3-4 Pages APA Style Essay
Suppose Toyota Company has asked you to develop a questionnaire to measure owners‘ satisfaction with the servicing of their vehicles. One sequence of questions will deal with satisfaction with the design, construction, operating costs, performance and amount of service required. In order to interpret these results, it has been decided to ask further questions to isolate the responsibility for car problems. That is, do cars tend to blame the manufacturers, the service work by the dealer, or poor upkeep and driving habits of car owners?
a) Which source of data is more preferable and why?
b) Make a questionnaire having at least 10 questions including multiple option single response, multiple option multiple response, ranking and Likert scale questions to cover all the above mentioned information.
Must use at least 5 reference sources.
*Please refer to the Grading Criteria for Professional Assignments on page 18 of the University Policies for specific guidelines and expectations.
MASTER IN BUSINESS ADMINISTRATION PROGRAM
University Policies – Online
Table of ContentsWestcliff University Mission Statements 3 MBA Program Outcomes 4 Master of Business Administration (MBA) Institutional Learning Outcomes 5 University Policies 7 College of Business Policies 9 MBA Grading Policy 15 Detailed Description of Each Grading Criteria: 16 Rubrics 19
Westcliff University’s mission is to educate, inspire, and empower students from around the world to acquire the competencies to excel personally and professionally through innovative, high-quality distance and campus programs.
College of Business Mission Statement
Westcliff University’s College of Business mission is to deliver a high-quality business education that can improve the lives of students, personally and professionally. The College’s teaching philosophy is to vitalize business concepts by offering a curriculum in a pragmatic and relevant framework. Through the use of innovative teaching methods, students are enabled to enhance their business acumen in an ethical and socially responsible way.
MBA Program Mission Statement
Westcliff University’s mission for the Master of Business Administration program is to offer a broad spectrum of core concepts in ancillary fields of business that prepare students to lead people and projects in an innovative and creative environment, the program enables students to develop and implement business strategic initiatives in an ethical and professional manner.
Westcliff University wants to produce capable and knowledgeable students who manifest an understanding of work and careers and an ability to adapt quickly to the expectations of employers and the work environment. The master’s degree in business administration requires both academic and personal growth of its students, contributing their success as classroom teachers. The program’s educational outcomes are to:
1. Develop mastery of functional components of business—economics, marketing, accounting, finance, law, organizational behavior, and leadership.
2. Demonstrate effective presentation of business analyses and recommendations through written forms of communication appropriate to the intended audience
3. Demonstrate effective presentation of business analyses and recommendations through oral communication of conventions and forms appropriate to the intended audience
4. Appraise current information technology effectively to support business decision making.
5. Value and integrate diversity and a global perspective in business decisions.
6. Compile independent, critical thinking, and reasoning skills to critique problems and develop problem solving and decision-making abilities.
7. Integrate ethical issues in a business context and formulate alternatives that demonstrate ethical values.
8. Facilitate the use of research and information from all mediums for the purpose of promoting critical thinking as it is applied to learning complex business concepts.
9. Evaluate, analyze, and communicate quantitative data to improve and sustain strategic business initiatives
· Master the conventions of the written language, with culturally accepted structures for presentation and argument, awareness of audience, and other situation factors, while successfully mixing texts, data and images with many different writing technologies.
· Demonstrate compromise by facilitating cooperation, achieved through informational persuasive, and expressive oral communication.
· Develop inner excellence and a strong emotional foundation by exhibiting behaviors (self-awareness, self-confidence, stress management, resilience, persistence, perseverance, patience and perceptiveness) that lead to stronger rapport and better human relationships, inspire others to excel in conflict resolutions, expectations management, decision making and problem solving.
· Be open-minded and motivated to seek the truth by distinguishing between fact, opinion, and intentional deception summarizing and creatively synthesizing complex issues with insight and reflective judgment so as to decide what to believe or what to do.
· Be critically engaged in global and local issues, with increased reflection and analysis of values, assumptions, beliefs and attitudes of diverse cultures and communities and subsequently able to contribute to the global society.
· Articulate a need for information, apply with expertise an analysis of others’ claims and use enhanced ability to summarize findings both collaboratively and individually.
