This document provides a course description for a Social Responsibility and Ethics course. The course is part of a Business Management program, is worth 1 ECTS credit, and involves 0+2 hours of in-class time per week. The course introduces students to issues of sustainability, social responsibility, and business ethics. It examines how corporations can implement responsible practices and considers stakeholder perspectives. Students will analyze social responsibility projects and issues of governance, transparency, and the social impacts of unethical business behavior through case studies and a team project. Assessment involves a mid-term exam worth 40% of the grade and a final exam worth 60%.
HICSS 2020 paper: Mind the gap: a collaborative competence e-learning model b...Monika Hattinger
The research focus is on critical factors for inter-organizational collaborative e-learning and co-production between university and industry. We describe the process of a six-year longitudinal collaborative action research project including six cases and three phases, initialization, implementation and dissemination. The analysis is conducted from a multi-stakeholder perspective; managers, teachers, and practitioners. Overall aim is to reach for a sustainable collaborative competence e-learning model (CCeM) that will increase industrial employees’ competences.
1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
HICSS 2020 paper: Mind the gap: a collaborative competence e-learning model b...Monika Hattinger
The research focus is on critical factors for inter-organizational collaborative e-learning and co-production between university and industry. We describe the process of a six-year longitudinal collaborative action research project including six cases and three phases, initialization, implementation and dissemination. The analysis is conducted from a multi-stakeholder perspective; managers, teachers, and practitioners. Overall aim is to reach for a sustainable collaborative competence e-learning model (CCeM) that will increase industrial employees’ competences.
1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
Bloom taxonomy: Action verbs and ActivitiesIida Hokkanen
This is a great tool for trainers and instructional designers! For each Bloom Taxonomy step, there’s a list of action verbs that can be used to write the learning objectives. Above the steps are examples of the types of activities and exercises that align with the objective (or “instructional strategies” in instructional design lingo) and can be used in workshops to build learner engagement and promote active learning.
This document is adapted from: ftp://ftp-fc.sc.egov.usda.gov/NEDC/isd/taxonomy.pdf
Feel free to download, print and pin on the wall of your work space as a reminder!
A Review of Professional Practices for Computer Sciences Students in Academicssyedhamza71
A review about Computer Science Student to Know about the professional practices in our daily life, And also know about the education in professional practices.
Case Study RubricCriterionStrongAverageWeakInt.docxdrennanmicah
Case Study Rubric
Criterion
Strong
Average
Weak
Introduction / Primary Problem, Issue or Question Identification
States the case objective and clearly defines the problem, issue or question
Minimally describes the case, includes only the problem, issue or question
Bypasses the introduction and moves directly to commentary on the case
Understanding of Primary Problem, Issue or Question
Identifies and demonstrates a sophisticated understanding of the primary issues and or problems in the case study
Identifies and demonstrates an accomplished understanding of most of the issues/problems
Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study
Analysis and Evaluation of Issues/Problems
Presents an insightful and thorough analysis of all identified problems, issues or questions; includes all necessary calculations
Presents a thorough analysis of most of the problems, issues or questions identified; missing some necessary calculations
Presents a superficial or incomplete analysis of some of the identified problems, issues or questions; omits necessary calculations
Recommendations on Effective
Solution
s/Strategies
Supports diagnosis and opinions with convincing arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
. Recommendations logically supported
Supports diagnosis and opinions with limited reasoning and evidence; presents a one‐sided argument; demonstrates little engagement with ideas presented. Illogical recommendations
Little or no action suggested, and/or ineffective or disconnected solutions proposed to the issues in the case study. No attempt at logical support for recommendations
Links to Course Readings and Additional Research
Makes appropriate and powerful connections between identified issues/problems and the strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and identifies all sources of information
Makes appropriate but vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited sources
Makes ineffective connections or shows no connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete information and sources
Writing Mechanics and Formatting Guidelines
Demonstrates a clear understanding of the audience for the case. Utilizes formatting, clarity and structure to enable the audience to readily see and understand recommended actions. Writing is logical, grammatically correct, spelling is error free
Demonstrates a limited understanding of the audience for the case. Ineffective structuring of response making it difficult to readily see and understand recommended actions. Writing shows poor logic, grammatical and spelli.
