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KEUKA COLLEGE
DIVISION OF BUSINESS AND MANAGEMENT

BUS101 – Introduction to Business

VNU-IS, Hanoi
September - October 2022

Professor: Paul Sorensen

Syllabus – subject to change

I reserve the right to change this syllabus if necessary. I will announce any changes to the syllabus. The course
schedule, listed in the following pages, is tentative and subject to change as class proceeds.

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COURSE NUMBER AND TITLE: BUS101 Introduction to Business
TERM: SEMESTER 1 ACADEMIC YEAR 2022-2023
Term Duration: Monday, September 5 to Sunday October 23, 2022

Weekly Class times (2 sessions each week for each of 4 classes):

Class 1 Session 1 Mondays 9:40am-12:40pm
Session 2 Wednesdays 9:40am-12:40pm

Class 2 Session 1 Tuesdays 9:40am-12:40pm

Session 2 Fridays 9:40am-12:40pm

Class 3 Session 1 Mondays 1:00pm-4:00pm

Session 2 Wednesdays 1:00pm-4:00pm

Class 4 Session 1 Tuesdays 1:00pm-4:00pm

Session 2 Fridays 1:00pm-4:00pm

INSTRUCTOR: Paul Sorensen

OFFICE: VNU-IS OFFICE
CELL: 0707937077
EMAIL: paulherethere@yahoo.com
psorensen@keuka.edu

TEXT:  Understanding Business, Nickels McHugh & McHugh, McGraw-Hill, 12th Edition, 2019

MATERIALS:
Course materials and assignments will be shared with students upon the start of classes.

OTHER MATERIALS GERMANE TO THE COURSE: Cambridge International AS and A Level Business
Studies, Stimpson, P. and Farquharson, A., Cambridge University Press, 3rd Edition, 2015

COURSE DESCRIPTION:
In this course, students will receive an introduction to internal functions of a company, management control
functions, and organizational structure and design. Also studied are motivational and ethical theories and their
application to individual and group functioning in organizational situations. This course is a broad survey of
management, which is designed to engage students with the key concepts, models, debates and problems in the
study of business and management. Students will explore the workings of business organizations, how they
function, and how they interact with the environment.
Emphasis will be given to building current vocabulary, familiarity with key contemporary issues, and
developing basic skill sets to enhance further success in Business and in Business studies within the Keuka
program. Those skill sets include planning, organizing, controlling, leading, communicating orally and in
writing, and making decisions based on facts and on past experience and scholarship.

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STUDENT LEARNING OUTCOMES – COURSE AND PROGRAM
PROGRAM OUTCOMES
To explain major concepts in
the functional areas of
management, human
resources, marketing, finance,
and operations.
To evaluate the ethical
implications of leadership in
business.
To describe and explain the
obligations and responsibilities quiry developed in this
of management.
To apply decision-support
tools to business decision
making.
To construct and present
effective oral and written
forms of professional
communications.
To apply knowledge of
business functions in an
integrated manner.
COURSE OUTCOMES ASSESSMENT METHODS
Explain key management 1) Mid-term and final exams
functions—planning, organiz-
ing, controlling, leading and 2) Group case study
staffing-- and how these im- presentation
pact operations of the firm.
3) Individual reflective essay
Prepare for future Keuka on management issues and
College general education experience in the course
coursework by applying
the knowledge, skills, 4) Active participation in class
ways of knowing, and in- discussions and group work
module into a more coher-
ent unit surrounding busi-
ness management themes.
Demonstrate the use of
specific problem-solving
techniques and their ap-
plications to solving
business problems.
Demonstrate and practice
leadership, communications,
decision-making, and other
key management skills.
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KEUKA COLLEGE AND DIVISION OF BUSINESS LEARNING OUTCOMES
E-LEAP Skill
Experiential Learning
Knowledge of Human Community and Society
Cultures and the Physical Cultural Contexts
and Natural World
Self and Individual
Intellectual and Practical Inquiry and Analysis
Skills Critical Thinking
Creative Thinking
Written Communication
Oral Communication
Reading
Information literacy
Teamwork
Problem solving
Personal and Social Civic knowledge and
Responsibility engagement: local and global
Intercultural knowledge and
competence
Ethical reasoning and action
Foundations and skills for
lifelong learning
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Business Program Outcomes
To explain major concepts in
the functional areas of
business management.
To explain major concepts in
the functional areas of
business management.
To apply decision-support
tools to business decision
making.
To apply knowledge of
business concepts and
functions in an integrated
manner.
To construct and present
effective oral and written
forms of professional
communications.
To explain major concepts in
the functional areas of
business management.
To describe the competitive
environment of business.
To evaluate the ethical
environments of business.
To describe and explain the
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E-LEAP Skill Business Program Outcomes

