STRATEGIC MANAGEMENT

BA 4305-521 | Tuesday 6:00-10:00 p.m. in SOM 1.217 | Summer 2007

Instructor: Ted Khoury

Office: 4.407
Phone: 972-883-6041
e-mail: Please use WebCT only
Office hours: Tuesdays 2:00pm-3:30pm OR by appointment
Course Web-site: See your WebCT
Writing tutor: Sarah Moore
e-mail to writing tutor: Please use WebCT only

COURSE CO-REQUISITE AND PREREQUISITES:

Co-requisite: BA 4371
Prerequisites: BA 3341, BA 3351, BA 3352, BA 3361 and BA 3365

COURSE DESCRIPTION
The Strategic Management course has been designated a capstone course in business at the
University of Texas at Dallas. The purpose of a capstone course is to integrate the learning
achieved in individual business courses taken to earn a business degree. The knowledge
acquired in finance, accounting, operations, MIS, marketing, and organizational behavior
classes will be utilized to study the strategic management of the firm as well as the
responsibilities of the general manager. Management alternatives will be examined with an
ethical perspective relating policy trends to the strategic planning mode.

The approach of the course is practical and problem-oriented. The major part of the course
will involve applying concepts, analytic frameworks, and intuition to the strategic issues
that real-world companies face. These issues are presented in case studies and in the form
of a several round simulation exercise. For the class to work well – and for you to benefit
from it – attendance and preparation for each class meeting is essential.

STUDENT LEARNING OBJECTIVES

By the end of this course, students must be able to do the following:
1. To complete an external and internal analysis of a firm, including a detailed analysis of
the competitive environment of the firm, the identification of the (sustainable)
competitive advantages of the firm and the resources and capabilities that lead to these
advantages;
2. To complete an assessment of the firm’s current strategy, including the ability to identify
the strategic problems of a firm and to develop solutions to a firm’s strategic issues;
3. To integrate skills acquired in finance, accounting, marketing, and MIS courses to create
a successful generic strategy to a simulated firm.
Methods :The primary methods of instruction will be class discussion and topic
presentations/ lectures. Secondary methods will include class assignments, assigned
readings, and videos.

University of Texas at Dallas | Khoury BA4305 Syllabus | Summer 2007 | Page 1 of 21

COURSE REQUIREMENTS
This course requires extensive readings, active discussions, and diligent attention to the
exercises. In addition to class time, each student will be expected to spend an average of 4-
5 hours a week on this course.

• If a student cannot commit this amount of time and effort on this course, he or she must
realize that it may be very difficult to earn a good grade.

• Failure to fully prepare for class is also a detriment to one’s fellow students. It is the
student’s responsibility to thoroughly read the syllabus, fully understand all the
requirements, and keep track of all the important dates in order to succeed.

TEXTBOOK & OTHER MATERIALS

• The required text of the course is:
Gregory G. Dess, G. T. Lumpkin and Alan B. Eisner (2007): Strategic Management.
Creating competitive advantages: Text and Cases (3/E) McGraw- Hill: Boston.
[HARD COVER EDITION ONLY]

• The required simulation game:

Marketplace “Venture Strategy” business simulation game; click “ordering” link at top
of page: http://www.marketplacesimulation.com/. Please, note that to participate in this
simulation exercise you will need to register at the above web-site. When you register,
you will need to purchase a registration number.

• Additionally, the following articles will be required for the class. Due to copyright
restrictions, I cannot post the articles on WebCT. It is your responsibility to obtain
copies of these articles (available through McDermott Library). They may be
downloaded as PDFs through the following website (BUSINESS SOURCE
PREMIER DATABASE):
http://web.ebscohost.com.libproxy.utdallas.edu/ehost/search?vid=1&hid=120&sid=d9f
2cefa-a10d-4fdd-8dc1-4558ee31807e%40sessionmgr109

Additional Required Readings

Rdg #1:
Uzzi, B., & Dunlap, S. (2005) How to Build Your Network. Harvard Business Review,
83(12):53-60.
Rdg #2:
Voelpel, S.C., Dous, M., & Davenport, T.H. (2005) Five steps to creating a global knowledge-
sharing system: Siemens’ ShareNet. Academy of Management Executive, 19(2):9-23.
Rdg #3:
Kim, W.C., & Mauborgne, R. (2004) Blue Ocean Strategy. Harvard Business Review,
82(10):76-84.
Rdg #4:

University of Texas at Dallas | Khoury BA4305 Syllabus | Summer 2007 | Page 2 of 21

 Hambrick, D.C., & Fredrickson, J.W. (2005) Are you sure you have a strategy? Academy of
Management Executive, 19(4):51-62
Rdg #5:
Gupta, A.K., & Govindarajan, V. (2001) Converting global pressure into global competitive
advantage. Academy of Management Executive, 15(2):45-56.
Rdg #6:
Anand, V., Ashforth, B.E., & Joshi, M. (2005) Business as usual: The acceptance and
perpetuation of corruption in organizations. Academy of Management Executive,
19(4):9-23.
Rdg #7:
Birkinshaw, J., & Gibson, C. (2004) Build ambidexterity into your organization. MIT Sloan
Management Review, 45(4):47-55.
Rdg #8:
Howell, J.M. (2005) The right stuff: Identifying and developing effective champions of
innovation. Academy of Management Executive, 19(2):108-119.
Rdg #9:
McGahan A. (2004), “How Industries Change ?”, Harvard Business Review, October, pp. 87-
94.

