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School of Business and Economics

Department of Accountancy
Downtown Campus

SYLLABUS

COURSE DETAILS
Course No. : AC 1103 Professor: Jovelyn Q. Yu, CPA, MBA, DipABRSM, LRSM
Course Title : Management Science Office: Department of Accountancy
Credit Units : 3
Pre-requisites : Contact No: 253-1000 loc. 208
st
Term : 1 Semester, SY 2018-2019 Email Add: jovelyn.yu@gmail.com
Schedule :

Course Description

The course Management Science provides 1st year undergraduate Accounting, Management Accounting, Accounting Information System, and Internal Audit students a broad
and comprehensive overview of the rational approaches that are most useful to managerial decision making – the framework of which is patterned after the Philippine CPA
Licensure Examination requirements for Quantitative techniques, a topic under Management Accounting Concepts and Techniques for Decision Making. Furthermore, the
course is designed in such a way that enables the students to understand and analyze topics in a clear and concise manner. The course begins with an overview on Management
Science, whereby its fundamental principles will be discussed, providing students with theoretical knowledge and knowhow. As the course progresses, students will be exposed
to some of the major quantitative techniques in Management Science that can be used to help them successfully deal with business issues, taking into account its risks,
uncertainties, and complexities, in order to become competent managers and decision makers. The course will cover three major groups of topics; namely, (1) Conditions that
influence managerial decision making; (2) Quantitative methods for managerial decision making under conditions of risk and uncertainty; and (3) Project scheduling techniques.
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Under conditions that influence managerial decision making, the discussion will include: (1) Decision making under certainty, a situation where managers have perfect
information needed for decision making; (2) Decision making under risk, a situation where managers understand the problems of the business issue(s) at hand and are aware of
the alternatives available, however information is incomplete; and (3) Decision making under uncertainty, a situation where information is deficient and necessitates the need
for managers to apply complex quantitative techniques and exercise professional judgment in making decisions.

The second major topic of the course discusses the quantitative methods for managerial decision making under conditions of risk and uncertainty. This consists of seven
subtopics, namely: (1) Decision tree analysis; (2) Probability analysis; (3) Risk and rates of return; (4) Introduction to portfolio analysis; (5) Regression and correlation analysis;
(6) Learning curve analysis; and (7) Linear programming. The lecture on decision tree analysis will focus on the construction of a decision tree diagram – a graphical depiction
of several options and every potential outcome of choosing those options. This can aid managers make optimal decisions by choosing the option that gives the best possible
outcome. Probability analysis will then be discussed, with emphasis on expected value concept, whereby given a set of probabilities, the most likely expected values are
determined. Thereafter, students will be introduced to risks and rates of return, continued with a discussion on portfolio management and the benefits of diversification of
investments. This is followed by regression and correlation analysis, which is a statistical method of determining the relationship between two or more variables and can be
used to predict events such as future growth in sales and promote the optimization of business processes. Thereafter, learning curve analysis will be discussed. Learning curves
hypothesize that, for repetitive tasks, less time will be required in completing them at every iteration, which leads to reduced usage in resources, less costs and less wastage.
Over time, learning curves demonstrate that there will be an increase in productivity but in diminishing rates as production increase. Learning curve analysis is most useful in
the business context in production planning, cost forecasting, and setting delivery schedules. Finally, linear programming, focuses on the graphical and algebraic methods of
linear programming, which is used to determine the optimal mix of limited resources for maximizing profits or minimizing costs.

The third major topic of the course focuses on project scheduling techniques. The discussion will comprise of three topics, namely: (1) Gantt chart, which uses a timeline to
illustrate the activities of a process flow of projects and its duration in order to assign resources effectively and avoid wastage; (2) Critical Path Method (CPM), which is used
for planning and scheduling repetitive projects in which activity times are known; and (3) Program Evaluation Review Technique (PERT), which is used for planning and
scheduling non-repetitive projects in which activity times are unknown and uncertain. Application of CPM and PERT helps in minimizing production delays, interruptions,
and conflicts, and in coordinating various jobs of the total project, thereby expediting and achieving completion of projects on time.

Program Educational Outcomes

Three to five years after graduation, the Carolinian accounting professional graduate will become:

PEO#1 An accounting professional who can build a career at national and international levels.
An accounting professional who is competent and capable in creating, managing, and distributing wealth whether in manufacturing, merchandising, and service
PEO#2
related enterprise.
PEO#3 An accounting professional who contributes his/her expertise to the industry, professional body, and society.
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Program Learning Outcomes

Each course has specific Course Level Student Learning Outcomes (SLOs) that will be achieved through the curriculum designed for the course. The cumulative achievement
of all Course level SLOs will result in the achievement of Ten (10) Program Level Student Learning Outcomes as listed below.

