Guide

Faculty Course Guide
Course BUSN 5000 Business
Catalog This course is designed to provide a foundation in such general business

Description concepts as economics, finance, accounting, business law, marketing, and
other business systems.
Course The intent of this course is to allow students in the MBA program who do not
Objectives have a business background to build a knowledge base that will allow them
to compete in the MBA program with those students who have
undergraduate degrees in business. This will include learning a new
vocabulary and learning some of the underlying values, concepts, theories,
and analytical methods commonly used in the business world.
Course • Business Terminology. MBA students without an undergraduate

Content degree in business are often disadvantaged by their unfamiliarity with
the language of business. To help overcome this problem one of the
primary objectives of this course will be to ensure that students are
familiar with the terms commonly used in the business world and in
the MBA program. (30%)
• Capitalism and Free Enterprise. The basic foundation of business
as practiced in the western world is free enterprise capitalism, the
economic and political system that best supports business activity.
Students will learn the values and the philosophical and practical
assumptions that support the working of this system. (10%)
• The Functional Areas of Business. Students will learn basic
concepts, theories, tools and techniques in the functional areas of
business: accounting, finance, management, operations and
marketing. Specific attention will be paid to the need to consider these
areas in an integrated manner. (10%)
• Ethics. Businesses and those who work in them are constantly faced
with ethical questions and dilemmas. This course will introduce a
framework for thinking about and deciding ethical issues as well as
how to think about the application of ethics in business situations.
(10%)
• The Management Process. Organizations are managed through a
well-integrated series of functions. These functions include Goal
Setting, Strategy development, Planning, Organizing, Budgeting,
Leading, and Controlling. Emphasis will be placed on how these
functions are an integrated self-reinforcing system that supports and
coordinates the work of the organization. (20%)
• Leadership and Motivation. Organizations are composed of
individuals and groups that, collectively, do the work that makes the
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organization successful. This course will briefly introduce the basic
principles of motivation, group behavior, and leadership. The coverage
will be brief and be designed to bridge the gap between the beginning
of the program and the required Organizational Behavior and
Leadership course. (10%)
• International Business. Business is increasingly conducted in an

international framework and the students will be provided with a
framework that allows them to understand the role of international
issues in the conduct of business. (10%)
Suggested Lectures and discussions, which focus attention on, the terminology used in
Course business.
Activities
Discussions of the strong and weak points of free enterprise capitalism and
how it compares with other economic systems.
Cases, exercises, role plays, and discussions that: focus on the need to take
an integrated view of the organization and the management process; that
examine the ethical issues facing business and provide practice in using
ethical theories in the analysis of ethical issues; and that high-light the
international dimension of business.
Prerequisites There are NO prerequisites for this course.
Recommended • Understanding Business, 6th Edition by Nickles, McHugh and

Texts McHugh. (2002). ISBN: 0-07-249922-2
• Contemporary Business, 10th Edition by Boone and Kurtz. (2002).

ISBN: 0-03-034363-1
Instructor The instructor should have an MBA with some business experience or a
Qualifications doctorate that includes preparation in all of the functional areas of business.
Suggested The course covers material from the following courses and could be waived
Waiver Policy if the students have had undergraduate or graduate courses in four of these
five areas: Principles of Accounting, Principles of Economics, Principles of
Finance, Principles of Management, and Principles of Marketing.
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Instructor • Example syllabus for this course
Support • Microsoft Word Syllabus Template - Save the file to your hard drive
Materials and then complete the syllabus by filling in the highlighted areas.
• HTML - Save the file to your hard drive and then complete the
syllabus using an HTML editor like Microsoft FrontPage.
Department of Business
School of Business and Technology
Webster University

Course BUSN 5600 Accounting Theory and Practice
Catalog Students examine the accounting function and its role in modern
Description business. Basic accounting theory and principles are examined, and
some of the more important contemporary accounting developments are
reviewed. Case studies are analyzed with an emphasis on situations from
the students' own work experiences. This course is designed for
consumers as opposed to producers of accounting.
Course Accounting has come to be known as the language of business because

Objectives many interested parties use the results of the accounting process to make
decisions and informed judgments about the economic activities of an
organization. Effective participation in planning, control and decision-
making activities related to the achievement of an organization's
objectives requires command of this language.
Students are given the opportunity to learn accounting and it's supporting
concepts and principles in relation to their application in the business
environment. This course provides coverage of generally accepted
accounting principles that drive financial reporting; the financial
statements that include the income statement, the balance sheet, the
statement of cash flows, and the related notes and other disclosures
accompanying these financial statements. Emphasis will be placed on
understanding the presentation of assets, liabilities and owners' equity as
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well as the measurement of revenues and expenses.
The intent of the course is to take the student through the basics in order
to understand the "big picture" of what accounting information is, what it
means, and how it is used. Financial statements are examined to
discover what they do and do not communicate. This knowledge will help
the student gain the decision-making and problem-solving skills so crucial
in today's business environment.
Course Content • The Conceptual Framework of Accounting (10%) - The student

should understand the core concepts and principles that determine
how transactions are analyzed, recorded and ultimately reported in
the financial statements. These generally accepted accounting
principles (GAAP) provide the framework for financial reporting and
students should be aware of the environment and process by
which accounting standards are developed.
• The Financial Statements (70%) - The primary financial

statements - Balance Sheet, Income Statements, and Statement of
Cash Flows - should be rigorously developed from the user
perspective. Students should understand how to read, interpret,
and analyze the information in each statement and students should
understand the interrelationships between the statements and how
they integrate. Transaction analysis is important and should be
emphasized in terms of the affect a transaction has on the financial
statements - the procedural aspects of the bookkeeping process is
of less importance to MBA students.
o Financial Statement Components - The financial statement
structure should be developed so that the student gains an
understanding of the measurement and valuation issues
related to the accounting for and presentation of each
statement component. Alternative generally accepted
accounting principles should be explored in areas where
they exist and the limitations surrounding the use of financial
statements for certain decision making should be
emphasized. Students should understand the difference
between historical costs used in the Balance Sheet vs.
current asset values and the use of accrual accounting in
the Income Statement should be contrasted, compared and
reconciled to measuring cash flows in the Statement of
Cash Flows.
 Balance Sheet - the accounting for and presentation
of current assets, property plant & equipment, current
liabilities, noncurrent liabilities, and stockholders'
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equity.
 Income Statement - the recognition of revenue and
expenses, gains and losses, and the other
nonrecurring items affecting net income.
 Statement of Cash Flows - the determination of cash
flows from operating activities, investing activities,
and financing activities.
 Additional disclosures and other items included in an
annual report such as explanatory notes,
management's statement of responsibility, summary
of financial data, and the independent auditor's
report.
• Interpretations Made from Financial Statement Data (10%) -

The objective here is to have students learn how to use the
financial statements to make informed judgments and decisions
relative to the information presented in the financial statements.
Examples would include trend analysis, profitability analysis (ROI
and ROE), liquidity analysis (working capital, current ratio, quick
ratio), etc.
• Introduction to Managerial Accounting (10%) - Financial

Accounting should be compared to Managerial Accounting to
provide the student with an appreciation for the planning, control,
and decision-making focus of internal reporting vs. external
financial reporting.
Suggested This course requires various problem solving, case analysis, and writing
Course Activities assignments each week in addition to compelling class discussion on
many interesting topics. These assignments are for the students benefit;
the material will be learned much more effectively by integrating these
activities than from the reading alone. In addition, an important objective
is to develop an awareness and appreciation for current issues beyond
the concepts that are described in the textbook. Each week throughout
the course assignment activities such as those described below should be
required:
• Chapter Problems - each chapter has a variety of problems that

reinforce some dimension of the material from that chapter. The
requirements should be obvious from the information given. The
goal, of course, is to have students develop appropriate analytical
and problem solving techniques techniques and when mistakes are
made to learn through those mistakes.
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• Cases emphasize the practical interpretation and application of the
material and can be used to illustrate more real-world examples.
• Outside reading and related reports provide an opportunity to keep

student currents with the latest news developments surrounding
financial reporting.
• Significant class discussion should take place each week around

the assignment items and it is your responsibility to proactively
participate in that class discussion. Participation in class
discussion activities will comprise 10% of the final grade.
Recommended • Accounting: What the Numbers Mean, by Marshall, McManus, and

Texts Viele, 6th edition, 2004, McGraw-Hill, ISBN: 0-07-283464-1
• Survey of Accounting, by Stice, Stice, Albrecht, and Skousen,
1999, South-Western, ISBN: 0-53-884617-8
• Survey of Accounting, by Warren, 2001, South-Western, ISBN: 0-

32-418344-5
Instructor The instructor must have an undergraduate or graduate degree in

Qualifications accounting or an undergraduate degree in accounting and a masters
degree in a related discipline. The ideal instructor will have a CPA and/or
a CMA and will possess significant professional accounting experience.
Suggested This course is intended only for students WITHOUT the appropriate
Waiver Policy undergraduate or graduate background in Financial Accounting. The
department suggests the waiver of any student that has taken Financial
Accounting (3 hours) or Principles of Accounting (6 hours) in the past ten
years. An Accounting Applications course or a course in Computerized
Accounting Applications should be evaluated for the presence of the
stated course objectives as these course typically focus only on the
bookkeeping and mechanical side of the accounting process. The intent
is to insure that each Webster MBA student has met the above stated
objectives.
Instructor • Example syllabus for this course.

