Вы находитесь на странице: 1из 16

VERSION 4.0 JAN 07, 2013

NANYANG TECHNOLOGICAL UNIVERSITY

NANYANG BUSINESS SCHOOL

AB1601 ORGANIZATIONAL BEHAVIOR AND DESIGN

Academic Year 2012/2013

Semester 2 (January April, 2013)

Course Coordinator: Associate Professor Tan Joo Seng

Other Instructors (see page 16)

Pre-requisites: None

Number of AUs: 3

Course Description and Scope

People are at the heart of all organizations. To stay ahead of the competition, it is imperative that organizations leverage their people by developing a committed, confident, cohesive, motivated, engaged and resilient workforce. In order to achieve these, leaders must first understand behavior in organizations; how people perceive things, what shapes their attitudes and drives their behavior and how to motivate them to accomplish both personal and organizational goals.

This course is designed to build a foundational understanding of organizational behavior (OB) and appreciation of the scientific study of behavior in organizations. OB is a field of study aimed at predicting, explaining, understanding, and changing human behavior as it occurs in organizations. Underpinning this are three important considerations:

1. OB focuses on observable individual behaviors. However, it also deals with internal cognition (e.g.

thinking and perceiving) and values that accompany and drive visible actions of individuals.

2. OB studies the behavior of people both as individuals and as members of larger social units.

3. OB analyzes the “behavior” of these larger social units (groups and organizations).

Course Learning Objectives

The course is designed to achieve the following objectives:

(a)

Build a foundational understanding of the science and discipline of Organizational Behavior.

(b)

Demonstrate how various theoretical frameworks and concepts can be applied to better understand

real life challenges in organizations.

(c) Develop Critical Thinking and Creative Thinking skills that are core to 21 st century leadership

effectiveness. Organizational challenges are typically multi-faceted and multidimensional and they

[Type text]

VERSION 4.0 JAN 07, 2013

require analysis of ideas, evaluation of options, and synthesis of diverse arguments. In addressing organizational challenges, novel ideas also need to be generated.

(d)

Develop interpersonal competencies to motivate self and inspire others.

(e)

Develop teamwork skills needed to build high-performing teams.

Learning and Teaching Methods/Pedagogies

The course comprises 12 three-hour Seminar-styled sessions from teaching weeks 1-12 and a two-hour review lecture in week 13.

Learning is made relevant through the direct and explicit application of theoretical frameworks and concepts to real life organizational challenges and issues. This is achieved through:

Lectures to provide grounding in theories and frameworks.

Experiential Learning Exercises e.g. role-playing, to relate theory to experience, and vice-versa.

Active Learning Pedagogies e.g. Case Studies to facilitate critical thinking and application of theories to real life organizational situations.

OB in the News: current business news and events around the world, to relate theory to the real world.

Other pedagogies include the use of self-assessments, simulations and video vignettes to help students make sense of the relevant theories and concepts so as to reinforce and internalize learning. Students are expected to spend at least 3 hours per week outside the formal seminar meeting to prepare and study. Students should keep in touch with the latest business news around the world (The Economist, BusinessWeek, Fortune, Financial Times, Business Times, etc.).

Course Assessments

 

Components

%

Individual/Group

4 In-Class Quizzes

10%

Individual

Critical Thinking Assignment

20%

Individual

Team Creativity Project

20%

Team

Final Examination

50%

Individual

Total

100%

 

[Type text]

 

VERSION 4.0 JAN 07, 2013

Assessment Plan

Course Learning Objective

Assessment Method

In-Class Quizzes

Students will be required to participate in 4 in-class quizzes that comprise of multiple-choice questions, assessing students’ understanding of key theories and frameworks in Organizational Behavior.

Learning Goal: Knowledge Acquisition

Learning Objective:

Comprehend foundational theories and frameworks in Organizational Behavior

Learning Goal: Critical Thinking

Learning Objective:

Develop Critical Thinking skills to evaluate ideas, synthesize diverse arguments and reconcile divergent viewpoints

Critical Thinking Assignment

Students are to conduct a critical analysis on an identified challenging or complex organizational problem, using the Critical Thinking Rubric provided as a guide. The analysis will include explaining the problem/issue, interpreting or evaluating evidence, analysing the influence of context and assumptions, presenting an informed position or perspective, and assessing conclusions, implications and consequences.

