April 2, 2015 - 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, April 2, 2015 at 11:30 a.m. in SSB N201.
AGENDA
1. Welcome & Chair’s Remarks
a) Update on Senate Appeals Procedure – J. McKellar
2. Dean’s Remarks
3. Enquiries & Communications
b) Senate Synopsis: February 26, March 16, 19 and 26, 2015
c) For information: Senate – Briefing Note on Campus Safety
Pg 1-7
Pg 8-13
4. PHD/GBC/UBC Initiatives
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
c)
d)
e)
Pg 14-48
Pg 14-27
Pg 28-41
Pg 42-43
Consent Agenda: Curriculum change: MINE 6200 3.00: Financial Fundamentals
in Mining - pre/corequisite change
Pg 44-45
Consent Agenda: Curriculum change: MINE 6300 3.00: Towards Sustainable
Mining - pre/corequisite change
Consent Agenda: Curriculum change: MINE 6400 3.00: Managing Mining Companies Pg 46-48
- pre/corequisite change; and inclusion in list of recommended courses for the ORGS
General Concentration
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
7. Other Business
a) Social Media Initiative – D. Woticky
8. Adjournment
Pg 49-110
Pg 49-55
Pg 56-69
Pg 70-78
Pg 79-85
Pg 86-97
Pg 98-110
Beverages will be available at the meeting
NOTE: IF YOU ARE UNABLE TO ATTEND, PLEASE SEND REGRETS TO VASANTHY
NALLATHAMBY AT: [email protected]
CONSENT AGENDA
A consent agenda item is deemed to be approved unless, prior to the commencement of a
meeting, a member of the Council of the Faculty of Schulich School of Business advises the
Chair, James McKellar, of their request to debate it.
Consent Agenda – Minutes: January 30, 2015
Important Dates:
Next Executive Committee meeting: May 15, 2015
Pg 111-113
The Senate of York University
Synopsis
of the 611th Meeting of Senate held on
Thursday, February 26, 2015
Remarks
The Chair, Professor Roxanne Mykitiuk, expressed appreciation to Senators for their sympathy and support,
and offered special thanks to the Vice-Chair, Professor George Comninel, for ably chairing in her absence.
She confirmed that, in anticipation of a possible disruption of academic activities, the Executive Committee has
taken the preparatory steps outlined in the Senate Policy on the Academic Implications of Disruptions or
Cessations of University Business Due to Labour Disputes or Other Causes.
In his remarks, President Mamdouh Shoukri hailed the Board’s approval of a Policy on Sexual Assault
Awareness, Prevention, and Response. Developed by stakeholders throughout the University, the Policy is a
significant milestone that reinforces the University’s commitments and recognized leadership in this domain. A
well-attended and successful YU Research Leaders celebration held on February 25 showcased the
University’s top-flight research and honoured Professor Sergey Krylov, Faculty of Science, as the recipient of
the President’s Research Excellence Award and Professor Shayna Rosenbaum, Faculty of Health, who
received the President’s Emerging Research Leadership Award. Dr Shoukri also commented on the Council of
Ontario University’s Community Transformation Report and the development of the Institutional Strategic
Directions Document (ISDD).
At the request of the President, Vice-Provost Academic Alice Pitt updated Senate on preparations for the Pan
Am and Parapan Am Games events on the Keele campus this summer.
In a follow up to discussion at the January meeting, Vice-President Finance and Administration Gary Brewer
transmitted a progress report on safety initiatives and investments.
Reports
The Academic Colleague to the Council of Ontario Universities, Professor George Tourlakis, presented COU’s
February Issues Update.
A synopsis of the Board of Governor’s meeting of February 23, 2015 was presented by Senators on the Board,
Professor Angelo Belcastro and Professor David Leyton-Brown.
Approvals
Senate approved recommendations made by the Academic Standards, Curriculum and Pedagogy Committee
to:
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establish MASc and PhD Programs in Mechanical Engineering, Department of Mechanical Engineering,
Lassonde School of Engineering / Faculty of Graduate Studies
establish an Honours BA and Honours Minor Program in Educational Studies, Faculty of Education
establish a Diploma in Advanced Accounting (Type 1),Schulich School of Business / Faculty of
Graduate Studies
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establish a Diploma in Professional Accounting, School of Administrative Studies, Faculty of Graduate
Studies
establish a Bilingual BSc Program in Biology, Department of Multidisciplinary Studies, Glendon
change the structure, degree and admission requirements of the Master of Accounting Program,
Schulich School of Business / Faculty of Graduate Studies
establish a 90-credit Degree and Honours Minor Options for the BA Program in Professional Writing,
Writing Department, Faculty of Liberal Arts & Professional Studies
establish a 90-credit Degree Option for the BA Program in Jewish Studies, Humanities Department,
Faculty of Liberal Arts & Professional Studies
change degree and admission requirements for the Masters of Financial Accountability Program,
School of Administrative Studies / Faculty of Graduate Studies
establish an Honours Minor Option for the BA and BSc Programs in Global Health, Faculty of Health
change requirements for the Master of Education Program, Graduate Studies
change admission requirements for the Bachelor of Science in Nursing 2nd Degree Entry Program,
School of Nursing, Faculty of Health
change degree requirements and adjust options for Certificates of Proficiency Requirements,
Department of Languages, Literatures & Linguistics, Faculty of Liberal Arts & Professional Studies
change degree requirements and adjust options for the BA and BSc Programs in Computer Science,
Department of Electrical Engineering and Computer Science, Lassonde School of Engineering
change bilingual requirements for the BA Program in Linguistics & Language Studies, Department of
Linguistics & Language Studies, Glendon
amend the Mature Student Admission Category
Senate Committee Information Items
The Executive Committee advised that it had concurred with recent recommendations made by its SubCommittee on Honorary Degrees and Ceremonials with the result that four new candidates have been deemed
eligible for honorary degrees. Senate Executive also reported that it had completed its annual review of
Faculty Council membership lists for 2014-2015, and was scheduled to meet with members of the Board
Executive Committee at an informal dinner gathering on March 3. A communication on safety and other
matters from Senator Prakash Amarasooriya was appended to the report.
The Awards Committee reported on the distribution of undergraduate student awards for 2013-2014 and
profiled recipients of the President’s Research Awards.
Academic Policy, Planning and Research provided Senate with an updated chronology of its engagement with
Academic and Administrative Program Review (AAPR), confirmed that it had begun meetings with the Deans,
Principal and University Librarian, and advised that amendments to the Senate – Board of Governors Policy on
Endowed Chairs and Professorships would be forthcoming.
Academic Standards, Curriculum and Pedagogy reported that it had approved minor degree requirement
changes for the following:
Faculty of Liberal Arts & Professional Studies
Honours and Specialized Honours Bachelor of Public Administration Programs
BA Programs in Italian Studies
Honours and Specialized Honours BA Programs in Professional Writing
BA Programs in Business & Society
BA Programs in Health & Society
BA Programs in International Development Studies
BA Programs in Interdisciplinary Social Science
BA Programs in Law & Society
BA Programs in Urban Studies
BA Programs in Work & Labour Studies
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School of Arts, Media, Performance and Design
BA and Specialized Honours BA and Honours Minor Programs in Music
BFA Program in Music
Honours BFA Program in Visual Arts
90-credit BA Program in Visual Arts
Faculty of Health
BScN Post-RN Program for Internationally Education Nurses
Specialized Honours Bachelor of Heath Studies, Health Management
Glendon
BA Programs in Canadian Studies
Lassonde School of Engineering
Honours Minor BA and BSc Programs in Computer Science
Specialized Honours BA and BSc Programs in Computer Security
BEng Program in Electrical Engineering
In a joint report, APPRC and ASCP conveyed an annual report on Non-Degree Studies furnished by the ViceProvost Academic.
For information on these items please refer to the full Senate agenda posted online.
University Secretariat: extension 55310
Senate’s 612th meeting will be held at 3:00 p.m.
on Thursday, March 26, 2015
in the Senate Chamber, Ross Building, Keele Campus.
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Synopsis
Special Meeting of Senate held on
Thursday, March 19, 2015
The 613th Meeting of the Senate of York University
Remarks
The special meeting of Senate was called by the Chair pursuant to a petition submitted by Senators
under rule IV 8 b. The Chair, Professor Roxanne Mykitiuk, welcomed Senators and announced that
proceedings would be streamed for viewing by members of the community in Vari Hall B. She
emphasized the need for Senators to help maintain an open, respectful and collegial space for
deliberations.
Senate Executive Report
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. Aided by a presentation, the Chair drew
special attention to
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the core principles of Senate’s Policy on the Academic Implications of Disruptions or
Cessations of University Business Due to Labour Disputes or Other Causes – academic
integrity, fairness to students, and timely information
principles articulated in an Institutional Remediation Guidelines document prepared by the
Provost to which Faculty remediation frameworks align
Senate Executive decision-making criteria and the contextual factors that have informed the
Committee’s decisions as the disruption has evolved
a request from Senate Executive that the Faculty of Environment Studies and Liberal Arts and
Professional Studies provide lists of courses that can proceed on March 23 with academic
integrity (which are due by 4:00 pm on March 20, with a posting on the University Website of
the courses shortly thereafter)
Senate Executive’s ongoing monitoring role and commitments
Motion Concerning the Cancellation of Classes
Senate debated a motion “that Senate call upon Senate Executive Committee to continue the
suspension of all classes that have not yet resumed until the end of the labour disruption.” The
motion was defeated with 33 voting in favour and 84 opposed.
Senate’s 614th meeting is scheduled for 3:00 p.m.
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Synopsis
Special Meeting of Senate held on
Remarks by the Chair of Senate
The Chair of Senate welcomed Senators to a special meeting called, in accordance with Senate’s
Policy on the Academic Implications of Disruptions or Cessations of University Business Due
to Labour Disputes or Other Causes, on the fourteenth day of the academic disruption that began
on March 3 with a strike by CUPE 3903. She confirmed that Senate Executive has received
numerous communications from members of the community expressing a wide range of views about
the disruption.
Senate Executive Report
disruption of academic activities that began on March 3. The report generated a discussion
encompassing perspectives on matters including the following:
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the Executive Committee’s mandate, role and means of deliberation
the meaning and application of the Disruptions Policy’s principles of academic integrity and
fairness to students
changes authorized by Senate Executive regarding the last day to withdraw from a course
without receiving a grade, reduction in the length of term for certain programs and adjustments
to class and examination schedules
the rationale for, and impact of, decisions to resume classes in additional Faculties
remediation planning at the University and Faculty level, the accommodations and options
available to faculty members and students to complete courses
the status and contents of the Provost’s Institutional Remediation Guidelines Framework and
the Faculty-specific plans that are aligned with it
concerns about, and efforts made to enhance, community safety
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Synopsis
Meeting of Senate held on
Remarks
The Chair of Senate, Professor Roxanne Mykitiuk, stressed the need for continued decorum and
collegiality as Senators conducted their important work.
Acknowledging the difficulties caused by the strike, President Shoukri expressed full confidence that
the community will come together quickly and positively when it ends. He and Vice-President
Finance and Administration Gary Brewer described the steps taken to enhance the safety of picket
lines.
Approvals
Senate approved recommendations of the Academic Policy, Planning and Research Committee to
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amend the Senate- Board of Governors Policy Endowed Chairs and Professorships (re-named
the Policy on the Establishment and Designation of Research and Teaching Chairs and
Professorships and Distinguished Fellowships)
establish a Policy on Externally Funded Regular Named Chairs
On recommendations made by the Academic Standards, Curriculum and Pedagogy Committee
Senate approved
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the establishment of MASc and PhD Programs in Civil Engineering, Department of Civil
Engineering, Lassonde School of Engineering / Faculty of Graduate Studies
changes to the degree requirements of the International Bachelor of Business Administration
Program (iBBA), Schulich School of Business
changes to the degree requirements of the BA and iBA Specialized Honours Programs in
Economics, Economics Department, Glendon
Committee Information Reports
disruption of academic activities that began on March 3. The Vice-Chair, Professor George
Comninel, highlighted options set out in the Committee’s March 26 document on “Completion of
Courses: Principles for Remediation and Accommodation.” One provision of the document – on
assessed grades -- drew special attention, and the Committee agreed to review the text of this and
other elements to ensure clarity. The Committee also reported that it had approved the membership
of Professor Michael Longford, School of the Arts, Media, Performance and Design on Senate
Executive, and had postponed an informal gathering with members of the Board of Governors’
Executive Committee earlier in March.
Academic Policy, Planning and Research announced that a planning forum scheduled for April 23
has been postponed to the autumn. Documents related to recent planning discussions with the
Deans, Principal and University Librarian will be transmitted to Senate in April.
Academic Standards, Curriculum and Pedogogy advised that it had approved minor modifications to
degree requirements for the following:
Glendon
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BA programs in Business Economics
BA programs in International Studies
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BA and BSc programs in Psychology
Faculty of Science
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90-credit BSc program in Physics and Astronomy, Physics Stream
Specialized Honours BSc program in Physics & Astronomy (each of the Applied Physics,
Astronomy and Physics Streams)
Schulich School of Business
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BBA / iBBA program (degree requirements and an academic regulation)
on Thursday, April 23, 2015
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Senate
Briefing Note on Campus Safety
February 2015
INTRODUCTION:
Safety is an important issue for all communities, whether they are neighbourhoods, cities,
university campuses or private enterprises. York University is a community of over 60,000
students, faculty and staff who interact on one or both of our two main campuses. Our
campuses are dynamic and relatively large geographic locations open to the public at large, as
well as our students, faculty, staff and alumni. Thousands of members of the public visit them
every year. Further, we are neighbours with communities surrounding the Keele and Glendon
campuses. York University is committed to building a safer community for all of its members.
York has developed a comprehensive approach to monitoring safety issues, taking action when
incidents occur, and systematically searching for opportunities to further improve safety for our
community, as well as perceptions of safety on campus.
The following material provides an overview of campus safety initiatives at York for the past
seven years, highlights key actions taken to address concerns and identifies ongoing initiatives
in this area.
METRAC Safety Audit
In 2007, York University commissioned a third party campus safety audit by METRAC
(Metropolitan Action Committee on Violence Against Women and Children). The METRAC
Safety Audit was presented in June 2010, following extensive community consultation and
engagement. The report was embraced by the President and the entire administration of the
University. It included over 100 recommendations for improving campus safety, after reviewing
and analyzing social dynamics, institutional policies, and programs of safety on campus. The
METRAC Safety Audit revealed that sexual and physical violence was a serious concern to
community members and emphasized the importance of addressing the issue of sexual violence
on campus and focusing on improving safety for women and transgendered people and the
entire community.
These recommendations, along with additional initiatives developed internally through ongoing
consultation and dialogue with the York community, have resulted in the implementation of a
significant and wide-ranging set of initiatives.
COMPLETED, ONGOING AND UNDERWAY INITIATIVES:
Security Services
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York Security Officials are licensed by the Province. As of Summer 2012, York introduced
its own certification and training program. All personnel are trained and certified
accordingly. Since November 2012, Security Officials have been issued Personal
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Protective Equipment (PPE) and are empowered to effect a citizen’s power of arrest
where circumstances warrant.
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Current number of Security Officials (including Residence Watch) is 80, representing the
largest security force of any university in Ontario. Since 2010, the size of York’s Security
Service has grown by 30%.
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The Residence Watch Program brings security personnel right into our residences in the
evenings from 8 pm to 8 am. Residence Watch Officials are all licensed, trained and
certified.
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56 exterior "Blue Light" phones are located on the Keele Campus and 6 at Glendon.
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Interior safety phones are located in building hallways.
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70 LCD screens have now been installed across the Keele campus, 2 at Glendon.
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Over 600 CCTV cameras are installed across the Keele campus.
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Security Bulletins are emailed to all students, CPM staff, and faculty and posted on the
York Security Services website at: http://security.news.yorku.ca/
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An Emergency PA system is currently installed in some 30 buildings on the Keele
campus. Work on the remaining buildings is underway and should be completed by early
2015. When finished 40 buildings at Keele will be equipped with the PA system.
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A significant effort is currently underway to upgrade access control systems on Keele
campus buildings, in anticipation of the arrival of the subway in late 2016/early 2017.
Community Safety Initiatives
Community Engagement
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Community Safety Initiatives has focused on engaging the community and fostering
dialogue around safety issues on campus. The vision and branding of the safety
campaign, Safer Together is reflective of the collaborative process and approach to
building a safer community together and encouraging everyone to contribute to a safer
campus. Through community engagement and consultation the Community Safety
Initiatives has been extremely effective in shaping its initiatives to meet the needs of the
community while balancing institutional constraints. These initiatives have played a
significant role in building a culture of safety on campus and contributing to a sense of
community around addressing campus safety. The objective moving forward is to
continue to demonstrate leadership by utilizing effective and proactive strategies to
enhance community safety in order to continue to build a culture of safety within our
community.
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Bystander Intervention Program Development
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The METRAC Safety Audit highlighted the need to implement an entry level educational
program designed to change current norms.
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York has adopted a bystander intervention model which seeks to work with our
community members to shift the cultural norms and attitudes by encouraging them to
act/intervene in pro-social ways.
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The bystander approach shifts the focus of prevention efforts from the immediate
individuals involved in a situation to peers and community members, suggesting that
these members can intervene as active bystanders. It begins to lay the foundation to
shift cultural norms and build a caring community. The bystander program will serve as
an “entry level” to introduce participants to a range of issues that relate to the continuum
of violence.
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A committee of engaged individuals has begun working on program development. The
group is comprised of representatives from the Office of the Vice-President Finance and
Administration, Centre for Human Rights, Student Community & Leadership
Development, Residence Life, Office of Student Conflict Resolution, Sport York, Security
Services, Sexual Assault Survivors' Support Line & Leadership (SASSL), Centre for
Women & Trans People and York Federation of Students.
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During the spring and summer of 2014, the Education Sub-group developed a pilot 90minute program leading into the fall’s orientation. Three separate pilot sessions were held
for residence dons, members of YODA (York Orientation Director’s Association), and
Peer Health Educators. Evaluations were completed by participants and, along with the
results of focus group discussions, will help inform further revisions to the program.
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Program content will be finalized during the winter and spring of 2015, with a roll out
campaign developed leading into fall 2015.
Sexual Assault Awareness, Prevention and Response Policy Development
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The University created a significant process to facilitate the development of a Sexual
Assault Awareness, Prevention, and Response Policy, intended to create a cohesive
framework for addressing sexual assault on campus. This policy, in conjunction with an
Active Bystander Program, forms the basis of an integrated strategy to proactively
address sexual violence on campus
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The creation of a comprehensive Sexual Assault Awareness, Prevention, and Response
Policy advances many of the recommendations included in the METRAC Campus Safety
Audit. It also facilitates a more effective and cohesive approach to addressing sexual
violence and specifically sexual assault on campus.
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A working group, comprised of representatives from a wide range of campus groups, was
struck to develop this sexual assault awareness, prevention and response policy. The
policy was approved by the Board of Governors on February 23, 2015.
Department of Community Safety
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In order to more effectively coordinate all the many programs being pursued and to give
institutional prominence to safety at York, it was announced in September that four
existing units would be placed within an integrated Department of Community Safety to
be headed by an Executive Director. The Department will report directly to the VicePresident Finance and Administration, and this integrated department will allow for a
greater level of cross collaboration and the development of a more strategic approach to
safety initiatives and programs.
Awareness and Training
• The Respect Equity Diversity Inclusivity (REDI) tutorial is an online training tutorial
developed by the Centre for Human Rights (CHR). It consists of 9 modules that use
interactive training methods to teach participants how to better identify and prevent
Harassment and Discrimination based on the enumerated grounds under the Ontario
Human Rights Code and York University’s human rights-related policies. The tutorial can
be accessed by any member of the York community with a Passport York login at
http://www.yorku.ca/redi/
• The Centre for Human Rights organizes York’s annual “You Had Me at Consent” event,
as part of the University’s student orientation program. It is focused on the prevention of
sexual violence, consent in dating, and raising awareness about the issue on campus.
