the videos links:
1. The single biggest reason why start-ups succeed | Bill Gross
User: n/a – Added: 6/1/15
YouTube URL: http://www.youtube.com/watch?v=bNpx7gpSqbY
What they don’t tell you about entrepreneurship | Mark Leruste | TEDxCardiff
User: n/a – Added: 7/19/17
YouTube URL: http://www.youtube.com/watch?v=f6nxcfbDfZo
The discussion question: What is the role of citizens in shaping political and economic preferences? How do citizens ensure that their ideals/expectations are reflecting in business and economic structures/practices? (please, make sure to follow the discussion guidelines provided in the syllabus).
California State University, San Bernardino
College of Business and Public Administration
Department of Public Administration
PA 315: Government-Business Relations[footnoteRef:2] [2: This class is part of the CSUSB the Affordable Learning Initiative (ALI).]
Class: Fully Online
Office Hours: Tuesdays 4:00-6:00 PM viz Zoom
Class location: Online
Alexandru V. Roman, Ph.D.
Assistant Professor, Public Administration
Office: JB 552
E-mail: firstname.lastname@example.org [REQUIRED]
PLEASE, NOTE THAT FOR THIS COURSE IT IS REQUIRED THAT YOU USE YOUR UNIVERSITY PROVIDED E-MAIL. IN ORDER TO INSURE THAT YOUR CORRESPONDENCE IS RECEIVED AND CAN BE TRACKED PLEASE USE YOUR COYOTE E-MAIL. IF YOU USE ANY OTHER FORM OF CORRESPONDENCE (E.G. OTHER EMAIL ADDRESS, MESSAGE FUNCTIONS), YOU MIGHT NOT RECEIVE A RESPONSE.
The course examines government policies affecting business development at local, state and national levels. It discusses major international trade treaties, trading blocs, and international financial institutions and the impact of globalization on government’s involvement with business.The course deals with issues of governance, within the context of planning, economic development and trade. A particular focus is placed on macroeconomic dynamics and general economic interdependencies.One of the most important parts of the course represents the detailed discussion of the ethical implications of government-business interactions.
Building Business-Government Relations: A Skills Approach, 2016 Routledge, ISBN: 9780765640086.
This course targets several important objectives. Students are expected to understand and to learn how to critically analyze the interactions between government and business. In particular, students will be able to delineate the economic implications of the government-business interdependencies. An important part of this course will be dedicated to analyzing local and regional macroeconomic ramifications of government and business interactions, with a specific focus on sustainable, strategic and economic development. By the end of the course, students will also learn about the global ramifications of government-business relations within the context of international institutions and such dynamics as globalization. A significant part of the course will also be dedicated to locating and understanding the ethical frameworks within which the govern-business relations would normatively develop.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts regarding government-business interactions.
Evaluated through discussions, writing assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate social responsibility within the context of government-business interactions.
Evaluated through discussions, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argument the rationale behind the most important models and theories of government-business relations.
Evaluated through discussions and writing assignments.
4. Students will improve their critical analysis, presentation, writing and communication skills.
Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the historical evolution of government-business interactions in particular on such matters as delivery of public goods, business support, partnerships, outsourcing, contracting out as well as collaboration in terms of regulation design and compliance.
Evaluated through discussions, writing assignments and ethics research paper.
6. Student will develop a practical understanding of the intricacies of global interactions as developed within the frame of international trading agreements, international institutions and nongovernmental organizations.
Evaluated through in discussions, writing assignment and ethics research paper.
7. Professional behavior and responsibility.
Evaluated through course interaction, discussion and presentation.
Course Structure and Grading Scheme:
NO LATE ASSIGNMENTS WILL BE ACCEPTED!
General Class Expectations:
Students are expected to complete the required readings for module. Given that discussions represent a critical component of the course it is imperative that students are prepared. One will not receive a positive grade for the course if one does not complete all of the required readings.
Classroom with Web Component Course:
This is a “Classroom with Web Component” course. You must have an adequate Internet connection or use campus student computer centers for full participation in the course. Blackboard supports the course (https://blackboard.csusb.edu)and must be checked daily for announcements and course information. Students are responsible for an active CSUSB e-mail address associated with Blackboard throughout the course.
