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Graduate Course Proposal Form Submission Detail - GEB6508

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Current Status: Approved by SCNS - 2015-04-01
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments: USF-STPT approved 3/17/15. to USF Sys 3/18/15. to SCNS 3/26/15. Nmbr 6461 approved as ENT 6508. Effective 4/1/15


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5036 2014-07-01
     
    Department College Budget Account Number
    Business Administration BP 140100
     
    Contact Person Phone Email
    Alison Watkins 34086 awatkins@usfsp.edu

  2. Course Information

    Prefix Number Full Title
    GEB 6508 Social Entrepreneurship I

    Is the course title variable? N
    Is a permit required for registration? Y
    Are the credit hours variable? N
    Is this course repeatable? Y
    If repeatable, how many times? 1

    Credit Hours Section Type Grading Option
    3 D - Discussion (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Social Entrepreneurship I
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    Completion of USFSP Essentials or its Equivalent

    Corequisites

    None

    Course Description

    A course focused on the design and growth of mission-driven enterprises that use market-based approaches to solve today’s social or environmental problems.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Replacing Selected Topics with Permanent number; already listed in program

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    There is an emerging area of study in social enterprises, such as the Bill and Melinda Gates Foundation programs. Students at USF can now be trained in this area.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    Yes, 2 times

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Ph.D in Business is required as a minimum.


  4. Other Course Information

    A. Objectives

    Skills developed in the course will enable students to act as effective leaders of change brought about both through new ventures and through existing for-profit, non-profit, and government institutions.

    Course Objectives:

    1. Identify and explain social enterprise, social innovation, and entrepreneurial leadership;

    2. Synthesize knowledge gained from community members and practitioners to identify areas of need and opportunities for entrepreneurial contribution and existing successful models;

    3. Develop diagnostic, planning, and evaluation skills as social entrepreneurs and public leaders to address important social and/or environmental problems;

    4. Increase their ability to inspire others to support their work through persuasive communication and presentation;

    5. Create a comprehensive business plan for exercising entrepreneurial leadership at a social enterprise to be founded by students;

    6. Successfully launch, manage, and grow their chosen social enterprise.

    7. Compete for an international award to win funding for their projects (i.e., Echoing Green’s international social entrepreneur competition).

    8.Compete for a local award to win support for their project (i.e., Social Enterprise Alliance Tampa Bay’s social entrepreneur competition).

    9.Contribute value to the St. Petersburg and Florida communities by addressing clearly identified needs through innovative problem-solving.

    B. Learning Outcomes

    At the end of this course, the student should be able to:

    1. Identify and explain social enterprise, social innovation, and entrepreneurial leadership;

    2. Synthesize knowledge gained from community members and practitioners to identify areas of need and opportunities for entrepreneurial contribution and existing successful models;

    3. Develop diagnostic, planning, and evaluation skills as social entrepreneurs and public leaders to address important social and/or environmental problems;

    4. Increase their ability to inspire others to support their work through persuasive communication and presentation;

    5. Create a comprehensive business plan for exercising entrepreneurial leadership at a social enterprise to be founded by students;

    6. Successfully launch, manage, and grow their chosen social enterprise.

    C. Major Topics

    1. The Role of Social Entrepreneurs in Generating Social and Environmental Change.

    2. Innovation for Social Impact

    3. Social Value Proposition

    4. The Theory of Change

    5. Marketing Research

    6. Feasibility Analysis

    7. The Triple Bottom Line

    8. Creating a Social Business Plan

    9. Incorporating a Social Enterprise

    10.Marketing and Management of a Social Enterprise

    D. Textbooks

    1. Scott Sherman (2011), World Change 2.0: Creating a Blue Print for Social Transformation.PDF.

    2. Selected Reading from Harvard Business Review Case Studies

    E. Course Readings, Online Resources, and Other Purchases

    Harvard Business School Readings (displayed in the order in which they will be covered):

    1. Christensen et al.—Disruptive Innovation for Social Change

    2. Eccles et al.—How to Become a Sustainable Company 2012

    3. Meier—B Corporation: A New Sustainable Business Model

    4. Rangan et al.—The Promise of Impact Investing

    5. Kaplan—If You Love Something, Let It Go Mobile—Mobile Marketing and Mobile Social Media 4x4

    6. Goldman and Howard— To Tweet or Not to Tweet: What Business Can Learn from Social Movements: Design Principles Gleaned from Social Movements

