UNIVERSITY OF ECONOMICS AND LAW

FACULTY OF BUSINESS ADMINISTRATION

MANAGEMENT
BUS1100

1. COURSE GENERAL IFORMATIONS

LECTURER IN CHARGE:
Name: Tran Thi Hong Lien Title: PhD
Department: Management Phone number: (084) 3724 4555
Faculty of Business Administration
E-mail: lientth@uel.edu.vn Consultation hours : Upon appointment

OTHER LECTURERS
Name: Hoang Doan Phuong Thao Title: Master

Department: Management Phone number: (084) 3724 4555

Faculty of Business Administration
E-mail: thaohdp@uel.edu.vn Contact with lecturers at the Office of
Faculty of Business Administration or by e-
mail or phone number.

COURSE REQUIREMENTS
COURSE NAME MANAGEMENT
COURSE CODE BUS 1100
KNOWLEDGE BLOCK FOUNDATION
NUMBER OF CREDITS 3
NUMBER OF PERIODS: 40 THEORY: 30
(taught in 15 weeks). PRACTICE: 15
PRE-REQUISITE COURSES NIL
o Fundamentals of Marketing
CONCURRENT COURSES
o Micro Economics

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 3. COURSE REFERENCE
- Robbins S.P., Coulter M. and Decenzo D.A. 2017. Fundamentals of
Textbook
Management: Management Myths Debunked. Edinburgh Gate:
Pearson Education.
- Black J. S., Porter L. W. 2000. Management Meeting New Challenges.
Australia:  Pearson.
- Havard Business Review: https://hbr.org/
Other - Thời báo kinh tế Sài Gòn: http://www.thesaigontimes.vn/
Readings Other resources and readings will be provided each week, including lecture
slides, sample exam questions, essay exemplars, case studies, journal articles,
and other resources (referencing, academic writing skills, presentation and
facilitation skills, and essay writing skills) that may be useful for students to
complete their assignments.
4. COURSE OBJECTIVES
The aim of this course is to provide students with a basic understanding of Management
practices and processes, so that students may enter the workforce with an ability to comprehend
managers’ behaviors and actions.

CRITERI
CODE DESCRIPTION OF COURSE GOALS CAPACITY
A
1.1.1.3 Apply knowledge of social sciences and humanities to solving of
4.0
. organizational and management problems
KNOWLEDGE

1.1.2.1 Have basic knowledge of microeconomics, macroeconomics and

3.5
. management theories
1.1.3.1 Have knowledge and ability to think systematically to solve
4.0
. organizational issues
1.1.3.3
Have knowledge of business laws and demonstrate professional ethics. 4.0
.
SKILLS

2.2.1.1
Have ability to identify and detect problems in production and business 4.0
.
2.2.1.4
Have ability to manage a specific activity such as business plans 4.0
.
2.2.2.3
Have ability to form ideas, plan and organize business activities 4.0
.
2.2.3.4 Have ability to analyze the matrix and choose a reasonable management
3.5
. solution
2.2.4.4
Have ability to manage time and other resources 3.5
.
2.2.5.3
Demonstrate professional ethics, integrity and responsibility 3.5
.
2.2.5.4 Demonstrate a professional attitude when solving a business problem 3.5
.

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 2.3.1.3
Have ability to communicate in writing and multimedia 3.5
.
2.3.1.5
Demonstrate critical listening and critical thinking 3.5
.
2.3.2.4
Have ability to work and coordinate with others 3.5
.
3.4.1.4
Be aware of topical issues 3.5
.
3.4.1.5
Have ability to develop a global perspective 3.5
.
ATTITUDES

3.4.2.2
Have ability to manage conflicts in the organization 3.5
.
3.4.2.3
Have ability to adapt in a multicultural work environment 3.5
.
3.4.3.4
Have ability to use methods and tools for research 3.0
.

5. COURSE DESCRIPTION
This course serves both as a stand-alone unit for students who wish to obtain an overview
of management methods and approaches and also as a basis of study for advanced and
specialized courses in Management major. It examines management as a process of planning,
organizing, leading, and controlling the efforts of organizational members and discusses how
recent trends such as globalization, economic change and the effects of technology have led to
profound changes in how organizations are managed. It explores these issues with respect to
large and small, public and private, and domestic and foreign organizations. It begins with an
introduction of management theories and how these theories can be applied to practice. After
examining the current landscape of management theories and practice, students will analyze the
major functions of management and some key areas of management practices. This course also
introduces some key skills required for contemporary managers. Specifically, students are
required to prepare solutions to some emerging management problems and develop team-work
skills.
6. EXPECTED LEARNING OUTCOMES
At the end of this course, students' knowledge and skills are assessed against the expected
learning outcomes of the Teamwork Skill course. Level of expertise is classified based on the
cognitive scale of 6 levels of Benjamin S.Bloom (1956).

