GB600 Unit 02
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gb600syllabus--1408d--dr._dayton.docx
Syllabus
GB600: Leadership Strategies for a Changing World
TABLE OF CONTENTS
Click on a link below to view that section in the Syllabus.
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Dates: 12/17/2014 - 2/3/2015 Holidays: 12/24/2014 - 1/4/2015 and 1/17/2015 - 1/19/2015
Course Number/Section: GB600-01N
Course Title: Leadership Strategies for a Changing World
Credit Hours: 4
Prerequisites: None
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It is strongly recommended that students complete the Campus Tour, available under Presentations on the lower right of your Student Homepage. This essential tutorial discusses hardware and software requirements as well as presenting an overview of learning with the Kaplan University course platform.
Instructor Name and Credentials: Daniel K. Dayton, PhD
Kaplan E-mail Address: [email protected]
Office Hours (ET): Monday - Thursday, 9-10 AM EST
Google Chat™ will be used to communicate with the instructors during office hours. Please review the Google Chat Quick Start Guide for an overview of the system.
COURSE MATERIALS TOP
Textbook Information
Title: Leadership: Research Findings, Practice, and Skills (7th Edition, 2013)
Author: DuBrin, A. J.
ISBN: 9781133435228
Publisher: South-Western Cengage Learning
Software Requirements
Microsoft® Office Professional® 2007 (or Later)
**Includes Microsoft Word®, Excel®, and PowerPoint®
Harvard Case Studies
Kanter, R. M. (2009). IBM in the 21st century: The coming of the globally integrated enterprise. Harvard Business School Publishing, Product: 308105-PDF-ENG.
Kanter, R. M. (2009). IBM’s values and corporate citizenship. Harvard Business School Publishing, Product: 308106-PDF-ENG.
Accessing Harvard Publishing Course Materials:
To access the coursepack materials for GB600, click on the coursepack link http://cb.hbsp.harvard.edu/cb/access/14058616
Note you only need to use this link the first time you access your course specific coursepack.
This will take you to an “Authorized Student register/log in” page. If this is your first coursepack purchase, you need to register on the site to create a username and password. If you have previously purchased a coursepack, log in with your existing username and password.
Follow the prompts to log in, and purchase coursepack.
Throughout the semester, you can access the coursepack materials at any time by doing the following: 1. Visit hbsp.harvard.edu and log in. 2. Click My Coursepacks, and then click on the course titled “GB600 Leadership Strategies for a Changing World”
For questions or issues on Harvard Publishing Material contact:
Customer Service Monday - Friday, 8:00 a.m. – 6:00 p.m. ET. Phone: (800) 545-7685 (+1 617-783-7600 outside U.S. and Canada) Fax: (+1)(617) 783-7666 E-mail: [email protected].
Access from Kaplan’s Library > Database – Business Source Complete
Note: These articles are supplemental reading and provide good examples of peer-reviewed/scholarly articles that may be useful in your writing for this course. In addition to the articles themselves, check each reference list for related possibilities to assist you in your research.
· Bel, R. (2010). Leadership and innovation: Learning from the best. Global Business & Organizational Excellence, 29(2), 47-60.
· Bücker, J., & Poutsma, E. (2010). How to assess global management competencies: An investigation of existing instruments. Management Revue, 21(3), 263-291.
· Colfax, R. S., Rivera, J. J., & Perez, K. T. (2010). Applying emotional intelligence (EQ-I) in the workplace: Vital to global business success. Journal of International Business Research, 989-98. Retrieved from EBSCOhost.
· Collins, J. (2010). Enlightened leaders. Leadership Excellence, 27(6), 10. Retrieved from EBSCOhost. Note: this is not a peer-reviewed article.
· Crews, D. E. (2010). Strategies for implementing sustainability: Five leadership challenges. SAM Advanced Management Journal (07497075), 75(2), 15-21. Retrieved from EBSCOhost.
