Business  

Policy  and  Strategy  –  Capstone     Mukhammadfoik  Bakhadirov  

BUSA6490     Ext.  #  397  
6  ECTS     Office:  SB,  335  
Spring  Semester,  2019     E-­mail:  mbakhadirov@ada.edu.az  
 

 
 
ADA  University  
School  of  Business  
   
 
 
Mission  
ADA   University's   School   of   Business   mission   is   to   prepare   global   and   socially   responsible  
graduates   through   excellence   in   applied   learning   and   scholarship   by   bringing   the   world   to  
Azerbaijan  and  Azerbaijan  to  the  world.  
 
Vision  
ADA   University's   School   of   Business   aspires   to   be   a   globally   recognized   premier   institution   in  
the  Caspian  Region  in  the  creation  and  transmission  of  knowledge  and  the  development  of  new  
generations  of  leaders,  driving  change  for  the  betterment  of  society.  
 
Through  our  innovative  and  entrepreneurial  spirit  we  foster  ethical  and  social  responsibility.    
 
1.   Course  Title  &  Faculty  
 
Ø   School  of  Business  
Ø   Business  Policy  and  Strategy  (Capstone)  BUSA6490;;  Spring  Semester  2019  
Ø   Mukhammadfoik  Bakhadirov  
Ø   Ext.  #:  397  
Ø   Office:  SB,  335  
Ø   E-­mail:  mbakhadirov@ada.edu.az      
Ø   Office  Hours:  by  appointment  
 
2.   Course  Description  
 
The  course  is  a  requirement  for  completion  of  the  MBA  degree,  instead  of  a  thesis/dissertation.  
The  aim  of  the  Business  Policy  (Capstone  Project)  course  is  to  assess  students’  understanding  
of  theoretical  tools  covered  in  MBA  program  courses  by  applying  them  and  developing  solutions  
to   complex   real-­life   business   issues.   This   course   focuses   on   learning   through   the   active  
application   of   concepts   in   team   projects.   The   success   of   this   course   depends   on   the   active  
participation   of   all   students   in   their   team   projects.   Throughout   the   semester,   all   students   are  
expected   to   make   their   best   effort   to   take   part   in   the   group   meetings   actively,   and   encourage  
and  support  the  participation  of  others  in  the  discussion  of  their  respective  team  projects.  
 
 
 
 2
Objectives/Goals  
 
Course  Aims  
 
By  the  end  of  the  course  the  students  will  be  able  to:  
 
§   To  better  understand  and  apply  structured  problem  solving  to  complex  business  issues;;    
§   To   expand   your   ability   to   use   literature   research,   frameworks,   and   data   in   problem  
solving;;  
§   To   employ   quantitative   and   qualitative   research   methods   and   tools   when   developing  
solutions  to  management  problems  in  complex  real  time  situations;;  
§   To   enable   students   critically   evaluate   the   situation   and   apply   learned   business  
administration  knowledge  in  solving  
 the  real  time  problems  in  companies.  
 
3.   Prerequisite(s)    
 
The  course  is  a  requirement  for  completion  of  the  MBA  degree,  instead  of  a  thesis/dissertation.    
Therefore,   all   students   must   have   taken   previous   course   load   (credits)   required   for   the  
completion  of  the  MBA  degree.    
 
4.   Text  
 
Course  Text  
 
There   is   no   required   textbook   for   this   course.   However,   students   might   wish   to   use  
recommended  text  below  as  a  reference.  
 
Recommended  Text  
 
Blumberg,  B.,  Cooper,  D.R  and  Schindler,  P.S.  (2014).  Business  Research  Methods,  4th  edition.  
London,  UK,  McGraw  Hill.  
Groebner  et  al.,  (2014).  Business  Statistics:  A  Decision-­Making  Approach,  9th  edition,  Pearson.    
Hair,   J.F.,   Black,   B.C.,   Babin,   B.J.   and   Anderson,   R.E.   (2010).   Multivariate   Data   Analysis,   7th  
edition.  London,  UK,  Pearson  Education.  
Hill,  Jones  and  Shilling.  (2015).  Strategic  Management  Theory  11th  edition,  Cengage.  
Malhotra,   N.K.,   Nunan,   D.   and   Birks,   D.F.   (2017).   Marketing   Research:   An   Applied   Approach,  
5th  edition.  London,  UK,  Pearson  Education.  
Saunders,   Lewis   and   Thornhill   (2016).   Research   Methods   for   Business   Students,   7th   edition.  
Pearson.  
Wallace,  M.  and  Wray,  A.  (2016).  Critical  reading  and  writing.  Sage.  
 
