Core Course Review Documentation
Foundational Component Area: SOCIAL & BEHAVIORAL SCIENCES
Proposed Course: BUAD1033, Foundations of Business
Credit Hours: 3 hours
Proposed by: Economics, Finance, and General Business
Date: June 3, 2013
Please document how the proposed course meets each of the following requirements. (You
may provide a written explanation or copy and paste the appropriate information from the
syllabus.)
Content:
Courses in this category focus on the application of empirical and scientific methods
that contribute to the understanding of what makes us human.
 The critical examination of the role and the scope of the business environment in today’s
society by summarizing business journal articles and interacting with business leaders.
 An inquiry into human and business organization behavior under different economic
systems, understanding the basic concepts of demand and supply, competition, and
government intervention in a global economy.
 An inquiry into and the critical evaluation of the role of entrepreneur and ethical delemma
in our global society.
 Understanding the basic definitions and interaction of multiple business disciplines,
including accounting, economics, finance, management, marketing, operations
management, and business legal environment for the development of a comprehensive
business plan for successful business ventures in today’s global society.
 The empirical study and theoretical explanations of the different legal forms of business
organizations in our global society.
 The empirical study and theoretical explanations of leadership styles, human motivation
and ethical behavior in the business society.
 The preparation of a professional resume and a cover letter to assist individual students in
the job search process, an initial step to become a productive member of the society.
 The critical evaluation of the business decision making process and creative strategy using a
business simulation model.
 The team presentation of a company performance under a business simulation model
SKILLS: Courses involve the exploration of behavior and interactions among individuals, groups,
institutions, and events, examining their impact on the individual, society, and culture.
Students in Foundations of Business course develop the following skills:

Critical thinking skills to develop a comprehensive business plan and a business strategy
using a business simulation model and to interpret and analyze incentives, motivations, and
strategy in multiple media messages at the local, national, and global levels.
Example activities:
1. Students will complete Mike’s Bikes single player introduction using the simulation
model.
2. Student groups will make group business decisions in the Mike’s Bikes business
simulation.
3. Students will learn business strategies regarding pricing, marketing, inventory,
production, finance, and distribution.
4. Students will examine the current business issues discussed in the local newspaper.
5. Students will write synopsis outlining business issues discussed using media archives
(CNN, ABC, CBS, FOX).
6. Students will write a short summary of business articles found in a popular magazine
such as Bloomberg Business Week, Time, The Economist.
7. Students will learn from the local business leaders how market competition affects their
businesses by attending presentations/lectures under the Passport program and
through guest lectures.
8. Students will attend a number of lectures given by prominent local business leaders and
government officials by attending presentations/lectures under the Passport program.
9. Students will visit local businesses to learn the successes and failures of entrepreneurs
under the Passport Program.

The use of empirical and quantitative skills to analyze and interpret business data and to
make informed decisions on business issues and formulate a successful business strategy.
Example activities:
1. Students will learn the number, the sales share, and the assets distribution of various
forms of business in the United States.
2. Students will be exposed to financial data of some local businesses.
3. Students will learn the quantitative relationship in pricing, marketing, inventory,
production, finance, and distribution.
4. Students will learn the relationship between sales, costs, profits, and shareholder’s
value.
5. Students will participate in lectures given by business leaders and government officials.
6. Students will learn to make strategic decisions on pricing, marketing, inventory,
production, finance, and distribution.
7. Students will learn gather basic financial information of selected industry.

Undergraduate Inquiry and Creativity in making choices in business decision making
process and planning for future business career
Example activities:
1. Students will attend a number of lectures given by prominent local business leaders and
government officials by attending presentations/lectures under the Passport program.
2. Students will learn to make strategic decisions on pricing, marketing, inventory,
production, finance, and distribution to achieve the highest shareholders’ value under
the Mike’s Bikes Business simulation.
3. Students will take part in the oral presentation of business decisions and results under
the Mike’s Bikes business simulation.
4. Students will explore various career options and the roles of entrepreneurs in career
interviews

The use of economic reasoning in making choices in personal matters, in work environment,
and in social and political issues, leading to ethical and responsible decision-making.
Example activities:
1. Students will identify examples of governments setting social policies using economic
theories, for example, promoting the general welfare of the society.
2. Students will interact with local entrepreneurs to learn how they make business
decisions.
3. Students will identify examples of government regulations of businesses and how they
affect the welfare of the society.
4. Students participate in the economic discussions by a local business development
specialist.