Integrative and Applied Synthesis and advanced To explain major concepts in

Learning accomplishment across the functional areas of
general and specialized business management.
studies

TEACHING METHODOLOGY:
The course will use readings, lectures, discussion, case analysis, reflective journaling, and individual and
group activities to accomplish the course objectives and learning outcomes. Students will assume
responsibility for learning and teaching throughout the course through active participation.
The teaching and learning approach in this course is highly interactive, requiring ongoing student
participation and contribution.

To this end, and prior to each class, students must:

- Download the weekly lecture and seminar materials from the course website
- Prepare your weekly readings (from the textbook and other distributed course
materials)
- Prepare your responses to set discussion questions and cases
- Be prepared to participate in the class discussions and group work

Groups will be formed during the 1st class. Groups will consist of 3 or 4 students maximum.

ASSIGNMENTS/ASSESSMENTS:
1) Group presentation: Students in their small groups will prepare and give a 20-minute presentation about an
assigned case study (as seen in the appendices at the end of this syllabus). All students in a group should present
for equal amounts of time over the 20 minutes. Marks will be awarded individually; that is, there will not be one
overall grade for a group and its members.

2) Individual reflective essay: Each student will write a reflective essay of up to 1000 words (2 pages)
describing what you have learned about developing yourself as a team member and “future manager” during the
group presentation assignment. Your essay should:
• Reflect personal and team working issues that you experienced.
• Indicate your individual areas of weaknesses and strengths and possible ways to improve yourself and
your skills. Wherever possible, you should refer to relevant models and theory discussed in class about
motivation, manager characteristics, leadership styles, and ethical principles. You are encouraged to read more
widely and will receive higher marks for including information that you have researched yourself.

EXAMS:

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The mid-term exam will be 2 hours during week 4. The final exam will be 2 hours during week 7. Questions
will be a mixture of multiple choice, short-answer, and critical thinking questions.

ASSIGNMENTS/GRADE CALCULATIONS:
CATEGORY Percent
Mid-term exam (week 4) 25
Final exam (week 7) 25
Group presentation (week 7) 20
Individual reflective essay (due beginning of week 7) 20
Participation 10
TOTAL 100

CREDIT HOUR POLICY:

In accordance with the U.S. Department of Education guidelines, a credit hour is college-level credit or the
transfer of coursework from another accredited institution. One credit hour reflects an amount of work
represented in the course learning outcomes and verified by evidence of student achievement for these learning
outcomes. A credit hour is awarded on the basis of one of the following sets of criteria:
a. The completion of one hour (at least 55 minutes) of classroom or direct faculty instruction and a
minimum of two hours of out-of-class student work each week for one semester of approximately 15 weeks.; or
b. Completion of an institutionally sanctioned academic activity (e.g., internship, practicum, laboratory or
studio work, and fieldwork) that is equivalent to the amount of work stipulated in paragraph (a) and may occur
over a different amount of time.

Faculty members in academic departments will propose the number of credit hours to be assigned to each new
course to the Curriculum Committee based on the preceding definitions of a credit hour. Compliance with this
policy is monitored by the Vice President for Academic Affairs.

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DIVISION OF BUSINESS AND MANAGEMENT: GRADING SYSTEM
Based on a 100-point Scale
A 93-100 4.00
A- 90-92 3.67
B+ 87-89 3.33
B 83-86 3.00
B- 80-82 2.67
C+ 77-79 2.33
C 73-76 2.00
C- 70-72 1.67
D+ 67-69 1.33
D 63-66 1.00
D- 60-62 0.67
F 59-0 0.00

ATTENDANCE POLICY (from KC Student Handbook):

1. A student is expected to fulfill all requirements and obligations of courses in which she/he is registered.

2. It is the prerogative of each individual instructor, discipline faculty, or division to determine the
importance of class attendance. Any instructor who elects to have a class attendance policy will set forth
the policy for that term in the course syllabus.