Materials
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and then complete the syllabus by filling in the highlighted areas.
• HTML Template - Save the file to your hard drive and then
complete the syllabus using an HTML editor like Microsoft
FrontPage.
Webster University
Course BUSN 5600 Insert Section Number Here Accounting Theory and Practice
Instructor Name: Enter Your Name

Phone: Enter Your Phone Number
Email: Enter Your Email Address
Course Students examine the accounting function and its role in modern business.
Description Basic accounting theory and principles are examined, and some of the more
important contemporary accounting developments are reviewed. Problems
and cases are analyzed with an emphasis on situations from the student's
own work experiences. This course is designed for consumers as opposed
to producers of accounting.
Incoming This course is designed for students entering the MBA program who have
Competencies never completed a course in financial accounting. There are NO
(Prerequisites) prerequisites for this course.
Course • The Conceptual Framework of Accounting - The student should

Objectives understand the core concepts and principles that determine how
transactions are analyzed, recorded and ultimately reported in the
financial statements.
• The Financial Statements - The primary financial statements -
Balance Sheet, Income Statements, and Statement of Cash Flows -
should be rigorously developed from the user perspective. Students
should understand how to read, interpret, and analyze the
information in each statement and students should understand the
interrelationships between the statements and how they integrate.
• Financial Statement Components - The financial statement structure
should be developed so that the student gains an understanding of
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the measurement and valuation issues related to the accounting for
and presentation of each statement component.
• Interpretations Made from Financial Statement Data - The objective
here is to have students learn how to use the financial statements to
make informed judgments and decisions relative to the information
presented in the financial statements.
Learning • Enter Learning Outcomes. Hit <enter> for additional bullets.

Outcomes
Course Accounting: What the Numbers Mean, by Marshall, McManus, and Viele,
Materials 6th edition, 2004, McGraw-Hill, ISBN: 0-07-283464-1
(see Course Guidelines for alternative recommended textbooks - hit
"Delete" to remove this line)
Course Grading Describe in Detail Your Grading Procedures. Insert Scale Range or Bullets
as Needed. However, stay within the confines of this box.
Course Activities Describe in Detail Your Course Activities.
Policy Academic Dishonesty: Webster University strives to be a center of

Statements academic excellence. As part of our Statement of Ethics, the University
strives to preserve academic honor and integrity by repudiating all forms of
academic and intellectual dishonesty, including cheating, plagiarism and all
other forms of academic dishonesty. Academic Dishonesty is unacceptable
and is subject to a disciplinary response. See page 29 of the Webster
University 2003-2005 Graduate Catalog for a complete description. The
University reserves the right to utilize electronic databases, such as
Turnitin.com, to assist faculty and students with their academic work.
Note This syllabus may be revised at the discretion of the instructor without the
prior notification or consent of the student.
Weekly Schedule Pre-Assignment for Week 1

• Enter work to be completed prior to week 1. If
none, type "None".
Week 1 Topics:
• Include Lecture Title, Subject, and/or Chapters. Hit
<enter> for additional bullets.
Assignment for Week 2:
• Include Assigned Reading, Homework, and/or
Exams. Hit <enter> for additional bullets.
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Week2 Topics:
Week 3 Topics:
Week 4 Topics:
Week 5 Topics:
Week 6 Topics:
Week 7 Topics:
Week 8 Topics:
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Week 9 Topics:

Course BUSN 5620 Current Economic Analysis
Catalog Implications of current economic events are examined through the

Description applications of economic theory. Emphasis is placed on acquainting the
student with the methods of economic analysis in the context of current
economic issues.
Course This course exists as a pre-requisite for the Master of Business

Objectives Administration for three reasons. First, courses in the MBA program will
assume a certain proficiency with regard to basic economic analysis.
Particularly, many courses utilize the basic demand and supply model.
Second, a basic understanding of macroeconomic events and
macroeconomic policies is assumed of every business student. However, as
many students will develop this understanding as an undergraduate student,
this material is relegated to prerequisite level. Finally, as an international
institution, The School of Business and Technology has as a goal
international literacy on the part of all business students. Given the
interdependence of macroeconomics and international economics, the
decision was made to include an introduction to international economics in
this course.
Course • Introduction to Demand and Supply Analysis - The student should

Content receive a thorough introduction to basic demand and supply analysis.
This should include the nature of markets and their role in the
allocation of goods and services. Particular attention should be given
to familiarizing students with the demand and supply model. It is not
necessary to discuss market failures including imperfect competition,
externalities, etc. Nor is it necessary to introduce price elasticity. This
portion of the course might cover two weeks or approximately 25%.
• Familiarization with Measures of Economic Activity - The three

primary measures of economic activity should be covered thoroughly.
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An effort should be made to make these coincide with the data as
presented in the press. This portion of the course might cover two
weeks or approximately 25%.
o GDP - In addition to explaining the determination of GDP, the
course should discuss Real GDP and the determinants of
growth in RGDP. International comparisons in RGDP should
be presented.
o Inflation - The basic concept and construction of a price index
should be included. In addition students should become
familiar with the dominant price indices, the problems with
utilizing price indices, and the concept of a "chain weighted"
index. The computation of inflation and its adverse effects
should be also be discussed. International comparisons in
inflation rates should be included.
o Unemployment - The computation and issues surrounding the
measure of unemployment should be covered. Differences in
unemployment rates across countries (particularly the US
versus Europe) should be discussed.
• Develop an Understanding of Fiscal and Monetary Policy - The
two primary policy instruments of government should be presented. A
slightly heavier weight might be given to monetary policy given its
preeminence in counter-cyclical policy. This portion of the course
might cover two weeks or approximately 25%.
o Fiscal Policy - The course should discuss the counter-cyclical
effects of deficit and surplus budgets. This should include both
deliberate and automatic stabilization. The discussion should
also include the impact of a budget deficit on private spending
and on the balance of payments.
o Monetary Policy - The role of monetary policy in the conduct of
counter-cyclical policy should be covered thoroughly. The
discussion should include a descriptive portion on the role of
the central bank. The strengths and limitations of monetary
policy should also be included. A particular effort should be
made to relate the course material to current policy activity.
The impact of monetary policy on exchange rates should be
addressed.
• Familiarization with the International Economy - The student

should be sensitized to the growing importance of international
commerce. This can be accomplished by discussing the motivations
for both free trade and trade protection, by discussing the importance
of the balance of payments as related to trade and capital flows, and
by discussing the importance of exchange rates and exchange-rate
regimes on relative economic well-being. This portion of the course
might cover two weeks or approximately 25%.
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Suggested This course is suitable for lecture format. An effort should be made to
Course assess the following:
Activities
• Mastery of the demand and supply model.
• Satisfactory understanding of the macroeconomic environment.
• Satisfactory understanding of the international economy.
• The general ability to understand and utilize abstract models.
• The general ability to communicate effectively in writing.
Recommended • Essentials of Economics by Schiller, 9th Edition. (2002). ISBN: 0-07-

Texts 237407-1 (or later edition)
• Economics: Theory and Practice by Welch and Welch, 7th Edition.
(2003) ISBN: 0-47-000028-7 (or later edition)
• Principles of Economics by Any Author (Related Chapters Only)
• Principles of Macroeconomics by Any Author (Related Chapters Only)
Instructor The instructor must have a masters degree in a related discipline. The ideal
Qualifications instructor will have either an undergraduate or graduate degree in the
discipline of economics (regardless of field of specialization). However,
instructors with a minimum of six graduate hours in (graduate-level)
economics combined with a demonstrable understanding of the course
content will be considered.
Suggested This course is intended only for students WITHOUT the appropriate
Waiver Policy undergraduate or graduate background in Macroeconomics. The
department suggests the waiver of any student that has taken Principles of
Macroeconomics (or more advanced Macroeconomics course) in the past
ten years. A Survey of Economics course (typically the combination of
Macroeconomics and Microeconomics within one three credit hour course)
should be evaluated for the presence of the stated course objectives above.
Students with an extensive background in economics (defined as twelve or
more credit hours of economics) should be waived regardless of time
elapsed. The intent is to insure that each Webster MBA student has met the
above stated objectives but not at the expense of requiring the student to
cover the same material unnecessarily.

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• HTML - Save the file to your hard drive and then complete the
syllabus using an HTML editor like Microsoft FrontPage.
Webster University

Course BUSN 5760 Applied Business Statistics
Catalog The student examines the application of statistical analysis, hypothesis

Description testing, and regression analysis in business decision making. The course
should focus on the utilization of statistical methods as applied to business
problems and operations.
Course The first general objective of this new statistics course is to teach students
Objectives the fundamental descriptive and inferential statistics that will be used in many
advanced courses. Specifically, students will be taught the fundamentals of
statistical probabilities and distributions, random sampling, one-sample
hypothesis testing and confidence intervals, difference of means tests,
correlations, simple and multiple linear regression, and several types of non-
parametric statistics. The instructor should also teach the assumptions
underlying the statistics, including how the level of measurement (nominal,
ordinal, interval, and ratio) influences the choice of statistics, the importance
of normality and linearity assumptions and the relative importance of
violations of these two assumptions. In addition, the course will teach several
non-parametric statistics that should be used when the assumptions of
parametric statistics cannot be satisfied. Because this course will teach the
statistics that will be used in a wide range of courses, the statistical problems
will be drawn from a variety of different subject-matter areas, including
economics, finance, operations management, and human resources
management.
The second general objective of the new statistics course is to teach

statistical analysis from an applied or user’s perspective. The emphasis
should not be on the mathematical theory underlying the statistics. This does
not imply that mathematical formulae are inappropriate. Only that the
instructor should not spend much time showing how statistics are derived and
proved using calculus and linear algebra. The focus should be on teaching
how statistics are used to analyze data, using Excel to perform the
calculations. Accordingly, students should be somewhat familiar with Excel
before taking the course. One significant advantage of not spending time on
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mathematical derivations and proofs is that the instructor can spend the time
to cover more information on statistics and data analysis.
Course The following topics must be taught it students are to have a working
Content knowledge of how to statistically analyze problems using basic descriptive
and inferential statistical techniques. The course is designed with the
assumption that the midterm and final examinations will take 4 hours of
course time. This leaves the equivalent of 32 student-contact hours (eight
four-hour class sessions) for teaching students (unless take-home exams are
given).
1. Brief overview of descriptive statistics: (3 hours)

