Description Hi again after we did parts 1,2,3 now is the time to complete part 4 and 5 Part 4: ple ...
Description Hi again after we did parts 1,2,3 now is the time to complete part 4 and 5 Part 4: please find the instructions and step 3 file were you need to see the comments on the submitted file and action it. let me know if you can not see the professor comment on the pdf file Part 5: develop the presentation based on the instruction file UNFORMATTED ATTACHMENT PREVIEW Co-Curriculum Program Proposal: Strategic Continuity Planning Simulation Course for IB Majors Submitted to: Center of International Business and Research Dr. Bertrand Guillotin Academic Director of the International Business Administration BBA Program Submitted by: Fatemah Almurtaji International Business Major Drafted on: March 14th, 2025 Executive Summary A strategic continuity planning simulation course as part of the IB credit-bearing cocurricular activity will provide students with the academic tools required to develop crises management and strategic continuity planning skills. In recent years, there has been a rise of two main sources of threats around the world: geopolitical conflicts and natural disasters. Current IB graduates will enter a labor market where companies are facing a growing number of regional and global threats. It is necessary for them to learn and practice response strategies to global and regional crises that can potentially disrupt normal business operations. A significant percentage of IB majors students come from foreign countries that face similar challenges. This course will complement Fox Global Immersion Programs, but it will fill a gap in the International Business BBA program by providing students necessary tools for developing crises management and strategic continuity planning skills. Offering the course as a summer immersion program will enhance Fox School of Business reputation, attract prospect IB major students, and make the International Business BBA program stand out in a competitive higher education market. The project’s timeline starts in April and ends in July when the 6-session course is given. It will provide practical experience to students and increases their competitive skills in the competitive IB labor market. Problem: International Business majors lack the opportunity to participate in simulation courses that allow them to learn and practice response strategies to global and regional crises that can potentially disrupt normal business operations. There is a long history of serious conflicts that have disrupted normal business operations occurring both at regional and global levels. Besides historical events, the number of regional and global disruptions is set to increase in the future. There has been a rise of two main sources of threats around the world: geopolitical conflicts and natural disasters. The world experienced a few decades of lower geopolitical risks after the fall of the Soviet Union and the spread of capitalism and globalization. But this has changed in recent years with rising conflicts between nations and country blocs. Students from 124 different nationalities are part of Temple University (see Appendix A), and the number of international students enrolled shows an increasing trend (Temple University, 2025). It is no longer a matter of if businesses will face some type of regional or global crisis, instead, it is necessary to be prepared for when businesses face them (United Nations, 2024). Crisis management is fundamental for effective leadership since the severity of recent crises and the expected severity of future crises can disrupt operations in unprecedented ways (Sanders, 2023; Heading, 2024). Core IB major courses focus on business fundamentals, expansion and internationalization strategies, and international marketing, but no course offers a deep insight into managing crises and developing strategic continuity planning skills. The Proposal: Fox School of Business should implement a Strategic Continuity Planning Simulation Course into the International Business major curriculum. The proposed course will train students in strategic business decision-making during times of crisis including geopolitical conflicts, natural disasters, pandemics, or any other type of regional or global crisis that disrupts normal operations. This course will enhance problem-solving skills that address potential contingencies that IB major students might face in the future. Course scenarios will mimic recent events that have disrupted normal business operations, and alternative creative scenarios will also be included to address potential regional and global crisis. During the beginning sessions of the course students will be tasked to form groups and brainstorm ideas about the six most severe crises that IB can face in the future. Groups will also assess the likelihood and potential impacts of each individual crisis on IB. Each group will then be required to propose a minimum of four contingency strategies aimed at mitigating risks associated to each potential crisis and preventing business disruptions. Students are required to elaborate on which contingency strategies they believe can be more effective for addressing simulated crises, and propose business continuity plans. The goal is for them to understand the limitations and vulnerabilities of IB, while proposing strategies that mitigate these limitations and vulnerabilities. This type of course is already being offered by some universities, although few of them address business continuity plans. Stanford University is currently offering a Crisis Management Program aimed at business leaders that want to be prepared for future crises that may hinder their operations (Stanford