Upon completing the BS Accountancy program, graduates will demonstrate the following:
PEOs
Domain Domain Definition Skills
PEO#1 PEO#2 PEO#3
The ability to acquire and apply knowledge of science, mathematics, business and
PO#1: Business Knowledge economics and to understand key terms, facts and processes related to Finance and Cognitive   
Accounting.
The ability to verbalize and articulate business information to be used by financial
PO#2: Communication/Reporting
information users in making economic decisions.
Psychomotor 
The ability to direct and influence others towards a common goal and to recognize Affective/
PO#3: Leadership/Teamwork
individual performance and work with others towards achieving a common goal. Psychomotor 
PO#4: Multi-disciplinary Teams The ability to function in collaboration with other disciplines. Psychomotor  
The ability to be professionally competent, noble in character, sensitive to the
PO#5: Witness to the Word Gospel's mission and adhere to the Code of Professional Ethics for the accounting Affective 
profession.
The ability to demonstrate personal and intellectual autonomy and information
PO#6: Life-long Learning
literacy.
Affective  
The ability to embrace the diversities and complexities of the world across
disciplines and perspectives, at the same time preserve and promote “Filipino Cognitive/
PO#7: Global Citizenship historical and cultural heritage”; to demonstrate corporate citizenship, social Affective/   
responsibility, and ethical practices in performing functions as a professional Psychomotor
accountant.
The ability to undertake an in-depth study of accounting, tax, business law, and
PO#8: Research
auditing issues.
Cognitive 
The ability to analyze and interpret financial and business risks, identify and
analyze problems related to accounting issues as basis for solutions and
PO#9: Technical Competency
recommendations, and render professional judgment on the preparation of external
Cognitive   
and internal reports based on applicable standards and practices.
The ability to exercise discretion in the analysis and interpretation of accounting
PO#10: Professional Judgment issues, both local and international, and present options in resolving emerging and Cognitive   
relevant challenges related to accounting.
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Course Learning Outcomes

Program Learning Outcomes (POs)
Upon completion of the course, students should be able to:
PO#1 PO#2 PO#3 PO#4 PO#5 PO#6 PO#7 PO#8 PO#9 PO#10

Identify, describe, discuss, differentiate, and theorize key and

emerging concepts and issues of decision tree analysis, probability
analysis, risk and rates of return, portfolio management, regression
CO#1:
and correlation analysis, linear programming, and learning curve   
analysis, Gantt chart, critical path method, and program evaluation
review technique.

Explain the key principles and importance of the topics covered

CO#2: and its relationship and relevance to ethics, to other disciplines,     
and to the industry both in local and global setting.

Compute and solve problems, using appropriate managerial

CO#3:
concepts covered in this course under different business scenarios.  

Apply relevant accounting, economic, and finance concepts in

conditions that influence managerial decision making, quantitative
CO#4: methods for managerial planning and decision making under       
conditions of risk and uncertainty, and project scheduling
techniques.

Reflect and interpret the numerical figures measured from solving

problems, comparing the figures to local and international
CO#5:
benchmark standards, using them as basis for planning and    
decision making.
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Course Structure
COURSE ASSESSMENT TEACHING AND LEARNING
TOPIC INTENDED LEARNING OUTCOMES
OUTCOMES TASKS ACTIVITIES
I. Course Orientation (1.5 hours) CO#1, CO#2 1. Review of the related concepts, principles, 1. Group 1. Discussion on the course
A. USC Vision and Mission Statement. formulas, and other matters that will relate to the activity objectives, requirements,
B. SBE and Department of Accountancy course. grading system, and house
Aims. rules.
C. Duties and responsibilities of a 2. Group game / Review
student. Questions – Q&A
D. Classroom rules and policies.
E. Expectations from the subject and the
teacher.
F. Course Overview – Management
Science approach to identification,
analysis, decision, and
implementation of problem solving.
II. Conditions that influence managerial CO#1, CO#2 1. Enumerate and discuss the steps in the problem 1. Short quiz 1. Assign an advanced reading
decision making (3 hours) solving process. 2. Seatwork 2. Lecture
A. Problem solving process. 2. Enumerate, discuss, and give examples of the 3. Oral exam discussion/powerpoint
B. Decision making process. classifications (routine and nonroutine) and 4. Course presentation
C. Relationship between decision categories (programmed and nonprogrammed) of preparation 3. Discussion of illustrative
making and problem solving. managerial decisions. assignment examples
D. Decision making under certainty. 3. Enumerate and discuss the steps in the decision 4. Oral recitation
E. Decision making under risk. making process using the following decision 5. Guided practice exercises
F. Decision making under uncertainty. making models: Econological or economic man 6. Seatwork – problem based
model; Bounded rationality or administrative learning
man model; and Implicit favorite or gamesman
model)
4. Explain the relationship between problem
solving and decision making.
5. Enumerate and discuss the situations (under
certainty, risk, and uncertainty) that businesses
face in the conduct of operations.
6. Explain how decisions are made under certainty,
under risk, and under uncertainty.