CRITERI
CODE DESCRIPTION OF COURSE GOALS CAPACITY
A
KNOWLEDGE

1.1.1.3 Apply knowledge of social sciences and humanities to solving of

4.0
. organizational and management problems
1.1.2.1 Have basic knowledge of microeconomics, macroeconomics and
3.5
. management theories
1.1.3.1 Have knowledge and ability to think systematically to solve 4.0
. organizational issues
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 1.1.3.3
Have knowledge of business laws and demonstrate professional ethics. 4.0
.
2.2.1.1
Have ability to identify and detect problems in production and business 4.0
.
2.2.1.4
Have ability to manage a specific activity such as business plans 4.0
.
2.2.2.3
Have ability to form ideas, plan and organize business activities 4.0
.
2.2.3.4 Have ability to analyze the matrix and choose a reasonable management
3.5
. solution
2.2.4.4
Have ability to manage time and other resources 3.5
SKILLS

.
2.2.5.3
Demonstrate professional ethics, integrity and responsibility 3.5
.
2.2.5.4
Demonstrate a professional attitude when solving a business problem 3.5
.
2.3.1.3
Have ability to communicate in writing and multimedia 3.5
.
2.3.1.5
Demonstrate critical listening and critical thinking 3.5
.
2.3.2.4
Have ability to work and coordinate with others 3.5
.
3.4.1.4
Be aware of topical issues 3.5
.
3.4.1.5
Have ability to develop a global perspective 3.5
.
ATTITUDES

3.4.2.2
Have ability to manage conflicts in the organization 3.5
.
3.4.2.3
Have ability to adapt in a multicultural work environment 3.5
.
3.4.3.4
Have ability to use methods and tools for research 3.0
.
7. COURSE ASSESSMENT

COURSE
PERCENT
ASSESSMENT TYPES ASSESSMENT EVIDENCE LEARNING
AGE %
OUTCOME
PROCESS Group work (2-3 students per 20%
(20%) group) Written report: 1.1.1.3, 1.1.3.1, 50%
Task: 1.1.3.3
-Content covers adequate
Each group will be assigned a information as requested 2.2.1.1, 2.2.1.4,
week in which they are to run a 2.2.3.4, 2.2.4.4,
- Students have real hands-on
facilitation on a case 2.2.5.3, 2.2.5.4,
experience to provide specific
study/media item of their 2.3.1.3, 2.3.1.5,
examples and illustration to
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 choice. The facilitation should
start with a discussion on a
media item (news, youtube clip,
or social media) or case study
that the group identifies as
being relevant to the topic of
the week. The group will then
develop at least two discussion
questions or activities relevant
to the case study and topic to
ask the class and run a
discussion to address the
questions. The group is
encouraged to structure the
facilitation around stimulating
class engagement and
discussion.
Each group has 30 minutes for
their facilitation.
The group will then have to
write a 1,000 word summary of
the case study with their own
recommendations/solutions to
the questions given, with
reference to at least 8 sources
of information
MAJOR Two options:
ASSIGNM
1. 90 minute in classe
ENT (30%)
exam
2. Take home individual
assignment, essay
style.
Task:
Analyse how Fayol’s 4
functions of management
(P,O,L,C) can help to explain
organisational outcomes and
effectiveness.
Students are required to select
one example of a successful
organisation, and one example
of an unsuccessful organisation
and use Fayol’s 4 functions of
management to analyse how the
difference in management
practices through these 4
functions can lead to different
outcomes.
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support their points
- Sufficient level of critical
2.3.1.3, 2.3.2.4
thinking when providing
solutions 3.4.1.4, 3.4.1.5,
- Adequate level of research 3.4.2.3, 3.4.3.4
and referencing skills
- Academic writing style and
written English skills
Presentation: 1.1.1.3, 1.1.3.1,
1.1.3.3
-Team time management skill.
2.2.1.1, 2.2.1.4,
- Presentation skills
2.2.3.4, 2.2.4.4,
- Facilitation and intereaction 2.2.5.3, 2.2.5.4,
skills 2.3.1.3, 2.3.1.5,
- Teamwork skills 2.3.2.4, 2.3.3.1,
2.4.1.4, 2.4.1.5,
- Ability to apply management 50%
concepts and knowledge earned 3.4.1.4, 3.4.2.2,
from the combination of the 3.4.2.3, 3.4.3.4
preparation process,
professional knowledge,
communication skills and
personal quality to real life case
studies
30%
- Ability to write and 1.1.1.3, 1.1.3.1, 30%
structure the work in essay 1.1.3.3
format using academic
2.2.1.1, 2.2.1.4,
writing style in English
2.2.3.4, 2.2.4.4,
- Ability to understand,
2.2.5.3, 2.2.5.4,
presentideas in a critical,
2.3.1.3, 2.3.1.5,
logical and well-structured
2.3.2.4, 2.3.3.1,
way.
2.4.1.4, 2.4.1.5
- Ability to think critically, shape
up convincing arguments, 3.4.1.4, 3.4.1.5,
and justify 3.4.2.2, 3.4.2.3,
recommendations 3.4.3.4.
- Ability to acquire knowledge,
remain updated with global
current events, apply
knowledge earned from
exchanging, discussing,
critizing the content
presented in the class.
- Ability to research for
information and referencing
skills
 Word limit: 2000 words, with
reference to at least 8 scholarly
sources.
FINAL 90 minute in class test, 50%
EXAM including: - Measuring student 1.1.1.3, 1.1.3.1,
(50%) knowledge and their ability
1. Multiple choices: 30% 2.2.1.1, 2.2.1.4,
2. Essays: 70% to comprehend a solid
2.2.3.2, 2.2.3.3,
answer to explain
2.2.3.4, 2.2.4.1,
management issues.
2.2.4.4, 2.2.5.3.
- Measuring critical thinking
2.2.5.4, 2.3.1.3,
skill and analysis skills to
2.3.1.5, 2.3.2.4,
combine appropriate
2.3.3.1, 2.4.1.4,
management theories and
2.4.1.5 50%
real experience to critically
justify management issues.
- Measuring self-reflection, 3.4.1.4, 3.4.1.5,
justification, and creativity 3.4.2.2, 3.4.2.3,
skills to provide examples 3.4.3.4.
and sound solutions to
management issues.
- Academic writing style and
written English skills