· Evaluate, construct and communicate arguments and other communications using quantitative reasoning
Office hours are scheduled, which professors dedicate to meeting, online chat, or otherwise communicate with students. Students are encouraged to use office hours as times to discuss with professors the material being presented in class or other related interests you have. Course-related discussions include asking for extra help, seeking clarification of material presented in class, and following up on compelling aspects of the class. In addition, students also discuss major and programs of study, graduation requirements, summer internships, continuing studies, campus events, and more.
Office Hours for all Westcliff University instructors are available by appointment as agreed upon by the instructor and student.
Academic Integrity Policy – Plagiarism:
Plagiarism is the deliberate copying of written work of any length that has been published in books, in journals and magazines, and on the Internet without giving full credit to the original author for their contribution with a proper citation.
It is considered unethical, a violation of university rules, and it is against U.S. copyright law. It is important to understand that plagiarism is a breach of academic integrity. It is a principle of intellectual honesty that all members of the academic community should acknowledge their debt to the originators of the ideas, words, and data which form the basis for their own work. Passing off another’s work as one’s own is not only poor scholarship, but it also means that the student has failed to complete the learning process. Deliberate plagiarism is unethical and can have serious consequences for the student’s future career; it also undermines the standards of the institution and of the degrees it issues.
Each assignment submitted must be original work for the class session students are enrolled in. If students are repeating a class, they cannot resubmit the same work as before. Anything you submitted for the prior class cannot be submitted again. This includes discussion responses, papers, and presentations. This is a form of self-plagiarizing and prohibited by university policy without expressed, written permission by your faculty member PRIOR to submission, and even then, the submitted work must be substantially different from the original work submitted.
If it is determined by the faculty, dean, or provost that the student has engaged in plagiarism, the student will undergo the following disciplinary action:
1. If there is any indication of plagiarism by a student, the faculty will review the materials and submit to an evaluation platform such as Turnitin for verification.
2. If the verification of plagiarism is confirmed, the faculty will allocate a grade of zero for the student.
3. The faculty member will then meet with the student and review the offense.
4. Subsequent to the meeting, the faculty may allow, at their discretion, the student to redo the assignment; however, the faculty will allocate a grade that they feel is justified. Points may be deducted from the assignment at the faculty’s discretion. Once the student is indeed given an opportunity by the faculty to redo the assignment, the student forfeits any right to dispute the grade awarded by the faculty.
5. If the student submits another assignment that is plagiarized, the faculty will forward this information to the dean of the college and the student information will be sent to the provost. The provost will then forward this information to the disciplinary committee.
6. The disciplinary committee will review all the materials, interview the student and depending on the final decision, the student may be academically suspended or dismissed from the university.
7. The length of suspension depends largely on the student’s behavior before the hearing; truthfulness and contrition are appropriate when the evidence is compelling.
8. The student will receive a letter from the provost outlining the final decision and corrective process recommended by the disciplinary committee.
9. A letter will be sent via registered mail to the student and a copy kept in the student’s file.
Westcliff University takes plagiarism very seriously and we offer resources on how to avoid it. If students have any questions regarding plagiarism, they should see their Dean of the College.
Code of Conduct:
Each student is expected to be an example of proper conduct. All students are expected to adhere to the University Policies laid forth in the Student Handbook- Catalog. Student honesty and integrity also applies to students who furnish proof and/or documentation as evidence of extenuating circumstances. If it is found that the evidence is fraudulent in any way, students will be subject to disciplinary action prescribed below. The administration of Westcliff University has the authority to take appropriate action or administrative disciplinary measures if this Code of Conduct is not adhered to. Any violation of policies and procedures may result in disciplinary action, suspension or dismissal, and may become part of the students’ academic record and/or transcript. Any suspended or dismissed student shall be given the right to appeal the administrative decision.
Students with Disabilities:
ADA (Americans With Disabilities Act) Policies
Westcliff University is available to assist students with disabilities who self-disclose and request special accommodations. In order for the University to provide eligible disabled students with reasonable accommodations, it is required that an official request for services and appropriate documentation be submitted to your Student Services Coordinator by the student. If you need any accommodations during your courses, please immediately contact your Student Services Coordinator to complete the ADA self-disclosure and accommodation process. Please note that requesting accommodations directly from a faculty member is not appropriate self-disclosure.
