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MASTER IN BUSINESS ADMINISTRATION PROGRAM

BUS 550

Financial Management

Online

Syllabus

BUS 550 Syllabus

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Table of Contents

Westcliff University Mission Statements .................................................................................................... 3

Welcome to Financial Management – BUS 550 ......................................................................................... 4

Course Description ...................................................................................................................................... 6

Course Learning Outcomes (CLOs) Linked to Program Outcomes ........................................................... 7

CLA Linking Table ..................................................................................................................................... 8

Detailed Description of Each Grading Criteria: .......................................................................................... 9

Rubrics ....................................................................................................................................................... 13

Detailed Course Outline ............................................................................................................................ 18

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Westcliff University Mission Statements

Westcliff University

Westcliff University’s mission is to educate, inspire, and empower students from around the world to

acquire the competencies to excel personally and professionally through innovative, high-quality distance

and campus programs.

College of Business Mission Statement

Westcliff University’s College of Business mission is to deliver a high-quality business education that can

improve the lives of students, personally and professionally. The College’s teaching philosophy is to

vitalize business concepts by offering a curriculum in a pragmatic and relevant framework. Through the

use of innovative teaching methods, students are enabled to enhance their business acumen in an ethical

and socially responsible way.

MBA Program Mission Statement

Westcliff University’s mission for the Master of Business Administration program is to offer a broad

spectrum of core concepts in ancillary fields of business that prepare students to lead people and projects

in an innovative and creative environment, the program enables students to develop and implement

business strategic initiatives in an ethical and professional manner.

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Welcome to Financial Management – BUS 550

Hello Students and Welcome to Class:

I am looking forward to working with each of you as we embark on this journey together. Please feel free

to contact me anytime with questions about the course and the assignments described in this syllabus. I

am also happy to provide additional clarification of any assignment, so please do not hesitate to ask

questions.

I will generally return e-mail messages within 24 hours. Communication between Students and Instructors

is paramount to the overall quality of a course.

Assessing the individual needs of a student will make the difference between a mediocre and successful

experience, therefore each Professor at Westcliff University has a unique and personal instruction style

that focuses on increasing Student knowledge. As an Instructor, I try to foster an open learning

environment that leads to problem solutions through concept application. My goal is to show students the

many different possibilities available through research and study while providing my own professional

insight. It is my sincere desire to assist you in rising to the rigorous challenge presented by this course.

Additionally, if you are unable to participate in class discussion during a particular week, or are unable to

meet a deadline, I require that you contact me in advance to discuss this matter.

Professor: Dr. Ali Saad

Email: alisaad@westcliff.edu

Office Hours: By Appointment only

University Phone Number: 888-491-8686

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Instructor Biography

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Course Description

COURSE NAME Financial Management

CODE BUS 550

UNITS 3

CAMPUS Online

TERM Spring 2019 – Session 4

LENGTH OF CLASS 8 weeks

SESSION START March 04, 2019

SESSION END April 28, 2019

VIRTUAL CLASS SESSION (VCS)

Wednesdays 6:00-8:00 PM

INSTRUCTOR Dr. Ali Saad

CONTACT INFORMATION alisaad@westcliff.edu

COURSE DESCRIPTION This course is an applied financial and managerial accounting course. The course focuses on the principles of financial and managerial accounting used to resolve difficult strategic and operational decisions. The objective of this course is to provide the decision makers with financial and managerial accounting theory, concepts, and tools necessary to make better financial management decisions as well as enable the student to make sound judgments regarding financial analyses performed by others.

REQUIRED TEXT Fundamentals of Corporate Finance, 11th Edition Stephen A. Ross, Massachusetts Institute of Technology Randolph W. Westerfield, University of Southern California Bradford D. Jordan, University of Kentucky ISBN: 978-0-07-786170-4 Copyright year: 2016

METHOD OF INSTRUCTION The course is conducted entirely online. Students interact with each other and with the faculty in an online learning system. Learning will be facilitated through quizzes, discussion questions, professional individual assignments, cooperative learning, and case studies.

SCOPE Student outcomes are measured through professional individual assignments, discussion postings, comprehensive learning assessments, and class participation. This ensures that the scope of this course will be a closed cycle.

