Appendix D – MBA Course MGMT 510:Communication for Managers
Business Communication Program
MBA Program Assessment Overview
Business Communication program currently oversees assessment measures for both undergraduate and
graduate student communication skills. Serving the entire undergraduate population of Business Majors,
as well as masters students in the MBA, MIS, and Finance departments, our assessment measures are
calibrated to measure both pre and post assessment of student written and oral communication skills.
Graduate (MBA) Assessments
The Business Communication program administers both a pre and post assessment for oral and written
communication skills. Additionally, the program provides baseline assessment for both team and
leadership skills, archiving this information for students and disseminating to the Field Project course
(second semester) to track student progress throughout their first year in the MBA program.
Written Communication:
However, success in the course requires students to possess a foundation of strong communication
based skills: critical thinking, written and verbal communication, as well as the fundamentals of small
group communication. With a low student-teacher ratio, for many students this is one of the most
intensive feedback loops they experience during their experience at Eller.
Student writing is assessed with both a pre and post assessment measure to determine skill mastery. The
assessment measures are established to evaluate and provide feedback on professional business writing:
critical thinking, the use of logic and reasoning, structural coherence, information design, and
grammatical proficiency. For both pre and post assessment, a professional external grader is hired to
evaluate student ability to:
1) Provide evidence of critical thinking (Correctly identify audience, purpose and task.
Correctly frame problem and provide solution/recommendation. )
2) Respond with the correct set of data in the form of evidence logically presented and
persuasively utilized.
3) utilize the appropriate strategic structural approach (persuasive or informational) and
provide logical coherence within the document (idea development.)
4) Demonstrate basic information design principles (utilize the correct formats and
conventions found in document design.)
5) Use language effectively (minimal error disruption or mechanical interference.)*
*See rubric on the last page of this appendix
Assessment process:

Pre-Assessment: As all students enter into their professional communication course MGMT 510
http://assessment.arizona.edu/eller/graduate_school_of_management/grad
are given writing pre-assessment that provides students with a writing task and provides the
students with 75 minutes to generate a document in response to the task. This assignment is
calibrated with faculty and is selected from one of the identified learning outcomes for the
course (strategic approach (direct or indirect) and format (business letter, email, short report.)
The task identified for the pre-assessment is then mirrored in the post assessment. Students are
given the same testing environment and requirements they face at the semester’s conclusion.
Additionally, the same grader is used for inter-rater reliability. The assessment benchmarks skill
sets of students entering into the cohort and are referenced again as students conclude the
course to determine student improvement and overall course efficacy.

Individual Assessment: All students are required to complete five individually authored business
writing tasks during the course that utilize the following strategic approach:
o Direct Informational
o Indirect or Direct Persuasive
o Direct or Indirect Bad News
o Recommendation Report
Additionally, all students must demonstrate proficiency in the following business formats
o Email
o Internal Stakeholder and External Stakeholder Documentation
o Business Report
o Executive Summaries
Each type of strategic approach and form is scored and assessed by faculty, providing students with
feedback and opportunities for revision.

