Business in Society Course Syllabus, Fall 2016 Instructor: Ray Pfeiffer BUSI 20970, #81900, MWF 9:00 – 9:50, Rees-Jones Hall Room 113 3 Credit Hours

First-Year Seminar: Business in Society Course Syllabus, Fall 2016 Instructor: Ray Pfeiffer BUSI 20970, #81900, MWF 9:00 – 9:50, Rees-Jones Hall Room 113 3 credit hours

The TCU Mission

To educate individuals to think and act as ethical leaders and responsible citizens in the global community.

The Neeley Mission

To develop ethical leaders with a global perspective who help shape the business environment.

Brief Course Description

This brand-new course is designed to help you to gain a broad perspective on what business is, how it fits into the rest of society, and how the study of business connects with the rest of the learning that you are doing as a liberally educated student at TCU.

Why take this course?

Business is an increasingly impactful participant in our lives. Business affects society and society affects business. This course will give you the opportunity to build a framework for understanding the dynamics of this relationship. This framework is an essential foundation for your further study of business.

Also, in the practice of business, there are seldom “right” answers to important questions. The ability to identify alternative approaches and to find, explain, and defend the best one is a key skill for the study and practice of business. This course will focus intentionally on helping you to develop this skill (“critical thinking”). BUSI 20970 First-Year Seminar: Business in Society, Fall 2016 Syllabus

Finally, this course gives you the chance to engage with the Neeley School and at least one of its professors more deeply than you otherwise would, given that you don’t have the opportunity to take business courses until the second year. That engagement will help you to get a head start in getting your bearings and getting going on your pursuit of a business education.

Learning Objectives:

The learning objectives for this course stem from the overall objectives of the Neeley undergraduate program. As noted in the TCU Undergraduate Catalog,

“The M.J. Neeley School of Business offers a program of study to prepare its students to contribute to the professional business world and the larger community. The Neeley School emphasizes a unified program of basic studies—humanities, social sciences, natural sciences, mathematics, economics and business. The concept of a balanced curriculum extends to the business studies. Although students may concentrate in a particular field of business, they all study the principles of accounting, business information systems, finance, entrepreneurial management, supply and value chain management, and marketing…Additionally, the Neeley School seeks to provide its students with the distinctive competencies needed to compete and lead in the business world: effective communication skills, the ability to utilize business technology, an understanding of the global nature of business and a sense of the value of making ethical business decisions.”

The role of this course in meeting these objectives focuses in particular on several aspects of the programmatic goals, most notably: (1) connections between the business world and the larger community; (2) a focus on integration of the study of the liberal arts and of business; and (3) several distinctive competencies, including communication, critical thinking, and ethics.

When you successfully complete this course, you will be able to:

1. Clearly articulate what “business” is and why it exists as an institution in our society. 2. Explain how and why business practice has evolved over time to the present 3. Describe how business concepts, theories, and practices relate to the liberal arts. 4. Articulate the connections between business and other institutions and stakeholders in society — how business affects society and how society affects business. 5. Apply ethical reasoning in concert with your values to business decisions. 6. Effectively employ critical thinking tools and approaches to reason through business scenarios that lack a single correct answer. 7. Be able to clearly and effectively communicate your thinking in writing and orally.

BUSI 20970 First-Year Seminar: Business in Society, Fall 2016 Syllabus

Accomplishing the Objectives

To achieve the learning objectives, you can make use of the following resources:

▫ 43 50-minute class periods during which we will discuss, present, and exchange views about class topics; ▫ Reading materials, including chapters from books, articles, cases, and items drawn from the news (and social) media. o The (required) course materials can be purchased at the following link: http://www.study.net/r_mat.asp?crs_id=30090802. The cost is approximately $150.00. ▫ Short homework assignments to help you reflect on the advance preparation materials ▫ Opportunities to hear from experts in various fields, both in person and online; ▫ Use of your FrogFolio to enhance your learning by developing a habit of reflection; ▫ Chances to deepen and cement your knowledge and understanding in short papers, quizzes, and tests; ▫ Your classmates, who can help you with your thinking as you help them with theirs; ▫ A course website;1 and ▫ Office hours, where I will be available to work with you one-on-one.

