For zane Bright

Business and Society, Fall 2015

Team Research Presentation

Purposes and Topics: Among the goals of the course are to develop skills in finding and

presenting new knowledge on relationships between business and society. The team

presentation activity is one way to achieve that goal.

Dates / Topics: Each team will present in class on December 3, 8, or 10 on one topic:

• Business and society issues in Germany and Japan

• The prospects for unions and organized labor in the U.S., 2015-2025

• The global mining industry, 2010-2020.

• Making the case for sustainable local agriculture

• Alternative scenarios for the development of commercial aviation, 2015-2030

Each of them provides one more way for us to understand the complex business &

society relationships we have been studying. Over the next few weeks, you will all

explore one of these areas in some depth for some deep learning, and wrap it up by

showing the most important things you learned to your classmates and me, all the while

working in an effective team.

Data: Your presentation should have information that you weave together into a story

line. Here are some places you can look for information, to help you craft that story.

Your first portal should definitely not be a general internet search, but instead the on-

campus resource of Trexler Library. You can consult with Kelly Cannon there if you

need help. Here is a wide net to help you see where information lies.

• Prominent business publications such as those available at:

http://muhlenberg.edu/main/academics/abe/faculty/Kushner/KushnerLinks.html

• Scholarly, peer reviewed journals, available at the same site

• Government statistical bureaus – local, state, national, global

• Industry affinity groups, trade associations, and advocacy organizations

• Researchers in academia

• Periodicals specific to each industry

• Books (actual printed books)

• Industry experts

• Web content

Hint: develop a list of keyword searches that you can conduct in any of these sources.

The presentation topics above are too big – you’ll have to ask more specific questions.

Content: While each presentation topic is unique, I expect most presentation and papers

to deliver learning in these areas:

• Define the issue. Pose an interesting question, define the scope of your inquiry and bring

the audience in. Make the case for why your topic has broad social significance.

• Explain the issue. What is its underlying theoretical or conceptual base, what are some

important and revealing facts? What moral principles and values are present?

• At the broadest level, what is the impact of this issue on the world?

• What is the business & society context? Link it to issues highlighted in the text and in

class, such as business power, criticism of business, CSR, globalization, environmental

quality, consumerism, the changing workplace, and regulation.

• What are the contending views? What underlying principles do they reflect? Which

viewpoints are more persuasive to you? Which ones are moving the issue in society?

• Looking back: What is the long-term history of this issue – what themes in American or global

(economic) history does it reflect?

• Looking around: Who are the stakeholders that are affected by changes and conditions related

to your topic? What are their various interests?

• Looking ahead: What do you predict? How will this issue appear in 2024?

• Who are the key actors who make decisions and take action?

Deliverables: Here is what you are responsible for presenting to the class and me:

• A presentation of about 30 minutes, dynamic and interesting from beginning to end.

• Interaction with the audience. Q & A is one way, or you can conduct an exercise or role-play,

for instance, or a survey of class members before the presentation.

• Visuals and exhibits that add value to your message.

• In addition to the presentation, each team must also submit:

• A summary of your major findings, posted on Blackboard at least 24 hours before your

presentation (1,000 words max).

• A reference list of works and web sites you consulted, due with the presentation

• A handout for the class with an outline and any exhibits or figures you want to discuss. Please

make enough copies for the whole class

• Each student writes and posts on their ePortfolio a reflection paper of about 1,000 words that

1) describes your personal learning experience in the group, and 2) presents links to group

presentation material so readers can see what your team created. This is due two days after

your presentation.

• All group members share equally in preparing and presenting. What you present should be an

integrated whole, not separate parts.

I will help you do a great job, and provide some class time to work on this.

Evaluation: See the rubric for grading standards.

Evaluation rubric for student presentations

P ri m a ry

E V A L U A T I O N

C R I T E R I A A: Overall: excellent,

adding value throughout

B: Overall: a good job.

Not clearly excellent, but

some strong points

C: Overall: just

acceptable. One or more

problem areas clearly

affect the quality.

D Overall:

systematic

quality

problems

Overall

understanding

Evidence of deep

understanding of the

material

Evidence of good

understanding, but some

concerns

One or more significant

errors in understanding

• Not ready to

present when

scheduled

• Visibly low

attention to

one or more

criteria

• Notably low

quality

• Apparent

team

problems

Research

Useful and revealing

data to explain the

issues

Well-known data that does

not reveal much that is new

Minimal data, using stale

or surface-level data

Analysis

Well-thought-out

consideration of issues

and facts

Consideration and

evaluation miss a few

important issues or facts

Analysis misses the point

Links to business

and society

frameworks and

issues

Specific linkage of

presentation topic and

data to business and

society frameworks

General use of business and

society frameworks, not

closely linked to key facts

Only general descriptions

of business and society

issues

S e c o n d a ry Communication of

your findings

Completion of

requirements, highly

effective communication

of your findings

Partial but acceptable

compliance with

presentation requirements,

limited communications

quality

Poor compliance with

presentation

requirements, poor

communications quality

Class learning

Overall, a significant

learning moment for the

class

A fair learning opportunity

for the class

Does not add

significantly to class

knowledge

T e rt ia ry

Team work

Clear and positive

involvement from all

team members

Uneven involvement of all

team members

Team function do not

add value

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