Post Assessment: At the conclusion of the semester, students are provided with the same type of
task as defined in the pre-assessment. Students are given identical testing environment (in class,
timed at 75 minutes, and a similar prompt.) The same external grader (for inter-rater reliability) is
engaged to provide final assessment. At this point, the student results are put into three
categories:
o Exceeds Expectations: Student has met and surpassed the rubric at over 90%
o Meets Expectations: Student tests into a marginal zone (80%-89%) signaling concern in
one or more areas of the rubric.
o Does Not Meet Expectations: Student has signaled a critical failure in one or more
categories of the rubric, testing in at below 79% and is advised to seek further writing
instruction.
Findings consistently indicate that with the combination of pre and post assessment measures,
combined with a rigorous series of individual assessments throughout the course provide
students with substantial improvement in their ability to generate written document.
Trends Over Time:
Longitudinal data (from Fall 09 - Fall 12) indicates the student population enters into their MBA
http://assessment.arizona.edu/eller/graduate_school_of_management/grad
experience with a substantial need for instruction, practice, and feedback in their professional
writing skills. Across years it is also noted that students consistently improve in their ability to
demonstrate proficiency, in many instances, exceed the expectations of their audience in
development of professional documentation.
Fall 09 Pre Assessment:
Fall 09 Post Assessment:
‘
The class of 09 entered with a substantial amount of students testing into the does not meet
(DNM) category. Additionally, 54% tested in to the “meets expectations” category, and only 28%
with a high end pass (exceeds.) By the semester conclusion, only 4% of student remained in the
Does Not Meet category. An improvement of 21% of students moved up into the “exceeds”
category, leaving the “meets expectation” at 46%.
Fall 10 Pre Assessment:
Fall 10 Post Assessment:
Students entering into the Fall 10 cohort indicated a drop in their entry level writing skills with
38% of them testing in as not meeting expectations, and the remaining 62% of students indicated
they were meeting expectations, but barely. By the conclusion of the course, 29% of the
students move up into the meets expectations category. Additionally, 21% of the students move
up into the Exceeds expectations category. 8% remain in does not meet expectations; a total
improvement of over 92% is recorded for this student population.
http://assessment.arizona.edu/eller/graduate_school_of_management/grad
Fall 11 Pre Assessment:
Fall 11 Post Assessment:
The student population entering in Fall 11 indicated substantial need to develop their professional
writing skills with 49% indicating deficiency. By the conclusion of the course, the DNM category
has dwindled down to 3%, indicating a46% of the students managed to develop their skill sets to a
passing (Meets Expectations) status. Additionally, 53% of students progress into the Exceeds
Expectations category, which was not evident in the pre-assessment, for a total of a 99%
improvement in student skill acquisition.
Fall 12 Pre Assessment:
Fall 12 Post Assessment:
Oral Communication:
All students matriculating through MGMT 510 are measured for their ability to identify an audience and deliver
a message in both individual and team formations. All students are evaluated on the rubric for the following
http://assessment.arizona.edu/eller/graduate_school_of_management/grad
measures:
 critical thinking - the ability to understand the audience, target the message, and build a suitable
frame for the issue (problem identification, solution, recommendations, implementation)
 Relevant data - the ability to identify data that is relevant to the problem/solution, speak to the
relevance of the information (quality of analysis and synthesis) and drive relevant
findings/recommendations.
 Structural coherence - the ability to present idea development logically and with coherence. The ability
to transition smoothly from one speaker to the next and have a cohesive message unfold.
 Image management -The ability to convey professionalism in both interpersonal skills, as well as other
branding mechanisms: visual cohesion of team, of slides, of handouts.
 Error interference - No verbal distracters.
Individual Assessment: Each student receives both instruction and assessment on their individual speaking
abilities via a branding presentation on the first day of class. All students are filmed in all presentations, and
films are posted for review and to guide review sessions with instructional team. Additional presentations that
provide input for individual measures include:
 Board of Directors Presentation
 Executive Briefing
 Crisis Communication Simulation
 Analyst Presentation
External Validation: Throughout the semester, external panelists attend student events to provide
feedback and score student performance based on the presentation rubric. Students are evaluated in
both interactive team presentations, one-on-one driving meetings and presenting data, facing a
challenging hostile media, and finally, speaking to the entire faculty for a review of course knowledge
(Capstone) via the analyst presentation. Finalists of this assignment (the top three teams) then present to
a corporate sponsor to determine overall levels of performance in their ability to state a problem,
recommend solutions, and implementation.
Individual Measures:
Students are provided with several opportunities to have their individual speaking skills assessed. These
events are designed and driven so students can engage one on one with either a panel or a single audience
(in the format of driving a meeting. Results indicate student improvement over their involvement with the
course. Below are sample measures from students in the Fall 11 cohort as they progress through the
various speaking evaluation checkpoints.
http://assessment.arizona.edu/eller/graduate_school_of_management/grad
Fall 11 Individual Benchmark:
Assessment)
Fall 11 Executive Briefing (Individual
Students entering into the course indicate 46% of students did not meet the criteria for effective speaking
on one or more categories of the rubric. By the next measure of individual ability, this has improved
substantially, with 42% of the students moving up and out of the DNM category. Additionally, 54% of
students enter into the “Exceeds” category, indicating a full range of ability to demonstrate proficiency in
an individual presentation.
Team Presentations:
Measure One: In this Board of Directors presentation, the first formal team presentation in the course,
students present to an external group of panelists role-playing board members. The students must
identify key issues their selected companies face, prioritize issues, present solutions, and provide an
overview for company performance. This is the first time students encounter an audience who interacts
with them while presenting, setting a benchmark for how effective students can manage a message,
handle digressions, and keep presenting critical data, tailored to the audience in the moment.
Measure Two: At the semester’s conclusion, the Analyst Presentation (a capstone project) is reviewed by
the entire MBA Core faculty to measure student ability to demonstrate core class concepts. We use this as
an end measure since the students present about the same company as selected for the BOD
presentations, and are now able to provide a more rigorous set of analytics to build an analyst