Additional  Text  
 
Research  design  
 
Bowling,   A.   (2014).   Research   methods   in   health:   Investigating   health   and   health   services,   4th  
edition.  Buckingham:  Open  University  Press.  
Boyce,  J.  (2004).  Marketing  Research  (2nd  ed).  Boston:  McGraw-­Hill.  
Blair,   J.,   Czaja,   R.F.   and   Blair,   E.A.   (2014)   Designing   Surveys.   A   guide   to   Decisions   and  
Procedures,  3rd  edition.    
Cone,   J.   &   Foster,   S.   (2006).   Dissertations   and   theses   from   start   to   finish,   2nd   edition.  
Washington:  American  Psychological  Association.  
Goodwin,   C.J.   (2012).   Research   in   psychology:   Methods   and   design,   7th   edition.   New   York:  
John  Wiley.  
 3
rd
Harris,  P.  (2008).  Designing  and  reporting  experiments  in  psychology,  3  edition.  Maidenhead:  
Open  University  Press.  
Stangor,   C.   (2006).   Research   methods   for   the   behavioral   sciences,   3rd   edition.   Boston:  
Houghton  Mifflin.  
Tharenou,   P.,   Donohue,   R.   &   Cooper,   B.   (2007).   Management  research  methods.  Cambridge:  
Cambridge  University  Press.  
 
Questionnaire  design  
 
De  Vaus,  D.A.  (2014).  Surveys  in  social  research,  6th  edition.  Sydney:  Allen  &  Unwin.  
 
Scale  selection  and  construction  
 
Dawis,  R.V.  (1987).  Scale  construction.  Journal  of  Counseling  Psychology,  34,  481–9.  
DeVellis,  R.F.  (2012).  Scale  development:  Theory  and  applications  (3rd  edn).  Thousand  Oaks,  
California:  Sage.  
Gable,   R.K.   &   Wolf,   M.B.   (1993).   Instrument   development   in   the   affective   domain:   Measuring  
attitudes  and  values  in  corporate  and  school  settings.  Boston:  Kluwer  Academic.  
Kline,  P.  (1986).  A  handbook  of  test  construction.  New  York:  Methuen.  
Kline,   T.J.B.   (2005).   Psychological   testing:   A   practical   approach   to   design   and   evaluation.  
Thousand  Oaks,  California:  Sage.  
Robinson,   J.P.,   Shaver,   P.R.   &   Wrightsman,   L.S.   (eds)   (1991).   Measures   of   personality   and  
social  psychological  attitudes.  Hillsdale,  NJ:  Academic  Press.  
 
Basic  statistics  
 
Cooper,   D.R.   &   Schindler,   P.S.   (2013).   Business   research   methods,   12th   edition.   Boston:  
McGraw-­Hill.  
Gravetter,   F.J.   &   Wallnau,   L.B.   (2012).   Statistics   for   the   behavioral   sciences,   9th   edition.  
Belmont,  CA:  Wadsworth.  
Norman,   G.R.   &   Streiner,   D.L.   (2014).   Biostatistics:   The   bare   essentials,   4th   edition.   Shelton,  
CT:  People's  Medical  Publishing  House-­USA    
Motulsky,   H.   (2013).   Intuitive   biostatistics:   A   nonmathematical   guide   to   statistical   thinking,   3rd  
edition.  New  York:  Oxford  University  Press.    
Pagano,  R.R.  (2013).  Understanding  statistics  in  the  behavioral  sciences,  10th  edition.  Belmont,  
CA:  Wadsworth.    
 
Advanced  statistics  
 
Hair,   J.F.,   Black,   W.C.,   Babin,   B.J.,   Anderson,   R.E.   &   Tatham,   R.L.   (2009).   Multivariate   data  
analysis  (7th  edn).  Upper  Saddle  River,  NJ:  Pearson  Education.  
Pett,   M.A.,   Lackey,   N.R.,   &   Sullivan,   J.J.   (2003).   Making   sense   of   factor   analysis:   The   use   of  
factor  analysis  for  instrument  development  in  health  care  research.  Thousand  Oaks,  California:  
Sage.    
Stevens,  J.  (2009).  Applied  multivariate  statistics  for  the  social  sciences  (5th  edn).  Mahwah,  NJ:  
Lawrence  Erlbaum.  
*Tabachnick,  B.G.  &  Fidell,  L.S.  (2013).  Using  multivariate  statistics  (6th  edn).  Boston:  Pearson  
Education.  
 
Preparing  your  report  
 
American  Psychological  Association  (2009).  Publication  Manual  of  the  American  Psychological  
Association,  6th  edition.  Washington:  American  Psychological  Association.  
McInerney,  D.M.  (2001).  Publishing  your  psychology  research.  Sydney:  Allen  &  Unwin.  
 4
Belcher,   W.L.   (2009).  Writing   your   journal   article   in   12   weeks:   A   guide   to   academic   publishing  
success.  Thousand  Oaks,  CA:  Sage.    
Nicol,  A.A.M.  &  Pexman,  P.M.  (2010a).  Displaying  your  findings:  A  practical  guide  for  creating  
figures,   posters,   and   presentations,   6th   edition.   Washington:   American   Psychological  
Association.  
Nicol,   A.A.M.   &   Pexman,   P.M.   (2010b).   Presenting   your   findings:   A   practical   guide   to   creating  
tables,  6th  edition.  Washington:  American  Psychological  Association.  
 
