Missouri Baptist University

BUSN363 Financial Management

Course Syllabus
Term: Summer II 2014
Section: ETW2
Credit hours: 3
Prerequisites: ACCT213 & ACCT223
(Grade of C or better)
Campus: Troy/Wentzville RLC
Professor: Mary Sue Thompson
Email: thompson@mobap.edu
Office Phone: (636) 366-4363
Cell Phone: (314) 341-3941

Course Description:
This course is designed to equip students with key tools, techniques, and theories that promote wealth
maximizing decision-making within the firm. These tools, techniques, and theories include financial
institutions and markets, financial statement analysis, working capital management, cash budgets and
cash flow analysis, pro-forma statements, time value of money, and capital budgeting.
Required Text(s):
Brigham and Houston. Fundamentals of Financial Management, Thirteenth Edition. Mason, Ohio:
South-Western Cengage Learning. 2013.
Required Material(s):
Financial Calculator to calculate time value of money (HP preferred) or buy the app for your
phone
Missouri Baptist Universitys Mission Statement
Missouri Baptist University is an evangelical Christian, liberal arts institution of higher learning whose
purpose is to offer programs of study leading to professional certificates, undergraduate degrees, and
graduate degrees in an environment of academic excellence from a Biblically based Christian perspective.
The University is committed to enriching students lives spiritually, intellectually, and professionally, and
to preparing students to serve in a global and culturally diverse society.


