Salem State University - Bertolon School of Business
Summer session 1, 2014 - Course Syllabus
I.
Course Data
Course:
BUS 470 Business Policy and Strategy - 3 credit hours
Time:
Monday and Wednesday 6:30 – 9:30 pm
Instructor:
Dr. Edward W. Desmarais
Office:
CC 126
Telephone:
978-542-7304
email:
edward.desmarais@salemstate.edu
web page:
http://w3.salemstate.edu/~edesmarais/
Office hours: I am normally in my office at 4:00 pm on the days I teach. I encourage you to
stop by or send an email if you have questions.
Prerequisites: FIN 322, MGT 231/MGT332, MKT 241, SPC 101 AND senior status (You must
successfully complete all prerequisites before taking this class.)
Reading material required: A package consisting of the McGraw-Hill Create e-text, e-cases and
Learn Smart modules. The faculty designed the books and modules especially for you. There are
two purchasing options. You may either purchase the package directly from McGraw-Hill or
you may purchase the package through the bookstore (applicable if you use financial aid to
purchase your books). The course web site provides instructions and links to the McGraw-Hill eBookstore. You will need a credit card or equivalent to pay for the books.
You must also subscribe to the Wall Street Journal. The link to subscribe is
(https://buy.wsj.com/offers/html/JIEofferWPP151.html?trackCode=aap1hybd). You will need a
credit card or equivalent to pay for the subscription. Please make sure to enter my name as the
referring professor
II.
Course Description
The Business Policy and Strategy course integrates and applies all prior courses in the School of
Business academic program. It is the capstone course for the business program and it is
essentially identical to the processes general managers (e.g., CEO) and subordinate managers use
to form strategies and to make decisions. The course focuses on formulating and recommending
corporate level or business level strategy based on:
 the interaction between a firm’s competitive capabilities (strengths and weaknesses) and
the firm’s macro-environment and industry environment (opportunities and threats),
 macro-environment analysis,
 industry and competitor analysis,
 an analysis of the firm’s mission, vision, and strategic and financial objectives,
 analysis of the firm’s competitive capabilities in the areas of strategy (business and
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functional levels) strategy implementation, resources, use of the value chain to minimize
costs and increase value to the firms stakeholders,
analysis of the firm’s top management value and culture in formulating and implementing
strategy,
analysis of the firm’s financial performance, and
control mechanisms for monitoring and evaluating the effectiveness of strategic decisions
during implementation.
III.
Course Objectives
Learning is the primary objective for this course. Through this course you will:
 learn the course content,
 learn new skills or improve upon existing skills (e.g. writing, cause and effect logic,
making a persuasive argument, quantitative reasoning),
 integrate and apply concepts and skills learned in prior courses to problems businesses
face, and
 practice interpersonal, team, and communication skills that are essential ingredients in the
formulation and implementation of business strategy.
In addition, the Business Policy and Strategy course addresses the Bertolon School of Business’
(BSB) five learning goals and eight learning objectives.
Learning goal 1: Ethical responsibilities: Our graduates will have the ability to recognize
ethical issues and dilemmas.
Learning objective 1.1: Our graduates can recognize and analyze ethical issues
and/or dilemmas.
Learning goal 2: Globalization and multicultural: Our graduates will have a working
knowledge of the global economy and business cultures throughout the world.
Learning objective 2.1: Our graduates can recognize and analyze global business and
cultural issues and provide business solutions.
Learning goal 3: Communication Professional skills: Our graduates will be effective
communicators and leaders and will have professional interpersonal skills.
Learning objective 3.1: Our graduates will communicate effectively and
professionally in business writing.
Learning objective 3.2: Our graduates communicate effectively and professionally
in oral business presentations.
Learning objective 3.3: Our graduates demonstrate interpersonal skills and a basic
professional demeanor.
Learning goal 4: Analytical thinking and quantitative reasoning skills: Our graduates will
be able to use analytical thinking and quantitative reasoning skills to solving problems,
and make decisions and recommendations.
