MAN 4701 Business in Society Section U01

Tuesday 2:00 4:45pm Green Library 139

Dates: August 26, 2014 December 9, 2014
GENERAL INFORMATION
PROFESSOR INFORMATION

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Instructor: Philip L. Shepherd
Phone:
(305) 348-2791 (O); 305-666-4833 (H)
Office:
RB 347B (MMC) MANGO 425 (after September 30)
Fax:
(305) 348-6146
Office Hours: Tues 5-6pm; Friday 5-6pm and By Appointment
E-mail:

shepherd@fiu.edu
COURSE DESCRIPTION

This course intends to give students a general introduction to the relationship between
business and society. It examines the business system as one of the nations basic institutions
with an essential social and economic role. The course focuses on the interaction between the
business system of capitalism, broadly conceived, and the social, economic, political and
cultural environment of which the business system is an important, even dominant, part.

The premise of the course is that business does not exist in a vacuum. Three basic questions
are addressed in the course: (1) What has been the role of business in society?; (2) What is
the role of business in society at present?; and, (3) What should be the role that business
plays in society?
As an introduction to the political economy of business and society, the course will attempt to
increase your understanding of both the structure of the business-society relationship and the
process in which political, economic, and social policy is made.
The course also endeavors to consider several alternative viewpoints on the proper
relationship between business and society. It does so largely through a survey of the systems
of controls society places upon business (or the absence thereof) to ensure the purposes for
which businesses were created. Finally, the course surveys the role of business in the present
economic crisis in the U.S.
COURSE LEVEL STUDENT LEARNING OUTCOMES

Most of what really counts is not countable; and what is countable does not always count.
-Albert Einstein

This course is considerably different from the typical functional area courses in finance,
management, accounting, marketing and decision science that rightly constitute the vast
majority of undergraduate business education. This course differs in at least four distinct ways:
(1) The course is macro rather than micro in scope; (2) It is explicitly historical rather than
exclusively contemporary in orientation; (3) Its methodology is largely structural and
institutional rather than rigidly behavioral; and, (4) It is normative, even political and
controversial, rather than solely empirical.
The course is divided into two, uneven modules. The first two-thirds to three-quarters of the
course surveys the origins and historical development of business responsibilities, particularly
since the early 19th century in the United States. The early 19th century is the starting point
because this is the time (roughly the 1830s) when capitalism and democracy, the two defining,
if paradoxical, characteristics of modern America began to emerge. We will first develop a
model of classic subsistence agricultural society, the traditional society as it has existed
since the last great Ice Age some 12,000-14,000 years and, later, early civilizations developed
6,000-7,000 years ago. This classic model will then be modified to fit the unique circumstances
of early 19th century America.
With an institutional understanding of early 19 th century American society, we will then examine
the various roles and responsibilities business played in this society, as well as how and when
both the commercial and industrial revolutions of modern capitalism transformed and altered
these roles and responsibilities.

Next, we will develop a list of contemporary U.S. business responsibilities to compare and
contrast it with those of the early 19th century. This will highlight both the similarities (continuity)
and dissimilarities (discontinuity) in expectations concerning business roles. Thereafter, looking
to the future of business social responsibility, we will develop a theory to explain these
changing business responsibilities.
The last third or quarter of the course builds on this history of business responsibility in the
U.S. by considering the issues and problems associated with the creative destruction of
capitalism in our society at present, particularly through the globalization of business. We will
read and discuss Robert Reichs Beyond Outrage: What Has Gone Wrong with Our Economy
and Our Economy and How to Fix It.
Specifically, students will be able to:
1

Understand the evolution of the ten major business social responsibilities.

Identify and describe both the early social responsibilities and newer ones which have
developed since the early 19th century.

Recognize emerging social responsibilities of business.

Describe and explain why business social responsibilities have expanded.

Describe and explain why business and government have become the two dominant
institutions in the U.S.

Analyze and evaluate the role of business ethics in both 19 th century capitalism and
today.

Identify and analyze the major issues and problems associated with the globalization of
business.

Recognize, reason about, and respond to political, social and moral dilemmas faced by
business managers.

Understand how business decisions affect society as a whole, especially in the current
crisis.

10 Design and manage organizational programs to promote responsible business practice.

11 Analyze the social implications of important contemporary business trends such as
globalization, de-regulation, corporate mergers, technological advances, workforce
diversity, ecological sustainability, changing employment practices, and corporate
citizenship.