Measuring success and providing useful feedback

How will we know if are successfully meeting the course objectives?

▫ Each day in class, you will have the opportunity to assess the extent to which you are successfully able to understand and participate in the conversation about the material that you prepared for that day’s class. ▫ In addition, I will provide numerous opportunities to give you more formal feedback on written assignments, quizzes, tests, and participation in class discussions.

Grades

I will determine your grade for this course based upon evidence of accomplishment of the course objectives from each of the following inputs:

1 The course website can be found at http://d2l.tcu.edu. I will use the website to distribute assignments, post grades, address commonly asked questions, and convey any other pertinent information. To use TCU, login with your regular TCU credentials.

BUSI 20970 First-Year Seminar: Business in Society, Fall 2016 Syllabus

Item Weight Homework 20% Participation and preparedness 20% Exam I 15% Exam II 20% Final exam 25%

Total 100%

Letter grades will correspond to percentage grades as follows:

A 94 – 100% C 73 – 76% A– 90 – 93% C– 70 – 72% B+ 87 – 89% D+ 67 – 69% B 83 – 86% D 63 – 66% B– 80 – 82% D– 60 – 62% C+ 77 – 79% F < 60%

Because I know what you are capable of achieving, I hold very high expectations for your performance. As a result, a grade of ‘A’ to me represents exceptional performance. However, I am committed to helping each of you reach that level of performance, and I believe that you are all capable of getting there.

HOMEWORK: As a means of helping keep you up to date on readings and prepared in advance for our class meetings, I will be administering short homework assignments that you will complete prior to coming to class. These will typically consist of a few thought-provoking questions designed to help you reflect on assigned readings and to help you discover what questions you have that you will want to have answered in class. I will grade them on a pass/no credit basis; that is, if you do these assignments on time with evidence of a sufficient level of effort, you will receive full credit. If you do not complete the assignment or do not complete it on time, you will get no credit for that assignment. Your grade on this component is thus equal to the percentage of assignments for which you receive credit. If you miss an assignment because of an unavoidable situation, you can appeal to me for an opportunity to make up the missed assignment. I’ll grant makeup credit based on the merits of the appeal.

PARTICIPATION AND PREPAREDNESS: The success of this class and the amount each of us will learn from it depends heavily on the extent to which we have high quality and broad participation in the discussion. That engagement requires both preparation and participation.

BUSI 20970 First-Year Seminar: Business in Society, Fall 2016 Syllabus

By preparation, I mean doing the required out-of-class work that I assign, thinking about the underlying issues, and formulating questions, comments, and your own thoughts and opinions about the issues prior to coming to class. While in class, I expect that you’ll participate actively, ask thoughtful questions, and encourage your classmates to do the same.

At the end of each class session, I’ll ask you to assess your own participation using a scoresheet that I’ll provide you. While I will try to honor your self-assessments, I will read them after every class and reserve the right to raise or lower your score based on my own observations of your participation and preparedness.

If you’re absent, you cannot make up participation and preparedness points. Learning is not a spectator sport; you need to be engaged and present to be successful.

EXAMS:

On October 7 and November 4, we will spend class time on exams. In those exams, you’ll be given the opportunity to demonstrate the extent of your learning of the material that we’ve covered up to that date. These will likely be essay-type exams.

On December 14, we’ll have a comprehensive final exam covering everything that you learned during the semester.

Electronics in the Classroom

During class, we will be engaged in a conversation with one another. Just like in a face-to-face conversation, it is impolite for someone to interrupt such a conversation by engaging in conversation (via text) with someone else.

Our Learning Community

University courses are, by design, taught to groups of students rather than one-on-one. One of the reasons for this is that there are benefits to learning in groups. In particular, having many people think and learn together enables the entire group to benefit from the unique talents, life experiences, and resulting insights of each individual in the group.