 
5.   Assessment  of  the  Learning  Objectives/Goals  
 
The   purpose   of   the   Business   Policy   and   Strategy   (Capstone   Project)   course   is   to   assess  
students’  understanding  of  theoretical  tools  covered  in  MBA  program  courses  by  applying  them  
and  developing  solutions  to  complex  real-­life  business  issues.  This  course  focuses  on  learning  
through  the  active  application  of  new  concepts  in  team  projects  under  the  guidance  of  both  the  
course   instructor   as   well   as   the   supervision   of   corporate   coaches   from   the   client   companies.  
Capstone   projects   develop   knowledge   about   specific   management   problems   in   selected  
companies,  which  is  shared  across  teams.  This  also  provides  important  factual  and  benchmark  
knowledge,   while   adding   to   the   body   of   course   materials   acquired   during   the   course   of   MBA  
studies   at   ADA   University.   The   project   itself   unfolds   in   three   phases.   During   phase   one,   each  
team   will   select   a   topic   and   create   a   problem   statement   and   development   plan   with   proposed  
methods  and  sources  of  data.  During  phase  two,  you  will  collect  and  analyze  the  data.  During  
phase   three,   you   will   develop   a   final   project   presentation   and   report.   You   will   hold   regular  
meetings  with  your  advisor  as  you  complete  your  project.  
 
The  above  learning  objectives  will  be  attained  through  following  interventions:  
§   The  groups  will  be  addressing  specific  business/management  problems  in  their  assigned  
companies.  The  identification  of  the  business/management  problem  is  the  first  and  one  
of  the  most  important  challenges.  The  problem  must  be  very  specific  and  present  a  real  
bottleneck  for  the  company;;  
§   Once  the  problem  is  properly  identified,  the  teams  will  develop  a  detailed  project  outline  
with  specific  dates,  deliverables  and  separate  responsibilities  of  each  student;;  
§   Students   will   be   engaged   in   active   research   and   analysis   with   real   data   that   they   will  
search  for,  collect,  process,  analyze  and  interpret;;  
§   Finally,   the   project   will   require   practicing   certain   skills,   such   as   planning,   organizing,  
presentation,  communication,  etc.  
 
Group  Formation  
 
Projects   will   be   carried   out   by   teams   of   five   students.   Only   in   exceptional   cases   (when   class  
size   doesn’t   permit   dividing   students   in   groups   of   5   students),   groups   can   contain   four   or   six  
students.  All  students  are  expected  to  make  their  best  to  take  part  in  all  group  meetings  actively,  
encourage   and   support   the   participation   of   others   in   the   discussion   of   their   respective   team  
projects.  Students  can  propose  the  composition  of  their  teams.  Once  a  proposed  team  has  been  
assembled,  one  representative  of  the  team  should  be  selected  as  a  coordinator.  All  coordinators  
must   register   their   teams   and   their   projects   by   sending   an   email   to   course   instructor   no   later  
than   Wednesday,   January   30,   2019.   Teams   will   be   approved   by   the   course   instructor   on  
Thursday,  January  31,  2019.  Students  who  have  not  indicated  the  team’s  composition  will  be  
allocated   to   groups   or   added   to   other   groups   by   course   instructor.   Once   teams   have   been  
formed,  members  will  not  be  able  to  switch  teams  unless  by  mutual  agreement  of  all  members  
of  both  teams  involved,  and  provided  that  switching  does  not  result  in  any  team  being  smaller  or  
larger  than  five  members.  The  course  instructor  must  be  notified  of  any  such  changes  to  teams,  
and   their   approval   is   required.   The   ultimate   deadline   for   switching   the   teams   is   Monday,  
February  4,  2019.  
 
 5
Class  Format  and  Participation  
 
MBA   Capstone   is   not   a   regular   taught   course   and   there   are   no   regular   classes.   Instead,  
students  in  their  project  groups  will  interact  with  the  course  instructor  as  well  as  their  respective  
corporate  coach  on  a  regular  basis.  Course  instructor  will  be  available  throughout  the  semester  
to  provide  guidance  to  students’  projects.  Students  should  make  regular  appointments  to  meet  
with   the   course   instructor   to   report   on   the   progress   and   obtain   feedback   on   their   progress.  
During  the  semester,  students  are  expected  to  make  their  best  effort  to  contact  their  corporate  
coaches   actively   to   perform   with   project.   All   efforts   must   be   made   by   students   to   initiate   the  
written   correspondence   and   the   physical   meetings   as   per   required   by   the   project   specifics.  
Correspondingly,  the  corporate  coaches  are  going  to  provide  their  quality  supervision  to  oversee  
the  progress  of  the  students.  These  interactions  include  but  may  not  be  limited  to:  
 