Learning objective 4.1: Our graduates will demonstrate analytical thinking
skills.
Learning objective 4.2: Our graduates will be able to use quantitative reasoning as a
tool for solving business problems.
Learning goal 5: Our graduates will learn the content knowledge and be able to apply that
knowledge in their respective concentrations.
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Learning objective 5.1: Graduates will demonstrate knowledge and the ability to
apply basic concepts in their respective concentrations (e.g., Accounting,
Economics, Management, Operations Management and Quantitative Methods,
Finance, Marketing, Legal & Social Environment, Information Systems,
International).
IV.
Course completion capabilities
Upon completing the course, you should be able to:
 analyze the composition and quality of
1. mission and vision statements,
2. core values statements,
3. strategic and financial objectives, and
4. business models,
 complete a stakeholder analysis, analyze how well a company meets the respective stakeholders’
needs, and recommend ways to improve the company’s stakeholder performance,
 apply universal ethics to analyze a company’s triple bottom line performance and to recommend
ways to improve the company’s stakeholder performance,
 analyze the macro-environment to discern opportunities and threats for an industry,
 analyze an industry to discern opportunities and threats for an industry,
 apply the five forces criteria to an industry to identify opportunities and threats,
 understand, apply and analyze how industry drivers change an industry’s structure and
competitive environment and how the changes create opportunities and threats,
 determine the key success factors for an industry and each rival’s competitive competency
 understand and analyze business, functional area and task area strategies to identify strengths or
weaknesses in the strategy and/or implementation,
 analyze tangible and intangible resources to determine the extent of their respective competitive
capabilities (strengths or weaknesses),
 determine when a resource is a competitive advantage,
 apply structural and executional cost drivers across the value chain to identify strengths and or
weaknesses,
 apply value drivers across the value chain to identify strengths and or weaknesses,
 use excel to calculate, graph, and analyze financial ratios to determine underlying causes for
strengths and weaknesses,
 understand and analyze the roles and contributions of management and organizational culture in
determining a company’s mission, vision, values, strategies and implementation as strengths or
weaknesses, and
 conduct a SWOT analysis, apply strengths and weaknesses to make recommendations for
pursuing an opportunity or defending against a threat.
In addition to the preceding exit competencies, students should also improve their professional business
communication skills (writing and presentations), quantitative reasoning skills, analytical skills, team
skills, and interpersonal skills.
V.
Student responsibilities
You are responsible for the following:
 act as an aspiring professional for your chosen field,
 read, understand and comply with the syllabus, and BUS 470 section of the web page,
 completing all course requirements and for keeping up with all that goes on in the course
(whether or not the student is present),
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read the assigned material (e.g. text chapter, case) before coming to class,
read and follow instructions (e.g. memo format, worksheets)
ask questions,
work with your colleagues on assignments,
submit completed assignments on or before due dates,
use resources (e.g. writing center, accounting lab) to assist you with learning and
completing assignments,
earn your grade based on performance (NOTE: Effort is not equivalent to performance.
I do not give grades. You earn your grade based on your performance. I use rubrics to
evaluate your performance. The rubrics for each respective type of performance are on
the web site.),
fully comply with all of the academic policies listed in the current Undergraduate
Catalog, and
reflect on how this course and your academic program will prepare you to achieve your
personal and professional aspirations.
Bertolon School of Business Expectations of Undergraduate Students
High quality undergraduate education is a function of the professional and ethical behavior of all
involved, therefore it is essential that undergraduate students be aware of faculty expectations
and to conduct themselves in a mature manner. Accordingly:
 All BSB undergraduate students are responsible for knowledge of BSB programs and
procedures as stated in the BSB Undergraduate Handbook found at the following:
http://www.salemstate.edu/assets/documents/ACA_Bertolon/BSB_Undergraduate_Stude
nt_Handbook_final.pdf
 Undergraduate students should become especially well acquainted with the University’s
academic integrity policies.
http://www.salemstate.edu/registrar/0608catalog/docs/SSC_UnderGrad_Catalog.pdf
 Because undergraduate education should be a priority, it is essential to attend all classes.