a. Graphical descriptive techniques: using charts and
graphs, stem and leaf diagrams, and box plots to
summarize data
b. Numerical descriptive measures: statistically summarize
data distributions using measures of central tendency and
variability (range, standard deviation, variance)
2. Introduction to probability theory, including discussion of
different discrete and continuous distributions, random
sampling, expected values, simple and joint probabilities, and
contingency tables (4 hours)
3. Confidence intervals and hypothesis testing (one-sample
and two-sample tests), including both parametric (e.g.,
differences of means) and non-parametric techniques (e.g.,
Chi-Square and Wilcoxon Rank Sum test) (6 hours)
4. Simple linear (bivariate) regression and correlations (and
related non-parametric techniques) (e.g., Spearman rank
correlation) (4 hour)
5. Linear multiple regression (including dummy variables, and
multicollinearity) (4 hours)
6. Introduction to model building and testing, including
hierarchical regression and stepwise regression (2 hours)
7. Introduction to decision making and statistical applications
in quality management (3 hours) Based on the
time allocations above, approximately 80% of the total student contact time is
allocated to mandatory topics (6.5 class sessions or 26 hours). The times
shown above are estimates, and the instructor may allocate more time for
some topics. Alternatively, the remainder of the class time can be used to
discuss discretionary topics.
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Suggested If time permits, the instructor may elect to introduce the following optional
Course topics into the course:
Activities
• Binomial, Poisson, and hypergeometric distributions
• Different sampling designs, such as stratified random sampling
• ANOVA and related non-parametric techniques for two or more populations
(e.g., Kruskal-Wallis and Friedman tests)
• Using interaction terms in multiple regression (moderator analysis)
• Quadratic regression models
• Reliability and validity (psychometrics)
• Exploratory factor analysis
• Index numbers
• Time series analysis and forecasting (In Beta CMBA test)
• Bayes’ theorem
Prerequisites The students are assumed to be familiar with basic descriptive statistics and
the idea of probability distributions. However, these will be review briefly in
the beginning of the course as a refresher for students who have forgotten
some of the details. Students who cannot master these introductory review
topics should be diverted into a basic undergraduate statistics course or
encouraged to learn the material through self-study.
No prior course in Excel or any statistical package is required, but students

should be familiar with the basic operation of Excel. If not, they should
probably be referred to a short seminar in Excel, such as the seminars
conducted by ACS.
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Recommended There are many textbooks in this area, but the more desirable textbooks have
Texts a user-orientation (i.e., the focus is on application of statistics to analyze
problems). No single text is necessarily the best, so the choice is largely at
the instructor’s discretion. Excel is incorporated into the body of some texts,
while others use chapter appendices or workbooks to teach statistical
analysis using Excel. In addition, many textbooks have macros on CD-ROM
that supplement Excel’s basic statistical tools. In addition, not all books will
have all the non-parametric topics, so the textbook may need to be
supplemented by lecture and handouts. However, notwithstanding the way
Excel and non-parametric statistics are incorporated into the course, the
focus of the textbook should be on statistical application and the problems in
the textbook should cover a wide range of business and management areas.
The following books appear to meet the course requirements, but other
textbooks may also be perfectly acceptable.
Berenson, M. L., Levine, D. M., and Krehbiel, T. C. 9th Edition. (2004). Basic
Business Statistics: Concepts and Applications. Prentice Hall. ISBN: 0-13-
103791-9 (Includes CD-ROM with PHStat2 to supplement Excel).
Comments:
There is a wide range of problems in the book, some with data sets on a CD-
ROM. Excel incorporated in chapter appendices and Minitab is also
discussed in the appendices. Text incorporates most of the non-parametric
topics: Wilcoxon rank sum test, Kruskal-Wallis, Friedman Rank. The text is
somewhat weak on correlation analyses, and there is no Spearman rank-
order test. The text is similar in content to Statistics for Managers Using
Microsoft Excel.
Supplemental materials:
• Instructor’s Solution Manual
• Student Solution Manual (even numbered exercises)
• Test Item File with Excel-based test questions
• Instructor’s CD-ROM with PowerPoint slides, test items, and solutions
manual
• PHStat2 statistical add-in for Excel
• MyPHLIP web site with additional problems, tips, practice exams, and links
• Student version of Minitab can be bundled with the textbook
Levine, D. M., Stephan, D., Krehbiel, T. C. and Berenson, M. L. (2002).

Statistics for Manager using Microsoft Excel (3rd Edition). Prentice Hall.
ISBN: 0-13-029090-4. (Includes CD-ROM with PHStat2 to supplement
Excel).
Comments:
There is a wide range of problems in the book, some with data sets on a CD-
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Suggested Given the applied nature of the course, assessment should consist primarily
Assessment of statistical problem solving. However, asking for definitions of terms through
Methods short answer or multiple choice questions is also acceptable. The tests could
be given in class, or take-home tests. Obviously, security is somewhat of a
problem with take-home exams, yet the problems can be more sophisticated
and also test the students’ abilities to use Excel.
Suggested None, except as needed to offset textbook deficiencies in a given area, such
Supplemental as non-parametric statistics.
Readings
Instructor Required: The instructors must have a thorough working knowledge of all the
Qualifications required topic areas, although non-parametric statistics can be learned as
required if the instructor is otherwise qualified. A degree in statistics or
applied statistics is not required, but the instructor must be prepared to
demonstrate his or her competencies in each of the mandatory topics.
Because the course is based on Excel, the instructor should be familiar with
the data analysis package in Excel.
Desirable: A working knowledge of one or more of the following statistical

packages: SPSS, SAS, Minitab, or Statistica.
Suggested Because of the short half-life of statistics, most students should not be waived
Waiver Policy out of the course, even if they have taken prior statistics courses. Simply
knowing statistical theory may not be sufficient preparation given the course’s
focus on applied statistical analyses. Moreover, many traditional statistics
courses focus exclusively on parametric statistics and otherwise qualified
students may lack knowledge of non-parametric statistics. However, this may
not be reason enough to force them to take the entire course, and we may
want to suggest that they study non-parametric topics and then take the final
exam. Therefore, waivers will be given only when the student has taken an
advanced (through regression) statistical course within the past 3 years AND
the student demonstrates proficiency by passing both course exams with an
overall score of 80% or better.

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Webster University
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Course BUSN 6070 Management Accounting
Catalog The student examines advanced topics in management accounting as

Description these relate to management information needs for planning, control, and
decision-making. Topics include interpretation of standard cost variances;
application of quantitative techniques; evaluation of divisional
performance; activity-based costing; and the behavioral impact of
accounting systems.
Course Accounting has been known as the language of business because many
Objectives interested parties use the results of the accounting process to make
decisions and informed judgments about the economic activities of an
organization. Effective participation in planning, control, and decision-
making activities related to the achievement of an organization’s
objectives requires command of this language. The primary objective of
this course is to develop the students’ ability to use management
accounting information to analyze, think critically, and effectively
communicate their findings. An emphasis is placed on big picture
relationships that illustrate how cost management affects activities along
the organization's value chain that business students need to understand
in order to function effectively in today’s business world.
Students are to learn about management accounting concepts and tools

in relation to their application in today’s business environment. Students
must understand how these concepts and tools are interrelated in
business practice and this course should give emphasis to integrative
learning. Planning, control, and decision-making concepts should also
emphasize service organizations and manufacturing companies with
equal importance.
The intent of the course is to facilitate the student’s ability to apply

management accounting concepts and tools to increasingly complex
organizational environments by developing problem solving skills and
technical competence.
Course Content • Underlying Concepts, Tools, and Terminology – The student

should understand the core concepts, tools, and terminology that
encompass management accounting information as it is used for
planning, control, and decision-making purposes. At the root of
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this conceptual framework are three guiding learning objectives:
1. The activities of an organization are viewed as a value chain

consisting of value-added and nonvalue-added activities.
The identification of each is fundamental to cost
management,
2. Information about an organization’s costs, how they are
classified, and how or where they may be used are quite
different within an organization based on different
management accounting purposes, and
3. Cost behavior, as a supporting framework, must be
thoroughly understood to appreciate how management
accounting information is effectively designed and used.
• Management Accounting Concepts and Tools to Support the

Analysis of Profits – The student should understand the factors
that contribute to an organization’s profitability as well as the
relationships between those factors. These factors include
alternative pricing approaches, an organization’s cost structure,
understanding and using contribution margin, the volume of activity
and how sensitive profits are to changes in volume, the break-even
point, and the concept of operating leverage. To understand how
these factors interact with one another it is fundamental that cost
behavior patterns, such as fixed, variable, and mixed costs, are
identified and used in profitability analysis.
• How Organizations Determine the Cost of Providing a Product

or Service – An organization’s accounting information system is
used to provide information about the cost of providing its products
or services as required for financial reporting purposes. But in
order to effectively use this information for internal purposes of
planning, control, and decision-making, the student must
understand how those costs should be viewed differently. Product
and service costing systems must be explored, such as job-cost
and process cost systems. The methods by which costs are
accumulated and assigned to product or service activities are
critical to having valid cost information and the distinction between
direct costs, which are traceable to a product or service activity,
and indirect costs, which must be allocated to a product or service
activity, are critical for the student to understand. Cost allocation
and assignment techniques are to be explored with a special
emphasis on activity-based costing.
• Management Accounting Information for Decision-Making –