Westcliff University provides access to The Library and Information Resources Network (LIRN).
LIRN provides a virtual library collection of more than 80 million peer-reviewed scholarly journals, articles, periodicals, e-books, encyclopedias, newspapers, magazines, podcasts, and audio and video resources to support academic studies. LIRN also includes databases from Gale/InfoTrac with Informe, ProQuest, eLibrary, Credo, RCL, Web and Books in Print.
Westcliff University students in both online and hybrid programs have full access to LIRN through their Global Academic Portal (GAP) and are encouraged to use LIRN as they do their research for University courses.
For additional information on available resources, please refer to the Online Learning Resource List that is posted in the General Course Forums section of your course GAP.
Students are also encouraged to use Westcliff University’s Research and Study Center, which has PC workstations with Internet access available for student research, assignments, and other class-related activities. The Research and Study Center hours of operation are 9:00 a.m. to 7:00 p.m. Monday- Friday. Exceptions include Holidays and any other dates on which the University will be closed (please see Academic Calendar).
For questions regarding LIRN or the Research and Study Center, please contact your Student Services Representative at email@example.com.
Students are expected to attend all class meetings as these class meetings are considered essential to their educational experience. In the event of an absence from a class meeting, the student has the responsibility to reach out to the faculty member to notify the faculty member of the reason for the absence. Absences lead to lost credit for any activity conducted during class time, and multiple absences may result in reduction of the student’s final grade (see below). If a student misses a class due to a schedule adjustment during the first week of instruction, this constitutes an absence. Absences based on extreme mitigating circumstances may be considered for exception on a case-by-case basis.
Students who are eligible for financial aid who fail to attend the first two weeks of a course(s) have their course(s) cancelled which may affect enrollment.
A student attending a course with Virtual Class Sessions (VCS) can earn attendance for VCS by attending the session live or watching the VCS recordings and submit a 2-page summary of the VCS class recording by the assigned deadline.
For weekday courses, attendance is recorded once per class meeting. Students earn a reduction of one full letter grade [e.g. A- to B-] for every absence after the first absence.
For weekend courses, attendance is recorded once on Friday and twice on Saturday (morning and afternoon); therefore, there are 3 attendance marks for each weekend. Students earn a reduction of one full letter grade [e.g. A- to B-] for every absence after the second absence.
Tardiness and/or early departure is a disruption to the learning environment and experience and is discouraged. A student is considered to be tardy to class if he or she arrives more than 10 minutes after a class meeting starts, and an early departure is any instance in which a student leaves the class before it is dismissed. Three tardy marks and/or early departures is equivalent to one absence, and this absence would be factored into the attendance policy with a potential impact on the student’s final grade.
Schedule Adjustment Period (Add/Drop Deadline)
The deadline for a student to adjust his or her schedule by adding or dropping a course is 11:59 p.m. on Sunday of the first week of instruction. In order to add or drop a course, the student must submit the Add/Drop Form prior to the deadline. Courses dropped by this deadline do not appear on a student’s transcript or registration and are not considered as a course attempted. Courses dropped after this deadline are considered a Course Withdrawal. If a student misses a class due to a schedule adjustment, this constitutes an absence. For new students admitted after the first class meeting(s), the absence(s) in the first week does not count against total absences per the attendance policy.
Students may choose to withdraw from a course they are enrolled in by completing the Course Withdrawal Request form. A grade of “W” is assigned to a student who officially withdraws within the first 75% of the course after the Schedule Adjustment Period. In an 8-week course, the deadline for a student to withdraw is the last day of the 6th week of instruction. In a 16-week course, the deadline for a student to withdraw is the last day of 12th week of instruction. A “W” cannot be assigned after the official date established for withdrawal from a course. Absence from class does not constitute an official withdrawal.
An online student who does not participate in the Virtual Class Session (VCS) can earn attendance and participation points for the lecture only by watching the VCS recording and submitting a 1‐2 page summary of the VCS class recording by the assigned deadline.
• Online lectures held Monday through Wednesday: VCS summaries need to be submitted by Sunday within the same week the class lecture was missed.
• Online lectures held Thursday through Sunday: VCS summaries need to be submitted by the following Wednesday after the class lecture.
