Course Change Proposal - Academics

Transcription

EXECUTIVE COMMITTEE
SCHULICH SCHOOL OF BUSINESS
A meeting of the Executive Committee of Faculty Council for the 2014/2015 Academic Year will
be held on Friday, May 15, 2015 at 11:30 a.m. SSB N201
AGENDA
1.
Welcome & Chair's Remarks
2.
Enquiries & Communications
a) Senate Synopsis: April 23rd 2015 (Pg.1-3)
3.
Dean's Remarks
4.
Summer Authority
Motion: “That until the first regular meeting of Council in Fall 2015, the Executive Committee
of Council shall possess and may exercise any or all of the powers, authorities, and
discretions vested in or exercisable by the Council; and the Executive Committee shall report
to the Council at its first regular monthly meeting in Fall 2015 what action has been taken
under this motion”. (Pg.4)
5.
PHD/GBC/UBC Initiatives
6.
Nominating Committee
a) Motion: Approval of Nominating Committee Slate – available at the meeting
7.
BBA/iBBA Program Committee
a) Motion: To approve the proposed changes in the sequencing of the BBA/iBBA
core courses (Pg.5-13)
8.
MBA Program Committee (Pg.14-108)
a) Motion: (available at the meeting) New Course Proposal: ARTM 6360 3.0 – Arts, Media
and Entertainment: Managing Strategic and Business Solutions in the Digital Media
Universe (Pg.14-35)
b) Consent Agenda: Course deletion: ARTM 6330 3.0: Communications Policy – Course
deletion (Pg.36-37)
c) Consent Agenda: Change in prerequisite: IBUS 6490 3.0: International Negotiations:
Analysis, Strategy and Practice (Pg.38-39)
d) Consent Agenda: Change in course description: MGMT 5150 3.0: Skills for Leadership
(Pg.40-52 )
e) Consent Agenda: Course deletion: MKTG 6290 3.0: Leveraging Online and Offline
Customer Relationships (Pg.53-54)
f) Consent Agenda: Course deletion: MKTG 6525 3.0: Digital Marketing (Pg.55-56)
g) Consent Agenda: Change in course title and description: PROP 6300 3.0: Principles of
Public Private Infrastructure Delivery (Pg.57-71)
h) Consent Agenda: Change in course title and description: PROP 6750 3.0: Project Finance
for Infrastructure (Pg.72-79)
i) Consent Agenda: Change in course title and description: SOCM 6200 3.0: Nonprofit
Organizations and Their Environment (Pg.80-93)
j) Consent Agenda: Change in course title: SOCM 6400 3.0: Microfinance and Social Impact
Investing (Pg.94-108)
9.
EMBA Program Committee Pg.109-135
a) Consent Agenda: New Course Proposal EMBA 6140 2.0: Consumer Led Growth
(Pg.109-115)
b) Consent Agenda: New Course Proposal EMBA 6150 2.0: Supply Chain Management
(Pg.116-121)
c) Consent Agenda: New Course Proposal EMBA 6180 2.0: Consumer Insights and Brand
Strategy (Pg.122-127)
d) Consent Agenda: Change in course title and description: EMBA 6490 2.0: Enterprise IT
Strategy and Governance (Pg.128-135)
10.
Other Business
a) Motion: Spring potential Graduand List (Pg.136-153)
b) For Information: Faculty Council dates 2014-2015 (Pg.154)
c) For Information: Committee Year-End Reports (Pg.155-160)
- BBA/iBBA Program Committee (Pg.155)
- MBA Program Committee - available at the meeting
- IMBA Program Committee - available at the meeting
- MF Program Committee (Pg.156)
- Ph.D. Program Committee (Pg.157)
- Programs Coordinating Committee (Pg.158)
- Masters Admissions Committee (Pg.159)
- Nominating Committee (Pg.160)
- Student Affairs Committee - available at the meeting
- Research & Library Committee - available at the meeting
- Tenure & Promotion Adjudication Committee - available at the meeting
11.
Adjournment
Beverages will be available at the meeting.
NOTE: IF YOU ARE UNABLE TO ATTEND PLEASE SEND REGRETS TO VASANTHY
NALLATHAMBY AT [email protected] OR PHONE 44611
Consent Agenda – Minutes: April 2, 2015 (Pages 161-162)
The 615th Meeting of Senate held on Thursday, April 23, 2015
Remarks
The Chair of Senate, Professor Roxanne Mykitiuk, expressed her appreciation to
Senators for their contributions during the academic disruption in March, and her
admiration for their collegiality and respect, frankness and fairness during Senate’s
deliberations.
Pleased and proud that the community had returned to normal operations following the
strike, President Shoukri was confident that the community will come together in a
positive, forward-looking way. York values its contract faculty members highly, and will
continue to count on them to deliver high quality education. Even so, it is essential to
maintain an appropriate balance of instructors.
The President profiled two recent appointees, Professor Ananya Mukherjee-Reed, the
next Dean of the Faculty of Liberal Arts and Professional Studies, and the new
University Librarian, Joy Kirchner. Both will take up their positions on July 1. He also
thanked Dean Martin Singer, former University Librarian Cynthia Archer and Interim
University Librarian Catherine Davidson for their service. The April 29 federal budget
included significant opportunities for the University, but also contained measures that
were less welcome, including a freeze on Tri-Council funding. With the appointment of
former Deputy Minister Sue Hebert on March 12, consultations about a possible new
funding formula for universities have intensified. There is concern that the funding
modernization project will be used for greater differentiation between institutions.
Dr Shoukri announced that the following individuals will receive honorary degrees at
Spring Convocation ceremonies:
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John Abele (a developer of medical devices, philanthropist and venture investor)
Lloyd Axworthy (University executive, politician, and human rights advocate)
Salah Bachir (an eminent publisher, president of Cineplex Media and champion
of diversity)
David Collenette (former federal politician who served as minister of Defense,
Transport and Veterans Affairs, and York graduate)
Tom Jenkins (Chancellor of the University of Waterloo and innovator in education
technologies)
Mark Lievonen (honorary member of the Board of Governors and President of
Sanofi Pasteur)
Alberto Manguel (internationally acclaimed critic, novelist, journalist and
translator)
Sam Schwartz (a York alumni and past member of the Board, lawyer and
community leader)
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Murray Sinclair (Manitoba’s first Aboriginal judge and Chair of the Truth &
Reconciliation Commission of Canada)
Sheila Watt-Cloutier (human rights/environmental activist, Inuit leader and
author)
Julio Frenk (acclaimed scholar, current Dean of the Harvard School of Public
Health and President-elect of the University of Miami)
The President called on Provost Lenton who, citing the need for collegial reengagement, provided a high-level overview of challenges facing the University and
described revised timelines for related academic planning initiatives.
Reports
The Academic Colleague to the Council of Ontario Universities, Professor George
Tourlakis, presented COU’s April Issues Update, and highlighted recent COU
discussions on topics including:
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the government’s funding formula review
concerns about financial stability
the role played by contract faculty members
Approvals
On recommendations made by the Academic Standards, Curriculum and Pedagogy
Committee Senate approved:
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a Diploma in Intermediate Accounting (Type 3), Schulich School of Business /
Faculty of Graduate Studies
deletion of the Linguistic and Stylistic Studies Field from the MA and PhD
Programs in English, Graduate Program in English, Faculty of Graduate Studies
Committee Information Reports
Senate Executive provided Senate with a record of its meetings and decisions prior to
and during the disruption of academic activities that began on March 3 and ended
March 31. The annual call for expressions of interest in Senate-elected positions has
been issued, and Senators and others in the community were invited to suggest names
of possible candidates. The Equity Sub-Committee reported that it met in February to
develop a work plan for the final months of 2014-2015 (a priority is the conclusion of a
review of the Senate Policy on Accommodations for Students with Disabilities). A
working group established to develop recommendations on Senate membership for the
next two years will report in May after which the Executive Committee will present its
own recommendations to Senate. Following a review mandated when the Statement of
Principles on External Partnerships was approved by Senate in 2013, the Committee
concluded that it remains an effective expression of the academic principles that apply
to partnerships (the Secretariat will follow-up on other recommendations made by the
working group that developed the Statement). Having reviewed changes to rules and
procedures forwarded by the Faculty Councils of Graduate Studies and Health, the
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Executive Committee confirmed that they were consistent with principles of collegial
governance and practices elsewhere in the University.
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Senators joined the Chair of the Awards Committee, Professor David LeytonBrown, in congratulating recipients of the President’s University-Wide Teaching
Awards for 2014-2015:
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Senior Full-time Faculty: Carys Craig, Osgoode Hall Law School
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Full-time Faculty: Jean Michel Montsion, International Studies, Glendon
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Contract and Adjunct Faculty: Peter Constantinou, School of Public Policy and
Administration, Faculty of Liberal Arts and Professional Studies
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Teaching Assistant: Vivian Stamatopoulos, Sociology, Faculty of Liberal Arts and
Professional Studies
The Awards Committee also reported on new awards approved in 2014.
Academic Policy, Planning and Research confirmed a previous announcement that the
planning forum scheduled for April 23 has been postponed to the autumn, with a date
likely in September. A report based on recent planning discussions with the Deans,
Principal and University Librarian is in progress and will be transmitted to Senate in
May.
Academic Standards, Curriculum and Pedogogy advised that it had approved minor
modifications to degree requirements for the following:
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changes to degree requirements for MSc and PhD programs in Biology
change in the name of the LLM program’s Specialization in Alternative Dispute
Resolution to Dispute Resolution
For information on these items please refer to the full Senate agenda posted online.
University Secretariat: extension 55310
Senate’s 616th meeting is scheduled for 3:00 p.m.
on Thursday, May 28, 2015
in the Senate Chamber, Ross Building, Keele Campus
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May 7, 2015
Motion for Faculty Council:
That until the first regular meeting of Council in Fall 2015, the Executive
Committee of Council shall possess and may exercise any or all of the
powers, authorities, and discretions vested in or exercisable by the Council;
and the Executive Committee shall report to the Council at its first regular
monthly meeting in Fall 2015 what action has been taken under this motion.
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Schulich School of Business
__________________________________________________________________________
Memorandum
To:
Faculty Council
From: Detlev Zwick, Chair, BBA/iBBA Program Director
Date: May 11, 2015
___________________________________________________________________________
Motion
That Faculty Council approves the proposed changes in the sequencing of the BBA/iBBA core
courses indicated in Table 1 and 2.
Effective Date:
Fall 2016 (Incoming students)
The proposed changes do not apply to students that have joined the program before
2016. These students follow the current curriculum structure.
Rationale
Purpose of the BBA Core
It is the objective of the Schulich BBA program to produce students that are able to
perform successfully in positions of responsibility in today’s ever-shifting business
environment. The purpose of the core curriculum is to build foundational knowledge in
economic theory, functional areas of business as well as critical thinking and writing
skills. The current core curriculum, which comprises the first two years of study,
includes 48 credits of Business courses and 12 credits of non-business electives.
Combined these courses offer a comprehensive foundation that prepares our BBA
students well for the second part of their 4-year program of study.
A Case for Change
The sub-committee worked to address three main criticisms about the current business
core:
1) Students overwhelmingly criticize the core for not exposing them early enough to
key functional areas such as marketing and Finance. Students express concerns
5
that having to wait until the second term of Year 2 to be able to learn basics of
finance and marketing:
a. Puts them into a less competitive position compared to undergraduate
business students from other universities with regard to
i. case competitions
ii. job interviews for summer internships.
b. Makes choosing marketing and finance as a specialization harder.
2) Students find the workload very unequally balanced between the terms,
especially in Year 2 of the program. The new structure creates more equitable
terms in Year 2.
3) From the administrative perspective, a ‘hard’ course such as FINE 2000 has a
relatively high failure rate and therefore moving it forward affords students a
chance to redo this core course before they choose electives.
In sum, the proposals expressed in this document aim to accomplish the following two
objectives:
1) Expose students earlier to desired functional courses.
2) Better even out student workload by balancing what are considered ‘hard’
courses over all four terms.
Proposed BBA Changes in Detail
Table 1
Course
Current Position
Proposed Position
Marketing
Management (MKTG
2030)
Introduction to
Financial Accounting II
(ACTG 2011)
Introduction to
Financial Accounting I
(ACTG 2010)
Offer Business
Analytics I (MGMT
1050)
Business History
Winter Year 2 (W2)
Fall Year 2 (F2)
Fall Year 1 (F1) or Winter
Year 1 (W1) (subject to
course availability).
W1
F1 or W1
F1 only
F1 or W1.
W1 only
F1 or W1
F2
6
(MGMT 1030)
F2
Introduction of Finance W2
(FINE 2000)
F2.
Individuals and Groups W1
in Organizations
(ORGS 1000)
W2
Applied
F2
Macroeconomics
(ECON 2000)
W2
Organizations and
F2
their Environments
(ORGS 2010)
F2 or W2 (subject to course
Business Analytics II
na
(MGMT 2050)
availability)
Operations
W2
Management (OMIS
availability)
2010) in F2 or W2
(subject to course
availability)
Please see appendix 1 for a representation of these changes.
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iBBA - A Case for Change
The Undergraduate Program Committee has proposed a new sequencing of core
courses (Year 1&2) for the BBA program. As a result, a need emerges to re-align iBBA
core courses as much as possible with the new BBA core offerings because
synchronized core curriculums have the following benefits:
1)
2)
3)
4)
Better supports iBBA to BBA transfers after year 1.
Providing equitable flexibility in both programs.
Allows students to mirror core courses regardless of program.
Removes the need to do Year 1 courses after the transfer.
In addition, of course, iBBA students benefit from the same outcome of the restructuring
as the BBA students.
In sum, the proposals expressed in this document aims at accomplishing equity and
efficiency to both programs.
Proposed iBBA Changes in Detail
Table 2
Course
Marketing
Management (MKTG
2030)
Introduction to
Financial Accounting II
(ACTG 2011)
Introduction to
Financial Accounting I
(ACTG 2010)
Offer Business
Analytics I (MGMT
1050)
Introduction of Finance
(FINE 2000)
International
Economics (SB/INTL
2200)
Business Analytics II
(MGMT 2050)
Operations
Management (OMIS
2010) in F2 or W2
Current Position
Proposed Position
Winter Year 2 (W2)
Fall Year 2 (F2)
Fall Year 1 (F1) or Winter
Year 1 (W1) (subject to
course availability).
W1
F1 or W1
F1 only
F1 or W1.
W1 only
W2
F2
F2
W2
na
availability)
availability)
W2
8
(subject to course
availability)
F1 or W1
Responsible Business F3
in an International
Context (SB/INTL
2000)
F2
Organizational
W1
Behavior Across
Cultures (SB/INTL
1300)
Year 2
Regionally-Focused
Year 1
Elective(s) (Total of
6.00 credits)
Please see appendix 2 for a representation of these changes.
Benefits
1) As the proposed changes address a long-standing and widely-shared student
grievance with the current structure, the program committee expects a significant
positive effect on student satisfaction with the program structure.
2) Added flexibility when students fail one of the hard courses such as FINE 2000
(Introduction into Finance).
3) Help with recruitment of undergraduate students because the proposed program
structure makes us more competitive vis-a-vis rival schools.
In sum, the committee believes that the proposed changes represent an effective way of
significantly improving both student learning and student experience. In other words, by
‘simply’ resequencing existing courses we should expect meaningful pedagogical and
perceptual benefits for our BBA and iBBA student cohort.
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Curriculum Overview Charts
D I R E C T E N T RY B B A ( FA L L 2 0 1 4 E N T RY )
YEAR 1
FA L L T E R M
WINTER TERM
Introduction to Microeconomics
AP/ECON 1000 3.00
Introduction to Macroeconomics
AP/ECON 1010 3.00
Managing Contemporary Enterprise
SB/MGMT 1000 3.00
Individuals and Groups in Organizations
SB/ORGS 1000 3.00
Business History or
Ethics, Social Responsibility and
Sustainability in Business
SB/MGMT 1030 3.00 or SB/MGMT 1040 3.00
Business History or
Ethics, Social Responsibility and
Sustainability in Business
SB/MGMT 1030 3.00 or SB/MGMT 1040 3.00
Statistics for Management Decisions or
Introduction to Financial Accounting I
SB/MGMT 1050 3.00 or SB/ACTG 2010 3.00
SB/MGMT 1050 3.00 or SB/ACTG 2010 3.00
Please note that non-business
electives at the 1000 level are
acceptable in Years 1 and 2 (i.e.
the first 60.00 credits earned
towards the BBA degree). Credit
will not be granted for ADMS,
HRM and other courses indicated
on the Prohibited Course List.
Non-Business Elective(s)
Total of 6.00 credits
YEAR 2
FA L L T E R M
WINTER TERM
Introduction to Financial Accounting II
SB/ACTG 2011 3.00
Management Accounting Concepts
SB/ACTG 2020 3.00
Applied Macroeconomics
SB/ECON 2000 3.00
Introduction to Finance
SB/FINE 2000 3.00
Information Systems
SB/OMIS 2000 3.00
Marketing Management
SB/MKTG 2030 3.00
Organizations and Their Environments
SB/ORGS 2010 3.00
Operations Management
SB/OMIS 2010 3.00
Non-Business Elective(s)
Y E A R 3 * and Y E A R 4
**Strategic Management
SB/SGMT 3000 3.00
***Integrative Business Simulation
SB/MGMT 4100 3.00
Schulich Electives
Total of 18.00 credits (3000 or 4000 level)
Schulich Electives or Non-Business Electives
In Year 3 (i.e. once students have
earned 60.00 credits and before
earning 90.00 credits), electives
must be 2000 level or higher.
In Year 4 (i.e. over 90.00 credits),
electives must be 3000 level or
higher.
Non-Business Electives
* Students who are planning on going on exchange in Year 3 cannot delay core courses as outlined in the curriculum
for the term they are studying at Schulich.
** Must be completed in the Fall or Winter term of Year 3. This course cannot be completed on Exchange.
*** This course may be completed in either Year 3 or Year 4. Prerequisite is SB/SGMT 3000 3.00
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PROPOSED CURRICULUM OVERVIEW
BBA (FALL 2016 ENTRY)
YEAR 1
FALL TERM
Intoduction to Microeconomics
WINTER TERM
Introduction to Macroeconomics
AP/ECON 1000 3.00
AP/ECON 1010 3.00
Business Analytics I SB/MGMT 1050 3.00
SB/ACTG 2011 3.00
SB/ACTG 2010 3.00
Marketing Management or Marketing Management or Ethics, Social Responsibility and Sustainability in Business
Ethics, Social Responsibility and Sustainability in Business
SB/MKTG 2030 3.00 or SB/MGMT 1040 3.00
SB/MKTG 2030 3.00 or SB/MGMT 1040 3.00
Non-‐Business Elective(s)
SB/MGMT 1000 3.00
YEAR 2
FALL TERM
WINTER TERM
SB/ACTG 2020 3.00
SB/FINE 2000 3.00
Individuals and Groups in Organizations Organizations and their Environments
SB/ORGS 1000 3.00
SB/ORGS 2010 3.00
Business Analytics II or Operations Management
SB/MGMT 2050 3.00 or SB/OMIS 2010 3.00
SB/MGMT 2050 3.00 or SB/OMIS 2010 3.00
Applied Macroeconomics
Business History
SB/ECON 2000 3.00
SB/MGMT 1030 3.00
Non-‐Business Elective(s)
YEAR 3 and YEAR 4
FALL TERM
WINTER TERM
Business Simulation
Strategic Management Integrative SB/MGMT 4100 3.00
SB/SGMT 3000 3.00
Schulich Electives
Schulich Electives or Non-‐Business Electives
Non-‐Business Electives*
*year level requirements apply
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Curriculum Overview Charts cont’d
D I R E C T E N T RY i B B A ( FA L L 2 0 1 4 E N T RY )
YEAR 1
FA L L T E R M
WINTER TERM
Microeconomics for Managers
SB/INTL 1200 3.00
Macroeconomics for Managers
SB/INTL 1210 3.00
SB/MGMT 1000 3.00
Organizational Behaviour Across Cultures
SB/INTL 1300 3.00
SB/MGMT 1050 3.00 or SB/ACTG 2010 3.00
Introduction to Financial Accounting I or
Statistics for Management Decisions
SB/ACTG 2010 3.00 or SB/MGMT 1050 3.00
Please note that non-business
electives at the 1000 level are
acceptable in Years 1 and 2
(i.e. the first 60.00 credits
earned towards the iBBA degree).
Credit will not be granted for
ADMS, HRM, and other courses
indicated on the Prohibited
Course List.
*Language Study
Non-Business Elective(s) or **Globally Focused Study
YEAR 2
FA L L T E R M
WINTER TERM
SB/ACTG 2011 3.00
SB/ACTG 2020 3.00
International Economics
SB/INTL 2200 3.00
SB/FINE 2000 3.00
Information Systems
SB/OMIS 2000 3.00
Marketing Management
SB/MKTG 2030 3.00
*Language Study
Non-Business Elective(s) or **Globally-Focused Study
Y E A R 3 and Y E A R 4
FA L L T E R M
WINTER TERM
***Applied Cross Cultural Management
SB/INTL 3350 1.50†
***Business & Sustainability
SB/INTL 3400 1.50†
***International Business Ethics
SB/INTL 3500 3.00
***Operations Management
SB/OMIS 2010 3.00
Schulich Electives
24.00 credits
(3000 or 4000 level)
****Strategic Management for
International Business
SB/INTL 4400 3.00
*Language Study
Non-Business Elective(s) or Schulich Electives
Non-Business Elective(s) or **Globally-Focused Study
* Students are required to complete 18.00 credits of language study, achieving Advanced Level competency to
meet graduation requirements. Year level requirements do not apply.
** Students are required to complete 12.00 credits of Globally-Focused study to meet graduation requirements.
Year level requirements do not apply.
*** Recommended for Year 3.
† SB/INTL 3350 1.50 and SB/INTL 3400 1.50 must be taken together in the same term and in the same year.
(only offered in the Fall Term).
**** Must be taken in the Fall Term of Year 4 at the Schulich School of Business. Effective Fall 2008, this course cannot
be completed on Exchange.
In Year 3 (i.e. once students have
earned 60.00 credits and before
earning 90.00 credits), electives,
must be 2000 level or higher,
except for language and globallyfocused study.
In Year 4 (i.e. over 90.00 credits),
electives must be 3000 level or
higher, except for language and
globally-focused courses.
NOTE: Students who are planning
on going on exchange in Year 3
must successfully complete all 1st
and 2nd year core courses and
12.00 credits of Language Study
including Intermediate Level
Competency with a minimum
grade of C, prior to the Fall term
of Year 3. Students who are
planning to go on Exchange in
Year 3 cannot delay core courses
as outlined in the curriculum for
the term they are studying at
Schulich.
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PROPOSED CURRICULUM OVERVIEW
iBBA (FALL 2016 ENTRY)
YEAR 1
FALL TERM
WINTER TERM
Microeconomics for Managers
Macroeconomics for Managers
SB/INTL 1200 3.00
SB/INTL 1210 3.00
Business Analytics I SB/MGMT 1050 3.00
SB/MGMT 1000 3.00
SB/ACTG 2011 3.00
SB/ACTG 2010 3.00
Marketing Management or Marketing Management or Responsible Business in an International Context Responsible Business in an International Context SB/MKTG 2030 3.00 or SB/INTL 2000 3.00
SB/MKTG 2030 3.00 or SB/INTL 2000 3.00
* Language Study
YEAR 2
FALL TERM
WINTER TERM
SB/FINE 2000 3.00
Organizational Behaviour Across Cultures
International Economics
SB/INTL 1300 3.00
SB/INTL 2200 3.00
SB/MGMT 2050 3.00 or SB/OMIS 2010 3.00
SB/MGMT 2050 3.00 or SB/OMIS 2010 3.00
SB/ACTG 2020 3.00
* Language Study (or Regionally-‐Focused Elective)
* *Regionally-‐Focused Elective(s)
YEAR 3 and YEAR 4
FALL TERM
WINTER TERM
Strategic Management for International Business
SB/INTL 3000 3.00 (proposed course code)
Integrative International Business Simulation
SB/INTL 4200 3.00 (proposed course code)
Schulich Electives
* Language Study (or Regionally-‐Focused Elective)
* *Regionally-‐Focused Elective(s)
***Non-‐Business or Schulich Electives
* Students have 18.00 credits to satisfy advanced level competency in a preferred language. If a student satisfies advanced language prior to completing 18.00 credits in language, they may use the remaining credits towards learning a second language or additional regionally-‐focused elective(s).
** Students must complete 12.00 credits of regionally-‐focused study in addition to the 18.00 credits used for language study to be eligible for graduation. Year level requirement does not apply to language or regionally-‐focused courses. *** Year level requirements do not apply to non-‐business electives. A total of 12.00 credits of non-‐business electives can be taken at the 1000-‐level at any time during your degree.
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New Course Proposal
1. Program
Schulich MBA Program
2. Course Number
ARTM 6360
3. Credit Value
3.00
4. Long Course Title
Arts, Media and Entertainment: Managing Strategic and Business Solutions in the Digital Media Universe
5. Short Course Title
Business Solutions for Digital Media
6. Effective Session
Winter 2016
7. Calendar (Short) Course Description
The rapidly changing global digital media economy is creating new business models for the Arts, Media and
Entertainment sector. This course examines how such models draw on management, creative and policy
resources in radically different ways. Students will acquire knowledge and insights to manage digital media’s
needs for creativity, entrepreneurship, measurement, financial structures and monetization in large and
small organizations.
8. Expanded Course Description
The digital economy is creating new business models and new strategic challenges for both commercial and
non-profit organizations in the Arts, Media and Entertainment sector and for the individuals professionally
engaged in the cultural industries
The neat silos of legacy arts and media organizations - from television networks to museums, from
newspapers to performing arts companies – are blurring, as platforms, genres, audiences and institutions
disappear, collide, collaborate and transform. What used to be viewing, reading, and attending has become
engagement. Audiences are becoming creators. This course is about the business and management of this
blur: how products and creative experiences are invented, financed, presented and monetized by both new
entrepreneurs and the legacy institutions that are transforming to survive.
Using global examples of transformation, innovation, success and failure, students will investigate and map
the shifts--and steadiness--in the cultural industries, and in the audiences they serve. There will be a strong
experiential component; with guest lectures and one-on-one access to leading executives, policy makers and
creators: as well as the newest research, studies and reading in a field defined by change.
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9. Evaluation
Assignment/Task
Study Evaluation
Essays on Executive Interviews
Major Essay
Class participation
Quantity
1
2
1
1
% Weight
10%
35%*
35%
20%
Total %
10%
35%
35%
20%
100%
Author
Individual
Individual
Individual
Individual
* No grade will be given to the first paper. After the first paper, there will be written feedback on the
strengths and weaknesses of the material, along with suggestions on how to improve the second paper.
Students are expected to utilize the comments and suggestions from the first paper to inform the second
paper. The two papers will be considered together for the final mark.
10. Integrated Courses
N/A
11. Rationale
The objective of the Arts & Media Administration Program is to create graduates who are:
•
Ready to manage and lead commercial, non-profit and public sector operations focused on the
research, development, presentation and exploitation of creative products and artistic works in all
media
•
Fully conversant with all aspects of both commercial and non-profit cultural and creative industries,
and their interrelationships with one another
•
Fluent in the legislative, public policy, regulatory and financial support impacts on these industries
by all levels of government, and prepared to contribute to their further development
•
Adaptable to the new and evolving realities of the global communications and digital infrastructure
•
Able to address the strategic challenges of rapid change and multi-national organizational activity
This course complements the current offerings of the ARTM Program (ARTM 6350: Issues in Arts and
Cultural Management, The Business of Creativity in the Cultural Sector, ARTM 6340: Managing the Broadcast
& Digital Worlds: Strategy and Change in the Television and Online Media and ARTM 6330: Cultural Policy).
While ARTM 6350 focusses on rights management, and project development, creation and financing across
a range of media experiences, and ARTM 6340 addresses the regulated and policy dominated Canadian
broadcasting environment, and its response to the digital revolution, ARTM 6360 will focus on managing
commercial and not-for-profit businesses in the global digital economy across all media and including all
types of audience experience and engagement.
The course is differentiated from other Schulich offerings that cover issues in the digital economy in that:
•
It deals with enterprises in the arts, media and entertainment sector
15
•
•
It focuses on business models, financial strategies and management challenges rather than, for
example technology, marketing, social media, venture growth or production
It focuses on the blurring of genres, platforms and arts in the digital media environment
This course will replace ARTM 6330 3.00, Communications Policy. The content of ARTM 6330 has been
integrated into ARTM 6300 3.00 Cultural Policy.
12. Faculty Resources
Douglas Barrett, Trina McQueen and Steve Ord are qualified to teach this course. Given that this course will
replace ARTM6330 no additional financial resources will be required.
13. Cross-listed Courses
The Course will be cross-listed with the York & Ryerson Joint Graduate Program in Communications and
Culture. Statement of Agreement included.
14. Bibliography and Library Statement
See attached.
