UNIVERSITY OF LA VERNE SCHOOL OF BUSINESS AND GLOBAL STUDIES BUS 577 Compliance Issues in Supply Chains Winter 2011

(Hybrid*) Main Campus (Saturdays)

*Hybrid course selected sessions of the course are delivered and assignments completed online using Blackboard. The online session(s) will be announced prior to the date of the online class meeting.

INSTRUCTOR: David S. Kung, PhD E-mail: dkung@laverne.edu OFFICE HOURS: Through e-mail, telephone, or by appointment. PREREQUISITE: None OBJECTIVES: This graduate level course studies current aspects of transacting business in the context of supply chain management, partnering and collaboration. The course will focus on enhancing the students awareness and understanding of contractual, regulatory, and collaborative issues that confront business today in transacting business in an electronic age. The course will also develop the students working knowledge of specific partnering principles for application to business operations such as procurement. The overall course objective is to provide MBA professionals with knowledge about compliance in supply chain management and to focus that knowledge onto the practical problems encountered by top level business executives in managing global supply chains. When students successfully complete this course they will have developed and/or enhanced their skills such that they are able to: . Gain and use knowledge about the importance of compliance in supply chain management in a global setting. . Understand the influence of culture on communication and implementation of various aspects of compliance programs in supply chains. . Develop an understanding of how global strategies should be tailored to the locations in which supply chain entities operate and also how globally dispersed parts of the organization can be harnessed to create value within the supply chain. . Understand the issues related to ethical and corporate social responsibility in managing compliance functions in global world class supply chains . Understand issues in managing diversity in the global marketplace. . Think globally and make valid decisions designed to affect compliance in world class supply chain management. . Identify organizational problems and global competitive situations involving the implementation of compliance in global world class supply chains.

. Apply strategic concepts as decisions are proposed, implemented and assessed. (Text is not required; is supplemental)Text: World Class Supply Management, most recent edition. David Burt, Donald Dobler and Stephen Starling. McGraw Hill Irwin, New York (2003). ISBN 0-07-229070-6. Most current edition (7th Edition as of 2007). Recommended Readings: (Available through ULVs electronic library databases in LINK+) Managing in the Global Economy Steers, Richard M. Armonk, N.Y.: M.E. Sharpe, c2006 Managing Business Process Flows: Principles of Operations Management Upper Saddle River, J.J.: Pearson/Prentice Hall, c2006 Operations Management for Competitive Advantage Chase, Richard B. Boston: McGraw-Hill/Irwin, c2006 Operations, Strategy, and Technology: Pursuing the competitive Edge Hoboken, J.J.: Wiley, c2005 Corporate Counsel Forum New York, N.Y.: Practicing Law Institute, c2004 Recommended Internet Source Sites: http://www.advancedmanufacturing.com/leanmanufacturing/leanmanufacturing.ht m http://www.iso.org http://www.isixsigma.com http://www.ascet.com http://www.erc.msh.org http://www.apics.org http://www.asq.org http://www.governmentbids.com http://www.cio.com/research/scm/articles.html http://www.pasba.com http://www.ceoexpress.com http://www.creatcom.8m.com (SCM Resource Web Page) http://www.tcc.mac.doc.gov (Trade Compliance site) http://www.ulv.edu/library http://www.bah.com http://www.mckinsey.com http://www.findlaw.com http://www.cbd.net http://www.fedbizopps.gov