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS .docxShiraPrater50
1
PA 315: SPRING 2020
GOVERNMENT-BUSINESS RELATIONS
CLASS: FULLY ONLINE
CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
PROFESSOR SHARON VELARDE PIERCE
PHONE: 909-537-5758
EMAIL: [email protected]
ADDRESS: Department of Public Administration, 5500 University Parkway,
San Bernardino, CA 92407-2397
OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
COURSE DESCRIPTION:
The course examines government policies affecting business development at local, state and
national levels. It discusses major international trade treaties, trading blocs, and international
financial institutions and the impact of globalization on government's involvement with business.
Issues regarding governance, planning and economic development will be addressed. Topics also
covered include the ethical implications of government-business interactions and roles; and its
applications to the government-business relations. One of the most important parts of the course
represents the detailed discussion of the ethical implications of government-business interactions.
Course Learning Objectives:
This course targets several important objectives.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts
regarding government-business interactions. Evaluated through discussions, quizzes, writing
assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate
social responsibility within the context of government-business interactions. Evaluated through
discussions, quizzes, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argue the rationale behind the most important models and
theories of government-business relations. Evaluated through discussions and writing
assignments.
4. Students will be able to analyze local and regional macroeconomic ramifications of government
and business interactions, with a specific focus on sustainable, strategic and economic
development. Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the
historical evolution of government-business interactions in particular on such matters as delivery
of public goods, business support, partnerships, outsourcing, contracting out as well as
collaboration in terms of regulation design and compliance. Evaluated through discussions,
writing assignments and ethics research paper.
6. Student will develop a practical understanding of the global ramifications of government business
relations within the context of international institutions and such dynamics as globalization.
2
Evaluated through in discussions, writing assignment and globalization reflective essa ...
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS .docxadkinspaige22
1
PA 315: SPRING 2020
GOVERNMENT-BUSINESS RELATIONS
CLASS: FULLY ONLINE
CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
PROFESSOR SHARON VELARDE PIERCE
PHONE: 909-537-5758
EMAIL: [email protected]
ADDRESS: Department of Public Administration, 5500 University Parkway,
San Bernardino, CA 92407-2397
OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
COURSE DESCRIPTION:
The course examines government policies affecting business development at local, state and
national levels. It discusses major international trade treaties, trading blocs, and international
financial institutions and the impact of globalization on government's involvement with business.
Issues regarding governance, planning and economic development will be addressed. Topics also
covered include the ethical implications of government-business interactions and roles; and its
applications to the government-business relations. One of the most important parts of the course
represents the detailed discussion of the ethical implications of government-business interactions.
Course Learning Objectives:
This course targets several important objectives.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts
regarding government-business interactions. Evaluated through discussions, quizzes, writing
assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate
social responsibility within the context of government-business interactions. Evaluated through
discussions, quizzes, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argue the rationale behind the most important models and
theories of government-business relations. Evaluated through discussions and writing
assignments.
4. Students will be able to analyze local and regional macroeconomic ramifications of government
and business interactions, with a specific focus on sustainable, strategic and economic
development. Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the
historical evolution of government-business interactions in particular on such matters as delivery
of public goods, business support, partnerships, outsourcing, contracting out as well as
collaboration in terms of regulation design and compliance. Evaluated through discussions,
writing assignments and ethics research paper.
6. Student will develop a practical understanding of the global ramifications of government business
relations within the context of international institutions and such dynamics as globalization.
2
Evaluated through in discussions, writing assignment and globalization reflective essa.
