course syllabus cmn 6020 - ethical issues in organizational communication · 2017-11-08 · cmn...

Course Syllabus

CMN 6020 - Ethical Issues in Organizational Communication

Winter 2018, Second Half Session, CRN 20005 6 weeks beginning February 20, 2018 – March 31, 2018 Thursday evenings on-ground Boston 5:50-8:00pm

Instructor Name: Dr. Patricia Goodman E-mail: [email protected] Number: (857)-319-2733 Office hours: By appointment Please feel free to contact me at any time. I will respond to emails and voicemails within 24 hours.

In the event that some concern about the course arises and is not addressed by the instructor, please contact Dr. Carl Zangerl, Faculty Director at [email protected].

Required Textbook(s)/Materials Case Studies in Organizational Communication: Ethical Perspectives and Practices (2012), second edition, edited by Stephen May (Sage Publications). ISBN: 978-1412983099

You will also be required to order two Harvard Business Publishing case studies – detailed information will be in the Book tab in the course blackboard. Note: do not purchase the first edition of the textbook since the second edition uses different cases. Textbooks are available for purchase and shipping through the Northeastern University Book Store.

NU Online 24/7 NU Online Technical Support Get immediate 24/7 technical support for NU Online by calling 855-836-3520 or email [email protected]. For answers to common questions you may also visit the NU Online support portal at: http://smartipantz.perceptis.com/neu/content/default.aspx

Course Description Examines ethical questions that directly affect how organizations communicate and what they choose to relay and omit to their various audiences. Organizational women and men are compelled to make ethical decisions when they communicate. Analyzes cases and academic studies that reflect how ethical and unethical communication affected the fortunes of organizations. Analyzes and evaluates the practical values of ethical yardsticks.

Learning Outcomes

Based on satisfactory participation in this course, a student should be able to:

(1) Demonstrate an understanding of the different frameworks of ethical decision-making, including theconcept of strategic ambiguity.

(2) Identify how the needs and attitudes of internal and external stakeholders influence an organization’scommunication strategies.

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(3) Analyze how the elements of an “ethical organization” apply to specific organizational communication situations and choices, evaluating intended outcome vs. results as illustrated in contemporary case studies.

(4) Demonstrate an understanding of the drivers – including social media and higher standards of institutional accountability – of communication transparency and its practical implications for leaders and communicators.

(5) Sharpen critical thinking skills and ability to identify and resolve ethical dilemmas through analysis, dialogue, and reflection.

Course Methodology

To achieve learning outcomes, students will: • Explain key concepts and vocabulary of ethical communication and ethical decision-making in written assignments and discussion boards. • Apply course readings and concepts, as well as your own experience to diagnose a range of communication scenarios and to decide ‘what will I do’ in ethical situations. The emphasis in the case method learning process is not on arriving at the ‘correct’ solution to a situation, but rather on diagnosis and exploration of alternative courses of action. • Demonstrate competency in Standard Written Business English including grammar, expression, and syntax by submitting written assignment, working actively with a writing specialist on a weekly basis, and applying APA documentation guidelines.

Assignments designed to achieve learning outcomes Attendance/Tardiness As the weekly participation is a vital part of the learning experience, all students are expected to actively be engaged every week. However, in the event of extraordinary, legitimate and unavoidable situations, students may be excused for absence. Extraordinary, legitimate and unavoidable situations include personal illness, urgent family business, and religious requirements. Students should inform the instructor by text or e-mail about the excused absence as soon as possible. If you must miss any work, you will be responsible for material covered for the final assessment, and you should check the course website as soon as possible for any assignments. Online-Class Discussions All students are expected to be present and participate in the discussion board to earn full credit. There will be different levels of communication, i.e. individual, pairs, and teams, to allow for various comfort levels. During discussions, civil discourse should be maintained at all times and comments should be aimed at moving the discussion forward. Weaving personal experiences or professional challenges into the comments will score high. Feel free to challenge your classmates and your professor. The expectation is to be respectful, tolerant, and open to discovering other views. In addition, please turn off and put away all cell phones and PDAs prior to class and refrain from texting, emailing or web surfing during class. If you are awaiting an urgent call and need to leave your phone on during class, let the instructor know prior to class. Discussion Board Objective of the assignment: Participation via the Discussion Board will be very important in this course as an extension of your learning and demonstrating your knowledge. Both the quality and quantity are important; comments are expected to be reasonably timed and relevant. Students are expected to provide an original answer to each Discussion Board topic and respond to / comment on no less than two (2) fellow students’ posts. Student interaction should be respectful, relevant and within the boundaries of course material.

