Course Syllabus
GB513 Business Analytics
TABLE OF CONTENTS
Click on a link below to view that section in the syllabus.
Course Calendar
Discussion Boards
Course Description
Grading Criteria/Course Evaluation
Course Information
Instructor’s Grading Criteria/Timetable
Course Materials
Instructor Information
Course Outcomes
Kaplan University Grading Scale
Netiquette
Policies
Projects
Rubrics
Tutoring
COURSE INFORMATION
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Term:
1303D
Dates:
May 1, 2013 – June 11, 2013
Course Number/Section:
GB513-03N
Course Title:
Business Analytics
Credit Hours:
4
Prerequisites:
None
It is strongly recommended that you
complete the Campus Tour, available
on your Student Homepage. This
essential tutorial discusses hardware and
software requirements as well as
presenting an overview of learning with
the eCollege® platform.
INSTRUCTOR INFORMATION
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Instructor Name and Credentials:
Ray C Kalinski, Ph.D
Kaplan E-mail Address:
rkalinski@kaplan.edu
Office Hours (ET):
Wed 5 - 6 PM; Fri 3 - 4 PM; or by appointment
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Google Chat™ will be used to communicate with the instructors during office hours. Please review
the Google Chat Quick Start Guide for an overview of the system.
COURSE MATERIALS
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Textbook Information
Title: Business Statistics: For Contemporary Decision Making, 7th ed.
Author: Ken Black
ISBN: 978-1-1180-2411-9
Publisher: Wiley
In this course you will be required to purchase Articles from Harvard Business Review.
To access the coursepack materials, click on the coursepack link:
http://cb.hbsp.harvard.edu/cb/access/13653922
This will take you to an “Authorized Student register/log in” page. If this is your first coursepack
purchase, you need to register on the site to create a username and password. If you have
previously purchased a coursepack, log in with your existing username and password.
Follow the prompts to log in, and purchase coursepack.
Throughout the semester, you can access the coursepack materials at any time by doing the
following:
1. Visit hbsp.harvard.edu and log in.
2. Click My Coursepacks, and then click GB513: Business Analytics.
In addition, many of the articles you are required to read can be found in the Kaplan Online
Library. This is a list of resources you will need for each unit and where to find them:
The following items are included in the GB513 Harvard Coursepack:
LaValle, S., Lesser, E., Shockley, R., Hopkins, M. S., & Kruschwitz, N. (2011, Winter). Big Data,
Analytics and the Path From Insights to Value. MITSloan Management Review, 52(2),
21-32. [SMR372-PDF-ENG] (Week 1)
Wu, G., (1993, November). Colonial Broadcasting Company. HBS Premier Case Collection.
[894011-PDF-ENG] (Week 6 Final)
Please visit the Kaplan Online Library to obtain the following articles assigned for
reading in this course.
Hammond, J. S., Keeney, R. L., & Raiffa, H. (2006). The hidden traps in decision making.
Harvard Business Review, 84(1), 118-126. (Week 2)
2
Schoemaker, P. H., & Russo, J. (1993). A Pyramid of Decision Approaches. California
Management Review, 36(1), 9-31. (Week 4)
Georgoff, D. M., & Murdick, R. G. (1986). Manager's guide to forecasting. Harvard Business
Review, 64(1), 110-120. (Week 5)
Software Requirements
Microsoft® Office Professional® 2007 (or Later)
**Includes Microsoft Word®, Excel®, and PowerPoint®
COURSE DESCRIPTION
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This course provides an analytical foundation for MBA students. Students will learn to adopt a
quantitative approach to problem solving, while becoming familiar with the analytical context in
which business decisions are made. Analytics is the extensive use of data, statistical and
quantitative analysis, explanatory and predictive models, and fact-based management to drive
decisions and actions. Topics covered will include a review of basic algebra, mathematical
functions, mean and standard deviation calculations, histograms, pie charts and line plots,
distributions, sampling, and the basics of hypothesis testing and regression analysis. Microsoft
Excel will be used extensively in the course.
COURSE OUTCOMES
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GB513-1: Demonstrate the application of mathematics to business decision making.
GB513-2: Apply quantitative methods in computer- based problem solving.
GB513-3: Calculate solutions to business problems.
GB513-4: Graphically illustrate representations of business issues.
GB513-5: Understand competiveness and collaboration in a global economy.
COURSE CALENDAR
Unit # and Topic
Learning Activities
Unit 1:

Descriptive Statistics
and Mathematical
Foundations




Introduce yourself to
classmates and professor
Complete assigned reading
Participate in Seminar
Participate in Discussion
Board
Complete unit Assignment
3
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Outcomes
Understand the concept of
statistical functions as used in
business and social science
research.
Apply measures of central
tendency (e.g., mean) to

Complete the unit Quiz
business analysis.
Understand the algebraic and
graphical representation of
business and economic
variables.
Apply the concept of
descriptive statistics as
summary output of data in
business analysis.
Unit 2:
Probability,
Distributions, and
Sampling
Unit 3:
Making Inferences
About Population
Parameters
Unit 4:
Regression Analysis
and Reporting Your
Findings
Unit 5:
Time Series
Forecasting
















Complete assigned Reading
Participate in Discussion
Board
Complete unit Assignment
Complete the unit Quiz
Complete assigned Reading
Participate in Discussion
Board
Complete unit Assignment
Complete the unit Quiz
Complete assigned Reading
Participate in Discussion
Board
Complete unit Assignment
Complete the unit Quiz
Complete assigned Reading
Participate in Discussion
Board
Complete unit Assignment
Complete the unit Quiz
4
Evaluate the ethical and social
implications of business
decisions in a global context.
Quantify uncertainty using
probability measurements
Calculate probabilities for
making business decisions
Apply confidence intervals to
estimate population
parameters
Use hypothesis testing to
determine if parameters have
changed
Make business decisions
based on the results of these
tests
Demonstrate a basic
knowledge of regression
analysis as applied in a
business context.
Using the analytic approaches
presented in this course,
create a professional analysis
(case analysis) of a business
situation
Demonstrate a basic
knowledge of time series
forecasting as applied in a
business context.
Using the analytic approaches
presented in this course,
create a professional analysis
(case analysis) of a business
situation