It is an accepted academic philosophy that sustained attendance is essential to the overall educational value of a course of study in higher education. In order to achieve maximum benefit from educational activities, Westcliff University expects regular attendance from all students. Notices of absences that have not been received or approved by Administration are considered unexcused absences. Students are limited to one excused absence per course. Students are required to contact the instructor beforehand and show evidence of absence, such as written verification or appropriate legal documents; if any of the documents are proven to be falsified, this can result in dismissal from the university.
To maintain satisfactory attendance, it is essential students physically attend their on‐campus course in order to not be marked as absent. Virtual attendance for students of on-campus courses automatically results in being marked as absent. Supplementary course materials, such as recorded weekly lectures, will be made accessible on the GAP course page for students to review if they miss an on-campus class session
Categories of University Excused Absences:
· Off-campus events:
· Intercollegiate athletics; fine arts performances assigned by faculty; program-sponsored competitions; program-sponsored field trips; and similar official events where students represent the university in an official capacity.
· The coach, instructor or staff member supervising students participating in these events must provide notice to the students’ instructors and the Dean, prior to the date of the activity. The notice must include the name of the activity, the date(s) of class absence, the name of the supervising instructor or staff, and the names of all participating students.
· Absences involving legitimate extenuating circumstances beyond a student’s control. These include student serious illness or injury that prevents a student from participating in class; death or critical illness of a family member; birth of a child; military duty; jury duty or subpoena for court appearances; and similar serious extenuating circumstances. Documentation is required on extenuating circumstances; please see policy on extenuating circumstances. In addition, if a student’s absence causes the student to miss an assignment, examination or other graded requirement of the class, the instructor may require the student to provide documentation verifying the cause of the absence. The student must provide the documentation to the instructor.
· Instructors retain the discretion to excuse student absences for reasons other than those described in the above paragraphs. Students participating in activities on behalf of a student organization may obtain a verified absence letter from the Student Services or Student Athletics Dept. This letter is meant to confirm a student’s participation in an extracurricular activity and may be presented to the instructor when the student is requesting an excused absence from class.
· Students are responsible for notifying their instructors prior to missing a class and arranging a mutually-acceptable make-up procedure. In emergency situations, where students are unable to notify their instructors, students should promptly contact the Director of Student Services for assistance.
· Students with an excused absence shall be allowed to earn full credit for missing assignments by performing equivalent work, as long as the instructor deems that the learning objectives of the course can still be met. Where this is in question, it should be determined in conversation between the student and the instructor if necessary, in consultation with the Dean. Any course-specific consequences for absences should be described in the instructor’s syllabus.
· Instructors concerned with a student’s excessive absence should contact the Director of Student Services, the Program Chair, and/or the Dean for advice and assistance in a timely manner.
· The instructor may contact the Dean for assistance in informally resolving any disputes under this policy. If a dispute cannot be resolved informally, the student may follow the Student Academic Grievance policy.
To maintain satisfactory attendance, it is essential that students physically attend their on‐campus courses in order to not be marked as absent. Virtual attendance for students enrolled in on-campus courses is marked as absent. Supplementary course materials, such as recorded weekly lectures, will be made accessible on the GAP course page for students to review if they miss an on-campus class session.
Tardiness is a disruption of a good learning environment and is discouraged. A student is considered to be tardy to class if they arrive 10-40 minutes after the class starts. Students who arrive to class more than 40 minutes after the class starts are considered absent. In addition, four tardy marks is equivalent to one absence. Therefore, faculty will strictly monitor students for their punctuality and students will be marked down if they arrive late. These absences will follow according to the attendance policy and may put your status at risk.
Evaluating Attendance Percentage:
The attendance percentage is determined by dividing the total hours attended by the total number of hours scheduled.
The value of class lies as much in learning to apply the course concepts to real world scenarios as in the concepts themselves. Therefore, this course is case-based and its success depends heavily on the quality of class discussion.
More participation will lead to increases in the quality and rigor not only of the class but of other student’s learning modalities as well. Westcliff University provides an open forum environment. There is no limit on the discussion in which you may involve yourself.
Students are expected to attend class each week. Preparation for class involves reading the materials and working through, in some detail, the case preparation for class in advance. By preparing these questions, students will get the most learning out of the class.