COURSE GRADES:
Grade will be determined as follows:
• Individual exams 50%
• Individual written case assignments 20%
• Group simulation project 20%
• Class participation 10%

Grading Policy and Course & Instructor Policies: All assignments are due at the beginning
of class, before the lecture, on the due date. No exceptions, please. Plan accordingly.
Please staple each assignment in the upper left corner—no covers, please.

Please note that to avoid free-riding, the group grade will only be assigned to individual
team members who did a fair share of work in the simulation exercise. The contribution of
the team members to the group effort will be evaluated by each team member within the
team. Based on the group peer reviews, students who are consistently evaluated by other
team members as not contributing to the team’s effort will receive a lesser grade than those
who contributed fairly.

Note that I will not re-assign individuals to a different group after the initial assignment has
been made. It is the group’s responsibility to work together, just as you would have to in a
real top management team environment. Students desiring guidance on working with
group members are welcome to ask me for advice and to utilize the peer review system.

Final Grade: Per the university’s guideline for grade distribution, the final grade of a
student will be based on the relative standing of his/her total credit points accumulated from

University of Texas at Dallas | Khoury BA4305 Syllabus | Summer 2007 | Page 3 of 21

all the requirements as compared with the rest of the class. In compliance with university
confidentiality policy, no grade information will be transmitted via phone or e-mail.

Your grade in this course is determined as follows:

Grading Scale:
100+ A+
94-99 A
90-93 A-
87-89 B+
84-86 B
80-83 B-
77-79 C+
74-76 C
70-73 C-
67-69 D+
64-66 D
60-63 D-
Below 60 F

CLASS SCHEDULE, READINGS, AND ASSIGNMENT DUE DATES:

CLASS READ TOPIC FOR CLASS DISCUSSION & ASSIGNMENTS
DATE CASE PREPARATION due before start
Syllabus, Course Expectations, Objectives;
Form Groups for Simulation, Discussion of Simulation Project
Strategic Management: Creating Competitive Advantages
Tues. Meet the writing tutor- SARAH MOORE writing tutor to goes over Form groups for
15-May Chap. 1 writing requirement simulation project

Watch 15minute
demo of Venture
Strategy at link:
http://www.marketpla
ce-
simulation.com/produ
cts/venture-
Ch. 2: Analyzing the External Environment of the Firm strategy.php
Ch. 3: Assessing the Internal Environment of the Firm Proof of registration
Chap. 2 Ch.14: Case Analysis for Venture Strategy
Tues. Chap. 3 Case: #2 Ford Motor Co. in 2004: Entering Second Century of Simulation @
22-May Chap. 14 Existence marketplace6.com

Recognizing a Firm's Intellectual Assets: Moving beyond a Firm's

Tangible Resources;
Recognizing a Firm's Intellectual Assets: Moving beyond a Firm's
Tangible Resources
Article Reading: S. Voelpel, M. Dous, and T. H. Davenport; 2005
Five steps to creating a global knowledge-sharing system: Siemens’
ShareNet; Academy of Management Executive, 19 (2): 9-23. Quarter 1 Decision
Tues. Chap. 4 Article Reading: Uzzi, B. & Dunlap, S. 2005. How to build your due by prior Sunday,
29-May Case 6 network. Harvard Business Review, 83(12):53-60. 9:00pmCST

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 Case: #6 Pixar Animation Studios

Business-Level Strategy: Creating and Sustaining Competitive

Advantages Quarter 2 Decision
Tues. Article Reading: Kim, W. & Mauborgne, R. 2004. Blue ocean due by prior Sunday,
5-Jun Chap. 5 strategy. Harvard Business Review, 82(10):76-84. 9:00pmCST

Chap. 6
Discuss-
ion of Quarter 3 Decision
Chap1-6 Corporate-Level Strategy: Creating Value through Diversification due by prior Sunday,
In Article Reading: Donald C. Hambrick, D.C. & J.W. Fredrickson. 9:00pmCST
Tues. General Are you sure you have a strategy? Academy of Management
12-Jun Strategy Executive, 2005, 19 (4): 51-62 First case report due

International Strategy: Creating Value in Global Markets

Case: #15 Wal-Mart’s Strategy for the 21st Century Quarter 4 Decision
Extra Reading: Gupta, A. & Govindarajan, N. 2001. Converting due by prior Sunday,
Tues. Chap. 7 global presence to global competitive advantage. Academy of 9:00pmCST
19-Jun Case 15 Management Executive, 15(2): 45-56.