Missouri Baptist Universitys Institutional Objectives:
Critical Thinking: Critical thinking is accurately interpreting evidence, identifying salient arguments,
thoughtfully analyzing and evaluating alternative points of view, reaching judicious conclusions, justifying
results, explaining assumptions and reasons, and fair-mindedly following where evidence and reasons
lead.
1. Students will be able to demonstrate habits of critical inquiry and a mastery of critical thinking
skills.
2. Students will demonstrate understanding of analysis, criticism, and advocacy in the context of
both deductive and inductive reasoning.
3. Students will demonstrate the ability to identify relevant factors needed to make a decision,
solve a problem, and produce cogent reasoning.
Faith and Learning: Faith and learning is a project whose goal is to ascertain and develop integral
relationships between the Christian faith and human knowledge (in various academic disciplines),
motivations, and behaviors.
1. Students will develop and demonstrate the use of critical tools to evaluate the relationship
between faith and other disciplines.
2. Students will give evidence of developmentally appropriate levels of moral formation (thinking,
affects, and behavior) that reflect not only reciprocity and fairness, but also caring and
commitment.
3. Students will demonstrate the ability to explore and apply ethics and value systems in moral
decision-making.
Use of Technology: The use of technology includes the ability of students to continually grow in the
application of current and emerging technologies. These skills are reflected in the students ability to
employ appropriate technological learning tools for research, presentations, and in support of learning.
Students must have the knowledge and skills to identify, locate, explore, and evaluate the suitability of
technological resources including applications, tools, educational software, and associated
documentation.
1. Students will demonstrate knowledge and skills in the nature and operation of technology
systems.
2. Students will understand the ethical issues related to technology and practice responsible use
of technological systems, information and software.
3. Students will use technology to enhance learning, increase productivity, engage in research,
and promote creativity.
4. Students will use technology to collaborate, publish, and interact with peers, experts, and
other audiences.
5. Students will employ technology in the development of strategies for solving problems in the
real world.
Developing a Diverse and Global Perspective: Diversity takes many forms including differences in
organizational mission, educational levels, ideas, viewpoints, perspectives, values, religious beliefs,
backgrounds, race, gender, age, human capacity, and ethnicity. People become more aware of
differences and similarities in a variety of ways, including through processes of discovery and exploration,
interaction, collaboration, and partnering (HLC Handbook of Accreditation, 3.4). This diversity extends
beyond the boundaries of one country or one ethnic group. Decisions in one part of the world may have
consequences for people and institutions in other parts of the world. Global thinking is a recognition that
citizens are part of a global community and interconnections are a crucial part of todays life (Ability-
Based Learning Outcomes, Alverno College, 43).
1. Students will provide evidence through a variety of learning experiences of their ability to
assess their own awareness of, sensitivity to, and respect for varying viewpoints, religious beliefs,
race, gender, age, human capacity and ethnicity.
2. Students will use disciplinary concepts and frameworks to gather information to explore
possible responses and propose theoretical and pragmatic approaches to complex global issues.
3. Students will, through a variety of learning experiences, demonstrate the ability to engage in
discussions of complex issues, with an awareness of the contexts and perspectives in the
formation of diverse cultures, and to collaborate and draw out the best resolutions possible in
relation to others based on an informed foundation.
Oral and Written Communication: Communication is the art of effectively expressing and exchanging
ideas through speech and writing.
1. The student will communicate effectively in writing to various audiences.
2. The student will conduct meaningful research, including gathering information from primary
and secondary sources incorporating and documenting source material in their writing.
3. The student will evaluate and organize ideas for original oral presentations.
4. The student will communicate through effective public speaking by delivering a variety of
speeches to various audiences.
5. The student will demonstrate mastery of basic written and oral communication, including the
ability to read and listen with understanding and critical discernment.
Social Interaction: Much of the worlds work (discourse), whether it be in the local community or the
global society, is accomplished through conversation, consultation, discussion, and debate on
committees, task forces, boards, and political activities. The ability to relate to and interact with and
within the wide variety of systems (individual, institutional, and organizational) is an essential skill for
success. Students must develop social and political skills and competence in civil discourse to compliment
which are expressed in written and oral form. To this end, social integration is integral to student
learning outcomes.
1. Students will demonstrate an understanding of the analytical frameworks that undergird social
interaction.
2. Students will employ the reflective process to perform self-assessment of attitudes, emotions,
behaviors, and cognitive processes.
3. Students will demonstrate, through analysis and self-awareness, the ability to formulate
strategies that increase their effectiveness in group and interpersonal interactions.
4. Students will demonstrate initiative in their willingness to engage in the negotiation of
increasingly complex and diverse interpersonal situations.
5. Students will demonstrate leadership abilities to facilitate the achievement of professional
goals in interpersonal and group interactions.
Aesthetic Engagement: The objective of the visual and performing arts in a core curriculum is to expand
students knowledge of the human condition and human cultures, especially in relation to behaviors,
ideas, and values expressed in works of human imagination. Aesthetic engagement includes the ability to
not only develop a basic understanding of the historical and cross-cultural contexts art, but the ability to
participate in artistic endeavors, both as creator and active audience member (Ability-Based Learning,
Alverno, p. 57). Through study in disciplines such as the visual and performing arts, students will engage
in critical analysis, form aesthetic judgments, and develop and appreciation of the arts as fundamental to
health and survival of any society.
1. Students will demonstrate an awareness of the scope and variety of works in the arts,
including historical and/or cross-cultural expressions.
2. Students will participate in aesthetic events such as musical performances, dramatic
presentations, poetry readings, visual art displays, and/or other forms of artistic activities.
3. Students will demonstrate the ability to critically analyze various artistic forms to develop
informed choices and interpretations of the visual and performing arts.
Diversity: Missouri Baptist University is committed to maintaining a community that recognizes and
values the inherent worth and dignity of every person. Missouri Baptist University affirms that an
important part of the integration of faith and learning is the recognition that all people are created in the
image of God and worthy of respect and dignity. We seek to ensure that all students have full access to
the educational, social, and spiritual growth opportunities that the University provides to ensure that
students understand and appreciate one of the Universitys core values which is social change through
service and leadership.
Through its curricula and classroom experiences, the university seeks to develop and nurture diversity
because it strengthens the organization, promotes creative problem solving, and enriches us all.
The goal is to present materials and activities that are respectful of diverse groups including, but not
limited to, race, gender, color, national or ethnic origin, age, qualified disability, military service, learning
differences, or socioeconomic status.
Special Needs