An organization’s management accounting information system
must support its decision makers and students must understand
19
how costs are organized and viewed differently for decision-making
purposes. Of critical importance to this objective is the ability for
students to distinguish costs that are relevant to the decision at
hand from those costs that are irrelevant and therefore should not
be considered. Distinct cost terms are used to classify these costs
as relevant or not and many decision-making examples should be
used to illustrate this concept.
• Management Accounting Information for Planning – An

organization’s management accounting information system must
support its planning process and students must understand how
costs are organized and viewed differently for planning purposes.
This course should explore the organizational process and
dynamics for planning and students should be able to complete the
sequence of individual budgets and understand the cost standards
that comprise an organization’s operating budget and define
expected performance, which is sometimes referred to as its
master budget. In addition to this process of planning for profits
and costs on the annual operational level, long-term planning for
capital investments are also explored. To facilitate long-term
planning and to support accurate capital investment decisions, the
time value of money concept is introduced and techniques for
analyzing capital investment proposals are presented.
• Management Accounting Information for Control – An

organization’s management accounting information system must
support its control function and students must understand how
costs are organized and viewed differently for control purposes.
Once budgets and other plans and decisions are implemented, the
appropriate question is “how well are we doing?” and an
organization’s control function should provide the answer.
Students should understand important control techniques and
principles in order to properly compare the actual operating results
to those costs that should have been expected for the level of
activity achieved (flexible budgets). Variances should be explored
in terms of their significance and meaning relative to corrective
action. The behavioral implications of a performance reporting
system is important for all students to appreciate and the concept
of responsibility accounting is developed to guide the performance
measurement system and the Balanced Scorecard should be
developed in order to emphasize the importance of using a mix of
performance measures that focus on financial as well as non-
financial organizational perspectives.
20
Suggested This course should require various problem solving, case analysis, and
Course Activities writing assignments each week in addition to compelling class discussion
on many interesting topics. These assignments are for the students
benefit; the material will be learned much more effectively by integrating
these activities than from the reading or lectures alone. In addition, an
important objective is to develop an awareness and appreciation for
current issues beyond the concepts that are described in the textbook.
Each week throughout the course assignment activities such as those
described below should be required:
• Chapter Problems - each chapter has a variety of exercises and

problems that reinforce some dimension of the material from that
chapter. The requirements should be obvious from the information
given. The goal, of course, is to have students develop
appropriate analytical and problem solving techniques and when
mistakes are made to learn from those mistakes.
• Cases emphasize the practical interpretation and application of the

material and can be used to illustrate more real-world examples.
• Outside reading and and other related materials or websites

provide an opportunity to keep student current with the latest
developments surrounding management accounting topics.
• Significant class discussion should take place each week around

the assignment items and it is your responsibility to proactively
participate in that class discussion. Participation in class
discussion activities should comprise 10% of the final grade.
Prerequisites BUSN 5600 - Accounting Theory and Practice

BUSN 5760 - Applied Business Statistics
Recommended • Management Accounting, by Atkinson, Kaplan, and Young, 4th

Texts edition, 2004, Prentice-Hall, ISBN: 0-13-008217-1 (This text will be
used in St. Louis)
• Managerial Accounting, by Garrison and Noreen,10th edition,
2003, McGraw-Hill, ISBN: 0-07-242338-2
• Management Accounting: A Strategic Approach, by Morse, Davis,
and Hartgraves, 3rd edition, 2004, South-Western, ISBN: 0-324-
11997-6
• Management Accounting: Analysis and Interpretation, by

McWatters, Morse, and Zimmerman, 2nd edition, 2001, McGraw-
21
Hill, ISBN: 0-07-028300-1
Instructor A Masters degree in Accounting - OR - A Masters degree in a business

Qualifications related discipline with a BS degree in Accounting. In both cases an
accompanying CMA and/or CPA is preferred. Professional experience in
an appropriate management accounting and/or reporting function that
demonstrates the instructors involvement with planning, control, and
decision making systems. Instructor should have previous experience
teaching graduate financial accounting.
Suggested
This course is intended for all MBA students.
Waiver Policy

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Webster University

Course BUSN 6110 Operations Management
Catalog This is a course that focuses on the major managerial issues in

Description manufacturing management and the tools that can be used to manage
them. Special attention will be given to project management, including
PERT, critical path scheduling, and time-cost models, in operations
management and other business settings. The major operations
management issues are quality management and control, capacity
management, plant location, layout and design, production planning
and scheduling, supply chain management, and inventory
management. The analytical tools covered include queuing theory,
22
statistical quality control, linear programming, and learning curves.
Where appropriate, the use of operations management techniques in
service and distribution organizations will be demonstrated.
Course Historically, the operations management course has focused on the

Objectives manufacturing environment and historically that has been appropriate.
However, the structure of modern economies has changed and less
attention should be given to manufacturing and more devoted to use of
traditional operations management approaches in the non-
manufacturing environment. In terms of class time approximately 60%
of the class time should be spent on manufacturing applications. The
class must also cover both the managerial issues and the actual
technical use of the tools and techniques. This issue will be discussed
later in this guideline when quantitative methods are covered.
Course Content • Introduction and Integration (2 hours)

This early part of the course should: introduce the student to the
overall plan of the course and show how this material relates
other major areas of study in the MBA program. The course
should also address how operations can be used to create
competitive advantage when designed to support the corporate
and business-level strategies.
• Project Management (4 hours)

This material should be taught as a generalizable approach to
planning and control as opposed to a specifically operations
management topic. It should include basic network analysis,
PERT, time-cost issues, and decisions to expedite an activity.
• Plant, Product, and Process Design (4 hours)

These three topics can be taught as an integrated whole that
starts with product design, proceeds through process selection,
and plant layout. In this section some attention can be spent on
job design and work measurement, but it should not normally be
a major focus of the course. Specific attention needs to be
devoted to manufacturability, global manufacturing
(globalization), plant layout to include assembly line
organization and balancing, the impact of cycle time on
capacity, group technology and focussed factories. This is a
good area to deal with non-manufacturing businesses by
reviewing retail and office layouts as well as product design and
process selection for service industries.
• Quality Management (4 hours)
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The importance of quality, the Shingo system, continuous
improvement, and SQC should be the focus of this section. The
ability to construct and use SQC charts is an important objective
of this section.
• Supply Chain Management (4 hours)

Management of the supply chain is one of the most important
corporate functions because it directly impacts both efficiency
and quality. The key topics are supply chain design and
measurement, (including vendor evaluation), outsourcing, Just-
in-Time, capacity planning, and facility location.
• Operations Planning and Scheduling (4 hours)

This section of the course covers, aggregate planning,
operations scheduling, MRP, inventory control, simulation, and
synchronous manufacturing. Synchronous manufacturing
should be taught with an emphasis on bottleneck analysis.
• Quantitative Methods (8 hours)

While this is not intended to be an operations management
specialist course, there are a number of quantitative tools that
the students must know how to use and they are listed below.
Except for SQC which should be taught in the QC section of the
course the other techniques can be taught different places
depending on the application which is to be emphasized.
PERT: the student should be able to draw basic arrow diagrams,

develop PERT diagrams using three time estimates, be able to
use PERT probabilistically, be able to make expediting
decisions, and time-cost problems;
Queueing Theory: the student needs to know how to set up the

problems for solution and how to interpret the output;
Quality Control: the student should be able to construct, plot,

and interpret the information on an SQC chart and be able to
develop an appropriate sampling plan;
Linear Programming: students need to be able to set up LP

problems for solution and to interpret the results. The
applications should include product line profitability, service
productivity analysis, and distribution scheduling problems.
Inventory Control: students should be able to calculate EOQ

and be familiar with the total cost model for both fixed order
quantity and fixed time period models.
24
• Discretionary Time (6 hours)
These hours can be used in at least a couple of ways. They can
be used to examine some of the core topics above in more
detail or to provide more practice in the use of the quantitative
methods. Alternatively, these six hours can be used by the
individual faculty member to introduce the class to any related
special expertise they may have developed during their career.
Suggested Lectures and Discussions about the managerial issues involved in

Course Activities operations management including the tradeoffs that are required.
Problems, cases, and exercises that require the class to use analytical
techniques to solve operation-type problems. These could include
assembly line balancing problems, product line questions using PERT,
queueing theory problems, inventory control problems, bottle neck
problems, etc. The problems and cases in most texts are very simple
so some harder problems or cases for homework should be useful.
Prerequisites All MBA program prerequisites, BUSN 6060, MRKT 5000, FIN 5000.
Recommended Operations Management for Competitive Advantage by Chase and

Texts Aquilano, 10th edition. ISBN: 0-07-284507-4
NOTE: Aquilano and Chase is an undergraduate text by the same
authors.
Operations Management by William J. Stevenson, 7th edition. ISBN: 0-

07-244390-1
Instructor The ideal candidate would have an MBA with extensive experience
Qualifications with the use of operations tools in real-life situations. Or, a person with
a degree in engineering with extensive experience in manufacturing
management, preferably with some experience above the plant level.
Suggested Graduate course in Operations Management.