15. Physical Resources
N/A
16
New Course Proposal
Part B (Schulich Use Only)
16. Instructors and Faculty Coordinator
Initial instructors
Douglas Barrett and Trina McQueen
Alternative instructor(s)
Steve Ord
Course coordinator
N/A
17. Specializations
Primary area or specialization
Arts & Media Administration Program
Secondary areas or specializations
Entrepreneurial Studies
18. Student Contact and Enrolment
Contact hours
36 Classroom hours – no lab hours required.
Maximum enrolment
25
Expected enrolment
25
Evidence for enrolment expectations
The digital media universe is growing rapidly and changing almost every business assumption about arts,
media and entertainment. Digital media have created some of the world’s biggest companies including
Google and Amazon, but digital media are also the focus of entrepreneurial small business. Some of
Canada’s largest companies (BCE, Rogers, Quebecor etc.) are now major digital media players. Every large
arts organization is also involved in digital media. Together, these enterprises are creating major changes in
the policy, regulatory, tax and investment strategies of governments at all levels. Those working in the
sector require help from consultants, marketers, lawyers, investors and educators.
The course will focus on examining the business models and strategies of digital media enterprises and
institutions, and will be of interest to a broad cross-section of MBA students, beyond those interested solely
in Arts & Media Administration.
17
Testing out elements of this course, ARTM offered in a one-day Saturday workshop at Schulich in November
2014. Planned marketing of the workshop was cancelled as places were taken after the first notice. Capacity
of the room was 70 and it was filled with current MBA students and recent alumni, including both ARTM and
non-ARTM students and alumni. The workshop received very positive response and survey responses
indicated that most of the students and alumni would be interested in taking such a course if it were
offered.
The proposed course will also be cross-listed with the York & Ryerson Joint Graduate Program in
Communications and Culture where most students are interested in the digital space.
19. Human Participants Research
For the moment, see the description of the Adopt-an-Executive Program.
20. Conditions for Approval
If this proposal is for a new elective course, please indicate which one of the three following conditions
required by Faculty Council applies:
a) The Area is deleting courses with at least the same total number of credits.
ARTM 6330 3.00 Communications Policy – to be deleted
replaced with
ARTM6360 3.00 Arts, Media and Entertainment: Managing Strategic and Business Solutions in the Digital
Media Universe
b) Provide a convincing case for the proposed course.
We have developed the course to meet what is increasingly a major management issue in the Arts, Media
and Entertainment sector. In addition to integrating feedback suggestions from the test workshop, we have
expanded the learning outcomes to ensure that all MBA students will find the learnings both valuable and
transferable to other sectors.
Course Originator
Douglas Barrett & Trina McQueen
Signature
26 March 2015
Date
Name
Supporting Faculty Members
The course originator should consult with other interested parties and obtain their support. Support should be
obtained from other units of the university if their interests are related to this course.
The faculty members whose names appear below confirm that they have examined this course proposal. They
feel it is a worthwhile addition to the SSB curriculum and does not, to their knowledge, significantly duplicate
the content of existing courses.
18
Alan Middleton
Name
Eileen Fischer
Name
Brenda Gainer
Name
Ellen Auster
Name
Markus Giesler
Name
Charlene Zietsma
Name
Detlev Zwick
Name
Jim MacKay
Name
Markus Biehl
Name
Lorna Wright
Name
Approvals
Area or Specialization
I have reviewed this course proposal with the faculty members of this Area or Specialization, and I support the addition of
the course to the SSB curriculum.
Joyce Zemans
Signature
26 March 2015
Date
Joyce Zemans
Area Coordinator or Specialization Director
Arts & Media Admin.
Degree Program
This course has received the approval of the Program Committee, and I support the addition of the course to the SSB
curriculum.
Steve Weiss
Signature
May 6, 2015
Date
Steve Weiss
Program Director
MBA
Program
19
SUBJECT:
Library Statement for ARTM 6360: Arts, Media and Entertainment:
Managing Strategic and Business Solutions in the Digital Media Universe
FROM:
Stephanie Quail
Business Librarian
DATE:
March 27, 2015
ARTM 6360: Arts, Media and Entertainment: Managing Strategic and Business
Solutions in the Digital Media Universe
York University Libraries (YUL) will be able to support the proposed course ARTM 6360,
as the library has a good collection of books, as well as a strong collection of online
periodical databases and business research databases that will supplement the course’s
required readings and help students complete the research-intensive assignments in this
course. These resources will support the course’s objectives of providing students with a
strong understanding of the global digital media economy, as well as business models
within this industry.
The course proposal lists 2 required textbooks: Business model generation: A handbook
for visionaries, game changers, and challengers and Google: How Google works. YUL
has two ebook versions of Business Model Generation. Unfortunately, due to licensing
restrictions, students will not be able to download sections of this book and will have to
read them online. It is recommended that the professor asks the library to either
purchase a print copy or look into an alternative ebook edition that allows for
downloading. The library owns a print copy of Google: How Google works and it is
recommended that the professor ask for this book to be placed on either 2-hour, 1-day
or 3-day course reserve at the Bronfman Library.
The rest of the course readings will consist of a variety of materials such as book
chapters, scholarly articles, online news articles, blog articles, and YouTube videos that
will be made available either through the CMD or through the Bronfman library’s ereserves or course reserve program. YUL does not own copies of the following books:
Media today: Mass communication in a converging world; Blockbusters: Hit-making, risktaking and the big business of entertainment; Media programming: Strategies and
practice; and Extreme mean: Trolls, bullies and predators online. However, the library
will purchase these books for the course and will place them on either 2-hour, 1-day, or
3-day course reserve at the request of the professor. Additionally, this course is unique,
as many of the required readings consist of freely available web-based news articles,
blog articles, or open access scholarly articles. Stephanie Quail, the liaison librarian for
this program, went through the reading list and made detailed suggestions for the course
content; however, it seems as if the students will be able to access all of the content
successfully once the above books are purchased.
YUL also maintains a collection of relevant print and ebooks that will support this course.
For example, the collection contains materials with relevant subject headings such as:
Digital media, Digital media – Economic aspects, Digital Media – Social aspects, Mass
20
Media, Broadcasting, and Information technology – Economic aspects. The collection
also contains a smaller number of books under more niche subject headings such as:
Mass Media – Economic aspects, Internet videos, and Computer games industry –
Economic aspects. Most of the print books are located in the Scott Library; however,
many books exist in ebook format, which will improve ease of access for students.
Additional ebooks can be searched for using YUL’s subscription to Ebrary and
Books24x7. These ebook subscription packages provide access to more practitionerfocused content and should be useful for students enrolled in this course
As previously mentioned, this course is unique, as it relies heavily on recently published
blog and online news article content since the topic of digital media management is a
quickly evolving field. However, YUL subscribes to a variety of article databases that will
provide students with 24/7 access to scholarly, industry, and newspaper articles both on
and off-campus. Proquest Business (includes five databases: ABI/Inform Global,
ABI/Inform Trade and Industry, CBCA Complete, Proquest Asian Business and
Reference, and Proquest European Business), Business Source Premier, Humanities
International Index, and Communication Source will be particularly useful databases.
Search terms such as: ("digital media" OR "digital economy") AND management; “digital
media” AND industry; Canad* AND ("digital media" OR "digital economy") will retrieve
useful results. Students will also be able to find more specific content by using company
names, executive names, and the names of specific digital media concepts such as
“streaming video” to conduct searches. YUL’s newspaper databases will also be useful
for this program, as databases such as Factiva provide extensive coverage of
international and Canadian news sources, while Canadian Newsstand Major Dailies and
CBCA Current Events covers national and regional Canadian newspapers. Once again,
students will have 24/7 on and off-campus to these resources, which are updated on a
daily basis.
Furthermore, the assignments for this course will require students to conduct in-depth
company research. Students will be able to retrieve company reports, annual reports
and other filings, and analyst reports through databases such as Mergent Online,
Hoovers, Lexis Nexis Academic, Marketline Advantage, Investext Plus and PrivCo.
Students will also be able to find industry reports and data through industry databases
such as GMID, IBISworld, Gartner Intraweb, Marketline Advantage, and WARC.
The Bronfman Library has created a number of online research guides that will be useful
for this course, such as: Arts & Media Administration, Nonprofit Research, Company
Research, Industry Research, and Finding Business Articles. It is recommended that the
professor provides links to these guides in the course’s CMD to make access easier for
students. All of the Bronfman Library’s business-specific guides can be accessed at:
http://www.library.yorku.ca/web/bbl/guides/. Government, legal, and data-specific
research guides prepared by other libraries at YUL can be accessed at:
http://researchguides.library.yorku.ca/content.php?pid=220564.
Finally, because students will be required to produce extensively researched reports in
this course, it may also be beneficial for the Bronfman Library to prepare an in-class
library instruction session to highlight key resources and research strategies for
students.
21
ARTM6360 3.00: Business Solutions for Digital Media
Arts, Media and Entertainment: Managing Strategic and Business Solutions in the Digital Media Universe
Course Outline
Winter 2016
Wednesdays, 6:30-9:30, First Class, January 13, 2016
Nadal Management Centre,
Instructor
N313 SSB
416-736-2100 x30313
[email protected] & [email protected]
Office hours: one hour prior to class or by appointment
Assistant
Kathleen Welsby
N319 SSB
416-736-5217
[email protected]
The course is taught by BellMedia Professor Douglas Barrett and Adjunct Professor Trina McQueen.
Mr. Barrett has held his position since 2008. He is a leader in the film and television industry and the
Principal of barcode SDG, an advisory firm. Until mid-2013 he was President & CEO of PS Production
Services Ltd., a production equipment rental business with operations across Canada. He is a past Chair
of the Canadian Television Fund and was formerly the senior media and entertainment partner a major
Canadian law firm.
Ms. McQueen was Schulich’s first CTV Professor of Broadcast Management. She is a veteran broadcaster
and journalist who has held a wide range of executive positions in public and private television. She
retired in 2003 as President and COO of CTV Inc. She has served as founding President of the Discovery
Channel and Chief of News, Current Affairs and Newsworld at CBC. She has been elected to the
Canadian Broadcasters Hall of Fame, the Canadian News Hall of Fame, and the Canadian Film and
Television Hall of Fame.
Brief Description
The rapidly changing global digital media economy is creating new business models for the Arts, Media
and Entertainment sector. This course examines how such models draw on management, creative and
policy resources in radically different ways. Students will acquire knowledge and insights to manage
digital media’s needs for creativity, entrepreneurship, measurement, financial structures and
monetization, in large and small organizations.
Contents
Course Learning Outcomes ........................................................................................................................... 2
Deliverables at a Glance................................................................................................................................ 2
Course Material............................................................................................................................................. 2
Student Preparation for Class and Class Participation: Expectations ........................................................... 3
Class-by-Class Syllabus .................................................................................................................................. 3
Written Assignments/Projects: Descriptions ................................................................................................ 8
Evaluation of Written Assignments/Projects and Exams ........................................................................... 11
22
Calculation of Course Grade ....................................................................................................................... 12
General Academic Policies: Grading, Academic Honesty, Accommodations and Exams ........................... 12
Quick Reference: Summary of Classes, Activities and Deliverables ........................................................... 13
Course Learning Outcomes
Students will learn strategies for managing in the sector and be conversant with evolving work practices
and human resource management the new cultural economy in action through:
•
•
•
•
•
Insights and models for understanding key business phenomena
A one-on-one project with a leading executive and innovator
Exposure to senior practitioner insights
Case studies and team projects
Current academic research
Deliverables at a Glance
Assignment/Task
Study Evaluation
Essays on Executive Interviews
Major Essay
Class participation
Quantity
1
% Weight
10
Total %
10
Author
Individual
2
1
35*
35
Individual
35
35
Individual
1
20
20
Individual
100%
* No grade will be given to the first paper. After the first paper, there will be written feedback
on the strengths and weaknesses of the material, along with suggestions on how to improve the
second paper. Students are expected to utilize the comments and suggestions from the first
paper to inform the second paper. The two papers will be considered together for the final mark.
For details, see “Written Assignments/Projects: Descriptions” (p. 8) and “Evaluation …” (p. 11).
Course Material
Required reading for this course includes the following books. They are available for purchase from the
York University Bookstore (http://bookstore.blog.yorku.ca):
1. Osterwalder & Pigneur, Business Model Generation, John Wiley & Sons, 2010
2. Eric Schmidt & Jonathan Rosenberg, How Google Works, John Murray (Publishers), 2014
Although texts might only have one assigned reading directly related to a class, they will be referred to
regularly throughout the course. In addition to the texts, the Session-by-Session syllabus (see pp.3-8)
presents a list of required readings for each class. Other relevant readings, organized by topics and
classes, will be available via the CMD or library reserve. These readings may be used in research for
course assignments and papers, and to enhance understanding of the concepts presented in each class.
Reserved readings at the library have been selected from periodicals and journals. Links for material will
be provided in the course outline and on the CMD.
23
The Course Materials Database (CMD) has been created within Schulich’s Lotus Notes. It contains
general information for Schulich students and information and materials specific to this course. Check it
frequently.
Student Preparation for Class and Class Participation: Expectations
The value of class sessions depends greatly on student involvement and input. Students are encouraged
to prepare well for every class and during class, to concentrate on making significant contributions to
discussions.
Preparation
The Course Outline contains all the readings relevant to each particular class. The readings are designed
to enhance the student’s understanding of each week’s topics and will require between 1.5 and 2 hours
of preparation for. The readings include book chapters, newspaper, journal and web articles as well as
blogs and YouTube videos. Supplemental readings will be available for more in-depth research via the
CMD.
Class Participation (contribution)
The expectations for participation are:
1. Presence
2. Engagement
3. Meaningful contribution
4. Insight
In terms of contribution students will be assessed on the extent to which their comments and questions
reflect the assigned readings and their relevance to issues discussed in class.
Following each class each student will receive a mark from 1 to 4 based on the above standards. The
total of the marks assigned will be pro-rated into the 20% class participation mark.
Each student will be asked to prepare one Oral Mini-brief for presentation to a class. The topic of the
Mini-brief is linked to the applicable class but based on a current event. An example would be to
summarize the Let’s Talk TV process during the week of the CRTC decision. The purpose is to provide
immediate context on the subject matter of the class. The mini-briefs will be assessed as part of class
participation.
Class-by-Class Syllabus
Topics, readings, and other preparations for every class are listed below
Note: If any changes in this schedule become necessary, notifications will be posted on the course
CMD, and when changes need to be announced between classes, an email will be sent to students’
Lotus Notes email accounts, notifying them of the change.
24
Jan. 13
Class 1
Introduction: The Digital Media Landscape in Context
The power, drama, influence and overwhelming uncertainty (blur) of the digital transition;
global impacts and Canadian realities; evolution of the media landscape in this context; new
roles for audience; new types of workers; new business relationships; new paths for money;
new role for politics. Administrative matters: review of course content and assignments. The
role of mini-briefings. “Adopt an Executive” program described; executive choices outlined.
Class Readings:
 Osterwalder, Pigner “Business Model Generation” John Wiley and Son. 2010.
Chapter One: ‘Business Models: the Nine Building Blocks’
 “A Florence for the Future”
www.economist.com/blogs/prospero/2014/stanford.university
 YouTube “Creative expression Stanford University”. July 2014
 Avvisati, Jacotin, Laicrin “Educating Higher Education Students for Innovative
Economies”, Turing Journal for Higher Education. Issue 1. November 2013
 Jenkins, Henry “Eight Traits of the New Media Landscape”
henryjenkins.org/2006/11/eight_traits_of_the_new_media_landscape.html
 Turow, A. “Media Today: Mass Communication in a Converging World” Routledge
Press. 2013, ‘ A World of Blurred Media Boundaries’ (pp: 158-192)
Jan. 20
Class 2
The Economics of Digital Media
An analysis of trends and successes among emerging models for arts, media and
entertainment digital media. After the overview, the class will model Twitter and Google
according to the ‘nine building blocks’ in “Business Model Generation” (discussed in class 1)
Industry guests will comment and will discuss the strategies, financing and monetization of
other international models.
Class Readings:
 Annual Report: Twitter https://investor.twitterinc.com (pp to be assigned based on
most current report)
 Annual Report: Google https://investor.google.com (pp to be assigned based on most
current report)
 The State and Future of Netflix v HBO in 2015 http://www.mediaredefined.com/part1-the-state-of-netflix-v---1022518918.html
 Stone, Madeline “Digital Strategy at the Met” www.businessinsider.com/digitalstrategy-at-the-met-2014-9
Jan. 27
Class 3
Industry Guests: TBC
Business Innovation in Digital Media
Two panels of industry guests and the class will examine entrepreneurship in digital media in
Canada. The first section will look at the role of institutions and government in providing
programs to incubate and accelerate digital media projects. The second section will review
actual start up models. Class discussion will include analysis of both success and failure.
Class Readings:
 Ontario Media Development Corporation: Digital Transformation of Creative
Media. 2011. Nordicity Consulting
25





Feb. 3
Class 4
http://omdc.on.ca/Assets/Research/Research+Reports/Digital/Transformation/dig
ital/transformation
Canadian Media Production Association: “Content Everywhere. Canada’s Place in
the Digital Future” Feb. 2015
trends.cmffmc.ca/media/uploads/reports/ContentEverywhere2
Y-combinator: Silicon Valley Start Up
http://www.nytimes.com/2013/05/05/magazine/y-combinator-silicon-valleysstart-up-machine.html?pagewanted=all&_r=0
Banff Centre Programs Overview. Interdisciplinary Arts Residency. Digital Film
http://www.banffcentre.ca
Woo, Geoffrey. Nootrobox. “Three Tips for Young Start-Up Founders from a Guy
who’s been there, https://gigaom.com/2015/02/15/three-tips-for-young-startupfounders-from-a-guy-whos-been-there/. Feb, 2015
Madé, Gabrille. trends.cmf-fmc/blog/four-takeaways-on-you-tube-culture-fromthe-buffer-festival-industry-day. October 2014
Industry Guests TBC
How to Train Your Dinosaur: Legacy Media Evolves
Historic businesses and institutions from BCE to The Met, and from Disney to the British
Library, are dealing with disruption and disorder in their strategies and business models. The
class will study legacy media’s attempts at partnerships, innovation, acquisition, restructuring,
and re-imagining to remain the behemoths in their fields. Industry guests are leaders of
organizations who are succeeding.
Class Readings:
 Elberse, Anita “Blockbusters: Harvard University Press. October 2013. (pp 150 –
187)
 Ulin, Jeffrey “The Business of Media Distribution” Focal Press. Second Edition.
2014 Chapter 7. “A New Paradigm: On-demand and Multi-screen Access, Cord
Cutting, On-line originals, Cloud applications, Social Media and More”, (pp: 361392)
 Bayer, Alanna, "Evangelizing the ‘Gallery of the Future: a Critical Analysis of the
Google Art Project Narrative and its Political, Cultural and Technological Stakes"
(2014). University of Western Ontario - Electronic Thesis and Dissertation
Repository. Paper 2239. http://ir.lib.uwo.ca/etd/2239
 Evolution of TV; Reaching Audiences Across Screens,
https://thinkwithgoogle.com/articles/evolution-of-television-reaching-audiencesacross-screens.html?curator+media REDEF
Industry Guests:
TBC
Feb. 10 The Digital Media User: Audience, Creator, Engager
Class 5 Digital audiences in arts, media and entertainment have changed as much as the media itself.
This class studies the behaviour of the new audiences, and the strategies used by digital media
organizations to find and influence them. The class will look at cross-platform and cross-media
products and experiences; current theories about audience growth; and evolving systems of
measuring audience.
Class Readings:
26
 Deloitte. “TMT Predictions: 2015” www.slideshare.net/deloitteCanadadeloitte-tmtpredictions-2015
 Numeris. www.numeris.ca (explore site)
 “Comscore: The Art and Science of Big Data from the Inside”,
http://sloanreview.mit.edu/article/comscore-the-art-and-science-of-big-data-fromthe-inside/, March 2014
 Comscore. www.comscore.com (explore site)
 Kapko, M. “Social Media Engagement is Dead ”. Network World. January 2015
http://www.networkworld.com/article/2868027.
 Traphagen, M. “Why Engagement DOES Matter as a social media metric” Marketing
Land. January 2015
 Guardian News & Media invites readers to shape future of Guardian Membership. The
Guardian, September, 2014. http://www.theguardian.com/gnm-pressoffice/2014/sep/10/guardian-news-media-invites-readers-to-shape-the-future-ofguardian-membership-through-beta-programme
Industry Guest: TBC
Feb. 17 Meet the New Boss; Same as the Old Boss? Meet the New Worker: Happy Creative,
Class 6 Entrepreneur or Digital Serf?
This class will map the varieties of management structures for digital media companies from
legacy media to the new giants to entrepreneurial start-ups and one-artist operations.
Discussion will centre on selecting, inspiring, negotiating with and rewarding artists, creators
and contributors.
Class Readings:
 Schmidt & Rosenberg “How Google Works” Grand Central Publishing. 2014 pp 95142
 McCord, P “How Netflix Reinvented HR” Harvard Business Review.
https://hbr.org/2014/01/how-netflix-reinvented-hr/ar/1
 Taylor, A. “The People’s Platform: Taking Back Power and Culture in the Digital
Age” Henry Holt and Co 2014. (pp tbc - On Kindle, 14 pages from 21% to 23%: “The
romantic stereotype of the struggling artist …… inequity is a form of liberation”.)
 Moody, Chris. “StartUp Culture: Values vs Vibe”
http://chrismoody.com/?s=StartUp+Culture
Industry Guest(s):
TBC
Feb. 24 READING WEEK
Mar. 2 Gaming and App Strategies
Class 7 Analysis of the global video game industry, and of the production of digital media apps including models, trends, strategies, incentives and policies - Canadian and world-wide; and an
examination of success and failure in arts and entertainment apps.
Class Readings:
 “Essential Facts about the Canadian Video Game Industry”, Entertainment Software
Association. http://theesa.ca/wp-content/uploads/2014/11/ESAC-Essential-Facts2014.pdf
 “Why Video Games Are So Expensive to Make”
http://economist.com/blogs/economistesplains/2014/090”Ho
27
 Lai, Albert , “Why you should start your video game company in Canada”
www.venturebeat.com/2015/02/23/why-you-should-start-your-video-gamecompany-in-canada, Feb, 2015
 Gordon, Mary Ellen, “The History of App Pricing, and Why Most Apps are Free”
www.flurry.com/bid/99013/the-history-of-app-pricing-and-why-most-apps-arefree. July, 2013
 WindForge by Snowed in Studios, Kickstarter,
www.kickstarter.com/projects/snowedinstudios/windforge, December 2013
 Dixon, Guy, “NFB app sets pace for arts lovers and their iPhones”, Globe and Mail
http://www.theglobeandmail.com/arts/nfb-app-sets-pace-for-arts-lovers-andtheir-iphones/article4104557/. December, 2009
 “How to Build an App Empire”, http://fourhourworkweek.com/2012/04/22/
 “When Crowdfunding reveals the realities of Game Development”
http///www.gamasutrcom/view/news July 2013
Mar. 9
Class 8
Industry Guests:
TBC
Mapping the Industry #1: First Adopt-an-Executive paper
Students will summarize their first Adopt-an-Executive Papers, describing the Executive’s
organization, the context in which it operates and the Executive’s place in it. The class will
collectively prepare an industry map showing the interconnection and relationships among all
of the represented organizations.
Mar. 16 Live! The Remarkable Digital Impact of Immediate Audience Experience
Class 9 Integrated with digital media, live events are becoming multi-million dollar, multi-genre
projects for major artists and for sports leagues; and survival strategies for small arts and
media companies. This class will do an in-depth examination of a massive sports business; a
small literary event; and Disney’s transformation of the movie “Frozen” into a panoply of live
and digital events.
Class Readings:
 “How Digital Marketing is Changing the Live Events Industry” www.trendblog.net
March 2013
 “Making the Multi-Platform Play: Live Sports and Digital Media”
http://sportscastermagazine.ca/apps/making-the-multi-platform-play. January,
2014
 “Super Bowl vs the Grammys” www.billboard.com/articles/events/super-bowl-vsgrammys-analyzing-their-impact
 “How to put your live event on YouTube”
www.youtube.com/watch?v=MN1F7X8i7sQ
 “In The Gallery”, www.cineplex.com/in-the-gallery
Industry Guests: TBC
Mar. 23 The Dark Side: The Social Challenges and Ethical Dilemmas of Digital Media
Class 10 Digital media have magnified the old legal, moral, and ethical challenges of legacy media; and
introduced new complexities. The class will be presented with, and debate, a number of
examples of issues from a list including privacy, piracy, trolls, harassment, terrorism,
government intrusion, protection of children, freedom of speech and others. The issues will be
current, and responses and actions will be included in the material.
28
Class Readings:
 Todd, Paula “Extreme Mean” Chapter 6, Adults say the most despicable things.
McClelland and Stewart e-book, 2014
 “Keep YouTube Weird: How YouTube lost its soul — and may lose the creators that
built it”. Pando Daily, January 26, 2015. http://pando.com/2015/01/26/keepyoutube-weird-how-youtube-lost-its-soul-and-may-lose-the-creators-that-built-it/
 “Hollywood should be very afraid of Popcorn Time, the “Netflix for piracy””,
Quartz, March, 2015. www.qz.com/344394/hollywood-should-be-very-afraid-ofpopcorn-time-the-netflix-for-pirates
 “Harassment in the Games World”. October, 2014.
https://www.youtube.com/watch?v=o9x9uwbKDWo
Mar. 30 The Digital Entrepreneur CEO
Class 11 Site Visit: The class will visit a major industry CEO in his or her office. The CEO will be asked to
review the leadership challenges facing his or her organization, the specific challenges being
faced as CEO and the repercussions of strategic success or failure.
Host CEO:
TBC
Apr. 6
Mapping the industry #2: Second Adopt-an-Executive paper
Class 12 Students will summarize their second Adopt-an-Executive Papers, identifying the principal
strategic challenges of the Executive’s organization, and the proposed management approach
to addressing these issues. Students will also be asked to comment on the Executive’s
leadership and management styles and evaluate the likelihood of his or her success.
Final course wrap-up.
Written Assignments/Projects: Descriptions
NOTE: MISSING DEADLINES
Students are expected to submit assignments on the due date as indicated below. Late assignments will
be penalized at a rate of .5 of a grade percentage (i.e. 9.5% becomes 9%), per day late, unless
accommodation is agreed upon in advance.
Due Date
Week 3
Study Evaluation – Value 10%
Jan. 27
Students will write a brief (5 pages or less) commentary on several recent studies
concerning the emerging online environment in the cultural and media space. The studies
will be selected each year based on their immediate currency. An example might be the
most recent quarterly Nielsen Cross Platform usage report, or Monetizing Digital Media,
prepared by the Ontario Media Development Corporation
In preparing their commentary, students might consider:
• The context (i.e. who/why commissioned, audience for, etc.) and the implications
of the study
• The management challenges raised in both documents
• The implications for digital media from a business and public policy perspective
29
Due Date
Max length: 5 pages
Value: 10%
Paper 1
Class 7
Mar. 2
Paper 2
Class 11
Mar. 30
Adopt-an-Executive Papers - two (please note HPR rules apply, see below, sample consent
forms will be provided by instructor)
Students will interview an assigned senior industry executive or innovation leader twice
(for approximately 1½ hours on each occasion) and prepare a paper following each
interview. It is the student’s responsibility to contact the Executive to schedule the
meetings, and to attend the Executive’s offices to conduct the interviews. Students are
expected to integrate course learnings as well as industry and organization research into
the preparation for their interviews. The research, combined with the outcomes of the
interview(s) and analysis, based on the criteria below, must be incorporated into each
report.
Students should write the Executive in advance of the interview to give him or her some
personal background.
All the Executives will have agreed to participate in the process, been briefed in person by
the Instructor, and received written instructions on what to expect.
Students should prepare carefully for each interview. The interviews may be recorded but
the recordings should be destroyed once the papers are complete.
Students must ensure that THREE copies of the Consent Form are signed by both the
student and Executive. One should be left with the Executive, one retained by the student,
and one delivered to the Instructor.
First paper: Mapping Media Management in the Digital Universe
The first paper should describe the company that employs the Executive and the context in
which it operates. It should also review the organizational structure and broad financial
parameters of the organization. The paper will describe the personal roles and
responsibilities of the Executive, the goals and objectives of the company or organization,
and the accountability/function of the department or group for whom the Executive works.
Thoughts on management style may also be included if appropriate.
While the major source for the paper will be the interview, students should also thoroughly
research the company and the Executive. Sources could include annual reports, analyst’s
reports, company publications, media reports and so on.
The paper will be due on March 2nd with presentation and discussion at the class held on
March 9th.
Second paper: Strategic Issues and Challenges in Digital Media Management
The second paper should address the future: the issues the Executive considers most
important, challenging or disruptive for his or her company, and how these issues can best
30
Due Date
be managed. Students will need to undertake additional research to round out the
consideration and comprehension of the issues the Executive raises.
The paper will be due on March 30th, with discussion and presentation held at the class on
April 6th.
Standards: Each paper is to be no less than 8 and no more than 10 double spaced, 12 pt
font, 1 inch margined pages. It should additionally include a bibliography and footnotes.
Each paper should be accompanied by a one or two page abstract or executive summary.
The abstracts will be circulated to all class members, will be required reading and will form
the basis of discussion at the classes held on March 9th and April 6th. All of the papers will
be placed on the CMD as available supplementary reading.
Papers will be marked equally on the interview and the research, the clarity,
thoughtfulness and insight of the paper, and a demonstrated knowledge and appreciation
of the material covered in class as it applies to the Executive.
After the first paper, there will be written feedback on the strengths and weaknesses of the
material, along with suggestions on how to improve the second paper. No grade will be
given to the first paper. Students are expected utilize the comments and suggestions from
the first paper to inform the second paper. The two papers will be considered together for
the final mark.
Please note: These papers are confidential. They may not be shared outside the class.
