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54 online s11 pre class orientation
The document provides information about an online business course for spring 2011. It introduces the instructor and provides details about the online orientation, accessing the Moodle course site, login instructions, and contact information. Students are asked to check their availability for the orientation and complete tasks like setting up their Moodle profile before the course begins.
MyCV2016
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MBA 6601, International Business 1
Course Description
Examines current patterns of international business and social, economic, political, and cultural systems impacting the
conduct of business. Topics include international business transactions, financial institutions facilitating international
transactions, and interface between nation states and the firms conducting foreign business activities.
Course eTextbook
Daniels, J. D., Radebaugh, L. H., & Sullivan, D. P. (2015). International business: Environments and operations (15th ed.)
[VitalSource version]. Retrieved from https://online.vitalsource.com/#/books/9780133457339
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Upon completion of this course, students should be able to:
1. Differentiate international business from domestic business and explain why companies should engage in
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2. Analyze the external factors of international business (e.g., political, legal, economics, culture) and how these
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SyllabusInternational Business1168-MAN4602VC1168-91451Gene.docx
Syllabus
International Business
1168-MAN4602VC1168-91451
General Information | Important Information | Course Detail | Course Calendar
General Information
Professor Information
Instructor:
Dr. Karen Paul
Phone:
(305) 348-6881
Office:
MANGO 435 (MMC)
Fax:
(305) 348-6146
Office Hours:
By Appointment or 2:00 PM - 4:00 PM on Wednesdays
E-mail:
Please use Blackboard course messages
Website:
Instructor Bio
Course Description And Purpose
International Business is an upper-level undergraduate course covering the international business environment (e.g., economic, political, legal, and cultural aspects), current trends in institutions that provide the context within which a global firm operates (e.g., the World Bank, the United Nations, and various economic blocs), the various ways international or global business is conducted, and career strategies for performing in the global or international business environment. Topics included in the course include culture, ethics, strategy, production, logistics, marketing, and human resource management in international business. Upon completion of the course, students should be able to identify risks and opportunities in international business, recognize cultural and ethical issues in international business, and analyze issues in international business management.
Course Objectives
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1. Discuss the impact of globalization on countries, businesses and their citizens.
2. Analyze socialization, educational systems, and organizational practices in several countries with regard to their impact on economic development and national economies.
3. Explain the significance of international organizations and agreements that affect business.
4. Analyze the political, legal, economic, and cultural environment of multinational organizations.
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BUSI1191 Introduction to Business ResearchUndergraduate Prog
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The assessment of this module consists of two parts. If there is anything you do not understand then please contact Oonagh Harness (for Part 2) for assistance.
Part 2: Epiphany Term
Qualitative Research Proposal
Overall word limit: (1000 words)
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Course Description
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Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
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2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
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3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
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6. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II, IV, VI, and VIII.
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MyCV2016
Siarhei Lipinski is a recent graduate of Business Management from Dublin Institute of Technology seeking new career opportunities. He has 2 years of experience in customer service roles at Tayto Park and Wincanton Ireland LTD. Lipinski is fluent in English, Russian, and has basic skills in Irish and Ukrainian. He has strong communication skills developed from interacting with diverse customers. His education provides skills in accounting, data analytics, operations management, and continuous learning. References are available from his manager at Tayto Park and school principal.
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Course Description
Examines current patterns of international business and social, economic, political, and cultural systems impacting the
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Course eTextbook
Daniels, J. D., Radebaugh, L. H., & Sullivan, D. P. (2015). International business: Environments and operations (15th ed.)
[VitalSource version]. Retrieved from https://online.vitalsource.com/#/books/9780133457339
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Upon completion of this course, students should be able to:
1. Differentiate international business from domestic business and explain why companies should engage in
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International Financial Reporting Standards (IFRS).
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Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
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3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
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SyllabusInternational Business1168-MAN4602VC1168-91451Gene.docx
Syllabus
International Business
1168-MAN4602VC1168-91451
General Information | Important Information | Course Detail | Course Calendar
General Information
Professor Information
Instructor:
Dr. Karen Paul
Phone:
(305) 348-6881
Office:
MANGO 435 (MMC)
Fax:
(305) 348-6146
Office Hours:
By Appointment or 2:00 PM - 4:00 PM on Wednesdays
E-mail:
Please use Blackboard course messages
Website:
Instructor Bio
Course Description And Purpose
International Business is an upper-level undergraduate course covering the international business environment (e.g., economic, political, legal, and cultural aspects), current trends in institutions that provide the context within which a global firm operates (e.g., the World Bank, the United Nations, and various economic blocs), the various ways international or global business is conducted, and career strategies for performing in the global or international business environment. Topics included in the course include culture, ethics, strategy, production, logistics, marketing, and human resource management in international business. Upon completion of the course, students should be able to identify risks and opportunities in international business, recognize cultural and ethical issues in international business, and analyze issues in international business management.
Course Objectives
Students will be able to:
1. Discuss the impact of globalization on countries, businesses and their citizens.
2. Analyze socialization, educational systems, and organizational practices in several countries with regard to their impact on economic development and national economies.
3. Explain the significance of international organizations and agreements that affect business.
4. Analyze the political, legal, economic, and cultural environment of multinational organizations.
5. Evaluate the impact of internationalization on strategies and on mode of entry.
6. Apply knowledge of cultural values and practices to evaluate the management.
7. Demonstrate an in-depth understanding of sustainability, corporate social responsibility, and corporate citizenship.
8. Present an overview of functional areas in international business organizations.
9. Explain functions of trade alliances and supranational organizations.
10. Demonstrate Excel, PowerPoint, and Publisher skills.
Major & Curriculum Objectives Targeted
11. Discuss globalization and its impact on countries, businesses and their citizens.
12. Critically evaluate assumptions and assertions on the benefits and issues of globalization.
13. Analyze the political, legal, economic, socio/cultural environment of multinational organizations and use this analysis to develop competitive strategies in a global environment.
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BUSI1191 Introduction to Business ResearchUndergraduate Prog
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SUMMATIVE ASSIGNMENT
The assessment of this module consists of two parts. If there is anything you do not understand then please contact Oonagh Harness (for Part 2) for assistance.