Unit 6:
Final Project

Complete assigned Reading
Participate in Discussion
Board
Complete the Final Project
Demonstrate a basic
knowledge of the first five
weeks’ worth of assignments.
Using the analytic approaches
presented in this course,
create a professional analysis
(case analysis) of a business
situation
GRADING CRITERIA/COURSE EVALUATION
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Assessments
Number
Points each
Total Points
Discussions
6
50
300
Assignments
5
50
250
Quizzes
5
40
200
Final Project
1
250
250
Total Points
1000 Points
KAPLAN UNIVERSITY GRADING SCALE
Grade
Points
Percentage
A
B
C
F
CC
I
P
S
TC
U
W
MW
900 – 1000
800 – 899
700 – 799
0 – 699
90-100%
80-89%
70-79%
0-69%
Credit by Examination
Incomplete
Pass
Satisfactory
Transfer Credit
Unsatisfactory
Withdrawal
Military Withdrawal
5
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Grade Point
4.0
3.0
2.0
0.0
N/A
0.0
N/A
N/A
N/A
N/A
N/A
INSTRUCTOR’S GRADING CRITERIA/TIMETABLE
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All course projects submitted on time will be graded within five days of their due date (the
Sunday of the following unit). Late work will be graded within five days of the submission date.
Discussion Board grades will be updated each week no later than Sunday of the week following
the unit’s completion.
POLICIES
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Students who wish to review current policies (academic appeals, attendance/tardiness,
plagiarism, etc.) should refer to the current Kaplan University Catalog and/or Addendum.
LATE POLICY
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Late Assignments: Total points possible for late assignments are reduced by 10% for each
day the assignment is late. Each unit’s assignments become due at Tuesday 11:59 p.m. ET of
the week they are due to be submitted, generally the unit week they are assigned. Late
assignments will NOT be accepted after the third day late (by Friday at 11:59 p.m. ET, after the
Tuesday due) unless there are significant extenuating circumstances and we discuss this
together. No Final Project will be accepted late due to tight grading deadlines. Please plan
ahead in the event of any technical issues or emergencies.
Caution regarding Late Threaded Discussion Postings:
NO assignments for Discussion threads (including Theory to Practice, Web Field Trips, and
Distinguished Video Discussions) will be accepted late. You are expected to participate in the
discussion with other students on the Discussion thread during the time that the topic is
scheduled.
Each student is expected to participate in each Discussion topic a minimum of three of the
seven days of the week. The purpose of discussion each week is for us to explore a subject indepth together. Late postings cannot help this exploration process. In the event you have an
emergency that prevents your participation during a week, contact your instructor as soon as
possible so that we can determine a fair alternative. Notifying the instructor later in the term will
not result in an adjustment.
Originality of Assignments (Note: This applies to both papers and Discussion threads): Direct
quotes may constitute no more than 10 – 15% of student papers and assignments. Excessive
quotation  more than 15%  does not reflect the student’s original thinking. Submissions with
excessive quotation will be marked down for lack of originality.
Resubmission of Assignments: Students who are retaking a course in which they failed to
earn a "B" or above, or withdrew from, may resubmit assignments written for the previous
class if they notify the professor in advance. Once an assignment has been accepted and
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included as a part of a course with a final grade of "B" or better, the assignment cannot be
resubmitted, or otherwise used for another class.
TUTORING
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Tutoring and many other resources are available in the Kaplan University Writing Center which
you can access on the right-hand side under Academic Support on your KU Campus page. You
can find everything from using commas to conducting research. You can learn APA citation,
review grammar, see sample essays, and this is just scratching the surface. In addition, you can
also chat with a live tutor during live tutoring hours (listed in the Writing Center) that can help
you locate material within the Writing Center, understand a particular assignment, and explore
the Kaplan library. Finally, you can submit a paper and receive comments specific to that paper
within 48 – 72 hours.
PROJECTS
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A description of all projects to be completed can be found under each of the units in the course.
DISCUSSION BOARDS
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A description of all Discussion questions can be found under each of the units in the course.
Discussion Question Participation:
During each week, students are required to post messages to their colleagues and the instructor
responding to Discussion topics and research field trips. Discussion Board participation will be
graded based on both level of activity and quality of interaction. Your active and thoughtful
participation will weigh heaviest in the determination of your participation grade.

Three posting days per week for EACH Discussion topic are the minimum.

The first posting for each Discussion thread question is required by the first Saturday of
class.
Theory into Practice Discussions, Distinguished Video and Discussions, and Web Field Trip
Discussions will be evaluated using the following Discussion thread Grading Rubric.
Please find your Discussion Board Rubrics for all discussions in the “Rubrics” section at the end
of this document.
NETIQUETTE
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Interactions in an online classroom are in written form. Your comfort level with expressing
ideas and feelings in writing will add to your success in an online course. The ability to write is
necessary, but you also need to understand what is considered appropriate when
communicating online.
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The word "netiquette" is short for "Internet etiquette." Rules of netiquette have grown organically
with the growth of the Internet to help users act responsibly when they access or transmit
information online. As a Kaplan University student, you should be aware of the common rules of
netiquette for the Web and employ a communication style that follows these guidelines.
 Wait to respond to a message that upsets you and be careful of what you say and how you
say it.
 Be considerate. Rude or threatening language, inflammatory assertions (often referred to as
"flaming"), personal attacks, and other inappropriate communication will not be tolerated.
 Never post a message that is in all capital letters -- it comes across to the reader as
SHOUTING! Use boldface and italics sparingly, as they can denote sarcasm.
 Keep messages short and to the point.
 Always practice good grammar, punctuation, and composition. This shows that you have
taken the time to craft your response and that you respect your classmates' work.
 Keep in mind that Discussion threads are meant to be constructive exchanges.
 Be respectful and treat everyone as you would want to be treated yourself.
 Use spell check!
You should also review and refer to the Electronic Communications Policy contained in the most
recent Kaplan University Catalog.
**Note: This Syllabus is subject to change during current and future courses. Please refer to the
most updated Syllabus for this course provided by your instructor.
RUBRICS
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Discussion Board Participation Rubric
The Discussion Board Requirement:



Students are to post a minimum of three posts per Discussion thread. One initial
response and two replies to their classmates
Posting on a minimum of three different days, for example: Wednesday, Friday, and
Monday
The first initial response to the Discussion question must be made by Saturday.
Theory into Practice Discussions, Distinguished Video and Discussions, and Web Field Trip
Discussions will be evaluated using the following Discussion thread Grading Rubric.
Grade
Threaded Discussion
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For student postings:
* Completion of all Discussion Board topics.
* Substantial original contributions for each Discussion Board topic that further the work of
the class.
* Original, thoughtful analysis of unit materials.
* Connects unit material to life experiences, past assignments, and elaborates.
* Clear and fluent writing.
* Well thought out responses in Standard English.
A
* Postings made in a timely manner, meaning discussion contribution beginning within four
days of the week start and continuing over the week for each Discussion Board topic.
* Citations given in correct APA style.
For responses to other postings:
* Respond to two or more postings in each Discussion Board topic in addition to original
response.
* Responses are thoughtful and advance the discussion.
* Frequent interaction with students within sessions (e.g., at least three posting days per
Discussion Board topic over the week).
For student postings:
* Completion of all Discussion Board assignments.
* Fairly substantial postings that significantly contribute to the class.
* Responses given are relevant and indicate understanding of course readings.
* Some analysis of materials.
* Clear writing.
B
* Postings only on the last two or three days of the week.
* Citations are not given in correct APA style.
For responses to other postings:
* Responses to 1 or 2 postings in each Discussion Board in addition to original response.
* Mainly thoughtful responses.
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* Periodic interaction with classmates (e.g., 2 posting days per Discussion Board topic over
the week).
* Some assignments may be missing.
* Some vague or summary references to materials.
* Comments brief and did not demonstrate an understanding of the material (example:
"good point").
C
* Few and insubstantial responses to other student postings and/or no original response to
Discussion topic.
* Inconsistent and/or unclear writing such as use of slang or inappropriate language.
* Posting only on the last day.
* Citations are not provided.
* Several missing assignments.
* Minimal postings.
F
* Significant writing errors.