They may not be quoted or used in other academic assignments. They may not be shown
or quoted from in any outside class situation.
Max length: 10 pages (per paper)
Value: 35%
Apr. 8th
Major Paper
This paper will concentrate on an issue or theme in digital media management that relates
to class topics.
The range of acceptable topics is broad. Students must choose the topic and submit for the
Instructor’s approval by no later than Feb. 17th. The paper is due April 8th. In addition to
topic approval it is strongly suggest that an outline be prepared for the paper and reviewed
with the Instructor in advance of writing.
The paper will be marked on the following:
1. Research. The paper should demonstrate a comprehensive knowledge of
published materials related to the topic. Original research (interviews, data
compilation, etc.) will be valued, as will the variety of sources.
2. Course knowledge. The paper should demonstrate a relation to the course
31
Due Date
material and assigned readings.
3. Context and insight. The addition of meaning to facts and analysis is critical.
4. Writing style. Clarity, organized argument, spelling and grammar matter. So, do a
Table of Contents and headings. Please carefully proofread your paper.
5. Focus on Management. It is critical that the paper address the management or
strategic challenges posed by the topic, and the options open to managers in
dealing with the issues. It is not about law, policy or passionate polemics outside a
context that is realistic and addresses management options. The paper’s thesis
should be developed with this in mind.
The paper should be at least 15 and no more than 20 pages long. Font and spacing
requirements should be the same as for the Adopt-an-Executive papers.
Max length: 20 pages
Value: 35%
Evaluation of Written Assignments/Projects and Exams
(source: Adapted from material prepared by Kathy Kubota-Zarivnij, Education, 1999)
Performance
Indicators
(weight)
FAIL
ACCEPTABLE
C (+ or -)
GOOD
B (+ or -)
EXCELLENT
A (+ or -)
Organization of
argument.
Stream of
consciousness.
Bibliography
No list provided.
Argument is poorly
organized and
unfocussed.
List provided but not
in proper format and
some missing.
Argument is straightforward and clearly
stated.
List provided but some
references missing.
Argument is focused,
creatively structured
and clearly stated.
Complete list with all
references properly
credited.
Analysis and
implications for
mgmt.
Descriptive with no
analysis.
Simple analysis but
no implications for
management.
Careful analysis, little
theory and some
implications for
management.
Use of class and
other prof. &
personal
experience
No use of outside
experience and little
class experience.
References to some
experience (outside
and in class); no
analysis.
Incorporates much
outside and class
experience but with
little useful analysis.
Creative analysis,
using theory and
thoughtful
implications for
management.
Very effective and
illustrative use of
class and outside
experience reflects
useful analysis.
32
Writing
mechanics
Little evidence of
proofreading,
spellcheck,
punctuation,
sentence structure;
difficult to discern
meaning
Evidence of
proofreading,
spellcheck,
punctuation and
sentence structure
but still detracts from
meaning.
Careful proofreading &
spellcheck,
punctuation, sentence
structure, enables
focus on meaning.
Critical proofreading,
spellcheck,
punctuation, &
sentence structure
which enhances
meaning.
Calculation of Course Grade
In this class, final course grades will be determined by the following process:
• written assignments and class participation are assigned a grade based on the Schulich 9-value index
system
• these grades are weighted in accordance with the prescribed value for each course component and a
single numerical grade calculated
• the numerical grade is converted to the applicable letter grade.
General Academic Policies: Grading, Academic Honesty, Accommodations and Exams
Masters level Grades at Schulich are based on a 9-value index system. The top grade is A+ (9) and the
minimum passing grade is C- (1). To keep final grades comparable across courses, elective courses are
expected to have a mean grade between 5.2 and 6.2.
The Schulich School does not use a percentage scale or prescribe a standard conversion formula from
percentages to letter grades. Conversions within a course are at the discretion of the instructor.
For more details on the index, grading policy, and grade point average (GPA) requirements, see the
Student Handbook or the Student Services & International Relations website:
http://www.schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Enrolment+Grades+and+Convocation!O
penDocument#tabs-2
Academic honesty is fundamental to the integrity of university education and degree programs, and
applies in every course offered at Schulich. Students should familiarize themselves with York
University’s policy on academic honesty, which may be found in the Student Handbook and on the
Student Services & International Relations website:
http://www.schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Academic+Honesty!OpenDocument
Accommodations. For accommodations sought due to exam conflicts, religious reasons, unavoidable
absences or disabilities, please refer to the Student Handbook or contact Student Services.
For counseling & disability services, contact Student Services or see http://www.yorku.ca/cds/.
33
Quick Reference: Summary of Classes, Activities and Deliverables
CLASS #
January 13 – Class 1
TOPIC
Introduction: The Digital Media Landscape in
Context
The Economics of Digital Media
Guests: TBC
Business Innovation in Digital Media
Guests: TBC
February 3 - Class 4
How to Train Your Dinosaur: Legacy Media
Evolves
Guests: TBC
The Digital User: Audience, Creator, Engager
Guest: TBC
New Boss; Same as the Old Boss? Meet the new
worker: Happy Creative, Entrepreneur or Digital
Serf?
Guest(s): TBC
February 24 – SCHULICH READING WEEK – NO CLASS
March 2 – Class 7
Gaming and App Strategies
Guests: TBC
March 9 – Class 8
Mapping the industry #1: First Adopt-an
Executive Paper
March 16 – Class 9
Live! The Remarkable Digital Impact of
Immediate Audience Experience
Guests: TBC
The Dark Side: The Social Challenges and Ethical
Dilemmas of Digital Media
The Digital Entrepreneur CEO
Site visit
April 6 – Class 12
Mapping the Industry #2: Second Adopt-anExecutive paper
April 8
ASSIGNMENTS DUE
Study Evaluation Due
Major Paper Topic to be
approved no later than
tonight
St
1 Adopt-an-Exec. Paper Due
Select Adopt-an-Executive
papers discussed
nd
2 Adopt-an-Executive paper
due
Select Adopt-an-Executive
papers discussed
Major paper due
34
35
Course Change Proposal
1. Program
2. Course Number and Credit Value
ARTM 6330 3.00
3. Course Title
a) Long Course Title
Communications Policy
b) Short Course Title (if a change in the course title is requested)
N/A
4. Type of Course Change (indicate all that apply)
x
in course number
in credit value
in course title (short course titles may be a maximum of 40 characters, including punctuation and spaces)
in course description (short course descriptions may be a maximum of 60 words, written in present tense)
in integration (provide statement of approval from other program)
in cross-listing (provide statement of approval from other program)
in pre/co-requisite
expire course
other (please specify)
5. Effective Session of Proposed Change(s)
Winter 2016
6. Academic Rationale
ARTM 6330 3.00 is being retired to allow for the addition of ARTM 6360: Arts, Media and Entertainment:
Managing Strategic and Business Solutions in the Digital Media Universe. The content of ARTM 6330 has
been integrated into ARTM6300 3.00 Cultural Policy, into the new ARTM 6360 course, and, where
appropriate, into our other ARTM course offerings.
36
7. Proposed Course Information
Existing Course Information
(change from)
ARTM 6330 3.00 Communications Policy
Proposed Course Information
(change to)
The communications media in Canada functions
within an extensive framework of public policy
intended to achieve public interest objectives. This
course examines the structure and operation of the
Canadian cultural industries within the public policy
framework and within the international environment
of the expanding communications sector. The course
focuses on the broadcasting, publishing, film and
sound recording industries.
Prerequisite: ARTM 6301 3.00 or permission of the
instructor
8. Consultation
The integration of ARTM 6330 course material was tested in the Fall 2014 term. The integration proved very
successful.
9. Approvals
a) Originator
Joyce Zemans
Signature
2 April 2015
Date
Joyce Zemans
Name
c) Area or Specialization
I have reviewed this change form and I support the proposed changes to the course.
Joyce Zemans
Signature
2 April 2015
Date
Joyce Zemans
Name of Area Coordinator / Specialization
Director
Arts & Media Administration
b) Degree Program
This course change has received the approval of the Program Committee, and I support the
proposed changes.
Steve Weiss
Signature
May 6, 2015
Date
Steve Weiss
Name of Program Director
MBA
Program
37
1. Program
Schulich MBA Program>
IBUS 6490 3.00
3. Course Title
International Negotiations: Analysis, Strategy and Practice
N/A
in course number
in credit value
in course title (provide course outline; short course titles may be a maximum of 40 characters, including
punctuation and spaces)
in course description (provide course outline; short course descriptions may be a maximum of 60 words,
written in present tense)
X
in pre/co-requisite
expire course
Fall 2015
The level of business knowledge and experience necessary to perform well in this course and to gain
maximum value from it is higher than 5100-series coursework for most students. The course was originally
developed, years ago, with IBUS 6410 as a pre-requisite, which presumed completion of both 5100-series
and 5200-series courses. Two years ago, in response to the changing demographics of the student body, 2
of the 3 pre-requisites were liftd. Experience now suggests that a better pre-requisite would be the full set of
first year courses. This is an intensively experiential course, and students will benefit more from interactions
with classmates who have comparable levels of ability. Exceptional students who have not met the prerequisites may still be admitted to the course through permission from the instructor.
(change from)
(change to)
This course provides structured approaches to
understanding, planning, and doing business negotiations
in international contexts. Students apply their business
knowledge in a series of interactive exercises and written
assignments in order to develop analytic, strategic and
practical negotiation skills. On two Saturdays, students
This course provides structured approaches to
understanding,
planning,
and
doing
business
negotiations in international contexts. Students apply
their business knowledge in a series of interactive
exercises and written assignments in order to develop
analytic, strategic and practical negotiation skills. On two
38
conduct complex negotiation simulations (e.g., alliance
formation, foreign market entry) and receive performance
feedback from experienced negotiators.
Prerequisites: All 5100-series Required Courses or
permission of the instructor.
Note: Not open to IMBA students.
Saturdays, students conduct complex negotiation
simulations (e.g., alliance formation, foreign market entry)
and receive performance feedback from experienced
negotiators.
Prerequisites: All 5000-series Required Foundations of
Management Core Courses or permission of the
instructor.
Note: Not open to IMBA students.
8. Consultation
N/A
9. Approvals
a) Originator
Steve Weiss
Signature
May 1, 2015
Date
Steve Weiss
Name
b) Area or Specialization
Steve Weiss
Signature
May 1, 2015
Date
Steve Weiss
Director
International Business
c) Degree Program
proposed changes.
Steve Weiss
Signature
May 6, 2015
Date
Steve Weiss
MBA
Program
39
1. Program
MGMT 5150 3.00
3. Course Title
Skills for Leadership
n/a
X
in course number
in credit value
in pre/co-requisite
expire course
Fall 2015
The current description’s emphasis on “students' ability to deliver compelling and coherent presentations” is
replaced in favour of highlighting the theoretical foundation for the course (complexity science) and its key
themes (multiple perspectives; challenging assumptions; framing and reframing). The proposed description
better reflects the actual content of the course, which has not changed, and helps shape students’
expectations in a more appropriate direction. The latter is critical for the success of the course and the
fulfillment of its learning objectives.
Students will still have the opportunity to present their work in the course and will receive feedback on the
quality of their presentations. However, the focus will be on communicating ideas compellingly, defined as a
key leadership skill for the course, and not on presentation skills in general.
40
(change from)
The objective of this course is to teach students the
thinking and reflective skills required for business
leadership. The course develops and enhances
students' ability to deliver compelling and coherent
presentations; to apply analytic, critical and strategic
thinking to complex business problems and to reflect
and identify underlying assumptions and reframe
them in order to drive to actionable outcomes.
(change to)
This course develops the thinking and reflective
skills required for leadership in a turbulent world.
Drawing on complexity science, the course applies
a multiple perspectives framework to challenge
embedded assumptions and advance students’
ability to think creatively, analytically and
strategically. Students learn to identify and
reframe complex problems more effectively, and to
develop and communicate actionable solutions
compellingly.
8. Consultation
n/a
9. Approvals
a) Originator
Ingo Holzinger
Signature
April 20, 2015
Date
Ingo Holzinger
Name
Steve Weiss
Signature
May 1, 2015
Date
Steve Weiss
Director
MBA Program
c) Degree Program
proposed changes.
Steve Weiss
Signature
May 6, 2015
Date
Steve Weiss
MBA
Program
41
MGMT 5150 F 3.00: Skills for Leadership
Course Outline
Winter 2015
Monday, 2:30-5:30 p.m., beginning on January 12th
Room W133 SSB
Instructor
Ingo Holzinger
N203F Seymour Schulich Building
416-736-2100 ext. 77870
[email protected]
Office hours: by appointment
Assistant
Mel Poteck
N228 Seymour Schulich Building
416-736-2100 ext. 58089
[email protected]
Ingo Holzinger is an Assistant Professor of Organization Studies at Schulich, where he started in 2003,
and the Course Director for MGMT 5150. His teaching and research interests include leadership,
organizational change, creativity and innovation, managerial cognition and sense-making, and
alternative models of organizing.
Brief Description
This course develops the thinking and reflective skills required for leadership in a turbulent world.
Drawing on complexity science, the course applies a multiple perspectives framework to challenge
embedded assumptions and advance students’ ability to think creatively, analytically and strategically.
Students learn to identify and reframe complex problems more effectively, and to develop and
communicate actionable solutions compellingly.
Prerequisites/Corequisites/Course Exclusions: None
Contents
Course Material............................................................................................................................................. 4
Student Preparation for Class and Course Contribution: Expectations ........................................................ 4
Assignments/Projects: Descriptions & Evaluation ........................................................................................ 7
Calculation of Course Grade ......................................................................................................................... 9
General Academic Policies: Grading, Academic Honesty, Accommodations ............................................. 10
42
"The greatest danger in times of turbulence is not the turbulence; it is to act with yesterday's logic."
Peter Drucker
“Business as usual” has ceased to exist. Turbulence and transition are the new normal. For anyone who
has followed the news in recent months and years, the above rings true. In the current context of rapid
economic, social and technological change, capacities for flexibility, innovation, and – in particular - new
ways of thinking are at a premium.
This course will introduce MBA students to some of the new mindsets needed for success in today’s
turbulent and complex global environment. For example, today’s leaders must have the capacity to
accept and deal with unpredictability and be adept at recognizing and integrating multiple perspectives
and priorities. They must be able to spot and anticipate emerging trends and patterns; ask and explore
provocative questions about their organizations and the world at large; deal with challenging ethical
issues; and generally think both “inside” and “outside the box” in a deep and probing way.
To begin meeting these needs, this course fosters the “seeing and thinking skills” that are required to
meet the demands of a turbulent and complex world. In doing so, we will challenge taken-for-granted
assumptions about business, organizing and leadership; promote a triple bottom line approach to
sustainable development; and emphasize the need for reflective personal awareness as core themes for
guiding the learning process.
Specifically, by the end of the course you will have enhanced your critical awareness and skills in three
areas:
1. Leadership thinking – to develop mindsets and skills needed for success in a turbulent world.
2. Responsible business – to enhance awareness of some of the key contemporary leadership
challenges, such as dealing with multiple and often paradoxical objectives, and the importance of
marshaling creative capacities in pursuit of innovative solutions.
3. Personal career development – to grow an understanding of some of the key things you need to do
personally to position yourself for success in your career, now and in the future.
In the most fundamental sense, this course is designed as a personal challenge – one that encourages
you to improve your ability in seeing and understanding the world around you and the areas in which
you need to enhance your personal leadership skills. Think about this challenge as twofold – involving
“context awareness” (understanding the immediate and larger world around you) and “personal
awareness” (understanding yourself and the way you interact with the world around you).
While many of the attitudes and skills addressed in this course are thought of as “soft skills” – in that
they cannot be easily quantified or tied down through rigorous technique – they are very demanding
and can be learned. The course is intended to take you into new territory and out of existing comfort
zones. It will challenge some of your deeply held beliefs and assumptions, and introduce new ways of
thinking and doing. The benefit you derive from the course is directly linked to your ability to rise to the
challenge, your personal commitment and your effort. Personal development requires that we
embrace and learn from personal challenges. The experience of this course will be no exception.
You are invited to enter the course with an open mind, and a spirit of inquiry and adventurousness,
recognizing that personal awareness of one’s strengths and limitations is crucial for personal
development and success. We invite you to be prepared to be challenged; to be provoked; and, at
43
times, to be frustrated. Learning new skills requires challenging existing mindsets and skills. It also
requires practice and an awareness of the deeper factors shaping the learning process, especially those
forces that can get in the way. The class discussions, exercises and assignments are designed to help you
get on this important learning journey – one that will hopefully continue throughout your future life and
career.
To guide you on this journey, we have assembled a diverse and exceptional team of experts. They will
introduce you to varied viewpoints and ways of thinking about leadership, organizations and their
environments. In addition to your course instructor, who will accompany you throughout the semester
and is your contact person for the course, the team includes the following faculty:
Gareth Morgan, Ph.D.
Distinguished Research Professor, York University
Room N332, Phone 416-736-2100 x 77919
[email protected]
Lisa Pierosara, BA
MBA Career Advisor, Schulich Career Development Centre
Room N202, Phone 416-736-5080
[email protected]
Wesley Cragg, Ph.D.
Professor Emeritus, Business Ethics
Project Director, Canadian Business Ethics Research Network
Room N210, Phone 416-736-2100 x 20686
[email protected]
Theo Peridis, Ph.D.
Associate Professor of Strategy
Room N305L, Phone 736-2100 x 77892
[email protected]
The final grade for the course will be based on the following items weighted as indicated:
Assignment/Task
Sustainability Team Project
Reflection on Team Project
Learning and Development Portfolio
Course Contribution
Starting (Current) Career Resume (mandatory)
CareerLeader™ Self-Assessment (mandatory)
Team Contract (mandatory)
Quantity Weight
Total
1
40%
40%
1
10%
10%
1
40%
40%
n/a
10%
10%
1
Pass/Fail Pass/Fail
1
Pass/Fail Pass/Fail
1
Pass/Fail Pass/Fail
100%
Author
Team
Individual
Individual
Individual
Individual
Individual
Team
For details, see “Assignments/Projects: Descriptions & Evaluation” (p. 8). More detailed descriptions of
the main assignments (team project; personal case; portfolio) will be posted on Moodle.
44
Course Material
Moodle: Moodle is the course website, which provides the weekly list of readings. You will also find a
course calendar, course updates, various course materials, and a companion Twitter feed
(@Leaderskills). Moodle is accessible through your online student portal.
Readings: Information on the weekly readings can be found on the course’s Moodle site. Some readings
can be downloaded directly from Moodle. Others can be accessed through York University’s library
website. A link to the library website and instructions for how to access the readings are provided on
Moodle. It is assumed that you will have read and thought about the issues explored in the readings
before coming to class. Adequate preparation is absolutely necessary to benefit fully from class and be
able to contribute to discussions.
There is no textbook for the course.
Student Preparation for Class and Course Contribution: Expectations
Preparation. The value of the class sessions depends greatly on your involvement and input. Active
participation by you is not only encouraged, but also required to create a positive and rich learning
environment. To be able to participate and create value in the discussions, you are expected to have
read and thought about the required readings before coming to class.
Course Contribution: You are expected to be present, prepared, and willing to share your views in every
class, both voluntarily and when called upon to do so. Try to consistently contribute with comments that
pass the “so-what” test by providing insightful analysis that builds on the prior discussion and moves our
thinking forward. One to two quality contributions per week are considered standard.
Some of the considerations for evaluating your course contribution include:
•
•
•
•
•
Are you a good listener? Do your comments relate to the questions and suggestions of others
and to the themes that the class is exploring together?
Are your contributions relevant to the discussion? Are you willing to challenge the ideas that are
being expressed? Are you willing to take risks and test-drive some new ideas?
Do you integrate material from past classes or discussions where appropriate?
Do your comments reflect cumulative learning over this course or do you merely consider each
issue in isolation?
And most importantly, do you add value to the learning of the class?
45
The following list of lecture topics and readings indicates the material to be read, reviewed and/or
prepared for the various class sessions. Readings may be added to this list; please check Moodle for
updates.
Date
Jan.
12
Jan.
19
Jan.
26
Feb. 2
Class
Session
1
2
3
4
Feb. 9
5
Feb.
23
6
Topic
Leadership
Challenges in
a Turbulent
World
Innovative
Thinking
Skills:
The Art of
Framing and
Reframing I
(Prof. Gareth
Morgan)
Innovative
Thinking
Skills:
The Art of
Framing and
Reframing II
(Prof. Gareth
Morgan)
Analytic
Thinking:
Grounding
Your Work in
Solid
Research
Barriers to
Action:
Managing
Paradox
Presentations
Sustainability
Team
Projects
Assigned Readings & Resources
Soundview Executive Book Summaries: Taleb, N.N. (2007).
“The Black Swan”, Random House. Reviewed by Stephen
Wolter.
Taleb N.N., Goldstein D.G. & Spitznagel, M.W. (2009). “The
Six Mistakes Executives Make in Risk Management”,
Harvard Business Review, 87(10; October), 78-81.
Denning, S. (2013). “The Golden Age of Management Is
Now”, Forbes (Online Edition), August 5, 2013.
Spradlin, D. (2012). “Are You Solving The Right Problem?”,
Harvard Business Review, 60(9; September), 84-93.
Ancona, D., Malone, T.W., Orlikowski, W.J. & Senge P.M
(2007). “In Praise of the Incomplete Leader”, Harvard
Business Review, 85 (2; February), 92-100.
Nidumolu, R, Prahalad, C.K., Rangaswami, M.R. (2009).
“Why Sustainability is Now the Key Driver of Innovation”,
Harvard Business Review, 87(9; September), 57-64.
Barton, D. (2011). "Capitalism for the Long Term", Harvard
Business Review, 89(3; March), 84-91.
Assigned
Work Due
Starting Career
Resume &
Team Contract
(mandatory:
pass/fail)
Personal Case
(brief
description; no
analysis
required)
Mandatory
team meeting
with instructor
before next
class;
instructor will
provide a
schedule for
the meetings.
Argyris, C. (2002). "Teaching Smart People How to Learn",
Reflections, 4(2), 4-15.
Liedtka, J.M. (2006). "Using Hypothesis-Driven Thinking in
Strategy Consulting", Darden Business Publishing Teaching
Note BP-0486
Sull, D. N. (1999). "Why Good Companies Go Bad". Harvard
Business Review, 77(4), 42-50.
No additional readings assigned for this week.
MBA Reading Week: February 24-27
Team
Presentations
and Project
Document
(40%)
46
Date
Mar.
2
Mar.
9
Class
Session
7
8
Mar.
16
9
Mar.
23
10
Mar.
30
Apr. 6
11
12
Topic
Careers in a
Turbulent
World
(Lisa
Pierosara,
CDC)
Facing the
Complexity
Gap
Leadership &
Power:
A Political
Frame
Ethics,
Leadership &
the Power of
Values
(Prof. Wes
Cragg)
Leadership,
Strategic
Thinking &
Value
Creation
(Prof. Theo
Peridis)
Making a
Difference:
As a Future
Leader I Will
Need To…
Assigned Readings & Resources
Soundview Executive Book Summaries: Pink, D. (2006). “A
Whole New Mind: Moving From the Information Age to the
Conceptual Age”, Riverhead Books.
Zimmerman, B.J. (2001). “A Complexity Science Primer:
What is Complexity Science and Why Should I Learn About
It?”, in B.J. Zimmerman, C. Lindberg & P. Plsek (Eds),
Edgeware: Insights From Complexity Science For Health Care
Leaders, VHA Inc, Irvin, Tx.
Assigned
Work Due
Career
Leader™ SelfAssessment
(mandatory:
pass/fail)
Reflection on
Sustainability
Team Project
(10%)
Sullivan, T. (2011). “Embracing Complexity: An Interview
with Michael J.Mauboussin”, Harvard Business Review,
89(9), 89-92.
No assigned readings for this class.
Cragg, W. (1997). “Teaching Business Ethics: The Role of
Ethics in Business and in Business Education”, Journal of
Business Ethics, 16(3), 231-245.
Case: To be announced in class and posted on Moodle.
Porter, M.E. (1996). “What is Strategy?”, Harvard Business
Review, 74(6; November/December), 61-78.
Case: To be announced in class and posted on Moodle.
No assigned readings for this class.
Due on Apr. 8:
Learning &
Development
Portfolio
(40%)
47
Assignments/Projects: Descriptions & Evaluation
Starting (Current) Career Resume
MANDATORY BUT NOT GRADED
This is your current resume, the one you submitted in connection with your Schulich MBA application.
Submit it in the first week of class. It will be the starting point of your learning and development journey
in this course and the program, and provide the base for your interactions with the Career Development
Centre. It will also be the starting point for your Learning and Development Portfolio (see below).
Team Contract
In the first week of class, each team will submit a team contract, which specifies – among other things –
the following ground rules:





How are decisions going to be made?
How are differences going to be resolved?
How are people going to treat each other?
How is the team going to communicate – internally and externally?
How are issues relating to individual and team rewards (i.e., grades) going to be handled?
Take this task seriously. Team contracts have been shown to be effective tools for enhancing team
performance. Moreover, your team contract will be the basis for the grade allocation process following
the Sustainability Team Project (see below).
CareerLeader™ Self-Assessment
Self-awareness is a critical component of personal and leadership success. For this deliverable, you are
asked to complete the CareerLeader™ online self-assessment to help you gain preliminary insight on
possible areas and issues for personal and professional development. It will take about 60 to 90 minutes
to complete the initial assessment. A copy of your completed CareerLeader™ self-assessment (PDF
printable through the CareerLeader™ website) is due before class in week 7.
Completion of the self-assessment is mandatory, though no grade will be assigned to your submission. It
will provide one of the foundations for the career development reflections you will be engaging in
throughout the course and for your continuing personal dialogues with the Career Development Centre.
You will receive an email from the Career Development Centre with information for how to access and
complete CareerLeader™.
Sustainability Team Project
40% OF COURSE GRADE
For this team assignment, you are asked to apply the ideas, techniques, perspectives and concepts you
are learning through the course to help make a company assigned to your team a “triple bottom line”
(TBL) leader in its industry. Your task will be to identify relevant TBL problems/opportunities for the
company and develop high leverage actions that will have a positive TBL impact, i.e. the creation of
economic, social and environmental value.
48
You will be given more detailed instructions and a specific focus for this project in the first class.
For this project, each team will be required to
•
•
Make a tightly integrated 7 minute project presentation in week 6 on the topic you have been
assigned
Submit an accompanying background work document that demonstrates the substantial
analytic and creative work that has been performed (hard copy submitted at the beginning of
class in week 6)
PLEASE NOTE: A peer grade allocation process will be used to assess the contributions of individual
members to the team. Criteria for the peer evaluation include attendance and participation at team
meetings; preparation for meetings; cooperativeness in getting work done; time and effort put into the
project; timeliness and quality of the work; use of interpersonal and group dynamic skills, and any other
elements of teamwork. Take this very seriously, because your instructor does.
Reflection on Sustainability Team Project
10% OF COURSE GRADE
Reflection is an essential process for transforming experiences into learning and personal development.
This is your opportunity to reflect on the concluded sustainability team project. In 750 words or less,
examine your personal experience with your team in a deep and meaningful way. Questions you may
address in this paper include, but are not limited to the following:
•
•
•
In terms of teamwork, what went well and what didn’t go well during your team project? Why?
What did you learn about working in teams from this project? What have you learned about
yourself as a team member? How will you apply those learnings in the future?
Which concepts covered in this course are most relevant for effective teamwork? Why?
This reflection paper is due in Week 8. Please review the Guidelines for Writing Reflection Papers posted
on Moodle. You will receive feedback from your instructor on this assignment, which you can then
utilize when writing the two reflection papers for the Learning and Development Portfolio (see below).
Learning and Development Portfolio
40% OF COURSE GRADE
As mentioned above, the course is designed as a personal development challenge. The learning and
development portfolio is the manifestation of this challenge. In it, you will document your learning in
this course, beginning with your current resume and concluding with a “to-be” resume which looks
ahead to future personal and professional development.
Your grade on this portfolio will reflect both your effort and personal commitment to the course, and
your ability to deliver a product that meets Schulich’s performance expectations. It is essential that you
work on the material for this portfolio throughout the course. It is not something that can be left until
the end. The portfolio components must provide evidence of deep continuous learning; they cannot be
effectively completed in a last minute rush.
49
The portfolio includes several components:
1. Starting (Current) Career Resume
2. Evidence of Continuous Learning
a. Personal Case Analysis
b. Two Reflection Papers
3. Competences Statement
4. “To Be” Career Resume
The portfolio is due in Week 12, two days after the last class. More detailed descriptions of the
individual components will be provided on the course’s Moodle site.
Course Contribution
10% OF COURSE GRADE
Ten percent of the overall score are allotted to your active contributions to in-class discussions. More
detailed expectations are outlined on page 4.
The course grading scheme for Master’s level courses at Schulich uses a 9-value grade-point system. The
possible letter grades for a course (and the corresponding grade points awarded for each grade) are:
Letter Grade
A+
A
AB+
B
BC+
C
CF
Grade Points
9
8
7
6
5
4
3
2
1
0
Interpretation
Excellent
Good
Acceptable
Failing
Assignments are given a letter grade that, for purposes of calculation, will be translated into the
corresponding grade points and then weighted.
This course will not be graded on a curve. However, students should expect that ‘average’ performance,
overall and in each individual assignment, will lead to a grade of B or B+. Only outstanding performance
on any of the assignments, which is rare by definition, will lead to a grade in the A-range (A-, A, or A+).