Part 2: Epiphany Term
Qualitative Research Proposal
Overall word limit: (1000 words)
You have to write a research proposal for a qualitative project on a topic of your choice (connected to business and management research). You cannot choose the same topic as that of the formative assignment. Your proposal needs to rely on one (or several) of the methods that will be discussed during the first term. For this assignment, you do not have to conduct any primary research. Your task is to design a research proposal that would explain how you would conduct the research. Your report should adopt the following structure: (i) introduction (100 words), (ii) literature review (400 words), (iii) proposed methodology (Research methods, sample size, ethics) (400 words), (iv) conclusion (100 words). The report should be no more than 1000 words (excluding references and the appendix). This accounts for 30 % of your final mark on this module.
Suggested structure:
Introduction (around 100 words)
Literature review (around 400 words)
Proposed methodology (research methods, sample size, ethics) (around 400 words)
Conclusion (around 100 words)
Assignments should be typed, using 1.5 spacing and an easy-to-read 12-point font. Assignments and dissertations/business projects must not exceed the word count indicated in the module handbook/assessment brief.
The word count should:
· Include all the text, including title, preface, introduction, in-text citations, quotations, footnotes and any other items not specifically excluded below.
· Exclude diagrams, tables (including tables/lists of contents and figures), equations, executive summary/abstract, acknowledgements, declaration, bibliography/list of references and appendices. However, it is not appropriate to use diagrams or tables merely as a way of circumventing the word limit. If a student uses a table or figure as a means of presenting his/her own words, then this is included in the word count.
Examiners will stop reading once the word limit has been reached, and work beyond this point will not be assessed. Checks of word counts will be carried out on submitted work, including any assignments or dissertations/business projects that appear to be clearly over-length. Checks may take place manually and/or with the aid of the word count provided via an electronic submission. Where a student has intentionally misrepresented their word count, the School may treat this as an offence under Section IV of the General Regulations of the University. Extreme cases may be viewed as dishonest practice under Section IV, 5 (a) (x) of the General Regulations.
Very occasionally it may be appropriate to present, in an appendix, material which does not properly ...
Matrix Learning Products
1. Matrix Learning offers career-oriented education programs, including English language training and professional certification courses, to international students.
2. These programs provide benefits such as job advancement opportunities, skills development, higher salaries, and career esteem when students earn a professional certification.
3. Matrix Learning partners with language schools to offer their Certified Professional Secretary (CPS) and Certified International Trade and Logistics Specialist (CITLS) certification programs, which can attract new types of motivated students and boost the schools' enrollments.
MBA 5501, Advanced Marketing 1 Course Description .docx
MBA 5501, Advanced Marketing 1
Course Description
An overview of advanced topics in marketing planning, strategy, analysis, and control. Emphasis on consumer needs and
analysis, market position, competition, and public policy environment related to marketing activities.
Course eTextbook
Kotler, P., & Keller, K. L. (2012). Marketing management (14th ed.). Boston, MA: Prentice Hall.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Explain both the marketing concept and the holistic marketing concept.
2. Analyze the macroenvironments as related to the marketing process.
3. Illustrate the use of marketing research and the forecasting of demand.
4. Describe the development of customer value, satisfaction, and loyalty.
5. Explain the use of customer relationship management in cultivating customer relationships.
6. Illustrate the consumer buying process and the organizational buying process.
7. Illustrate market segmentation, market targeting, and brand equity.
8. Describe positioning and differentiation strategies.
9. Illustrate the development of product strategy and explain competitive strategies.
10. Explain the marketing strategies for service companies.
11. Identify and explain the various pricing strategies.
12. Describe the management of the retail and wholesale business.
13. Classify the management of advertising, sales promotion, events, and public relations.
14. Identify and explain direct marketing and personal selling.
15. Outline and describe new product development.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
5. Suggested Reading: Suggested Readings are listed in the study guides for Units IV and VI-VIII. Students are
encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of
the Suggested Readings.
6. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II, IV, VI, and VIII.
Specific information and instructions regarding these assignments are provided below. Grading rubrics are
included with each assignment. Specific information about accessing these rubrics is provided below.
MBA 5501, Advanced Marketing
Course Syllabus
MBA 5501, Advanced Marketing 2
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Course Description
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Course Textbook(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Identify basic business concepts.
2. Examine the different environments in which businesses operate, to include social, technological, economic, legal,
and market.
3. Explain management functions of planning, organizing, leading, and controlling.
4. Identify the basic principles of marketing.
5. Determine the function and role of human resources, including key aspects of human resource management.
6. Discuss the importance of ethics and social responsibility in business.
7. Evaluate concepts associated with entrepreneurship.
8. Explain how outsourcing, offshoring, and foreign entities affect the operation of businesses in the United States.
Credits
Upon completion of this course, the students will earn 3 hours of college credit.
Course Structure
1. Study Guide: Course units contain a Study Guide that provide students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Reading Assignments: Units contain Reading Assignments from one or more chapters from the textbook and/or
outside resources.
5. Suggested Reading: Suggested Readings are listed within the Study Guide. Students are encouraged to read the
resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.
6. Discussion Boards: Discussion Boards are part of all CSU Term courses. More information and specifications can
be found in the Student Resources link listed in the Course Menu bar.
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material.
8. Unit Assessments: This course contains Unit Assessments, which test student knowledge on important aspects of
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questions.
9. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and
instructions regarding these assignments are provided below. Grading rubrics are included with each assignment.
Specific information about a.
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This document discusses the importance of staying up to date with trends and technology for career success in accounting. It identifies three key ways professionals can learn about changes: formal training, professional reading, and social interactions. Formal training through education is critical for building foundational knowledge, while continuous learning through reading and social media is important for keeping skills and knowledge relevant. The document encourages accounting professionals to make ongoing learning a priority through a combination of these methods.