Expectations of Student Assignments:
When you are asked to do individual work, you are expected to adhere to the following standards:
1. Avoid copying all or part of another student’s work (with or without ‘permission’).
2. Avoid allowing another student to copy your work.
3. Avoid asking another person to write all or part of an assignment for you.
4. Avoid working together with another student in order to answer a question, or solve a problem, or write a computer program.
5. Avoid consulting or submitting work (in whole or in part) that has been completed by other students in this or previous years for the same or similar assignment.
6. Avoid consulting or using content from PowerPoint slides from other courses in previous years.
7. Avoid using print or Internet materials directly related to a case/problem set unless explicitly authorized by the instructor.
8. Avoid using print or Internet materials without explicit quotation and/or citation.
9. Avoid submitting the same, or similar, piece of work for two or more subjects without the explicit approval of the two or more instructors involved.
10. Avoid distributing or sharing your work or work of anyone else to anyone else in the class.
11. Avoid consulting materials outside the course unless explicitly asked to in the instructions of the assignment.
Please note that many classes will require a combination of team work and individual work. Make sure that you follow all the guidelines for individual work when a faculty member identifies an assignment as an individual one.
Format for Written Assignments
The following are formatting guidelines, which are expected to be used for each written assignment:
1. APA style formatting is required for each written assignment. Please use the APA 7th edition. An updated copy of the APA changes and a sample of an APA paper can be found in the General Course Forums of the course Global Academic Portal (GAP).
2. All papers are to consist of original composition, double spaced, 12 type font in Times New Roman.
3. The page length requirement does not include the title page, abstract or reference pages.
4. Papers should begin with an introduction and should end with a conclusion.
5. The body of the paper must include citations according to the APA style format.
6. Every assignment should contain at least six references.
Submission of Assignment Criteria (applies to PA’s and CLA’s):
Late assignments receive a 10% deduction for one (1) day late, a 15% deduction for two (2) days late, and 20% deduction if they are three (3) days past the due date respectively. Assignments more than three (3) days late will not be accepted. In addition, assignments for the last week of class will only be accepted on-time and, hence, cannot be submitted late; courses in GAP close at the end of the last day of the term. This late assignment policy is to the discretion of the faculty member, but may require approval by the Program Chair and/or the Dean. Only when extenuating circumstances exist that prohibits the timely submission of assignments beyond this timeframe, will any variance from this policy be permitted. Any extenuating circumstance must be properly documented, authenticated, and/or verified by the faculty or University. If the documents submitted by the student as proof of extenuating circumstances are determined to be false, misleading, inaccurate, or forged, the student will be in breach of the code of conduct and honesty and as such, will be subject to severe penalty and/or disciplinary action up to and including dismissal from the university, and will be recorded permanently on the student’s academic record and transcript.
Students who neglect to submit their Class Participation responses (either answers to discussion questions or responses to classmates/faculty) by the stated weekly deadlines will be deducted up to 15% of the online participation points possible for that week. Discussion Boards close on Sunday of each week at 11:59 p.m. at which time students are no longer able to post responses and receive no credit for missed posts.
Technological issues are not considered valid grounds for late assignment submission. Students are responsible for printing their own assignments, when necessary. Unless an ‘Incomplete’ grade has been granted, assignments submitted after the last day of class will not be accepted.
All assignments must be based upon the student’s own work.
Proctored Examinations Policy:
It is possible that the Exams you are to take for a given course may be selected by the University’s Administration as having to be proctored. A proctor ensures the security and integrity of the Westcliff University distance education exam process, as referenced in the Student Handbook/ Catalog. Your professor will advise you during the first week of the course if your Exams are to be proctored. At that time students will be given more information about the proctoring requirements. This information is always available in the Student Handbook/ Catalog. For assistance regarding the proctored exam policy you may contact your Student Services Coordinator at firstname.lastname@example.org.