3. If a student is absent because of illnesses or family emergencies, it is his/her responsibility to notify

his/her course instructor’s in advance, if at all possible. It is the student’s responsibility to consult with
his/her instructor(s) upon return about how to make up for the missed work. The instructor has final
authority in these matters. In the event of an emergency, the student may contact the registrar’s office.
The registrar’s office will then e-mail notification to the student’s instructors.

4. Absences might also occur because of planned events. Keuka College students are encouraged to
participate in activities outside of the classroom, yet these activities may conflict with class times. It is
the student’s responsibility to consult with the instructor in advance to ascertain whether the absence
will be allowed, to submit all written work on time, and to arrange for reasonable make-up times and
methods. Although instructors may wish to facilitate student participation in these activities, the nature
of courses, laboratories, and practicum experiences may require that the student attend class in order to
ensure successful completion of the course. The instructor has the final authority in these matters.

ACADEMIC DISHONESTY/CHEATING:
Keuka College expects its students to adhere to high ethical standards in pursuing their academic goals.
Plagiarism and other forms of cheating will not be tolerated and will result in disciplinary action. All written
submittals (assignments and essays) will be carefully checked for plagiarism.

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STUDENTS WITH DISABILITIES:

Section 504 of the 1973 Federal Rehabilitation Act and the 1990 Americans with Disabilities Act (ADA)
require that Keuka College make reasonable modifications of policies and practices and provide certain
individualized services to otherwise qualified students with disabilities. In the spirit of these federal mandates
and because of a commitment to education, Keuka assists those who, although disabled in some way, are
potentially capable of the successful completion of college. Individuals with disabilities may include those with
learning disabilities (including Attention Deficit Disorder), visual or auditory impairments, speech impairments,
mobility impairments, emotional illness, head trauma or medical conditions that substantially limit one or more
major life activities as specified in the law. Specific accommodations will be decided on a case-by-case basis in
accordance with federal law, depending on the type and extent of disability. A copy of the full policy is
available from the Academic Support Program, the Academic Dean and the Division Chairs.

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TENTATIVE COURSE ASSIGNMENT SCHEDULE
INTRODUCTION TO BUSINESS
Week/session Topic Readings / Powerpoints Activities/Preparation
Week 1 Make small groups and
Session 1 Module overview and Powerpoints : introduce group project
introduction 1-1 and 1-2 Activity : Job satisfaction
Session 2 Overview of key
business management Finalize groups and
Powerpoints :
issues project approach
2-1 and 2-2
Week 2
Session 3 Management and Book : Ch. 7 Discuss Reflective
Leadership: key Powerpoints : Journal project
concepts 3-1 and 3-2

Internal business How to analyze and

Session 4 Powerpoints :
functions: management, evaluate the main
marketing, HR, finance, 4-1
internal functions and
operations departments of a
company

Week 3 Discussion of examples

Session 5 Overview of Human Book : Ch. 11 of HR contributions to
Resource Management the « bottom line » of a
Powerpoints :
issues company
5-1, 5-2, 5-3, 5-4
Activity

Session 6 Book : Ch. 12

Key functions of HR Mid-term summary
Powerpoints :
6-1 and 6-2
Week 4
Session 7 Mid-term exam

Session 8 Motivation theories and Book : Ch. 10 Activity : What

models Powerpoints : motivates you ?
8-1, 8-2, 8-3, 8-4
Week 5 Business Ethics and Book : Ch. 4 Activity : Ethical
Session 9 Corporate Social Powerpoints : dilemmas
Responsibility 9-1, 9-2

Organizational design Projects workshop

Session 10 Book : Ch. 8

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and structure Powerpoints : 10-1, 10-2
Week 6
Session 11 Entrepreneurship and Book : Ch. 5 and 6 Workshops : Tips on
forming a new business Powerpoints : creating and delivering
effective presentations
11-1 and 11-2
Session 12 Workshop: module
summary and Final revision
assessment support
Week 7
Session 13 Group presentations Reflective essays due

Session 14 Final Exam

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APPENDICES

Appendix A: Keuka College Vision and Mission

Appendix B: Group Presentation Case Study
Appendix C: Group Presentation Rubric
Appendix D: Individual Reflective Essay Rubric

Appendix A: College Vision and Mission

KEUKA COLLEGE VISION STATEMENT

To bring strength to our nation and help to humanity.