12 Explain how maintaining high ethical standards and practicing good corporate
citizenship can build organizational reputation and create economic advantage for both
companies and their stakeholders.
MAJOR & CURRICULUM STUDENT LEARNING OUTCOMES TARGETED

Management Major Learning Goals:

1. Demonstrate understanding of how to carry out the planning function of management.
2. Demonstrate understanding of how to carry out the organizing function of
management.
3. Formulate way to carry out the controlling function in organizations.
4. Identify way to fulfill the leadership function of management.
5. Explain how linking organizational social practices to the community is ultimately
advantageous.
CBA Curriculum Goals:
1. Domestic and Global Economic Environments of Organizations
2. Ethics in Organizations and Society
3. Functional Skills and Knowledge in Business as delineated in Major and Core Courses.
4. Group and Individual Dynamics in Organizations
5. Information Technologies as the Influence the Structure and Process of Organizations
and Economies
6. Communication Abilities
7. Ethical Understanding and Reasoning Abilities
8. Analytical Skills
9. Multicultural and Diversity Understanding

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TEXTBOOK
TEXTBOOK
ROBERT REICH, BEYOND OUTRAGE: WHAT HAS GONE WRONG WITH OUR ECONOMY AND OUR
DEMOCRACY, AND HOW TO FIX IT, NEW YORK: VINTAGE BOOKS, 2012 ISBN 978-0-345-89437-2

TEACHING METHODOLOGY

This is an old-fashioned lecture and discussion class. I teach, not just assign work to be done.
Insofar as possible, we will attempt to strike an intelligent balance between lectures and class
discussion. This is a course which requires a Socratic, questioning approach. Questions are
entertained at any time and informed participation is highly encouraged. In fact, participation
counts for 10% of your final grade. The course is a semester-long conversation about the role
of business and society, both past and present.
There will be two major examinations, both in short essay format to enhance
your abilities to reason and write. Each exam will have ten questions. The
first exam will be 50% of your final grade, and the final (non-cumulative)
exam is worth 40%. More detailed information will be provided in class prior
to the exams, including exam reviews.
The other 10% of your grade, as mentioned, will be evaluated on class
discussion/participation, the quantity weighted by the quality. Please note that
your class discussion/participation grade may be affected by any number of
pop quizzes, especially if class attendance and participation lag.
UNDERGRADUATE COURSE PREREQUISITES
MAN 3025

For more information about pre-requisites, click here

COMMUNICATING WITH THE INSTRUCTOR

Students should feel free to e-mail the instructor at any time. Students may also
call the professor for important issues, including the home phone number listed
above.

However, this is not an online class, so do not expect to get detailed information
that you missed because of not attending the class sessions.
DISABILITY NOTICE

If you have a disability and need assistance, please contact the Disability Resource Center
(University Park: GC190; 305-348-3532) (North Campus: WUC139, 305-919-5345). Upon
contact, the Disability Resource Center will review your request and contact your professors
or other personnel to make arrangements for appropriate modification and/or assistance.

EXPERIENTIAL LEARNING ACTIVITIES

Active, informed participation in class discussion is highly encouraged.

Indeed, it is a central part of this course. This is especially true since we have
only one textbook. Please do not hesitate to interrupt the instructor at any
point with your questions. I am here to help you understand these important
issues and problems. Class participation in the discussions accounts for 10%
of your overall grade.

TEACHING METHODOLOGY
READING ASSIGNMENTS: THIS COURSE INVOLVES A FAIR AMOUNT OF READING,
CONCENTRATED AT THE END. YOU WILL BE EXPECTED TO COMPLETE THE REQUIRED
READING APPROXIMATELY DURING THE WEEK IT IS ASSIGNED SINCE AN IMPORTANT FACET OF
THE CLASS IS THE DISCUSSION AND CLARIFICATION OF POINTS MADE IN THE READING. FROM
TIME TO TIME, I WILL ORALLY INDICATE THE EMPHASIS PLACED ON THE READING
ASSIGNMENTS AND THEIR DIFFICULTY.
HANDOUTS ON CURRENT TOPICS WILL ALSO BE USED.
RELIGIOUS HOLIDAYS

The University's policy on religious holidays as stated in the University Catalog and Student
Handbook will be followed in this class. Any student may request to be excused from class to
observe a religious holy day of his or her faith.
ASSURANCE OF LEARNING

The College of Business cares about the quality of your education. More on the College's
commitment to Assurance of Learning can be found at the following link:
http://businessonline.fiu.edu/course_addons/Learning_Commitment.pdf
RULES, POLICIES, AND ACADEMIC MISCONDUCT