David Mauro-VP: Enrollment Digital Academy Proposal
Proposal for Enrollment Digital Academy for any school in the US and Canada. Any online content can be used. We drive enrollment through market analysis, creative digital platform and print design and strategic planning. Proven results for several clients dramatically boosting enrollment.
Transform K12 Education through managed services, technology consulting, strategic planning, enrollment services, digital academies and professional development. We work with over a hundreds schools and districts throughout the country providing leadership, planning and consulting for education technology services, couple with the right blend of onsite and remote support, PD, training and online academies that offer anytime anywhere learning.
Internet Marketing Plan
In this project, Internet Marketing Plan, I worked with a group, and we applied marketing strategies – target marketing, differentiation, positioning and competitor analysis – for the Internet environment. As a project requirement, we had to develop a marketing plan for a niche business idea. The business model mentioned in this document does not exist. I also developed a website using a free template. It is only a mock up to demonstrate how the online business would operate, so most of the links do not function. This project is only for the educational purpose.
Business case study assignment help uk
Students who struggle to solve business case studies themselves, can avail of Business Case Study Assignment Help UK from cheapassignmenthelp.co.uk. Avail best assignment writing services from the UK assignment helpers.
Choosing an eLearning Provider
This document provides tips for choosing an eLearning provider. It recommends: 1) thoroughly demoing courses to evaluate quality, functionality and issue resolution; 2) selecting a provider with easy administration for remote employees; 3) ensuring content is regularly updated; 4) considering variety of tools and customization options; 5) choosing a provider with most courses under 10 minutes for time management; and 6) verifying the provider's instructional design credentials to create engaging, effective courses. The document stresses that eLearning should improve employee and company performance.
Assignment 2Situation AnalysisBased on what you’ve learned.docx
Assignment 2
Situation Analysis
Based on what you’ve learned so far in this course, regarding the 5 Cs, 4Ps, and STP, complete the assessment questions below. Submit the completed template in the Week 10 assignment submission link.
Name:
Professor’s Name:
Course Title:
Date:
Company/Brand Selected (Jeep Cherokee Automobiles, Amazon, or Google):
1. Customers
Who are the current customers/users? Include information related to demographics, psychographics and buying behavior, price sensitivity, customer satisfaction and loyalty.
For example: You could include information such as whether the brand is trying to appeal to a certain social or cultural group and how customers perceive the product/brand. It’s also possible to include demographic information related to: age, educational attainment, geographic area, gender, race, employment status and/or home ownership. Additionally, you can discuss psychographic information which includes those attributes that relate to personality, values, attitudes, interests, or lifestyles of people. This area is also related to situational life stages as well as customer beliefs, and how customers want to see themselves and be perceived. Some examples of psychographic groups include video gamers, soccer moms, sports fanatics, hipsters, and single moms. Life cycle stages include: retirees, new homeowners, college students and new parents. Be aware that some products/brands may appeal to a wider customer base than others.
[Insert response]
What do the customers buy/use?
[Insert response]
What changes can the company/brand expect in the future? How can the company/brand better serve its customers? Include information about potential opportunities and threats.
For example, you could include information about the current demand for the product/brand, and how it is changing or has changed including possible variations or modifications in the future. You may also determine/discuss if the brand/company can take advantage or has taken advantage of the changes. It’s also possible to consider and talk about whether the product/brand is a less expensive substitute, perhaps, or maybe a product/brand that is easier to use with more features.
[Insert response]
2. Company
[This is what the brand is currently.]
Identify strengths and weaknesses of the company/brand as it exists today. What does the company/brand do well and not so well at this very moment?
[Insert response]
[This is what the company/brand needs to become.]
How can the company/brand improve its weaknesses and maintain or grow its strengths? Suggest how the company/brand can improve upon the things it does well and not so well.
[Insert response]
3. Context
Define the current business environment. Include information about political, legal, economic technological and societal factors that may influence sales.
For example: You could perhaps discuss the current trends and conditions for this Industry and for the brand. It’s possible to include information abo ...
Running head STRATEGIC ENROLLMENT PLAN 1STRATEGIC ENROLLMENT P.docx
Running head: STRATEGIC ENROLLMENT PLAN 1
STRATEGIC ENROLLMENT PLAN 24
Strategic enrollment plan
Name
Institution
Table of Content
Strategic enrollment plan………………………………………………………………………….3
Prospectus………………………………………………………………………………………....3
Organization description…………………………………………………………………..4
Enrollment management…………………………………………………………………..4
Theories and models………………………………………………………………………5
Summarize your plan……………………………………………………………………...6
Current enrollment management landscape……………………………………………………….7
Strengths and Opportunities……………………………………………………………….7
Weaknesses and Threats…………………………………………………………………..8
Foundational Assumptions for proposals………………………………………………….............9
External Assumptions……………………………………………………………………10
Internal Assumptions…………………………………………………………………….11
Student enrollment strategy……………………………………………………………………...12
Key performance indicators (KPI) ………………………………………………………13
Determine the Key Performance Indicators (KPIs) …………………………………..…14
Projected Outcomes……………………………………………………………………………...14
Programmatic Changes…………………………………………………………………..15
Impact on student achievement…………………………………………………………16
Recommendation to improve retention…………………………………………..16
Financial implications ……………………………………………………………………17
Type of cost………………………………………………………………………18
Type of revenue………………………………………………………………….18
Communication and messaging………………………………………………………………….19
Communication channels………………………………………………………………...20
Differentiating of messaging for different stakeholder………………………………..…21
Media outlets……………………………………………………………………………..22
Audiences………………………………………………………………………………...22
Key message……………………………………………………………………………..23
Criteria for reaching the target audience…………………………………………...…….24
Conclusion…………………………………………………………………………………….....24
References….…………………………………………………………………………………….25
ProspectusOrganization description
California Institute of Technology (CALTECH) was a regional college barely a decade ago, but it had to restructure its organization through proper advertisements. The organization has an enrollment of approximately 2,233 students across the year and still does not seek to increase with about 234 students by 2023. The president of the institution resorted to programs that were more student-centered, improving the processing and data use and improving research to achieve a goal of improving the quality of education to the students in the next years while seeking to remain dominant across the global university. The institution is making decisions since they must improve their productivity and performance and a smaller population. It is crucial in improving its structure to accommodate its goals and come up with relative initiatives that will help propel the institution to meet its objectives, which is to provide affordable higher education to deserving students. Enrollment management
The enrollment management has the mandate to make sure that the institution is capturing all the opportunities for expanding the institut.