· Derue, D., Nahrgang, J. D., Wellman, N., & Humphrey, S. E. (2011). Trait and behavioral theories of leadership: An integration and meta-analytic test of their relative validity. Personnel Psychology, 64(1), 7-52.
· Drew, G. M. (2010). Enabling or “real” power and influence in leadership. Journal of Leadership Studies, 4(1), 47-58.
This course introduces students to the nature and purpose of leadership in organizations. Students evaluate various leadership approaches and methodologies in terms of organizational effectiveness and efficiency in dynamic corporate environments. In addition, students investigate ethics and social responsibility, diversity, and team management. Students will apply emotional intelligence in self-awareness, personal development, and communication.
Course Outcomes: By the end of this course, you should be able to:
GB600-1: Explain the leadership necessary to accomplish business goals and maximize organizational performance.
GB600-2: Practice global interconnectedness as it applies to your field of study.
GB600-3: Propose a team approach to achieve long-term business outcomes.
GB600-4: Analyze the influence of leadership on organizational effectiveness.
Professional Competency Outcome(s):
PC 1.2: Contribute to team goals and objectives through active participation and collaboration.
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Unit # and Topic |
Learning Activities |
Outcomes |
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Unit 1: The Importance and Nature of Leadership |
· Introductions · Reading · Preview Team Assignment · Discussion · Assignment-Focus Paper · Self-Directed Learning Plan · Extra! Extra!
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· Analyze the transformations occurring in today’s organizations and explain why leadership is needed to facilitate the needed changes · Examine the meaning of leadership and debate the issue of how leaders influence organizational performance · Define leadership using your own framework for understanding leadership · Assess your leadership traits, behaviors, and attitudes and your overall readiness for leadership |
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Unit 2: Organizational Transformation and Vision |
· Reading · Discussion · Assignment-Focus Paper · Assignment-PowerPoint · Preview Team Assignment · Extra! Extra! |
· Evaluate how the following factors or behaviors factors contribute to leadership effectiveness: relationship-oriented versus task-oriented behaviors emotional intelligence cognitive skills · Describe the concerns about charismatic leadership from the scientific and moral standpoint · Identify several of the impacts of transformational leadership on performance and behavior · Assess your aptitude for charismatic leadership and develop an action plan |
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Unit 3: Global Decision-Making Across Boundaries |
· Reading · Discussion · Assignment -Case Analysis · Team Assignment · Extra! Extra! |
· Resolve conflict using sound and fair negotiating skills · Explain why good communication skills contribute to effective leadership · Identify leadership initiatives to increase the acceptance of cultural diversity · Explain how global leadership skills contribute to leadership effectiveness |
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Unit 4: Innovation through Empowerment: Leading Team-Based Organizations |
· Reading · Discussion · Assignment-Focus Paper · Team Assignment
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· Understand the leader’s role in a team-based organization · Describe how leaders can motivate others through recognition · Understand the characteristics of coaching and how to practice coaching skills and techniques. · Explain how the leader and the organization can establish a climate that fosters creativity · Identify several leadership practices that contribute to organizational innovation |
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Unit 5: Influence Continuum: Organizational Effectiveness |
· Reading · Discussion · Assignment-Focus Paper · Team Assignment · Extra! Extra! |
· Empower your team members and subordinates using effective delegation techniques · Identify the causes and factors of ethical and unethical political behaviors and explain how a leader can control dysfunctional politics · Demonstrate how to use power and politics to help accomplish important goals · Evaluate the issues involved in effective leadership succession · Recommend a set of honest and ethical influence tactics to increase organization effectiveness |
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Unit 6: Contingency Leadership, Strategy, and Knowledge Management
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· Reading · Discussion · Team Assignment-Case Study Presentation · Peer Evaluation · Learning Plan - SDLP · Portfolio · Extra! Extra! |
· Explain the situational factors in an organization that affect the leadership objectives, leadership style, decision-making style, and the communication style you should choose · Create your own personal vision and predict what kind of leader you will become, as well as your eventual success as a leader, by examining your values, attitudes, leadership traits, behaviors, and ability to motivate others · Describe how leaders contribute to the management of knowledge and the learning organization. · Describe what leaders can do to foster an ethical and socially responsible organization |
GRADING CRITERIA/COURSE EVALUATION TOP