TOPIC
III. Quantitative Methods for managerial
decision making under conditions of risk
and uncertainty: Overview (1.5 hours)
A. Qualitative versus Quantitative
Methods for managerial decision
making.
B. Reasons of using quantitative
methods in the managerial decision
making process.
IV. Quantitative Methods for managerial
decision making under conditions of risk
and uncertainty: Decision Analysis –
Decision Tree Analysis and Probability
Analysis – Expected Value Concept (4.5
hours)
A. Problem Formulation using Influence
Diagrams and Payoff Tables.
B. Decision trees.
C. Decision making without
probabilities (Optimistic,
Conservative, Minimax Regret).
D. Decision making with probabilities
(Expected Value of Perfect
Information).
E. Risk Analysis and Sensitivity
Analysis.
F. Decision making with Sample
Information (Expected Value of
Sample Information).
G. Branch probabilities (Bayes
Theorem).
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COURSE ASSESSMENT TEACHING AND LEARNING
INTENDED LEARNING OUTCOMES
OUTCOMES TASKS ACTIVITIES
CO#1, CO#2 1. Compare and contrast qualitative and 1. Short quiz 1. Assign an advanced reading
quantitative methods for managerial decision 2. Seatwork 2. Lecture discussion/powerpoint
making. 3. Oral exam presentation
2. Discuss the reasons of using quantitative 4. Course 3. Discussion of illustrative
methods in the managerial decision making preparation examples
process. assignment 4. Guided practice exercises
3. Describe the importance of quantitative methods 5. Group 5. Seatwork – problem based
and how they assist decision makers in the activity learning
managerial decision making process. 6. Team-based exercises
7. Group game – quizbowl
CO#1, CO#2, 1. Formulate the problem and identify decision 1. Short quiz 1. Assign an advanced reading
CO#3, CO#4, alternatives. 2. Seatwork 2. Lecture
and CO#5 2. Construct influence diagrams to show the 3. Oral exam discussion/powerpoint
relationships among the decisions, chance 4. Course presentation
events, and consequences for a decision problem. preparation 3. Discussion of illustrative
3. Construct payoff tables to show the payoffs for assignment examples
all combinations of decision alternatives and 5. Group 4. Guided practice exercises
states of nature. activity 5. Seatwork – problem based
4. Describe and construct decision trees and 6. Summative learning
develop decision recommendations using the long exam 6. Team-based exercises
optimistic, conservative, and minimax regret 7. Group game – quizbowl
approaches in decision making without
probabilities.
5. Compute the expected value and expected value
of perfect information and develop a decision
recommendation using the expected value
approach in decision making with probabilities.
6. Perform risk analysis and recognize the
difference between the expected value of a
decision alternative and the actual payoff.
7. Perform sensitivity analysis and describe how
changes in the state-of-nature probabilities
and/or changes in the payoffs affect the
recommended decision alternative.

TOPIC
V. Quantitative Methods for managerial
decision making under conditions of risk
and uncertainty: Risk and Rates of
Return (3 hours)
A. Determinants of market interest rates
B. Historical returns and expected
returns
C. Components and measures of risk
D. Diversifiable versus non-diversifiable
risk
E. Capital Asset Pricing Model (CAPM)
versus Multi-Beta model, its uses and
limitations
F. Volatility versus risk
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COURSE ASSESSMENT TEACHING AND LEARNING
INTENDED LEARNING OUTCOMES
OUTCOMES TASKS ACTIVITIES
8. Compute the expected value of sample
information.
9. Develop a decision recommendation using the
expected value approach in decision making with
sample information.
10. Compute branch probabilities for decision trees
using the Bayes’ theorem.
CO#1, CO#2, 1. Identify the determinants of market interest rates 1. Short quiz 1. Assign an advanced reading
CO#3, CO#4, and how to compute for various components of 2. Seatwork 2. Lecture
and CO#5 the market interest rates and security yields. 3. Oral exam discussion/powerpoint
2. Explain why both risks and returns must be 4. Course presentation
considered when evaluating potential preparation 3. Discussion of illustrative
investments. assignment examples
3. Measure historical returns and expected returns 5. Group 4. Oral recitation
and the three measures of statistical risks when activity 5. Guided practice exercises
evaluating potential investments. 6. Seatwork – problem based
4. Enumerate the components of total risks and learning
explain their significance. 7. Team-based exercises
5. Compare and contrast diversifiable and non- 8. Group game – quizbowl
diversifiable risk.
6. Compare and contrast expected rate of return and
required rate of return.
7. Apply the CAPM equation and compute for the
required rate of return; enumerate and
understand its limitations.
8. Compare and contrast volatility versus risk.
9. Reflect and interpret the measures of risk and
returns to determine the better stock to invest in,
considering the risk appetite of the investor.