LEARNING METHODOLOGY AND COURSE ACTIVITIES: This is a hybrid course that utilizes the courseware Blackboard and the email system. You will need a Blackboard account to participate in this course. If you do not have one, please go to the laverne.edu website and select Blackboard from the pull down quick
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links menu. Email or telephone for assistance using the information from the ULV Blackboard homepage. If you have any question(s) please email bbhelp@laverene.edu for assistance. The course is organized by sessions/week. The schedule in this syllabus lists each sessions assignments and the readings and assignments to be covered. You will also find the course material assignments under Course Material in Blackboard. There is no final exam in this course. Note: The instructor reserves the right to modify the contents of the syllabus or assignments at any time. Any changes will be provided in writing in advance of the due date of the assignment. Instructors Discussion Board topics and Individual Class Participation: Throughout the term the instructor will be posting discussion topics in the Discussion Board forum of Blackboard for students to respond and discuss each week. This will usually require the student to perform some research so as to be able to respond to the questions. For example, you may be asked to research and describe an example of a good compliance web page versus a poor one, and to provide and support your rationale following our assigned readings and lecture leading up to this topic. Class participation in the form of discussion is of the utmost importance and students are to participate in all forums where such opportunities are provided. When a discussion board assignment is posted, you should review the postings and provide value-added (not just good work or I liked what you said) comments, feedback and questions. Unless otherwise directed, the assignments will be evaluated in terms of: (1) relevance of comments made to the topic of discussion; (2) breadth and depth of comments made to the topic of discussion; (3) personal insights (value-added, original thoughts) including comparisons and contrasts of theory, experience, etc.; and (4) rationale that is substantiated, not based solely on opinion, but also on the literature and recognized experts in the field. Each component is weighted equally. (50% of the course grade) Group Projects: Groups of students will be required to research a current business practices related to our course content. The intention is for the class to share some of the current best practices from a variety of industries (many of which may be from the students own organizations) engaged in supply chain management activities and compliance. For example, a group may collect, evaluate and present findings on the effect of SarbanesOxley and supply chain management on a specific company such as Toyota, or their own organization. There may be multiple team assignments during the course. (50% of the course grade) You will be assigned to a designated group and topic for purposes of a team presentation(s).

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Each team member is to present a segment of an integrated Power Point presentation; the team shall determine presentation order and internal task assignments, e.g., who prepares the power point slides so that there is slideshow uniformity, who introduces the presentation, who presents which segments of the body of the presentation, who presents the conclusions/recommendations, etc. The power point presentation shall include a title page with the team members names and the topic, an introduction of the overall team presentation, a conclusion/recommendation at the end, and the individual contributions of research in the bibliography slide. It is expected that scholarly journals, professional websites and graphics will be used as resources for the presentation. Reference the Presentation Evaluation Sheet posted on Blackboard under Course Material for a breakdown of the points possible. Maximum points are awarded for presentations that incorporate timely statistical data, charts, graphs, video clips, etc. Generally, slides should have no more than 3 or 4 bullets per page, and a video or chart, picture, etc. ideally at least every other slide. Team members are to look the audience in the eye and present their portion of the presentation in a professional manner. Points will be deducted for reading your slides to the class. You should be familiar with your topic and be prepared to answer questions during your presentation. The team is to post a copy of the power point presentation and all journal and/or Internet site articles on Blackboard under Discussion Board threads that will be identified by date and team. It is important that presentations focus concurrently on the assigned subject matter as well as on aspects of compliance, audit, due diligence, partnering and collaboration required in successful SCM (Supply Chain Management). Each team members contribution should link their topic content with supply chain compliance through the use of vivid examples. Please bring a hardcopy notes version of the slideshow presentation for the instructor only (in the interests of green initiatives) and post the power point on discussion board for class members.

(2) Each member of the class audience is expected to participate by asking questions, challenging findings or conclusions, or sharing experiences as a component of their class participation points for the session, both in class and on discussion board. Grading of the Group Project The presentations will be evaluated by the instructor using the individual Presentation Evaluation Sheet (posted on Blackboard for reference under Course Material in a file labeled Individual/Group Power Point Presentation Evaluation Sheet-Final Research Papers) for an overall team grade.