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Assessments |
Number |
Points each |
Total Points |
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Assignment |
3@ 1@ |
50 100 |
250 |
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Case Analysis |
1 |
50 |
50 |
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Discussion |
6 |
60 |
360 |
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Introductions |
1 |
10 |
10 |
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Peer Evaluation |
1 |
30 |
30 |
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PowerPoint |
1 |
50 |
50 |
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SDLP |
1 |
50 |
50 |
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Team Assignment |
4 |
50 |
200 |
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Total Points |
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1000 |
KAPLAN UNIVERSITY GRADING SCALE TOP
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Grade |
Points |
Percentage |
Grade Point |
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A |
900 – 1000 |
90-100% |
4.0 |
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B |
800 – 899 |
80-89% |
3.0 |
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C |
700 – 799 |
70-79% |
2.0 |
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F |
0 – 699 |
0-69% |
0.0 |
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CC |
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Credit by Examination |
N/A |
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I |
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Incomplete |
0.0 |
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P |
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Pass |
N/A |
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S |
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Satisfactory |
N/A |
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TC |
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Transfer Credit |
N/A |
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U |
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Unsatisfactory |
N/A |
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W |
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Withdrawal |
N/A |
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MW |
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Military Withdrawal |
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INSTRUCTOR’S GRADING CRITERIA/TIMETABLE TOP
All course Projects submitted on time will be graded within 5 days of their due date (the Sunday of the following unit). Late work will be graded within 5 days of the submission date. Discussion Board grades will be updated each week no later than Sunday of the week following the unit’s completion.
Students who wish to review current policies (academic appeals, attendance/tardiness, plagiarism, etc.) should refer to the current Kaplan University Catalog and/or Addendum.
LATE POLICY TOP
You are expected to submit all assignments and projects by the due dates published in the course syllabus. In general, there is a 10 percent penalty for each week that an assignment is late. For example, if your assignment is due on Tuesday and you submit it on Wednesday, the highest possible grade you can earn is a B. If you submit it one week later, the highest possible grade is a C and so forth. Assignments may be submitted no more than three weeks late without prior approval from your professor.
No late work will be accepted after the end of term without an Incomplete Grade approval. Certain course activities may not be eligible for submission after the conclusion of the week or unit. These include, but are not limited to, discussion boards, seminars, quizzes, and exams.
We know that extenuating circumstances can interfere with timely submission of your work. Be sure to tell your professor and your Education Advisor right away if you are going to be late with a submission.
You may request an extension or alternative arrangement, preferably prior to the due date, but your request does not automatically result in a waiver of the due date or of the penalties for late submissions. Your professor will determine whether an exception to the Kaplan University Late Policy is appropriate. S/he may also require you to provide documentation of the reason. If your professor determines that an extension is warranted, s/he will provide you with the expectations for your submission or assignment in writing.
Extenuating circumstances include, but are not limited to, personal/family member hospitalization, family member death, a severe weather event, a natural disaster, and an active military assignment that prevents internet connectivity. Computer-related issues, Internet connectivity, and account blocks are generally not considered extenuating circumstances.
Tutoring and many other resources are available in the Kaplan University Writing Center which you can access on the right-hand side under Academic Support on your KU Campus page. You can find everything from using commas to conducting research. You can learn APA citation, review grammar, see sample essays, and this is just scratching the surface. In addition, you can also chat with a live tutor during live tutoring hours (listed in the Writing Center) who can help you locate material within the Writing Center, understand a particular Assignment, and explore the Kaplan library. Finally, you can submit a paper and receive comments specific to that paper within 48–72 hours.
