic writing.

2. Spoken academic communication

Recognising the purposes of, and differences between, spoken and written communication in English in academic contexts; identifying and practising the verbal and non-verbal interaction strategies in seminar discussions and oral presentations; discussing issues requiring the development and application of critical thinking.


2

3. Reading and listening in academic contexts Understanding the content and structure of information delivered orally and in print; reading and listening for different purposes e.g. as input to tasks, and for developing specific reading or listening skills; using a dictionary to obtain lexical, phonological and orthographical information.

4. Language development

Improving and extending relevant features of grammar, vocabulary and pronunciation.


The subject is designed to introduce students to the communication skills, both oral and written, that they may need to function effectively in the academic contexts they will encounter in their studies. The study method is primarily seminar-based. Activities include teacher input as well as individual and group work involving drafting and evaluating texts, mini-presentations, discussions and simulations. Students will be referred to information on the Internet and the ELC’s Centre for Independent Language Learning. Learning materials developed by the English Language Centre are used throughout this subject. Additional reference materials will be recommended as required.



% weighting


a b c d e

1. Academic Writing Test

30 ü ü

2. Problem-solution essay

30 ü ü

3. Oral presentation 40 ü

Total 100 %

Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Continuous assessment: 100% Students’ oral and writing skills are evaluated through assessment tasks related to the learning outcomes. Students are assessed on the accuracy and the appropriacy of the language used in fulfilling the assessment tasks, as well as the selection and organisation of ideas.


3


Class contact:

§ A double lesson and a single lesson per week x 14 weeks 42 Hrs.


§ Out-of-class study effort which includes classwork-related work, assessment-related work, and self-access work

84 Hrs.



Indicative references Gelfand, H., Walker, J. & the American Psychological Association. (2002). Mastering APA style: Student's workbook and training guide (5th ed.). Washington, DC: American Psychological Association. Madden, C. G. & Rohlck, T. N. (1997). Discussion and interaction in the academic community. Ann Arbor, MI: University of Michigan Press. Mascull, B. (2004). Business vocabulary in use: Advanced. Cambridge: Cambridge University Press. Matthews, C. B. & Matthews, M. (2007). Quicksteps to winning business presentations: Make the most of your PowerPoint presentations. New York: McGraw-Hill. McCarthy, M. & O'Dell, F. (2001). English vocabulary in use: Upper-intermediate. Cambridge: Cambridge University Press. Mulvaney, M.K. & Jolliffe, D. A. (2005). Academic writing: Genres, samples, and resources. New York: Pearson/Longman. Munter, M. & Russell, L. (2008). Guide to presentations (2nd ed.). Upper Saddle River, NJ: Pearson/Prentice Hall. Potter, J. (1992). Common business English errors in Hong Kong. Hong Kong: Longman.

Jul 2009


1


Subject Code ELC3203

Subject Title Workplace English for Business Students

Credit Value 3

Level 3


ELC2203 University English for Business Students

Role and Purposes This subject aims to develop the English language skills required by students to communicate effectively in their future professional careers.


Upon completion of the subject, students will be able to communicate effectively in workplace contexts through a. interacting professionally in a job interview, b. participating actively in work-related discussions, c. writing appropriate correspondence, and d. producing well-organised short reports. To achieve the above outcomes, students are expected to use language and text structure appropriate to the context, select information critically, and provide support for stance and opinion.


The content is indicative. The balance of the components, and the weighting accorded to each, will be based on the specific needs of the students. 1. Job interviews and work-related discussions Practising the specific verbal and non-verbal skills required in communicating

with potential employers in job-seeking interviews and with co-workers in workplace discussions.

2. Workplace correspondence and reports

Writing emails, letters and reports by selecting and using relevant content; organising ideas and information; maintaining appropriate tone, distance and level of formality; achieving coherence and cohesion; adopting an appropriate style, format, structure and layout.

3. Language appropriacy

Using context-sensitive language in spoken and written English. 4. Language development

Improving and extending relevant features of grammar, vocabulary and pronunciation.


2


The subject is designed to introduce students to the communication skills, both oral and written, that they may need to function effectively in their future professions. The study method is primarily seminar-based. Activities include teacher input as well as individual and group work involving drafting and evaluating texts, mini-presentations, discussions and simulations. Students will be referred to information on the Internet and the ELC’s Centre for Independent Language Learning.

Learning materials developed by the English Language Centre are used throughout this subject. Additional reference materials will be recommended as required.