Learning Goal: Team Creativity

Learning Objective:

Develop Team Creativity Skills in working collaboratively to generate novel ideas & insights, frame problems in multiple ways and come up with unconventional solutions

Team Creativity Project

Through the use of Creative Thinking tools e.g. metaphors, forced association, analogical thinking, etc., students work collaboratively in teams to generate novel ideas in a team project. They will also have to present and argue persuasively on the practical applications of their ideas.

Learning Goal: Knowledge Application

Learning Objective:

Demonstrate how various Organizational Behavior theories and frameworks can be applied to real life

Final Examination

This will be assessed via a 2-hour Open- book exam. Students will have to answer compulsory case-based questions, assessing relevant application of OB theories and frameworks in

[Type text]

VERSION 4.0 JAN 07, 2013

situations

organizations.

In-Class Quizzes (10%)

Four (4) in-class quizzes have been scheduled (with each in-class quiz accounting for 2.5% each):

 

Date

Coverage of Topics

Weightage (%)

In-Class Quiz # 1

Week 4 Feb 04 - 08

KK Ch 1, 3, 4 (pp.92-111) & 18

2.5

In-Class Quiz # 2

Week 6 Feb 18 - 22

KK Ch 10, 11 & 13

2.5

In-Class Quiz # 3

Week 9 Mar 18 - 22

KK Ch 7 & 8

2.5

In-Class Quiz # 4

Week 12 Apr 08 - 12

KK Ch 6, 16 & 15

2.5

 

Total

10

At the start of the seminar session scheduled in the assigned weeks, as listed above, you are required to bring your own clickers to the seminar session to participate in the in-class quiz. Please be punctual and be in your seminar class on time as latecomers will not be entertained. There will be a “grace period of 5 minutes” before the scheduled in-class quiz is administered. If you forget to bring your clickers, you will graded “0” for that particular quiz. You are responsible for bringing your own clickers to the seminar session. If you’re absent from the quiz without a valid reason or without prior consent from your seminar group instructor, you will also be graded “0” for that particular quiz.

Students who are well-prepared for the seminar sessions (completing all the assigned readings, etc), should be able to get the best mark possible for each in-class quiz. The in-class quizzes are designed to encourage all students to come well-prepared for seminar sessions.

Critical Thinking Assignment (20%) (Due Date: Feb 22, latest by 8.00 p.m.)

Learning Objective:

Develop Critical Thinking skills to evaluate ideas, synthesize diverse arguments and reconcile divergent viewpoints.

Assignment:

In an essay format, identify, describe and discuss a challenging or complex organizational problem that you have encountered as a student or an employee. If you have little or no work experience, you may describe an organizational problem that you have encountered as a customer. In essence, organizational problems can also be viewed as management problems. A key challenge is to apply the relevant theories and frameworks in organizational behavior to address and if possible, resolve the identified organizational problem. There’s no need to consciously choose an organizational problem that will align

[Type text]

VERSION 4.0 JAN 07, 2013

with OB topics that have been covered prior to the submission deadline. In choosing an organization for this assignment, you are NOT allowed to choose SMRT as this organization is exclusively reserved for the second assignment on Creative Thinking. (Adapted from Wayne Smith, CSUN)

Structure and level of detail:

Please follow the critical thinking rubric provided for this assignment. At a minimum, each element of the critical thinking rubric will require a separate paragraph. You can assume that each element is equally weighted. Beyond that minimal requirement, students should employ typical expository techniques in first-year university essay writing. Sources referred to should be appropriately referenced and cited, using the APA citation style. It’s very important to give credit where it is due. Take care to avoid plagiarism, using others’ ideas and words without clearly acknowledging the source of that information.

Length:

The essay is to be no more than 1,500 words in length. Penalties will be imposed on non-compliance. The length here does not include the Cover Page, End Notes, Footnotes, References, and Appendices, if any.