MBA Grading Policy
|Percentage of Grade|
|Item||Description||% of Grade||Type of Student Work|
|A||Attendance and Participation:Online Discussion Board DiscussionsVirtual Class Session (VCS) Discussions||30%:15%15%||Lecture and Discussions|
|D||Comprehensive Learning Assessment 1 (CLA 1)||15%||Homework|
|E||Comprehensive Learning Assessment 2 (CLA 2)CLA PaperCLA Presentation||30%:20%10%||Assignment & Project Completion|
MBA Grading Policy For Classes With Activities
|Percentage of Grade|
|Item||Description||% of Grade||Type of Student Work|
|A||Attendance and Participation:On-Campus Class Session (OCS) DiscussionsOnline Discussion Board Discussions||30%:15%15%||Lecture and Discussions|
|E||Comprehensive Learning Assessment 1 (CLA 1)||15%||Homework|
|F||Comprehensive Learning Assessment 2 (CLA 2)CLA PaperCLA Presentation||30%:20%10%||Assignment & Project Completion|
*Classes with activities but no exam, Activities go from 5% to 10%
Academic Engagement and Preparation
|Direct Teacher Instruction (Virtual Class Sessions)||12 hours|
|Indirect Teacher Instruction (Online Viewing of PowerPoint Presentations and Videos)||13 hours|
|Contributing to Online Discussions||18 hours|
|Taking Exam||2 hours|
|Reading Required Texts||30 hours|
|Reviewing PowerPoint Presentations and Lecture Notes||17 hours|
|Completing Professional Assignments||13 hours|
|Comprehensive Learning Assessments (CLAs 1 and 2)||24 hours|
|Studying for Exam||2 hours|
|Preparing for CLA Presentation||4 hours|
|Total Hours of Academic Engagement and Preparation:||135 hours|
Student work includes direct or indirect faculty instruction. Academic engagement may include, but is not limited to, submitting an academic assignment, viewing class lectures on campus or online (synchronous or asynchronous), taking an examination, completing an interactive tutorial or computer-assisted instruction, attending a study group that is assigned by the institution, contributing to an academic online discussion, initiating contact with a faculty member to ask a question about the academic subject studied in the course, conducting laboratory work, and completing an externship or internship. Preparation is typically homework, such as reading and study time, and completing assignments and projects. Therefore, a three (3) semester credit hour course requires 135 semester hours (45 hours of academic engagement and 90 hours of preparation).
|93% – 100%||A||4|
|90% – 92%||A-||3.67|
|87% – 89%||B+||3.33|
|83% – 86%||B||3|
|80% – 82%||B-||2.67|
|77% – 79%||C+||2.33|
|73% – 76%||C||2|
|70% – 72%||C-||1.67|
|67% – 69%||D+||1.33|
|63% – 66%||D||1|
|60% – 62%||D-||0.67|
|Less than 60%||F||0|
What are Grading Rubrics (Metrics)?
Westcliff University makes use of Grading Rubrics for scoring grades in many assignments. Grading or scoring rubrics are used as a tool used to delineate criteria and expectations pertaining to assignments and to establish an outcome consistency in grading. Typically, rubrics are divided into components so as to allow for a more direct and precise measurement and interpretation of assignments. Hence, rubrics are designed to provide guidelines for grading assignments and represent a systematic appraisal of student-work only from this perspective. The final grading of all assignments will have a subjective component that typically includes the instructor’s interpretations, judgments, and any policies pertaining to assignments.
A. Grading Criteria for Class Participation
For students participating in an Online course, students will receive two weekly Participation grades:
(1) Virtual Class Session (VCS) Discussions:
Students will also participate in a two hour Virtual Class Session (VCS) held on weekday evenings each week. Attendance for the VCS is highly encouraged, but is not required. Students may earn credit for the Virtual Class Session Discussions in one of two ways:
1. Students who attend the live VCS will receive a grade for their participation throughout the VCS.
2. Students who opt out of attending the live VCS will be required to watch the posted recording of the VCS. Students must then turn in a one (1) page summary of the topics covered in the VCS by Sunday at 11:59 p.m. of the same week.
(2) Online Discussion Board Discussions
Each week, students will be assigned 1-3 Discussion Questions. For each Discussion Question, students must post an answer in the Discussion Board on their course Global Academic Portal (GAP) by the assigned deadline each week. Students must then post a Peer Response for each Discussion Question by the deadline that same week. The GAP can be accessed online at gap.westcliff.edu.
You are expected to answer each discussion question critically by using your textbook, LIRN-based research, and the Internet and actively participate in class. All discussion responses should be at least one (1) paragraph in length with significant, rigorous content. Your response should reflect your ability to conduct research and should include citations. You should also present your analysis and back it up with specific examples. Responses to other learners’ analyses should add substance, request clarification, provide a different perspective, or challenge the assertions made by providing real or hypothetical scenarios that the original analysis does not adequately address. It is also good practice to provide normal, supportive comments. Everyone appreciates this feedback. Remember, the purpose of course discussions is to stimulate academic debate.