Tues. MIDTERM
26-Jun EXAM

Quarter 5 Decision
Tues. No due by prior Sunday,
3-Jul lecture No Lecture- use time for Group Simulation & Case Write-up 9:00pmCST

Chap. 9 Last Day to hand in

Chap. 10 2nd case
(only read
pp. Strategic Control and Corporate Governance Quarter 6 Decision
Tues. 371-90) Creating Effective Organizational Designs (only read pp. 371-390) due by prior Sunday,
10-Jul Case 23 Case: #23 Johnson & Johnson 9:00pmCST

Managing Innovation and Fostering Corporate Entrepreneurship

Case: #13 Dippin Dots Ice Cream or #31 WWE
Article Reading: Birkinshaw, J. & Gibson, C. 2004. Build
ambidexterity into your organization. MIT Sloan Management
Review, 45(4):47-55.
Article Reading: Howell, J.M. The right stuff: Identifying and
developing effective champions of innovation. Academy of
Chap. 12 Management Executive, 2005, 19 (2): 108-119. Group Simulation
Tues. Case 13 Article Reading: McGahan A. (2004), “How Industries Change ?”, Report & Group
17-Jul or 31 Harvard Business Review, October, pp. 87-94. Evaluations Due

Tues. FINAL
24-Jul EXAM

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EXAMS
There will be two non-cumulative multiple-choice exams during the semester. They will
serve to evaluate how well the student has mastered the knowledge and can apply the basic
theories and concepts learned during each stage of the course.

Although exams are non-cumulative, the course material builds and integrates on previous
topics, thus certain questions may be answered from many angles and drawing on many
areas of the course. Exams are based on the assigned readings (textbook or other articles),
videos, cases, and oral lectures. Exam format could be in the question format of multiple
choice, short answer, and/or short essay, and may be given using WebCT or in-class.

For in-class exams, students must bring a scan-tron sheet and #2 pencils. There will be no
make-up exams given during the semester, so please ensure your availability before
enrollment. If a student has a dispute with the grading, he or she can request in writing that
the portion of the exam be reevaluated with the supporting evidence clearly stated.

INDIVIDUAL CASE ANALYSIS

Each student will be required to individually prepare two (2) cases for the course
requirement: one due before the midterm and one due before the last lecture.

Each case should be a comprehensive analysis of the facts of the case and application of
concepts discussed in the lecture or sourced from the textbook using the questions in the
cases. Your case analysis grade will be based on the quality of your work. Please consult
the Appendix 1 for details on this assignment.

SIMULATION
The group simulation exercise will allow students to practice some of the key concepts and
theories learned in the course while managing in a competitive business environment.
There will be six formal rounds in this simulation exercise. Each round is equivalent to a
quarter year of the business. That is, your executive team has the next year and a half (6
quarter-decision periods) to get your company off the ground.

When possible, some class time will be allotted to the simulation exercise; however,
students are expected to meet outside of the class time to prepare weekly simulation
decisions and to upload their decisions to the simulation web-site on the assigned due date.
To be effective team members, students should prepare for the team meetings by analyzing
data in their particular area of responsibilities and prepare the various types of documents
for presentation to the team. Teams will be competing against their peers. More specific
information on the assignment can be found in the appendix.

• Group simulation competitor performance against other groups.

• Written and oral report on the simulation exercise: The reports should describe the
original strategy of the company, the rationale behind this strategy, the change in the

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 company’s strategy over-time, the result of the simulation exercise and what did the
group learn from the exercise. The content of the report should be 5-6 (maximum)
pages long (double- spaced, Times New Roman font, font size 12).
• Final individual grades for group project based on peer reviews.

PARTICIPATION/ATTENDANCE
Class participation is critical in class. Quality of class contributions will be weighted more
heavily than quantity. Frequent and valuable participants are those who attend all of the
lectures and participate regularly. To help me learn each student’s name and grade
participation as fairly as possible, you will prepare and bring a nameplate to each class.

Each student will begin the course by receiving half of the possibly attainable class
participation points, but can lose points by repeated absence from class or lack of
professional conduct during the class (e.g., repeated late arrival, interrupting others etc).

With regard to quality, some of the following criteria applied are the following:
• Are the points that have been made relevant to the discussion?
• Are the points basic recitations of case facts, or have implications been drawn?
• Is there evidence of analysis of information, rather than just opinions?
• Did the contribution further the class’ understanding of the issue?

Your participation grade will reflect the degree to which you contribute to class, rather than
basic attendance. Here are some guidelines in participation grades. The instructor has the
sole authority in assigning participation grades. Here is a guide of how this is evaluated:

Excellent class participation is consistently attending class, making an insightful

contribution to discussions, being well-prepared by having prepared notes, and
regularly demonstrating a superior understanding of the material.

Good class participation is consistently attending class, contributing to discussions, as

well as being reasonably prepared with notes from the reading, and only occasionally
demonstrating a superior understanding of the material.

Poor class participation is characterized by a student inconsistently attending class

rarely contributing to class discussion (or contributing with banter), and having no
notes prepared for the readings.

IN-CLASS ASSIGNMENTS
I may periodically assign additional assignments not listed on the syllabus. Per my
discretion, there may also be unannounced in-class only assignments given for extra credit.
You must be in attendance in order to receive any credit. Also, we may have guest lecturers
and or films shown throughout the course with associative assignments.

University of Texas at Dallas | Khoury BA4305 Syllabus | Summer 2007 | Page 7 of 21

CLASS COMMUNICATION
WEBCT: Class notes, the syllabus, and other relevant course-related materials will be
posted on WEBCT. You may download this material from the website. In addition, you
are advised to check your messages on WEBCT frequently, and prior to each class session.
This will be the main way of delivering any messages or instructions relating to the course.