Format:

A4 Size, Times New Roman 12-font size, double-spacing.

Submission Details:

Cover Page with Full Name, Matriculation Number, Title of Assignment: Critical Thinking, Date, Word Count. You can refer to the standard template for Cover Page on the Cover Page folder on the main course site on edveNTUre. You must also include a signed copy of the Academic Integrity Declaration (you can download this from the Assignment folder on the main course-site on edveNTUre).

Upload completed assignment via turnitin on your seminar group course-site on edveNTUre by Friday, Feb 22, latest by 8.00 p.m. Late submissions will be penalized. Refer to paragraph on “Penalties for late submission of assignments”.

Performance Measurement:

There are 5 elements in the critical thinking rubric. Each element is scored with a number: “1” – relatively weak, “2” – moderate, and “3” relatively strong. Marks may be deducted for errors in GPS (grammar, punctuation, and spelling). Please review and edit your essay before you submit.

Critical Thinking Assignment Rubric*

 

Relatively Strong

Moderate

Relatively Weak

3

2

1

Criterion 1:

Problem/Issue to be

Problem/issue to be

Problem/issue to be

[Type text]

VERSION 4.0 JAN 07, 2013

Explanation of

considered is stated clearly and described comprehensively, delivering all relevant information for full understanding. Problem is well-framed in the context of organizational behavior, relating to relevant OB theories and frameworks.

considered is stated with some clarification and description. Problem is adequately framed in the context of organizational behavior, with reference to one or two OB theories and frameworks.

considered is stated without adequate clarification or description. Problem is superficially framed in the context of organizational behavior, with no reference to relevant OB theories and frameworks.

Problem/Issue

Criterion 2:

Information is taken from source(s) with strong interpretation/evaluation to develop a coherent analysis or synthesis. Viewpoints of experts, as expressed in source(s), are questioned critically.

Information is taken from source(s) with some interpretation/evaluation. Evidence of some questioning of viewpoints of experts, as expressed in sources.

Information is taken from source(s) without any interpretation/evaluation. Viewpoints of experts, as expressed in sources, are taken as fact, without adequate questioning.

Interpretation/

Evaluation of

Evidence

Criterion 3:

Systematically and methodically analyzes own and others’ assumptions and carefully evaluates the relevance of contexts when presenting a position.

Shows some evidence of analysis of own and others’ assumptions. Identifies one or two contexts when presenting a position.

Fails to show any analysis of the influence of context on position or own and others’ assumptions.

Analysis of

Influence of

Context and

Assumptions

Criterion 4:

Specific position or perspective is thoughtfully articulated, taking into account the complexities of the problem/issue. Limits of position are acknowledged. Others’ points of view are synthesized in position or perspective.

Shows emerging position or perspective, with some consideration of the problem/issue.

Specific position or perspective is stated, but is simplistic and obvious, failing to consider the complexities of the problem/issue.

Students’ position (perspective, thesis/hypothesis)

Criterion 5:

Conclusions and related outcomes (implications and consequences) are logical; reflects students’ informed evaluation and ability to assess conclusions and related outcomes.

Some attempt in tying conclusions and related outcomes (implications and consequences) to earlier discussion, and some evidence of assessment of conclusions and related outcomes.

Conclusion and related outcomes do not follow logically; related outcomes (implications and consequences) are oversimplified.

Conclusions and

related outcomes

(implications and

consequences)

[Type text]

VERSION 4.0 JAN 07, 2013

Team Creativity Project (20%) (Due Date: Essay due by Mar 17, 8.00 p.m.; Team Presentation during Week 9, Mar 18 22; Peer Evaluation (1) latest by Mar 22).

Team Composition:

Starting in Week 2, all students in each seminar group would have been placed in teams (randomly by the respective seminar group instructors). Each seminar group will have a total of 10 teams, comprising of 5 students in each team (assuming a seminar group size of 50 students). Students will continue to work in their assigned teams for the rest of the semester, including working together to complete this Creative Thinking assignment.

Learning Objective:

Develop Team Creativity skills to work collaboratively in teams to generate novel idea & insights, frame problems in multiple ways and to come up with unconventional solutions.