At the graduate-level, discussion questions can be based on any one (or combination) of the following resources:
· Textbook, current and previous chapter(s)
· Other readings
· Research (journals, periodicals, and other electronic resources)
The University makes a concerted effort to promote a variety of discussion questions that are related to the current course and/or its content as it relates to the field in business in general.
In assigning grades to class discussion, faculty will focus primarily on the quality of your input; however, it usually takes at least some quantity of participation for us to make that evaluation.
Good case discussions take the group farther than any one individual or study group can go on their own. However, it takes at least a certain quantity of participation to make that evaluation. Instructors will develop grades and scores based on the quantity and quality of your contributions.
In general, the instructors’ criteria are:
1. Are points made relevant to the discussion?
2. Do they go beyond a mere recitation of case facts, and are implications clearly drawn?
3. Is there evidence of analysis rather than expression of opinion?
4. Are comments linked to those of others?
5. Did the contribution further the class’ understanding of issues?
Students who neglect to submit their Class Participation responses (either answers to discussion questions or responses to classmates/faculty) by the stated weekly deadlines will be deducted up to 15% of the online participation points possible for that week. Discussion Boards close on Sunday of each week at 11:59 p.m. at which time students are no longer able to post responses and receive no credit for missed posts. Technological issues are not considered valid grounds for late assignment submission. Students are responsible for printing their own assignments, when necessary. Unless an ‘Incomplete’ grade has been granted, assignments submitted after the last day of class will not be accepted
B. Grading Criteria for Professional Assignments:
In Weeks 2 and 6 students will write a 3-4 page paper in response to a case study or similar assignment provided by your professor. Student answers are to be clear, well-organized, and specific. Provide a concise, cogent argument and include details to support your response.
Please refer to Expectations of Student Assignments and the Formatting Requirements for Written Assignments on page 10 of the University Policies for a detailing of specific expectations for how to format and write your paper. Additionally, you may refer to the PA and CLA Grading Rubric found on page 17 of the University Policies.
C. Grading Criteria for Exams
In Week 7 you will have an Exam. Exams will cover the chapters assigned and discussed during the previous week(s). Your access to the Exam begins on Monday and closes on Sunday at midnight. All Exams are strictly closed books.
Some Exams will be chosen for proctoring. Please see the Proctored Examination Policy on Pg. 11.
Grading Criteria for Comprehensive Learning Assessments (CLAs):
CLAs are comprehensive assignments that provide evidence of how well students have mastered the course content and test the students on all the Course Learning Outcomes. CLAs measure student achievement of CLOs in a way that goes beyond rote memorization and gauges true understanding and mastery of course content. CLAs can include assignments such as case study analyses, research papers, and/or student presentations. The answers provided to graduate level CLA’s must demonstrate a broad view of organizational performance factors from the general management perspective that demonstrate concepts pertaining to effective leadership and management in the 21st century globalized business economy. One of the grading criteria requirements is that answers provided exhibit skills that promote and integrate program outcomes and should include decision-making, strategic management, creativity and innovation, leadership, problem-solving and real-time business application. Answers must also demonstrate the student’s ability to research and demonstrate a graduate writing level.
D. Comprehensive Learning Assessment (CLA 1)
In Week 4 students are to write a 8-10 page minimum APA formatted paper in response to a case study or similar assignment provided by the professor. Students must reference at least six sources beyond the course materials. Students’ answers are to be clear, well-organized, and specific. Provide a concise, cogent argument and include details to support your response. CLA 1 focuses on assessing course foundations and the student’s ability to define and understand its main concepts.
Please refer to Expectations of Student Assignments located on page 10 of the syllabus and the Formatting Requirements for Written Assignments located on page 10 of the syllabus for a detailing of specific expectations for how to format and write your paper. Additionally, you may refer to the PA and CLA Grading Rubric found on page 18 of the syllabus.