Attendance continues to grow each year, with the September 2014 attendance reaching
about 4,600 undergraduates.
• Safety information and campus resources can be found on the Safer Together website:
www.yorku.ca/safety.
• The York U Mobile Safety App, is available for iPhone, Android, Blackberry users. It
provides contact information for the various safety resources on campus. Close to
16,000 community members have downloaded the App since its introduction in January
2013.
• Level-one and Level-two Violence/Threat Risk Assessment (VTRA) seminars with Kevin
Cameron, the leading expert in North America, have been held with key university staff.
A draft VTRA protocol is currently in the review stages with the goal of having a final
document completed in early 2015.
• Updates on the progress of the METRAC recommendations can be found on the
METRAC Safety Audit website: http://safety.yorku.ca/metracsafetyaudit/
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Leadership and Community Involvement
• The York University Community Safety Council (CSC) is a broadly representative
advisory body to the President with a focus on safety outcomes, practices and policies.
For more information visit their website: http://safety.yorku.ca/communitysafetycouncil/
• A Town and Gown committee has been established to collaborate on activities that
improve community safety. Key constituents include: City of Toronto municipal services,
Toronto Police Services, Toronto Fire Department, York University staff, students, the
Residents Association and community members.
Emergency Preparedness
• The University has an Emergency Preparedness Plan. The Plan is reviewed annually,
and in the wake of the accidental fire arm discharge in early 2014, a separate review is
underway to develop a more nimble approach to urgent scenarios requiring immediate
communication and action.
• In emergencies, Security communicates immediately to effected areas on campus,
employing our LCD emergency screens, Emergency PA systems in buildings where they
are installed, employee phone trees, and on-site person-to-person communications.
Evening Transportation
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goSAFE, York’s walking escort service operates in the evenings from 6 pm to 2 am in the
Fall/Winter and 8 pm to 2 am in the Summer. Student staff accompany individuals to any
on campus location. Staffing was increased and golf carts were added earlier this year to
help reduce wait times. Wait time (now 5.3 minutes) was reduced by 32% compared to
2012/13, while annual usage increased 250% (to 6,891 escorts provided) compared to
2010/11.
•
The Village Shuttles provide transportation options in the evenings to the off-campus
housing area to the south of the Keele Campus known as ‘The Village’. The service is
comprised of three York University shuttles; "Village Express", "Village East", and "Village
West" and pick up is in front of Vari Hall. This expansion into the Village was a major
initiative in 2011. Annual usage increased 230% from 2010/11 to 66,930 passenger trips
provided in 2013.
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SAFETY RELATED INVESTMENTS:
As outlined above, a comprehensive range of initiatives has been identified and implemented
over the past several years. A number of these initiatives are ongoing, while some are still in
development. Given the importance of campus safety for the University, a significant increase
in the level of resources has been made. In particular:
• York’s level of security related staffing is 80, the largest of any university in Ontario. Since
2010, the increase in staffing is about 30%.
• The annual security budget is now just over $10 million, a significant increase from the
$8.35 million allocated in 2009/10.
• In addition to the annual budget allocation noted above, additional “one time” allocations for
safety related investments (including capital investments) over the past four years total
$5.75 million.
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Memorandum
To:
Faculty Council
From: MBA Program Committee
Date: March 2, 2015
Motion
That Faculty Council approve the new course proposals MBAN 6110 3.00: Data Science I and MBAN 6120
3.00: Data Science II.
Rationale
The soaring job market for data scientists reflects a deep demand of the increased breadth and depth in
examining data. Compared to the traditional business data analysis, though a common solid knowledge
foundation on modelling, statistics, analytics and math is shared, data scientists, in addition, need strong
business acumen, the ability to communicate findings to both business and IT leaders, and the ability to look at
data from more than the relational database. A data scientist will most likely explore and examine data from
multiple disparate sources: directly fetched from the web, from massive text files, from Web API, and from
Hadoop. The data scientist needs to sift through all incoming data with powerful tools like regular expression
and even utilities from UNIX command line. The data scientist also needs to store and fetch large amounts of
information through the distributed file system (DFS), and even design new MapReduce algorithms on DFS in
order to process the information efficiently. Data Science I and II prepare our graduate students to become
top-tier data scientists who can process and analyse massive data, and communicate informed conclusions and
recommendations across an organization’s leadership structure.
Data Science I 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.
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Form Vs.: May 2012
Faculty of Graduate Studies
New Course Proposal
1. Program
MBAN
2. Course Number
MBAN 6110
3. Credit Value
3.00
4. Long Course Title
Data Science I
5. Short Course Title
Data Science I
6. Effective Session
Fall 2015
7. Calendar (Short) Course Description
This course is an introduction to machine learning techniques designed for students who will work with data
scientists or invest in related ventures. The course introduces fundamental concepts and techniques for the
analysis of data-centered business problems, the creation and evaluation of solutions, the data science
strategies, the basic cycle of a data-mining project, and the integration into business strategies.
Eligibility: MBAN students only.
8. Expanded Course Description
This course will introduce to students values of the data and the analytics capacity of a business, the
concepts of most important data mining algorithms, fundamental methodologies of evaluating models, and the
relationship between data science and business strategy. Students who complete this course will have a deep
understanding of the nature of data science, the basic cycle of a data mining project, and the integration of
data mining into business strategy.
The course features a balanced mixture of classroom teaching, hands-on practice on computer and business
case studies. Through readings and lectures, students gain a high-level understanding of the fundamental
concepts underlying data mining algorithms; through hands-on practice sessions, students gain experience
as a data science team; through case studies and discussions, students learn how to propose data mining
solutions and models to solve a business problem, and how to manage or supervise every major step in the
cycle of implementing the data science solution.
9. Evaluation
The final grade for the course will be based on the following items weighted as indicated:
1
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Form Vs.: May 2012
Assignment I
Assignment II
Assignment III
Midterm
Final Exam
Class Participation
10%
10%
10%
30%
35%
5%
exercises on statistics and regression for reviewing purpose
exercises on attribute selection and tree segmentation
exercises on logistic regression and support vector machine
10. Integrated Courses
N.A.
11. Rationale
The soaring job market for data scientists reflects a deep demand of the increased breadth and depth in
foundation on modelling, statistics, analytics and math is shared, data scientists, in addition, need strong
business acumen, the ability to communicate findings to both business and IT leaders, and the ability to look
at data from more than the relational database. A data scientist will most likely explore and examine data from
and even utilities from UNIX command line. The data scientist also needs to store and fetch large amounts of
information through the distributed file system (DFS), and even design new MapReduce algorithms on DFS in
order to process the information efficiently. Data Science I and II prepare our graduate students to become
top-tier data scientists who can process and analyse massive data, and communicate informed conclusions
and recommendations across an organization’s leadership structure.
Data Science I 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.
12. Faculty Resources
The course is highly interdisciplinary as it binds computer programming, mathematics, statistics, and business
case studies. Professor Michael Chen from the Mathematics and Statistics department will be the core
instructor. Professor Chen earned his PhD degree in Industrial Engineering and Management Science from
Northwestern University, and worked for the IBM T.J. Watson Research Center before joining York. He is a
veteran programmer, and has been an independent business consultant since 2004. We will also invite
leading experts on big data industry as guest lecturers.
13. Cross-listed Courses
N.A.
14. Bibliography and Library Statement
Textbook will be:
Data Science for Business: Fundamental Principles of data mining and data analytic thinking, Provost and
Fawcett (2013)
A library statement is attached.
15. Physical Resources
Fully equipped classroom (one or more overhead projectors, computer, Internet, audio and video equipment,
document camera)
2
16
Form Vs.: May 2012
New Course Proposal
Part B (Schulich Use Only)
16. Instructors and Faculty Coordinator
Initial instructor
Prof. Michael Chen, Mathematics and Statistics Department
Alternative instructors
N/A
Course coordinator
Prof. Murat Kristal
17. Specializations
Primary area or specialization
MBAN
Secondary areas or specializations
N/A
18. Student Contact and Enrolment
Contact hours
36 classroom hours
Maximum enrolment
45
Expected enrolment
35
Evidence for enrolment expectations
The demand in the market for individuals with the skill set this program provides is soaring. We anticipate that
enrolments will grow to help meet this demand.
19. Human Participants Research
N/A
20. Conditions for Approval
If this proposal is for a new elective course, please indicate which one of the two following conditions
required by Faculty Council applies:
a) The Area is deleting courses with at least the same total number of credits.
N/A
3
17
Form Vs.: May 2012
b) Provide a convincing case for the proposed course.
Please see the Rational, item 11.
Course Originator
Murat Kristal
Signature
27/11/2014
Date
Murat Kristal
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.
Adam Diamant
Name
Mark Kamstra
Name
Ron McClean
Name
Zhepeng Li
Name
Marcia Anisette
Name
David Johnston
Name
Scott Yeomans
Name
Henry Kim
Name
Name
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.
4
18
Form Vs.: May 2012
Ric Irving
Signature
17/01/2015
Date
Rick Irving
Area Coordinator or Specialization Director
OMIS
Area or
Specialization
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
March 2, 2015
Date
Steve Weiss
Program Director
MBA
Program
Required Attachments





Schulich course outline: must conform to program norms; see the Program Assistant for details
Librarian’s statement indicating that adequate library resources are available for the course
For cross-listed courses: signed statement of agreement from director of other graduate course
For integrated courses: signed statement of agreement from chair of undergraduate program
If applicable, a completed Human Participants Research Protocol Form.
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:
Mel Poteck, MBA Program Assistant ([email protected])

MF:
Lucy Sirianni, Faculty Secretary, Finance ([email protected] )
5
19
Form Vs.: May 2012
MBAN 6110 3.0: Data Science I
Course Outline
Fall 2015
[3 hours/week, 12 weeks]
Instructor
Assistant
Michael Chen
N Ross 628
416-736-2100 ext. 22591
[email protected]
Office hours: TBD
Paula Gowdie Rose
Prof. Michael Chen conducts research in the following areas: large scale optimization, stochastic optimization,
advanced big data analytics, and algorithms for business application.
Brief Description
This course is an introduction to machine learning techniques designed for students who will work with data
scientists or invest in related ventures. The course introduces fundamental concepts and techniques for the
analysis of data-centered business problems, the creation and evaluation of solutions, the data science
strategies, the basic cycle of a data-mining project, and the integration into business strategies.
Contents
Course Learning Outcomes .......................................................................................................................... 7
Deliverables at a Glance ............................................................................................................................... 7
Course Material ............................................................................................................................................ 7
Student Preparation for Class and Class Participation: Expectations .......................................................... 7
Written Assignments/Projects and Exam[s]: Descriptions ......................................................................... 10
Evaluation of Written Assignments/Projects and Exams ........................................................................... 10
Calculation of Course Grade ....................................................................................................................... 11
General Academic Policies: Grading, Academic Honesty, Accommodations and Exams .......................... 11
Quick Reference: Summary of Classes, Activities and Deliverables ........................................................... 12
6
20
Form Vs.: May 2012
Course Learning Outcomes
Companies such as Amazon, Netflix, are using techniques introduced in this class for more than a decade. The
course will introduce to students values of the data and the analytics capacity of a business, the concepts of
most important data mining algorithms, fundamental methodologies of evaluating models, and the relationship
between data science and business strategy. In today’s competitive world, decision making in real time is an
important competitive advantage. The data mining algorithms taught in this class will helps students to bridge
the gap between decision making analysis and real time recommendation models.
Deliverables at a Glance
In the table below, the impact of each task on your final grade for the course is indicated in the “% weight”
column.
Assignment/Task
Assignments
Midterm
Final exam
Class participation
Quantity
3
1
1
1
% Weight
10
30
35
5
Total %
30
30
35
5
100
Course Material
Required reading for this course includes the following book. It contains all of the information students will need
to complete the assignments and projects, and it is available for purchase from the York University Bookstore
(http://bookstore.blog.yorku.ca):
1. Provost and Fawcett (“PF” below). Data Science for Business: Fundamental Principles of Data Mining and
Data Analytic Thinking, 2013.
Reserved readings at the library have been selected from periodicals and journals.
http://www.library.yorku.ca, click on the “Reserves” tab and type in “6110” to access these readings.
Go to
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
Class preparation. Students are expected to prepare for each class according to the instructions written in the
course-by-course syllabus.
Class Participation (contribution). It is expected that students attend all sessions of this intensive course. Class
discussion focuses around that week’s assignment. Students have an opportunity to ask questions to the
lecturer, to share their own experiences using similar techniques, and to discuss different approaches to the
problem. A student’s grade for class participation reflects both the quantity and quality of the student’s
comments.
7
21
Form Vs.: May 2012
Class-by-Class Syllabus
Lecture 1 Introduction to Data science
Prep:
▪ Please make an on-line search on how the recommendation engines of Amazon
and Netflix works
Read:
▪ PF. Ch. 1: Data-Analytic Thinking
▪ PF. Ch. 2: Business Problems and Data Science Solutions
Lecture 2 Supervised learning: tree segmentation
Prep:
▪ Review definition of statistical correlation and understand the difference between
association and prediction
▪ Review the concept of supervised segmentation
Read:
▪ Ch. 3: Introduction to Predictive Modelling: From Correlation to Supervised
Segmentation
Lecture 3 Supervised learning: linear regression and logistic regression
Prep:
▪ Review linear equations and matrix calculus
Read:
▪ Ch. 4: Fitting a Model to Data (before support vector machine)
Lecture 4 Supervised learning: support vector machine
Prep:
▪ Review what is an optimization problem; what is an objective function, the
constraints, the feasible set, and the optimal set.
▪ What are the considerations when building an optimization problem?
Read:
▪ Ch. 4: Fitting a Model to Data (the vector machine)
Lecture 5 Overfitting
Prep:
▪ Review likelihood optimization and stochastic process
▪ Review chi-square tables and cross-validation
Read:
▪ Ch. 5: Overfitting and its avoidance
Assignment Due:
8
22
Form Vs.: May 2012
Assignment 1
Lecture 6 Unsupervised learning: similarity, neighbors and clusters
Prep:
▪ Understanding the basics of cluster analysis in the context of neighborhood
optimization
Read:
1. Ch. 6: Similarity, Neighbors, and Clusters
Lecture 7 Midterm
Lecture 8 Evaluation metrics and expected value framework
Prep:
Before coming to class, please consider what is desired from data science analysis
results
Search for applications of expected value calculations in various industries
Think about the importance of creating strong baseline models.
Read:
Ch. 7: Decision Analytic Thinking: What Is a Good Model?
Lecture 9 Visualizing model performance
Prep:
▪ Fundamental concepts: Visualization of model performance under various kinds of
uncertainty
▪ Further consideration of what is desired from data mining results.
Read:
▪ Ch. 8: Visualizing Model Performance
Lecture
10
Bayes classification part I
Prep:
▪ What is Bayes’ Rule and what are the examples of Bayes’ Rule in our daily lives?
▪ How do we use Probabilistic reasoning via assumptions of conditional
independence in business settings?
Read:
▪ Ch. 9: Evidence and Probability (Advantages and Disadvantages of Naïve Bayes
Updates)
Assignment Due:
▪ Assignment 2 due
Lecture
Bayes classification part II
9
23
Form Vs.: May 2012
11
Prep:
▪
Review the Bayes rule
Read:
▪ Ch. 9: Evidence and Probability (start from “Advantages and Disadvantages of
Naïve Bayes” till the end of the chapter)
Lecture
12
Case Study
Prep:
▪ Think about the examples of analytical engineering. Solving business problems with
data science starts with analytical engineering: designing an analytical solution,
based on the data, tools, and techniques available.
Read:
▪ Ch. 11: Decision Analytic Thinking II: Toward Analytical Engineering
Assignment Due:
Assignmen Assignment 3 due
Written Assignments/Projects and Exam[s]: Descriptions
Assignments (30%) Each assignment requires the student to answer a set of questions closely related to the
textbook contents or to conduct numerical experiments (i.e. what if analysis). All of the information students
need to complete an assignment is included in the textbook and in prior lectures. Assignments must be
submitted at the beginning of class on the due date.
Midterm Test (30%) The midterm test will cover material from the first half of the course. It will take place in
lab and will consist of a series of problems to be completed in the three-hour period.
Final Exam (35%) The material for the final exam incorporates all of the techniques discussed in the course. It
includes problem-solving questions and short-answer questions. The three-hour exam will take place at a time
and place that will be announced by the Student Services.
Evaluation of Written Assignments/Projects and Exams
As the course focuses on analytical skills, the evaluation of assignments and exams is based on objective criteria.
Grades are based on how many problems are correctly solved. Students are required to show major analytical
steps which lead to the solution of the assigned problems. Partially solved questions may receive credits, which
is at the sole discretion of the instructor. See previous section for contribution of each individual component to
overall grade.
Late Delivery: Students will lose 5% of their assignment grade for every day the assignment is delayed.
10
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Form Vs.: May 2012
Calculation of Course Grade
In this class, percentage grades will be translated to letter grades.
General Academic Policies: Grading, Academic Honesty, Accommodations and Exams
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!OpenDocu
ment#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/.
Exams (Absence from)
Mid-term. Students who miss a mid-term examination must contact their course instructor within 24 hours and
provide the course instructor with documentation substantiating the reason for the absence. A copy of the
documentation must also be submitted to Student Services; it will be placed in the student’s file.
Final. Within 24 hours of missing a final examination, students must contact the Director of Student Services, at
(416) 736-5060 and must also contact their course instructor. Formal, original documentation regarding the
reason for missing the exam must be submitted to the Director of Student Services, (SSB Room W262) within 48
hours of missing the final exam. Students who miss a final exam due to illness must have their doctor complete
an “Attending Physician’s Statement.” For more details, see:
http://schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Enrolment+-+MBA+Exam+Schedule?OpenDocument
11
25
Form Vs.: May 2012
Quick Reference: Summary of Classes, Activities and Deliverables
Class No., Title and Date
1. MM/DD/YYYY
Introduction to Data science
2. MM/DD/YYYY
Supervised learning: tree
segmentation
Reading Preparation (excluding cases and
optional readings )
Assigned Work
Due
PF. Ch. 1, 2
PF. Ch. 3
3. MM/DD/YYYY
Supervised learning: linear
regression, logistic regression
(Ch. 4)
Review linear equations and matrix calculus
4. MM/DD/YYYY
Supervised learning: support
vector machine (Ch. 4)
Review what is an optimization problem;
what is an objective function, the
constraints, the feasible set, and the optimal
set
5. MM/DD/YYYY
Overfitting (Ch. 5)
Review likelihood optimization
6. MM/DD/YYYY
Unsupervised learning:
similarity, neighbors, and
clusters (Ch. 6)
Review the definitions of 2-norm and 1norm
7.
Reading Week
8.
Midterm
9. MM/DD/YYYY
Evaluation metrics and
expected value framework
(Ch. 7)
Review the elementary statistics, including
the definition of the expectation
10. MM/DD/YYYY
Visualizing model
performance (Ch. 8)
Review regression models and support
vector machine
11. MM/DD/YYYY
Bayes Classification part I
(Ch. 9)
Review the definition of the conditional
probability
12. MM/DD/YYYY
Bayes Classification part II
(Ch. 9)
Review the Bayes rule
13. MM/DD/YYYY
Two Cases (Ch. 11)
Review the expected value framework from
Ch. 7
Assignment 1
Assignment 2
Assignment 3
12
26
Form Vs.: May 2012
MEMORANDUM
Peter F. Bronfman Business Library
SUBJECT:
Library Statement for MBAN 6110 3.00
Data Science I
FROM:
Xuemei Li
Head, Peter F. Bronfman Business Library
DATE:
September 26 2014
The Libraries will be able to support this course which is designed for business students who will work with data
scientists, manage data mining projects, or invest in data science ventures. The course introduces fundamental
concepts underlying the analysis of data-centered business problems, the creation of data science solutions, and
the evaluation of data science strategies and solutions. These fundamental concepts provide a common ground
for business, IT implementation, and data science analytics.