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS hirstcruz
1
PA 315: SPRING 2020
GOVERNMENT-BUSINESS RELATIONS
CLASS: FULLY ONLINE
CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
PROFESSOR SHARON VELARDE PIERCE
PHONE: 909-537-5758
EMAIL: [email protected]
ADDRESS: Department of Public Administration, 5500 University Parkway,
San Bernardino, CA 92407-2397
OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
COURSE DESCRIPTION:
The course examines government policies affecting business development at local, state and
national levels. It discusses major international trade treaties, trading blocs, and international
financial institutions and the impact of globalization on government's involvement with business.
Issues regarding governance, planning and economic development will be addressed. Topics also
covered include the ethical implications of government-business interactions and roles; and its
applications to the government-business relations. One of the most important parts of the course
represents the detailed discussion of the ethical implications of government-business interactions.
Course Learning Objectives:
This course targets several important objectives.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts
regarding government-business interactions. Evaluated through discussions, quizzes, writing
assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate
social responsibility within the context of government-business interactions. Evaluated through
discussions, quizzes, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argue the rationale behind the most important models and
theories of government-business relations. Evaluated through discussions and writing
assignments.
4. Students will be able to analyze local and regional macroeconomic ramifications of government
and business interactions, with a specific focus on sustainable, strategic and economic
development. Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the
historical evolution of government-business interactions in particular on such matters as delivery
of public goods, business support, partnerships, outsourcing, contracting out as well as
collaboration in terms of regulation design and compliance. Evaluated through discussions,
writing assignments and ethics research paper.
6. Student will develop a practical understanding of the global ramifications of government business
relations within the context of international institutions and such dynamics as globalization.
2
Evaluated through in discussions, writing assignment and globalization reflective essa ...
2012 templatesA Template with Ideas for the structure of the Co.docxfelicidaddinwoodie
2012 templates/A Template with Ideas for the structure of the Consolidated Portfolio.pdf
Ideas for the structure of the Consolidated Portfolio
There are many possible approaches, and it is the intention to test how well the students are at
tackling the problem. In real life (as you probably know) a project manager is frequently confronted
with the need to write a report and structuring the report for the audience is always a tricky thing to
do.
However, a way of tackling the consolidated portfolio is to do the following: -
1. Introduction and summary of outcomes
2. Itemise each learning outcome: -
a. LO1
i. Summary
ii. Evidence
b. LO2
i. Summary
ii. Evidence
c. … etc.
3. Discussion and Conclusion
4. References
5. Appendix of the weeks
a. Week 1
b. Week 2
c. ... etc.
Without going overboard then when formatted bullets 1 to 3 above will be most likely 8 to 10
pages. It might be more, but it should not be less. Each LO would contain two to three
paragraphs. The important thing is to say in the LO section how the student achieved the LO. This is
done through the summary and the evidence that points to each week in the appendix.
In the course profile students are encouraged to imagine they are going before an interview panel
and had been asked to show them how they could meet the job criteria (learning outcomes). So, as
a prerequisite they had to prepare a paper for them.
The marking criteria can often be encapsulated into a four stage criteria: -
1. Does the section or topic meet all of the basic learning requirements relevant of the
course, such as knowledge of fundamental concepts and performance of basic skills;
demonstrates sufficient quality of performance to be considered satisfactory or
adequate or competent or capable in relation to the learning outcomes of the
assignment? (25%)
2. Does the section or topic reflect an ability to use and apply fundamental concepts
and skills of the course, going beyond mere replication of content knowledge or skill
to show understanding of key ideas, awareness of their relevance, some use of
analytical skills, and some originality or insight? (50%)
3. Does the section or topic demonstrate awareness and understanding of deeper and
less obvious aspects of the course, such as ability to identify and debate critical
issues or problems, ability to solve non-routine problems, ability to adapt and apply
ideas to new situations, and ability to invent and evaluate new ideas? (75%)
4. Has the section or topic been presented with imagination, originality or flair, based
on proficiency in all the relevant learning outcomes of the course; work is interesting
or surprisingly exciting, challenging, well read or scholarly? (100%)
This criterion is ADDITIVE. In other words, the last item (4) is inclusive of the previous
ones (1, 2, and 3). If you feel that a student did most of 4 then you might give them 25% of
the overall mark for the ...
