SOCIAL ISSUES IN MANAGEMENT
                              MAN 6930-791
                                 Fall 2008

INSTRUCTOR        J. Gaines, Ph.D.              OFFICE HOURS: email anytime!

OFFICE            COB 319                               MONDAY: By appointment

OFFICE            727-873-4546 (USF)                   TUESDAY: 5-6 pm
PHONE             727-698-6727 (cell)                           (Epicenter 308)

                                                   WEDNESDAY: By appointment
FAX               727-873-4192                      THURSDAY: 5-6 pm
                                                              (Epicenter 308)
EMAIL             drjeanniegaines@yahoo.
CLASSROOM         EpiCenter 308
DAY & TIME        Tuesday 6-8:50

Course Description:

This course will examine issues that impact the moral and legal behavior of
organizations and their assorted stakeholders.

 Course Objectives:

After completing the course, students will be able to:

   1. critically assess sharply opposing points of view on issues that impact
          organizations and society
   2. differentiate between empirical evidence and assumption, bias and opinion
   3. synthesize their own positions on issues by identifying and clarifying personal
          values, attitudes and beliefs
   4. speak more comfortably in front of others--especially about controversial
Required Texts:

Newton, L.N. & Ford, M.M. (2008). Taking Sides: Clashing Views in Business
Ethics and Society, 10th Ed. Boston: McGraw Hill.

The textbook is available in the bookstore or online at,, etc.

Determination of Final Grade:

Attendance/Participation         25%               A = 90-100%
Debate I                         25%               B = 80-89%
Debate II                        25%               C = 70-79%
Debate III                       25%               D = 60-69%
                                100%               F = 59 and below

Course Requirements:

Each student not participating in a debate will hand in a completed
ISSUE/DEBATE EVALUATION form (on BB under “Course Documents”) each
week. Students are expected to read all case assignments prior to class and be
prepared to discuss them from either a pro or con position. You don’t completely
understand the issue if you can’t argue from either side.

Each student who is participating in a debate will hand in a completed ISSUE
ANALYSIS form (on BB under “Course Documents”) and a hard copy of
research/preparation for their debate role. Each student should assume a
different role during the three debates (stater/prover/attacker). I will leave it
up to the teams of four to divide up the work and the presentation roles equitably.
My suggestion is to use the ISSUE ANALYSIS form to initially prepare your case
before getting together with your team. There are three documents posted on BB
under “Course Documents” that will assist you in filling out the ISSUE ANALYSIS
EXAMINING A POSITION and PROPAGANDA ALERT. Each student participating
in a debate will need to be familiar with the content in these three docs.
I understand that not every student is comfortable speaking in front of the class.
However, I would like for you to consider the classroom a “safe” place to practice
this extremely important skill. I already know that each of you can read—so that
means that I DO NOT want you to sit in front of the class and READ the
material you’ve prepared for your role!! A DEBATE, by definition, is the
application of critical thinking skills in an open and spontaneous setting. You
can certainly have an outline in front of you to help organize your thoughts, but
please know up front that I will deduct points from your grade if you read your

The format of the debate can follow two slightly different sequences:

   1.   Pro (YES) Stater’s initial proposition(s)—2-5 min.
   2.   Con (NO) Stater’s initial proposition(s)—2-5 min.
   3.   Pro Prover’s arguments that back up the Pro Stater—5-10 min.
   4.   Con Prover’s arguments that back up the Con Stater—5-10 min.

   1.   Pro Stater’s initial proposition(s)—2-5 min.
   2.   Pro Prover’s arguments that back up the Pro Stater—5-10 min.
   3.   Con Stater’s initial proposition(s)—2-5 min.
   4.   Con Prover’s arguments that back up the Con Stater—5-10 min.

   5.   Pro Attacker’s questions/flaws directed to Con Team—5-10 min.
   6.   Con Attacker’s questions/flaws directed to Pro Team—5-10 min.
   7.   Pro Stater’s rebuttal and summary—5-10 min.
   8.   Con Stater’s rebuttal and summary—5-10 min.
   9.   Audience/professor questions—5-10 min.

Each team should discuss which of the above formats you will follow with the
opposing team. The audience will be informed of the format choice at the
beginning of the debate. I will ask someone in the audience to keep time and supply
time cards to hold up for the debaters.