Off-topic postings.
No interaction with other postings.
Abusive or inappropriate behavior. [consult Program Chair]
Individual Focus Paper Rubric
These papers are related to specific issues or cases, and will vary in length. In all cases, papers
must be well referenced and in APA format. The papers will be evaluated using the following
rubric.
At least 20% of a Focus Paper grade is related to composition that includes organization, writing
style, and mechanics. Often, composition issues also impact the grading of the assigned Focus
Paper topic content because composition impacts the effective presentation of your ideas and
material.
Grade
Content, Focus, Use of Text/Research,
Organization
Analysis and Critical
Thinking
Writing Style, Grammar, APA
Format
%
50%
30%
20%
10
90-100%
Response successfully answers the
assignment question(s); thoroughly uses
the text and other literature. Includes a
strong thesis statement, introduction, and
conclusion. The main points of the paper
are developed clearly. All arguments are
supported well (no errors in logic) using
outside sources as assigned.
Sources are primarily academic journals,
with thoughtful use web sources.
References are applied substantively to the
paper topic. Skillfully addresses counterarguments and does not ignore data
contradicting its claim. Refers to sources
both in-text and in the reference page.
80-89%
Analysis includes proper
classifications,
explanations, comparisons
and inferences.
Critical thinking includes
appropriate judgments,
conclusions, and
assessment based on
evaluation and synthesis of
information.
Response answers the assignment
question(s) with only minor digressions;
sufficiently uses the text and other
literature. Provides a good thesis
statement, introduction, and conclusion that
require some revision but that form a good
basis.
Response generally
exhibits higher-order critical
thinking and analysis (e.g.,
evaluation). Paper shows
some original thought.
Develops the main points clearly.
Analysis includes adequate
classifications,
explanations, comparisons
and inferences.
Supports most arguments concretely (no
logical errors) using outside sources as
assigned.
Some sources are non-academic with over
reliance on web sources. References not
always clearly tied to development of ideas.
Does not ignore data contradicting its
claim, though the refutation may need
additional support. Refers to outside
sources in the text and reference page.
70-79%
Response exhibits strong
higher-order critical thinking
and analysis (e.g.,
evaluation). Paper shows
original thought.
Response answers the project
assignment(s) with some digression;
sufficiently uses the text and other
literature. Provides a thesis statement that
needs revision. The introduction and
conclusion do not set up or close the paper
very effectively. Shows too little original
thought (strings of citations that are not
developed to support the thesis).
Main points are adequately defined in only
some areas of the paper; points may be
over-emphasized or repeated. Some
Critical thinking includes
adequate judgments,
conclusions and
assessment based on
evaluation and synthesis of
information.
Response exhibits limited
higher-order critical thinking
and analysis (e.g.,
application of information).
Analysis includes limited
classifications,
explanations, comparisons
and inferences.
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Grammatical skills are strong with
typically less than one error per page.
Correct use of APA when assigned.
Appropriate to the assignment, fresh
(interesting to read), accurate, (no farfetched, unsupported comments),
precise (say what you mean), and
concise (not wordy).
Project is in 12-point font. Narrative
sections are double-spaced. Project is
free of serious errors; grammar,
punctuation, and spelling help to clarify
the meaning by following accepted
conventions.
Internally, each section has good
organization. Transitions found
between and within sections are
mostly clear and effective. Generally
appropriate to the assignment,
accurate (no far-fetched, unsupported
claims), precise, and concise. Includes
a title page and reference page.
Project is in 12-point font. Narrative
sections are double-spaced. Project
contains some generally minor
grammatical and punctuation errors.
Few misspellings. Citations generally
follow APA guidelines (perhaps one or
two minor errors).
Sentences are occasionally wordy or
ambiguous; tone is too informal.
Grammatical skills are adequate with
no more than 2 – 3 errors per page.
The paper is not well organized.
Sections lack transitions, and several
sentences may be monotonous or
confusing. The overall structure of the
assignment is not effective.
Appropriate in places, but elsewhere
vague writing interferes with the
development and clarity of the main
points. Numerous grammatical and
arguments are supported with outside
research, but others may not be. Relies too