In order to fully realize the potential benefits of this, we need our class to function as a community, where we are committed to helping one another. Just like any other human relationship, successful relationships in a community require mutual respect and communication. I promise to do my part to foster these and other positive aspects of this

BUSI 20970 First-Year Seminar: Business in Society, Fall 2016 Syllabus learning community, and I expect the same in return from you. Below I have indicated a list of responsibilities for each of us that I believe will facilitate the development and functioning of our learning community:

My responsibilities:

❖ I will be prepared for every class. ❖ I will attempt to answer any questions that you have, if not on the spot, as soon as possible thereafter. ❖ I will create a classroom environment that feels safe for you to ask questions without fear of embarrassment and safe for you to be yourself and to focus on learning. ❖ I will do my best to be fair in my assignment of grades. ❖ I will be open to suggestions on how to improve this class by responding to your suggestions as the course progresses. ❖ I’ll be accessible to you when you would like help with the course, and I welcome the chance to interact.

Your responsibilities:

❖ You will come to class. As noted above, your presence in the classroom benefits you but also all of us. ❖ You will plan your schedule appropriately to allow sufficient time outside of class to be successful in this course. To be successful in this course, you will have to do a significant amount of work outside the classroom. ❖ You will come to class prepared. That means reading, taking notes on, and thinking about each of the readings and other assignments before we discuss each topic in class. It is nearly impossible to learn all that you must from the class meetings without sufficient advance preparation. ❖ You will participate actively in class. Learning is not a spectator sport.2 Only by expressing your ideas, engaging others in debate, and listening actively to others can you fully realize the benefits of this course. ❖ You will ask questions of me and of your colleagues when you do not understand something you read, something I said, or something one of your colleagues said in class. Many of the concepts you will encounter this semester are going to be new and unfamiliar. Some presume background knowledge or experience that you might not have had. You may be frequently confused by things you read and hear in class. It is imperative that your confusion be as temporary as possible. If you do not feel comfortable asking your questions in class, I expect that you will ask me outside of class.

2 I owe Peter Wilson, Professor of Accounting at Boston College, credit for this insightful turn of a phrase.

BUSI 20970 First-Year Seminar: Business in Society, Fall 2016 Syllabus

❖ : Learning in an academic institution depends critically on honesty and trust. I take my role in this effort very seriously. Accordingly, I will not tolerate academic dishonesty of any sort. The student handbook (http://www.studenthandbook.tcu.edu/student_handbook.pdf) clearly defines academic misconduct.3 The Academic Catalog (http://www.catalog.tcu.edu/) outlines procedures

3Any act that violates the academic integrity of the institution is considered academic misconduct. The procedures used to resolve suspected acts of academic misconduct are available in the offices of Academic Deans and Campus Life - Dean’s Office. Specific examples include, but are not limited to: 3.4.1 Cheating ▪ Copying from another student's test paper, laboratory report, other report, or computer files and listings; ▪ using, during any academic exercise, material and/or devices not authorized by the person in charge of the test; ▪ collaborating with or seeking aid from another student during a test or laboratory without permission; ▪ knowingly using, buying, selling, stealing, transporting, or soliciting in its entirety or in part, the contents of a test or other assignment unauthorized for release; ▪ substituting for another student or permitting another student to substitute for oneself, to take a test or other assignment or to make a presentation. 3.4.2 Plagiarism ▪ The appropriation, theft, purchase or obtaining by any means another's work, and the unacknowledged submission or incorporation of that work as one's own submitted for credit. Appropriation includes the quoting or paraphrasing of another's work without giving credit therefore. 3.4.3 Collusion ▪ The unauthorized collaboration with another in preparing work offered for credit. 3.4.4 Abuse of resource materials ▪ Mutilating, destroying, concealing, or stealing such material. 3.4.5 Computer misuse ▪ Unauthorized or illegal use of computer software or hardware through the TCU Computer Center or through any programs, terminals, or freestanding computers owned, leased or operated by TCU or any of its academic units for the purpose of affecting the academic standing of a student. 3.4.6. Fabrication and falsification ▪ Unauthorized alteration or invention of any information or citation in an academic exercise. Falsification involves altering information for use in any academic exercise. Fabrication involves inventing or counterfeiting information for use in any academic exercise. 3.4.7 Multiple submission ▪ The submission by the same individual of substantial portions of the same academic work (including oral reports) for credit more than once in the same or another class without authorization. 3.4.8 Complicity in academic misconduct ▪ Helping another to commit an act of academic misconduct. 3.4.9 Bearing False Witness ▪ Knowingly and falsely accusing another student of academic misconduct.

