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REQUEST TO COLLEGE CURRICULUM COMMITTEE FOR CURRICULAR IMPROVEMENTS

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REQUEST TO COLLEGE CURRICULUM COMMITTEE FOR CURRICULAR IMPROVEMENTS DEPARTMENT: BUS PROPOSED EFFECTIVE SEMESTER: Fall 2014 COLLEGE: HCoB PROPOSED IMPROVEMENTS Academic Program Substantive Course Changes
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REQUEST TO COLLEGE CURRICULUM COMMITTEE FOR CURRICULAR IMPROVEMENTS DEPARTMENT: BUS PROPOSED EFFECTIVE SEMESTER: Fall 2014 COLLEGE: HCoB PROPOSED IMPROVEMENTS Academic Program Substantive Course Changes Misc. Course Changes New degree* New course Title New major* Pre or Co-requisites Description (attach current & proposed) New curriculum* Deletion (required by others) Deletion (not required by others) New concentration* Course #, different level Course #, same level New certificate Credit hours Variable credit New minor Enrollment restriction Credit/no credit Revised major Course-level restriction Cross-listing Revised minor Prefix Title and description COGE reapproval Admission requirements (attach current & proposed) Other (explain**) Graduation requirements General education (select one) Deletion Transfer Not Applicable Other (explain**) Other (explain**) ** Other: Title of degree, curriculum, major, minor, concentration, or certificate: Bachelor of Business Administration Existing course prefix and #: Proposed course prefix and #: BUS 4500 Credit hours: 3 cr. Existing course title: Proposed course title: Business Ethics and Sustainability Existing course prerequisite & co-requisite(s): Proposed course prerequisite(s): MGMT 2500, MKTG 2500, BUS 2700, and FIN 3200 If there are multiple prerequisites, connect with and or or. To remove prerequisites, enter none. Proposed course co-requisite(s) If there are multiple corequisites, they are always joined by and. Proposed course prerequisite(s) that can also be taken concurrently: Is there a minimum grade for the prerequisites or corequisites? The default grades are D for undergraduates and C for graduates. Major/minor or classification restrictions: List the Banner 4 character codes and whether they should be included or excluded. For 5000 level prerequisites & corequisites: Do these apply to: (circle one) undergraduates graduates both Specifications for University Schedule of Classes: a. Course title (maximum of 30 spaces): Business Ethics and Sustainability b. Multi-topic course: No Yes c. Repeatable for credit: No Yes d. Mandatory credit/no credit: No Yes e. Type of class and contact hours per week (check type and indicate hours as appropriate) 1. Lecture 3. Lecture/lab/discussion 5. Independent study 2. Lab or discussion 4. Seminar or studio 6. Supervision or practicum CIP Code (Registrar s use only): Chair/Director Chair, College Curriculum Committee Dean : Graduate Dean: Curriculum Manager: Return to dean Forward to: Chair, COGE/ PEB / FS President FOR PROPOSALS REQUIRING GSC/USC REVIEW: * Approve Disapprove Chair, GSC/USC * Approve Disapprove Provost Revised May All previous forms are obsolete and should not be used. 1. Explain briefly and clearly the proposed improvement. The Haworth College of Business Faculty and the HCoB Undergraduate Program Council strongly recommend that a new course be developed: BUS 4500, Business Ethics and Sustainability. 2. Rationale. Give your reason(s) for the proposed improvement. (If your proposal includes prerequisites, justify those, too.) The HCoB faculty have for years attempted to infuse ethical content into existing courses throughout the curriculum; additionally, the university has recently developed goals related to sustainability. After much consideration and looking at indirect and direct learning assessment results, it appears that the infusion strategy for ethical knowledge has not worked as effectively as we would like. Given our updated learning goals, which specifically include a understanding ethical business practices goal as well as a learning objective related to sustainability knowledge for our undergraduate students, it is recommended that a course dedicated to these topics be created. 3. Effect on other colleges, departments or programs. If consultation with others is required, attach evidence of consultation and support. If objections have been raised, document the resolution. Demonstrate that the program you propose is not a duplication of an existing one. None 4. Effect on your department s programs. Show how the proposed change fits with other departmental offerings. This should have a positive impact on our students learning about business ethics and sustainability issues. It should have no other effect on our BBA program. 5. Effects on enrolled students: Are program conflicts avoided? Will your proposal make it easier or harder for students to meet graduation requirements? Can students complete the program in a reasonable time? Show that you have considered scheduling needs and demands on students time. If a required course will be offered during summer only, provide a rationale. Creating this course, and requiring it as part of the BBA curriculum will have positive impact on students learning more about ethics and sustainability issues. This should not delay students graduation; there will be multiple sections offered in multiple semesters, so students will have a choice as to how this course fits into their schedules. 6. Student or external market demand. What is your anticipated student audience? What evidence of student or market demand or need exists? What is the estimated enrollment? What other factors make your proposal beneficial to students? Our anticipated audience is our senior-level business students, as well as students interested in minoring in business. Estimated enrollment each Fall and Spring semester will be approximately students. We also plan to offer this course during summer I and II sessions, since it will be a required course; approximately 250 students will take it during the summer months. 