    7. Hoffman and Fodor—Can You Measure the ROI of Your Social Media Marketing?

    8. Kumar and Mirchandani—Increasing the ROI of your Social Media Marketing

    9. Stemler—The JOBS Act and Crowdfunding: Harnessing the Power—and Money—of the Masses

    10. Boudreau and Lakhan—Using the Crowd as an Innovation Partner

    F. Student Expectations/Requirements and Grading Policy

    1. Summary of Course Grading

    Evaluation Component Points

    Final course grades will be based upon the following:

    Individual Work:

    Quizzes, In-class Exercises and Article Discussions 510

    Hourly Service Log 30

    Citizen Scholar Survey 10

    Total Individual Work 550

    Group Work:

    Vision 20

    Statement of Need 20

    Environmental Scan 100

    Objectives 40

    Report on Qualitative Study 250

    Methods 20

    Report on Quantitative Study 250

    Feasibility Analysis of Social Enterprise Business Plan 150

    Story 20

    Challenges 30

    Evaluations 30

    Budget 150

    Team 20

    Social Enterprise Business Plan 250

    Weekly Team Update Presentations (10 points each) 100

    Total Group Work 1450

    Total 2000

    Grade Weighted % Total Points†

    A 90 – 100% 1,800-2,000

    B 80 – 89.99% 1,600-1,799

    C 70 – 79.99 % 1,400-1,599

    D 60 – 69.99% 1,200-1,399

    F 0 – 59.99% Below 1,200

    † Final course grades will be based strictly upon the “Total Points” scale.

    This class will NOT use the +/- grading system.

    G. Assignments, Exams and Tests

    Module 1: The Role of Social Entrepreneurs in Social and Environmental Change

    The field of social change has been going through a major transformation. Social enterprise, social entrepreneurship, and social entrepreneur have been turned into buzzwords used to describe this revolution. Social entrepreneurs are driven by the desire to serve the public good through entrepreneurial activities. In this session we will examine how social entrepreneurs from around the globe have come up with innovative ventures to eliminate poverty, create environmental sustainability, prevent and/or cure diseases, and solve many other pressing social and environmental problems. Students will be exposed to a new framework for how to change the world and learn how a simple concept of social entrepreneurship has grown into an international phenomenon and promises to affect positive social change.

    Readings:

    Reading 1: Sherman—Introduction, Chapters 1-4 (PDF)

    Video: Nothing More Powerful—Ashoka’s Bill Drayton Explains How Social Entrepreneurship Works

    Web Info: Social Enterprise Alliance (SEA); Meet the New Heroes

    Review a Social Enterprise: Ashoka; Sword & Plough

    Students select their groups

    DUE: Vision (Use Worksheet 1 in Sherman—page 137)

    Module 2: Challenges of Innovation for Social Impact

    Muhammad Yunus, the inventor of microcredit, is the leader of a social movement that has been instrumental in lifting millions out of poverty. In this session, students will learn about the new business model, how to generate new business ideas, how to evaluate good social business opportunities as well as understand the beneficiaries and their needs.

    Readings:

    Reading 1:Prahalad—The Innovation Sandbox (PDF)

    Reading 2: Christensen et al.—Disruptive Innovation for Social Change (HBS Course Pack)

    Video: Banker to the Poor: The Story of Muhammad Yunus and the Founding of the Grameen Bank and Grameen Family of Companies

    Web Info: The Institute for Social Entrepreneurs; Social Impact App

    Review a Social Enterprise: Echoing Green; Iraq and Afghanistan Veterans of America (IAVA) (also see Time: The New Greatest Generation, posted under Module 2—Suggested Reading on CANVAS)

    Weekly Team Update

    Module 3: Social Value Proposition

    The discussion of social value proposition will include a focus on the core needs of the customer as well as the internal processes and competencies that your mission-driven business brings to the market while generating profits (or at least while breaking even).