Communication skills in preparing a professional resume, summarizing business magazine
articles, and making a team presentation of a company performance under a business
simulation model.
Example Activities:
1. Students will prepare a professional resume, including his/her career goals.
2. Students will write a summary of business magazine articles.
3. Students in a group will make presentation of the result of the business simulation
exercise.
4. Students will ask questions regarding the result of the business simulation model.

The ability to understand business issues and communicate well with others in a regional,
national, and global community.
Example activities:
1. Students will keep a weekly blog using D2L to write about one business event per week
relevant to course material being covered.
2. Students will interact with local business leaders and learn current business issues.
3. Students will participate in the business discussions by government officials,
representative of the Federal Reserve Bank, the Congressman’s office, and/or the
Business Editor of the local newspaper.
4. Students will participate in the business discussions by a local chamber of commerce
business development specialist.
5. Students will participate in the presentation by numerous national and international
business leaders.
6. Students will participate in the Streich Family Lectureship, an annual event featuring a
well-known business leader and/or economist.
ASSESSMENT OF CORE OBJECTIVES: Assessments should be authentic, intentional and
direct. The following four Core Objectives must be addressed in each course approved to fulfill this
category requirement:
Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation
and synthesis of information
Student proficiency in critical thinking skills will be assessed by examining their business journal
summary reports, and the group presentation of a company performance under the Mike’s Bikes
business simulation model. The evaluation is designed to assess the students’ ability in critical
analysis and synthesis of information, using the AACU Critical Thinking VALUE Rubric,
Attachment A. The criteria used to evaluate and assure the student’s learning include:
1. Does the question help the student improve in thinking? (AACU Critical Thinking
VALUE Rubric: Explanation of issues)
2. Does the answer require business, financial reasoning? (AACU Critical Thinking
VALUE Rubric: Evidence)
3. Doses the answer solve the given problem? (AACU Critical Thinking VALUE
Rubric: Conclusions and related outcome)
Creative thinking and strategic inquiry will also play a major role in the success of a business
simulation model to result in the largest returns to shareholders. The AACU Creative Thinking
VALUE Rubric, Attachment B, will be used to assess the student’s learning.
Communication Skills - to include effective development, interpretation and expression of ideas
through written, oral, and visual communication
Student proficiency in oral and visual communications will be assessed by evaluating their team
presentation of the company performance under a business simulation model. Written
communications skills will be assessed by evaluating several written reports required for the
course, including a professional resume, and business journal articles.
The team presentation will be evaluated by the Group Presentation Grading Rubric, as shown in
Attachment C. The criteria used to evaluate and assure the student learning in written
communications in all the tests, resumes, and reports include the DCOBA undergraduate writing
Rubric (BUAD) for content/information, language, and grammar and mechanics. Basic sentence
structure, punctuations, and grammar can affect in part the evaluation of the written
communications skills of a student by the DCOBA Undergraduate Writing Rubric, as shown in
Attachment D.
Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or
observable facts resulting in informed conclusions
The successful learning of the Foundations of Business course requires empirical and quantitative
skills of the student. The student proficiency in this area will be assessed by the success of a
company managed by the student team under the simulation model. The concepts assessed in this
area relate to the analysis of financial and marketing data, the application of some basic statistical
methodologies, and the critical interpretation and evaluation of the data. The students will then
apply the results in making informed decision in the business simulation model. The questions