The required course text Data Science for Business: Fundamental Principles of data mining and data analytic
thinking by Provost and Fawcett is not currently in the Bronfman Business Library’s collection but has been
ordered for addition to the collection. The professor is advised to make arrangements for this textbook to be
placed on reserve or short-term loan to ensure equitable access to this high-demand item for students registered
in the course who wish to make use of the library copy.
The libraries own books of relevance which will be important in supporting this course. This includes books on
data mining, data visualization, relational databases, information systems and Pathon programming language
which are located primarily at the Steacie Science and Engineering Library and the Scott Library, with a small
collection at the Bronfman Business Library. The print academic book collection is supplemented nicely by a
range of different practitioner e-book collections, e.g. Springer Link and Scholars Portal Books and more which
are offered through e-book collections such as Books 24x7 and Safari Books Online.
Relevant journal/magazine articles are also available through databases listed in three related library research
guides:
http://researchguides.library.yorku.ca/statistics
http://researchguides.library.yorku.ca/cse?hs=a
http://researchguides.library.yorku.ca/businessarticles
13
27
Form Vs.: May 2012
New Course Proposal
1. Program
MBAN
2. Course Number
MBAN 6120
3. Credit Value
3.00
4. Long Course Title
Data Science II
5. Short Course Title
Data Science II
Winter 2016
7. Calendar (Short) Course Description
This is a follow up course to Data Science I and covers advanced topics such as Unix command line tools,
Python programming language, Web APIs, Hadoop and MapReduce, and other important computing tools for
a big data project. Classical cases, including Netflix recommendation system and online-targeted display
advertising will be analysed in depth.
Prerequisite: MBAN 6110 3.00 Data Science I
8. Expanded Course Description
Students who complete this course will be able to represent and retrieve data from text files, relational
databases, the web, and the distributed file system Hadoop; clean and transform data using the powerful
regular expression and Hadoop steaming function; visualize data; and conduct deep data analysis using
Python. Through lectures and homework questions, students will be exposed to a variety of data science
cases, including the big data exploration, enhanced 360 degree view of customers, security intelligence
extension, operations analysis and data warehouse modernization. In particular, students will study in depth
the Netflix recommendation system and the online-targeted display advertising. Building on the fundamental
concepts and algorithms learned in Data Science I, and the powerful bid data software tools, and rich
exposure to top data science systems around the world they will learn from this course, students will be able
to provide value to real life data science projects.
Prerequisite: MBAN 6110 3.00 Data Science I
9. Evaluation
Assignment I
Assignment II
10%
10%
1
28
Form Vs.: May 2012
Assignment III
Midterm
Final Exam
Class Participation
10%
30%
35%
5%
N/A
11. Rationale
The soaring job market for data scientists reflects the deep demand of the increased breadth and depth in
foundation on modelling, statistics, analytics and math is shared data scientists in addition need strong
business acumen, the ability to communicate findings to both business and IT leaders, and the ability to look
at data from more than the relational database. A data scientist will most likely explore and examine data from
and even utilities from UNIX command line. Data scientist also needs to store and fetch large amount of
information through the distributed file system (DFS); and even design new MapReduce algorithms on DFS in
order to process the information efficiently. Data Science I and II prepare our graduate students to become a
top-tier data scientist, who can process and analyse massive data, communicate informed conclusions and
recommendations across an organization’s leadership structure.
Data Science I will focus on big data analytics and its application in business; while Data Science II will focus
on data processing through programming, distributed file system, and MapReduce algorithms.
The course is highly interdisciplinary as it binds computer programming, mathematics, statistics, and business
case studies. Professor Michael Chen from the Mathematics and Statistics department will be the core
instructor. Professor Chen earned his PhD degree in Industrial Engineering and Management Science from
Northwestern University, and worked for the IBM T.J. Watson Research Center before joining York. He is a
veteran programmer, and has been an independent business consultant since 2004. We will also invite
leading experts on big data industry as guest lecturers.
N/A
In addition to handouts, we will continue to use the textbook:
Data Science for Business: Fundamental Principles of data mining and data analytic thinking, Provost and
Fawcett (2013)
A library statement is attached.
Fully equipped classroom (one or more overhead projectors, computer, Internet, audio and video equipment,
document camera)
2
29
Form Vs.: May 2012
New Course Proposal
Part B (Schulich Use Only)
16. Instructors and Faculty Coordinator
Initial instructor
Prof. Michael Chen, Mathematics and Statistics Department
Alternative instructors
N/A
Course coordinator
Prof. Murat Kristal
17. Specializations
Primary area or specialization
MBAN
Secondary areas or specializations
N/A
18. Student Contact and Enrolment
Contact hours
36 classroom hours
Maximum enrolment
45
Expected enrolment
35
Evidence for enrolment expectations
The demand in the market for individuals with the skill sets this program provides is soaring. We anticipate
that enrolments will grow to help meet this demand.
19. Human Participants Research
N/A
20. Conditions for Approval
If this proposal is for a new elective course, please indicate which one of the two following conditions
required by Faculty Council applies:
a) The Area is deleting courses with at least the same total number of credits.
N/A
3
30
Form Vs.: May 2012
b) Provide a convincing case for the proposed course.
Please see the Rational, item 11.
Course Originator
Murat Kristal
Signature
27/11/2014
Date
Murat Kristal
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.
Adam Diamant
Name
David Johnston
Name
Marcia Annisette
Name
Henry Kim
Name
Zepheng Li
Name
Ron McClean
Name
Scott Yeomans
Name
Mark Kamstra
Name
Name
Name
Approvals
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.
4
31
Form Vs.: May 2012
Richard Irving
Signature
17/02/2015
Date
Richard Irving
Area Coordinator or Specialization Director
OMIS
Area or
Specialization
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
Mar. 3, 2015
Date
Steve Weiss
Program Director
MBA
Program





Schulich course outline: must conform to program norms; see the Program Assistant for details
Librarian’s statement indicating that adequate library resources are available for the course
For cross-listed courses: signed statement of agreement from director of other graduate course
For integrated courses: signed statement of agreement from chair of undergraduate program
If applicable, a completed Human Participants Research Protocol Form.
Send to:

IMBA:

MBA/MPA:

MF:
Lucy Sirianni, Faculty Secretary, Finance ([email protected] )
5
32
Form Vs.: May 2012
MSBA 6120 3.0: Data Science II
Course Outline
Winter 2016
Instructor
Assistant
Michael Chen
N Ross 628
416-736-2100 ext. 22591
[email protected]
Office hours: TBD
Paula Gowdie Rose
Prof. Michael Chen conducts research in the following areas: large scale optimization, stochastic optimization,
advanced big data analytics, and algorithmic business applications.
Brief Description
This is a follow up course to Data Science I and covers advanced topics such as Unix command line tools, Python
programming language, Web APIs, Hadoop and MapReduce, and other important computing tools for a big data
project. Classical cases, including Netflix recommendation system and online-targeted display advertising will be
analysed in depth.
Pre-requisites: MBAN 6110 3.0 Data Science I
Contents
Course Learning Outcomes .......................................................................................................................... 7
Deliverables at a Glance ............................................................................................................................... 7
Course Material ............................................................................................................................................ 7
Student Preparation for Class and Class Participation: Expectations .......................................................... 7
Class-by-Class Syllabus ................................................................................................................................. 8
Written Assignments/Projects and Exam[s]: Descriptions ......................................................................... 10
Evaluation of Written Assignments/Projects and Exams ........................................................................... 11
Calculation of Course Grade ....................................................................................................................... 11
General Academic Policies: Grading, Academic Honesty, Accommodations and Exams .......................... 11
Quick Reference: Summary of Classes, Activities and Deliverables ........................................................... 13
6
33
Form Vs.: May 2012
Course Learning Outcomes
Students who complete this course will be able to represent and retrieve data from text files, relational
databases, the web, and the distributed file system Hadoop; clean and transform data using the powerful
regular expression and Hadoop steaming function; visualizing data; and conduct deep data analysis using
Python. Students will be exposed to a variety of data science cases, including the big data exploration, enhanced
360 degree view of customers, security intelligence extension, operations analysis and data warehouse
modernization. Especially, students will study in depth the Netflix recommendation system and the onlinetargeted display advertising. With fundamental concepts and algorithms learned from Data Science I, powerful
bid data software tools, and rich exposure to top data science systems around the world they will learn from this
course, students will be able to provide value to real life data science projects.
Deliverables at a Glance
column.
Assignment/Task
Assignment
Midterm exam
Final exam
Class participation
Quantity % Weight Total %
3
10
30
1
30
30
1
35
35
5
5
100%
Course Material
Required reading for this course includes the following book. It contains all of the information students will need
to complete the assignments and projects, and it is available for purchase from the York University Bookstore
(http://bookstore.blog.yorku.ca):
1. Provost and Fawcett (“PF” below). Data Science for Business: Fundamental Principles of Data Mining and
Data Analytic Thinking, 2013.
Reserved readings at the library have been selected from periodicals and journals.
http://www.library.yorku.ca, click on the “Reserves” tab and type in “6120” to access these readings.
Go to
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
Preparation. Students are expected to prepare for each class by following the Class-by-Class syllabus.
Class Participation (contribution). It is expected that students attend all sessions of this intensive course. Class
discussion focuses around that week’s assignment. Students have an opportunity to ask questions to the
lecturer, to share their own experiences of using the learned analytical techniques, and to discuss different
7
34
Form Vs.: May 2012
approaches to the problem. Students are expected to bring their personal laptops for the in-class lab for each
class. A student’s grade for class participation reflects both the quantity and quality of the student’s comments.
Class-by-Class Syllabus
Lecture 1 Unix Command Line and Python I
Prep:
Review a previous programming course, C\C++, Please review the materials posted at
http://www.cplusplus.com/doc/tutorial/
Read:
Introduction to data science
the Unix command line and utilities
Introduction to Python programming
Lecture 2 Python programming II
Prep:
Practice Unix command line and utilities
Review Unix commands at the http://www.math.utah.edu/computing/unix/unixcommands.html
Practice an editor of your choice
Read:
Python data science building blocks
the interactive workflow
the Python language (basic types, control flow, script and function)
Numpy (creating and using array)
Matplotlib
Scipy (linear algebra and statistics modules)
Assignment 1 handed out
Lecture 3 Data Components, formats and collections
Prep:
Review the CSV format
Read:
an example of e-commerce website
various data components, formats (csv, xml, json, yaml)
Lecture 4 Data Visualization
Prep:
review charting in EXCEL, including the scatter plot and pie chart
8
35
Form Vs.: May 2012
Read:
a gallery of classical and modern data visualization masterpieces
on how to construct various types of charts in Python
Lecture 5 Predictive modelling in Python
Prep:
review the formula for regression and support vector machine from Data Science I
review unsupervised learning, clustering
Read:
Scikit module from Python
Assignment Due:
Assignment 1
Lecture 6 SQL using Python
Prep:
Review SQL and relational database
Review the e-commerce example from the last lecture.
Read:
Python Sqlite module
Lecture 7 Midterm
Lecture 8 Web API and regular expression
Prep:
Review or study HTML basics
Read:
Web API as standardized protocols for sending request to servers over the Internet and
a definition for the structure of the response. Python and Curl.
Regular expression
Lecture 9 Massive data with Hadoop and MapReduce I
Prep:
Review Unix pipeline and redirects
Read:
What is Hadoop system
What is MapReduce framework
Hadoop steaming function
Lecture
MapReduce II
9
36
Form Vs.: May 2012
10
Prep:
Review stochastic gradient algorithm
Read:
Parallelized stochastic gradient algorithm.
Lecture
11
Case study: Netflix competition
Prep:
Review the background and history of Netflix competition
Browse the webpage https://www.kaggle.com/
Read:
Recommendation system and Netflix case
Assignment Due:
Assignment 2
Lecture
12
A/B testing for decision making
Prep:
Read “Online Experimentation at Microsoft”
Read:
Controlled experiments on the web
Trustworthy Online Controlled Experiments
Assignment Due:
Assignment 3
Written Assignments/Projects and Exam[s]: Descriptions
Assignments (30%) Students need to complete an assignment by the due date. The assignment requires
students to answer a set of questions closely related to the hand-outs or textbook contents, or conduct
numerical experiments. The textbook and prior lectures provide all the information students need to complete
the assignments. Students must submit assignments at the beginning of class on the due date.
Midterm Test (30%) The midterm test will cover material from the first half of the course and all of the material
from the predecessor course. It will take place in lab and will consist of a series of assignments to be completed
in the three-hour period.
Final Exam (35%) The material for the final exam incorporates all of the techniques discussed in the course. It
includes problem-solving questions and short-answer questions. The three-hour exam will take place at a time
and place to be announced.
10
37
Form Vs.: May 2012
Evaluation of Written Assignments/Projects and Exams
As the course focuses on analytical skills, the evaluation of assignments and exams are objective. Grades are
based on how many problems are correctly solved. Students are required to show major analytical steps, which
lead to the solution of the assigned problems.
Late Delivery: Students will lose 5% of their assignment grade for every day the assignment is delayed.
For example, if an exam consists of 5 questions and a student got the following marks: 4/5, 7/7, 8/9, 5/6, and
9/10, then the rounded percentage value is (4+3+8+5+9)/(5+7+9+6+10) = 89%.
Calculation of Course Grade
In this class, percentage grades will be translated to letter grades.
General Academic Policies: Grading, Academic Honesty, Accommodations and Exams
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!OpenDocu
ment#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/.
11
38
Form Vs.: May 2012
Exams (Absence from)
Mid-term. Students who miss a mid-term examination must contact their course instructor within 24 hours and
provide the course instructor with documentation substantiating the reason for the absence. A copy of the
documentation must also be submitted to Student Services; it will be placed in the student’s file.
Final. Within 24 hours of missing a final examination, students must contact the Director of Student Services, at
(416) 736-5060 and must also contact their course instructor. Formal, original documentation regarding the
reason for missing the exam must be submitted to the Director of Student Services, (SSB Room W262) within 48
hours of missing the final exam. Students who miss a final exam due to illness must have their doctor complete
an “Attending Physician’s Statement.” For more details, see:
http://schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/Enrolment+-+MBA+Exam+Schedule?OpenDocument
12
39
Form Vs.: May 2012
Quick Reference: Summary of Classes, Activities and Deliverables
Class No., Title and Date
In-Class Case/Exercise
Reading Preparation
(excluding cases and
optional readings )
1. Unix command line;
Python I (Handouts)
Setup computing environment for data
science: Python + Unix command line
Review a previous
programming course,
C\C++, Java, Fortran
2. Python II (Handouts)
Implement a Fibonacci sequence generator
using Python.
Practice Unix command
line and an editor
3. Data components, formats,
and collections (Handout)
Implement a simple recommendation
system using Python
Review the CSV format
4. Data visualization
(Handout and the textbook by
Provost and Fawcett)
Data visualization in Python
Review charting in EXCEL,
including the scatter plot
and pie chart
5. Predictive modeling in
Python (Handout)
Explore the stock market structure using
clustering and visualization
Review regression
analysis and support
vector, clustering
6. SQL using Python (Handout)
Use Python SQLite to create a database,
import data, manually add/update/delete
records, and make queries
Review SQL and the ecommerce example from
the last lecture.
7.
Reading Week
8
Midterm
9. Web API
Regular Expression (Handout)
Use regular expression to extract
information from retrieved webpages
Review or study HTML
basics
10. Massive data with Hadoop
and MapReduce I(Handout)
Install Hadoop on VMware on laptop;
practice the word-count MapReduce
algorithm.
Review Unix pipeline and
redirects
11. MapReduce II(Handout)
Implement the stochastic gradient algorithm
using Python.
Review stochastic
gradient algorithm
12. Case study: Netflix
Competition(Handout)
13. A/B testing for decision
making (Handout)
Assignments
Assignment 1
Assignment 2
Review the background
and history of Netflix
competition; browse
https://www.kaggle.com
Use Python to study a log of several
webpage variations A/B testing.
Read “Online
Experimentation at
Microsoft”
Assignment 3
13
40
Form Vs.: May 2012
MEMORANDUM
SUBJECT:
Library Statement for MBAN 6120 3.00
Data Science II
FROM:
Xuemei Li
Head, Peter F. Bronfman Business Library
DATE:
September 26 2014
The Libraries will be able to support this course which is designed for business students who will pursue a career
in the related industries. The course first teaches students Unix command line and Python programming
language, which constitute the uniform computing environment for the following topics: data visualization;
predictive modelling; relational database and SQL; Web APIs; big data, Hadoop and MapReduce; and Stochastic
Gradient Search. Towards the end of the course, various business cases from data since are introduced;
especially, the following two cases will be analyzed in depth: (i) Netflix recommendation system; and (ii) Online
targeted display advertising. Through in-class labs, the course gives students hands-on experience of advanced
data science techniques. Students are required to bring own laptop to participate these in-class labs.
The required course text Data Science for Business: Fundamental Principles of data mining and data analytic
thinking by Provost and Fawcett is not currently in the Bronfman Business Library’s collection but has been
ordered for addition to the collection. The professor is advised to make arrangements for this textbook to be
placed on reserve or short-term loan to ensure equitable access to this high-demand item for students registered
in the course who wish to make use of the library copy.
The libraries own books of relevance which will be important in supporting this course. This includes books on
data mining, data visualization, relational databases, information systems, Unix operating system and Pathon
programming language which are located primarily at the Steacie Science and Engineering Library and the Scott
Library, with a small collection at the Bronfman Business Library. The print academic book collection is
supplemented nicely by a range of different practitioner e-book collections, e.g. Springer Link and Scholars Portal
Books and more which are offered through e-book collections such as Books 24x7 and Safari Books Online.
Relevant journal/magazine articles are also available through databases listed in three related library research
guides:
http://researchguides.library.yorku.ca/statistics
http://researchguides.library.yorku.ca/cse?hs=a
http://researchguides.library.yorku.ca/businessarticles
14
41
Course Change Proposal
1. Program
Schulich MBA program, Global Mining Management Specialization
2. Course Number and Credit Value
MINE 6200 3.00
3. Course Title
a) Long Course Title
Financial Fundamentals in Mining
b) Short Course Title (if a change in the course title is requested)
NA
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)
Fall 2015
6. Academic Rationale
Make MINE course more accessible to the broader Schulich MBA community. Increase student experience
through inclusion of diverse backgrounds and perspectives in the MINE courses.
7. Proposed Course Information
Existing Course Information
(change from)
Prerequisites: All 5000-series Required Foundations
of Management Core Courses
Corequisite: MINE6100 (the corequisite can be
waived upon permission of Instructor)
Proposed Course Information
(change to)
Prerequisites: All 5000-series Required
Foundations of Management Core Courses
8. Consultation
N/A
42
9. Approvals
a) Originator
24/02/2015
Date
Richard Ross
Signature
Richard Ross
Name
b) Area or Specialization
I have reviewed this change form and I support the proposed changes to the course.
Richard Ross
Signature
24/02/2015
Date
Richard Ross
Name of Area Coordinator / Specialization
Director
Global Mining Management
c) Degree Program
This course change has received the approval of the Program Committee, and I support the
proposed changes.