KEUKA COLLEGE MISSION STATEMENT

To create exemplary citizens and leaders to serve the nation and the world.

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Appendix B: Group Project Case Study

Introduction to Business: Group Presentation (20% of grade)

You will work in a small group to analyze a business case study (see next pages) about crisis management at
Johnson & Johnson. Using the presentation rubric (shown in Appendix C) as guidance, work in your group to
create a PowerPoint presentation that answers the following questions about your case study. These questions
should be answered in separate sections of your presentation and all carry the same weighting.

1. In general, what constitutes a “crisis” for a company? Specifically, according to this case, what do you
think was the most important concept of crisis management that drove J&J’s response?

2. Briefly explain how you think J&J’s vision and mission directly related to the company’s response.
3. State briefly what advice you would give a company about managing a crisis.

4. Considering in-class discussions and your own readings of management and ethics theories and prac-
tices, would you like to work for a company such as J&J? Briefly explain why or why not.

Your presentation should be 20 minutes

Marks will be awarded for:

(i) The relevance of your answers to the case study material and your application of relevant theory as dis-
cussed in class.

(ii) Ability to insightfully apply concepts to practical effect.

(iii) A good balance between the practical and theoretical aspects.

(iv) Accuracy and clarity of style in presenting answers.

 You must bring 1 hard copy of your presentation to class at the time of your presentation.

 You may use your own equipment for the presentation. If you choose to do so, you should test the equip-
ment in the classroom beforehand.

 Ensure that you carefully read the attached rubric which sets out how your marks are awarded for this pre-
sentation.

 Each member of the group will be awarded individual marks based on their participation and contribution to
the project, as well as on their presentation skills.

 Each member should speak in equal amounts of time during the 20 minutes.

 You must include a contents slide, an introduction and a conclusion in your presentation.

The case begins on the next page.

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THE TYLENOL CRISIS, 1982

What happened?
In October of 1982, Tylenol, the leading pain-killer medicine in the United States
at the time, faced a tremendous crisis when seven people in Chicago were
reported dead after taking extra-strength Tylenol capsules. It was reported that an
unknown suspect/s put 65 milligrams of deadly cyanide into Tylenol capsules,
10,000 more than what is necessary to kill a human.
The tampering occurred once the product reached the shelves. They were
removed from the shelves, infected with cyanide and returned to the shelves
(Mitchell, 1989). In 1982, Tylenol controlled 37 percent of its market with revenue
of about $1.2 million. Immediately after the cyanide poisonings, its market share
was reduced to seven percent (Mitchell 1989).

What did Johnson & Johnson do?

Once the connection was made between the Tylenol capsules and the reported
deaths, public announcements were made warning people about the consumption of the product. Johnson
& Johnson was faced with the dilemma of the best way to deal with the problem without destroying the
reputation of the company and its most profitable product.
Following one of our guidelines of protecting people first and property second, McNeil Consumer Products,
a subsidiary of Johnson & Johnson, conducted an immediate product recall from the entire country which
amounted to about 31 million bottles and a loss of more than $100 million dollars. (Lazare, Chicago Sun-
Times 2002) Additionally, they halted all advertisement for the product.
Although Johnson & Johnson knew they were not responsible for the tampering of the product, they
assumed responsibility by ensuring public safety first and recalled all of their capsules from the market. In
fact, in February of 1986, when a woman was reported dead from cyanide poisoning in Tylenol capsules,
Johnson & Johnson permanently removed all of the capsules from the market.
How did Johnson & Johnson re-introduce the product to the market?
Once the product was removed from the market, Johnson & Johnson had to come up with a campaign to
re-introduce its product and restore confidence back to the consumer.

1. Tylenol products were re-introduced containing a triple-seal tamper resistant packaging. It became the
first company to comply with the Food and Drug Administration mandate of tamper-resistant packaging.
(Mitchell 1989) Furthermore, they promoted caplets, which are more resistant to tampering.