Running head STRATEGIC ENROLLMENT PLAN 1STRATEGIC ENROLLMENT P.docx
Running head: STRATEGIC ENROLLMENT PLAN 1
STRATEGIC ENROLLMENT PLAN 24
Strategic enrollment plan
Name
Institution
Table of Content
Strategic enrollment plan………………………………………………………………………….3
Prospectus………………………………………………………………………………………....3
Organization description…………………………………………………………………..4
Enrollment management…………………………………………………………………..4
Theories and models………………………………………………………………………5
Summarize your plan……………………………………………………………………...6
Current enrollment management landscape……………………………………………………….7
Strengths and Opportunities……………………………………………………………….7
Weaknesses and Threats…………………………………………………………………..8
Foundational Assumptions for proposals………………………………………………….............9
External Assumptions……………………………………………………………………10
Internal Assumptions…………………………………………………………………….11
Student enrollment strategy……………………………………………………………………...12
Key performance indicators (KPI) ………………………………………………………13
Determine the Key Performance Indicators (KPIs) …………………………………..…14
Projected Outcomes……………………………………………………………………………...14
Programmatic Changes…………………………………………………………………..15
Impact on student achievement…………………………………………………………16
Recommendation to improve retention…………………………………………..16
Financial implications ……………………………………………………………………17
Type of cost………………………………………………………………………18
Type of revenue………………………………………………………………….18
Communication and messaging………………………………………………………………….19
Communication channels………………………………………………………………...20
Differentiating of messaging for different stakeholder………………………………..…21
Media outlets……………………………………………………………………………..22
Audiences………………………………………………………………………………...22
Key message……………………………………………………………………………..23
Criteria for reaching the target audience…………………………………………...…….24
Conclusion…………………………………………………………………………………….....24
References….…………………………………………………………………………………….25
ProspectusOrganization description
California Institute of Technology (CALTECH) was a regional college barely a decade ago, but it had to restructure its organization through proper advertisements. The organization has an enrollment of approximately 2,233 students across the year and still does not seek to increase with about 234 students by 2023. The president of the institution resorted to programs that were more student-centered, improving the processing and data use and improving research to achieve a goal of improving the quality of education to the students in the next years while seeking to remain dominant across the global university. The institution is making decisions since they must improve their productivity and performance and a smaller population. It is crucial in improving its structure to accommodate its goals and come up with relative initiatives that will help propel the institution to meet its objectives, which is to provide affordable higher education to deserving students. Enrollment management
The enrollment management has the mandate to make sure that the institution is capturing all the opportunities for expanding the institut ...
Elish Education Training Services_Proposal_Students
This document defines identification, management techniques and related concepts which describe main generic phases of business activities related to “ELISH Consulting Services India Private Limited” India program management life cycle and outline related processes. It also briefly addresses the multiple projects and other activities included in this program and their compounded benefits strategic alignment to Company’s strategic vision, objectives and goals.
FinalBusinessPlan copy
This document provides a business plan for MDLX, a company that aims to create an online marketplace for students, faculty, and staff at Knox College to buy and sell used goods. The plan outlines the opportunity in reusing goods on college campuses more efficiently. MDLX will launch initially at Knox College and plans to later expand to other Midwest schools. The plan details the company's products and services, market analysis, financial projections, marketing strategy, and management team. The goal is to launch an initial beta version of the online platform in Fall 2015 to promote reuse and reduce waste at Knox College.
Orientation Purple And Gold Transfer Cob 3 30 10 Jb Edit2
The document provides information about orientation for students in the College of Business at ECU. It introduces the academic advising center, career center, and business communication center that make up the COB Center for Student Success. It outlines advisor assignments, concentration requirements, math requirements, the leadership and professional development program courses, and registration instructions.
0Fourth Edition Skills for Accounting Research
/'0
Fourth Edition
Skills for Accounting
Research
FASB Codification and eIFRS
Text and Cases
Shelby Collins, CPA
Accounting Research
Solution
s
With Tax Research Chapter By
Martha L. Salzman
University at Buffalo
/'0
- ���
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��
Foreword
For 16 years, I taught the graduate accounting policy and research class at the University of
Georgia's J.M. Tull School of Accounting. And then , I worked closely with my successor to help
him develop materials to teach the course. These experiences have taught me firsthand what a
challenging, albeit rewarding, topic accounting research is for students, and what a challenging
course it can be to develop. Prior to this position, my 26 years with Ernst & Young and 10 years
as Chairman of the Financial Accounting Standards Board (FASB) have shown me that despite
this challenge, research and communication skills are what set graduates apart in practice.
My class required students to prepare reports on real-world case studies and to participate
actively in class discussions of research and current events. However, these research and com-
munication skills did not always come naturally to students. I'll never forget the time when, after
assigning students a case involving revenue recognition at CBS Sports , a student approached me
and said that he could not find "NFL Football" anywhere in the accounting Literature. I hinted
to him that terms such as "revenue recognition" or "licensing fees" were more likely to result in
relevant information for this particular case. Frequently, even identifying the right keywords to
search can involve practice and finesse.
While the introduction of the FASB Codification has done a lot to facilitate guidance search-
es, accounting research remains a daunting challenge for many students. In part that's simply
because of the sheer volume of guidance included within U.S. GAAP, and in part it is because
accounting policy issues often don't have black or white answers.
It's therefore imperative that students are well trained in the resources that can help them
make informed judgments. These include not only the authoritative literature, but also guid-
ance for similar issues that may be relevant "by analogy" and nonauthoritative sources, such as
examples from practice and interpretive guidance.