Unless otherwise indicated by the instructor, assignments are to be submitted before the beginning of
class. Late assignments are penalized one grade point (e.g. B+ to B) per day late.
50
General Academic Policies: Grading, Academic Honesty, Accommodations
Grades at Schulich are based on a 9-value index system. The top grade is A+ (9) and the minimum
passing grade is C- (1). To keep final grades comparable across courses, sections of required core courses
are normally expected to have a mean grade between 4.7 and 6.1.
penDocument#tabs-2
applies in every course offered at Schulich. Students should familiarize themselves with York University’s
policy on academic honesty, which may be found in the Student Handbook and on the Student Services
& International Relations website:
Class No., Title and Date
Guest
In-Class Case/Exercise
1.
January 12
Leadership Challenges in a
Turbulent World
Reading Preparation (excluding
cases, optional)
Written Preparation
Executive Book Summaries of
“The Black Swan”
Starting Career Resume
Team Contract
The Six Mistakes Executives
Make in Risk Management
The Golden Age of Management
Is Now
2.
January 19
Innovative Thinking Skills: The
Art of Framing and Reframing I
Guest: Prof. Gareth Morgan
3.
January 26
Innovative Thinking Skills: The
Art of Framing and Reframing II
Guest: Prof. Gareth Morgan
Are You Solving The Right
Problem?
In Praise of the Incomplete
Leader
Personal Case
(brief description only;
no analysis required)
Why Sustainability is Now the
Key Driver of Innovation
Capitalism for the Long Term
51
Guest
cases, optional readings)
4.
February 2
Analytic Thinking: Grounding
Your Work in Solid Research
Teaching Smart People How to
Learn
5.
February 9
Barriers to Action: Managing
Paradox
Why Good Companies Go Bad
6.
February 23
Presentations: Sustainability
Team Projects
Using Hypothesis-Driven
Thinking in Strategy Consulting
Team Presentations
February 24-27
7.
March 2
Careers in a Turbulent World
Written Preparation
Project Document
NO CLASS (MBA Reading Week)
Guest: Lisa Pierosara
CareerLeader™
Executive Book Summaries of “A
Whole New Mind”
Written Homework:
Career Earthquakes (see
description on Moodle)
CareerLeader™ SelfAssessment
8.
March 9
Facing the Complexity Gap
A Complexity Science Primer:
What is Complexity Science and
Why Should I Learn About It?
Written Homework: A
Success Story (see
description on Moodle)
Embracing Complexity: An
Interview with Michael
J.Mauboussin
Reflection on
Sustainability Team
Project
9.
March 16
Leadership & Power: A Political
Frame
10.
March 23
Ethics, Leadership & the Power
of Values
Guest: Wes Cragg
11.
March 30
Leadership, Strategic Thinking
& Value Creation
Guest Theo Peridis
12.
April 6
Making a Difference: As a
Future Leader I Will Need To…
Case: To be announced in
class and posted on
Moodle.
Teaching Business Ethics: The
Role of Ethics in Business and in
Business Education
What is Strategy?
Case: To be announced in
class and posted on
Moodle.
Learning &
Development Portfolio
52
1. Program
MKTG 6290 3.00
3. Course Title
Leveraging Online and Offline Customer Relationships
N/A
X
in course number
in credit value
in pre/co-requisite
expire course
Fall 2015
Low student interest and an inability of the area and school to properly communicate the distinctive
positioning of these courses in the allotted time. MKTG.6290 was not given sufficient time to gain a following
and grow.
(change from)
Rapid advances in technology have shifted the balance of
power towards customers. Data-driven customer relationships
are now fundamental to marketing success. This course
explores the challenges of initiating, building and managing online and off-line customer relationships. Students will learn to
assess the tradeoffs, economics and opportunities of on-line
and off-line customer relationships to generate value for both
customers and firms.
Prerequisite: MKTG 5200 3.00
(change to)
<Proposed information>
53
8. Consultation
N/A
9. Approvals
a) Originator
Robert Kozinets
Signature
March 9, 2015
Date
Robert Kozinets
Name
Robert Kozinets
Signature
March 9, 2015
Date
Robert Kozinets
Director
Marketing
c) Degree Program
proposed changes.
Steve Weiss
Signature
May 6, 2015
Date
Steve Weiss
MBA
Program
54
1. Program
MKTG 6525 3.00
3. Course Title
Digital Marketing
N/A
X
in course number
in credit value
in pre/co-requisite
expire course
Fall 2015
Low student interest and an inability of the area and school to properly communicate the distinctive
positioning of these courses in the allotted time. MKTG.6525 was taught sporadically and had insufficient
time to differentiate from MKTG.6226 Social Media in the minds and choices of students.
(change from)
This course explores ways in which digital marketing
tools support overall marketing strategies. The course
covers both fundamental strategic challenges as well as
tactical tools. Questions include: Which aspects of the
business should be delivered online? Effects on
communication, pricing, and channel strategy? How do
targeting and positioning decisions affect a business’s
online presence?
Prerequisite: MKTG 5200 3.00
(change to)
<Proposed information>
55
8. Consultation
N/A
9. Approvals
a) Originator
Robert Kozinets
Signature
March 9, 2015
Date
Robert Kozinets
Name
Robert Kozinets
Signature
March 9, 2015
Date
Robert Kozinets
Director
Marketing
c) Degree Program
proposed changes.
Steve Weiss
Signature
May 6, 2015
Date
Steve Weiss
MBA
Program
56
1. Program
Schulich MBA, Program in Real Estate and infrastructure
PROP 6300 3.00
3. Course Title
Current: Principles of Public Private Infrastructure Delivery
New: Partnership Models for Infrastructure Delivery
N/A
X
X
in course number
in credit value
in pre/co-requisite
expire course
Fall 2015
To more accurately depict the content of the current course based on the evolution of the curriculum over the
past several years and provide a clear rationale for this course being a prerequisite course for PROP 6570 in
the subsequent term.
57
(change from)
Principles of Public Private Infrastructure Delivery
(change to)
Partnership Models for Infrastructure Delivery
Infrastructure has been elevated to an international
business of increasing scope and scale. This course
examines the many “moving parts” of this business
and explores the various models that are being
employed to address a variety of infrastructure
needs from hospitals and schools to airports,
highways, and energy plants across globe.
Infrastructure is an international business of
increasing scope, complexity and scale that typically
involves both the public and private sectors in
various partnership arrangements. This course
examines the many “moving parts” of this business
and explores the various partnership models that
are being employed to address a variety of social
and economic infrastructure needs.
Prerequisites: All 5000-series Required Foundations
of Management Core Courses
8. Consultation
N/A
9. Approvals
a) Originator
Signature
April 6, 2015
Date
James McKellar
Name
Signature
James McKellar
Director
April 6, 2015
Date
Program in Real Estate and
Infrastructure
c) Degree Program
proposed changes.
Steve Weiss
Signature
May 6, 2015
Date
Steve Weiss
MBA
Program
58
PROP 6300 U 3.00: Partnership Models for Infrastructure Delivery
Course Outline
Fall 2015
Wednesday, 7:00-10PM, beginning September 16, 2015
Classroom: SSB N105
Instructor
Instructor
Professor James McKellar
W362Q Seymour Schulich Building
416-736-5967
[email protected]
Wednesday afternoons by appointment
Sherena Hussain, Instructor
[email protected]
Brief Description
Infrastructure is an international business of increasing scope, complexity and scale that typically involves
both the public and private sectors in various partnership arrangements. This course examines the many
“moving parts” of this business and explores the various partnership models that are being employed to
address a variety of “social” and “economic” infrastructure needs.
Prerequisites: All 5000-series Required Foundations of Management Core Courses
Contents
Course Material............................................................................................................................................. 3
Written Assignments/Projects .................................................................................................................... 11
Evaluation of Written Assignments/Projects .............................................................................................. 12
General Academic Policies: Grading, Academic Honesty, Accommodations and Exams ........................... 12
Summary Schedule ..................................................................................................................................... 12
59
The learning outcomes for the course are fourfold:
1. Realize the potential for delivering large scale infrastructure de world-wide: This addresses
sources of demand both in developed and emerging economies, the scope and scale of the
opportunities, and the various challenges faced around the globe in deleivering infrastructure
solutions. This also covers the key players in the process from large private firms on the delivery
side through global investment funds on the investment side.
2. Understand the “generic” P3 model: Its origins, its evolution, and its variations and mutations.
This is essentially a partnership model predicated on risk allocation and pricing formulas that
must endure with a high level of certainty, over long periods of time. Familiarity with all of the
working parts of the model, the relationships among the parts, the legal agreements, and the
roles and responsibilities of the various players is necessary to grasp the full potential of the
model and its variants.
3. Assess the world-wide sources of capital driving investments in large scale infrastructure and
the growth of infrastructure as an alternative asset for equity investors. This includes the
growth of the large international equity funds, the role of the bank debt and the bond markets,
and the burgeoning role of institutional direct investment, particularly the extensive
involvement of large pension funds. An understanding is required as to what attracts
investment funds to this sector from fees to fund structures and how these stand a chance on
the fundraising trail.
4. Understand emerging delivery mechanisms: This future includes untold opportunities in many
sectors, but challenges that were not foreseen a few short years ago. The challenges today
include the possibility of counterpart defaults, growing political resistance in some countries to
so-called “privatization” of public assets, and the increasing global competition for funds.
Despite a stormy macro-economic backdrop, many positive drivers remain that will propel the
evolution of various partnership models across core sectors of the infrastructure market.
The course complements electives in real estate but is intended for those students who may
contemplate moving into what is a rapidly emerging international business with many career
opportunities that span a myriad of private, quasi-public, and public organizations across the globe.
The course relies on class participation, readings and completion of assignments. Guest lectures
supplement the lecture materials. Students are required to come to class well prepared for discussion.
The organization of the course requires completion of assignments as the basis for class discussion.
60
Assignment/Task
Discussion Paper - Individual
Case Assignment - Group
Research Paper - Individual
Final Project - Team
Class participation
TOTAL
Total %
15%
15%
25%
35%
10%
100%
Course Material
Course Text:
Weber, Barbara and Alfen, Hansa Wilhelm. (2011). Infrastructure as an Asset Class. John Wiley and Sons
Ltd. United Kingdom. Available as an e-book, information to be posted.
Other Reference Materials:
The following sources provide insights and details on the topic of P3 and are available as PDF files on
the CMD, or through posted Internet sites. Additional readings may be posted on the CMD from time
to time.
AMP Capital. Quarterly Infrastructure Research Report. Edition 9 - June 2012. Boston Consulting Group.
Bridging the Gap: Meeting the Infrastructure Challenge with Public-Private Partnerships. Feb 2013.
(PDF)
Conference Board of Canada. The Economic Impact of Ontario’s Infrastructure Investment Program.
Briefing, April 2013. (PDF)
Dominquez, Damian, et al. Closing the Credibility Gap. California Management Review Winter 2009, Vol
51. No. 2. (PDF)
Duffield, Colin. National PPP Forum – Benchmarking Study, Phase II. University of Melbourne, December
2008. (PDF)
Freshfields Bruckhaus Deringer. Financing PPPs with project bonds in Germany: An analysis of
procurement issues. July 2013. (PDF)
International Institute for Sustainable Development. Harnessing the Power of Public-Private
Partnerships. February 2012. (PDF)
Infrastructure Journal. Global Infrastructure Finance Review. Full Year 2012.
61
J.P. Morgan Asset Management. The Realization. April 2012.
Kwak, Chih and Ibbs. “Towards a Comprehensive Understanding of Public Private Partnerships for
Infrastructure Development”. California Management Review Winter 2009, Vol 51. No. 2. (PDF)
Lammam, MacIntyre and Berechman. Using Public-Private Partnerships to Improve Transportation
Infrastructure in Canada. Studies in Economic Prosperity, Fraser Institute. May 2013. (PDF)
McKellar, J. and Hussain S., Understanding Public Private Partnerships: Emerging Issues in Canadian
Infrastructure Delivery. Discussion Paper Prepared for the National Executive Forum on Public Property
2012 National Symposium, Vancouver, May 10, 2012. (PDF)
McKellar, James (2014). A Case Study: Bridgepoint Health, Schulich School of Business, York University.
May 20, 2014. (PDF)
Pregin. Quarterly Infrastructure. July 2013.
RBC Capital Markets. Canada –Infrastructure Finance. July 2013.
Siemiatycki, Matti and Farooqi. Naeem, Value for Money and Risk and Public-Private Partnerships.
Journal of the American Planning Association. Vol. 78, No. 3, Summer 2012. (PDF)
Wittington, Jan. When to Partner for Public Infrastructure? Journal of the American Planning Association.
Vol. 78, No. 3, Summer 2012. (PDF)
World Economic Forum (with the Boston Consulting Group). Strategic Infrastructure: Steps to Prepare
and Accelerate Public-Private Partnerships. May 2013. (PDF)
The Bonfman Library makes available a range of librarian-curated research guides designed to point
students to key online resources. See http://www.library.yorku.ca/web/bbl/guides/
Preparation for Class and Class Participation: Expectations
Preparation
The course is organized in a series of sequential topics and relies on readings and assignments. Guest
lectures supplement the lecture materials. Students are required to read the assigned readings before
class and come to class well prepared for discussion. The organization of the course requires
completion of the case assignments as the basis for class discussion.
62
Class Participation (contribution).
Class participation is a key part of the learning experience. Preparation for the class and involvement in
class discussions are essential to learning. The class participation grade should at least equal the
average on all other course components, plus any increase for those who enhance the classroom
learning environment with insightful comments and questions. Absence from class will obviously have a
negative impact on this portion of the evaluation. Class contribution will be evaluated in terms of
attendance in class, participating in class activities, and the evidence of sound reasoning and positive
contribution to class discussion.
Topics, readings, and other preparations for every class are listed below. If any changes in this schedule
become necessary, notifications will be posted on the course CMD, and when changes need to be
announced between classes, an email will be sent to students’ Lotus Notes email accounts, notifying
them of the change.
Part One: Understanding the P3 Model
1.
16.09.15
Global Perspective
•
•
•
•
•
•
•
•
What is infrastructure?
What is happening with infrastructure world-wide and why?
What is a public-private partnership?
Why are governments increasingly turning to public-private
partnership arrangements?
What adaptions of the P3 model are being used across the
globe?
Are there differences in approach in deferent countries?
What are the perceived advantages and disadvantages of
this approach to infrastructure delivery?
What are the barriers to market acceptance?
Readings
•
Kwak, Chih and Ibbs (2009). “Towards a Comprehensive
Understanding of Public Private Partnerships for
Infrastructure Development”. California Management
Review Winter 2009, Vol 51. No. 2. (PDF).
•
Weber, Barbara and Alfen, Hansa Wilhelm. (2011).
Infrastructure as an Asset Class. John Wiley and Sons Ltd.
United Kingdom. Chapter 1, Infrastructure - An Overview, p
1-19.
The Canadian Chamber of Commerce (2013), The
Foundations of a Competitive Canada: The Need for
•
63
•
2.
23.09.15
Strategic Infrastructure Investment, December 2013 (PDF).
Woodman, E. The Market for Financing of Infrastructure
Projects through Public-Private Partnerships: Canadian
Developments, Financial System Review, p. 35-41 (PDF).
Organizational Models of Infrastructure Implementation
•
•
•
•
•
Privatization models
Partnership models
Business models
Contractual models
Financing models
Readings
• Weber, Barbara and Alfen, Hansa Wilhelm. (2011).
United Kingdom. Chapter 3 Organizational Models for
Infrastructure Implementation, Infrastructure - An
Overview, p 55-80.
• KKR, (2014) The Economic Vision for America’s
Infrastructure.
• McKinsey & Company, (2014) Maximizing Revenue from
Government-Owned Assets.
• The Boston Consulting Group, (2013) Bridging the Gap:
Meeting the Infrastructure Challenge with Public-Private
Partnerships.
Guest Lecture: To be confirmed
Assignment One Issued
3.
30.09.15
Experience with P3s Worldwide
•
•
•
•
•
•
Where are P3 being used and for what types of projects?
Where have P3s met with resistance and for what reasons?
Are their differences in approach to P3s between mature
and emerging economies?
What is the Canadian experience with P3?
Who’s investing in P3s, in what forms, and what are the
investor preferences?
What is the future of the traditional P3 model?
Readings
•
McKellar, J. and Hussain S. (2012), Understanding Public
Private Partnerships: Emerging Issues in Canadian
Infrastructure Delivery. Discussion Paper Prepared for the
National Executive Forum on Public Property 2012 National
64
•
•
Symposium, Vancouver, May 10, 2012.
Siemiatycki, M. (2014) Committee on Transportation and
Infrastructure. U.S. House of Representatives Testimony,
April 8, 2014.
PEI, (2014) Infrastructure Investor: PPP Round-Up, June 6,
2014.
4.
07.10.15
The Traditional P3 Model
•
•
•
•
•
•
•
•
What is the P3 model?
What is a ‘Sponsor’ or Special Purpose Vehicle (SPV)?
Why is this framework of this model standardized across
industry sectors and the globe?
What are the principles of risk transfer that drive the
model?
How is performance measured?
What are the steps in implementing the P3 model?
Who pays, or gets paid, for doing what, and how do they
get paid?
Who are the key players and what are their respective
roles?
Readings
•
•
•
The Canadian Council for Public Private Partnerships, (2011)
Public Private Partnerships: A Guide for Municipalities, p.
20-34.
Infrastructure Ontario, (2009) Value for Money Assessment:
The New Bridgepoint Hospital.
RICS, (2013) The Global Infrastructure Challenge: The Role
of PPP in a New Financial and Economic Paradigm, p. 25-56.
Assignment One Due, Assignment Two Issued
5.
14.10.15
Approaching and Managing Risk with a Partnership Model
•
•
•
•
•
What elements comprise the risk matrix?
What risks in this matrix can public partners potentially
transfer and which ones are they likely to retain?
How do private partners control and managing these risks?
How are the respective risk-takers compensated for the
risks they agree to acquire?
What happens if circumstances change, default occurs, or
65
early termination is necessary?
Readings
• Infrastructure Ontario, (2013) Alternative Financing and
Procurement (AFP) Project Track Record Review, August 30,
2013.
• Murphy, T. (2008) Structuring and Managing Construction
Risks in Public Private Partnerships, p. 8-28 (PDF).
• Weber, Barbara and Alfen, Hansa Wilhelm. (2011).
United Kingdom. Chapter 5 Project Finance, p 165-188.
• Infrastructure Ontario, (2009) Project Agreement
Bridgepoint Hospital.
6.
21.10.15
Brownfield P3s
•
•
•
•
•
•
What distinguishes a Brownfield P3
The challenges facing new infrastructure in urbanized areas
Dealing with the local planning and regulatory authorities.
The various stakeholders in the process
Who takes the initial risks and at what cost
The role that politics plays
Readings
•
McKellar, James. (2014). Case Study: Bridgepoint Health.
Schulich School of Business. (PDF)
•
Urban Land Institute, (2014) Infrastructure 2014: Shaping
the Competitive City.
•
United Kingdom. Chapter 1, Infrastructure - An Overview, p
16-17.
Leigland, J. (2008), The Rise and Fall of Brownfield
Concessions, Public Private Partnership Advisory Facility
(PDF).
•
Reading Week, October 27-30, 2015
Part Two: Performance of the P3 Model
66
7.
04.11.15
Selected Infrastructure Sectors and Sub-Sectors
•
•
•
•
•
The cross-sector characteristics
Distinguishing features between transportation, water,
sewage, and energy
Sources of revenue for each and the influence on the
business model
Influences of competition and regulation
Privatization, private sector involvement, and PPPs
Readings
•
United Kingdom. Chapter 3. Organizational Models of
Infrastructure Implementation: p 58-80.
•
Fraser Institute, (2013) Studies in Economic Prosperity:
Using Public Private Partnerships to Improve Transportation
Infrastructure in Canada, p. 37-50.
Assignment Two Due, Assignment Three Issued
8.
08.11.15
Project Finance
•
•
•
•
•
•
What is project finance?
What are the features of this type of financing and how
does it differ from other forms of financing?
What are the benefits for public authorities and private
investors of project financing?
What is the scale of the market for project financing?
What is the ‘financial model’ and what are model inputs
and outputs?
Who are key players in the financial markets for this type of
equity and debt?
Readings
•
United Kingdom. Chapter 5, Project Finance, p 141-156.
67
9.
18.11.15
Infrastructure as an Asset Class
•
•
•
•
•
•
What does the universe for infrastructure investments look
like?
What are the benefits of investing in infrastructure and
what are investors looking for?
What is equity capital, what role does it play, and where
does it come from?
What are listed infrastructure investments?
What are unlisted infrastructure investments?
Why is infrastructure so attractive for institutional
investors?
Readings
•
United Kingdom. Chapter 2. Infrastructure Investments, p
21-54.
•
2014 Preqin Global Infrastructure Report.
•
Q1 2014 Preqin Quarterly Update Infrastructure.
•
Preqin Special Report: Sovereign Wealth Funds.
Assignment Three due, Assignment Four Issued
Part 3: Examining New Frontiers for P3s
10.
25.11.15
Pan-Am Games 2015; Athletes’ Village
Infrastructure Ontario and Waterfront Toronto, on behalf of
TO2015, are undertaking the section of West Don Lands that will be
home to the Athletes’ Village during the Toronto 2015 Pan/Parapan
American Games. Design and construction of the Athletes' Village
will provide accommodations for athletes and officials during the
Games. This is a DBF project with a budget of $514 million. The
project involves construction of new roads and services, such as
hydro, sewer and water infrastructure and conversion of the
Athletes' Village into its post-Games legacy state: a modern and
sustainable neighbourhood that includes market and affordable
housing on Toronto's waterfront.
68
11.
02.12.15
Transportation Infrastructure
In many countries, including Canada, the large capital costs
involved in extending and upgrading varies types of transportation
infrastructure is directing many municipalities, provinces and states,
and their transportation agencies, to consider the PPP model. This
is particularly true in the U.S. which many see as a frontier of
transportation PPPs.
Canadian examples include Toronto,
Vancouver, Ottawa and Kitchener, the Windsor-Detroit crossing and
the proposed replacement bridge across the St. Lawrence in
Montreal. The US examples are primarily major highway systems in
desperate need of replacement or new highway corridors.
Guest Lecture: Panel Discussion to be confirmed
12.
09.12.15
Class Presentations - Final Project
Exam Week – Final Project Submissions Due, Wednesday,
December 16, 2015, 12 noon in Room W362Q
16.12.15
Written Assignments/Projects
Unless stated otherwise in the assignment, the following format will apply to all written submissions:
Hard copy, paper size, 81/2” x 11”
Margins, top/bottom/left/right -1” minimum
Spacing - single spacing
Font size, 11pt,(tables can be 10pt)
Font style, Arial, Helvetica or Calibri
Page numbers, lower right corner
Name, date and student number will be included on each page in the heading bar.
All visual presentations will be submitted in PowerPoint format to the prescribed length and an
electronic copy shall be filed with the instructor.
Due Date Assignment
07.10.15
Discussion Paper, individual, worth 15% (2 weeks).
04.11.15
Case Assignment, group, worth 15% (3 weeks, plus Reading Week).
18.11.15
Research Paper, individual, worth 20%
16.12.15
Final project, group, worth 40%
69
Evaluation of Written Assignments/Projects
A+
A
AB+
B
BC+
C
CF
9
8
7
6
5
4
3
2
1
0
Grades for assignments will be a letter grades according to the following schedule. A
passing grade for an assignment is a B. Any submissions received after the deadline will
not be accepted and a zero grade will be entered, unless a deferment is agreed upon in
advance by the instructor. All members of a group will receive the same grade. All
submission shall be in hard copy, unless by prior agreement with the instructor or stated
otherwise in the particular assignment. All work will be handed in at start of class.
Students can expect to receive their graded work, with comments, within one-week of
submission, unless notified otherwise.
With most assignments a grading matrix will be issued that will identify the evaluation
criteria, the relative weighting of each, the assigned grade, and comments.
The Final Grade will be derived by weighting each component according to the proportions assigned to
each assignment. Final Grades may be adjusted across the entire class to conform to the requirement
that the class average for MBA electives must fall between 5.2 and 6.2.
General Academic Policies: Grading, Academic Honesty, Accommodations and Exams
http://www.schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Enrolment+Grad
es+and+Convocation!OpenDocument#tabs-2
http://www.schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Academic+Hones
ty!OpenDocument
70
Summary Schedule
Lecture 1
16.09.15
McKellar
23.09.15
McKellar
Global Perspective
Lecture 3
30.09.15
McKellar
Experience with P3s
Worldwide
Guest Lecture
Lecture 4
07.10.15
Hussain
14.10.15
Hussain
The P3 Model
Guest Lecture
Approaching and
Managing Risk with the
P3 model
Guest Lecture
Lecture 6
21.10.14
McKellar
Brownfield vs
Greenfield PPPs
Guest Lecture
Lecture 7
04.11.15
McKellar
Lecture 8
11.11.15
Hussain
18.11.15
Hussain
Selected Infrastructure
Sectors and SubSectors
Project Finance
Lecture 2
Lecture 5
Lecture 9
Lecture 10
Lecture 11
25.11.15
McKellar
02.11.15
Hussain
Organizational Models
of Infrastructure
Implementation
Assignment One Issued
Assignment One Due
Assignment Two Issued
Assignment Two Due
Assignment Three
Issued
Guest Lecture
Infrastructure as an
Asset Class
Guest Lecture
Pan-Am Games
Guest Lecture
Transportation
Infrastructure
Guest Panel
Assignment Three Due
Assignment Four
Issued
71
1. Program
Schulich MBA, Program in Real Estate and Infrastructure
PROP 6750 3.00
3. Course Title
Current: Project Finance for Infrastructure
New: Financing Large Scale Infrastructure
N/A
X
X
in course number
in credit value
in pre/co-requisite
expire course
Winter 2016
The new course title and course description more accurately depict: 1) the content of this course as it has
evolved since its introduction several years back, and 2) changes introduced in Winter 2015 by the new
instructor for this course.
(change from)
Project Finance for Infrastructure
(change to)
Financing Large Scale Infrastructure
Understanding the particular characteristics of project
finance is fundamental to structuring all business
models for the delivery of infrastructure. Financing is
predicated on complex risk transfer arrangements
and sources of revenue derived from long-term
agreements that convey rights to collect user fees or
receive availability payments. The course introduces
Understanding the particular characteristics of
project finance is fundamental to structuring all
business models for the delivery of large-scale
infrastructure that supports our cities. This course
examines project viability and risk, ownership and
contractual structures, funding sources, and
financial structuring. The course will be taught
72
the fundamentals of project finance as they affect
infrastructure delivery that range from power and
energy plants to mining, water and sewage and,
more typical, infrastructure that supports our cities.
The course examines project viability and risk,
ownership and contractual structures, funding
sources, financial modeling and structuring, and then
examines a series of cases.
through lectures, guest speakers and interactive
seminars focusing on case studies.
Prerequisites: PROP 6300 3.00 or by permission of
the instructor
Prerequisites: PROP 6300 3.00 or by permission of
the instructor
8. Consultation
N/A
9. Approvals
a) Originator
Signature
April 6, 2015
Date
James McKellar
Name
Signature
James McKellar
Director
April 6, 2015
Date
Real Estate and Infrastructure
c) Degree Program
proposed changes.
Steve Weiss
Signature
May 6, 2015
Date
Steve Weiss
MBA
Program
73
PROP 6750 3.00: Financing Large Scale Infrastructure
Course Outline
PROP 6750 3.00, Financing Large Scale Infrastructure
Winter 2016
Wednesdays, 7:00-10PM
Classroom: TBD
Instructor
Sherena Hussain, Instructor
W362P, Seymour Schulich Building)>
[email protected]
Office hours: by appointment
Brief Description
Understanding the particular characteristics of project finance is fundamental to structuring all
business models for the delivery of large-scale infrastructure that supports our cities. This
course examines project viability and risk, ownership and contractual structures, funding
sources, and financial structuring. The course will be taught through lectures, guest speakers
and interactive seminars focusing on case studies.
Prerequisites: PROP 6300 3.00 or by permission of the instructor
Contents
Course Learning Outcomes ...................................................................................................................... 2
Deliverables at a Glance ........................................................................................................................... 3
Student Preparation for Class and Class Participation: Expectations ............................................... 3
Class-by-Class Syllabus ........................................................................................................................... 3
Evaluation of Written Assignments/Projects and Exams ..................................................................... 6
Calculation of Course Grade .................................................................................................................... 6
General Academic Policies: Grading, Academic Honesty, Accommodations and Exams ............. 6
74
The learning outcomes for this course are threefold:
1.
Understanding the key elements of project finance
What is project finance, when is it used, for what reasons, by whom, and to what level of
success. This learning outcome covers the key quantitative and qualitative elements of project
finance including techniques that are essential to the evaluation of project cash-flow and how
financing can be structured to address and mitigate a project’s risk profile. Familiarity with all of
the working parts of the project finance model, the relationships among the parts, the legal
agreements, and the roles and responsibilities of the various players is necessary to grasp the
full potential of the model and its variants. This includes insight into the various applications
ranging from power plants and wind farms, to highways, water treatment facilities or healthcare
centers.
2.
Assessing the global sources of capital driving project finance
This learning outcome addresses sources of demand both in developed and emerging
economies, the scope and scale of the opportunities, and the various challenges faced around
the globe when funding large-scale infrastructure projects. Funding sources include the growth
of the large international equity funds, the role of the bank debt, the bond markets, and the
burgeoning role for institutional direct investment, particularly the extensive involvement of large
pension funds, in the funding of infrastructure. An understanding is required as to what attracts
capital to large-scale infrastructure projects.