Assignments from the text and other resources are listed below for each class session.
Students are expected to pace their learning according to the posted course assignments.
It is expected that interactive learning and teaching will enrich the learning experience of all
students, and that each student will work in partnership with the professor to create a
positive learning experience for all. Student engagement is a necessary condition for an
effective learning experience, and includes contributions to debate and discussion (if any),
positive interactive learning with others, and an enthusiastic attitude towards inquiry.
Everyone is expected to be a positive contributor to the class learning community, and
students are expected to share the responsibility of teaching each other.
Statement of Understanding between Professor and Student
Every student must respect the right of all to have an equitable opportunity to learn and
honestly demonstrate the quality of their learning. Therefore, all students must adhere to a
standard of academic conduct, demonstrating respect for themselves, their fellow students,
and the educational mission of the University. As a student in the College of Business taking
this class:
I will not represent someone else's work as my own
I will not cheat, nor will I aid in another's cheating
I will be honest in my academic endeavors
I understand that if I am found responsible for academic misconduct, I will be subject
to the academic misconduct procedures and sanctions as outlined in the Student
Handbook
Failure to adhere to the guidelines stated above may result in one of the following:
Expulsion: Permanent separation of the student from the University, preventing readmission
to the institution. This sanction shall be recorded on the student's transcript.
Suspension: Temporary separation of the student from the University for a specific period of
time.
By taking this course I promise to adhere to FIU's Student Code of Academic Integrity. For
details on the policy and procedure click here.
NOTE: Intensive Auditing of the course will be conducted to prevent academic misconduct.
GRADING POLICY

Letter Grade
A
AB+
B
BC+
C
CD
F
ASSIGNMENT WEIGHTS

Range
93 100
90 92
87 89
83 86
80 82
77 - 79
73 76
70 72
60 69
< 60

Course Requirements
First Examination
Final Examination
Class Participation

TOTAL

Weighting
50%
40%
10%

100%

STUDENT PERFORMANCE EXPECTATIONS

Attendance: Although attendance is not mandatory, regular attendance of class is highly

recommended. It will be to your advantage to attend class on a regular basis because
information from lectures and class discussions will be included on the exams and because
class discussion/participation will account for 10% of your final grade.
Other policies: In an effort to be as explicit as possible and avoid future misunderstanding, if
you remain in the course, I shall assume that you accept the following basic rules and
regulations:
1. There will be no provision for extra credit work to improve grades.
2. Make-up exams will be given only with my consent and only in truly exceptional
unavoidable cases.
3. No incomplete grades will be given for reasons other than well-documented
medical emergencies, personal tragedy, and unavoidable conflicts with exams.
4. No withdrawal from the course will be granted beyond the official FIU deadine
established by the University for the semester, even if that deadline may fall well
before the first exam.
5. University deadlines and regulations will be strictly adhered to in any area of
contention or conflict.

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COURSE CALENDAR

WEEKLY SCHEDULE
DATE
(TUESDAYS
)

Intro to the Course: Some Caveats

Week 1

Buy Book

August 26

Week 2

Homo Sapiens and Ancient Subsistence Agriculture:

From Predators to Peasants

Sept. 2

No Reading
Supports Learning Objectives: 1,2

Week 3

Traditional Society and Its Major Institutions:

The Extended Family

Sept. 9

No Reading
Supports Learning Objectives: 1,2, and 4

Week 4

American Society in the Early 19th Century

Sept. 16

No Reading
Supports Learning Objectives: 1,2, and 4

American Business in the Early 19th Century:

Roles and Responsibilities
Week 5

No Reading

Sept. 23
Supports Learning Objectives:1.2.4.and 6
Week 6

The Transformation of American Capitalism: The Commercial

Revolution, 1830-65

Sept. 30
No Reading

Supports Learning Objectives: 1,2,4,and 9

Week 7

The Transformation of American Capitalism: The Industrial

Revolution, 1865-1900

Oct. 7

No reading
Supports Learning Objectives:1,2,4,and 6
Contemporary American Business Roles and Responsibilities

Week 8

No Reading

Oct.14
Supports Learning Objectives: 1,2,3,4,8,10, and 11

Week 9
Oct. 21

Contemporary American Roles and responsibilities

No Reading
Supports Learning Objectives:4,5,7,9, and 10
Explaining Changing Business Roles and Responsibilities

Week 10
No reading
Oct. 28
Supports Learning Objectives: ALL
Week 11

First Examination - TBA

Nov. 4
No Reading
No class - Veterans Day University Closed
Week 12
Nov. 11
The Rigged Game
Week 13

Reich, Part I, pp. 1-65

Nov. 18
Supports Learning Objectives: 7,8 and 9
Week 14

The Rise of the Regressive Right

Nov. 25

Reich, Part II, pp. 65-107

Supports Learning objectives : 9 and 11

Beyond Outrage: What Should Be Done?
Reich, Part III, pp. 107-141
Week 15
Dec. 2
Week 16
Dec. 9

Final Exam