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Course Learning Outcomes (CLOs) Linked to Program Outcomes

Learning outcomes are statements that describe significant and essential learning that learners have

achieved, and can reliably demonstrate at the end of the course. Learning outcomes identify what the

learner will know and be able to do by the end of a course – the essential and enduring knowledge, abilities

(skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a graduate of

this course. The learning outcomes for this course summarize what you can expect to learn, and how this

course is tied directly to the educational outcomes of your MBA degree.

Course Learning Outcomes (CLOs)

MBA

Program

Outcomes

(K)

Knowledge

(S) Skill

(A) Attitude

1. Develop an understanding of the accounting and finance vocabulary, terminology, charts, tables, equations, and calculations. Distinguish,

and apply the principles of T-accounts, debits and credits. 1, 2, 3, 9 K, S

2. Analyze, and evaluate a Balance Sheet, Income Statement, and Statement of Cash Flows. Prepare a SWOT (Strengths, Weaknesses,

Opportunities, and Threats) analysis. Compose a “horizontal” and

“vertical” analysis of the balance sheet and income statement of a

publicly traded corporation.

1, 2, 3, 6, 9 K, S

3. Develop a comprehensive understanding of the concept of Time Value of Money (TVM). Calculate, and evaluate Present Value,

Future Value, Net Present Value, Internal Rate of Return (IRR),

Profitability Index (PI), and Coefficient of Variance (CV) as applied

in capital investment projects.

1, 2, 3, 6, 9 K, S

4. Evaluate short term versus long term investment decision, increasing shareholder values.

2, 6, 8 K, S

5. Compile technical and strategic investment principles.

6, 7 K, S, A

6. Determine and evaluate the performance of a well-diversified portfolio.

4, 6, 7, 9 K, S

7. Specify the ethical issues in finance and accounting, as well as related fiduciary responsibilities.

2, 5, 7 K, S, A

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CLA Linking Table

Comprehensive Learning Assessments (CLAs) directly measure Course Learning Outcomes and

indirectly measure MBA Program Outcomes. The following table shows how all those are linked

together.

Comprehensive Learning

Assessments (CLAs)

Course Learning Outcomes

(CLOs)

MBA Program Outcomes

CLA1 (Week 4)

1, 2, 3, 4 1, 2, 3, 6, 8, 9

CLA2 (Week 8)

1, 2, 3, 4, 5, 6, 7 1, 2, 3, 4, 5, 6, 7, 8, 9

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Detailed Description of Each Grading Criteria:

What are Grading Rubrics (Metrics)?

Westcliff University makes use of Grading Rubrics for scoring of grades in many assignments.

Grading or scoring rubrics are used as a tool used to delineate criteria and expectations pertaining to

assignments and to establish an outcome consistency in grading. Typically, rubrics are divided into

components so as to allow for a more direct and precise measurement and interpretation of

assignments. Hence, rubrics are designed to provide guidelines for grading assignments and

represents a systematic appraisal of student-work only from this perspective. The final grading of all

assignments will have a subjective component that typically includes the instructor’s interpretations,

judgments, and any policies pertaining to assignments.

A. Grading Criteria for Class Participation

For students participating in an Online course, students will receive two weekly Participation grades:

(1) Virtual Class Session (VCS) Discussions:

Students will also participate in a two hour Virtual Class Session (VCS) held on weekday evenings

each week. Attendance for the VCS is highly encouraged, but is not required. Students may earn credit

for the Virtual Class Session Discussions in one of two ways:

1. Students who attend the live VCS will receive a grade for their participation throughout

the VCS.

2. Students who opt out of attending the live VCS will be required to watch the posted

recording of the VCS. Students must then turn in a 1 page summary of the topics covered

in the VCS by Sunday at 11:59pm of the same week.

(2) Online Discussion Board Discussions

Each week, students will be assigned 1-3 Discussion Questions. For each Discussion Question,

students must post an answer in the Discussion Board on their course Global Academic Portal (GAP)

by the assigned deadline each week. Students must then post a Peer Response for each Discussion

Question by the deadline that same week. The GAP can be accessed online at gap.westcliff.edu.

You are expected to answer each discussion question critically by using your textbook, LIRN-based

research, and the Internet and actively participate in class. All discussion responses should be at least

1 paragraph in length with significant, rigorous content. Your response should reflect your ability to

conduct research and should include citations. You should also present your analysis and back it up

with specific examples. Responses to other learners' analyses should add substance, request

clarification, provide a different perspective, or challenge the assertions made by providing real or

hypothetical scenarios that the original analysis does not adequately address. It is also good practice

to provide normal, supportive comments. Everyone appreciates this feedback. Remember, the purpose

of course discussions is to stimulate academic debate.