BUSI 20970 First-Year Seminar: Business in Society, Fall 2016 Syllabus

used to deal with cases of academic misconduct. The consequences of academic dishonesty may include: (1) no credit given for the assignment or exam in question; (2) a grade penalty for the assignment or for the course grade; and/or (3) referral of the case to the undergraduate Dean of the School of Business for other disciplinary action (that is me), including a failing grade for the course, probation, suspension, or expulsion from the university. I expect you will abide by the University and School of Business academic honesty policies. I will strictly enforce all such policies. ❖ Netiquette: Communication Courtesy Code: All members of the class are expected to follow rules of common courtesy in all email messages, discussions, and chats. If I deem any of them to be inappropriate or offensive, I will forward the message to the Chair of the department and appropriate action will be taken, not excluding expulsion from the course. The same rules apply online as they do in person. Be respectful of me and of other students. Foul discourse will not be tolerated. Please take a moment and read the following link concerning "netiquette." http://www.albion.com/netiquette/ Participating in the virtual realm, including social media sites and shared-access sites sometimes used for educational collaborations, should also be done with honor and integrity.

Disabilities Notice

TCU complies with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 regarding students with disabilities. Eligible students seeking accommodations should contact the Coordinator of Student Disabilities Services in the Center for Academic Services located in Sadler Hall, 1010. Accommodations are not retroactive, therefore, students should contact the Coordinator as soon as possible in the term for which they are seeking accommodations. Further information can be obtained from the Center for Academic Services, TCU Box 297710, Fort Worth, TX 76129, or at (817) 257-6567.

Adequate time must be allowed to arrange accommodations and accommodations are not retroactive; therefore, students should contact the Coordinator as soon as possible in the academic term for which they are seeking accommodations. Each eligible student is responsible for presenting relevant, verifiable, professional documentation and/or assessment reports to the Coordinator. Guidelines for documentation may be found at http://www.acs.tcu.edu/disability_documentation.asp.

Students with emergency medical information or needing special arrangements in case a building must be evacuated should discuss this information with their instructor/professor as soon as possible.

Resources for Students

BUSI 20970 First-Year Seminar: Business in Society, Fall 2016 Syllabus

There are lots of people on campus available to help you depending on what you need, me included. Here are some of the many places you can turn for help of various kinds:

Mary Couts Burnett Library (257-7117); Center for Academic Services (257-7486, Sadler Hall. 1022); William L. Adams Writing Center (257-7221, Reed Hall 419); Student Development Services (257-7855, BLUU 2003); Office of Religious & Spiritual Life (257-7830, Jarvis Hall), Campus Life (257-7926, Sadler Hall 2006) Counseling, Testing, and Mental Health Center (257-7863, Samuelson Hall).

About Me

Instructor: Ray Pfeiffer, Ph.D., CPA, Associate Dean for Undergraduate Programs and Professor of Accounting Office: 304 Tandy Hall (in the Dean’s suite) Email address: [email protected] Office phone: 817.257.6435 Office hours: By appointment. Just ask me in class, or email or call me, or contact my administrative assistant, Liz O'Keefe, 817.257.7225, [email protected]. Education: Stroudsburg High School, Stroudsburg, Pennsylvania, 1983; Moravian College, Bethlehem, Pennsylvania — B.A. (Accounting) 1987; University of North Carolina, Chapel Hill — Ph.D. (Accounting) 1994. Work experience: Associate Dean for Undergraduate Programs and Professor of Accounting, 2014-present Professor and Accounting Department Chair, Neeley School of Business, 2009-2014. FASB Research Fellow, Financial Accounting Standards Board, 2008-09; Professor, University of Massachusetts, 2007-2009; Associate Professor, University of Massachusetts 2000-2007; Assistant Professor, University of Massachusetts, 1994-2000; Audit staff of Deloitte & Touche, 1987-1990; Staff Accountant (Intern), Stone, Cyphers, McCoy, and DeAngelo, summer 1996. Certified Public Accountant, Pennsylvania and North Carolina. Research interests: Financial reporting issues, financial reporting regulation, firms' accounting and disclosure choices, and stock market participants’ use of financial statement information. Outside interests: Playing piano and upright bass (mostly jazz); arranging, composing and listening to music, tennis, running, cooking, and watching sports.