Steve Weiss
Signature
March 23, 2015
Date
Steve Weiss
Name of Program Director
MBA
Program
•
•
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:
•
IMBA:
•
•
MBA/MPA:
MF:
Lucy Sirianni, Faculty Secretary, Finance ([email protected]
43
1. Program
MINE 6300 3.00
3. Course Title
Towards Sustainable Mining
NA
X
in course number
in credit value
in pre/co-requisite
expire course
other (please specify)
Fall 2015
through inclusion of diverse backgrounds and perspectives in the MINE courses. Enable cross-listing of
courses in other specializations.
(change from)
Foundations of Management Core Courses and
MINE6100
(change to)
8. Consultation
N/A
44
9. Approvals
a) Originator
24/02/2015
Date
Patricia Dillon
Signature
Patricia Dillon
Name
Richard Ross
Signature
24/02/2015
Date
Richard Ross
Director
c) Degree Program
proposed changes.
Steve Weiss
Signature
March 25, 2015
Date
Steve Weiss
MBA
Program
•
•
Send to:
•
•
•
IMBA:
MBA/MPA:
MF:
45
1. Program
MINE6400 3.00
3. Course Title
Managing Mining Companies
NA
X
X
in course number
in credit value
in pre/co-requisite
expire course
other (please specify) Inclusion of MINE6400 in list of recommended courses for the ORGS General
Concentration
Fall 2015
through inclusion of diverse backgrounds and perspectives in the MINE courses. Enable inclusion of MINE
courses in other areas’ concentrations.
(change from)
Prerequisite: MINE 6100 3.00
Co-requisite: MINE 6300 3.00
Or permission of the Global
Management Program Director
(change to)
Mining
8. Consultation
Please see attached email.
46
9. Approvals
a) Originator
Claudia Mueller
Signature
24/02/2015
Date
Claudia Mueller
Name
Richard Ross
Signature
24/02/2015
Date
Richard Ross
Director
c) Degree Program
proposed changes.
Steve Weiss
Signature
March 23, 2015
Date
Steve Weiss
MBA
Program
•
•
Send to:
•
IMBA:
•
MBA/MPA:
MF:
•
47
Page I of I
Approval for MINE 6400 to be listed as a Recommended Course under ORGS General Concentration
Chris Bell
to:
Mel Poteck
03/20/2015 11:37
AM
Cc:
Claudia Mueller, "Kevin Tasa"
Hide Details
From: Chris Bell/users/SSB/York/CA
To: Mel Poteck/users/SSB/York/CA@SSB
Cc: Claudia Mueller/users/SSB/York/CA@SSB, "Kevin Tasa" <ktasa@yorku. ca>
History: This message has been replied to.
HI Claudia and Mel
Please take this email as approval from the ORGS area to recommend MINE 6400 as a course that can
count towards an ORGS General Concentration. Please note that this Is contingent on the ORGS area
reviewing any substantive future changes or modifications to the course.
I've cc'd Kevin Tasa who Is the area MBA committee member
Best regards,
Chris Bell
Associate Professor
Area Coordinator, Organization
Studies N303E, Schulich School of
Business York University
4700 Keele
Street Toronto,
ON Canada
M3J 1P3
email: [email protected]
tel.:
CANADA: (416) 736 2100 ext 77912
fax:
(416) 736 5687
Disclaimer: This email. and any fi1es transmitted with it are private and confidential
and intended solely for the use of the individual or entity to whom they are
addressed. If you are not the addressee, you are not authorized to copy or use the
information or to place any r:eliance upon it , nor should you copy it or show it t:o
anyone.
If you have received this email in error, please notify postmast [email protected]
Schulich School. of Business , York University
file:///C:/Users/mpoteck/AppData/Local/Temp/notes9DBD45/- web5288.htm
3/20/201
48
New Course Proposal
The following information is required for all new course proposals. To facilitate the review/approval process, please
use the headings below, REPLACING each <explanation> with your intended text.
1.
Program
Kellogg Schulich Executive MBA Program
2.
Course Number
EMBA 6040
3.
Credit Value
2.0
4.
Long Course Title
Risk Management
5.
Short Course Title
Risk Management
Winter 2015
7.
Calendar (Short) Course Description
This course introduces a holistic framework for identifying, quantifying and managing risks facing an organization,
and for integrating it into corporate strategy to drive competitive advantage.
8.
Expanded Course Description
The main goals are (a) to get acquainted with concepts, methodologies and best practices of risk management (b)
to acquire the basic vocabulary and principles needed to converse with risk experts, (c) to deal with real-life issues
in applications of risk management, and (d) to develop better intuition and awareness of how to establish effective
risk management in organizations in order to drive competitive advantage.
Module 1 - Overview of RM and 2008 crisis
Module 2 – Past Crises and Model's Risk
Module 3 – Value at Risk Methodology for Quantifying and Managing Market Risk
Module 4 – Methodology for Quantifying and Managing Operational Risk & Credit Risk
Module 5 – Black Swans & Stress Testing followed by a Risk Experts Panel
49
9.
Evaluation:
Individual Assessment (40% (+15% bonus) of the final grade):
[1]
th
Assignment 1: "Risk Management after 2008 Crisis" - May 13 (15%)
Attendance, Class Participation - (15%)
Contribution to Group Work - Peer Evaluation (10%)
Bonus Assignment (15%): Summary exercise on ERM: Case study will be distributed in class to be
th
submitted till May 30
Team-Based Assessment (60% of the final grade):
Assignments and Presentations:
th
Assignment 2: May 14 (20%)
th
th
This course is not integrated.
11. Rationale
This course expands the Programs range of elective offerings to include a topic that has become a major
preoccupation for organizations, particularly since the crisis of 2008.
The course will be offered by Professor Boaz Galinson Boaz Galinson. He is the Head of Credit Risk Modeling
and Measurement in the Risk Management Division at Bank Leumi. Mr. Galinson is a VP at Leumi with 19 years
of experience in risk management for Leumi and for the Supervision Unit of the Central Bank of Israel. Boaz
speaks frequently at professional conferences and risk conferences and lectures in the Executive MBA
programs at Tel -Aviv University. He holds MBA degree in Finance and B.Sc degree in Mathematics from TLV
University, Israel.
The course is not cross listed.
There will be a textbook for the course and minicases will be distributed in class.
<Library Statement to follow>
The course will be offered as an elective on-site at Tel Aviv University through our partner program, the
Recanati Business School.
50
MEMORANDUM
SUBJECT:
Library Statement for EMBA 6040
Risk Management
FROM:
Xuemei Li
Business Librarian
DATE:
December 20, 2014
The Libraries will be able to support this course which is designed for EMBA students (a) to get
acquainted with concepts, methodologies and best practices of risk management (b) to acquire
the basic vocabulary and principles needed to converse with risk experts, (c) to deal with real-life
issues in applications of risk management, and (d) to develop better intuition and awareness of
how to establish effective risk management in organizations in order to drive competitive
advantage.
The required textbook and minicases will be provided by the instructor.
The Finding Business Articles guide is very useful for students to locate further relevant articles
remotely. http://researchguides.library.yorku.ca/businessarticles York Libraries’ e-book
collections, e.g. Springer Link and Scholars Portal Books and more which are offered through ebook collections such as Books 24x7 and Safari Books Online contain relevant e-books.
51
Boaz Galinson
Spring 2015
The Kellogg – Recanati International Executive MBA Program
Risk Management
Instructor
Boaz
Galinson
Course web site
http://kr-emba.students.tau.ac.il/Login
Course
description
This course introduces a holistic framework for identifying, quantifying and managing risks facing
an organization, and for integrating it into corporate strategy to drive competitive advantage.
Phone
(03) 514-7765
E-mail
[email protected]
The main goals are (a) to get acquainted with concepts, methodologies and best practices of risk
management (b) to acquire the basic vocabulary and principles needed to converse with risk
experts, (c) to deal with real-life issues in applications of risk management, and (d) to develop
better intuition and awareness of how to establish effective risk management in organizations in
order to drive competitive advantage.
The teaching style will be a mix of lectures, cases and guest speakers from industry. We will discuss
cases, each of which will have some lesson or insight we would like to put in our toolbox.
Working in groups on the assignments will help internalize the concepts and ideas.
Course readings
(a) Textbook
(b) Mini cases to be distributed in class.
52
Boaz Galinson
Spring 2015
Assignments
and
presentations
There are cases to be performed by groups 1 of students that will be collected before the class.
(Pay attention: there is an individual assignment that needs to be submitted before the first
lesson). In most lessons this work will also be presented to the class by a member of the group. I
will "cold call" on students to present cases or assignments.
Submission dates: May 13th (Assignment 1: Individual assignment- submitted before class
starts!), May 14th, May 17th, May 19th.
Individual Assessment (40% (+15% bonus) of the final grade):
Grade
•
Assignment 1: "Risk Management after 2008 Crisis"[1] - May 13th (15%)
•
Attendance, Class Participation - (15%)
•
Contribution to Group Work - Peer Evaluation (10%)
•
Bonus Assignment (15%): Summary exercise on ERM: Case study will be
distributed in class to be submitted till May 30th
Team-Based Assessment (60% of the final grade):
Assignments and Presentations:
•
•
•
Assignment 2: May 14th (20%)
Guidelines for written assignments: Each assignment should consist of no more than
three pages (paper-ware format) of clear, concise and double-spaced text. In addition
to the text, you may include tables and figures in an Appendix. Assignments should
be handed in at the beginning of the class. If you have general questions, we will be as
helpful as we can. Given that these assignments have significant weight in your final
grade, we will not be able to provide any specific suggestions/advice.
Guidelines for attendance and class participation: I expect every student to be
present, punctual, prepared, and participative in all class sessions. Because so
much of the learning in this course occurs in the classroom, it is important that you
attend every lecture. Absence will be recorded and factored into the grade.
Every student is expected to contribute to class discussions and I will try to assess
how your participation enhances both the content and process of a discussion. Since
we have a lot to cover, quality participation (new insights that move the discussion
along) is much more important than quantity (Don't attempt to get "air time" by
merely restating the facts). Focus on providing new insights linked to the topic
discussed and linked to comments of others.
1
Students will be assigned to teams of not more than six members for all team-based assignments.
Team names and composition will be sent before the first class meeting.
53
Boaz Galinson
Spring 2015
Please display your name cards at every session.
Guidelines for peer group evaluation: Although group work is completed and
submitted as a group, everyone is expected to work on each assignment. To make the
grading more equitable and to assist students in reducing the free rider problem, each
group member must fill out a peer evaluation form reflecting each individual's
contribution to the group output (including himself). Highlight your own name and
grade each member on each assignment on a scale of 1 (unsatisfactory) to 5
(exceptional). At the end of the course compute the average scores for all of your
group members in the last column and return this evaluation form. Submission of the
peer evaluation form is mandatory and a failure to submit it will cause the group's
grades to be withheld. These evaluations will be confidential and will be used only by
me and only for grading purposes.
Course Schedule
Session
number
Dates
Topic
Submit
ion before class
1 and 2
May 13
- Introduction to the course.
- What is risk management? What have we learned from the
global financial crisis in 2008?
group assignment
on 2008 crisis
Work in groups
3
- Analyze the crisis that was picked for your group.
May 14
Answering business question using a model/analysis
Work in groups
4-5
Understanding various risks from past crisis: 10 minutes of
presentation by each group.
group assignment
on the chosen
crisis
+presentation (up
to 10 minutes).
May 17
The role of models and model risk (continue)
Work in groups
group assignment
on the model risk
+presentation
List of questions to the Risk panel
6-8
May 18
Work in groups
9
Market Risk, Credit risk, Operational Risk.
Exercise on VaR
May 19
Black Swans and Stress Testing
List of questions
to the panel
Group
assignment on
54
Boaz Galinson
Spring 2015
10
Panel of risk professionals
VaR
List of questions
to the panel
Course Content
Module 1 - Overview of RM and 2008 crisis
We will kick off the course with an overview of what risk management is and its role in global
companies. We analyze the global financial crisis of 2008 and reveal the aftermath effect on RM
including the main regulations in Europe and the US. Students will be asked to analyze a past crisis in a
similar way in their teams so they will become familiar with other types of risks and find the lessons
learned from that crisis.
Module 2 – Past Crises and Model's Risk
We will understand various risks based on group presentations and the lessons that can be
learned from past crises. Then, we describe the role of models in organizations and the way
they are used for decision-making. That will bring us to discuss corporate governance of
models and to suggest a framework organize the governance of these models. Students in teams will
ascertain different types of model risks
Module 3 – Value at Risk Methodology for Quantifying and Managing Market Risk
We will start with a few examples of model risks based on group presentations. Then, we will get
familiar with the framework of market risk: measuring it and managing it.
Module 4 – Methodology for Quantifying and Managing Operational Risk & Credit Risk
We will get familiar with the framework of operational risk, which is relevant to every company, and
of credit risk (which is especially relevant to banks, insurance companies, hedge funds): measuring it
and managing it. Then, students in their work teams will suggest a framework to handle extreme risk
realizations (such as Sep 11) and crises that have never happened before.
Module 5 – Black Swans & Stress Testing followed by a Risk Experts Panel
Black swans and stress testing: Based on teamwork, we will discuss methodologies to overcome the
blind spots in organizations and events that have never happened yet. Then we will meet risk
professionals from different institutions to answer your questions regarding risk management and
describe how it is adopted in the marketplace.
55
New Course Proposal
1.
Program
2.
Course Number
EMBA 6120
3.
Credit Value
2.0
4.
Long Course Title
5.
Short Course Title
Spring 2015
7.
The purpose of this course is to (1) develop an understanding of the strategic concepts and business models
underlying Chinese business, through cultural and institutional differences; (2) to use this “globalocal”
understanding to think broadly about international enterprise and future enterprise development to develop a
capability for local strategy execution in any part of the world.
8.
The course will be divided into 10 sessions:
1. Ambicultural Strategic Thinking and Practice
2. Chinese Business and Social Practice
3. Managing in China
4. Competing in China
5. Western MNC’s in China
6. China-based MNC’s
7. Transformation of Chinese Business “Family”
8. East-West Integration
9. The Culture-Strategy-Execution Trio
10. Becoming an Ambicultural Professional, and Course Wrap-up
56
9. Evaluation:
Individual class participation and contribution: 40%
Course project: 60%
11. Rationale
This course expands the Programs range of elective offerings to include a strategic and cultural overview of
Chinese business, a major focus of current economic activity.
The course will be offered by Professor Ming-Jer Chen, the Leslie E. Grayson Professor at The Darden School at
the University of Virginia. Dr. Chen is Past President and Fellow of the Academy of Management, a Fellow of
the Strategic Management Society, and former chair of the Academy’s Business Policy and Strategy (BPS)
Division. He has served on the editorial review boards of Strategic Management Journal, Academy of
Management Journal, and Harvard Business Review (Chinese), among other publications. Prior to Darden, he
founded and directed Wharton’s Global Chinese Business Initiative and served on the faculty at Columbia
University.
Inside Chinese Business: A Guide for Managers Worldwide (Harvard Business School Press, 2001), a book by
the instructor, is central to the structure and the readings of this seminar. ICB provides a view into the cultural
and philosophical underpinnings of Chinese business practices. In addition, cases, business articles, and
presentation or PowerPoint materials will be assigned for each session.
The course will be offered as an elective on-site at Peking University through our partner program, the
Guanghua School of Managment.
57
MEMORANDUM
SUBJECT:
West Meets East: Strategic implications for Managing in the 21st
Century
FROM:
Xuemei Li
Business Librarian
DATE:
December 20, 2014
The Libraries will be able to support this course which is designed for EMBA students to (1)
develop an understanding of the strategic concepts and business models underlying Chinese
business, through cultural and institutional differences; (2) to use this “globalocal” understanding
to think broadly about international enterprise and future enterprise development to develop a
capability for local strategy execution in any part of the world.
The required textbook: Inside Chinese Business: A Guide for Managers Worldwide (Harvard
Business School Press, 2001) which was written by the course instructor has been ordered
through Gobi YBP Library Services.
The required readings listed in the course proposal will either be provided by the professor in the
course kit or can be accessible through the library subscribed databases. The Finding Business
Articles guide is very useful for students to locate more relevant articles remotely.
http://researchguides.library.yorku.ca/businessarticles In particular, the Searching HBR Articles
guide http://researchguides.library.yorku.ca/HBR is very useful for students to locate the required
Harvard Business Review articles. York Libraries’ e-book collections, e.g. Springer Link and
Scholars Portal Books and more which are offered through e-book collections such as Books
24x7 and Safari Books Online contain relevant e-books.
In addition, Business Monitor Online, Global Insight, OECD iLibrary, and Marketline Advantage
contain Chinese political, historical, cultural, economic and social information. Students may find
the Country and International Business research guide very useful to search for relevant
information for this course. http://researchguides.library.yorku.ca/countryinternationalbusiness
58
Dr. Ming-Jer Chen
The Guanghua-Kellogg EMBA Program
The Global Elective Week at Guanghua
Beijing, May 2015
Syllabus
Course Description
As businesses and economies become more global, companies worldwide will increasingly need
to examine their business practices and beliefs. The purpose of this course is to help participants
1) develop a deep understanding of the strategic concepts and business models underlying
“foreign” (in this case, Chinese) business, based on a thorough knowledge of cultural and
institutional differences, and comprehend the implications of these differences for enterprise
management in general; 2) use this “globalocal” understanding to think broadly about
internationalenterprise and future enterprise development; and 3) develop a globally integrative
perspective that enables them to conduct business and develop their capability for local strategy
executionin any part of the world.
Through an analysis of Chinese (mainland and overseas) business practices, such as methods of
competition and strategy, the course aims to move from a comparative to an integrative
perspective. More broadly, the course will introduce a way of thinking that goes far beyond
simply enabling one to do business with the Chinese. The integration of Eastern and Western
business concepts and practices can lead to expansive “ambicultural” thinking about the structure
and possibilities of enterprise in the new global reality. As will be discovered in the course,
“ambicultural” business professionals are managers who can embrace the best of Western and
Eastern cultures and practices while avoiding the worst. Building on in-depth understanding of
Eastern and Western business practices, we will explore a new global enterprise system.
Fostering such an ambicultural perspective will benefit participants’ business careers and
personal endeavors alike.
Drawing heavily from the instructor’s work on this topic and his extensive experience in China
and the U.S., and complemented by vigorous participant discussion, the course intends to make
progress on two fronts: bridging application and scholarship, and maximizing the participantcentered learning experience. This format and orientation have proven to be appealing to
EMBAs committed to both intellectual rigor and practical relevance.
Course Objectives
59
•
Challenge participants’ basic assumptions and presuppositions about business by
introducing business cultures and institutions that differ radically from those of the
U.S.and, specifically, China in this case.
•
Understand how cultural differences underlie important dissimilarities in enterprise
strategy and competitive style, as well as in business communication and interaction.
•
Stimulate global, “integrative” thinking to gain a new perspective in a rapidly changing
and interconnected business world.
•
Develop a specific execution plan and capability to carry out ambicultural strategic
thinking locally.
•
Advance a framework for a new global enterprise system.
•
Build a learning community through intense engagement by all members of the class.
Learning Points
•
Navigating the transitional economy of the People’s Republic of China.
•
Implications of traditional Chinese concepts for contemporary business conduct.
•
Chinese indirect competitive strategy and tactics.
•
Chinese “business families” and their transformation in the new century.
•
Guanxi: Similarities and differences between guanxi and the “old boy network,” an
informal system Western managers use to develop business networks.
•
The “middle way” perspective and its implications.
•
How to spot a yes-no: understanding Chinese communication patterns.
•
Chinese distaste for “negotiation”—and how to negotiate with the Chinese.
•
Fostering a globalocal business perspective and practice.