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At the graduate-level, discussion questions can be based on any one (or combination) of the

following resources:

 Textbook, current and previous chapter(s)

 Other readings

 Research (journals, periodicals, and other electronic resources)

 Lecture

The University makes a concerted effort to promote a variety of discussion questions that related to

the current course and/or its content as it relates to the field in business in general.

In assigning grades to class discussion, faculty will focus primarily on the quality of your input;

however, it usually takes at least some quantity of participation for us to make that evaluation.

Good case discussions take the group farther than any one individual or study group can go on their

own. However, it takes at least a certain quantity of participation to make that evaluation. Instructors

will develop grades and scores based on the quantity and quality of your contributions.

In general, the instructors’ criteria are:

1. Are points made relevant to the discussion? 2. Do they go beyond a mere recitation of case facts, and are implications clearly drawn? 3. Is there evidence of analysis rather than expression of opinion? 4. Are comments linked to those of others? 5. Did the contribution further the class’ understanding of issues?

Students who neglect to submit their Class Participation responses (either answers to discussion

questions or responses to classmates/faculty) by the stated weekly deadlines will be deducted up to

15% of the online participation points possible for that week. Discussion Boards close on Sunday of

each week at 11:59pm at which time students are no longer able to post responses and receive no credit

for missed posts. Technological issues are not considered valid grounds for late assignment

submission. Students are responsible for printing their own assignments, when necessary. Unless an

‘Incomplete’ grade has been granted, assignments submitted after the last day of class will not be

accepted

B. Grading Criteria for Professional Assignments:

In Weeks 2 and 6 students will write a 3-4 page paper in response to a case study or similar assignment

provided by your professor. Student answers are to be clear, well-organized, and specific. Provide a

concise, cogent argument and include details to support your response.

Please refer to Expectations of Student Assignments and the Formatting Requirements for

Written Assignments on page 10 of the University Policies for a detailing of specific expectations

for how to format and write your paper. Additionally, you may refer to the PA and CLA Grading

Rubric found on page 18 of the University Policies.

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C. Grading Criteria for Quizzes

In Week 7 you will have a quiz. Quizzes will cover the chapters assigned and discussed during the

previous week(s). Your access to the quiz begins on Monday and closes on Sunday at midnight. All

quizzes are strictly closed book.

Some Quizzes will be chosen for proctoring. Please see the Proctored Examination Policy on Pg. 11.

Grading Criteria for Comprehensive Learning Assessments (CLAs):

CLAs are comprehensive assignments that provide evidence of how well students have mastered the

course content and test the students on all the Course Learning Outcomes. CLAs measure student

achievement of CLOs in a way that goes beyond rote memorization and gauges true understanding

and mastery of course content. CLAs can include assignments such as case study analyses, research

papers, and/or student presentations. The answers provided to graduate level CLA’s must

demonstrate a broad view of organizational performance factors from the general management

perspective that demonstrate concepts pertaining to effective leadership and management in the 21st

century globalized business economy. One of the grading criteria requirements is that answers

provided exhibit skills that promote and integrate program outcomes and should include decision-

making, strategic management, creativity and innovation, leadership, problem-solving and real-time

business application. Answers must also demonstrate the student’s ability to research and

demonstrate a graduate writing level.

D. Comprehensive Learning Assessment (CLA 1) In Week 4 students are to write a 8-10 page minimum APA formatted paper in response to a case study

or similar assignment provided by the professor. Students must reference at least six sources beyond

the course materials. Students’ answers are to be clear, well-organized, and specific. Provide a

concise, cogent argument and include details to support your response. CLA 1 focuses on assessing

course foundations and the student’s ability to define and understand its main concepts.

Please refer to Expectations of Student Assignments located on page 16 of the syllabus and the

Formatting Requirements for Written Assignments located on page 17 of the syllabus for a detailing

of specific expectations for how to format and write your paper. Additionally, you may refer to the PA

and CLA Grading Rubric found on page 26 of the syllabus.