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Please avoid “social responses” to fellow students’ posts on Discussion Board – brief posts that do not add meaningful value – as they merely add to the volume of Discussion Board posts each student must read. The weekly Blackboard discussions are intended to create a conversation among students. However, I will follow your work closely. Participation will be assessed for each student weekly. Please feel free to ask for feedback on your participation at any time during the course. (See to Appendix B: Discussion Grading Rubric.) Students will be in Discussion Board (DB) Groups (3-4 students per group). DB Groups will be responsible for developing and posting that week’s discussion question. Week 1 students will be organized into Discussion Board (DB) Groups, identified as DB Group 1, DB Group 2, DB Group 3, and DB Group 4, etc. The DB Groups will be responsible for developing the question for the assigned week. The remaining students will answer the question individually. Then, all students will follow-up with one comment related to an initial response. Basically, this is to build a discussion surrounding the topical questions posed. Example of DB process during Week 1: DB Group 1 will email and connect with each other to agree on the question. This question can be related to week's learning through the assigned reading, articles, videos, current events, etc. Someone from DB Group 1 will post the group question before Wednesday midnight under the Discussion Board Week 1 Group Discussion Board Thread. Then, another group member will send a class e-mail notification (including the professor) that the question has been posted. All students, except the members of the question development group, respond to the questions using key terms from the course content responses within 72 hours of posting. Then, everyone will offer at least one comment associated to a response. Post the Group Question by Friday, if there will be a delay in posting, please e-mail Professor Goodman as soon as possible. NOTE: Comments such as, “I agree,” “good point,” or other brief replies of no substance will not count towards your weekly post total. Submitting Essays and Assignments to the Instructor

In the Assignments folder, click on the View/Complete Assignment link to view and submit each assignment. All essays in this course are analyzed by TurnItIn (a plagiarism detection service used by Northeastern University) and the course instructor to ensure students have submitted original work for all assignments in this class during this term. Please review Northeastern University’s Academic Integrity Policy at the end of this syllabus and visit the University’s website for more information.

Once an assignment has been graded, students click on My Grades in the Tools module from the Northeastern University Online Campus tab to view the grade and instructor feedback.

Course Written Assignments and Assessment The following assignments that will make up the grade in this course. The specific instructions for each assignment will be described in the appropriate Assignments folders. Prior to the scheduled assignment or assessment explicit details will be provided with learning expectations, sources, and full grading rubric. Case Study Analysis The case study method is used by most of the instructors in the Organizational Communication curriculum at Northeastern. In this course, students should gain familiarity and confidence in using the case study method to delve into a wide range of communication concepts and how they play out in real-world situations. For an excellent introduction to the case method, read John Hammond’s “Learning by the Case Method” article posted in the Week 1 Reading folder.

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Over the course of the next six weeks, you will be working on two case analyses. Specific assignment descriptions can be found in the Week 1 and Week 4 Assignment folders. An integral part of the case method learning process is an exchange of ideas and perspectives prior to ‘writing up’ the case analysis. To create this learning process in our course, students will be assigned to learning teams, each with its own Group Discussion Board – click on the Case Study Learning Team tab in the main menu, find your team (see below), click on that link and you will access the first discussion thread. This allows an asynchronous exchange of perspectives. Ethical Vignette/Cartoon Strip Create a short ethical vignette or cartoon strip depicting a challenge in the decision making process for the ethical dilemma. Ethical Analysis Presentation Objective of the assignment: Students explore in depth an ethical issue based on first-hand sources, to include interviews. This analysis paper assists students in reflecting on learning and decision models. The professor will approve topics. See Research Process Steps to review basic research paper foundations http://www.bcps.org/offices/lis/researchcourse/steps.html Ethical Analysis Report Team Presentation: Students will provide a 15-20 min presentation summarizing multiple perspectives of an ethical situation, outcome alternatives, the decision making process employed, and recommendation using PowerPoint or Prezi format. No more than 10 slides with fewer than 7 bullets per slide, one photo or table, citations required. Rubric for the presentation is as follows. Organization of Presentation – Maintain clear and concise points on each slide. Content – Clear and concise explanation incorporating key course concepts. Professionalism – proper grammar and APA format. Creativity of Presentation Grading/Evaluation Standards Assignments Total Points 100 Discussion Board (6 postings @ 5pts each) 30 Ethical Vignette/Cartoon Strip 10 Peer Review of Case Analysis (5 pts each) 10 Case Analysis (10 pts each) 20 Report Outline 10 Ethical Analysis Report Presentation 20 Class Schedule / Topical Outline: (SUBJECT TO CHANGE…For up-to-date details about readings, lectures, assignments, etc., students should regularly review the weekly Course Material folder on Blackboard.)