TOPIC
V. Quantitative Methods for managerial
decision making under conditions of risk
and uncertainty: Introduction to Portfolio
Management; Regression & Correlation
Analysis (6 hours)
A. Significance and process of portfolio
management, and effects of
diversification
B. Measures of portfolio returns and risk
C. Portfolio weights and portfolio beta
D. Measures of Correlation
E. Factors affecting risk tolerance
F. Returns objectives
G. Investment constraints
H. Security Market Line, Efficient
Frontier Curve, Capital Market Line,
and Characteristic Line
I. Capital Market Theory
J. Regression analysis
K. Correlation analysis.
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COURSE ASSESSMENT TEACHING AND LEARNING
INTENDED LEARNING OUTCOMES
OUTCOMES TASKS ACTIVITIES
CO#1, CO#2, 1. Define portfolio management and describe how 1. Short quiz 1. Assign an advanced reading
CO#3, CO#4, diversification allows investors to manage risks. 2. Seatwork 2. Lecture discussion/powerpoint
and CO#5 2. Compute both the approximate and accurate 3. Oral exam presentation
measure of the nominal risk free rate. 4. Course 3. Discussion of illustrative
3. Construct and describe a Security Market Line preparation examples
and explain the reasons for its movement and assignment 4. Oral recitation
what securities that lie below, above, and on it 5. Group 5. Guided practice exercises
means. activity 6. Seatwork – problem based
4. Explain the process of portfolio management. 6. Summative learning
5. Enumerate and explain the factors affecting risk long exam 7. Team-based exercises
tolerance, the four return objectives and 8. Group game – quizbowl
investment constraints.
6. Explain the three portfolio management theories.
7. Construct an Efficient Frontier Curve and
explain what securities that lie below, above, and
on it means.
8. Construct and describe a Capital Market Line
and a Characteristic Line.
9. Compute and define a two-stock portfolio’s,
according to its expected return, variance,
standard deviation, and coefficient of variation.
10. Define correlation analysis and regression
analysis, their objectives, and assumptions.
11. Compute and define the two measures of
correlation: Covariance and Correlation
Coefficient.
12. Investigate the strength and direction of a
relationship between two variables by collecting
measurements and using appropriate statistical
analysis.
13. Measure Portfolio Weights, Portfolio Beta, and
under-rewarded or over-rewarded portfolio
required return.

TOPIC
VI. Quantitative Methods for managerial
decision making under conditions of risk
and uncertainty: Learning Curve Analysis
(3 hours)
A. Underlying principles of the learning
curve.
B. Learning curve diagram
C. Mathematic approaches of learning
curve problems (Arithmetic
approach; Logarithmic approach;
Learning curve coefficients).
D. Learning curve diagram.
E. Strategic implications and
limitations.
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COURSE ASSESSMENT TEACHING AND LEARNING
INTENDED LEARNING OUTCOMES
OUTCOMES TASKS ACTIVITIES
14. Reflect and interpret the portfolio measures of
risk and returns and measures of correlation to
determine which stock should be included in an
investor’s stock portfolio.
15. Explain Capital Market Theory and understand
its assumptions.
16. Describe the concept of regression model and
compute problems using the simple regression
model and multiple regression model.
17. Interpret the effects of variables regression
coefficients, beta, coefficient of determination,
ANOVA table, F-test, and T-test.
18. Evaluate and interpret the outcomes of
correlation matrix (covariance, correlation
coefficient, strength, direction, and significance
level).Evaluate and interpret the outcomes of
correlation matrix (covariance, correlation
coefficient, strength, direction, and significance
level).
MIDTERM EXAMINATION
CO#1, CO#2, 1. Describe a learning curve. 1. Short quiz 1. Assign an advanced reading
CO#3, CO#4, 2. Enumerate and discuss the underlying principles 2. Seatwork 2. Lecture
and CO#5 of the learning curve. 3. Oral exam discussion/powerpoint
3. Describe, discuss, and differentiate the three 4. Course presentation
mathematical approaches (Arithmetic, preparation 3. Discussion of illustrative
Logarithmic, and Learning curve coefficients) of assignment examples
learning curve problems. 5. Group 4. Guided practice exercises
4. Perform learning curve calculations using the activity 5. Seatwork – problem based
Arithmetic approach, logarithmic approach, and learning
learning curve coefficient approach. 6. Team-based exercises
5. Construct and interpret learning curve diagrams. 7. Group game – quizbowl
6. Enumerate and discuss the strategic implications
and limitations of learning curves.

TOPIC
VII. Quantitative Methods for
managerial decision making under
conditions of risk and uncertainty: Linear
Programming (9 hours)
A. Nature and typical applications of
linear programming.
B. Steps in formulating a linear
program.
C. Algebraic method of linear
programming for maximization and
minimization problems.
D. Graphical method of linear
programming for maximization and
minimization problems.
E. Slack variables.
F. Extreme points and optimal solution.
G. Special cases.
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COURSE ASSESSMENT TEACHING AND LEARNING
INTENDED LEARNING OUTCOMES
OUTCOMES 1
TASKS ACTIVITIES
CO#1, CO#2, 1. Discuss the nature and typical applications of 1. Short quiz 1. Assign an advanced reading
CO#3, CO#4, linear programming and the concept of 2. Seatwork 2. Lecture
and CO#5 constraints. 3. Oral exam discussion/powerpoint
2. Enumerate and discuss the steps in formulating a 4. Course presentation
linear program. preparation 3. Discussion of illustrative
3. Develop mathematical statement of the problem assignment examples
by defining objectives and constraints in terms of 5. Group 4. Oral recitation
decision variables for maximization problems, activity 5. Guided practice exercises
including slack variables, if any. 6. Summative 6. Seatwork – problem based
4. Develop mathematical statement of the problem long exam learning
by defining objectives and constraints in terms of 7. Team-based exercises
decision variables for minimization problems, 8. Group game – quizbowl
including slack variables, if any.
5. Solve linear programming maximization and
minimization problems using the algebraic
method of linear programming.
6. Solve linear programming maximization and
minimization problems using the graphical
method of linear programming.
7. Discuss the special situations (alternative optimal
solutions; infeasibility; unbounded) that can arise
in solving linear programming problems.
8. Solve linear programming problems that
incorporates special situations stated above using
both algebraic method and graphical methods of
linear programming.
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COURSE ASSESSMENT TEACHING AND LEARNING