A description of all Projects to be completed can be found under each of the units in the course.
A description of all Discussion topics can be found under each of the units in the course.
Discussion topic Participation:
During each week, students are required to post messages to their colleagues and the instructor responding to Discussion topics and research field trips. Discussion Board participation will be graded based on both level of activity and quality of interaction. Your active and thoughtful participation will weigh heaviest in the determination of your participation grade.
· Three posting days per week for EACH Discussion topic are the minimum.
· The first posting for each Discussion topic is required by the first Saturday of class.
Theory into Practice Discussions, Distinguished Video and Discussions, and Web Field Trip Discussions will be evaluated using the following Discussion Board Grading Rubric.
Interactions in an online classroom are in written form. Your comfort level with expressing ideas and feelings in writing will add to your success in an online course. The ability to write is necessary, but you also need to understand what is considered appropriate when communicating online.
The word "netiquette" is short for "Internet etiquette." Rules of netiquette have grown organically with the growth of the Internet to help users act responsibly when they access or transmit information online. As a Kaplan University student, you should be aware of the common rules of netiquette for the Web and employ a communication style that follows these guidelines.
· Wait to respond to a message that upsets you and be careful of what you say and how you say it.
· Be considerate. Rude or threatening language, inflammatory assertions (often referred to as "flaming"), personal attacks, and other inappropriate communication will not be tolerated.
· Never post a message that is in all capital letters — it comes across to the reader as SHOUTING! Use boldface and italics sparingly, as they can denote sarcasm.
· Keep messages short and to the point.
· Always practice good grammar, punctuation, and composition. This shows that you have taken the time to craft your response and that you respect your classmates' work.
· Keep in mind that Discussion Boards are meant to be constructive exchanges.
· Be respectful and treat everyone as you would want to be treated yourself.
· Use spell check!
You should also review and refer to the Electronic Communications Policy contained in the most recent Kaplan University Catalog.
**Note: This Syllabus is subject to change during current and future courses. Please refer to the most updated Syllabus for this course provided by your instructor.
Discussion Board Participation Rubric
The Discussion Board Requirement:
1. Students are to post a minimum of three posts per Discussion Board. One initial response and two replies to their classmates.
1. Posting on a minimum of 3 different days, for example: Wednesday, Friday, and Monday
1. The first initial response to the Discussion topic must be made by Saturday.
Theory into Practice Discussions, Distinguished Video and Discussions, and Web Field Trip Discussions will be evaluated using the following Discussion Board Grading Rubric.
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Individual Focus Paper Rubric
These papers are related to specific issues or cases, and will vary in length. In all cases, papers must be well referenced and in APA format. The papers will be evaluated using the following rubric.
At least 20% of a Focus Paper grade is related to composition that includes organization, writing style, and mechanics. Often, composition issues also impact the grading of the assigned Focus Paper topic content because composition impacts the effective presentation of your ideas and material.
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Grade |
Content, Focus, Use of Text/Research, and Organization |
Analysis and Critical Thinking |
Writing Style, Grammar, and APA Format |
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50% |
30% |
20% |
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90-100% |
Response successfully answers the assignment question(s); thoroughly uses the text and other literature. Includes a strong thesis statement, introduction, and conclusion. The main points of the paper are developed clearly. All arguments are supported well (no errors in logic) using outside sources as assigned.
Sources are primarily academic journals, with thoughtful use web sources. References are applied substantively to the paper topic. Skillfully addresses counter-arguments and does not ignore data contradicting its claim. Refers to sources both in-text and in the reference page. |
Response exhibits strong higher-order critical thinking and analysis (e.g., evaluation). Paper shows original thought.
Analysis includes proper classifications, explanations, comparisons, and inferences.