RUBRIC FOR ASSESSMENT: ON A SCALE OF 1-10

Rubric 1A: Process assessment (Group presentation)
Band Below Meet Meet Exceed Exceed
score
expectations expectations expectations expectations expectations
Criteria
(<5) (5-6) (6-7) (7-8) (9-10)

Identification Do not Identify some Identify the Identify some of Identify the key
of Issues in sufficiently of the key key practices, the key practices,
presentation identify key practices, principles or practices, principles or
(20%) practices, principles or theories principles or theories
principles or theories applicable to theories applicable to
theories applicable to resolving applicable to resolving
applicable to resolving straightforward resolving business issues
resolving straightforward business issues business issues and/or problems
business issues business issues and/or and/or problems with complex
and/or and/or problems with complex interrelationship
problems problems interrelationship s
s

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 Relevant Do not Identify and Identify and Identify and Identify and
information sufficiently use some appropriately appropriately appropriately
discussed in identify and use relevant use some use a range of use a wide range
the information/dat information relevant relevant of relevant
presentation a and data information information and information and
(30%) and data data data

Application of Discipline Apply some Apply Apply Apply

discipline knowledge is appropriate appropriate appropriate appropriate
knowledge, poorly applied practices and practices and practices and practices and
application of resulting in the theories and theories and theories and theories and
theory in issues/problems principles to principles to principles to principles to
presentation being resolve the resolve the resolve some of resolve most of
(15%) incompletely straightforward straightforward the complex the complex
resolved issues/problem issues/problem issues/problems issues/problems
s in business s in business in business in business
scenario scenario scenario scenario

Delivery of The presenter’s The presenter’s The presenter’s The presenter’s The presenter’s
presentation delivery delivery delivery delivery delivery
(15%) techniques techniques techniques techniques techniques
detract from the adequately clearly convey strongly convey strongly convey
presentation convey information information information
and do not information achieve achieve strong achieve
achieve achieve sufficient audience complete
adequate sufficient audience engagement audience
audience audience engagement engagement
engagement engagement

Central Central Central Central Central message Central message

message of the message is message is message is is substantially is compelling,
presentation unclear and is sufficiently substantially clear and precisely stated,
(10%) not explicitly clear and is clear and effectively reinforced
stated in the stated in the consistent with stated. It is memorably, and
presentation presentation supporting reinforced with strongly
materials supporting supported by
materials relevant
materials

