REQUEST TO COLLEGE CURRICULUM COMMITTEE FOR CURRICULAR IMPROVEMENTS

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1 REQUEST TO COLLEGE CURRICULUM COMMITTEE FOR CURRICULAR IMPROVEMENTS DEPARTMENT: MGMT PROPOSED EFFECTIVE SEMESTER: Fall 2014 COLLEGE: Business PROPOSED IMPROVEMENTS Academic Program Substantive Course Changes Misc. Course Changes New degree* New course Title New major* Pre or Co-requisites Description (attach current & proposed) New curriculum* Deletion (required by others) Deletion (not required by others) New concentration* Course #, different level Course #, same level New certificate Credit hours Variable credit New minor Enrollment restriction Credit/no credit Revised major Course-level restriction Cross-listing Revised minor Prefix Title and description COGE reapproval Admission requirements (attach current & proposed) Other (explain**) Graduation requirements General education (select one) Deletion Transfer Not Applicable Other (explain**) Other (explain**) ** Other: Title of degree, curriculum, major, minor, concentration, or certificate: Existing course prefix and #: Proposed course prefix and #: MGMT 4340 Credit hours: 3 Existing course title: Proposed course title: Family Business Management Existing course prerequisite & co-requisite(s): Proposed course prerequisite(s) MGMT 2140 or MGMT 2500, FIN 2420 or FIN If there are multiple prerequisites, connect with and or or. To remove prerequisites, enter none. Proposed course co-requisite(s) None If there are multiple corequisites, they are always joined by and. Proposed course prerequisite(s) that can also be taken concurrently: Not Applicable Is there a minimum grade for the prerequisites or corequisites? Not Applicable The default grades are D for undergraduates and C for graduates. Major/minor or classification restrictions: None List the Banner 4 character codes and whether they should be included or excluded. For 5000 level prerequisites & corequisites: Do these apply to: (circle one) undergraduates graduates both Specifications for University Schedule of Classes: a. Course title (maximum of 30 spaces): Family Business Management b. Multi-topic course: No Yes c. Repeatable for credit: No Yes d. Mandatory credit/no credit: No Yes e. Type of class and contact hours per week (check type and indicate hours as appropriate) 1. Lecture 3. Lecture/lab/discussion 3 hrs, 5. Independent study 2. Lab or discussion 4. Seminar or studio 6. Supervision or practicum CIP Code (Registrar s use only): Chair/Director Chair, College Curriculum Committee Date Date Dean Date: Graduate Dean: Date Curriculum Manager: Return to dean Date Forward to: Date Chair, COGE/ PEB / FS President FOR PROPOSALS REQUIRING GSC/USC REVIEW: Date * Approve Disapprove Chair, GSC/USC Date * Approve Disapprove Provost Date Revised May All previous forms are obsolete and should not be used. HCoB 1713

2 1. Explain briefly and clearly the proposed improvement. This change creates a new course that focuses on the dynamics within family businesses and provides the tools to be successful as part of a family business, as a non-family employee within a family business, or as a consultant to, or board member of, a family business. This change supports the new major in entrepreneurship. 2. Rationale. Give your reason(s) for the proposed improvement. (If your proposal includes prerequisites, justify those, too.) Between 80-90% of business in the U.S. and Latin America, and over 80% in Europe and Asia are familyowned and family controlled. However, many family businesses (approximately 67%) do not survive beyond the founding generation under control of the same owning family. And yet, the results of PricewaterhouseCooper s 2012 Family Business Survey found family firms to be ambitious, entrepreneurial, and delivering solid profits, even in the continued uncertain economic environment. Other Michigan universities currently offer courses on family business including Grand Valley State University and the University of Michigan. Western Michigan University is running a special topics course on family business in Fall 2013, but this proposal would make the course an approved elective for undergraduate students, covering management and entrepreneurship issues in the context of the family business. It will also be an option for students in the new entrepreneurship major. 3. Effect on other colleges, departments or programs. If consultation with others is required, attach evidence of consultation and support. If objections have been raised, document the resolution. Demonstrate that the program you propose is not a duplication of an existing one. No other colleges, departments, or programs are currently teaching the principles of Family Business Management. However, this course could become an elective for students in the Family Studies program under Family and Consumer Sciences. At this time, no formal collaboration has been established. 4. Effect on your department s programs. Show how the proposed change fits with other departmental offerings. This new course would have a positive effect in relationship to the renewed focus on entrepreneurship within the Management department, and the recent addition of dedicated faculty in the area of entrepreneurship. This course would be valuable for current students pursuing a Management major or minor, as well as for students from other majors who are pursuing a General Business minor. 5. Effects on enrolled students: Are program conflicts avoided? Will your proposal make it easier or harder for students to meet graduation requirements? Can students complete the program in a reasonable time? Show that you have considered scheduling needs and demands on students time. If a required course will be offered during summer only, provide a rationale. This course will have no adverse effect on enrolled students. The addition of this course will provide students with an additional elective option to support their educational endeavors within the Haworth College of Business. 6. Student or external market demand. What is your anticipated student audience? What evidence of student or market demand or need exists? What is the estimated enrollment? What other factors make your proposal beneficial to students? Estimated enrollment would be 30 students, with the course being offered two semesters per year. Approximately one-third of the students will be entrepreneurship majors, with the remainder being undergraduate business students who are part of a business family, hope to start their own business one day, or are generally interested in the dynamics of working with family businesses. Courses in family business are currently being offered at Grand Valley State University, as well as the University of Michigan. Also, several universities have centers dedicated to family business including the Family Owned Business Institute (housed at Grand Valley State University), the Loyola University Family Business Center (housed at Loyola University Chicago), and the Chicago Family Business Council (housed at DePaul University). Kalamazoo has a rich history of family business with companies such as Stryker being HCoB 1713