% weighting


a b c d

1. Job interview and group discussion

40% ü ü

2. Email and letter writing

30% ü

3. Report writing 30% ü

Total 100 %

Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes:

Continuous assessment: 100%

Students’ oral and writing skills are evaluated through assessment tasks related to the learning outcomes. Students are assessed on the accuracy and the appropriacy of the language used in fulfilling the assessment tasks, as well as the selection and organisation of ideas.


Class contact:

§ A double lesson and a single lesson per week x 14 weeks 42 Hrs.


§ Out-of-class study effort which includes classwork-related work, assessment-related work, and self-access work

84 Hrs.



Indicative references Bilbow, G. T. (1996). Business speaking for Hong Kong. Hong Kong: Longman.


3

Bilbow, G. T. (2004). Business writing for Hong Kong (3rd ed.). Hong Kong:

Longman. Block, J. A. & Betrus, M. (2004). Great answers! Great questions! For your job

interview. New York: McGraw-Hill. Brieger, N. & Sweeney, S. (2000). The language of business English: Grammar &

functions. Harlow, Essex: Pearson Education Ltd. Kuiper, S. (2007). Contemporary business report writing (3rd ed.). Cincinnati, OH:

Thomson/South-Western. Lindsell-Roberts, S. (2004). Strategic business letters and e-mail. Boston: Houghton

Mifflin. Mascull, B. (2004). Business vocabulary in use: Advanced. Cambridge: Cambridge

University Press. McCarthy, M. & O'Dell, F. (2001). English vocabulary in use: Upper-intermediate.

Cambridge: Cambridge University Press. O'Quinn, K. (2006). Perfect phrases for business letters: Hundreds of ready-to-use

phrases for writing effective business letters, memos, e-mail, and more. New York: McGraw-Hill.

Potter, J. (1992). Common business English errors in Hong Kong. Hong Kong:

Longman.

Jul 2009


1


Subject Code FB3001

Subject Title Work-Integrated Education

Credit Value 3 training credits

Level 3


Nil

Objectives

Work-Integrated Education (WIE) is “work-based learning experiences which take place in an organizational context relevant to a student’s future profession, or the development of generic skills that will be valuable in that profession.” An essential and compulsory component in the Faculty’s BBA education, WIE facilitates the integration of knowledge, skills, and competences between the classroom and the real-world, thus equipping students with valuable work experience as well as practical readiness for full-time employment upon graduation.

Intended Learning Outcomes

At the end of WIE, the student should be able to: 1.1 Areas of Personal Development

a. Appreciate his/her own learning style and determine the best approach to enhancing his/her learning;

b. Appreciate his/her own learning and development needs and chart his/her learning and development plan for the next 3-5 years;

c. Make informed choices/preferences for his/her career and formulate a suitable plan for achieving it;

1.2 Areas of Workplace Appreciation a. Understand the issues involved in the practical application of the

skills, knowledge and information acquired in the University environment;

b. Appreciate the requirements and demands of the real-world work environment, especially in the industry/sector where WIE was done so as to facilitate the smooth transition to full-time employment after graduation;

c. Identify factors in organizational culture that influences sustainable competitive advantage, excellence, and progress.

1.3 Areas of Key Skills a. Develop strategic approaches to anticipate and handle challenges; b. Analyze problems and strategize solutions; c. Appreciate the computing skills he/she has acquired, determine

areas that require further development, and make plans to achieve them;

d. Communicate effectively and confidently; e. Work effectively individually as well as in teams.


2

Assessment Methods

§ Students may choose to fulfill the 300-hour requirement through placements in one or more organizations OR through one or more eligible WIE activities. The 300 hours of internship work is approximately equivalent to 8 weeks of full-time internship engagement.

§ WIE Subject Administration will be handled by School/Department correspondingly.

§ Assessment of WIE will be on a pass/fail basis, based upon:

a. An initial statement from the student on the objectives and duration of the work; and

b. A statement from the student’s employer(s) confirming the

duration of the work and satisfactory performance; and c. A Self-Evaluation/Reflection from the student.

These three requirements need to be met for every WIE activity.

§ As with every course of study in their degree programme, students

should note that it is their responsibility to secure the necessary 3 WIE training credits for graduation.

§ Students should take note that their termination of internships without

valid reason(s) or their being terminated from their internship will render them to have failed the WIE activity.

Jul 2009


syllabuses of subjects offered by ama, cbs, elc and fbsyllabuses of subjects offered by ama, cbs,...

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