BC s01 introduction and overview

Introduction and Overview UC Dr Michael Baird Unit Coordinator Business Capstone School of Marketing Curtin Business School Curtin University Email: Business.Capstone@curtin.edu.au... •

Introduction and Overview (UC)

Dr Michael Baird

Unit Coordinator Business Capstone School of Marketing Curtin Business School Curtin University Email: Business.Capstone@curtin.edu.au

These slides are in Blackboard > ‘Seminars’

“They call them smart phones, but only dummies use them in my class.”

Dr Matsutani in Larry Crown

• For general announcements about Business Capstone regularly check

Blackboard > Business Capstone > ‘Announcements.’

• Regularly check Curtin student email Only communicate with tutors using Curtin student email accounts (@student.curtin.edu.au)

Email from other addresses (e.g @gmail.com, @yahoo.com, etc) may end up in a Junk folder and not be seen or answered.

• Finding tutor’s name, email address and Industry ID:

Blackboard > Business Capstone > Contacts > Timetable and Tutors

• Email sent to a tutor, administrator or the Unit Coordinator must

provide Curtin University ID number and Industry ID.

(Help us to help you)

• Email directed to the Business Capstone Unit Coordinator will usually only be answered if the issue has been first discussed and cannot be resolved with the relevant tutor.

Introduction and Overview

to Business Capstone

• Unit Outline

(Syllabus, Learning Outcomes, Resources, Assessments)

• Video Business Interviews

• Capstone® Business Simulation

• Required and Extension Reading and Viewing

In this Seminar

• Join the C-Suite, C-Level at Capstone®

• Decide what millennials want

• Identify expectations of graduates by employers

• Register individual Capsim® Prepaid Registration Code

• Log into Capstone® using a Prepaid Registration Code

• Scan the Capstone® online learning material

• Begin the Simulation Preparation Task assignment

Introduction and Overview

to Business Capstone

• ‘Flipped’ (Active Learning) Classroom Strategy

• Flipped Classroom applies to Bentley, CTI Mauritius, Miri, Singapore, Sydney, Fully Online and OUA Active Learning Seminars are 2 hours

• Other Offshore locations (Hong Kong) provide 3 hour Active Learning Seminars

• Both modes cover same material but with different delivery

Expectations of Students

Students have 10-12 hours per week available for a 25 credit unit, including time in class, time to study, to discuss or think about learning, seek assistance or look for resources, and undertake administrative tasks and assessment

When completing group-based assessments, time for student collaboration is included.

This means approximately:

1 hour: Independent Study (for ‘Flipped’ classes@ Bentley, CTI Mauritius, Miri, Singapore, Sydney, Fully Online and OUA)

2 hours: Active Learning Seminars (for ‘Flipped’ classes@ Bentley, CTI Mauritius, Miri, Singapore, Sydney, Fully Online and OUA)

OR

3 hours: Active Learning Seminars (non ‘Flipped' classes)

2 hours: Team Meetings 2-3 hours: Assessments 3-4 hours: Essential Preparation for Active Learning Seminars, Required Reading, viewing videos etc.

Equates to a total 10-12 hours per Seminar

Expectations of Student

• Come prepared to fully participate in Active Learning

Seminars:

– Undertake ALL Essential Reading and video viewing

– Complete each eTest (Seminars 02-11) to ensure learning

opportunities are maximised

– eTests are challenging and require full understanding of material.

This unit consolidates and extends interdisciplinary learning within

diverse and complex international business contexts Discipline specific knowledge accumulated throughout undergraduate learning is

integrated into a coherent form suitable for sharing and use Global

competitive strategies and industry dynamics are emphasised Business acumen is refined by self-directed team engagement with realistic

business scenarios Learners actively interpret, critique and communicate information and decisions justified on established business principles Information is evaluated within competitive business environments to reach negotiated decisions by collaboration in both diverse teams and through individual initiative Generic critical analysis, problem solving, decision making and creative thinking capabilities are enhanced through

a process of simulation, reflection and experiential learning A

professional approach, with appropriate ethical principles, attributes and values informs the transition to employment

Business Capstone Learning Outcomes

1) Critically evaluate information to solve problems and make

business decisions

2) Demonstrate the ability to communicate effectively to

audiences in a business context

3) Work both independently and collaboratively using team

processes to achieve agreed business outcomes

4) Incorporate ethical considerations into business decision

making

Learning Outcomes as assessed in assignments

Assurance of Learning (AoL)

In the CBS, we view Assurance of Learning (AoL) as a systematic process of collecting data about student learning outcomes, reviewing and using it, to continuously develop and improve the CBS’s degree programs.