    Readings:

    Reading 1: Auerswald—Creating Social Value (PDF)

    Reading 2: Mulgan—Measuring Social Value (PDF)

    Review a Social Enterprise (includes video): Aravind Eye Care System; Caritas Communities—Bedford Veterans Quarters

    Module 4: Theory of Change

    Jeffrey Bradach states that a strong theory of change model uses systems thinking and shows the causes and effects among parts so the operating model predicts how changes in one element affect another. While the model is simple, it helps an organization start with the long term social impact goal and then work its way backwards to develop a pathway to change, operationalize the resources, activities and ultimate outputs of the efforts.

    Visit this website and read the Super Woman Example before coming to class: Center for Theory of Change

    Readings:

    Reading 1: Taplin et al.—Theory of Change Technical Papers (PDF)

    Reading 2: Sherman—Chapter 7 (PDF)

    Web Info: Center for Theory of Change

    Review a Social Enterprise: globalgiving; CIDA; eWareness Inc.; Veteran Staffing Network

    Weekly Team Update

    DUE: Statement of Need (Use Worksheet 2 in Sherman—page 138)

    Module 5: Conducting High-Quality Marketing Research

    Secondary research helps unearth what solutions have been attempted to solve the problem under consideration as well as to provide ideas about additional solutions that might be possible. The knowledge gained by secondary research will aid in the development of a qualitative research effort in the form of personal in-depth interviews that will help the students understand their consumers’ motivations, attitudes, opinions, interests, and needs. The outcome of the qualitative research effort will—in turn—drive the quantitative research effort in the form of a consumer survey.

    Readings:

    Reading 1: Sherman—Chapters 5-6 AND 8 (PDF)

    Reading 2: Seemann—Hybrid Insights: Where the Quantitative Meets the Qualitative (PDF)

    Additional handouts on qualitative and quantitative research will be made available to students

    Web Info: Small Business Administration—Do Your Market Research; Cheshire East Council—Stage 2: Marketing Research

    Review a Social Enterprise: Transformative Action; Newman’s Own; Combat2Career

    Weekly Team Update

    DUE: Environmental Scan (Use Worksheet 3 in Sherman—page 139)

    DUE: Objectives (Use Worksheet 4 in Sherman—page 140)

    Module 6: Conducting Feasibility Analyses

    A feasibility analysis is a formalized, written approach to evaluating an idea and can help identify 1) if an idea is viable or not; 2) useful facts and figures to aid decision-making; and 3) alternative approaches and solutions to putting an idea into practice.

    Readings:

    Reading 1: Kelley—Conducting an Early Stage Feasibility Analysis for an Entrepreneurial Opportunity (Part of TCC Course Pack)

    Reading 2: University of Wisconsin Center for Cooperatives—Chapter 5: Conducting a Feasibility Study

    Review a Social Enterprise: Windy City Harvest; The Gathering Place; Veterans Entrepreneurial Trust

    Module 7: Understanding the Triple Bottom Line

    The triple bottom line is a phrase that was coined in 1994 by John Elkington, the founder of a British consulting firm called SustainAbility. Elkington argues that companies need to meet three separate, and sometimes conflicting, bottom lines: economic, social, and environmental. This sentiment is also often referred to as the 3 Ps: people, planet, profits. The social enterprise is uniquely qualified in embracing this concept since it is realized that the pursuit of its mission has to take into account both social and environmental impacts of its actions as well as the need to be economically sustainable.

    Readings:

    Reading 1: Eccles et al.—How to Become a Sustainable Company 2012 (HBS Course Pack)

    Reading 2: Lubin et al.—Balanced Scorecard Report (PDF)

    Web Info: Veteran-Owned Business and Their Owners—Data from the Census Bureau’s Survey of Business Owners (PDF)

    Review a Social Enterprise: Restores; Nextbillion.net; The Mission Continues

    DUE: Report on Qualitative Study

    Module 8: Creating a Social Business Plan

    Understanding how to create the business plan is crucial to the success of the social venture. Students will learn about the components of a business plan and how to differentiate their business from competitors’ businesses.

