This collaboratively authored guide helps institutions navigate the uncharted waters of tagging course material as open educational resources (OER) or under a low-cost threshold by summarizing relevant state legislation, providing tips for working with stakeholders, and analyzing technological and process considerations. The first half of the book provides a high-level analysis of the technology, legislation, and cultural change needed to operationalize course markings. The second half features case studies by Alexis Clifton, Rebel Cummings-Sauls, Michael Daly, Juville Dario-Becker, Tony DeFranco, Cindy Domaika, Ann Fiddler, Andrea Gillaspy Steinhilper, Rajiv Jhangiani, Brian Lindshield, Andrew McKinney, Nathan Smith, and Heather White.
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Ethics is about determining value; it's deciding what's worth doing and what doesn't matter so much.Business ethics is the way we decide what kind of career to pursue, what choices we make on the job,which companies we want to work with, and what kind of economic world we want to live in and thenleave behind for those coming after. There are no perfect answers to these questions, but there's adifference between thinking them through and winging it. The Business Ethics Workshop provides aframework for identifying, analyzing, and resolving ethical dilemmas encountered through working life.
This course takes an interdisciplinary approach to ethics in business and provides modules in Ethical Leadership, Ethical Decision-Making, Social Responsibility, and Corporate Governance. Students will actively study ethical theory by carrying out exercises to help them build theory-based tools for encountering ethical problems in business practice. They will also work with cases in business ethics designed to give them practice in developing skills of ethical leadership, ethical decision-making, and carrying out socio-technical analyses to respond to issues of social responsibility. This course will culminate in an Ethics Bowl competition in which students will practice ethics advocacy in a variety of organizational contexts in business. This course is being developed as a part of an NSF-funded project, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF SES 0551779.
The author's goals in writing Exploring Business were simple: (1) introduce students to business in an exciting way and (2) provide faculty with a fully developed teaching package that allows them to do the former. Toward those ends, the following features are included in this text:1- Integrated (Optional) Nike Case Study: A Nike case study is available for instructors who wish to introduce students to business using an exciting and integrated case. Through an in-depth study of a real company, students learn about the functional areas of business and how these areas fit together. Studying a dynamic organization on a real-time basis allows students to discover the challenges that it faces, and exposes them to critical issues affecting the business, such as globalization, ethics and social responsibility, product innovation, diversity, supply chain management, and e-business.2- A Progressive (Optional) Business Plan: Having students develop a business plan in the course introduces students to the excitement and challenges of starting a business and helps them discover how the functional areas of business interact. This textbook package includes an optionalintegrated business plan project modeled after one refined by the author and her teaching team over the past ten years.3- AACSB Emphasis: The text provides end-of-chapter questions, problems, and cases that ask students to do more than regurgitate information. Most require students to gather information, assess a situation, think about it critically, and reach a conclusion. Each chapter presents ten Questions and Problems as well as five cases on areas of skill and knowledge endorsed by AACSB: Learning on the Web, Career Opportunities, The Ethics Angle, Team-Building Skills, and The Global View. More than 70% of end-of-chapter items help students build skills in areas designated as critical by AACSB, including analytical skills, ethical awareness and reasoning abilities, multicultural understanding and globalization, use of information technology, and communications and team oriented skills. Each AACSB inspired exercise is identified by an AACSB tag and a note indicating the relevant skill area.4- Author-Written Instructor Manual (IM): For the past eleven years, Karen Collins has been developing, coordinating and teaching (to over 3,500 students) an Introduction to Business course. Sections of the course have been taught by a mix of permanent faculty, graduate students, and adjuncts.