•
Learn new execution tools relevant to ambicultural strategy
Target Audience
This course will be especially useful to those interested in pursuing managerial careers with
responsibilities involving international operations or high-level strategic components, and to
those interested in strategy consulting, international business, or business opportunities in Asia,
particular in China. The course will appeal also to those interested in Chinese business culture
and practices, entrepreneurship in the global context, and cross-culture or cross-border business
60
issues. Persons from different cultural and national backgrounds with a concern for global
integration at the organizational and personal levels may find the course valuable.
Term Project
In many ways, the term project is the foundation of this course. Preferably, teams of three
participants will carry out the research, writing, and presentation of this undertaking. The project
will focus at the enterprise level (Chinese or non-Chinese) on managerial and strategic issues that
have broad global implications and which target a managerial audience. The class should expect
to devote a considerable amount of time to the project.
Course Materials
Inside Chinese Business: A Guide for Managers Worldwide (Harvard Business School Press,
2001), a book by the instructor, is central to the structure and the readings of this seminar. ICB
provides a view into the cultural and philosophical underpinnings of Chinese business practices.
In addition, cases, business articles, and presentation or PowerPoint materials will be assigned
for each session. The session outline below refers to the most relevant book chapters of each
session.
Grading
Individual class participation and contribution:
Individual Term project:
40%
60%
Design Philosophy/Caveats
The course is shaped by the belief that all class participants—including the instructor—are
“learning partners” in the process of creating and accumulating knowledge, from philosophy to
theory/concept to practice. The course is therefore a collaborative investigation of modern
Chinese business, its cultural underpinnings, and implications for managing global enterprise in
general.
Asking the right questions is the key to strategy, business management, research, and case
teaching. The instructor will use the Socratic method to help class participants develop a
strategic-question mindset that will ultimately benefit both their business and personal
endeavors.
This course has the following distinct features. First, it will require participants’ intense
involvement throughout the course. Class participants are encouraged to “get their hands dirty”
in order to engage in the intellectual inquiry and business application. Second, the instructor
61
considers his role as that of a coach in helping the class complete its research. He will interact
closely and informally with all participants throughout the term.
The success of the class depends on each participant pulling her or his own weight, in both the
term project and the group-led classwide discussions. Knowledge building is a group effort, and
information derived from projects may be used for future research activities. Contributions from
the class in this regard will be fully acknowledged.
Along the same lines, the whole class is built on mutual trust and help among the participants.
Peer review and support are important contributors to intellectual progress and are not only
highly encouraged, but required, in this class.
62
Session Outline
Session 1
Date
Ambicultural Strategic Thinking and Practice
Readings:
1.
2.
3.
“The Power of One” (UVA-S-0204).
2013 Presidential Address, “Becoming Ambicultural:A Personal
Quest─and Aspiration for Organizations” (Ming-Jer Chen),
Academy of Management Review, 2014, 39: 119-137.
“The Power of One: The Strategy Diamond Framework” (UVA-S0237).
Assignment:
1.
2.
Session 2
Date
In your words, how would you define the idea of being
“ambicultural”? How useful is this idea? What are the key
characteristics of a successful “ambicultural” business professional
and organization? Please give a few examples.
What are the implications of the “Power of One” and “Becoming
Ambicultural” paper for a) your business career, b) personal life,
and c) your learning and study plan in China during this term?
Chinese Business and Social Practice
Case: Pacific Dunlop China (A): Beijing (HBS 9-695-029)
Readings:
1.
2.
ICB Preface & Epilogue, Chapter 1
“The China Rules” (Lynn S. Paine), Harvard Business Review,
2010, 88(6): 103-108.
Assignment:
1.
2.
3.
Session 3
Date
Why is Steve Littley finding his job so difficult? What would you
do if you were in his situation?
How would you advise Pacific Dunlop to proceed with its China
strategy? What should David Lau be doing about the challenges of
managing the Chinese plants in his network?
What are some specific guidelines you might offer Western
managers to ready them for doing business in China?
Managing in China
63
Case: Alibaba'sTaobao (A) (HBS 9-707-456)
Readings:
1.
2.
ICB Chapters 3 and 4
“Tomorrow’s Global Giants? Not the Usual Suspects” (Pankaj
Ghemawat and Thomas Hout), Harvard Business Review,
November 2008, pp. 80-88.
Assignment:
1.
2.
3.
Session 4
Date
What was Alibaba Group’s motivation for diversifying into the
consumer business with the launch of Taobao? Does this make
sense?
How did Taobao beat eBay?
Should Ma implement Zhao Cai Jin Bao? Why or why not?
Competing in China
Case: FedEx in the Chinese Express Delivery Market: Face off in the
Forbidden City (UVA-S-0156).
Readings:
1.
2.
3.
4.
ICB Chapter 6
Indirect Competition: Strategic Considerations (UVA-S-102)
Indirect Competition: Resource Diversion (UVA-S-103)
“Strategies for Competing in a Changed China” (Peter Williamson
and Ming Zeng), MIT Sloan Management Review, 2004, 45(4): 8491.
Assignment:
1.
2.
3.
4.
Session 5
Date
How important is the Chinese express-delivery market to FedEx?
What is FedEx’s position in this market?
What is unique about the Chinese market?
Who are FedEx’s competitors in the Chinese market? How do they
compete in China and internationally?
How should FedEx compete in China? What actions should FedEx
take in China to fend off the DHL and UPS expansions there?
Western MNCs in China
Case: McDonald’s and KFC: Recipes for Success in China (INSEAD
64
01/2009-5580)
Readings:
1.
2.
ICB Chapters 7 and 8
“Is It Too Late to Enter China?” (Edward Tse), Harvard Business
Review, 2010, 88 (4): 96–101.
Assignment:
1.
2.
3.
Session 6
Date
How do you compare McDonald’s and KFC’s strategy and
performance in China? How and why do they differ?
What’s your assessment of McDonald’s strategy in China? What
important strategic issues does the company face? What do you
suggest it do next?
What’s your assessment of KFC’s strategy in China? What
important strategic issues does the company face? What do you
suggest it do next?
China-based MNCs
Case: Haier: Taking a Chinese Company Global in 2011 (HBS 9-712408)
Readings:
1.
2.
ICB Chapter 9
“The Hidden Dragon” (Ming Zeng and Peter Williamson), Harvard
Business Review, 2003, 81(10): 92-99.
Assignment:
1.
2.
3.
4.
Session 7
Date
Why was Haier so successful in China?
Was Haier’s decision to globalize into developed markets early on
a good strategy?
Can Haier build on its success in niche products to become a
dominant global brand in high-end white goods?
Is Haier’s “three thirds” strategy a viable or wise approach?
Transformation of Chinese Business “Family”
Case: Li & Fung 2006 (HBS 9-307-077)
65
Readings:
1.
2.
ICB Chapter 2
“CHINA + INDIA the Power of Two” (Tarun Khanna), Harvard
Business Review, 2007, 85(12): 60-69.
Assignment:
1.
2.
3.
Session 8
Date
How did the Fung brothers transform a traditional Chinese business
into a globally viable enterprise? Which practices of Li & Fung
might Western and Chinese business find useful as they expand
their global operations?
Is Li & Fung a typical Chinese business family or is it an
exception? Why?
What historical factors have contributed to the development and
success of the Chinese business family? How might the Chinese
business family adapt to the new global economy? Given the
organizational “mismatch,” how might Western companies prepare
themselves to work effectively with family businesses?
East-West Integration
Case: The Lincoln Electric Company (9-376-028)
Readings:
1.
“Lincoln Electric’s Harsh Lessons from International Expansion”
(Donald F. Hasting), Harvard Business Review, May-June 1999,
pp. 163-178. (Reprint 99305).
Assignment:
1.
2.
3.
4.
Session 9
Date
Why has Lincoln Electric been so successful? What were the
factors that contributed to its success?
What problems might Lincoln’s unique management “system”
create?
Would the Lincoln system work for other companies?
Could the same system be used overseas, particularly in China?
How should the company adapt its incentive system to China?
The Culture-Strategy-Execution Trio
Readings:
1.
“West Meets East: Toward an Ambicultural Approach to
Management” (Ming-Jer Chen and Danny Miller), Academy of
66
2.
3.
Management Perspectives, 2010, 24(4): 17-24.
“The Relational Perspective as a Business Mindset: Lessons from
East and West” (Ming-Jer Chen and Danny Miller), Academy of
Management Perspectives, 2011, 25 (3): 6-18.
“Wangdao Business Leaders” (Ming-Jer Chen, Chinese original:
Peking University Business Review, August 2011, pp. 40-43
Assignment:
1.
2.
3.
4.
Session 10
Date
How can you cultivate a balanced “culture-strategy-execution”
trio?
How can you develop an expansive viewpoint that allows you to
fully embrace ideas and practices from other parts of the world?
Why is Lincoln Electric considered to be “the best form of
capitalism” by American executives and “the best socialist
enterprise” by Chinese executives (Chen & Miller, 2010)?
How can you apply “Wangdao” thinking to your global expansion?
Becoming an Ambicultural Professional, and Course Wrap-up
Assignment:
1.
2.
3.
What’s the“one” in your career? How can you develop perspectives
and skill sets that will allow you to work successfully in any
organization, industry, or country?
How can you use the ambicultural perspective to build your career
and balance your life?
What three strategic insights into your business career have you
gained in this course that can help you cope with the challenges or
capitalize fully on the opportunities available to you
internationally?
67
Guidelines for the Term Project
Objectives:
The project (preferably carried out by teams of three or four members) is an integral part of the
course. It aims to achieve the following objectives:
• To evaluate participants’ understanding of the course materials
• To apply some of the key concepts that have been learned from academic articles to the
business context
• To extend and expand key concepts and research findings
Consider the project a take-home field exam. Participants should expect to devote a considerable
amount of time to the final report or paper of the project, as it is an essential part of the course.
Final Paper:
Each group could investigate further the topic of its interest or be assigned one question on
a lottery basis. The assigned question will be general enough to allow the group to apply various
concepts and ideas learned in class, and at the same time, specific enough to allow for a focused,
in-depth analysis. The question will be used to guide the preparation and writing of the final
paper.
I will expect the paper to draw on frameworks and concepts that have been learned about and
developed during the course. The term project should include recommendations on how it could
be dealt with by managers. Furthermore, you may want to interview a specialist on its topic and
to include the results of the conversation in the term paper. Ideally, the term project will take the
form of a toolkit that managers could use when faced with the specific situation you explore.
The most important element of any paper is a clear and well thought-out theme or “message.” I
would like to see that you have given careful and thoughtful consideration to the issues, ideas,
and concepts we discussed in class. In “making the case” for your paper, you should be sure to:
•
•
•
Clearly articulate issues and ideas of strategic importance to managers
Make effective use of examples and arguments to support key points
Structure your argument so that it allows for clarity, depth, and breadth of discussion.
Since the number of people per project-group varies greatly, it is difficult for me to give a
specific page requirement. In general, I would say that a three-person group should produce a
paper of about 15-20 pages in text, with additional notes and appendices as necessary. Bear in
mind that it is the quality of the paper that I am interested in, not the quantity.
68
Ming-Jer Chen
Ming-Jer Chen, Leslie E. Grayson Professor at The Darden School, is a leading authority in
strategic management. He is recognized for his pioneering work in competitive dynamics and
ambicultural management.
Dr. Chen is Past President and Fellow of the Academy of Management, a Fellow of the
Strategic Management Society, andformer chair of the Academy’s Business Policy and Strategy
(BPS) Division. He is the recipient of numerous awards from scholarly journals, including
Academy of Management Review and Journal of Management Inquiry, and the Best Paper Award
from the Academy's BPS Division. He has served on the editorial review boards of Strategic
Management Journal,Academy of Management Journal, and Harvard Business Review
(Chinese), among other publications. Dr. Chen is the author of Inside Chinese Business: A
Guide for Managers Worldwide (Harvard Business School Press, 2001/03) and Competitive
Dynamics: A Research Odyssey (in Chinese) (Peking University Press and Bestwise Press).
Over the past 20 years Dr. Chen has taught and led programs in executive education
programs at Darden, the University of Pennsylvania’sWharton School, and Columbia Business
School. His corporate clients include Merck, FedEx, United Technologies, DuPont, Alcoa, Ford,
AIG, Timken, Morgan Stanley, Munich Re, BOC Gases, Acer, Rolls-Royce, Tencent,and the
executive program of the State-owned Assets Supervision and Administration Commission of
China’s State Council.
Dr. Chen has been featured in more than 300 media articles and appearances in North
America, Europe, and Asia, including in Forbes, TheWall Street Journal, USA Today,CNNfn,
PBS, Handelsblatt (Germany), Fortune (China), and China Central TV Corp. He is a regular
contributor to leading Chinese business magazines, including as a monthly columnist for
Harvard Business Review (Chinese).
He has contributed to the East-West business dialogue through keynote speeches at
international forums, including the World Economic Forum’s China Business Summit (Beijing,
2000), the US-China Executive Summit (New York, 2004), the Hamburg Summit (2004), the
China CEO Forum (2007), and HSM forums in Buenos Aires, São Paulo, and Milan (2006–07).
He is conference convener for the Strategic Management Society’s Special Conference in China
(2012). At the invitation of China’s National MBA Education Advisory Committee (1997 and
2006), he taught management professors representing each of the MBA programs in the People’s
Republic of China.
Prior to Darden, he founded and directed Wharton’s Global Chinese Business Initiative and
served on the faculty at Columbia. In addition, he has held honorary, visiting, or advisory
appointments at the Imperial College of Science, Technology, & Medicine, Chinese University
of Hong Kong, National Taiwan University, Chengchi University, Fudan University, Sun Yatsen University, Tsinghua University, and National University of Singapore.
Bornand raised in a rural town in Taiwan, Dr. Chen had a rare opportunity, before he came
to the U.S. in the early 80s, to study Chinese classics and philosophy with a master who was a
nephew of the last emperor in China.
69
New Course Proposal
1.
Program
2.
Course Number
EMBA 6130
3.
Credit Value
2.0
4.
Long Course Title
Finance in China: Practices, Challenges, and Innovations
5.
Short Course Title
Finance in China
Spring 2015
7.
The purpose of this course is to help participants 1) develop an understanding of current finance in China; 2) to
understand what drives deregulation and the surge of financial innovations in China; and 3) to explore the
implications for traditional financial system and new entrants for the Chinese and global economy.
8.
The course will be divided into 7 sessions:
Session 1 China’s Economic Development Model and Embedded Finance in China
Session 2 Virtues and Challenges Associated with the First Generation Finance in China
Session 3 Understanding China’s Banking Sector
Session 4 Understanding China’s Capital Markets
Session 5 The Surge of New Finance
Session 6 Designing an Optimal Financing Scheme for Local Governments
Session 7 Mapping out Finance 2.0
70
9.
Evaluation:
40% individual class participation and contribution
20% individual assignment
40% course project
11. Rationale
This course expands the Programs range of elective offerings to include an overview of the current and future
state of Finance in China, one of the world’s largest economies.
The course will be offered by Professor Qiao Liu is Professor of Finance, the JiaMao Distinguished Professor at
The Guanghua School of Management at Peking University. Before he joined Guanghua in late 2010, Dr. Liu
taught in the Faculty of Business and Economics, University of Hong Kong, and was tenured at HKU. Dr. Liu
also worked at McKinsey & Company’s Asia-Pacific Corporate Finance and Strategy Practice from 2001 to
2003. Dr. Liu holds a Ph.D. in financial economics from UCLA (2000), an MA in international finance from the
Graduate School of People's Bank of China (1993), and a BS in Economics and Mathematics from the Renmin
University of China (1991).
The text for the course is Finance in Asia: Institutions, Regulation and Policy (Routledge: London and New York,
2013), a book co-authored by the instructor and his former colleagues (Qiao Liu, Douglas Arner and
Paul
Lejot). In addition, cases, business articles, and presentation or PowerPoint materials will be
assigned for each
session.
The course will be offered as an elective on-site at Peking University through our partner program, the
Guanghua School of Managment.
71
MEMORANDUM
SUBJECT:
Finance in China: Practices, Challenges, and Innovations
FROM:
Xuemei Li
Business Librarian
DATE:
December 20, 2014
The Libraries will be able to support this course which is designed for EMBA students (1) to
develop an understanding of current finance in China; and (2) to understand what drives
deregulation and the surge of financial innovations in China; and (3) to explore the implications
for traditional financial system and new entrants for the Chinese global economy.
The required textbook: Finance in Asia: Institutions, Regulation and Policy (Routledge: London
and New York, 2013) which was co-authored by the course instructor and his former colleagues
is available at the Bronfman Business Library.
The required readings listed in the course proposal will be provided by the professor in the course
kit. The Finding Business Articles guide is very useful for students to locate further relevant
articles remotely. http://researchguides.library.yorku.ca/businessarticles York Libraries’ e-book
collections, e.g. Springer Link and Scholars Portal Books and more which are offered through ebook collections such as Books 24x7 and Safari Books Online contain relevant e-books.
In addition, Factiva, Lexis Nexis Academic, Investext Plus and Global Financial Database cover
Chinese finance information. Students may find the Finance research guide very useful to search
for further Chinese finance information for this course.
http://researchguides.library.yorku.ca/finance
72
Finance in China：
Practices, Challenges, and Innovations
Professor Qiao Liu
The Guanghua-Kellogg EMBA Program
The Global Elective Week at Guanghua
Beijing, May 2015
Syllabus
Course Description
The Chinese economy is going through a transition from an investment led to an efficiency
driven economy. Finance plays a critical role in this process. However, the structural flaws
associated with the current practices of finance in China – low efficiency, limited coverage, and
suboptimal structure – are constraining the further development of the Chinese economy. As the
Chinese government gradually deregulates the finance sector, new practices and innovations
surge on the scene, which challenge the traditional finance in China and may very likely define
the future financial landscape in China. China’s demand for second-generation financial
intermediaries and markets need to be met in order for China’s further development to be
sustained. Finance 2.0 is well on the way!
In the context of this course, Finance in China means two things. First, we set out to explore
China’s financial system, common practice, and outcomes, and how they evolve over time. Our
theme is that finance in China is closely associated with China’s industrialization and has its own
character that is shaped by economic development model, institutions, business norm, and
entrenched practices. The second meaning of Finance in China is more subtle. On one level, we
illustrate the major forms of financial intermediation using Chinese examples; on the other level,
we explore the new forms of financial intermediation in China including internet financing and
local government financing, and discuss their implications.
The purpose of this course is to help participants 1) develop a deep understanding of the current
finance in China (e.g., its origin, common practices, pitfalls, prospects, etc.) through a detailed
examination of the financial intermediaries and financial markets in China and a structured study
of the underlying institutional foundations; 2) understand what drive deregulation and the surge
of financial innovations in China, and think broadly about how finance 2.0 in China may evolve
and help better serve the real economy through deregulations and financial innovations; and 3)
explore the implications for traditional financial system and new entrants, both domestically and
abroad, and the implications for the Chinese economy and the global economy.
73
Course Objectives
•
Challenge the common belief that there is a uniform model of finance and that the
world’s leading financial markets are absolute precedents for system and behavior in
China.
•
Understand how institutional foundations and China’s economic development model
underlie structure, conduct, and performance of finance in China.
•
Develop a comprehensive understanding of the advancements of new finance in China
such as internet financing (e.g., Yuebao, P2P platforms) and local government financing;
and assess their implications for finance and real economy.
•
Stimulate a forward looking perspective to explore Finance 2.0 in China (or Finance in
China in the next 10-20 years); advance a framework for finance 2.0 in China.
•
Evaluate challenges and opportunities facing a traditional financial intermediary, a
disruptor, and an international player, respectively.
•
Build a learning community through intense engagement by all members of the class.