TOPIC INTENDED LEARNING OUTCOMES
OUTCOMES TASKS ACTIVITIES
II. Project Scheduling Techniques – Gantt CO#1, CO#2 1. Explain the uses and importance of project 1. Short quiz 1. Assign an advanced reading
Chart (3 hours) scheduling. 2. Seatwork 2. Lecture
A. Introduction to Project Scheduling. 2. Enumerate the different questions that can be 3. Oral exam discussion/powerpoint
B. Description of a Gantt chart. answered by using project scheduling 4. Course presentation
C. Procedures in creating a Gantt chart. techniques. preparation 3. Discussion of illustrative
3. Discuss, explain, and construct a Gantt chart. assignment examples
5. Group 4. Oral recitation
activity 5. Guided practice exercises
6. Seatwork – problem based
learning
7. Team-based exercises
8. Group game – quizbowl
III. Project Scheduling Techniques – CO#1, CO#2, 1. Differentiate project scheduling with known 1. Short quiz 1. Assign an advanced reading
PERT/CPM (6 hours) CO#3, CO#4, activity times versus project scheduling with 2. Seatwork 2. Lecture
A. Project scheduling with known and CO#5 uncertain activity times. 3. Oral exam discussion/powerpoint
activity times. 2. Discuss and explain the concept of Critical Path 4. Course presentation
B. Project scheduling with uncertain Method (CPM) and Program Evaluation Review preparation 3. Discussion of illustrative
activity times. Technique (PERT). assignment examples
C. Critical Path Method (CPM) 3. Enumerate the steps in the PERT/CPM 5. Group 4. Oral recitation
D. Project Evaluation Review scheduling process for project scheduling with activity 5. Guided practice exercises
Technique (PERT) known activity times. 6. Summative 6. Seatwork – problem based
E. Considering Time-Cost Trade-Offs 4. Develop a graphical representation of the project long exam learning
(Project network) for project scheduling with 7. Team-based exercises
known activity times. 8. Group game – quizbowl
5. Determine the critical path for project scheduling
with known activity times.
6. Enumerate the steps in the PERT/CPM
scheduling process for project scheduling with
uncertain activity times.
7. Apply optimistic, most probable, and pessimistic
activity time estimates and considerations of
variability in project completion times in
determining the critical path for project
scheduling with uncertain activity times.
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COURSE ASSESSMENT TEACHING AND LEARNING

TOPIC INTENDED LEARNING OUTCOMES
OUTCOMES TASKS ACTIVITIES
7. Determine the critical path for project scheduling
with uncertain activity times.
8. Discuss the time-cost trade-offs that may occur,
considering the option of adding resources to
selected activities to reduce project completion
time.
9. Apply the linear programming model in solving
network crashing problems.

FINAL EXAMINATION

Educational Resources

A. Book
Anderson, D., Sweeney, D., Williams, T., Camm, J., Cochran, J., Fry, M., Ohlmann, J. (2016). An Introduction to Management Science: Quantitative Approaches to
Decision Making (15th ed.). Ohio, USA: South-Western Cengage Learning.
Brigham, E.F. & Houston, J.F. (2013). Fundamentals of Financial Management (13th ed.). Ohio, USA: South-Western Cengage Learning.
References
Anderson, D., Sweeney, D., Williams, T., Camm, J., Martin, K. (2012). An Introduction to Management Science: Quantitative Approaches to Decision Making (13th
ed.). Ohio, USA: South-Western Cengage Learning.
Brandimarte, Paolo. (2011). Quantitative Methods: An Introduction for Business Management. Hoboken, New Jersey, USA: John Wiley & Sons.
Heizer, J., Render, B., Munson, C. (2017). Operations Management: Sustainability and Supply Chain Management (12th ed.). Essex, England: Pearson Education Ltd.
Holloway, Charles. (1979). Decision Making Under Uncertainty: Models and Choices. Upper Saddle River, New Jersey, USA: Pearson Prentice Hall.
Larson, E. & Gray, C. (2018). Project Management: The Managerial Process (7th ed.). New York, USA: McGraw-Hill Higher Education.
Taylor, Bernard W. III. (2015). Introduction to Management Science. (12th ed.). Upper Saddle River, New Jersey, USA: Pearson Prentice Hall.