7. Effects on resources. Explain how your proposal would affect department and University resources, including faculty, equipment, space, technology, and library holdings. Tell how you will staff additions to the program. If more advising will be needed, how will you provide for it? How often will course(s) be offered? What will be the initial one-time costs and the ongoing base-funding costs for the proposed program? (Attach additional pages, as necessary.) Sections of BUS 4500 will be offered during Fall, Spring, Summer I and II sessions, with most students taking the course during Fall and Spring. In the last two years, HCoB has hired 14 new faculty members across several departments; this allows us some flexibility in teaching assignments. We have existing faculty who are interested in teaching this course. Additionally, in Fall 2013, some of our new faculty members will begin teaching full teaching loads (3/3 reduced to 2/2 during their first two years), which will also provide teaching availability for this course; in addition, some departments have had a decrease in majors in the last two years, leaving room to cover teaching in this course. 8. General education criteria. For a general education course, indicate how this course will meet the criteria for the area or proficiency. (See the General Education Policy for descriptions of each area and proficiency and the criteria. Attach additional pages as necessary. Attach a syllabus if (a) proposing a new course, (b) requesting certification for baccalaureate-level writing, or (c) requesting reapproval of an existing course.) Not applying for general education. 9. List the learning outcomes for the proposed course or the revised or proposed major, minor, or concentration. These are the outcomes that the department will use for future assessments of the course or program. Contributes to HCOB BBA Learning Goal 5: Students will understand ethical business practices Learning objective 1: Students will be able to define ethics Learning objective 2: Students will be able to recognize an ethical dilemma Learning objective 3: Students will be able to describe a framework for resolving an ethical dilemma Learning objective 4: Students will be able to define sustainability The learning goals for the course are as follows: 1. Identify and evaluate the rights and duties of the major stakeholders in business decisions 2. Evaluate theoretical models of ethical behavior, corporate social responsibility and sustainable business practices, and apply such models to business problems 3. Make connections between ethical and sustainability issues and actions 4. Understand and distinguish between social, environmental, and economic sustainability 5. Gain an understanding of how to integrate sustainability and human rights principles into business strategy, operations, and governance 10. Describe how this curriculum change is a response to assessment outcomes that are part of a departmental or college assessment plan or informal assessment activities. One of our learning goals for HCOB undergraduates is that students will understand ethical business practices. This has been a long-standing goal of the college that has now been reemphasized through the update of our learning goals and objectives. We have struggles to develop effective measures and processes for collecting student learning data related to ethics. The little past data that we have suggests that our students do not have a strong understanding of how ethics relates to business decisions (assessment data). Over the years, we have attempted to reach this goal by encouraging infusion of ethical content in our courses. Ideally, this would be great but in practical terms, this has not proved doable. Traditionally, we focused on infusion occurring at least in core courses. Even those that are strong believers find it difficult to infuse content citing lack of time (and lack of experience). To attain our goals, we really need to follow what AACSB refers to as an interlock strategy, which calls for complementary initiatives, insert a dedicated course in Ethics and Sustainability into the curriculum and complement that with infusion of content in other courses. 11. (Undergraduate proposals only) Describe, in detail, how this curriculum change affects transfer articulation for Michigan community colleges. For course changes, include detail on necessary changes to transfer articulation from Michigan community college courses. For new majors or minors, describe transfer guidelines to be developed with Michigan community colleges. For revisions to majors or minors, describe necessary revisions to Michigan community college guidelines. Department chairs should seek assistance from college advising directors or from the admissions office in completing this section. Each articulation agreement will need to consider whether or not the community college or similar institution has a comparable course for articulation; however, given that this is an upper-level BBA course, it is unlikely that there would be comparable courses offered at community colleges. At the current time, there should be no direct impact on transfer articulation agreements. Proposed Course Description: This course seeks to develop students understanding of business ethics and sustainability. The goal is to provide students with an enhanced ability to recognize the ethical dimensions of business problems. Students will assess activities from different functional areas of business in the context of developing sustainable practices. Prerequisites: BUS 2700, MGMT 2500, MKTG 2500, FIN 3200
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