Target Audience
This course will be especially useful to those interested in understanding how finance works, and
how finance may work in the next 10-20 years in China, and to those interested in knowing what
institutional factors and economic factors are driving the changes in the financial sector in China
and how to grasp the potential business opportunities along the way. The course will appeal also
to those who have genuine interests in Chinese economy, Chinese business practices, and
entrepreneurship in China.
Course Materials
Finance in Asia: Institutions, Regulation and Policy (Routledge: London and New York, 2013),
a book co-authored by the instructor and his former colleagues (Qiao Liu, Douglas Arner and
Paul Lejot), is central to the structure and the readings of this course. The book covers 9 East
Asian economies, but China is definitely the focus. In addition, cases, business articles, and
presentation or PowerPoint materials will be assigned for each session. The session outline
below refers to the most relevant materials of each session.
Course Project
One course project will be assigned to the participants. Preferably, teams of a maximum of 4
participants will conduct the research, writing, and presentation. The project should be related to
the Chinese financial markets, Chinese financial intermediaries, and innovative business models
in China, and should target a managerial audience.
74
Grading
40% individual class participation and contribution
20% individual assignment
40% course project
Session Outline
Session 1 China’s Economic Development Model and Embedded Finance in China




The relationship of financial management to economic development
A short history of Finance in China in the post-1949 era
The features of China’s economic development model and its implications for finance
The institutional foundations and character of finance in China
Case Corporate Governance of Industrial and Commercial Bank of China (ICBC)
Readings: Instructor’s teaching pack
Finance in Asia, Chapters 1 and 5
Session 2 Virtues and Challenges Associated with the First Generation Finance in China
 A generic framework for the understanding of a robust and sustainable finance
 An examination of the first generation Chinese finance through the lens of Asian
financial crises and the most recent global financial crisis
 Pitfalls of finance in China and their implications for the Chinese economy
 Intertwined economic challenges: housing market bubble, shadow banking, local
government debt, NPL, and corporate over-leverage
Case Shadow Banking in China
Finance in Asia, Chapters 2 and 3
Business articles (to be announced)
Session 3 Understanding China’s Banking Sector




An overview of Chinese Banking sector
Banking reform in 2000s
The structure and operations of commercial banks in China
Key challenges and opportunities
75
Case The IPO of ABC (Agricultural Bank of China, the largest IPO in the global market
as of May 2014)
Finance in Asia, Chapter 6
Session 4 Understanding China’s Capital Markets
 The structure and operations of China’s capital markets
 China’s publicly listed companies
 Why is there a deviation of capital market performance from real economic performance
in China?
Case Capital market analysis of China Resources
Finance in Asia, Chapter 7
Session 5 The Surge of New Finance





What drive the surge of new finance in China?
Yuebao, Alipay, P2P, Crowd funding in China
Implications for financial intermediaries in China and aboard
Other issues (optional): PE and SWFs in China
Panel discussion: founders of various internet financing ventures in China will be invited
to discuss the prospects of new finance in China
Case Yuebao: a blood sucking vampire or a messenger?
Session 6 Designing an Optimal Financing Scheme for Local Governments




Local government debts – a systemic risk in the Chinese economy
Local Government Finance: ideas and practices
Case examples
A potential business model?
Case Designing an optimal financial arrangement for City J
76
Session 7 Mapping out Finance 2.0





How finance and real economy interact to decide the future financial landscape in China?
The ideal features of Finance 2.0
How to get there?
Business opportunities and potential winning business models along the way
Reckoning: Finance, at its very heart, is about how to make our society a better place.
Case Presentations
77
Appendix
Short biography of Qiao Liu
Qiao Liu is Professor of Finance, JiaMao Distinguished Professor at The Guanghua School of
Management at Peking University. He is a leading authority in the area of finance in China, and
is recognized for his work in corporate finance, financial markets, and the Chinese economy.
Dr. Liu is the winner of Outstanding Youth Award of the National Science Foundation (2013),
and was awarded “Li Yining Outstanding Service (teacher) Award”, the highest award in the
Guanghua School of Management in 2013. Before he joined Guanghua in late 2010, Dr. Liu
taught in the Faculty of Business and Economics, University of Hong Kong, and was tenured at
HKU. Dr. Liu also worked at McKinsey & Company’s Asia-Pacific Corporate Finance and
Strategy Practice from 2001 to 2003, where he advised various MNCs and leading Asian
companies on issues related to corporate finance and strategies. Dr. Liu holds a Ph.D. in financial
economics from UCLA (2000), an MA in international finance from the Graduate School of
People's Bank of China (1993), and a BS in Economics and Mathematics from the Renmin
University of China (1991).
Qiao Liu’s primary academic research interests are in corporate finance, empirical asset pricing
models, financial markets, and Chinese economy. He has published dozens of articles at leading
academic journals including Journal of Financial Economics, Journal of Financial and
Quantitative Analysis, Journal of Accounting Research, Management Science, Economic Journal,
Journal of Corporate Finance, Journal of Accounting, Auditing, and Finance, Financial
Analysts Journal, etc. He has co-edited a book on the Asian debt capital markets --- “Asia's debt
capital markets: prospects and strategies for development” (Springer, 2006). His co-authored
book titled "Finance in Asia: Institutions, Markets, and Regulation,” (with Paul Lejot and
Douglas Arner) was released by Routledge in March 2013. Dr. Liu is the author of the Chinese
bestseller “Big to Brilliant: the Second Long March of Corporate China.”
Besides academic research, Dr. Liu also writes articles for leading business newspapers and
magazines. His articles and views appear in the The Economist, Financial Times, CFO Magazine,
21st Century Business Herald, Caijing Magazine, New Fortune, The Asian Wall Street Journal,
and South China Morning Post.
Dr. Liu has extensive business experiences. Over the past ten years, he has conducted numerous
consulting projects for leading Chinese firms and MNCs including PetroChina, Minsheng Bank,
Mercedes Benz (China), Shenzhen Stock Exchange, among many others. Dr. Liu is the founder
of Huaxinhui, a platform focusing on advising China’s local governments on financing issues.
He pioneers the practice of compiling balance sheets of local governments, and providing
China’s local governments with market-based credit ratings. He is a strong advocate of including
local government credit rating as one key KPI to cope with China’s fast growing local
government debts.
---- The End ----
78
New Course Proposal: EMBA 6160 Foundations of
Entrepreneurship
1. Program: Kellogg-Schulich Executive MBA
2. Course Number: EMBA 6160
3. Credit Value: 2.0
4. Long Course Title: Foundations of Entrepreneurship
5. Short Course Title: Foundations of Entrepreneurship
6. Effective Session: Winter 2015
7. Calendar (Short) Course Description:
The course provides participants with a theoretical background on entrepreneurship, gives practical
advice and knowledge on the topic, and discusses the preparation of business plans. The focus of the
course lies on the entrepreneurial process and the decisions to be taken at each phase of the startups development. There are no pre-/co-requisites.
8. Expanded Course Description:
The course combines lectures, discussions and intense team-based case study work by participants
to provide them with a theoretical background and practical knowledge and advice on
entrepreneurship focusing in particular on the entrepreneurial process, opportunity recognition and
strategy formulation, resource requirements and network building, the creation of a business plan,
personnel management in start-ups, entrepreneurial finance and marketing as well as growth
management and a possible sale of the venture. These topics will be introduced and discussed in five
sessions within a residential format.
9. Evaluation:
The course grade will be based on the quality of the teamwork on the case studies (50%), and a final
exam (50%). The relatively high percentage of teamwork has both pedagogical and practical reasons.
Practically, given the one-week residential format, students will have to work closely and intensely
together to complete the required course work. Pedagogically, the group work will highlight and
practice the collective nature of successful entrepreneurial ventures. This is complemented with an
individual exam, where each student has to demonstrate their mastery of the material.
10. Integrated Courses:
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, since a growing number of them elect to start their
own business following graduation, while many others are called upon to lead entrepreneurial
initiatives within their organizations.
12. Faculty Resources:
This course will be offered once per year at the campus of our partner, the Kellogg School of
Management in Evanston, Illinois in a residential format by Professor Dr. Peter Witt. Prof. Witt obtained
his doctorate in 1996 from WHU, the German partner school in the Kellogg network. He was a professor
79
at WHU and the University of Dortmund and since November 2010 has held the Chair of Technology
and Innovation Management at the University of Wuppertal. He has published widely on the topic and
since 2009 has been the president of the leading academic association for entrepreneurship research,
education, and policy in the German-speaking countries.
13. Crosslisted Courses:
This course is not crosslisted.
14. Bibliography and Library Statement:
Students will be supplied with the required readings and select cases in advance of the course. As
per the attached library statement, if necessary, they can also access the rich electronic resources of
our own library remotely to consult additional material.
15. Physical Resources:
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 during an
international week open to students from the whole network. These can be supplemented with the
resources of the York University Library, should this prove necessary.
80
MEMORANDUM
SUBJECT:
Foundations of Entrepreneurship
FROM:
Angie An
Business Librarian
DATE:
January 9, 2015
EMBA 6160: Foundations of Entrepreneurship
York Universities Libraries (YUL) is able to support the proposed course EMBA 6160: Foundations of
Entrepreneurship which will be offered abroad. YUL has a strong collection of electronic books, online
periodicals and databases in relevant subject areas for this course and will be able to support the
course’s goal of providing a theoretical background on entrepreneurship, giving practical advice and
knowledge on the topic, and discussing the preparation of business plans.
The course proposal lists a required textbook, New Venture Creation, Entrepreneurship for the 21st
Century by S. Spinelli. The Bronfman Business Library has multiple copies of the 2010 edition, in addition
to one copy of the 2014 edition. Students may purchase this book online. All of the required readings for
this course as stated on the course proposal can be accessed electronically through YUL’s catalogue.
The Bronfman Business Library offers an e-reserve option for instructors who wish to provide access to
required course readings through the reserves section of the library catalogue. This will make it easier for
students to locate readings, as they can search the course reserves using the course code or instructor’s
name and find a list of electronic readings.
YUL has a strong collection of electronic books that will support this course. Keyword searching of the
library catalogue shows the collection contains materials with relevant subject headings, such as:
Entrepreneurship, Small Business, New Business Enterprises and Social Entrepreneurship. Furthermore,
Books 24x7 and Ebrary will provide students with 24/7 access to more practitioner-focused books.
In addition to materials mentioned above, YUL has an excellent collection of online periodicals in relevant
subjects. Titles such as Entrepreneurship: Theory and Practice, Strategic Entrepreneurship Journal,
Journal of International Entrepreneurship, Journal of Entrepreneurship, Journal of Entrepreneurship
Education, Academy of Entrepreneurship Journal, and Entrepreneurship Research Journal will provide
students with useful supplementary resources around the clock.
Students will also have 24/7 online access to current and historical major Canadian newspapers through
databases such as Canadian Newsstand Major Dailies, CBCA Current Events, and Proquest Historical
Newspapers. International newspaper and media coverage is available through databases such as
Factiva, Lexis Nexis Academic, and Financial Times Historical Archive (1880-2010).
YUL subscribes to various databases that have strong coverage of Canadian and international academic,
trade, and popular business periodical titles and will provide students with around the clock online access
to articles. 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 and Scholars Portal will be particularly useful for students enrolled in this
course.
The Bronfman Library has created a number of useful online research guides, such as: Business Plans
Guide and Entrepreneurship & Technology Ventures Course Guide which can be used to further assist
students in this course, they can be accessed at: http://www.library.yorku.ca/web/bbl/guides.
81
While relevant information resources in YUL’s collection will be fundamental in supporting EMBA 6160,
library services available in support of students in this course are key as well. As the students who live
abroad will not be able to visit the library in person, assistance with information resources is available
from reference staff at the Bronfman Business Library by email, by telephone, and by electronic reference
via an IM service.
82
Foundations of Entrepreneurship
Professor Peter Witt
Course packet
Kellogg Executive MBA Program
Email: [email protected]
83
Course Outline: Foundations of Entrepreneurship
KELLOGG EXECUTIVE MBA PROGRAM
Prof. Dr. Peter Witt, University of Wuppertal
___________________________________________________________________________
Overview
The course provides participants with a theoretical background on entrepreneurship, gives
practical advice and knowledge on the topic, and discusses the preparation of business plans.
The focus of the course lies on the entrepreneurial process and the decisions to be taken at each
phase of the start-ups development.
Texts
Gruber, Marc (2004): Marketing in New Ventures: Theory and Empirical Evidence, in:
Schmalenbach Business Review 56, 164-199.
Sahlman, William A. (1997): How to write a great business plan, in: Harvard Business Review,
July-August, 98-109.
Spinelli, Stephen/Adams, Robert (2012): New Venture Creation, Entrepreneurship for the 21st
Century, Ninth Edition, Boston, selected pages.
Witt, Peter/Brachtendorf, German (2006): Staged Financing of Start-ups, in: Financial Markets
and Portfolio Management 20, No. 2, 185-203.
Witt, Peter/Schroeter, Andreas/Merz, Christin (2008): Entrepreneurial resource acquisition via
personal networks: an empirical study of German start-ups, in: The Service Industries
Journal 28, No. 7-8, 953-971.
Outline
1 Entrepreneurs and the entrepreneurial process
2 Opportunity recognition and strategy formulation
3 Resource requirements and building a network
4 Creating a business plan
5 Personnel management in start-ups
6 Entrepreneurial finance
7 Entrepreneurial marketing
8 Growth management
9 The harvest
Style
The course will combine lectures and discussions. Participants will also have to work on case
studies on entrepreneurship.
Grades
The course grade will be based on the quality of the team work on case studies (50 %), and a
final exam (50 %).
84
Program
Day 1:
8:30 – 11:45
Day 2:
8:30 – 11:45
Day 3 :
8:30 – 11:45
Day 4:
8:30 – 11:45
Day 5:
8:30 – 11:45
Class 1: Entrepreneurs and the entrepreneurial process /
Readings:
Spinelli/Adams (2012), 35-49, 279-289.
Opportunity recognition and strategy formulation /
Resource requirements and building a network
Readings:
Spinelli/Adams (2012), 87-103, 129-152, 335-345.
Witt/Schroeter/Merz (2008)
Class 3: Creating a business plan /
Personnel management in start-ups /
Readings:
Sahlmann (1990)
Spinelli/Adams (2012), 245-251, 279-289.
Class 4: Entrepreneurial finance /
Entrepreneurial marketing /
Readings:
Gruber (2004)
Spinelli/Adams (2012), 375-383, 395-416, 433-444.
Witt/Brachtendorf (2006)
Class 5: Growth management /
The harvest
Readings:
Spinelli/Adams (2012), 493-510, 559-565.
85
New Course Proposal: EMBA 6170 Retail Analytics
4. Long Course Title: Retail Analytics
5. Short Course Title: Retail Analytics
6. Effective Session: Winter 2015
This course will examine how various retail problems can be tackled with analytics, focusing in
particular on pricing and promotion, but also tackling problems in retail advertising and unstructured
text analysis. Participants will be introduced to analytic techniques that have been adopted by the
best-in-class firms and have an opportunity to use state-of-the-art commercial software.
Retailers now have access to unprecedented amounts of data from transactions, clicks, online
conversations and experiments. This explosion of data has led many firms to develop analytic
capabilities that can deliver insights and more scientific decision-making. This course will examine
how various retail problems can be tackled with analytics. A major focus of the course will be on
pricing and promotion, but it will also tackle problems in retail advertising and unstructured text
analysis. Participants will be introduced to analytic techniques that have been adopted by the best-inclass firms and have an opportunity to use state-of-the-art commercial software. Illustrations how to
apply the course concepts will be offered through case analyses, examples and in-class exercises.
The course is very data-focused and requires a solid understanding of Microsoft Excel.
9. Evaluation:
All evaluations are individually based. Final grades are composed of
1. Class participation (20%), focusing on positive contributions that deepen our collective
understanding of a topic and build class discussion
2. Case analysis & homework (50%) in preparation for classes, with details being posted on the
course website
3. Final take-home exam (30%), including some data analysis and to be completed strictly individually
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 retail broadly understood, which includes
not physical and online activities in a variety of sectors including banking and finance. As noted, data
availability in retail has increased at an unprecedented scale leading to a need for executives to
understand how to best analyse and use them.
86
This course will be offered once per year at the Miami campus of our partner, the Kellogg School of
Management in a residential format by Professor Eric T. Anderson. Prof. Anderson is the Hartmarx
Professor and Chair of the Marketing Department at the Kellogg School of Management and Director of
the Center for Global Marketing Practice. He has conducted research on pricing strategy, promotion
strategy, retailing and channel management with various companies around the world and published
extensively in leading scholarly journals. His impact on both management practice and academic theory
makes him uniquely qualified to teach this course.
This course is not crosslisted.
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 rich
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 Miami, Florida 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.
87
MEMORANDUM
SUBJECT:
Retail Analytics
FROM:
Yanli Li
Business Librarian
DATE:
March 6, 2015
EMBA 6170: Retail Analytics
The proposed course, Retail Analytics, will examine how various retail problems can be tackled with
analytics. Students will be introduced to analytic techniques that have been adopted by best-in-class firms
and will have the opportunity to use state-of-the-art commercial software.
This course will be offered at the Schulich School of Business’ partner school, the Kellogg School of
Management at Northwestern University. As this course will be taught in the American city, Miami,
students will benefit greatly from having access to electronic resources. York University Libraries (YUL)
will not be required to provide resources directly but our electronic sources in this area are strong and we
can support this course.
The course proposal states that students will be provided with a course kit that contains all of the required
readings. The instructor will also post all of the optional readings on Canvas, the course management
system. YUL has a collection of books available electronically through providers such as Ebrary, Scholars
Portal E-Books and Books 24x7 that will also support students enrolled in this course. The collection
contains materials with relevant subject headings such as: Retail trade, Decision making-Data
processing, Information visualization, Microsoft Excel (Computer file) and Big data. The library also
contains e-book and print materials on the following subject areas: Retail trade-Statistics, Retail tradeCase studies, Marketing research-Data processing, and Visual analytics; however, there is room for this
area of the collection to be further developed.
The library’s e-book collection is supplemented by a strong collection of periodicals. The full-text of many
of these journals are available online, which will increase ease of access for students. Relevant titles
include: Advance Monthly Retail Sales, Journal of Retailing, Retail Systems, Retail Trade, Retail
Merchandiser, Retail Week, International Journal of Retail & Distribution Management, Retail Reports (by
country), and Target Marketing. Keyword searching of these journals indicates that students will be able
to find retail data and articles that discuss retail analytics topics. Full-text online databases supporting
keyword searching to identify journal and news articles pertinent to this course include but are not limited
to: ABI/INFORM Global, Business Source Premier, Factiva, LexisNexis Academic, ProQuest Business,
and Scholars Portal Journals.
YUL also subscribes to various specialized databases. Print Measurement Bureau, GMID, Marketline
Advantage and WARC will be very useful for accessing information on retail revenue, market share,
pricing, market analysis reports and much more. Some databases like Marketline Advantage and GMID
even provide data visualization and analytics. Students have 24/7 off-campus access to these databases,
which will be useful for students taking this course in Miami.
Finally, the Bronfman Business Library has created a list of useful online research guides, which can be
accessed at: http://www.library.yorku.ca/web/bbl/guides/. More specifically, there are useful links to ebooks, databases, and publicly accessible websites under the Digital Marketing Resources tab of the
Marketing Research Guide, which is accessible at:
http://researchguides.library.yorku.ca/marketingresearch
88
The Data & Statistics Guide developed by the Data Librarian at York University may be useful for
students. It is accessible at: http://researchguides.library.yorku.ca/data
While relevant information resources in the library’s collection will be fundamental in supporting the
course, students will also have access to a variety of research support. Students will be able to access
research assistance from Bronfman Library staff by email, telephone, or through the virtual chat service.