Meetings.  Students,  in  groups,  should  initiate  a  meeting  their  corporate  coaches  at  least  three  
times:    
o   Kick  off  meeting,  during  which  the  project  and  its  deliverables  are  discussed,  responsibilities  
are  assigned  (early  February,  2019);;  
o   Progress  meeting,  during  which  the  re-­visited  problem  statement  and  project  methodology  is  
discussed  and  agreed.  Feedback  is  provided  to  students  –  adjustments  are  recommended,  
if  necessary  (early  March,  2019);;    
o   Pre-­submission  meeting,  during  which  the  preliminary  findings  are  presented  and  discussed.  
Feedback  is  provided  to  students  –  final  amendments  are  recommended  (early  April,  2018).  
 
All  students  should  participate  in  these  meetings.  The  date  and  the  time  of  the  meetings  should  
be   agreed   with   corporate   coach(es)   in   advance.   Corporate   coach(es)   should   be   send   the  
relevant   files   in   advance   of   the   meeting.   These   meeting   will   be   an   opportunity   not   only   to   get  
feedback,  but  also  to  ask  questions.  Other  additional  meetings  can  be  held  as  mutually  agreed  
by  the  corporate  coach  and  students.  
 
E-­mail   correspondences.   In   addition   to   the   physical   meetings,   corporate   coaches   will  
occasionally  guide  students  by  responding  to  their  e-­mail  queries.  
 
Please   note   that,   students   must   work   independently   with   limited   supervision   and   involvement  
from  the  course  instructor  and  their  corporate  coaches.  They  should  take  the  ownership  of  the  
project  and  demonstrate  proactive  behavior  throughout  the  project  duration.
 
6.   Course  Requirements  and  Grading  

Student  Assignments  and  Grade  Weight  

 
Capstone  projects  will  be  graded  by  a  panel  of  jury  that  will  comprise  of  the  representatives  of  
the  client  company  and  ADA  School  of  Business  faculty.  The  assessment  will  be  based  on  the  
review   of   students’   final   report   and   its   presentation.   Course   instructor   and   the   corporate  
coaches  will  also  take  into  account  performance  of  the  students  throughout  the  semester  while  
giving  their  final  grades.  All  these  will  then  be  aggregated  into  the  students’  final  grade.  The  final  
outcome  of  this  practice  will  award  students  with  either  ‘Pass’  or  ‘Fail’  grade.  
 
The  final  report  and  its  presentation  will  be  graded  by  the  panel  of  jury  based  on  the  following  
assessment  criteria:  
 
#   Criteria   Weight  
1   Introduction.  Content:    Aim  of  the  project,  Short  description  of  the  organization,   5%  
Short   description   of   the   problem/assignment,   Brief   overview   of   structure   of   the  
presentation.  Criteria:  Completeness,  Consistency  
 6
2   Problem   identification   and   its   analysis.   Content:   Introduction,   Practical   15%  
exploration  (in  company),  Theoretical  exploration  (literature),  Problem  definition  
and   demarcation,   Plan   of   approach,   Information   requirements.   Criteria:  
Completeness,  Consistency,  Extent  to  which  literature  outside  course  materials  
is   used,   Relevance,   Clear   definition   of   problem,   demarcation   of   problem   and  
relevant  approach  and  information  needs,  Integration  of  MBA  subjects.  
3   Research   methods.   Content:   Introduction,   Research   questions,   Research   20%  
design   (per   sub-­research),   Data-­collection   method(s)   and   instrument(s),  
Population(s)   and   sampling(s),   Actual   data-­collection,   Actual   data-­analysis,  
Criteria:   Completeness,   Complexity,   Consistency   within   the   research   plan   and  
related  to  plan  of  approach  and  problem  statement,  Motivation  of  choices  made  
(referring  to  e.g.  theoretical  and  practical  exploration),  Relevance  
4   Project   findings   and   its   implications.   Content:   Presentation   of   project   20%  
findings  answering  and  discussing  the  research  questions,  Conclusions  on  what  
finding   mean   for   the   problem   solving   process.   Criteria:   Completeness,  
Consistency,  Correct  use  of  data-­analysis  methods,  Transparency  
5   Advise  on  how  to  solve  the  problem.  Conclusions  and  recommendations.   20%  
Content:   Concludes   on   how   the   problem   can   be   solved,   Additional  
recommendations   to   the   management   of   the   organization.   Including   plan   /  
advise   to   the   organization   on   how   to   solve   the   problem,   Organizational   and  
financial   consequences   of   the   proposed   solution,   Plan   for   implementing   the  
proposed   solution   including   relevant   organizational   and   financial   aspects   and  
change   management   aspects.   Criteria:   Criteria:   Feasibility,   Motivation   for  
choices   made   based   on   practice   and   theory,   Depth   and   scope,   Consistency  
with   research   findings,   Consistency   with   solution   plan,   Completeness,   Ethical  
aspects,   Integration   or   MBA   subjects.   Recommendations   are   based   on  
evidence  (either  on  literature  or  on  project  findings),  creative  and  innovative.  
6   Presentation   and   writing.   Criteria:   Report   is   Writing   is   clearly   and   logically   10%  
structured,  it  is  succinct  and  well-­presented  while  acknowledging  sources.  Word  
limit   is   not   breached,   referencing   is   accurate.   The   presentation   has   been  
rehearsed,   timed,   aids   pre-­arranged   and   nerves   dealt   with;;   the   presentation  
includes   what   the   project   is   about,   the   approach   chosen   and   why,   the   main  
findings  and  the  key  conclusions  and  recommendations;;  a  persuasive  case  for  
the   problem   solution   is   made;;   the   student   engages   the   audience   attention,  
takes   the   proper   posture,   speaks   clearly   and   interestingly,   explains   accurately  
and   concisely   and   is   courteous   to   the   addressees;;   use   of   visual   aids   such   as  
PowerPoint  (PP).  
7   Q&A.   Criteria:   If   careful   listening   and   understanding   of   questions   and   10%  
arguments  is  shown  and  clear  and  convincing  answers  are  provided.  Conceding  
on  points  and  suggesting  possible  improvements  where  a  genuine  weakness  in  
the   presentation   may   exist   can   be   convincingly   considered   as   a   ‘correct’  
answer.  Students  attitude  towards  the  evaluation  panel.  
  Total   100%  
 