Works Rarely work Occasionally Generally Consistently Consistently

collaboratively together to work together work together work together to work together to
, good foster a to foster a to foster a foster a foster a
teamwork possitive team possitive team possitive team possitive team possitive team
(10%) environment to environment to environment to environment to environment to
achieve team achieve team achieve team achieve team achieve team
goals goals goals goals goals. Generally
demonstrate
leadership in
fostering a
positive team

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Rubric 1B: Process assessment (Group written report)
Band Below Meet Meet Exceed Exceed
score
expectations expectations expectations expectations expectations
Criteria
(<5) (5-6) (6-7) (7-8) (9-10)

Content Do not use Generally use Use relevant and Use relevant and Use relevant,
development relevant and relevant and appropriate appropriate appropriate,
(40%) appropriate appropriate concepts/theories concepts/theories and
concepts/theories concepts/theories to develop and to fully explore compelling
to develop and to develop and explore ideas ideas within the content to
explore ideas explore ideas within the context given illustrate
within the within the context given mastery of the
context given context given subject

Genre and Do not Demonstrate Demonstrate Demonstrate Demonstrate

Disciplinary demonstrate some use of adequate use of consistent use of consistent use of
conventions – consistent use of relevant and relevant and relevant and relevant and
minimum relevant and important important important important
number of important conventions conventions conventions conventions
references, conventions particular to a particular to a particular to a particular to a
correct particular to a specific specific specific specific
referencing specific discipline and/or discipline and/or discipline and/or discipline and/or
style (20%) discipline and/or writing task writing task writing task writing task
writing task including including including highly including expert
including organising and competent competent organising and
organising and presenting organising and organising and presenting
presenting content, and presenting presenting content, and
content, and stylistic choices content, and content, and stylistic choices
stylistic choices stylistic choices stylistic choices

Source of Do not Demonstrate Demonstrate Demonstrate Demonstrate

evidence – demonstrate some use of consistent use of consistent use of skillful use of
The use of consistent use of credible, credible, a range of high quality,
peer credible, reliable, and reliable, and credible, credible,
reviewed reliable, and relevant sources relevant sources reliable, and reliable, and
scholarly relevant sources to support ideas to support ideas relevant sources relevant
references to to support ideas that are situated that are situated to support key sources to
support that are situated within the within the ideas that are develop ideas
arguments within the discipline and discipline and pertinent to the that are
(20%) discipline and genre of writing genre of writing discipline and pertinent to
genre of writing genre of writing the discipline
and genre of
writing

Academic Do not use Use language Use language Use language Use language
writing skills language that sufficiently well that generally that effectively that skillfully
– grammar, conveys to convey basic conveys conveys and
spelling, meaning to meaning to meaning to meaning to effectively
structure, readers with readers although readers with readers with communicates
third person sufficient clarity errors reduce the clarity although clarity. Any meaning to
voice, word and includes effectiveness of writing might errors which readers with

FACULTY OF BUSINESS ADMINISTRATION, UNIVERSITY OF ECONOMICS AND LAW - SELF-ASSESSMENT REPORT FOR AUN-
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 limitation numerous errors communication include some occur do not clarity and
(20%) errors reduce the fluency, and
effectiveness of is virtually
communication error free

Rubric 2: Individual major assignment

Band Below Meet Meet Exceed Exceed
score
expectations expectations expectations expectations expectations
Criteria
(<5) (5-6) (6-7) (7-8) (9-10)

Identification Do not Identify some Identify the key Identify some of Identify the key
of Issues – sufficiently of the key practices, the key practices,
Effective identify key practices, principles or practices, principles or
introduction practices, principles or theories principles or theories
(10%) principles or theories applicable to theories applicable to
theories applicable to resolving applicable to resolving
applicable to resolving straightforward resolving business issues
resolving straightforward business issues business issues and/or problems
business issues business issues and/or and/or problems with complex
and/or problems and/or problems with complex interrelationships
problems interrelationships

Relevant Do not Identify and Identify and Identify and Identify and
information sufficiently use some appropriately appropriately use appropriately use
presented in identify and use relevant use some a range of a wide range of
the essay information/data information relevant relevant relevant
(10%) and data information information and information and
and data data data

Analysis of Do not Can apply Can apply Can select and Can select and
issues – sufficiently prescribed prescribed apply apply the most
overall depth analyse data methods to methods to appropriate appropriate
and quality of using prescribed analyse data analyse data methods to methods to
analysis methods to and create and create analyse data and further analyse
(20%) create usable usable useful create useful data and create
information information information information useful
information