Critical thinking includes appropriate judgments, conclusions, and assessment based on evaluation and synthesis of information. |
Grammatical skills are strong with typically less than one error per page. Correct use of APA when assigned. Appropriate to the assignment, fresh (interesting to read), accurate, (no far-fetched, unsupported comments), precise (say what you mean), and concise (not wordy). Project is in 12-point font. Narrative sections are double-spaced. Project is free of serious errors; grammar, punctuation, and spelling help to clarify the meaning by following accepted conventions. |
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80-89% |
Response answers the assignment question(s) with only minor digressions; sufficiently uses the text and other literature. Provides a good thesis statement, introduction, and conclusion that require some revision but that form a good basis. Develops the main points clearly. Supports most arguments concretely (no logical errors) using outside sources as assigned. Some sources are non-academic with over reliance on web sources. References not always clearly tied to development of ideas. Does not ignore data contradicting its claim, though the refutation may need additional support. Refers to outside sources in the text and reference page. |
Response generally exhibits higher-order critical thinking and analysis (e.g., evaluation). Paper shows some original thought.
Analysis includes adequate classifications, explanations, comparisons, and inferences.
Critical thinking includes adequate judgments, conclusions and assessment based on evaluation and synthesis of information. |
Internally, each section has good organization. Transitions found between and within sections are mostly clear and effective. Generally appropriate to the assignment, accurate (no far-fetched, unsupported claims), precise, and concise. Includes a title page and reference page.
Project is in 12-point font. Narrative sections are double-spaced. Project contains some generally minor grammatical and punctuation errors. Few misspellings. Citations generally follow APA guidelines (perhaps one or two minor errors). |
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70-79% |
Response answers the project assignment(s) with some digression; sufficiently uses the text and other literature. Provides a thesis statement that needs revision. The introduction and conclusion do not set up or close the paper very effectively. Shows too little original thought (strings of citations that are not developed to support the thesis). Main points are adequately defined in only some areas of the paper; points may be over-emphasized or repeated. Some arguments are supported with outside research, but others may not be. Relies too heavily on personal experience or one source. The paper does not meet the source requirements. Some obvious counter-arguments are ignored or not well refuted. |
Response exhibits limited higher-order critical thinking and analysis (e.g., application of information).
Analysis includes limited classifications, explanations, comparisons, and inferences.
Critical thinking includes limited judgments, conclusions, and assessment based on evaluation and synthesis of information. |
Sentences are occasionally wordy or ambiguous; tone is too informal. Grammatical skills are adequate with no more than 2–3 errors per page. The paper is not well organized. Sections lack transitions, and several sentences may be monotonous or confusing. The overall structure of the assignment is not effective. Appropriate in places, but elsewhere vague writing interferes with the development and clarity of the main points. Numerous grammatical and punctuation errors. Misspellings are more frequent, but they are the sort spell checkers do not catch, such as “effect/affect.” An attempt at APA citation was made, but there are multiple errors larger than a misplaced period. Narrative sections are not double-spaced. |
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60-69% |
Response answers the assignment question(s) but digresses significantly; insufficiently uses the text and other literature. |
Response exhibits simplistic or reductive thinking and analysis but does demonstrate comprehension. |
Sentences are generally wordy and/or ambiguous; tone is too informal. Grammatical skills are inadequate, clarity and meaning are impaired, typically 3–5 errors per page. Inadequate use of APA format |
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0-59% |
Response insufficiently answers the assignment question(s); insufficiently uses the text and other literature. |
Response exhibits simplistic or reductive thinking and analysis and demonstrates limited knowledge on the subject matter. |
Sentences unclear enough to impair meaning; tone is inappropriate and/or inconsistent. Grammatical skills are incompetent for college level; typically 6 or more errors per page. Unacceptable use of APA format. |
Team Projects and Assignments – Peer Evaluation Form
Teams have proprietary Discussion Boards and a chat room option to conduct team business. Sometimes teams choose alternative methods of communication, such as instant messaging or conference calls. If alternative team communication methods are used, ALL team members must agree to the method and a summary/synopsis of what transpired during such meetings must be provided to all.