Shelby Collins is one of my former students, and a standout whom I had the privilege of
nominating for a position at the FASB. When she approached me with the idea for this book, I
was immediately supportive. After all, throughout my 16 years of teaching, I was unable to find
a resource that met the challenge of teaching accounting students the skills necessary to perform
great research, let alone prepare instructors for the challenge of teaching this course.
This book does just that. Shelby and I worked closely on the initial draft of this book, and
this edition builds upon that strong foundation to incorporate even more feedback from the ...
0Fourth Edition Skills for Accounting Research
/'0
Fourth Edition
Skills for Accounting
Research
FASB Codification and eIFRS
Text and Cases
Shelby Collins, CPA
Accounting Research
Solution
s
With Tax Research Chapter By
Martha L. Salzman
University at Buffalo
/'0
- ���
/'0
��
Foreword
For 16 years, I taught the graduate accounting policy and research class at the University of
Georgia's J.M. Tull School of Accounting. And then , I worked closely with my successor to help
him develop materials to teach the course. These experiences have taught me firsthand what a
challenging, albeit rewarding, topic accounting research is for students, and what a challenging
course it can be to develop. Prior to this position, my 26 years with Ernst & Young and 10 years
as Chairman of the Financial Accounting Standards Board (FASB) have shown me that despite
this challenge, research and communication skills are what set graduates apart in practice.
My class required students to prepare reports on real-world case studies and to participate
actively in class discussions of research and current events. However, these research and com-
munication skills did not always come naturally to students. I'll never forget the time when, after
assigning students a case involving revenue recognition at CBS Sports , a student approached me
and said that he could not find "NFL Football" anywhere in the accounting Literature. I hinted
to him that terms such as "revenue recognition" or "licensing fees" were more likely to result in
relevant information for this particular case. Frequently, even identifying the right keywords to
search can involve practice and finesse.
While the introduction of the FASB Codification has done a lot to facilitate guidance search-
es, accounting research remains a daunting challenge for many students. In part that's simply
because of the sheer volume of guidance included within U.S. GAAP, and in part it is because
accounting policy issues often don't have black or white answers.
It's therefore imperative that students are well trained in the resources that can help them
make informed judgments. These include not only the authoritative literature, but also guid-
ance for similar issues that may be relevant "by analogy" and nonauthoritative sources, such as
examples from practice and interpretive guidance.
Shelby Collins is one of my former students, and a standout whom I had the privilege of
nominating for a position at the FASB. When she approached me with the idea for this book, I
was immediately supportive. After all, throughout my 16 years of teaching, I was unable to find
a resource that met the challenge of teaching accounting students the skills necessary to perform
great research, let alone prepare instructors for the challenge of teaching this course.
This book does just that. Shelby and I worked closely on the initial draft of this book, and
this edition builds upon that strong foundation to incorporate even more feedback from the ...
Choosing an e learning provider combined edits 092413 (final) (1)
This document provides tips for choosing an eLearning provider. It recommends thoroughly testing a provider's courses through a demo to ensure clear instruction and effective learning metrics tracking. An easy to administer platform is important so employees can access and share courses remotely. Content should be regularly updated and cover a variety of topics through both standard and customizable courses that are concise, typically 10 minutes or less. The provider should have strong instructional design credentials to create engaging courses that meet learning objectives and business needs.
ACC501 -Business Accounting Finance
This subject outline provides information about the ACC501 - Business Accounting & Finance course offered at Charles Sturt University. The course is designed to introduce students to financial accounting, management accounting, and finance. It will help students understand accounting principles, financial statements, and their uses and limitations. The course will also address management accounting issues and decision-making techniques. The subject outline provides learning outcomes, contact details for the lecturer, information about assessments, required textbooks and resources, and a weekly course schedule.
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting
Wahiba Chair's Talk at the 2024 Learning Ideas Conference. More Related Content
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Ma commerce ppt
The document provides information about pursuing a commerce stream after 10th grade in India. It defines commerce as the study of trade, business, and the exchange of goods and services. The main subjects taught in commerce include Accountancy, Economics, Business Studies, English, and Mathematics. Commerce offers a wide range of career options such as CA, banking, teaching, and management. After 12th grade, students can pursue traditional commerce degrees as well as other fields like law, design, fashion, and more. The document also provides details about specific commerce coaching options available through MA Commerce Coaching Institute.
Course SyllabusCourse DescriptionPresents the fundamen.docx
Course Syllabus
Course Description
Presents the fundamentals of business principles and practices. Business strategies emphasized are decision-making and
planning, teamwork, technology, and communication. Topics include analysis of the business environment, starting a new
business, managing business and employees, marketing, accounting, and finance.
Course Textbook(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Identify basic business concepts.
2. Examine the different environments in which businesses operate, to include social, technological, economic, legal,
and market.
3. Explain management functions of planning, organizing, leading, and controlling.
4. Identify the basic principles of marketing.
5. Determine the function and role of human resources, including key aspects of human resource management.
6. Discuss the importance of ethics and social responsibility in business.
7. Evaluate concepts associated with entrepreneurship.
8. Explain how outsourcing, offshoring, and foreign entities affect the operation of businesses in the United States.
Credits
Upon completion of this course, the students will earn 3 hours of college credit.
Course Structure
1. Study Guide: Course units contain a Study Guide that provide students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Reading Assignments: Units contain Reading Assignments from one or more chapters from the textbook and/or
outside resources.
5. Suggested Reading: Suggested Readings are listed within the Study Guide. Students are encouraged to read the
resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.
6. Discussion Boards: Discussion Boards are part of all CSU Term courses. More information and specifications can
be found in the Student Resources link listed in the Course Menu bar.
7. Unit Quizzes: This course contains Unit Quizzes. It is suggested that the quizzes be completed before students
complete the Unit Assessments. Quizzes are used to give students quick feedback on their understanding of the unit
material.
8. Unit Assessments: This course contains Unit Assessments, which test student knowledge on important aspects of
the course. These tests may come in many different forms, ranging from multiple choice to written response
questions.
9. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and
instructions regarding these assignments are provided below. Grading rubrics are included with each assignment.
Specific information about a.