2. In order to motivate consumers to buy the product, they offered a $2.50 off coupon on the purchase of
their product. They were available in the newspapers as well as by calling a toll-free number. (Mitchell
1989)

3. To recover loss stock from the crisis, Johnson & Johnson made a new pricing program that gave
consumers up to 25% off the purchase of the product. (Mitchell 1989)

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4. Over 2250 sales people made presentations for the medical community to restore confidence on the
product. (Mitchell 1989)

What was Tylenol's basis for its crisis management program?

The reason Tylenol reacted so quickly and in such a positive manner to the crisis stems from the
company’s mission statement. (Lazare Chicago Sun-Times 2002). On the company’s credo written in the
mid-1940’s by Robert Wood Johnson, he stated that the company‘s responsibilities were to the consumers
and medical professionals using its products, employees, the communities where its people work and live,
and its stockholders. Therefore, it was essential to maintain the safety of its publics to maintain the
company alive. Johnson & Johnson’s responsibility to its publics first proved to be its most efficient public
relations tool. It was the key to the brand’s survival.

Tylenol is one of thousands of companies who have faced a crisis that can be destructive to its company if
not handled properly. In 1999, 17 years later, when Coca-Cola was faced with a crisis of its own, Nick
Purdom of PR Week wrote that "the PR industry has an important role to play in helping companies
identify and manage risks that could damage their reputation." While Tylenol succeeded in managing its
crisis, the Exxon case was not as successful.

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Appendix C: Group Presentation Rubric
Aspects to be Significantly Somewhat Meets Somewhat Significantly
assessed & short of short of expectation exceeds exceeds
point values expectation expectation expectation expectation
1 2 3 4 5
Introduction
of Group and
Topic

(15 points)
Use of Visual
Technology

(20 points)

Voice
Projection and
Speaking
Skills
(25 points)
Critical
analysis

(20 points)

Recommendat
ions and
Summary

(20 points)
TOTAL
(out of 100)

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Appendix D: Individual Reflective Essay Rubric

Introduction to Business: REFLECTIVE ESSAY RUBRIC

Descriptor and 0-39 % 40-49% 50-59% 60-69% 70%+
percentages Fail Pass (3rd) Pass (2:2) Pass (2:1) Pass (1st)
Introductions Fails to accurately Broadly defines Accurately Concisely defines Confidently
Defining topic and key define the question the question to be defines the the question and defines the
elements to be covered or does not answer answered. question and key elements to be question,
(10%) the question set. explores how this explored and introduces the
might be explores how this topic and key
achieved. might be elements to be
achieved. explored and
explains how
this might be
achieved
Content and Theory Shows no Shows little Shows some Assignment Excellent
Includes reference to understanding of understanding of understanding of clearly reflects knowledge of
theories and models personal and team personal and team personal and team understanding of broader
discussed on the course. working issues. working issues. working issues. personal and team content
(65%) Limited strength in Basic knowledge Good knowledge working issues. discussed on
relation to demonstrated in demonstrated in Very good the module is
discussions of both relation to relation to knowledge present. Some
of these and areas of discussions of discussions of demonstrated in skills of
personal both of these and both of these and relation to evaluation may
development and areas of personal areas of personal discussions of be present.
learning facilitated development and development and both of these and
by the module. learning learning areas of personal
facilitated by the facilitated by the development and
module. module. learning
facilitated by the
module.
Conclusion Not included. Descriptive Brief conclusion, Brief conclusion Concise
Ability to synthesize and conclusion with a tendency to with some overview of
develop including content repeat the overview of findings with
arguments/perspectives that should have questions set. findings. discussions
(10%) featured in main adequately
body of essay. wrapped up.
Organisation/Structure Work incorrectly Work incorrectly Work referenced Referencing good, Referencing
and Language use referenced. Many referenced but accurately with and language and excellent.
Accurate referencing, errors with language basically some lapses. structure of Sound logical
logical structure, spelling/grammar sound. Some error Language presentation very structure and
language proficiency etc. with structuring satisfactory along good. confident use
(15%) the assignment. with structure. of English
language.

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