Waiver Policy

Support • Microsoft Word Syllabus Template - Save the file to your hard
Materials drive and then complete the syllabus by filling in the highlighted
25
areas.
FrontPage.
Webster University

Course BUSN 6120 Managerial Economics
Catalog The student examines the application of microeconomic theory as

Description applied to the managers' responsibilities within the organization. This
course should emphasize the quantitative and qualitative application of
economic principles to business analysis.
Course To introduce students to a broad spectrum of issues they might

Objectives consider when making managerial decisions (e.g. what market type am
I in, what pricing strategy do I employ, how price sensitive are my
customers, what factors most influence my sales and/or costs, how do I
pay my employees in a manner that elicits the highest level of
performance, etc…), and to empower students to use quantitative
analysis (either by generating the data themselves or simply
interpreting/evaluating data created by others) in order to enhance or
govern their decision-making on the job.
26
Summary of Course Breakdown:
Supply and Demand (1 hour)

Elasticity (2 hours)
Regression Analysis (3 hours)
Forecasting (2 hours)
Production and Cost (3 hours)
Principal-Agent
(2 hours)
Problem
Industry Concentration
(4 hours)
and Market Structures
Game Theory (2 hours)
Various Pricing
(3 hours)
Strategies
Uncertainty and Risk (2 hours)
Total 24 hours Allowing for 4 hours of testing in
the first 8 weeks, plus the 24 hours suggested above, this allows 4
hours of freedom (32-28) during the first eight weeks to cover
discretionary topics of interest to the instructor.
Course Content Supply and Demand (1 hour)
• The beginning of the course should review the basic tenants of

supply and demand. The differences between quantity
demanded and demand, and quantity supplied and supply
should be reviewed. The non-price factors that cause changes
in equilibrium price and quantity should be reviewed. Time
should be spent on showing students how changing market
prices and quantities can be explained using comparative
statistics. Students should also be introduced to price controls
that might prevent a market from equilibrating. Lastly, students
should be introduced to what a demand function is, how one
might be generated, the difference between linear and non-
linear demand functions, and how demand functions can be
used for the purposes of estimating various elasticities.
Elasticity (2 hours)
• The fundamentals of elasticity should be reviewed; namely, what

it is, how to calculate it, how to interpret coefficients of elasticity,
what factors influence changes in elasticity, the correlation
between elasticity and total revenue, and the other forms of
elasticity (e.g. cross-price, income, advertising, supply).
Students should be taught how to use elasticity estimates to
27
make projections in response to changes in price or quantity.
Students should be taught how to obtain elasticity estimates
from either a linear or log-linear demand function.
Regression Analysis (3 hours)
• Students should be introduced to the basics of how to interpret

regression results from either a simple or multiple regression.
Interpreting regression results entails (at the very least) the
following: a) understanding how to interpret the coefficients
generated; b) understanding whether a given variable is
statistically significant by looking at its t-statistic; c)
understanding the value of using the 95% confidence interval to
make 'best-case’ and ‘worst-case’ scenarios; d) understanding
the usefulness of adjusted R-squared and the F-statistic.
Examples should be given that illustrate to the students how
regression analysis can be used to assist managerial decision-
making. An optional endeavor would be for the instructor to
show students how they could generate regression results using
Excel.
Forecasting (2 hours)
• Students should be exposed to various methods of forecasting,

given its applicability in business settings. Six categories of
forecasts include: expert opinion, opinion polls and market
research, surveys of spending plans, economic indicators,
projections, and econometric models. Additionally, students
should be introduced to concepts such as seasonal and cyclical
fluctuations, as well as smoothing techniques.
Production and Cost (3 hours)
• The beginning of this discussion should review the basic tenants

of production and cost theory. Students should review the
concepts of total product, marginal product, and average
product. Students should review the concepts of total and
average cost, total and average fixed cost, total and average
variable cost, and marginal cost. Students should understand
the ‘mirror-image’ relationship between production and cost.
Students should be introduced to the concept of marginal
revenue product, and how this concept relates to the profit-
maximizing level of employees to hire. Students should be
shown how regression analysis can be used to project cost or
sales estimates. Students should discuss the long run topics of
28
economies of scale and scope. And students should be
introduced to the four different profit positions a firm could be in
(e.g. profits, break-even, loss but stay in business, shut down).
Principal-Agent Problem (2 hours)
• Students should be introduced to managerial issues related to

the relationship between owners and managers, as well as labor
relations and compensation issues related to the relationship
between managers and workers.
Industry Concentration and Market Structures (4 hours)
• Students should be introduced to the concept of industry

concentration; namely, what it is, various ways of calculating it,
and inherent biases regarding how industry concentration is
measured. The discussion of industry concentration should lead
nicely into a discussion of the 4 primary market structures that
exist: perfect competition, monopoly, monopolistic competition,
and oligopoly. Students should be schooled in how these
market structures differ from each other in terms of: structure,
conduct, and performance. That is, what are the underlying
assumptions associated with each, how do these parameters
influence the way firms within that structure interact with each
other, and how do these differing ways of market interaction
influence prices, sales, and market shares within a given
industry. Students should be introduced to all forms of entry
barriers (i.e. classical barriers like economies of scale or legal
barriers, pricing barriers like predatory pricing, and non-pricing
barriers like product proliferation). Students should understand
how market prices react to entry or exit from an industry, and
should be familiar with long run implications regarding profits,
prices, and output levels across all market structures. Particular
time should be spent discussing oligopolies, given the many
ways in which firms can interact. Specifically, time should be
spent discussing: the Sweezy principle, the Cournot and
Stackleberg models, the Bertrand and price leadership models,
cartels and collusion, and the concept of contestable markets.
An optional endeavor would be for the instructor to show
students how to quantitatively compare price and quantity
outcomes across different market structures.
Game Theory (2 hours)
29
• Students should be introduced to the basic tenants of game
theory. This would include: a) a discussion of dominant
strategies; b) a discussion of Nash equilibrium; c) a discussion
of the prisoner’s dilemma; d) miscellaneous topics including
mixed strategies, trigger strategies, finite versus infinitely
repeated games, simultaneous move games, and such. An
effort should be made to apply the concept of game theory to
business situations involving decisions such as which price to
choose or what advertising level to choose, given reasonable
expectations of what your competition might do.
Various Pricing Strategies (3 hours)
• This segment of the course tries to illustrate various ways that a

firm can try to capture consumer surplus in an attempt to boost
company profits, and to price their products accordingly to
consumers with differing demand elasticities. To that end,
students should be introduced to the following: using elasticity to
solve for profit-maximizing price, the differences among the
various forms of price discrimination, block pricing and two-part
pricing, transfer pricing and commodity bundling, and
randomized pricing, cross-subsidization, and price matching. An
optional endeavor for the instructor would be to show students
how to solve for the optimal pricing strategy given a demand
function.
Uncertainty and Risk (2 hours)
• Students should be introduced to the concepts of expected

value, standard deviation, and the coefficient of variation in
order to ascertain expected wealth and risk levels when
forecasting an uncertain event or business venture. Given the
ups and downs of the business world, there are inherent
uncertainties that will always exist, and students should be
introduced to how managers can assess the expected returns
and risk associated with uncertain business ventures or strategic
decisions.
Suggested Lectures and discussions regarding the material presented above.

Course Activities Strongly suggested that the course be taught in an interactive
classroom in which students can be shown how to generate regression
results using Excel, and that real-world applications of the topics
discussed can be found through various articles on the Internet.
Strongly suggested that some of the quantitative problems be solved in
30
class so students are forced to work through the problems, and then
receive immediate instructor feedback.
Prerequisites BUSN 5620 and BUSN 6060
Recommended • Managerial Economics, 4th Edition, Keat and Young. (2003)

Texts ISBN: 0-13-035335-3
• Managerial Economics and Business Strategy, 4th Edition,
Michael Baye. (2003) ISBN: 0-07-281863-8
• Fundamentals of Managerial Economics, 7th Edition, Hirschey
and Pappas. (2003) ISBN: 0-32-418331-3
• Managerial Economics, 7th Edition, Maurice and Thomas.
(2002) ISBN: 0-07-239291-6
Each of these textbooks is strong, and the instructor should review

each before deciding which textbook is best suited for his/her strengths
and his/her students. The expanded course objectives discussed
above were based upon both the Keat and Young text, and the Baye
text, but these topics should be considered as the required topics to
cover. This allows other instructors some ‘degrees of freedom’ as to
what additional topics they would like to add to the course.
Instructor Ph.D. in Economics with teaching experience in this field would be

Qualifications ideal. Also acceptable would be either an MBA or M.S. in economics
with either teaching experience with this class or real-world experience
as a manager.
Suggested
Waiver Policy

areas.
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31
Webster University

Course BUSN 6200 Strategy and Competition
Catalog The student examines the conceptual and practical aspects of

Description business policies and policy decision making by utilizing all the
concepts, theories, and tools that were presented in the previous
courses. The student should be able to analyze and recommend a
comprehensive and workable approach to the situation. The course
should cover current business issues and developments. Prerequisites:
completion of all other required courses in the M.B.A.
Course The intent of this course is to give the student an intensive capstone
Objectives experience that brings together the many aspects of business decision-
making. This course gives students a chance to apply much of their
prior MBA learning in a competitive environment that fosters the
development of business judgment. The focus of this course should be
on business and corporate level strategy, strategic thinking, strategy
formulation and competition and competitive interaction.
32
Course Content • Discussion overview of strategy (1 hour)
• External and industry analysis (3-4 hours)

Understanding the environment, the “playing field” is the
foundation to formulating any kind of strategy. Strategy is about
movement and countermovement vis-à-vis a competitor or
competitors. Therefore it is essential that the strategist have
tools to understand the industry environment and evaluate
competitors.
Appropriate topics include:

(1) General environmental analysis (i.e., government,
technology, stakeholders, the economy, industry trends, industry
concentration, etc.
(2) Competitor analysis (i.e., relative strengths and weaknesses
of rivals)
(3) Porter’s Five Forces
(4) SWOT (with an emphasis on external opportunities and
threats)
(5) Scanning, monitoring and forecasting the environment are
necessary skills in spotting opportunities and developing
competitive strategy.
• Internal analysis (3-4 hours)

To narrow down the range of possibilities found in the
environmental analysis, an internal analysis is needed to tell the
firm what it can do.
Appropriate topics include:

(1) SWOT analysis (with an emphasis on internal firm strengths
and weaknesses)
(2) analysis of available resources, capabilities and core
competencies
(3) Resource based view of sustainable competitive advantage;
(4) Value chain.
• Business-level strategy (3-4 hours)