Application of Discipline Apply some Apply Apply Apply

discipline knowledge is appropriate appropriate appropriate appropriate
knowledge, poorly applied practices and practices and practices and practices and
application of resulting in the theories and theories and theories and theories and
theory (20%) issues/problems principles to principles to principles to principles to
being resolve the resolve the resolve some of resolve most of
incompletely straightforward straightforward the complex the complex
resolved issues/problem issues/problems issues/problems issues/problems
s in business in business in business in business
scenario scenario scenario scenario

Conclusion of The conclusion The conclusion The conclusion The conclusion The conclusion

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 essay (10%) or solutions are or solutions are or solutions are or solutions are or solutions are
unclear. They clear and clear and relevant, comprehensive,
are not logically relevant. They relevant. They significant, and relevant,
supported by are generally are generally organised. They significant, and
the evidence supported by supported by are logically organised. They
and the process the evidence the evidence supported by the are logically
of analysis. and the process and the process evidence and the supported by the
Assumptions of analysis. of analysis. process of evidence and the
are not Few Several analysis. process of
described assumptions assumptions Assumptions are analysis.
are described are described comprehensively Assumptions are
described comprehensively
described

Genre and Do not Demonstrate Demonstrate Demonstrate Demonstrate

Disciplinary demonstrate some use of adequate use of consistent use of consistent use of
conventions – consistent use relevant and relevant and relevant and relevant and
minimum of relevant and important important important important
number of important conventions conventions conventions conventions
references, conventions particular to a particular to a particular to a particular to a
correct particular to a specific specific specific specific discipline
referencing specific discipline discipline discipline and/or and/or writing task
style (10%) discipline and/or writing and/or writing writing task including expert
and/or writing task including task including including highly organising and
task including organising and competent competent presenting content,
organising and presenting organising and organising and and stylistic choices
presenting content, and presenting presenting
content, and stylistic choices content, and content, and
stylistic choices stylistic choices stylistic choices

Source of Do not Demonstrate Demonstrate Demonstrate Demonstrate

evidence – demonstrate some use of consistent use consistent use of skillful use of
The use of consistent use credible, of credible, a range of high quality,
peer reviewed of credible, reliable, and reliable, and credible, credible,
scholarly reliable, and relevant relevant reliable, and reliable, and
references to relevant sources sources to sources to relevant sources relevant sources
support to support ideas support ideas support ideas to support key to develop ideas
arguments that are situated that are situated that are situated ideas that are that are pertinent
(10%) within the within the within the pertinent to the to the discipline
discipline and discipline and discipline and discipline and and genre of
genre of writing genre of genre of genre of writing writing
writing writing

Academic Do not use Use language Use language Use language Use language
writing skills language that sufficiently that generally that effectively that skillfully
– grammar, conveys well to convey conveys conveys and effectively
spelling, meaning to basic meaning meaning to meaning to communicates
structure, readers with to readers readers with readers with meaning to
third person sufficient clarity although errors clarity although clarity. Any readers with
voice, word and includes reduce the writing might errors which clarity and
limitation numerous errors effectiveness of include some occur do not fluency, and is
(10%) communication errors reduce the virtually error
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 effectiveness of free
communication

Rubric 3: Final exam

Band Meet Meet Exceed Exceed

score Below expectations
expectations expectations expectations expectations
Criteria (<5)
(5-6) (6-7) (7-8) (9-10)

Discipline Apply some Apply Apply Apply

knowledge is poorly appropriate appropriate appropriate appropriate
applied resulting in practices and practices and practices and practices and
the questions being theories and theories and theories and theories and
Short-answer incompletely principles to principles to principles to principles to
questions (50%) answered answer the answer the answer the answer the
questions questions questions questions
with some with complex
further insights
insights

Improper Able to link Able to link Able to link Able to link to

application of to relevant to relevant to relevant relevant theories
knowledge theories theories theories Provide
Uncompelling Provide Provide Provide reasonable
solutions reasonable reasonable reasonable solutions
solutions solutions solutions Provide an in-
Case study Provide an Provide an in- depth analysis
questions (50%) in-depth depth analysis Provide original
analysis Provide solutions
original Be able to
solutions predict/identify
problems that
may arise after
the case.