BUSI 20970 First-Year Seminar: Business in Society, Fall 2016 Syllabus

My Teaching philosophy:

• I believe my purpose as a teacher goes beyond the teaching of business. It is equally important to help my students to grow as people, to support their intellectual and professional development, to challenge their assumptions, and to help expand their world views. In this regard, I wholeheartedly embrace the following perspective offered by Martin Luther King:

"EDUCATION MUST ENABLE ONE TO SIFT AND WEIGH EVIDENCE, TO DISCERN THE TRUE FROM THE FALSE, THE REAL FROM THE UNREAL, AND THE FACTS FROM THE FICTION. THE FUNCTION OF EDUCATION, THEREFORE, IS TO TEACH ONE TO THINK INTENSIVELY AND TO THINK CRITICALLY." — From the Maroon Tiger, Morehouse University (January-February 1947).

• I believe that I succeed as a teacher when my students are inspired to teach themselves, as inner intellectual curiosity is the most valuable educational resource. • I believe in challenging my students to reach very high standards of performance and in providing them with the support they need to reach those standards. • I take my role in the learning process very seriously. I am personally invested in my students’ learning successes and failures. • I believe that the most important element of learning is building structure. With a framework and the ability to build their own frameworks, students can become critical thinkers and thus more effective learners and professionals. • I believe that I must continuously improve my teaching skills and the content of my courses. This includes keeping the material current with the state of the art in the academic literature and in practice; finding new ways to make the material appeal to students' curiosity; making efficient use of class time; and introducing new pedagogical tools that recognize diverse learning styles and enhance my ability to reach my students. • Love of teaching was my first inspiration to pursue an academic career. After 22 years of teaching, I realize that I love it even more than I thought I would. My work as a teacher is a crucial part of my contribution to my profession, to the University, and to society. As such, the privilege to teach continues to be an enormous source of personal reward and inspiration for me.

Communications between us:

My first preference is to talk with you in person. I’m generally in my office all day, every day. I’m friendly. And I love to talk with students! If you want to be sure I’m here when you want to come by, either call or email my administrative assistant, Liz O’Keefe ([email protected],

BUSI 20970 First-Year Seminar: Business in Society, Fall 2016 Syllabus

817.257.7225), to schedule an appointment. But I welcome your dropping in at your convenience.

If you would prefer to communicate with me by other means, I check my email throughout the business day and occasionally overnight. I will try to respond to your emails within 24 hours. I will only use your official TCU email address for course-related communication, so it is crucial that you make sure that you monitor that email address on a regular basis.

Feel free also to call me at the office (817.257.6435).

Course Calendar

Note: The calendar below represents my best estimate about the timing of the coverage of topics through the course. Consider this a plan for the semester — we may change the plan as needed as the course progresses.

Date Topic Readings M, Aug. 22 ▫ “This is Water”: https://www.youtube.com/watch?v=pfw2Qf1VfJo ▫ W, Aug. 24 “Why America’s Business Majors are in Desperate Need of a Liberal-Arts Education,” Yoni Appelbaum, The Atlantic, June, 28, 2016. http://www.theatlantic.com/business/archive/2016/06/why-americas- Introduction to the course; business-majors-are-in-desperate-need-of-a-liberal-arts-education/489209/ What is Business? How is ▫ “A closer look at business and organizations.” J. Timms, Introduction to business connected to the Business and Management, University of London, 2011:p. 17-18 (section F, Aug. 26 liberal arts? 1.2). ▫ “A multidisciplinary view of business and management,” J. Timms, Introduction to Business and Management, University of London, 2011: p. 30-41 (sections 2.1-2.6).