Detailed  Description  of  Final  Project  
 
The   groups   will   be   addressing   specific   management   problems   in   their   assigned   projects.   The  
identification  of  the  business  problem  is  the  first  and  one  of  the  most  important  challenges.    The  
problem   must   be   very   specific   and   likely   present   a   real   bottleneck   for   the   company.    
Alternatively,  it  could  be  the  identification  of  the  business  opportunity/challenge  for  the  company  
and   present   it   in   a   rational   manner.   All   analyses   will   make   some   assumptions   (and   those  
assumptions   should   be   made   explicit),   but   the   analysis   should   demonstrate   a   strong  
understanding  of  the  current  organizational  context.  Students  will  be  engaged  in  active  research  
and  analysis  with  real  data  that  they  will  search  for,  collect,  process,  analyze  and  interpret.  The  
 7
team’s   recommendations   for   addressing   the   challenge   should   be   strategically   forward-­looking  
(i.e.,  proposing  an  action  plan  derived  from  a  clear  analysis  of  the  challenge  or  opportunity).  The  
projects   will   be   graded   based   on   the   quality   of   the   analysis   and   usefulness   of   the  
recommendations.    ‘Quality’  refers  to:  (1)  the  analytic  coherence  of  the  recommendations,  and  
(2)  the  clear  demonstration  of  a  command  of  course  concepts  (e.g.,  application  of  theories  and  
analytical  frameworks).  ‘Usefulness’  will  be  reflected  in  the  practicality  of  recommendations,  and  
their   demonstrated   relevance   to   the   targeted   context   of   application   (see   more   on   grading  
above).  
 
The   outcome   of   your   project   is   the   written   report   containing   contents,   introduction,   defined  
problem   and   the   rationale   for   the   project,   used   methods,   finding   of   the   projects,   discussion   of  
the   findings,   recommendations,   conclusion   and   the   references   used.   The   project   should   also  
include   an   abstract   (executive   summary)   of   250   words   presenting   a   synopsis   of   the   project  
including   problem   statement,   research   undertaken   in   order   to   solve   the   problem   and   main  
conclusions.   Five-­six   key   words   describing   the   knowledge   fields   and   domains   of   the   project  
words  can  also  be  added.  Final  reports  are  expected  to  be  written  in  a  formal  manner,  and  as  
such  should  have  a  clear  purpose  /  topic  stated  in  the  opening  paragraph(s)  and  a  conclusion  or  
summary  at  the  end.  The  word  limit  for  final  paper  is  8000  words  (±10%),  excluding  the  graphs,  
tables,   appendices   and   the   bibliography.   To   save   space   for   analysis   and   recommendations,  
students   should   move   background   and/or   others   similar   supplementary   information   to   the  
appendices.  An  appendix  is  a  group  of  related  items.  It  is  a  useful  device  to  make  available  to  
the  reader  material  related  to  the  text  but  not  suitable  for  inclusion  in  the  text.  All  appendices  go  
at  the  end  of  the  paper,  never  at  the  end  of  the  chapters  to  which  they  may  pertain.  Materials  of  
different   categories   should   be   placed   in   separate   appendices.   Where   there   is   more   than   one  
appendix,  each  appendix  should  be  given  a  number  or  a  letter.  
 