If professional or personal reasons prevent attendance of any class in a given semester,
the student is responsible for notifying the instructor in advance and making up for
missed course work.
 Because learning is most effective when it is active, students should come prepared for
each class and actively participate in discussions, projects, and/or other course activities.
 Students should demonstrate professional and respectful behaviors at all times. Student
behavior in the classroom should not disrupt the educational experiences of other students
and/or the instructor’s course objectives. Disruptive behavior may include, but is not
limited to: non-approved use of electronic devices (including cellular telephones), having
side conversations, leaving class early, continually arriving late, or stepping out of the
room during class time.
VI.
VII. Attendance
Students should attend every class. If you miss a class, arrive late or leave early, you are
responsible for notifying me in advance using either voice mail or an email at least 15 minutes
before the beginning of class. The preceding expectation is consistent with professional
behavior. You may, depending on your reason, need to provide supporting documentation to
substantiate your absence. There are valid reasons for an absence (e.g., medical, business trip).
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Vacations, car problems, “stuck in traffic” and similar examples are not valid reasons for an
absence.
VIII. Teaching Method (Pedagogy)
The course web page includes a section titled Teaching Method and Philosophy. The section
describes how “doing” provides deep learning. The course requires you to communicate in
writing and orally, both in groups and in class. These activities match the traits that employers
seek in new college graduates and employees. As the instructor, my responsibility is to provide
assignments and methods that will enable you to meet the course objectives and to acquire the
course exit competencies. You retain all of the responsibilities for your learning (e.g. readiness
for class, asking questions, seeking requisite assistance, ability to apply concepts taught in
previous courses).
Each class begins with an agenda. The standard agenda includes administrative items,
opportunities for you to ask course related questions, and a discussion of current events in
business (WSJ). The summer 2014 portion of the web site provides copies of class notes.
IX.
Available Resources
The course web site provides a robust set of resources and references. Peruse various parts of the
site for examples of memos, case analyses, presentations, guidelines for the assignments, rubrics
used to assess your performance and a multitude of other references. The writing center is a
resource you should also use. If necessary, contact Salem State’s Student Academic Support
Services (http://www.salemstate.edu/sass/).
The following are links to the BSB and BSB student resources respective web pages. The links
provide valuable tools to assist and guide you.
http://www.salemstate.edu/academics/schools/bertolon.php
http://www.salemstate.edu/academics/schools/4831.php
http://libguides.salemstate.edu/businesswriting
X.
Performance measurement (Course and Grading Policies)
This course uses the “Principles of Good Practice for Assessing Student Learning” (American
Association of Higher Education, 1992). The web page lists the principles. I evaluate your
performance using rubrics (refer to the web site) for each of the following components. Similar
to professional work environments, there are no tests or exams. Your grade is a composite of
your individual performance (65 %) and your team’s performance (35 %). Each component has
the following weight:
Memos
Individual
15%
Team
Total
15%
Memo editing
10%
10%
Class participation
Individual readiness
 Pre-chapter learn smart module score
35 %
35 %
(15%)
5
 Readiness for class and discussion
Semester learn smart module score
Team participation
(10%)
(10%)
10 %
Final case presentation
Final case report
70 %
10 %
5%
5%
25 %
30 %
25 %
100 %
Memos (15%)
Managers in business are nearly universal in citing the ability to write and to make persuasive
arguments (cause and effect logic) as the two skills they seek in the college graduates they hire.
The principal purpose for writing memos is to rigorously address both skills throughout the
semester. The memos entail developing and refining your ability to succinctly communicate
your analysis of an issue or situation and making implementable recommendations to address the
issue to a senior manager. There will be three memos during the semester. The Bertolon School
of Business Writing Assignment Expectations Policy (see applicable policies below) applies to
this course.