B. Researches
Bettis, R.A. & Mahajan, V. (1985). Risk/Return Performance of Diversified Firms. Management Science, 31(7), 785-799.
Hughes, J., Liu, J. & Liu, J. (2009). On the relation between expected returns and implied cost of capital. Review of Accounting Studies, 14(2-3), 246-259.
Koleczko, Karolina. (2012). Risk and uncertainty in project management decision-making. Public Infrastructure Bulletin, 1(8,13).
Maylor, Harvey. (2001). Beyond the Gantt Chart: Project management moving on. European Management Journal, 19(1), 92-100.
Riabacke, Ari. (2006). Managerial Decision Making Under Risk and Uncertainty. International Journal of Computer Science, 32(4).
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C. Websites
www.cengage.com
Textbook Website
www.investopedia.com
Finance Terms
www.managementconsultingcourses.com
Managerial Decision Making Website
www.shmula.com/the-learning-curve/362/
Learning Curve Website

Course Requirements
As a students in this course, you must comply with the following requirements:
1. Attendance and Class Participation
You are expected to attend all classes. Attendance in the lectures is very important because the lectures present new information and provide background for the assignments.
You are responsible for all of the material presented in lectures.
The USC Student Manual (2006 Edition) specifies that “a student who incurs absences of more than 20% of the prescribed number of class hours or laboratory periods
during the term should be given NC or 5.0.” A 3-unit course has 48 class hours. Students with three absences are required to get a readmission permit from the college dean.
Class participation is evidenced by individual or group outputs from in-class exercises. These outputs shall be collected at the end of a class meeting. In-class exercises
could include Short quizzes, seatworks, and group discussions.
2. Out-of-Class Learning Tasks and Assignments
To ensure learning engagement and constant timely practice, you are required to do out-of-class tasks in the form of small projects and recommended problems relevant to
a particular unit. To this end, you are required to have a notebook intended only for exercises. From time to time, your exercise notebooks will be checked in order to assess
the timeliness of your learning efforts.
3. Tests and Examinations
A minimum of four (4) exams are given during the semester and are scheduled following the schedules set by the university. The midterm exam and the final exam are
three-hour examinations and require students to present valid examination permits for participation in the examination.
4. Portfolio/Term Report
A portfolio of documents will be submitted at the end of the term. It will contain the introduction, problems, alternative course of actions, corresponding descriptions,
analyses, and conclusion and recommendations thereof.
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Grading System
This course will follow the standard grading system of the University as follows:
Assessment Tasks Weight (%) Assessment Reference
Class participation 15 Rubric No. 1
Pre-midterm summative exams and midterm exam 25 Multiple choice, open ended questions
Pre-final summative exams and final exam 25 Multiple choice, open ended questions
Team-based activities presentation 15 Rubric No. 3, Rubric No. 4
Team-based activities portfolio submission 10 Rubric No. 3
Peer assessment 10 Rubric No. 2
Total 100

GPA Scoring
For purposes of transmutation, the standard equivalents will be used as follows:
Score Range 100-95 94-93 92-91 90-89 88-87 86-85 84-83 82-81 80-79 78-77 76-75
Grade Equivalent 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.0

Score Range 74-73 72-71 70-69 68-67 66-65 64-62 61-59 58-56 55-53 52-50 49 below
Grade Equivalent 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3.0 5.0

Note:
1. Students who obtain grades below 3.0 is equivalent to a failing grade of 5.0.
2. BSA students must maintain a 2.0 GPA in each core and professional course.
3. BSMA, BSAIS, and BSIA students must maintain a 2.5 GPA in each core and professional course.
4. Students who have not complied with their final requirements for the subject will be given an INC grade.
5. Students with an INC grade are given at most one year to comply with the necessary requirements to be given a final grade. Students whose grades are not changed
within one year will automatically receive a final grade of No Credit (NC).
6. Students can only have a maximum of nine (9) units of INC grades at one time. Students who violate this rule will not be allowed to enroll in further subjects until
they comply with the requirements and have their INC grades changed.
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Classroom Management
1. Attendance is a MUST. Students may incur only ten (10) absences for MWF schedules or seven (7) absences for TTH schedules. Otherwise, they will automatically
be dropped from class and receive a grade of either NC (No Credit) or a failing grade of 5.0, whichever is applicable.
2. Students who incur three (3) absences will be asked by the instructor to see the Department Chair to secure permission to be re-admitted to class. A re-admission slip
should be properly accomplished for this.
3. Tardiness is discouraged. It is a source of irritation and class disruption when students arrive late. Students who arrive 15 minutes after the start of class are considered
tardy. Please note that three (3) tardiness is equivalent to one (1) absence.
4. A permanent seat plan will be made at the start of the semester. Students are advised to keep to their assigned seating arrangement; otherwise, they will be marked
absent for that day.
5. Classes should always start and end with a short prayer. The instructor can opt to lead the prayer or assign students to do this alternately.
6. Students should assist in maintaining the orderliness and cleanliness of the classrooms. Graffiti writing is strictly prohibited. Any student found violating this rule will
be punished with the appropriate sanction. Before leaving the classroom, the instructor with the help of the students, should ensure that no litter/garbage is left behind
and that chairs are in their proper order. Should the class be the last schedule for the day, the instructor should arrange that the lights and air conditioning units are
switched off.
7. Going out of the classroom at any time is strictly discouraged. Students should make it a habit to go to the restroom during their vacant period or before the start of their
classes. If they must visit the restroom, permission should be sought from the instructor.
8. Use of mobile phones inside the classroom is strictly prohibited. They should be switched off or placed in silent mode before entering classes. The instructor has the
right to confiscate mobile phones that ring and/or are used during class hours. The confiscated unit can only be claimed from the Dean’s Office at the end of the semester.
9. The teacher reserves the right to ask the student to leave the room if his behavior is disruptive in class.
10. It is the responsibility of the students to properly schedule their classes so that meals and snacks will be taken at the proper time.
11. Students are encouraged to see the instructor during consultation hours for any concerns, questions and assistance with regards to the course.