Students   are   encouraged   to   use   tables   or   figures   to   illustrate   their   analyses.   Tables   efficiently  
organize  and  compress  data  into  standardized  form.  Every  table  should  be  given  a  number  and  
a   title.   All   text   references   to   a   table   should   be   by   number,   not   by   its   title   or   other   descriptive  
phrase.  It  is  necessary  to  give  each  numbered  table  a  title.  A  table  may  occupy  the  full  width  of  
the  page  or,  if  the  number  and  width  of  columns  permit,  less  than  the  full  width.  In  either  case  
each  table  must  be  centered  horizontally  upon  the  page.  When  a  table  is  long  and  narrow,  then  
double   it   up   in   equal   parts   and   place   them   side   by   side.   Separate   the   two   parts   by   a   vertical  
double  line.  If  a  table  is  too  wide  for  the  page,  it  should  be  turned  lengthwise.  No  text  should  be  
placed  on  a  page  containing  a  broadside  table.  In  the  list  of  tables,  the  table  numbers  should  be  
placed  in  a  column  flush  left  under  the  heading  “Table”,  and  the  page  numbers  should  be  listed  
flush  right  under  the  heading  “Page”.  For  each  table,  the  source  should  be  mentioned  under  the  
table.  
 
Your   argumentation   and   justification   will   be   valued   most,   provided   you   can   support   these   with  
data,  relevant  concepts  and  theories.  Make  sure  your  arguments  are  understandable  and  free  of  
any  possible  double  or  misinterpretations.  All  ideas  and  resources  that  you  use  in  your  written  
document  must  be  properly  cited  using  in-­text  referencing  (APA  style  of  referencing).  Similarly,  
bibliographic  reference  should  be  formatted  in  accordance  with  the  referencing  rules  (see  Guide  
for  APA  style  of  referencing  for  details).  Footnotes  should  be  used  to  further  clarify  points.  The  
place  in  the  text  at  which  a  footnote  is  introduced,  reference  or  content,  should  be  marked  with  a  
numeral   typed   slightly   above   the   line   (superscript).   The   note   number   should   always   follow   the  
passage  to  which  it  refers.  Notes  should  be  arranged  in  numerical  order  at  the  foot  of  the  page.  
 
A  title  page  should  be  included  which  contains  the  report  title,  the  names  of  the  students  on  the  
team,   the   course   name,   and   the   date.   Color   graphics   should   be   designed   to   be   legible   if   the  
report  is  printed  in  black  and  white.  For  good  writing  practice,  your  “first  draft”  should  not  be  the  
final   copy   that   you   hand   in.   Your   final   copy   submitted   for   grading   should   be   well   organized,  
neatly  formatted,  and  have  correct  grammar  and  spelling.  A4  papers  should  be  double  spaced,  
12-­point   font,   1’’   margin,   with   students’   names,   the   project   title,   and   the   course   code   clearly  
 8
designated   on   the   cover   page.   Pages   should   be   numbered,   one-­sided   printed   and   stapled   to  
include  the  appendices.  The  page  numbers  are  to  be  centered  at  the  bottom  of  the  page.  It  is  
preferred  not  to  use  abbreviations,  other  than  those  that  are  commonly  accepted.  When  using  
abbreviations,  a  list  of  abbreviations  should  be  arranged  alphabetically  by  the  abbreviation  itself,  
not  the  spelled-­out  term.  
 
Final   report   is   due   to   Monday,   April   29,   2019   by   12:00   (noon)   via   email   to  
mbakhadirov@ada.edu.az  and  to  corporate  coaches  from  the  client  companies  as  well  as  in  a  
hard  copy  to  School  of  Business,  SB  335.  
 
During   Period   of   May   6-­11,   2019,   all   teams   will   make   a   25   minutes   long   presentation   of   their  
project  and  recommendations  to  the  problem  in  front  of  the  panel  consisting  of  faculty  members  
and  a  client  during.  The  group  presentation  will  be  followed  by  10-­15  minutes  long  Q&A  session.  
Students   will   receive   additional   information   from   course   instructor   about   the   exact   time   and  
venue  for  the  presentation.  

In  summary,  following  below  is  a  Final  Project  Timetable:  

 
January  30,  2019   Students  are  divided  into  groups  
February  4,  2019   Groups  are  allocated  projects  
February  5-­10,  2019   Kick-­off  meeting  with  corporate  clients  
March  3-­9,  2019   Mid-­term  review  meetings  with  corporate  clients  
April  1-­8,  2019   Pre-­submission  discussion  meetings  with  corporate  clients  
April  29,  2019   Final  reports  are  submitted  
May  6-­May  11,  2019   Final  presentations  
 
Grading  Scale  
 
The   Pass/Fail   grading   scale   will   be   used   for   assessing   your   work,   as   outlined   by   ADA  
Regulations.   Your   final   course   grade   is   the   average   of   the   points   scored   by   all   members   of  
panel   including   the   course   instructor   and   the   corporate   coaches   on   each   of   the   assessment  
criteria  multiplied  by  their  relative  weight.    