Assignment:

Each team will spend time working together to brainstorm and generate novel ideas on how to address organizational challenges/issues. What follows is a suggestion on a step-by-step process on how to go about completing this assignment. All teams will have to use the same visual (M.C. Escher’s “Relativity”) and same organization (SMRT) in their assignment.

1. Each team will examine this visual masterpiece, “Relativity”, by M.C. Escher (1953)*.

assignment. 1. Each team will examine this visual masterpiece, “Relativity”, by M.C. Escher (1953) *. [Type

[Type text]

VERSION 4.0 JAN 07, 2013

Each team should generate as many novel insights as possible from the above visual. In idea generation, each team should strive to generate ideas and insights that are unique, unusual or non-obvious. IMPORTANT: Please note that the visual should be the MAIN FOCUS, not the historical or contextual background of the artist or the masterpiece, or other related details concerning the visual.

2. Each team will need to find out more about the challenges confronting SMRT. SMRT’s CEO Desmond Kuek has been reported by The Straits Times (1 Dec 2012) in saying that there are “deep-seated issues” within the firm’s management, citing managerial, structural, cultural and systemic issues that need addressing. Each team is expected to conduct a search through secondary sources such as Straits Times, Business Times, and other news media resources.

3. Draw connections between the team’s novel insights and ideas generated from M.C. Escher’s “Relativity”, and the challenges facing SMRT. Transform the novel insights and ideas generated from the visual to:

a. Think of novel ways of framing the challenge(s).

b. Generate novel solutions to overcoming the challenge(s).

4. Next, each team might want to cluster or group the novel ways and solutions into meaningful and distinct themes.

5. It’s now time for a critical review and decide which novel insights into solutions that are relevant and appropriate. These must be practical, implementable and contribute towards overcoming the challenge(s) faced by SMRT.

6. Then, work together to come up with two outputs:

a. Essay: An essay of no more than 1,000 words in length. (A4 size, Times New Roman, 12- font size, double-spacing). Penalties will be imposed on non-compliance. The length here does not include the Cover Page, End Notes, Footnotes, References, and Appendices, if any. Organize your ideas coherently and present them with sufficient details/elaborations to help the reader better appreciate how you generated each idea from the visual and how you transformed these ideas into novel insights (ways of looking at the problem and deriving solutions to the challenges). The length requirement will be one key consideration in terms of deciding how many novel insights to highlight and how much elaboration to provide for each insight. Your team will have to make the decision on the trade-off between the two. At a minimum, each of the four criteria (#1, #2, #3 and #4) should require a separate paragraph, as these four criteria will be applied in assessing this written output. Each criterion is equally weighted.

[Type text]

VERSION 4.0 JAN 07, 2013

Submission details: Cover Page with Full Names of all team members, Matriculation Numbers of all team members, Title of Assignment: Creative Thinking, Date, Word Count. You can refer to the standard template for Cover Page on the Cover Page folder on the main course site on edveNTUre. You must also include a signed copy of the Academic Integrity Declaration (you can download this from the Assignment folder on the main course-site on edveNTUre).

Upload completed assignment via turnitin on your seminar group course-site on edveNTUre by Sunday, Mar 17, latest by 8.00 p.m. Late submissions will be penalized. Refer to paragraph on “Penalties for late submission of assignments”.

b. Creative Team Presentation: A creative team presentation of maximum of FIVE (5) MINUTES in-class. You can choose any creative format your team desires. This is NOT the standard business or formal presentation, hence, power point slides are optional. Unleash your imagination and make your team presentation as creative as possible. The focus of the 5-minute team presentation is on showcasing what the team considers to be the MOST NOVEL insight, and how this insight is used to frame the challenge(s) faced by SMRT and to generate novel solution(s) to address the challenge(s) faced by SMRT. As it’s a 5-minute presentation, this will be a key consideration in deciding how much to showcase. Ideally, everyone should be involved in the creative team presentation, but not every team member might have speaking opportunity during the presentation. Criterion # 5 will be applied in assessing the creative team presentation. The creative team presentation is due during Week 9, Mar 18 22.