Prepared by: Jovelyn Q. Yu, CPA, MBA, DipABRSM, LRSM Approved by:
Date: May 18, 2018 Date:
 16

Rubric No. 1: Assessing Student Participation

Criteria
1 – Unacceptable
Student does not initiate
1. Frequency of
contribution and needs
participation in class
instructor to solicit input
Level of Competence
Score
2 – Satisfactory 3 – Very Good 4 – Outstanding
Students initiate contribution at Student initiates contribution Student initiates contributions
least in half of the recitations. once in each recitation. more than once in each 4
recitation.

Comments are uninformative,
lacking in appropriate
terminology. Heavy reliance
2. Quality of
on opinion and personal taste.
comments
Comments sometimes
constructive, with occasional
signs of insight. Student does
not use appropriate
terminology; comments not
always relevant to the
discussion.
Comments mostly insightful
and constructive; mostly uses
appropriate terminology.
Occasionally comments are too
general or not relevant to the
discussion.
Comments always insightful and
constructive; uses appropriate
terminology. Comments
balanced between general 2
impressions, opinions and
specific, thoughtful criticisms or
contributions.

Does not listen speak or does
not pay attention while other
speak; detracts from
discussion; sleeps, etc.
3. Listening skills
Student is often inattentive and
needs reminder of focus of
class. Occasionally makes
disruptive comments while
others are speaking.
Student is mostly attentive
when other present ideas,
materials, as indicated by
comments that reflect and
build on others' remarks.
Occasionally needs
encouragement or reminder
from T.A. of focus of
comment.
Student listens attentively when
other present materials,
perspective, as indicated by
comments that build on others'
remarks, i.e. student hears what 2
say and contributes to the
dialogue.

RUBRIC SCORE {[(4+2+2)/3] + 1} x 20 *3 refers to the # of criteria, 1 and 20 are constants 73.3333
PERCENTAGE SCORE Computed as Rubric Score divided by 100 *100 is a constant 73.3333%
TRANSMUTATION EQUIVALENT Computed as Percentage Score multiplied by -4 plus 5 *-4 and 5 are constants 2.1

Criteria
1 – Unacceptable
1. Contributes Shares ideas but does not advance
to team the work of the group.
meetings
Completes all assigned tasks by
2. Individual deadline.
contributions
outside of
team meetings
Supports a constructive team climate
by doing any one of the following:
 Treats team members respectfully
by being polite and constructive
in communication.
 Uses positive vocal or written
3. Fosters tone, facial expressions, and/or
body language to convey a
constructive
positive attitude about the team
team climate and its work.
 Motivates teammates by
expressing confidence about the
importance of the task and the
team’s ability to accomplish it.
 Provides assistance and/or
encouragement to team members.
RUBRIC SCORE {[(2+4+1)/3] + 1} x 20
PERCENTAGE SCORE
TRANSMUTATION EQUIVALENT
Rubric No. 2: Teamwork Value Rubric
Level of Competence
2 – Satisfactory
Offers new suggestions to advance
the work of the group.
Completes all assigned tasks by
deadline; work accomplished
advances the project.
Supports a constructive team climate
by doing any two of the following:
 Treats team members respectfully
by being polite and constructive
in communication.
 Uses positive vocal or written
tone, facial expressions, and/or
body language to convey a
positive attitude about the team
and its work.
 Motivates teammates by
expressing confidence about the
importance of the task and the
team’s ability to accomplish it.
 Provides assistance and/or
encouragement to team members.
Computed as Rubric Score divided by 100
Computed as Percentage Score multiplied by -4 plus 5
3 – Very Good
Offers alternative solutions or courses Helps the team move forward by
of action that build on the idea of
others.
Completes all assigned tasks by
deadline; work accomplished is
thorough, comprehensive, and
advances the project.
Supports a constructive team climate
by doing any three of the following:
 Treats team members respectfully
by being polite and constructive in
communication.
 Uses positive vocal or written
tone, facial expressions, and/or
body language to convey a
positive attitude about the team
and its work.
 Motivates teammates by
expressing confidence about the
importance of the task and the
team’s ability to accomplish it.
 Provides assistance and/or
encouragement to team members.
*3 refers to the # of criteria, 1 and 20 are constants
*100 is a constant
*-4 and 5 are constants
17
Score
4 – Outstanding
articulating the merits of alternative
ideas or proposals. 2
Completes all assigned tasks by
deadline; work accomplished is
thorough, comprehensive, and
advances the project. Proactively 4
helps other team members complete
their assigned tasks to a similar level
of excellence.
Supports a constructive team climate
by doing all of the following:
 Treats team members respectfully
by being polite and constructive
in communication.
 Uses positive vocal or written
tone, facial expressions, and/or
body language to convey a
1
positive attitude about the team
and its work.
 Motivates teammates by
expressing confidence about the
importance of the task and the
team’s ability to accomplish it.
 Provides assistance and/or
encouragement to team members.
66.6667
66.6667%
2.3
 18