The individual final grade for a team Project will be based on both the team product and quality of individual contribution to the team process. The team products will be evaluated using appropriate rubrics. The individual portion of the team Project will be assessed from team member feedback provided at the end of the Project using the following feedback form. The forms are confidential, except at your discretion regarding discussion of ratings within the team. You are encouraged to check with your team regarding your performance.
Kaplan University
School of Business
Team Peer Evaluation
Student Completing Evaluation: ________________________
Team Project Name: _____________________________
Please return to the unit Dropbox area by the end of the unit week (Tuesday midnight). Your Individual grade for the Project will be assigned after evaluations are received.
There are two grades associated with each team Project. Each student will receive the points earned by the team for the Project submitted. In addition, each student will receive a second grade reflecting individual contribution to creating the Project. 75% of the total points available for the team Assignment are associated with the team submission and 25% of the total points are associated with quality of individual contribution. For example, if the team Project in total is worth 60 points, then the Gradebook will reflect 45 possible points (75%) for the team product and 15 possible points (25%) for team contribution.
You will assess your team members and they will assess you using the feedback form below. The professor will not share your peer evaluation feedback with others; you may choose to ask teammates to share their perceptions with you, so you can improve your team contribution.
Instructions: You will need to rate each team member using a scale of 1–5 with 1 being the lowest rating and 5 being the highest rating. The rating scale is as follows: 1 – strongly disagree, 2 – disagree, 3 – neutral, 4 – agree, and 5 – strongly agree. For example: The team member assisted in planning, decision making, and problem solving? 1 – strongly disagree, 2 – disagree, 3 – neutral, etc. Equal scores will indicate that all contributed equally to the Project. Please include yourself in your rating. All ratings will be between 3 and 15 points.
1 – Strongly Disagree, 2 – Disagree, 3 –Neutral, 4 – Agree, and 5 – Strongly Agree
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Team Member Names |
Student A: _________ |
Student B: __________ |
Student C: __________ |
Student D: __________ |
Yourself ________ |
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The team member assisted in planning, decision-making, and problem solving. |
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The team member attended meetings or arranged make up efforts when they were unable to attend. |
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The team member took the initiative to meet all team roles and responsibilities. |
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Total Rating (sum) |
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Comments |
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The final points assigned for individual team participation is at the discretion of faculty, with the Team Peer Evaluation as one source of information.
In general, the following provides a guide:
· 12–15 rating sum = 90 to 100% of team participation points awarded
· 9–11 rating sum = 80 to 89% of team participation points awarded
· 6–8 rating sum = 70 to 79% of team participation points awarded
· 3–5 rating sum = Below 70% of team participation points awarded
Here is an example of what might be sent from one member of a team with 4 people:
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Team Member Names |
Student A Sherrene |
Student B John |
Student C Elvis |
Yourself Beatrice |
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The team member assisted in planning, decision-making, and problem solving. |
5 |
3 |
3 |
5 |
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The team member attended meetings or arranged make up efforts when they were unable to attend. |
4 |
3 |
2 |
3 |
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The team member took the initiative to meet all team roles and responsibilities. |
5 |
5 |
2 |
5 |
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Total Rating (sum) |
14 |
11 |
7 |
13 |
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Comments |
Sherrene was a leader in pulling together the team process. |
John did great work, just didn't offer. He had to be asked. |
Elvis didn't seem to care very much about doing a good job. Missed meetings. |
I put the final project together and did edits. I missed a couple of meetings. |
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Self-Directed Learning Plan (SDLP) Rubric
As a step in each School of Business graduate course, students are expected to create a SDLP. The SDLP should contain your course objectives, status on action items, learning and development plan, and status describing progress toward achieving the target objectives. The purpose of the SDLP is to provide purpose, focus, and evidence of important personal development during the School of Business graduate experience for each specific course. The SDLP will be graded applying the following rubric:
SDLP Grading Rubric:
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1. Status on most action items 1. Thoughtful modification and additions to objectives and actions that reflect development progress in the target area 1. Reflects awareness of how course experience did, or did not, contribute to achieving professional objectives relative to several dimensions |
A
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1. Status on some action items 1. Minimal modification or addition to objectives and actions 1. Describes course experience and relates generally to professional objectives |
B
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1. Status on one or two items 1. No modification or addition to objectives and actions 1. Describes course experience |
C
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1. Very little or no activity on SDLP 1. No SDLP or it consists of simple comment, such as "I liked the course." |
F
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To support continued development of the SDLP, the following rubric represents the basis of the original grading. This will not be applied for grading purposes in this course.