Week Topic Reading Writing Assignment

1 Definitions of ethical behavior and communication

IABC, PRSA May Introduction Ethical and Unethical Communication (posted in Course Material)

Discussion Board Group 1

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2

Framework for ethical decision-making and communication

Schockley-Zalabak, A Matter of Trust (posted in Course Material) Toyota #6 in May

Discussion Board Group 2 Ethical vignette/Cartoon Strip

3 The organizational context for ethical communication

Assessing the Ethical Culture (posted in Course Material) IoIC survey results (posted in Course Material) Enron #5 in May

Discussion Board Group 3 Case Analysis, Peer review of Case Analysis

4

The intercultural context for ethical communication

Li article (posted in Course Material) Daimler #16 in May

Discussion Board Group 4 Case Analysis, Peer review of Case Analysis Outline Ethical Analysis Report

5 Social responsibility, trust, and transparency

Morsing & Schultz, Corporate Social Responsibility Communication (posted in Course Material) Gap #4 in May

Discussion Board Group 5 Draft Ethical Analysis Report Presentation

6

Integrating course themes

Wyeth #14 in May

Discussion Board Group 6 Final Ethical Analysis Report Presentation

Grading Scale and Feedback Rubric In the Master’s in Corporate and Organizational Communication program, grades represent an important form of feedback to students. At the graduate level, our expectation is that student work will demonstrate a basic understanding of course concepts and address all the requirements of an assignment – this is the meaning of a ‘B/B+’ grade. To achieve a grade in the ‘A’ range, the work must thoroughly address aspects of the assignment and exceed the requirements of the assignment. See below the brief descriptions of what the letter grades mean. The Assignment Rubric is part of all TurnItIn assignments. It has been developed based on the following assessments description.

Grade Content Assessment

Writing Quality Assessment

A Range

A (95-100) Outstanding, insightful work. Goes beyond requirements of the task to develop a response, which is thoughtful, reflective, considers alternative views and makes

The writing conveys sophistication and originality in ideas and in approach to the assignments. The writing responds successfully to the assignments and communicates effectively to the intended audience. The reasoning and logic in the papers shows substance and depth. Writing shows a skillful integration of sources to support the writer’s ideas. Writing maintains a clear and consistent focus. The writing is well organized and the overall organization supports the main focus of each paper. More specifically, each paragraph contains

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connections among ideas and information from different sources or from different aspects of the course. Well researched and documented (if research is part of assignment). Displays creativity and originality.

one idea that is developed with details, examples, reasons, or evidence, and each paragraph demonstrates a clear relationship to the next paragraph. Writing shows an elegant sense of style and a clear command of the grammar, punctuation, and spelling of standard written English; i.e., there are no errors or patterns of errors. Instructors in the Master’s in Corporate and Organizational Communication use APA Formatting and Style Guide: http://owl.english.purdue.edu/owl/resource/560/01/

A- (90-94) Very good work. Purposefully and logically developed. Thoroughly addresses all aspects of the task. Synthesis of details and concepts from various sources or topics shows evidence of sound understanding and thoughtful examination. Research information appropriately cited (if research is part of assignment).

B Range

B+ (87-89) Good work. Generally clear, accurate and relevant.

The writing conveys originality in ideas and in approach to the assignments. The writing responds adequately to the assignments and communicates to the intended audience. The reasoning and logic in the papers is adequate.