E. Comprehensive Learning Assessment (CLA 2)
Written Paper Criteria:
In Week 8 students complete CLA2, which is the logical culmination of the course. Your CLA2 submission (cumulative report) should be a minimum of 12-15 pages in length. The CLA assignments encompass the learning outcomes for this course and are designed to demonstrate what has been learning or achieved by the student. CLA 2 measures the student’s competency and mastery of the course concepts, particularly the application of those concepts.
Please refer to Expectations of Student Assignments and the Formatting Requirements for Written Assignments on page 10 of the University Policies for a detailing of specific expectations for how to format and write your paper. Additionally, you may refer to the PA and CLA Grading Rubric found on page 17 of the University Policies.
F. Comprehensive Learning Assessment (CLA 2) Presentation
CLA2 Presentation Criteria:
In addition to your CLA2 report, please prepare a professional PowerPoint presentation summarizing your findings for CLA2. The presentation will consist of your major findings, analysis, and recommendations in a concise presentation of 15 slides (minimum). You should use content from your CLA2 report as material for your PowerPoint presentation. In addition, you should include learning outcomes from all your major assignments. This would include PA1, CLA1, PA2, and of course, CLA2 (unless otherwise specified by your Professor). An agenda, executive summary, and references slides should also be included. Please keep in mind that the university is moving towards a more digital footprint for our students. This means that your final CLA2 presentation may be recorded, so that you may include it in your “e-portfolio” (graduating students should have all of their CLA2 presentations on a flash-drive, in addition to student biography, resume, interests, etc.) Students will present their PowerPoint during the last week of class in either the On-Campus Class Session or the online Virtual Class Session, as determined by the professor. Presentations should not exceed 15 minutes.
Each CLA2 and presentation will become a part of the student’s digital portfolio. Upon completion of the program, the student’s digital portfolio will demonstrate the student’s mastery of the course and program learning outcomes.
GRADING METRICS FOR WEEKLY ONLINE DISCUSSION
|Points||30||20||10||3||0||Weight of Grade|
|AnsweringDiscussion Questions||Student answers or responds to question completely, demonstrating knowledge and understanding of key concepts, ability to think critically, and has included original examples in his/her response. It is required that the textbook and/or scholarly research be included to justify and/or solidify any argument or reasoning.||Student answers or responds to discussion question, but lacks some demonstration of understanding of key concepts, or ability to think critically, or does not include examples and/or textbook or scholarly research.||Student answers or responds to at least one, but not all discussion questions, and/or lacks some demonstration of understanding of key concepts, or ability to think critically, or does not include examples.||Student fails to does not demonstrate understanding of key concepts, or ability to think critically, or does not include examples.||No response made by student||30%|
|Initial Response Preparation||Student brings in outside examples and is able to examine a problem or situation from a variety of perspectives.||Student demonstrates an understanding of key concepts, but offers only some analysis or original thought.||Student responds to question and postings with verbiage copied directly from textbook, rather than in their own words.||Student fails to demonstrate knowledge or understanding of the assigned reading.||No response made by student||10%|
|Initial Response Accountability||Student posts answers and responses on time.||Student posts answers and responses one (1) day late.||Student posts answers and responses two (2) days late.||Student posts answers and responses three (3) days late.||Student fails to post answers and response||10%|
|Response to Peers||Student’s responses are well conceived, offering insight and original examples. Student incorporates or builds off of the ideas of others and provides analysis of concepts discussed.||Student responds to classmates’ postings but response is not well conceived, or does not offer insight or original examples. Might not incorporate or build on the ideas of others in a meaningful way and may lack analysis.||Student responds to classmates’ postings, and response is not well conceived, or does not offer insight, or original examples. Might not incorporate or build on the ideas of others in a meaningful way.||Student’s responses are not well conceived, do not offer insight, or original examples. Does not incorporate or build on the ideas of others.||No response made by student.||30%|
|Peer Response Preparation||Student brings in outside examples and is able to examine a problem or situation from a variety of perspectives.||Student demonstrates an understanding of key concepts, but offers only some analysis or original thought.||Student responds to questions and postings with verbiage copied directly from textbook, rather than in their own words.||Student fails to demonstrate knowledge or understanding of the assigned reading.||No response made by student.||10%|
|Peer Response Accountability||Student posts answers and responses on time.||Student fails to post answers and response||10%|
Grading Rubrics for Activities