may be asked at the presentation, based on criteria that would align with the Group Presentation
Grading Rubric, Attachment C.
Social Responsibility - to include intercultural competence, knowledge of civic responsibility, and the
ability to engage effectively in regional, national, and global communities
Student proficiency in social responsibility will be assessed by evaluating the ethical
dilemma reports to be prepared by each student. These written reports will be assessed by
DCOB Undergraduate Writing Rubric (Attachment D). In the team presentation, the
students will also be asked the questions designed to assess the students’ ability in
intercultural competence, knowledge of civic responsibility, and the ability to engage
effectively in regional, national, and global issues. Those questions asked at the
presentation will assist in evaluating and assuring the student’s learning, as shown by the
Group Presentation Grading Rubric (Attachment C).
Undergraduate Inquiry and Creativity –
Students are immersed in some inquiry and creative thinking in this class. Inquiry is critical
in designing, analyzing, and reaching cautious conclusions for a comprehensive business
plan. This aspect of the student achievement in writing a business plan can be evaluated by
the key criteria included in the AACU Inquiry and Analysis VALUE Rubric, Attachment E.
A plan for successful entrepreneurs would require, on the other hand, creating thinking,
especially in evaluating risks, embracing alternative strategies, engaging in innovating
thinking, and transforming ideas, evaluating and emulating entrepreneurs, and making
choices in the business simulation model. These aspects of the student achievements in the
team presentation can be evaluated by and the Creative Thinking VALUE Rubric, as shown
in attachments B.
The key criteria used in this assessment include:
1.
2.
3.
4.
Does the student thinking show some risk taking?
Does the student thinking embrace alternative strategies or divergent ideas?
Does the student thinking include innovative thinking?
Does the student thinking show the transformation of ideas?
ADDITIONAL INFORMATION: Provide any additional information supporting course
inclusion in the core (optional).
Dillard College of Business Administration
SYLLABUS: Foundations of Business
BUAD 1033 Section 201
Spring Semester 2013
MW 11:00 –12:20 PM
Dillard 101
Contact Information
Primary Instructor:
Additional Instructors:
Office hours:
Course Materials
1. Desire2Learn and WebCT course site
2. Mikes Bikes Simulation: available for purchase at the MSU Bookstore
Course Description
A general survey course introducing the functional areas of business. This course is
designed to provide the beginning business student with an introduction to the
various business disciplines and demonstrate their interrelationships. Ethical issues
facing the business person are also introduced.
Learning Goals
General Learning Goals
Gain critical thinking skills in understand the basic fundamentals of the business
environment.
Students will 1) identify challenges businesses face today, 2) learn and hear from
leaders who represent all of the business disciplines and 3) become familiar with the
interrelatedness of business concepts by using a business simulation experience.
Develop ethical reasoning skills.
Students will examine business ethics and social responsibility, detailing decisionmaking practices. The student will be able to define ethical dilemmas and ethical
lapses; hypothesize ethical arguments; investigate, compare and evaluate the
arguments for each alternative.
Develop written and oral communications skills.
Students will learn how to communicate effectively in writing by preparing resumes,
reports, and written answers to quizzes. Students will also improve their oral
communication skills in making a team presentation and becoming engaged in
discussions with business leaders.
Develop undergraduate inquiry and creativity.
Students will develop inquiry and creativity skills in developing a successful,
comprehensive business plan, in evaluating risks and returns and emulating
entrepreneurs, and in making strategic choices in Mike’s Bikes business simulation
model.
Understand the influence of global and multicultural influences on the business
environment.
The student must be able to recognize and explain the environmental changes leading
to the growth of international competition and free trade among nations.
Course Specific Learning Goals: After completing this course, students should be
able to:




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Understand the scope of the business environment.
Understand the types and functions of various economic systems, defining the
roles of supply and demand, competition, and government intervention in the
economy.
Understand the role of entrepreneur.
Understand the basic definitions and interaction of multiple business
disciplines, i.e., economics, management, marketing, operations management,
business legal principles, and risk management.
Understand and evaluate the advantages and disadvantages of the different
forms of business organizations.
Understand different leadership styles and motivational theories.
Understand the purpose, structure, and functions of a comprehensive business
plan.
Course Policies
Attendance Policy:
Students are expected to attend all class meetings for this course, following the
university attendance policy. (See Midwestern State University Undergraduate Catalog,
Vol. LXXV, No. 2, p. 88). Due to the nature of this course, you are allowed a maximum of
4 absences in this course, even though there are participation points deducted after
you miss your second class. Once you exceed 4 absences, the professor has the right to
drop you from the course. Each meeting of the class will run as scheduled. So as not to
disturb the class, you are not to walk in and out of the classroom during the class hour
except for an emergency. Cell phone activity (including texting) is prohibited.
Other Related Policies
a) Exam and Quiz Policy: If a student misses a regularly scheduled exam, the student
must immediately notify the instructor of the reason for his/her absence. With
good reason, the instructor may allow a make-up exam. Make-up exams will be
administered at the professor’s discretion, and the professor reserves the right to
require documentation of reason for missing an exam. All of the quizzes in this
course will be of the pop quiz variety. No makeup will be allowed for any missed
quizzes.
b) Class Participation: Most of the class sessions will be discussion oriented with
ample opportunity for students to provide input to those discussions. An
important characteristic of business students is the ability to verbally communicate
ideas and thoughts. Participation will be a part of your grade and is directly
contingent on your involvement in class discussions. Furthermore, everyone
should be motivated to develop this characteristic since it is so important in
business. If you have a question, please ask it!!
c) Food and Beverage Policy: Food and beverages of any kind are not permitted in
classrooms at any time. However, food and beverages may be consumed in public
areas of this building. This is a Dillard College of Business rule and is an effort to
keep the Dillard Building beautiful.
Grading and Evaluation
Student performance will be assessed using the following elements:
Short Bio on Desire2Learn
Passport
Quizzes
10 @ 20 points each
Ethical Dilemma Situations 1 @ 25 points each
Business Article Reviews
1 @ 35 points each
Career Interview
Mikes Bikes Simulation-Single Player Introduction
Business Communications
Resume
Cover Letter
Customer Complaint letter
Group project
Presentation
Attendance/Participation during other group pres.
Class Attendance/Participation
Total Available Points
= 30
= 30
= 200
= 25
= 35
= 50
= 20
= 40
= 40
= 40
= 150
= 50
= 50
= 760
Grades will be determined on the basis of the total points earned. Letter grades will be
given according to the following scale:
A = 760-684 points
B = 683-608 points
C = 607-532 points
D = 531-456 points
F = less than 456 points
Americans with Disabilities Act
This class follows the guidelines suggested by the Center for Counseling and
Disabilities Services for those students who qualify for disability services. See
Midwestern State University Undergraduate Catalog, Vol. LXXV, No. 2, p. 26
Academic Integrity
With regard to academic honesty, students are referred to the “Student
Honor Creed” on p. 23 of Midwestern State University Undergraduate Catalog, Vol. LXXV,
No. 2.
Plagiarism will not be tolerated. Any student who plagiarizes on any written
assignment will receive a 0 for the assignment and/or course and be referred to the
Dean of Students for further disciplinary action.
Professional Conduct
Students in this course should behave in a professional manner at all times. This
includes classroom conduct, group interactions, presentations, and correspondence
with the instructor. E-mails to the instructor that are not professional will not be
answered.
Business Simulation
 Each student will participate in the Mikes Bikes business simulation. You will be