presentation. External panelists, faculty and a corporate sponsor provide students with feedback on their
ability to perform. Below is a sampling of these measures for Fall 11.
http://assessment.arizona.edu/eller/graduate_school_of_management/grad
Fall 11: Board of Directors Presentation
Review
Fall 11: Final Analyst Presentation Faculty
Every student team is evaluated by teams of anchored external panelists, including representatives of
the sponsoring company, to provide students with collective feedback on the student’s ability to
demonstrate proficiency and relevancy of their team oral communication abilities. For this sampling of
students, it is noted that students entered into the cohort with 14% of the students not meeting
expectations; 58% meeting expectations; and 27% of the class demonstrating strong performance.
However, by the course conclusion student performance improves by a significant measure, eliminating
the “Does Not Meet” category, and increasing the “Exceeds” category by 37%
Team and Leadership Skills:
The MGMT 510 course provides emphasis on student ability to work intensively in teams and discover their
leadership potential. Check points for student feedback are provided for the student at the mid-point of the
course by fellow team members, and concluded at the end of the course via a 360 performance review
conducted by the student team and the instructional team.
The metrics used for evaluation are as follows:
Student identifies and understands the ultimate objective of the task at hand.
Student is adept at organizing and delegating responsibilities equitably.
Student encourages the input of team members and is receptive of outside ideas.
Student offers praise for quality work.
Student offers help to struggling team members.
Student holds team members accountable for poor quality work or lack of effort.
http://assessment.arizona.edu/eller/graduate_school_of_management/grad
Student offers constructive criticism when necessary, but is not condescending
Student understands that accomplishing the stated objective is more important than individual success
Student is punctual and prepared for team meetings
Student demonstrates the ability to inspire and instruct less motivated individuals to enhance performance
Student creates an environment of cohesiveness among team members
Student is willing to sacrifice time to develop the skills of team members in need of such attention
Student is aware of own communication style and is able to mitigate conflict on the team
Student is flexible to the variations in other individual's schedules and responsibilities outside of the project.
Student shows strong leadership capabilities and effectively manages the team to achieve the project goals and
objectives.
Student holds other students accountable for assigned tasks.
Students are surveyed and meet in small groups at mid-term to discuss team progress, process, and dynamics.
At the conclusion of the semester, students are again surveyed and provided with final remarks and scores to
indicate their overall process. These same measures and analytics are followed through in the subsequent
semester with the Consulting Projects, as students join new teams, find new leaders, and face new challenges.
Sample Results Include:
Fall 10
Fall 11
Over time, our results indicate students tend to gain experience in working with teams. Further longitudinal
data (from the consulting project course) would reveal forward progress. This data indicates students tend to
exit the course with reasonable team skills (mean of 44%) and with a clearly defined sense of those who are
leaders (mean of 24%).
http://assessment.arizona.edu/eller/graduate_school_of_management/grad
Rubric for the Communication for Managers Course:
Specific Learning Objectives and Assurances Embedded in MGMT 510
The following learning objectives are measured in the class through by both faculty review and external
panelists (industry experts.) Each objective is embedded within one or more assignments or assessments.
Syllabus attached.
Writing Measures
Speaking Measures
Team Skills and Leadership Skills
Measures
Demonstrates the ability to
identify a problem and the
information needed to develop a
solution, develop alternative
solutions, recommend the best
solution, and evaluate the efficacy
of the solution after it has been
implemented.
Demonstrates the ability to identify a
problem and the information needed to
develop a solution, develop alternative
solutions, recommend the best solution,
and evaluate the efficacy of the solution
after it has been implemented.
Provides and receives feedback, ideas, and
instruction in a professional manner.
Explores innovative alternatives
during the problem solving
process.
Demonstrates the ability to articulate
both sides of an argument, evaluate the
quality of arguments and evidence, and
construct and defend the position taken.
Organizes tasks and delegates responsibility
to complete collaborative projects in a
timely manner.
Expresses written information
appropriate for a given audience
with conciseness and clarity.
Demonstrates the ability to prepare and
deliver a professional presentation on a
business topic.
Explains the role and impact of each team
member (including self) on the collaborative
project.
Effectively utilizes data in written
and oral presentations to
communicate ideas.
Demonstrate proficiency in
written and oral business
communications
Demonstrates active listening.
Effectively utilizes data in written and
oral presentations to communicate ideas.
Effectively works with a diverse, crossfunctional team towards a common goal.
Demonstrate leadership and interpersonal
skills
Demonstrate proficiency in written and
oral business communications
Capacity to adapt and innovate to solve
problems, to cope with unforeseen
events, and to manage in unpredictable
environments
http://assessment.arizona.edu/eller/graduate_school_of_management/grad
Appendix E – Field Study Projects
MBA Consulting Project
SCOPE DEVELOPMENT
This document provides a guideline for developing the students’ scope of work. Focusing the scope is
the most important step in launching your team’s efforts, because a clear scope helps ensure a solid
deliverable. The information you provide below will be captured in a formal proposal created by the
team within the first two weeks of the semester. Your information also assists the Eller staff with the
team formation process, as a student team is hand selected for your unique project. Scopes can be
developed using bullet points and/or brief paragraphs, and please take as much space as you need.
Organization Overview:
Organization Name:
Project Sponsor Name:
Industry:
Primary Location(s):
Primary Products/Services:
Current Situation:
(Please provide a brief description of the untapped opportunity or business need the project will
address. Please do not include any information about how the Eller Student Team (Team) can address
the problem.)
Project Goals/Opportunities:
(Please detail the overall goals and opportunities for the Team)
Scope of Work:
(Please provide specific scope items you expect the Team to execute.)
Project Deliverables
(Please list the specific content you expect to receive from the Team in the final deliverable.)
http://assessment.arizona.edu/eller/graduate_school_of_management/grad
Appendix F - Intel Competition: Analyst Presentation
CRITERIA
RATING
(5= highest)
Structural Coherence:
 Clear Frame statement (BLOT)
 Coherent Idea Development (Evident Transition)
 Clear Conclusion
Content:
Does the team identify the critical issues and discuss them in sufficient
detail? Not necessarily in that order…