Professor Daniel G. Fuchs - ASI Online E-Learning Program for Service Managers
“This practical, step-by-step course will guide you through the many aspects of becoming a professional service manager. You will learn what it means to be a leader, how to manage staff and other resources as well as how to prepare and manage a business plan for your service business or service profit centre.”
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Take a closer look at the ASI On-line training options that will show you details of each course, including the Syllabus and the investment you need for a future in frontline management.
To receive an obligation free information package, please contact me via the contact form or alternatively, contact me via my website http://www.danielgfuchs.com
CopyofBusinessPlan
PaperEdits is a sole proprietorship that provides document editing, revising, typing and planning services to students in Chicago. The business aims to help students express themselves confidently through professional writing by preparing high-quality documents for a fee. PaperEdits recognizes that students have a large workload and many struggle with English grammar. The business conducts market research showing there is demand among local high school, community college and trade school students. PaperEdits' competitive advantages include offering diverse services beyond just editing, having centralized features, and targeting the high school and lower collegiate student market that competitors often overlook.
Mba
This document provides an overview and analysis of MBA programs. It discusses how MBA prestige has fallen as programs have adopted an irrelevant scientific research model over practical business skills. Costs have also increased dramatically without comparable salary increases. The document recommends gaining several years of work experience before pursuing an MBA to improve return on investment and make the curriculum more applicable. Not everyone needs an MBA, and entrepreneurs are better off pursuing their ambitions than delaying to get an MBA only to keep up with others.
Staying Up to Date with Trends and Technology for Accountants
This document discusses the importance of staying up to date with trends and technology for career success in accounting. It identifies three key ways professionals can learn about changes: formal training, professional reading, and social interactions. Formal training through education is critical for building foundational knowledge, while continuous learning through reading and social media is important for keeping skills and knowledge relevant. The document encourages accounting professionals to make ongoing learning a priority through a combination of these methods.
David Mauro-VP: Enrollment Digital Academy Proposal
Proposal for Enrollment Digital Academy for any school in the US and Canada. Any online content can be used. We drive enrollment through market analysis, creative digital platform and print design and strategic planning. Proven results for several clients dramatically boosting enrollment.
Transform K12 Education through managed services, technology consulting, strategic planning, enrollment services, digital academies and professional development. We work with over a hundreds schools and districts throughout the country providing leadership, planning and consulting for education technology services, couple with the right blend of onsite and remote support, PD, training and online academies that offer anytime anywhere learning.
Internet Marketing Plan
In this project, Internet Marketing Plan, I worked with a group, and we applied marketing strategies – target marketing, differentiation, positioning and competitor analysis – for the Internet environment. As a project requirement, we had to develop a marketing plan for a niche business idea. The business model mentioned in this document does not exist. I also developed a website using a free template. It is only a mock up to demonstrate how the online business would operate, so most of the links do not function. This project is only for the educational purpose.
Business case study assignment help uk
Students who struggle to solve business case studies themselves, can avail of Business Case Study Assignment Help UK from cheapassignmenthelp.co.uk. Avail best assignment writing services from the UK assignment helpers.
Choosing an eLearning Provider
This document provides tips for choosing an eLearning provider. It recommends: 1) thoroughly demoing courses to evaluate quality, functionality and issue resolution; 2) selecting a provider with easy administration for remote employees; 3) ensuring content is regularly updated; 4) considering variety of tools and customization options; 5) choosing a provider with most courses under 10 minutes for time management; and 6) verifying the provider's instructional design credentials to create engaging, effective courses. The document stresses that eLearning should improve employee and company performance.
Assignment 2Situation AnalysisBased on what you’ve learned.docx
Assignment 2
Situation Analysis
Based on what you’ve learned so far in this course, regarding the 5 Cs, 4Ps, and STP, complete the assessment questions below. Submit the completed template in the Week 10 assignment submission link.
Name:
Professor’s Name:
Course Title:
Date:
Company/Brand Selected (Jeep Cherokee Automobiles, Amazon, or Google):
1. Customers
Who are the current customers/users? Include information related to demographics, psychographics and buying behavior, price sensitivity, customer satisfaction and loyalty.
For example: You could include information such as whether the brand is trying to appeal to a certain social or cultural group and how customers perceive the product/brand. It’s also possible to include demographic information related to: age, educational attainment, geographic area, gender, race, employment status and/or home ownership. Additionally, you can discuss psychographic information which includes those attributes that relate to personality, values, attitudes, interests, or lifestyles of people. This area is also related to situational life stages as well as customer beliefs, and how customers want to see themselves and be perceived. Some examples of psychographic groups include video gamers, soccer moms, sports fanatics, hipsters, and single moms. Life cycle stages include: retirees, new homeowners, college students and new parents. Be aware that some products/brands may appeal to a wider customer base than others.
[Insert response]
What do the customers buy/use?
[Insert response]
What changes can the company/brand expect in the future? How can the company/brand better serve its customers? Include information about potential opportunities and threats.
For example, you could include information about the current demand for the product/brand, and how it is changing or has changed including possible variations or modifications in the future. You may also determine/discuss if the brand/company can take advantage or has taken advantage of the changes. It’s also possible to consider and talk about whether the product/brand is a less expensive substitute, perhaps, or maybe a product/brand that is easier to use with more features.
[Insert response]
2. Company
[This is what the brand is currently.]
Identify strengths and weaknesses of the company/brand as it exists today. What does the company/brand do well and not so well at this very moment?
[Insert response]
[This is what the company/brand needs to become.]
How can the company/brand improve its weaknesses and maintain or grow its strengths? Suggest how the company/brand can improve upon the things it does well and not so well.
[Insert response]
3. Context
Define the current business environment. Include information about political, legal, economic technological and societal factors that may influence sales.
For example: You could perhaps discuss the current trends and conditions for this Industry and for the brand. It’s possible to include information abo ...