Class Interaction and Participation:
Interaction and participationare very important. Given the structure of the course, one cannot learn if one does no actively engage in discussions. For the discussion sessions students are expected to make at least two entries – one in response to the questions provided in the prompt (discussion threat) and one in response to an entry made by a colleague. Each entry should be a minimum of 250 words in length. Hence, between the two entries – 500 words in total. The total contribution will be evaluated according to the following criteria:
|Levels of Achievement|
|Criteria||Meeting Course Expectations (5 – 4 points)||Close to Course Expectations (3.9 – 2.5 points)||Below Course Expectations (2.4 – 0.1 points)||Not Meeting Course Expectations (0 points)|
|Content Understanding||The student understands main ideas relevant to the issue under discussion. The student correctly uses terminology and topic related information. The student demonstrates appropriate use of examples and counterexamples. Information and knowledge are accurate. The student constructs arguments with accurate explanations and evidence.||Ideas and arguments are relatively clear. Some terminology is used correctly. Contributions to the discussion are generally supported by some examples, statistics or other in other meaningful ways.||The student uses most of topic vocabulary incorrectly. The student shows little mastery in constructing arguments based on the readings.||Gives little indication that the readings were completed. The contributions to the discussion are not related to the topic and do not make a contribution to the overall knowledge production process.|
|Logic & Reasoning||The student actively stimulates and sustains dialogue by asking thoughtful questions. The student has a clear understanding of the topic. The student can provide a logical map for the topic under discussion and can assist others in understanding key concepts. The student can place the topic within the context of the field and the discussion. The student recognizes value conflicts and possible biases and refrains from categorical claims and irrelevant comments. The student asks clarifying questions and has a sense of when clarifying questions are appropriate. The student is able to differentiate between fact and opinion.||The student fails to provide an appropriate logic path for one’s statement. The student is generally to differentiate fact from opinions. The student takes a position without appropriate evidence or reasoning.||The student is unable to maintain a cohesive path of logic. The student often provides conflicting statements within the same argument. The student moves randomly from one aspect of an issue to another. The student contributes little to the discussion. Opinions are typically stated as facts.||The student does not show any evidence of coherent logic or reasoning. The student defends opinions as facts and does not contribute at all to the understanding of the topic. The student’s contribution is more likely to be detrimental to the discussion than to make a positive contribution.|
|Interaction with Others||The student dialogue with others is constructed with respect. The interactions of the student are appropriate for an academic setting. The student encourages contributions from others and is able to receive constructive criticism. The student acknowledges the statements of others in a way that builds a consecutive interchange between participants. The student is responsive to others and when disagreeing, the student does so respectfully. The student is sensitive to cultural and ethnical differences and behaves appropriately. Student does not instigate conflict and value the opinions of others.||The student participates to the discussion but makes little meaningful contribution. The students demonstrates an acceptable level of respect and sensitivities to cultural and ethnical differences.||The interactions of the student are inappropriate for an academic setting. The student makes some irrelevant or inappropriate comments. Student indicates a proclivity towards instigating conflict. The students show little effort in participating in the discussion or to collaborate with others.||The student ignores others and is unresponsive. The student fails to show respect and courtesy to one’s peers. The student does not participate in the discussion and makes no attempt to collaborate with others or make any meaningful contributions to the discussion.|
|Language & Communication Quality||The student uses correct vocabulary and syntax. The student demonstrates mastery of academic English without grammatical errors.||The student uses everyday vocabulary. Statements and arguments are not always clearly constructed. There are occasional vocabulary, spelling and syntax errors.||The student uses language that makes it difficult for others to understand. Language is abstract or trite. There are frequent vocabulary and syntax errors.||Student fails to express oneself appropriately. Others cannot understand what is being said. There are many vocabulary and syntax errors.|
Group Ethics Research Paper:
Students, within groups, will have to identify and analyze an ethical dilemma related to the government-business interaction. Within the space of 6 pages, double-spaced paper,students are expected to identify the key stakeholders, discuss the implications of the ethical dilemma, identify available solutions and argue for one specific course of action.
Each paper should have the following sections (and only these sections):
· The Ethical Dilemma
· Available Solutions
· Recommendations/Courses of Action
The references for the research paper should be formatted following APA guidelines[footnoteRef:3]. [3: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html]
Students, within groups, will be expected to provide a short 7-minute presentation on their ethics research.
Over the course of the course students will have to complete numerous writing assignments that will require critical thinking, reflection and application of learned material. The format for the writing assignment is provided in Appendix A.