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 8. COURSE PLANS
WEEK CONTENT
Chapter 1
AN OVERVIEW OF MANAGEMENT
1.1. What is management?
1 1.2. Who are managers?
1.3. Why should you study Management?
1.4. Management History
1.5. Factors Shaping Contemporary
Management
Chapter 2
MANAGEMENT THEORIES
2.1. Scientific Management
2 2.2.1.1
2.2. General Administrative Theory
2.3. Behavioral Approach
2.4. Quantitative Approach, Systemic
Approach and Contingency Theories
3 Chapter 3
MANAGEMENT ENVIRONMENT
3.1. Management Environment: Nature and
Impact
DETAILED ASSESSMENT
LECTURE DESCRIPTION TEACHING AND LEARNING ACTIVITIES
OUTCOME EVIDENCE
- Reading list: Chapter 1
Overview of the course: unit of study - Lecture (with ppt slides)
Multiple-choice
outlines, assessments, and expectations - Lecturer – student interaction (5 mi
discussion question for each part of and essay test.
1.1.2.1 Introduction to basic management concepts
the lecture)
including the development of management
3.4.1.3 - Focused case study Group
studies, Fayol’s functions of managements,
3.4.1.1 - Round table discussion presentation
managerial skill sets, 3 levels of
3.4.1.3 - Team formation
management and Minzberg’s 10 managerial
- Workshop on academic writing In-class
roles.
skills: Introduction to referencing interaction
and how to search for peer-reviewed
articles
- Reading list: History Module
This module introduces the development of - Lecture (with ppt slides) Multiple-choice
management theories and how historical - Lecturer – student interaction (5 mi and essay test.
forces influence and shape management discussion question for each part of
1.1.1.3 thoughts and practices nowadays. It starts the lecture)
Group
with identifying and explaining major - Focused case study
presentation
3.4.2.3 developments in the history of management - Round table discussion
thought and explore further in to some - Workshop on academic skills:
important contemporary management tools Academic integrity, plagiarism, In-class
and trends. and referencing styles interaction
- Assignment 1 Q&A
1.1.1.3 This module introduces the major factors in - Reading list: Chapter 2 and 3 Multiple-choice
1.1.2.1 the environment surrounding the - Lecture (with ppt slides) and essay test.
1.1.3.1 organisation, including factors in the general - Lecturer – student interaction (5 mi
environment and task environment. It also discussion question for each part of Group
2.2.1.1
introduces one major element of the internal the lecture) presentation
2.2.1.2
environment within the organisation – its - Focused case study
 2.2.3.1
2.2.3.2
3.2. Macro-Environment 2.2.4.3 - Round table discussion
3.3. Micro-Environment 2.2.5.1 culture. - Workshop on academic skills:
In-class
3.4. Internal Environment 3.4.1.3 Writing an academic essay
interaction
3.4.1.4 - Assignment 1 Q&A
3.4.2.3
3.4.3.2
1.1.1.3
1.1.2.1 - Reading list: Quantitative Module
1.1.3.1 and Chapter 13
2.2.1.1 Multiple-choice
Chapter 4
- Lecture (with ppt slides) and essay test.
INFORMATION IN MANAGEMENT 2.2.1.2
2.2.3.1 - Lecturer – student interaction (5 mi
Basic concepts of information, information discussion question for each part of Group
4 1. 4.1. Information and Communication 2.2.3.2
process and information system. the lecture) presentation
Process 2.2.4.3 - Focused case study
2. 4.2. Corporate Information System 2.2.5.1 - Round table discussion In-class
Management 3.4.1.3 - Workshop on academic skills: interaction
3.4.1.4 Writing an academic essay
3.4.2.3 - Assignment 1 Q&A
3.4.3.2
5 Chapter 5 1.1.3.1 This module introduces the concept of Multiple-choice
DECISION MAKING 1.1.3.5 decision making and explains why decision - Reading list: 5 and essay test.
2.2.1.2 making is an important component of good - Lecture (with ppt slides)
5.1. Definition and Importance of Decision management. It discusses the different - Lecturer – student interaction (5 mi Group
2.2.1.4
between different types of decisions and discussion question for each part of presentation
5.2. Classification of Decision 2.2.2.1
describes the assumptions, benefits, and the lecture)
5.3. Decision Making Process 2.2.3.1 limitations of different decision making - Round table discussion
5.4. Approaches to Decision Making 2.2.4.1 In-class
models. It also explains the process by which - Feedback
5.5. Group Decision Making interaction
2.2.4.2 managers actually make decisions in the real
5.6. Contemporary Challenges in Decision 2.2.4.3 world and identifies innovative techniques to
 make decisions. Finally, it discusses in details
the communication process and how to
2.2.5.1 improve decision making effectiveness
Making 2.3.1.4 through enhancing creativity and
2.3.1.5 communication.