Running head STRATEGIC ENROLLMENT PLAN 1STRATEGIC ENROLLMENT P.docx
Running head: STRATEGIC ENROLLMENT PLAN 1
STRATEGIC ENROLLMENT PLAN 24
Strategic enrollment plan
Name
Institution
Table of Content
Strategic enrollment plan………………………………………………………………………….3
Prospectus………………………………………………………………………………………....3
Organization description…………………………………………………………………..4
Enrollment management…………………………………………………………………..4
Theories and models………………………………………………………………………5
Summarize your plan……………………………………………………………………...6
Current enrollment management landscape……………………………………………………….7
Strengths and Opportunities……………………………………………………………….7
Weaknesses and Threats…………………………………………………………………..8
Foundational Assumptions for proposals………………………………………………….............9
External Assumptions……………………………………………………………………10
Internal Assumptions…………………………………………………………………….11
Student enrollment strategy……………………………………………………………………...12
Key performance indicators (KPI) ………………………………………………………13
Determine the Key Performance Indicators (KPIs) …………………………………..…14
Projected Outcomes……………………………………………………………………………...14
Programmatic Changes…………………………………………………………………..15
Impact on student achievement…………………………………………………………16
Recommendation to improve retention…………………………………………..16
Financial implications ……………………………………………………………………17
Type of cost………………………………………………………………………18
Type of revenue………………………………………………………………….18
Communication and messaging………………………………………………………………….19
Communication channels………………………………………………………………...20
Differentiating of messaging for different stakeholder………………………………..…21
Media outlets……………………………………………………………………………..22
Audiences………………………………………………………………………………...22
Key message……………………………………………………………………………..23
Criteria for reaching the target audience…………………………………………...…….24
Conclusion…………………………………………………………………………………….....24
References….…………………………………………………………………………………….25
ProspectusOrganization description
California Institute of Technology (CALTECH) was a regional college barely a decade ago, but it had to restructure its organization through proper advertisements. The organization has an enrollment of approximately 2,233 students across the year and still does not seek to increase with about 234 students by 2023. The president of the institution resorted to programs that were more student-centered, improving the processing and data use and improving research to achieve a goal of improving the quality of education to the students in the next years while seeking to remain dominant across the global university. The institution is making decisions since they must improve their productivity and performance and a smaller population. It is crucial in improving its structure to accommodate its goals and come up with relative initiatives that will help propel the institution to meet its objectives, which is to provide affordable higher education to deserving students. Enrollment management
The enrollment management has the mandate to make sure that the institution is capturing all the opportunities for expanding the institut.
Running head STRATEGIC ENROLLMENT PLAN 1STRATEGIC ENROLLMENT P.docx
Running head: STRATEGIC ENROLLMENT PLAN 1
STRATEGIC ENROLLMENT PLAN 24
Strategic enrollment plan
Name
Institution
Table of Content
Strategic enrollment plan………………………………………………………………………….3
Prospectus………………………………………………………………………………………....3
Organization description…………………………………………………………………..4
Enrollment management…………………………………………………………………..4
Theories and models………………………………………………………………………5
Summarize your plan……………………………………………………………………...6
Current enrollment management landscape……………………………………………………….7
Strengths and Opportunities……………………………………………………………….7
Weaknesses and Threats…………………………………………………………………..8
Foundational Assumptions for proposals………………………………………………….............9
External Assumptions……………………………………………………………………10
Internal Assumptions…………………………………………………………………….11
Student enrollment strategy……………………………………………………………………...12
Key performance indicators (KPI) ………………………………………………………13
Determine the Key Performance Indicators (KPIs) …………………………………..…14
Projected Outcomes……………………………………………………………………………...14
Programmatic Changes…………………………………………………………………..15
Impact on student achievement…………………………………………………………16
Recommendation to improve retention…………………………………………..16
Financial implications ……………………………………………………………………17
Type of cost………………………………………………………………………18
Type of revenue………………………………………………………………….18
Communication and messaging………………………………………………………………….19
Communication channels………………………………………………………………...20
Differentiating of messaging for different stakeholder………………………………..…21
Media outlets……………………………………………………………………………..22
Audiences………………………………………………………………………………...22
Key message……………………………………………………………………………..23
Criteria for reaching the target audience…………………………………………...…….24
Conclusion…………………………………………………………………………………….....24
References….…………………………………………………………………………………….25
ProspectusOrganization description
California Institute of Technology (CALTECH) was a regional college barely a decade ago, but it had to restructure its organization through proper advertisements. The organization has an enrollment of approximately 2,233 students across the year and still does not seek to increase with about 234 students by 2023. The president of the institution resorted to programs that were more student-centered, improving the processing and data use and improving research to achieve a goal of improving the quality of education to the students in the next years while seeking to remain dominant across the global university. The institution is making decisions since they must improve their productivity and performance and a smaller population. It is crucial in improving its structure to accommodate its goals and come up with relative initiatives that will help propel the institution to meet its objectives, which is to provide affordable higher education to deserving students. Enrollment management
The enrollment management has the mandate to make sure that the institution is capturing all the opportunities for expanding the institut ...
Elish Education Training Services_Proposal_Students
This document defines identification, management techniques and related concepts which describe main generic phases of business activities related to “ELISH Consulting Services India Private Limited” India program management life cycle and outline related processes. It also briefly addresses the multiple projects and other activities included in this program and their compounded benefits strategic alignment to Company’s strategic vision, objectives and goals.
FinalBusinessPlan copy
This document provides a business plan for MDLX, a company that aims to create an online marketplace for students, faculty, and staff at Knox College to buy and sell used goods. The plan outlines the opportunity in reusing goods on college campuses more efficiently. MDLX will launch initially at Knox College and plans to later expand to other Midwest schools. The plan details the company's products and services, market analysis, financial projections, marketing strategy, and management team. The goal is to launch an initial beta version of the online platform in Fall 2015 to promote reuse and reduce waste at Knox College.
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0Fourth Edition Skills for Accounting Research
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Fourth Edition
Skills for Accounting
Research
FASB Codification and eIFRS
Text and Cases
Shelby Collins, CPA
Accounting Research
Solution
s
With Tax Research Chapter By
Martha L. Salzman
University at Buffalo
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Foreword
For 16 years, I taught the graduate accounting policy and research class at the University of
Georgia's J.M. Tull School of Accounting. And then , I worked closely with my successor to help
him develop materials to teach the course. These experiences have taught me firsthand what a
challenging, albeit rewarding, topic accounting research is for students, and what a challenging
course it can be to develop. Prior to this position, my 26 years with Ernst & Young and 10 years
as Chairman of the Financial Accounting Standards Board (FASB) have shown me that despite
this challenge, research and communication skills are what set graduates apart in practice.