    Readings:

    Reading 1: Red Ochre—Social Enterprise Business Planning Toolkit

    Additional handouts on how to write a business plan will be made available to students

    Web Info: US EPA WasteWise; Global Entrepreneurship Monitor; Sustainable Brands

    Review a Social Enterprise: SELF; Better World Books (includes video); Goodwill Industries International, Inc. (PDF); Team Rubicon

    Module 9: Strategic Networking: Planning for Public, Private, and Personal Support

    Even though you do need theoretical and practical knowledge to build your social enterprise, it is unlikely that you will succeed without a strategic network that includes public, private, and personal support. “Who you know” is essential for any entrepreneur in today’s world, and the value of personal contacts cannot be overemphasized.

    Readings:

    Reading 1: Tierney and Steele—The Donor Grantee Trap (PDF)

    Reading 2: Boudreau and Lakhan—Using the Crowd as an Innovation Partner (HBS Course Pack)

    Web Info: Schwab Foundation for Social Entrepreneurship; Crowdsourcing—the Next Global Development Agenda; Social Enterprise Ecosystem; Business Builders of St. Petersburg, FL; Red Carpet Monday; Third Tuesday Networking Extravaganza; 20 Social Networking Sites for Business Professionals;

    Review a Social Enterprise: Social Venture Network (SVN); Hot Bread Kitchen; RallyPoint (a Linkedin for the military)

    Weekly Team Update

    Executive Forum: Mandatory Attendance (details to be announced)

    DUE: Methods (Use Worksheet 5 in Sherman—page 141; needs to be driven by the information you provided in Worksheet 4)

    DUE: Report on Quantitative Study

    Module 10: Incorporating a Social Enterprise

    Guest Speaker: Amy Kedron, J.D. PhD

    Social enterprises can be incorporated in a number of ways. Some new forms of incorporation—such as the B Corporation—have been introduced in part of the United States. During this session students will learn about the different legal forms and how to choose which form is right for their own purposes.

    Readings:

    Reading 1: Battilana et al.—In Search of the Hybrid Ideal (PDF)

    Reading 2: Page and Katz—The Truth About Ben and Jerry's (PDF)

    Reading 3: Meier—B Corporation: A New Sustainable Business Model (HBS Course Pack)

    Reading 4: Rangan et al.—The Promise of Impact Investing (HBS Course Pack)

    Reading 5: engageSPARK: Encorporating a Social Enterprise—A Simple Legal Guide

    Web Info: B-Corporations; New Legal Structures for Social Entrepreneurs

    Review a Social Enterprise: RecycleForce; Any Soldier

    Weekly Team Update

    Module 10: Marketing for Social Enterprise

    Marketing is central to the success of any type of business, be it a nonprofit, for-profit, or hybrid organization. In the next two sessions students will learn about market segmentation, targeting, and the 5 Ps of Marketing (i.e., product, price, place, promotion, and positioning), as well as branding their social enterprise.

    Readings:

    Reading 1: Marketing Toolkit Workbook (PDF)

    to be used in conjunction with The Social Enterprise Marketing Toolkit

    includes videos (Introduction, Essentials Part 1, Essentials Part 2, The Medium and the Message, Gauging Success)

    Reading 2: Boschee—Stratigic Marketing for Social Entrepreneurs (PDF)

    additional handouts will be made available to students

    Web Info: See Change Magazine; Enterprising Nonprofits, CA

    Review a Social Enterprise: Sapphô; Inspiration Kitchen; Veterans of Valor

    Weekly Team Update

    DUE: Feasibility Analysis of Social Enterprise Business Plan

    Module 10: Marketing for Social Enterprise—continued

    Readings:

    Reading 3: Sherman—Chapters 10-12 and Conclusion (PDF)

    Reading 4: Kylander and Stone—The Role of Brand in the Nonprofit Sector (PDF)

    Reading 5: Herskovitz and Crystal—The Essential Brand Persona: Storytelling and Branding (PDF) (can only be accessed if signed in to CANVAS)

    Review a Social Enterprise: The Youngest Social Entrepreneur in the Country? (Make a Stand); DoSomething.org; RuckPack (not a social enterprise, but its goal is to invest 40% of its profits in nonprofit organizations)

    Weekly Team Update

    DUE: Story (Use Worksheet 8 in Sherman—page 144)

    Module 11: Social Media for Social Enterprise

    Guest Speaker: Gary Loper, Building Better Relationships,

    Twitter Expert, Business, Life & Social Media Coach

    Even though social media are considered a relatively recent phenomenon, their importance to business for marketing purposes and the development of a client base has been increasing exponentially. What a short while ago was viewed as a trendy or passing fad has become a must, and businesses wanting to succeed in both the traditional and digital marketplaces are recognizing that they have to have a flexible, well-managed presence in each of the “big three” (Facebook, Twitter, and Google+). During the next two sessions, students will develop an understanding of how to navigate the world of social media.