Please try to be on time to class and turn cell phones off during class. Students
are requested to clear absences ahead with professor. Because of the interactive
nature of this class, absences will lower your grade.
Debate Teams:

  1. Amy Berg           Whistle-Blowing -
     Bobby Lamb         Pharmaceuticals -
     Mike Pereiro       Oil +
     Parag Shah

  2. Wayne Bolton       Whistle-Blowing +
     Dan Bode           Employ-at-Will +
     Lauren Taylor      GMF +

  3. Travis Blocker     Enron +
     Craig Bracher      CEO Compensation -
     Monica Czyszczon   GMF -

  4. Jon Adkins         Emp Email -
     Andres Cordova     CEO Compensation +
     Kevin Holcomb      Mark/Adv -
     Rodie Schement

  5. Kathleen Powers    Capitalism -
     Rhonda Moraca      Employ-at-Will -
     Billy Wuttke       Ford Pinto +

  6. Heather Blaine     Pharmaceuticals +
     Rekha Pasam        Ford Pinto -
     Mary Shealy        Multinationals -

  7. Josh Guinand       Enron -
     Tom Hendry         Emp Email +
     Sarah McKenna      Oil -

  8. Fabiola Balbina    Captialism +
     Dave Evans         Mark/Adv+
     Kyle Tucker        Multinationals +
Course Schedule and Reading Assignments:

DATE:      CASE:                                                  PAGES:

8/26       Introduction

9/2        Is Wal-Mart a Good Model for Retail Sales?             143-157
           Open Class Discussion & Documentary

9/9        Capitalism & the Corporation Debate                    2-22
           Team 8—YES
           Team 5—NO

9/16       Does the Enron Collapse Show that We Need More
           Regulation of the Energy Industry?                     158-188
           Team 3—YES
           Team 7—NO

9/23       Does Blowing the Whistle Violate Company Loyalty?      189-208
           Team 2—YES
           Team 1—NO

           Is Employer Monitoring of Employee E-mail Justified?   209-218
           Team 7—YES
           Team 4—NO

9/30       Is “Employment-at-Will” Good Social Policy?            219-244
           Team 2—YES
           Team 5—NO

           Is CEO Compensation Justified by Performance?          245-262
           Team 4—YES
           Team 3—NO

10/7       Are Marketing & Advertising Fundamentally
           Exploitative?                                          263-278
           Team 8—YES
           Team 4—NO
10/14   Is Direct-to-Consumer Advertising of Pharmaceuticals
        Bad for Our Health?                                    279-290
        Team 6—YES
        Team 1—NO

10/21   Was Ford to Blame in the Pinto Case?                   291-319
        Team 5—YES
        Team 6—NO

10/28   Should We Require Labeling for Genetically Modified
        Food?                                                  320-338
        Team 2—YES
        Team 3—NO

11/4    Are Multinational Corporations Free from Moral
        Obligation?                                            339-351
        Team 8—YES
        Team 6—NO


11/18   Should the World Continue to Rely on Oil as a Major
        Source of Energy?                                      406-417
         Team 1—YES
         Team 7—NO

12/2    Do Environmental Restrictions Violate Basic
        Economic Rights?                                       365-386

12/9    EXAM
Key Leadership Skills and Perspectives Addressed in This Course:

1 = Minimal Coverage                                                5 = Strong Coverage
 Interpersonal    Analytical and     Information    Reflective     Ethical and    Multicultural
      and        Critical Thinking   Technology    Thinking and      Social       Competence
 Communication         Skills           Skills     Experiential   Consciousness
      3                 5                0              5              5               3

Interpersonal and Communication Skills—9/2-12/2

Analytical & Critical Thinking Skills—9/2-12/2

Reflective Thinking & Experiential Learning—9/2-12/2

Ethical & Social Consciousness—9/2-12/2

Multicultural Competence—11/4

Academic Dishonesty:

See USF Policy on Academic Dishonesty and Disruption of Academic Process at

Because of the University’s commitment to academic integrity, plagiarism or
cheating on course work or on examinations will result in penalties that may include
a grade of “F” for the specific exam or course work and a grade of “F” or “FF” for
the course. Any incident of academic dishonesty will be reported to the dean of
the college. Definitions and punishment guidelines for Plagiarism, Cheating, and
Student Disruption of the Academic Process may be found at the web address
listed above.

Students with Disabilities:

Please notify your instructor if you have a learning disability or require special
assistance with this course. Confidential personal and learning assistance
counseling are made available to students through the Division of Student Affairs.
Contact R. Barry McDowell ( for more information.

Religious Holidays:

 Students who must miss an examination due to a religious holiday should notify the
instructor during the first two weeks of class.


Students may not sell any materials provided by professors from this course.

- Written and verbal communication skills
- Working in a team/group environment
- Group and individual dynamics in organizations
- Influencing others toward a common goal (i.e. Leadership)

- Problem solving skills (from the “defining the problem” step to “implementation”)
- Ability to evaluate, then choose, alternative strategies/courses of action
- Ability to prioritize
- Data analysis skills

- Basic computer proficiency
- Ability to conduct basic research using the Internet
- Ability to use word processing, presentation, and spreadsheet software

- Applications Orientation
- Multidisciplinary approaches to solving management problems (ability to integrate
    learning from various Business disciplines)
- Service learning (may include community and University/College service)
- Internships
- Study Abroad Programs
- Personal professional development (etiquette, dress, professional conduct)

- Corporate social responsibility
- Ethical and legal responsibilities
- Value systems
- Personal conduct

- Global awareness and understanding
- Diversity in both domestic and international contexts
- Cultural differences and their impact on economic/business environments

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