heavily on personal experience or one
source. The paper does not meet the
source requirements. Some obvious
counter-arguments are ignored or not well
refuted.
60-69%
0-59%
Critical thinking includes
limited judgments,
conclusions and
assessment based on
evaluation and synthesis of
information.
punctuation errors. Misspellings are
more frequent, but they are the sort
spell checkers do not catch, such as
“effect/affect.” An attempt at APA
citation was made, but there are
multiple errors larger than a misplaced
period. Narrative sections are not
double-spaced.
Response answers the assignment
question(s) but digresses significantly;
insufficiently uses the text and other
literature.
Response exhibits
simplistic or reductive
thinking and analysis but
does demonstrate
comprehension.
Sentences are generally wordy and/or
ambiguous; tone is too informal.
Grammatical skills are inadequate,
clarity and meaning are impaired,
typically 3 – 5 errors per page.
Inadequate use of APA format
Response insufficiently answers the
assignment question(s); insufficiently uses
the text and other literature.
Response exhibits
simplistic or reductive
thinking and analysis and
demonstrates limited
knowledge on the subject
matter.
Sentences unclear enough to impair
meaning; tone is inappropriate and/or
inconsistent. Grammatical skills are
incompetent for college level; typically
6 or more errors per page.
Unacceptable use of APA format.
Team Projects and Assignments – Peer Evaluation Form
Teams have proprietary Discussion Boards and a chat room option to conduct team business.
Sometimes teams choose alternative methods of communication, such as instant messaging or
conference calls. If alternative team communication methods are used, ALL team members
must agree to the method and a summary/synopsis of what transpired during such meetings
must be provided to all.
The individual final grade for a team project will be based on both the team product and quality
of individual contribution to the team process. The team products will be evaluated using
appropriate rubrics. The individual portion of the team project will be assessed from team
member feedback provided at the end of the project using the following feedback form. The
forms are confidential, except at your discretion regarding discussion of ratings within the team.
You are encouraged to check with your team regarding your performance.
Kaplan University
School of Business
Team Peer Evaluation
Student Completing Evaluation: ________________________
Team Project Name: _____________________________
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Please return to the unit Dropbox area by the end of the unit week (Tuesday midnight). Your
Individual grade for the project will be assigned after evaluations are received.
There are two grades associated with each team project. Each student will receive the points earned by
the team for the project submitted. In addition, each student will receive a second grade reflecting
individual contribution to creating the project. 75% of the total points available for the team assignment
are associated with the team submission and 25% of the total points are associated with quality of
individual contribution. For example, if the team project in total is worth 60 points, then the Gradebook will
reflect 45 possible points (75%) for the team product and 15 possible points (25%) for team contribution.
You will assess your team members and they will assess you using the feedback form below. The
professor will not share your peer evaluation feedback with others; you may choose to ask teammates to
share their perceptions with you, so you can improve your team contribution.
Instructions: You will need to rate each team member using a scale of 1 – 5 with 1 being the lowest rating
and 5 being the highest rating. The rating scale is as follows: 1 – strongly disagree, 2 – disagree, 3 –
neutral, 4 – agree, and 5 – strongly agree. For example: The team member assisted in planning, decision
making, and problem solving? 1 –strongly disagree, 2 -disagree, 3 – neutral, etc. Equal scores will
indicate that all contributed equally to the project. Please include yourself in your rating. All ratings will
be between 3 and 15 points.
1 – Strongly Disagree 2 – Disagree 3 –Neutral 4 – Agree 5 – Strongly Agree
Team Member Names
Student A:
Student B:
Student C:
Student D:
Yourself
_________
__________
__________
__________
________
The team member
assisted in planning,
decision-making, and
problem solving.
The team member
attended meetings or
arranged make up efforts
when they were unable to
attend.
The team member took
the initiative to meet all
team roles and
responsibilities.
Total Rating (sum)
Comments
The final points assigned for individual team participation is at the discretion of faculty, with the Team
Peer Evaluation as one source of information.
In general, the following provides a guide:

12 – 15 rating sum = 90 to 100% of team participation points awarded
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
9 – 11 rating sum = 80 to 89% of team participation points awarded

6 – 8 rating sum = 70 to 79% of team participation points awarded

3 – 5 rating sum = Below 70% of team participation points awarded
Here is an example of what might be sent from one member of a team with 4 people:
Team Member Names
Student A
Sherrene
Student B
John
Student C
Elvis
Yourself
Beatrice
The team member assisted
in planning, decisionmaking, and problem
solving.
5
3
3
5
The team member attended
meetings or arranged make
up efforts when they were
unable to attend.
4
3
2
3
The team member took the
initiative to meet all team
roles and responsibilities.
5
5
2
5
Total Rating (sum)
14
11
7
13
Comments
Sherrene
was a
leader in
pulling
together
the team
process.
John did
great work,
just didn't
offer. He
had to be
asked.
Elvis didn't
seem to
care very
much about
doing a
good job.
Missed
meetings.
I put the
final
project
together
and did
edits. I
missed a
couple of
meetings.
Self-Directed Learning Plan (SDLP) Rubric
As a step in each School of Business graduate course, students are expected to create a SDLP.
The SDLP should contain your course objectives, status on action items, learning and
development plan, and status describing progress toward achieving the target objectives. The
purpose of the SDLP is to provide purpose, focus, and evidence of important personal
development during the School of Business graduate experience for each specific course. The
SDLP will be graded applying the following rubric:
SDLP Grading Rubric:
A
 Status on most action items
 Thoughtful modification and additions to objectives and actions that reflect
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development progress in the target area
 Reflects awareness of how course experience did, or did not, contribute to achieving
professional objectives relative to several dimensions
 Status on some action items
 Minimal modification or addition to objectives and actions
B
 Describes course experience and relates generally to professional objectives
 Status on one or two items
 No modification or addition to objectives and actions
C
 Describes course experience
 Very little or no activity on SDLP
F
 No SDLP or it consists of simple comment, such as "I liked the course."
To support continued development of the SDLP, the following rubric represents the basis of the original
grading. This will not be applied for grading purposes in this course.
Development Plan Criteria:
Professional
Objectives
Achieving the professional objective makes use of learning available in the
MBA program and from resources/experiences outside of the MBA program.
The objective reflects a substantive increment of development for the
student.
Self-Awareness
The learning and development plan reflects the ability to understand oneself
and integrate that understanding into strategies for development to achieve
a target objective.
Personal
Initiative
Personal
commitment to
development
The learning and development plan is maintained as a dynamic document
throughout the MBA program, used to focus activity on critical learning and
culminating in a plan that extends beyond the program.
The learning development plan is comprised of experiences and activities
that challenge development.
Rubric:
Score
Not Assessed
A+
Perfect Score
Performance Indicators
No work was received by the instructor
Learning and development plan includes challenging, abundant, and
complementary strategies and resources inside/outside the Kaplan MBA program.
Coursework and Kaplan resources are actively used to refine and achieve
objectives, demonstrating judgment regarding approaches to development. By the
end of the program, the self-directed learning plan achievement and reflective
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learning serves as the foundation for the next level of professional planning.
A
Learning and development plan demonstrates strategies that are relevant to each
development area. Demonstrates understanding of how coursework and Kaplan
can contribute to achieving the plan. By the end of the program, the self-directed
learning plan is analyzed for gaps and future professional planning.
B
Learning and development plan demonstrates comprehension of development
areas and links multiple courses and activities with each area. By the end of the
program, the self-directed learning plan reflects learning that can be applied to
future professional planning.
C
Learning and development plan demonstrates comprehension of development
areas and links a Kaplan MBA course to each area. By the end of the program, the
learning plan is current.
F
Learning and development plan is incomplete or its strategies are inconsistent,
indicating lack of understanding of the planning process and its use in the MBA
Program. By the end of the program, there is little information in the self-directed
learning plan to support aligned future professional planning.
Honor Code – Graduate School of Business
The Honor Code was crafted by the members of the Ambassadors and Leaders Program who
are outstanding student leaders. The Kaplan University School of Business’s Ambassadors and
Leaders Program provides graduate students leadership experiences and personal growth
through mentoring and representing the School of Business to the public at large. The Program
promotes excellence and integrity in graduate education and contributes to the development of
leadership skills relevant to 21st Century global business demands. Membership in
Ambassadors and Leaders requires a 3.5 GPA or above and advancement to candidacy (4
courses completed) or by permission of the faculty sponsor.
Dr. Bea Borne is the faculty sponsor for this Program. For further information or application for
membership, contact her at BBourne@kaplan.edu.
Find below the Honor Code for the School of Business.
Developed by the Kaplan’s School of Business Ambassadors and Leaders
“As a Kaplan University School of Business student, I will uphold the utmost ethical standards in
my personal life, academic performance, and business community. I promise to maintain high
ethical standards and values within our academic community by not plagiarizing or cheating on
homework and by promoting ethical decision making among the student body. I will make
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ethical decisions within my personal life which promote honesty and compassion among my
family and friends and which lead to a healthy and responsible life. As a Kaplan University
School of Business student, I will promote ethical considerations in every academic and
business decision and, after graduation; I will conduct myself with dignity and integrity.”
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