Current Status of Company
o
o


Overall Score:
1 2 3 4 5
Snapshot
Articulation of company strategy
Current Issues/Mitigation/Strategy
o Industry/Company
Recent Corporate Initiatives
o
o

1 2 3 4 5
New product introductions
New market entry
Competitive Positioning
o
o
Identifies competitors
States market share, size and growth data


Company Financial Snapshot
Deep understanding of company direction/projected
performance
Visual Design:
 Impact (Selected correct visual, augments presentation)
 Design (Complex and compelling visual strategy)
 Professionalism (Promotes company image)
1 2 3 4 5
Team Delivery:
 Cohesion and unification in group delivery
 Professional and polished delivery
 Clear, coherent and decisive delivery style
Q & A:
 Recognizes different types of questions and responds accordingly
 Advances the issues introduced in presentation
 Team Synergy intact
 Succinct Answers
Evaluator’s Comments:
1 2 3 4 5
1 2 3 4 5
Total Score
http://assessment.arizona.edu/eller/graduate_school_of_management/grad
Ranking based on those you
judged:
Appendix G – BNAD 520E: Project Management the Wedding Case
The Wedding Case - Individual
BNAD 520-E
* 70 Points Possible *
Case Study Instructions: Read the entire case study before beginning. You may be tempted to
perform tasks that you anticipate as a result of the narrative, however resist that urge. Remember
that good planning starts with a good, high-level framework. Organize the overall structure of
your plan by creating the WBS first, before you begin to create a schedule in MS Project.
http://assessment.arizona.edu/eller/graduate_school_of_management/grad
Four Deliverables – 60 minutes
1. Prepare a Requirements Matrix (no more than three). Use the format example in the
Kloppenborg text/class charts.
2. Create a Project Scope Statement that includes project deliverables and project boundaries
(see Slide 96 of Class 1 Lecture Materials).
3. Prepare a WBS in MS PowerPoint for a wedding. Use a graphic chart format (as opposed to
an indentured list). Create only the first two levels of the WBS.
4. Pick one Level 2 category, and create a detailed plan for it down to the activity level. For
example, if the team chose “Attire” as the main category, then I would expect to see
deliverables for the tuxedos, the wedding dress, and the bridesmaid’s dresses in addition to
all of the activities involved in acquiring them for the ceremony.
Presentation – 50 minutes
 Choose one person to brief for five minutes. This person is exempt from presenting
during the final presentation (third day of class).
 I will choose one of the deliverables above for your team to present.
 Post the deliverables requested to Blackboard. MS PowerPoint should be used for items
1 – 3. Use MS Project for item 4.
Important Information:
 Do not plan the honeymoon – that is outside the scope of this project.
 The MS Project schedule should conform to good planning mechanics:
o All tasks but one have a predecessor
o All tasks but one have a successor
o Minimal constraints – dates for tasks should be determined by their logic
o No links at the summary task level
o No tasks greater than 40d
o No tasks less than 5d unless they are milestones
o Do not mix time units in the schedule (e.g., one task is 3d, another is 4h, and a
third is 6s). Pick a unit of time and stick with it
o If an activity spends the project’s resources, it is included in the schedule
http://assessment.arizona.edu/eller/graduate_school_of_management/grad