89
Retail Analytics
EMBA Miami Global Live In Week
Professor Eric Anderson
April 2015
Office:
Cell Phone:
Office Phone:
E-mail:
Leverone 455
312-504-6822
847-467-6482
[email protected],
Overview of the Course
Retailers now have access to unprecedented amounts of data from transactions, clicks,
online conversations and experiments. This explosion of data has led many firms to
develop analytic capabilities that can deliver insights and more scientific decision
making.
In this class, we will examine how various retail problems can be tackled with analytics.
A major focus of the class will be on pricing and promotion, but we will also tackle
problems in retail advertising and unstructured text analysis. You will be introduced to
analytic techniques that have been adopted by the best-in-class firms and have an
opportunity to use state-of-the-art commercial software.
We illustrate how to apply the course concepts through case analyses, examples and inclass exercises. The class is very data-focuse. A solid understanding of Microsoft Excel
is required for this course.
Class Meeting Dates and Times
Thursday April 16, 2015
Friday April 17, 2015
Saturday April 18, 2015
Sunday April 19, 2015
Monday April 20, 2015
1:00 pm to 4:15 pm
1:00 pm to 4:15 pm
8:30am to 11:45 am
8:30am to 11:45 am
8:30am to 11:45 am
Required Material
Course Packet
Text
There is no required textbook for this course.
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Evaluation of Work
1. Class Participation
Weight
20%
2. Case Analysis & Homework
50%
3. Final Exam
30%
Each of these is discussed below.
1. Class Participation
Class participation is 20% of your grade. Positive contributions that deepen our
collective understanding of a topic and build class discussion increase your score.
Attending class and not speaking has neither a positive nor a negative impact on your
participation grade. Late arrivals are permitted, but you can earn no participation points
for a session that you are late. Poor preparation and participation that distracts from class
discussion decrease your participation score.
2. Case Analysis and Homework
There will be one short homework assignment for the first four class sessions.
Instructions for these assignments will be posted on the course web site (Canvas).
Late homework assignments are not accepted. We may discuss homework
assignments in-class the day that they are submitted. In fairness to everyone in the class,
I cannot accept any late assignments. A late assignment will result in a zero for that
assignment. There is no way to make up for a missed assignment; I do not offer
additional assignments or extra work in lieu of a missed assignment. Given this, please
pay close attention to deadlines.
All assignments must be submitted electronically through Canvas. Assignments will be
returned electronically via Canvas.
3. Final Exam
The final exam will be a take-home, open-book, open-laptop exam. The exam will be
done individually and you can anticipate that you will be required to perform some data
analysis as part of the exam. You MAY NOT collaborate with others during the exam;
you may also only use material that was provided during the class. Use of any other
material or discussion of the exam with others is an honor code violation and will result
in a failing grade. This includes but is not limited to accessing any material beyond the
scope of the course, surfing the web and discussions with other students.
4. Grading
Your course grade is a weighted average of class participation, case analyses, homework,
and the final exam.
Per Kellogg policy, re-grade requests must be submitted within 10 days from when the
assignment (i.e., case write-up, homework, exam) is returned. Along with the graded
assignment, you must attach a letter explaining why you are requesting a re-grade. While
I will consider the specific concerns cited in your letter, I will re-grade the entire
assignment. Please remember that small changes in your grade on a single assignment
typically do not affect your overall course grade.
91
5. Honor Code
The Kellogg Honor Code is applicable in this class. The complete text of the Honor
Code is available on the Honor Code web site.
http://www.kellogg.northwestern.edu/stu_aff/policies/honorcode.htm
The Honor Code is enforced at Kellogg and violations are subject to disciplinary
sanctions. Honor Code issues seldom arise because of Kellogg’s culture.
General ethics and honor code concerns may apply to the specific components of this
course as follows:
•
Homework discussions should be limited to your homework group. It is not
appropriate to discuss graded homework assignments with students outside your
homework group.
•
It is appropriate to discuss non-graded assignments with anyone in the course.
•
For all graded assignments, you may not use materials containing related analyses
from other sources. This includes, but is not limited to, material from current and
former Kellogg students and analyses from the Internet. Similarly, students may not
use materials distributed by faculty to previous classes (e.g. a case summary handed
out to last year’s class).
•
I expect you to have a full understanding of any written material you, or somebody
else on behalf of you, submit(s) with your name on it. You must come to this
understanding in collaboration with your group and you must be completely familiar
with the material and be able to answer questions about the assignment. Substantial
contribution by each group member is expected. The act of signing the assignment
signifies that you have substantially participated in the preparation of the assignment.
The discussion in this syllabus of the Honor Code, while intended to be as comprehensive
as possible, may not cover all applications of the Honor Code. If you believe something
is unclear or omitted, please do not hesitate to speak to me.
6. Overheads
Overheads can be downloaded from the course web site.
7. Laptops and Electronic Devices
You may use laptops in this class for in-class data analysis. This is the only time when
laptop usage is allowed in class.
92
Schedule for MKTG 462 Retail Analytics
Thursday April 16, 2015
•
Introduction to Retail Analytics
Friday April 17, 2015
•
Customer Value and Market Simulator
HOMEWORK DUE: Energy Bar Pricing and Merchandising
Saturday April 18, 2015
•
Retail Experiments and Online Advertising
HOMEWORK DUE: Sony New Product Launch
Sunday April 19, 2015
•
Retail Experiments and Online Advertising
HOMEWORK DUE: Hope Digital Advertising Decision
Monday April 20, 2015
•
Analytics for New Products
HOMEWORK DUE: Black Friday
Take Home Exam: DUE: Sunday May 10
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Day 1: Pricing and Promotion Analytics
Introduction to Retail Data Analytics
Required Readings
The Future of Pricing, Andrew Boyd, Chapter 1 (“A Revolution in the Making”)
and Chapter 10 (“The State of Pricing”)
“Is it Time to Rethink Your Pricing Strategy?” Sloan Management Review,
Summer 2012, Hinterhuber and Liozu, Vol 43, No. 4.
Homework
Energy Bar Pricing and Merchandising
Optional Readings on Canvas
“The Pricing Paradox: Benchmark Report 2014,” RSR
“How Sears Uses Big Data to Get a Handle on Pricing,” Rachel King, CIO
Journal, June 14, 2012.
“PepsiCo rethinks U.S. pricing to attract more everyday buyers,” May 2013.
“The Walmart Slayer,” Brian Solomon, Forbes, August 12, 2013.
“Marketing: Less Guff More Puff,” The Economist, May 2013
“Knowing the Cost, the Customer Sets the Price,” New York Times, March 27,
2012.
“Ditch the Discounts” HBR Jan-Feb 2011
Day 2: Customer Value and the Market Simulator
Energy Bar Debrief
Customer Value Analysis
Required Readings
“Value Creation,” The Strategy and Tactics of Pricing, Nagle and Hogan, 5th
Edition, Chapter 2
“Market Simulators for Conjoint Analysis”, Chapter 10 in Orme (2006), Getting
Started with Conjoint Analysis: Strategies for Product Design and Pricing
Research.
“Market Simulator Users Guide”, Eric Anderson, 2015
Homework
Sony Television Launch
Testimony in Samsung Apple Trial
94
“Shedding the Commodity Mindset” Forsyth et al., The McKinsey Quarterly,
2000(4).
“Why Cree Marketed its Green Lightbulbs Without Mentioning 'Green',”
Forbes.com, April 16, 2014.
“Inside the Phone Plan Pricing Puzzle,” Thomas Gryta, Forbes, August 1, 2013.
Day 3: Retail Experiments and Online Advertising
Debrief on Sony Television Launch
Discussion of Apple-Samung Lawsuits
Retail Online Advertising Experiments
Required Readings
“A Step-by-Step Guide to Smart Business Experiments”, Anderson and Simester
(2011), Harvard Business Review
“Online Ads and Offline Sales: Measuring the Effect of Retail Advertising via a
Controlled Experiment on Yahoo!” Lewis and Reiley, Quantitative Marketing
and Economics, 2014.
Homework
Hope Digital Advertising Decision
“Uber's Travis Kalanick Explains His Pricing Experiment,” New York Times, July
11, 2014.
“We Have No Idea if Online Ads Work,” Slate.com, June 17, 2014.
“A Dangerous Question: Does Internet Advertising Work at All?,” The Atlantic,
June 13, 2014.
“Consumer Heterogeneity and Paid Search Effectiveness: A Large Scale Field
Experment,” Blake, Nosko, and Tadelis, 2014.
“Here, There, and Everywhere: Correlated Online Behaviors Can Lead to
Overestimates of the Effects of Advertising”, Lewis, Rao, Reiley 2011.
“Big Retailers Put Testing to the Test”, McCann (2010)
“Amazon Pays a Price for Marketing Test," Los Angeles Times, Oct 2, 2000.
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Day 4: Analytics for Unstructured Retail Data
Debrief on Hope Digital Advertising Decision
Discussion of Attribution Analysis
Text Analysis and Customer Reviews
Required Readings
“Analysis of Unstructured Data Applications of Text Analytics and Sentiment
Mining”, Goutam Chakraborty and Murali Krishna Pagolu,
support.sas.com/resources/papers/proceedings14/1288-2014.pdf
“Reviews Without a Purchase: Low Ratings, Loyal Customers, and Deception,”
Eric Anderson and Duncan Simester, Journal of Marketing Research, 2014
Homework
Black Friday
Day 5: Analytics for New Products
Debrief on Black Friday
Analytics for Launching New Retail Products
Discussion of Keurig At Home
Required Readings
Keurig at Home: Managing a New Product Launch (Kellogg Case)
Homework
Take Home Exam: Due Sunday May 10
Optional Reading on Canvas
Keurig: From David to Goliath, The Challenge of Gaining and Maintaining
Marketplace Leadership (Kellogg Case)
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Contents of Course Packet
1. The Future of Pricing, Andrew Boyd, Chapter 1 (“A Revolution in the Making”) and
Chapter 10 (“The State of Pricing”)
2.
“Is it Time to Rethink Your Pricing Strategy?” Sloan Management Review, Summer
2012, Hinterhuber and Liozu, Vol 43, No. 4.
3. “Value Creation,” The Strategy and Tactics of Pricing, Nagle and Hogan, 5th Edition,
Chapter 2
4.
“Market Simulators for Conjoint Analysis”, Chapter 10 in Orme (2006), Getting
Started with Conjoint Analysis: Strategies for Product Design and Pricing Research.
5.
“Market Simulator Users Guide”, Eric Anderson, 2015
6. “A Step-by-Step Guide to Smart Business Experiments”, Anderson and Simester
(2011), Harvard Business Review
7. “Online Ads and Offline Sales: Measuring the Effect of Retail Advertising via a
Controlled Experiment on Yahoo!” Lewis and Reiley, Quantitative Marketing and
Economics, 2014.
8. “Analysis of Unstructured Data Applications of Text Analytics and Sentiment
Mining”, Goutam Chakraborty and Murali Krishna Pagolu,
support.sas.com/resources/papers/proceedings14/1288-2014.pdf
9.
“Reviews Without a Purchase: Low Ratings, Loyal Customers, and Deception,” Eric
Anderson and Duncan Simester, Journal of Marketing Research, 2014
10. Keurig at Home: Managing a New Product Launch (Kellogg Case)
97
New Course Proposal: EMBA 6240 Social Media Strategy
4. Long Course Title: Social Media Strategy
5. Short Course Title: Social Media Strategy
6. Effective Session: Spring 2015 (Module 5)
This course proposes a strategic approach to manage social media transcending traditional
assumptions about economies, consumers, transactions, media, metrics, segmenting, targeting, and
positioning. Designed to be informative, practical and thought provoking, the course has an emphasis
on applying course learning to cases, companies, and careers, encouraging participants to become
more involved in social media. There are no pre-/co-requisites.
Media and social media have become increasingly critical not only for communication with
stakeholders and the general public, but also for reputation management. The rise of social
networking sites like Facebook, microblog like Twitter, mobile apps such as Instagram, blogging, web
resources, forums, and other interactive uses of information and communications technology present
a range of challenges and opportunities to managers today. Strategies to address the universe of
potential online communications online can seem almost as limitless and daunting as many of the
sites themselves.
This course proceeds from the principle that there are strategic new ways to manage social media. In
this course, we explore a strategic approach to using social media in marketing and management that
extends and even overturns traditional assumptions about economies, consumers, transactions,
media, metrics, segmenting, targeting, and positioning.
The learning objectives of this course are fourfold, as follows:
(1) to introduce executives to strategies for understanding and using social media in marketing,
(2) to explore the successful and unsuccessful employment of these principles by actual companies,
(3) to seek wider application of these principles in building corporate and personal brands, and
(4) to understand the basic elements behind the monitoring and analysis of social media results.
Course content is designed to be informative, practical and thought provoking. Although it requires no
computer programming or social media experience, it offers cutting edge thinking and will push you in
the direction of greater social media involvement. We will be sharing online material using a
Facebook page. The course is experientially based, with an emphasis on applying course learning to
cases, companies and your own career.
9. Evaluation:
Each class will have a graded exercise, a hand-in case, or both. The last class will feature a group
presented case analysis. The course grade is a weighted average of class participation (which is
based on the quality, not quantitiy of interventions), written case analysis, the project, and the in-class
graded group case analysis. There is no final exam in this course.
In the table below, the impact of each task on on the final grade for the course is indicated in the “%
weight” column.
98
Assignment/Task
Individual hand-in cases
Personal branding audit/report
Group case analysis
Class participation
Quantity % Weight
4
10
1
20
1
20
1
20
Total %
40
20
20
20
100%
Author
Individual
Individual
Team
Individual
This course is not integrated
11. Rationale:
This course expands the program’s range of advanced courses providing academically-grounded and
practically relevant insights into the strategic use of social media, which have become critical for
communication with stakeholders and the general public as well as reputation management and
should therefore be highly relevant for all program participants.
The course will be taught once per year by Robert V. Kozinets, who is a full professor at the Schulich
School of Business and the head of its Marketing area. Prof. Kozinets is an expert on social media
marketing and has won top teaching honors at both Schulich and our partner, the Kellogg School of
Management in Evanston. He has authored over 100 research publications, including many in the
world’s top marketing journals. His articles are among the top-cited social media and online marketing
research articles in academia and he is frequently quoted in the international press. He also provides
public speaking on social media topics to executive and academic groups around the world.
This course is not crosslisted
The attached course outline and detailed biography list contains cases and readings that participants
are asked to prepare for each class as well as optional readings. Required readings will be purchased
and made available to students prior to the course. As per the attached statement, our Library is well
equipped to supply students with a large range of additional material for further in-depth study.
The course will be held at the Executive Learning Centre of the Schulich School of Business, which
has all the required resources, including well-equipped class and breakout rooms.
99
MEMORANDUM
SUBJECT:
Library Statement for EMBA 6240.02
Social Media Strategy
FROM:
Yanli Li
Business Librarian
DATE:
February 6, 2015
EMBA 6240.02: Social Media Strategy
The proposed course, Social Media Strategy, aims to introduce students to strategies for understanding
and using social media in marketing and to explore the successful and unsuccessful employment of these
principles by actual companies. The students will seek wider application of these principles in building
corporate and personal brands, and understand the basic elements behind the monitoring and analysis of
social media results. York University Libraries (YUL) offers a good collection of books, periodicals and
databases in the subject areas of the proposed course. YUL is well placed to support this course.
The cases will be provided by the instructor. Three books that are listed on the course proposal are not
available in the library’s collection, a copy of each book will be ordered for the Bronfman Business
Library. The Business Library offers an e-reserve option for instructors who wish to provide access to
required course readings through the reserves section of the library catalogue.
YUL has a collection of relevant circulating print books that will support this course. For example, the
collection contains materials with relevant subject headings such as: Social Media, Social media-Political
aspects, Social media-Economic aspects, Mass Media, Digital Media and Communication. A portion of
the books are available electronically through providers such as Ebrary, Scholars Portal E-Books and
Books 24x7, while some of the books are available in Bronfman Library, Scott Library and the Steacie
Science and Engineering Library.
The library’s book collection is supplemented by a strong collection of periodicals on Marketing, and
coverage of social media topics can be located in periodicals from recent years. The full-text of many of
these journals are available online, which will increase ease of access for students. Relevant titles
include: Marketing, Marketing Insights, Marketing Magazine, Marketing Research, Business Marketing,
Target Marketing, Marketing News, Direct Marketing, Modern Marketing, Marketing Week, Digital
Marketing, and Marketing Management. Searching these journals with the keywords “social media”,
“social media” AND strategy indicates that students will be able to find articles that discuss issues related
to social media strategies. Full-text online databases supporting keyword searching to identify journal and
news articles pertinent to this course include but are not limited to: ABI/INFORM Global, Business Source
Premier, Factiva, LexisNexis Academic, ProQuest Business, and Scholars Portal Journals.
YUL also subscribes to various specialized databases. WARC will be very useful for accessing
information on social media, including papers, case studies, articles and videos. Other databases
pertinent to this course include but are not limited to: GMID, Marketline Advantage and Print
Measurement Bureau. Students have 24/7 on and off-campus access to these databases, which will be
useful for students in this course, as this course is part of the Executive MBA program and students
typically do not come to campus that often.
Finally, the Bronfman Library has created a list of useful online research guides which can be accessed
at: http://www.library.yorku.ca/web/bbl/guides/. More specifically, there are useful links to books, e-books,
databases, and publicly accessible websites under the Digital Marketing Resources tab of the Marketing
Research Guide, which is accessible at: http://researchguides.library.yorku.ca/marketingresearch
100
While relevant information resources in the library’s collection will be fundamental in supporting the
course, students will also have access to a variety of research support. Core services available to
students include reference and instructional support. Assistance with research and information resources
is available from reference staff at library locations on campus in person, by email, by telephone, and by
virtual chat reference. The subject librarian for marketing would also be happy to create a custom library
instructional session for this class.
101
EMBA 6240.02
Robert V. Kozinets
Bio
Robert V. Kozinets is an expert on social media marketing who is widely recognized as the inventor of
netnography. He is an award-winning professor who has won top teaching honors at both the Kellogg
School of Management in Evanston and the Schulich School of Business in Toronto. He has authored over
100 research publications, including many in the world’s top marketing journals. His articles are among
the top-cited social media and online marketing research articles in academia. He frequently provides
public speaking on social media and netnography topics to executive and academic groups around the
world.
Rob is frequently cited in the international press, and has been quoted or featured in the Wall Street
Journal, New York Times, Chicago Tribune, Newsweek, Germany’s Handelsblatt, Brazil’s Bites Magazine,
Canada’s National Post, New Zealand’s The Independent, Australia’s Boss Magazine, Turkey’s Mediacat
Magazine and on the Discovery Channel and the CBS National News. He has written and co-authored four
books: Consumer Tribes, Netnography, Qualitative Marketing and Consumer Research, and Netnography:
Redefined (upcoming in 2015). He is currently at work on three additional books. His last book,
Netnography, has been translated into five languages.
Rob is also an accomplished change agent supporting global organizations such as Amex (USA), Merck
(USA), eBay (Canada), HSBC (Canada), Campbell’s Soup (USA), Valio (Finland), Nissan (Japan), Sony (USA),
SITA (Switzerland), and L’Oréal (Canada). An anthropologist by training, he is Professor of Marketing at
York University’s Schulich School of Business, where he is also Chair of the Marketing department.
102
EMBA 6240
Professor Robert Kozinets
office: Schulich ‐N329
office hours: after class (XXXX) and by appt.
phone: 416‐650-8167
email: [email protected] or [email protected]
Administrative Assistant Sheila Sinclair 416‐650‐8167 office: Schulich ‐3rd floor
email: [email protected]
Course Overview
Media and social media have become increasingly critical not only for communication with stakeholders
and the general public, but also for reputation management. The rise of social networking sites like
Facebook, microblog like Twitter, mobile apps such as Instagram, blogging, web resources, forums, and
other interactive uses of information and communications technology present a range of challenges and
opportunities to managers today. Strategies to address the universe of potential online communications
online can seem almost as limitless and daunting as many of the sites themselves.