3.
Exploring the future funding models for large-scale infrastructure projects
This future demand for infrastructure creates untold opportunities in many sectors, but
challenges that were not foreseen a few short years ago, particularly in view of the global
financial crisis and a period of slow global growth. The challenges today include the possibility
of counterpart defaults, growing political resistance in some countries to so-called “privatization”
of public assets, and the increasing global competition for funds. Despite a stormy macroeconomic backdrop, many positive drivers remain that will propel the adoption of techniques to
finance large-scale infrastructure projects.
The course complements other electives in real estate but is intended for those students who
may contemplate moving into this sector either as an adjunct to a career interest in real estate,
or embarking upon what is a rapidly emerging international business with many career
opportunities that span a myriad of private, quasi-public, and public organizations across the
globe.
The course relies on class participation, readings and completion of assignments. Guest
lectures supplement the lecture materials. Students are required to come to class well prepared
for discussion. The organization of the course requires completion of the case assignments as
the basis for class discussion.
75
Assignment/Task
Assignment One - Individual
Assignment Two – Group
Assignment Three – Individual
Assignment Four – Group
Class Participation
Total
Total (% of Grade)
15
15
25
35
10
100
Course Material
Course Text: Principles of Project Finance, E.R. Yescombe, Associated Press (2002).
Other Reference Material: Additional readings may be posted on the CMD from time to time.
The Course Materials Database (CMD) has been created within Schulich’s Lotus Notes. It
contains general information for Schulich students and information and materials specific to this
course. Check it frequently.
The Bronfman Library makes available a range of librarian-curated research guides designed to
point students to key online resources. See http://www.library.yorku.ca/web/bbl/guides/
Preparation
The course is organized in a series of sequential topics and relies on readings and case
assignments. Guest lectures supplement the lecture materials. Students are required to read
the assigned readings before class and come to class well prepared for discussion. The
organization of the course requires completion of the case assignments as the basis for class
discussion. This course does not cover real estate finance and students are expected to have
either taken PROP 6100: Real Estate Finance and Investment concurrently.
Class Participation (contribution)
Class participation is a key part of the learning experience. Preparation for the class and
involvement in class discussions are essential to learning. The class participation grade should
at least equal the average on all other course components, plus any increase for those who
enhance the classroom learning environment with insightful comments and questions. Absence
from class will obviously have a negative impact on this portion of the evaluation. Class
contribution will be evaluated in terms of attendance in class, participating in class activities, and
the evidence of sound reasoning and positive contribution to class discussion.
Topics, readings, and other preparations for every class are listed below. If any changes in this
schedule become necessary, notifications will be posted on the course CMD, and when
changes need to be announced between classes, an email will be sent to students’ Lotus Notes
email accounts, notifying them of the change.
76
Lecture 1
January 13, 2016
Lecture 2
January 20, 2016
Lecture 3
January 27, 2016
What is Project Finance?
• Project financing and related financing techniques
• Project finance as compared to other forms of financing
• Financing used for large-scale infrastructure projects
Readings
Yescombe, Chapters 1-2
The Rationale for Project Finance
• Rationale for project finance
• Overview of sectors and market activity (economic infrastructure)
• How infrastructure had been historically funded in the past
Readings:
Yescombe, Chapter 2
Markets for Project Finance
• Debt financing generally
• Senior loans
• Senior bonds
• Junior debt
• Multilateral/ bi-lateral agencies
Readings
Yescombe, Chapters 3, 5
Part II: Principles of Project Financing
Lecture 4
February 3, 2016
Lecture 5
February 10, 2016
Lecture 6
February 17, 2016
Project Risk Evaluation for Project Financing
• Identification and analysis of key project risks
• Risk mitigation techniques
• Risks in specific sectors
• Project scoping and conducting effective due diligence
Readings
Yescombe, Chapters 8-11
Project Contracts for Project Financing
• Financing documents
• Loan facility agreements
• Security documentation
• Inter-creditor agreements and subordination
• Shareholder / joint venture agreements
Readings
Yescombe, Chapters 4, 6 and 7
Financial Structuring and Documentation for Project Financing
• Principles of financial modeling
• Cash flow projections and key ratios
• Development of contractual covenants
Readings
Yescombe, Chapters 12 and 13
Part III: Perspective of Industry Participants
Lecture 7
Project Finance and Private Equity
77
March 2, 2016
Lecture 8
March 9, 2016
Lecture 9
March 16, 2016
Lecture 10
March 23, 2016
Lecture 11
March 30, 2016
Lecture 12
April 6, 2016
• Interaction of project finance in the private equity model
• Emerging trends
Readings
Yescombe, Chapter 3
Project Finance and Bond Markets
• Domestic bond market dynamics
• International market development
• Evolution of bond markets
Readings
Yescombe, Chapters 3, 5
Project Finance as an Investment
• Perspective of institutional and retail investors of infrastructure
projects
Readings
TBD
Project Evaluation and Debt Rating Agencies
• Role of rating agencies
• Due diligence
Readings
TBD
Policy Considerations for Large Infrastructure Projects
• Changing delivery models for Canadian infrastructure projects
• Managing functional obsolesce
• Understanding the dialogue of public versus private ownership?
Readings
TBD
Final Presentations
• Group presentations (Assignment Four)
Written Assignments and Presentations
Unless stated otherwise in the assignment, the following format will apply to all written
submissions: Hard copy, paper size, 81/2” x 11” Margins, top/bottom/left/right -1” minimum
Spacing - single spacing Font size, 11pt, (tables can be 10pt) Font style, Arial, Helvetica or
Calibri Page numbers, lower right corner Name, date and student number will be included on
each page in the heading bar. All visual presentations will be submitted in PowerPoint format to
the prescribed length and an electronic copy shall be filed with the instructor.
Due Date
February 3
March 2
March 16
April 6
Deliverable
Assignment 1: Individual Research Paper
Assignment 2: Group Case Study
Assignment 3: Individual Discussion Paper
Assignment 4: Group Project (Report and Presentation)
78
Evaluation of Written Assignments/Projects and Exams
A+
A
AB+
B
BC+
C
CF
9
8
7
6
5
4
3
2
1
0
Grades for assignments will be a letter grades according to the following schedule. A
passing grade for an assignment is a B. Any submissions received after the deadline
will not be accepted and a zero grade will be entered, unless the instructor agrees
upon a deferment in advance. All members of a group will receive the same grade.
All submission shall be in hard copy, unless by prior agreement with the instructor or
stated otherwise in the particular assignment. All work will be handed in at start of
class. Students can expect to receive their graded work, with comments, within oneweek of submission, unless notified otherwise.
With most assignments a grading matrix will be issued that will identify the evaluation
criteria, the relative weighting of each, the assigned grade, and comments.
The Final Grade will be derived by weighting each component according to the proportions
assigned to each assignment. Final Grades may be adjusted across the entire class to conform
to the requirement that the class average for MBA electives must fall between 5.2 and 6.2.
General Academic Policies: Grading, Academic Honesty, Accommodations and
Exams
For more details on the index, grading policy, and grade point average (GPA) requirements,
sees the Student Handbook or the Student Services & International Relations website:
http://www.schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Enrolment+
Grad es+and+Convocation!OpenDocument#tabs-2
Academic honesty is fundamental to the integrity of university education and degree programs,
and applies in every course offered at Schulich. Students should familiarize themselves with
York University’s policy on academic honesty, which may be found in the Student Handbook
and on the Student Services & International Relations website:
http://www.schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Academic+
Hones ty!OpenDocument
Accommodations. For accommodations sought due to exam conflicts, religious reasons,
unavoidable absences or disabilities, please refer to the Student Handbook or contact Student
Services. For counseling & disability services, contact Student Services or see
http://www.yorku.ca/cds/.
http://www.schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Academic+
Honesty!OpenDocument
79
1. Program
SOCM 6200 X 3.00
3. Course Title
Current Name: Nonprofit Organizations and Their Environment
New Name: Leadership in Social Sector Management
New Name: Leadership in Social Sector Management
X
X
in course number
in credit value
in pre/co-requisite
expire course
Winter 2016
Two years ago we changed the name and rubric of our program to “Social Sector Management” (SOCM) and
we would like to bring the title of this course into line with the program name and, more importantly, provide a
better description of the course content.
We have also updated the language in the course outline and short descriptions with regard to the sector and
types of organizations we have been covering, in keeping with changes to our program made two years ago.
The course outline remains the same in terms of concepts, ideas and deliverables. The only change to the
outline or the course is to add a wider range of organizations to the discussion.
(change from)
SOCM 6200 X 3.00 Nonprofit Organizations and
Their Environment
(change to)
SOCM 6200 X 3.00 Leadership in Social Sector
Management
The subject of this course is management of the
nonprofit organization in the context of its political,
This course discusses contemporary challenges
facing leaders in the social sector in both Canadian
80
social, economic, regulatory, policy, legal, cultural
and historical environments. The features of the
nonprofit organization and the nonprofit sector are
examined in both a Canadian and comparative
perspective. The course includes an examination of
the relationship between the nonprofit sector and
the public and business sectors.
and international contexts. The course is suitable
for those who wish to develop leadership skills as
either a senior manager or a board member. The
course is team-taught, involves sectoral speakers
and live cases, and offers flexibility in assignments.
Prerequisites: All 5100-series Required
Foundations of Management Core Courses.
8. Consultation
We have submitted this change to the Faculty of Environmental Studies with which it is cross-listed and
received agreement as you will see by the attached email.
9. Approvals
a) Originator
Brenda Gainer
Signature
May 5, 2015
Date
Brenda Gainer
Name
Brenda Gainer
Signature
May5, 2015
Date
Brenda Gainer
Director
Social Sector Management Program
c) Degree Program
proposed changes.
Steve Weiss
Signature
May 6, 2015
Date
Steve Weiss
MBA
Program
81
SOCM 6200 3.00: Leadership in Social Sector Management
Course Outline
Winter 2016
Tuesdays, 19:00-22:00 PM, beginning on January 6
SSB W255
Instructor
Owen Charters and Brenda Gainer
N320, Seymour Schulich Building
(416) 736-5092
[email protected], [email protected]
Office hours: Please speak with instructor to book
appointment
Assistant
Maia Saneblidze
(416) 736-5092
[email protected]
Owen Charters is Chief Marketing & Development Officer at MS Society of Canada overseeing all
fundraising and marketing. Previously, he was CEO of CanadaHelps, and has held senior roles with
Muscular Dystrophy Canada and Sunnybrook Health Sciences Centre Foundation.
Brenda Gainer is Director of the Social Sector Management program at the Schulich School of Business
and a professor in the Marketing Department.
Brief Description
This course discusses contemporary challenges facing leaders in the social sector in both Canadian and
international contexts. The course is suitable for those who wish to develop leadership skills as either a
senior manager or a board member. The course is team-taught, involves sectoral speakers and live
cases, and offers flexibility in assignments.
Prerequisites: All 5100-series Required Foundations of Management Core Courses.
Contents
Course Material............................................................................................................................................. 3
Written Assignments/Projects Descriptions ................................................................................................. 6
Evaluation of Written Assignments/Projects ................................................................................................ 7
Calculation of Course Grade ......................................................................................................................... 9
General Academic Policies: Grading, Academic Honesty, Accommodations ............................................... 9
This course has three primary objectives:
82
1. Introduce students to the size, scope, structure, function and diversity of the social sector and reveal
its complex interrelationships with both the public and private sectors;
2. Introduce the sector as a nexus for the creation of social capital and as a force for social change in
democratic societies.
3. Explore the overarching issues in social purpose organizations including governance, advocacy and
social impact.
The course will be team-taught by two instructors. Owen Charters will discuss the history of
philanthropy and the development of mutual benefit associations, charities, co-operatives and social
enterprises within today’s broader understanding of civil society, discuss the sector in comparative
perspective and in terms of its relationships to the market and the state, and introduce the regulatory
environment for these organizations in Canada. Brenda Gainer will explore governance, social impact,
resources and networks. Guest speakers from the sector will be invited to address the class. Students
will benefit from a combination of academic and practical perspectives as well as the specialized
knowledge of the team members. The course will consist of lectures by the instructors, preparation of
readings and case studies, individual papers and class discussions.
This course is both descriptive and integrative. Descriptive means that students will be exposed to and
analyze a wide range of values, perspectives, environmental forces, and organization types that impact
on the dynamics of the social sector in Canada and to some extent elsewhere in the world. Integrative
means students will relate as many skills and insights as possible from other courses/experiences to the
issues and problems of this sector.
Overview:
Social purpose organizations have always provided a significant proportion of the social, health, cultural,
recreational, religious and educational services which profoundly affect the quality of life in this country
and others. In recent years, traditional types of social purpose organizations have been under increasing
amounts of stress as they attempt to meet the growing demands for their services and at the same time,
new organizational forms have emerged to add to the social sector’s ability to provide service, build
community, create change and establish social justice. Meanwhile established funders, whether
governments, individual donors, corporations or foundations, are becoming concerned over the
seemingly exponential requests for support from so many worthy causes. At the same time, we are
seeing innovative forms of funding emerging . All funders are demanding a greater level of
accountability for their contributions.
These changes provide a tremendous challenge to the leaders of the sector...the thousands of women
and men who form the executive managers of its organizations. However, though most of these
managers are highly educated, few have been able to obtain formal management training. Worse, of the
theories and techniques made available to those who seek to develop their skills as managers, the vast
bulk of these theories are derived from the business sector without critical adaptation. Until recently,
very little applied management education has taken full account of the unique characteristics that make
the work of executives and leaders much more difficult in the environment of the social sector.
In the table below, the impact of each task on your final grade for the course is indicated in the “%
weight” column.
83
Assignment/Task
Short Reflective Paper
Case Study Analysis
Final Paper
Class participation
Quantity % Weight Total %
1
20%
20%
1
20%
20%
1
40%
40%
12
1.67%
20%
100%
Author
Individual
Individual
Individual
Individual
Course Material
Articles and cases for this course are available electronically where a URL has been provided in this
course outline: while most articles are freely available, some of the articles and cases may be available
for a nominal charge. Please e-mail your professor if a link is broken. Articles and cases not available
online will be available on 2 hour reserve loan at the Bronfman Business library (or elsewhere in the
York University library system, if noted).
For the second half of the course we recommend you purchase Forces for Good, Revised and Updated
2012 by Leslie Crutchfield and Heather McLeod Grant, Jossey Bass, 2012.
frequently.
Preparation. This is a second year graduate course. Students are expected to prepare for and participate
in classroom discussion
Class Participation (contribution). The nature of the course means that it is necessary for you to
prepare for class in advance by reading and reflecting on the materials. You will be graded on the quality
of your contributions to the class discussions and interactions with invited speakers. Your participation
grade will be recorded after every class. If you are absent, you will receive a grade of 0 for that class.
Note: If any changes in this schedule become necessary, notifications will be posted on the
course CMD, and when changes need to be announced between classes, an email will be sent to
students’ Lotus Notes email accounts, notifying them of the change.
Jan 6
(class 1)
Introduction: Overview and history of the sector
• A broad understanding of the social sector in Canada and its relationship to other sectors
and the individual
• Size, scope, and work of Canadian social purpose organizations; nomenclature and
context for the sector
84
• Origins, growth and transformation of the Canadian social sector
Jan. 13
(class 2)
The Third Sector: Between State and Markets
• Understand the role of the “third” or social sector as it relates to the government and
for-profit sectors
• Contextualizing the interdependencies of social purpose organizations with for-profit and
government sectors
Jan 20
(class 3)
Civil Society: Across Time, Beyond Canada
• Gain an understanding of how philanthropy, charities, co-operatives and social
enterprises developed through history, focusing on the development towards the current
Canadian practice
• Develop an appreciation of the different cultural contexts for these organizations around
the globe
• Compare and contrast the development, evolution, and current state of this sector in a
selection of countries, and understand the Canadian social sector in comparative setting
Jan 27
(class 4)
The Social Sector in Canada: The Regulatory Environment
• Understand the regulatory and legislative context in which the Canadian social
sector operates
• Catalogue the major policy influences on Canadian nonprofits and charities, from all
levels of government, case law, and contextualize these influences with a brief
comparison of selected international models
• Explore several active topics of discussion and initiatives in the current nonprofit
sector for change, related to advocacy, charity regulation and taxation, provincial vs.
national jurisdiction, etc.
• Examine the regulatory context of co-operatives in Canada
• Discover new legislative and regulatory initiatives to advance social enterprise
Feb 3
(class 5)
Social Purpose Organizations, Association, Social Change and Democracy
• Develop a more in-depth understanding of the Canadian social sector’s historical
development and change in relation to factors including religion, culture,
demographics, societal expectations, and evolving values for community
engagement
• Compare the influence and roles of social purpose organizations on Canadian social
change and democratic engagement, and vice versa
• Introduce the concept of a “Theory of Change”
Short Reflective Paper Due
Feb 10
(class 6)
The Social Economy and Social Finance
• Gain a comparative perspective of the nonprofit, voluntary sector, social enterprise and
co-operative paradigms
• Understand the roles and distinctions between the for-profit and nonprofit sectors, and
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the growing field of hybrid organizations seeking to both fulfill social mission and gain profit
• Explore developing concepts of social finance and alternative funding
MBA Reading Week: February 17-21, 2014
Feb 24
(class 7)
Governance 1: Foundations
Objectives – to explore:
• The role of governance in social purpose organizations: by whom and for whom?
• Governance models
Cause Week 1: Orientation to 5-week group process. Pick a cause and create an organization
Case:
‘The North Side Children’s Agency (A) – Finances versus Mission’. Kellogg School of
Management 2012. http://cb.hbsp.harvard.edu/cb/access/16132912 (Case available
for purchase.)
Mar 3
(class 8)
Governance 2: Processes and Practices
• Promising practices, processes and structures of effective boards
• The Board-ED/CEO relationship
• Board members’ added value
Cause Week 2: What’s your core work (mission) and what kind of board does your
organization need?
Mar 10
(class 9)
Social Impact and Accountability
• Conditions that create and sustain social impact
• Performance measurement and accountability
• Exploring new developments in social impact measurement
Cause Week 3: What impact are you trying to make… who will benefit and how?
Case:
‘The Robin Hood Foundation’ HBR Premier Case 2010.
http://cb.hbsp.harvard.edu/cb/access/16132912 (Case available for purchase.)
86
March 17
(class 10)
Leveraging Networks
• How social purpose organizations build networks--with individuals, business,
government and other organizations in the social economy – to achieve impact
• What is the purpose of networks?
• From what external constituencies do social purpose organizations draw their
resources?
Cause Week 4: How might you leverage networks to achieve your vision?
Case Assignment Due:
”Toronto Symphony Orchestra”
Assignment questions will be posted on CMD. The case is available for purchase. It can
be searched on this link: http://www.ecch.com/students/search/advanced_search
Case Reference no. 9B03M040. The case can be ordered after registering for a student
account at this link: http://www.ecch.com/students/myaccount/register
March 24
(class 11)
Advocacy
• Two types of advocacy: influencing public policy and
behaviour/opinion
• What is the difference between advocacy and social marketing?
• Adoption and diffusion of ideas and social change
shifting
public
Cause Week 5: What advocacy strategies might help advance your cause?
March 31
(class 12)
Final Class: integrative session
Final Paper Due
Written Assignments/Projects Descriptions
Due Date
87
Due Date
Class 5 – Short Reflective Paper
Feb 2
Students are expected to integrate this material with aspects of personal experience that
provides evidence of the course material being integrated and analyzed from a personal
perspective
Max length: 10 pages, double spaced
Value: 20%
Class 10 – Case Study Analysis
March 17 “Toronto Symphony Orchestra” case analysis
Value: 20%
Class 12 – Final Paper
March 31 Students will be given an opportunity to do additional research and deepen their
understanding of a particular topic or area of interest
Max length: 25 pages, double spaced.
Value: 40%
Late submissions will receive a single grade point reduction for every day late (an A- or 7 assignment will
be reduced to a B+ or 6 for being one day late). Please approach the instructor for extenuating
circumstances well ahead of due dates.
Participation
20%
The nature of the course means that it is necessary for you to prepare for class in advance by reading
and reflecting on the materials. You will be graded on the quality of your contributions to the class
discussions and interactions with invited speakers. Your participation grade will be recorded after every
class. If you are absent, you will receive a grade of 0 for that class.
Short Reflective Paper
20%
For the reflective paper students are not expected to research materials beyond those on the course
outline. Rather, students are expected to integrate this material with aspects of personal experience
that provides evidence of the course material being integrated and analyzed from a personal
perspective. The reflective paper provides an opportunity to focus on a particular aspect of the course
or a particular sub-sector that is of keen interest to the student. Because the reflective papers are more
personal than a typical academic paper, the usual convention of writing in the third person is abandoned
in favour of writing in the first person. Only material cited in the paper needs to be referenced in the
bibliography. The reflective papers should be between 6 and 10 pages of text (double-spaced, 12 point
font size, 1” margins).
Because the reflective paper requires you to integrate materials from the required readings and from
the in-class discussions, your active participation in and attendance at class is fundamental to your
88
success. Active participation and good command of the reading materials will be evident in the quality
of your reflective paper.
Reflective Paper Marking Scheme:
Item (Weighting)
Writing Mechanics (10%)
Personal point of view was challenged/enriched/impacted
by the reflection (40%)
Organization of thoughts (20%)
Understanding/integration of class discussions and reading
materials (30%)
Case Study Analysis
20%
“Toronto Symphony Orchestra” will be assigned for a case study analysis. This offers students an
opportunity to apply their knowledge to an actual situation. Only material cited in the case study
analysis needs to be referenced in a bibliography. The case study analysis should be between 6 and 10
pages of text (double-spaced, 12 point font size, 1” margins). Questions to guide the analysis will be
provided.
Final Paper
40%
In the final class, students will be engaged in exploring an active scenario so that the topics and themes
studied throughout the course can be applied in a dynamic way.
The final paper provides an opportunity for the student to do additional research and deepen
their understanding of a particular topic or area of interest. Students may choose one of these
options:
1. Research – The final paper can be theoretical in which case the student will be expected
to research and analyze a particular topic. Students will be assessed on their creative
ability to connect theoretical constructs, their understanding of historical and
environmental forces, their integration of the perspectives acquired from this course,
their analysis of the implications of this topic for management and board.
2. Organizational analysis – The final paper can focus on a particular social purpose
organization. In this approach, students will be assessed on their creative ability to
connect theoretical constructs to the organizational case study, their understanding of the
historical and environmental factors that have shaped the organization, their analysis of
the current challenges and opportunities and, finally, their recommendations for board
and management in going forward.
Students are invited to present a draft outline for the final paper to receive feedback from either
instructor though this is not required. Experience in previous years has proven that students who
do avail themselves of this opportunity tend to obtain better results as their papers are more
tightly focused at the outset. Students are expected to provide a completely documented
reference list (bibliography) of the sources of information for their paper. This list would also
include personal interviews or contacts used as sources of information. The usual protocol
regarding footnotes, quotation marks and citations is expected. Plagiarism is grounds for failure
89
in the course. The final paper should be between 20 and 25 pages of text (double-spaced, 12
point font size, 1” margins).
Marking Scheme for Final Paper:
Item (Weighting)
Writing Mechanics (10%)
Organization of argument (20%)
Analysis and implications (30%)
Use and integration of class discussions, research/readings,
interviews (if applicable) and theories (30%)
Bibliography (10%)
Final Paper:
Short Reflective Paper :
Case Study Analysis:
Class participation:
40%
20%
20%
20%
passing grade is C- (1). To keep final grades comparable across courses, elective courses are expected to
have a mean grade between 5.2 and 6.2.
penDocument#tabs-2
90
cases and optional readings)
Written Preparation
1.
Jan 6
Introduction: Overview and
history of the sector
2.
Jan 13
The Third Sector: Between
State and Markets
3.
Jan 20
Civil Society: Across Time,
Beyond Canada
4.
Jan 27
The Social Sector in Canada:
The Regulatory Environment
5.
Feb 3
Social Change and Democracy
Short Reflective Paper Due
6.
Feb 10
Social Economy and Finance
NO CLASS (Reading Week)
7.
Feb 24
Governance 1: Foundations
8.
March 3
Governance 2: Processes and
Practices
9.
Social Impact and
Accountability
Mar 10
10.
Leveraging Networks
Mar 17
11.
Advocacy
Mar 24
12.
Integrative Session
Mar 31
Case Assignment Due
”Toronto Symphony
Orchestra”
Final paper Due
91
92
93
1. Program
SOCM 6400 U 3.00
3. Course Title
Current: Microfinance and Social Impact Investing
New: Social Purpose Investing and Finance
N/A
X
in course number
in credit value
in pre/co-requisite
expire course
Fall 2015
To describe more accurately the content and purpose of the course
(change from)
SOCM 6400 U 3.00 Microfinance and Social Impact
Investing
(change to)
SOCM 6400 U 3.00 Social Purpose Investing and
Finance
8. Consultation
N/A
94
9. Approvals
a) Originator
Brenda Gainer
Signature
May 5, 2015
Date
Brenda Gainer
Name
Brenda Gainer
Signature
May 5, 2015
Date
Brenda Gainer
Director
Social Sector Management Program
c) Degree Program
proposed changes.
Steve Weiss
Signature
May 6, 2015
Date
Steve Weiss
MBA
Program
95
SOCM 6400 U 3.00: Microfinance and Social Impact Investing
Course Outline
Fall 2014
Thursdays, 19:00-22:00 PM, beginning on September 11
SSB W256
Instructor
Jonathan Hera
(416) 736-5092
[email protected]
Office hours: Please speak with instructor to book
appointment
Assistant
Maia Saneblidze
(416) 736-5092
[email protected]
Jonathan Hera is the Senior Portfolio Manager at Grand Challenges Canada. He was previously the
founding Fund Manager of RBC’s Generator Impact Fund and Director, Investor Relations at Sarona. He
has advised CGAP and been engaged by MEDA on financial inclusion initiatives. He serves on YSI’s board.
Brief Description
Social impact investing, including microfinance, is an increasingly used tool within traditional finance,
social enterprise, not-for-profit and international development spheres. This course takes an
international and structural approach to considering the historical context of its origins, the operations
of a microfinance institution, the investor's due diligence and monitoring of an impact investment, and
the field's current issues and developments
Prerequisites: All 5000-series Required Foundations of Management Core Courses. Special consideration
may be given – approach the instructor for details
Contents
Course Material............................................................................................................................................. 3
Written Assignments/Projects Descriptions ................................................................................................. 9
Evaluation of Written Assignments/Projects ................................................................................................ 9
Calculation of Course Grade ....................................................................................................................... 11
General Academic Policies: Grading, Academic Honesty, Accommodations ............................................. 11
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Social enterprises (non-profit or for-profit) need funding in order to achieve deep, broad and sustainable
environmental or social impact. Impact investing and microfinance both combine deeply rooted
concerns for financial and impact (environmental, social, gender, governance) results. Impact investing
and microfinance at the same time harness the power of capitalism while restraining the excesses of
capitalism.
Microfinance is the fastest growing financial offering to the global poor. While the industry is growing
more than 20% per year worldwide, success has also brought challenges. Largely unregulated,
microfinance has suffered a backlash around profits, leading to funder and regulatory concerns.
Impact investing can be thought of as providing funding to organizations (non-profit and for-profit) for
financial and social outcomes from non-profit and for-profit funders.
From the lens of donor or investor, this course considers the historical international development
context of microfinance and social impact investing in order to learn how to evaluate and monitor an
impact investment opportunity, within the context of the field’s evolving issues and permutations.
Public sector and private sector (financial) supports are required in order to alleviate poverty and
address key social and environmental issues. This course will explore key concepts associated with
impact investing, and will enable students by the end of the semester to:
• Have a solid and comprehensive understanding of social finance and impact investing;
• Be familiar with all ecosystem actors that support the growth and development of the sector;
• Understand how to evaluate potential donation or investment opportunities considering team,
product, market, go-to-market strategy, operations, financials, legal/IP and financial returns;
• Have a greater appreciation for the personal, professional and organizational challenges social
entrepreneurs face as they start-up, develop and scale their organizations;
• Be familiar with a variety of approaches and tools to measure organizational performance and social
impact; and
• Be motivated to make a personal and/or professional contribution to social change through impact
investing and/or social entrepreneurship.
In the table below, the impact of each task on your final grade for the course is indicated in the “%
weight” column.
Assignment/Task
Written Assignment -1
Written Assignment -2
Investment Memorandum and Presentation
Investment Criteria and Deal Alert
Investment Memorandum Presentation
Investment Memorandum Report
Class participation
Quantity % Weight Total %
1
15%
15%
1
15%
15%
1
10%
10%
Author
Individual
Individual
Group
1
15%
15%
Group
1
25%
25%
Group
12
1.67%
20%
100%
Individual
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Course Material
The course will consist of critical reading and thinking, presentations by the instructor and the students,
facilitated discussion, case studies and preparation of individual and group assignments. There will also
be a number of guest lecturers to provide current context to theoretical course materials. Published
cases, reports, critical reviews and journal articles will be used to highlight conceptual and practical
issues at the global level. Reading lists for each week consist of required readings and optional readings.
The latter includes materials that will be useful for those who wish to examine a particular subject in
more depth.