3 handed down through generations, and many Western Michigan University students come from business families. 7. Effects on resources. Explain how your proposal would affect department and University resources, including faculty, equipment, space, technology, and library holdings. Tell how you will staff additions to the program. If more advising will be needed, how will you provide for it? How often will course(s) be offered? What will be the initial one-time costs and the ongoing base-funding costs for the proposed program? (Attach additional pages, as necessary.) In the last two years the Department of Management has added additional faculty dedicated to the research and teaching of entrepreneurship. This course will be taught in Fall 2013 as a Special Topics course. There will be no additional initial start-up cost or on-going base funding required. 8. General education criteria. For a general education course, indicate how this course will meet the criteria for the area or proficiency. (See the General Education Policy for descriptions of each area and proficiency and the criteria. Attach additional pages as necessary. Attach a syllabus if (a) proposing a new course, (b) requesting certification for baccalaureate-level writing, or (c) requesting reapproval of an existing course.) Not applicable. 9. List the learning outcomes for the proposed course or the revised or proposed major, minor, or concentration. These are the outcomes that the department will use for future assessments of the course or program. This course will specifically address the following learning objectives for family businesses: Identify the characteristics that differentiate a family business from a non-family business; Examine the life cycle of family businesses in terms of business, family, and ownership; Learn methods to enhance communication and conflict resolution with family business owners; managers, and family members both inside and outside of the business; Learn to evaluate situations and problems in family businesses; Develop awareness of appropriate tools and planning techniques for application within a family business. In addition, this course will focus on the following learning objectives for the entrepreneurship major. Graduates with an Entrepreneurship Major will have the following knowledge, skills and abilities: Learning Objective #5. The skills to manage the human resources of new, small, and growing firms, including putting together a founding team, hiring employees, and developing talent. Learning Objective #7. The knowledge of how to be resourceful and properly manage the limited resources in new, young, and small firms. Learning Objective #8. The ability to evaluate the progress of an entrepreneurial enterprise and make appropriate and timely adjustments to the business operations and strategy. 10. Describe how this curriculum change is a response to assessment outcomes that are part of a departmental or college assessment plan or informal assessment activities. This new course will introduce a new area of entrepreneurship education to undergraduate students at Western Michigan University. With a renewed interest in entrepreneurship within the Haworth College of Business and across the university as a whole, this course would provide valuable knowledge to not only Management majors and minors, but also General Business students from across the university. 11. (Undergraduate proposals only) Describe, in detail, how this curriculum change affects transfer articulation for Michigan community colleges. For course changes, include detail on necessary changes to transfer articulation from Michigan community college courses. For new majors or minors, describe transfer guidelines to be developed with Michigan community colleges. For revisions to majors or minors, describe necessary revisions to Michigan community college guidelines. Department chairs should seek assistance from college advising directors or from the admissions office in completing this section. No change. HCoB 1713

4 Proposed Catalog Copy MGMT Family Business Management This course will explore and analyze family business continuity challenges and present examples of successful management, family, and governance practices to lead a family owned business. Topics will include the dynamics of family interactions and family business culture, communication and conflict resolution, as well as succession planning. Prerequisites: MGMT 2140, MGMT 2500, MKTG 2500 and FIN Credits: 3 hours HCoB 1713

5 FAMILY BUSINESS MANAGEMENT (MGMT 4340) Proposed Syllabus REQUIRED TEXT Family Business, 2013, Poza, E., Cengage Learning OPTIONAL (SUPPLEMENTAL) TEXTS Family Business on the Couch: A psychological perspective, 2007, Manfred F.R. Kets de Vries and Randel S. Carlock with Elizabeth Florent-Treacy, John Wiley & Sons. Generation to Generation: Life Cycles of the Family Business, 1997, Kelin E. Gersick, John A. Davis, Marion McCollom Hampton, and Ivan Lansberg, Harvard Business School Press. Additional cases or articles may be handed out in class in addition to these required texts. COURSE DESCRIPTION Family-controlled businesses are characterized by challenges that threaten their continuity and distinct core competencies that can result in unique competitive advantages. The challenges are primarily the result of issues presented by the interaction of family, management and ownership particularly where the family wishes to perpetuate its influence and/or control from generation to generation. Family firms seem to be agile in one generation as they are fragile across generations. While 37% of the Fortune 500 firms are family controlled, the vast majority of family-controlled businesses experience the difficulties of moving from one-person general management to an institutionalized competence that results in competitive fitness across generations. The course will explore and analyze family business continuity challenges and best management, family and governance practices for leading successful family owned businesses. This course will cover the theory and actual practices of family businesses on topics that include the competitive strengths and weaknesses in a family firm; dynamics of family interactions and the family business culture; a conceptual Family Business Development model; communications and conflict resolution; strategic planning; and planning for succession. The course will include lectures, guest speakers, family business cases, group discussions of case studies, case evaluation reports and reading assignments. A final project will be required with a family business chosen by the students and approved by the instructor. 5