Missouri Baptist University, in accordance with the Americans with Disabilities Act of 1990, will provide
reasonable accommodations for eligible students with disabilities (e.g. attention, health, hearing,
learning, mobility, physical, psychiatric, or vision). If you have a disability that may have some impact on
your work in this class and for which you may require accommodations, please inform me immediately so
that your learning needs may be appropriately met. Students with a disability must register with the
Special Needs Access Office for disability verification and for determination of reasonable academic
accommodations. You are responsible for initiating arrangements for accommodations for tests and
other assignments in collaboration with the Special Needs Access Office and the faculty.

The Special Needs Access Office is located on the main campus in Field Academic Hall
Room 350. Connie Crader, the Special Needs Access Coordinator, can be reached at
314-681-3278 or CraderC@mobap.edu.




Student Use of Email: In accordance with Missouri Baptist University (MBU) policy, every student is
required to have and to maintain an official MBU e-mail address. Some students may elect to forward
their e-mail to an address different from their official MBU email account. Any student who elects to
forward MBU e-mail to a different e-mail address assumes full responsibility for reading e-mail at the
forwarded location. Students are expected to check their University e-mail account, or the account to
which their University e-mail is forwarded, at least twice a week.

University Policies: All students are responsible for the knowledge of and compliance with all university
policies as stated in the university catalog, graduate bulletin, and student handbook including but not
limited to grade appeal, computer use, copyright laws, and academic honesty and integrity.

Business Division Mission Statement
In accordance with the mission statement of Missouri Baptist University, the Business Division seeks to
provide a personalized academic program, based on a Christian, liberal arts, worldview that is applicable
to the business world of today. The program is designed to produce motivated graduates equipped with
practical, ethical, and current business skills, and social attitudes and ideals based on Christian precepts.
Business Division Objectives:
The objectives for this course follow Missouri Baptist Universitys institutional objectives for student
learning. The following Business Division Objectives are incorporated in the Advanced Financial
Management course at MBU. The student will be expected to:
1. Develop a personal and professional philosophy that exemplifies Christian values and ethics
and fosters a sense of social responsibility and stewardship for society, government community
and the environment.
2. Acquire and utilize written and verbal language skills to effectively communicate with a broad
range of stakeholders.
3. Employ technology to enhance learning and group collaboration and develop technology based
tools for problem solving in a business environment.
4. Demonstrate through a variety of learning experiences an appreciation of the increasing
importance of cultural diversity and globalization in the administration of organizations.
5. Organize, manage and interpret information to serve personal, organizational and societal
needs and goals.
6. Use management and behavioral concepts and models to analyze the dynamics of planning,
controlling and leading organizations.
7. Understand the social interactions of the workplace and marketplace and demonstrate the
ability to develop strategies to work successfully within a wide variety of systems.
8. Develop leadership abilities to facilitate the achievement of professional goals in a variety of
social settings.
Course Learning Outcomes:
Upon successful completion of this course, the student will:
1. Identify the managerial finance function, primary goal of the firm, and describe a number of
ethical responsibilities assumed by the financial manager.
2. Perform ratio and cash flow analysis.
3. Discuss the cash-planning process and the preparation, evaluation, and use of the cash
budget.
4. Describe short-term financial management and identify key short-term management
strategies.
5. Discuss the role of time value in finance and calculate a number of common time value
applications.
6. Describe the capital budgeting process and apply numerous capital budgeting techniques in
order to evaluate alternatives.
Learning Outcome Assessment Tools:
Exams 300
Quizzes 100
Problems Homework 100
Course Total points 500 points
Exams/Quizzes/Cases/Assignments:
The exams will cover the material discussed in class and the assigned readings (if discussed in class or
not). Students are required to take all exams and complete all learning outcome assessment tools
Exams may include multiple choice, problems, and/or essay questions.