7. Remember to complete confidential Peer Evaluation (1), and hand in the hard copy to your respective seminar group instructor latest by Mar 22. The Peer Evaluation (1) form can be downloaded from the Peer Evaluation folder from the main course-site on edveNTUre. Confidential peer evaluation is required from each team member. Feedback from peer evaluation may be used in moderation of performance for this assignment. Although this is a team assignment, it does not mean that all team members will get the same mark. Every team member is expected to contribute actively and substantively, and work collaboratively to the successful completion of the team assignment.

Creative Thinking Assignment Rubric

Criterion #1 (4%): Fluency:

This refers to the total number of insights generated from the picture

Relatively Strong (3) Lists many novel insights

Moderate (2) Lists a sufficient number of novel insights

Relatively Weak (1) Lists only a few novel insights

Criterion #2 (4%): Originality:

This refers to the uniqueness of the ideas/insights generated

[Type text]

VERSION 4.0 JAN 07, 2013

Relatively Strong (3) Ideas are unique, unusual, or rare

Moderate (2) Ideas are somewhat unique, unusual, or rare

Relatively Weak (1) Lack of imagination, no surprises

Criterion #3 (4%): Elaboration:

This refers to the amount of details provided to help the audience understand in order to get “buy in”

Relatively Strong (3) Ideas are well-elaborated

Moderate (2) Adequate details are provided.

Relatively Weak (1) Insufficient details are provided

Criterion #4 (4%): Appropriateness This refers to the persuasiveness in convincing others on the usefulness and practicality of the insights generated

Relatively Strong (3) Highly practical, useful and implementable

Moderate (2) Somewhat practical, useful and implementable

Relatively Weak (1) Ideas are not very practical, useful or even implementable

Criterion #5 (4%): Presentation:

This refers to the creativity in delivering the team presentation to an audience.

Relatively Strong (3) Highly imaginative, creative and unforgettable presentation

Moderate (2) Somewhat imaginative and creative

Relatively Weak (1) Dull, unimaginative, and forgettable presentation

Proposed Weekly Schedule

Week

Topic

Reading

Learning Activity

Public Holiday & Assignment

Module 1 - Week 1 & 2: The World of Organizational Behavior & Coursework Assessments (Critical Thinking)

Week 1 Jan 14 - 18

Organizational Behavior: The Quest for People- Centered Organizations and Ethical Conduct Managing Diversity

KK Ch 1

KK Ch 2, pp. 32-51

Course Overview

10 Team Formation for Case Presentation & Team Project

Briefing for

Coursework

Assessments

Week 2 Jan 21 - 25

OB Final Exam Briefing

OB Coursework

Assessments:

Focus on Critical Thinking

Supplementary

Resources on

Critical Thinking

Final Exam Format

OB in Action Case Study # 1: A Passion for the Planet

What is Critical Thinking?

[Type text]

VERSION 4.0 JAN 07, 2013

Critical Thinking

Process

OB Critical

Thinking Exercise

#1

Module 2 - Week 3 & 4: Organizational Culture & Managing Change

Week 3 Jan 28 Feb 01

Organizational

Culture,

Socialization &

Mentoring

International OB

KK Ch 3

KK Ch 4, pp. 92-111

OB in Action Case Study # 2: Cisco Systems

Experiential

Learning Exercise

on Culture

OB Critical Thinking Exercise # 2: Competing Values Framework

Week 4 Feb 04 - 08

Managing Change

& Stress

KK Ch 18

OB in Action Case Study # 3: Wyeth Implements Major Organizational Change

Experiential

Learning Exercise

on Change

OB Critical Thinking Exercise # 3: Force Field Analysis

Quiz # 1 (KK Ch 1, 3, 4 (pp.92-111) & 18)

Module 3 - Week 5 & 6: Group & Social Processes & Coursework Assessments (Creative Thinking)

Week 5 Feb 11 - 15

Group Dynamics & Developing & Leading Effective Teams

OB Coursework

Assessments:

Focus on Creative Thinking

KK Ch 10 & 11

Supplementary

Resources on

Creative Thinking

OB in Action Case Study # 4: A Trans- Atlantic Team Learns the Ropes

Experiential

Learning Exercise

on Teams

What is Creative Thinking?