E. Comprehensive Learning Assessment (CLA 2)

Written Paper Criteria:

In Week 8 students complete CLA2, which is the logical culmination of the course. Your CLA2

submission (cumulative report) should be a minimum of 12-15 pages in length. The CLA assignments

encompass the learning outcomes for this course and are designed to demonstrate what has been

learning or achieved by the student. CLA 2 measures the student’s competency and mastery of the

course concepts, particularly the application of those concepts.

Please refer to Expectations of Student Assignments and the Formatting Requirements for

Written Assignments on page 10 of the University Policies for a detailing of specific expectations

for how to format and write your paper. Additionally, you may refer to the PA and CLA Grading

Rubric found on page 18 of the University Policies.

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F. Comprehensive Learning Assessment (CLA 2) Presentation CLA2 Presentation Criteria:

In addition to your CLA2 report, please prepare a professional PowerPoint presentation summarizing

your findings for CLA2. The presentation will consist of your major findings, analysis, and

recommendations in a concise presentation of 15 slides (minimum). You should use content from your

CLA2 report as material for your PowerPoint presentation. In addition, you should include learning

outcomes from all your major assignments. This would include PA1, CLA1, PA2, and of course,

CLA2 (unless otherwise specified by your Professor). An agenda, executive summary, and references

slides should also be included. Please keep in mind that the university is moving towards a more digital

footprint for our students. This means that your final CLA2 presentation may be recorded, so that you

may include it in your “e-portfolio” (graduating students should have all of their CLA2 presentations

on a flash-drive, in addition to student biography, resume, interests, etc.) Students will present their

PowerPoint during the last week of class in either the On-Campus Class Session or the online Virtual

Class Session, as determined by the professor. Presentations should not exceed 15 minutes.

Each CLA2 and presentation will become a part of the student’s digital portfolio. Upon completion of

the program, the student’s digital portfolio will demonstrate the student’s mastery of the course and

program learning outcomes.

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Rubrics

GRADING METRICS FOR WEEKLY ONLINE DISCUSSION Exemplary Proficient Needs Progress Unsatisfactory

Points 30 27 24 21 18 15 12 9 6 3 0 Weight of Grade

Answering Discussion

Questions

Student answers or responds

to all questions completely,

demonstrating knowledge

and understanding of key

concepts, ability to think

critically, and has included

original examples in his/her

response. It is required that

the textbook and/or scholarly

research be included to justify

and/or solidify any argument

or reasoning.

Student answers or

responds to all discussion

questions, but lacks some

demonstration of

understanding of key

concepts, or ability to think

critically, or does not

include examples and/or

textbook or scholarly

research.

Student answers or responds

to at least one, but not all

discussion questions, and/or

lacks some demonstration of

understanding of key

concepts, or ability to think

critically, or does not include

examples.

Student fails to answer or

respond to discussion

questions assigned and/or

does not demonstrate

understanding of key

concepts, or ability to think

critically, or does not include

examples.

30%

Points 30 27 24 21 18 15 12 9 6 3 0

Response to

Peers

Student’s responses are well

conceived, offering insight

and original examples.

Student incorporates or

builds off of the ideas of

others and provides analysis

of concepts discussed.

Student responds to

classmates’ postings but a

few responses are not well

conceived, or do not offer

insight, or original

examples. Student might

not incorporate or build off

of the ideas of others in a

meaningful way and may

lack analysis.

Student responds to

classmates’ postings, but

does not meet the minimum

number of responses

required, and some

responses are not well

conceived, or do not offer

insight, or original examples.

Student might not

incorporate or build off of

the ideas of others in a

meaningful way.

Student neglects to respond

to classmates’ postings or

responses are not well

conceived, do not offer

insight, or original examples.

Student does not

incorporate or build off of

the ideas of others.

30%

Points 25 22.5 20 17.5 15 12.5 10 7.5 5 2.5 0

Preparation

Student brings in outside

examples and is able to

examine a problem or

situation from a variety of

perspectives.

Student demonstrates an

understanding of key

concepts, but offers only

some analysis or original

thought.

Student responds to

questions and postings with

verbiage copied directly

from textbook, rather than

in their own words.

Student fails to

demonstrate knowledge or

understanding of the

assigned reading.

25%

Points 15 13.5 12 10.5 9 7.5 6 4.5 3 1.5 0

Accountability Student posts answers and responses on time.

Student is late in posting

and/or responding to

postings, but has a viable

excuse and has notified the

professor in advance.

Student is late posting either

answers or responses. Student fails to post answers

and responses on time. 15%

Total Possible 100%