Development Plan Criteria:
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Professional Objectives |
Achieving the professional objective makes use of learning available in the MBA program and from resources/experiences outside of the MBA program. The objective reflects a substantive increment of development for the student. |
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Self-Awareness |
The learning and development plan reflects the ability to understand oneself and integrate that understanding into strategies for development to achieve a target objective. |
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Personal Initiative |
The learning and development plan is maintained as a dynamic document throughout the MBA program, used to focus activity on critical learning and culminating in a plan that extends beyond the program. |
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Personal commitment to development |
The learning development plan is comprised of experiences and activities that challenge development. |
Rubric:
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Score |
Performance Indicators |
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Not Assessed |
No work was received by the instructor. |
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A+ Perfect Score |
Learning and development plan includes challenging, abundant, and complementary strategies and resources inside/outside the Kaplan MBA program. Coursework and Kaplan resources are actively used to refine and achieve objectives, demonstrating judgment regarding approaches to development. By the end of the program, the self-directed learning plan achievement and reflective learning serves as the foundation for the next level of professional planning. |
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A |
Learning and development plan demonstrates strategies that are relevant to each development area. Demonstrates understanding of how coursework and Kaplan can contribute to achieving the plan. By the end of the program, the self-directed learning plan is analyzed for gaps and future professional planning. |
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B |
Learning and development plan demonstrates comprehension of development areas and links multiple courses and activities with each area. By the end of the program, the self-directed learning plan reflects learning that can be applied to future professional planning. |
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C |
Learning and development plan demonstrates comprehension of development areas and links a Kaplan MBA course to each area. By the end of the program, the learning plan is current. |
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F |
Learning and development plan is incomplete or its strategies are inconsistent, indicating lack of understanding of the planning process and its use in the MBA Program. By the end of the program, there is little information in the self-directed learning plan to support aligned future professional planning. |
Honor Code – Graduate School of Business
The Honor Code was crafted by the members of the Ambassadors and Leaders Program who are outstanding student leaders. The Kaplan University School of Business’ Ambassadors and Leaders Program provides graduate students leadership experiences and personal growth through mentoring and representing the School of Business to the public at large. The Program promotes excellence and integrity in graduate education and contributes to the development of leadership skills relevant to 21st Century global business demands. Membership in Ambassadors and Leaders requires a 3.5 GPA or above and advancement to candidacy (4 courses completed) or by permission of the faculty sponsor.
Dr. Bea Borne is the faculty sponsor for this Program. For further information or application for membership, contact her at [email protected].
Find below the Honor Code for the School of Business
Developed by the Kaplan’s School of Business Ambassadors and Leaders
“As a Kaplan University School of Business student, I will uphold the utmost ethical standards in my personal life, academic performance, and business community. I promise to maintain high ethical standards and values within our academic community by not plagiarizing or cheating on homework and by promoting ethical decision making among the student body. I will make ethical decisions within my personal life which promote honesty and compassion among my family and friends and which lead to a healthy and responsible life. As a Kaplan University School of Business student, I will promote ethical considerations in every academic and business decision and, after graduation; I will conduct myself with dignity and integrity.”
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