M, Aug. 29 ▫ Elder, L. and R. Paul. The Thinker’s Guide to Analytic Thinking. The Critical thinking – the eight W, Aug. 31 Foundation for Critical Thinking, Tomales, California, 2012: 5-21, 26-33, elements F, Sep. 2 43-53. M, Sep. 5 No class – Labor Day holiday W, Sep. 7 Critical thinking – the eight F, Sep. 9 elements (continued) M, Sep. 12 W, Sep. 14 ▫ Bakan, Joel. The Corporation. The Free Press, 2004: 5-27. F, Sep. 16 History of business and of ▫ Zinn, Howard. A People’s History of the United States. HarperCollins the corporation M, Sep. 19 Publishers, 2003: 253-295. W, Sep. 21 F, Sep. 23 ▫ King, Martin Luther. “Letter from Birmingham Jail.” M, Sep. 26 A framework for ethical https://web.cn.edu/kwheeler/documents/Letter_Birmingham_Jail.pdf W, Sep. 28 decision making ▫ Nash, Laura. “Ethics Without the Sermon.” Harvard Business Review 59(6), F, Sep. 30 Nov./Dec.1981: 78-90.

BUSI 20970 First-Year Seminar: Business in Society, Fall 2016 Syllabus

Date Topic Readings M, Oct. 3 ▫ Treviño, Linda K., and Katherine A. Nelson. Managing Business Ethics, W, Oct. 5 6th edition. John Wiley & Sons, 2014: pp. 38-69; 70-109. F, Oct. 7 Exam I M, Oct. 10 No class — Fall Break W, Oct. 12 Gender Issues in the Workplace: F, Oct. 14 ▫ Sheryl Sandberg, Lean In, Alfred A. Knopf, New York. 2015: 88-120 (Chapters 6-8). M, Oct. 17 ▫ Little, Laura, Virginia Smith Major, Amanda Hinajosa, and Debra Nelson. “Professional Image Maintenance: How Women Navigate Pregnancy in the Workplace.” Academy of Management Journal 58(1), February 2015: 13- 18. ▫ Favero, Linda Williams and Renee Guarriello Heath. “Generational Perspectives in the Workplace: Interpreting the Discourses That Constitute Women’s Struggle to Balance Work and Life.” International Journal of Business Communication 49:4(October 2012): 336-338. ▫ Desai, S., Dolly Chugh, and Arthur Brief, “The Implications of Marriage Structure for Men’s Workplace Attitudes, Beliefs, and Behaviors Toward Women,” Administrative Science Quarterly 59 (2014): 330-334. ▫ Federal Equal Employment Opportunity Laws, https://www.eeoc.gov/facts/qanda.html.

Obligations of the Company and Employee ▫ Ryan, Liz. “What You Owe Your Employer – And What Your Employer Owes You,” Forbes.com, March 5, 2015. http://www.forbes.com/sites/lizryan/2015/03/05/what-you-owe-your- Business and people employer-and-what-your-employer-owes-you/print/ ▫ Lavoie, Andy. “The Fine Line Between What You Do and Don’t Owe W, Oct. 19 Employees.” Entrepreneur.com, May 12, 2015. https://www.entrepreneur.com/article/246026. ▫ Thompson, Anne Bahr. “The Intangible Things Employees Want From Employers.” Harvard Business Review, December 3, 2015. https://hbr.org/2015/12/the-intangible-things-employees-want-from- employers. ▫ Cornell University Law School Legal Information Institute. “Employment-at-will Doctrine.” https://www.law.cornell.edu/wex/employment-at-will_doctrine. ▫ U.S. Bureau of Labor Statistics. “The Employment-at-will Doctrine: Three Major Exceptions.” http://www.bls.gov/opub/mlr/2001/01/art1full.pdf. Monthly Labor Review, January 2001: 3-11

Managing Employees ▫ Dolan, Steven M. “Star Employees Aren’t Always Management Material — And That’s Okay.” Rework. March 12, 2015. Cornerstone. https://www.cornerstoneondemand.com/rework/star-employees-arent- always-management-material-%E2%80%93-and-thats-okay. ▫ Grousbeck, H. Irving. “Case Study: When Key Employees Clash.” Harvard Business Review. March 21, 2012. https://hbr.org/2012/03/case- study-when-key-employees.