    Video: Social Media Revolution 2013

    Readings:

    Reading 1: Pew Research Center—The Demographics of Social Media Users 2012 (PDF)

    Reading 2: Kaplan—If You Love Something, Let It Go Mobile—Mobile Marketing and Mobile Social Media 4x4 (HBS Course Pack)

    Reading 3: MARKETO—The Definite Guide to Social Media Marketing

    Suggested Reading 1: Stelzner—2013 Social Media Marketing Industry Report

    Web Info: Social Enterprise Journal; Rolfe Larson Associates; Social Bakers

    Review a Social Enterprise: Skoll Entrepreneurs; Ecofiltro; The Bob Woodruff Foundation

    DUE: Challenges (Use Worksheet 10 in Sherman—page 146)

    Module 12: Social Media for Social Enterprise—continued

    Guest Speaker: Balsam Hamade, MBA, Social Media Consultant

    Readings:

    Reading 4: Goldman and Howard—To Tweet or Not to Tweet: What Business Can Learn from Social Movements: Design Principles Gleaned from Social Movements (HBS Course Pack)

    Reading 5: Hoffman and Fodor—Can You Measure the ROI of Your Social Media Marketing? (HBS Course Pack)

    Reading 6: Kumar and Mirchandani—Increasing the ROI of your Social Media Marketing (HBS Course Pack)

    Suggested Readings:

    Suggested Reading 2: HubSpot—How to Use Facebook-for-Nonprofits

    Suggested Reading 3: HubSpot—How to Generate Leads Using Facebook

    Suggested Reading 4: Telefonica—Global Millennial Survey (download PDF)

    Suggested Reading 5: Hempel—LinkedIn: How It’s Changing Business (on CANVAS)

    Web Info: Who Rules Social Media?; CraigConnects

    Review a Social Enterprise: Parkdale Green Thumb Enterprises; Water for People; Vets4Veterans

    Weekly Team Update

    DUE: Evaluations (Use Worksheet 6 in Sherman—page 142)

    Module 13: Sustainable Revenue Models and Financial Statements

    Social entrepreneurs inherently understand that they need to develop a sustainable revenue model that helps sustain the organization over time and avoid overreliance on funding from outside sources. Students will learn about funding sources and how to read financial statements.

    Readings:

    Reading 1: Dichter et al.—Closing the Pioneer Gap (PDF)

    Reading 2: Foster et al.—Ten Nonprofit Funding Models (PDF)

    Reading 3: Sherman—Chapter 9 (PDF)

    Reading 4: Stemler—The JOBS Act and Crowdfunding: Harnessing the Power—and Money—of the Masses (HBS Course Pack)

    Reading 5: Surfing the Crowd Funding Wave: Is It Right for Your Business? (PDF)

    Reading 6: Demonstrating Value—Financial Intelligence: A Guide for Social Enterprise (PDF)

    Tools:

    True-Cost-Picture Workbook—the two worksheets are needed to help you complete the workbook:

    Worksheet: Identifying and Measuring Hidden Costs and Contributions

    Worksheet: Identifying and Measuring Social Costs

    Demonstrating Value—Financial Ratio Analysis (PDF)

    Ross—How to Estimate the Economic Contribution of Volunteer Work (PDF)

    Web Info on how to find $$$$$$: Grant Space; RSF—Social Finance; Children’s Board Hillsborough County; US EPA WasteWise; crowdfunder; Green and Social Venture Capital; Social Venture Funds; HBR Blog on Social Impact Investing; Cause Capitalism; Echoing Green ; Social Innovation Fund; SE Toolbelt; GOOD Maker; SBA.gov Focus on Military Veterans who want to start their own business; City of St. Pete—Incentives Wizard; indiegogo; CrowdRise; SVN Innovation Rewards

    Review a Social Enterprise: PARC; Darbster; Archi’s Acres, Inc.