Grading Policy
Grades are earned by the student, not given by the professor. Students must turn in homework and
other assignments on the schedule dates. No credit will be given for late work. No one is excused from
any assignments regardless of point value. Students will take major exams as scheduled. Make-up
exams will be given only for those students who have been excused IN ADVANCE of the scheduled exam
date.
A = 90% and above
B= 80-89
C= 70-79
D= 60-69
F= below 60
Course Policies
MBU Attendance Policy: See University Catalog.
Students are expected to attend class, participate and complete work assignments in order to
successfully complete this course. All absences are counted toward excessive absences and the
withdrawal number of absences. If a student must miss a class session, the student is expected to make
up the course work. Students are expected to read the assigned readings, complete homework prior to
class, and be prepared to discuss key information. Three absences will result in a failing (F) grade in this
course.
Academic Honesty:
In keeping with school policy and our Christian heritage, academic honesty is strictly enforced. Unless an
assignment is specifically designated as a group project, any assignments are to be that students
personal work.
Technology and Cell Phones:
The use of recording devices, cell phones, and any other form of electronic communication devices
cannot be used in the classroom. Students who violate this policy may be removed from class at the sole
discretion of the professor and will receive a letter grade reduction in the overall grade for the course for
each violation and counted absent for that class session.
Classroom Decorum:
Appropriate behavior is expected in the classroom. Sleeping, talking, excessive absences, coming and
going from the classroom, and disrespect of the teacher and/or your fellow students are not acceptable
behaviors. In accordance with the MBU Student Handbook, a student may be asked to leave the
classroom and be referred to the Vice President of Student Development before being allowed to return
to class. For each violation of any of these rules, a letter grade reduction will be taken from the overall
grade for the course and the student will be counted absent for that class session.
Blackboard:
Students are required to utilize the Blackboard Academic Suite system and the internet throughout the
semester. Some assignments and examinations will be placed on Blackboard and it is your responsibility
to check this medium frequently to ensure that you do not miss an assignment, an exam, or a discussion.
Make sure that you enter your preferred email address on Blackboard.

Changes in Syllabus:
The student is responsible for reading the syllabus and daily checking the course schedule, blackboard,
announcements, assignments, and e-mails for changes. The Professor reserves the right to modify the
syllabus and schedule at any time. Students are responsible for updating their copy of the syllabus and
schedule; and making sure that it is accurate.
Bibliography:
Benz, Christine. Morningstar Guide to Mutual Funds: Five Star Strategies for Success. New
York: John Wiley & Sons, Inc.. 2nd Edition. 2005.
Brigham, Eugene F. and Gapenski, Louis C.. Cases in Financial Management. New York:
Harcourt Brace College Publishers. 1994.
McGuigan, James R., Moyer, R. Charles, and Harris, Frederick H. DeB.. Managerial
Economics: Applications, Strategy, and Tactics. Eighth Edition. Cincinnati, Ohio: South-
Western College Publishing. 1999.

Numerous research articles from the following journals: Journal of Finance, Journal of Financial and
Quantitative Analysis, Journal of Financial Economics, Wall Street Journal, Forbes, Fortune, Harvard
Business Review, Dun & Bradstreets Industry Norms and Key Business Ratios, Business Month, FTC
Quarterly Reports, Robert Morris Associates Statement Studies, Value Line, Almanac of Business and
Industrial Financial Ratios, Moodys, and others.






Schedule of required readings, assignments, lectures, and exams

June 23
Introduction
Chapters 1 and 2
June 30
Quiz Chapters 1 and 2
Chapter 3
July 7
Exam #1 Chapters 1 - 3
Chapter 4
July 14
Quiz Chapter 4
Chapter 5
July 21
Quiz Chapter 5
Chapter 10
July 28
Exam #2 Chapters 4, 5 and 10
Chapter 11
August 4
Quiz Chapter 11
Chapters 16 and 17
August 11
Exam #3 Chapters 11, 16 and 17