grouped into teams of 4-5 depending on the class size. Each team will be responsible for
meeting with their group members and for playing an active role in the future of your
company.
o Mikes Bikes is a business simulation that teaches students the key concepts of
business and strategy.
 Students will make decisions about their company in an effort to achieve
the largest shareholder value
 Decisions will be made in regard to pricing, marketing, inventory,
production, finance, and distribution.
 The team with the highest shareholder value at the end of the term will
receive 25 bonus points, while the second highest team will receive 15
points.
o At the end of the course, each group will be responsible for giving a 10 minute
presentation about their company. There will be grades for the oral part of the
presentation, written part of the presentation, and your professional appearance
(see page 8 of syllabus for more information). All group members are required to
speak and play an active role in the presentation. PowerPoint or Prezi is the
preferred method for presentation delivery. More details on the content and
structure will be discussed in class.
Mikes Bikes Single Player Introduction
 In order for each student to prepare for the business simulation, each student should
complete the Mikes Bikes single player introduction. During this “trial” simulation, the
student will have the opportunity to become familiar with the Mikes Bikes program and
will get to experiment with making decisions that do not affect the outcome of the team
experience.
 This will be conducted prior to the student being placed in their group for the actual
simulation. Grading will be done on a completed/not completed basis. Grades will not
be assessed based upon shareholder value in the single player format, only the group
format. This is simply an exercise for you to become familiar with the simulation and get
a basic understanding of how the decisions affect the company bottom line.
Late Work
Late work is not accepted for any reason. Students have the opportunity to submit
papers early. More details on assignment submission can be found in the Project
Guidelines.
Desire2Learn
This is the website for the course. Students are expected to check this website for
important course information, course documents, and correspondence from the
instructor multiple times per week.
Passport
Each student will be invited to attend a number of prominent business
speakers/lectures during the course of the semester. Each student is required to
attend 4 of those events in order to receive credit for this assignment.
Quizzes
There will be both announced and unannounced quizzes given over the material we
are studying and the speakers who visit class. Please make sure to attend class and pay
attention to what is being discussed. No makeup quizzes will be allowed.
File Submission
Most files for this course will be submitted through our online component, Desire 2
Learn (D2L). Please do not submit any assignments directly to me unless you are
specifically instructed to do so.
Business Communication
Understanding how to properly communicate is one of the keys to being successful in
the business world. In this class, each student will be required to submit examples that
show the student has mastered the basics of business communication. Please see the
information below about specific assignments that relate to business communications.
Career Interview
Each student will be required to interview someone from the field in which you desire
to work upon graduation. It can be from someone in Wichita Falls, your hometown, or
anywhere else where your potential job may be located. It is strongly preferred that
you meet with your interviewee in person, but if that is not possible, please get
permission from me to conduct a phone interview. You can choose anyone to
interview, but the person you choose to interview should be someone who works in
the field that you desire to work. More specifics on what topics should be covered
during the interview will be given in class.
Ethical Dilemma Situations
General Information
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Each student will be asked to complete an “ethical dilemma situation”.
Each student will be required to answer the ethical dilemma in approximately 1 full
page of text.
Paper must be completed in Microsoft Word, or another similar program (No email
format).
Use 1” margins on all sides, 12 point font (Times New Roman), and double space
text.
Each student may be asked to briefly summarize their answers to a selected ethical
dilemma in front of the class.
Grading