Contacting the Instructor: Faculty has been requested to state in their syllabi that a new
university policy to protect student privacy has been established. This policy states that
faculty is not required to answer student emails unless they come from a UTD email
account. Therefore, you are advised to contact me via WebCT email from your own
WebCT account. This is the best way to get in touch.

Common Courtesy: You are expected to be courteous during class time. Please respect
your fellow students by turning off cell phones, laptops and pagers before class, refraining
from talking with others when someone is speaking, and arriving punctually to class. Also,
note that laptop usage during class is prohibited, unless authorized by the instructor for
certain class exercises.

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 APPENDIX 1

INFORMATION FOR CASE-REPORTS:

• Hand in two of your written case, with one noted by a large, circled (W) in the upper
right corner, and keep one additional copy for yourself. I may also request that
electronic versions of case submissions to be submitted to http://www.turnitin.com .

• Your position is that of a business consultant to the chief executive officer of the
company. The case provides the setting for your consulting assignment, where you have
been hired to do a strategic analysis of the company and the industry using case
materials, library research, electronic data sources, and tools suggested by the text. The
goal is to determine what direction the company should take and make specific
recommendations about what the company should do next and why. A well written and
executed case is an extremely valuable piece to take to recruiters in your job search.

• Effective use of quantitative analyses (e.g. such as financial ratios, industry sales, and
competition figures), industry analysis, five forces analysis, and SWOT is highly
influential to your grade. Also, good use & discussion of figures enhances your grade.

• Library research AND online research (called “due diligence” in the business world) is
REQUIRED. (see Library research hyperlinks in this Appendix). As a guide, each of
your cases should have at least 10 references listed. Try and avoid the “Google” method
of report writing and use the library’s amazing resources, such as the access to
electronic periodicals of 100’s of business journals and documents to make your
recommendations. A bibliography is required, providing a full list of references.

The content of the written cases will be graded according to the individual’s ability to
find, sift through, and compile information pertinent to the case. Thoroughness, accuracy,
and keen analysis should come through in this portion of the paper. The presentation of
financial analysis or exhibits or content that is irrelevant to the case (but fills pages) is not
the right way to go about this assignment and will not earn a good grade.

Suggested formatting details:

A. Formatting: sub-titles are required. (Title page, then headings for executive
summary or introduction; analysis; alternatives; and conclusions are required);
Document will 12 pt, Times New Roman Font, 1” margins. Please note the title
page, exhibits, and references are not included in the 7-8 page target page count.

B. A section that discusses the strategic options and the selected recommendation
by you is required.

C. Exhibits and References. (Exhibits should be labeled sequentially and in the order
they are discussed in the text. If you do NOT talk about an exhibit in the text, it isn’t

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 doing anything except taking up space. Thus, your grade depends on how well you
integrate figures and tables into the discussion and recommendations.

Strengthening aspects in your case-reports:

1. Evidence of thorough case study.
2. Judgments supported by evidence from the case or outside sources.
3. Identification of the key drivers and/or forces in the external environment and how that
may affect the future of the firm or the industry.
4. Identification and evaluation of pertinent company’s capabilities, weaknesses,
resources, and sources of competitive advantage in the context of the industry and its
competitive environment.
5. Clear articulation of the issues you are addressing.
6. Use of professional tools and concepts from the text and lectures such as SWOT and 5
Forces analysis. (This includes tools used in other courses such as ratio analysis or
market share analysis.)
7. Alternatives that are realistic and fall from the analysis.
8. Examination of tradeoffs associated with alternatives.
9. Justification for the recommendation that is consistent with company strategy and its
resources.

Damaging aspects in your case-reports

1. Poorly edited or organized or presented clearly (i.e. Failure to proofread ANY written
material and correct obvious misspellings, errors, and sloppy grammar)
2. Mere repetition of case facts without analysis. (I.e. Rehash of the facts of the case is
not value added and should be avoided.)
3. Failure to identify outside sources.
4. Exhibits that are extraneous to the analysis. The reader or viewer is left to draw his/her
own conclusions and wonder why the exhibit is there.
5. Failure to ANALYZE. Don’t just give facts, do ANALYSIS!
6. Lack of consideration of non-economic, relevant issues (i.e. firm culture, values,
ethics).
7. Failure to support opinions by evidence or logical explanation.
8. Lack of adequate outside research, such as relying on Google or Wikipedia for
information versus the library’s databases. Wikipedia reference are not acceptable.

University-mandated Writing Requirements

The university has mandated as part of this course a requirement of at least 15 total double
spaced (size 12 font, 1” margins) pages of writing per individual student that will be
evaluated on grammar, punctuation, and writing style. A writing tutor will assess the
written assignments, provide detailed feedback, and determine whether a revision is
necessary. Because of this requirement, please submit 2 copies of all written
assignments, with one copy noted with a large circled “W” on it.

University of Texas at Dallas | Khoury BA4305 Syllabus | Summer 2007 | Page 10 of 21

An assigned writing tutor will grade your written assignments on a scale of 1-10, using
three rubrics. Any assignments receiving grades of 6 or below must be rewritten, and will
be assessed again. Be aware that your average writing grade will be part of the calculation
for your final course grade.