You must submit a paper copy of a “memo” assignment at the beginning of the class on the
date for which the assignment is due. The student must also submit his or her earlier version
of the memo with the editorial comments and suggestions by the memo partner. Students
submitting their memos at the beginning of class on the due date as a paper copy will have
multiple opportunities to rewrite your memos and improve your grade. Please refer to the web
site for additional instructions, for the blank preparation matrix, memo examples and the rubric I
use to grade your performance.
Subsets of the chapter worksheets are preparation matrices for the memos. The chapter
worksheets are also the starting point for the final case. The skills for writing a business memo
are necessary for writing a lengthier and more comprehensive analysis of a company.
Editing (10%)
You will partner with another student in class. Each of you will provide editorial comments and
suggestions on each others’ memos. I will use the writing rubric to grade the quality of your
editorial comments and suggestions. When submitting or re-submitting memos, students must
submit both the memo and the version with editorial comments and suggestions.
Participation (35%)
In order to earn a high participation grade, you must prepare for each class, and actively
and routinely participate.
Individual Readiness
Your readiness to participate in class is a function of your prior preparation for the class.
There are two parts to preparing. The first is to read and understand the assigned
material. The second part is to complete the assigned learn smart modules for the class
(15%). To gauge your readiness for class:
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1. Expect random individual readiness assessments (IRA) to determine your
retention of material from previous classes, as well as your readiness for the day’s
class and assignments (other than memos) you complete at home.
2. You must also ask questions, answer questions the instructor poses, provide
insights relating Wall Street Journal articles you read to the topical material we
are covering in class, provide relevant case facts, and demonstrate similar active
participation.
The learn smart modules provide you with the opportunity to refresh your understanding
of key concepts from prior courses. Each module is self-paced and allows you to repeat
the module. The scores you achieve are a portion of your class readiness grade.
Class discussion (10%)
The second part of your class participation grade pertains to the content, frequency and
professional decorum you demonstrate during the class discussion. Please note this class
involves extensive “cold calling”. Your ability to answer questions is a foundation for a
good class discussion grade and ultimately for your professional career. Emails with high
quality questions, office hour appointments, and your individual performance are part of
your class participation. The web page provides the criteria used to determine your
individual class discussion grade. During the semester, we can meet to discuss your class
participation. If you miss class, you do not earn the participation (discussion) point(s)
for that day. If you come to class but do not participate you do not earn
participation point(s).
Overall Learn Smart modules (10%)
The learn smart modules apply to both your readiness for covering material related to the
corresponding policy chapters and your overall content knowledge. You may repeat the
learn smart modules until the last day of class for the semester.
Team participation (10%)
This course requires you to be a member of a team throughout the semester. Students self-select
team members. Team composition cannot exceed six (6) class members or be less than four (4)
members. Each Team will submit a written contract. The contract can address topics such as
participation, composition, responsibilities and decision-making processes. The contract MUST
address specific provisions (e.g., notification process, voting requirements, grounds for removal)
for removing a member of the Team and for a Team member voluntarily leaving one Team
and joining another Team. The contract must include the Team’s mission and objectives. The
web page provides several examples of Team contracts. You may choose to use these examples
in full or adopt only the portions that match your Team’s needs and desires.
At the end of the semester, your teammates will evaluate your participation in the Team's
activities (case analyses and team assignments). Each Team member will evaluate the other
members of the Team using the peer evaluation form on the web site. The composite of your
team member's peer evaluations comprise your Team participation grade. Students must
complete and submit peer evaluations as email attachments per the schedule. Completed peer
evaluations are the equivalent of a written assignment due at the beginning of class. I accept no
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excuses for late peer evaluation submittals.
Final case presentation (5%)
Each team will present their analysis using the Bertolon School of Business Power Point
template. The presentation is a learning opportunity for the types of presentations you can
expect in your professional career. The website provides the template/format and suggested
presentation language for your final presentation. You must provide one printed copy of your
presentation slides to the instructor before giving your presentation. You must also submit an
electronic copy of your presentation by the end of the semester.
The Bertolon School of Business student resources page provides helpful instructions for
preparing and making presentations. You must use the Bertolon School of Business Power Point
template for your final presentation.