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Adequately addresses all requirements of the task. Demonstrates understanding of course concepts, with evidence of some thoughtful examination and reflection. Development is generally logical, facts generally correct. Tends to focus on one interpretation.

Writing shows an adequate use of sources to support the writer’s ideas. Writing maintains a consistent focus. The writing is generally well organized and the overall organization supports the main focus of each paper. More specifically, most paragraphs contain one idea that is developed with details, examples, reasons, or evidence, and most paragraphs demonstrate a relationship to the next paragraph. Writing shows an adequate sense of style and a clear command of the grammar, punctuation, and spelling of standard written English; there is no more than one pattern of errors that confuses meaning. Instructors in the Master’s in Corporate and Organizational Communication use APA Formatting and Style Guide: http://owl.english.purdue.edu/owl/resource/560/01/

B (84-86) Satisfactory work. Shows basic understanding of concepts with minimal evidence of reflection or thoughtful analysis. Complies with the basic requirements, relies on limited sources of information, little integration of concepts.

B- (80-83) Minimally satisfactory work. Shows some understanding of concepts with

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little reflection or analysis. Barely meets basic requirements of assignment.

C Range

C+ (77-79) C (74-76) C- (70-73) Unsatisfactory work. Fails to address the topic in a meaningful way. May be extremely brief, inaccurate, illogical or undeveloped.

The writing needs to respond more completely and consistently to the assignments or responds incompletely or inconsistently to the assignments. The reasoning in the papers needs depth and substance, or the reasoning in the papers is severely flawed, and contains many unsupported generalizations. Writing needs to use sources more effectively and thoroughly to support the writer’s ideas, or shows an ineffective use of sources to support the writer’s ideas. Writing needs a more unified and developed focus, or fails to develop a focus. Writing needs to be organized more effectively or is not organized. More specifically, paragraphs contain one or more than one idea that is not developed with details, examples, reasons, or evidence, and there is a lack of transitions from one paragraph to the next. Lastly, the writing shows little or no command of the style or grammar, punctuation and spelling of standard written English and contains multiple errors and patterns of errors. The patterns of errors confuse meaning. Instructors in the Master’s in Corporate and Organizational Communication use APA Formatting and Style Guide: http://owl.english.purdue.edu/owl/resource/560/01/

Academic Integrity Policy A commitment to the principles of academic integrity is essential to the mission of Northeastern University. The promotion of independent and original scholarship ensures that students derive the most from their educational experience and their pursuit of knowledge. Academic dishonesty violates the most fundamental values of an intellectual community and undermines the achievements of the entire University.

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As members of the academic community, students must become familiar with their rights and responsibilities. In each course, they are responsible for knowing the requirements and restrictions regarding research and writing, examinations of whatever kind, collaborative work, the use of study aids, the appropriateness of assistance, and other issues. Students are responsible for learning the conventions of documentation and acknowledgment of sources in their fields. Northeastern University expects students to complete all examinations, tests, papers, creative projects, and assignments of any kind according to the highest ethical standards, as set forth either explicitly or implicitly in this Code or by the direction of instructors. The following is a broad overview, but not an all-encompassing definition, of what constitutes a violation of academic integrity. Cheating: The University defines cheating as using or attempting to use unauthorized materials, information, or study aids in any academic exercise. When completing any academic assignment, a student shall rely on his or her own mastery of the subject. Examples include, but are not limited to:

Unauthorized use of aids such as but not limited to notes, text, the Internet, cell phones, etc. to complete any academic assignment.

Copying from another student’s academic work. Unauthorized communication during an examination. Handing in the same paper for more than one course without explicit

permission from the instructor(s). Intentionally viewing a test before it is administered. Storing notes in a portable electronic device for use during an

examination. Fabrication: The University defines fabrication as falsification, misrepresentation, or invention of any information, data, or citation in an academic exercise. Examples include, but are not limited to:

Inventing data, facts, or sources for an academic assignment. Altering the results of a lab experiment or survey. Citing a source in a bibliography that was not used. Stating an opinion as a scientifically proven fact.

Plagiarism: The University defines plagiarism as using as one’s own the words, ideas, data, code, or other original academic material of another without providing proper citation or attribution. Plagiarism can apply to any assignment, either final or drafted copies, and it can occur either accidentally or deliberately.