6 OBJECTIVES OF THE COURSE This course explores the strategic, operating, financial, family, and career issues found in familyowned and managed companies or privately-held firms. The goal of the course is to provide the tools to be successful whether as part of a family business, as an employee with a family business, or as a consultant to a family business. Specifically, the learning objectives are to: Identify the characteristics that differentiate a family business from a non-family business; Examine the life cycle of family businesses in terms of business, family, and ownership; Learn methods to enhance communication and conflict resolution with family business owners; managers, and family members both inside and outside of the business; Learn to evaluate situations and problems in family businesses; Develop awareness of appropriate tools and planning techniques for application within a family business. COURSE REQUIREMENTS Grading will be based on class participation, attendance, and submitted assignments, as follows: Class participation and quizzes: 15% Case analyses (2): 10% Article summary: 5% Midterm & Final Exams: 30% Family Business Case Study: 30% Family Business Case Presentation: 10% Class Participation and Quizzes You are required to go over the assigned readings before coming to class. You can earn participation points during class by showing your preparedness with class materials. Announced and unannounced quizzes will be used to assess your preparation. Case Analyses There are two required case analyses during the semester. Each student is expected to read the case before class and hand in a 3-5 page analysis on the date the case is due. Case analysis instructions: Read the case carefully. Then include the following in your assignment: 1) The main issues facing the entrepreneur(s)/company 2) What the entrepreneur(s)/company should do (in your opinion), and why 3) The relationship between case issues and the content of other texts you have already read for the course Case analyses will be evaluated on: answering the case questions in terms of main points and support provided; reasoning, relevance, and credibility of the analysis; and ability to generate links between the case and course lectures and readings. 6

7 Article Summary You will be responsible for bringing in an article from a reputable news source related to some aspect of the current course readings. You will have minutes to summarize the article for the class and to explain how it relates to recent course material. Additional time may be allotted to respond to any questions from the class or discussion arising from the article. You will be scored on your ability to effectively summarize the article for the class and to relate it appropriately to course concepts. This will be an informal conversation with the class, so no Powerpoint is necessary. Family Business Case Study The main assignment for this course sends you out into the field to investigate a family business and business family of your own choosing. Your task is to find someone who is willing to provide you with details on his/her business and family, and to then develop and analyze your own case study. You will work on the case study in teams. Many students learn a lot by selecting their own family businesses for this assignment. As such, I highly recommend this option for those of you who are part of a family business. For those of you who are not part of a family business, I strongly encourage you to team up with someone whose business you find intriguing. Numerous opportunities will be available in class for you to become somewhat familiar with your peers family businesses. Written Report (Part A) Part A represents the introduction to your case study and should include two components: 1. Situation description An overview of your chosen family enterprise (e.g., founding date, major products/services, extent of family involvement in terms of ownership and employment) An identification of the organization s stage of development on all three dimensions of the conceptual framework discussed in class (i.e., ownership, family, business) A description of the key issues or problems currently facing the firm and/or family members (there need not be an issue/problem for each dimension) 2. Problem / Issue diagnosis An analysis of the underlying cause(s) of the current issues or problems facing the firm or family members In analyzing the business family, you should consider any family system characteristics discussed in class that you deem relevant to your analysis (e.g., communication patterns, conflict resolution patterns, sibling rivalry, life stage, etc.) 7

8 Written Report (Part B) Part B is the final report of 15 pages that includes a revised Part A and then presents the conclusion to your case study. It should include two components: 1. Recommendations Specific suggestions for addressing the problems/issues identified in Part A of your analysis (and/or for addressing any new problems/issues that have emerged since writing Part A) 2. Supporting Rationale A discussion of why your specific suggestions make sense, given the key constituents and dynamics within the ownership, family and business spheres of your focal family enterprise You will present your entire case study to the rest of the class. Depending on the final number of project teams, you will have about 15 minutes for the formal part of your presentation (the exact amount of time will be announced in class). This will be followed by a short question and answer period. Every student will have the opportunity to evaluate the members of their team at the end of the semester. If a student receives low assessments from each of his/her teammates for failing to contribute to the group assignments, he/she will receive a deduction in their final grade. 8

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