BUSI 20970 First-Year Seminar: Business in Society, Fall 2016 Syllabus

Date Topic Readings ▫ Creelman, David. Institute for Human Resources. “Six Stories of Successful Performance Management.” HR.com. March 2012. http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&v ed=0ahUKEwjrsLfHmqvOAhVl5IMKHYafC3AQFggeMAA&url=http%3 A%2F%2Fwww.hr.com%2Fen%3Ft%3D%2FdocumentManager%2Fsfdoc. file.supply%26fileID%3D1345573494107&usg=AFQjCNEq8Fw- GLN5dCkzBWf4oyhaTX6mgA&sig2=vpAq0z9DndtgkpKzbxCYcQ ▫ Murphy, Jeff. “How to Retain Employees: 13 Practical Takeaways from 5 Case Studies.” http://www.snacknation.com/blog/how-to-retain- employees/, November 24, 2015. F, Oct. 21 ▫ Hardin, Garrett. “The Tragedy of the Commons,” Science 162(3859): 1243- M, Oct. 24 1248. ▫ “Externality” from Wikipedia. https://en.wikipedia.org/wiki/Externality Business and government ▫ Friedman, Milton. Capitalism and Freedom. University of Chicago Press. W, Oct. 26 1962: 22-36 (Chapter 2). ▫ Reich, Robert. Saving Capitalism. Alfred A. Knopf. New York. 2015: xi- xvii (Introduction); 67-86 (Chapters 8-9); 218-219 (Chapter 24). F, Oct. 28 ▫ Peng, Mike W. Global Business, fourth edition. Cengage Learning 2017: 34-63 (Chapter 2). M, Oct. 31 Business and global politics ▫ Phillips, Kevin. Wealth and Democracy. Broadway Books, New York. W, Nov. 2 2002. 201-248 (Chapter 5). F, Nov. 4 Exam II M, Nov. 7 ▫ Bader, Christine. The Evolution of a Corporate Idealist. Bibliomotion, Brookline, Massachusetts. 2014: 1-42 (Chapter 1). W, Nov. 9 Corporate idealism & ▫ Mackey, John, and Raj Sisodia. Conscious Capitalism. Harvard Business sustainability F, Nov. 11 Review Press, Boston, Massachusetts. 2013: 1-40 (Introduction, Chapter 1, and Chapter 2). M, Nov. 14 ▫ Reich, Robert. Saving Capitalism. Alfred A. Knopf. New York. 2015: 3-15 W, Nov. 16 (chapters 1 and 2). ▫ Weinzweig, Ari. “Why Open Book Management is an Excellent Way to Run a Business,” https://www.zingtrain.com/content/why-open-book- management-excellent-way-run-business Frameworks for organizing ▫ Stack, Jack, and Bo Burlingham. The Great Game of Business. Currency business activity F, Nov. 18 Doubleday, New York. 1992: 71-92 (Chapter 5) ▫ Ariff, Mohammed. “Whither Islamic Banking?” The World Economy 2014: 733-737. ▫ Brandt, Joshua. “The Barter System: Cashing in on an Old Idea.” Nation’s Restaurant News, May 24, 1999, p. 70, 74. ▫ Sandel, Michael. What Money Can’t Buy. Farrar, Straus, and Giroux, The good and the bad of New York. 2012: 3-15. M, Nov. 21 markets ▫ Fox, Justin. The Myth of the Rational Market. Harper Business, New York, 2009: xi-xvi (Introduction). W, Nov. 23 No class — Thanksgiving holiday F, Nov. 25 M, Nov. 28 The good and the bad of

W, Nov. 30 markets (continued)

BUSI 20970 First-Year Seminar: Business in Society, Fall 2016 Syllabus

Date Topic Readings F, Dec. 2 M, Dec. 5 Summary and conclusion

W, Dec. 7 to the semester/course W, Dec. 14 Final Exam, 8:00 – 10:30, Rees-Jones Hall, room 113

Finally…

I really look forward to this semester with you. We are going to learn a lot together and explore some fascinating topics. I can’t wait to get started!