Feb 11 (Mon) & Feb 12 (Tue) - CNY

[Type text]

VERSION 4.0 JAN 07, 2013

     

Creative Thinking

 

Process

OB Creative

Thinking Exercise #

1

Week 6 Feb 18 - 22

Managing Conflict

KK Ch 13, pp. 370-

OB in Action Case

Critical Thinking

391

Study # 5: Selina Lo Sees the Light

Assignment due

 

Experiential

Quiz # 2 (KK Ch 10, 11 &

Learning Exercise

13)

on Conflict

OB Creative

Thinking Exercise #

2

 

Module 4 - Week 7 10: Individual Behavior in Organizations

 

Week 7 Feb 25 Mar 01

Key Individual Differences & Road to Success

KK Ch 5

OB in Action Case Study # 6: The Best Advice I Ever Got

 

Experiential

Learning Exercise

on Personality

OB Creative

Thinking Exercise #

3

 

Mid-Semester Recess

Mar 04 Mar 08

 

Week 8 Mar 11 - 15

Foundations of

KK Ch 8

OB in Action Case Study # 7: The Pay for Performance Program Among Denver Teachers Hit a Roadblock

Experiential

 

Motivation

 

Learning Exercise

on Motivation

Feedback on

Critical Thinking

Assignment

Week 9 Mar 18 - 22

Social Perception

KK Ch 7

OB in Action Case Study # 8: Job

Creative Thinking

& Attribution

Assignment due

[Type text]

VERSION 4.0 JAN 07, 2013

Offers are Won and Lost Based on Interviews’ Perceptions of Responses to the Question “What are your Weaknesses?”

Creative Thinking

Team

Presentation

Peer Evaluation

due

Quiz # 3 (KK Ch 7 & 8)

Values, Attitudes, Job Satisfaction & Counterproductive Work Behaviors

KK Ch 6

Video Clips and Online Learning Activities

Mar 29 (Fri) Good Friday

Week 10 Mar 25 29 E-Learning Week

Module 5 - Week 11 & 12 Organizational Processes

Week 11 Apr 01 - 05

Leadership

KK Ch 16

OB in Action Case Study # 9: Indra Nooyi uses Full Range of Leadership

Experiential

Learning Exercise

on Leadership

Feedback on

Creative Thinking

Assignment

Week 12 Apr 08 - 12

Influence,

Empowerment &

Politics

KK Ch 15

OB in Action Case Study # 10:

Beyond Flextime Trashing the Workweek

Final Exam

Practice

Confidential Peer Feedback on Team

Final Feedback

Quiz # 4 (KK Ch 6, 16 & 15)

Week 13

Review Lecture & Final Exam Briefing

[Type text]

VERSION 4.0 JAN 07, 2013

Apr 15 - 19

Mon, Apr 15, 4.30 6.30 p.m. Venue: LKC-LT

Final Exam Date (date yet to be confirmed by NBS Undergrad Exam Office)

Final Exam Date (date yet to be confirmed by NBS Undergrad Exam Office)

Proposed Typical Seminar Lesson Plan (3-hour, including 15 minutes break)*

Section

Duration

Learning Activity

Section 1.1

30-35 minutes

In-Class Quizzes (Week 4, 6, 9 & 12)

Mini-Lecture for the Session, covering key ppt slides (uploaded on main course-site on edveNTUre)

Section 1.2

30-35 minutes

OB in Action Case Study**

 

Tea/Coffee Break (15 minutes)

Section 2.1

30-35 minutes

Experiential Learning Exercise/Video Case/ OB in the News

Section 2.2

30-35 minutes

OB Critical Thinking/ Creative Thinking Exercise (Week 2 7)

Section 3

10-15 minutes

Wrap Up

*In certain weeks, the proposed typical seminar lesson plan may deviate from the above “template” (as reflected in Proposed Weekly Schedule)