These ethical dilemmas are an opportunity for you to explore critical thinking about
a real world ethical topic. You may be asked to comment on your writing for class
discussion.
Grading will be based upon whether or not you followed the directions and clearly
answered the question that was asked. You will also be graded on whether or not
your answer follows principles discussed in class. Remember, there are no right or
wrong answers, but the key is to see how you would respond to each situation and
to test your decision making process.
Business Journal Reviews
General Information




Each student will be asked to complete 1 business journal review
Each student will be asked to complete the review in approximately 1 full page of
text
Paper must be completed in Microsoft Word, or another similar program (No email
format) and should follow APA format.
Use 1” margins on all sides, 12 point font (Times New Roman), and double space
text.
Grading

Grading will be based upon whether or not you followed the directions and gave an
adequate review of the literature. If relevant, also include thoughts about how the
topic could be applied to your business career. For example, if the topic of the
article is leadership, what did you learn that you could apply to your future career?

Students will also be graded on whether or not they followed directions and put the
review in the correct format. For proper citations, please use the following website
for guidance: www.citationmachine.net.
Business Communications
General Information

Each student will be asked to complete a resume, cover letter, and official company
response to a problem.
Grading
Grading will be based upon the following factors:

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Was the resume done in a professional manner and in line with the Career Mgmt
Center critique?
Did the resume cover all of the necessary topics?
Did the writer use proper language and terminology in their descriptions?
Was the cover letter written using proper business protocol?
Did the cover letter cover all content discussed by the Career Management Center?
Was the official company response done in a professional manner?
Did the response provide a satisfactory resolution for both the company and the
customer?
Course Content and Outline
Please understand this is only a guideline and some minor details may change!
( )-indicates the day of a MikesBikes group rollover
Date
Topic
Assignments Due
1/14 Syllabus and Introductions
1/16 Intro to MikesBikes Simulation-Single Player
1/21 Martin Luther King Jr. Day-No Class
1/23 Career Management
1/28 Legal Environment of Business
Bio due
1/30 Marketing
2/4 Ethics
2/6 Mikes Bike Simulation-Placement in Groups
2/11 Management Inform. Systems
Ethical Dilemma Due
MikesBikes Single Player Grade Issued
(1)
2/13 Management/Introduction into BusinessWeek
2/18 Finance
(2)
2/20 Accounting
2/25 Entrepreneurship
Business Week Review 1 Due (3)
2/27 Economics
3/4 Small Business Management /MB Review
3/6 Employee Motivation/Leadership
3/11
(4)
Resume and Cover Letter Due
Spring Break
3/13 Spring Break
3/18 Internships/ MB Review
(5)
3/20 TBD
3/25 Business Communications/Presentations
(6)
3/27 International Business
Career Interview Due
4/1 Non-Profit/MB Review
(7)
4/3 Becoming a Professional
Customer Complaint Letter Due
4/8 Presentation Skills and Course Wrap Up
4/10 Group Preparation Day-No Class
4/15 Presentations
4/17 Presentations
4/22 Presentations
4/24 Presentations
4/29 Presentations
5/1
Presentations
5/6-5/9 Finals Week-Presentations (if necessary)
Passport Due
Group Presentation Grading Rubric Team________Class_____Initials____
Component
10
5
1
Visual Aids
Visual aids add to the
presentation. Good contrast
between text and background.
Pictures, graphics, and sounds
(if present) do not detract
from presentation.
Visual aids somewhat
distracting to presentation.
Inappropriate use of one
picture or graphic.
Visual aids are ineffective
and/or distract from
presentation. Understanding
of presentation is hindered by
aids.
Professional
Appearance
Presenters are in appropriate
attire and conducts themselves
in a professional business
manner
Presenters either do not wear
appropriate clothing or do not
conduct self in a professional
manner.
Presenters not wearing
appropriate clothing and do
not conduct presentation
professionally.
Presentation
Style
Good eye contact with
audience, appropriate volume
and rate of speech, gestures
when appropriate
Some eye contact, but reading
from screens or notes,
inappropriate rate of speech or
volume
Little to no eye contact made;
understanding was severely
limited by speaking volume or
rate
Presenter
Transition
Transition between presenters
was smooth and practiced
Some problems transitioning
between presenters
Many problems with
transitions, and/or operating
equipment for fellow
presenters
Time
Presentation was 10 minutes
(+/- 30 seconds)
Presentation was short or over
by 1 minute
Presentation was short or over
by 2 or more minutes
Some details about the
company were provided
Little to no details about the
situation were provided or too
many details were provided
A mention of solving
company’s problems was
made.
No pitch was given.
1 Strategic Management
concept was used
No strategy concepts were
used
Pitch
Sufficient detail was provided
about company to ensure
audience understanding.
Presentation was made as
though the Board of Directors
should use your ideas to move
the company forward.
Use of
Strategic
concepts
3 or more Strategic
Management concepts were
used
Convincing
Argument for
suggestions
Suggestions for changes /
improvements were based on
Strategic concepts / analysis
Each identified problem had at
least one plausible, sound
solution presented and
justified
Suggestions were based on
personal assessment of
importance
No attempt at a convincing
argument was made
Some problem solutions were
justified
Solutions were not adequate
to address the problems
3 relevant and likely problems
were identified
Presentation contains a clear
introduction and conclusion.
The remaining content is wellorganized.
Questionable relevance of
identified problems
Problems were not likely or
poorly defined
Presentation lacks a clear
introduction and/or
conclusion. No organization
for content.
Situation
Background
Problem
Solutions
Problems
Identified
Organization
Presentation has a weak intro
and conclusion. Some attempt
at organization was made.
ATTACHMENT A
ATTACHMENT B
ATTACHMENT C
ATTACHMENT C
ATTACHMENT D
ATTACHMENT E