Our approach to AoL involves:

1 Defining CBS learning objectives for our courses.

2 Aligning courses to each of these objectives.

3 Collection, analysing, and dissemination of relevant information.

4 From that information assess how well student learning achieves these

objectives.

5 Use the information on an ongoing basis for continuous improvement of

courses

Assurance of Learning (AoL)

Key aspects of the CBS Assurance of Learning [AoL] process include:

• Improving our processes so teaching areas can assess and report on student performance against the CBS course learning objectives.

• Helping to develop and support better student outcomes.

• Ensuring relevancy and ongoing curriculum changes to match industry need.

• Increasing the regularity of key stakeholder engagement.

• Helping to further internationalise our curriculum

• Helping enhance our industry focus and graduate work readiness.

• Further developing and refining the CBS Teaching & Learning model.

Assurance of Learning (AoL)

Our courses are designed to ensure that when you complete your studies you will be able to:

• Demonstrate and apply discipline knowledge based skills [ Discipline Knowledge ]

• Think and critique business issues and problems and draw defensible

conclusions [ Critical Thinking ]

• Communicate in ways appropriate to the discipline, audience, purpose and context [ Written & Oral Skills ]

• Work both independently and collaboratively to achieve agreed team

outcomes [ Team Processes ]

• Identify and analyse ethical and socio-cultural issues in a wide range of

business scenarios [ Ethics & Socio-Cultural ]

Assurance of Learning (AoL)

Employers consistently show preference for graduates with the following skills - reflected through our courses & learning objectives:

Key Graduate Employee Selection Criteria [ranking] 2009 2010 2011 2012 2013

Interpersonal and communication skills (written and oral) 1 1 1 1 1 Passion / Knowledge of industry / Drive/ Commitment / Attitude 2 2 2 2 2 Critical reasoning and analytical skills / Problem solving / Lateral thinking /

Emotional intelligence (including self-awareness, strength of character, confidence,

Activities (including intra and extra curricular) 10 10 10 9 9

Assurance of Learning (AoL)

Assessment Schedule

(%) Date Due

Unit Learning Outcome(s) assessed

1) Capstone® Business Simulation

(Individual and Team)

40 Seminars 03; 06,

11; 04-11 1, 3, 42) Video Business Case Report (Individual) 20 Seminar 09 1, 2, 4

3) eTests (Individual) 20 Seminars 02-11 1

4) Company Presentation (Individual and

Team)

20 Seminar 12 2, 3, 4

Tuition Pattern:

Group = 35% marks Individual = 65% marks

Transforming Learning @ Curtin

• 'Learning for Tomorrow - Transforming Learning at Curtin' is a university-wide strategy which will apply innovative thinking

to our learning and teaching

• It will enable us to evolve a contemporary student

experience, align our graduate outcomes with the

expectations of employers and remain highly competitive in a dynamic global market

• The transformative initiatives that will deliver Learning for

Tomorrow will help us realise our shared vision to be an

international leader in education and research

Learning Activities

• A process of experiential and reflection learning by simulation

is used to enhance generic critical analysis, problem solving, decision making and creative thinking capabilities

• Students are challenged to engage in learning exercises,

applied research, analyse interview cases, and operate a business simulation using contemporary multimedia

technologies

• Team work proficiencies are refined through the

development of interpersonal skills

Learning Activities

• Business issues are identified, critiqued and resolved using real-life video business cases, interviews, and presentations Opportunities are provided to experience operating a simulated manufacturing company within a competitive team environment

• Competing within this dynamic commercial environment requires the continuous strategizing and management of a virtual

company

• Teams are encouraged to maximise each company’s business

outcome by taking advantage of member strengths and the overall team dynamics

• Consequently, individual contribution and team performance are both closely tracked.

Tutor’s Role?

• Facilitate discussions and promote active learning

• Teach and mentor for Required Reading and Video Business Case Analysis

• Facilitator for Capstone® Business Simulation

• Guide through orientation and set-up Capstone

• Debrief each Practice and Competitive Round

• Assess individual and group assignments

• Academic administration and liaison with Unit Coordinator

• Ensure schedule is being followed

This subject

is NOT just

about…

Time to pause?

Tutors and students may wish to pause this video presentation

to consolidate what has been learnt and ask any questions

• What Millennials Want (And Why Employers Should Take Notice)

 Barry Salzberg, Global CEO, Deloitte Touche Tohmatsu

• Employer Expectations of Graduates

 10 Skills Employers Most Want In 20-Something Employees

 Australian Core Skills Framework

Millennials and Employer Expectations

Required Reading for Seminar 01

• Business Capstone Unit Outline, 1-17.