Required reading for this course is included in the below schedule of topics and readings. Additional
readings can also be found below the required readings. All course materials will be available online
(readings) or distributed throughout the semester (cases, specific articles) via Course Materials Database
(‘CMD’) or in class. While there will not be a course pack, there is a case pack available for a nominal fee
here: https://cb.hbsp.harvard.edu/cbmp/access/28389137
frequently.
Preparation. This is a second year graduate course. Students are expected to prepare for and participate
in classroom discussion
Class Participation (contribution). As in all Schulich classes, participation grades will be recorded every
week. Students will also need to leverage their understanding of financial management. Industry
terminology will be learned throughout the course.
The following list of lecture topics and readings indicate the material to be read, reviewed and/or
prepared for the various class sessions.
Note: If any changes in this schedule become necessary, notifications will be posted on the
course CMD, and when changes need to be announced between classes, an email will be sent to
students’ Lotus Notes email accounts, notifying them of the change.
Sept 11
(class 1)
History of, and Challenge to, International Aid and Economic Development Delivery
Questioning the history of traditional international aid delivery
Challenging traditional delivery effectiveness with market-based approaches
Read:
1. Hjertholm, P., & White, H. (2000). Survey of Foreign Aid: History, Trends and
Allocation.
http://www.econ.ku.dk/english/research/publications/wp/2000/0004.pdf/
98
2. Marten, R., & Witte, J. M. (2008). Transforming Development? Berlin: Global Public
Policy Institute.
http://dspace.cigilibrary.org/jspui/bitstream/123456789/26599/1/GPPi%20Researc
h%20Paper%20No%2010.pdf?1
3. Phillips, Keri. The History of Foreign Aid.
http://reliefweb.int/report/world/history-foreign-aid
4. International Development Association. (2007). Aid Architecture: An Overview of
the main trends in Official Development Assistance Flows
http://www.worldbank.org/ida/papers/IDA15_Replenishment/Aidarchitecture.pdf
5. Alberto Chaia, et al., Half the World is Unbanked. Financial Access Initiative Framing
Note, Oct. 2009.
ttp://www.financialaccess.org/sites/default/files/publications/Half-the-World-isUnbanked.pdf
Sept 18
(class 2)
Introduction to Microfinances
Identifying key issues via analysis of microfinance as poverty reduction tool
Read:
1. Bruck, C. (2006). Millions for Millions. The New Yorker.
http://www.newyorker.com/archive/2006/10/30/061030fa_fact1
2. Counts, A. (2008). Reimagining Microfinance. Stanford Social Innovation Review.
http://www.ssireview.org/articles/entry/reimagining_microfinance/
3. Dichter, T. (2006). Hype and Hope: The Worrisome State of the Microcredit
Movement.
https://www.microlinks.org/sites/microlinks/files/resource/files/SC10.pdf
4. Karnani, A. (2007). Microfinance Misses Its Mark. Stanford Social Innovation
Review.
http://www.ssireview.org/articles/entry/microfinance_misses_its_mark
Sept 25
(class 3)
Identifying Global Microfinance Risks and Issues
Bigger industry risks challenge dominant model
Raising funds for global MFI
Read:
1. Centre for Study of Financial Innovation. (2014). Microfinance Banana Skins.
London: Centre for Study of Financial Innovation.
http://www.citi.com/citi/microfinance/data/2014_microfinance_banana_skins.pdf
2. “Growth and Vulnerabilities in Microfinance,” by Greg Chen, Stephen Rasmusssen
and Xavier Reille. CGAP No. 61, February 2010.
http://www.cgap.org/gm/document-1.9.42393/FN61.pdf
99
3. Rosenberg, R. (2007). CGAP Reflections on the Compartamos Initial Public Offering.
Washington, DC: World Bank - Consultative Group to Assist the Poor.
4.
http://www.cgap.org/sites/default/files/CGAP-Focus-Note-CGAP-Reflections-onthe-Compartamos-Initial-Public-Offering-A-Case-Study-on-Microfinance-InterestRates-and-Profits-Jun-2007.pdf
Case:
Compartamos – Life after its IPO
Oct 2
(class 4)
Operational and Financial Microfinance Insights
In-depth discussion on MFI operations, feasibility, innovations, sustainability
Read:
1. Cull, R., Demirguc-Kunt, A., & Morduch, J. (2009). Microfinance Tradeoffs:
Regulation, Competition, and Financing. New York: Financial Access Initiative, NYU
Wagner Graduate School.
http://financialaccess.org/sites/default/files/FAI_Microfinance_Tradeoffs.pdf
2. The Microfinance Information eXchange. (2008). Latin America Microfinance
Analysis and Benchmarking Report. Washington DC: The MIX.
http://www.themix.org/sites/default/files/2008%20Latin%20America%20Microfina
nce%20Analysis%20and%20Benchmarking%20Report%20-%20English.pdf
3. World Bank - Consultative Group to Assist the
Poor. (2009). Financial Analysis for Microfinance Institutions. Washington DC:
CGAP. http://www.cgap.org/gm/document-1.9.9603/FA%20summary%2008.pdf
4. Mas, Ignacio. (2012). Next Big Innovation in Microfinance. Washington DC: CGAP.
http://www.cgap.org/blog/where-will-next-big-innovation-microfinance-come
Optional:
1. Counts, A. (2008). Reimagining Microfinance. Stanford Social Innovation Review.
http://www.ssireview.org/articles/entry/reimagining_microfinance/
Guests:
TBA
Individual Assignment 1 Due:
▪ Assignments are due electronically on Class 4, October 2 before 11:59PM.
Oct 9
(class 5)
Introduction to Impact Investing through Design Thinking and BoP Social Innovation
Examination market and environment that lend to creation of impact investing
Read:
1. Brown, T. and Wyatt, J. (2010). Design thinking for social innovation. San Francisco:
Stanford Social Innovation Review.
http://www.ssireview.org/articles/entry/design_thinking_for_social_innovation/
100
2. Prahalad, C. K. (2004). Chapter 1: The market at the bottom of the Pyramid. In The
Fortune at the Bottom of the Pyramid: Eradicating Poverty through Profits. New
Jersey: Pearson Education.
http://knowledge.wharton.upenn.edu/article.cfm?articleid=1020
3. Monitor Institute. (2009). Investing for Social and Environmental Impact. New York:
Monitor Institute.
http://monitorinstitute.com/downloads/what-we-think/impactinvesting/Impact_Investing.pdf
Guests:
TBA
Oct 16
(class 6)
Impact Investing
Considering the potential scale and scope of impact investing
Read:
1. Axelrad, B. (2011). Investing Beyond Exit. Stanford Social Innovation Review.
http://www.ssireview.org/blog/entry/investing_beyond_exit
2. Brest, P., & Born, K. (2013) When can Impact Investing Create Real Impact? San
Francisco: Stanford Social Innovation Review.
http://www.ssireview.org/up_for_debate/article/impact_investing
3. Cohen, R., Sahlman, W. (2013) Social Impact Investing will be the new Venture
Capital. Cambridge: Harvard Business Review.
http://blogs.hbr.org/cs/2013/01/social_impact_investing_will_b.html
4. J.P. Morgan. (2010). Impact Investments: An emerging asset class. New York: J.P.
Morgan. ***Introduction & Executive Summary***
http://www.rockefellerfoundation.org/uploads/files/2b053b2b-8feb-46ea-adbdf89068d59785-impact.pdf
Video:
5. TED Talk: Jacqueline Novogratz – An Escape from Poverty
http://www.ted.com/talks/lang/en/jacqueline_novogratz_on_an_escape_from_pov
erty.html
Case:
Acumen Fund – Venture Philanthropy
MBA Reading Week: October 21-24, 2014
Oct 30
(class 7)
Local Social Enterprise Landscape
Review a social enterprise as an investment opportunity
101
Read:
1. MaRS Centre for Impact Investing and Purpose Capital. (2014).
http://socialfinance.ca/2014/03/18/impact-investing-canada-state-nation-reportreleased/
Guests:
Jory Cohen – Managing Director, YSI
Individual Assignment 2 Due:
▪ Assignments are due electronically on Class 7, October 30 before 7:00PM
Nov 6
(class 8)
Impact Investment Strategy and Screening
Challenge core tenets of investment strategy and criteria re: impact
Case:
Tsing Capital – China Environment Fund
Exercise:
Investment criteria decision tree
Deal alert screen
Optional:
1. Tuck School of Business at Dartmouth. (2012, February 25). Private Equity Glossary.
Retrieved from Center for Private Equity and Entrepreneurship:
http://mba.tuck.dartmouth.edu/pecenter/resources/glossary.html
Nov 13
(class 9)
Impact Investing Due Diligence through to Exits
Understanding the impact investment process
Questioning exit types with impact investment
Read:
1. Cullinan, G., Le Roux, J.-M., & Weddigen, R. (2004). When to Walk Away from a Deal.
Harvard Business Review. Apr2004, Vol. 82 Issue 4, p96-104.
http://ezproxy.library.yorku.ca/login?url=http://search.ebscohost.com/login.aspx?di
rect=true&db=buh&AN=12774670&site=ehost-live
2. Axelrad, B. (2011). Investing Beyond Exit. Stanford Social Innovation Review.
http://www.ssireview.org/blog/entry/investing_beyond_exit
3. Kramer, M. (2011, November 15). The Other Kind of Impact Investing. Retrieved
from Foundation Strategy Group:
http://www.fsg.org/KnowledgeExchange/Blogs/SocialImpact/PostID/208.aspx
4. Libes, Michael. (2014). Investing without “Exits”.
http://lunarmobiscuit.com/investing-without-exits/
5. Steers, H. (2010). Private equity fund manager due diligence and selection. London:
Private Equity International.
102
http://www.pantheonventures.com/images/stories/pdfs/private%20equity%20fund
%20manager%20due%20diligence%20%20selection.pdf
Guests:
TBA
Video:
1. Michael “Luni” Libes: A different view on impact investing
http://lunarmobiscuit.com/a-different-view/
Group Investment Criteria and Deal Alert Due
▪ The Deal Alert and Screening Criteria for all groups are due electronically on Class 9,
November 13 before 7:00PM
Nov 20
(class 10)
Driving Greater Impact
Ecosystem Support and Infrastructure (including measuring impact)
New financial structures and methodologies
Social finance activity in North America
Read:
1. Field, A. (2012). Social Enterprise Incubators.
http://www.forbes.com/sites/annefield/2012/04/20/one-stop-incubators-hatchingsocial-enterprise-startups/
2. Novak, C. (2012). Social Impact Bonds – Benefits and Promises.
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2116837
3. Quinlan, M. (2012). Crowdfunding.
http://www.cbc.ca/news/canada/story/2012/06/22/f-faq-crowd-funding.html
4. Williams, L. (2012). Crowdfunding.
http://birmingham.patch.com/blog_posts/the-pros-and-cons-of-crowdfundingde356735
Guests:
TBA
Nov 27
(class 11)
Driving Financial Returns
Understanding costs, timing, governance and return expectations
Exercises:
▪ Financial modeling for a fund investment
▪ Financial modeling for a direct investment
▪ Review legal documentation
▪ Understand governance best practices
Outstanding questions for next week
103
Dec 4
(class 12)
The Pitch to the Investment Committee – Presentation and Investment Memorandum
IC Pitch
IC Memo
Guests:
TBA
Group IC Presentation and Group IC Memo report Due
▪ Students will ‘pitch’ their investment memorandum to their ‘Investment
Committee’ (the rest of the class) during Class 12, December 4, presenting a hard
copy before 7:00PM
Written Assignments/Projects Descriptions
Due Date
Class 4 – Individual written assignment – 1
Oct 2
Presenting a critical reflection of microfinance as an approach to poverty alleviation
Value: 15%
Class 7 –
Oct 30
Individual written assignment – 2
Presenting a a critical reflection of impact investing as a disruptive financial innovation
Value: 15%
Class 9 –
Nov 13
Student groups will write a Deal Alert (concept note) and submit their screening criteria.
Value: 10%
Class 12 – Investment Memorandum Report & Presentation
Dec 4
Student groups will submit a hard copy of their investment memorandum and financial
analysis.
Max length: 20 pages, double spaced.
Value: 25% - Investment Memo; 15% - Presentation
Late submissions will receive a single grade point reduction for every day late (an A- or 7 assignment will
be reduced to a B+ or 6 for being one day late). Please approach the instructor for extenuating
circumstances well ahead of due dates.
Participation
20%
104
The course uses a hybrid seminar style/modified flipped classroom approach. Both the instructor and
students will teach class elements and drive concept engagement activities. Class attendance and
participation is essential to drive this model. There will also be numerous guest speakers. Participation
will be graded weekly.
15%
Students must individually prepare an assignment that is no longer than five (5) pages, double spaced.
The assignment will be a critical reflection of microfinance as an approach to poverty alleviation.
Students can explore differing philosophies, challenges and current opportunities in order to complete
the assignment. Outside and additional research is recommended. Assignments are due electronically
on Class 4, October 2 before 11:59PM.
15%
Students must individually prepare an assignment that is no longer than five (5) pages, double spaced.
The assignment will be a critical reflection of impact investing as a disruptive financial innovation.
Students can identify a specific type of project funded, type of capital used, type of capital provider, and
type of impact generated as part of their analysis. Students are also encouraged to situate impact
investing within the historical context of international/economic development when arriving at their
opinion. Outside research is required. Assignments are due electronically on Class 7, October 30 before
7:00PM.
Students will work in groups and analyze an investment opportunity, acting as a venture
philanthropist/capitalist firm looking to evaluate an impact investing opportunity.
At the same time, as a firm, the student groups will also need to engage and build investor (limited
partner – LP) support for the firm’s impact investment fund.
Students will have responsibility in determining their fund’s investment thesis and parameters, and will
then conduct desk and on-the-ground due diligence as an investment team. Student investment groups
will analyze the investment opportunity using the tools presented throughout the class (investment preand post-deal investment process, documentation, key people, including impact evaluation). This
investment simulation will result in each group of investors submitting a written Investment
Memorandum and a presentation of the investment opportunity to the group’s ‘Investment
Committee’, comprised of the other students, the group’s LP base, real-world guest investors and the
instructor.
10%
Students will learn how to develop an investment policy and screening criteria. With this information,
along with basic information pertaining to the investment opportunity, student groups will write a Deal
Alert (concept note) and submit their screening criteria. The Deal Alert is a preliminary two page
document that highlights the major elements of the investment opportunity. Groups’ Screening Criteria
will follow a general template. This document, alongside the Deal Alert will form the basis for the
Investment Memorandum. The Deal Alert and Screening Criteria for all groups are due electronically
on Class 9, November 13 before 7:00PM. These will be returned by the following class with comments.
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15%
Investment Memorandum Presentation
Students will ‘pitch’ their investment memorandum to their ‘Investment Committee’ (the rest of the
class) during Class 12, December 4, presenting a hard copy before 7:00PM. Students will convey their
conclusions to their Investment Committee in order to convince them to either approve or deny an
investment. Groups will also be presenting to their LPs simultaneously to ensure the investment
meeting investor demands and expectations. The groups of investment teams will be highlighting the
contents of their Investment Memoranda using PowerPoint slides and any other material they deem
appropriate. Presentations should last no more than 20 minutes and will be cut off. Q&A will follow each
presentation for no more than ten (10) minutes.
All groups will present on week 12. When students are not presenting within their group, they will be
acting as either the presenting group’s Investment Committee or the presenting group’s LP base.
Investment Memorandum Report
25%
Students will have studied all aspects of conducting venture philanthropy/capital due diligence (which
remains the most common form of impact investing). Students will also have gone through a significant
amount of due diligence material and will have conducted market, competitive, impact and financial
projections analysis. Students will receive an Investment Memorandum template to be used that
highlights the major areas to be considered.
The document will be no more than 20 pages. Required financial analysis will also be submitted in
original (Excel) format. Working in their groups, students will complete the Investment Memorandum
for the investment opportunity and submit for the final class (week 12).
Group Project (Total):
50%
(10% of final grade for Investment Criteria and Deal Alert; 15% of final grade for Investment
Memorandum Presentation and 25% of final grade for Investment Memorandum report)
Individual Written Assignment - 1:
15%
Individual Written Assignment - 2:
15%
Class participation:
20%
passing grade is C- (1). To keep final grades comparable across courses, elective courses are expected to
have a mean grade between 5.2 and 6.2.
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penDocument#tabs-2
107
cases and optional readings)
Written Preparation
1.
Sept 11
Introduction and History of
International Development
2.
Sept 18
Introduction to Microfinance
3.
Sept 25
Global Microfinance Risks and
Issues
4.
Oct 2
Domestic and International
Microfinance Experience
Individual Written
Assignment - 1
5.
Oct 9
Introducing Impact Investing,
Design Thinking & Social
Innovation
6.
Oct 16
Scope and Scale of Impact
Investing
NO CLASS (Reading Week)
7.
Oct 30
Understanding Local Social
Enterprise and Impact
Investing
Individual Written
Assignment - 2
8.
Nov 6
Impact Investment Strategy
and Process
9.
Nov 13
Impact Investment Due
Diligence
Investment Criteria and
Deal Alert
10.
Nov 20
Crowdfunding, SIBs and other
Structures to drive Greater
Impact
11.
Nov 27
Financial Modelling in Impact
Investing
12.
Dec 4
Group Presentations and Party
Investment Memorandum
Report
108
New Course Proposal: EMBA 6140 Consumer-Led Growth
1. Program: Kellogg-Schulich Executive MBA
2. Course Number: EMBA 6140
3. Credit Value: 2.0
4. Long Course Title: Consumer-Led Growth
5. Short Course Title: Consumer-Led Growth
6. Effective Session: Winter 2015
7. Calendar (Short) Course Description:
This course will cover both the strategic and leadership dimensions of generating growth in businessto-business and business-to-consumer markets. In terms of strategy, the course will focus on a
deeper understanding of consumers and various strategies to increase market share. In terms of
leadership, the careful selection of opportunities and an optimal use of resources in different markets
will be crucial.
8. Expanded Course Description:
This course will explore both the strategic and leadership dimensions of generating growth. The
strategic dimension will focus on gaining a deeper understanding of customers and consumers’
organizations that can create value and through that value create competitive advantage, the basis
for growth and profitability. The course will explore strategies to grow in mature and established
markets and strategies for attacking market leaders. The leadership dimension will focus on achieving
success through the careful selection of opportunities and focus of resources. It will explore the huge
growth opportunity in all markets, the opportunities in emerging markets at the bottom of the pyramid,
the role of new business models, how to attract, retain and inspire talent while increasing
accountability. The course will discuss concepts, frameworks, and best practices for leadership and
developing competitive strategies in both business-to-business and business-to-consumer markets.
9. Evaluation:
All evaluations are individually based and consist of:
1. A consistent and high-quality contribution to the class discussion, which is essential to achieving
the objectives of the course (35%);
2. A case analysis, requiring students to develop a growth strategy for the organization with details of
the case to be given in class (65%).
10. Integrated Courses:
This course is not integrated.
11. Rationale:
This course expands the program’s range of elective offerings to include a topic (growth) that is an
important objective for all organizations. With the acceleration of globalization and the digital
revolution, buyers have become more powerful, as organizations more have become more complex.
Opportunity is great but achieving growth presents new, difficult challenges for those developing
competitive strategy and for those leading organizations, which is what program participants are
aspiring to.
109
12. Faculty Resources:
This course will be taught jointly by Gregory Carpenter, who is (a) the James Farley/Booz Allen
Hamilton Professor of Marketing Strategy at the Kellogg School of Management, Northwestern
University, (b) the Director of the Center for Market Leadership and (c) Faculty Director, Kellogg
Markets and Customers Initiative (KMCI), and by Sanjay Khosla, a senior fellow with KMCI and the
former president of Kraft International.
13. Crosslisted Courses:
This course is not crosslisted.
14. Bibliography and Library Statement:
Participants will be supplied with a course pack containing all required readings and cases in advance
of the course. Additional recommended readings can be accessed at the library of the Kellogg School
of Management. As per the attached library statement, if necessary, participants from our program
can also consult additional material available at the York University library remotely.
15. Physical Resources:
This course will be offered annually as a weekend elective at the Evanston campus of our partner, the
Kellogg School of Management, which will provide all the necessary physical resources before, during
and after the course. These resources can be supplemented with the resources of York University
Library, should this prove necessary.
110
Peter F. Bronfman Business Library
MEMORANDUM
TO
Matthias Kipping, Academic Director, Kellogg-Schulich EMBA
Program
FROM
Yanli Li, Business Librarian, Peter F. Bronfman Business Library
SUBJECT:
Library Statement for EMBA 6140: Consumer-Led Growth
DATE:
May 4, 2015
This course focuses on both the strategic and leadership dimensions of generating growth
for organizations. The students will gain a deeper understanding of customers and
consumers organizations that can create value to enhance competitive advantage. They
will also learn how to achieve success through the careful selection of opportunities and
focus of resources.
This course will be offered at the Schulich School of Business’ partner school, the
Kellogg School of Management at Northwestern University.
Library resources are not required for this course but should students wish to expand their
research related to topics taught in this course, York University Libraries provide access
to a range of e-resources of relevance. This includes periodical databases covering the
business literature such as Proquest Business, Scholars Portal Journals and Business
Source Premier. In addition, students have access to a number of e-book platforms
including Books 24x7, which has good coverage of marketing and consumer insight
topics. In addition, the library offers a number of databases that are very useful for
consumer and marketing research such as the World Advertising Research Center
(WARC) and the Global Market Information Database (GMID).
The York University Libraries will not be required to provide resources directly but our
electronic sources in this area are strong and we can support this course.
111
NORTHWESTERN UNIVERSITY
KELLOGG SCHOOL OF MANAGEMENT
Consumer-Led Growth
EMP -
Professor Gregory Carpenter
Professor Sanjay Khosla
Overview
Growth is an important objective for all organizations. With the acceleration of globalization
and the digital revolution, buyers have become more powerful, as organizations more have
become more complex. Opportunity is great but achieving growth presents new, diﬃcult
challenges for those developing competitive strategy and for those leading organizations.
This course will explore both the strategic and leadership dimensions of generating growth.
The strategic dimension will focus on gaining a deeper understanding of customers and
consumers organizations that can create value through that value create competitive
advantage, the basis for growth and profitability. We will explore strategies to grow in mature
an established markets and strategies for attacking market leaders.
The leadership dimension will focus on achieving success through the careful selection of
opportunities and focus of resources. We will explore the huge growth opportunity in all
markets, the opportunities in emerging markets at the bottom of the pyramid, the role of new
business models, how to attract, retain and inspire talent while increasing accountability. We
will discuss concepts, frameworks, and best practices for leadership and developing
competitive strategies in both business-to-business and business-to-consumer markets.
Teaching Method and Requirements
The class will be taught by Gregory Carpenter, a senior member of the Kellogg faculty
specializing in marketing strategy, and Sanjay Khosla, a senior fellow with Kellogg’s Markets
and Customers Initiative and the former president of Kraft International. Each will be
presented using a mix of lecture/discussions, exercises and cases.
Your consistent contribution to class is essential to achieving the objectives of the course.
Your grade will be based in part on the quality of your contribution to the class discussion
(%). The final requirement for the course is a case analysis. Your assignment will be to
develop a growth strategy for the organization. It is an individual assignment. Details will be
given in class. The case analysis will determine % of your grade for the course.
Texts and Materials
Carpenter, Gebhardt and Sherry (), Resurgence: The Four Stages of Market-Focused Reinvention
(New York: Palgrave-Macmillan).
Khosla and Sawhney (), Fewer, Bigger, Bolder: From Mindless Expansion to Focused Growth
(New York: Penguin).
A case packet, including cases and readings. In addition to the readings in your case packet,
other recommended readings are listed under class sessions.
112
Class sessions
January 
Market Focus & Growth
de Swann Arons, van den Driest, and Weed (), “The Ultimate
Marketing Machine,” Harvard Business Review.
Case: Baxter (A). Identify the sources of Baxter’s success. Assess the
severity of the situation it faces, its options and be prepared to make a
recommendation for how it should respond.
January 
Consumer Insight
O’Shaughnessy, John (), “Why People Buy, How People Choose, and
What Influences Them,” Competitive Marketing: A Strategic Approach, Boston:
Unwin Hyman.
Case: Product Team Cialis: Getting Ready to Market. What opportunities
exist for Cialis? How has Pfizer defined the Viagra brand? What position
would you recommend for Cialis? What competitive reaction do you
anticipate?
February 
Growth through Focus
Khosla and Sawhney, “Growth through Focus: A Blueprint for Driving
Profitable Expansion,” Strategy+Business,  Aug .
Case: Kraft China
Unleashing the Potential of People
Khosla and Sawhney, “Blank Checks: Unleashing the Potential of People
and Businesses,” Strategy+Business,  Aug .
February 
Building Brands with Soul
Roberts, Kevin (2005), Lovemarks: the future beyond brands (New York:
PowerHouse Books).
March 
Unleashing Growth at the Bottom of the Pyramid
Case: Unilever Detergents
Govindarajan and Trimble (), Reverse Innovation: Create Far From Home,
Win Everywhere (Boston: Harvard Business Press).
Evolution of Business Models
Case: Lipton
113
New Course Proposal: EMBA 6140 Supply Chain Management
4. Long Course Title: Supply Chain Management
5. Short Course Title: Supply Chain Management
6. Effective Session: Winter 2015
This course examines strategic operational decisions made within a supply chain. Its objective is to
understand how supply chain design and planning decisions impact the performance of the firm as
well as the entire supply chain, trying in particular to understand the link between supply chain
structures and financial performance in a firm or supply chain.
This course focuses on strategic operational decisions made within a supply chain. These include
decisions related to the network design of the supply chain including sourcing. Our goal in this
course is to understand how supply chain design and planning decisions impact the performance
of the firm as well as the entire supply chain. The key will be to understand the link between
supply chain structures and financial performance in a firm or supply chain. The course is structured
to discuss a variety of concepts illustrated through cases, namely
1. A Strategic Framework to Analyze Supply Chains
2. Designing the Supply Chain Network
3. Matching Supply and Demand in a Supply Chain
4. Evolution of Retailing & Sourcing in the Supply Chain
5. Managing Transportation and Risk in the Supply Chain
9. Evaluation:
Evaluation is based on the following assignments:
1. Three case write-ups due during the course, to be completed based on the detailed Guidelines for
Written Case Analyses (20% each, 60% in total);
2. A final report on a topic provided in class (40%).
While all work will be completed by groups of students, final grades will reflect individual contributions
and efforts by taking into account a peer review from each group member of other members in the
group.
11. Rationale:
This course expands the program’s range of elective offerings by examining the topic of supply chain
management from a strategic and operational perspective. Managing supply chains has always been
important for business success but has become ever more crucial as most organizations have
outsourced many of their activities, usually to a variety of suppliers at a multitude of locations around
114
the globe. It should therefore be of interest to many participants in our program working in a broad
range of industries (reflected by the cases to be discussed in class).
This course will be taught by Achal Bassamboo is who is Professor of Managerial Economics &
Decision Sciences at the Kellogg School of Management, Northwestern University. He obtained a Ph.D.
in Operations, Information and Technology at the Stanford Graduate School of Business and is an
expert on capacity management, queuing systems, and service management – topics on which he has
published widely in specialist academic journals and more popular outlets.
Participants will be supplied with the textbook (Supply Chain Management: Strategy, Planning, and
Operations by S. Chopra and P. Meindl) as well as a course pack containing other required readings
and cases in advance of the course. Additional recommended readings can be accessed at the
library of the Kellogg School of Management. As per the attached library statement, if necessary,
participants from our program can also consult the relevant material available at the York University
library remotely.
This course will be offered annually as a weekend elective at the Evanston campus of our partner, the
Kellogg School of Management, which will provide all the necessary physical resources before, during
and after the course. These resources can be supplemented with the resources of York University
Library, should this prove necessary.
115
MEMORANDUM
TO
Program
FROM
SUBJECT:
Library Statement for EMBA 6150: Supply Chain
Management
DATE:
May 4, 2015
This course focuses on strategic operational decisions made within a supply chain. The
students taking this course will understand how supply chain design and planning
decisions impact the performance of the firm as well as the entire supply chain. The key
will be to understand the link between supply chain structures and financial performance
in a firm or supply chain.
Source Premier. Students have access to a number of e-book platforms including Books
24x7 and Ebrary, which has good coverage of supply chain management topics. The
library’s collection of international online newspaper databases such as Factiva and Lexis
Nexis Academic will be good supplementary resources for students to research major
supply chain management issues. In addition, the library offers a number of databases
that are very useful for research related with supply chain management such as Gartner
Intraweb, IBISWorld and Global Market Information Database (GMID).
116
Kellogg
Operations
Kellogg School of Management, Northwestern University
Strategic Decisions in Operations
Professor Achal Bassamboo
Supply Chain Management
Instructor:
Achal Bassamboo
E-mail: [email protected]
.
1. Course Outline
Session
1
2
3
4
5
Discussion Cases & Readings
Supply chain strategy
 Chapters 1-3 in C&M
 Seven Eleven Japan
Designing supply chain networks
 Chapters 4, 5, 6 in C&M
 Blue Nile & Diamond Retailing
Managing variation and inventory
 Chapters 9, 11-13 in C&M
Evolution of Retailing
Managing sourcing
 Chapter 15 in C&M
 Polaris
Managing transportation
Chapter 14 in C&M
Managing risk in the supply chain
FINAL
Submission Cases & Final Project
Blue Nile
CoolWipes
ALKO Incorporated (C&M)
REPORT
2. Course Description and Objectives
In this course we focus on strategic operational decisions made within a supply chain. These
include decisions related to the network design of the supply chain including sourcing. Our goal in
this course is to understand how supply chain design and planning decisions impact the
performance of the firm as well as the entire supply chain. The key will be to understand the link
between supply chain structures and financial performance in a firm or supply chain. The course is
structured to discuss a variety of concepts illustrated through cases.