This module provides students with an

Chapter 6
understanding of the first managerial Multiple-choice
PLANNING
1.1.3.1 function – planning. It defines goals and - Reading list: Chapter 5 and essay test.
1.1.3.3 plans and explains the relationship between - Lecture (with ppt slides)
6.1. Definition and Objectives of Planning them. It also provides an explanation of - Lecturer – student interaction (5 mi
2.2.1.1 Group
6 6.2. Types of Plans organisational mission and the way it discussion question for each part of
2.2.1.2 presentation
6.3. Approaches to Planning influences goal setting and planning. The the lecture)
2.2.3.3 module introduces some specific planning - Feedback
6.4. Planning Process
2.2.5.1 process in turbulent time and contemporary In-class
6.5. Contemporary Challenges to Planning
planning approach that managers adopt interaction
nowadays
7 Midterm exam 1.1.1.3 - Multiple-choice
1.1.2.1 and essay test.
1.1.3.1
2.2.3.1 Group
2.2.4.1 presentation
2.2.4.2
2.2.4.3 In-class
interaction
2.3.1.4
2.3.1.5
2.3.2.1
2.3.2.2
3.4.1.1
3.4.1.3
3.4.1.4
 3.4.3.2
3.4.3.3
1.1.1.3 This module introduces the fundamentals of
1.1.2.1 organizing. After studying this module,
Chapter 7 students should be able to identify basic
1.1.3.1
ORGANIZING elements of organizing the vertical structure, Multiple-choice
2.2.1.1
including such concepts as work - Reading list: Chapter 6, 7 and 8 and essay test.
2.2.1.2 specialization, chain of command, line and - Lecture (with ppt slides)
7.1. Definition and Importance of Organizing
2.2.3.1 staff authority, and task forces. Students - Lecturer – student interaction (5 mi
7.2. Determinants of Organizational Design Group
8 2.2.3.2 should also be able to explain specific discussion question for each part of
7.3. Organizational Design Models presentation
2.2.4.3 structural approaches and how to achieve the lecture)
7.4. Contemporary Challenges to horizontal coordination across departments - Round table discussion
2.2.5.1
Organization Designing and hierarchical levels. In addition, students - Feedback In-class
3.4.1.3 interaction
7.5. Human Resource Management can apply these concepts of organizing to
3.4.1.4
7.6. Change Management describe how organizational structure can be
3.4.2.3 designed to fit environmental uncertainty and
3.4.3.2 achieve sustainability.
1.1.1.3 This module introduces the fundamentals of
1.1.2.1 organizing. After studying this module,
Chapter 7 students should be able to identify basic
1.1.3.1
ORGANIZING (Continued) elements of organizing the vertical structure, Multiple-choice
2.2.1.1
including such concepts as work - Reading list: Chapter 6, 7 and 8 and essay test.
2.2.1.2 specialization, chain of command, line and - Lecture (with ppt slides)
7.1. Definition and Importance of Organizing
2.2.3.1 staff authority, and task forces. Students - Lecturer – student interaction (5 mi
7.2. Determinants of Organizational Design Group
9 2.2.3.2 should also be able to explain specific discussion question for each part of
7.3. Organizational Design Models presentation
2.2.4.3 structural approaches and how to achieve the lecture)
7.4. Contemporary Challenges to horizontal coordination across departments - Round table discussion
2.2.5.1
Organization Designing and hierarchical levels. In addition, students - Feedback In-class
3.4.1.3 interaction
7.5. Human Resource Management can apply these concepts of organizing to
3.4.1.4
7.6. Change Management describe how organizational structure can be
3.4.2.3 designed to fit environmental uncertainty and
3.4.3.2 achieve sustainability.
10 Chapter 8 1.1.1.3 This module discusses leadership and - Reading list: Chapter 9 and 10 Multiple-choice
LEADING explains its importance for organizations. It
 2.2.5.2 and essay test.
2.3.1.5 describes different styles of leadership and - Lecture (with ppt slides)
8.1. Leader, Leadership and Theories identifies different sources of power and - Lecturer – student interaction (5 mi
2.3.2.1 Group
8.2. Understanding People influence in the workplace. It also discusses discussion question for each part of
2.3.2.2 presentation
8.3. Motivating and Rewarding Employees in details job motivation and how to the lecture)
3.4.1.1 managers can motivate employees through - Class debate: Are leaders born or
8.4. Communication
3.4.1.3 different perspectives and approaches. made? In-class
8.5. Groups and Work Teams
3.4.2.3 - Feedback interaction