This course proceeds from the principle that there are strategic new ways to manage social media. In this
course, we explore a strategic approach to using social media in marketing and management that extends
and even overturns traditional assumptions about economies, consumers, transactions, media, metrics,
segmenting, targeting, and positioning.
The learning objectives of this course are fourfold, as follows:
(1)
(2)
(3)
(4)
to introduce executives to strategies for understanding and using social media in marketing,
to explore the successful and unsuccessful employment of these principles by actual companies,
to seek wider application of these principles in building corporate and personal brands, and
to understand the basic elements behind the monitoring and analysis of social media results.
Course content is designed to be informative, practical and thought provoking. Although it requires no
computer programming or social media experience, it offers cutting edge thinking and will push you in the
direction of greater social media involvement. We will be sharing online material using a Facebook page.
The course is experientially based, with an emphasis on applying course learning to cases, companies and
your own career.
Each class will have a graded exercise, a hand-in case, or both. The last class will feature a group
presented case analysis. Your course grade is a weighted average of class participation, written case
analysis, the project, and the in-class graded group case analysis. There is no final exam in this course.
column.
Assignment/Task
Individual hand-in cases
4
10
40
Author
Individual
103
Assignment/Task
Personal branding audit/report
Group case analysis
Class participation
1
20
20
1
20
20
1
20
20
100%
Author
Individual
Team
Individual
Session Topics and Readings
“Review” : understand the key ideas, concepts, and frameworks in the reading—start with diagrams and
charts, then read or skim the text to gain an understanding of the topic
“Prepare” Case: read the assigned questions, read the case with the questions in mind, write up a case
deliverable of no more than 300 words to submit in class, be ready to discuss and defend your
answers/position in class
“Optional”: these are provided for your information, and can provide a resource for you to go deeper in
your current knowledge
Pre-Course Preparation
1.
2.
3.
4.
Review course outline
Register for course Facebook page (information will be provided in an
email)
Read: The Cluetrain Manifesto online (www.Cluetrain.com)
Read and Prepare the United Breaks Guitars case (see below)
Session 1
Introduction to Social Media: The Attention Ecosystem
Our first class introduces a relevant understanding of the forces and systems that drive social
media. We will do this by visiting a powerful case of consumer empowerment. The insight we
gain is on the operation of contemporary media as a complex and interdependent ecosystem of
attention and desire. Through it, we will learn about the new panopticon, the importance of
“voice” in conversation, and the authenticity gaps in market-community relationships.
Case: Prepare the United Breaks Guitars case (HBS)—10% of final grade
Case Questions
• Evaluate United’s response to Dave Carroll’s video. Did they handle the incident well?
•
•
•
Why do you think this video was seen by so many people, so quickly?
How can companies build a strategy to help them prepare for the challenges of user-generated
video and other materials shared through social media?
Can they handle this challenge strategically?
104
Case Assignment Instructions:
•
Write up and submit at the beginning of class an analysis of no more than 300 words,
answering the focused questions of this case. Your writeup will serve as the basis of our class
discussion. The case write-ups will be graded based on your insight, coherence, curiosity, and
thoroughness at answering the questions, ingenuity, aptitude, initiative, and analytic skill. There are
no “right answers”, but some answers are definitely better than others.
•
Review:
•
•
The Uninvited Brand, Business Horizons, May-June 2011 (skim)
The Human Network, Chapter 20, Solis (2010) Engage! (skim)
Optional Readings:
• The Birth of Wikibrands, Chapter 1, Moffitt and Dover (2010) Wikibrands
• Creating Sustainable Digital Experience, GfK Marketing Intelligence Review, 6 (2), 2014
Session 2
Social Segmentation
Social media marketing is a system driven by word of mouth. This class explores the far-reaching
implications of this fundamental principle. In contexts that emphasize applicability to B2B
environments as well as B2B, we look at the role of megaphones, the importance of cultural
translation, the unmanageability of communities, and the importance of social brand
engagement. The results are key to the reputation management, awareness, and enhancement
of corporate and personal brands.
Case: Prepare the Maersk Case (Berkeley-Haas Case B5780)—10% of final grade
Case Questions:
•
•
•
•
•
•
What were the key drivers of the Maersk Line’s success with social media?
How did they execute on their social media plans?
Do you agree with the 1,500 percent ROI calculation?
Why or why not?
What are the challenges facing Maersk going forward?
What should they do next?
Review:
•
•
Lost in Translation, GfK Marketing Intelligence Review, 6 (2), 2014 (skim)
Logic and Reason, Chapter 1, Brown and Fiorella (2013), Influence Marketing (skim)
Optional Readings:
• The Megaphone Effect in Social Media, GfK Marketing Intelligence Review, 6 (2), 2014
• Social Brand Engagement, GfK Marketing Intelligence Review, 6 (2), 2014
105
Session 3
Tribal Targeting
The rise of consumer tribes and the “e-tribes” online counterparts creates strategic challenges
and opportunities for today’s marketing managers. In this class, we examine the notion of social
media tribalism through an understanding of what makes social media campaigns succeed and
fail. Why do some ads go viral, and others flounder? What does social media teach us about
targeting? How do brand communities work? In this session, we explore these topics alongside a
number of related others.
Case: Prepare the Ford Fiesta Movement case (INSEAD Case INS232)—10% of final grade
Case Questions:
•
•
•
•
•
•
What core elements of the Ford Fiesta Movement campaign made it relatively unique?
How were agents selected?
Was this a good strategy?
What are the characteristics of a successful viral marketing campaign?
How should it be evaluated?
What should come next?
Review:
•
•
•
Way Beyond Women 25 to 54, Chapter 2, Kerpen (2011), Likeable Social Media
Situational Influence: A New Models for a New Era, Chapter 5, Brown and Fiorella (2013),
Influence Marketing (skim)
Fournier, Susan and Lara Lee (2009), “Getting Brand Communities Right”, in Harvard
Business Review, April, 1-10.
Optional Readings:
• Etribalized Marketing, European Management Journal, 1999
Session 4
Polymedia Positioning
In order to understand the new rules of marketing, we must understand the new content-based
rules of media. This class dives into the media influences, stories, myths, narratives, and cultural
meanings that power social media and its marketing. Through a number of examples, as well as
an intense workshop directed at your own personal brand, we learn and apply new cultural
branding and social brand engagement principles and apply them to the attention ecosystem.
106
Prepare Case: Introducing iSnack 2.0: The New Vegemite, HBS Case—10 % of final grade
Case Questions:
•
•
•
•
Why did Talbot want to revitalize the brand?
What did Talbot and team’s social media research reveal about the brand?
Why was the iSnack 2.0’s results so different from the HDYLYV campaign?
What should Talbot do?
Review:
•
•
•
The Social Marketing Compass, Chapter 21, Solis (2010), Engage! (skim)
Cultural Innovation Theory, Chapter 9, Holt and Cameron (2012), Cultural Strategy
Brand Positioning, Tybout and Sternthal (1999), Kellogg on Marketing (skim)
Assignment Due (in one week):
• Personal brand audit/report (discussed and handed out in class)
Optional Readings:
1. The Brand Called You, Tom Peters, Fast Company, 1997
2. A New Blueprint for Powerful and Authentic Personal Branding, Performance
Improvement, 2008
Session 5
Social ROI
Return on Investment and relevant metrics for measuring social media marketing investments
have risen to the top of many discussions about social media. This class explores the variety of
ways that companies can think about and measure the business impacts of social media strategy.
After this, a team case preparation, presentation, and discussion completes the course. The case
will be handed out in class, and instructions for the presentation and deliverables given.
Review:
•
•
The New Media Scorecard, Chapter 25, Solis (2010), Engage!
Aligning Social Media Strategies to Business Goals, Chapter 1, Kelly (2012), How to
Measure Social Media
Optional Readings:
• Can You Measure the ROI of Your Social Media Marketing?, Sloan Management Review,
Fall 2010
107
Reading List
Session 1
•
•
•
Deighton, John and Leora Kornfeld (2010) “United Breaks Guitars,” Harvard Business
School Case, #9-510-057, 13 pages.
Fournier, Susan and Jill Avery (2011), “The Uninvited Brand,” Business Horizons, 54 (MayJune), 55-69.
Solis, Brian (2010), “The Human Network,” Chapter 20 in Engage! The Complete Guide for
Brands and Businesses to Build, Cultivate, and Measure Success in the New Web, Hoboken,
NJ: John Wiley & Sons, 243-267.
Optional Readings
•
•
Moffitt, Sean and Mike Dover (2010) “The Birth of Wikibrands”, Chapter 1 in Wikibrands:
Reinventing your company in a customer-driven marketplace, New York: McGraw-Hill, 316.
Kozinets, Robert (2014), “Creating Sustainable Digital Experience,” GfK Marketing
Intelligence Review, 6 (2), 2014; available online [open access] at http://goo.gl/3PrpXl, 4651.
Session 2
•
•
•
Katona, Zsolt and Milos Sarvary (2014), “Maersk Line: B2B Social Media--It’s
Communication, Not Marketing” Berkeley-Haas Case Series #B5779, 23 pages.
Kozinets, Robert V., Kristine, de Valck, Andrea Wojnicki and Sarah J. S. Wilner (2014),
“Lost in Translation: The Social Shaping of Marketing Messages”, GfK Marketing
Intelligence Review, 6 (2), available online [open access] at http://goo.gl/E9bDdD, 22-27.
Brown, Danny and Sam Fiorella (2013), “Logic and Reason (or How We Learned to Love
Influence Marketing),” Chapter 1 in Influence Marketing: How to Create, Manage and
Measure Brand Influencers in Social Media Marketing, Indianapolis, IN: Que Publishing, 120.
Optional Readings
•
•
McQuarrie, Edward, and Barbara J. Philips (2014), “The Megaphone Effect in Social
Media: How Ordinary Consumers Become Style Leaders”, GfK Marketing Intelligence
Review, 6 (2), available online [open access] at http://goo.gl/mFtwdu, 16-20.
Kozinets, Robert V. (2014), “Social Brand Engagement: A New Idea”, GfK Marketing
Intelligence Review, 6 (2), available online [open access] at http://goo.gl/vwAHXY, 8-15.
Session 3
108
•
•
•
•
Stephen, Andrew T. (2010), “Ford Fiesta Movement: Using Social Media and Viral
Marketing to Launch Ford’s Global Car in the United States” INSEAD Case Study #INS232,
10 pages.
Kerpen, Dave (2011), “Way Beyond Women 25 to 54: Define Your Target Audience Better
than Ever” Chapter 2 in Likeable Social Media: How to Delight Your Customers, Create and
Irresistible Breand, and Be Generally Amazing on Facebook (and other social networks),
New York: McGraw-Hill, 25-38.
Brown, Danny and Sam Fiorella (2013), “Situational Influence: A New Models for a New
Era,” Chapter 5 in Influence Marketing: How to Create, Manage and Measure Brand
Influencers in Social Media Marketing, Indianapolis, IN: Que Publishing, 73-94.
Fournier, Susan and Lara Lee (2009), “Getting Brand Communities Right”, in Harvard
Business Review, April, 1-10.
Optional Readings
•
Kozinets, Robert V. (1999), “E-Tribalized Marketing? The Strategic Implications of Virtual
Communities of Consumption,” European Management Journal, 17 (3), 252-264.
Session 4
•
•
•
•
Keinan, Anat, Francis Farrelly, and Michael Beverland (2012), “Introducing iSnack 2.0: The
New Vegemite”, Harvard Business School Case, #9-512-020, 19 pages.
Solis, Brian (2010), “The Social Marketing Compass: Creating a Social Media Plan,”
Chapter 21 in Engage! The Complete Guide for Brands and Businesses to Build, Cultivate,
and Measure Success in the New Web, Hoboken, NJ: John Wiley & Sons, 268-280.
Holt, Douglas and Douglas Cameron (2012), “Cultural Innovation Theory”, Chapter 9 in
Cultural Strategy: Using Innovative Ideologies to Build Breakthrough Brands, Oxford:
Oxford University Press, 173-192.
Tybout, Alice M. and Brian Sternthal (2001), “Brand Positioning”, Chapter 2 in D. Iacobucci,
Ed. Kellogg on Marketing, New York: John Wiley & Sons, 31-57
Optional Readings
•
•
Peters, Tom (1997), “The Brand Called You,” Fast Company, August/September, available
online at http://goo.gl/A1obgo.
Rampersad, Hubert K. (2008), “A New Blueprint for Powerful and Authentic Personal
Branding”, Performance Improvement, 47 (July), 34-37.
Session 5
•
Solis, Brian (2010), “The New Media Scorecard: Measuring Investment Returns,” Chapter
25 in Engage! The Complete Guide for Brands and Businesses to Build, Cultivate, and
Measure Success in the New Web, Hoboken, NJ: John Wiley & Sons, 321-345.
109
•
•
Kelly, Nicole (2012), “Aligning Social Media Strategies to Business Goals,” Chapter 1, in
How to Measure Social Media: A Step-by-Step Guide to Developing and Assessing Social
Media ROI, Indianapolis, IN: Que Books, 11-31.
Hoffman, Donna L. and Marek Fodor (2010), “Can You Measure the ROI of Your Social
Media Marketing?”Sloan Management Review, 52 (Fall), 41-49.
110
Executive Committee
A meeting of the Executive Committee of Faculty Council for the 2014/2015 academic year
was held on Friday, January 30, 2015 at 11:30 a.m. in SSB N201
MINUTES
In Attendance: Chair: J. McKellar
Recording Secretary: M. Lefranc
Present:
A. Campbell, Program Director, IMBA
M. Biehl, Associate Dean-Academic
S. Weiss, Program Director, MBA
F. Zandi, Associate Director, iBBA Program
M. Szaki, Executive Director
H. Tajedin, Ph.D. Representative
D. Matten, Associate Dean-Research
Absent:
J. Darroch
D. Johnston
M. Giesler
M. Annisette
E. Fischer
K. Kanagaretnam
M. Kipping
D. Horvath
N. Corriadino (UBC)
D. Zwick
M. Kristal
P. Giampuzzi (GBC)
P. Shum
1. Chairperson’s Remarks
Professor M. Biehl called the meeting to order and deferred the welcome remarks until the Chair’s arrival. He
noted that the Chair, Professor J. McKellar was in the subway and would possibly be a few minutes late.
2. Enquiries and Communications
Senate Synopsis – November 27, December 11, 2014 and January 22, 2015 will be provided for information as
noted in the agenda package.
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.
5. BBA/iBBA Program Committee
a) Motion-1: Course description, prerequisite text and notes change –
ENTR 3400 3.0 Business Essentials for Technology Entrepreneurs I
b) Motion-2: Course description, prerequisite text and notes change ENTR 3600 3.0 Business Essentials for Technology Entrepreneurs II
c) Motion-3: Course description & prerequisite change - SB/ENTR 4500 3.0 – Entrepreneurship and Technology
Ventures
(It was noted that Profess F. Zandi is attending as proxy for Professor D. Zwick, Director, BBA/iBBA Program)
Professor F. Zandi noted that there were three motions in regards to the items set out in the agenda. These are
labeled “5. a) Motion - 1, b) Motion - 2, c) Motion 3,” respectively.
111
Motion: take all three issues as one item.
Discussion: regarding conforming to the criteria to ensure consistency, and location of description.
Friendly Amendment to the Motion: to deal with all three as one, and to forward to the consent agenda.
Motion carried.
d) Motion-1: To change the name of MGMT 1050 3.0 from Statistics for Management Decisions to
Business Analytics 1
e) Motion-2.1: Course retirement – OMIS 2000 3.0 Information Systems
f) Motion-2.2: New Course Proposal - MGMT 2050 3.0 Business Analytics 2
g) Motion-3: To change the course number of OMIS 4710 3.0 Information Systems to OMIS 3710 3.00
Information Systems
h) Consent Agenda: Information only – OMIS 2010 3.0 – Operations Management course outline
Motion: to move items “Motion 2.1”, and “Motion 3” onto the “Consent Agenda”.
Friendly Amendment: “Motion 2.2” needs to be on the Voting Agenda of Faculty Council.
Friendly Amendment to the Motion: to renumber and continue with the sequence, thus the second set of
Motions: 1, 2.1, 2.2, and 3, plus the 3 other unnumbered motions under the next section “Student Services &
International Relations” will be numbered sequentially from 5 through 11 respectively.
Motion Carried.
6. Student Services & International Relations
a) Motion: Allow exchange students to take INTL 4400 3.0 – Strategic Management for International Business
b) Motion: Revise minimum 12.00 credits/term requirement to minimum 9.00 credits/term for Year 3 and 4
(but keep min. 24 credits/year requirements)
c) Motion: Waive the 24.00 credit requirement for Year 4 students that require less than 24.00 credits to
graduate.
Professor M. Biehl clarified that the aforesaid items “6 a), b) and c) are actually part of number “5” and the
agenda should be amended accordingly. He further clarified that “Motion 6 a)” goes to the Consent Agenda and
that the item under “6b” is a change in program requirements and would necessitate a new motion; while “6c” is
a new motion.
Suggestion: to vote on the motions needed and then renumbering the actual number of courses going forward
to Consent Agenda.
Discussion: clarification added about the number of courses and annual accumulation of credits plus how these
are calculated as part of a student’s GPA.
7. MBA Program Committee
a) Consent Agenda: Curriculum change: Course description change - MKTG 6050 3.0 – Marketing Research
This item will be moved to consent agenda; Professor M. Rice has provided an updated course description as
noted on page 87 of package; requesting that it be clearer.
112
8. IMBA Program Committee
a) Consent Agenda: Curriculum change: Course description change - IMBA 5300 3.0 – International Work Term
b) Consent Agenda: Curriculum change: Course description change - IBUS 6490 3.0 –
International Negotations: Analysis, Strategy and Practice
The above two items will be moved to Consent Agenda
Suggestion: to take each of these items separately and ensure that there is consistency between the Course
Repository description and the Schulich Course Offering web page as most students rely on the web.
9. Other Business
1) Discussion about proceeding with the requests for R. Hache, VP-Research & Innovation who wishes to
present at Faculty Council about “sustainability”. One suggestion would be to set a time limit if allowed to
present.
2) Professor M. Biehl, Associate Dean, Academic provided a brief update regarding the University wide course
evaluations for Faculty: The university is moving to an across the board standard of set evaluation questions
(7 standard questions coming directly from the university) and we will need to comply; Faculties/Departments
will be allowed to make their own questions. Discussion around how to get the Part-time instructors to fully
participate; some IT support will be sought so as to be able to conduct analyses of the evaluations. The Provost
is seeking full compliance for 2015 with a May target date. Schulich may have to request some lee-way with
this aggressive target. Professor Biehl, who is on the Task Force, will take the Faculties’ questions back during
future meeting(s).
3) Ongoing frustration with A/V equipment in SSB classrooms: more frequent/regular frustration experienced by
faculty members who use the A/V equipment in the classrooms has resulted in one Professor booking an IT
support person on “stand-by” in the class, for every class; now impacting teaching as the equipment is 11 years
old and is failing. It is suggested that we do a school-wide audit of equipment using a master list from Central
and bring Mark Orlan in to the process. Simultaneously, a survey may help to identify the scope of the
equipment needs and current issues, especially if the survey were easy and quick to complete, thereby
ensuring the most uptake. Goal would be to have audit and survey completed by end of summer. The Chair
was asked to work on these two projects with Mark Orlan.
9. Adjournment
Meeting ended at 12:10 p.m.
113

April 2, 2015 - Academics

Transcription

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