3. Grading and “Rules of the Game”
Submission cases will account for 60 % of the grade. There will be three case write-ups due during
the course. Each case write up is due in groups. Please read the Guidelines for Written Case Analyses
in this syllabus and try to structure your reports accordingly. A final peer review will be done on
group work.
A final report will account for 40% of the grade. The final report will be on a current topic
announced in class.
117
Grade Component
Submission Cases (3 full)
Final Report
Individual / Group
Group plus peer review
Group plus peer review
Weight
60%
40%
The Kellogg Honor Code applies as follows:
• Submission cases and final report may not be discussed with anyone outside your study
group. You may not refer to any reports or spreadsheets from past classes. It is extremely
important and part of the honor code that each member of a group contributes to each case
analysis of the group. If any individual has not contributed for a particular write-up, s/he
should not append his/her name to the case report but submit a separate report his/her own.
It will also be the group’s responsibility to ensure that this happens. Only one written report
will be due per group per assignment. However, as I have stressed, each member must
contribute to the analysis leading to the report.
• Peer reviews: Your grades will take into account a peer review from each group member of
other members in your group.
4. Course Materials and other Readings
o
The course packet and the textbook Supply Chain Management: Strategy, Planning, and
Operations by S. Chopra and P. Meindl (C&M), 5th Edition.
Some other textbooks on the subject that may be of interest:
1. Modeling the Supply Chain by Jeremy F. Shapiro.
2. Designing and Managing the Supply Chain by D. Simchi-Levi, P. Kaminsky, E. Simchi-Levi.
3. Inventory Management and Production Planning and Scheduling by Edward A. Silver, David
F. Pyke, and Rein Peterson
4. Business logistics Management by Ronald H. Ballou
5. Strategic Logistics Management by D.M. Lambert and J.R. Stock.
6. The Management of Business Logistics by J.J Coyle, E.J. Bardi and C.J. Langley.
7. Logistical Management by D.J. Bowersox, D.J. Closs, O.K. Helferich.
Other business books that may be of interest to students taking this course:
1.
2.
3.
4.
5.
6.
7.
8.
Essentials of Supply Chain Management by Michael H. Hugos.
Clock Speed by Charles H. Fine
Mass Customization by B. Joseph Pine
Markets of One by James H. Gilmore and B. Joseph Pine
Towards a Better Supply Chain by Charles C. Poirier
Time Based Competition by Joseph D. Blackburn
Competing Against Time by George Stalk, Jr. and Thomas H. Hout
The Box: How the shipping container made the world smaller and the world economy bigger
by Marc Levinson
9. Balanced Sourcing by Timothy M. Laseter
5. Topics, Schedule and Assignments
•
•
All cases must be read before the class they are to be discussed in (whether a submission is
required or not).
Lectures will follow the book (C&M). Chapters from C&M are assigned as background
reading with the material being covered. The book chapters are best read right after the
118
lecture to reinforce the concepts discussed. The book also provides technical details that may
not be discussed in class.
The cases and readings to be covered are specified below for each week.
Class 1: A Strategic Framework to Analyze Supply Chains
Book chapters: 1-3 of C&M.
We will discuss supply chain management and its importance to the success of a firm. We will
discuss different views of a supply chain and raise a variety of supply chain related questions that
need to be answered by any firm. Our goal is to build a framework that allows for the
consideration of strategic questions such as – “Is Dell right in returning to the sale of its computers
through retail stores?” We will discuss the notion of Tailored Supply Chains and its importance in
today’s environment. This will be an important concept that we will refine in the context of
different logistical drivers in the course of the quarter.
Supply chain decisions will be divided into three categories - strategic/design, planning, and operational.
We start discussion on the issues involved in supply chain design.
We will illustrate the strategic framework for supply chain decisions in the context of the Seven
Eleven Japan case. This session will end with a discussion linking the supply chain drivers to the
return on invested capital (ROIC). The goal here is to understand the financial impact that supply
chain improvements have on the value of the firm.
Discussion Case: Seven Eleven Japan (End of Chapter 3 of C&M). Consider the questions at the end of
the case when preparing.
Class 2: Designing the Supply Chain Network
Book chapters: 4-6 of C&M
We will discuss relevant issues in designing a supply chain network. The discussion will start at a high
level using Chapter 4 in C&M. The goal is to identify factors that influence supply chain design
and some basic design principles. The discussion will start at a high level using Chapter 4 in C&M.
We will develop a framework for facility location decisions that allows for a multi-plant, multiwarehouse network to supply a large and diverse customer base. Our objective will be to optimally
structure the distribution network, taking into account cost and customer service factors.
We will use Excel workbooks to discuss various models for network design. We will finish by
discussing how uncertainty (exchange rate, demand, etc.) is accounted for in network design. This
allows us to consider capacity and flexibility as real options.
Submission Case: Blue Nile and Diamond Retailing (End of Chapter 4 of C&M). Consider the
questions at the end of the case when preparing your report.
119
Class 3: Matching Supply and Demand in a Supply Chain
Book Chapters: 9, 11, 12 of C&M
The network in a supply chain defines the resources available. The design decisions are
updated infrequently and tend to stay in place for years. On a more regular basis (monthly or
quarterly), management must make decisions regarding the near term use of these resources. In this
session we will start by discussing concepts and methodologies associated with planning demand
and supply in a supply chain in the context of sales and operations planning.
We will then discuss the management of inventory in a supply chain to ensure fit with stated strategic
goals. Our goal is to understand the buildup of cycle and safety inventory and managerial actions that
can improve supply chain performance in terms of inventory without hurting costs or product
availability.
Submission Case: Designing the production network at CoolWipes. (End of Chapter 5 in C&M)
Class 4: Evolution of Retailing & Sourcing in the Supply Chain
Book Chapters: 15 in C&M (Only sections 15.1-15.5, 15.8, 15.9).
We will use the ALKO case to develop a framework for supply chain design. This framework will
be used to discuss the evolution of retailing where successful models from the 1990s such as Borders
and Blockbuster have been liquidated. We will use the framework to speculate about the future of
retailing in emerging countries.
We will develop a framework that managers can use to think about sourcing decisions (Chapter 15 of
C&M). An important question is whether to outsource or not. We will discuss the role played by
intermediaries such as Li & Fung and various distributors. We will discuss the various aspects to
consider during the procurement process.
Submission Case: Managing Inventories at ALKO Inc. (End of Chapter 12 in C&M)
Discussion Case: Polaris (case packet)
Class 5: Managing Transportation and Risk in the Supply Chain
Book Chapters: Chapter 14 in C&M for transportation. Section 15.6 and throughout C&M for risk.
We will discuss the role of transportation in the supply chain and raise various tradeoffs involved in
designing and operating a transportation network (Chapter 14 of C&M). We will discuss the different
transportation modes available. We will motivate the link between transportation and inventory costs in
the design of transportation networks. We will also consider different problems that are relevant
when making transportation decisions. We will close by discussing the notion of Tailored
Transportation and its applications.
We will then discuss different aspects of supply chain risk and suitable mitigation strategies. In this
context, we will draw a comparison between design of supply chains and the insurance industry.
We will discuss the sharing of risk in the context of how different contracts and incentive plans in the
supply chain affect the behavior at different stages. Is sharing of risk a good idea? If so, how can it
best be implemented?
Final report: The final report will be on a topic provided in class and is due back in 4 weeks.
120
5. Guidelines for Written Case Analyses
The reports are graded for both content and presentation. A good paper should clearly and
succinctly state the recommendations in the first paragraph to provide the reader with a
framework. (If a lengthy description of the recommendation seems necessary, append it to the
report.) The remaining paragraphs should each present a major part of the rationale for the
recommendation in terms of the desirable and undesirable consequences of adopting it. The
rationale must consider capabilities that the logistics system under study needs to excel at, and
how the current system either provides these capabilities or fails to provide them.
Some common problems in preparing reports result from inadequate analysis. Analysis for a
report is a time consuming and intellectually challenging task. Each case has a set of questions
which are a guide to help you with the analysis – however, you should not limit your analysis to
narrowly answering these questions. The objective is to evaluate a complete range of alternatives
and anticipate and discuss the full consequences of your recommendation.
A good report is not a chronology of analysis, but a clearly articulated statement
of
recommendation and support. If there are options under consideration in the case that are rejected
by you, a clear rationale for your decision should be provided. Facts stated in the case need not be
restated unless used to make a point. I will assume that the most important issues are raised in the
report and that all else is less important to the writer. Both desirable and undesirable consequences
should be factually stated and supported. In the overall evaluation of the report the discussion of
all consequences of the recommendation is of the greatest importance. You must clearly discuss
how your recommendations aid in the development of capabilities that are important for the
logistics system under study.
As per the honor code, an individual should include his/her name on a report only if they have
contributed to the analysis. A peer evaluation will be collected at the end of the term and used for
grades.
The following table summarizes deadlines, submission and formatting guidelines.
Written Case Analyses: Deadlines, Submission and Format Guidelines
•
Written case analyses are due at the beginning of the class session for which they are
assigned.
•
Late assignments are not acceptable - no credit will be given.
•
Submit a hardcopy of your analysis in class – one per group.
•
Length & format: Typed, double-spaced and about 2 to 3 pages, not including appendices
and exhibits. Exhibits need not be typed but should be neat and easy to understand.
121
Graduate Studies, Office of the Dean
York University
230 York Lanes - 4700 Keele Street1
Toronto, ON, Canada M3J 1P3
Tel: (416) 736-5521
yorku.ca/grads
New Course Proposal: EMBA 6180 Consumer Insight and
Brand Strategy
4. Long Course Title: Consumer Insight and Brand Strategy
5. Short Course Title: Consumer Insight and Brand Strategy
6. Effective Session: Summer 2015
This course aims to help students build a bridge between deep knowledge of customers and
elements of marketing strategy by providing them with a framework for gaining consumer insight and
developing a successful brand strategy. It will introduce powerful principles based in the behavioural
sciences, including the role of consumer learning in competition and the nature of consumer decisionmaking.
Understanding the customer is the foundation of successful marketing strategy. Yet strategy is often
developed focusing on competition with a limited understanding of customers, because it is very
difficult to build a bridge between deep knowledge of customers and elements of marketing strategy.
The course tackles this challenge by developing marketing strategy based of fundamental insights
about consumers grounded in important advances in behavioural sciences in the past 30 years. We
introduce powerful principles, including the basis for customer value, the role of consumer learning in
competition, and the nature of consumer decision making. Using those concepts and others, we
develop a framework for gaining consumer insight and developing brand strategy from it.
9. Evaluation:
All evaluations are individually based. Final grades are composed of class participation and a takehome exam. Participants are not allowed to discuss the exam with others or seek outside help from
anyone, nor pass the exam or part of a solution to others.
11. Rationale:
This course expands the program’s range of elective offerings to include a topic that has become a
increasingly important for program participants working in any consumer-related sectors. It is
particularly valuable because it draws on recent advances in marketing and business strategy
research and builds on courses students have taken earlier in the program both at the Schulich
School of Business and at other partner schools.
www.yorku.ca/grads/ | www.facebook.com/YorkUGradStudies
122
Graduate Studies, Office of the Dean
York University
230 York Lanes - 4700 Keele Street2
Toronto, ON, Canada M3J 1P3
Tel: (416) 736-5521
yorku.ca/grads
The course will be taught annually by Professors Miguel Brendl and Gregory Carpenter from the
Kellogg School of Management. Prof Brendl is a recognized expert in the psychological foundations
of consumer behaviour and held a previous appointment at INSEAD, where he founded the Center
for behavioural research. Prof Carpenter is the James Farley/Booz Allen Hamilton Professor of
Marketing Strategy, the Director of the Center for Market Leadership and the Faculty Director, Kellogg
Markets and Customers Initiative (KMCI). He has disseminated his award-winning research on
marketing strategy in both leading academic and practitioner journals and has received various
teaching excellence awards.
Participants will be supplied with a course pack containing all required readings and cases in advance
of the course. As per the attached library statement, if necessary, they can also access the relevant
electronic resources of our own library remotely to consult additional material.
Our partner, the Kellogg School of Management, will provide all the necessary physical resources
before, during and after the course, which will be held at its campus in Evanston, Illinois in a
residential format during an international week open to students from the whole network. These
resources can be supplemented with the resources of York University Library, should this prove
necessary.
www.yorku.ca/grads/ | www.facebook.com/YorkUGradStudies
123
MEMORANDUM
TO
Program
FROM
SUBJECT:
Library Statement for EMBA 6180: Consumer Insight and
Brand Strategy
DATE:
April 9, 2015
This course focuses on developing marketing strategy based on fundamental insights
about consumers. It introduces powerful principles, including the basis for customer
value, the role of consumer learning in competition, and the nature of consumer decision
making. Using those concepts and others, students will learn how to develop a framework
for gaining consumer insight and developing brand strategy from it.
Source Premier. In addition, students have access to a number of e-book platforms
including Books 24x7, which has good coverage of consumer insight and brand strategy
topics. In addition, the library offers a number of databases that are very useful for
consumer and marketing research including consumer insight and brand strategy topics
such as the World Advertising Research Center (WARC) and the Global Market
Information Database (GMID).
124
NORTHWESTERN UNIVERSITY
KELLOGG SCHOOL OF MANAGEMENT
Consumer Insight and Brand Strategy
EMP 101
Professors Miguel Brendl and Gregory Carpenter
Understanding the customer is the foundation of successful marketing strategy. Yet
strategy is often developed focusing on competition with a limited understanding of
customers, because it is very difficult to build a bridge between deep knowledge of
customers and elements of marketing strategy. The course tackles this challenge by
developing marketing strategy based of fundamental insights about consumers
grounded in important advances in behavioral sciences in the past 30 years. We
introduce powerful principles, including the basis for customer value, the role of
consumer learning in competition, and the nature of consumer decision making. Using
those concepts and others, we develop a framework for gaining consumer insight and
developing brand strategy from it.
Grading will be based class participation and a take-home exam that we will give out
after session 10. It is an individual exam und subject to the Kellogg School honor code.
You may not discuss the exam with others or seek outside help from anyone, nor pass
the exam or part of a solution to others. The best preparation for the exam is to review
the analyses of cases and examples we do in class. The exam also assumes that you
know the basics of marketing covered in the core course (e.g., segmentation, targeting,
positioning). We follow our school’s policy on re-grading. In short, re-grading must be
requested in writing and the entire work is re-evaluated, not just one aspect, implying
that the new grade could be higher, lower, or not change.
If classes are scheduled on consecutive days, as typically is the case in Miami, we
presuppose that you have done the readings before arriving on campus. We may give
you additional homework once you are on campus (e.g., see study group work below),
thus it is important to have completed the readings before you arrive on campus.
Deadlines:
Exam: It will be given out in Session 10 as hardcopy in class and will be due on
Monday, May 18th 2015 at 8am CST (Chicago time).
Part I. Consumer Insight (Sessions 1-6)
1. Introduction
Reading: No required reading.
125
2. Setting Strategic Objectives for the Distribution Channel Based on Consumer
Insight
Reading:
• Case: Apple Stores
• Berthon et al. (2007). Viewing brands in multiple dimensions, MIT Sloan Management Review.
Preparation Questions:
• List the segments according to which Apple segmented the market before the launch of Apple
Stores. Rely on case data, not on anecdotal knowledge. I am not interested in demographics here
but rather on goals and behavior as criteria for segmentation.
• Which segment did Apple target?
• Before launching Apple Stores, how did Apple according to the case want to position its
computers? Write a one-sentence positioning statement that includes consumers’ goals. Use the
following format: For... (target) Apple Computers are... (benefit) among... (frame of reference /
competitive frame) because... (support).
3. & 4. Funnel Analysis Applied to Advertising and Promotions
Reading:
• Case: Lay’s Potato Chips in Hungary (Case A): Building brand image
•
•
Pp. 299 - 310 of: Marketing Communications and Customer Response. The remaining pages are
optional.
Branding in the Digital Age (2010). Harvard Business Review.
After Sessions 1&2, but before Sessions 3&4 meet with your study group to answer the following
questions:
We will use the funnel metaphor (not the "journey", see optional reading below) as a framework to think
about Lay's. There are many different versions of this metaphor, e.g., the two readings describe two
different versions. We will use a third more detailed version in class. However, particularly if you have
already studied the funnel metaphor before, you can try to approach the case questions from this
perspective.
• What percentage of your marketing budget would you invest into advertising versus promotional
activities?
• Which specific advertising media would you use?
• What message should your advertising convey? Write one sentence. It need not be catchy- you
can leave this to the advertising agency. As an additional piece of information: You should not
plan on advertising a taste test similar to the Pepsi Challenge. Lay's considered this at the time,
but found out that it would have been culturally inappropriate.
• Explain why your proposal would achieve the three objectives outlined in the case (image, trial,
awareness)
Optional Reading:
• If you do not know metrics in any of the readings, you can look the metrics up in: Share of Hearts,
Minds, and Markets (Ch. 2) from Ferris et al. (2006) Marketing Metrics.
• The Consumer Decision Journey. This McKinsey Quarterly (2009) article, which introduces the
label "Consumer Decision Journey”, is a pre-cursor the article "Branding in the Digital Age".
126
5. & 6. Improving Negative Brand Image Based on Consumer Insight
Reading:
• Case: Škoda Auto (A): Rebuilding the Brand
After Sessions 3&4, but before Sessions 5&6 meet with your study group to answer the following
questions:
• What may the one most important reason be as to why consumers did not buy Škodas in the UK
in 1999?
• You are brand manager for Škoda in the UK in January 2000. Your goals are: a. Increase sales
and successfully launch the new Fabia. b. Drive more people to consider buying a Škoda. c.
Improve brand image. Briefly describe how you would go about launching the Fabia and explain
how your strategy addresses the one key problem you identified why consumers did not buy
Škodas. You cannot change the brand name.
Part II. Strategy (Sessions 7-10)
7 & 8. Consumer Insight and Marketing Strategy: A Framework
Reading:
• Carpenter: Changing the Rules of the Marketing Game, Financial Times.
9 & 10. Creating Competitive Advantage
Reading:
• Case: Product Team Cialis: Getting Ready to Market (HBS case 9-505-038)
• Tybout and Carpenter: Creating and Managing Brands, Kellogg on Marketing.
127
1. Program
Kellogg-Schulich Executive MBA Program
EMBA 6490.200
3. Course Title
Enterprise IT Strategy and Governance

in course number
in credit value
in course title (provide course outline; short course titles may be a maximum of 40 characters, including

in course description (provide course outline; short course descriptions may be a maximum of 60 words,
punctuation and spaces)
written in present tense)
in pre/co-requisite
expire course
Fall 2015
This course is offered during Toronto International Week to both Kellogg-Schulich EMBAs as well as EMBA
students in the Kellogg global network. The new title is an acknowledgment that the course is not only about the
management of IT, but it is also about responding to the challenges of digital transformation. This change is
positive for a couple of key reasons. First, it allows addition of a lot of new and fresh material that is not strictly
speaking IT-related. Second, and more importantly, it will expand the attraction of the course to the Kellogg
network. IT, in and of itself, has limited appeal, but ‘digital’ and particularly ‘digital transformation’ is a much hotter
topic.
128
(change from)
Long Title:
(change to)
Long Title:
Enterprise IT Strategy and Digital Transformation
Short Title:
Short Title:
IT Strategy & Digital Transformation
Course Description:
Course Description:
This course is designed for all executives who
participate in decision making that affects the IT
function, or who have an interest in strategic IT
issues. The orientation of this course is
organizational and strategic. It deals with the
effective management of capabilities generated
from IT, rather than the systems themselves. The
course has two main areas of focus. First, it
explores enterprise IT strategy models and
approaches. The second focus of the course is
enterprise IT governance. The course will draw
heavily on current events for examples of IT
strategy, governance, and outsourcing.
The course has two main areas of focus:
enterprise IT strategy models and approaches,
and digital transformation. The world is
changing at an ever-expanding rate and
executives understand that they need to
leverage new digital technologies such as big
data, analytics, cloud solutions, mobile
solutions, and social media. This course will
help them better understand how to do this.
Pre-requisites: Students must have completed all
EMBA Foundation Courses.
Pre-requisites: Students must have completed all
EMBA Foundation Courses.
8. Consultation
N/A
9. Approvals
a) Originator
Michael Wade (Signed digitally)
Signature
May 5, 2015
Date
Michael Wade
Name
Matthias Kipping (Signed digitally)
Signature
May 5, 2015
Date
Matthias Kipping
Academic Director, KS EMBA
Kellogg-Schulich Executive MBA
129
c) Degree Program
proposed changes.
Signature
<Date>
Date
Markus Biehl
Name of Program Committee Chair
Kellogg-Schulich Executive MBA
Program
Required Attachments
•
•
For changes in the number of credits, course title or course description, please attached the new Schulich
course outline (must conform to program norms; see the Program Assistant for details)
For cross-listed / integrated courses: signed statement of agreement from director of other graduate
course / other degree program
Send to:
Send an electronic copy of all forms and attachments, and forward emails of support from other faculty members,
to the appropriate program assistant:
•
IMBA:
Jamie Heron, Program Coordinator, IMBA ([email protected])
•
•
MBA/MPA:
MF:
Mel Poteck, MBA Program Assistant ([email protected])
Lucy Sirianni, Faculty Secretary, Finance ([email protected]
130
Blue
Section
EMBA 6490.02 BLUE SECTION
Enterprise IT Strategy and Digital Transformation
2015
Prof. Michael Wade
Email:
Assignment submission :
[email protected]
[email protected]
Course Description
Let me begin by explaining what the course is NOT about. This is not a technical course. It is not
an advanced-level ‘how to’ course designed specifically for senior IT managers. Nor is it an ‘IT
for non-IT managers’ course. The course is designed for all executives who participate in
decision making that affects the management of information, who have an interest in strategic IT
issues, or who want to improve the digital transformation capabilities of their organizations.
The orientation of this course is organizational and strategic. It deals with the effective
management of capabilities generated from IT and digital technologies, rather than the systems
themselves. The bottom line is that whether you love IT or hate it, you need to know how to
participate in sound decision-making about how information and digital capabilities are managed
in your organization.
The following questions are typical of those explored in the course:

How is it that firms spend millions on IT and digital assets with little to no understanding
of the return on investment?

How is it that firms tolerate a success rate for large-scale IT and digital projects of less
than 30%?

How should firms manage the flow of information through their organizations to balance
security, accessibility, and strategic value?

How can firms drive digital business transformation?
The course has two main areas of focus. First, it explores enterprise IT strategy models and
approaches. From a resource-based perspective, IT is valuable but not rare. It is also prone to
imitation and substitution. However, some firms have managed to create a complementary
combination of IT and organizational resources that are valuable, rare, and relatively resistant to
imitation and substitution. They have also managed to build a digital platform to facilitate the
creation and dissemination of innovations across the organization. These strategies and
approaches will be explored in the course.
1
131
Blue
Section
The second focus of the course is on digital transformation. The world is changing at an
ever-expanding rate and many industries are being digitally disrupted. Most executives
understand that they need to leverage new digital technologies such as big data, analytics, cloud
solutions, mobile solutions, and social media. Yet, they struggle with how to do this. We will
look the three critical questions facing organizations today: why do they need to transform?,
what do they need to transform?, and how can they transform?
This course builds on the assumption that IT and digital technologies can have a dramatic
impact on organizations, both positive and negative. Thus it becomes critical for executives to be
well informed about the potential for IT to provide strategic benefits. The course takes a critical
approach to the strategic use of IT and questions the real value of IT to organizations. Topperforming organizations succeed in obtaining value from IT where others fail, in part by
implementing effective IT governance to support their strategies and institutionalize good
practices.
The course will draw heavily on current events for examples of IT strategy and digital
transformation.
Course Materials
All class readings are optional. They are used to complement the material presented and
discussed in class. The readings can be thought of as reference material to clarify and add
contextual depth to the concepts covered during the classroom sessions. Cases, on the other
hand, are mandatory reading. All cases should be read and examined carefully prior to class.
Course Evaluation
There are four components to the grading in the course.




Individual participation
Group presentation
Group assignment
Final take-home exam
Individual participation
20%
10%
30%
40%
20%
Individual participation grades will be awarded based on meaningful contribution to in-class
discussions, new perspective, and full engagement with the material. Note that attendance does
not equal participation. In-class discussions represent a major pedagogical dimension of this
course; therefore quality class participation is expected from each student. Comments and
questions that demonstrate knowledge of the topic and intellectual curiosity will enhance the
participation grade. Good participation is defined and measured as, "the consistent demonstration
of good preparation and presentation of relevant thought about the readings, cases, and
exercises". Creative approaches are welcome.
2
132
Blue
Section
Group presentation and assignment
40%
The group presentation and assignment will be conducted jointly with the Mergers and
Acquisitions course. Each group will hand in one assignment and make one presentation to both
Professors Wade and Peridis, i.e. the same assignment and presentation will be submitted to each
course. Each professor will provide different but complementary criteria for grading, and assign
a separate grade for both the presentation and the assignment. This grade will form the relevant
component of each professor’s course. The presentation will be made on Friday, October 30th.
This day will be a ‘joint day’ in which both professors will come together for combined sessions
and activities. The assignment is due 10 days after the final class day, November 11th 2015 at
11:59 pm EST. Please email your assignment to [email protected]. No late
assignments will be accepted.
Details of the assignment and presentation will be provided during the first class session.
Final take-home exam
40%
A final take-home exam will make up 40% of the final grade. The exam is designed to test your
mastery of the material and your ability to apply that material in real contexts. It will be
distributed in the first class, and will be due three weeks after the final session, on Monday
November 23rd 2015 at 11:59 pm EST.
Note: Plagiarism, copying others’ work or simply re-wording and making editorial changes
to distinguish among submissions is not acceptable and violates York University and Kellogg
policies.
Course Schedule
Session 1 (October 27th 2015)
Building the Case for IT and Digital Transformation
Case:
No case
Optional Reading:
Marchand, Don and Michael Wade, “Digital Business Transformation: Where Is Your Company
on The Journey? IMD Perspectives for Managers, 2014
Leading IT and Digital Transformation
Case:
Nestle Globe (A), IMD, 2003
3
133
Blue
Section
Case Questions:
1. On a scale of one to ten, how difficult do you think it will be for Chris Johnson to
succeed in his new job?
2. What would you advise Chris regarding his upcoming meeting to discuss staffing with
Mario Corti?
Optional Reading:
Weill, P. and Ross, J., “Transforming IT from Strategy Liability to Strategic Asset”,
Excerpted from: IT Savvy: What Top Executives Must know to Go From Pain to Gain,
Harvard Business Press: Boston, 2009, pp. 1-18.
Leading Change: Why Transformation Efforts Fail, John P. Kottler, HBR, 2007
Enterprise IT Governance: Building a Foundation for Strategic Growth
Case:
Mobility Car Sharing: An IT leadership Crisis, IMD 3-2337, 2013
Case Question:
As Daniela Bomatter, what would you recommend to the Management Team of Mobility?
Optional Readings:
Weill, P. and Ross, J., “A Matrixed Approach to Designing IT Governance,” MIT Sloan
Management Review, 46:2, Winter 2005, pp. 26-34.
- Mergers and Acquisitions: IT Challenges and Strategies
Joint session with Mergers and Acquisitions
Case:
Case will be handed out in class.
Session 5 (October 31st 2015)
Managing Information Flows and Responding to Digital Disruption
Case:
SMS For Life, IMD, 2010 (Will be handed out in class)
There is no preparation required for this session.
Optional Readings:
Wade, Michael and Bettina Buchel, “Anchored Agility: How to Effectively Manage the Balance
between Local Flexibility and Global Efficiency,” SIM Advance Practices Council, 2013
4
134
Blue
Section
There is no required textbook for the course.
Final take-home exam:
Due Monday, November 23rd, 2015 at 11:59 pm EST
Assignment submission :
[email protected]
5
135
MEMO
To:
Executive Committee Members
From:
Su-Lan Tenn
Assistant Dean, Students
Student Services and International Relations
Subject:
Spring Convocation Potential Graduand List
Date:
May 8, 2015
Attached is the list of potential graduands for the Spring 2015 Convocation for Executive
Committee approval.
This list includes PhD, MBA, IMBA, MBA/JD, MBA/MA, MBA/MFA, MACC, PDAM,
iBBA, BBA, and Graduate Diploma students who have applied to graduate for the June
2015 ceremony.
The Schulich Convocation exercise is scheduled for 10:30 a.m. on Friday June 29th, 2015
at the Rexall Centre followed by a reception in the pavilion.