There will be instances in this exercise when you will have to deviate from good planning
practices such as to type in a date. Remember to minimize those occurrences. If you
believe there is a reason to deviate from established scheduling standards, write a brief
explanation in the Notes field associated with the task (s) where the deviation occurs.
Estimate a reasonable time frame for each activity. For example, do not allocate one day
to research and pick out flowers for the ceremony and then have them received the very
next day. This will not be considered a “reasonable time frame” for the activity.
Mitchell proposed to Erin on May 1, 2012.
The criteria for evaluation are as follows:
•
Completeness of Requirements Matrix. Set of three should have a requirement for cost,
scope, and schedule.
•
Project Scope Statement is complete with all required sections per lecture/text (i.e.,
project deliverables including acceptance criteria, project boundaries including what is in/out of
scope, and a project work statement).
•
The Work Breakdown Structure (WBS) for the wedding is comprehensive (e.g., does not
omit something important like the attire) and conforms to standards of detail as per lecture
materials/textbook.
•
Due to time constraints in class for this assignment, their schedule deliverable in MS
Project should include all major elements identified in the WBS, but with detail for only one
section. Points awarded for adherence to good planning practices as defined during lecture (e.g.,
minimized orphan tasks, no links at the summary level, and no tasks with durations greater than
40 days). Extra points awarded if they generate a good critical path given constraints above.
•
Quality of presentation. Needs to address the most important aspects of the deliverable I
choose for them to present. At a minimum, should cover: 1) deliverable overview (e.g., what is a
WBS and why do we use it?) 2) Process used to create deliverable 3) team's deliverable (e.g.,
here is how the team structured the WBS).
http://assessment.arizona.edu/eller/graduate_school_of_management/grad
Appendix H – EMBA Capstone Project (from the course syllabus)
EMBA Module 11
Strategic Innovation
Instructor:
Professor Ken Smith
Email: ksmith@eller.arizona.edu
Tel: 520 621-2633
Course Description
Innovation is a process designed to transform knowledge or ideas into commercial
success. The result could be a new company, a new product, a new market or a new process.
This course will examine the innovation process including the development of the business case
necessary for achieving success in the market. Students in teams will apply the learning from
this module to plan a product or service introduction from their assigned company.
Course Objectives

Understand why innovation has become the major driver of growth in the
global economy

Understand what companies have to do to be successful in driving growth
through innovation

Understand how you can be a leader in your organization in contributing to
successful growth through innovation