Graduate School of Business, 2025). Implementation: The Center for IB Education and Research will be in charge of developing and coordinating the proposed course. The following timeline was prepared for implementing this new course (see Appendix B): • April 1st to April 11th: The project starts with an initial meeting to cover the basic concepts and goals for the course, as well as determining whether CIBER, Fox, or Temple might propose adjustments to the course’s content or program. The second objective of this initial phase is to obtain approval for the grant allowance. • April 17th to April 31st: A follow up meeting will be held to request stakeholder feedback. During the following week, drafts for different cases/scenarios will be elaborated. This phase requires stakeholders to gather information and collect data. • May 12th to June 9th: The goal of the third phase is to research and design the course and have a dry run in a classroom for testing the program. All necessary materials and resources should be procured using the grant money from CIBER. • July 14th to July 31st: The 6-session course would be scheduled to start during the second half of July. Online support will be provided to participants. Budget: This is a short course, so the required budget is relatively low compared to a new course of commitment to another LMS. As head of 2022-2026 CIBER grant at Fox School of Business, Dr. Bertrand Guillotin will find this proposed course in strategic continuity planning highly compatible with the objectives of the grant funding of the Department of Education. The estimated budget for the proposed course ranges between $6,100 to $13,900 (see Appendix C). The budget includes expenses for preparation and planning, faculty and facilitator costs, implementation costs, evaluation and follow-up, and marketing. The use of CIBER grant funds can be obtained by emphasizing the innovative nature of the course, and how it will add content and value to the International Business BBA program. Benefits: A grant proposal will be submitted to CIBER in order to finance this course. CIBER has provided similar grants for research and development of new courses. The objective is to provide alternative material and creative content to Fox School of Business IB majors. This project will also diversify the topics offered by Fox School of Business, enhancing its position as a strategic competitor in the business school market. This course will help to attract prospect IB majors that are aware of increasing disruption risks in global business. For students Enhance skill: help students develop crises management and strategic continuity planning skills. Career readiness: provides practical experience to students and increases their competitive skills in the competitive IB labor market. For Fox School of Business Reputation boost: enhance Fox School of Business reputation and attract prospect IB major students. Differentiation: offering innovative courses allows Fox School of Business stand out in a competitive higher education market. Grant alignment: efficient use of CIBER funds provides support to future funding initiatives. Conclusion: The Strategic Continuity Planning Simulation Course fills a gap in the International Business BBA program by providing students necessary tools for developing crises management and strategic continuity planning skills. This program will also foster a more global learning environment within Temple University. The course will enhance Fox School of Business reputation, attract prospect IB major students, and make the International Business BBA program stand out in a competitive higher education market. Obtaining CIBER funding combined with a dedicated faculty, will make this course a valuable addition to the school’s IB program. References Fox School of Business. (2025). Bertrand Guillotin (DRG). https://www.fox.temple.edu/directory/bertrand-guillotin-drg-tug28070 Heading, S. (2024). These are the biggest global risks we face in 2024 and beyond. World Economic Forum. https://www.weforum.org/stories/2024/01/global-risks-report2024/ Sanders, M. (2023). What’s driving the boom in Billion-Dollar disasters? A lot. https://www.pewtrusts.org/en/research-and-analysis/articles/2023/10/12/whatsdriving-the-boom-in-billion-dollar-disasters-a-lot Stanford Graduate School of Business. (2025). Crisis management. https://www.gsb.stanford.edu/exec-ed/programs/stanfordlead/curriculum/courses/crisis-management Temple University. (2025). 2024-2025 Factbook. In Temple.edu. https://ira.temple.edu/sites/ira/files/2024-2025%20Factbook.pdf United Nations. (2024). At Davos Forum, Secretary-General warns of global norms collapsing, highlights need to rebuild trust, reform governance. https://press.un.org/en/2024/sgsm22109.doc.htm World Bank Group. (2023). Chapter 1. The economic impacts of the COVID-19 crisis. In World Development Report 2022. https://www.worldbank.org/en/publication/wdr2022/brief/chapter-1-introduction-theeconomic-impacts-of-the-covid-19-crisis Appendices Appendix A t Appendix B April 1st to April 11th April 17th to April 31st May Initial meeting Follow up Stakeholder feedback Draft Cases/Scenarios Gather information/data Rese Approve grant allowance May 12th to June 9th July 14th to July 31st Research and design 6-session course starts Dry run Online support Appendix C Proposed Budget for Strategic Continuity Planning Simulation Course Preparation and planning $700 - $1,500 Faculty and facilitator costs Implementation costs Evaluation and follow-up Marketing $1,500 $3,000 $200 $700 Total estimated budget $6,100 - $3,000 - $7,500 - $400 - $1,500 - $13,900 Purchase answer to see full attachment User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.