Week 3 - AssignmentEstablishing ThemePlease click here to view.docxcockekeshia
Week 3 - Assignment
Establishing Theme
Please click here to view the Week Three Assignment Video transcript. NOTE: the transcript is attached as a separate document.
Select a movie from AFI’s 10 Top 10 ( http://www.afi.com/10top10/ lists) and explain how three cinematic techniques and/or design elements have helped establish a major theme in that film. Note: While you are allowed to choose a film that does not come from the AFI lists, you are strongly encouraged to email your professor to receive approval before doing so.
NOTE: The movie selected is The Godfather
In 800 words
· Describe a major theme of the movie you have selected using evidence from the movie itself as well as course resources and other scholarly sources to support your position.
· Identify at least three techniques (cinematography, lighting, acting style, or direction) and/or design elements (set design, costuming, or hair and makeup), and explain how these techniques and/or design elements contribute to the establishment of the theme. Reference particular scenes or sequences in your explanations.
· State your opinion regarding the mise en scène, including
· How the elements work together.
· How congruent the design elements are with the theme of the movie.
· Whether or not other techniques would be as effective (Explain your reasoning).
Note: Remember that a theme is an overarching idea that recurs throughout the plot of a film. It is the distilled essence of what the film is about, the main design which the specific scenes and actions lead a viewer to understand.
Your paper should be organized around a thesis statement that focuses on how the elements of your chosen feature-length film both establish and maintain one of its major themes. Review the Week Three sample paper, which provides an example of a well-developed analysis as well as insight on composition.
The paper must be 800 words in length and formatted according to APA style as outlined in the Ashford Writing Center. NOTE: the style guide is attached as a separate document
You must use at least two scholarly sources other than the textbook to support your claims. Cite your sources (including the feature-length film) within the text of your paper and on the reference page.
1. Reasons for interest in the MPA(Master of Public Administration) programme? (Maximum 350 words)
2. Indicate briefly the personal and professional benefits that you expect to derive from this programme. (Maximum 350 words)
3. What are your future career plans and expectations? (Maximum 350 words) (undergraduate: major in Finance, future career plan: business management; enterprise management or finance related occupations )
note: please answer all of three questions related to file---MPA program introduction and Crouse description, which I attached below, especially for no.1 and no.2
As a global city, Hong Kong is undergoing major political and socioeconomic change. Our public managers and professionals are increasingly challenged by .
20134 Intro.pptMGMT20134An introduction to Bus.docxvickeryr87
20134 Intro.ppt
MGMT20134
An introduction to Business Ethics and Sustainability.
*
Welcome to Business Ethics
This is a 6 credit postgraduate unit available as an elective, offered by the School of Business and Law, to students undertaking postgraduate courses at CQU.
This unit is designed to introduce you to concepts related to ethics, morality, corporate accountability and sustainability.
It requires you to reflect on your own practice, believes and values and understand how they have developed, how they have informed your practice and whether they are defendable.
This unit has the following learning objectives:
This unit examines the interrelated topics of personal and business ethics and business sustainability.
It critically reviews the socio-cultural environment in which business operates and how this can change dramatically between countries and cities.
Ethical frameworks for managerial decision-making are critiqued with reference to various stakeholder groups and you will examine the debates surrounding sustainable development as they impact on organisations in their local and global contexts.
The interactions between personal ethics and how ethics is managed within an organisation are also considered.
Technological, societal and cultural sources of ethical challenges are reviewed and cases will be discussed outlining how various organisations might respond to these challenges.
Unit Learning Outcomes
On successful completion of this course, you will be able to:investigate the interconnections between business ethics, sustainability and globalisation; and evaluate the differences between ethics, legal requirements and cultural factors in a business setting;
explain the various aspects of business sustainability and how these impact upon business strategy;
critique the major ethical theories and frameworks and be able to compare these in a contemporary business setting;
discuss the management of business ethics within an organisation and explore the role of tools such as Codes of Conduct, Risk Management frameworks and gift policies in assisting such management; and
demonstrate commonly accepted professional ethical standards in the work place and in your behaviour toward others.