The final grades will be calculated using the following format:
Personal Introductions 5 points
Group Ethics Research Paper 45 points
Group Ethics Presentation 30 points
Writing Assignments 80 points
Interaction and Participation 40 points
Total 200 points
Grades will be given based on the following point-grade scale:
190 – 200 A
180 – 189 A –
174 – 179 B +
166 – 173 B
160 – 165 B –
154 – 159 C +
146 – 153 C
140- 145 C –
134 – 139 D +
126 – 133 D
120 – 125 D –
124 or less F
GRADES WILL NOT BE ROUNDED UP UNDER ANY CIRCUMSTANCES
If you are in need of an accommodation for a disability in order to participate in this class, please contact Services to Students with Disabilities at UH-183, (909) 537-5238.
Administrative Drops in the First Weeks of Class:
“Students who fail to attend two consecutive class meetings during the first two weeks of the term without contacting the faculty member or making special arrangements may be dropped” (university policy).
Late “Adds” and Withdrawal from Class:
Late “adds” are allowed but students are fully responsible for the work and assignments missed if they do add the class late. Official withdrawal must occur directly with the registrar; the instructor has no responsibility for dropping you. Withdrawal is allowed through the Census. The College routinely denies late drops (after Census) without relevant documentation.
Class Decorum and Technology:
Please conform to the university policies regarding the use of cellular phones, recorders, cameras, phones, or any other such technology. These must remain in the off or silent mode for the duration of this class. Note: “Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers.”
Academic Dishonesty and Plagiarism:
Any violations of academic honesty will result in a failing grade in the assignment and possibly the class. Violations will be forwarded to the university judicial officer for appropriate action. Joint or group responses are not allowed in any written work in this class. Cited material must be in quotation marks and provide the source. Plagiarism is a serious violation of the student honor code and will not be tolerated. Plagiarism will result in an ‘F’ grade and formal disciplinary procedures will be initiated. All work submitted for this subject must be original work prepared and submitted for this course only.
Communication with Instructor:
As an instructor, I am here for you. If there is anything that I can do to improve your class experience and instruction, please talk to me. I do not know if something is bothering you if you do not tell me. That being said, I am not trained nor am I able to assist with matters that are not directly related to classroom instruction. The University has a number of venues that can assist you with personal issues and challenges that you are having outside class.
Proposed Class Outline[footnoteRef:4]: [4: This is only a proposed class outline, changes can occur. Depending on the developments over the course of the quarter I reserve the right to make changes as found appropriate. If any changes should occur, you will be announced via blackboard or through the email that you have on record.]
Module 1 Materials:
Personal Introductions 5 points (6/22 by 5:00 PM)
Module 2 Materials
Discussion 5 points (6/29 by 5:00 PM)
Writing Assignment 10 points (6/29 by 5:00 PM)
Module 3 Materials:
Discussion 5 points (7/6 by 5:00 PM)
Writing Assignment 10 points (7/6 by 5:00 PM)
Module 4 Materials:
Discussion 5 points (7/13 by 5:00 PM)
Writing Assignment 10 points(7/13 by 5:00 PM)
Module 5 Materials:
Discussion 5 points (7/20 by 5:00 PM)
Writing Assignment 10 points(7/20 by 5:00 PM)
Module 6 Materials:
Writing Assignment 10 points(7/27 by 5:00 PM)
Module 7 Materials:
Writing Assignment 10 points(8/3 by 5:00 PM)
Module 8 Materials:
Discussion 5 points (8/10 by 5:00 PM)
Writing Assignment 10 points(8/10 by 5:00 PM)
Module 9 Materials:
Discussion 5 points(8/17 by 5:00 PM)
Writing Assignment 10 points(8/17 by 5:00 PM)
Module 10 Materials:
Group Ethics Presentation 30 points (8/24 by 5:00 PM).
Module 11 Materials:
Group Ethics Researcher Paper 45 points (8/27 by 5:00 PM)
Appendix A. Format for Writing Assignment
For each module that the writing task is assigned respond to the following questions:
1. What are the three most important takeaways/lessons from the material provided in this module? (100 words or more).
2. How is the material provided in this module is helping your grow as a student and as an individual, in general? (100 words or more).
3. What was your favorite idea that you came across in the material provided in this module? (100 words or more).
4. Drawing on the material that was provided what else would you like to know? What other related questions/ideas/topics would you like to explore in the future? (100 words or more).