Develop experience in implementing the innovation process within your group
portfolio company
Learning Outcomes
The learning objectives for the course are as follows:
 Understand the historical context in which growth through innovation is a major
individual, organizational and national priority
 Understand innovation as the transformation of ideas into commercial success
http://assessment.arizona.edu/eller/graduate_school_of_management/grad
 Understand the dimensions of business model innovation and technology
innovation
 Understand incremental, radical and disruptive innovations
 Understand the role of technology brokers in accelerating innovation
 Understand issues in managing the innovation process and creating a culture of
innovation
 Understand the approaches to commercializing products
 Understand the new roles and responsibilities that are required for success in an
innovation organization
 Understand the challenges that must be addressed in the innovation process
 Understand how to approach creativity and collaboration and the dimensions of
the new concept development model
Textbook and Reading
Section removed
Assignments and Deliverables
Section removed
Course Requirements and Grading
Grading will be based on five different aspects of your performance: class participation
(10%), case write-ups (15%), written exam (30%), interim report assignment (15%) and final
written report and presentation of integrated group project (30%).
Class Participation
Section removed
Case Write-Ups
Section removed
Written Examination
Section removed
Integrated Group Project
The purpose of the Integrated Group Project is to give you an opportunity to apply the key
concepts learned in the course to a real-world company. You will perform a strategic analysis of
the company, develop a new product or service innovation, and develop a customer value
proposition and go-to-market strategy for the innovation. This exercise will culminate in a final
presentation to a team of judges, including Eller faculty and external executives.
http://assessment.arizona.edu/eller/graduate_school_of_management/grad
Each team will be assigned one company for in-depth study. You have been provided a list of
companies (see Appendix 2 for the List of Companies), grouped in columns by industry. These
companies have been chosen as a representative sample of successful public companies. On
Day 1, each team should submit a list of 3 companies, in order of preference, making sure that
no more than one company is chosen from any single column representing an industry group. I
will then assign a company to each group with a goal of having a wide cross section of
companies and industries.
Your team’s assignment is to implement all of the steps in the innovation value chain for a
product or service innovation for your company.
Written Interim Report Assignment
A written report of about 10-15 pages will be due on Day 2, describing your implementation of
the ideation and project selection steps in the innovation value chain. Each group has to
brainstorm using watering holes technique and come up with a large number (i.e. 20 or
more) of innovative ideas that cover not just product or service innovation, but also business
model innovation. These ideas would ideally comprise a good mix of incremental and radical
innovation.
The team then has to winnow down these ideas to five for further development. Initial filters
for winnowing may include alignment with corporate strategy, feasibility of technology and
markets, core competencies and core rigidities of the organization, and so on. You need to
spend some time developing these selection criteria, which can be company and industry
specific. Please refer to the lecture slides on opportunity recognition, value criteria and the
buyer experience cycle.
You need to apply the NABC framework to the best five ideas from the list.
Finally, you need to select one of these ideas that you will develop further into a complete
business plan.
Your team report will be a 10-15 page Word document describing your brainstorming process,
the initial ideas, what selection criteria you applied (and why), and the NABC framework for 5
ideas. Describe why you are pursuing the concept with the greatest potential. Feel free to use
graphics and tables within the document to make a compelling report. Appendices are
welcome.
Final written report and presentation
Your final presentation and report will be due on our last session. Each team will have time for
presentation followed by questions from the faculty and corporate leader judges. Your
presentation should include:
http://assessment.arizona.edu/eller/graduate_school_of_management/grad




Strategic competitive positioning of your company
Innovation project summarizing the material in your written report on the business plan
for your innovation and showing how you worked through the steps in the innovation
value chain.
Customer value proposition and go-to-market strategy for your innovation project.
A convincing business case with financial analysis and ROI to support your project.
Class Behavior and Course Norms
Sections removed
Appendix 2
List of Companies
Technology
Finance
Distribution
HP
Google
Yahoo
Dell
Microsoft
Apple
Nokia
Cisco
Sony
eBay
3M
Citigroup
Bank of America
Goldman Sachs
Chase
Merrill Lynch
Charles Schwab
Wells Fargo
American Express
MasterCard
Wal-Mart
Target
Costco
Home Depot
Lowes
Walgreen
Best Buy
Starbucks
McDonald's
Whole Foods
FedEx
Facebook
IBM
P&G
PepsiCo
Coca-Cola
Nestle
L'Oreal
Anheuser-Busch
Kellogg
Unilever
Nike
Mattel
Infrastructure
Alcoa
Exxon Mobil
Caterpillar
DuPont
Siemens
Deere
Dow Chemicals
Schlumberger
UPS
Toys R Us
Transportation Healthcare
Toyota
BMW
FedEx
UPS
Honda
Southwest Airlines
Jet Blue
Boeing
US Airways
Consumer
goods
Johnson and
Johnson
Pfizer
Merck
Novartis
United Healthcare
Genentech
Medtronic
HCA
Entertainment Services
Disney
Time Warner
News Corp
CBS
AT&T
Verizon
Accenture
Iron Mountain
Sprint
Note: For clarity and completeness: where applicable, “Section removed” was added, highlighting was
also added to indicate the grade-weighting for the capstone project.
http://assessment.arizona.edu/eller/graduate_school_of_management/grad