Note: Additionally, to ensure each team member performs an equitable share of the project activities, members of each team will email a peer evaluation of their team members contributions to the team presentation. This will be a confidential submission via email to the instructor following the presentation. The evaluations will be considered by the instructor in determining each individuals overall team presentation participation. If a team member fails to present (failing to contribute to the presentations preparation is covered below) with the team, regardless of the reason, that individual will forfeit 50% of the team presentation grade, receiving a zero for 50% of the team project grade. The team will be expected to deliver that portion of the presentation, which necessitates that all members have a complete set of the entire power point presentation and all source material. If an individual team member fails to participate fully in the preparation of the presentation based input from the Confidential Peer Evaluations and the summary slide attributing contributions to the presentation, an additional deduction of points will be assessed as determined by the instructor, up to an including a zero for participation portion of the group project for that session (50% of the team project grade). The group research project and presentation must include a minimum of three (3) professional websites and also a minimum of three (3) peer reviewed journal articles supporting the findings of the research. Wikipedia is not to be cited as a scholarly source. Minimal effort does not constitute exceptional work. Each group shall identify a group leader who will notify the instructor as to their team members names, their presentation title and the assigned contributions (segments) of each member to the presentation. Each group is responsible for preparing the power point presentation, posting it to discussion board and presenting it in class on the assigned date. Other members of the class are to review the each of the presentations and supporting research and to express his/or views, comments and questions. The responsible team member is to answer these views, comments or questions the week they are posted. GRADING: The following is a brief description of grading criteria and an estimated weight appropriate for this course. Discussion Board Assignments and Class Participation 50% Group Project(s) 50% 100% Assignment Grading: A Clearly stands out as excellent (exceptional) performance. Unusually sharp insight into material; initiates thoughtful questions, sees many sides of an issue. Articulates well and writes logically and clearly. Integrates ideas previously learned from this and other disciplines; anticipates next steps in progression of ideas. 90 to 93 = A-, 94 to 96 = A, 97 to 100 = A+
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B Grasps subject matter at a level considered to be good to very good. Accomplishes more than the minimum requirements in and out of class. Work is of high quality though rarely outstanding. 80 to 83 = B-, 84 to 86 = B, 87 to 89 = B+ C Demonstrates a satisfactory comprehension of the subject matter. Accomplishes the minimum requirements and communicates at an acceptable level for a college student. Has a general understanding of all basic concepts. 70 to 73 = C-, 74 to 76 = C, 77 to 79 = C+ D Quality and quantity of work in and out of class are below average and barely acceptable. 60 to 63 = D-, 64 to 66 = D, 67 to 69 = D+ F Quality and quantity of work in and out of class are unacceptable. ACADEMIC (DIS)HONESTY: Each student is responsible for performing academic tasks in such a way that honesty is not in question. Unless an exception is specifically defined by an instructor, students are expected to maintain the following standards of integrity: a. All tests, term papers, oral and written assignments, recitations, and all other academic efforts are to be the work of the student presenting the material. b. Any use of wording, ideas, or findings of other persons, writers, or researchers requires the explicit citation of the source; use of the exact wording requires a quotation format. c. Deliberately supplying material to a student for purposes of plagiarism is also culpable. When academic honesty is in question, the following may occur: d. A faculty member who has clear evidence that academic honesty has been violated may take appropriate disciplinary action. Appropriate disciplinary action may include, but is not limited to, requiring the student to rewrite a paper or retake a test, giving the student an F on the assignment and/or in the course, and/or recommending expulsion. If the action includes giving a course grade of NCR or F and/or a recommendation for expulsion because of academic dishonesty, the faculty member must report the action to the Department Chair and/or Academic Dean (or to the Campus/Program Director for off-campus situations). 1. If a faculty member has reason to suspect academic dishonesty (even after having seen requested additional or revised work when appropriate) and the student denies the allegation, the faculty member may refer the matter to the Provost (through the Campus/Program Director for off-campus situations). Following due process an Academic Judicial Board may be formed to investigate the matter and make a recommendation to the Provost about whether academic honesty has been violated. The Vice President will then take appropriate action which may include, but is not limited to, academic probation, suspension, or expulsion. In this process students may be asked to produce earlier drafts of their work and/or original notes and resources, other samples of writing, or documents deemed appropriate or necessary by the Board.