**There will be a total of 10 teams in each seminar group. Teams will be randomly assigned. All teams must come prepared for all seminar sessions, having reviewed the assigned chapters and cases, and be prepared to contribute actively to class discussion. There’s a total of 10 cases for the entire course (please refer to “Proposed Weekly Schedule”). Your seminar group instructor will assign each team the case questions that will be discussed in seminar. If you’ve read the case and come prepared, you would be able to contribute to the discussion. IMPORTANT: Please note that confidential PEER EVALUATION (2) is required from each team member, and feedback from Peer Evaluation may be used to moderate the overall coursework grade. This PEER EVALUATION (2) is due latest by Friday, Apr 12. You can download your copy of Peer Evaluation (2) from the Peer Evaluation (2) folder on the main course-site on edveNTUre.

Basic Text

Kreitner, R. & Kinicki, A. 2010. Organizational Behavior. Ninth Edition. McGraw-Hill Irwin

[Type text]

VERSION 4.0 JAN 07, 2013

Penalties for late submission of assignments

Penalties will be imposed for late submissions that are not supported with valid reasons. A penalty of 10 marks will be imposed for each day that the assignment is submitted late. For example, a mark of 65% would become 55% if the assignment is submitted a day late and 45% if it is two days late. In order to ensure equity, students are reminded to stay within the word limit set for each assignment. Seminar instructors grading the assignments will stop reading once the word limit has been reached.

Academic Integrity

Truth, Trust and Justice are at the core of NTU’s shared values. Good academic work includes to a very large extent, honesty and ethical behavior. The quality of your work as a student is therefore subjected to adhering to principles of academic integrity and to the NTU Honor Code, a set of values shared by everyone in NTU.

The content of assignments submitted for grading purposes must be that of your own. You should therefore be diligent in identifying and acknowledging the sources of information used in completing your work (full details must be provided in your reference section). If you feel that the use of the exact wordings from a reference source is the best way to present the ideas, then you must use quotation marks and acknowledge the source. If you choose to summarize the words from a reference, the source must also be acknowledged, as this is not an original piece of work from you. Submitted work must be your own effort and must not duplicate (in whole or in part) the work of others (including other students).

As a student, the responsibility falls on you to be familiar with and to apply the principles of academic integrity in all the work you do at NTU. Hence you will need to proactively familiarize yourself with the strategies to avoid all forms of academic dishonesty, including plagiarism, academic fraud, collusion, cheating, etc. Detailed information can be obtained via the academic integrity website at http://academicintegrity.ntu.edu.sg. Pleading ignorance or claiming that one is unaware of the requirements for maintaining academic integrity does not excuse academic dishonesty. As members of the NTU family, this is a responsibility that students and faculty staff alike must uphold at all times.

Use of edveNTUre (Blackboard)

The edveNTUre system (Blackboard) will be used to facilitate the posting of assignments, course materials and announcements, as well as for interacting with your team members and seminar instructors. Do ensure that your personal particulars especially your hand-phone number (if you have one) is updated in edveNTUre. This will allow you to receive urgent messages e.g. change in timing for lessons, via SMS from your Seminar Instructor.

Attendance and Class Participation

In order to gain the most out of the Seminar-styled lessons, all students are expected to prepare well by going through the required readings/case studies for each lesson, attend all classes and participate actively during the sessions. Quizzes will be administered to assess students’ preparation and readiness

[Type text]

VERSION 4.0 JAN 07, 2013

to learn and contribute in the course. Marks awarded in quizzes will count towards coursework assessment. Your overall coursework mark/grade may be moderated based on feedback from peer evaluation.

Consultation

Your first point of contact will be your respective seminar group instructors. Please approach or contact your seminar group instructor if you’ve got any queries on the course, assignments, and any course- related matter. If you’re unable to contact your seminar group instructor, you may then contact the course coordinator.

Seminar Instructors

Instructor

Tan Joo Seng (Course Coordinator)

Star Soh

Naina Gupta

Don Willis

Koh Cheng Boon

Cheryl Tay

Namrita Bendapudi

Gupta Don Willis Koh Cheng Boon Cheryl Tay Namrita Bendapudi Rosario Chi Ching Email ajstan@ntu.edu.sg

Rosario Chi Ching

Email

[Type text]