Chapter 8 1.1.1.3 Multiple-choice

This module discusses leadership and
LEADING (continued) 2.2.5.2 and essay test.
explains its importance for organizations. It
2.3.1.5 describes different styles of leadership and
8.1. Leader, Leadership and Theories - Reading list: Chapter 11, 12, 13
2.3.2.1 identifies different sources of power and Group
11
8.2. Understanding People 2.3.2.2 influence in the workplace. It also discusses presentation
8.3. Motivating and Rewarding Employees 3.4.1.1 in details job motivation and how to
8.4. Communication managers can motivate employees through In-class
3.4.1.3
different perspectives and approaches. interaction
8.5. Groups and Work Teams 3.4.2.3
Chapter 9
CONTROLLING Multiple-choice
This module defines organizational control
- Reading list: Chapter 14 and 15 and essay test.
and explains why it is a key management
9.1. Nature and Importance of Control 1.1.1.3 - Lecture (with ppt slides)
function. It starts with discussing the nature
- Lecturer – student interaction (5 mi
9.2. Control Process 2.2.1.1 of control, its importance to organizations the Group
12 discussion question for each part of
9.3. Areas for Control 2.2.3.2 steps in the control process. It goes further to presentation
the lecture)
9.4. Operations Management 2.2.3.3 identify the changing philosophy of control
- Round table discussion
9.5. Contemporary Issues and introduce some latest trends in In-class
- Feedback
organizational control. interaction

13 Group assignment presentations 1.1.1.3 - Lecture’s facilitation Multiple-choice

1.1.2.1 - Feedback and essay test.
1.1.3.1
2.2.1.1 Group
2.2.1.2 presentation
 2.2.3.1
2.2.3.2
2.2.4.3
2.2.5.1
In-class
3.4.1.3
interaction
3.4.1.4
3.4.2.3
3.4.3.2
1.1.1.3
1.1.2.1
1.1.3.1
2.2.1.1 Multiple-choice
and essay test.
2.2.1.2
2.2.3.1
Group assignment - Lecture’s facilitation Group
14 2.2.3.2
presentations - Feedback presentation
2.2.4.3
2.2.5.1
In-class
3.4.1.3 interaction
3.4.1.4
3.4.2.3
3.4.3.2
15 Revision and final exam preparation 1.1.1.3 Review all modules throughout the courses - Revision lecture Multiple-choice
1.1.2.1 Provide instruction and information for final - Practice exam questions and essay test.
1.1.3.1 exam preparation - Q&A session
- Revision quiz Group
2.2.3.1
2.2.4.1 presentation
2.2.4.2
2.2.4.3 In-class
interaction
2.3.1.4
2.3.1.5
2.3.2.1
2.3.2.2
3.4.1.1
3.4.1.3
3.4.1.4
3.4.3.2
3.4.3.3
 9. GENERAL RULES
Class attendance
o Students must attend all classes of the course. In the case of absence due to
unforeseeable circumstances, adequate and satisfactory evidence must be presented.
o Students absent from classes for more than two days are deemed not to complete the
course and must re-enroll in the next semester.
In-class behaviour
o The course is conducted on the basis of the respect between the instructor and
learners. All disturbing behaviours are prohibited.
o Students must attend the class on time. Students late for more than 15 minutes after
the start of class are not allowed to attend the class.
o Noise making that affects the learning process of other classmates is not allowed.
o Eating, drinking or using electronic devices such as cell phones, music players
during class are prohibited.
o Laptops, notebooks are allowed to use for study purposes only; other purposes are
forbidden.
o Students breaking the above rules will be asked to leave the classroom and
considered absent for that day of class.
Academic regulations
o Students are divided into 10 groups to work on topics assigned by the instructor.
o The allocation of topics for group presentations and essays is conducted at the first
day of class.
o The methods and criteria employed to evaluate the group presentations and essays
are detailed in the section 7 of this syllabus and publicly communicated to students.
The issues which relates to deferment, appeal, re-mark request and examination
discipline are conducted in accordance with the academic regulations of the
University of Economics and Law of Vietnam National University of Hochiminh city.

Day of finishing the syllabus: 14/01/2020

VICE DEAN OF FACULTY HEAD OF COMPILERS
DEPARTMENT

HUYNH THANH TU NGUYEN HAI QUANG Tran Thi Hong Lien