Thank you,
:so
136
June 2015 Potential Graduands
PhD - Administration
Wan
Li
Golnaz
Tajeddin
Madeline
Toubiana
Master of Business Administration
/Master of Arts
Kathryn
Leader
Deanna
Schmidt
International Master of
Business Administration
Shouri
Bagchi
Nishkam
Batta
Mavis
Chiu
Li
Jin
Megan
Kates
Hye Jin
Kim
Tarik
Motiwala
Konstantinos
Oikonomou
Geetha
Selvakumaran
Sandeep
Shetty
Simar
Singh
Anastasia Antonia
Skilari
Sarah
Tinsley
Francisco
Walsh
Jiayi
Mengan
Yuan
Zhao
/Master of Fine Arts
Maia
Tozer
/Juris Doctor
Luc
Jillian
Jessica-Ann
Adam
Tracy
Jennifer
Alan
Andrew
Douglas
Ankita
Zachary
Taras
Liane
Lucy
Natalie
Boiron
Bruce
Buchta
Cepler
Chen
Chun
Hounsell
Irwin
Judson
Kapur
Kornblum
Koulik
Langstaff
Liu
Livshitz
137
Master of Business
Administration
Maitreyee
Saul
Adnan
Ashwin
Chirag
Paarijat
Sikander
Raghavendra
Divya
Christopher
Mishal
Muhammad Faraz
Damir
Louie
Renata
Siddarth
Naveed
Landon
Neera
Reza
Andrew
Priteshbir
Ekaterina
Joseph
Fadi
Mitesh
Matthew
Robert
Bruno
Josh
Tao
Kunal
Nikhil
Debadrita
Sundeep
Anjali
Henri
Mark
Gurbinder
Daniel
Gregory
PeiQi
Daniel
Marc
Tushar
Eric
Gabriel
Abraham
Abu Serrieh
Adari
Agarwal
Aggarwal
Agha
Agrawal
Ahuja
Albion
Ali
Ali
Alnsour
Alsabeq
Altrao
Anand
Anjum
Arndt
Arya
Ashkevari
Au
Aulakh
Avgeropoulos
Babu
Barakat
Batra
Baxter
Bellis
Benavides Velarde
Benjamin
Beribakovski
Bhasin
Bhatia
Bhattacharya
Bhatti
Bhogal
Biber
Bradley
Brar
Brown
Bubela
Cao
Cardoso
Carias
Chadha
Chan
Chan
138
Cont'd - Master in Business
Administration
Ga-Gwen
Raymond
Abdul
Vijay
Ankit
Hongwei
Wang
Zefu
Ning
Xiao Li
Zhao
Cheryl
Naga Pradeep
Carol
Shishty
Andrea
Sarah
Jamil
Eve
Jackeline
Harmandeep
Hiren
Pankaj
Sheng
Michael
Heston
Odille
Ana
Mohamed
Roger
Kataneh
Cristin
Yu
Han
Jing
Qiang
Scott
Conrad
Marino
William
Amelie
Alexandra
Jason
Jeremy
Nicole
Mark
Boris
Chan
Chan
Chaudhary
Chaudhary
Chaudhri
Chen
Chen
Chen
Cheng
Cheng
Cheng
Chin
Chinnapalli
Chui
Chuttani
Cortes Saenz
Coyle
Damji
Davies-Greenwald
de Oliveira
Deol
Dhanak
Dhote
Di
Dillman
D'Souza
D'souza
Dzelatovic
El Defrawy
El Frenn
Emami
Fagone
Fang
Feng
Feng
Feng
Ferguson
Fernandes
Fernandopulle
Fonkem
Forget
Forth
Fortino
Foster
Fougere
Freedman
Fucic
139
Administration
Jaime
Xin
Rodrigo
Dionis
Ann
William
Rohan
Peter
Shane
Pritpal
Zachary
Arisa
Bo
Sai Nischala
Amit
Ankur
Srishti
Mohammad
Echo
Yuchen
Zeenat
Khandker
Matthew
Mingjia
Yifeng
Chiel
Silvia
Jeremy
Cam
Nataliya
Mariangeli
Leonardo
Ryan
Fruzsina
Judith
Denis
Valery
Taymaz
Vivek
Mark
Kanchan
Qasim
Arjun Parasuram
Olena
Karan
Lanzhi
Xue
Gangadin
Gao
Garza
Gega
George
Gertler
Ghelani
Giampuzzi
Giddens
Gill
Goldglas
Goldstone
Gong
Gunisetti
Gupta
Gupta
Gupta
Hafeez
Han
Han
Haq
Hassan
Haw
He
He
Hendriks
Hennawey
Hill
Ho
Homonyuk
Hopper
Horowitz
Huggett
Hughes
Idemudia
Itoua
Iukin
Jahaniaval
Jain
Jamieson
Java
Jawaid
Kalyanasundaram
Karpushyna
Kaushal
Ke
Ke
140
Administration
Ida
Hamid
Phulvir
Kamini
Yulia
Jee Hyun
Corey
Stephen
Saurav
Lingjun
Henry
Sibby
Kimmo
Sandra
Abhishek
Rahul
Sanjeev
Anurag
Shereen
Leslie
Andrew
James
Amit
Mark
Khoa
Vincent
Bernard
Jonathan
Temmy
Haoran
Luyao
Yihuan
Fang-Ying
Andrew
Dikla
Zachary
Haseok
Jeanne Rachel
Luqing
Yuying
Cairu
Jin Yi
Wenjun
Emily
Steven
Sara
Fang
Khalyafutdinova
Khan
Khatra
Khemraj
Khvan
Kim
Kinart
King
Kohli
Kong
Korenblum
Koshy
Koskinen
Krecisz
Kumar
Kumar
Kumar
Kumbhaj
Ladha
Lam
Langstaff
Larmour
Lath
Lazzaro
Le
LeBrun
Lee
Leung
Lewis
Li
Li
Li
Liao
Liau
Lichter
Lieberman
Lim
Limgenco
Lin
Ling
Liu
Liu
Liu
Long
Looi
Lotfy
Lu
141
Administration
Chao
William
Stephanie
Jason
Samir
Harneet
Himanshu
Ronak
Anirban
Ali
Assaad
Manna
Lauren
Erin
Evgeny
Shashwat
Siddharth
Alexandr
Rohit
Abdullah
Dale
Shikhar
Joseph
Aman
Sarah
Meir
Colleen
Sushumna
Pavankumar
Vinayak
Omid
Abhishek
Uday
Omar
Jacek
Andrew
Aleksandra
Akshay
Maksym
Jason
Klaudia
Ryan
Dibya
Krystin
Adam
Anika
Natasha
Ma
Mac
Mack
Macwan
Madhani
Maggu
Mahajan
Maini
Maity
Malik
Mardini
Mathew
McDonald
Mclean
Meerovich
Mehrotra
Mehta
Melnik
Menon
Merei
Millstein
Misra
Moncada
Monga
Morrison
Moryoussef
Mulhern
Mulugu
Muthina Badarinarayana
Nagarajan
Naisani Samani
Nand
Nangia
Nanji
Naruszewicz
Nawrocki
Nedialkova
Nikam
Nokhrin
Notsch-Kupcho
Olejnik
Oxley
Pal
Parkinson
Parsons
Parvez
Patel
142
Administration
Shashwat
Judyta
Omer
Audrey
Angela
Arjun
Chaitanya
Udbhav
Gogin
Nader
Yang
Xiangcai
Shiming
Ana
Rajitharan
Neha
Arvind
Parampuneet
Gurvinder
Nimrita
Guilherme
Vinay
Ashley
Sarina
Scott
Aidan
Alfredo
Joshua
Dawson
Adrian
Salwan
Noor
Amirehsan
Sonam
Chandni
Karim
Niketh
Kiranjeet
Debasish
Kaushik
Nima
Arohi
Sarthak
Sharmeen
Atif
Anirudh
Ashish
Patil
Patla
Peer
Petes
Piccoli
Pisharody
Prabhu
Puri
Pushpalal
Qawasmi
Qian
Qiu
Qu
Radunovic
Rajanthiran
Ram
Ramachandran
Rana
Randhawa
Randhawa
Rapussi
Ravichandran
Regan
Rehal
Reid
Roberts
Rodriguez Canchari
Roebuck
Roes
Ryan
Saeed
Sagarwala
Sajad
Saluja
Samal
Samji
Sampath Kumar
Sandhu
Sarker
Seshan
Shafaee
Shah
Shah
Shahidullah
Shamsher
Sharma
Sharma
143
Administration
Preety
Vybhav
Wyatt
Natalia
Eva
Natasha
Anton
Sheryl
Steven
Bryan
Kareem
Ambae
Amar
Angad
Ankita
Jagdamba
Jasjit
Navjeevan
Raman Deep
Ashish
Nishu
Mritunjay
Hollis
Thomas
Jagjeet
Radha
Vijay
Aaron
Daniel
Jonathan
Xiuyi
Yuchen
Fahad Ali Inayat Ali
Piyush
Ashish
Adnan
Charlene
Petia
Teren
Mohamed Sajjad
Kajivan
David
Ryan
Tonisol
Ian
Winston
Julie
Sharma
Sharma
Shaw
Shcherbinina
Sheng
Shenoy
Shesternev
Shibu
Shin
Shinn
Shoukri
Shree
Singh
Singh
Singh
Singh
Singh
Singh
Singh
Singhal
Singhania
Sinha
Sinker
Snell
Sohanpal
Soni
Sridharan
Stead
Steinertas
Sum
Sun
Sun
Syed
Tandon
Tanti
Tayeb
Tcheong
Tchoukaleyska
Teh
Thaika
Thevarajah
Thibault
Thorsley
Tolentino
Townley
Tran
Trembelas
144
Administration
Alisa
Nong
Kiran
Joshua
Caitlin
Ragav
Madhur
Puneet
Shashank
Tejas
Mihael
Paul
Ramy
Sydney
Jiajia
Spenser
Marina
Jessica
Lina
Adrian
Xueying
Guobin
Yan
Hui
Muzijie
Jingxin
Xiaonan
Rujuta
George
Jinxian
Hang
Youwei
Jonathan
Sam
Edwin
Daniel
Adam
Qing
Yaoyuan
Ersi
Xiaojie
Kongyang
Sepehr
Trunova
Tu
Tupal Gopal
Vaidhyan
Vanderkooy
Vasan
Vashisht
Vatish
Vatsavai
Vedi
Vlasov
Voisard
Wahba
Walsh
Wang
Wang
Wiesenthal
Wong
Wong
Wu
Wu
Xiao
Xiong
Xu
Xu
Yan
Yan
Yande
Yang
Yang
Ye
Ye
Yeu
Yeung
Yu
Zaitz
Zameret
Zhang
Zhang
Zhou
Zhou
Zhu
Ziaie
Master of Accounting
Sidra
Colin
Jeremy
Ahmed
Chan
Found
145
Cont'd - Master of Accounting
Xiaokang
Jun
Ruimin
Khansa
Natalia
Milan
Chu Man Raymond
Angela
Fangmeng
Xinmeng
Kyle
Mohak
Junyi
Thi Xuan Hoa
Gbemisola
Yan
Xue
Fina
Di
Rui
Jiawen
Yumeng
Shanhui
He
Hu
Huang
Joyia
Kaplan
Kshatriya
Leong
Leung
Li
Li
Macdonald
Malik
Mao
Nguyen
Omojola
Qiu
Rui
Utami
Wang
Wang
Zhao
Zhou
Zhu
Master of Finance
Dmitry
Molodtsov
Bachelor of Business
Administration
Matthew
Jay
Priya
Syed
Maleeha
Tevin
Manal
Areeb
Olsi
Maria
Jan
Chelsea
Ardalan
Kanwal
Mariam
Josef
Joseph
Nazim
Andriy
Zainab
Acchione
Adhvaryu
Adhyaru
Adil
Ahmad
Ahmad
Akhtar
Akhter
Alika
Alvi
Andrejuk
Angel
Arjmand
Arora
Ayyoob
Badat
Baggetta
Baghirov
Balaban
Bari
146
Cont'd - Bachelor of
Oleksiy
Garcia
Abeeha
Justin
Lial
Vipul
Ramninder
Nickolas
David
Victoria
Ron
Peter
Rachel
Jasmin
Christina
Carmin
Christopher
Kathleen
Kelvin
Ryan
Branawan
Sabatini
Shuchong
Sean
Barry
Sameer
Arthur
Marietta
Nicholle
Gillian
Jie
Marko
Francesca
Daria
Stefan
Katarina
Nicole
Andrei
He
Fahd
Ariel
Jordan
Simona
Dana
Caroline
Iqwinder
Stephanie
Barnash
Bartley
Batool
Bedi
Beri
Bhugra
Bindra
Bonivento
Booker
Burigana
Burshtein
Busciglio
Bushuev
Cabangon
Canagasabey
Cappabianca
Chan
Chan
Chan
Chan
Chandrakumar
Chau
Chen
Cherian
Cheung
Chopra
Chung
Cini
Csongradi
D'Souza
Dai
Dakic
Della Savia
Depre
Dina
Djogo
Doble
Doudko
Fan
Farooq
Fendrikov
Finewax
Flumian
Frid
Fu
Gaheer
Gao
147
Ameek
Rajinder
Simanjot
Jahmal
Snehdeep
Nicholas
Victoria
Josip
Daniel
Kirusa
Fiona
Jing
Nidal
Emard
Fairuz
Selena
Xiao
Yitong
Chi
Seen
Amirul
Michelle
Rahim
Ismail
Amrita
Nan
Jonathan
Le
Peter
Paramveer
Danitha
Varsini
Xiao
Shane-Ali
Aayushi
Clodia
Ramanpreet
Aadil
Anokhi
Ayesha
Jeong
Jonathan
Martin
Daniel
Abieraam
Daniel
Jethro
Gill
Gill
Gill
Gittens
Gollen
Goulding
Granova
Grbavac
Grouzman
Gugan
Ha
Han
Haque
Hassen
Hoque
How
Hu
Hu
Hui
Ip
Islam
Itskov
Jaffer
Jangda
Jhajj
Jiang
Joubran
Juan
Kahama
Kainth
Kanagavaratha
Kanesh
Kang
Kara
Karajgi
Kassis
Kaur
Kazmi
Khamar
Khan
Ki
Kim
Ko
Kouchnir
Krishnarajah
Kur
Kwan
148
Hyunjin Jenny
Carolyn
Alyshah
Billy
Edwin
Rachel
Haritpreet
Elysia
Kenny
Tina
Jesse
Michelle
Haeun
Jeffrey
Patricia
Song
Natalie
Adina
Monique
Ange
Christine
Michelle
Caren
Chunyu
Vivian
Alicia
Evan
Ryan
Lauren
Catherine
Jichen
Priscilla
Dennis
Samay
Jennifer
Ariela
Hiu-Yan
Ali
Julija
Nicholas
Moiz
Fathuma
Daniel
Victoria
Durray
Umar
Michele
Kwon
La
Ladha
Lai
Lai
Lai
Lalia
Lam
Lam Wai Yam
Lao
Lash
Lazaris
Lee
Lee
Lee
Lee
Leung
Levy
Lim
Lin
Lin
Ling
Liu
Liu
Liu
Liuzzi
Loh
Louie
Lowe
Lu
Lu
Luc
Lui
Luthra
Ma
Mager
Mak
Malik
Maliukova
Malizia
Mansoor Ali
Marikar
Martins
Mascioli
Masood
Mehmood
Molino
149
John
Fazila
Shirley
Ajiein
Sayion
Ali
Sabaa
Karnaz
Seung-Joon
Tudor
Shruthi
Daniel
Shyla
Yatri
Apiraami
Yanana
Erica
Nikola
Charlene
Dumitru
Stefano
Johncarlo
Kia
Jason
Mykhaylo
Nadeema
Ria
Tanveer
Sambave
Spencer
Fabian
Alexa
Tahmid
Jenna
Ramsha
Jyoti
Stephanie
Rachelle
Sijia
Sharmila
Baljot
Thivyan
Jennifer
Ashley
Tishain
Dhruvi
Ariel
Mormile
Nabi
Nakhshon
Namasivayam
Navaratnarajah
Naveed
Notta
Obaidullah
Oh
Padure
Palanivelu
Palumbo
Parmar
Patel
Pathmalingam
Pathmanathan
Pereira
Peric
Pinto
Pogrebnoi
Possamai
Postiglione
Pourkiani-Allah-Abad
Powers
Prisenko
Rafiqzad
Ramlal
Randhawa
Rasaratnam
Reid
Renauer
Resendes
Rouf
Russo
Sahibzada
Saini
Saleh
Samsoondar
Sang
Sanichara
Saral
Sathiyakumar
Scenna
Seelochan
Selvarajah
Shah
Shain
150
Leo
Yifan
Jinwook
Mohamed
Sidra
Inderjit
Myung
Mohena
Timothy
Manan
Ya'Akov
Thularsi
Marko
Jacob
Matthew
Ilona
Ali
Sonia
Timothy
Arya
Christina
Gogulan
Thoma
Eric
Tony
Seng
Valeriia
Jackie
Abhi
Franco
Maria
Raffaele
Eli
Arjun
Kushal
Priya
Alan
Brandon
Ryan
Jack
Junhan
Shuk Hung
Xin
Yusra
Young-Il
Alvin
Christina
Sheng
Shi
Shon
Shujaatali
Siddiqui
Sidhu
Sin
Singh
Siu
Soni
Spiegel
Sriranjan
Stajic
Starosta
Steven
Streletska
Sunderji
Suresh
Sweetnam
Tavakol
Teo
Thirugnanasampanthan
Toshi
Tran
Tran
Trieu
Trush
Tsui
Vaishnav
Valela
Vaysman
Virdo
Vladimirsky
Vyas
Vyas
Wadhera
Wai
Walker
Wan
Wang
Wang
Wong
Wu
Yakoob
Yang
Yau
Yokoyama
151
Alex
Jonathan
Nikola
Chong
Jixi
Wan
Ying
Zi
Ester
Yu
Yuan
Zdravevski
Zhai
Zhang
Zhang
Zhang
Zhang
Zolotnitsky
International Bachelor of
Marian
Raaziq
Alfredo
Pamela
Yuk-Bo
Nicholas
Rocco
Natalie
Wei
Elijah
Adrian
Kristina
Kristina
Anna
Sahil
Haeun
Keun
Min
Donald
Dallas
Chaewon
Jungmin
Benjamin
Kevin
Chen
Luen
Samia
Nirali
Jorge
Judy
Feng
Siqi
Anna
Luc
Kunaje
Kamil
Radu
Basta
Bhimani
Calero
Cano
Chan
Corradino
Debartolo
Durzynski
Fu
Harper
Hiotis
Kacanski
Kagramanyan
Karapetyan
Kesar
Kim
Kim
Kim
Koo
Kwok
Lee
Lee
Li
Liang
Liu
Mak
Malik
Mehta
Miranda Perez
Nguyen
Ning
Pan
Poretski
Ryu
Selvam
Shafiq
Stoian
152
Cont'd - International Bachelor of
Savraj
Asharib
Xiaoyue
Benjamin
Jessalyn
Kristi
Ying
Jun
Rosana
Marcin
Fatima
Jules
Zhen
Syan
Syed
Tan
Tasson
Teoh
Thellimi
Wang
Yang
Yiu
Zabinski
Zahra
Zhao
Zheng
Post-MBA Diploma in
Advanced Management
Moveed
Fazail
Graduate Diploma in Financial
Engineering
Yifeng
He
Graduate Diploma in Health
Industry Management
Rahul
Kumar
Graduate Diploma in Real
Estate and Infrastructure
Jeremy
Jason
Ian
Edwin
Hill
Nostsch-Kupcho
Townley
Yu
153
EXECUTIVE COMMITTEE
May 11, 2015
Executive Committee proposes the following dates for Faculty Council 2015-2016. All
meetings will begin at 11:30, with the exception of the December Faculty Council
meeting which will begin at 10:30 a.m.
Executive Committee
Faculty Council
Friday, October 2, 2015
Friday, November 27, 2015
Friday, November 13, 2015
Friday, December 11, 2015
10:30a.m. start
Friday, January 29, 2016
Friday, March 4, 2016
Friday, February 12, 2016
Friday, March 18, 2016
Friday, April 15, 2016
Friday, April 29, 2016
Friday, May 13, 2016
Friday, May 27, 2016
(October TBD) – Fall Convocation)
(Convocation – June TBD)
154
BBA/ IBBA Program Committee
York University
BBA/iBBA Program Committee Year End Report 2014-2015
May 11, 2015
1. Approved Curriculum Changes:
• ENTR 3400 3.0 - Course calendar description, prerequisite text and notes change
• ENTR 3600 3.0 - Course calendar description, prerequisite text and notes change
• ENTR 4500 3.0 – Course calendar description and prerequisite change
• ENTR 4800 3.0 – Course calendar description
• MGMT 1050 3.0 – Course name change
• OMIS 2000 3.0 – Course retirement
• OMIS 4710 3.0 – Course renumbered to OMIS 3710 3.0
• INTL 4400 3.0 – Allowed exchange students to enroll in INTL 4400 3.0
2. New Course Approval:
• MGMT 2050 3.0 – Business Analytics 2, to replace OMIS 2000 as core course in both
BBA and iBBA programs
3. BBA Program Changes:
• Approved changes to delayed entry requirements
• Students who have completed all Year 1 and 2 core courses and a minimum of 60.00
credits are required to take a minimum of 24 credits each Fall/Winter academic session
with a minimum of 9.00 credits per term
• Students who have completed more than 96.00 credits entering their last year od study
may take the minimum number of credits required to achieve the 120.00 credit
graduation requirement.
• Created the BBA Core Program Options Subcommittee to explore ideas to optimize the BBA
existing core curriculum.
• Developed a restructured BBA Year 1 and 2 core curriculum to allow for better
sequencing of functional courses and allow for better student work load management and
course repeats when needed (pending Faculty Council approval).
4. iBBA Program Changes:
• Changed and restructured the iBBA curriculum, increasing flexibility and differentiation from
BBA program
• Facilitated a further restructuring of the iBBA Year 1 and 2 core courses as a result of BBA
Core Program Options Subcommittee findings that Year 1 and 2 core courses needed to be
restructured to align the BBA/iBBA core curriculums (pending Faculty Council approval).
155
Master of Finance (MF) Program
York University
MF Program Committee Year-End Report 2014-2015
May 1, 2015
1. The MF Committee monitored the functioning of the MF program.
2. The committee reviewed the three specializations within the program: Capital Markets, Financial Risk
Management, and Regulatory Affairs for Financial Institutions. Capital Markets remains as the specialization
with the highest enrolment, chosen by more than 90 percent of the class each year. Members
discussed at length how the Financial Risk Management specialization could be revamped to make it
more attractive to students. Regulatory Affairs for Financial Institutions is expected to be moved to the
MBA program.
3. A promotional video was produced by the program in cooperation with the Marketing and
Communications department.
4. The committee discussed the introduction of an Applied Ethics for Finance Professionals course. The
proposal will come forward in the fall of 2015.
156
PhD Program
York University
PhD Program Committee Year End Report 2014-2015
May 1, 2015
The members of this year’s committee included:
PhD Program Committee Chair: Eileen Fischer,
Douglas Cumming, Markus Giesler, Murat Kristal, Stan Li, Dean Neu and Mary Waller
Over the course of this academic year, the committee has
1. Overseen the process of selecting new students to admit to the program
o 123 (43 domestic, 80 international) applications processed
o 16 admitted
o 13 accepted – waiting on 1.
2. Adjudicated scholarship admission awards
3. Provided input to update the PhD portion of the school’s website
4. Processed 6 SSHRC applications
5. Processed 10 OGS applications
6. Adjudicated doctoral dissertation award nominees
157
Programs Coordinating Committee
York University
Program Coordinating Committee Year-End Report 2014-2015
May 1, 2015
The Programs Coordinating Committee did not meet for the 2014-2015
academic year.
158
Masters Admissions Committee Year End Report
2014-2015
May 6, 2015
1. The Masters Admissions Committee has met around 15 times to review files
of applicants who do not meet the standard Schulich admission requirements.
2. Faculty council is planning to initiate a broader discussion on the MBA
admissions standards.
159
Nominating Committee
York University
Nominating Committee Year End Report 2014-2015
May 8, 2015
The Nominating Committee brought forth for approval a slate of names to serve on the
various committees of the Faculty Council and Senate. The slates were presented in a timely
manner to ensure a smooth succession. The Committee also made adjustments as needed to
comply with any changes with the Faculty’s various committees during the year.
160
Executive Committee
A meeting of the Executive Committee of Faculty Council for the 2014/2015 academic year
was held on Thursday, April 2, 2015 at 11:30 a.m. in SSB N201
MINUTES
In Attendance: Chair: J. McKellar
Recording Secretary: V. Nallathamby
Present:
A. Campbell, Director, IMBA Program M.
Biehl, Associate Dean-Academic S. W
eiss, Director, MBA Program
D. Zwick, Director, BBA/iBBA Program
M. Kipping, Director, EMBA Program
H. Tajedin, Ph.D. Representative
D. Matten, Associate Dean-Research
K. Farrell, President, Graduate Business Council
P. Shum, Director, MFIN Program
E. Fischer, Director, Ph.D. Program
Absent:
J. Darroch
D. Johnston
M. Giesler
M. Annisette
K. Kanagaretnam
M. Szaki
D. Horvath
N. Corriadino (UBC)
M. Kristal
P. Giampuzzi (GBC)
1. Chairperson’s Remarks
Professor J. McKellar called the meeting to order and mentioned that it would be helpful if members of
Appeals Panel could stay back for a while following the Executive Committee. Thereafter, he welcomed the
incoming President of the Graduate Business Council, Katherin Farrell. He provided a brief update on Student
Appeals at Senate Appeals Committee level noting that Senate Appeal Committee upheld two decisions of
Schulich Executive Committee, one to deny leave to appeal and the other, granting leave to appeal on a
subsequent appeal. He next invited Prof. S. Weiss to speak on items tabled by the MBA Program Committee.
2. Enquiries and Communications
a) Senate Synopses – Senate synopses of February 26th, March 16, 19 and 26, 2015 will be made available for
information as noted in the agenda package.
b) Senate – Briefing Note on Campus Safety will be provided for information.
3. Dean’s Remarks
Dean Horvath will make his remarks at the Faculty Council.
4. Ph.D./GBC/UBC Initiatives
Ph.D., GBC and UBC council representatives will update the Faculty Council as to their activities.
161
5. MBA Program Committee
a) Motion: New Course Proposal: MBAN 6110 3.00: Data Science I
b) Motion: New Course Proposal: MBAN 6120 3.00: Data Science II
Professors S. Weiss and M. Biehl jointly spoke on the following two items noting that these two courses are
added to the MBAN Program as quantitative/qualitative electives and will be available to MBAN students only.
A question was raised whether there will be sufficient enrollment for these courses given that they are elective
courses; and whether the MBA students could enroll in these courses. In response to that, Professor Biehl
stated that the option is there for MBA students to enroll with the permission of the Program Director provided
the students possess the required background relevant to the specialization to handle these heavy-duty courses.
Data Science 1 will focus on big data analytics and its application in business; while Data Science II will focus on
data processing through programming, distributed file systems, and MapReduce algorithms. These two courses
will be submitted to the f Faculty Council for approval.
c) Consent Agenda: Curriculum change: MINE 6200 3.00: Financial Fundamentals in Mining - pre/corequisite
change
d) Consent Agenda: Curriculum change: MINE 6300 3.00: Towards Sustainable Mining - pre/corequisite change
e) Consent Agenda: Curriculum change: MINE 6400 3.00: Managing Mining Companies - pre/corequisite
change; and inclusion in list of recommended courses for the ORGS General Concentration
Professor S. Weiss noted that the above three courses were brought forward for pre/corequisite changes and
additionally to list MINE 6400 3.0 as a recommended elective for the ORGS General Concentration. These
courses will be included in the Consent Agenda of the Faculty Council for approval.
6. EMBA Program Committee
a) Motion: New Course Proposal: EMBA 6040 2.0: Risk Management
b) Motion: New Course Proposal: EMBA 6120 2.0: West Meets East: Strategic Implications for Managing in the
21st Century
c) Motion: New Course Proposal: EMBA 6130 2.0: Finance in China: Practices, Challenges, and Innovations
d) Motion: New Course Proposal: EMBA 6160 2.0: Foundations of Entrepreneurship
e) Motion: New Course Proposal: EMBA 6170 2.0: Retail Analytics
f) Motion: New Course Proposal: EMBA 6240 2.0: Social Media Strategy
Professor M. Kipping, Director of EMBA Program, noted that the first five courses (items a) to e) are offered by
our partner schools in the Executive MBA program. Two of them (EMBA 6120 2.0 and EMBA 6130 2.0) are
offered for the first time in China. EMBA 6240 2.0 is offered here at Schulich Executive Learning Centre. He
noted that most of the courses offered at partner schools fulfill our assessment breakdown criteria, while some of
them go beyond the boundaries that we normally set for MBA and EMBA. A question was raised in regard to the
2.0 course credit weighting for EMBA courses as opposed to 3.0 credits in MBA Program. Professor Matthias
clarified that 2.0 credit weighting is accurate and consistent as set forth by the Kellogg Schulich EMBA program.
A minor revision was noted on pg. 50, under item 12; (name of the professor Boaz Galinson is repeated). In
conclusion, the committee decided to move EMBA 6240 2.0 – Social Media Strategy to voting agenda while rest
of the courses will be listed under Consent Agenda of the Faculty Council. Chair thanked Professor Matthias for
timely submission of the course proposals.
7. Other Business
a) Social Media Initiative – Professor J. McKellar noted that this item will be presented by Don Woticky,
Director of Marketing & Communications. In conclusion he clarified that the reason for the brief
meeting was since Vice Presidents R. Lenton and G. Brewer had cancelled their presentation to the
Faculty Council
b) Presentation on ‘Yammer Initiative’ will be removed from the agenda since Mark Orlan, Executive Director;
Information Services & Technology will not be available at this meeting.
8. Adjournment
The meeting was adjourned.
The minutes of previous meeting dated April 2
nd
were approved by consent.
162

Course Change Proposal - Academics

Transcription

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