2. Grades of F or NCR received in courses due to academic dishonesty will be filed with appropriate documentation for future reference in the office of the Provost by the Department Chair, Academic Dean, or Campus/Program Director. Students receiving an F or NCR as a result of academic dishonesty will be sent a letter from the Provost noting that a second offense will result in expulsion. 3. Expulsion for academic dishonesty will be noted on the students transcript by the words Expelled for Academic Dishonesty. MISSION STATEMENT: (http://www.ulv.edu/qm/ftfh/meetsch0607.pdf)

The Mission of the University

It is the mission of the University of La Verne to provide opportunities for students to achieve their educational goals and become contributing citizens to the global community. This is accomplished by offering high quality degree programs to both traditional-aged and adult learners; providing liberal arts and professional programs from undergraduate to doctoral levels; and delivering programs to students at the central La Verne campus as well as regional campuses and satellite class locations throughout California. The university provides a student-centered, values-based, and diverse learning environment. It takes pride in offering small class sizes in a highly personalized setting. The University encourages effective teaching, research, scholarly contributions, and service to the greater community by sharing its academic, professional, and individual resources. Values: The University of La Verne shares four core values that promote a positive and rewarding life for its students through fostering a genuine appreciation and respect for:
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1. A Values Orientation. The University affirms a philosophy of life that actively supports peace with justice, the health of the planet and its people. Therefore, in light of this affirmation, it encourages students to become reflective about personal, professional, and societal values. It also encourages values-based ethical behavior. 2. Community and Diversity. The University promotes the goal of community within a context of diversity. Therefore, it encourages students to understand and appreciate the diversity of cultures that exists locally, nationally, and internationally. It also seeks to promote appreciation and preservation of biodiversity by helping students understand the impact/dependence of human beings on their environment. 3. Lifelong Learning. The University commits itself to promoting education that facilitates lifelong learning. Therefore, it teaches students how to learn, to think critically, to do constructive research, and to access and integrate information in order to prepare them for continued personal and career growth.
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4. Community Service. The University believes that personal service is a primary goal of the educated person. Therefore, it encourages students to experience the responsibilities and rewards of serving the human and ecological community. WEEKLY CALENDAR OF ACTIVITIES

Note: Please check Discussion Board in Blackboard each week for any assignments. b. This is a Hybrid course, which means portions of the course may be conducted online. You will receive written notification of any online activities; always check Discussion Board for online assignments or class meetings.
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(Assignments are due by Session and Date indicated, including online assignments. Online classes need not log on all at the same time/date. Assignments are due by the class session date for which they appear.) Session 1 Introductions Demonstration of Blackboard/Library Databases Blackboard Discussion Forum Assignment. Each student is to post their response on Blackboard (see the assignment on Discussion Board). Lecture: (See Discussion Board and Class Notes under Course Content in Blackboard) Session 2 Blackboard Discussion Forum Assignment (see the assignment on Discussion Board). Lecture: (See Discussion Board and Class Notes under Course Content in Blackboard) Goup presentations Session 3 Blackboard Discussion Forum Assignment (see the assignment on Discussion Board). Lecture: (See Discussion Board and Class Notes under Course Content in Blackboard) Goup presentations Session 4 Blackboard Discussion Forum Assignment (see the assignment on Discussion Board). Lecture: (See Discussion Board and Class Notes under Course Content in Blackboard) Goup presentations Session 5 Blackboard Discussion Forum Assignment(see the assignment on Discussion Board). Lecture: (See Discussion Board and Class Notes under Course Content in Blackboard) Group presentations for Groups 1 through 6 on Climate Change Course wrap-up. File: 577syllabusWinter2010MainCampus5sessionsSaturdays