Incomplete  
 
When   special   circumstances   occur,   the   instructor   may   postpone   assignment   of   the   student's  
final   grade   in   a   course   by   use   of   an   I-­Incomplete.   The   I-­Incomplete   may   be   given   only   if   the  
student   has   completed   at   least   80%   of   the   term   of   instruction,   but   is   unable   to   complete   the  
class  work  and/or  take  the  final  examination  because  of  illness  or  other  compelling  reason.  
 
Provided   these   conditions   are   met,   the   instructor   electing   to   give   I-­Incomplete   fills   in   special  
form   at   the   time   course   grades   are   due.   This   agreement   specifies   what   the   student   must   do,  
and   when,   to   remove   the   I-­Incomplete.   The   dean’s   office   gives   a   copy   to   the   student,   and  
retains  a  copy  for  at  least  one  year.  The  required  work  must  be  completed,  and  a  grade  must  be  
reported   to   the   Office   of   the   Registrar,   no   later   than   eight   week   after   the   end   of   the   grading  
period.   Failure   to   complete   the   required   work   by   the   due   date   will   result   in   a   grade   of   F   or  
grades  earned  by  the  time.  

Withdrawal  Policy  

If  a  student  drops  a  course  after  the  end  of  the  drop/add  period  and  before  the  beginning  of  the  
eighth  week,  he/she  will  receive  a  grade  of  “W”  (withdrawal).  The  grade  of  “W”  will  not  affect  the  
calculation   of   a   student’s   GPA.   Effective   September   2015,   all   undergraduate   students   are  
 9
limited   to   three   (3)   course   withdrawals   during   their   enrollment   at   ADA   University.   Master’s  
students   are   limited   to   only   one   (1)   course   withdrawal   during   their   studies.   Students   cannot  
withdraw  from  more  than  one  class  a  semester.  In  addition,  students  cannot  withdraw  after  the  
eighth   week   of   classes.   No   tuition   refund   is   available   for   withdrawals   from   classes   that   occur  
after  the  drop/add  period.  All  probation  and  expulsion  rules  apply  regardless  of  a  withdrawal.  All  
withdrawals   are   noted   on   a   student's   transcript.   Students   should   be   careful   when   withdrawing  
from   a   class   in   order   to   avoid   being   expelled   from   the   university   for   failure   to   fulfill   the  
requirements  of  their  academic  school.  Students  cannot  apply  for  ADA  University  scholarships  
or   tuition   waivers   in   a   semester   that   follows   one   where   they   have   withdrawn   from   a   class.   In  
order   to   initiate   a   withdrawal,   students   first   must   talk   to   their   Deans   and   fill   out   a   Course  
Withdrawal  Form,  which  may  be  obtained  from  the  Office  of  the  Registrar.  

Please  note  that  last  day  to  withdraw  from  classes  is  April  5,  2019.  

Grade  Appeal  

The   responsibility   to   assign   grades   lies   with   the   course   instructor.   Students   who   contend   that  
their  grade  is  not  an  accurate  reflection  of  their  accomplishments  in  a  class  should  first  discuss  
their  grade  assessment  with  the  instructor.  If  after  the  discussion  the  instructor  is  persuaded  to  
change   the   grade,   he/she   must   immediately   inform   the   Registrar   and   the   Dean   as   soon   as  
possible.   In   the   case   of   data   input   or   communication   error,   notification   to   the   Registrar   will   be  
sufficient.    If  after  discussing  the  grade  with  the  instructor  the  student  remains  dissatisfied,  it  is  
possible  to  initiate  a  grade  appeal.  This  appeal  is  admissible  in  a  case  where  the  student  feels  
the  instructor's  grade  is  in  error.  A  grade  appeal  must  be  filed  within  five  working  days  after  the  
reception   of   the   final   grade.   The   appeal   must   be   sent   to   the   Dean   of   the   college   in   which   the  
course   is   offered   and   must   include   a   detailed   description   of   why   the   student   feels   the   grading  
assessment  was  in  error.  The  student  may  withdraw  the  appeal  at  any  point  during  the  process.  
It  is  the  Dean  who  will  make  the  decision  of  whether  or  not  the  student's  appeal  has  merit.  If  the  
Dean   decides   the   appeal   is   unfounded,   the   appeal   is   denied;;   however,   if   the   dean   finds   the  
appeal   has   merit,   he/she   will   convene   a   committee   consisting   of   the   Dean   and   two   neutral  
faculty  members  to  discuss  the  appeal.  The  committee  shall  have  the  right  to  consult  with  both  
the  instructor  and  the  student  during  the  appeal  process.  The  Dean  will  make  a  decision  on  the  
case  within  one  week  after  the  reception  of  the  appeal.  The  decision  will  be  made  in  writing  and  
will  be  communicated  to  both  the  student  and  the  instructor.  The  committee's  decision  is  final.  It  
is  important  that  the  student  be  alerted  to  the  fact  that  the  committee's  decision  may  result  in  the  
original   grade   being   lowered.   If   a   grade   change   is   decided,   that   decision   must   be   sent   to   the  
Registrar's  Office  at  once.  
 