• Capstone® Team Member Guide, 1-25

• Gilbert, J 2011 The Millennials: A New Generation of

Employees, A New Set of Engagement Policies, Ivey

Business Journal Online (Sept/Oct 2011): 1-3

• Groysberg, B L.K Kelly and B MacDonald 2011 The New

Path to the C-Suite, Harvard Business Review 89(3): 60-68.

• Gilbert, F 2002 (7 June) How to Wreck a Career at the

C-level, Corpmagazine: 1-1 (Read online in class).

C-Level, C-Suite

Groysberg, B., L.K Kelly, and B MacDonald 2011 The New

Path to the C-Suite, Harvard Business Review 89(3): 60-68.

• Are you ready for a big job?

• How road to top is shifting and what changes lie ahead?

• Looking at a whole new breed of top executives … are you one of them?

• C-Level, C-Suite at Capstone®.

Video Business Interviews

(Blackboard > Business Capstone > Video Business Interviews)

• Video Business Interviews (Background questions and Cases) are accessed via YouTube from a dedicated tab in Blackboard

• A continuous supply of credible guest speakers, from a

unique range of real-life industries and organisations, explain how they manage their businesses ventures

• Unique opportunity provided for students to ‘walk in the

shoes’ of business people

• Watch assigned video segments provided before each Active Learning Seminar as indicated Unit Outline Program Calendar

Curtin Library Electronic Databases

Electronic databases containing extensive information about companies accessed in Blackboard Unit Resources and Curtin

• Business Source Complete–MarketLine/Medtrack Reports

Capstone® Business Simulation

• Internationally acclaimed

• Student worldwide competitions

• Make high level business decisions

• Opportunity to practice your professional skills

• Challenging individual and team tasks

• Learn under time constraints

• Experience pressure of meeting deadlines

Develop skills that employers value

Capstone Recognition (2005-2014)

– Winners international competition in 2005.

– 3rd place international competition in 2014.

– 3rd place international competition (450+ teams) in 2006 – 6th place international competition (974 teams) in 2008 also placing 11 teams in the top 50.

– Top ranked University in the world in International Competition in 2008!!!

– 2nd place international competition (950 teams) early 2009 – 6th place international competition (750 teams) late 2009 – 3rd place international competition (750 teams) late 2010 – University award for Excellence & Innovation in Teaching 2006.

Capsim® Registration Codes

• Capsim® Registration Codes are required to participate in the Capstone® Business Simulation

• Prepaid Registration Codes are in Blackboard 'My Grades' for the majority of locations.

• Students are responsible for Capsim® Registration Codes which cannot be shared or reused across semesters.

Registering for Capstone®

• Ensure correct capitalisation is used for F irst and L ast Name ( Do not use ALL CAPITALS for last name).

• Students not on the official class list must first enroll officially online

• Proof of enrolment in Business Capstone is required and must be

sighted (printed or electronic) by tutors before students join a class

Required Reading before Seminar 02

Read and re-read the Capstone® Team Member

Guide, 1-25.

Note: Online Team Member Guide

7.1 TQM/Sustainability 7.2 Human Resources 7.3 Labor Negotiations 7.4 Advanced Marketing Capstone® > ‘Welcome Page’ > Getting Started > The Guide >

Team Member Guide > 7 Additional Modules :

Capstone® Team Member Guide Capsim®

Management Simulation Inc is Required Reading and can be downloaded free from:

Good News for Students

• Students have consistently reported enjoying and learning a great deal from operating this business simulation

• Everything students (and tutors) need is easily be accessed

in Blackboard or Capstone®

• Effectively managed teams do well

• NO ‘Final Exam’

Recent Changes

• Changes are made to the unit in most semesters, often in

response to student feedback from eVALUate We are grateful to those students who took the time to provide comments on the most helpful aspects of the unit and on how it might be

improved.

• A new series of Video Business Interviews were recorded

throughout 2015 for use specifically in Business Capstone The Video Business Interviews include a case study video as well as a

background questions video, and were recorded in Perth,

Singapore and Sarawak Malaysia, from a variety of

organisations These have been integrated into the course content for Business Capstone.

Recent Changes

• The eTest assessments have been revised The eTests are

required to ensure students do the pre-reading to enhance learning opportunities and provide more feedback on

progression in this unit All eTests must now be completed at the commencement of each Active Learning Seminar Failure to

attend without a medical certificate will result in a zero grade for

that seminars eTest A revised pool of high quality questions has been developed Time provided to answer the questions has been reviewed and adjusted to 10 minutes.

• Many students considered the workload for this unit challenging, especially in the initial 3-4 Active Learning Seminars Student

workload expectations are consistent with Curtin policies The student workload will not be increased and, where appropriate, will be reduced.