Student Learning Objectives & Outcomes

1. Students will be able to complete an external and internal analysis of a firm.
2. Students will be able to identify the strategic problems of a firm.
3. Students will be able to develop solutions to a firm’s strategic issues.
4. Students will be able to integrate skills acquired in finance, accounting, marketing,
and MIS courses to create a successful generic strategy.
5. Students will be able to construct effective written arguments in strategic business
analysis.
6. Students will be able to write using effective technical requirements including
organization, mechanics, and thesis development.
7. Students will be able to gather, incorporate, and interpret source material in strategic
analysis.
Learning Goal: Students will develop competency in written communications. Each student
will complete a minimum of 15 pages of double-spaced written assignments in this course.
The assignments will be assessed using the rubrics as follows:
1. A paper scoring a zero in any of the criteria must be rewritten.
2. For all papers totaling 6 or under, the paper must be rewritten.
3. For all papers totaling 5 or under, the student must make an appointment with the
writing tutor.
4. Papers scoring 7 and above may be rewritten to improve the grade.
5. Rewrites must be stapled to the original paper and submitted no later than the
following week.

Students must choose 2 cases from the syllabus for producing a written case analysis.
One of these case write-ups will be submitted before the midterm and one before the final
exam. Each case analysis should be submitted at the beginning of each class when the case
is scheduled to be discussed. No case write-ups are accepted after we discussed a case in
class even if you did not attend the particular class!

Each case analysis should be about seven to eight pages long (double spaced) and should
consist of one-two page(s) executive summary, that summarizes the key points of the case
write-up. Note, that no make up cases are available if you left the case write-ups so late that
there are no 2 cases left to analyze. Please, note that you must submit two copies of each
case analysis. One of these will be marked by me, while the other will be marked by a
writing tutor. Please, note that it is your responsibility to bring two copies of your paper to

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class and mark it clearly, which one is for the writing tutor. To avoid confusion, no single
copy of a case write-up nor electronic submissions are accepted!

Each case analysis will be evaluated separately based both on the content and on the quality
of the writing. The content portion will be assessed on how well you applied the theoretical
frameworks that were discussed in previous classes to solve the case. I may also give you
concrete questions for each case in the class that precedes the cases’ due date. These
questions will also be posted on WEBCT.

The writing portion will be assessed by the writing tutor using the criteria that are listed in
Table 1 as follows:
• A paper scoring a zero in any of the five criteria must be rewritten.
• For all papers totaling 6 or under, the paper must be rewritten.
• For all papers totaling 5 or under, the student must make an appointment with the writing
tutor. You will be able to set up an appointment
by sending an e-mail to the writing tutor via WebCT.

Table 1: Evaluation criteria for writing quality:

Course Learning Goal: Students will develop competency in written communications. Each
student will complete a minimum of 15 pages of double-spaced written assignments in this
course, which will be graded by writing tutors using 3 rubrics, each with a total possible 10
points. The failing papers will be rewritten with corrections by the students.

1. Students will write a firm case analysis draft using appropriate organization,
mechanics, & style.
a. Grading will utilize the below rubric:
Criteria 0 1 2 Total
Grammar Several grammar One or two No mistakes
errors errors
Spelling Multiple spelling One or two No spelling errors
errors errors
Word Choice Below average word Good word Excellent word
choices choices choices
Paragraph/Sentence Organization Poor organization Good Very well
and Flow organization organized
Professional Style Poor Acceptable Excellent
Total Points 10

b. Criteria for rewriting is as follows:

i. A paper scoring a zero in any of the five criteria must be
rewritten.
ii. For all papers totaling 6 or under, the paper must be
rewritten.
iii. For all papers totaling 5 or under, the student must make an
appointment with the writing tutor.

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 2. Students will write a firm case analysis draft gathering, incorporating and
interpreting source material in their writing.
a. Grading will utilize the below rubric:

Criteria 0 1 2-3 Total

Citation of Sources, Missing citations Minor errors in Correct citation of
In Text citations sources
Works Cited Page Missing entries Minor errors Correct citation
Incorporation of Floating quotations Slightly choppy Seamless
quotations integration integration
Presentation of data Numerical data mixed in Some use of tables & Clear tables &
paragraph form charts charts
Total Points 10

b. Criteria for rewriting is as follows:

i. A paper scoring a zero in any of the five criteria must be
rewritten.
ii. For all papers totaling 6 or under, the paper must be
rewritten.
iii. For all papers totaling 5 or under, the student must make an
appointment with the writing tutor.
3. Students will write a firm case analysis draft using effective written
arguments.
a. Grading will utilize the below rubric:
Criteria 0 1 2-3 Total
Problem identification Problem not Problem stated but not Problem is clearly stated
identified precisely
Evidence presented No supporting Support is vague Evidence logically
evidence supports argument
Argument Flow and Poor organization Good organization Very Well organized
Organization
Solutions proposed No solutions Solutions are vague Solutions are specific
offered
Total Points 10

Please, when you hand me a rewrite mark it clearly as a “REWRITE FOR THE
WRITING TUTOR.” Students with a higher score on the original writing portion can also
choose to rewrite their papers to further improve the writing scores. The revised assignment
should be submitted at the next class with the originally graded case analysis attached. A
new credit for the writing portion will then be given based on the writing tutor’s
reassessment of the revised work.