My class required students to prepare reports on real-world case studies and to participate
actively in class discussions of research and current events. However, these research and com-
munication skills did not always come naturally to students. I'll never forget the time when, after
assigning students a case involving revenue recognition at CBS Sports , a student approached me
and said that he could not find "NFL Football" anywhere in the accounting Literature. I hinted
to him that terms such as "revenue recognition" or "licensing fees" were more likely to result in
relevant information for this particular case. Frequently, even identifying the right keywords to
search can involve practice and finesse.
While the introduction of the FASB Codification has done a lot to facilitate guidance search-
es, accounting research remains a daunting challenge for many students. In part that's simply
because of the sheer volume of guidance included within U.S. GAAP, and in part it is because
accounting policy issues often don't have black or white answers.
It's therefore imperative that students are well trained in the resources that can help them
make informed judgments. These include not only the authoritative literature, but also guid-
ance for similar issues that may be relevant "by analogy" and nonauthoritative sources, such as
examples from practice and interpretive guidance.
Shelby Collins is one of my former students, and a standout whom I had the privilege of
nominating for a position at the FASB. When she approached me with the idea for this book, I
was immediately supportive. After all, throughout my 16 years of teaching, I was unable to find
a resource that met the challenge of teaching accounting students the skills necessary to perform
great research, let alone prepare instructors for the challenge of teaching this course.
This book does just that. Shelby and I worked closely on the initial draft of this book, and
this edition builds upon that strong foundation to incorporate even more feedback from the ...
0Fourth Edition Skills for Accounting Research
/'0
Fourth Edition
Skills for Accounting
Research
FASB Codification and eIFRS
Text and Cases
Shelby Collins, CPA
Accounting Research
Solution
s
With Tax Research Chapter By
Martha L. Salzman
University at Buffalo
/'0
- ���
/'0
��
Foreword
For 16 years, I taught the graduate accounting policy and research class at the University of
Georgia's J.M. Tull School of Accounting. And then , I worked closely with my successor to help
him develop materials to teach the course. These experiences have taught me firsthand what a
challenging, albeit rewarding, topic accounting research is for students, and what a challenging
course it can be to develop. Prior to this position, my 26 years with Ernst & Young and 10 years
as Chairman of the Financial Accounting Standards Board (FASB) have shown me that despite
this challenge, research and communication skills are what set graduates apart in practice.
My class required students to prepare reports on real-world case studies and to participate
actively in class discussions of research and current events. However, these research and com-
munication skills did not always come naturally to students. I'll never forget the time when, after
assigning students a case involving revenue recognition at CBS Sports , a student approached me
and said that he could not find "NFL Football" anywhere in the accounting Literature. I hinted
to him that terms such as "revenue recognition" or "licensing fees" were more likely to result in
relevant information for this particular case. Frequently, even identifying the right keywords to
search can involve practice and finesse.
While the introduction of the FASB Codification has done a lot to facilitate guidance search-
es, accounting research remains a daunting challenge for many students. In part that's simply
because of the sheer volume of guidance included within U.S. GAAP, and in part it is because
accounting policy issues often don't have black or white answers.
It's therefore imperative that students are well trained in the resources that can help them
make informed judgments. These include not only the authoritative literature, but also guid-
ance for similar issues that may be relevant "by analogy" and nonauthoritative sources, such as
examples from practice and interpretive guidance.
Shelby Collins is one of my former students, and a standout whom I had the privilege of
nominating for a position at the FASB. When she approached me with the idea for this book, I
was immediately supportive. After all, throughout my 16 years of teaching, I was unable to find
a resource that met the challenge of teaching accounting students the skills necessary to perform
great research, let alone prepare instructors for the challenge of teaching this course.
This book does just that. Shelby and I worked closely on the initial draft of this book, and
this edition builds upon that strong foundation to incorporate even more feedback from the ...
Choosing an e learning provider combined edits 092413 (final) (1)
This document provides tips for choosing an eLearning provider. It recommends thoroughly testing a provider's courses through a demo to ensure clear instruction and effective learning metrics tracking. An easy to administer platform is important so employees can access and share courses remotely. Content should be regularly updated and cover a variety of topics through both standard and customizable courses that are concise, typically 10 minutes or less. The provider should have strong instructional design credentials to create engaging courses that meet learning objectives and business needs.
ACC501 -Business Accounting Finance
This subject outline provides information about the ACC501 - Business Accounting & Finance course offered at Charles Sturt University. The course is designed to introduce students to financial accounting, management accounting, and finance. It will help students understand accounting principles, financial statements, and their uses and limitations. The course will also address management accounting issues and decision-making techniques. The subject outline provides learning outcomes, contact details for the lecturer, information about assessments, required textbooks and resources, and a weekly course schedule.
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Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
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- 1. Holmes Blackboard|Blackboard Holmes Blackboard Learn (previously the Blackboard Learning Management System) is a virtual learning environment and course management system developed by Blackboard Inc. Aim of present article is to help students from Holmes college in Australia for accessing blackboard and to provide them with the review of the blackboard. Holmes Institute Blackboard is basically the virtual blackboard created by the Holmes Institute which enable students to manage their studies through efficient management of assignments, lecture slides, announcements, blogs, study material, courses and study database etc. Holmes Blackboard login is created for every student enrolling in the Holmes Institute courses and with help of the login students can easily login. Holmes College Blackboard is a virtual learning environment and students can find details of their assignments and also all the courses for which they are enrolled. How to access the Holmes Blackboard In order to access the Holmes blackboard students needs to visit the holmes blackboard website named https://holmes.blackboard.com which is also available at the main website of the Holmes institute. After putting username and password, students would get a screen like this as shown below:
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