Rubric No. 3: Problem Solving Value Rubric

Level of Competence
Criteria Score
Unacceptable Satisfactory Very Good Outstanding
1. Defining the Student does not identify the Student fails to define the Student adequately defines Student states the problem and
Problem/identification problem and/or operational problem and/or operational the problem and/or clearly and identifies underlying 3
of operational issues. issues. issues adequately. operational issues issues.

2. Developing a Plan to Student does not develop a
Solve the Problem coherent plan to solve the
problem.
Student develops a marginal
plan, and does not follow it to
conclusion.
Student develops an adequate
plan and follows it to
conclusion.
Student develops a clear and
concise plan to solve the
problem, with alternative 3
strategies, and follows the plan to
conclusion.

3. Collecting and Student collects no viable
Analyzing information. Incorrect
Information/application analysis based on partial
of analytical techniques understanding of the
problem.
Student collects inadequate
information to perform
meaningful analyses.
Student collects adequate
information and performs
basic analyses.
Student collects information from
multiple sources and analyzes the
information in-depth. Excellent 3
application of the appropriate
techniques

4. Interpreting Findings Student does not interpret the Student provides an Student provides an adequate Student provides a logical
and Solving the findings/reach a conclusion. inadequate interpretation of interpretation of the findings interpretation of the findings and
Problem, Incorrect recommendation. the findings and does not and solves the problem, but clearly solves the problem,
Recommendations No managerial insights. derive a logical solution to the fails to provide alternatives. offering alternative solutions. 2
&Managerial insights problem. Reasonable Reasonable recommendation, With solid recommendation and
recommendation, but does not but weak managerial insights. managerial insights.
offer a managerial insights.

RUBRIC SCORE {[(3+3+3+2)/4] + 1} x 20 *4 refers to the # of criteria, 1 and 20 are constants 75

PERCENTAGE SCORE Computed as Rubric Score divided by 100 *100 is a constant 75%
TRANSMUTATION EQUIVALENT Computed as Percentage Score multiplied by -4 plus 5 *-4 and 5 are constants 2.0

Criteria
1 – Unacceptable
1. Introduction/ The introduction does not
Organization orient the audience to what will
follow. The sequencing is
unclear and does not appear
interesting or relevant to the
audience.
2. Content The content lacks a clear point
of view and logical sequence of
information. Includes little
persuasive information and
only one or two facts about the
topic. Information is
incomplete, out of date and/or
incorrect. Sequencing of ideas
is unclear.
3. Presentation Presentation was not clearly
audible and hard to hear. Visual
presentation was very
disorganized and hard to read.
Group members did not ask for
questions and were unable to
answer questions asked by
other students or the instructor.
4. Group Some team members have no
Presentation role in presentation.
RUBRIC SCORE {[(3+3+3+3)/4] + 1} x 20
PERCENTAGE SCORE
TRANSMUTATION EQUIVALENT
Rubric No. 4: Topic Presentation Rubric
Level of Competence
2 – Satisfactory
The introduction shows some
structure but does not create a
strong sense of what is to follow.
May be overly detailed or
incomplete and is somewhat
appealing to the audience.
The content is vague in conveying a
point of view and does not create a
strong sense of purpose. Includes
some persuasive information with
few facts. Some of the information
may not seem to fit. Sources used
appear unreliable.
Presentation was audible, but needs
improvement on tone of voice
when speaking. Visual aspects of
project could be better organized
and easier to read. Group members
were not able to answer some
questions when asked by instructor
or other students.
Some group members participate.
Computed as Rubric Score divided by 100
Computed as Percentage Score multiplied by -4 plus 5
19
Score
3 – Very Good 4 – Outstanding
The introduction is clear and The introduction presents the overall
coherent and relates to the topic. topic and draws the audience into the
presentation with compelling questions or
by relating to the audience's interests or 3
goals.
The content is written with a The content is written clearly and
logical progression of ideas and concisely with a logical progression of
supporting information. Includes ideas and supporting information. The
persuasive information from project includes motivating questions and
reliable sources. advanced organizers. The project gives 3
the audience a clear sense of the main
idea. Information is accurate, current and
comes mainly from primary sources.
Presentation was audible. Good Presentation was presented in a
tone of voice when speaking. professional way. Audio and visual
Visual aspects of project was aspects were perfect. Group members
organized and easy to read. were able to answer all questions posed
Group members were able to by the other students as well as the 3
answer most questions posed by instructor.
instructor and other students.
Most group members participate All group members participate and
equally, not all demonstrate knowledgeable of material. 3
knowledge of material.
*4 refers to the # of criteria, 1 and 20 are constants 80
*100 is a constant 80%
*-4 and 5 are constants 1.8