Texts and Journals
Ferrell,O.C., Fraedrich, J., and Ferrell, L. (2015), Business ethics: Ethical decision making and cases, Cengage, Stamford. ( A newer edition is now available)
Other texts which can be sourced at most libraries include:
MacDonald, G. (2015). Business ethics: A contemporary approach, Cambridge University Press, Port Melbourne.
Donaldson, T., Werhane, P. and Van Zant, J.D. (2008). Ethical issues in business: A philosophical approach, Pearson, Upper Saddle River.
De George, R.T.(2010). Business ethics, 7th edn, Prentice Hall, New York.
Trevino, L.K., and Nelson, K. (2013). Managing business ethics: Straight talk about how to do it right, 6th edn, Wiley and Sons, New York.
Velasquez, M. (2013). Business ethics.
1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
1 Ethics and the engineer
2 Chapter introduction: Accuracy and rigour
Acting with care and competence
Staying within your limits
Keeping up to date
Ensuring others are not misled
Being objective
Evaluating risks
3 Chapter introduction: Honesty and integrity
Affecting others
Preventing corruption
Rejecting bribery
Gaining trust
4 Chapter introduction: Respect for life, law and public good
Justifying the work
Minimising and justifying adverse effects
Respecting limited resources
Health and safety
The reputation of engineering
5 Chapter introduction - Responsible leadership: listening and informing
Listening to society
Promoting public awareness
Truth and objectivity
Engineering Ethics
Sağlık kurumlarında kalite yönetimi unite 13-kali̇te i̇yi̇leşti̇rmede eki̇p-...
S3 8755-sre101-social responsibility and ethics
1. BUSINESS MANAGEMENT (in English) PROGRAMME
COURSE DESCRIPTION
Name of the Course Unit Code Year Semester
In-Class
Hours
(T+P)
Credit
ECTS
Credit
SOCIAL
RESPONSIBILITY AND
ETHICS
SRE101 2 3 0+2 1.0 2.0
General Information
Language of
Instruction
English
Level of the Course
Unit
Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First
Cycle
Type of the Course Compulsory
Mode of Delivery of
the Course Unit
Face-to-face
Work Placement(s)
Requirement for the
Course Unit
Yes
Coordinator of the
Course Unit
Instructor(s) of the
Course Unit
Assistant(s) of the
Course Unit
Prerequisites and/or co-requisities of the course unit
Prerequisites and/or
co-requisites course
I
No prerequisite/co-requisite course
Prerequisites and/or
co-requisites course
II
No prerequisite/co-requisite course
Prerequisites and/or
co-requisites course
III
No prerequisite/co-requisite course
CATEGORY OF THE COURSE UNIT
Category of the Course Unit Degree of
2. Contribution (%)
Fundamental Course in the field % 25
Course providing specialised skills to the main field % 25
Course providing supportive skills to the main field % 25
Course providing humanistic, communication and management skills % 25
Course providing transferable skills -
Objectives and Contents
Objectives of the
Course Unit
Social Responsibility and Ethics is a comprehensive study of the core
issues for business in the questions of sustainability, social responsibility
and ethics. The course introduces the student, not only to relevant issues,
but the views of corporate stakeholders. Approaches for presenting and
carrying out a program of sustainability are presented, including strategic
planning, targets, goals and alternative approaches. A prinicipal part of
the course is devoted to the ethics of business and issues of transparency,
including discussion of the social impact of non ethical and non
transparent business practices. Case studies, a team project and practice
assignments assist in presenting these themes on a practical level.
Contents of the
Course Unit
The course of Social responsibility and Ethics provides the necessary
information on the implementation of the above-mentioned concepts in
the enterprises. It also focuses on its implementation at the global level,
and paves the way for the discussion on the relationship between
economics and politics.