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Claiming that one has “forgotten” to document ideas or material taken from another source does not exempt one from plagiarizing. The following sources require citation:

Word-for-word quotations from a source, including another student’s work. Paraphrasing (using the ideas of others in your own words). Unusual or controversial facts not widely recognized. Audio, video, digital, or live exchanges of ideas, dialogue, or information.

Students unclear as to whether or not a source requires citation should speak with their professor. Unauthorized Collaboration: The University defines unauthorized collaboration as instances when students submit individual academic works that are substantially similar to one another. While several students may have the same source material, any analysis, interpretation, or reporting of data required by an assignment must be each individual’s independent work unless the instructor has explicitly granted permission for group work. Examples include, but are not limited to:

Submitting work that closely matches that of another student, even when the work is to be original to the student handing in the assignment.

Sharing a take-home examination, case write-up, lab report, or any other assignment with a peer without express permission from the instructor.

Participation in Academically Dishonest Activities: The University defines participation in academically dishonest activities as any action taken by a student with the intention of gaining an unfair advantage over other students. Examples include, but are not limited to:

Misrepresenting oneself or one’s circumstances to an instructor. Stealing an examination. Purchasing a pre-written paper. Selling, loaning, or otherwise distributing materials intended for the

purpose of cheating, plagiarism, or other academically dishonest acts. Destroying, altering, stealing, or forging another student’s work,

library materials, laboratory materials, academic records, course syllabi, or examination/course grades.

Intentionally missing an examination or assignment deadline to gain an unfair advantage.

Forging information or signatures on official University documents. Facilitating Academic Dishonesty: The University defines facilitating academic dishonesty as intentionally or knowingly helping or contributing to the violation of any provision of this policy.

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Examples include, but are not limited to:

Doing academic work for another student. Making available previously used academic work for another individual

who intends to resubmit the work for credit.

Obligation to Uphold Academic Integrity: All members of the Northeastern University community have a role in upholding the Academic Integrity Policy. Any member of the community who witnesses a violation of this policy should report it to the appropriate faculty member or the Office of Student Conduct & Conflict Resolution (OSCCR). Documentation Guidelines: In Northeastern’s graduate organizational communication courses, we require students to use APA guidelines for citing sources. Why is proper citation important? It signals that every student is an active and informed participant in the College’s academic community. It enables instructors to understand how sources are used to support perspectives and conclusions. And it forms the basis for ethical communication practices that are expected in a professional career in communications or any other field. For these reasons, lack of proper APA citation will NOT be tolerated. Students are responsible for learning how to use proper APA citation. To do so, students can review APA guidelines on the Purdue Online Writing Lab website, or by making an appointment with the International Tutoring Center or the Writing Center. Students should review this excellent interactive tutorial developed by the Harvard Graduate School of Education, with a focus on modules 2, 3, and 4: http://isites.harvard.edu/icb/icb.do?keyword=apa_exposed. Failure to use APA guidelines to document sources will result in grade deductions and possible referral to the Office of Student Conduct & Conflict Resolution (OSCCR) College of Professional Studies Policies and Procedures For comprehensive information please see the download the Student Handbook also available on the Student Resources page of the Northeastern University College of Professional Studies website. End-of-Course Evaluation Surveys Student feedback regarding the educational experience in this class is very important to the College of Professional Studies. Student comments will make a difference in the future planning and presentation of our curriculum. At the end of this course, please take the time to complete the evaluation survey at https://neu.evaluationkit.com. Survey responses are completely anonymous and confidential. For courses 6 weeks in length or shorter, surveys will be open one week prior to the end of the courses; for courses greater than 6 weeks in length, surveys will be open for two weeks. An email will be sent to the student’s HuskyMail account notifying you when surveys are available.

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http://isites.harvard.edu/icb/icb.do?keyword=apa_exposed

http://www.cps.neu.edu/images/CPS-Stu-Handbook2012-2013.pdf

http://www.cps.neu.edu/student-resources/

http://www.cps.neu.edu/

http://www.cps.neu.edu/

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course syllabus cmn 6020 - ethical issues in organizational communication · 2017-11-08 · cmn...

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