Attendance  

Capstone  project  is  not  a  taught  course  and  there  are  no  regular  classes.  Instead,  students  in  
their  project  groups  will  interact  with  the  course  instructor  as  well  as  their  respective  corporate  
coach   during   group   meetings.   Course   instructor   will   be   available   throughout   the   semester   to  
provide   guidance   to   students’   projects.   Students   should   make   regular   appointments   to   meet  
with   the   course   instructor   to   report   and   discuss   on   the   progress   and   obtain   feedback   on   their  
progress.  

Late  Assignments  
 
Reports  are  to  be  handed  on  time.  You  are  expected  to  deliver  a  paper  copy  of  the  final  report  
by  12:00  April  29,  2019  and  send  an  electronic  copy  via  email  to  mbakhadirov@ada.edu.az  and  
to   corporate   coaches   from   the   client   companies.   Late   submissions   within   one   day   (within   24  
hours   after   the   deadline)   will   automatically   lose   10   points   off   assignment’s   total   point.  
Assignments   two   or   more   days   late   may   not   be   accepted.   Should   you   have   any   mitigating  
 10
circumstances  that  impact  the  completion  and  delivery  of  your  work,  you  are  expected  to  notify  
the  instructor  in  advance  of  the  due  date.  
 
Communications  
 
For   all   e-­mail   correspondence,   please   include   the   course   identifier   (BUSA6490)   in   the   subject  
line.  I  will  do  the  same  in  correspondence  that  I  send  to  the  class.
 
8.   Mission  of  the  School  of  Business  
 
Mission  
 
ADA   University’s   School   of   Business   mission   is   to   prepare   global   and   socially   responsible  
graduates   through   excellence   in   applied   learning   and   scholarship   by   bringing   the   world   to  
Azerbaijan  and  Azerbaijan  to  the  world.  
 
Vision  
 
ADA  University’s  School  of  Business  aspires  to  be  globally  recognized  premier  institution  in  the  
Caspian   Region   in   the   creation   and   transmission   of   knowledge   and   the   development   of   new  
generation  of  leaders,  driving  change  for  the  betterment  of  the  society.  
 
Through  our  innovative  and  entrepreneurial  spirit,  we  foster  ethical  and  social  responsibility.  
 
9.   Statement  About  Academic  Integrity  
 
Academic  Dishonesty    
ADA   University   has   no   tolerance   for   acts   of   academic   dishonesty.   Honor   Code   of   ADA  
University   defines   the   responsibilities   of   both   students   and   faculty   with   regard   to   academic  
dishonesty.  By  teaching  this  course,  I  have  agreed  to  observe  the  entire  faculty  responsibilities  
described   in   that   document.   By   enrolling   in   this   class,   you   have   agreed   to   observe   all   student  
responsibilities   described   in   that   document.   Academic   dishonesty   in   this   course   includes  
copying  or  collaborating  during  an  exam,  discussing  or  divulging  the  contents  of  an  exam  with  
another  student  who  will  take  the  test,  and  use  of  homework  solutions  from  another  students.  
 
10.  Student  Code  of  Ethics  
 
ADA  Honor  Code    
 
All   students   are   required   to   uphold   and   embody   the   requirements   and   principles   stated   in   the  
ADA  Honor  Code.  The  Honor  Code  Ceremony  is  held  on  September  15,  2016,  and  attended  by  
ADA   students,   faculty,   and   administrators.   You   are   responsible   for   reading   the   honor   code   in  
detail,   as   it   is   an   institutional   document,   which   applies   to   all   classes   and   activities   at   ADA.  
Please  refer  to  ADA  Honor  Code  at:  http://www.ada.edu.az/en-­US/Pages/honor_code.aspx      
11.  Disability  policy  
ADA   University   provides   upon   request   appropriate   academic   accommodations   for   qualified  
students  with  documented  disabilities.  Any  student  who  feels  s/he  may  need  an  accommodation  
based   on   the   impact   of   a   disability   should   notify   the   Office   of   Disability   Services   about   his/her  
needs   before   the   start   of   the   academic   term.   Please   contact   Mr.   Elnur   Eyvazov,   Lead  
Coordinator   of   the   Office   of   Disability   Services;;   Phone:     4373235/ext249;;   Email:  
eeyvazov@ada.edu.az