No Key Learning Outcomes of the Course Unit
On successful completion of this course unit, students/learners will or will be able to:
1 Gain consciousness on the social responsibility and on the related social issues.
2 Comprehend Corporate social responsibity and ethical issues in business life.
3 Analyze the relationship between the stakeholders and the business.
4 Analyze the continuing social responsibility projects in business
5 Make comments about the concept of governance in enterprises
Learning Activities & Teaching Methods of the Course Unit
Learning Activities
& Teaching
Methods of the
Course Unit
Lecture & In-Class
Activities
Land Surveying
Group Work Laboratory
Reading Assignment (Homework)
Project Work Seminar
Internship Technical Visit
3. Web Based Learning
Implementation/Application/Practice
Practice at a workplace Occupational Activity
Social Activity Thesis Work
Field Study Report Writing
Weekly Course Contents and Study Materials for Preliminary & Further Study
Week Topics (Subjects)
Preparatory &
Further Activities
1 The dimensions of social responsibility. No file found
2 The concept and types of ethics. No file found
3 Personal social responsibility and ethics. No file found
4 Personal social responsibility in business environment. No file found
5 Corporate social responsibility - for laws. No file found
6 Corporate social responsibility - for society. No file found
7 Corporate social responsibility - for customers. No file found
8 Corporate social responsibility - for workers and shareholders No file found
9 Mid term exam No file found
10 Corporate social responsibility - for ecology. No file found
11 Corporate social responsibility - for suppliers. No file found
12 General review. No file found
13 International governance approaches. No file found
14 Job ethics. No file found
SOURCE MATERIALS & RECOMMENDED READING
1-Ferrell, O.C., Fraedrich, John, and Ferrell, Linda Business Ethics, Ethical Decision Making
& Cases, Seventh Edition. Boston, MA: Prentice Hall,2008.
2- Philip Kotler, Nancy Lee, Kurumsal Sosyal Sorumluluk,Mediacat,2008.
3- Hayri Ülgen, Kadri Mirze, İşletmelerde Stratejik Yönetim ,Literatür Yayınları,2004.
MATERIAL SHARING
Course Notes No file found
Presentations No file found
Homework No file found
Exam Questions &
Solutions
No file found
Useful Links No file found
Video and Visual No file found
4. Materials
Other No file found
Announcements No file found
CONTRIBUTION OF THE COURSE UNIT TO THE PROGRAMME
LEARNING OUTCOMES
KNOWLEDGE
Theoretical
No PROGRAMME LEARNING OUTCOMES
LEVEL OF
CONTRIBUTION*
0 1 2 3 4 5
1
Comprehend the fundamental concepts and theories of business
administration science.
X
2
Analyze the relationships between fundamental concepts and
theories of business administration science.
X
3 Illustrate the theoretical frame drawn from business operations.
X
Factual
No PROGRAMME LEARNING OUTCOMES
LEVEL OF
CONTRIBUTION*
0 1 2 3 4 5
1
Comprehend the context of the underlying cases of national and
international business administration.
X
2
Describe cause-effect relationships in the context of cases covered
by national and international business administration cases.
X
3
Synthesis information on popular issues related to business
administration.
X
SKILLS
Cognitive
No PROGRAMME LEARNING OUTCOMES
LEVEL OF
CONTRIBUTION*
0 1 2 3 4 5
1
Comprehend the role of business in the operation of global and
national economic systems.
X
2
Analyze the effect and the contributions of external stakeholders to
the relationships between business organizations.
X
3
Analyze comments the power and benefit relationship between
internal stakeholders.
X
4
Synthesis social and technical dimensions based on the integration
between business operations.
X
5. Practical
No PROGRAMME LEARNING OUTCOMES
LEVEL OF
CONTRIBUTION*
0 1 2 3 4 5
1
Use creative, innovative and analytical thinking skills to solve
business administration problem.
X
2
Use modern methods and technologies of business administration
in the business environment.
X
3 Behave as a leader or follower when necessary.
X
4
Act as a team player to operate and to make a decision in business
organizations.
X
5
Analyze data about business administration issues by qualitative
and quantitative techniques.