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Library Research for Cases
Just searching company website and/or citing free web information is unacceptable. Take
advantage of the expensive search engines at the library homepage, such as the following
below. Should you have further questions, contact liaison librarians in the library (Loreen
Phillips, Loreen.Phillips@utdallas.edu or visit http://utdallas.edu/library/services/reference.htm .

• Business and Company Resource Center

• Business Source Premier
• Business & Management Practices
• CCH Internet Tax Research Network (tax service)
• Wall Street Journal (1984-current)
• Academic Universe Lexis Nexis (then under Business)
• Disclosure Data from Academic Universe Click on Business, then Company Financial
(company financial info)
• Mergent Online (formerly Moody's FIS Online) (company financial information)
• National Trade Data Bank (NTDB)
• EconLit (economics)
• ECONbase
• PAIS (public affairs)
• Business Dateline (index to regional business publications)
• Business Organizations
• Regional Business News (from TexShare)
• EDGAR Financial Reports (company financial information)
• Social Sciences Abstracts
• Social Sciences Citation Index (Web of Science/Web of Knowledge)
• Essay & General Literature Index
• Web of Science (Web of Knowledge) (citation indexes)
• WorldCat (OCLC)
• General Databases (multidisciplinary)
• For psychology in the workplace: Psychology and Human Development Databases

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 APPENDIX 2:
GROUP SIMULATION PROJECT
The Marketplace is the business equivalent of a flight simulator. It is a low-risk opportunity
to develop and test one's overall strategic decision-making skills. Within The Marketplace,
you are responsible for a new start-up firm that is to enter the microcomputer business. You
will be a totally integrated company that does it all from the strategic planning to
production, to human resource management. You are expected to carefully read the
simulation manual and built-in materials available from the website!
ƒ The Marketplace is played over the internet, so each student will need access to a
computer. The business school has several computer facilities that students can use.
ƒ Regular support is available Monday through Friday 8AM - 9PM and Saturday &
Sunday 10AM - 7PM Eastern Time (New York Time), except during company
holidays: New Year's Day, Good Friday, Memorial Day, Independence Day, Labor
Day, Thanksgiving Day, Christmas Eve, Christmas Day. Call +1 (865) 522 1946. The
support site link is: http://www.marketplace-simulation.com/support/index.php .
ƒ The simulation exercise will be completed in teams of 4-5; keep in mind that you will
be competing against your peers.
ƒ Group Simulation Performance: The grading for the simulation exercise will be based
on the following:
ƒ Written report and class discussion on the simulation exercise: The reports should
describe the original strategy of the company, the rationale behind this strategy, the
change in the company’s strategy over-time, the result of the simulation exercise and
what did the group learn from the exercise. The written report should be at maximum of
ten pages long (double-spaced)-excluding the appendices.
ƒ Final individual grades for group project are affected by peer reviews.
Peer Evaluation 1
Members will assess each other (as well as themselves) on their contribution to the group
project, attendance at meetings, timely contribution to individually assigned tasks, and
overall performance. You can assign 1 (very unsatisfactory) – 2 (unsatisfactory) – 3
(neither satisfactory nor unsatisfactory) 4 (satisfactory) – 5 (very satisfactory). If the
average score for person A is 1, then the person gets 0.2; if 2, then the person gets 0.4; if 3,
then the person gets 0.6; if 4, then the person gets 0.8 and if 5, then the person gets 1. Then
the participation score will be multiplied with the score one gets from group simulation
analysis. For example, if a student gets 16/20 for group simulation analysis and 3 from the
peer evaluation, then the actual individual grade is 16/20*0.6 = 9.6/20 not 15/20.
• Be objective in evaluating other members in your group and specify reasons.

1
Please note that I maintain the right to disregard self-ratings that are substantially higher than peer ratings. If
one team member fails to turn in the peer evaluation sheet, then I will interpret my own conclusions on the
group’s performance and assign grades accordingly. • Note: I will not re-assign individuals to a different
group after the initial assignment has been made. It is the group’s responsibility to work together, just as you
would have to in a real top management team environment. Students desiring guidance on working with
group members are welcome to ask me for advice and to utilize the peer review system.

University of Texas at Dallas | Khoury BA4305 Syllabus | Summer 2007 | Page 15 of 21

SIMULATION GAME - STUDENT ONLINE ORDERING INSTRUCTIONS
Innovative Learning Solutions accepts American Express, Discover/Novus,
MASTERCARD, VISA payments online.

Please go to https://web.marketplace-simulation.com/

Fill in the Game ID number: 2589-0003-0545 if you are in Game Group “3” and if
you are in Game Group “4”, your game ID is 2589-0004-0945, credit card
information, including cardholder name as it appears on the card, the card billing
address, card number and expiration date. After each payment transaction is
processed, the student is automatically sent a receipt via e-mail which includes their
student license number. Some cards require the billing address and card
number/expiration date, when processed, to match with the address on file with the
bank. If the information entered in our system is incorrect, the card will be declined.