Instruction in Functional Assessment introduces learners to functional assessment (FA), which includes a variety of assessment approaches (indirect, observational, and experimental) for identifying the cause of an individual’s challenging behavior for the purpose of designing effective treatments. FA is mandated by federal law and is a recognized empirically based approach to treatment of individuals with challenging behaviors (e.g., disruptive, self-injurious, and aggressive behaviors). Instruction in FA is essential for students who will one day enter professions as educators, psychologists, social workers, counselors, or mental health professionals.The purpose of this textbook is to provide instruction in FA skills for pre-professionals in the fields of education and psychology. This supplemental resource provides the context, background, and knowledge to facilitate students’ acquisition of the methods, decision-making, and skills involved in conducting FA. Each chapter begins with focus questions designed to promote reflective thinking and ends with discussion questions. To promote application of FA in diverse situations and teach important lessons, case studies of individuals with challenging behaviors, interactive activities, and opportunities for practice are embedded in the chapters. Moreover, the text includes the ingredients to facilitate students’ role play and rehearsal of appropriate FA skills while working in cooperative groups and using performance-based training.
This ready-to-adopt Introduction to Business course develops students’ understanding of business fundamentals with learning design structured around timely, real-world case studies and examples. Key topics include the role of business, the global economic and legal environment, ethics, marketing, accounting and finance, and managing processes and operations. Enriched OER content (text, video, simulations, etc.) orients students to the shifting business landscape and prepares them for success in business program curriculum and the workplace.
This course was written by Linda Williams of Tidewater Community College and Lumen Learning and is supplemented by content from OpenStax Principles of Economics, Boundless Business, and videos from multiple sources.
Accuracy and Currency
How accurate is the material, based on current standards in the field?
If the material is inaccurate, does it acknowledge conflicts in perspectives and changes over time?
If the material is outdated, does it serve other purposes (to provide historical perspective, to provoke discussion, or to serve as an example)?
Within this review of Lumen's Open Educational Resource (OER) Introduction to Business by Linda Williams, I chose to pick one part of the course content to review - Corporate Social Responsibility (CSR). The material is based on current standards within the business ethics foundation. This portion of CSR goes over current terminology such as "green-washing" and connects to current controversies within CSR, which is important to students going forward in business. Thus far, I see that this information serves discussion purposes, as well as historical relevance. The chapter starts with President Calvin Coolidge's vantage to of business not being a part of business, outside of people being a foundation to business.
How does the material acknowledge perspectives (of the authors, of other experts in the field, of critical voices, etc.)?
How does the material present facts, opinions, and judgments?
How does the licensing of the material allow the instructor to remix or revise biased content?
The material doesn't acknowledge the author's perspective, which doesn't give a bias. It does present facts within the chapter. In my review, I am unsure if educators can revise the content; but, educators can add portions of the course OER to their classrooms, i.e. CANVAS or Blackboard.
Ability to Overcome Barriers to Engagement
How does the material engage students? Does the material reflect student experience and views?
How do students access the material? Does it require technology skills? Can it be accessed in multiple ways through multiple means?
How does the material/resource respond to accommodative and adaptive technologies?
In reviewing the CSR chapter, I was happy to see video supporting "Increased Pressure from Consumers" subsection of the chapter. This could be a great reflection of students views. This material does require technology skills in order for access to this chapter and OER book. In my review, I was able to connect to the OER course and chapter through a desktop computer, but I did not connect via a mobile phone. For accessibility (ADA) purposes, it is possible to use "talk to text" or "speechnotes" with this OER.
Publishing Process & Licensing
How was the material published? What kind of review/editing process was used?
How is the material licensed and stored? Can it be remixed and revised as needed? Is it subscription-based and if so, who pays for the subscription?
What is the 'permanence' of this material? Is it temporal (likely to be removed or taken down)? What would be the back-up plan if license/access to this material is lost?
Depending if the educator uses "Waymaker", "OHM", or "Candela", each student could pay between $10 to $25 per student as a subscription, in comparison to over $100 for a textbook. Lumen offer workshops and training within their OER program.
Relevant to Course & Institution
How does this material align with course objectives and learning activities?
At the beginning of the CSR chapter, it gives student outcomes such has the definition of CSR, describe the impact of CSR to its stakeholders, and give examples to students of what CSR is within business. This material is align to "Introduction to Business" student outcomes, as well as to AACSB International accreditation.
Relevant to Students
How does the material reflect student interests and learning goals?
How does the material give student autonomy in their learning?
How does the material encourage interaction, critical thinking, and deeper learning/processing