At the most fundamental level, business strategy is about how to
out-compete the competition. It involves the choices firms make
in product positioning and the overall value proposition offered
to the customer vis-à-vis the competition’s value proposition.
Appropriate topics:
(1) Porter’s generic strategies (i.e., cost leadership,
product/service differentiation, and focus/niche)
(3) Risks of generic strategies
(4) Profitability and generic strategies
33
Suggested The Capstone Strategic Management Simulation (10 hours) is a
Course Activities required component of BUSN 6200. This is to ensure that all Webster
University MBA students have a common, high quality integrative
experience in their last semester of their program of studies. Capstone
is a dynamic business simulation that runs the entire nine weeks of the
course. This web-based simulation, located at www.capsim.com,
brings together all of the primary functions of business (i.e., production,
forecasting, marketing, pricing, finance, human resources and labor
negotiations, distribution, trend analysis) and combines it within a
competitive framework that teaches strategic thinking, and “strategy”
as competitive movement and countermovement.
Instructors need to familiarize themselves with the simulation. First,

visit the website and arrange a phone “tour” of the simulation. Next,
order and read through the simulation manual. Finally, play a practice
game yourself. For questions regarding this simulation, contact
techsupport@capsim.com or dobannon@webster.edu.
Prerequisites All core courses in the MBA program.
Recommended • Strategic Management: Competitiveness and Globalization 5th

Texts Edition, by Hitt, Ireland and Hoskisson (Thompson Publishing)
(2003). ISBN: 0-32-411479-6
NOTE: This course outline was developed using the Hitt et al textbook.
Other textbooks may not cover the recommended course material.
• Strategic Management & Business Policy 9th Edition, by
Wheelen & Hunger (Prentice Hall), (2004). ISBN: 0-13-142179-4
Recommended Readings:
• Hypercompetition by D’Avini
• What Is Strategy by Porter
Note: others to be added
Instructor MBA (with emphasis in finance, marketing, or economics) with

Qualifications Qualifications: relevant work experience, i.e. top management level of
ongoing, successful company (therefore not including unproven start-
ups), OR product manager experience, or Ph.D. in Strategic
Management or related area.
Suggested None – this is a required course with no exceptions.
34
Waiver Policy

areas.
FrontPage.
Webster University
Course FINC 5000 Finance
Catalog The student examines the general nature of financial management, the
Description American financial system, taxes, and the major financial decisions of
corporations. Specific attention is given to present value and capital
budgeting; risk and asset pricing; financial analysis and forecasting;
financial decisions and market efficiency; and capital structure.
Problem-solving methodology is used to illustrate the theories and
tools in financial decision making.
Course Finance ties the theoretical foundations of economics with the

Objectives accounting field and language to develop a managerial outlook on
corporate financial management. Understanding the financial makeup
of a firm and managements' goal of increasing shareholder wealth
through decisions on the capital structure to the firm's investments is
the goal of the course.
Students start with the basic goals of finance and the relationship to
accounting and accounting statements and the information contained
therein. Time Value of Money is emphasized and utilized throughout
the course. Using Time Value of Money (TVM) concepts, together with
risk and return, students learn to evaluate capital structure and basic
35
weighted average cost of capital. These concepts are developed to
provide understanding of the importance of good financial
management. Capital Budgeting techniques are developed in a
decision-making model.
The intent of the course is to take the student through the basics in
order to understand the "big picture" of what financial management is,
what it means, and how it is used. For students that do not take any
more finance courses they should have a basic knowledge of the field
of finance and the importance in their careers, businesses, and
personal lives. For students that go on to take more finance, they
should have a solid foundation from which the other courses can start
building. In either case, this knowledge will help the student gain the
decision-making and problem-solving skills so crucial in today's
business environment.
Course Content • Relevance of financial statements and the DuPont methodology.

• Understanding of TVM concepts and calculations. Algebraic
methodologies and financial calculators should be encouraged.
Use of tables is discouraged.
• Integration of finance theory with the chapter materials.
• Students should have a basic understanding of risk and return,

efficient market hypothesis, and competitive markets and the
consequences and challenges for financial managers.
Suggested This course requires problem solving, analysis, and class discussion
Course Activities on finance topics. Assignments, completed in written form, are for the
benefit of the student and should be assigned and completed weekly.
The field of finance requires students have both the practical 'how-to'
numerical analysis and a solid theoretical foundation. Also, students
should develop an awareness and appreciation for current issues and
the financial news. Knowledge of how financial data is reported should
be integrated. each week throughout the course the following types of
assignment activities may be required.

requirements should be obvious from the information given.
Students should attempt a problem set and be able to discuss
their solution and approach with the instructor and class.
• Lecture and discussion--a majority of the class may revolve
around presentation of theoretical issues and problem solving.
36
Students should be encouraged to participate in applying
theoretical ideas to numerical problems.
• Cases and group cases may be assigned at the discretion of the
instructor. In the situation of group cases, team members
should be allowed to grade each member's contribution to the
team.
• Full participation in this course is expected. Please advise the

instructor ahead of time if you experience difficulties in keeping
up with the course assignments and other activities.
Prerequisites BUSN 5600 Accounting Theory and Practice or equivalent course

background is a prerequisite.
Statistics and Economics are also suggested courses, but not required.
Recommended • Brigham and Ehrhardt, Financial Management , Theory and

Texts Practice, 10th edition, Harcourt, Inc., 2002. ISBN: 0-03-032931-
0
• Ross, Westerfield, and Jaffe, Corporate Finance, 6th edition,
McGraw-Hill, 2002. ISBN: 0-07-283193-6
• Brealey and Myers, Principles of Corporate Finance, 7th edition,

McGraw-Hill, 2003. ISBN: 0-07-287222-5
Instructor The instructor must have an graduate degree in finance or an

Qualifications undergraduate degree in finance and a masters degree in a related
discipline. The ideal instructor will have adequate academic
background as well as possess significant professional experience.
Suggested This course is intended for all MBA students. There should be value-
Waiver Policy added for students that have had a previous finance course, however,
there may be students with finance undergrad degrees. These
students should ask to have another finance course replace this
course in their degree requirements. The intent is to insure that each
Webster MBA student has met the above stated objectives.

areas.
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FrontPage.
Webster University
Course FINC 5880 Advanced Corporate Finance
Catalog This advanced study of corporate financial analysis and planning

Description includes capital budgeting, cost of funds, and capital structure and
valuation. Selected topics that may be covered are leasing, mergers,
takeovers, business failure, reorganization, and liquidation. A
combination of problem-solving and case-study methodologies is used
to illustrate theories and techniques helpful in financial analysis and
planning.
Course Finance ties the theoretical foundations of economics with the

Objectives accounting field and language to develop a managerial outlook on
corporate financial management. Understanding the financial makeup
of a firm and managements' goal of increasing shareholder wealth
through decisions on the capital structure to the firm's investments is
the goal of the course.
FINC5880 builds on time value of money, valuation, cost of capital, and

introductory financial concepts covered in FINC5000. This course
should advance the concepts (building blocks) of the introductory
finance and introduce the more advanced special topics of financial
management, such as real options and derivatives.
The intent of the course is to take the student through the advanced
finance topics in order to understand the "big picture" of specialized
financial issues and instruments. For students that do not take any
more finance courses they should have a solid understanding of the
field of finance and the importance in their careers, businesses, and
personal lives. This knowledge will help the student gain the decision-
making and problem-solving skills so crucial in today's business
38
environment.
Course Content • Understanding of TVM concepts and calculations. Algebraic

methodologies and financial calculators should be encouraged.
Use of tables is discouraged.
• Understanding of dividend policy and theory.
• Coverage of working capital management.
• Integration of finance theory with the chapter materials.
• Students should have a basic understanding of risk and return,
efficient market hypothesis, and competitive markets and the
consequences and challenges for financial managers.
• Expand on issues which affect cash flow, capital structure, and
valuation.
• Introduce advanced topics such as; leasing, real options, hybrid
financing, capital structure considerations, financial futures and
option, risk management, and mergers.
• International considerations should be part of the curriculum.
Suggested This course requires problem solving, analysis, and class discussion
Course Activities on finance topics. Assignments, completed in written form, are for the
benefit of the student and should be assigned and completed weekly.
The field of finance requires students have both the practical 'how-to'
numerical analysis and a solid theoretical foundation. Also, students
should develop an awareness and appreciation for current issues and
the financial news. Knowledge of how financial data is reported should
be integrated. each week throughout the course the following types of
assignment activities may be required.

requirements should be obvious from the information given.
Students should attempt a problem set and be able to discuss
their solution and approach with the instructor and class.
• Lecture and discussion--a majority of the class may revolve
around presentation of theoretical issues and problem solving.
Students should be encouraged to participate in applying
theoretical ideas to numerical problems.
• Cases and group cases may be assigned at the discretion of the
instructor. In the situation of group cases, team members
should be allowed to grade each member's contribution to the
team.
• Full participation in this course is expected. Please advise the
39
instructor ahead of time if you experience difficulties in keeping
up with the course assignments and other activities.
• Students should be expected to regularly read The Wall Street

Journal &/or Barrons, and to actively contribute to class
discussions, integrating actual events with concepts from both
FINC 5000 and FINC 5880.
Prerequisites FINC 5000 Finance or equivalent.
Recommended • Brigham and Ehrhardt, Financial Management , Theory and

Texts Practice, 10th edition, Harcourt, Inc., 2002. ISBN: 0-03-032931-
0
• Ross, Westerfield, and Jaffe, Corporate Finance, 6th edition,
McGraw-Hill, 2002. ISBN: 0-07-283193-6
• Brealey and Myers, Principles of Corporate Finance, 7th edition,

McGraw-Hill, 2003. ISBN: 0-07287222-5
Instructor The instructor must have an graduate degree in finance or an

Qualifications undergraduate degree in finance and a masters degree in a related
discipline. The ideal instructor will have adequate academic
background as well as possess significant professional experience.
Suggested This course is intended for all MBA students.

