Course Syllabus

1. Course Syllabus

2. Self-Introduction • Wichai Taechawattananan • B.Sc. & M.Sc. (Agricultural Economics), FOEBA, KU, & Ph.D. (Economics), FOE, UUM • 36-year experience in international business • 2 experiences in company set-up Wichai Taechawattananan, Ph.D.

3. Course Name • Entrepreneurial Business Management Wichai Taechawattananan, Ph.D.

4. Course Range • August to December, 2019 Wichai Taechawattananan, Ph.D.

5. Course Description • Participation oriented • Concepts, tools, & step-by-step guidelines for management in business • Examples of academic & business situations • 8 topics: Basic Entrepreneurial Management, Budgeting, Customer Focus, Finance Essentials, Innovation and Creativity, Marketing Essentials, Performance Measurement, & Strategic Thinking Wichai Taechawattananan, Ph.D.

6. Other Topics of Business Management • Business Case Development, Business Plan Development, Crisis Management, Decision Making, Diversity, Ethics at Work, Negotiating, Process Improvement, Project Management, & Strategy Execution Wichai Taechawattananan, Ph.D.

7. Course Objectives • To deal with situations sensibly and realistically in a way that is based on practical considerations • To develop and build on the skills you need to do effectively • To understand and familiarize with entrepreneurial skills • To train you become entrepreneur with ground knowledge of economics Wichai Taechawattananan, Ph.D.

8. Teaching Methods and Course Structure • Get started: What would you do to achieve business goals & keep organization on track? • Learn: Applicable tools & advices for dealing with a specific management issue • Practice: Interactive exercises to strengthen your skills • Assess: Assessment to measure your understanding Wichai Taechawattananan, Ph.D.

9. Teaching Methods and Course Structure (Cont’d) Wichai Taechawattananan, Ph.D.

10. Teaching Methods and Course Structure (Cont’d) Wichai Taechawattananan, Ph.D.

11. Teaching Methods and Course Structure (Cont’d) Wichai Taechawattananan, Ph.D.

12. Teaching Methods and Course Structure (Cont’d) Wichai Taechawattananan, Ph.D.

13. Teaching Methods and Course Structure (Cont’d) Wichai Taechawattananan, Ph.D.

14. Teaching Methods and Course Structure (Cont’d) • Purposes of the course structure • represent the core elements of learning, • provide an opportunity to exchange ideas and questions with student fellows, • discuss how to apply concepts and skills Wichai Taechawattananan, Ph.D.

15. Class Time and Course Schedule Class time Course schedule Wednesdays 9am – 12am, total 16 classes Wichai Taechawattananan, Ph.D.

16. Grade Criteria • Class attendance 10% • Topic practice / participation 20% • Topic assessment / measurement 70% • NO MID-TERM & FINAL EXAMS Wichai Taechawattananan, Ph.D.

17. Grade Criteria (Cont’d) • The absence of class is not considerably accepted, unless otherwise, student has a substantial evidence i.e. medical certificate. • ABSENCE OF CLASS WILL AFFECT GRADE DIRECTLY. Wichai Taechawattananan, Ph.D.

18. Example of Teaching Document

19. Ethics at Work Wichai Taechawattananan, Ph.D.

20. Class Request • Limit electronic interruptions. • Take part in the discussion. • Listen carefully to what is being said. • The CHAT PANEL is enabled for the session. • Use the RAISE HAND feature to volunteer to speak. • Put your phone on mute when not speaking. Wichai Taechawattananan, Ph.D.

21. Outline • Topic objectives • Get started • Learn , Ph.D.

22. Topic Objectives • To understand the importance of conducting business ethically • To apply a structured framework to resolve "right-versus-right" ethical dilemmas • To build a culture of integrity among employees, customers, and other stakeholders • To recognize the complexity of making ethical decisions across borders Wichai Taechawattananan, Ph.D.

23. Get Started • Viktor, an operations manager at Principle Tools, sits brooding at his desk. He has learned over the weekend that Barbara, one of his most talented recent hires, lied about her education credentials when applying for the job in his department six months ago. Wichai Taechawattananan, Ph.D.

24. Get Started (Cont’d) • At a professional event on Saturday, Viktor had met Mike, a manager at Principle Tools' biggest competitor, A1Corp. When Viktor learned that Mike had worked with Barbara at A1Corp, he commented on her strong skills, adding, "I'm so impressed she earned an advanced business degree at City University while working full time." Startled, Mike replied, "That's strange. I remember when Barbara enrolled in her first MBA class two years ago. She loved the class, but couldn't complete it because it was too much work for her. She couldn't possibly have finished the degree already." Wichai Taechawattananan, Ph.D.

25. Get Started (Cont’d) • Back at his desk, Viktor wonders what to do. He's called City University, and verified that Barbara only completed three classes toward her MBA. Should he fire Barbara for misrepresenting her qualifications? This would send a message that Principle Tools values education and honesty. But Principle Tools would lose Barbara's talents at a time when it desperately needs them. Should he do nothing so Principle Tools can continue benefiting from Barbara's skills? If other employees discover that Barbara has kept her job despite lying, they might conclude that Principle Tools doesn't live its stated values. Cynicism and resentment could erode team productivity and morale. He checks Principle Tools' code of conduct, but it doesn't address this situation. • What would you do? Wichai Taechawattananan, Ph.D.

26. Answer Guideline • Use a disciplined framework and a structured three-phase approach to resolve such dilemma Wichai Taechawattananan, Ph.D.

27. Example of Practice Paper • After getting start. I will give you a paper of practice question. Here is an example. Wichai Taechawattananan, Ph.D.

28. Example of Practice Paper • Ethics at Work • Practice Question • What would you do? Wichai Taechawattananan, Ph.D.

29. Learn

30. Reviewing Ethical Decision-Making Frameworks • There are numerous decision-making frameworks available for resolving ethical dilemmas. But many have limitations. Here’s a quick review of several and an analysis of their limitations: Wichai Taechawattananan, Ph.D.

31. Reviewing Ethical Decision-Making Frameworks (Cont’d) Wichai Taechawattananan, Ph.D.

32. Example of Assessment Paper • After learning. I will give you a paper of assessment question. Here is an example. Wichai Taechawattananan, Ph.D.

33. Example of Assessment • Ethics at Work • Assessment Question • 1. Mohammed wonders what to do about a dilemma involving information he might learn about a competing company. To make his decision, he consults his company’s code of conduct. • Utilitarian • Values-based • Rules-based • Correct choice. Managers who use rules-based frameworks follow specific guidelines set out by their company’s ethics or conduct programs or laws. The problem with such frameworks is that they don’t teach managers critical judgment skills needed to navigate right-versus-right situations. Wichai Taechawattananan, Ph.D.

34. Example of Assessment (Cont’d) • 2. In struggling to resolve an ethical dilemma related to expense accounting during business trips, Martine asks herself, “What course of action will produce the most good for the greatest number of people?” • Utilitarian • Correct choice. The belief that the most ethically sound decision is the one that produces the most good for the most people underlies the Utilitarian framework. The difficulty with this framework is that it’s too abstract. • b) Values-based • c) Rules-based Wichai Taechawattananan, Ph.D.

35. Wichai Taechawattananan, Ph.D.