X
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF
THE FOLLOWING GROUPS
Autonomy & Responsibility
No PROGRAMME LEARNING OUTCOMES
LEVEL OF
CONTRIBUTION*
0 1 2 3 4 5
1 Organise the business operations with an entrepreneurial spirit.
X
2
Solve business problems quickly and effectively in the national and
global competition environment and uses initiative.
X
3
Develop innovative and creative projects for industry by using the
accumulation of knowledge and skills.
X
4
Keep up to date the accumulation of knowledge and skill by
following developments in the economics and business
administration issues.
X
5
Closely follow the developments that may occur in the business
profession.
X
Learning to Learn
No PROGRAMME LEARNING OUTCOMES
LEVEL OF
CONTRIBUTION*
0 1 2 3 4 5
1
Develop the planning, organisation, operation, coordination and
auditing functions of the business management.
X
2
Develop the operations to comply with the structure of a business
organization.
X
3
Adopt their way of behavior that will ensure compliance with the
new conditions as parallel to changes in business administration.
X
Communication & Social
6. No PROGRAMME LEARNING OUTCOMES
LEVEL OF
CONTRIBUTION*
0 1 2 3 4 5
1
Communicate actively and constantly with other stakeholders in
business administration profession.
X
2
Solve problems by using advanced level of information
technology.
X
3 Use English language to communicate effectively and fluently.
X
Occupational and/or Vocational
No PROGRAMME LEARNING OUTCOMES
LEVEL OF
CONTRIBUTION*
0 1 2 3 4 5
1
Act in accordance with moral and ethical concepts related to
business administration.
X
2
Analyze the relationships between business organization and
stakeholders.
X
3
Apply the innovative and creative thinking in the business
administration fields.
X
4
Become conscious intended for the universality of democracy and
human rights of the business environment, organizational justice,
socio-cultural values in the way of business administration, and the
environmental issues.
X
*Level of Contribution (0-5): Empty-Null (0), 1- Very Low, 2- Low, 3- Medium, 4- High,
5- Very High
Assessment
Assessment & Grading of In-Term Activities
Number
of
Activities
Degree of
Contribution (%)
Mid-Term Exam 1 % 100
Computer Based Presentation 0 -
Short Exam 0 -
Presentation of Report 0 -
Homework Assessment 0 -
Oral Exam 0 -
Presentation of Thesis 0 -
Presentation of Document 0 -
Expert Assessment 0 -
TOTAL 1 %100
7. Contribution of In-Term Assessments to Overall Grade 1 %40
Contribution of Final Exam to Overall Grade 1 %60
TOTAL 2 %100
WORKLOAD & ECTS CREDITS OF THE COURSE UNIT
Workload for Learning & Teaching Activities
Type of the Learning Activites
Learning
Activities
(# of week)
Duration
(hours,
h)
Workload
(h)
Lecture & In-Class Activities 14 2 28
Preliminary & Further Study 14 1 14
Land Surveying 0 0 0
Group Work 0 0 0
Laboratory 0 0 0
Reading 0 0 0
Assignment (Homework) 0 0 0
Project Work 1 2 2
Seminar 0 0 0
Internship 0 0 0
Technical Visit 0 0 0
Web Based Learning 0 0 0
Implementation/Application/Practice 0 0 0
Practice at a workplace 0 0 0
Occupational Activity 0 0 0
Social Activity 1 1 1
Thesis Work 0 0 0
Field Study 0 0 0
Report Writing 0 0 0
Total Workload for Learning & Teaching
- - 45
Activities
Workload for Assessment Activities
Type of the Assessment Activites
# of Assessment
Activities
Duration
(hours,
h)
Workload
(h)
Final Exam 1 1 1
Preparation for the Final Exam 1 3 3
8. Mid-Term Exam 1 1 1
Preparation for the Mid-Term Exam 1 3 3
Short Exam 0 0 0
Preparation for the Short Exam 0 0 0
Total Workload for Assessment Activities - - 8
Total Workload of the Course Unit - - 53
Workload (h) / 25.5
2.1
ECTS Credits allocated for the Course
2.0
Unit