Waiver Policy

areas.
FrontPage.
Webster University
40
Course MRKT 5000 - Marketing
Catalog Students examine the character and importance of the marketing process, its
Description essential functions and the institutions exercising these functions. Course
content focuses on the major policies that underlie the activities of marketing
institutions and the social, economic, and political implications of such
policies. This course gives an overview of the entire marketing process and
the integration of the elements that makeup a Marketing Plan.
Course • The first objective will be for the student to be able to properly identify
Objectives and select markets for which specific products will be targeted.
• Gain an understanding of the basic functional aspects necessary to
formulate an integrated Marketing Plan. This includes Consumer
Buying Behavior, Environment, Marketing Research, Product
Management, Promotion, Channels of Distribution and Pricing.
• Perform Marketing Research that is targeted towards reading topical
articles related to Marketing and being able to reference their topics to
what is being discussed in the class.
• Gain the ability to assemble a comprehensive, conceptual Marketing
Plan based on what is learned in this class. This objective deals with
the practical application of the subject of Marketing and integrates the
information presented in the entire class. This overview of a
conceptual marketing plan will be used to build detailed Marketing
Plans in future courses.
Course Mandatory Topics

Content At the completion of this course the student will be able to: (1) segment the
markets available for the product selected, (2) Understand consumer buying
behavior and how it affects the buying process, (3) Access the impact of the
environmental issues that affect the success of the marketing plan, (4) Know
the marketing management process and how important it is to the success of
the marketing effort, (5) Know the fundamental aspects of utilizing Marketing
Research as the basis of the marketing effort, (6) Know the fundamentals of
Promotion and how it is used to communicate with the customer, (7)
Understand the channel of distribution process and how it impacts the
success of the marketing process, (8) Know the essential aspects of pricing
and how it should reflect the value of the product as determined by the
customer.
Each of these eight elements of the marketing process needs to be

integrated properly to develop a successful Marketing Plan. This integration
must be experienced once the fundamental elements of the marketing
process have been addressed. The concept of having the right product for
the right market at the right time is very important in successfully
41
understanding the success of marketing plans.
After completing the course, students should have been introduced to the
following topic areas:
Product /Service Introduction

· Generic description of the product to determine competition
· Differentiated value that represents the product being sold
Market
· Market Segmentation / Positioning Process
· Selecting the markets to target
· Consumer Buying Behavior
· Environment issues that must be addressed
Marketing Research
· Fundamentals of gathering, analyzing and forecasting
· Various ways to gather information: Questionnaires, Focus Groups, Industry
Data, etc.
· Statistical analysis of information gathered
Product Management
· Life cycle tool for Managing the Marketing Plan
· Stages of the Product Life Cycle
· New Product Development
Channels of Distribution
· Channel Selection
· Channel Management
· Competitive analysis
Promotion
· Advertising
· Publicity
· Sales Promotion
· Personal Selling
· Budgeting for Promotion
Pricing Strategies
· Strategic Pricing
· Tactical Pricing Strategy
Integration of Marketing Fundamentals

· Framework for conceptual marketing plan
· Competitive Analysis
42
Suggested Research Exercise (example)
Course Every graduate course should have a research project that will enhance the
Activities student’s ability to understand the material being taught in the class. This
represents a typical research exercise that would be appropriate for the
course. This research example is due on the seventh week of the class.
• The Research Project for this course is designed to relate current

articles (within the last year) to the material covered in the class. The
topics that should be addressed are:
o Market Segmentation
o Marketing Research
o Consumer Buying Behavior
o Product Management
o Channels of Distribution
o Promotion
o Pricing
• The student is expected to write a one-page response for each topic.

The format of this one page response is:
o Name of topic
o Name of Source
o Title of Article
o Author and Date
o Summary of the Article
o Class Application
Case Study Analysis
It is highly recommended that case discussion and analysis is part of a

weekly class exercises. The cases selected can be from those presented in
the text or from other sources if desired. The purpose of the case
discussions is to provide an opportunity for the students to apply what they
are learning in the class with real world situations. It is suggested that the
following outline be followed in analyzing and presenting these cases:
Summary of Case
Key Marketing Issues addressed in the case
Answer the questions presented in the case
Class Application – utilization of the “language of marketing” presented in the
case.
Students should give presentations on the cases that they have been
assigned as the group leader.
43
Prerequisites MRKT 5000 is a core area of concentration beginning course, and therefore
does not require a prerequisite course. This course is the prerequisite for
other courses in the Marketing Core area of concentration.
Recommended Preferred Text
Texts
Marketing, Concepts and Strategies
Edition 12th
Pride & Ferrell
Houghton Mifflin Company
There is a complete set of support material that is available from the

publisher upon request. This includes videotapes of selected cases covered
in the text, overhead slides, teaching workbook, and sample exam questions.
Alternate Texts (Both of these texts have a complete set of support material
available)
Marketing
Kerin, Berkowtiz, Hartley, Rudelius
7th Edition
McGraw Hill
Principles of Marketing
Kottler & Arnstrong
Tenth Edition
Pearson / Prentice Hall
Instructor Required Qualifications: Instructors must have at least a master’s degree in
Qualifications business or marketing. Experience in the marketing field is important.
Instructor must have experience in teaching this type of general course and
familiarity with the different components of marketing process.
Desirable Qualifications: MBA or Doctoral Degree with over five years

experience teaching marketing-related courses at the graduate level. Varied
experience in the field of marketing is a real plus.
Suggested Since this course outlines and addresses the key Marketing information that
Waiver Policy will be covered in subsequent marketing courses, it is mandatory that every
Marketing student take this course. No waivers are allowed.
Support Sample Syllabus
Materials
44
Grading This is a typical breakdown of the grading policy to use for this course.
Exams
Mid-term 30%
Final Exam 40%
Research
15%
Exercise
Case Analysis 5%
Class
10%
• Participation Use of multiple choice and true/false
examinations are not appropriate for Graduate Level courses.
• Subjective exam questions and questions designed to promote
student application of what they have learned in the class are
encouraged
• It is also recommended to place a relatively high percentage of the
class grade to student participation in the class (10 - 15%)
• Final examinations should be limited to two hours.
Integration • This course is designed to be the introductory course in the Marketing

with Other Core area of concentration. The students taking this course will see
Core Courses the entire overview of the marketing curriculum. Most of the main
topics covered will become the topic of one of the six required courses
in the Marketing core.
• This course is also the only Marketing course in the MBA required
curriculum. To satisfy this requirement this course also needs to be all-
inclusive, stand alone in terms of covering the depth of the marketing
knowledge needed for these students.
• Provides the complete picture of what will be included in the
Marketing Plan developed in the MRKT 6000 course.
• Illustrates the methods used to develop a comprehensive Marketing
Plan.
Special attention should be placed to include this material in the MRKT 5000
course to support pricing requirements in the curriculum. This is the
information that should be covered in this class:
• Gross Margin Ratio -= gross margin / net sales

• Net Income Ratio = net income / net sales
• Operating Expenses Ratio = Total Expense / Net Sales
• Inventory Turnover = Cost of Goods Sold / Average Inventory at Cost
• ROI = Net Income / Total Investment
• Capital Turnover = Net Sales / Total Investment
• Markup % = Profit / Total Cost
45
• Margin % = Profit / Selling Price
• Markdown Percentage = Dollar Markdowns / Net SalesContribution
Per Unit = Selling Price – VC
• Break Even = Fixed Cost / Contribution Per Unit
Cover this information relating to the application of the above topics:
• Given a retail price and channel margin structure, calculate the

manufacture’s contribution.
• Given a retail price, channel margin structure, market size, and
marketing investment, calculate breakeven market-share.
• Given acquisition cost, revenues, contribution margin, discount rate,
and brand loyalty, calculate lifetime customer value.
• Given specific market size, purchase cycle, average retail price, and
market share information, forecast annual dollar sales for the
company’s product / service.
Other related areas that should be covered in terms quantitative information:
• Development of Promotion Budget

• Cost Build Up of that Impact Channels of Distribution Selection has on
the Pricing and Competitive Cost Structure.
• Forecasting Based on Marketing Research (regression
analysis/computer programs available) Mean, Standard Deviation,
etc.
• Determining Marketing Plan = Sales Volume Relationship
• Building a Demand Structure from a Competitive Structure
• Cost Orientated Pricing Equation
• Determining MR and MC for Demand Orientated Pricing Method.

Course MNGT 5590 Organizational Behavior
Catalog This course introduces students to many of the basic principles of human
Description behavior that effective managers use when managing individuals and groups
in organizations. The include theories relating to individual differences in
abilities and attitudes, attribution, motivation, group dynamics, power and
politics, leadership, conflict resolution, organizational culture, and
46
organization structure and design.
Course Organizational behavior encompasses a wide range of theories about the

Objectives behaviors of individuals and groups in organizations, as well as how
organizations are structured. In this introductory course, the objective is to
introduce terminology, fundamental theories, and key issues. The topics
include individual differences, perception and attributions, motivation,
decision making, leadership, power and politics, conflict and negotiation,
work groups and teams, culture, and organizational structure. The focus is
on developing students’ knowledge of concepts and terminology, although
students will apply those concepts by analyzing short videos and cases. This
is not a behavioral skill development course, although some of the
information is relevant to managerial practices and behaviors.
Course Mandatory Topics

Content
After completing this course, students should have been introduced to the
following key topic areas. (Note: The bullet points under the main topics
represent examples of subtopics of the mandatory topic; they are not
mandatory topics themselves and instructors may choose to teach different
subtopics.) The course is designed with the assumption that the midterm and
final examinations will take 4 hours of course time. This leaves the equivalent
of 32 student-contact hours (eight four-hour class sessions) for teaching
students (unless take-home exams are given).
Individual-Level of Analysis (14 hours total)

• Individual differences (7 hours)
o Abilities and aptitudes (e.g., cognitive, physical, psychomotor,
sensory)
o Personality traits and theories (e.g., Five Factor Model or “Big 5”,
Myers-Briggs, Emotional Intelligence, 16 PF, McClelland’s Achievement
Motivation Theory and Murray’s Manifest Needs, self-monitoring, locus of
control, etc.)
o Attitudes (e.g., job satisfaction, organizational commitment, job
involvement, etc.)
o Values and ethics
• Perception and attributions (2 hours)
• Learning theory (or reinforcement theory) (1 hour)
• Motivation and applied motivation topics (e.g., empowerment, pay for
performance, goal setting, job redesign) (4 hours)
Group-Level of Analysis (8 hours total)