Final Case (25%)
The Final Case is the culmination of the course and is a detailed, rigorous analysis of a firm and
its environment. Each team, in the role of a consulting firm will prepare and submit a written
analysis of the firm’s competitive capabilities (strengths and weaknesses) and environment
(opportunities and threats) and provides recommendations strategic recommendations to the
firm. At the end of the semester, each Team will submit an email with the final written case
report (Word format), and Power Point presentation.
XI.
Salem State University applicable policy statements1
Academic Writing Standards
“The college policy on academic writing standards applies to all course work.
Expository writing assignments may receive a grade of “C” or higher only if the form and
content are appropriate for the purpose of the assignment and for the intended audience.
Characteristics of expository writing include the following:
1. A clear thesis
2. Adequate support for the thesis
3. Clear and coherent overall structure
4. Varied sentence structure and expression
5. Standard usage, punctuation, and spelling
6. Accurate documentation when necessary
These standards may be amended by the instructor to meet the specialized writing requirements
of various disciplines.”
Academic integrity
“Salem State College assumes that all students come to the College with serious educational
intent and expects them to be mature, responsible individuals who will exhibit high standards of
honesty and personal contact in their academic life. All forms of academic dishonesty are
serious offenses against the College Community. The College will apply sanctions when student
conduct interferes with our primary educational objectives.”
1
The following link applies to all University policies. (http://catalog.salemstate.edu/content.php?catoid=18&navoid=1801)
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Critical Emergency Statement
“In the event of a university declared critical emergency, Salem State University reserves the
right to alter this course plan. Students should refer to www.salemstate.edu for further
information and updates. The course attendance policy stays in effect until there is a university
declared critical emergency. In the event of an emergency, the instructor will send all students
an email (using their Salem State email address) describing alternative educational plans for this
course.”
SSU Academic Accommodations Policy Statement
"Salem State University is committed to providing equal access to the educational experience for
all students in compliance with Section 504 of The Rehabilitation Act and The Americans with
Disabilities Act and to providing all reasonable academic accommodations, aids and
adjustments. Any student who has a documented disability requiring an accommodation, aid or
adjustment should speak with the instructor immediately. Students with Disabilities who have
not previously done so should provide documentation to and schedule an appointment with the
Office for Students with Disabilities and obtain appropriate services."
Email Communication Policy
“Email is an official means of communication at Salem State University. Therefore, the
University has the right to send communications to students and employees via email and the
right to expect that those communications will be received and read in a timely fashion.”
Disruptive Student in Classroom Policy
“Disruptive student behavior in the classroom includes and is not limited to the following
definitions:
1. Exhibiting excessive behavior, which through its constancy throws the classroom activity in
disorder or does not permit others to hear, see or concentrate on classroom presentation
and/or activity.
2. Demonstrating an attitude or action which is threatening or hazardous to the safety and
welfare of others and/or him/herself in the classroom. This includes aggressive and/or bizarre
behavior.
3. Disrupting the classroom with inappropriate verbal tone, volume or content which may be
threatening and/or intimidating to the other members in the classroom.”
XII. Bertolon School of Business applicable policies
Writing Assignment Expectations Policy2
The instructor teaching this class has chosen to use the Bertolon School of Business (BSB)
"Expectations for Written Assignments" policy for all of the out-of-class written assignments. This
policy specifies that student writing must meet certain standards to receive a grade; assignments for
this class must meet standards regarding spelling, grammar, and punctuation. Assignments do not
meet the standards when any page has four or more errors or when exceeding the total of four errors
multiplied by the number of pages (e.g. four errors for a one page assignment, eight errors for a two
2
http://www.salemstate.edu/academics/schools/2308.php
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page assignment). When the assignment exceeds either the per-page limit or the total error limit, the
instructor will stop reading and grading, and return the paper to the student without a grade.
XIII Last Day to Withdraw from the Course
Refer to the semester program schedule to determine the last day to withdraw from the course
with a “W” grade.
XIV. Class schedule
Refer to the web site for the assignment schedule.
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