    Weekly Team Update

    DUE: Budget (Use Worksheet 7 in Sherman—page 143)

    DUE: Team (Use Worksheet 9 in Sherman—page 145)

    Module 14: Measuring Social Impact

    Social impact assessment is crucial for mission driven organizations and needs to be embedded at an early stage of the planning process. It needs to be understood that there is a need to monitor social bottom lines with as much care and vigilance as the financial bottom line.

    Readings:

    Reading 1: Leviner et al.—Understanding the Impact of Social Entrepreneurs: ASHOKA’s Answer to the Challenge of Measuring Effectiveness (2007) (PDF)

    Reading 2: London Business School—Measuring Social Impact: The Foundation of Social Return on Investment (SROI) (PDF)

    Suggested Reading:

    Suggested Reading 1: Office of the Third Sector—A Guide to Social Return on Investment (PDF)

    Web Info: NobleHour; The SROI Network Intl.

    Review a Social Enterprise: TOMS; Better Buddies; Warrior Spirit Band

    Module 15: Scalability of the Social Enterprise

    Social scalability means that a social enterprise increases in size and social impact. In other words, can this idea be implemented throughout the U.S., throughout the world? The jury is still out on this issue. Some argue to keep it simple and local, whereas others measure the success of a social enterprise on whether it is able to be implemented throughout the U.S. or even the world.

    Suggested Readings:

    Suggested Reading 1: Kania and Kramer—Collective Impact (PDF)

    Reading 2: Kim and Bradach—Why More Nonprofits Are Getting Bigger (PDF)

    Video: Thinking Big and Scaling Up—Insights from Fazie H. Abed, Founder and Chairperson of BRAC

    Review a Social Enterprise: FND Special Needs Trust; KnowledgeWorks; Living Goods; Designs That Matter; Veterans Together (not a social enterprise, but provides 10% of its profits to Veteran Assistance groups)

    Weekly Team Update

    DUE: Social Enterprise Business Plan

    Students will present their Social Enterprise Business Plans to the class, the instructor, and members of the Social Enterprise Alliance Tampa Bay’s (SEATB’s) Board of Directors

    Meeting with Instructor to Discuss Social Enterprise Business Plan

    H. Attendance Policy

    This class will rely heavily on the interaction between the students, the instructor, and the guest speakers. As such, it is critical that you come to all classes well-prepared and ready to contribute. That is, you are expected to read all assigned materials before coming to class and be fully prepared to be able to participate in class discussion. It is especially important that you read all assignments for those class periods for which guest speakers have been invited. These are industry experts, and you expected to use their sessions to explore topics and ask questions that are of relevance to the development and success of your social enterprise.

    It is expected that you will attend all class sessions. Because of the nature of this program, missing even one class session may adversely affect your course grade.

    Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    RELIGIOUS HOLIDAYS:

    Students who anticipate the necessity of being absent from class due to the observation of a major religious holiday must provide advance notice of the date(s) to the instructor, in writing, during the first two weeks of class.

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    No make-up work is allowed in this course due to the team-learning nature of the course.

    See USF Policy on Academic Dishonesty and Disruption of Academic Process at: http://www1.usfsp.edu/catalog-grad/academic-integrity-of-students.htm

    Because of the University’s commitment to academic integrity, plagiarism or cheating on course work or on examinations will result in penalties. Penalties in this particular section of GEB6930 range from a grade of “F” or “FF” for the course to expulsion from the university. Any incident of academic dishonesty will be reported to the dean of the college. Definitions and punishment guidelines for Plagiarism, Cheating, and Student Disruption of the Academic Process may be found at the web address listed above.

    STUDENTS WITH DISABILITIES:

    Please notify your instructor during the first two weeks of class if you have a learning disability or require special assistance with this course. Confidential personal and learning assistance counseling are made available to students through the Division of Student Affairs.

    Contact R. Barry McDowell (mcdowell@stpt.usf.edu) for more information.

    J. Program This Course Supports

    USFSP MBA Program


  5. Course Concurrence Information

    USF-Tampa MBA program.



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.