• Small group and team formation and processes (3 hours)
• Intergroup Conflict and Conflict Resolution (includes negotiation) (2
47
hours)
• Power and politics (2 hours)
• Decision making models (e.g., individual and group, participatory
management, rational and bounded rationality models) (1 hour)
Organization-Level of Analysis (6 hours total)

• Organizational culture (1 hour)
• Organization development and change (3 hours)
• Organization structure and design (2 hours)
Based on this allocation, approximately 87% of the total student-contact time

(after testing) is allocated to mandatory topics (28 hours, or 7 class
sessions). The instructor may allocate more or less time for some topics,
provided that each of the mandatory topics is discussed to some degree. The
remainder of the class time can be used to discuss discretionary topics, or
develop mandatory topics in more depth.
Discretionary Topics
The mandatory topics cover most of the material in standard organizational

behavior textbooks. Usually there are other chapters on less important
topics, which, if time permits, may be discussed at the instructor’s discretion.
Examples of such discretionary topics include:
• Detailed discussion of individuals’ abilities
• Detailed discussion of managing diversity
• Emotions and moods
• Detailed discussion of job design and redesign to empower workers
• Detailed discussion of small group and team development processes
• Stress
• Communications
• Career dynamics and the employment relationship
• Work-family life balance
• Managing global organizations (transnational and multinational
organizations)
• Determinants of organizational structure
Suggested Assessment Methods

Course
Activities Midterm and final examinations using multiple choice and short answer
essay questions to assess knowledge of terminology and concepts. Essay
questions or cases may be used to assess application of theory to facts.
Have students write an integrative paper that forces them to analyze a real-
world situation with which they are familiar in terms of the concepts and
theories found in the textbook. In addition, it may be desirable to ask for
suggested action plans to resolve the problematic situation.
48
Supplemental Readings
Whether to use supplemental readings is up to the instructor, but there are

many useful avenues for incorporating them into the class. The primary
concerns are whether students will read the material and the cost of the
additional readings. Putting articles on electronic reserve reduces the cost,
but doesn’t address the students’ willingness to read. E-books are emerging
as useful alternatives to requiring students to buy another book, but there are
relatively few E-books at present.
The online course has used John Kotter’s Leading Change book as a
supplement to the regular textbook. The book is quite short and readable,
and replaces the time otherwise spent attending class each week. However,
the students seem to like the book, so it may be useful in the regular
classroom as a supplemental reading. In the online course, instead of writing
an integrative paper about personal situations, the students write a paper in
which they critically analyze Kotter’s book using concepts and theories from
the textbook. There are also many books with supplemental readings relating
to organizational behavior, such as Matteson and Ivancevich’s “Management
and Organizational Behavior Classics,” Kolb, Osland, and Rubin’s “The
Organizational Behavior Reader,” and Annual Editions’ “Organizational
Behavior” series.
Prerequisites Students majoring in human resources development must have completed

the requisite course Introduction to Human Resources Development (HRDV
5000) before taking this course. Students who are not human resources
development majors do not need to have completed Introduction to Human
Resources Development (HRDV 5000) before taking this course.
Recommended There are many textbooks in this area, most of which cover the same topics.
Texts The main difference is that some textbooks have a more experiential
orientation, using many exercises to develop the students’ understanding.
While experiential textbooks are valuable, instructors are forewarned that
they are difficult to use in nine-week semesters because the exercises
consume a large amount of time. Another consideration is that experiential
textbooks often tradeoff breadth of knowledge to achieve greater insight into
a few topics. This may make is it difficult to teach all the mandatory topics.
Finally, experience shows that often students come to class without having
read assigned material. This fact of life makes experiential exercises less
valuable, or even more time consuming should the instructor allocate time for
students to read the textbook material during class.
Therefore, more traditional textbooks that discuss the topics in detail, with
only short exercises and cases are probably best for this educational format.
However, this does not mean that traditional textbooks cannot be
supplemented with some detailed exercises, cases, videos, and readings.
Alternatively, if the instructor can get students to prepare before class and
49
participate in the exercises, experiential textbooks may be used effectively.
The following textbooks are examples of good organizational behavior

textbooks, but many other textbooks are perfectly acceptable.
McShane, S.L. & Von Glinow, M.A. (2003). Organizational Behavior:

Emerging realities for the workplace revolution (2nd Edition). McGraw-Hill
Irwin. (Includes student CD-ROM).
• Instructor’s Manual
• Computerized test bank
• Instructor’s CD-ROM with chapter outlines, PowerPoint slides, and answers
and solutions to questions and exercises
• Student and instructor web site (PowerWeb)
George, J.M. & Jones, G.R. (2002). Organizational Behavior (3rd Edition).
Prentice Hall. (Includes student CD-ROM).
• Instructor’s Manual
• Computerized test bank
• Instructor’s CD-ROM with chapter outlines, PowerPoint slides, and answers
and solutions to questions and exercises
• MyPHLIP web site with business headlines, study guides, tutors, research
links, and career center
• Mastering Management CD-ROM available for bundling with textbook
(extra fee)
Ivancevich, J.M. & Matteson, M.T. (2002). Organizational Behavior and

Management (6th Edition). McGraw Hill Irwin. (Note: this book is presently
being used in the online course)
• Instructor’s manual and computerized test bank
• PowerPoint (transparencies have not been available, despite the book
saying they are available)
• Videotape cases or segments on several topics
• Mastering Management CD-ROM available for bundling with textbook
(extra fee)
50
Instructor Required: Given the breadth of organizational behavior, instructors with a
Qualifications wide-range of backgrounds may be qualified to teach the course. Instructors
must have at least a master’s degree, ideally in management or business, or
in a management-related field (e.g., human resources management,
industrial relations, human resources development), or in industrial /
organizational psychology. However, individuals with Master’s degrees in
sociology, political science, education, or general psychology may teach if
their expertise and experience focuses on organizations. In all cases, the
instructor must show, through experience or educational background, the
ability to teach all the mandatory topics, not just a subset of them.
Desirable: A doctorate in management, management-related areas, or

industrial psychology. Work experience, consulting experience, or research
in the area is also desirable.
Suggested Students who have taken other types of graduate-level organizational

Waiver Policy behavior courses covering the three levels of analysis may be waived. No
waivers will be given for courses that cover only specific aspects of
organizational behavior, such as Industrial / Organizational Psychology,
Leadership, Small Group Process and Team Building, or Organization
Theory courses.
Support Sample Syllabus

Material
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Faculty Course Guide

Course BUSN 5000 Business

Catalog This course is designed to provide a foundation in such general business

Course • Business Terminology. MBA students without an undergraduate

• International Business. Business is increasingly conducted in an

Prerequisites There are NO prerequisites for this course.

Recommended • Understanding Business, 6th Edition by Nickles, McHugh and

• Contemporary Business, 10th Edition by Boone and Kurtz. (2002).

Faculty Course Guide

Course Accounting has come to be known as the language of business because

Course Content • The Conceptual Framework of Accounting (10%) - The student

• The Financial Statements (70%) - The primary financial

• Interpretations Made from Financial Statement Data (10%) -

• Introduction to Managerial Accounting (10%) - Financial

• Chapter Problems - each chapter has a variety of problems that

• Outside reading and related reports provide an opportunity to keep

• Significant class discussion should take place each week around

Prerequisites There are NO prerequisites for this course.

Recommended • Accounting: What the Numbers Mean, by Marshall, McManus, and

• Survey of Accounting, by Warren, 2001, South-Western, ISBN: 0-

Instructor The instructor must have an undergraduate or graduate degree in

Instructor • Example syllabus for this course.

Instructor Name: Enter Your Name

Course • The Conceptual Framework of Accounting - The student should

Learning • Enter Learning Outcomes. Hit <enter> for additional bullets.

Course Activities Describe in Detail Your Course Activities.

Policy Academic Dishonesty: Webster University strives to be a center of

Weekly Schedule Pre-Assignment for Week 1

Faculty Course Guide

Catalog Implications of current economic events are examined through the

Course This course exists as a pre-requisite for the Master of Business

Course • Introduction to Demand and Supply Analysis - The student should

• Familiarization with Measures of Economic Activity - The three

• Familiarization with the International Economy - The student

• The general ability to communicate effectively in writing.

Prerequisites There are NO prerequisites for this course.

Recommended • Essentials of Economics by Schiller, 9th Edition. (2002). ISBN: 0-07-

• Principles of Macroeconomics by Any Author (Related Chapters Only)

Instructor • Example syllabus for this course

Faculty Course Guide

Catalog The student examines the application of statistical analysis, hypothesis

The second general objective of the new statistics course is to teach

1. Brief overview of descriptive statistics: (3 hours)

No prior course in Excel or any statistical package is required, but students

Levine, D. M., Stephan, D., Krehbiel, T. C. and Berenson, M. L. (2002).

Desirable: A working knowledge of one or more of the following statistical

Instructor • Example syllabus for this course

Catalog The student examines advanced topics in management accounting as

Students are to learn about management accounting concepts and tools

The intent of the course is to facilitate the student’s ability to apply

Course Content • Underlying Concepts, Tools, and Terminology – The student

1. The activities of an organization are viewed as a value chain

• Management Accounting Concepts and Tools to Support the

• How Organizations Determine the Cost of Providing a Product

• Management Accounting Information for Decision-Making –

• Management Accounting Information for Planning – An

• Management Accounting Information for Control – An

• Chapter Problems - each chapter has a variety of exercises and

• Cases emphasize the practical interpretation and application of the

• Outside reading and and other related materials or websites

• Significant class discussion should take place each week around

Prerequisites BUSN 5600 - Accounting Theory and Practice

Recommended • Management Accounting, by Atkinson, Kaplan, and Young, 4th