Please contact Pam Childs, ILS Orders at orders@marketplace-simulation.com if

you have any questions.

To access the game for the first time

1. Go to http://www.marketplace6.com
2. Click the Sign in as student link
3. Under the "Getting Started" box, enter your student license number and click
the Sign up for a game link
4. Enter the Game ID number.
Your Game ID is: 2589-0003-0545 if you are in Game Group “3” and
if you are in Game Group “2”, your game ID is: 2589-0004-0945
5. Choose your team. Your team number is: __________________ (note this).
6. Enter your contact information and designate a password. You will need this
password each time you want to access your game.
7. Verify your information and confirm that you have read the "Terms of Use"
statement.

After you have your username and password

1. Go to http://www.marketplace6.com
2. Click the Sign in as student link
3. Under the "Continue the game" box, enter your registered email address and
password and you are in!

Technical Support: Email: support@marketplace-simulation.com,

Phone: +1 (865) 522 1946

University of Texas at Dallas | Khoury BA4305 Syllabus | Summer 2007 | Page 16 of 21

SYLLABUS ADDENDUM

E-mail Policy
Email Use The University of Texas at Dallas recognizes the value and efficiency of
communication between faculty/staff and students through electronic mail. At the same
time, email raises some issues concerning security and the identity of each individual in
an email exchange. The university encourages all official student email correspondence
be sent only to a student’s U.T. Dallas email address and that faculty and staff consider
email from students official only if it originates from a UTD student account. This
allows the university to maintain a high degree of confidence in the identity of all
individual corresponding and the security of the transmitted information.

UTD furnishes each student with a free email account that is to be used in all
communication with university personnel. The Department of Information Resources at
U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to
other accounts.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and
regulations for the orderly and efficient conduct of their business. It is the responsibility
of each student and each student organization to be knowledgeable about the rules and
regulations which govern student conduct and activities. General information on student
conduct and discipline is contained in the UTD publication, A to Z Guide, which is
provided to all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures
of recognized and established due process. Procedures are defined and described in the
Rules and Regulations, Board of Regents, The University of Texas System, Part 1,
Chapter VI, Section 3, and in Title V, Rules on Procedures. Copies of these rules and
regulations are available to students in the Office of the Dean of Students, where staff
members are available to assist students in interpreting the rules and regulations (SU
1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of
citizenship. He or she is expected to obey federal, state, and local laws as well as the
Regents’ Rules, university regulations, and administrative rules. Students are subject to
discipline for violating the standards of conduct whether such conduct takes place on or
off campus, or whether civil or criminal penalties are also imposed for such conduct.

Academic Integrity
The faculty expects from its students a high level of responsibility and academic
honesty. Because the value of an academic degree depends upon the absolute integrity

University of Texas at Dallas | Khoury BA4305 Syllabus | Summer 2007 | Page 17 of 21

 of the work done by the student for that degree, it is imperative that a student
demonstrate a high standard of individual honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions
related to applications for enrollment or the award of a degree, and/or the submission as
one’s own work or material that is not one’s own.

As a general rule, scholastic dishonesty involves one of the following acts: cheating,
plagiarism, collusion and/or falsifying academic records. Students suspected of
academic dishonesty are subject to disciplinary proceedings. Plagiarism, especially
from the web, from portions of papers for other classes, and from any other source is
unacceptable and will be dealt with under the university’s policy on plagiarism (see
general catalog for details). This course will use the resources of turnitin.com, which
searches the web for possible plagiarism.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-
level courses. These dates and times are published in that semester’s course catalog.
Administration procedures must be followed. It is the student’s responsibility to handle
withdrawal requirements from any class. In other words, I cannot drop or withdraw any
student. You must do the proper paperwork to ensure that you will not receive a final
grade of ”F” in a course if you choose not to attend the class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and
Activities, of the university’s Handbook of Operating Procedures. In attempting to
resolve any student grievance regarding grades, evaluations, or other fulfillments of
academic responsibility, it is the obligation of the student first to make a serious effort
to resolve the matter with the instructor, supervisor, administrator, or committee with
whom the grievance originates (hereafter called ”the respondent”). Individual faculty
members retain primary responsibility for assigning grades and evaluations. If the
matter cannot be resolved at that level, the grievance must be submitted in writing to the
respondent with a copy of the respondent’s School Dean. If the matter is not resolved
by the written response provided by the respondent, the student may submit a written
appeal to the School Dean. If the grievance is not resolved by the School Dean’s
decision, the student may make a written appeal to the Dean of Graduate or
Undergraduate Education, and the deal will appoint and convene an Academic Appeals
Panel. The decision of the Academic Appeals Panel is final. The results of the academic
appeals process will be distributed to all involved parties.
Copies of these rules and regulations are available to students in the Office of the Dean
of Students, where staff members are available to assist students in interpreting the rules
and regulations.

University of Texas at Dallas | Khoury BA4305 Syllabus | Summer 2007 | Page 18 of 21

Incomplete Grade Policy
As per university policy, incomplete grades will be granted only for work unavoidably
missed at the semester’s end and only if 70% of the course work has been completed.
An incomplete grade must be resolved within eight (8) weeks from the first day of the
subsequent long semester. If the required work to complete the course and to remove
the incomplete grade is not submitted by the specified deadline, the incomplete grade is
changed automatically to a grade of F.

Disability Services
The goal of Disability Services is to provide students with disabilities educational
opportunities equal to those of their non-disabled peers. Disability Services is located in
room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to
6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30
p.m. The contact information for the Office of Disability Services is: The University of
Texas at Dallas, SU 22 PO Box 830688 Richardson, Texas 75083-0688 (972) 883-2098
(voice or TTY).

Essentially, the law requires that colleges and universities make those reasonable
adjustments necessary to eliminate discrimination on the basis of disability. For
example, it may be necessary to remove classroom prohibitions against tape recorders
or animals (in the case of dog guides) for students who are blind. Occasionally an
assignment requirement may be substituted (for example, a research paper versus an
oral presentation for a student who is hearing impaired). Classes enrolled students with
mobility impairments may have to be rescheduled in accessible facilities. The college or
university may need to provide special services such as registration, note-taking, or
mobility assistance. It is the student’s responsibility to notify his or her professors of the
need for such an accommodation. Disability Services provides students with letters to
present to faculty members to verify that the student has a disability and needs
accommodations. Individuals requiring special accommodation should contact the
professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required
activities for the travel to and observance of a religious holy day for a religion whose
places of worship are exempt from property tax under Section 11.20, Tax Code, Texas
Code Annotated. The student is encouraged to notify the instructor or activity sponsor
as soon as possible regarding the absence, preferably in advance of the assignment.
The student, so excused, will be allowed to take the exam or complete the assignment
within a reasonable time after the absence: a period equal to the length of the absence,
up to a maximum of one week. A student who notifies the instructor and completes any
missed exam or assignment may not be penalized for the absence. A student who fails
to complete the exam or assignment within the prescribed period may receive a failing

University of Texas at Dallas | Khoury BA4305 Syllabus | Summer 2007 | Page 19 of 21

 grade for that exam or assignment. If a student or an instructor disagrees about the
nature of the absence [i.e., for the purpose of observing a religious holy day] or if there
is similar disagreement about whether the student has been given a reasonable time to
complete any missed assignments or examinations, either the student or the instructor
may request a ruling from the chief executive officer of the institution, or his or her
designee. The chief executive officer or designee must take into account the legislative
intent of TEC 51.911(b), and the student and instructor will abide by the decision of the
chief executive officer or designee.

Off-Campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law
and University policies and procedures regarding travel and risk-related activities.
Information regarding these rules and regulations may be found at the website address
given below. Additional information is available from the office of the school dean.
(http://www.utdallas.edu/Business/Affairs/Travel Risk Activities.htm).
Important Notes
Throughout the semester, each student is expected to follow the university’s guideline on
student conduct with regard to cheating and other dishonorable behaviors. Severe
consequences can occur if such rules are not followed.

The instructor also reserves the right to deduct from a student’s individual class
participation credit if the student has shown severe non-constructive behavior in class (such
as disrupting the class or abusing another individual), in addition to other disciplinary
actions.

If a student is absent or late to a class meeting, it will be his or her responsibility to catch up
with all the missed materials including any announcement made while the student was
absent. No make-up exams or lectures will be given. It will also be the students’
responsibility to accept any consequences that may result from absences. No late
assignments will be accepted. Finally, it is a student’s responsibility to read the syllabus
thoroughly and regularly and keep track of all the important dates and requirements every
week.

Experience shows that the answer for most questions that students ask can in fact be found
in the syllabus. Please always consult the syllabus before contacting the instructor.

These descriptions and timelines are subject to change at the

discretion of the Professor.

University of Texas at Dallas | Khoury BA4305 Syllabus | Summer 2007 | Page 20 of 21

 GROUP EVALUATION FORM – SIMULATION

Use this form to evaluate the level of contribution of yourself and group members on the simulation group exercise. First,
write each team member’s name in the space provided (please do so alphabetically, last name fist). Second, assign a score
based on the following scale: 1 (very unsatisfactory), 2 (unsatisfactory), 3 ( neither satisfactory nor unsatisfactory), 4
(satisfactory), 5 (very satisfactory) for each team member that reflects your perception as to the grade they should receive
on this project. And finally, offer comments (if desired) to explain your reasoning of the grade you assigned (and because
self-evaluation is important in the learning process – make sure to place an * next to your name and assign yourself a
numerical grade as well). As a guideline, suggested comment topics are provided below. Finally, you should know that
this document will be held in strict confidence by the instructor but if need be, some evaluation comments may be referred
to in student-instructor conferences (with evaluator’s name withheld).
Suggested comment topics: level of labor / thinking contribution, attitude toward the assignment/each other, would like to
work with this person again, pulled their own weight, etc.

GROUP MEMBER (place alphabetically by last name): COMMENTS:

1) _____________________________
Project Grade _____

2) _____________________________
Project Grade _____

3) _____________________________
Project Grade _____

4) _______________________________
Project Grade _____

5) _______________________________
Project Grade _____

University of Texas at Dallas | Khoury BA4305 Syllabus | Summer 2007 | Page 21 of 21